THE LIBRARY
The Ontario Institute
for Studies in Education
Toronto, Canada
LIBRARY
NOV 8
197]
TH
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INSTiTU
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JUL 14 197]
THE ONtttfe INSTITUTE
FO£STUDIES IN EDUCATIOf
EDUCATOR
EVIEW
VOLUME XIX
Published Every Month, Except July, at St. John, N. B.
G. U. HAY,
Managing Editor.
INDEX.
[An error on page 228 ( February number) makes it " 282," and the error Is unfortunately continued through the following numbers.]
Page.
Acadia University 16
Algebra, All Due to 18
Art in the Public Schools 37
Aim of Good Teaching, The 69
Art Education, President Eliot on ... . 72
Art Notes.. ..129, 161, 214, 297, 326, 357
Affairs of Kings College, The 154
Animal Stories (C. Q. D. Roberts aad
Wm. J. Long) 155
Acadia, The Distinctive Features of.. 185
Anatomy In Rhyme 223
April Birthdays 327
" All Thy Works Praise Thee, Oh
Lord," 363
Boyd, Hunter, Articles by .. ..37, 129, 160
214. 297. 326, 357
Beginning of a Western Town, The.. 44
Battle Hymn of the Reformation .... 46
Butler, O. K., Articles by .. ..102,125, 159
187, 211, 296, 330, 354
Bailey, Professor L. W., Articles by
131, 208, 281, 320, 352
Barbizon 216
Boyle's Law 301
Beautiful Canada 320
Birthday Party, A 330
Boys Wanted, 366
B inner and the Carpet. The 367
Canadian History. June and July In.. 8
Clay Modelling In the Primary Grades 11
Case of Susie Adams, The 12
College Convocations 14
Current Events 22, 48, 75, 110, 136
169, 197, 223, 306, 338, 369
Country Newsboy, A 45
Chipmunk and Red Squirrel 65
Page.
Canadian History, August and Sep-
tember In 68
Canadian History, October In 95
Canadian History, November In . . . . 133
Christmas Chimes (with Illustration) 160
Christmas Recitations 164
Christmas Gift, The 169
Coasts, Our. Their Character 208. 289
" Christmas Eve," Washington Irving's 211
Coasts, Our. Their Lessons 320, 352
Compositions, Correction of 322
Course of Study — A Criticism 327
Criticism of P. E. I. Schools 328
Clovers, The 351
Canada's Size and Population 362
Canada a Rich Country 367
Drawing for the Lower Grades. . . .
Dalhousle University
Death of Professor Davidson. . . .
" Deserted Village," Notes on the
December Supplement (Christmas Chimes)
10
14
62
103
160
December Birthdays 158
Distractions, Too Many 195
Dyzart, Miriam L., Articles by 104, 299
Dominion Cabinet The 366
Empty Crayon Box, The 67
Examinations In Nova Scotia, A Hint
Regarding the Provincial 216
Early Flowers. A Few 319. 349
Examination Test, Another 359
Education, Five Evidences of 366
First Day in School. The.
Friday Afternoons, For . .
43
134
Page.
Feeding Place for Birds. A 143
Framing the Review Pictures 163
Franklin, Benjamin (Portrait) 189
Fighting Temeraire. The 215
February Birthdays 218
February Folk-Lore. . 222
Forests of Canada, The 332
Five Little White Heads 363
Ferns, The 368
Grammar in a Nut-shajl 123
Games for Primary Grades 135
Grammar, The Disciplinary Value of. . 190
Guess the Names of the Rivers . . . . 305
Guess the Names of the Islands . . . . 334
Guess the Names of the Fish 334
Grammar of Any Use, Is 359
Guess the Name of the Boy 362
Guess the Name of the Bird. . . , .... 364
Glory of the English Tongue, The.... 368
H
Hay, G. U., Articles by . . . . 7, 39, 100, 124
157, 184, 207, 318, 350
Heavens in June, The .-. . . 19
Helpfulness, The Spirit of 39
How to Teach Addition 68
Home-made Recitation Book. A .... 101
History of the River St. John (Rev.
Dr. W. O. Raymond) 182
Happy, The Way to be 304
Horse-Chestnut is so-called, Why the 319
How One Teacher Used the Picture
" Saved," 325
Hamilton, Principal D. W., Article by 329
Hiawatha's Canoe 333
I
Insane, New Treatment of the 6
Interest the Parents, To 141
INDEX.
J
Page.
Joy of Hard Work, The 46
Japan's Naval Record.. . , 64
January Birthdays.. 184
K
Keeping our Souls Alive 20
Keeping the Children in School . . . . 142
Kennedy, W. T., Article by 327
Keep Your Sons at Home 364
Key for Identifying Sparrows 367
Kites, Professor Bell's 368
L
Letter Writing 42, 107
Long and Well Spent Life. A 63
Lines in Season .. ..74, 106, 304, 335, 360
" Lady of the Lake," 125
Lesson on a Window 133
"Legend of Sleepy Hollow," 159
Let the Sunshine in 167
Literature in the Primary Grades.. 192, 219
Lamb's " The Adventures of Ulysses,"
296, 330, 354
Lark by Lake Bewa, The 299
Language Methods, Some 336
Letter from Northern Alberta 353
Learning Latiu 357
Little Brothers of the Field, Our 362
M
Matthews, E. G., Article by 10
Mt. Allison Institutions 14
Mile with Me, A 21
Music in the North Sydney Schools. ... 23
Meagher, F. B., Address by 42
Mutual Improvement Associations. ... 63
Mental Mathematics 105, 166
Mama's Christmas Gift 160
Mistletoe Grows, How the 162
Mental Arithmetic 191, 300
Maclean, Miss A., Articles by.. 216, 322, 355
March Birthdays 292
Manual Training, The Purpose of .... 304
Millet 322, 355
. N
Nineteenth Century Literature 13
Nature-Study Should Be Taught, How 38
Nature-Study ^64, 123, 156, 183, 206
Nature-Study iu Canada 90
Nelson and the Centenary of Trafalgar 96
Native Trees, Our :
Poplars and Willows 100
The Birches 124
Firs and Spruces 157
The Pines 184
The American Larch 207
The White Cedar 207
The Hemlock 318
The Elm 350
The Beech 351
National Hymn 305
Nature - Study Calendars 329
o
Old School, The 95
Oliver Goldsmith 103
Only of Interest to a Few 155
Old Year and the New, The 158
Old-Fashioned Things 302
" Onward Christian Soldiers." . . . . 330
One King, One Flag, One Fleet.. .. 364
Physiology Teacher, Hints to the
Perfect Attendance
9
:-, i
Page.
Poem You Ought to Know, A 95
Poetry of Earth is Never Dead. The. . 101
Physical Geography in the Public
Schools 131
Picture Study Queries 162, 196, 298
325. 358
Practical Problems for Grade VIII . .
1 167, 191, 219, 300, 331, 363
Punctuality ' .. .. 330
Pussy Willow 335
Question No More 195
R
Review Question Box, The .. ..20, 43, 74
166, 337, 358
Recent Books (Canadian) :
Geometry (A. H. McDougall) . . .. 51
High School Chemistry (W. S. Ellis) 52
Practical Mathematics (Dr. D. A.
Murray) 79
High School Physical Science (Mer-
chant & Fessenden) 79
Brothers in Peril (Chas. G. D.
Roberts) 79
Introductory Physiology and Hvglene
(A. P. Knight) 79
The Nature-Study Course (John
Dearness) 80
Nova Scotia Readers. . . . 145
Prose Essays (Bliss Carman) 174
Mechanical Drawing (S. A. Morton) 339
Practical and Theoretical Drawing
(A. H. McDougall) 339
Robinson, E'eanor, Article by 96
Rhymes and Recitations for Little
People 106
Reproduction, For 130
"Rip Van Winkle." 187
Recitatiors for Primary Grades 193, 220
Report of New Brunswick Schools .... 288
Reproduction of Stories 299
Raleigh Anticipitea Darwin 352
s
Slm=. Miss S. A.. Article hy 11
Some of the Old Would Imnnve the
New 21
School and Colleee 23;. 49. 78. 111.
143. 171. 198. 225, 307. 339, 37o
Suggestions for Seat Work 35
Summer School, The 36
Seoteirber Tb1V« 67
Sympathy for Children 73
Summer Holiday Activities 91
School Outing. A 100
Schoolroom Decorations 10J
S»rr>nd from Above, The ins
School Correspondence 122
Scott. A Lover of . . ' .... 1K6
Shakespeare to His Mirror 165
Spinney, p. h.. Articles by .. ..105, 16b
191, 300
Schoo' from the Standpoint of a Parent
The 212. 29'
"Saved" (Tlln=trati"n) 214
Scott, S. D., Article by 212, 292
Snow. Lesson on 221
Song of the Lark. The 297
School Legislation. Recent 316
School Gardens, Influence of 317
Spring, The Coming of 332
Spring, The Call of 334
Schools of Nova Scotia 348
Page.
Schools of P. E. Island 348
"Sower, The" (Illustration) 357
Springtime Studies 361
Sculptor Boy, The 365
T
Teachers in the West, Among 7
Try This for a Change 17
Timetables in the Geography Class.. 17
Truthfulness, A Method of Teaching. . 19
Teachers Deserve Better Salaries.. ... 23
Teachers' Institute of Annapolis and
Digby 45
Teachers' Salaries 62
Teachers' Association, N. S.. Provin- •
cial. . . 70
Training, An All-round .. 93
Teachers' Reward. A 93
Teachers' Association, Statistics, N. B. 107
Teaching Children to Talk Naturally, . . 107
Teachers' Institutes :
Kings County, N. B 108
Kent County, N. B 109
York County, N. B 109
Teachers' Normal Institute. North
Sydney 138
Teachers' Association, P. E. 1 139
Teachers' Institutes :
Victoria County, N. B 140
Northumberland County, N. B 140
Westmorland County, N. B 140
Albert County, N. B 140
St. John and Charlotte, N. B 141
Treasures of a Country School . . . . 143
Teachers' Association of N. B 144
Teachers' Institutes :
Restigouche County 168
Gloucester County 168
Carleton County 196
Three Nine's Puzzle. The 233
Teachers' Bureaus 224
Tale of Twelve, The 303
Tale of a Bonnet 306
Trees, Studies by Sir W. C. Van Home
(Illustration) 326
Tree Quotations from the Bible . . . . 335
Teacher, The Efficient 336
Trees, Three Little 338
Trees' Rebe'lion, The. 362
True Bravery 369
u
University of New Brunswick . .
16
V
Visits to Schools 34
Visiting Schools 92
Victor! a the Good 365
Voice of the Grass, The 366
Victoria Cross. The 367
W
Warning Note from the West 94
Writing in the Public Schools 154
Washington Irving 159
Weil-Conducted Recitation, A 194
Waddell, John, Articles by . . . . 216, 301
Winter 292
Why Some Birds Hop and others Walk 302
Who Loves the Trees Best 305
Waste of Time 335
Walking Exercise for Children . . . . 336
Wanted — Men 357
Wild Doves of St. Francis, The . . . . 360
THE
EDUCATIONAL REVIEW.
VOLUME XX.
Published every Month, except July, at St. John, N. B,
- i
G. U. HAY, - - Managing Editor.
INDEX
Art Notes
Arithmetic. Practical Problems in.
Acadia University Closing
Arithmetic, First Steps iir
Autumn Fires
Arn.u and the Souk. The
Advisory Board, An
Asleep
Aunt Mary's Four Guests
Art in the Netherlands
Avosadro's Law
April Days
Arbor Day and Bird Day Pro-
gramme,
Arbor Dav,
i 'age
7, 4.!
Si
82
ioo
I Jo
1 43
I'll
2lN
-.v>
209
B
Bailey. Professor L. \\ '.. Articles by
8. 41. 73, nS. ui
Boyd, Hunter. Articles by ..15,43.233
Birds and Man 26
Hoys. A Place for the 4.1
Banc. I he Sculptor 44
Book worth Reading, A 4'"i
Body, Parts of the S3
Brittain, Dr. John — Articles by. .68. 295 j
Bunco-Bird, I he 102
Bjrds in Winter. Feeding 124
Bird Tragedy. A 268
Botany in Schools 295
British Empire Statistics 305
Canadian Nationality 6
Corot < The Painter I I J
Page. I
(.'intent Events 24. 55, S4. 107
132. loj, 191, 219, J47, 278, 310
Condon, Sirs. Catherine M . Articles
by 16, 48, 71, 98, 1 _' 1. 150
180, 211, 241, 265, 300
Chemistry. Foundations of, as Seen
in Nature Study 68
Chemical Trick. A 78
Crocket, Principal, Article by .... 94
Carl. Katharine if)
Climate. ( )ur 144
Christmas Exercises, Suggestions
for 156
Christmas Baby. The 159
Christmas, Hilda's 159 J
< Ihildren and Poetry [88
C'lmenitis, Pestalozzi and Fnebcl.. 211 J
Children's Poems, Rise Above.. .. 29,1
Canada. In 30.!
( lanada Forever 309 !
Dalhousie Convocation 17
Dawn 81
Drawing Course, A New 202
I (rumniond, I >cath of Dr.
Drummond. The Last Poem of
291
308
Education. Tests of Applied.. .. (1
Educational Institute, Provincial, at
( li.it ham 38
Education of the Agricultural
Laborer 69
Educational Association of N. S 106
Examiner's .Vote Hook. From An 122
Educational Reports 260
Page.
Education, 'The Law of Unity Ap-
plied to ^00
Empire Day Selections 306
F
Feeding I ler Birds," 15
Farnham, S. J 70
Flags, School 04
I'ruit Tree. The 104
Field Clubs and Nature-Study . . 175
February, Colour in 20.1
February and Its Noted Days.... 205
ITcebcl _>i i
French, D. F., Article by 21.5
Forestry 2.;i
Friebel's Educational System.. .. 241
Forestry, A Study in 266
Fruebcl's System, Self-Activity the
Developing Force of 300
G
Ganong, Professor VV. F„ Article
by 11
Geometry, 'The Teaching of Ele-
mentary |6
Geography and Nature Study. Plans
in 125
Games, First Grade Number.. .. 143
Geometrical Drawing.. .146, 177, 209
237, 207,
( lirls I I lave Known 181
Geography Match 206
Garden, Echoes from a Boys'. .272. 309
INDEX
Page.
Hay, G. U., Articles by . .7, 2,32, 262, 292
Habit of Observation, A 50
Heroism, A Lesson in 79
Hymn, Origin of a Famous 104
Handwork in a Country School. ... 181
History Device, A 239
I
Insects, Instinct in
81
Johnstone, Mary, Article by . . . . 54
January, Memorable Days in 182
Kindergartners, An Open Letter
to 16
King's College Enccenia ^2
King, The. . . 81
Kindness to Animals 143
Language 40
Language Box, The 46
Lines in Season 50, 127, 214
Little Ones, For the Very 105
Little Folks, For the 128, 160
Lines for the Christinas Season. . 158
Lost, If You Are 189
M
Mountains and Hills, Our 8
Maclean, Miss A., Articles by.... 13
44, 7°, 99, 239, 265, 302
Macdonald School, Guelph, Notes
from the 16
Mount Allison Convocation 17
Meadow's Changes, The 38
Mill. The Old 128
Madonna of the Chair 142
Matthews. !•'. G. Articles by .... 146
177, 209, 237, 297
Months, The 160
Manners the Morals of the Heart. . 180
Millinery, Murderous 184
Music of Poetry, The 213
March 2^^. 246
March and Its High Days 234
May Days 294
May, Morning 'Talks for 301
N
Nest in a Pocket, A 22
Names, Guess the 23
News Notes 26
Nature, The Contact with 118
Norrad, Marguerite Marie, Article
by 183
Natural History Stories for Little
Folks 185, 215, 244, 276
Numbers, About 207
Nature Study in March 232
Nature Study in April 262
Novel, The Modern 264
Number One 278
New Brunswick. I Love Thee. . . . 291
Nature Study for May 292
Nature Study for Teachers in Va-
cation 295
Nature Quotations for May 308
Order for Release, The 43
Opening Exercises 104
Page.
Plants, On the Present Confusion
in the Names of American .... 11
Psychology for Teacher and Parent 48
Paris, The Streets of, May 1st. ... 54
Play 98
Pine Forests, The Song of the. . . . 123
Psalm of Praise, A 127
Pictures, How One Teacher Uses
the Review 143
Personality of the Teacher 179
Play, Hints for Studying a 187
Problems in Rhymes 190
Plans, About 203
Pines, Questions Upon Any in Your
Locality. . . , 207
Pestalozzi 211
Picture for March, Our 233
Queries, Replies to 15
Question Box, The Review's.. .. 307
R
Recent Books (Canadian)
High School Physicial Science
(F. A. Marchant) 28
Elements of Political Science
(Leacock) 58
Elementary Mathematics (F.'W.
Marchant) no
Guide to Practical Penmanship
(W. A. Mclntyre) 110
Handbook of Canadian Literature
(A. MacMechan) 135
Studies of Plant Life in Canada
(Mrs. Trail) 164
Sketch of Hon. Joseph Howe (A.
& W. MacKinlay) 192
Recent Magazines 29, 59, 84. Ill,
135, 166, 194, 222, 250, 282, 312
Rivers and Lakes, Our 41, 73. 96
Recitations for the Youngest Child-
ren. . ■ S3, 274
Report, An Important (*>
Rainy Day. A 77
Rain, Signs of 127
Richards. Chas. D. — Article by.... 152
Robinson, Eleanor — Articles by. . 182
205, 234. 263, 294
Rhymes for Little Folks 217, 245
Rockefeller's $43,000.000 235
Rubens 265
S
Springtime, The Treasure-Trove of 22
Sunbeams, The 23
School and College 26, 57, 87
109, 133. 164, 192, 220. 248, 279, 311
Summer School at North Sydney.. 40
Something for a Lazy Afternoon.. 47
Smith, A, W, L, Article by .... 46
September 65, 10:
School, A Great Mediaeval ' 1
Schoolmaster Abroad, The 76
Schoolmaster, A Great 78
Stars, Counting the So
Somebody's Mother 82
Snow Flowers, The 128
Sunshine in the Shadows 149
Schoolrooms. Glimpses into. . . . 174
203, 230. 258
Shirking Work 175
Spelling Reform 186
Salaries. Better 202
Sarah's Teachers 240
Song of a Robin, The 273
See What Children Say 293
T
Page.
Teacher, The Ideal 6
Trees, Our Native — No. XI 7
Turtle, M. R., Article by 46
Teachers' Institutes 52
Training, Two Methods of 82
Talking, On the Advantage of. . . . 83
Teachers, Address to Young. ... 94
Tides, The 100
Thanksgiving Reading, A 101
Teacher, a Contented 104
Teacher as a Director of Play, The 121
Teachers' Institutes 129
Teaching, Some Criticisms of Our
Methods of 152
Teacher, Points for the 161
Teachers' Institute, Northumberland
County 162
There are Other Instances 188
Teachers' Institute, Carleton Co... 189
Two Little Fellows 210
Talks with Other Readers.. ..219, 275
Teacher, The Influential 259
Teacher So the School, As the 261
Teacher, My 264
Teacher's Wisdom, The. . . . . . . . 275
U
University of New Brunswick,
Enccenia at 19
Unfortunate Statement, An 186
V
Vacation, After 77
Visualization 150
Valentines, A Brace of 214
Van Dyck 30^
'" W
Woman Keeps Young, How One. . 43
Waterfalls, Our 118
Window Shades or Roller Blinds.
- The Misuse of 122
WirW, The Voice of the 122
Wayside Inn, The 124
Waterfall. A Little Known 183
Winter Nests 212
Winter. I Love the . . 214
Winter Piece. A 217
Waddell, Dr. John, Articles by. .242, 295
Where Montgomery Fell 245
Word Game 261
Wireless Message 304
Y
^ ussouf 155
Your Gawky Boy 247
SUPPLEMENTS
Reproduction of Famous Paintings.
Millet's "Feeding Her Birds" — June-
July.
Millais' "The Order for Release" — Aug-
ust.
Neal's "James Watt Discovering the
Power of Steam" — September.
Barber's "A Scratch Pack" — October.
Bateman's "The First Lesson" — Novem-
ber.
Raphael's Madonna of the Chair — De-
cember.
Wunsch's "Mischief Brewing" — January.
Piftard's "The Snowball" — March.
Barber's "Morning Call" — April.
West's "The Death of General Wolfe" —
May.
TWENTY-EIGHT PAGES.
COLLEGE NUMBER.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., JUNE, 1905.
31 00 per Year.
G. U. HAY.
Editor for New Brunswick.
A. McKAY,
Editor for Nova Scotifi
THE EDUCATIONAL REVIEW.
Office, 31 Leinstec Street, St. John, N. B.
PmvrcD by BiRsrs & Co.. St. John. N. B..
Always Bead this Notice.
THE EDUCATIONAL REVIEW is published about the 10th of
every month. If not received within a toeek after that date,
write to the office.
THE REVIEW it tent regularly to subscribers until notifica-
tion it received to discontinue and all arrearages are paid.
When you change your addrett, notify us at once, giving the
old as well as the new address. This will save time and cor-
retpondence.
The number on your addrett tcllt to what whole number of the
REVIEW the tubtcription it paid.
Addrett all corretpondence and business communications to
EDUCATIONAL REVIEW,
St. John, N. B.
CONTENTS
Editorial Notes fl
The Treatment of the Insane *>
Among Teachers in the West 7
June and July in Canadian History 8
Hint to the Physiology Teacher !i
Drawing for the Lower Grades — No. V 1 1 10
Clay Modelling in the Primary Tirades 11
The Case of Susie Adams 12
"Nineteenth Century Literature'' 13
College Convocations:
Dalliousie University 11
ML Allison Institutions 11
Acadia University 1H
The University of New Brunswick ... Hi
Try This for a Change 17
All Hue to Algebra IS
A Method of Teaching Truthfulness lil
The Heavens in June 1!)
The Review's Question Box , 2"
Keeping our Souls Alive 2n
Ten Reasons for Bird Study 21
Some of the Old Would Improve the New 21
Current Events. 22
Music in the North Sydney Schools 2:1
Teachers Deserve Better Salaries, 2.1
School and ( COLLEGE -'.'(
Recent Books 21
J i'»i Magazines 25
Business Notice 26
New Advertisements — D. McArthur, I k>, p. 2; Netherwood
School, p. 2S; South Shore Line. p. 2*.
The attention of our subscribers is directed t<
the business notice on another page.
. An index to volume eighteen accompanies this
number of the Review. We hope our subscrbers
bind the Review and keep it for future reference.
Therk will be no Review for July, but the next
number will be issued about the first of August,
instead of the tenth. During the coining year tie
date of publication will be on the first of each month.
Intending contributors and advertisers should make
a note of this.
Dr. J. R. Inch, Superintendent of Education for
New Brunswick, will be one of the speakers at the
American Institute of Instruction which meets at
Portland, Maine, July 10 to 13.
Considerable space is given up in this number
to the work done by the colleges during the past
year. Such a record of progress in the higher edu-
cation is gratifying.
The death of Mr. John McMillan, head of the
firm of Messrs. J. & A. McMillan, of St. John, has
caused a widespread feeling of regret. Of a noble
presence, there was added rare kindliness and cour-
tesy of manner, lie had endeared himself to a
large circle, not only by his genial and manly nature,
but by the strict integrity in all business relations
which characterized an old and honorable firm.
Few teachers are permitted to celebrate the
jubilee of their entrance upon work. Rev. Dr.
Sawyer has seen graduates go out from Acadia
College for the past fifty years. He has helped
largely to shape the destinies of many lives, to mould
character, and present, by his own example and
teachings, high ideals of manliness and Christian
life. The results of his quiet influence and broad
culture are felt to-day by hundreds of men and
women who regard him with respect and affection.
Tin-: Review extends its congratulations to Dr.
John Brittain, director of the Macdonald rural
schools in New Brunswick, and to Mrs. J. S. Arm-
strong, A. M., of the "Netherwood" school. These
were the recipients of honorary degrees at the
recent Encoenia of the University of New Bruns-
wick. The honors were well deserved and will be
warmly approved of in educational circles.
Not less hearty are the congratulations to F. If.
Eaton, superintendent of schools for Victoria, B. C
who received the degree of 1). C. L. at the closing
exercises of Acadia University last week. Dr.
Eaton is fittingly remembered for his former excel-
lent work in the Nova Scotia Normal School, and
he is regarded as one nf the strongest and most
capable men in educatonal circles in the West.
THE EDUCATIONAL REVIEW.
With this number the Review enters upon its
nineteenth volume. The aim will be to make it
this year still more useful to its readers, who are now
found in increasing numbers in every province of the
Dominion.
The Summer School of Science will meet this
year at Yarmouth, from Tuesday, July nth, to
Friday, July 28th. The location is an admirable
one, easy of access, and combining many attractive
features of scenery and climate which will make it
a pleasant recreation spot for those who attend.
Our advertising columns will give some informa-
tion to those who are interested. The calendar,
which gives the courses of study and other informa-
tion, may be had by writing to the secretary, Mr.
W. R. Campbell, Truro. Instruction and recreation
are so well combined in the Summer School that
teachers especially will find it of great advantage
to take the course during their vacation.
Dr. A. H. MacKay, Superintendent of Educa-
tion, Halifax, was one of the speakers at the teach-
ers' convention in Ottawa on the 25th of May. Two
days were given up to papers and discussions on
nature-study, which just now is attracting great
attention throughout Ontario. Dr. MacKay's ad-
dress on the nature-study movement in Nova Scotia
was an excellent one, and aroused the enthusiasm
of his auditors. Other noted speakers were Pro-
fessor J. W. Robertson; Dr. Jas. Fletcher, Dr. Sin-
clair and Professor Hodfe, of Worcester, Mass.
Devoting the whole time of a teachers' conven-
tion for two days to such an important subject as
nature-study seems worthy of imitation elsewhere..
The Treatment of the Insane.
How those unfortunate people, deprived of their
reason, appeal to our sympathies ! Years ago the
writer visited an insame asylum and the remem-
brance of it haunts him still. Men and women, sit-
ting with folded hands day after day without occu-
pation; others more violent confined in straight
jackets and filling the air with curses and lamenta-
tions. How different the treatment now — and the
results.
A few days ago a brief visit was paid to the
Lunatic Asylum at Verdun, near Montreal, at the
head of which is Dr. T. J. W. Burgess, an old
friend. Imagine a fine spacious building, every
room of which is neat and faultlessly clean,
pictures on the walls and books for the occupants,
with some useful handiwork to employ their time.
Outside was a farm and beautiful grounds, with
fine trees and shaded walks, overlooking the noble
St. Lawrence. On entering the grounds a base-
ball match was going on, while two score or more
on the grand stand applauded hits of home-runs.
It was a well-played game; all, players and specta-
tors, were lunatics! As one stood on a broad veran-
dah overlooking the ample recreation grounds,
three young women walked by, just from the golf
links, talking with enthusiasm but with perfect
saneness apparently of their recent game.
"What is that building yonder?"
"That?" said Dr. Burgess, "that is our curling
rink."
" What ! do lunatics play the game of curling? "
" Do they ? " was the replv ; "we had a dozen
curlers last winter that might try conclusions with
any ' knights of the broom.' Three of them were
discharged cured this spring, and I attribute their
cure chiefly to the interest they took in curling."
There was ample provision for other sports
and games, both in winter and summer ; and a farm
of nearly one hundred and thirty acres, which yield-
ed produce enough — perhaps more than enough —
for the inmates of the Asylum, nearly six hundred
persons, including patients and the staff of attend-
ants. There were also a fine conservatory, a hen-
nery, horses, cows and other animals. Walking
round the grounds with an air of consequence was
the " boss," a lunatic who imagined that he owned
and directed the whole. And no one undeceived
Him.
Tact, sympathy, courtesy marked the demeanor
of nurses and attendants toward the patients;
abundance of healthy exercise and the stimulus of
athletic games diverted their thoughts from them-
selves. What ideal conditions for a class of un-
fortunates about whom the careless world scarcely
knows or thinks !
The east bound transcontinental train on the
Canadian Pacific Railway was slowly toiling up
through the Fraser River canyon when the brake-
man called out, as he approached a small town,
" Yale ! Yale ! " Two passengers were sitting in
the Pullman, and one said to the other in the con-
fident tone of him who has mastered his geography,
" Yale ! Ah, yes, that's the seat of a great univer-
sity, you know ! "
Ask God to give thee skill
In comfort's art,
That thou mayest consecrated be
And set apart
Unto a life of sympathy,
For heavy is the weight of ill
In every heart,
And comforters are needed much
Of Christ-like touch. — Anonymous-
THE EDUCATIONAL REVIEW.
Among: Teachers in the West.
By G. U. Hay.
It will be of interest to the readers of the Review
to give some account of educational people and con-
ditions in British Columbia, as they were observed
at Revelstoke during the" Easter vacation teachers'
institute, and in a somewhat hurried visit to the
principal towns and cities of the province at a later
period. Revelstoke is a prettily situated town of
nearly 3,000 inhabitants on the Columbia river,
which expands just below the town into the Arrow
Lakes leading to the beautiful Kootenay country
farther south. It is on a plateau shut in by snow-
capped mountains, which, like nearly all the Selkirk
range, are wooded well up to the summit.
I had travelled from the Atlantic seaboard nearly
3,000 miles with few signs of the awakening of
spring, but in and around Revelstoke (April 25th)
the birds were in full song, with the foliage and
grass of a many tinted green, so grateful to the eye
after a long winter, and the early flowers — violets,
blue and yellow — spring-beauty and others known
in our eastern flora, with some peculiar to the west
— bursting into bloom. I had heard that the forests
of British Columbia were silent, that the song of
birds was scarcely ever heard, but I did not find it
so. Along the bare defiles of the Rockies it was
perhaps true, but everywhere else many songsters
enlivened the woods, including the meadow lark,
whose clear, joyous notes were heard on prairie and
mountain.
The provincial institute is held alternately on the
coast, or in the interior. This year there were very
few from the coast, except the inspectors and the
normal school faculty, and one had a good oppor-
tunity of seeing the teachers of the country and of
the cities and towns in the interior. They were a
bright and capable looking lot of men and women,
having a keen interest in everything pertaining to
their work, enthusiastic, and apparently eager to
advance themselves and their schools. The papers
and addresses were scholarly and marked by a prac-
tical view of all questions discussed. The debates
were conducted in a courteous and moderate tone,
some of the speakers showing considerable fluency
and readiness.
A large number of the teachers of British Colum-
bia, especially those occupying leading positions, arc .
from Eastern Canada. One meets frequently the
graduates of McGill, Toronto. Dalhousie, Acadia,
University of New Brunswick and Mount Allison.
The farther west one goes, the more does he meet
Maritime Province men and women, not only as
teachers, but in every profession and occupation, as
if the overmastering desire was to reach the sea and
hear again the roar of breakers. Few who have
gone to the middle west or far west have the de-
sire to return to the east for a permanent abode.
When they reach the limit of the West, where the
East begins, they are content to settle down in those
fair cities of Vancouver, Victoria, New Westminster,
amid the Kootenay lakes, in the Okanagan Valley,
or to choose a home in one of the thousand pictur-
esque valleys of British Columbia, where almost
perpetual summer reigns, and where no extremes
of heat and cold are felt. The temperature very
seldom rises above 80° on the sea coast of British
Columbia, nor falls much below the freezing point
in winter — if such a season can be said to exist there'.
Mr. David Wilson, the president of the provincial
institute this year, is senior inspector of schools for
the province. He is a native of Richibucto, N. B.,
and a graduate of the University of New Brunswick.
He has been in British Columbia for twenty years,
and is regarded as a very successful administrator.
He is familiar with every portion of the province,
and has accumulated a fund of information and
anecdote.
In his annual address to the institute, President
Wilson, in answering some statements made by a
clergyman who had denounced the schools as
" pagan," made an able defence of the excellent
moral influence of the schools of British Columbia,
and paid a warm tribute to the high character of
the teachers, and their efforts to train their pupils
to become honest and truthful men and women.
The other inspectors of schools in British Colum-
bia are Mr. C. A. Stewart, of Vancouver, and Mr.
J. S. Gordon, of Vernon. Both are natives of
1'rince Edward Island, and both have grateful recol-
lections of the " Gem of the Gulf," of the veteran
and honored teacher, Dr. Anderson, and the old
Prince of Wales College, whose well-equipped
scholars are found occupying honorable positions
in every part of the continent, especially the Far
West of Canada. Mr. Stewart and Mr. Gordon
have won their way steadily to the front, and have
been prominent in the educational development of
British Columbia.
Among those who took a leading part in the d:s-
cussions at the institute was Principal William
Burns, of the provincial normal school. He is
8
THE EDUCATIONAL REVIEW.
the Nestor of British Columbia teachers, but that
does not imply in a young province like this that he
is advanced in years. Indeed he is the embodiment
of activity and intellectual vigor, of ripe experience,
and thoroughly alive to the educational needs of
the province, whose schools, even to the most :e-
mote districts, he appears to know intimately. His
practical common-sense views, interspersed with
characteristic touches of humor, won for him the
close attention of his auditors. It was pleasant to
see the bond of sympathy which prevailed between
the veteran principal and many of the teachers
whose training has been his life work.
Other members of the normal school staff whose
addresses formed an interesting feature of the insti-
tute were Mr. Blair and Mr. J. D. Buchanan. The
latter is a keen and ready debater, and his thought-
ful address on elementary arithmetic and the dis-
cussion which ensued were followed very closely
by the institute.
To an observer, the display of school work in
penmanship, composition, nature-study, drawing,
plant specimens, was a most creditable one, and was
a practical illustration of the excellence of the work
done in the schools. The results in color work and
drawing were especially noticeable, and reflected
the genius of Mr. Blair, the teacher of drawing in
the provincial normal school.
The public address of Hon. F. J. Fulton, Minister
of Education, was a very happy one. It dealt with
a subject that most educational speakers in other
provinces approach with reluctance, real or feigned,
and deal with in tones of gloomy pessimism — the
salaries of teachers. But the Minister of Educa-
tion for British Columbia was optimistic, even
jubilant, as he spoke of the generosity of the gov-
ernment and people in the good salaries paid to
teachers, the minimum being about $600. His happy
looking, well dressed, well paid auditors beamed
with satisfaction as he quoted fat Columbian figures
and arrayed them agamst the lean, starvation sal-
aries doled out to teachers in some other places.
I shall have occasion to refer in future articles
to some matters where the East may learn some-
what from the West ; but the first lesson to learn,
it would seem, is the payment of just and equitable
salaries to teachers.
There are two freedoms. — the false, where a man
is free to do what he likes : the true, where a man
is free to do what he ought. — Charles Kingsley.
June and July in Canadian History.
The months of June and July are notable ones
in Canadian history. They tell of discovery and
settlement when the foliage of wide-extended forests
was in its brightest green and when the land was
fairest of all the months of the year for those
pioneers of the new world to look upon. These
months record successful battles fought to free the
country from grasping invaders who sought to
sever Canada's connection with Great Britain.
They tell of the welding of the scattered provinces
into a confederation extending from the Atlantic to
the Pacific ; and each succeeding year these months,
with their lengthened days of sunshine and promise
of abundance, lend sweetness to toil and beget fresh
confidence in the capabilities of this strong young
Canada.
On the first of June, 1813, the naval battle between
the British ship " Shannon " and the U. S. ship
" Chesapeake " was fought off Halifax harbor.
June 2, 1866, Canadian volunteers encountered a
band of Fenians at Ridgeway, Ont.
June 3, 1889. Canadian Pacific Railway cars
entered Halifax.
June 4, 1763, took place the massacre of English
at Fort Mackinaw by the Indians under Pontiac.
June 5, 1813, Sir John Harvey defeated a United
States force at Stony Creek.
June 6, 1891, death of Sir John A. Macdonald.
June 8, 1776, a revolutionary force which had in-
vaded Canada was defeated at Three Rivers by
Canadians.
June 11, 1894. death of Sir Matthew Begbie,
Chief Justice of British Columbia.
June 16, 1755, Fort Beausejour captured.
June 17, 1745, first capture of Louisburg.
June 18, 181 2, United States declared war against
Great Britain.
June 20, 1877, great fire in St. John, N. B.
June 21, 1749, Halifax founded.
June 23, 1813, Laura Secord undertook her peril-
ous but successful journey to warn Lieut. Fitzgib-
bon of the approach of United States troops.
Tune 24 (a day memorable in Canadian annals
of discovery) 1497, John Cabot discovered the east-
ern shores of Canada (probably Cape Breton Is-
land) ; in 1604 Champlain entered St. John harbor.
On this day, in the year 1813, Lieut. Fitzgibbon
with a small force of Canadians captured 500 United
States troops at Beaver Dams.
June 26, 1604, began the settlement of St. Croix
Island.
THE EDUCATIONAL REVIEW.
9
July i, 1867, Dominion of Canada proclaimed.
July, 1, 1873. P. E. Island entered the Dominion.
Alberta and Saskatchewan to enter in 1905.
July 3, 1608, Champlain founded Quebec.
July 5, 1814, battle of Chippewa.
July 15, 1870, Manitoba and North West Terri-
tories admitted to the Dominion.
July 17, 1793, capture of Fort Mackinaw by
Canadians and Indians.
July 20, 1793, Alexander Mackenzie having made
the first overland journey from Eastern Canada
stood on the shores of the Pacific.
On July 20, 1893, a centennial commemoration
of this exploration was held at Victoria, B. C.
July 20, 187 1, British Columbia entered the Dom-
inion. On that day a party of engineers left Vic-
toria for the mountains to begin the survey of the
Canadian Pacific Railway.
July 21, 1836, opening of railway between La-
prairie to St. Johns, P. Q., i4l/2 miles long— first
railway in Canada.
July 25, 1814, battle of Lundy's Lane, the blood-
iest and most obstinately contested battle of the
War of 1812.
July 26, 1858, the final capture of Louisburg by
a British army under Generals Amherst and Wolfe,
with a fleet under Admiral lioscawen.
July 28, 1866, second Atlantic cable laid.
July, 1760, a British fleet attacked and1 destroy id
a French fleet at Petit Roche, Restigouche river.
This was the last battle between the French and
British in the war for the possession of Canada.
July, 1786, Queen Charlotte Islands named by
Capt. Dixon, of H. M. S. " Queen Charlotte."
Hint to the Physiology Teacher.
An excellent text for a human body lesson is
found in Longfellow's " Village Blacksmith." The
smith is the children's friend. Those who have
recited the poem have learned to love and respect
him. They admire the " mighty man," the muscles
of whose brawny arms are " strong as iron bands."
The children know the reason. " Week in, week
out, from morn till night," " You can hear him
swing his heavy sledge." " His brow is wet with
honest sweat." Here is the arm made strong by
honest work. Suppose the smith worked now and
then, instead of week in, week out. Suppose he
used a light sledge, and put away the heavy cne.
Who can think of others workers who are strong?
How can vou make your muscles strong? What
work can you do? We are proud to be able to
work. The smith's work enabled him to " look the
whole world in the fact."— Missouri School Journal.
The teachers of Chicago do not beg for a raise in
salary now because they need more books, better
clothes, or opportunity for recreation, they ask it
because they know they earn it, and that they have
an inherent right to what they earn. Xot only
that, but sooner or later the people will acknowledge
that right and find a. way to recognize it. I con-
sider a clear understanding on the part of teachers
of this inherent right to a fair share in the wealth
they create to be the first pre-requisite for any effec-
tive movement to better the conditions of teachers
and teaching. Armed with the conviction that they
are seeking justice to the children and to the people
no less than to themselves, no denial, no rebuff will
deter, and they will persevere until the entire com-
munity recognizes the essential justice of their
claims and sets itself the task of finding a way to
grnat them.— Margaret A. Haley.
The following devices for arousing interest in
reading arc not new, but they may prove useful to
some teachers: If interest flags in the reading class
and the readers become careless and inaccurate,
these faults may often be corrected by " reading for
mistakes." If the reader makes a mistake in em-
phasis, pronunciation, or in pauses, allow whoever
sees it to read in his place. This makes the reader
more careful and keeps the whole class wide awake.
Selected readings are also very helpful. Every
Friday afternoon the children may be allowed to
select their own reading from any books or papers
they may have access to. This interests them in
outside reading matter and makes them anxious to
read well in class.— Popular Educator.
The principal objects of school gardens may be
said to be, in the first place, that they dispose child-
ren favorably toward manual labor, that they give
the much needed work supplementary to the con-
fining book training that generally obtains in the
schools; that they take the children off the streets
in the vacation period, and give them something
definite to do with their leisure moments ; and, most
important of all, that they give the youngsters a
good ground work of agricultural knowledge, thus
inclining them to seriously consider farming as a
possible occupation, and it is thought that in time
this may tend to promote an exodus to the outlying
country districts, and help to relieve the cont'nued
concentration in the cities.— Southern Workman.
10
THE EDUCATIONAL REVIEW.
Drawing- for the Lower Grades — No. VII.
By Principal F. G. Matthews, Truho, N. S.
The remaining rectilineal figures suitable for the
lower grades are the hexagon and octagon. All
the other regular polygons require the use of either
compasses or protractor in construction, and may
well be left to Grades VI, VII and VIII.
The hexagon is a very important and interesting
figure, as so many pretty and useful exercises may
be based on it. It also affords excellent practice
with the set-square, and will do more to accustom
the pupil to the ready manipulation of this useful
instrument than any other exercise. As a first
exercise, the hexagon may be drawn standing on its
base, in the following manner: Draw ab (Fig. 19)
two inches in length. Place the set-square in
the position A and draw af, taking care that the
ruler is held firmly and the set-square resting fairly
on it. Reverse the set-square to position B and
draw be. Mark off af and be each two inches in
length. Next slide the set-square from position B
to that shown by the dotted lines and draw fe.
Reverse the square and draw cd. Make each of
these two inches. Join cd. A good variation of
this exercise, and one that requires care, is to draw
the hexagon without measuring anything but the
base (Fig. 20). Draw ab the required length.
Draw af and be as before, but without measuring.
After drawing af, slide the square to b and draw be.
Similarly from the position at be slide the square to
a and draw ad.
Now place the ruler along af, and slide the
square, resting against it, up to g, through which
draw a line fc. This line will be found parallel to
the base, and will give the positions of f and c.
Draw fc and cd as before, the points e and d being
given by the intersections witli the lines be and ad
respectively. Finally join cd as the former exer-
cise.
Fig. 21 explains for itself the method of draw-
ing the hexagon standing on one of its angles.
In connection with these lessons the talks on
angles and degrees should be continued. A regular
hexagon, with diagonals drawn, having been placed
in front of the class, easy questions will elicit the
fact that the figure is made up of equilateral tri-
angles. By producing the base, the number of
degrees in the exterior angle may be obtained, and
also the reason for using the set-square in construc-
tion. By fitting the set-square into each of the ex-
ternal angles, they may be shown to be all equal.
V.Q 21
On counting up the degrees in each, the total will
be found to be 3600. Compare this with the square
and equilateral triangle. The teacher may then give
as a fact the information that in all the regular
polygons the exterior angles together amount to
360°, and from this deduce the method of finding
the value of the exterior angle of any polygon, viz.,
by dividing jdo by the number of sides.
The octagon gives an exercise in the use of the
450 set-square. Questions similar to the above
will elicit the fact that the exterior angle contains
that number of degrees. Fig. 22 will explain the
method of drawing. Other methods requiring the
use of compasses, etc., may be left till later.
As with other plane figures in previous articles,
these outlines may be used as foundations for de-
sign, either for pencil alone or for color work.
The freehand lessons at this stage may introduce
the oval and objects based upon it. The difference
between the ellipse and oval should be pointed out,
and the various portions of the curves of the oval
drawn on the board to demonstrate the variety of
curves obtainable. Practically all the copies re-
quired now may be obtained from nature, as the
bodies of most birds, and many bud, leaf, fruit and
shell forms are of the same general outline as the
Schools which have museums will here find them
of advantage, as abundance of " copy " may be
found in them. As mentioned before, the teachers
must use discretion in selection, and not follow de-
tail too slavishly at the early stage.
[It is hoped that these lessons in drawing, so
carefully prepared and illustrated by Mr. Matthews,
amid many other pressing duties, have been a help
to teachers. — Editor.]
THE EDUCATIONAL REVIEW.
11
Clay Modelling in the Primary Grades.
Miss S. A. Sims.
(Under direction of the M. T. T. Association of N. S.)
My experi«nce with clay modelling has shown me
that it is one of the things we learn to do by doing.
The children's adaptability for the work need not
cause the teacher any thought, for in the heart of
every child there is the inborn desire to " make
things." When left to themselves, children natur-
ally turn to the best material available; hence the
practice among small children of playing in the
mud, in sand-heaps, etc. — these being the substances
that most readily take any shape desired. There
are many reasons why modelling in clay can be
taught in the public schools with benefit.
(i) Some form of manual training is a neces-
sary part of an intelligent system of educatipn.
(2) Clay modelling is the particular form of
manual training best suited to the early years of
childhood, the material used being plastic and non-
resistant.
(3) It promotes the self-activity of the child ;
it throws him upon his own methods of making and
doing, and gives him a chance of asserting his indi-
viduality.
(4) Since the child, in modelling, has before his
eyes, or in his mind, something which he wishes io
copy, his powers of observation and perception, or
his powers of memory and imagination are culti-
vated.
(5) It helps to balance the excess of abstract
information, with which the minds of little child-
ren are burdened, and makes a pleasant variety in
the work of the schoolroom.
(6) A child who is slow to grasp abstract ideas.
by proving, as he sometimes does, an expert in
manual work, acquires a certain amount of self-
respect and ambition, and is inspired to make greater
intellectual effort.
J. Vaughan, in his paper prepared for the manual
training section of the World's Fair, 1896, says :
" Of all the forms of hand and eye training, as a
means of education, clay modelling, perhaps, more
nearly approaches the ideal. As a means of ex-
pression, it seems to me unsurpassable. If I were
bound to take only one form of manual training
apart from drawing. I should unhesitatingly take
this, because it calls into play more faculties than
any other one section.''
The question how the work is to be done presents
itself. The problem that confronted one primary
teacher not long ago was this: Given a class of
children, untutored in the art of clay modelling (or
any other art for that matter), a crock of clay with
no other material whatever — it is required in the
space of six weeks to produce a collection of models
fit to send to the Provincial Exhibition. The
teacher in question had no knowledge whatever of
the work in hand, but from one of her co-laborers
she obtained a few essential principles regarding the
work, and with these began operations. The child-
ren provided themselves with heavy brown paper,
or thin smooth boards, on which to mould the clay.
The teacher had a larger and heavier piece of wood,
on which to knead and cut it. This she learned
was best kept in a covered jar, so as to exclude the
dust, and could be cut by means of a knife, wire or
strong thread. If bought dry, it should be soaked
for some time. When ready for use it should be
plastic, but not soft enough to adhere to the fingers.
The clay was kneaded in the form of a large Cube,
and from this smaller cube-shaped pieces were cut
off and apportioned to the children. After each
child had received a piece of clay, the class received
their first lesson in the moulding of common geome-
tric solids as a basis for other forms. The sphere
was modelled by rolling the clay between the palms,
with the fingers turned back. The cube was
fashioned from the sphere, by tapping gently on a
plane surface, outlining the six sides by the first
six taps. The cylinder was made by rolling the clay
between the hand and a smooth surface, then
flattening the ends by tapping. From the sphere
was cut the hemisphere, and from this were made
birds' nests, cups and saucers, bowls, etc. From
the sphere itself were moulded apples, cherries and
different varieties of fruit. From the cylinder were
evolved cunning little models of tea-pots, sugar
bowls, butter crocks, bottles and vase forms of dif-
ferent kinds. Some of these, made of ordinary
brown clay, were decorated with leaves and flowers
made of red or pinkish clay. The cube became an
object of much greater interest, after having dots
arranged on the six sides to represent a die.
The children were found to display the greatest
skill in modelling objects in which they were most
interested. One small boy, whose brother was then
serving in South Africa, made a remarkable good
model of the large felt hat worn by the troops. The
children had previously learned the story of
Hiawatha; and the canoe and paddle made another
interesting model. This was made to resemble
12
THE EDUCATIONAL REVIEW.
birch bark somewhat, by having lines drawn on the
sides with a sharp-pointed stick while the clay was
still soft, and afterwards having the crevices lined
with brown dye. This scratching and dyeing pro-
cess was also used to good advantage in decorating
vases, etc. Leaves fashioned from those of the
commonest trees were first marked out with a stick,
then cut with a sharp knife and mounted on square
or oval tablets also cut from the clay. One of the
class, a boy of seven, astonished his teacher and a
few others by moulding from an outline drawing
of the flower a calla lily with leaves, without missing
any of its natural beauty of form in doing so. He
also copied the narcissus with as much success, even
originating the idea of covering with soft mud, the
straws from a broom, to form the stamens. An-
other boy made a vase form purely from his own
imagination, which was afterwards declared by some
one who knew to be " the very latest thing in Paris "
along the line of vases.
As the work progressed, the teacher noticed an
increase both in interest and skill. Many of the
children considered it a very great privilege to con-
tinue their work after school hours, and a very
serious punishment if they were sent home. There
were no criticisms made on the work of any child,
although some of the attempts were very crude in-
deed. After improvements were suggested, the first
model was laid to one side, and a fresh p:'ece of clay
was given in its stead. At the end of six weeks
every child could make something, and make it very
well. Some could make almost anything they tried
and make it nicely. J hit all, whether of ordinary
or rare ability, loved the work, and profited by it.
From just such a simple experiment as this, made
under the most ordinary circumstances, we are able
to reach one or two conclusions: (i) Everv child,
besides having a natural taste for plastic art, has
some natural ability for the same. (2) Some child-
ren have more than ordinary ability in that line.
(3) We cannot know what a child can do until he
has had a chance to try. (4) Assuming that what
has been done can be done again, under the same
circumstances, any teacher can get good results in
clay-modelling if she is willing to lake the trouble.
I have enjoyed the regular visits of the Review
for a year, and kindly continue it to my address.
I find it a great aid. not only in respect to useful
and valuable suggestions, but I also find it useful
in keeping me in touch with the whole field of
educational endeavor. — J. O. S.
The Case of Susie Adam.
Betty is seven years old, dearly loves her school
and teacher, and when at home talks extensively
of the matters of her class-room.
" Lots of the boys and girls hate ' quotations,'
but I like it awf'ly," she volunteered once.
" And what do you mean by ' quotations ? ' " ask-
ed an inquisitive elder.
" Why, don't you know ? It's something the
teacher writes on the blackboard, and you learn it,
and it helps you all the week, and then the teacher
asks you for it, and on Friday you go to the plat-
form and say it."
" Oh, well, make believe this is Friday, and do it
for us now.''
Quite charmed, Betty rose, mounted an imagin-
ary platform, gripped her little dress, gave a serious
curtsy, and said, with loud and elocut'onary distinct
ness, " Susie Adam forgets Susie Adam."
" What if she does? Let her. Give us the quo-:
tation."
*' That's the quotation."
" Good gracious ! Say it again."
" Susie Adam forgets -SVsie Adzm," repeated
Betty, worked up and threatening to become war-
like.
Neither questioning nor expostulation availed
against this statement concerning Susie, and not
until the teacher herself was interviewed did the
mystery resolve itself into " Enthusiasm begets
enthusiasm." — February Woman's Home Com-
panion.
John Keble, who wrote the hymn " Sun of My
Soul," was remarkable for the beauty of his char-
acter as well as for his learning. In the Mav
Delineator Allan Sutherland says : " It was in the
second poem printed in The Christian Year that
Keble's famous evening hymn, ' Sun of My Soul,'
first appeared—a hymn which voices the sentiments
and the prayers of countless Christian hearts as the
twilight fades into night and we yield ourselves to
sleep and to helplessness. A visitor once asked
Alfred Tennyson what his thoughts were of Christ.
They were walking in a garden, and, for a moment,
the great poet was silent, then, bending over some
beautiful flowers, he said : ' What the sun is to these
flowers, Jesus Christ is to my soul. He is the sun
of my soul' Consciously or unconsciously, he was
expressing the same thought in the same language
used by the good John Keble years before when he
gave to the world his great heart hymn, ' Sun of
My Soul."
THE EDUCATIONAL REVIEW.
13
"Nineteenth Century Literature."
There has recently been published by the Copp
Clark Co., Limited, of Toronto, a copy of selections,
entitled. Nineteenth Century Literature, issued
specially for use in McGill College. The book
consists of two parts, the first of prose selections,
the second of poems of the Romantic Revival ; these
may also be had in separate volumes. The prin-
ciple on which the prose selections have been made
seems an admirable one ; it is. in the words of the
preface. " to allow some of the great writers of the
nineteenth century to tell their own story, or set
forth their own point of view."' To this end the
selections are mainly autobiographical, and include
six of Lamb's essays, besides extracts from De-
Quincey, Macaulay. Carlyle. Kingsley. Stevenson.
and that charming, and too little known writer,
George 1 Sorrow. The selections are long enough
to give a fair idea of the writer's style, and with the
exception of the essay on Roast Pig, are unhack-
neyed. The poems are taken from the works of
Coleridge, Wordsworth, Byron. Shelley, Keats,
Browning and Tennyson. Lovers of these poets
will always find selections more or less unsatisfying,
but it would be hard to name a better collection for
the purpose than that presented here. The notes
are chiefly historical and biograph'cal. and not too
full. The introduction to the poems will be found
verv useful, and a particularly valuable part of the
work is the prefatory note by Professor Moyse.
We quote a few lines from this which deal with
poems taught in New Brunswick schools:
There are certain things on a higher plane than the mere
facts of history or biography that the teacher who reads
thoughtful'y can discern. If, for instance, a short piece of
reflective poetry is taken, the leading idea, the idea perhaps
that caused its creation, will generally be found expressed
more or less pointedly in it. Thorough familiarity with
the poem is, of course, necessary, before the keystone of
the poetic arch can be pointed out. If Tennyson's poem,
"Break. Break. Break," is chosen, rtie keystone is found in
the words of grief,
"But O for the touch of a vanished hand
And the sound of a voice that is still."
from which the piece is evolved through contrasts in
which we hear the unceasing voice of the sea (break,
break, break), and the joyous voices of those whose lives
are so much bound up with it. Three verses of contrast, one
of them expanded, and the whole effort lies before us. Or
again, to take the song in "The Princess" :
"The splendour falls on castle walls,"
the dominant thought is brought out in the lines:
"Our echoes roll from soul to soul.
And grow for ever and for ever."
to which the previous portion of the poem again stands in
contrast. Or once more, in "Sir Galahad" the line :
"A virgin heart in work and will,"
mirrors the essence of the piece.
It would be a good thing if this book could be
used in the higher classes of our high schools and
academies. In the hands of a good teacher, it
ought surely to fulfil the purpose that its editors
hope for it, namely. " to inspire young readers with
a desire to know more of the authors studied."
The prose selections are edited by John W. Cun-
liffe, lecturer in English at McGill University, and
associated with him in editing the poems is Miss
Susan E. Cameron, of McGill, who is a graduate
of the St. John Girls' High School. E. R.
It is a very beneficial practice to take a period of
time once in a while to work along with the pupils
in arithmetic reviews. Dictate an example of a
kind that has caused much trouble. Wait until
everyone has finished, then have answers read. As
this is a review test, presumably many will have the
correct work. Let those who failed, or a convenient
number of them, take places at he board, and while
thev are there request one of them to explain while
the others do the work. Pupils in the seats may
act as critics, pointing out any faults which may ap-
pear. If many have failed, try another of the same
kind after this board work has been finished. Notice
the gain when the answer is read : many more
should have the correct work now.
Again, have board work. Next time try one of
a different kind, and so proceed with a few in this
thorough way. Finally collect the papers that are
perfect, record names on board for honor, and let
those who did not succeed keep papers and tell them
to work on such examples until they seem easy.
Encourage them to do home work and to ask for
help where they feel weak, and assure them that if
they do this all will come out right in the en 1. —
Popular Educator.
A teacher in a Western public school was giving
her class the first lesson in subtraction. " Now in
order to subtract," she explained, " things have to
be always of the same denomination. For instance,
we couldn't take 3 apples from 4 pears, nor 6 horses
from 9 dogs."
A hand went up in the back part of the room.
" Teacher," shouted a small boy," " can't you
take 4 quarts of milk from 3 cows?" — Harper's
Weekly.
14
THE EDUCATIONAL REVIEW.
College Convocations.
Dalhousie University.
The annual convocation this year was held in the
law library. In his opening address, President
Forrest spoke of the success of the school of min-
ing and engineering, which had forty-four students
on the roll during the session, and this year sends
forth its first graduate, T. T. Fulton, B. A., as
Bachelor of Engineering in Mining. Mr. Fulton
lias been offered and accepted an important position
in the management of a gold mine in the province
at a good salary. The president spoke of the gifts
to the mining laboratory, which is now in working
order. The Truro Foundry and Machine Company
presented a Wilfley table, costing over $300, and the
I. Matheson Co. of New Glasgow have constructed
a fine stamp mill for the laboratory. Already Pro-
fessor Sexton has done valuable work experiment-
ing with new methods for the extraction of gold
from certain ores.
The new department of civil engineering has made
.great advances under the direction of Professor
Dixon.
In the faculty of arts the appointment of a tutor
in classics has given some assistance to an over-
worked professor, and has done much to assist
students who came to college badly prepared in
Creek and Latin.
The crowded state of the laboratories in science
is forcing upon the authorities the great necessity
of providing new quarters.
The following degrees were conferred :
Bachelor of Arts. — Louise Frances Gerrard, Alice Pear-
son Gladwin, Euphemia Mclnnis, Ethel Margaret Munro,
Ella Mabel Murray, Lulu Marion Murray, Sarah Isabelle
Peppard, Minnie Grace Spencer, Christina Jane Turner,
Charles Tupper Baillie, John Barnett, Charles Prescott
Blanchard, James Henry Charman, Charles Gordon dim-
ming, Wilfred Alan Curry, Charles James Davis, Robert
Bell Forsythe, William Ira Green, William Ernest Haver-
stock, George Leonard McCain, Roderick Augustus Mac-
donald, Robert John Mclnnis, Daniel Alexander McKay,
B. Sc, George Moir Johnstone Mackay, James Alexander
MacKean, Murdoch Campbell McLean, Hugh Miller,
Charles Wiswell Neish, Arthur Silver Payzant, Daniel
Keith Ross, Frank Frieze Smith, William Dunlop Tait,
Harvey Thome, Herbert Wesley Toombs, Andrew Daniel
Watson.
Bachelor of Science. — Laurie Lome Burgess, Milton De
Lancy Davidson, William Clarke Stapleton, William
Weatherspoon Woodbury.
Bachelor of Engineering.— In mining— Thomas Truman
Fulton, B. A.
Bachelor of Laws.— Berton Stone Corev, Horace Arthur
Dickey. Percival St. Clair Elliott, B. A. ; Lloyd Hamilton
Fenerty, William Gore Foster, Ira Allen MacKay, Ph. D. ;
Roderick Geddie Mackay, Donald McLennan. James Archi-
bald McLeod, B. A. ; Claude Lovitt Sanderson, B. A. ; Ver-
non Hastings Shaw, John Wood.
Doctor of Medicine and Master of Surgery. — Mary Mac-
kenzie, Edward Blackaddar, M. A. (Acad.) ; John Archi-
bald Ferguson, B. Sc. (Dal.) ; Daniel Robert McDonald,
George Arthur Mcintosh, Victor Neil Mackay, Alexander
W. Miller, B. A. (St. F. Xav.) ; James Alexander Murray,
John Ignatius O'Connell, B. A. (St. F. Xav.) ; James
Adam Proudfoot, Peter James Wallace.
Bachelor of Arts.— Ad eundem gradutn. — R W. Allin, B.
A. (Toronto); Sidney Gunn, B. A. (Harvard).
Master of Arts.—R. W. Allin, B. A., by Thesis: "The
Romantic Movement in English Literature;" George
Archibald Christie, B. A., by examination in philosophy of.
morals and religion; Henry Arnold Kent, B. A., by exam-
ination in psychology and modem philosophy; Thomas
George Mackenzie, B. A., by examination in history ; Edwin
Byron Ross, B. A., by Thesis : "Basis and Functions of the
State;" Robert Hensley Stavert B. A., by examination in
modern ethics and metaphysics.
Degrees Prei-iously Conferred but not Announced —
Bachelor of Arts— Thurston Stanley Begin, Thomas Geo.
Mackenzie, John McMillan Trueman. Bachelor of Laws-
Richard Upham Schurman.
The following honours and prizes were announced :
Diplomas of Honour. — Classics — Honours — Charles Wis-
well Neish, Murdoch Campbell McLean. English and
history— High honours— John Barnett; honours— John
Henry Oharman, Robert Bell Forsythe. Philosophy— High
honours— William Dunlop Tait. Pure and Applied Mathe-
matics— High honours— Robert John Mclnnis; honours-
Andrew Daniel Watson. Chemistry and Chemical Physics
—High honours— George Moir Johnstone Mackay.
Diploma of General Distinction.— Distinction — Charles
Gordon dimming.
Medal, Prizes and Scholarships.— Medical Faculty Medal
(Final M. D. C. M.)— Victor Neil Mackay. Avery prize-
Charles Gordon dimming. Waverley prize (Mathematics)
—Cecil L Blois. Dr. Lindsay prize (Primary M. D. C. M.)
—not awarded. Frank C Simson prize (Chemistry and
Materia Medica)— George A Dunn. MacKenzie bursary-
Nora Neill Power. Professors' Scholarship— Jean Gordon
Bayer, William Keir Read.
Mt. Allison Institutions, Sackville.
The year 1904-5 has been the most successful in
the history of Mt. Allison. The attendance has
been larger than ever before. Some departments
have been strengthened, and two new departments,
those of domestic science and of engineering, have,
for the first time, been in full operation in their new
quarters. The various exercises of the end of the
year passed off well. The weather was ideal, and
visitors and students left -in good spirits on May 51.
In the Academy the commercial department has
grown, so that an assistant teacher was employed
Twelve students got diplomas in commercial work,
and the same number in stenography and type-
writing. Both groups contained several young
ladies. One young man graduated in penmanship
and eight were prepared for matriculation. The
alumni scholarships for the matriculant making the
highest average in mathematics and in Latin and
THE EDUCATIIONAL REVIEW.
15
Greek, or in Latin and French, were for the first
time both won by the same student, Edwin Graham,
of Digby Co., N. S. Some members of Principal
Palmer's staff are not returning; their successors
have not yet been announced.
In the history of the Ladies' College this has
been a notable year, since in October last the fiftieth
anniversary — " the Jubilee " — was celebrated. For
this great preparations were made by preparing an
elaborate card-catalogue, of all former students, giv-
ing their present names and addresses. This, of
course, remains a permanent record, which will be
made continuous. Several hundreds gathered in
response to the invitations sent out, and hundreds
of others sent messages. The general result was
a great revival of interest in Mt. Allison - among
former students of the Ladies' College. A special
number of Allisonia — the paper of the Ladies' Col-
lege— was devoted to a record of matters connected
with the celebration.
Dr. Borden, in his report, announced that the
attendance had almost outgrown even the new
accommodation. Their rolls included 306 students,
of whom one-half were boarders. In the Massey-
Treble school of domestic science, Mrs. Treble pro-
vided during the year for an extra teacher. In the
normal classes twenty-four children from the public
schools received instruction, and three young ladies
graduated. (Jne of these has been appointed
teacher in the Consolidated School at Kingston, X.
B. The elocution department has also employed an
extra teacher, and gives evidence of great popularity
and success. A graduate of this year and one of
last year will pursue their studies in Emerson Col-
lege, Boston. By means of the existing affiliation
these young ladies will complete their course at
Emerson in one year. In music there were four
graduates in piano and two in violin. Eight
teachers have been employed during the year, most
of whom worked over-time, and forty-six practice
pianos have been in constant use. The music at the
exercises, both of the orchestra and of the combined
orchestra and choral class, in the cantata " The
Crusaders," was bv visitors considered the best ever
rendered here. There was a precision and finish
not usually attained by large groups of amateurs.
The most notable events in the history of the
university during the year were the appo:ntment of
the Rhodes scholar for Xew Brunswick, and the
development of the work in the McClelan school
of applied science. As Rhodes scholar, Mr. Frank
Parker Day was chosen, who in physique, powers
of leading and manly qualifications, comes near to
an ideal such as Mr. Rhodes desired. In making an
appointment for Bermuda, the trustees of the
Rhodes scholarship chose Mr. Arthur Motyer, who
took his B. A. at Mt. Allison this year. These two
young men will go to Oxford in September. Mr.
Day will probably taken English honors, and Mr.
Motyer, mathematical. In engineering, facilities
for work in the shops and at the forges have been
provided during the year, and a good beginning has
been made. Twelve of the Freshman class were
pursuing the first -year course in engineering;
of the remaining thirty-one — the Freshmen in Arts
— some will take engineering options during their
course. Some members also were added to the
Sophomore class as students in engineering. Be-
fore another year an instructor in civil engineering
will be appointed, and probably an assistant in shop-
work.
The male students in residence this year number-
ed over ninety. To afford increased accommoda-
tion for another year the fourth storey of the uni-
versity residence will be finished during the summer.
Several rooms in it are already allotted for the
ensuing year. The grounds in front of the resi-
dence are also being laid out and terraced under die
supervision of Professor Hammond.
The University Convocation took place on May
30th. Twenty-seven degrees were conferred, three
of which were on the completion of the course for
Bachelor of Divinity (B. D.) Mr. S. A. Worrell,
of St. Andrews, N. B., was the winner of the
" alumni honors," the life-membership in the alumni
society, which is awarded each year to that member
of the senior class who makes the highest average
during his course. Mr. Worrell is a former teacher,
and is also a B. C.L. of King's College, and an admit-
ted attorney of the X. B. bar. He expects soon to
take up the practice of law. A. S. Tuttle. of Wal-
lace, X. S.. who had taken part in the last three
inter-collegiate debates, delivered the valedictory.
The interest of convocation was increased by an
address from the Rev. Hugh Pedley, the distinguish-
ed Congregational clergyman of Montreal, who also
preached the Baccalaureate sermon on Sunday even-
ing. Chief Justice luck, an alumnus of Mt. Allison,
also gave a stirring address to the graduates. Both
of these gentlemen, with Judge Barker, of St. John,
spoke at the annual supper of the Alumni and
Alumnae Societies on Monday evening, May 29th.
About 160 guests were present. H. A. Powell,
M. A., K. C, and Mrs. Fred. Ryan, of Sackville,
the presidents of the two societies, presided. An-
other interest'ng speaker was Mr. MacArthur, a
mining expert from Glasgow, Scotland, whose niece
was one of the university graduating class. He
had just arrived from Scotland and stopped for a
day or two on his wav to the Pacific coast to in-
spect some mines.
The library of the Ladies' College has grown by
about 1,000 volumes during the year. To the
university library some valuable addit'ons have been
matte, including a set of the Annual Register. The
two Fred. Tyler scholarships of $60 each will next
year be offered for competition in the senior class.
In general, then, Mt. Allison looks back to a
prosperous year and forward with hone and expec-
tation of further development and increased oppor-
tunity for promoting both practical se'ence nnd the
studies that make for culture.
16
THE EDUCATIONAL REVIEW.
Acadia University.
The Acadia institutions have had a very pros-
perous year. The Seminary sends out a graduating
class of twenty-two, fourteen from Nova Scotia,
seven from New Brunswick and one from Vermont.
The number of students enrolled has been two hun-
dred and twenty-eight greatly exceeding the
average of recent years. Principal DeWolfe has
worked hard for the institution and for the mental,
physical and spiritual welfare of the students. The
large and effective staff of teachers associated with
him have worked heartily toward the same end.
Horton Academy has also had a most successful
year under Principal Sawyer. Diplomas were pre-
sented to fourteen graduates — ten in the academic
and four in the business course. The enrolment of
students for the year reached one hundred and three
—eighty-six young men and seventeen young
women. This was Principal Sawyer's first year,
and he has made an excellent impression. The
attendance has been the largest in the history of
the academy.
The closing exercises and conferring of degrees
at Acadia College took place on Tuesday, June 6,
and was, as usual, an occasion of the greatest inter-
est, attracting visitors from all parts of the Mari-
time Provinces. The graduating class of this year
gave signal evidence of their affection for their
alma mater by presenting an endowment of $1,000
for the establishment of a permanent scholarship
of $50, to be presented at the Christmas holidavs
to the Sophomore who has made the highest aggre-
gate during his or her Freshman year in the sub-
jects of the arts course.
The total number of students for the year was
157. The degree of B.A. was conferred on 32,
and the degree M.A. on 7.
The following honors were conferred on the
graduating class: Classics — James R. Trimble.
New Brunswick. Mathematics — Lorning C. Chris-
tie, Nova Scotia. Philosophy — Elmer W. Reid,
Nova Scotia. English — Annie L.Peck, Victor Chit-
tick, Nova Scotia; Milton Simpson, P. E. Island.
Chemistry and Geology — Ralph K. Strong, Nova
Scotia.
The prizes were distributed as follows : Northard
Lowe gold medal for highest standard in last three
years of college course, James R. Trimble. New
Brunswick ; Governor General's silver medal Ralph
K Strong, Nova Scotia ; Kerr Boyce Tupper gold
medal for oratory. Frederick Porter, Fredericton ;
class of 1901 scholarship of sixty dollars for high-
est average in Freshman year, Thomas J. Kinglev,
Nova Scotia.
The honorary degrees conferred were: D. C. L.,
Frank H. Eaton, superintendent of schools. Vic-
toria, B. C. Dr. Eaton was present to receive his
honor. D. D. conferred upon Rev. Atwood Cohoon,
Wolfville; Rev. Isaiah Wallace, Aylesford ; Rev.
Charles K. Harington, Yokohama, Japan ; Rev. W.
E. Mclntyre, St. John. AT. A. conferred upon Rev.
Wellington Camp, New Brunswick ; Rev. M. P.
King, New Brunswick; Rev. C. H. Haverstock,.
Nova Scotia.
Dr. Trotter, in speaking of the college, said this
had been a year of great prosperity. The work
was marked with efficiency. The new science
course was most successful in its operation. He
announced the sum of $78,000 had been pledged to
the second forward movement fund.
The feature of the proceedings of this, the sixty-
seventh anniversary of Acadia, which was of the
greatest interest to the large audience assembled,
was the presentation of an address and purse to Dr.
A. W. Sawyer on the completion of the fiftieth year
of his work as a teacher in the college. The scene
when Dr. Sawyer was led to the platform by Dr.
Saunders was of the most cordial and enthusiastic
character. The large audience rose and cheered,
testifying to the respect and veneration with which
the aged, but still active, teacher :s regarded. Dr.
Saunders read an address, and Dr. B. H. Eaton
presented him with an album on which was laid a
purse of $1,303. The album contained testimonials
from the many friends and pupils of Dr. Sawyer,
testifying their respect and esteem as a teacher,
scholar, gentleman, and to his fine administrative
ability.
After Dr. Sawyer had made a suitable and feel-
ing reply, addresses were given by Dr. R. V. Jones,
E. D. King, K. C. Hon. J. W. Longley and Senator
King, all of whom warmly acknowledged the great
servxes which Acadia's oldest teacher had rendered
to the college and to the country. — Condensed from
Press Reports.
The University of New Brunswick.
On Thursday, June 1st, the University of New
Brunswick completed the most successful year of
its history by an encaenia of unusual interest.
The weather was delightful, and the fresh green
and white of the new foliage and blossoms gave an
added charm to the quiet streets and gardens of
Fredericton. Early in the afternoon the crowds of
gaily-dressed visitors and black-gowned studenL
streamed towards the college grove, climbed the
steep, grassy violet-strewn slopes of the terrace, and
entered the Greek portico of the gray old building
at its summit.
The spacious library on the upper floor was
crowded. Promptly at 2.30 the " academic pro-
cession," resplendent in hoods of many-colored silk
and ermine, entered the hall. The procession was
composed of the graduating class, twenty-eight in
number, in gowns and ermine hoods, the candidates
for M.A. and higher degrees in red hoods,, the
alumni, the faculty, the senate, and Lt. Governor
Snowball (in Windsor uniform), the visitor on'
behalf of His Majesty.
Professor Clawson gave the traditional address
in praise of the founders. Enforcing his position,
by quotations from Newman and Arnold, he assert-
THE EDUCATIONAL REVIEW.
17
ed that the primary aim of a university should be
not knowledge nor technical skill, but mental cul-
ture. He defended the traditional, literary and
philosophical studies of a university course, and
discussed at some length the formation of a course
in literature. He spoke strongly in favor of the
study of Latin and "Greek as part of a literary edu-
cation, and touched on the English works which
should be studied, and the method in which they
should be presented. He spoke of the urgent needs
of the university grouping them under headings of
Teachers and Books.
He urged the immediate appointment of a pro-
fessor of chemistry, and suggested the creation of
chairs of modern languages and modern history.
He concluded his address by an appeal to graduates
and friends for interest and support, and a few
words of farewell to the graduating class.
Mr. Theodore Rand McNally then read a portion
of his essay on " Science and War." and received
the Douglas gold medal from Lieut. Governor
Snowball. The alumni gold medal for the best
Latin essay had been won by Miss Edna B. Bell,
of Moncton ; but owing to her absence the custom-
ary reading of a selection had to be omitted. The
Governor General's gold medal for proficiency in
English and French was presented to Miss Alberta
M. Roach, of St. John, by Chief Supt. Dr. Inch ;
the Ketchum silver medal for engineering, to Mr.
Allan R. Crookshank of Rothesay, by Dr. Brydone-
Jack, of Vancouver ; and the Montgomery-Camp-
bell prize for classics to Miss. Matilda M. Winslow,
of Woodstock, by Ven. Archdeacon Xeales.
With stately Latin phrases and the ceremonious
" capping " of each candidate by the Chancellor,
the degree of B. A., B. Sc. or B. A. I., was con-
ferred on twenty-eight persons. Five men received
the degree of M. A., two the degree of Ph. D., and
one that of D. C. L. The degree of M. A., honoris
causa, was bestowed upon Mrs. J. S. Armstrong,
formerly a distinguished teacher in the Fredericton
collegiate school under Dr. George R. Parkin, and
afterwards principal of the Netherwood School for
Girls at Rothesay. Mr. John Brittain, whose
tireless labors for the advancement of scientific
study are known and honored throughout New
Brunswick, and whose recent services to the uni-
versity as lecturer in chemistry have been most
highly appreciated both by professors and students.
was, on the unanimous vote of the senate, made an
honorary doctor of science.
Professor W. C. Murray, of Dalhousie Univer-
sity, gave the alumni oration. His subject was the
Relation of the University to the State. It was
presented with a clearness, a cogency and a moral
earnestness which carried conviction.
The Encaenia closed with die singing of tin-
national anthem at about half-past five.
In the evening the alumni society entertained the
members of the government, the supreme court and
the graduating class at a most enjoyable dinner in
the Queen Hotel. Speeches and toasts began ?.t
midnight and lasted until three o'clock. Mean-
while the boom of the students' cannon and the
glare of their immense bonfire from the hill
announced to the sleeping city that the college year
of 1904-5 was ended.
Try This for a Change.
Little children love to have their efforts noticed
and one word of praise is worth a dozen words of
censure as an incentive to " try, try again." In
this connection a very pretty idea came to our notice
the other day. The teacher of whom we speak has
a class of little children in one of the poorer districts
of a large city. She was weary of giving stars for
good work, placing rolls of honor on the board, and
other like devices. It so happens that this teacher
has a perfect genius for cultivating flowers. Every,
thing for which she cares grows and blossoms
abundantly. In the spring her windows and table
are a perfect bower of hyacinths, tulips, and golden
jonquils. The latter are a great favorite with the
children, and it was perhaps this fact that suggested
the happy idea. Every time one of her little ones
has good lessons for a whole day, or has been
especially quiet and diligent, she places one of the
pots of blooming jonquils on his desk, and allows
it to stand there every day until he forfeits it by
some carelessness or inattention.
Strange to say, the children think more of the pot
of jonquils than a dozen gold stars, and work hard
to keep their desks adorned. Small as they are,
they seem to appreciate the beauty of this happy
thought, and the spots of bright color scattered over
the room give it a wonderfully cheerful and home-
like aspect. — Popular Educator.
Timetables in the Geography Class.
One public school teacher with a bump of in-
genuity has put railroad timetables to a novel use.
She uses them in teach:ng geography. Evidently
they make pretty good text-books, too, for her bovs
passed the mid-winter examination with a higher
percentage than any other class in that particular
school.
" That was because they got interested," said the
teacher. " It is much easier to fix a boy's mind on
a timetable than on a regular schoolbook with cut
and dried lessons. A stack of timetables piled up
on his desk with permission to plan as many trips
around the world as he likes, stimulates a boy's
imagination, and is one of the best incentives in .lie
world to an intelligent study of countries and
towns." — A". /:. Evenng Post.
18
All Due to Algebra.
How often we hear men who really enjoyed good
opportunities complain that they never had any
chance. And what a rebuke to them it is when
some poor boy starting" with nothing works his way
up by his own effort. A college education is a
good thing to have, but it is by no means essential,
and where a boy has any real desire to know some-
thing, he will find no difficulty in educating himself,
in this country. The case told of in the following
extract from the Washington Post well illustrates
this truth.
There is a young man now receiving a salary of
$6,000 who a few years ago was a bootblack in New
Haven. His rise is due to his own desire for know-
ledge and to the interest taken in him by a member
of the Yale faculty. This gentleman, while
waiting for a train, observed a bright-looking
Italian boy with a shine box slung across his arm
seated on the station steps, earnestly poring over a
book.
He approached the youngster and asked him if
he would like to shine his boots. The bootblack
went to work vigorously, placing the book on the
ground close by, where he gave it an occasional
sharp look while shining with the vigorous and
skilled hands. The professor noted his alertness,
and asked what book it was that proved so interest-
ing, expecting to hear that it was a thrilling story
of " Old Sleuth," or something of the sort. He
was surprised when the shiner replied with uncon-
cern that it was an algebra.
" So you are studying algebra, are you ? " said
the professor.
" Yes, sir, and I'm stuck. Do you know any-
thing about algebra?" responded the youth, both
sentences in the same breath.
Xow this professor was one of the notable mathe-
maticians of Yale, and it sounded queer in his ears
to be asked if he knew anything about algebra.
" Well, I know a little about it. What's the
matter? Perhaps I can help you."
By this time the shoes were shined and the boy
placed his book in the hands of the man to whom
intricate mathematical calculations were not diffi-
cult at all. It was but the work of a moment to
clear the mind of the asp:ring young calculator, and
he fairly danced with delight.
" Why, I've been working at that for two days,"
declared the young man. " I thank you verv much.
sir."
" Now, I'll tell you what to do," said the gentle-
man, offering the boy his card. " When you get
stuck again, you write to that address and I'll see
that you get straightened out. Remember, now."
And the professor rushed off to catch lv's train.
Not more than three days elapsed before the mail
brought a letter stating that the brisrht-eved boot-
THE EDUCATIONAL REVIEW.
black had again " got stuck " with his mathematics.
And the return mail brought the much-needed help.
A few more days and another application came.
This kept up for a time, and then the professor
began to advise the young man how to improve his
condition.
" Leave bootblacking and get a job in a black-
smith shop or some place where you can learn the
use of tools," was the instruction. The boy went
over to East Berlin and secured a place in a big
shop there. The correspondence and the instruction
continued. A letter brought the injunction : "Save
your money." The reply came back : " I am saving
every cent I can."
This went on for three years, and that black-
smith's apprentice had come to know a good deal
about figures. He was a skilful manipulator of all
the tools of his trade, and then came a proposition
that gave the young blacksmith the happiest moment
of his life.
The professor invited him to come to New Haven
to become his special pupil, without expense, except
for board. The young man felt no hesitancy in
accepting it, and the way that he went to work, now
that he was relieved of the nine hours in the shop
each day, gave the best evidence of how well he
appreciated what the professor was doing for him.
He was not a student of the university, but the
influence of the professor obtained some privileges
for him that were valuable. He became not only
a skilful mathematician, but a remarkably skilful
manipulator of apparatus.
At the end of two years there was an opening
for the young blacksmith-mathematician. The Gen-
eral Electric Co. wanted a young man of just his
talents and training, and when the professor recom-
mended him a favorable offer secured his services.
The young man went to work just as he went hi
the algebra five years before, with a vigorous deter-
mination to master all the d'fficulties in his path,
and he did so. In two years he was receiving a
salary of $6,000 a vear. — The Pathfinder.
I heard a ''"specialist" discourse on "Reading
for Children," a short time ago. She deplored the
fact that teachers too often cater to the child's tase
in the selection of stories, instead of rading to them
such stories as the old Norse tales, Andersen's Fairy
Talcs, and others drawn from classics, such as The
Siege of Troy, etc. Now some children will listen
to and enjoy any story, but the test of popularity
is when the masses yield attention, and there is no
style of story that is received with such rapt atten-
tion as the simple stories containing incidents in the
lives of children like themselves — things that might
happen to them. These are what hold the atte.i-
ton of the masses. — Primary Education.
THE EDUCATIONAL REVIEW.
19
A Method of Teaching Truthfulness.
That there is in the mind of every pupil a greater
or less resistance to evil tendencies, I thoroughly
believe; yet before the teacher can render success-
ful aid to this resistance she must understand the
of intelligence upon the face of a little fellow, ten
mental condition which makes temptation possible.
I shall not soon forget the sudden gleam
of intelligence upon the face of a little fellow ten
years of age, whom I had occasion to reprimand
for an attempt to copy from a neighbor's slate, when
he saw his act in its true light. After some little
talk, in which he acknowledged that he could not
learn by copying, I asked, " What do you suppose
I gave you that question for, Henry, — the answer?''
'' I always thought that it was the answer you
wanted," he replied.
" There you have made a great mistake. The
answer is of no consequence to me at all if you do
not comprehend it. The example was given that I
might see whether you could reason it out or not.
Instead of showing me that you understand it, you
bring to me Johnny H.'s work, which only proves
that Johnny understands the example, if you do not.
Now who is going to tell me whether Henry under-
stands or not, if he takes care of his neighbor and
neglects himself? "
This talk produced the desired effect not only
upon Henry, but upon others who showed a like
tendency.
But schools differ as individuals, and in one or
two cases I have given a pupil whom I saw making
sly attempts to filch from his neighbor, permission
to stand where he could more conveniently copy,
saying pleasantly (and not sarcastically) that if he
thought he could learn more quickly in that way I
was perfectly willing that he should try the experi-
ment, but that I wished him to be open and truth-
ful about it, and do his copying honestly, not like
a thief.
The very act convinces a boy that by his own
efforts alone, and not by those of his neighbor, will
understanding come to him ; and, moreover, the les-
son of honesty is not lost upon him. — M. R. 0., in
Am. Primary Teacher.
The Heavens in June.
The brightest objects in the evening sky are
Arcturus and Mars. At 9 p. m. the middle of
this month they are both close to the meridian. The
planet is brighter and redder than the star. To the
right of Mars and nearly at the same level is Spica.
The other stars of Virgo are higher up and farther
west. Below them is the little group of Corvus.
Leo lies in the west at a moderate altitude. Below
him is Hydra, whose long tail stretches to the meri-
dian under Mars. Ursa Major is high up, extend-
ing northwestward from the zenith. Castor and
Pollux are still visible in the northwest and C.apella
is just setting still farther to the north. On the
meridian below Virgo can be seen a part of Cen-
taurus. Its two brighter stars almost equal Aac-
turus. In the southeast is Scorpio. The three stars
which lie near the creature's head and the red An-
tares at its heart are all visible, but its long tail
extends below the horizon. The tangle of stars
above and to the left of Scorpio form the constella-
tions Serpens and Ophiuchus. Through them runs
a branch of the Milky Way. Farther north is a
line of fine constellations. Aquila is low in the
east. Its principal star, Altair, is flanked by a
smaller one on each side. Higher up and farther
north is Lyra, which contains Vega, the brightest
star in this part of the sky. Between Vega and
Arcturus are Hercules, marked by a figure shaped
like the keystone of an arch, and Corona, whose
stars form a semi-circle. Below Vega, to the left,
is Cygnus. Cassiopeia is beneath the Pole. Ce-
pheus on the right.
Of the planets. — Mercury is morning star until
the 24th, but not in a good position for observation.
Venus is morning star in Aries, rising between two
and three o'clock, and is very bright ; Mars is the
principal feature of the evening sky and nearing
opposition; Jupiter is morning star in Taurus; and
Saturn is in Aquarius, rising about midnight. —
Condensed from Scientific American.
A young man being asked t<> explain why he gave
up teaching, answered :
"I left teaching because the pupils, the parents, the
school officers and hoard, and the county treasurer treated
mc more like an old woman than like a man."
"Well, whose fault was it?"
To bring up the ordinary writing in .exercise-
books to the standard of the copy-book work, the
following plan was adopted : The headlines were
cut from a few copy-books; these formed handy
slips about six inches by one inch, and each pupil
received one. The slip was to be retained in the
exercise book. Every line in writing in the exer-
cise book was now written underneath this model
copy, which was moved down the page as the writ-
ing progressed. By th's means a constant standard
for comparison was kept in close view. Size,
scope, shape, etc., of the pupil's writing were thus
brought into immediate contrast with the printed
slip. Constant supervision and comparison speed-
ily wrought a change for the better, and the results
bear witness to the efficacy of the plan. — Selected.
20
THE EDUCATIONAL REVIEW.
The Review's Question Box.
M. L. W. — Kindly name the enclosed plants for me and
tell whether No. 3 is correctly called Crowfoot.
The three plants are Club Mosses, a genus very
common in our northern evergreen or mixed woods.
The botanical name of the genus is Lycopodium,
which means wolf's foot, from a fancied resemblance
of the branches or roots of some species to the claws
of an animal. The club mosses, of Which there are
about half a dozen species in Nova Scotia and New
Brunswick, are very pretty evergreen creeping
plants, discharging in summer and autumn an
abundance of sulphur-yellow spores from spore-
cases situated usually on greyish-yellow spikes ter-
minating the branches. These spores are very in-
flammable from the oil they contain. On shaking
a few spikes of matured spores over a lighted match
they burst into flame.
No. 1 is Lycopodium complanatum, L. (Trailing
Christmas-green). No. 2 is L. dendroideum,
Michx. (Ground Pine), about a foot high, and re-
sembling a small evergreen tree. No. 3 is L. anno-
tinum, L. (Stiff Club-moss).
The name crow-foot is given not to any of these
plants, but to the buttercups on account of the
divided leaves.
(1) M. D. — Find the area of a circular bicycle track
which measures eight laps to the mile, measured on the
smaller circumference, the track being 20 feet wide.
(2) Sixty yards of carpet, 27 inches wide, are bought
to cover a room 23 feet 6 inches by 18' feet. The carpet
cost 4s. 6d. per yard, and the remnant sold at 3s. 4d. per
yard. What was the cost of carpeting the room?
1. Since the inner circumference gives 8 laps to
the mile, it measures >,s mile, or 660 ft.
T ,- circum. ,.
Inner diam. = — = 66ox A = 210 ft.
34
.-. Outer diam, = 210 + 40 = 250 ft.
v track is 20 ft. wide.
Area of track — sum of diams. x cliff.
of diams. x — .
4
= (250 + 210) (40) X 2,?-X %
= l«Voa= I4457I sq. it.~At,S.
This may also be solved by subtracting the areas
of outer and inner circles, but the above is the
shorter method.
„ »i„ j , area of room
2. No. yds. carpet rend =— n
width of carpet
= 23^ x 18-9 HI
-V x 18* J y.\=62'j/i yds.
The 60 yds. given in the question is evidently a
misprint, since this amount would not cover the
floor; it should be 80 yards.
Cost of carpet bought=8oX4^2=3oos.=£i8.
No. of yds. in remnant = 80 - 62^ = 17^ yds.
Selling price of remnant
= 17^ x3J^=ift S.-JE2, 17s. g]/id.
.".Cost of carpeting room
= £i8-£2. 17s. 9^=£i5. 2s. 2^d.
Keeping Our Souls Alive.
A writer in the Cornhill Magazine (reproduced
in Littell's Living Age) indulged in a little playful
criticism recently in " A Plea for the Useless." The
article in this utilitarian age is well worth pondering
over, as it hits off very well the too prevalent usage
of considering those school studies that do not help
tne boy or girl to earn money as useless and " not
practical."
Another protest against the utilitarian drift of
present day education comes from a well known
English educationist :
The other day an old schoolfellow of mine, whom I
remember thirty years ago in India, wrote to me, giving a
London address. I sought him out and found him living
in a garret and gaining his living by selling newspapers
in the street. It was a bitter cold day when we met. My
friend had neither gloves nor overcoat. I was full of pity
at the sight of him. I asked him to dine, but he declined;
he neither smoked nor took wine. What he wanted was a
long talk with me on universal peace and brotherhood. He
believed that he had found the secret. When I left my
man that afternoon I envied him. He is the happiest friend
I know.
This is what always comes 'before my mind when I hear
people talking about education. We are told in every
paper, from the Times to the Daily Mail, that the great
problem is to keep our trade. No; that is not the great
problem, but how to keep our souls alive. The problem
of education is not how to teach boy's or girls to earn their
living, but to show them how they may avoid spoiling
themselves whilst they earn their living. Plato knew this
when he distinguished between the artist and the artificer,
the mere wage earner.
A little Cleveland tot of three years was put to
bed, her first night in. New Jersey, by her mother,
with the words, " Now go to sleep, darling, and
remember the angels are flying about your little
crib and keeping you from harm." A few minutes
later the patter of little feet was heard and a little,
white-robed figure emerged from the bedroom.
"Why, darling, what's the matter?" said the
mother. " I don't like the angels." sobbed the lit-
tle girl. "Why, dearie, why not?" "One o' th'
angels bit me, ma."
THE EDUCATIONAL REVIEW.
21
Ten Reasons for Bird Study.
1. Because birds are sensitively organized crea-
tures and respond so readily to the influences of
their surroundings that in their distribution, struc-
ture, and habits they furnish naturalists with in-
valuable evidence of the workings of natural laws.
2. Because birds, in preventing the undue in-
crease of insects, in devouring small rodents, in de-
stroying the seeds of harmful plants, and in acting
as scavengers, are man's best friends among animals.
Without their services the earth would not long be
habitable; therefore we should spare no effort to
protect them.
3. Because there is an inborn instinct in animals.
which, properly developed, will not only afford us
much pleasure, but will broaden our sympathies,
and morally elevate us.
4. Because birds, being the most abundant and
conspicuous of the higher animals, may be most
easily studied and observed.
5. Because birds are beautiful in form and color
and exhibit an unequalled power of flight, their ac-
quaintance thus stimulating our love of beautv and
of grace.
6. Because birds are unrivaled as musicians ; their
songs are the most eloquent of nature's voices, and
bv association may become inexpressibly dear to us.
7. Because the migration of birds excite our
wonder and admiration, and their period'c comings
and goings not only connect them with the changing
seasons, but so alter the character of the bird-life
of the same locality during the year, that their
study is ever attended by fresh interest.
8. Because in their migrations, mating, nest-
building, and home-lives, birds not only display an
intelligence that attracts us, but exhibit human traits
of character that create within us a feeling of kin-
ship with them, thereby increasing our interest in
and love for them.
9. Because with birds the individual lives in the
species; the robin's song we hear in our boyhood
we may hear in our old age; therefore birds seem
never to grow old, and acquaintance with them
keeps alive the many pleasant memories of the past
with which they are associated.
10. Because, in thus possessing so many and such
varied claims to our attention, birds more than any
other animals may serve as bonds between man and
nature. — Frank M. Chabman.
" A musician out of work, " are you ? " said the
housekeeper. " Well, you'll find a few cords in the
woodshed. Suppose you favor me with an obli-
gato."
" Pardon the pronunciation, madam," replied the
bright tramp, " but Chopin is not popular with me."
— Philadelphia Ledger.
A Mile With Me.
0 who will walk a mile with me
Along life's merry way?
A comrade blithe and full of glee,
Who dares to laugh out loud and free,
And let his frolic fancy play,
Like a happy child, through the flowers gay
That fill the field and fringe the way
Where he walks a mile with me.
And who will walk a mile with me
Along life's weary way?
A friend whose heart has eyes to see
The stars shine out o'er the darkening lea,
And the quiet rest at the end of the day, —
A friend who knows and dares to say
The brave sweet words that cheer the way
Where he walks a mile with me.
With such a comrade, such a friend,
1 fain would walk till journeys end,
Through summer sunshine, winter rain,
And then ? — Farewell, we shall meet again !
—Dr. Henry Van Dyke.
Some of the Old Would Improve the New.
Is there not such a thing as dissipation in school
work ? Do not our present courses of study attempt
too much ? In the good old school days little atten-
tion was paid any subject except the common
branches, and of these, particular stress was placed
upon reading, writing and arithmetic. The read-
ing, of course, included spelling. In those school
days of thirty-five years or more ago, all classes
thoroughly reviewed at the beginning of each term
the work of the preced:'ng, so long as the same text
was in use. The result was that while boys and
girls were not broadened, they were evidently deep-
ened by knowing a few things well. Many of the
critics of the public schools of the present day say
that boys and girls sent out are smatterers — know-
ing a little of everything and not very much of
anything. Isn't too much being attempted in rural
schools, in village and town schools, and even in
high schools? Does not the broadening of courses
of study in the public schools at the same time cause
corresponding shallows? Again, when you and I
were in the old school, obedience was demanded in
the school and in the home. The rod was rarely
spared to spoil the child. Has a better way come?
Is unquestioned obedience demanded by parents and
by teachers? And do not those in civil authority
permit the law to he overridden and trampled under
foot? This is not an "Old Fogy" appeal, but the
hope that some of the good of the past in school
work may be restored in present lines. If there can-
not be fewer subjects in the present courses, let the-e
be some elimination of obsolete and less important
text matters, so that what is worth while can be
thoroughly mastered and fixed. — T. C. C, in the
School Nezvs.
22
THE EDUCATIONAL REVIEW.
CURRENT EVENTS.
A Marconi station is to be established on Sable
Island. ■
The disturbance in German West Africa still
continues, and late accounts report a reverse for the
government forces.
King Oscar will come to London next month to
witness the marriage of his grandson to Princess
Margaret of Connaught, King Edward's niece.
An arbitration tribunal is now in session in Paris
to award indemnities to those whose interests have
been injured by the abandonment of the French
claims in Newfoundland.
The railway line now advancing through North-
western Rhodesia will soon reach Kalomo, the seat
of government of that section of the British South
Africa Company's territory.
The new province of Alberta has an area of 253,-
965 square miles, and a. population of about 175,-
000. Saskatchewan has an area of 250,119 square
miles, and a population of about 250,000.
Fierce fighting still continues in the Philippines.
The United States forces have recently defeated a
Moro chief who had a following of five or six
hundred natives in the island of Jolo. Another up-
rising is now reported in one of the larger islands.
There are movements of the armies in Manchuria
that seem to portend another great battle between
the land forces of Japan and Russia. In the mean-
time the disaffection which is rife among the
peasants is said to be spreading to the army in the
field, and some hundreds of Russian soldiers are
reported to have been shot for insubordination.
Following the new policy of improving the con-
dition of the Poles, the Czar has sanctioned a law
permitting them to buy land within the limits of the
old kingdom of Poland. They were deprived of
this privilege after the insurrection of 1863, and the
land tenure of Poles was then limited to land ac-
quired by direct inheritance.
The construction of an enormous dam across the
Tunga Burda, in British India, will form a reser-
voir forty miles in length, with an area about three
times as great as that of the Assouan reservoir in
Egypt. This great work is to be undertaken for
purposes of irrigation, and, notwithstanding its
enormous cost, it is expected to be a profitable
undertaking.
The King of Spain has been in England, where
he received the cordial welcome usually given to
royal visitors from abroad, whose visits are an
evidence of especially cordial relations between their
respective governments and our own. The Em-
peror of Abyssinia and the King of the Belgians are
soon to be received in the same way : and the latter,
it is said, will extend his visit to Canada, though
here, of course, his journey will be of a personal
rather than of an official character.
The Czar has fixed a date for the assembly of
the new council of the people, and it is expected
that the question of continuing the war will be re-
ferred to this council, so as to relieve the rulers of
the responsibility of deciding.
The government has approved of the application
of the Grand Trunk Pacific for Kai Wan Island,
near Port Simpson, as its western terminus.. The
railway commission will decide how much land the
railway shall have assigned to it for terminal works
at Kai Wan, and also at Fort William, on Lake
Superior. The work of construction of the new
railway will begin at once. The first sod is to be
turned at Fort William on Dominion Day.
Illustrated lectures on the United Kingdom, pre-
pared for use in the public schools of Ceylon, the
Straits Settlements and Hong-Kong, have proved
so successful that the plan is to be extended, and
Canada has been asked to join in the movement.
By this means it is proposed to give to Canadian
school children, and those in the other colonies of
the Empire, a more adequate idea of the United
Kingdom, its trade, resources and interesting
features ; and to give the children of Great Britain
and Ireland a better knowledge of Canada and other
portions of the Empire.
Norway and Sweden have been united for nearly
a century under a Swedish King, but each country
has enjoyed its own constitution, cabinet, army,
navy and other institutions. But for some years
there has been trouble between the two countries
that boded a dissolution of the union or the estab-
lishment of a more practical basis of government.
The immediate cause of trouble was a demand by
Norway for a separate consular service to secure
better trade facilities. This was agreed to by the
Swedish parliament, but King Oscar refused his
assent. On June 7th the Norwegian storthing
(parliament) declared the union under one King
dissolved. King Oscar has refused to recognize
this action. The Norwegians are preparing for
war, and the nations of Europe are interested
spectators. It might be Russia's opportunity to
reach out westward, were her hands not tied in
the Far East. The situation, coming at a time
when there are prospects of peace between Russia
and Japan, adds another element of danger to the
European situation.
The combined Russian fleets met the enemy at
the Korean Straits on the 27th of May, and suffer-
ed a defeat that amounts to almost utter annihila-
tion. Notwithstanding the loss of ships at Port
Arthur, Russia, when the battle began, stood third
among the naval powers of the world. At its close,
she has fallen to seventh place. The encounter,
which will be known as the battle of the Sea of
Japan, must stand as one of the greatest in naval
history ; and the name of Togo, the Japanese com-
mander, must be placed beside that of Nelson. Sea
power is as needful to the island kingdom of Japan
THE EDUCATIONAL REVIEW.
23
as it was to our own in Nelson's day, and no victory
since Nelson's has been so complete. A few of the
smaller Russian ships reached the harbor of Vladi-
vostok, where they are safe for the time ; three
escaped, badly shattered, to Manilla; the others were
all destroyed or captured, leaving Japan in undis-
puted control of the sea, and free to attack any part
of the maritime provinces of Siberia. Unless peace
comes quickly, of which there is some hope, nothing
will prevent Japan investing Vladivostok and tak-
ing possession of all the remaining portion of the
Russian Pacific coast.
Music in the North Sydney Schools.
The Review has before had occasion to refer to
the remarkable work done by Supervisor C. L.
Chisholm in the North Sydney schools to lay the
foundation of a thorough musical education. A few
weeks ago an examination of the pupils was held,
and so great was the popular interest that the Em-
pire Hall and its approaches were crowded by an
eager throng that represented not only North Syd-
ney, but the adjacent towns. The results were very
gratifying, and attested the skill of Mr. Chisholm
as a teacher, and the excellent methods employed
by him to give about the 2,000 school children of
the town the foundation of a good musical educa-
tion. The following is quoted from the Cape Breton
Enterprise, which may show the thoroughness of
the examination, the pleasure experienced by the
throng of auditors, and the inestimable value that
such a course of training must be to the children :
"The scholars of the town schools were present.
and every grade took some part in the programme.
Grades II and III showed what wonders can be
wrought even with the little one's in scale drill and
problems in melody in different keys and rhythms.
Grades III and IV took similar work, but more
advanced, while irr Grades IV and V major and
minor, augmented and diminished intervals were
introduced into the scale drill.
" In the upper grades the students took splendidly
the scale drill in two complete octaves from G be-
low the staff to G above, and sang any three or four
given lines of the scale in any combination asked for
on hearing the number announced. The exercise
in harmonv were marvellous, sHngle and double
chromatics being introduced and the children sing-
ing in four part harmony, no instrumental support
being given.
" The greatest treat of all was. however, reserved
for the end. when the children sang plantation songs
harmonized for piano and strings with chorus by
Mr. Chisholm himself, with Schuberts' Serenades
and Bonheur's The Red Scarf. These showed the
splendid results which can be attained by careful
and intelligent training. One of the most notice-
able facts was that the singing was not the work of
a few picked pupils, but of the entire grades. At
the conclusion Mayor Hackett, on behalf of those
present, suitably conveyed the hearty thanks and
congratulations of the citizens to Prof. Chisholm.
Mr. Chisholm's work is, we believe, unique, but we
are glad to learn that many of the teachers at North
Svdney and Sydney Mines are learning his method,
so that the system should extend till it embraces all
the scholars in the provinces."
Teachers Deserve Better Salaries.
I myself belong to those who think teachers are
not being paid enough. I believe there is no way in
which we can accomplish so much for the cause of
education as by raising as far as possible the sal-
aries of our teachers. In this way we can get the
best and ablest teachers in our schools. I you
treat teachers like slaves and hirelings, if you think
their present salaries are large — God forbid — the
best men and women will not be eager to fit them-
selves for this work. If we had a perfect race of
the best minds and best hearts, the best courage
would be given to teachers, for education is the
noblest work. The doctor does infinitely more by
education than by the oills he gives. — Bishop John
Lancaster Spalding.
SCHOOL AND COLLEGE.
The Nova Scotia normal school will close on Thursday,
June 29.
Mr. W. J. Rose, of Wesley College, Winnipeg, is the
Rhodes scholar from Manitoba for this year.
Mr. W. E. MacLellan, formerly inspector of schools for
Pictou County, and for the last five years editor of the
Halifax Chronicle, has been appointed post office inspector
for the province of Nova Scotia.
Mr. L. A. DeWolfe, whose articles on mineralogy and
physical geography in the Review have been so helpful to
teachers, has resigned his position in the North Sydney
Academy and has been appointed science master in the
Truro Academy.
Miss Bessie Young, recently a student of Mt. Allison
Ladies' College, has been appointed teacher of domestic
science in the Macdonald Consolidated School, Kingston,
N. B.
The Macdonald Consolidated School at Tryon, P. E. I.,
is working satisfactorily and has a school attendance which
is steadily increasing. The one van in use cost $160 and
tarries 28 children.
Sixteen students from the Maritime Provinces have
graduated in Medicine at McGill University, Among
these were H, C. Mersercau, son gf Inspector G. W.
Mersereau, Doaktown, N. B., who won the Holmes
medal for the highest aggregate in all subjects of the
medical curriculum. He has been appointed on the
staff of the Montreal General Hospital. Other students
who won honors were H. C. Burgess, Sheffield Mills, N. S.,
and H. A. Leslie, Souris, P. E. I.
24
THE EDUCATIONAL REVIEW.
Miss Madge J. Ricketson, of Hatfield's Point, N. B., now
attending the Macdonald school at Guelph, Ont, has won a
scholarship in nature-study.
New Brunswick teachers who wish to become acquainted
with the latest phases of manual training should not forget
the vacation course conducted by Supervisor T. B. Kidner,
to be held in the Normal School, Fredericton, from July 5 to
20.
Miss A. Gertrude O'Brien, the efficient teacher of manual
training in the Woodstock, N. B., schools, has resigned her
position in order, says the Sentinel, to accept a similar
position in Kentucky.
Mr. Ernest Robinson, principal of the Kings County, N.
S.. academy, has resigned in order to take a science course
at Acadia college. Principal W. A. Creelman, of the North
Sydney high school, has been appointed to the vacant
position.
Lalia E. Killam, teacher at Cape Fourchue, Yarmouth,
N. S., with the help of her friends of that and neighbour-
ing places, (held a social and sale on the 1st of June, and
raised the sum of $23.50, which will be used for equip-
ments for the school.
Mr. J. H. McCarthy, late principal of one of the schools
in Winnipeg, has been appointed librarian of the new
Carnegie library in that city.
Mr Wm. Brodie, A. M., mathematical master in the St.
John, N. B., high school, has resigned his position, to take
effect at the close of this term. Mr. Brodie will visit during
the summer, Winnipeg and other western cities, -and on his
return will be associated with his brother, Mr. Neil Brodie,
architect, of St. John.
As Laval University, Quebec, has not nominated a can-
didate for the Rhodes scholarship for 1005, the appointment
has been vested in the hands of the McGill University
corporation. This will make three representatives for
McGill at Oxford.
The members of the New Brunswick Legislature and
Board of Education have been invited to visit the Macdon-
ald Consolidated School at Kingston, Kings County, on the
15th of June. The school offers a fine object lesson for the
establishment of centralized schools in other sections of
the province.
At the recent meeting of the Biitish Columbia Teachers
Institute at Revelstoke, April 25-27, it was decided to hold
the next year's convention at Victoria. The following offi-
cers were then elected: President, F. H. Eaton Victoria,
1st Vice-president, J. D. Gillis, Victoria; 2nd Vice-president.
Miss Laveon; 3rd Vice-president, A. Gilchrist; Treasure^
E. H. Murphy; Secretary, Miss Cann. Executive Commit-
tee: Miss Burns, Nanaimo; R. R. Watson, Tolmie; B. S.
McDonald, Ladysmith; Miss Marchant, Victoria; Miss E.
Rogers, New Westminster.
RECENT BOOKS.
Mediaeval and Modern History: Revised edition. By
Philip Van Ness Myers, author of "Ancient History,"
"A General History," etc. Cloth, xvi+751 pages.
Illustrated. Mailing price, $1.65. Ginn & Company,
Boston.
The revision of this important historical work, following
closely upon the revised edition of the "Ancient History"
(in 1904) by the same author, gives a connected and
remarkably clear view of the history of the world up to the
present year. Both books are designed to meet the use of
students; but the general reader and busy man of affairs
will find in them a concise and interesting narrative of the
progress of the human race without those irrelevant details
which appeal rather to the memory than to the intelligence.
The author's clear style, his wonderful grasp of the great
movements that have affected human society and his im-
partial treatment of national questions win for him the
confidence of the reader. The last hundred pages of the
book, where modern conditions are dealt with .afford
striking evidence of the author's power. The clear text
and abundant illustration are noteworthy features of the
book.
Gipsy Stories and Stories of Antonio and Benedict Mol.
From Geo. Borrow's "Bible in Spain." Linen. Pages
112 and 120. Price 8d. each. Blackie & Son, London.
These stories are selected from Borrow's delightful book,
"The Bible in Spain," a book which has the merit, as the
author believes, of being the only one in existence which
treats of missionary labour in that country. The stories
are quaint, the style vivid, and the reader's interest soon
absorbed in the characters and descriptions of a book that
is unique in many respects.
Object Lessons in Elementary Science. Stage V. By
Vincent T. Murchf. Cloth. Pages 282. Price 2s.
Macmillan & Company, Ltd., London.
The attention of our readers has been directed in the
review of previous "Stages" to the improvement that has
been effected in these revised editions of nature study les-
sons. The present volume deals with the various forms of
matter; heat and its distribution; food — its composition
and nutritive value; clothing; the economic products of
plants; animal structure and adaptation. The value of the
lessons depends upon experiment and illustration to which
careful explanation is given in the text.
Student1 's American History : Revised edition. By David
H. Montgomery. Cloth. 612-f-lvii pages. Illustrated.
Ginn & Co., Boston.
This book, written in the same interesting style as that
which characterizes the author's books for more elementary
grades, is broader in scope and more philosophical in treat-
ment. In this revised edition many parts have been re-
written, especially the political history of the country and
the influence of the west on the development of the nation.
New maps and illustrations have been added.
The Foreign Traders' Correspondence Handbook. By
Jas. Graham and Geo. A. S. Oliver. Cloth. Pages
363. Price 3s. 6d. Macmillan & Co., Ltd., London.
This useful handbook is published for the convenience
of English speaking firms doing business with French,
German and Spanish traders. It shows, how to build up
simple business letters in these different languages and
how to carry on transactions connected with the exporta-
tion and importation of goods. It is an excellent book for
any commercial student desiring of enlarging his sphere of
influence.
THE EDUCATIONAL REVIEW.
25
Hawthorne's Tanglewood Tales. Edited by W. H. D.
Rouse. Linen. Pages 120. Price 8d. Blackie & Son,
London.
The book tells the Greek legends, "The Golden Fleece,"
"The Minotaur," and "The Dragon's Teeth," in a manner
natural and familiar to the children of today.
Macmillan^'s New Globe Readers. Book II. Linen.
Pages 155. Macmillan & Co., London.
These books, beginning with Primers and Infant Readers,
which deal with the combination of vowel and consonant
sounds into easy words, proceed to more difficult forms and
gradually seek to awaken an interest' in intelligent and
expressive reading. They are attractive in matter and
appearance.
Le Voyage de Chicot, par Alex. Dumas, pere. Edited by
Geo. Heyer, M. A. Linen. Pages 36. Price 4s.
Blackie & Son, London.
A short but exciting story. Chicot, a privileged favourite
of Henri III, is entrusted with a letter to the King of
Navarre. Knowing that it is a dangerous mission he
destroys the letter after having committed its contents to
memory. The journey justifies his anticipations of danger.
How the United States Became a Nation. By John
Fiske. Cloth. 254 pages. Illustrated. Mailing price,
60 cents. Ginn & Co., Boston.
The formative period of United States history is briefly
and clearly treated in this volume, which sets forth the
principal events, beginning with the infancy of the nation.
In something less than two hundred and fifty pages the
story of a great world power is told, and the condensed
yet vivid narrative will command the attention of scholars
as well as of general readers.
Latin Composition for Secondary Schools. By Benja-
min L. Dooge, Ph. D. Volume 1. Cloth. Pages 131.
Price 55c. Volume II. Cloth. Pages 190. Mailing
price 65 cents. Ginn & Co., Boston.
These books combine the systematic presentation of
syntax with exercises based in Part one on Caesar's Gallic-
war and Parts two and three on the text of Cicero's Manil-
ian Law, Catiline I-IV and the Archias. The exercises are
intended to be used in connection with the standard Latin
grammars, to which constant reference is made, and are
accompanied by many practical hints and suggestions
which will do much to lead to a clearer knowledge of the
language and to a surer application of its principles in
composition.
Selections from Standard French Authors. A reader
for first-year and second-year students, with notes,
biographical sketches, and vocabulary. By Othon
Goepp Guerlac, assistant professor of French in Cor-
nell University. Semi-flexible cloth. 214 pages. Mail-
ing price, 55 cents. Ginn & Co., Boston.
Moliere, Pascal, La Fontaine, Victor Hugo, Bossuet,
Voltaire, Rousseau and Renan, — these are a few of the
authors represented in this handy volume of selections.
The aim is to give the student an acquaintance with those
writings which really constitute French literature. The
value of the work is heightened by the short biographical
sketches which precede the selections, and is designed
primarily for students, in secondary schools and in colleges,
who are able to devote but a year or two to the study of
French.
Anedotes Faciles et Poesies: For class use. By O. B.
Super. Semi-flexible cloth. Pages 78.
Hans Arnold's Aprilwetter. Edited with introduction
and notes by Laurence Fossler. Semi-flexible cloth. Pages
144-
Fricdrich Gerstacker's Irrfahrten. Edited with notes and
vocabulary by F. B. Sturm. Semi-flexible cloth. Pages
203. Price 45 cents. D. C. Heath & Co., Boston.
Clxateaubriand's Atala. Edited with introduction, notes
and a vocabulary, by Oscar Kuhns. Semi-flexible. Cloth.
Pages 120.
The above convenient little texts for French and Ger- /
man students have recently been published as additions to
Heath's "Modern Language Series." The "Anecdotes
Faciles" and "Aprilwetter," consist of stories which pave
the way for the more difficult authors' selections which
fellow.
Lectures Franchises in Geography and History. By W.
Mansfield Poole, M. A., and Michel Becker. Cloth.
Pages 137. Price 2s. 6d. Blackie & Son, London.
The fine engravings, clear text, and good paper and
binding of this book, attract the young reader, and the
good literary style and fresh descriptions show how inter-
esting a book on geography and history can be made for
pupils of twelve or fourteen years of age.
Shakespeare's Henry VIII. Cloth. Illustrated. Pages
180. Price is. Blackie & Son, London.
This edition is called the "Picture Shakespeare," each
volume containing a frontispiece in colours and numerous
black and white illustrations. The volumes are also pro-
vided with brief introductions and explanatory notes.
How to Tell Stories to Children. By Sara Cone Bryant.
Cloth. Pages 260. Houghton, Mifflin & Company,
Boston.
This little book will prove a great boon to teachers, as
well to those who have a natural gift as to those who are
diligently striving to acquire the "knack" of telling stories
to children. To the latter it is especially suggestive and
helpful. It deals aptly with the purpose of story-telling in
school ; the selection and adaptation of .stories and how to
tell them ; and then gives numerous examples for the kin-
dergarten and earlier grades.
The President's Report of Chicago University (pub-
lished by the Chicago University Press), is an interesting
document of 269 pages (bound), containing full informa-
tion of every department of work in that institution.
The following books received will be reviewed in the
next number:
Specimens of Letters. By A. S. Cooke & A. K.
Bentham.
American Phonography. By Wm. L.Anderson. Ginn
& Co., Boston, Mass.
The Winged Helmet. By Harold Steele Mackaye.
Stingaree. By E. W. Hornung. Copp, Clark & Co.,
Toronto.
MAY MAGAZINES.
I.ittcll's Living Age (Boston) reproduces in its issue of
June 3 Professor Holland's article, Neutral Duties in a
Marine War, as illustrated by Recent Events — an article
that is of timely interest at present to the nations of the
26
THE EDUCATIONAL REVIEW.
MAPS, GLOBES
AND SCHOOL
^SUPPLIES*/*
We now have the ENTIRELY NEW EDITION of the
MAP OF THE BRITISH EMPIRE.
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL Si":,5-'"
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
Our New Catalogue may be had for the
Asking
SUMMER SCHOOL
FOR ATLANTIC PROVINCES
OF SCIENCE,
OF CANADA.
NINETEENTH
July 11th to July
SESSION, __AT__
28th, 1905.
YARMOUTH, N. S.
Courses in Physical and Biological Sciences. 12 Professors. 14 Courses. Tuition, $2.50.
Extensive Field and Laboratory Work. Expenses reduced to a minimum.
For Circulars address W. R. CAMPBELL, Secretary Summer School, TRURO, N. S.
World. The Age also prints in its issue of June 10 Mr.
Mallock's article on The Reconstruction of Religious
Belief, one of his most notable contributions to current
religious discussion. .The Chautauquan for June is a Tree
number entirely devoted to special articles upon forest pre-
servation, tree planting, the use of trees in the adornment
of streets and home grounds, and kindred subjects.
This number will be valuable alike to tree lovers, tree
growers, tree users, civic improvement and other clubs...
The June Delineator has a varied and interesting table of
contents, supplemented by a complete summary of the sea-
son's .styles. Dr. Murray discusses the care of the eyes and
ears in a paper that will appeal particularly to young
mothers and those who have the care of children. New-
man's hymn, "Lead, Kindly Light," is the subject of a
paper by Allan Sutherland in the series Famous Hymns of
the World. In addition, there are house plans and house-
furnishing ideas, and many pages devoted to the particular
interests of the home, including, among other features, a
paper on The Practical Side of the Wedding, and a variety
of suggestions for kitchen economy. . .The Canadian Maga-
zine for June is of more than usual interest, especially to
Canadians. It contains an article on "The Nova Scotia-ness
of Nova Scotia," by Professor Macmechan, an account of
the interesting career of Dr. Robert Tait McKenzie, athlete,
surgeon, wrier, and sculptor; Theodore Roberts has a
story of the Labrador Coast, and a short poem, and the
Rev. W. C. Gaynor tells a tale of the Indians of Passama-
quoddy. Articles on the growth of the city of Winnipeg,
the distribution of Canadian Public Documents, and some
notes on the Natural History of British Columbia contain
useful information.. .The famous writer on nature subjects,
John Burroughs, contributes to the June Atlantic a paper
on the part played by the colours of animals, especially of
birds, in maintenance of the balance o flife. Topics much
discussed at present are treated of in an article on "Gen-
erosity and Corruption," by G. W. Alger ; one entitled
"The Cause of South American Revolutions," by G. A.
Chamberlain, and "The Superannuated," a short story.
Business Notice.
It is not convenient this month to enclose our
usual reminders to subscribers stating their indebt-
edness to the Review. Those who are in arrears
will kindly remit the amounts due without waiting
for a written statement. The majority of our sub-
scribers do this, and we w:'sh all would make it a
rule to do so. It would save us trouble, and they
would avoid receiving a bill which some look upon
as a reproach, although it is not so regarded by
business people. The best way. however, is to pay
for a journal when it is known that payment is due.
The number on the address of each subscriber tells
the date up to which the subscription is paid. Thus
217 is the number of this month's Review, and
subscribers can easily tell by looking at the numbers
whether they are paid in advance or are in arrears.
THE EDUCATIONAL REVIEW.
27
HARVARD UNIVERSITY.
THE LAWRENCE SCIENTIFIC SCHOOL
offers four-year courses of study leading to the
degree of S.B. in Civil, Mechanical, and Elec-
trical Engineering, Mining and Metallurgy,
Architecture, Landscape Architecture, Fores-
try. Chemistry, Geology, Biology, Anatomy and
Hygiene (preparation for medical schools),
Science for Teachers, and a course in General
Science. For the catalogue and information,
address J. L. Love, 16 University Hall, Cam-
bridge, Mass.
• X. S. SHALER, Dean
CORNELL SUMMER SESSION.
JULY 5— AUGUST 16, 1905
60 INSTRUCTORS— 23 DEPARTMENTS.
For College, High Hchool and Grade Teachers.
Knowledge, Health, Pleasure.
Special Mention; Fine Courses in English,
Languages, Sciences, History, Art, Mathema-
tics, Shops ; full programme of Nature Work.
Inexpensive Living. Tuition Fee $25.00.
Send for Circular and Book, of Views.
Address THE REGISTRAR
Cornell University, Ithaca, X.Y.
HARVARD UNIVERSITY.
SUMMER SCHOOL OF ARTS & SCIENCES
offers courses for men and women in Classical
Archaeology, Greek, Latin, English, Voice
Training, Reading and Speaking, German,
French, Italian, Spanish, Phonetics, History,
Psychology, Philosophy, Education, Theory of
Pure Design, Drawing and Painting, Architec-
tural Drawing, Theory of Architectural Design,
History of European Architecture, Mathema-
tics, Surveying, Shopwork, Physics, Chemistry.
Botany, Geo'ogy, Geography, and in Physical
Education. These courses are designed prim-
arily for teachers, but are open without en-
trance examination to all qualified persons.
The University Libraries, Museums, Labora-
tories, etc., will be at the service of members
of the Summer School. The School opens Wed-
nesday, July 5th, and closes Tuesday, August
15th, 1905. For full announcement, address
J. L. Love, 16 University Hall, Cambridge,
Mass.
N. S. SHALKR. Chairman,
$5.00
...PAYS FOR A...
MAIL COURSE
....IN....
Maritime Single Entry
Bookkeeping
For any Teacher using this work which
has been recommended by the C.P.I.
of Nova Scotia.
For further information apply fo
KAULBACH & SCHURMAN,
Chartered Accountants.
Maritime Business Colleges
HALIFAX &. NEW GLASGOW.
Language Drill.
It is not good to use sentences which are not cor-
rect, and then ask for the proper equivalents. The
child may confuse them afterwards, and is as likely
to use the wrong form as the correct one. Drill
upon correct expressions such as the following and
others until your pupils will use them from habit :
It is I ; it was I. It is he; it was he. .It is she; :t
was she. It is we ; it was we. It is they ; it was
they. It isn't I; it wasn't I. It isn't he; it wasn't
he. It isn't she; it wasn't she. It isn't they; it
wasn't they. Isn't it I ? Wasn't it I? Is it not I?
Was it not I? Isn't it he? Wasn't it he? Is it not
he? Was it not he? Isn't it she? Wasn't it she?
Is it not she? Was it not she? Isn't it we? Wasn't
it we? Is it not we? Was it not we?
EDUCATION DEPARTMENT. PROVINCE NEW BRUNSWICK.
OFFICIAL NOTICES.
Departmental Examinations, 1905.
(a) The Iligli School Entrance Examinations will
begin at the Grammar and Superior Schools on Monday,
June 19th. Principals who wish to be supplied with ques-
tion papers are requested to notify the Chief Superintend-
ent not later than May 20th as to the probable number of
candidates for this examination.
The Lieutenant-Governor's Medals arc to lie competed
for at the High School Entrance Examinations in accord-
ance with instructions given in Supplement to Regulation
46, a copy of which will be sent to any teacher who may
apply for it to the Education Office.
(b) The Normal School Closing Examination for the
French Department begins on Tuesday, May 23rd, at 9
o'clock a. m.
(O The Normal School Closing Examinations for
License and for Advance of Class will be held at the
Normal School, Fredericton, and at the Grammar School
buildings, Chatham and St. John, beginning on Tuesday,
June 13th, at nine o'clock, a. m.
(d) The Normal School Entrance Examinations and
Preliminary Examinations for Advance of Class, the High
School Leaving Examinations and the University Matricu-
lation Examinations will all be held at the usual stations
throughout the Province, beginning at nine o'clock a. m.
on Tuesday, July 4th.
The English literature required of candidates for Class
I in the Closing Examinations for License, and of candi-
dates for the Matriculation and Leaving Examinations is
Shakespeare's " Hamlet " and Tennyson's " Princess."
Candidates for all the examinations held in July must
send in their applications to the Inspector of the District
in which they wish to be examined not later than the 24th
of May.
A fee of One Dollar for the Normal School Entrance
and Superior Class Examinations, and of Two Dollars
for the Marticulation and Leaving Examinations, must
be forwarded to the Inspector with each application.
Forms of application may be obtained from the Education
( )ffice or from the Inspectors.
Examinations for Superior School License will be held
both at the June and July examinations.
For further details in regard to the Departmental Ex-
aminations, see School Manual, Regulations 31, 32, 45
and 46.
J. R. INCH,
Chief Superintendent of Education.
Education Office, April 20, 1005.
28
THE EDUCATIONAL REVIEW.
Students Can Enter
At any Time
As we have no summer vacation, do not
divide into terms, and the instruction given
is most individual.
We do not find it convenient to give a sum.
mer vacation, as many of our students are far
from home and would be seriously inconvenien-
ced by an interruption of their work.
Besides, St. John's
summer weather is
, se cool that a vacation
is not necessary.
Catalogues free to
any address.
S. KERR & SON.
three a::d f:uh y:ar
Courses in
Mining, Chemical, Civil,
[ Mechanical and Electrical
Engineering,
Mineralogy nnd Geology,
Biology and Public Health
Write Secretary. Kingston, Ont., for Calendar.
AMI S & ROLLINSON COMPANY
nimin mi n r
[BEST QIIAUTYAr MODERATE ED5T-FDR1 on 101
203 BROADW/y New Yopk ...
(Tlefberaoob
for fcirfs
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Culture.
Specialists in each department of instruction.
HomeSchool with careful supervision. Large
Campus for Outdoor Sports.
For Calendar, address
MISS ETHKLWYN R. PITCHER, B.A.
Or MISS SUSAN B. GANONG, BS .
Principals,
South Shore Line
NEW STEAMER "SENLAC,"
Over 1000 tons, leaves
ST. JOHN, N. B.
Every THURSDAY at 0 o'clock p.m. and
YARMOUTH, N. S.
every FRIDAY noon for
Barrington, Shelburne. l.ocueport, Liverpool
Lunenburg and
HALIFAX
Returning, leaves Halifax MOXDAX. 5 p.m.,
for same ports in reverse rotation.
SPLENDID PASSENGER ACCOMMODATION
\VM. THOMSON & CO.,
St. John, N. B. Managers
SLATE BLACKBOARDS.
CHALK CRAYONS, SCHOOL SLATES,
SLATE PENCILS, LEAD PENCILS,
SCHOLARS' COMPANIONS —
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Mafket Square, SHI^T JOHN. H- B.
DIAMONDS & OPALS
Gold Chains, Bracelet*
Watch> s. Sterling Silver
Goods at
A. * J. HAY'S, 7(i King Street.
St. John, N. B
CANADIAN HISTORY READINGS
May be used as supplementary readings in
Canadian History. Over 350 pa^es on inter-
esting and important topics. Price $1.00.
To subscribers of the Review, 75 cents.
Send to
Educational Review, St. John, N. B.
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Stationers,
Booksellers,
FANCY STATIONERY,
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of all kinds.
P. O. BOX ■*•*.
84 PRINCE WILLIAM ST.
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TWENTY-EIGHT PAGES.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., JULY- AUGUST, 1905
■3 1 00 pek Year
<3. U. HA V.
Editor for New Brunswick
A McKAY,
Editor for Nova S< on
THE EDUCATIONAL REVIEW attractive one: the time chosen is one that should
"■**■ " Lein*ter str"u m- John' N- B- produce good educational results— when teachers.
^T»Tr«D bt Bar»«s & Co.. St. John. N. B.. are fresh from a vacat;on 0f nearly twQ months
Always Bead this Notice. and read-v t0 Put new ideas illto Practice-
„r^rr^r:r Zt Z,"U <>™_ - hear of teachers who get up entertain-
write to mw office, ments in their schools the proceeds of which go
THE REVIEW is sent regularly to ni>terift«r. until notlflca- towards providing apparatus, repairing the School,
tion it received to discontinue and all arrearage* are paid. ' e> rt > r & <- >
When you change your address, notify us at once, giving the Or Other like purpose. This should not be the way
old a, well as the new address. This will save time and cor- Uj appropriate these funds. The trustees should meet
The number on your address tells to what whole number of the the teachers half way. and provide the necessary
review the subscription is paid. materials for proper school work. The monev raised
Address all correspondence and business communications to -
educational review, by entertainment should be expended for pictures
8t- John- N- B- and other means of decorating the school room,
forming the nucleus of a library or making additions
" to lt> or providing some article of school furniture
editorial notes |3 not included in the outfit.
Perfect Attendance •' *
Visits to Schools I*
The Summer School j2
HoVNa,urrt«avS^uMBeTauKh..V :.' :::::::: U Messrs- J- & A- McMillan are again doing busi-
Iadrf8Ps'rof f BelMeigheV ma." \ " '.'. 42 nes* * their old stand. Prince William street. St.
T^eR^w^Q.EST,oN box :.:.■; ..V...'..:.:: :: « •lohn- After the destructive fire of last winter.
The First Day of School.. ■*• which left little but the walls of the building stand-
The Beginning of a Western Town +* . &
Teachers' institute _ j5 nig. the firm, with characteristic enterprise immedi-
A Country Newsboy 45 . '
The Joy of Hard work 46 atelv began the renovation of the establishment.
The Battle Hymn of the Reform ition ■*'• ,_ .'
Selected Paragraphs 4< 1 his will render the new premises more com modi-
Current Events . ** ■
school and college ...... -49 ous than the old, with better appliances for
Recent Books 51 ,, . , . . , , ,. .
ke< ent Magazines 54 carrying on their book, stationery and publishing
New Advertisements — k, ,.;„„,..
Hay's Historv of New Brunswick. W. .1. r;aBr. & Co. (p. r>2 > DUSltleSS.
— New Books from the Press of Copp Cl-rk * C^. (p. r>3 1
—Provincial Educational Association of Nova Scotia (p. ."5>
— The Morse School of Telegraphy I p. 30).
This number of the Review is issued about the
first of August, and makes one number for the
months of July and August.
Many teachers will take charge of schools during
the approaching new term for the first time. The
Review wishes them that success which is the result
of earnest, thoughtful and enthusiastic work.
Full particulars of the meeting of the Nova
Scotia Provincial Educational Convention will be
found on another page- The programme is an
Mk. I). R. Jack, editor of Acadiensis, after his
prolonged absence in Europe, has just issued a
double number of this excellent quarterly. The
table of contents is an inviting one, embracing
sketches of travel, poems, historical articles and
other matter, with photographic illustrations.
Europe as Seen by an Acadian is a graphic sketch
of Mr. Jack's travels, and his impressions and pho-
tographic views of Russia will be found especially
interesting. Another article that will engage the
attention of many readers is the late Air. Edward
Jack's account of an Expedition to the Headwaters
of the Little South West Miramichi, edited by Prof.
W. F. Ganong, a task which that industrious explor-
er and scientist has evidently found congenial.
34
THE EDUCATIONAL REVIEW.
The readers- of the Review will be interested in
the advertisements of new books found in this num-
ber. These embrace many desirable works that
have been tested in the schools and found to meet
the needs of teachers and pupils. Among these are
the little History of Canada, published by the Copp,
Clark Company in a separate form, with an appen-
dix of the history of Prince Edward Island, by Miss
H. M. Anderson. Miss Anderson has accomplished
in a remarkably clear and concise manner the dif-
ficult task of writing a brief but connected account
of the Island's history.
The History of New Brunswick, published by
W. J. Gage & Company, has won its way in the
schools of that province, and has become very popu-
lar with children on account of the clear and easy
style in which it is written. It is not an array of
facts and dates alone, but a readable account of the
events of the province so arranged as to make
history interesting and intelligible to children.
Perfect Attendance.
It is worth while for pupils to cultivate the habit
of faithful, punctual attendance at school. The
habit so formed will 'be a valuable possession to them
in after life. It will be a great element of future
success and will add to their own happiness and the
happiness of others. If more people realized the
importance of being punctual to engagements at all
seasons and in all places ; of answering letters
promptly and courteously ; of paying their debts
and meeting other obligations on time, things in this
life would work more smoothly. There would be
fewer naughty words said, fewer ruffled tempers,
and a much better feeling would prevail among
friends and neighbors.
The home and school are the places where a foun-
dation must be laid for these and other good habits
that make life more useful, more enjoyable. The
following instances show what good results were
accomplished by these two agencies, the home and
the school, to secure punctuality of attendance, and
the immediate rewards that resulted :
"Lester Thomson of Montreal, a lad of sixteen,
received from the school board of that city a gold
watch. This was because for nine years he had
never once missed a day at school and never once
was late.
"A girl at Lee, England, was recently awarded a
gold medal for seven years' perfect attendance at
school.
"Miss Bonnie White, says the Pathfinder, Wash-
ington, who recently graduated from the high school
of Paris, Texas, was awarded a gold medal by the
school board for a perfect record covering her entire
public school life of II years. She was neither
absent nor tardy a single time from the day she
entered the primary class until she graduated."
Visits to Schools.
A visit was made to the Macdonald Consolidated
School at Kingston, N. B., on the 15th of June in
company with members of the New Brunswick gov-
ernment and legislature, educationists and represen-
tatives of the press. The appearance of the build-
ing, class rooms and grounds were fitted to give a
fine object lesson to the visitors. The excellent
organization and management of the principal, D.
W- Hamilton, and his capable staff of associate
teachers were apparent both in and out of doors,
especially in the school gardens which were admir-
ably laid out and cared for. So attractive had each
pupil's plot of ground become to him or to her, that
recess and other available time were spent in the
care of the growing plants. The pupils had taken
great interest in the measurements, laying out of
beds, and the various practical exercises connected
with the care of the gardens. Not less interest did
they take in the afternoon exercises in the school
audience room where they listened to addresses by
Lieutenant-Governor Snowball, ex-Governor Mc-
Clelan, Premier Tweedie, Supt. Inch and other
speakers. The distribution of the prizes given by-
Premier Tweedie for the best essays on the history
of the province and county, supplemented by others
from gentlemen present, was an interesting feature
of the exercises.
I visited a schoolroom in Winnipeg, recently, where
no less than seven nationalities were represented- The
teacher was quiet, but alert and sympathetic. Even-
eye in the room was directed, not to the stranger
present, but to her. and I soon changed mv position
where I could study both pupils and teacher. The
cause of the pupils' interest was soon apparent. The
teacher's face was a study as she directed every
movement of the little foreigners. Genuine sym-
pathy and tact were shown in her everv feature and
gesture. Success in pronouncing new words (it
was a reading lesson) was rewarded with a flash of
recognition which seemed to say "bravo ! well
done :" and it brought an answering look of gratitude
THE EDUCATIONAL REVIEW.
35
from the pupil who was trying with all his might to
earn that recognition.
Here is a letter that a lad just twelve years of
age had written in his exercise book. He was a
Polish Jew and had been in Canada and at school
less than ten weeks- I asked for a copy of the letter
and it was produced in a plain vertical hand :
Strathcona School May 18th
Dear Mother.
I goan to school two montch I can spek little English.
I car* read a book and write. I come from Possia two
montch an a haf. May teachern good learn me, dat tetchern
is nice teachern. The teachern spek I learn quick Eng-
lish. I living an Winipeg. I like dat country very much.
I writing Ieatr esterday an Possia. Your living son
Moses.
Every young reader of the Review can make out
the somewhat broken English of this letter. Is it
not a pretty good attempt after two months of
school? The factors at work in this class were, —
each pupil was very much in earnest to get a work-
ing knowledge of English ; each was interested, and
each one regarded his teacher as a superior being. I
asked the superintendent of schools on what prin-
ciple the teachers were chosen for the children of
the foreign classes. "Not from their experience as
teachers," he said. "We rather prefer to have them
without experience if they have the qualities that
win the affection of their pupils." A very good
principle in the choice of teachers everywhere.
"What I say is this — the democracy has to learn
manners, and the school does not teach manners," is
the opinion of a noted English educationist given,
after a year's travel through the United States, to a
representative of the Montreal Witness. It may
be true of a great majority of schools in the United
States. Unfortunately it may be true of many
schools in Canada. But I have visited many schools
recently in the Dominion and I was impressed with
the good manners of the pupils. In nearly every
instance the stranger, as is natural, was gazed at
attentively on his entrance. But there was no rude
staring him. out of countenance, and the pupils soon
became absorbed in their work if the teacher attend-
ed to it; and this is what a visitor wishes to see
when he enters a schoolroom. Occasionally the
pupils betrayed a look of too great consciousness,
but this might have been a reflection of the teacher's
mood- I should judge so, for this was what I saw
in another school : In company with the superintend-
ent I visited the principal's room of a large school
in the leading city of the west. Forty pairs of eyes
of boys and girls glanced in our direction as we
entered, but without the slightest .consciousness,
seemingly, of our presence, and were then bent on
the teacher as he conducted the recitation. As we
took our seats, two lads who had noiselessly glided
to the platform relieved us of our hats and umbrel-
las and were back instantly in their seats, reciprocat-
ing with a smile our nod of recognition of the court-
esy. There were many glances turned our way dur-
ing the recitation, but the eyes showed, not con-
sciousness of themselves or their visitors, but an
earnest self-centering on their work. At recess the
superintendent beckoned a girl to the front and
engaged her in conversation. A boy quietly brought
a chair for her. Teacher, visitors and scholars
mingled together during the recess, as well bred
people do in a drawing room; but when any
advances were made the teacher or visitors initiated
them. What an agreeable impression such a school
makes, and how one wishes time were taken every-
where to get such results, even if we have to draft
anew our courses of study.
Suggestions for Seat Work.
1. Pupils write lists of names of objects in the
schoolroom beginning with a certain letter. Take,
for example, the letter c. The list will be chair,
curtain, chalk, ceiling, etc.
2. Write all words possible derived from the
same root words, as : hope, hopeless, hopeful,
hoped, hopefully, etc.
3. Write a> list of geographical names each
beginning with the last letter of the preceding word,
as British Columbia, Alberta, Andover, Regina, etc.
4. Take a short word, as reader, and make as
many words as possible from the letters in it as :
ear, red, rear, dear, are, etc.
5. Let the small children mark familiar words
in newspapers and magazines.
"Busy work" or "seat work" should have a pur-
pose beyond merely keeping the child busy. — Sel.
Until a good library is attached as a matter of
course to every one of our elementary schools, a
great opportunity of refining the taste and enlarg-
ing the knowledge of the young will continue to be
wasted, and the full usefulness of those institutions
will remain unattained. After all, it is the main
business of a primary school, a chief part of the
business of every school, to awaken a love of read-
ing, and to give children pleasant associations with
thoughts of books. — Sir Joshua Fitch-
36
THE EDUCATIONAL REVIEW.
The Summer School
The Summer School for the Atlantic provinces
met at Yarmouth, N. S., from July nth to July
28th. The cool, bracing weather that came with the
breezes from the Atlantic was grateful and refresh-
ing, especially to those who were from inland situa-
tions. The beautiful scenery in and about Yar-
mouth, the fine residences, well kept hedges and
lawns and luxuriant foliage, were a constant source
of delight. An occasional fog wrapped the town in
its mantle, but the fine weather when the sun made
its appearance could not be excelled anywhere. The
citizens had their plans admirably arranged to ensure
the comfort of their visitors. A reception, an excur-
sion down the harbour, a drive about the city and its
environments, with numerous other attentions,
enabled the members of the school to enjoy in a
very pleasant and social way the meeting with citi-
zens and to see all objects of interest in and about
the town. The outings wcr~ so arranged as not to
interfere with work. It is probably quite safe to say
that in the whole nineteen years of the school no
session has been held in which better results were
obtained in the special subjects of the school. Every
dav there were classes from nine to one o'clock, and
often the rooms were crowded with eager students,
and the laboratory and field work were of great
service to them.
The English literature class, conducted by Miss
Eleanor Robinson, was, as usual, of absorbing
interest to the members of the school. The course
in plant study, by Mr. G. U. Hay, and for the latter
part of the session by Mr. J. Vroom, supplemented
by frequent excursions afield, gave special attention
to the life and environment of the vegetable world-
Professor L. W. Bailey, in addition to his subject
of geology, also gave lectures on zoology in the
absence of the regular teacher. His public lecture
on the geology and physical geography of Nova
Scotia was an excellent and instructive address from
a master of the subject such as Dr. Bailey. Mr.
F. G. Matthew*' class in drawing was of the great-
est interest to many who devoted their entire time
to the subject; and his instruction in manual train-
ing and to the amateur class in photography were
of great benefit to those interested in these subjects.
Dr. Turnbull, of Yarmouth, gave a very practical
course in physiology. The reception at his house,
with an exhibition of the X-ray, was one of the
most enjoyable features of the session. The chem-
istry and physics classes, under the charge of Air.
R. St- J. Freeze and M. J. E. Barteaux respectively,
gave an excellent opportunity for practical work in
these subjects.
The evening meetings and discussions were very
interesting. The educational address of Dr. Inch
was listened to with marked attention. Principal
Soloan's hints to teacher and pupil how to utilize
vacations, called forth much consideration and will
be discussed in a future number of the Review.
Other seasonable topics were presented, and the
evening by Dr. W. H. Drummond, the poet of
French habitant life, will long be remembered for
the rare intellectual treat it afforded.
In summing up results of the school one can dwell
with pleasure on what led to success : The tact and
industry of the president and secretary, Mr. J. D.
Seaman and Mr. W- R. Campbell, whom the school
wisely re-elected to these positions; the excellent
local organization, due to the foresight of the coun-
cil and citizens, Principal Kempton with his staff of
-associate teachers, and the local secretary, Mr. Geo.
W. Blackadar ; and finally to the excellent working
spirit shown by the students, which proved an
inspiration to those who directed the classes.
There was a suggestion made in regard to the
future work of the schooll, — that students as far as
possible avoid too many subjects and devote their
energies to one or two.
The next meeting will be held in Cape Breton if
suitable arrangements can be made as to place.
The total enrolment of the school at Yarmouth
was about 130.
While travelling on the steamer that runs between
Revelstoke and Nelson, B. C, the captain told the
following story : A Cockney who had recently arrived
in Canada was complaining of the way in which
the King's English is mutilated in this country.
"Why what do you think I 'eard the other day at a
railway station when a train stopped? A man put
his bare 'ead out of the car window and said, 'where
am I at?'"
"Well, what should he have said?" said a stander-
by.
"What should he 'ave said?" said the Cockney,
disgusted; "Why, 'where is my 'at.' of course!"
A subscriber who has lately removed to the west
writes : "Although I am teaching in the territories I
feel as though I had lost a great friend when I don't
eet the Review." I. H. F.
THE EDUCATIONAL REVIEW.
37
Art in the Public Schools.
Hunter Boyd, Waweig, N. B.
I. Its Function in Pedagogy.
In a series of questions published in Educational
Review of October, 1901, there was a sentence to
this effect : "Show the bearing of this whole move-
ment on the training of the emotions." In rq)ly it
may be said in brief that if the nobler emotions are
not appealed to and refined and strengthened, "this
whole movement" is only an occasion for unneces-
sary expenditure of time and money on the part of
our teachers. Of course we readily admit that illus-
trative material may be made more interesting if it
is beautifully executed, ami in the teaching of
history, geography, and "common things," its aid
has been found invaluable, and we are grateful that
the supply is now more abundant, and the cost great-
ly reduced. But its chief function is the imparting
of information.
On the other hand there is a comparative dearth,
in many schools, of material that appeals directly
and strongly to the noblest emotions in the scholars,
that is, of reproductions of works of art that are
truly beautiful, and at the same time suitable for
school use. It is cheering to know there is a more
widespread desire for its introduction, and the ben
method of using it.
We shall best arrive at a solution of this problem
by distinctly understanding the function of art in
relation to pedagogy. Nearly all the subjects on the
curriculum in the public schools are analytic in their
tendency, and even poetry has not been exempted
from, the scientific process. The subjects are
addressed to the intellects of the scholars, and it is
not easy to develop enthusiasm in their study.
Indeed botany is associated in many minds with hard
technical words and long lists of Latin names. It
is true we do not really know a thing until we can
name it, but it is surely a misfortune if the dissect-
ing process obtains to such an extent that the emo-
tions are quiescent. We need the synthetic element
in our teaching also, and it is the function of art to
contribute to this. The intellectual processes arc
suffused by emotion and by the same emotions when
art makes its presence felt in the schoolhouse. The
emotions are not very active in a grammar lesson,
nor in mathematical exercises, unless it be the emo-
tion of distaste, and maybe fear of disfavour for
wrong answers. But let music be heard, or a beau-
tiful picture introduced, and the emotional nature of
(he scholars is wrought upon, and probably in the
same way, and at the same time. Art brings in a
unifying agent into the school atmosphere. Not all
can enjoy the advantage of pianoforte music, nor
secure the privilege of examining a real work of art,
but more or less of musical drill, and some fairly
good reproduction of a good picture is practicable
for a much larger number of teachers and scholars.
But let it be clearly borne in mind that a new source
of pleasure is to be introduced or augmented where
it already exists. We earnestly trust that a greater
burden will not be placed on the little memories and
antipathies engendered where they do not at present
exist. For some persons poetry was robbed of all
possible pleasure-giving because scholars were
required to analyse and analyse persistently. In
addition to particulars concerning the author, and
circumstances relating to the composition of the
poem, archaic forms have1 to be explained, and
"poetic license" accounted for. But we are pleading
not for the insertion of a new topic, so much as the
introduction of a new influence to pervade the atmos-
phere of the schoolroom.
Cicethe in "Wilhelm Meister," has said: "Men are
so inclined to content themselves with what is com-
monest ; the spirit and the senses so easily grow dead
to the impression of the beautiful and perfect, that
every one should study, by all methods, to nourish
in his mind the faculty of feeling these things. For
no man can bear to be entirely deprived of such
enjoyments ; it is only because they are not used to
taste of what is excellent that the generality of peo-
ple take delight in silly and insipid things, provided
they be new. For this reason one ought every day
at least to hear a little song, read a good poem, see
a fine picture, and if it were possible, to speak a few
reasonable words."
IL The Choice of Material.
Doubtless by this time most teachers are of the
opinion that it is well to make use of pictures in the
schoolroom. Not a few in the provinces are in pos-
session of a large assortment of material, and in
many instances on taking charge of a new school one
of the first duties is to attend to the decoration of
the walls. But there are those who readily confess
that their acquaintance with art is very limited, and
they have been governed in their choice of subjects
mainly by size and cost of reproductions. They have
not been working according to any particular plan
in their selection, as for instance, "animal painters"
as Edwin Landseer or Sidney Cooper, or Rosa Bon-
heur. Neither do they propose to make their scholars
acquainted with the work of any particular school
38
THE EDUCATIONAL REVIEW.
of artists, e. g., the Barbizon school ; but rather that
they thought this or that picture was "pretty,"
"nice," or "cute." Indeed they were not aware of
any particular motive except to relieve the monotony
of the schoolhouse, or furnish something for the
scholars to "write an essay upon." There is little
fault if any to be found with this state of things, and
much for which to be grateful. Possibly in some
instances if one were to enquire for reasons the state-
ment would be made that very little was heard at
normal school about the esthetic movement and its
principles. At any rate a growing desire is evident
for some guidance in this matter, and the progressive
teacher is left with two alternatives, either to devise
an original plan, and slowly gain experience, or
apply for English or American publications which
deal with this comparatively new but important
branch of pedagogy. Those who follow the first
plan would probably like to compare notes with
others who are making headway in the same depart-
ment, and those who rely upon the second method
are most eager that definite instruction should be
given to the students who are passing through our
normal school's. Possibly all would welcome a
means of communication in the columns of the
Review. A list of books suitable for the needs and
the income of the average teacher would be welcome
and the names of publishers of productions, others
than the admirable and inexpensive Perry and
Brown series, would be acceptable. In the states of
Massachusetts and Connecticut the directors of art
have suggested lists of pictures suited to the various
grades, and a further classification is made according
to the seasons or notable days of the year. But it is
felt by some that a point of contact should be found
for Canadian educators ; and an "Art for Schools
Movement" for these provinces, or for the dominion,
would soon make it worth while for a publisher to
issue a series of pictures after Canadian artists, or
at any rate some uniformity of choice of themes
may prevail in our schools. In this connection
attention may be directed to the "H. B." set issued
by an American firm.* Many of the series are in
colour and the set of twenty-five can be had for less
than half price by our teachers.
III. The Method.
The method of using such pictures can be better
dealt with when a specific case is mentioned, but
meantime in answer to the enquiry, "How would
you begin to explain a picture?" We would say,
"Take Punch's advice, 'Don't.' " Give the artist,
the picture, the scholars the first chance. When the
surface meaning is exhausted and questions arise
about details in the picture, stimulate discussion, and
only when interest is awake proceed to explain. We
respectfully solicit experience in this department,
and shall be glad to give any information about the
more commonly known pictures if such is not readily
accessible by other means.
"God uses us to help each other, so
Lending our minds out."
*Royal Picture Gallery Company, 152 and 158 Lake
street, Chicago, 111.
How Nature Study Should be Taught.
Begin every lesson by showing either a specimen
or an experiment, or by asking a question about
some observed phenomenon.
Direct pupils to observe nature whenever they are
out of the house.
Have pupils keep note-books of every feature of
the progress of the seasons.
Direct pupils to collect such specimens as are
needed, telling them just how, where, and what to
get.
Watch the markets, and make use of the material
they bring within range.
Have pupils describe and name an object and de-
scribe its parts, before you teach them its functions,
habits, etc. This is "the study of structure before
that of functions."
Never tell pupils anything that reasonable effort
can lead them to learn for themselves. They become
"doers by doing."
Commend all voluntary observations and individ-
ual studies on the part of a pupil.
Do not make the lessons so elementary as to make
thinking unnecessary on the pupil's part, and do
not permit them to degenerate into mere object les-
sons.
If there is a good prescribed course available,
follow it with care ; but if not, use any material
obtainable, remembering that the aim is culture, not
instruction.
In order to teach yourself more about the subject,
do not hesitate to ask questions, by correspondence
or otherwise. Remember it is not essential that the
instructor should learn all his facts by the observa-
tional method which he asks his pupils to adopt.
Review the subject in a good summer school of
the right kind, where both profit and recreation may
be obtained. — Dr. Edward F. Bigclow, Stamford, Ct,
THE EDUCATIONAL REVIEW.
39
The Spirit of Helpfulness.
Address of G- U. Hay to the Graduating Class St.
Stephen, N. B., High School, June 30.
I need not remind you that though your school
life is ended today your education is by no means
complete. Tomorrow you will feel a certain free-
dom, a feeling that there are no more school lessons
to learn. Your time will in a certain measure be
your own, your energy and industry will be direct-
ed into new channels ; you will come more in con-
tact with the world, and you will begin to realize
what kind of a schoolmaster is this world in which
we live. Some find it a very hard school indeed. I
trust it may not be so to you. Tbe kind of post-
graduate education you are likely to get from it will
depend in a large measure upon yourselves. If you
are always willing to learn the best that this world
has to teach you, and will cultivate the qualities of
self control, self-reliance, unselfishness, obedience
and cheerfulness there is no doubt you will get along
very well in the world's attempt to educate you.
I would like this afternoon to address a few words
to you on possibilities after graduation and the doors
that are open to graduates. Now, the great major-
ity of those who leave school have to be content with
the lot of "average citizens," and a very happy lot it
is if you young people are trained to fill it with
industry, earnestness and faith. I know of no hap-
pier lot in this world than to find some congenial
occupation and to work at it earnestly with brain,
heart and hand, and to sweeten that toil by devoting
a certain amount of your leisure time to the reading
of good literature and the study of the features of
the natural world that lie so temptingly about us all
thro' this Canada of ours. This is a beautiful world
in which we live. It is our duty as intelligent beings
to learn something about it so that we may best
enjoy it as we pass through, and make it the happy
place that die Creator by bis goodness and wisdom
designed it to be-
You have read in your history of England that
King Alfred so divided his time that a third should
be devoted to work, another third to reading, study
and recreation, and the remaining third to rest and
devotion. A third of a day to study, recreation and
reading ! How the busy man of affairs laughs at such
a waste of time ! and yet he may be dwarfed intellec-
tually and in spirit by the lack of this much needed
leisure. I met a New Brunswicker recently in a
thriving city of the west. He had built up a fortune
in less than a score of years. But had you seen and
talked with him you would not have envied him his
wealth. The race for money had apparently destroy-
ed any taste, if he ever had any, for the calmer and
more rational enjoyments of life. Money is a very
good thing to have, if we have not too much of it,
and if the strain and worry of getting it has not
blunted the moral sense and dulled the desire for the
higher intellectual life.
Canada is a new country and the energies of her
people must be devoted for a time, as in other new
countries, to the making of a living and perhaps to
the making of a reasonable amount of money. But
my plea to you today is — do not allow the making
of money in your future life to dwarf your intellects ;
to blunt your sensibilities of the beautiful in Nature,
in Art and Literature. Above all do not lose sight
of character- Conduct, says Arnold, is three-fourths
of life. There are conditions in money making to-
day on this continent that are neither honest nor
wholesome. Money is often made for selfish ends
without regard to the rights of individuals or of the
public. Aggregations of money, of capital, are being
made that are dangerous to communities and that
aim to crush individual rights. And this is because
men are too eager for money and power and have
not the character to use these for the benefit of the
public but only for their own selfish ends. How
can we find a remedy for such a state of things ? It
must be in wiser education and conduct- No truer
words have been said than those of President Eliot,
of Harvard, that the aim of education is "to lift the
whole population to a higher plane of intelligence,
earnestness and faith." The schools alone cannot
do this. Tbe world will have to do some teaching
along this line, and less in the line of trusts, shams,
and graft.
I have said that tbe majority of those who go out
from our schools must be content with the lot of
"average citizens." The minority of youthful citi-
zens in our schools, those who are to become the
governors, ministers, legislators, poets, philoso-
phers, leaders of thought and industry, the men and
women who plan work for others to do, may, with a
little assistance, be left to work out their own des-
tinies. Such men and women have done so in the
past. They will do so in the future in spite of dis-
advantages.
But there are some people who seem to have no
object or purpose in life. Every little difficulty that
arises seems to turn them aside. They like to go
along the path that is easiest and where there is
least resistance. Perhaps it may be that there is
very little in some of these people ; and as an old
lady once said in speaking of a friend, "You can't
get more out of people, my dear, than there is in
them." It may be that many persons are shy and
retiring and are pusbed aside by those who have not
half the ability, but who have more energy. What-
ever the cause there are people who seem to be lead-
ing half-starved lives and do not seem to know it ;
some who have not discovered the divine gift that is
within them. Some one has said what a Change it
would make in this world if each one understood his
or her special gifts and went to work at once to cul-
tivate and apply them for the benefit of himself and
society.
Now we cannot imagine any boy in the graduat-
ing class before us saying — "My work is now done.
The world owes me a living I will earn easy dollars
— that is, I will get money with as little effort and
with as little work as possible." Nor can we
imagine any girl of this graduating class saying —
40
THE EDUCATIONAL REVIEW.
"There is no need of my doing anything. My father
is wealthy; I can spend my mornings in reading
the latest novel, my afternoons in lounging in a ham-
mock or playing bridge-whist, and my evenings in
going to parties."
Every self-respecting boy would scorn the thought
of getting a dollar without earning it. Every girl
of spirit would loathe the prospect of spending the
mornings and evenings of the best of her life in idle-
ness or in the gratification of self.
"But what is there for me to do?" some one may
ask. "I do not have to make my own living. I
have no aptitude for business. 1 do not wish to
become a teacher or enter any of the other profes-
sions." Well, let it be granted that you do not have
to earn your own living; and that you have no
necessity or inclination to become a teacher or doc-
tor or go into business. Suppose you have no apti-
tude for anything in life from which you may draw
a salary, — does it follow that those divine gifts with-
in you are not to be cultivated and be made a bless-
ing to yourself and to society? How can this be
done ?
The answer is : Every 'human soul should make
the most of itself as a mark of simple gratitude to
Him who created it. Every human being born into
a community has obligations to the other members
of that community. The education he receives, the
privileges he enjoys in a well regulated town like
this are not paid for by one household but by every
household according to its ability to pay. If the one
who is educated here in the many excellent schools
that are freely provided and who enjoys other priv-
ileges moves to another country he preserves a life-
long attachment to his native place- One of the
most gratifying things to me on my recent visit to
the far west was to see so many people from the
.Maritime Provinces occupying prominent positions,
and to note the attachment that all had for the place
of their birth ; quick at all times to speak well of
it and to stand up boldly for its good name if neces-
sary. That is the true spirit of loyalty.
And not less is this spirit of loyalty and attach-
ment shown by those who stay at home and help to
build up their own town or community and its insti-
tutions. Education, whether we receive it in the
schools or in the business or social life of trie com-
munity or by communing with books and nature, has
for its purjx>se the opening of a life of activity and
usefulness for each one of us. That life in its ful-
ness and what it accomplishes for ourselves and the
world around us means very much. It means that
we shall keep our bodies healthy, pure and whole-
some; it means that the intellect shall be clear,
inquiring and . receptive ; it means that the spirit
shall be strong, human and full of sympathy for
others. How large is this God-given human nature
of ours, and how full of promise it is for those who
strive to think and to accomplish ! Not one of its
many sides may be neglected. The man who devotes
his life solely to the making of money may starve
his soul. Herbert Spencer says — "The performance
of every function is in a sense a moral obligation."
Let me in a few words try to show how we may
use this body, mind and spirit of ours so that they
may be of the greatest service to ourselves and to
others. I
Eirst, as to the body, — it must be kept in good
health, if the senses are to remain alert and keen.
Every wholesome exercise of the body invigorates
the spirit ; curling, snow-shoeing, skating and hock-
ey in the winter ; walking, camping out in the woods,
rowing, and all healthy outdoor games in the sum-
mer. But don't be satisfied with playing ball or
hockey by proxy — don't sit down and cheer and eat
candy and peanuts while others play the game- If
you have to go a mile or two don't take the street
cars (I hope none of you are financially interested
in the street railway), but walk and enjoy the
wholesome exercise, the pure air, the wayside flow-
ers and the joyous songs of birds in the trees. The
objection I have to automobiles (I may tell you in
confidence that I haven't money to buy one), to
street cars, and the vans that carry children to
school is that the good old-fashioned habit of walk-
ing is in danger of becoming a lost art ; and people
are missing the exhilaration that comes from a good
bracing walk in the open air.
Why do I lay such stress on this 'bodily exercise
and what advantage is it to the whole community
that you should have sound bodies? Because if you
are healthy and aim to keep healthy, your senses
will be alert and keen, you will look well after your
own business and the business and other interests
of the town that may hereafter be entrusted to you ;
your intellects will be sharpened by wholesome
physical exercise and you will delight in good
wholesome literature instead of weak novels and
thus add 'something to the culture of the community.
And there is another fact that should have weight :
Every intelligent stranger who comes to your town
will notice beautiful houses and grounds, fine horses
and carriages ; but what will impress him most will
be the alertness and physical health of the men and
youth whom he meets on the streets and the poise of
figure and clear complexions of the women. A
healthy town with healthy people in it has a reputa-
tion that is worth preserving.
And now a few thoughts about the training of
the mind. Have you ever considered how the mind
acts upon the body. Every act of the body is thought
over in the mind beforehand either deliberately or
quickly. If you pitch a ball there is a mental image
of the curve it will make and where it is going to
light. If you go on a journey there is picture in
your mind how you will go, what you will do
and what you will see. And so it is with everv
bodily act that we are conscious of. It is preceded
by a mental image of the act. Thus the body is the
servant of the mind. How important it is then that
the mind shall be carefully trained. Hitherto your
mental as well as your moral and physical training
have been directed in the home and school From
this time forward vour education will be more in
THE EDUCATIONAL REVIEW.
41
your own hands. Now if you have tried to do your
best in the school and home you have one good habit
pretty well formed, and that is the power of sus-
tained effort, — the habit of doing the best thing not
only once or twice but to keep on doing it through
life, and doing it with accuracy and thoroughness.
If this habit is pretty well grounded the education
that you will get from the world will be very con-
siderable, for the world encourages trained workers
and helps to (bring out the qualities of the keen
enquiring and receptive mind.
There is one point that I have referred to 'before
and which I must not lose sight of, and it is this :
That those who engage in business or a trade or a
profession, or those who may be above the necessity
of earning a salary owe it as a duty to themselves
and the community to cultivate their minds for their
own benefit and for the benefit of the public. Many
of you — all of you, I hope — have a taste for litera-
ture. What an excellent thing it would be in your
post-graduate course in the world's school to form
a reading club, and gather in with you some of the
graduates of past years to continue the study of
literature begun in your school course , or if this is
not possible let two or three join together and with
the assistance of a reader or scholar of some experi-
ence plan out a daily course of study in the jioets
and prose writers of English literature. And do not
be too modern in your choice of authors. Let one
or more of the following writers be on your list :
Chaucer, Spenser, Shakes])eare, Addison, as well as
Wordsworth, Browning, Tennyson, Longfellow,
Thackeray, Scott, Dickens, and others that might be
named. If you read novels let Scott and Dickens be
your first choice and do not be in a hurry to read the
stories written in recent years. Many are worthless.
It is a pleasure to know that there never was a
greater demand than during the past year for
reprints of the works of Shakespeare, Scott and
Dickens. These have stood the test of years and are
certainly deserving of more attention than those of
late writers.
If you have a love for nature you can do much
by the study of your surroundings to occupy your
minds profitably and give benefit to others. What is
needed in New Brunswick, as it is needed in other
provinces of Canada, is a systematic study of our
plants, birds, insects and other animals; our forests
and streams with their products ; our climate, soils
and minerals. Much can 1>e done by the students
trained in our schools to make better known to the
world our resources- What more inviting study than
that of our birds who woo you from tree top and
meadow with their charming melodies. A small
opera glass or field glass and a lxx>k on birds witli a
little enthusiasm and considerable patience will
make you acquainted with the differences and habits
of the birds who frequent our woods and fields in
summer. The many different kinds of plants that
inhabit our woods, meadows and moors have a won-
derful beauty and structure, and still more wonder-
ful are the habits of many of them. Then at night
when darkness shrouds the earth, when bird and
insect and blossom are resting, there are the stars
that come out above yOu and invite you to study
them. You have noticed that one star differs from
another in brightness. Have you learned to dis-
tinguish the difference in color of the principal
stars ? Have you thought why one is red, another
blue, another yellow, another white ? Have you
learned the names of and been able to trace the con-
stellations in their course through the sky? If not,
these and a hundred other problems will fasten your
gaze and fascinate you as you look upward night
after night. >
There is so much to delight and instruct you in
the study of nature, that once you are interested it
will become a life long pleasure, and be a pleasure
to those around you, for enthusiasm is contagious.
Getting out of doors as much as possible, and being
interested in things out of doors will keep you per-
petually young in spirit at least, especially if you
can spend a month or two in summer in the country
or in camping out. The novelty that comes from
roughing it in the wilderness, the exhilaration that
springs from making one's way up and down some
of New Brunswick's rapid rivers in a canoe, or
camping out on the shores of some of our pictur-
esque lakes, or of going through great stretches of
forest, or climbing mountains, not only give health
and pleasure at the time, — the remembrance of them
will call up a feeling of delight in after life and cause
the blood to move more swiftly through the veins.
It is a healthful and joyous recreation, and when it
can be combined with some study of nature it helps
to benefit the world as well as yourselves. This get-
ting nearer to nature and studying her many forms
will help us to a more wholesome way of living; it
will refresh and renew the spirit.
I have spoken of the care of the body and the cul-
tivation of the mind. How necessary these are to
our happiness and the happiness of others ! Then
there is the spirit which animates body and mind.
We should seek to cultivate the spirit. There is the
spirit of thankfulness to Him who has created this
beautiful world and would teach us how to enjoy it
rationally. There is the spirit of helpfulness. Cul-
tivate that. If you enjoy the book _\ou are reading
go and read it to some invalid or lend it to some
one who has not had the same advantages that you
have had. If you take delight in your "literature
class" call in others to share that delight. If you
have found a rare plant in your walk ; or if the song-
sparrow, or purple finch, or thrush, have poured out
notes more joyous than usual, make everyone in your
neighborhood have seeing eyes and hearing ears.
You will have many opportunities in your lives to
cultivate the spirit of helpfulness and it can he done
by a thorough sympathy with and consideration for
the life and surroundings of others.
You may he assured that your lives will he happy
— and we all desire happiness — if you fail not to
"keep up your spirits;" — the spirit of thankfulness,
the spirit of helpfulness, of cheerfulness, of forbear-
42
THE EDUCATIONAL REVIEW.
ance, the spirit of giving up your own pleasure for
that of others, the heroic spirit that will carry you
through life without flinching under trial.
Now I am afraid this brief address has not made
clear the doors that are open to you after gradua-
tion, or has not given you much advice about the
particular occupations you may follow. I did not
intend to do that, but rather to point out what may
claim your attention outside of your occupation, and
how you may make a good use of your leisure time.
Address of F. B. Meagher, M. A.
To the Graduating Class of the Woodstock, N. B.,
High School, June 28th.
I esteem it both a pleasure and a privilege to be
called upon to address you this evening, but regret
that some one 'has not been selected whose language
would give expression to thoughts lofty and worthy
of remembrance — some one whose eloquence would
do justice to an occasion which is not only a land-
mark in your educational progress, but in your lives
as well, for your school days are now over, and in
a certain limited sense, you are about to go forth
into the world. Perhaps the happiest days of your
lives have been spent. Other 'happy days you will
see but into them will enter the cares and responsi-
bilities of life, and then you will realize the full
force of that oft repeated quotation from Virgil's
/Eneid, " Forsan et haec olim tneminisse juvabit" 'for
their memory cannot fade away. Your school days
are over, but in a wider sense you have not severed
your- connection with this school. You will have a
kindly place for it in your thoughts and be loyal to
its interests ; you will have a friendly regard for
other graduating classes for old times' sake ; and
you will always gratefully remember those teachers
under whose patient and efficient care you have been
trained and fitted in a measure for the work of life.
Some years ago (how many I would not like to
say) a class graduated from a well known high
school. They had no such fitting and appropriate
exercises as you have here this evening, but instead
were subjected to the dread ordeal of' a public
examination- Some acquitted themselves brilliantly,
some indifferently, and with others again it wa*
clearly a case of "vox faucibus hacsit," for they could
answer no questions at all, but these were minor
incidents, and were soon forgotten in the glad feel-
ing of relief Which came when it was all over. Now
for one long last look at the old familiar rooms
which they would never again enter as pupils, then
good-bye all around, and they are away. The
members of that class, and it was a large one, are
now scattered far and wide, distance and lapse of
time may have caused their school-day friendship to
grow cold, but neither the one nor "the other can
break that tie which still binds them to the old high
school of happy memory which they all attended
together and where they were taught by one whose
fame is now spread over the English speaking
world. Many of them have done well in life. Some
are pursuing the even tenor of their way unburdened
by the weight of ambition, and some, alas, have
joined the great majority. Of those who entered
college a few won a high place in the roll of their
Alma Mater, and not a few who went forth resolved
to do so had their hopes come to an untimely end in
the first written examination, and they who worked
faithfully on undaunted by failures deserve more
mention here, but lack of time forbids.
This is the history in brief of that class and I have
instanced it because in a way it is a type of all
classes. Your hopes and aspirations are no doubt
the same as theirs ; your friendshp may be more
firmly cemented by mutual intercourse or it too may
grow cold in the lapse of years, but it can never die,
for the same common tie will still bind you all
together ; you too will win honors, and you also will
meet the reverses which must be bravely borne, for
in this will lie the true test of your worth. The tri-
umph of success is a great thing, but the triumph
over failure is a better and greater, and they who
can keep steadily on in the face of repeated failures,
until they attain the goal of their ambition are most
worthy of imitation, for they have been trained in
that great school of strong and patient endeavor
which upbuilds character and makes earnest and
self-reliant men and women. They shall bear the
palm for they are worthy of it as your class motto
implies.
In conclusion I wish to congratulate you on so
successfully completing your high school course, and
extend to you' my best wishes for your future wel-
fare and prosperity. — Woodstock Dispatch.
Letter Writing1.
The exercise in letter-writing given in language
books are often stilted and unnatural and require a
child to express, instead of his own thoughts, those
of a person in some other situation or condition,
often quite foreign to his experience. Natural and
easy letters will result when the children are at home
with their subject.
In a class of over forty, some one is nearly always
absent on account of illness. We always write to
these pupils. We tell them every bit of pleasant
school news that we can remember, about lessons,
visitors, examinations, attendance, and any little
event of the day. That they may not be too mon-
otonous reading, each writer adds a bit of his own
personal experience or adventure. Then a proud
boy is selected as mail carrier.
There are several ethical lessons connected with
this exercise : We must always send kind messages,
be thoughtful for sick people, and not mention
unpleasant things ; we must remember that our mail
carrier should be too honorable to even glance at the
letters entrusted to him. Loyalty and sympathy are
also developed in this way.
THE EDUCATIONAL REVIEW.
43
The Review's Question Box.
G. H. H.— Would it not be well for teachers to invest
ten cents a year in the reports of the Geographic Board of
Canada and spell place names uniformly?
A correspondent writes : "It has occurred to me
that you would have printed the name of the author
had you known that the song beginning "It is Only
a Small Bit of Bunting" (page 304, Educational
Review for May) was written by Mr. J. C. Mor-
gan, M. A., inspector of public schools for the North
Riding of Simcoe and the town of Orillia, Ontario.
M. — I am troubled with tardiness. Is there any cure
for it?
Do not be too much troubled about it. There are
other things worse than tardiness. I was with a
superintendent recently when a teacher came to him
to complain of the annoyance caused by tardy pupils.
He told the teacher that it was wrong to be too
much disturbed about it; that tardiness was not a
sin ; oftener it was a virtue. Think about this. The
school above referred to was in the poorer parts of
a large city, and the superintendent felt the teacher
should discriminate between the boy or girl who had
to be late in order to earn a few pennies to eke out
the family income or to assist a tired sick mother,
and the child who was habitually and carelessly
late.
No, do not worry about tardiness ; try all you can
to overcome it. Make the first fifteen minutes the
most interesting of the day. To pupils carelessly
late deny the privilege of taking part in these exer-
cises, and let them sit apart from the others. Don't
pay much attention to them. When they see what
they are missing — the most pleasant exercise of the
school — they will come in time, if is possible-
In the face of the almost unanimous opposition
of the teachers, the New York Education Committee
has determined upon the abolition of corporal pun-
ishment. The power of expulsion is, however, to
be vested in the hands of the principal teacher. The
change can hardly be looked upon as one for the
better. Although improper or frequent use of the
cane cannot be too severely condemned, it is certain
that a good thrashing does a boy who deserves it far
less moral injury, than would be inflicted upon him
by the disgrace attendant upon his expulsion from
school. — Exchange.
0 ve ! who teach the ingenious youth of nations,
Holland, France, England, Germany or Spain,
1 pray ye flog them upon occasions,
It mends their morals, never mind the pain.
— Byron (slightly altered).
The First Day of School.
The first day of all days is the crucial test
especially for the inexperienced teacher. All her
theories acquired in normal schools may avail little
if she lacks the ability to put her own heart thor-
oughly in touch with the souls of the little ones
before her; and the children before her are invari-
ably "so unlike those in ithe practice classes !"
During the first day every act, from the greatest
to the least, is of vital importance and significance.
The position in which she finds herself placed calls
for the most painstaking preparation, not only for
special work in the classes, but for the general work
of the school. Any sign of weakness or indecision
in this day's programme is detrimental, nay, disas-
trous.
In the higher grades real work can begin at once,
but in the intermediate and lowest grades a day or
two can wisely be taken for talks, songs, entertain-
ment and "getting acquainted."
Do not find fault with the work of the teacher
who preceded you. Remember there has been a long
summer vacation and it is not strange the children
should forget. Do not expect to accomplish the
perfect organization of your school the first day or
the first week. If it be done at the end of the first
month you will have accomplished much.
Suggestions for a first day programme may be of
some value. The pencil and paper on each desk is
previously placed. On these slips the children should
write their names, their row and the number of their
seat. The old practice of going up and down aisles
taking the names of pupils is unwise, for many a
teacher has lost the control of her school by the vain
attempt lo keep the children in order while doing
this. The slips are passed forward and in three
minutes you have the names of fifty children.
Previously written by yourself upon the black-
board is the appropriate memory gem which serves
for a talk and is memorized ; for you are wise
enough to select not more than two lines, but those
two lines are full of meaning, and you have one or
two bright little anecdotes to tell about the thought.
Even if you plan the work for various classes,
there will be sure to be much extra time. Your
general preparation fills just such moments.
You know some poem which is appropriate to the
season. Tell the children It is better to begin learn-
ing it today than to put it off until next week, so
you perhaps teach them Henry Van Dyke's little
poem :
TI-
THE EDUCATIONAL REVIEW.
These are the things I prize
And hold of dearest worth ;
Light of the sapphire skies,
Peace of the silent hills,
Shelter of forests, comfort of the grass,
Alusic of birds, murmur of little rills,
Shadow of clouds that swiftly pass,
And, after showers,
The smell of flowers,
And of the good brown earth —
And best of all along the way, friendship and mirth.
At another convenient place in the programme
you are prepared to tell them some interesting fact
in nature. Best of all is the short story which you
have prepared. You do not read it. You tell it and
"to be a good story-teller is to be a king among
children," so establish this coveted kingship on the
very first day. The story should be one of the
choicest and best you know. If possible, illustrate
that good story on the blackboard.
Then let the children sing. They will be delighted
to sing to you their favorites. As each song :s
finished, say something pleasant to them about the
song or about their singing. Tell them you like it,
that they sang it well, that it is a pretty song, who
wrote it and what it means. Above all, find no fault
with any harsh tones or too loud voices, — only make
a mental note of these. They can be rectified later
in the school work. Let the children sing on, song
after song, if they all wish it.
The gymnastics and marching will be usually
enjoyable if, in addition to the usual movements,
you can show them other and new motions.
The drawing lesson, always enjoyed, should, if
possible, have a place in the first day's programme.
Carefully prepare some design which you will first
draw, then colour, at the blackboard, while the chil-
dren watch you. If uncertain of your ability, prac-
tice upon it several days before school opens. Your
design should be very simple but effective. It may
be but a stubby little twig with an apple and three
green leaves clinging to it, but the children are led
to see that the red colour in your apple exactly
matches the red in that real apple on your desk—
for of course there is one like it on your desk — and
the green of your leaves is like the real green leaf on
your desk. The children see that you had
and that you accomplished it directly and
fully. ,'
Distribute papers and let them try to do the same
with pencil outlining, ink and brush work, or water
colors.
Plan to speak of some current event that is of
present interest to the whole country. Inform your-
self about it; simplify the facts and tell them to the
children in simple language.
In all that you plan to have the children do this
first day, aim to have the work such that, while not
easy, it can at least be done by all and well done.
Tact in asking questions, assigning board work,
reading or seat work, is required. A child dreads
to fail outright the first day of all days. He is more
disheartened than at other times.
A good teacher is a gift direct from God just as
surely as is a good poet or artist; and looking back
upon our own education we can trace our best work,
our noblest aspirations, our very character, to the
influence of one true and noble man or woman, and
not to any one text-book or any particular study.
As the last child leaves the room at the close of
the first day, and you sit in silence before the empty
seats and think of the day, you will naturally ask,
"What have I accomplished .today ?" Little in any
text-book, perhaps, but you have gained and kept
their attention, you have won obedience, promptness,
accuracy; you have gained kindness, order, interest,
and, best of all, most treasured of all, their love.
Is not this a good beginning? — Adapted from
Popular Educator.
a plan
success-
ive Beginning of a Western Town.
A correspondent writing from Rosenroll, Alberta,
gives a suggestive sketch of the rise of a western
town. The letter is dated about the first of May.
By this time it has probably doubled in population
and buildings. She says :
"Camrose, our new town, expects to be a railway
terminus this fall. It was laid out last September.
Lots sold at good rates from the first, but some that
were sold for $200 last fall have had $500 refused
for them since. Two churches are occupied and two
others are being built. Modest little structures they
are, but they form the centre of considerable of the
life of the surrounding country. The two licensed
hotels tell the story of another kind of life. Most of
the two dozen and more buildings are business
places-
"Camrose has a good site on a pretty slope rising
from Stoney Creek. For awhile there was anxiety
about the water supply but several good wells have
lately been bored. Water was obtained at 80 or 90
feet.'
"In the December Review in speaking of the gov-
ernment support given to schools, there was an error.
The amount received from the central government
until late years was seventy per cent, of the district's
expenses. This has been somewhat reduced. The
money is paid on a different basis. Quite a large pro-
portion of the grant depends on average attendance,
equipment, etc. This is an incentive to provide good
buildings, fences and apparatus." B. E. D.
THE EDUCATIONAL REVIEW.
45
Teachers' Institute.
The twenty-sixth annual meeting of the Annapo-
lis and Digby Counties Teachers' Institute was held
at Digby, May 26 and 27. There were representa-
tives present from other counties adjoining includ-
ing Inspector Macintosh and Principal McKittrick
of Lunenburg, and Principal Morton of Bridge-
waterj The excellence of the papers and discus-
sions were quite equal to those of recent years. To
the president, Inspector Morse, belongs much of the
credit of the success of these annual meetings. The
first paper was read by Principal Morton of Digby
Academy, on The Three R's. In reading greater
variety of readers is necessary; spelling should be
I, taught from the context; in arithmetic accuracy is
the test. This excellent paper gave rise to an ani-
mated discussion in which Principal Smith, Princi-
pal Morton of Bridgewater, and Miss Kinley took
part. Miss Hattie M. Gark gave an instructive talk-
on Drawing. In a miscellaneous school she would
make two divisions of this subject; the first, includ-
ing the lower grades, to deal with outline work only,
while the second, composed of the higher grades,
should add shading. Principal A. W. L Smith of
Annapolis, read a paper prq^ared by T. H. Spinney,
in which a method of reducing the vulgar fraction
to the decimal form differing from that in the text
book was introduced and received demonstration
upon the board at the hands of the reader. Miss
Mary T. Kinley read a suggestive paper on The
Country School ; its Discouragements and Inspira-
tions, which was discussed by Dr. J. B Hall, Mr. A.
DeW. Foster and Miss Mabelle Fash.
In the absence of Professor Haley, of Wolfville,
Dr. Hall addressed the institute on the elements
which enter into the training of pupils, and gave
some very practical and useful suggestions on the
course of study, the pupils' surroundings and the
teacher. Miss A. B- Juniper, teacher of domestic
science at the Middleton Consolidated School, gave
an excellent address on this subject and its bearing
in education. To many domestic science means
instruction in cooking only, but such a meaning is
very restricted. It is a training wheh is of incalcul-
able benefit in teaching girls to keep good homes and
become intelligent mothers.
After an address by Mr. ( I. A. Boate on the draw-
ing of projections, the institute appointed delegates
to the Provincial Educational Association — and
named the executive committee for the ensuing
year.
At the final session Mr. W. K. Tibert, of Bear
River, gave a lesson on elementary science to a class
of grades seven and eight, which earned the well-
deserved commendation of the institute.
"The Review helps me very much in my work.
It is always to be found on our school reading table
and the pupils enjoy it with us." E. ('•. I'.
A Country Newsboy.
People who travel on railway trains frequently
notice dogs rush out from farm houses and try their
speed in a race with the "iron horse." Such dogs,
if properly trained, might be as useful as the case
mentioned in the following, which is taken from
the paper called Our Dumb Animals :
The railroad ran along one side of a beautiful val-
ley in the central part of the great state of New
York. I stood at the rear end of the train, looking
out of the door, when the engineer gave two short,
sharp blasts of the steam whistle. The conductor,
who had been reading a newspaper in a seat near
me. arose and, touching my shoulder, asked me if I
wanted to see a "real country newslboy." I, or
course, answered "Yes." So we stepped out on the
platform of the car.
The conductor had folded up his paper in a tight
roll, which he held in his right hand, while he stood
on the lower step of the car, holding on by his left.
I saw him begin to wave the pa]>er just as he
swung around a curve in the track, and a neat farm-
house came in view, 'way off across some open fields.
Suddenly the conductor flung the paper off toward
the fence by the side of the railroad, and I saw a
black, shaggy form leap over the fence from the
meadow beyond it and alight just where the news-
paper, after bouncing along on the grass, had fallen
beside a tall mullein stalk in the angle of the fence.
It was a big black dog. He stood beside the paper,
wagging his tail and watching us as the train moved
swiftly away from him, when he snatched the paper
from the ground in his teeth and. leaping over the
fence again, away he went across the fields toward
the farmhouse.
When we last saw him he was a mere black speck,
moving over the meadows, and the train rushed
through a deep cleft in the hillside and the whole
scene passed from our view.
"What will he do with the paper?" 1 asked of the
tall young conductor by my side.
"Carry it to the folks at the house," he answered.
"Is that your home?" I inquired.
"Yes," he responded; "my father lives there and
I send him an afternoon paper by Carlo every day
in the way you have seen."
"Then they always send the dog when it is time
for your train to pass?"
"No," said he, "they never send him. "lie knows
when it is train time and comes over here to inert it
of his own accord, rain or shine, summer or win-
ter."
4e
THE EDUCATIONAL REVIEW.
• "But does not Carlo go to the wrong train some-
times ?" I asked with considerable curiosity.
"Never, sir. He pays no attention to any train
but this."
"How can a dog tell what time it is, so as to
know when to go to meet the train ?" I asked again.
That is more than I can tell," answered the con-
ductor; "but he is always there, and the engineer
whistles to call my attention, for fear I should not
get out on the platform till we have passed Carlo."
"So Carlo keeps watch on the time better than the
conductor himself," I remarked, "for the dog does
not need to be reminded."
The conductor laughed, and I wondered, as he
walked away, who of your friends would be as
faithful and watchful all the year 'round as Carlo,
who never missed the train, though he could not
"tell the time by the clock."
sleep and at the end of four days was ready with a
faultless solution. That lesson helped her all through
life and still inspires her in the face of almost unsur-
mountable difficulties. — Selected from the Educa-
tional Gazette.
The Joy of Hard Work.
Give your scholars hard work and encourage
them to do it. Even the dull ones will catch some-
thing of the enthusiasm and bravely make an effort
to win your approval. Never set hopelsss tasks but
gradually lead up to harder and harder work as the
year advances. One of the best ways to teach pupils
to think quickly is the simple drill in mental arith-
metic two or three times daily, calling on one and
another for the answer rather than having them
give it in concert. There is nothing so apt to clear
the cobwebs from the childish brains as a quick test
in adding or subtracting and the boys and girls real-
ly love the brisk work.
Five minute lessons on tablet or blackboard in
geography are much enjoyed too. Have each pupil
write capital and- largest city at the top of two col-
umns and then rapidly read the names of countries
to them. Give ample time to write each word care-
fully and correctly but none to look about them to
see what others are doing. In this way a large
number of children can be at the board at once and
most children enjoy putting their work where all
can see.
There is really no end to the mental stimulants
that may be given if one is alive to the pleasure to be
derived from hard work. "Work while you work,"
is the only motto for the schoolroom. A young
girl told me that once her teacher handed her a
problem with the remark, "Here is one you may try-
but you won't get it. I worked a week on it myself
before I solved it." She barely took time to eat and
The Battle Hymn of the Reformation.
The world knows Martin Luther as a reformer;
comparatively few know him as a musician and
hymnologist, writes Allan Sutherland in the August
Delineator.. Luther wrote some thirty-seven hymns
and Psalm revisions, and these have been translated
into many languages. His masterpiece, however,
was "A Mighty Fortress is Our God," the great
battle-hymn of the Reformation, which is as dear
to the German heart as the Fatherland itself, each
being inseparably associated with the other. It is
said that this hymn accomplished as much for the
Reformation as did the translation of the Bible.
D'Aubigne says that "it was sung in all the church-
es of Saxony, and its energetic strains often revived
and inspirited the most dejected hearts." It was
sung at Luther's funeral, and its first line is carved
on his tomb. It was first published about 1527, and
has been translated at least eighty times, doubtless
the most accurate being the version of Thomas Car-
lyle. That of Dr. Frederick Henry Hedge, begin-
ning "A mighty fortress is our God," is the most
popular in use in this country. Kostlin has well
written : "This hymn is Luther in song. It is pitched
in the very key of the man — rugged and majestic,
trustful in God, and confident, speaking out to the
powers of the earth and under the earth, an all-
conquering conviction of divine vocation and em-
powerment." The world has many sacred songs of
exquisite tenderness and unalterable trust, but this
one of Luther's is matchless in its warlike tone, its
rugged strength, and its inspiring ring.
An 'English newspaper says that a schoolmaster
was in the habit of punishing scholars who came
late to school in the morning by keeping them in in
the afternoon. One who was five minutes late was
kept in ten minutes, and so on in proportion. One
morning it chanced that the schoolmaster was half
an hour late, and a smart boy among his pupils was
not slow to remind him of the fact. "I'm verv
sorry for being late boys," said the schoolmaster,
with a twinkle in his eye ; "and, as I punish you. it's
only fair that you in turn should me ; so you will all
stay and keep me in for an hour this afternoon."
THE EDUCATIONAL REVIEW.
47
Selected Paragraphs,
The Japanese are serious-minded people, as their
literary habits show. The recent report of the
librarian of the imperial library at Tokyo shows that
there is little demand for light literature in that cap-
ital, for fiction of any sort, contrary to the experi-
ence of most of the popular libraries in England,
France and America. The Japanese mind runs to
science, mathematics, medicine, language, and to
what may be termed the graver forms of literature.
More than 40 per cent, of the works taken out of
the imperial library are of this character. The Jap-
anese are very fond of history, in the making of
which they are extensively engaged at present in the
eastern war. — Philadelphia Ledger.
In a city of 4,000 inhabitants in the middle west,
in May, the school board raised the salary of the
superintendent and of all but two teachers. Why
the exception of the two? They had no faith that
the raise would be granted, and would not sign a
petition to the board. All who asked received. Im-
agine the consternation of the neglected. They
argued that if the salaries were to be raised all would
share in it, and they shirked. There are a lot of
shirkers just now in this matter of professional pro-
motion. There are thousands of teachers in this
country, literally, who are receiving an increase in
salary who have not lifted a finger, not even a faith-
less prayer for it. It is refreshing to know of one
town in which the school board took their inactivity
at par. — N. E. Journal of Education.
A school teacher dreamed that she quit teaching
and bought a farm. She felt happy in the prospect
of freedom and profit. The first crop planted was
wheat, and the yield was large; again the teacher
was happy. The total amounted to 7,000 bushels,
and the market price was a dollar a bushel ; she sold
it all and felt that now she could afford to do some-
thing she long had wished to do. But the wheat
had been sold to 7,000 different people, a bushel to
each one. A few of them paid cash but more did
not, and many of them neglected to pay even when
reminded. She was troubled, but awoke to find she
was still a teacher. It required no Joseph to inter-
pret the dream ; she saw the point, gave heed to the
printer and remitted promptly for her subscription.
— The Western Teacher.
Marking time will kill a man much more quickly
than marching at a quick step. In war times I
remember to have seen a man tied to a tree and
forced to mark time, with a guard over him to prod.
He could mark time, as slowly as he pleased, but he
had to keep at it. I thought the man would die.
He could have marched twice as long without
fatigue. The teacher who marks time is the one
with nervous prostration. There is life and elastic-
ity in progress. It is better for the blood, for the
nerves, for the digestion to have something a-doing.
It kills any one to teach the same this year that she
did last. The one who has a perfect method, a per-
fect scheme of devices, is liable to break down early
for lack of the elasticity of progress. Don't mark-
time. — N. E. Journal of Education.
Russia cannot win so long as Japan continues to
exist. In that cluster of islands is to be seen, what
has never 'before been recorded in history, nearly
fifty millions of people, so perfectly united as to be
fused by the fires of patriotism into a single indi-
vidual, determined to die or to live as a free nation,
and fighting as only such a mass of humanity, so
inspired, can fight for such an end. They cannot
be beaten, and no lover of humanity and freedom
ought to desire it. — Chester Holcombe, in the July
Atlantic. 1
Our schools are filling up with a spry, deft, alert,
attentive, non-introspective generation of young
people who will make agreeable neighbors and
comfortable citizens, but they seem to be losing cer-
tain qualities of ruggedness that should distinguish
a people. Our students are far too willing to take
the teacher's word for it. There seems to be too
little of that fixity of purpose and independence of
attitude that leads one to say even of an unschooled
man that he has good stuff in him. As a body, our
students ask few questions, they seldom challenge a
classmate's statements, they are glad to be passed
by in a recitation, to avoid interrogation. Thev like
to bloom without being torn to pieces for analysis.
They are not fond of knotty problems. There is
little of that rejoicing in strength to run a scholarly
race. I think parents make a mistake in not com-
mending teachers more often for requiring students
to work out questions for them*"' -es — G. B. Aiton,
High School Inspector,
48
THE EDUCATIONAL REVIEW.
A Use for Pictures,
My children always beg for "pictures" when we
write compositions. I have cut pictures from old
magazines, etc., using advertisements as well as
others. Very often the children are proud to bring
pictures they have cut out. I cut pictures of corn,
melons, potatoes, tomatoes, pansies, sweet peas'
etc., from a seed catalogue. These pictures I let
some of the girls paste (one at the top of each sheet
of paper) in a tablet, and when composition day
dawns they are passed to the class. — Pop. Educator.
CURRENT EVENTS.
The Canadian Pacific is planning to put on their
road next year a fast train that will make the trip
from Montreal to Vancouver in seventy-six hours,
which is a little more than three-fourths of the time
now required. It is also proposed to adopt electri-
city instead of steam in the operation of its trains in
some parts of British Columbia, where good water
powers are available.
A new great seal of Canada has been received at
Ottawa, bearing the effigy of King Edward instead
of that of the late Queen. The old seal will be sent
to the royal mint for defacement.
The King of Italy has given his award in respect
to the new Anglo-Portuguese boundary in South
Africa- The line will follow the Kwando river from
the Zambesi to the twenty-fourth meridian east ;
thence running along the meridian as far as the
thirteenth parallel of south latitude, and following
that parallel until it reaches the frontier of the Con-
go Free State.
Lord Kitchener proposes the increase of the army
in India to nearly double its present strength, as a
necessary precaution against invasion ; and the
movement of forces nearer to the northwest frontier,
as the point of greatest danger. It seems to be
assumed that a Russian invasion is but a matter of
time.
The first meeting of the Washington Conference,
as it is called, for the arrangement of a treaty of
peace between Japan and Russia, will be held at
Portsmouth, N. H., early in August. The plenipo-
tentaries of both nations are now in America.
It is reported that the Prince of Bulgaria will
shortly proclaim himself king, and, if necessary,
fight for the independence of his country, now
under .the suzerainty of Turkey.
The revolution in Norway has not yet led to a dis-
turbance of the peace. It is said that the throne has
been offered to Prince Karl, second son of the King
of Denmark. If he ascends the throne, the youngest
daughter of King Edward of Great Britain, who
married Prince Karl in 1896, will become Queen of
Norway ; while the Princess Margaret, King
Edward's niece, who has married the son of the
Crown Prince of Sweden, is now the prospective
queen of Sweden.
Commander Peary has set out for Greenland,
where he will establish a base of operations and pass
the winter, preparatory to making another ;attempt
next summer to reach the North Pole. His vessel,
the Roosevelt, is especially built for the purpose,
and is supposed to be the fastest and strongest ship
that ever sailed for the Arctic regions.
Two rival expeditions have just started for the
interior of Labrador, both from the United States.
One is led by the widow of the luckless explorer
who last year lost his life in the wilds, and the other
by the friend who was with him and brought his
body back to the coast after nearly perishing for
want of food.
John Paul, the Scottish sea rover, who is known
in United States history as John Paul Jones, and
regarded as the founder of the United States navy,
but who was in his later years an officer of the Rus-
sian navy until virtually dismissed from that service,
is now demanding more attention and reverence than
he ever received in his lifetime. His remains have
been found in France, where they lay neglected with
his death in 1792. They have been received with
great honors by a representative of the United States
government, sent to France for that purpose, and
will be brought to America for burial in the grounds
of the naval academy at Annapolis, Md- No one in
his own day, least of all himself, probably, would
have imagined that his memory would be thus hon-
ored by the country whose service he entered to
shield himself from a charge of piracy, and aban-
doned for that of the Empress Catharine.
A new explosive is said to have been invented in
France, consisting of ammonium nitrate and pow-
dered aluminum, the gases from the explosion of
which are harmless. It has the further merits of
being safe from spontaneous decomposition or
premature explosion by shock or friction, of burn-
ing only with difficulty, and of not being affected
by frost or dampness.
Adrenalin, a powerful astringent discovered a few
years ago by a Japanese chemist, and found useful
in delicate surgery as a means of stopping the flow
of blood, has hitherto been prepared only by a very
costly method. It is now reported that it can be
cheaply made from coal tar.
The Canadian government will set aside an area
of ten townships for settlers from Great Britain, the
land to be selected by an imperial commissioner and
the colonists sent out under the auspices of the Brit-
ish government.
The bubonic plague is constantly increasing in
violence in southern Asia. An official report just
published shows that there were over a million
deaths from it last year in India.
An astonishing incident has occurred in the Rus-
sian Black Sea fleet. For two weeks, the Prince
Potemkin, the largest battleship of the squadron,
was in the hands of mutineers. The other vessels
THE EDUCATIONAL REVIEW.
49
of the fleet were sent against her, but did not attack ;
and she was finally taken to a Roumanian port and
surrendered, the Roumanian government later
■handing her over to the Russian authorities. It is
a striking example of the dissatisfaction and insub-
ordination that prevail throughout Russia, which
the government seems unable to suppress, and the
malcontents equally unable to turn into an organized
revolution.
The Japanese have occupied the island of Sakha-
lin, which the Russians have held for the last thirty
years or more as a part of Eastern Siberia. Geo-
graphically, it belongs to the Japanese archipelago.
It is said to contain valuable coal mines, and will
provide Japan with perhaps the finest fishing ground
in the world- The island is six hundred miles in
length, with forest clad mountains in the interior.
and a climate resembling that of our Labrador coast.
Several of the Russian ships sunk in Port Arthur
have been raised by the Japanese, and it is thought
that all or nearly all of the others will be afloat by
the middle of August. They are less damaged than
was expected.
Canada will assume control of the Halifax gar-
rison September 1st, and probably the fortress at
Esquimalt will be taken over on the same day. The
imperial officers in charge will be transferred to
Canada for the present.
SCHOOL AND COLLEGE.
Principal W. H. Magee, Ph. D. (Cornell), has resigned
the charge of the Parrsboro, N. S., schools and will be
succeeded by Mr. J. Crerar MacDonakl, late principal of
Baddeck Academy, C. B. Dr. Magee has been long con-
nected with the higher educational work of Nova Scotia,
and his courses, especially in chemistry and physics, have
been very successful, the result of the exceptionally
excellent training he received. His successor, Mr. Mac-
Donald, has a classical and scientific A license and has a
good record of efficient teaching.
The first coloured girl student to graduate from the
University of New Brunswick was Miss Margaret M.
Winslow of Woodstock, N. B., who recently graduated at
the head of her class, taking honours in and winning the
Montgomery-Campbell medal for the ancient classics. A
good record.
Prof. S. M. Dixon, of Dalhousie University, Halifax,
has been appointed to the newly created chair of civil
engineering at Birmingham, England. Professor Dixon is
a graduate of Dublin University. He occupied the chair
of physics at the University of New Brunswick and at
Dalhousie with distinguished success, and had recently
been appointed professor of civil engineering at Dalhousie.
A. Stanley Mackenzie, Ph. D.. a native of Nova Scotia.
a graduate of Dalhousie, and late professor of physics in
Bryn Mawr college, Pennsylvania, has been appointed to
the chair of physics in Dalhousie University. Professor
Mackenzie was one of -the most successful students trained
by Dr. J. G. Macgregor and Professor Charles Macdonald,
and has had a year's work at Cambridge University in
England.
Professor James Leichti, professor of modern languages
in Dalhousie University, has been honored with the degree
of LL. D. by Muhlenburg University of Pennsylvania, a
Lutheran institution.
Mr. F. A. Dixon, A. M., for many years the principal of
the Sackville high school, has resigned. At the closing
exercises of the school his pupils presented him with a
handsome set of Kings-ley's works, with warm expressions
of their esteem. Mr. Dixon has been succeeded by Mr. A.
D. Jonah, vice-principal of the school, and Mr. Lloyd
Dixon. A. B., (Mt. Allison) has been appointed to Mr.
Jonah's position. Mr. Dixon has done efficient service and
will be missed from the active educational work of the
province. Mr. Jonah has been a careful student and a
progressive and capable teacher.
Mr. Lawrence Colpitts, M. A., has resigned the princi-
pal ship of the Buctouche school and will take an advanced
course of study in Germany. — Sackville Tribune.
E. M. Kierstead, D. D., professor of English literature,
logic and psychology, in Acadia University, has been
appointed to the chair of systematic theology and apolo-
getics, in McMaster University, Toronto, and has accept-
ed the appointment. Dr. Kierstead is a native of Collina,
X. I!., and a graduate of New Brunswick University. He
will be greatly missed at Acadia and from educational
circles in the Maritime Provinces where his commanding
abilities, brilliant scholarship, and power as a speaker have
long been recognized and appreciated.
Professor A. G. McKay, a native of Nova Scotia, has
been appointed chancellor of McMaster University,
Toronto.
Miss Gertie Rosengren, teacher at Canobie, Gloucester
County, N. B., with the help of her friends of that and
neighboring places, has raised the sum of $63, by means
of an entertainment held recently. The money will be
expended in purchasing school apparatus.
Professor W. T. Macoun. horticulturist at the Central
Experimental Farm, Ottawa, has been appointed horti-
culturist at the Macdonald Agricultural College at St.
Anne's, near Montreal. Dr. F. C. Harrison, bacteriologist,
and VV. Longhead, professor of biology and geology at
the Guelph Experimental Farm have accepted similar
positions at the Macdonald college.
A party of lady teachers of the Winnipeg public schools
will spend the summer vacation touring in British Colum-
bia .and Alaska waters. — Free Press.
Mr. Win. Whitney, who has been the capable instructor
of the manual training departments of the St. Stephen and
Milltown schools, has resigned in order to take a further
course of study. He will be succeeded by Mr. G. A. Bixatc,
a graduate of the Truro Manual Training school, and
whose work in several Nova Scotian towns has been very
creditable.
Among the graduates of Yale University this year were
the following from the Maritime Provinces: Geo. W.
Massie and If. J. McLatchey, both of Fredericton, and
graduates of the U. N. ]>., received the degree of B. A.;
E. C. Weyman, of Apohaqui, N. 1!., took the degree of
M. A., and won' a scholarship. 1 Te will return to Yale
next year and pursue post-graduate work. T. If, Boggs,
50
THE EDUCATIONAL REYTEW.
of Wolfville, and A. H. Taylor, of Kentville, graduates of
Acadia, took the degree of B. A., the former receiving a
fellowship and the latter a scholarship. Both will return
to Yale for post-graduate work and as instructors ne:.t
year. H. W. Martin, of P. E. Island, received the Ph. D.
degree.
Graduates of other United States colleges, hailing from
the Maritime Provinces, were, — University of Vermont,
Burlington, Leslie Herbert Huggard, M. D., Henderson
Conner, N. B. ; Dartmouth College, Hanover, N. H., Wm.
Jas. Campbell, Summerside, P. E. I., B A.; Wellesley Col-
lege (Female) Wellesley, Mass., Hilda Alford Tufts,
Wolfville, N. S. At Harvard University, Cambridge,
Mass., Thos. M. Tweedie, graduate of Mount Allison,
Sackville, in class of '02, special degree; law school degree
of LL. B., William McKnight (A.B. University of New
Brunswick, '01, Harvard '02), formerly of Queens Co.,
N. B.
As a result of the recent Normal School examinations
for license in New Brunswick, four candidates were suc-
cessful in gaining a Grammar School License, six for Super-
ior School ; forty-two passed in Class I, one hundred and
fifty-two in Class II, and three in Class 111.
Misses Bessie B. and Clara A. Bridges, sisters of Dr.
H. S. Bridges and Inspector H. V. B. Bridges, of New
Brunswick, who have spent several years in teaching in
South Africa, have been granted nine months leave of
absence, a portion of which they are spending in Great
Britain and on the continent of Europe. After visiting
different points of interest and examining the work of
some Of the English schools they will visit Canada.
Mr. C. D. Richards, B. A., recently of the Woodstock,
N. B., Grammar School, has been appointed principal of
the Gibson, York Co., school.
Miss Julia Neales, after a year's leave of absence, the
greater part of which was spent in England, will resume
her duties after the vacation in the Woodstock grammar
school.
Sussex, N. B., is moving in the matter of a new school
building. It is proposed to build one of brick or stone at
a cost of from $25,000 to $30,000, on a plot of eight acres
of land, situated on a commanding elevation. This will
furnish a fine object lesson, especially the setting aside of
a generous amount of land for school gardens and play
grounds.
J. Hollis Lindsay, who graduated from the School for
the Blind, Halifax, in June, 1904, has since been studying
in the American Conservatory of Music, Chicago. Mr.
Lindsay has just been awarded a diploma by the conserv-
atory and has also further distinguished himself by carry-
ing off the special gold medal of his class.
At the closing exercises of St. Joseph's College, which
took p'ace in June, the degree of B. A. was conferred on
two graduates and three others received commercial
diplomas. Numerous prizes were distributed at the close
of a successful year's work.
King's College, Windsor, N. S., has wakened from a
long lethargy under the able and tactful administration of
President Hannah. At the encaenia] exercises, June 22nd,
the president announced that forty new students are defin-
itely assured for the coming year. At that time last year
he had known definitely of only eight, but the number was
increased at the opening of college to twenty-five. The
enthusiasm of President Hannah is catching. There is no
doubt that his administration will be abundantly success-
ful. With a growing engineering school at Sydney, a min-
ing school at Glace Bay, money contributions flowing in, and
other evidences of vitality, future progress is assured
The closing exercises of the Nova Scotia Normal school
at Truro were held on the 22nd of J;i e. Principal Soloan
presided, and addresses were delivered by Hon. Judge
Longley, Mr. James Fraser, Dr. Stockley, Ex-principal
Calkin, Principal Soloan and Supt. A. H. Mackay. Mr.
John LeBlanc, of Belle Cote, C. B., won the Governor-
General's silver medal for greatest proficiency, and diplo-
mas were awarded to 152 successful students.
The closing exercises of the Fredericton, N. B., high
school, June 30, were of more than usual interest on
account of this being the centennial of the foundation of the
school. During the last 100 years the school has been
under the direction of nine different gentlemen, (a good
record), including the last and the present principal, Mr.
B. C. Faster. Supt. Dr. Inch stated that in his opinion
the Fredericton high school was one of the best in Can-
ada, and was at its highest standing at the present.
Dr. Ernest Hall, a school trustee of Victoria, B. C, is
anxious to abolish the high school cadet corps of that
city, on the grounds that military training in the schools is
not sanctioned by the school act, and that it tends to
foster a spirit of militaris>m. Cadet corps in the city
schools of British Columbia and other cities of the west
are certainly attractive features of school life. As the
Victoria Colonist says, such training "tends to develop
alertness, precision, punctuality and many other desirable
qualities. No one denies its beneficial effects in strength-
ening and improving the body." The alert demeanor,
amenity to discipline, healthy appearance of the boys it*
western schools is probably due in large measure to this
training.
Nelson, B. C.,. Tribune : Our schools have during «the
past session maintained the standard of efficiency which
has distinguished them for so long in the province, and
principals C. M. Fraser and Albert Sullivan are to be con-
gratulated. Few cities in the province have a more
efficient staff, and no one privileged to be present at the
closing exercises in Miss Margaret H. Moody's class-
room could doubt that both discipline, patriotism, and
religious influence of the highest type pervade the atmos-
phere of the public school.
The St. Andrews Beacon urges upon the New Brunswick
government the importance of increasing the salaries of
teachers and the necessity of providing a residency in con-
nection with the provincial normal school, adding that
the boarding life of the pupils is far from being satisfac-
tory, is a menace to their health in many cases, and is not
conducive to good results in study.
A Dominion exhibition will be held this fall at New
Westminster, and the superintendent of education for
British Columbia, Mr. Alexander Robinson, has been
asked, says the Colonist, to take charge of a proposed
educational exhibit which will include for competition the
whole of the schools of the province. The exhibit will
consist of specimens of penmanship, drawing, manual
training work, the ordinary routine exercises of the public
THE EDUCATIONAL REVIEW.
51
schools, the text books in use, and any other features of
interest that may be suggested. The object of this most
commendable scheme is to give to strangers, and visitors
generally, a comprehensive idea of the educational system
of the province as carried out in actual teaching in the
schools. A committee, consisting of the superintendent,
Messrs. Eaton and Argus, of Victoria and Vancouver.
respectively, and three provincial inspectors, Messrs. Wil-
son, Stewart and Gordon, will have the arrangements in
charge.
The Edgehill School for Girls, at Windsor, X. S.,
closed a very prosperous year in June. The school is
known everywhere for the excellent training it gives. Its
location and surroundings, and the commanding view of
the beautiful scenery about Windsor, are well fitted to aid
in such a training. Miss Lefroy, the principal, has resigned
her position which she has so admirably filled for several
years and has returned to England.
The Netherwood school at Rothesay is another girls'
school beautifully situated amid the fine scenery of the
Kennebecasis. It has been growing in efficiency and popu-
larity for years past under the wise and excellent man-
agement of Mrs. J. S. Armstrong, who has had associated
with her for the past two years as principals, Miss Pitcher
and Miss S. B. Ganong. Mrs. Armstrong has retired from
the principalship, though still retaining the duties of
instructor in the school. The scholarship and experience
of the ladies who have assumed the complete charge of
Netherwood are an excellent guarantee of the future good
prospects of the school.
Mr. Ernest E. Fairweather becomes principal of Annap-
olis Royal Academy in place of Mr. A. W. L. Smith,
resigned. Mr. Fairweather is a graduate of King's Col-
lege and has distinguished himself as a student.
Mr. Frank E. Wheelock, B. A., (Acadia), has been
appointed vice-principal of the Consolidated School at
Middleton as teacher of grade 10, and Mr. B. S. Banks
takes the place of Miss Mabelle Fash as teacher of grade a.
An interesting experiment is being tried at the Middle-
ton, N. S., Consolidated School during the present sum-
mer vacation. Scholars are brought in relays from each
district in turn, and under the charge of one of the instruc-
tors keep the school garden in order and continue their
work in nature-study. No regular indoor work is
attempted.
Professor Roland T. Gray, a graduate of Rochester
University, has been appointed to the chair of English
literature at Acadia in place of Professor Kierstead. The
appointment is believed to be an excellent one.
RECENT BOOKS.
The Artistic Crafts Series of Technical Handbooks.
Edited by W. R. Lethaby; Stained Glass Work. A
text-book for students and workers in glass. By C
W. Whall. Cloth. Pages 381. Price 5s. net.
Thi; text-book for students, teachers, librarians and
workers, illustrates not only processes and workshop prac-
tice, but also helps to create good taste in the making of
objects and judgment in selection. The book is admirably
illustrated and well written. It is accompanied by a series
of School Copies and Examples, twelve in number. i.iVjx
12 inches in a portfolio. Price 5s. net. In this series it is
intended to make available for school purposes fine works
of art' from historical and nature subjects. Students will
appreciate the excellent material found in this book and
the beautiful plates that accompany it.
Geometry. Part I. By A. H. McDougall, B. A., Princi-
pal of Ottawa Collegiate Institute. Cloth. Pages 112.
The Copp Clark Company, Toronto.
This practical little manual is designed to cover work
in geometry for continuation classes in public shools and
lower school classes in secondary schools. Accuracy in
reasoning, in measurement, and in proofs are insisted upon
throughout, and constant tests of this accuracy are required.
The book should serve a useful purpose in the teaching of
practical geometry.
"Carrots'' — Just a Little Boy. By Mrs. Molesworth.
Illustrated. Cloth. Pages 126. Price is. Macmillan
& Company, London.
An entertaining little story — quaint, and told in charm-
ingly simple language — of the "baby" of an English fam-
ily, and how he grew up through boyhood.
Easy Graphs. By H. S. Hall, M. A. Cloth. Pages 64.
Price is. Macmillan & Co., London.
The attempt to put together consecutively and in -mall
compass all the essentials of elementary geographical work
will be appreciated by students of algebra.
The Ethics of Force. By H. E. Warner. C!o;h. Pages
126. Ginn & Company, Boston.
This is a modest and reasonable presentation of the chief
arguments against war. The author traces clearly and
effectively the conditions that provoke nations to discord,
until "Finally, a point is reached, unexpectedly, where the
national honour is involved, and nothing is left but mutual
destruction." The conditions that prevail at the present
time make the book of particular interest.
Specimen Letters. Edited by Albert S. Cook, Professor
of the English language and literature in Yale Uni-
versity, and Allen R. Benham, fellow in English, of
Yale University. Cloth. 156 pages. Mailing price, 65
cents. Ginn & Company, Boston.
"All letters, methinks, should be free and ea-y as one's
discourse." wrote one who thought of the pleasure of
reading a well written letter. All have occasion to write
letters, and yet few know how to do so as to afford a gen-
uine pleasure for those who receive them. The present
hook is a selection of familiar and entertaining letters by a
number of writers and in a variety of styles. Here the
r ivice can see how even trivial matters are invested with
^race and charm, and perhaps learn to imi;ate the care
and naturalness of the masters of epistolary style.
Blackie's Model Readers. Book I. Pages 128. Price 8d.
Book II. Pages 144. Price tod. Blackie & Son,
London.
The two readers named above which introduce Blackie's
series are attractive with their coloured pictures and draw-
ing-. -otTjs with music, and simple stories designed to
make the reading lesions profitable and pleasant to chil-
dren.
Lancashire is a little book in the "English Counties'"
-eric-, of supplementary readers, published by Blackie &
52
THE EDUCATIONAL REVIEW.
AUTHORIZED BY BOARD OF EDUCATION FOR
USE IN THE SCHOOLS OF NEW BRUNSWICK
A HISTORY OF NEW BRUNSWICK.
By Q. U. HAY, D Sc.
Price 30 Cents.
BEAUTIFULLY ILLUSTRATED.
....INCLUDING....
PAGE OF BRITISH FLAGS AND A MAP OF THE MARITIME PROVINCES.
BOTH IN COLOR.
TKAC'HKRS SHOULD INSTRUCT THKIR BOOKSELLERS TO ORDER
SUPPLIES IN TIME FOR INTRODUCTION* AT SCHOOL OPENING.-
W. J. GAGE & CO., Limited. -
TORONTO, ONTARIO.
Publishers.
Son, London, price 8d. The books are designed to interest
children in their immediate surroundings, giving, with
illustrations, the chief historical and geographical facts of
each country, with other interesting matter in simple
language. The books furnish good models by which teach-
ers everywhere may get up oral lessons on particular
localities.
A very neat and dainty little volume is the Selected
Poems of Whittier, published by Rlackie & Son, London,
price is. 6d. It is one of a series, called the Red Letter
Library, embracing representative works of great authors.
The above named volume has a keen and appreciative
introduction containing an estimate of Whittier's place as
a poet, by the Bishop of Ripon.
The Intermediate Globe Geography Reader. By Vincent
T. Murche, F. R. G. S. Cloth. Pages 200. Price is.
od. Macmillan & Company, London.
This reading book for children is a very attractive one,
containing interesting historical sketches of the early as
well as the present inhabitants of Britain; the growth and
decay of towns; the work and workmen of busy England;
the advance of industries ; chats about journeys through
the country; formation and flow of rivers; the rainfall of
the country, etc The book is fully illustrated. The ten
coloured plates, of which that of the choir of Canterbury
cathedral is a marvel of artistic beauty, are alone worth
the price of the book. We know of no more attractive
and instructive reading book for children or adults on the
making of England than this one.
High School Chemistry. Revised edition. By W. S.
Ellis, B. A., B. Sc., Collegiate Institute, Kingston, Ont.
Cloth. Pages 220. The Copp Clark Co., Toronto.
The advance in the knowledge and practical application
of chemistry has been so great in the past ten years that a
revised edition of this useful work has been a necessity.
The author's training and his practice as a teacher have
enabled him to produce a work fully up to the times in
chemical science and of high educational value to those
who know how to use it.
American Phonography. By William L Anderson,
senior commercial teacher in the Dorchester High
School, Boston. Cloth. Pages 325. Ginn & Company,
Boston.
This system embraces the best and newest features which
American phonographers of the Pitman school have pro-
duced. The author has combined these features and added
others which should make the book of great value to
students of shorthand.
In Blackie's English school texts, edited by W. A. D.
Rouse. Litt. D.. the following enlist the attention of the
young reader: Defoe's Robinson Crusoe, Francis Drake's
The World Encompassed, and Napier's Battles of the
Peninsular War. Each is a low-priced, handy and well
printed little volume of 128 pages. Published by Blackie
& Son. London.
Selections from the poems of Edmund Spenser in Black-
ie's English Classics, contains a brief introductory sketch
of the poet's life and some of his best known verses. Price
two pence. Blackie & Son, London.
TWENTY-EIGHT PAGES.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., SEPTEMBER, 1905.
Si 00 per Year.
LT. HAY,
Editor for New Brunswick.
McKAY,
Editor for Nova ScOlia.
THE EDUCATIONAL REVIEW.
Offlce, SI Leinater Street, St. John, N. B.
Printed bt Barnes & Co.. St. John. N. B..
Always Bead this Notice.
THE EDUCATIONAL REVIEW is published about the ist °J
every month. If not received within a week after that date,
write to the office.
THE REVIEW i» tent regularly to subscribers until notifica-
tion is received to discontinue and all arrearages are paid.
When you change your address, notify us at once, giving the
old as well as the new address. This will save time and cor-
respondence.
The number on your address tells to what whole number of the
BEVIEW the subscription is paid.
Address all correspondence and business communications to
EDUCATIONAL REVIEW,
Bt. John. N. B.
CONTENTS :
Editorial Notes
Teachers' Salaries..
Death of Professor Davidson
A Long and Well-spent Life
Mutual Improvement Associations
japan's Naval Record
Nature Study
Chipmunk and Red Squirrel
September Talks
The Empty Crayon Box
August and September in Canadian History
The Aim of Good Teaching
How to teach Addition
N. S. Provincial Teachers' Association...
President Eliot on Art Education
Sympathy for Children
Linen in Season
Current Events
School and College
Recent Books ... —
Recent Magazines
New Advertisements—
Copp, Clark & Co., p. 8}; Webster's International Dictionary
61
62
62
63
63
64
64
65
t>7
67
6S
68
69
70
72
73
74
11
79
82
The teachers' pension scheme, as well as other
matters brought before the Truro educational con-
vention, will receive attention next month. The
chief points discussed at this important meeting will
be found on another page.
If teachers intend to observe Arbor Day next
spring, it would be well to take notice this fall in
what situations and soils certain trees grow best.
Notice what a western school superintendent
lias said : " Teachers take pine trees from the hills
where they grow beautifully and set them out where
they die speedily."
The October number of the Review, to be pub-
lished on the first of the month, will contain material
to assist schools in observing the centenary of Nel-
son's death. As this is to be celebrated in a fitting
way all over the British world, our schools should
take part in it, especially because of its great historic
significance.
The many friends of Professor W. F. P. Stock-
ley will learn with regret of his intention to leave
Canada and take up his permanent residence in his
native country, Ireland, where his only daughter is
residing. Professor Stockley's scholarly attain-
ments, especially in the field of English literature,
and his genial disposition has won for him many
admirers and warm personal friends during the
score of years that he has spent as teacher in three
of the educational institutions of Canada — the
University of New Brunswick, University of Otta-
wa, and St. Marv's College, Halifax.
Ox the 21st of October of this year the British
Empire will celebrate the centenary of the death of
Admiral Nelson and Britain's great naval victory,
the battle of Trafalgar. The " Victory," Nelson's
flagship, on which he breathed his last in the hour
of his triumph, has been preserved by the order of
King Edward, and will remain as a floating monu-
ment of Nelson and Trafalgar. Damaged portions
of this celebrated ship have been removed, and from
this material souvenirs are being made and sold,
the proceeds to be expended in establishing a Nel-
son's Memorial Fund, one purpose of which is to
build a Sailors' Rest at King's Lynn, the great
admiral's birthplace. Those who contribute one
dollar and upwards will receive a suitably inscribed
medal or brooch, made of the copper of the "Vic-
tory." Contributions may be sent to Edward W.
Matthews, Limehouse, London. E. Any school
contributing £5 5s. secures a shield, which becomes
the property of the school, and may be offered in
competition for the best essay on " England's In-
debtedness to Her Ships and Sailors," or other
patriotic or naval topic to be chosen by the school ;
the successful pupil to retain the shield for one vear.
62
THE EDUCATIONAL REVIEW.
There are over five thousand teachers in the
Maritime Provinces. While the Review is read
by the great majority of these, there are some to
whom its pages are unknown. A gentleman
occupying a high educational position, and a sup-
porter of the Review for many years, said, in
speaking of its excellent character and its valuable
contributions every month : How is it possible that
a teacher can do without it?
"The school is a little s'ate," said one of the
speakers at the educational convention at Truro the
other day, and there are ways in which this may be
realized to the benefit of the child and the state. In
several cities of the United States a form of self-
government of schools has been tried in the past
few years, and the plan has been so successful that
President Roosevelt, President Eliot of Harvard
and other eminent men have given it their approval.
The children of a school city organize, elect a
mayor and council, make laws, have a regular city's
charter, which may be revoked by the teachers if
necessary. The children become responsible for
the discipline of the school, and the responsibility
may extend to the play grounds, and even to the
streets. The teachers are of course the ultimate
source of authority, but by the exercise of tact an/1
good sense they may not have to exercise it. The
plan has been adopted by twenty-three schools of
Philadelphia. A disorderly school of a thousand
pupils in New York, that required the presence of
policemen every day, became orderly and law-abid-
ing within a week after a school city was organized.
Other instances are cited to show that in cities where
it has been tried disorderly conduct ceased, and
neater dress, better manners, improved scholarship
followed. The pupils have manifested a surprising
aptitude for practices of courts of justice, and some
of their decisions and punishments have been found
to be remarkably appropriate. And why not?
Will not some of our enterprising teachers con-
sider the plan and try it in their schools?
Teachers' Salaries.
St. John City has just lost two excellent teachers
from its high school staff : and this is the result of
a higher appreciation of these ladies' services else-
where, as will be seen in the paragraph in our
" School and College " page. It is to be regretted
that the school board could not have yielded to the
request for a more adequate salary. It is presum-
able, however, that school boards and college boards
have their difficulties in such cases. Some time
ago the Review quoted the instance of Professor
Jeffrey, of Toronto University, who had made a
considerable reputation on account of his research
work in botany. Harvard University wanted him,
and having offered double the salary that his own
university gave, secured him.
Similar instances occur by the score every year.
To retain the services of specially gifted teachers
and pay them an increased salary would strain the
financial resources of most of our school and col-
lege boards. That is not all. There are the other
teachers on the staff to be considered ; and these
would smart at the injustice of an increase n a
special case without considering their own years of
honest, faithful service. To pass over such services
thus would discourage many worthy men and
women, and result in a real educational loss — the
loss of a teacher's independence and spirit.
The question of a proper remuneration for teach-
ers is beset with difficulties. To pav bv results,
when time only, and perhaps eternity, can determine
these results, is not possible. Certainly the " re-
sults " of an examination are but slender tests of
the real qualifications of a teacher. The only
feasible scheme seems to be to raise the salaries of
teachers all along the line, from the primarv teacher
to the professor in the university ; and. in order to
safeguard educational interests, insist on a wider
experience, higher qualifications, and a more liberal
culture for all teachers.
Death of Prof. Davidson.
News of the death, in the 36th year of his age,
of Professor John Davidson, lately of the Univer-
sity of Xew Brunswick, was heard with a sincere
and widespread feeling of regret. He died on the
31st July in Scotland, whither ill-health had com-
pelled him to remove, with Mrs. Davidson, three
years ago, on his retirement from his duties as
professor. His ten years of able work in the uni-
versity, the zeal and industry with which he devoted
himself to public and philanthropic movements, and
the sympathy for him in his brave struggle with
disease won manv warm friends. He came to Xew
Brunswick when twenty-three years of age after a
brilliant school and university career at Edinburg,
the city of his birth. His strong personality and
his gifts as a teacher and author made him a pro-
minent figure in educational circles. He entered
into his work at the university with enthusiasm,
inspiring his students with his original methods and
THE EDUCATIONAL REVIEW.
63
his earnest convictions in whatever cause he cham-
pioned. His work was by no means confined to the
university. The social, financial and industrial
problems of Canada were studied with a breadth
of outlook and a mastery of detail that gave pro-
mise of greater fulfilment with maturer years. His
contributions to British and American periodicals
and his books on economic subjects won for him
the reputation of a keen and thoughtful observer
and an indefatigable worker. His heroic spirit
fighting almost to the last hour with that dread
disease, consumption, is well shown in the paragraph
quoted from the Edinburg Despatch :
" During the months of his enforced seclusion
from the duties of his chair, Dr. Davidson was by
no means idle. Articles on subjects relating to
the branch of science in which he was a specialized
student appeared steadily in British and American
journals and periodicals ; he did a large amount of
work upon the Nelson-Harmsworth Encyclopcedia ;
and he week by week contributed valuable political
and economic articles to the columns of the Week's
Surrey, since it changed hands in December last.
Only on Tuesday last he insisted upon sitting up
in bed to complete an article for the Week's Survey,
saying that he had never failed anybody yet. But
this time the task was beyond his power, and he had
to lay down his pen for the last time. Death en-
sued on Friday."
A Long and Well-Spent Life.
Hon. David Wark, LL. D., Senator, died at
Fredericton, X. B., on the 20th of August, in the
one hundred and second year of his age. His life
was simple, serene, honest, substantial, and without
ostentation ; his end was peaceful and painless.
Born near Londonderry, Ireland, February 19th,
1804, he came to New Brunswick in 1825. He
taught school for ten years, chiefly at Richibucto,
where he afterwards engaged in mercantile busi-
ness. In 1842 he was elected to represent the people
of Kent in the Provincial Assembly, and up to the
time of his death was identified closely with the
industrial and political interests of the province.
His legislative career extended over sixty years,
and he was the oldest active legislator in the world.
He took part in the lengthy session of parliament
at Ottawa in 1904. He was then in his 101st year,
with his mind clear and his judgment good. His
career was a useful and happy one. Service and
duty were his watchwords, and faithfully did he
discharge every obligation.
Mutual Improvement Associations.
Every town, village and hamlet should have its
Mutual Improvement Association, which may be
active both in summer and winter. During the
latter season the association may meet from house
to house for social and literary improvement. A
library is necessary. If there is none in the village,
a travelling library may be secured at a mere trifle
of an outlay. During a recent visit to the McGill
L"n versity library the writer was shown choice
assortments of books which are loaned, on applica-
tion, to country schools, reading clubs, and communi-
ties possessing no free public library. These books
have been carefully selected and grouped according
to the wants of those using them : ( 1 ) for general
reading; (2) for young people; (3) for students
of special subjects. Each travelling library, con-
sisting of twenty-five books, is loaned for a term of
three months, on conditions which are sent on appli-
cation to the librarian of McGill University.
Framed pictures suitable for hanging in a school-
room may be sent with the travelling libraries, but
not more than two at a time, and these may be
changed as often as the library is changed.
This is an opportunity — and there are others —
of which schools and communities may avail them-
selves for mutual improvement. As the Review has
frequently urged in the past, teachers should take
the lead in this improvement in communities in
which they are living.
During the w nter also plans may be formed, to
be carried out in the summer season, to make the
town or district more attractive. An appeal may
be issued by the Improvement Assoc ation, which
should have as many members as possible, and em-
brace representatives from all classes 'n the com-
munity, urging all to carry out some such pro-
gramme as the following :
1. Burn all rubbish possible, and bury that which
cannot be burned.
2. Do not throw paper or other litter on the
streets. (When streets are once free from unsightly
rubbish, people will be anxious to keep them so).
3. Persuade people who must smoke not to do so
on the streets, or in public places in the presence of
ladies.
4. Do not spit on the sidewalk or on the floor of
any public place or conveyance. (The public spit-
ting nuisance is fast becoming obsolete in every
civilized and well ordered community).
5. Persuade owners of property to destroy and
keep down the weeds just starting, especially those
64
THE EDUCATIONAL REVIEW.
on their grounds or along the streets or in vacant
lots.
6. The example of well kept, orderly arrangement
of lawns and houses is quickly followed;
therefore let the members of the Improvement So-
ciety have the'r lawns and gardens neat, flowers
and shrubbery planted in them ; houses and out-
houses painted, fences and gates repaired, and every-
thing about their premises kept neat, attractive and
orderly.
Japan's Naval Record.
Since the first of February, 1904, the newl>
created navy of Japan, with some co-operat'on of
the army at Port Arthur, has sunk or captured
sixty-five Russian vessels, including fourteen battle-
ships of the first class, twelve armored or protected
cruisers, four auxiliary cruisers, three coast-defense
iron-clads, eleven gun-boats, and twenty-one tor-
* pedo-boats and destroyers. It has also killed or
captured eleven Russian admirals, and has taken
as prisoners about ten thousand men of the naval
rank and file. It has not suffered a single defeat,
and although twelve of its vessels have been de-
stroyed by accidental collisions and percussion
mines, it has not lost in action, a single ship larger
than a torpedo-boat, and it is probably stronger and
more efficient than it was a year ago. Such a record
as this is not only extraordinary, but absolutely un-
paralleled ; and when we consider the fact that these
results have been attained, not by accident or luck,
but by organization, practice, good judgment and
consummate skill, we must give Japan credit for
producing not only good seamen and gunners, but
naval commanders worthy to take rank with the
first in the world.
Saigo was the teacher of Togo, the llustrious
Japanese admiral, and among the precepts of the
teacher that seem to have influenced the pupil
throughout his career are the following : " Where
you see faults, take the blame of them yourself;
where there is merit, attribute it to others. Act
resolutely and the very gods and devils shall flee be-
fore you."- — George Kennan, in the Outlook.
September Calendar.
September 4th is Labor Day — a public holiday.
September 29th is Michaelmas Day.
September 30th, the first day of the Jewish New
Year, begins the year 5666 of the Jewish era.
Nature Study.
Children hunting a lost ball in a meadow adjoin-
ing the play-yard discover a ground-bird's nest with
four blotched eggs. Their interest is aroused.
They describe the nest to the teachers and inquire
to what b'rd it belongs. Unfortunate for them, if
he is scientist enough and unpedagogical enough to
say at once : " It is a bob-o-link's nest." Better
were he a good teacher and no ornithologist, for
then he would use their interest to lead to some
educational activity which would be far more use-
ful to them than the mere information they seek.
But best of all if the teacher knows well both child-
ren and birds. In that case he can guide them to
discover the answer to their question in an educative
way, and in doing so excite them to ask and answer
by research many other related questions. He
engages their interest at the favorable moment to
train them to observe, think, investigate and enjoy.
This is Nature study- — From Dearness's "Nature
Study Course'' by permission of Copp, Clark and
Company, Publishers.
Eliza and Sarah Flower were gifted English
sisters whose earthly lives began and ended between
the opening and the close of the first half of the
last century ; and yet in that brief period both left
their impress on their generation ; and the younger,
Sarah, achieved undying fame by composing the
beautiful hymn, " Nearer, My God, to Thee." It
was suggested by the story of Jacob's vision at
Bethel, as found in Genesis xxviii, 10-22. The
hymn was first published in 1841. and although it
met with some favor, it was not until i860 that Dr.
Lowell Mason's beautiful and sympathetic music
" quickened it into glorious life " and gave it a per-
manent abiding-place in the hearts of the people. —
The Delineator for September.
Sumatra grows the largest flower in the world.
It measures a yard and three inches across, and its
cup will hold six quarts of water. Raiflesia Ar-
noldii is its name. — Philadelphia Bulletin.
The smallest and simplest flowers in the world,
consisting of a minute stamen and pistil, are pro-
bably the species of Wolifia, which grow near the
surface of stagnant water as little grains, attached
to rootless leaves which float. They are found in
Canada near Lake Ontario.
" I found your August number full of helpful
suggestions." — M. A. H,
THE EDUCATIONAL REVIEW.
65
Chipmunk and Red Squirrel.
Beneath the grassy lawn of our home in the
country a chipmunk has made its abode for several
years. It is quite tame, and seems to delight every
time it goes into or comes out of the narrow hole
to sit for some moments in a variety of pretty pos-
ings very interesting to watch. Every small fruit
tree in the neighborhood is visited in turn by the
industrious " chippy," and by the end of autumn ;ts
snug little winter home underground must be well
provided with good things. In the bright warm
days of June last the mother chipmunk brought her
alert little family of two groundlings to sun them-
selves on the lawn and play a variety of cunning
tricks — for our benefit, we might suppose, but really
to make them acquainted with the ways of a naughtv
world. On the slightest hint of danger, the young-
sters vanished into their holes like a flash. Alwavs
they were the first to go, obeying instantly the
warning signal of the mother, whatever it was, wh'le
she stood guard over the hole, into which she, too,
quickly retreated if we showed a desire to make a
closer acquaintance.
After a week or so the little ones were no longer
seen. They have now probably built homes of their
own, and are storing them with food for the winter.
They were beautiful little creatures, the image of
the mother, dainty in form, and graceful in move-
ment. Their sleek coats were softer in color than
the mother's brownish-grey on the back, which
warms into a reddish brown on the forehead and
hind quarters. The black stripes on the sides form-
ed a pretty contrast to the pure white of the throat
and under parts.
A lady-visitor to the lawn the other" day made a
" snap-shot " of our little friend, the chipmunk.
which is here re-produced. Its bright eyes stared
in timid wonder on the camera. It recoiled for a
moment at the " click," but soon promptly returned
to " position." This posture, which it assumes on
coming otit of its hole, is evidently one of recon-
naissance, its keen little eyes scanning every nook
wherein an enemy may lurk, its delicate nostrils
scenting every danger. When it is assured of
safety, it scampers off by a succession of jumps to
the tree from which it is obtaining its stores, and
always by the one path, which it seems to have mark-
ed out for itself. For the past week or so its favor-
ite hunting ground has been a red cherry tree, at
the foot of which is an arm-chair. While we were
all gathered round this a few days ago listening to
the reading of Roberts' " Scourge of the Forest,"
in which is described the fleeing of terrified animals
big and little — before the swift forest fire, the chip-
munk went its usual way, climbing up the chair over
the sleeve of the reader, and into the tree, not con-
scious of our presence, as long as we betrayed no
consciousness. Filling its cheek pockets with cher-
ries, it returns by a different way. but always the
same for its homeward journey ; it pauses at the
mouth of the hole, assumes its upright posture, and
then with its front paws proceeds to arrange the
food in its distended cheeks as compactly as possible,
so that it may not " stick " in passing through the
narrow hole. For chipmunks have enemies who
would like to follow the little storekeeper, if thev
could squeeze through the long narrow portal which
leads to its treasures.
One wishes that other people were as tidy about
lawns as the chipmunk. He never leaves any stray
bits of food or refuse, like banana peels, about.
Whatever he does with the earth that he digs out
to form the tunnel-like home under ground, no one
knows, for not a trace of it can be seen. He pro-
bably carries it away in his pocket-like cheeks, and
hides it. He does his work secretly and effectively,
like a Japanese soldier, and is very successful in con-
cealing bis whereabouts from an enemy.
He is an independent little chap, too. We have
tried to help him in his work by placing peanuts
near his hole ; he refused to take any notice of them.
Perhaps he found them not to his taste ; but we
would rather believe that he scorns to enjoy what
he has not earned.
A little five-year-old son of our neighbor was
observed to be very busy gathering fireflies during
an evening walk. On his return to the lawn, he
pushed these into the chipmunk's hole, saying with
a satisfied air: "There! now you can see to go to
bed."
The Red Squirrel.
Some time ago a tall spruce tree interrupted otir
view of the St. John river. It was decided one day
about mid-summer to cut off the top; but the young
66
THE EDUCATIONAL REVIEW.
man who climbed the tree to do this met near the
top with that tangled mass known as " witch's
broom," which completely barred his way. He
sawed the trunk below this, and when the top
tumbled to the ground the " broom " was found to
contain a red squirrel's nest, out of which scrambled
two feeble young ones, just able to crawl. What
to do with the helpless family was a problem. The
parents were nowhere in sight. The plaintive
squeals of the little ones made us anxious to repair
the mischief we had inadvertently done in breaking
up a happy home. The sawed-off top containing
the nest was propped up against another tree, and
preparations were made to make the homeless
orphans comfortable for the night.
In doing this the nest was carefully examined.
It was a fine piece of natural work, and no one would
have guessed what this round mass of twigs and
small branches could possibly hold. It had no
doubt been a squirrel's nest for years, and there
were evidences of broods of children, and perhaps
grand-children, having been reared in this family
tree. There were two entrances, one above and
the other below, leading to the inside, which was a
compact room or series of rooms woven round with
sticks, grass, leaves and moss, so as to make it
completely storm proof. It was as comfortable
and safe a little home as the ingenuity of a squirrel
could invent.
There was no food in the house. The red squir-
rel's habits lead it to store up its winter stores of
nuts, acorns, cones, grain, etc., in the fall, not in its
nest, but in crevices, holes and various nooks near
the tree in which it lodges. These it visits even in
winter, going straight to its hidden stores and dig-
ging them out from under the snow. What a
memory it must have ! The chipmunk or ground
squirrel's habits are different. It stores in different
channels or rooms in its burrow food for the winter.
Late in autumn we have seen it carrying in its dis-
tended pouch dried leaves, which it evidently uses
to make a comfortable bed, and to strew the ap-
proaches to it, to prevent the entrance of frost and
snow.
While we were engaged in an awkward attempt
to make the baby squirrels comfortable for the
night, the mother appeared with an angry chatter-
ing and eyes that fairly danced with rage and
maternal anxiety. We stood aside and watched.
Pouncing upon one of her offspring she turned it
over on its back, drew it close under her, patting it
all the while with her paws, gathering the little one's
tail about her neck, its hindpaws close to her bodv
back of the shoulders, and its forepaws close up to
the body under her own hind quarters. This occu-
pied fully five minutes, while we stood only a few
feet distant gazing on with breathless interest.
Finally when the little squirrel had been so closely
packed to its mother that the two seemed to be one.
the mother ran up a tall spruce near by, and, leap-
ing fearlessly from branch to branch, was soon lost
sight of in the woods. She came back in about ten
minutes and went through exactly the same process
with the other, scurrying over the trees to the new
home she had evidently prepared in her need.
For days after if any of our household appeared
on the scene of the outrage the mother treated us
to a volley of squirrel abuse, leaping from branch to
branch within a few feet of where we stood, and
eager to wreak its spite on those who had despoiled
her home. In its rage it reminded us of the squir-
rel of the Indian legend : The mythical Glooscap
once brought all the wild animals before him, and
asked each what he would do if he met a man. The
squirrel was at that time as big as a man, and when
it came his turn to answer, he flew at a stump
and tore it with his teeth and claws. Then Gloos-
cap thought him too dangerous an animal, and re-
duced him to his present size.
Ingleside.
At a banquet given in England during the recent
visit of the Canadian Manufacturers' Association,
the following story was told to illustrate the import-
ance of union for trading purposes : "A school boy
was asked by an inspector :
Would you rather have half an orange, or
eight-sixteenths ? '
" ' Half,' said the boy.
Why,' asked the inspector, scenting a weak-
ness in fractions.
" ' Because,' said the scholar, with the sixteenths
you lose such a lot of the juice.' "
The celebrated grape vine in the conservatory at
Hampton Court, England; planted in 1769, had in
1830 a stem 13 inches in girth and a pr'ncipal branch
114 feet in length, the whole v'ne occupying more
than 160 square yards; and in one year it produced
2,200 bunches of fruit weigh'ng on an average a
pound — in all, about a ton of fruit. — Scientific Am-
erican.
" Your paper is a source of inspiration to me,
and I enjoy reading it each month." — T. M. D,
THE EDUCATIONAL REVIEW.
67
. \ September Talks.
The following topics are suggested for talks and
observations during the month of September. They
are such as occur to the editor. Some are selected
from working plans in other places. Many other
kindred topics will present themselves during the
month to the thoughtful teacher.
What is the name of the month ? Is it the seventh
month as its derivation (Latin, septan, seven)
suggests ?
Which was formerly the first month of the year?
(March).
How many days has September?
Name the other months that have the same num-
ber of days? Those that have 31 days?
What season does September usher in ?
How many months in each season ?
Are the days growing longer or shorter? How
can you tell?
Which are longer, the days or nights, during the
first part of September?
During the latter part of the month?
When are days and nights about equal during
the month?
At what other time of the year are they equal?
Are the days and nights growing warmer or
cooler? Why?
Which is the harvest month of the year? When
does the "harvest moon" occur? Why is it so
called? What is its peculiarity?
Make a list of crops harvested in September?
In August?
Are September days usually fine or stormy ?
What advantage is that to the farmer?
From what direction does the wind usually blow
on a fine day?
Is the green color as fresh in the fields and on
trees as in June or July?
What colors are taking its place ? Why ?
What wild flowers are most common this month ?
What colors are most common in the flowers ?
What wild flowers that bloomed earl er in the
season have now gone to seed? Collect some of
the seeds and study them as to use, form, color and
covering.
Are there many flowers now in the school garden ?
In the home garden ?
Can you name them?
Are the leaves of the trees still green ?
What other colors do you notice in leaves ?
Are plants growing as actively now as during the
summer ?
[The gradually lessening green color shows that
plants are not now as active. in fact the active
per.od of growth is over early in September in most
plants, except the second growth of grass, clover
and some other plants. (Can you think why?)
The plant food remaining in leaves and young twigs
will be drawn into stems and roots to be stored for
the winter.]
What birds are seen now ?
Do they sing as much as in May or June? Why
not? (Early in the season they are mat ng. Now
they are getting food for their young, teaching
them, and preparing for the flight to the south).
Ask the boys and girls where they went during
the summer vacation. If hi the country, get them
to tell what the farmers were doing, and make these
observations the subject of lesson-talks.
The Empty Crayon Box.
A little thinking will enable a teacher to make
some profitable use of the empty crayon box. By
measurement the cubical contents may be computed
and it may thus become a convenient measuring
unit. Cutting off an end at the right length the
dry quart, liquid quart and liter may be readily
made. A sharp pen-knife and a few small brads
are all that are needed in this. Ends and sides, hold-
ing as they do by mortise and tenon, may be set to
show various angles. Sides, ends, tops, bottoms,
can all be used in making models of various surface
forms, rectangles, triangles, etc. The ingenious
teacher will put some forms together for drawing
models. Six-inch rulers and decimeter rulers may
be in the hands of each pupil by using materials
from the crayon box. Even the physiology class
may get an idea of the real capacity of the lungs,
stomach, etc., by knowing the cubic inches repre-
sented by the crayon box.
The uses of the ordinary shade stick may be ex-
tended into the school-room. No teacher need to
be without a yard stick showing feet and inches.
Also the meter with its divisions can readily be
made from a shade stick. Nearly all arithmetics
have the decimeter measure shown. A piece of
paper cut the length of this measure and laid ten
times on a shade stick gives the meter. It would
be well if pupils could see these measuring units
commonly in use and in comparison.
The wide-awake teacher is continually making use
of common materials and finds her funds never
fully exhausted. — Sel.
68
THE EDUCATIONAL REVIEW.
August and September in Canadian History.
August witnessed some of the most stirring events
of the war of 1812; in September (1755) the
Acadians were driven from their homes in
Nova Scotia, and it was during that month
(1759) the great battle was fought at Quebec which
won Canada for the British.
August 5, 1689. Massacre at Lachine by the
Iroquois.
August 7, 1900. Hon. A. G. Jones became Gov-
ernor of Nova Scot a.
August 9, 1842. Settlement of the boundary line
between Canada and the United States by the Ash-
burton Treaty.
On the 10th of August, 1535, Cartier cast anchor
in a small bay on the Labrador coast, which he
named St. Lawrence in honor of the festival of that
saint ; and this name was afterwards given to the
great bay and river of that name.
August 16, 1812. Detroit surrendered to a British
and Canadian force under General Brock.
August 16, 1785. New Brunswick formed into
a separate province.
August 18, 1833. The steamer "Royal William,"
the first vessel to cross the Atlantic with the 'motive
power of steam, left Pictou for London.
August 23, 1898. Joint High Comm ssion met
at Quebec.
August 25, i860. Opening of Victoria -Bridge,
Montreal, by the Prince of Wales (now King Ed-
ward VII).'
September 1, 1880. All British possessions on
the North American continent, except Newfound-
land, declared annexed to Canada, together with
the Arctic Archipelago.
September 1, 1905. Alberta and Saskatchewan
become provinces of Canada.
September 1, i860. Laying of corner stone of
parliament building at Ottawa by Prince of Wales
(now Edward VII.)
September 1, 1864. Confederation conference at
Charlottetown.
September 1, 1904. Earl Grey appointed Gov-
ernor-General of Canada.
September 3, 1783. Treaty of Versailles. In-
dependence of the United States acknowledged.
September 8, 1760. Montreal surrendered to the
British.
September 13, 1759. Battle of the plains of
Abraham, and surrender of Quebec on the 18th
September following.
September 11, 1814! Defeat of a British fleet
on Lake Champlain.
September 13, 1902. Death of Sir John Bourinot.
September 13, 1813. Defeat of British fleet on
Lake Erie.
September 16, 1901. Duke and Duchess of York
enter Quebec on their visit to Canada.
September 17, 1792. First meet ng of the parlia-
ment of Upper Canada at Newark (Niagara).
September 19, 1889. Landslide from Citadel
Rock, Quebec ; 45 persons killed.
September 28, 1892. Legislative Council of New
Brunswick abolished.
How to Teach Addition,
By Inspector Amos O'Blenes, Moncton, N. B.
The almost universal habit of counting in the
lower grades, instead of using the tables for add ng,
may be prevented by the following method.
Develop ideas of numbers to 10.
Teach the Arabic numerals.
Teach counting to 100.
Teach the reading and writing of numbers to 100.
In teaching children to read and write numbers
the follow ng device will save time : Place a num-
ber, say 75 on the board. Print the letter t between
the 7 and 5, thus 7^5- The teacher points to the 7,
the / and the 5, while the pupil reads seven-ty-five.
Ask him to repeat quickly, and he has seventy-five.
With numbers between 20 and 30, 30 and 40, 50
and 60, a change in the pronunciation will be need-
ed. The / may soon be omitted, while the pupil
reads as though it were used. In writing numbers,
use the t at first. Pupils who can count may be
taught to read and write numbers to 100 in two or
three short lessons.
As a preparation for adding, the follow ng drill
should be given : Write all the numbers from 10 to
100 on the board, and drill the pup'ls until all can
tell the last (right hand or units) figure of any
number without using the board. Then ask such
questions as the follow ng: What is the first number
after 10 whose last (right hand or units) figure is
4? after 14 whose last figure is 7? etc., until the
answers can be given quickly even with the numbers
erased.
Next teach the tables of ones and twos, that is,
add one to each digit, then two to each digit.
The pupil should be able to answer any question
on these tables without hesitation or counting be-
fore he is asked to add a column of figures.
THE EDUCATIONAL REVIEW.
Next place on the board a long column
of figures, as in the example appended, 2
using only ones and twos, except for the 2
bottom figure. 1
Add in the following way : 2
Question. Nine and two are? 1 14
Answer. Eleven. 2 12
Write the 11 to the right of the column. 2 11
Add the last figure of the 1 1 to the next 2
figure in the column, using the pointer. 1
Q. One and One are? 2
A. Two. 2
Q. What is the first number after 11 2
whose last figure is 2? 1
A. Twelve. 2
Q. Two and two are ? 9
A. Four.
Q. What is the first number after 12
whose last figure is 4? .
A. Fourteen.
Proceed in the same way to the top of the column,
placing the results to the right.
After a few columns have been added in this way
the pupil sees how the knowledge he has
acquired may be used in adding. He should be
allowed to use the column of results to the right for
some time until all other difficulties are overcome.
The repetition (refer to example) of nine and
two are eleven ; one and one are two, twelve ; two
and two are four, fourteen; four and two are six,
sixteen, etc., should be continued until all danger
of counting is gone, or until considerable speed has
been acquired. Then the adding may be done by
simply giving the results, thus (refer to example)
nine, eleven, twelve, fourteen, sixteen, etc. When
the tables of threes have been learned, threes may
be used with the ones and twos, and so on with the
other digits. By the time all the tables have been
learned the pupil should be able to add accurately
and with considerable speed.
The success of the work will depend largely upon
the amount of drill given. Teachers who cannot
find time to examine all the work will find that pupils
can soon be taught to make questions for them-
selves and prove them by adding each question until
the same result is obtained three or four times.
The interest in the work may be sustained by
frequent test in rapid adding among groups of
about the same ability. I have frequently met with
pupils in grade one, taught by the above method,
who could add as rapidly and accurately as old
accountants. Give it a trial.
The Aim of Good Teaching.
It is vain for a teacher to attempt to work up an
appearance when the reality is not there; girls and
boys readily see through all such thin disguises.
No word is needed; the feeling of the teacher is
known at once, and the pupil takes a sympathetic
attitude, believing that the teacher is right, and that
following her cannot lead him far astray. The
same holds good in regard to the moral and religious
character of the teacher. No spoken words are
needed to put the pupil in accord with her in this
higher domain. The instructor of character goes
about among her pupils shedding upon them the
light of her beneficent example, leading them to
appreciate and enjoy what is grand and true in-
stinctively. In fact, it is better that the ordinary
teacher should not endeavor to give too much
direct religious instruction, for religion can no more
be taught than any other virtue can. Virtues are
lived, and the strong imitative faculty of the child
leads to the cultivation of traits that are admired.
The true teacher aims to train the pupil to be
strong enough to live her individual life without
the help that some teachers think necessary to
give their pupils. Pupil and teacher are inevitably
destined to part at some time, and the teacher who
encourages her charge to be dependent upon her
trains to weakness and to sure failure when the
parting time comes. — Arthur Gilman, in the August
Atlantic.
" Don't tell me," siiid a teacher who has to deal with
this motley crowd, " that ' All men are born equal,' for
that is positively false."
" No ; but the correct quotation, ' All men are created
equal,' is true, and we are trying to lead upward those who
have fallen, to the heights others have gained," was the
happy answer. — Selected.
An old crab said to a young one, "Why do you not walk
straight, my child?" "Mother," said the young one,
"show me the way, will you? When 1 see you walking
straight, I will follow you."
When V and I together meet,
They make the number six complete,
When I with V doth meet once more,
Then 'tis they two can make up four,
And when that V from I is gone,
Alas ! poor 1 can make but one.
" I take much pleasure in the reading of your
interesting and valuable paper." — F. H. K.
70
THE EDUCATIONAL REVIEW.
N. S. Provincial Teachers' Association.
A large number of teachers from all parts of the
province came together at Truro on Tuesday,
August 22nd, for a three days' conference. The
programme was a good one and the discussions
spirited.
In the opening address, Dr. A. H. MacKay spoke
of the use and- abuse of the course of study. It
should be used as a guide, not as a law to be
slavishly carried out. Dr. Jones, of Acadia Col-
lege, advocated thorough drill in elementary mathe-
matics. Principal Smith, of Port Hood, would en-
courage private study by allowing students to write
on as few subjects as they chose at the Provincial
examinations, and having certificates of standing
granted by the Council of Public Instruction.
Mrs. May Sexton, S. B., Halifax, in a very in-
teresting address called attention to the value of the
study of science in developing the power of correct
observation, the ability to draw conclusions, and to
give expression to one's thoughts. A study of the
natural sciences fosters a spirit of truthfulness, a
respect for law and order, a love of the beautiful,
and a certain resourcefulness in every day affairs.
Dr. Ira MacKay, Halifax, thought that it was
better to inflict corporal punishment than to say
sharp things, or to allow pupils to form bad habits.
Teachers have the authority to do so, if it is for the
best interests of the school. Whether the punish-
ment is excessive or not must be decided by the
judge.
Judge Cheslev wished teachers to bear in mind
that character building was of far more importance
than giving information. This, in fact, was the
keynote of the whole convention. " Give us men
of upright Christian character " is the demand of
the day; and " How shall we meet that demand?"
is the problem of the teacher. Judge Russell would
have more attention paid to the study of hygiene.
He would also rule out intercollegiate sports.
Judge Longley would have more attention paid to
the study of civics.
On Tuesday afternoon an excursion to the Gov-
ernment Farm and Agricultural College was enjoy-
ed by the members of the Association.
On Wednesday Rev. Father Sullivan, of St. Ber-
nard's, Digby, opened the session with a talk on
How to Teach Children to Think. He would
stimulate curiosity, encourage close observation and
endeavor to strengthen the power of attention.
Miss Lavinia Hockin, B. A., Amherst, in an ad-
mirable paper, treated of the Public School as an
Agent for the Development of Moral Character.
She would, like the Great Teacher, lead her pupils
to love God and their neighbors. The teacher
must do this herself, however; for no matter what
she might teach, her own life would be taken as
the standard. All acts of meanness referred to in
the lessons should be condemned, and noble acts
commended. Habits of punctuality, order, neat-
ness, self-restraint, should be developed by continued
watchfulness on the part of the teacher. See that
the children have the right kind of reading matter,
and tliat they have noted the good qualities in the
characters depicted there.
S. A. Morton, M. A., Halifax Academy, brought
forward a scheme for pensioning teachers, part of
the expense to be borne by the teachers themselves
and part by the Provincial Government. A com-
mittee was appointed to further consider the matter.
Principal Crombie, Bridgewater, wanted the
teachers to organize, and make an effort to secure
higher salaries.
Miss Estella A. Cook, B. A., read a paper on the
value of music in the schoolroom as an aid to dis-
cipline ; for short periods of recreation so necessary
during long sessions in order that the child's mind
may be kept at its best; for securing deep breathing
so necessary to the health of the pupils ; for the
patriotism and purity imbibed by the pupils as they
try to express feelingly the spirit of the song.
Rev. Father O'Sullivan, St. Mary's Cathedral,
followed this with an explanation of how singing
might be successfully taught beginners by the tonic
iol-fa method of notation. The reverend gentle-
man admirably illustrated his method by putting a
class of boys he had trained through a number of
exercises.
Miss Anna B. Juniper spoke of the importance
of teaching household science in our schools, and
outlined a course of study that might be carried
out with advantage.
Rev. Henry D. deBlois, M. A., Annapolis, a
veteran on educational matters, thought that the
great fault of our present system of education was
that we attempted to teach too many subjects, and
our work was, therefore, superficial. He would
have more drill on a few subjects. He also thought
that better results would be obtained if the old
method of spelling by syllables was again brought
into use.
Judge Cheslev suggested that the teachers take
advantage of the interest aroused at the time of
elections to fix upon the children's minds the duties
of our public officials and the heinousness of politi-
cal corruption. When teaching history, the horrors
of war, and the advantages of settling disputes by
arbitration should be dwelt upon.
Dr. Eliza Ritchie, Halifax, urged the teachers to
lead their pupils to admire the beautiful in the world
about them, in sea and in sky, in the flight of the
swallow, and the curve of the waving grain. She
would also have them know something of the his-
tory of the fine arts, and of the lives of the masters.
She would have the school-room ornamented with
with a few good pictures, and much attention given
to drawing and modelling. The address was illus-
trated by stereopticon views, which added very
much to the interest.
THE EDUCATIONAL REVIEW.
71
At the Thursday morning session Loran A. De-
Wolfe, B. Sc, Truro, spoke of the advantages of
Nature Study. The study broadens a child's inter-
ests, and opens Up vast opportunities for pleasure
as well as profit. Here the child traces the relation
between cause and effect, and this shows the fallacy
of .his superstitions, leads him to discover the best
way of doing his work, and induces him to search
for the connection between disease and its cause
and remedy. He advised that as far as possible
the study be correlated with other subjects, and also
that frequent outdoor excursions be made.
Major B. R. Ward, R. E., Halifax, spoke of the
work of the Parents' National Educational Union
of London, and suggested that branches be estab-
lished in Nova Scotia. It claims as a child's rights
a disciplined body, a nourished mind, an instructed
conscience, a trained will, and a quickened send.
Teacher and parents would come together in their
union meetings and the home and school training
be harmonized.
Justice Longley thought that since the state had
taken the education of the children out of the
parents' hands, the parents do not have as keen a
sense of their responsibility in educational matters
as they should have. He hoped that the establish-
ment of these unions would awaken in them a sense
of their duties in this respect.
Prof. E. W. Sawyer, M. A., Wolfville, thought
that the subjects of the high school course and that
of the colleges did not harmonize, and that much
time was lost. He would have a committee ap-
pointed to look into the matter and suggest improve-
ments.
Dr. DeWitt, Wolfville, said that health was a
child's greatest blessing, and that the study of
hygiene should be given a foremost place in his
studies. He would have the pupils inspected
periodically by a medical doctor, and weak ones
relieved of heavy duties. Pupils should be taught
the germ theory of disease, and know that the
growth of these germs was favored by dampness,
darkness and dirt. The spread of the germs of
consumption, the " white man's plague." is due to
the sputem, and if all sputem were burned the dis-
ease would be stamped out. He recommended that
damp cloths be used to clean blackboards, and these
cloths burned. The dust raised by the use of
brushes is injurious to the lungs, and often con-
tains germs of disease.
J. E. MacYicar. 15. A.. Amherst, criticised the
present method of teaching penmanship, hook-keep-
ing, drawing and music rather unfavorably.
The scheme for pensioning teachers was adopted
by the Association, and a committee appointed to
bring the matter before the legislature. M.
Impressions of nil'. Convention.
Probably the most important results to the aver-
age teacher of such a convention as that held at
Truro are the general impressions which he carries
away with him and the inspiration which he re-
ceives. I am such an average teacher, and on re-
quest of the editor record such impressions as I
have received without having hampered myself by
taking notes.
In his paper on the School Course of Study, the
superintendent showed us how much more flexible
the course was than might be inferred from current
criticisms upon it, there being a full course for
each grade of larger schools, and contracted courses
for smaller graded schools and miscellaneous
schools ; and furthermore, that over-pressure was
due in most cases to local conditions.
Dr. Jones, in his paper on the Teaching of Mathe-
matics, and Dr. D. A. Murray in discussing it,
emphasized the importance of being concrete in
teaching elementary mathematics, urging the use of
graphical representation and numerical calculation
wherever possible. The time-honored use of
Euclid's Elements for a beginner in geometry was
attacked severely, and mathematical drawing com-
mended.
Principal Smith, of Port Hood, pointed out the
success of correspondence schools, urged the use of
academies and high schools as centres of what
might be termed " secondary education extension."
The discussion brought out the desirability of ex-
tending the system of " partials " to the D, C and
15 grades.
Scientific training in the public schools has been
often urged and defended, but never, 1 think, with
more earnestness and literary grace and expression
than by -Mrs. .May Sexton. The very fact of a
cultured lady ranging herself upon its side is a vic-
tory indeed. KrieHy, scientific training rightly
taught gave children the power of observation and
of inference from observations made, the text-book
being the authority to which to turn only when in
perplexity or doubt. Such training has the merit
of connecting itself with the out-of-school life of
the child. Such teaching of science, however, must
not he made the subject-matter of examinations.
In order to appreciate Dr. Ira MacKay's address
on Corporal Punishment, its Moral and Legal
Aspects, one needs to hear it delivered. Given
orally, it was marked by eloquence, moral earnest-
ness and deep knowledge of the subject. The
teacher is both artist and artisan, his duty is to
produce characters of moral beauty and of utility
to society. This he does as the agent and represen-
tative of the state. The school is a little state, and
i:.s laws and regulations are no more conventions
72
THE EDUCATIONAL REVIEW.
than those of the state, and are as sacred. The
teacher, therefore, has undoubtedly the power of
corporal punishment. He has —
1. Full jurisdiction during school hours and on
school grounds.
2. Concurrent jurisdiction with parent over child
on his way to and from school.
3. Limited jurisdiction after school hours.
He is subject to limitations of excessive punish-
ment and permanent injury to health, which are
matters of fact and can be decided only by a jury.
In its moral aspect, the use of the rod is more
impersonal and less liable to cause ill-feeling than
sarcasm or scolding. But it should only be used
for such offences as lying, stealing, impurity, bles-
phemy, etc.
The aim of corporal punishment is not retribu-
tive or reformatory, and so forth, but a combination
of all these. In short, it is moral.
— Average Teacher.
President Eliot on Art Education.
President Eliot, of Harvard, said some very
pertinent things regarding education at the recent
dedication of the Albright Art Gallery at Buffalo.
After calling attention to the point that the main
object in every school should be to show the child-
ren how to live a happy and worthy life, he added
in part :
"It is monstrous that the common school should
give much time to compound numbers, bank dis-
count and stenography, and little time to drawing.
It is monstrous that the school which prepares for
college should give four or five hours a week for
two years to Greek and no time at all to drawing.
" All children should learn how lines, straight
and curved, and lights and shades, form pictures
and may be made to express symmetry and beauty.
All children should acquire by use of pencil and
brush power of observation and exactness in copy-
ing, and should learn through their own work what
are the elements of beauty. After reading, spell-
ing, writing and ciphering, with small numbers and
in simple operations, drawing should be the most
important common-school subject.
" There is great value in the sense of beauty.
The enjoyment of it is unselfish. During the last
twenty years philanthropists and educators have
made wonderful progress in implanting and develop-
ing the sense of beauty in the minds of the people.
This is shown in the establishment of public parks,
cultivation of flowers and shrubs, and in the erec-
tion of beautiful buildings."
" To go to school," President Eliot continued,
"in a house well designed and well decorated gives
a pleasure to the pupils, which is an important part
of their training. To live in a pretty cottage sur-
rounded by a pleasing garden is a great privilege
for the country-bred child. The boy who was
brought up in a New England farmhouse, overhung
by stately elms, approached through an avenue of
maples or limes, and having a dooryard hedged
about with lilacs, will carry that fair picture in his
mind through a long exile, and in his old age re-visit
it with delight. When a just and kindly rich man
builds a handsome place for himself and family,
his lavish expenditure does no harm to the com-
munity, but, on the contrary, provides it with a
beautiful and appropriate object of sympathetic /
contemplation."- — N. Y. School Journal.
A correspondent at Tipton, Iowa, sends us two
characteristic anecdotes told by Booker T. Wash-
ington in a recent lecture in that town : " When I
first started teaching," he said, "I taught my pupils
in a hen-house. I went to an old darkey one day
and said, ' Jake, I want you to come over and help
me clean out that chicken-house across the way.'
Jake answered with a twinkle in his eye, ' Why,
boss, I daresn't go there n the daytime. We nig-
gers do that kind of work at night.' "
"It costs $1.89 a head to educate a negro boy in
the south, while in the State of New York it costs
$20.55 to educate a white boy. Now, the way I
look at it," said Booker Washington, "is this, — the
white boy must be awfully stupid since it takes that
much to educate him, and the black boy must be
very smart."
" And what did my little darling do in school to-
day ? " a Chicago mother asked of her young son —
a " second grader."
" We had nature study, and it was my turn to
bring a specimen," said Evan.
" That was nice. What did you do? "
" I brought a cockroach in a bottle, and I told
teacher we had lots more, and if she wanted I could
bring one every day."
This, too, should be taught to every child, that it
is wicked to shoot any harmless animal— of the
field, forest, or air — except for necessary food. It
s recognized that all animals which are a danger
to human life should be destroyed. In the days to
come, the wanton destruction of animal life for sport
will be considered a savage custom, out of harmony
with Christian principles. — Western School Journal
THE EDUCATIONAL REVIEW.
V3
Sympathy for Children.
" I wish I had felt toward humanity in my early
life as I do now," said a thoughtful, middle-aged
lady. " Particularly do I feel this concerning the
years I was a teacher. I should have looked upon
my work and the children from a different point of
view."
Two or three primary teachers were near by and
heard this very unusual remark.
" Do tell us just what you mean?" said a merry
looking girl, evidently puzzled at the thought that
pity for humanity had anything to do with teaching.
" Why, I mean just this," was the reply. "Here
we are, a world of human beings, here from no wish
or will of our own, compelled to bear all the ills of
heredity, circumstances, and temperament, for
which we are in no way responsible, in the begin-
ning. I think a child burdened with the mistakes
and shortcomngs of his ancestry, handicapped at
every point by conditions for which he is no way
responsible, is a pitiable object — enough to make
the angels weep. Little children are not conscious
of this, I know, but we who know life find this to be
true, and it should stir all the compassion in our
hearts. We have lived long enough to know what
it means to long for things that are just and right
in themselves, and be denied them at every step by
circumstances made for us before we existed. To
look upon a school-room of poor children, or even
middle class children, and know the life struggle
that is before them, is enough to stir our profound-
est pity. But why do I except the rich children ?
Opportunity stands at their door beckoning them
on to the best things, but because necessity is absent
they are blind to the beckoning hand, and settle into
an inertness that is worse for character than the
hardest struggle. So here they are on every hand.
Add to this the common lot of sorrow and disap-
pointment, and mankind deserves and calls for the
tenderest sympathy from each other."
" But what about the application of tbis to the
teacher's work? That part of it appeals to me.
We can't spend all our time with individual cases,
and since we must consider them in a lot. so to
speak, how can we do differently from what we do?
I'm sure I try to be conscientious and make them
do right as well as I can."
" ' Make them do right? ' " Yes, that is just the
trouble. What is "right?" We set up a stand-
ard of right for these little mortals in our care, and
try to bend every one to it according to our idea —
ze
t
and we never doubt we arc right. How I used to
rebel and feel injured when I was a teacher because
these poor little ignorant beings didn't recogniz
and act up to my standards of duty and right.
Bless their hearts, they didn't know what I was talk-
ing about. We were in different worlds. And I
dared to call their indifference to what I was saying,
stolidity or depravity. What self-righteous people
teachers are in their condemnation of their children !
Why, as I look back, I think many of my children
were too " born-tired," too half-sick, and perhaps
too hungry to be able to understand my fine ethical
distinctions. How many of them had come from
homes where they had heard only cross words and
fault-finding from the moment they opened their
eyes in the morning? How many of their parents
had married wrong and saturated the home atmos-
phere with discomfort. Many of those poor little
sensitive, defrauded tots may have known nothing
in their home life but discord. Why should 1 have
expected them to be keyed up to understand the
moral harmonies I prescribed for them ? We grown
people would not stand the jangle one hour that
hosts of children are obliged to live in all the while;
and then we wonder that they come to school " out
of tune." And we proceed to put them in tune by
giving them talks on morals, bunching them all up
in a lot, when no two of them need the same treat-
ment. We may call this doing our " duty " — what
a stumbling block that word duty may be ! "
"But there is a general code of morals accepted by
everybody that must be taught, no matter what sort
of children we have. You wouldn't condone a lie
because a child came from a bad home, would you?'1
" Condone it? Oh, no! But such a child is not
to be weighed in the same balance as the well-born,
well-trained child. The conditions back of the lie
of the unfortunate child are to be considered before
he is accused of committing an unpardonable sin.
The sidelights need to be thrown on every case be-
fore a teacher can decide justly or punish justly.
Hut how can she get at the sidelights? you are
going to ask. Yes, there is the difficulty we must
all acknowledge. But a great deal can be known
from daily association with each child, if we looked
closer, thought more about it. and pitied more.
But at the best, teachers must grope in the darkness
as regards the inner life of their children. Hut
does not everybody mo\e slowly and cautiously in
the dark? And does not 'everybody' include
teachers in the school-room?" — Primary Education.
74
THE EDUCATIONAL REVIEW.
Lines in Season.
A man of words and not of deeds
Is like a garden full of weeds.
Good words without deeds are rushes and reeds.
He that would live in peace and rest,
Must hear and see and say the best.
In hope a king doth go to war;
in hope a lover lives full long;
In hope a merchant sails full far;
In hope just men do suffer wrong.
In hope the ploughman sows his seed:
Thus hope helps thousands at their need ;
Then faint not, heart, among the rest;
Whatever chance, hope thou the best
And now, when comes the calm, mild day, as still such
days will come, ,
To call the squinel and the bee from out their winter
home ;
When the sound of dropping nuts is heard, though all the
trees are still,
And twinkle in the smoky light the waters of the mill,
The south wind searches for the flowers whose fragrance
late he bore,
And sighs to find them in the wood and by the stream no
more. — W. C. Bryant.
Oh, many a shaft, at random sent,
Finds mark, the archer little meant,
And many a word a: random spoken,
May soothe, or wound, a heart that's broken !
— Sir Walter Scott.
I love to wander through the woodlands hoary
In the soft light of an autumnal day,
When summer gathers up her robes of glory,
And like a dream of beauty glides away.
— Sarah Helen Whitman.
O sweet September, thy first breezes bring
The dry leaf's rustle and the squirrel's laughter,
The cool fresh air whence health and vigor spring,
And promise of exceeding joy hereafter.
— George Arnold.
The morrow was a bright September morn ;
The earth was beautiful as if new-born;
There was that nameless splendour everywhere,
That wild exhilaration in the air,
Which makes the passers in the city street
Congratulate each other as they meet.
— Longfellow.
Let e:>ch man think himself an act of God,
His mind a thought, his life a breath ot God.
— Bail!;; .
When wealth is lost, nothing i> lost;
When health is lost, something is lost;
When character is lost, all is losl !
— Motto over the Walls of a Sclwol hi Gcrtfim '•
When honour comes to you, be ready to take it;
But reach not to seize it before it is near.
— John Boyle Oi\k::.:. .".
Our greatest glory is, not in never falling, but in rising
every time we fall.
Success in most things depends on knowing how long
it takes to succeed.
Perseverance is failing nineteen times and succeeding
the twentieth.
Uo your best, your very best,
And do it every day.
I'll help you, you help me,
Then what a helping world 'twill be.
Politeness is to do and say
The kindest thing in the kindest way.
'lis the golden gleam of an autumn day
With the soft rain raining as if in play,
And the tender touch on everything
As if autumn remembered the days of spring.
The buds may blow and the fruit may grow,
And the autumn leaves drop crisp and sere;
But whether the sun, or the rain, or the snow,
There is ever a song somewhere, my dear.
— Riley.
The Review's Question Box.
J. M. D.— Where can I get the best book treating on
Reading and How to teach Reading? What is the cost of
the books ?
There are many excellent treatises on the subject.
If you write to Messrs. Ginn & Company, publish-
ers, Boston, they may put you into the way of get-
ting what you desire.
M. A. H.— Would you kindly explain why the westerly
winds blow from west to east. The geography gives no
explanation ?
It is difficult to give an answer to your question
without entering into a discussion of the causes and
directions of winds, climatic conditions, etc. This
we have not space for in this number. A good
book on physical geography, or Ferrel's " Popular
Treatise on Winds," would supply the information.
If you have not a book at hand, we would be glad
to loan you one for a time.
Exercise in Spelling.
Fundamental, arrogance, conferred, combatant,
strategy, citadel, ventilation, extravagant, menace,
magazine, surgeon, aggressor, conspiracy, martyr,
acquittal, penitentiary, achievement, compelling,
crystallization, notable, parliamentary, flippant, em-
anate, alleged, paralyzing, adherence, management,
liquefy, appellation, Calendar, musician, concert,
fraudulent, acquiesce, wrapped, eccentric, laziness,
prejudice, twenty-six, ostensible, regrettable, main-
tenance, warrant, equivalent, contagious, service-
able, predecessor, lieutenant, nugget, typical.
THE EDUCATIONAL REVIEW.
75
SKRUH'8 DF, WIITE
BAKON ROSEN BARON KOMURA
PEACE ENVOYS OF RUSSIA AND JAPAN
KOGORO TAKAI1IRA
CURRENT EVENTS.
Th; bloody war between Japan and Russia,
whicb began February 8tb, 1904, lias been ended by
what will be called the " Peace of Portsmouth." the
terms bein j practically agreed upon August 29th,
1905, after a conference which threatened at any
time to be broken up by the stubbornness of Russia.
Fortunately the intercession of President Roosevelt
and the hutmne disposition of victorious Japan has
prodrced a reconciliation, in which the hitter country
has yielded some of her most import ant demands.
These are : She withdraws her claim to all indemnity
or re-imbursement for the expenses of the war;
also her claim to the surrender of interned war ves-
sels, and the limitation of Russia's naval power in
the Pacific ; the island of Saghalien to be divided
between the two countries, Japan having the south-
ern and Russia the northern half. Thus a war is
ended in which Russia has lost much of her military
prestige, 200.000 soldiers. $1,000,000 000, her fleet,
and her so-called rights in the rich province of
Manchuria.
The peace conference at Portsmouth, X. IT., has
been an event of such interest as to deserve a place
in *he history of three nations — Russia and Japan,
whose commissioners have there striven to bring
into harmony the demands of their respective gov-
ernments, and the United States within whose terri-
tory this remarkable conference has taken place.
The envoys were there at the invitation of the
President of the United States, and were treated as
guests of the federal government. The negotia-
tions, which began on the 9th of August, seemed
to have reached a deadlock on the 17th. when the
Russian envoys refused the Japanese demand for
an indemnity, and declined to give up the warships
interned in neutral ports. Tn other matters an
agreement was reached. Russia consenting to
acknowledge Japan's influence in Korea, to make
ovci to Japan her lease of Port Arthur and the
surrounding territory, to evacuate Manchuria and
,i:ive up the larger part of the Chinese Eastern Rail-
way, and, in short, to yield everything asked for
by Japan before the outbreak of the war. At the
conclusion of the ten days, ending August 28th,,
during which President Roosevelt was in frequent
communication with the courts of St. Peters-
burg and Tokio. the announcement was made that
an agreement has been reached as given above.
The task of framing the " Treaty of Portsmouth "
is now going on, the representatives of both coun-
tries apparently acting in an amicable spirit, and
rejoicing at the prospects of peace.
Each of the combatants has sent a great states-
man as its plenipotentiary to the peace conference.
Count Wit to. the senior member of the Russian
commission, is a big. muscular and handsome man,
whose light hair and fair skin make him look like
a typical Norseman; while his name betrays the
fact that he is of Dutch descent. Though of
humble birth, he has risen to eminence by merit,
and has held the offices of Finance Minister and
President of the Council of the Empire, a Russian
deliberative council which somewhat resembles our
senate. He has great influence with the populace,
and is said to be the coining leader of the trovern-
liHiit. if popular government is to be established in
his native land. As a peace commissioner, his ap-
pointment was an assurance that the Russian gov-
ernment was sincerely desirous of peace, for he
advised a friendly solution of the difficulties before
the war began. The chief representative of Japan,
P.aron Komura, is a very small man, dark and
silent and keen. He was one of the first of the
young Japanese students who came to America to
study, and was the first of his race to graduate from
the Harvard Law School. His life has been spent
76
THE EDUCATIONAL REVIEW.
in the service of the state, and he has held import-
ant positions in his country's service. As Foreign
Minister, he was accused by his countrymen of too
great forbearance in dealing with the questions in
dispute between Japan and Russia, but his critics
now recognize that his coolness prevented a pre-
mature outbreak of hostilities, and are ready to
trust him in negotiations for peace. Baron Rosen
has an imperturbable face. A closely cropped set
of whiskers hides his play of expression. He seems
less troubled by his responsibilities than any other
of the big four. Takahira looks more like a man of
ability than any of the other Japanese. He is broad
of build and has a massive head for a Japanese.
The striking feature of his face is his eyes, which
are like the searchlights of a battleship, maintain-
ing a steady glare, which confuses the most expert
questioner. He rarely smiles and appears always
to be in deep thought.
The members of the Zeigler Arctic expedition
which reached Franz Josef Land two years ago,
have returned in the steamer sent to their relief;
their own vessel, the " America," having been
crushed in the ice. Though they did not reach the
Pole, their leader, Anthony Fialia, claims that they
have been successful in surveying the archipelago
north of Asia and discovering four new channels.
The total eclipse of the sun, on August 30th, will
have been observed, if conditions were favorable,
in Labrador, Spain, Tunis and Egypt. It is hoped
that photographs of the sun's corona, taken at
Labrador and in Egypt, with an interval of two
hours between the exposures, will be of great value
in determining the nature of that mysterious
phenomenon.
The four Russian battleships and two cruisers
sunk at Port Arthur are found to be uninjured.
They were sunk by the Russians pending the ex-
pected recovery of the command of the sea; and
are now, tinder new names, to be added to the Jap-
anese fleet.
The visit of the French fleet to Portsmouth,
which has recently brought together the war ships
of France and Great Britain in token of inter-
national friendship, following a similar visit of a
British fleet to Brest, may have flu mportant bear-
ing upon world politics — for a navy is not useless
in times of peace. A great British fleet and a great
French fleet lying side by side, or, as in this case,
with the ships intermingled, shows not only to their
own people, but to other nations, that their united
force may be called into action should occasion re-
quire. Two other movements of British ships mav
be looked upon as peaceful demonstrations of naval
power. The channel fleet is now on a visit to the
Baltic; while a powerful squadron under Prince
Louis, of Battenburg, is now in Canadian waters,
and will visit the United States.
The new provinces of Alberta and Saskatchewan
will be inaugurated on the first and fourth of this
month, respectively. Hon. A. E. Forget, the pre-
sent governor of the Northwest Territories, be-
comes the first governor of Saskatchewan, and
Hon. G. H. V. Bulyea first governor of Alberta.
The area of the two new provinces which enter
the Dominion in September : Alberta is the
larger, having an area of 253,500 square miles,
while Saskatchewan has 251,100 square miles.
There are three provinces which contain greater
areas : British Columbia, the largest, with an area
of 372,620 square miles; Quebec, 351,873 square
miles ; Ontario, 26*3,862 square miles. For the sake
of comparison we give the area in square miles of
the other provinces : Manitoba, 73,732 ; New Bruns-
wick, 27,985; Nova Scotia, 21,428; Prince Edward
Island, 2,184.
AN APPARITION.
The Tsak —Oh, William, William, our little game is up! sec who's
coming; round the corner! — II 'eekly Irish Times.
Each of the new provinces is nearly six times the
size of New York or Pennsylvania, five times as
large as the State of Illinois, seven times as large
as Indiana. The only state that exceeds them in
size is Texas (268,242 square miles). Each is
twice as large as England, Wales, Scotland, Ireland
put together with their population of 42,000.000
people ; each exceeds the German Empire with its
population of nearly 57.000,000. and its area 208,-
738 square miles, or France with 39,000.000 people,
and an area (Corsica included) of 204.092 square
miles.
There are said to be ninety-six steamships in the
world of more than ten thousand tons burthen. Of
these, Great Britain owns just one-half, Germany
about one-fourth, the United States one-eighth, and
the others belong to Holland, France, Denmark
and Belgium, in the order named,
THE EDUCATIONAL REVIEW.
77
Kairn Island, twenty-five miles south of Port
Simpson, is said to have been definitely chosen as
the site of Laurier City, the future western terminus
of the Transcontinental railway.
The arbitration court which has been considering
the amount of compensation to be given to France
fishermen for the loss of their former treaty rights
on the shore of Newfoundland has fixed that
amount at $275,000.
The government has selected the site for a new
battery, to be erected on the shore of the St. Law-
rence, below Quebec. The fortification will be
about five miles below the city, and its guns will
be of sufficient range to command the stream at
that point.
Sable Island is now connected with '.he mainland
by the Marconi wireless telegraph.
Official figures for the year ending the 30th of
June last show an increase of sixteen thousand in
the immigration to Canada as compared with the
preceding year. The total for the year was nearly
one hundred and fifty thousand.
The residents on both sides of the boundary line
have recently been celebrating the fiftieth anniver-
sary of the opening of the " Soo " Canal, which
connects Lake Superior with Lake Michigan, and
is now the busiest canal in the world. The old
canal, originally made by the peonle of Michigan,
and the newer canal on the Canadian side of the
Sault Ste. Marie, together carry nearly three times
as much tonnage as the Suez Canal.
Wonderfully rich mines of silver and cobalt have
been discovered in the Temiskaming region, and a
large part of the territory on the south of Hudson
Bay is believed to be rich in minerals.
A congress of delegates from the Russian Zem-
stvos, or provincial representative assemblies, met
at Moscow in the last week of July; and later a
congress of peasants from many different parts of
the empire met in the same city. Both these gather-
ings expressed in strongest terms the dissatisfac-
tion of the Russian people with the existing state
of affairs, calling for the promised reforms in the
system of government. An imperial manifesto has
since been issued, giving a definite plan and date for
the election of a national assembly ; and Russia is
at length to have representative government for the
empire, as a whole, as it now has in the provinces
of European Russia. This, as might be expected.
is for the present merely in the form of a consulta-
tive assembly, the emperor reserving large powers
to himself and his successors. The members ol
this parliament will he elected by representative
assemblies, much as the United States senators are
elected by the state legislatures ; and the body may
meet at times in secret session, as docs the United
States senate, instead of being open to the public
like a British parliament. Elections will take place
without delay, so that the first session may be held
in January.
Harvesting has begun in the Northwest, and this
year's crop is expected to yield nearly a hundred
million bushels of wheat.
The Japanese language is now to be added to the
regular courses of study in German foreign lan-
guage schools ; and numbers of students are said
to be going from India to Japan to enter the uni-
versities.
The British Association for the Advancement of
Science is now in South Africa, where it will hold
sessions at Victoria Falls and other points of
interest.
The Zionist congress has declined the offer of
the British government of a tract of land in East
Africa for colonization. The members of the con-
gress were divided on the question, but most of them
hope to establish a colony in Palestine.
The negroes in the public schools of Cape Colony
outnumber the whites. They have well trained
native teachers, and make rapid progress in their
studies.
The boundary between Abyssinia and British
Somaliland, over which there was a long-standing
dispute, has been settled by a joint commission.
Germany's little war in Southwest Africa still
continues, though there is less apprehension of
danger of its spreading beyond the bounds of Ger-
man territory.
Several navigators report the warm waters of the
Gulf Stream to be nearer our coast than usual; and
the unusual dampness of our summer weather is by
some attributed to this cause.
Some of us who are no longer young may re-
member that it was the fashion years ago to speak
of the electric fluid. Now again electricity is
likened to water. An eminent authority teaches
that it is not a form of energy, like heat, but may
be a vehicle of energy, like water. Electricity
under strain constitutes a current and magnetism;
electricity in vibration constitutes light.
The growing revolt in Arabia is causing some
uneasiness to the statesmen of the nations most
interested, including Great Britain, France and
Germany. The threatened deposition of the Sul-
tan of Turkey from his place as the acknowledged
leader of the Moslem world change the centre of
Moslem power, and affect other interests besides
those of the Ottoman Empire.
An irreconcilable difference with Lord Kitchener
in respect to the military forces and plans of de-
fence, has caused the resignation of Lord Curzon,
Governor-General of India. He is succeeded by
Lord Minto, late Governor-General of Canada.
A statue of Jacques Cartier has been unveiled at
St. Malo, France, with imposing ceremonies, the
government of Canada being represented on the
occasion bv the presence of the solicitor-general.
The monev required for the erection of this statue
of the famous navigator was collected in Canada.
78
THE EDUCATIONAL REVIEW.
The Maritime Board of Trade, at its recent ses-
sion in Yarmouth, by a unanimous resolution de-
clared itself in favor of the union of the provinces
of Nova Scotia, New Brunswick and Prince Ed-
ward Island. The board also favors the admission
of the British West Indies to the Dominion of
Canada, and the building of a tunnel beneath the
Northumberland Strait to connect Prince Edward
Island with the mainland.
By a vote almost unanimous, the people of Nor-
way have demanded the separation of that kingdom
from Sweden. Either Prince Charles of Sweden
or Prince Charles of Denmark will probably be
chosen as King of Norway.. The latter is a son-
in-law of King Edward, and his selection would
seem to bring England, Denmark and Norway into
closer relations than have existed since the days of
tke sons of Cnut.
SCHOOL AND COLLEGE.
Dr. W. H. Magee, recently principal of the Parrsboro,
N. S., schools has been appointed principal of the
Annapolis Royal Academy.
The Golden Jubilee of the founding of St. Xavier Col-
lege, Antigonish, N. S., will be celebrated on Wednesday
and Thursday, the 6th and 7th of September.
The united institutes of the teachers of St. John and
Charlotte counties will be held in St. John on the ]2th and
13th of October. A programme will be given in the
next month's Review.
Miss Isabella J. Caie has been appointed principal of the
Milford, St. John County school. Miss Caie has had a large
experience in teaching, having had charge of schools in
Kent, Charlotte and St. John counties.
Mr. Chas. L. Gesner, who has had charge of the school at
Belleisle, Annapolis County, has been appointed principal
of the Canning, N. S., school. He has been succeeded at
Belleisle by Miss Hattie M. Clarke, recently of Bridgetown,
N. S.
Mr. G. W. Dill, recently principal of the Lockeport, N. S.,
schools, has been appointed to a position in the St. John
High School.
Mr. Percy A. Fitzpatrick, A. B., of Westmorland County
has been appointed principal of the Surrey Albert County
Superior School.
The Mount Allison institutions at Sackville open in
September. The excellent opportunities afforded by the
Ladies' Academy are given in another page.
The annual meeting of the Kent County Teachers' In-
stitute will take place at Rexton, September 14th and 15th.
An excellent programme has been arranged.
1 he Cape Breton Normal Institute will meet during the
last week of September. Sever;. 1 days will be spent in
teaching illustrative lessons by classes, and in practical
addresses and discussions, as at Port Hawkesbury last
September. The meeting will be held at North Sydney.
Geo. Shephardson, recently principal of the River
llebert, N. S., schools, has resigned to take charge of the
Majtland, Hants County, schools.
Miss Bessie M. Fraser, of Grand Falls, N. B., has been
appointed teacher of grade .-even in the grammar school,
Chatham.
The series of Royal readers used in the public schools
of Nova Scotia since 1877 has been superseded by new-
books published in part by the Nelsons of Edinburg, and
partly by G. N. Morang & Company, Toronto. They are
now ready for use in the schools. The selection and edit-
ing of the material which forms the series was begun two
years ago by the following committee: Supt. of Education
Dr. A. H. MacKay (chairman), Supervisor A. McKay,
Principal of Normal School D. Soloan, Inspector A. G.
.McDonald, Principals Lay, Kemptcn and Butler, Professor
Walter C. Murray, Rev. E. F. McCarthy. A series of
readers in French is now being prepared, to be mcd:lled
after the English texts. These will not be ready until
some time next year.
P. R. McLean has resigned his position of principal of
the Richibucto grammar school, and has been appointed
principal of the Sussex grammar school. George D. Steele,
of Sackville, will succeed Mr. McLean in R'chibucto.
Mr. Steele is a graduate of Mount Allison University.
The summer vacation school of manual training conduct-
ed by Supervisor T. B. Kidner at Fredericton had an
attendance of thirty-four students, and the results give
promise of an increased interest in that important branch
of education.
The leader in the University of New Brunswick matri-
culation examinations this year was W. C. Abercrombie,
a pupil of the New Westminster, B. C, high school, of
which Mr. H. A. Stramberg, B. A., formerly of New
Brunswick, is the efficient principal. Frank A. McDonald,
of the St. John high school, led all the other students of
New Brunswick, and is the winner of the St. John cor-
poration gold medal awarded to the student making the
highest average. One hundred and two candidates took
the examination. Of these, ten passed in the first division,
thirty-six in the second, twenty-three in the third, and
twenty-three in the third conditionally, while ten failed.
Those who passed in the first divi: ion were : W. C. Aber-
crombie, New Westminster, B. C. ; Frank A. McDonald,
St. John grammar school; J. J. Hayes Doone, Fredericton
grammar school ; Jean B. Barr, St. John grammar school ;
Beatrice Welling, Andover grammar school; Raymond L.
Duark, New Westminster, B. C. ; Frank E. Dickie, Monc-
ton grammar school ; Annie M. Henderson, St. John gram-
mar school ; Frank L. Orchard, Fredericton grammar
school ; Maud K. Smith, Woodstock grammar school.
Miss Carrie E. Small, M. A., has been appointed vice-
principal of Acadia Seminary. She comes to her position
with warm testimonials of her Christian character, ad-
vanced attainments and high culture. Her course through
Weilesley College and Brown University was marked by
the achievement of high honors, which have been supple-
mented by extensive travel, and a short, but distinguished,
career in teaching.
Professor Samuel W. Perrott has been appointed pro-
fessor of civil engineering and dean of the engineering
school in the University of New Brunswick, recently held
by Professor Brydone-Jack. He is a graduate of distinc-
tion in arts and engineering of Trinity College, Dublin.
and has had six years' experience in teaching and practical
engineering work. Professor Perrott comes with many
strong recommendations of efficiency, and the appointment
is regarded as an excellent one.
THE EDUCATIONAL REVIEW.
79
Sir William MacDonald, Canada's educational benefact-
or, has given the sum of $20,000 to provide means for en-
larging Prince of Wales College, Charlottetown, P. E. I.,
and for teaching pedagogy, manual training, nature study,
etc.
In the Nova Scotia provincial examinations, Miss Elsie
Porter and Miss Jessie McDougall of the Colchester County
Academy made a record for the province in the "B" Class,
the former with a mark of 1077, the latter with 1047. The
one thousand mark, says the Truro Sun, has been passed
but once before, and that in the case of Mr. Gilbert Stairs
of Halifax who made ion five years ago. Miss Porter has
thus the credit of leading the province.
Dr. John Brittain, who has had such a marked and suc-
cessful career as teacher of science in New Brunswick, will
again take up his work in the University of New Bruns-
wick as teacher of chemistry. The excellence of his
teaching and laboratory instruction there last year won the
most favorable opinions from faculty and students, and the
university showed its appreciation of his success by bestow-
ing on him the degree of doctor of science.
Several changes have taken place in the staff of the St.
John high school this year. Miss Katharine R. Bartlett,
who has been an exceptionally successful and earnest
teacher in the higher educational work for many years,
has retired to take a course in nature study at the Guelph
Institute, Ontario. Miss Mary E. Knowlton, whose genius
in interpreting the masters of English literature has given
her more than a local reputation, has resigned after an
unusually successful career as teacher of literature in .he
St. John high school. Miss Knowlton has been appointed
a lecturer in the Brooklyn Institute of Arts and Sciences,
where she will deliver a six months' course of lectures
during the coming winter.
Miss Bessie H. Wilson, teacher of grade eight in the St.
John high school, has been appointed to fill the place of
Wm. Brodie, A. M., resigned, as teacher of mathematics
and Latin in grade eleven. Miss Wilson is to be con-
gratulated on an appointment won by her own merit and
skill in teaching.
The Kings County, N. B., Teachers' Institute will be
held at Kingston, in the assembly hall of the consolidated
school, on Thursday and Friday, September ~th and 8th.
A large attendance is expected.
It is expected that the new consolidated school at River-
side, Albert County, X. B, will be opened September nth.
Mr. Geo. J. Trueman will be the principal, with a staff of
eight associate teachers.
Miss Yerxa, a former St. John teacher, now in South
Africa, spent her holidays in making a vacation trip to the
celebrated Victoria Falls, on the upper waters of the Nile,
regarded as the greatest cataract in the world.
Mr. John DeLong, A. B., has been appointed principal
of the Milltown, X. B., schools.
Miss Susie E. Archibald, Truro, has been appointed
teacher of domestic science in the Yarmouth schools, in
place of Miss Starritt, who resigned to take a post-graduate
course.
Mr. Jas. O. Steeves, of Albert County, has been appoint-
ed principal of the Centreville, Carleton County, superior
school, with Miss Orchard rs the primary teacher.
RECENT BOOKS.
[In a review last month of the "Artistic Crafts Series of
Technical Handbooks" the name of the publisher, Mr. John
Hogg, 13 Paternoster Row, London, E. C, was inadvertent-
ly omitted.]
Practical Mathematics. By Daniel A. Murray, Ph. D ,
Professor of Mathematics in Dalhousie College, Halifax,
X. S. Cloth. Pages 113. T. C. Allen & Co., Halifax,
This is a compact neatly printed volume designed to
bring practical problems early within the reacli of young
pupils. The work includes the solution of triangles,
measurement of areas, heights and distances, the use of
logarithms, plotting of graphs, and finding the slopes of
curves ; with a dozen pages devoted to four-place tables of
logarithms. The book brings within the range of high
school and college students and those who leave school
before completing their course a great variety of practical
problems which will widen their interests and increase their
mathematical ability.
High School Physical Science. Part 1. Revised Edi-
tion. By F. W. Merchant, M. A., D. Paed., Principal
London, Ont., Normal School and C. Fessenden, M. A.,
Principal Collegiate Institute, Peterboro, Ont. Cloth.
Pages 339. The Copp, Clark Company, Toronto.
The revision of this elementary treatise on physical
science has added to its practical value by introducing
several new features, among which are manual training
exercises on the construction of apparatus required in the
text. The book is very fully illustrated, the' directions for
laboratory practice definite, the experiments simple and
such as can be performed by the pupils themselves with in-
expensive apparatus. The authors have succeeded in
giving an excellent practical treatise in which the funda-
mental principles of physical science are very elearly
explained.
Brothers of Peril: A Story of Old Newfoundland. By
Theodore Roberts, author of " Hemming the Adven-
turer." Cloth. Pages 327. Price $1.50. Copp, Clark
Company, Toronto.
The "brothers in peril" are an English hero and a
young Boethic Indian of Newfoundland, whose race is now
extinct. The scene is laid in the early days of that colo.ty
when it was merely a fishing station. The English hero
with his Indian protege have many exciting adventures —
fights with savages and pirates; hairbreadth escapes; and
there are love passages intermingled. The descriptions are
vivid, the action of the story strong and life-like, and che
interest well sustained throughout.
Introductory Physiology and Hygiene. By A. P. Knight,
M. A., M. D., Professor of Physiology in Queen's
University. Kingston, Ont. Cloth. Pages xiv- [OK.
Copp. Clark Company, Toronto.
This is a series of simple lessons in physiology, the su!>-
ject being considered as a par: of nature study, and develop-
ed accordingly by demonstration and experiment. Th-
lessons were prepared and taught to the rlr-si four font's
of the Kingston public schools, and are published as taught.
They constitute an easy graded method of presenting the
elements of physiology to a class of children, and the
means of preserving the health of the body. The ill
effects of stimulants and narcotics are taught in a com-
80
THE EDUCATIONAL REVIEW.
moil sense way, without lurid diagrams or repulsive
language.
The Nature Study Course. By John Dearness, M. A.,
Vice-principal, London, Ont., Normal School. Cloth.
Pages 206. Price 60 cents. The Copp, Clark Co.,
Toronto.
This book is admirable for its suggestiveness and the
maimer of leading up to the many varieties of topics con-
nected with nature study. The teacher who will give it
a careful study and adapt its methods to his own needs
cannot fail to be successful and produce a large measure
of interest in the school. The plans of nature work in
the schools of Nova Scotia, Ontario and Manitoba are
quite fully drawn upon for material and illustrations, and
the strong features of each course are fully emphasized.
The author has appreciated the many difficulties in the
path of the nature study teacher, and has given practical
aid towards surmounting them.
'Mid the Thick Arrows. By Max Pemberton. Cloth.
Pages 395. Price $1.50. Copp, Clark Co., Toronto.
A story in which there is plenty of action, no lack of
intrigue, and a plot that is very skilfully woven.
Geo. N. Morang & Company, Toronto, are the Canadian
agents of a series of beautiful little pocket editions of
English and American classics published by the Macmillan
Company, New York. These are octavo volumes, prettily
bound in red cloth, with the titles in white on the back
and on the front cover. They are sold at the low rate of
twenty-five cents each. We have received three volumes
— Andersen's Fairy Tales, Longfellow's Hiawatha, and
Hawthorne's House of the Seven Gables. The two latter
are adorned with neat vignette portraits of the authors,
and all are edited for use in elementary and secondary
schools, with introductions and notes.
From the same publishers, Morang & Co., Toronto, <"
copy of Chancellor's Graded City Speller has been received,
price 12 cents. It is adapted for seventh grade students,
and is a useful little work, combining derivation, word-
building and quotations of literary value and interest in
a very admirable way.
Nature Lessons for Primary Grades. By Miss Lida B.
McMurry. Cloth. Pages 191. Price 60 cents. New
York: the Macmillan Company; London, Macmillan
Company; Toronto, Geo. N. Morang & Company.
This book leads easily and naturally into the study of
animal and plant life from objects, most of which are
easily accessible to the children of every locality in Canada
and the United States. About three-fourths of the book
is taken up with subjects of the animal kingdom, many of
which are household pets. The author's treatment of
these will not only prove of great interest to young child-
ren, but lead them to be definite in observation, and kind
and considerate to animals. The plentiful sprinkling of
explanatory parenthetical notes throughout the text is
suggestive, if nut too liberal in the way of "helps."
From the same publishers (the Macmillans and Morang)
there- have been received A Special Method in Language,
(cloth, page- [92, price 70 cents), covering the first eight
grades of school work, designed to link closely with
language all other exercises of the school to form a broad
and simple treatment of the- subject; and A Special
Method in Arithmetic (cloth, pages 225, price 75 cents'),
tile- plan of which is to outline to elementary teacher? the
purpose of teaching arithmetic, and to show its relation to
other subjects in the course. The author of both works is
Chas. A. McMurry, Ph. D.
Object Lessons in Elementary Science. Stage VI. By
Vincent T. Murche. Cloth. Pages 325. Price 2s.
Macmillan & Co., London.
This book is divided into four parts, the first treating,
in a simple illustrative way, of the mechanical powers ; the
second of the ordinary chemical processes ; the third of
the structure and functions of the chief organs of the
human body ; and the fourth of the geographical distribu-
tion of certain plants and animals, their use to man, and
the trade and commerce arising from them. The arrange-
ment in this stage, as in the previous ones, is clear and
methodical, no step being left unexplained.
Practical Experimental Science. By W. Mayhowe
Heller, B. Sc. (Lond.), and Edwin G. Ingold. Cloth.
Pages 220. Price 2s. 6d. Blackie & Son, London.
In this book we have the principles of scientific teaching
very carefully illustrated; and the author places special
stress on the importance of laying a foundation of real
knowledge on which future progress may be securely built.
To this end he weighs carefully the results of observation
and experiment, the sifting of information from many
sources, and the gathering of experience by skilfully
directed methods. The measurement of length, area,
volume, mass; of the weight and pressure of air; of tem-
perature, expansion and kindred topics, are very fully
treated, with abundant illustrations.
In "Blackie's English School Texts." edited by W. A.
D. Rouse, Litt. D., there have been issued Charles Lamb's
" Adventures of Ulysses " and " Sinbad the Sailor." Each
is accompanied with a brief introduction, the pages are
clear and in large type, which is a pleasure to the eye.
Price 8d. each. Published by Blackie & Son, London.
In " Blackie's Little French Classic Series," Blackie &
Son, London, there are two neat little pocket volumes,
containing an introduction, notes and vocabulary, price 6d.
each, Alexander Dumas's " Jacomo ou le Brigand," one
of the rare short stories of that gifted author ; and Mateo
Falcone, which Walter Pater pronounces " the cruelest
story ever written," by Prosper Merimee.
In " Blackie's Latin Texts " there is begun a new series
designed for students in the first two or three years study
of Latin. Each volume, the first being Eutropius, price
8d., has a short introduction dealing with the author's life
and works. A useful feature in the text is the marking
of all vowels long by nature.
Other texts from Blackie & Son are Longfellow's " Hia-
watha," with copious notes and vocabulary, price is. ;
" Story Book Readers," fourth series, price 4d., containing
Miss Cuthell's interesting story of a seaman's little boy
and his adventures ; " School Recitations," for senior pupils,
price id., with standard poems by the best authors.
Primary Readers. By Katharine E. Sloan. No. 1. pages
151, price 25 cents; No. 2, pages 174, price 30 cents.
The Macmillan Company, New York ; Geo. N. Morang
& Co., Toronto.
The aim of these primary readers is to teach children
to read with the least labor and in the shortest time. The
phonic method is the means used to secure this end. but
the lessons are so arranged that the word or sentence
THE EDUCATIONAL REVIEW.
81
AUTHORIZED BY BOARD OF EDUCATION FOR
USE IN THE SCHOOLS OF NEW BRUNSWICK-
A HISTORY OF NEW BRUNSWICK.
By G. U. HAY, D.Sc.
Price 30 Cents.
BEAUTIFULLY ILLUSTRATED.
....INCLUDING....
PAGE OF BRITISH FLAGS AND A MAP OF THE MARITIME PROVINCES.
BOTH IN COLOR.
TEACHERS SHOULD INSTRUCT THEIR BOOKSELLERS TO ORDER
SUPPLIES IN TIME FOR INTRODUCTION AT SCHOOL OPENING.
W. J. GAGE & CO., Limited. -
TORONTO, ONTARIO.
Publishers.
method may take its place, or be used simultaneously with
it. The subject ma'.Ur is well selected, the colored plates
and other engravings are for the most part natural an 1
attractive.
Studies in Modern- German Literature. By Otto Heller.
Professor of the German Language and Literature in
Washington University. Cloth. ,toi ages. Mailing
price, $i..?5. Ginn & Company, Boston.
The author has confined bis Studies to Sudermann,
Hauptmann, and to the German women writers of the
century. It is a timely contribution to present day litera-
ture. The author limit- bis choice of subjects with the
avowed object of directing attention to certain aspects it
modern German thought, rather than to make the volume
a "guide-book to German literature." His chapter on
women-writers is especially interesting to English readers.
Although Germany has produced no woman writer com-
parable to England's George Eliot, or George Sand, of
France, the author concludes a highly appreciative dis-
cussion of four women writers — Isolde Kurz. Clara Viebig,
Helene Bohlau, and Ricarda Huch — with the frr.nk admis-
sion that one cannot name the foremost living writer- of
Germany without including several women.
In the " Belles-Lettres Series," published by 1 >. C. Heath
& Company. Boston, reference to which has been made in
other numbers of the Review, we have three volumes
lately issued. One of these is Selected Poems, by Algernon
Charles Swinburne, edited with introduction and "oh
William Morton Payne. LL, I). The selections have been
made with excellent judgment, and embrace perhap- the
best productions of the one great poet left to the English
race, whose contemporaries have passed away. The two
greatest of Swinburne's odes, ''Athens" and "The
Armada," are to be found in the " Selections." Two
volumes belong to the English drama — Bussy D'Ambois
and The Revenge of Bussy D'Ambois, by George Chap-
man, edited by Frederick S. Boas ; and Society and Caste,
by T. W. Robertson, edited by T. Edgar Pemberton. The
attention of book lovers and librarians is directed to this
great work published by Messrs. Heath & Co. The
general motto of the series, which will include, when com-
pleted, some two hundred volumes, is " Literature for
Literature's Sake." They should meet the approval and
appreciation of scholars. They arc to embrace the best
products from the dawn of English literature down to the
present time.
Agriculture Through the Laboratory and School
Garden. By C. R. Jackson and Mrs. L. S. Daugherty,
State Normal School, Kirksville, Mo. Illustrated.
402 pages. Cloth. Price $1.50 net. Orange Judd
Company, New York.
This book is designed to prepare teachers to give prac-
tical and definite agricultural instruction in public schools.
The plan of presentation is original, and any energetic
teacher, by working out the theories and experiments, may
do creditable classwork. It will aid the teacher in the
nature work of schools. Although primarily intended for
tt-e in schools, it is equally valuable to any one desiring
to obt,i:!i, in an easy and pleasing manner, a general
knowledge of elementary agriculture. It contains a large
number of engravings, and is printed in large, clear type
on handsome heavy paper, and is hound in cloth.
82
THE EDUCATIONAL REVIEW.
MAPS, GLOBES
AND SCHOOL
VSUPPLIESV
We now have the ENTIRELY NEW EDITION of the
MAP OF THE BRITISH EMPIRE.
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL SslSJ*-"
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
Our New Catalogue may be had for the
AnKing
Magnetism and Electricity for Students. By H. E.
Hadley, B. Sc. (Lond.) Cloth. Pages 575. Price 6s.
Macmillan & Co., London.
This is intended to meet the requirements of students
who have worked through the author's elementary book
on the same subject. With that as a preliminary, the
present advanced treatise furnishes a complete text-book
in magnetism and electricity.
The Principles of Argumentation. Revised and Enlarg-
ed. By George P. Baker, Assistant Professor of Eng-
lish, Harvard University, and H. B. Huntington,
Assistant Professor of English, Brown University.
Cloth. 677 pages. Mailing price, $1.40. Ginn & Co.,
Boston.
The favor with which the Principles of Argumentation
has been received during the nine years that have elapsed
since its publication has made a more comprehensive treat-
ment desirable. The authors have made numerous addi-
tions and improvements, especially in the chapters on de-
bate, refutation, analysis and persuasion. The treatment
of the latter subject is fresh to text-books, and is so pre-
sented as to have a bearing for courses not only in written
argument, but also in oratory and debate. Exercises are
given at the end of each chapter, and much illustrative
material has been added throughout the book to secure a
full and simple course on argumentation.
In the " English Literature for Secondary Schools "
series, Macmillan and Company, London, have published
three additional volumes in linen binding, on good paper,
with clear type. These will be found very excellent for
classroom use, each volume being provided with introduc-
tion and a few suggestive notes. The extracts from the
different authors have been made with care and judgment.
The volumes are: Longfellow's Shorter Poems, edited by
H. B. Cotterill, M. A., price ts.; Essays from Addison, by
J. W. Fowler, M. A., price is. ; The Tale of Troy, re-told
in English by Aubrey Stewart, M. A., price is. 6d.
RECENT MAGAZINES.
The August Atlantic Monthly (Boston) is a fiction num-
ber of great interest, and the essays are upon timely topics
and have all the readableness of stories. Although .he
number is largely devoted to fiction, it contains an excep-
tionally important and timely paper upon The Literature
of Exposure, by George W. Alger, whose terse discis-
sions of important contemporary issues have found so much
favor with Atlantic readers.
The Atlantic for September has three very readable
articles on Education, which with the discussion of other
timely topics, several good stories, poems and literary
essays make up a number excellent in its variety, ability
and brightness.
The colored illustrations in the Canadian Magazine
(Toronto) for August are especially good, as are the re-
productions of Turner's pictures.. The fiction is excep-
tionally good, and every story is by a native writer. The
whole number is full of interesting features.
The Canadian Magazine for September opens with an
article from the pen of Mr. Justice Longley entitled Moral
Heroism. There are several stories in the number, written
by Canadians one of the best of which is The Other Miss
Robbins, by Isabel E. Mackay.
The most notable review article on Sweden and Norway
is Scandinavia in the Scales of the Future found in the
Living Age (Boston) for August 5th. British Foreign
Policy, and Birds and Beauties of an Old Orchard are
articles which will interest the reader in the number for
August 12th, and in the number for August 19th we have
the inspiration of a good example in the sketch entitled
My First Success.
The Chautauquan for August is principally taken with
studies of questions in the Far East, and there are articles
of great interest to the student and general reader on
Korea, the Russo-Japanese War, and Highways and By-
ways, which take in the current events of the world.
The Chautauquan for September has a series of articles
on the Russo-Japanese situation, in addition to discussions of
other Oriental questions and contributions of current interest
The earliest creations of autumn are attractively set
forth in the September Delineator, along with fashion
comment and prophecies, and there is much in the number
of interest from other than the standpoint of fashion.
Mrs. Mary Hinman Abel contributes an article on the pure
food question. The hymn, Nearer, My God, to Thee, is
the subject of a paper by Allan Sutherland, and there is
an enjoyable travel sketch, describing and picturing the
beautiful lake district in England. In the way of fiction
the number contains some readable stories, and there are
also entertaining pastimes for children, including an animal
fairy tale by L. Frank Baum.
THIRTY-TWO PAGES.
The Educational Keview.
Devoted to Advanced. Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., OCTOBER, 1905.
$1.00 per Year.
O. U. HAY,
Editor for New Brunswick.
McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leintter Street, St. John, N. B.
Pbtntsd bt Barkis & Co.. St. Jobn. N. B..
Always Read this Notice.
THE EDUCATIONAL REVIEW it published about the ist "J
•very month. If not received within a week after that date,
write to the office.
THE REVIEW it tent regularly to tubtcribert until notifica-
tion it received to discontinue and all arrearage! are paid.
When you change your addrett, notify ut at once, giving the
tld at well at the new addrett. Thit will tave time and cor-
respondence.
The number on your addrett tellt to what whole number of the
REVIEW the subscription is paid.
Addrett all correspondence and business communications to
EDUCATIONAL REVIEW,
Bt. John, N. B.
CONTENTS:
Editorial Notes,
Nature-Study in Canada
Summer Holiday Activities,
Visiting Schools.
A Teachers' Reward
An All-Round Training
A Warning Note from the West
October Talks
October In Canadian History,
The Old School,
A Poem You Ought to Know, —
Nelson and the Centenary of Trafalgar,
Our Native Trees — IV
A School Outing,
A Home-made Recitation Book, —
The Poetry of Earth is Never Dead, . .
Notes on "The Deserted Village,"
Schoolroom Decorations
Mental Mathematics, ..
Lines in Season,
Rhymes and Recitations for Little People
N. B. Teachers' Association Statistics,
Teaching Children to Talk Naturally,
Letter Writing
The Strand from Above,
Teachers in Session
Current Events
School and College.
Recent Books
Recent Magazines
New Advertisements — Official Notice: N. B. Education
Office, 114 ; St. John and Charlotte Co. Institutes, 115.
108-
iii-
89-90
90
91
92
93
93
91
94
95
95
95
96-100
100
100
101
101
102- KM
104
105
106
108
107
107
107
108
109-110
110-111
112-113
113-114
111
In the very full article contributed in this num-
ber on the Nelson centenary, by Miss Robinson, our
readers will find material for a review of the stir-
ring events of one hundred years ago.
Much is said about the importance of punctuality
in pupils attending schools. Teachers should set a
good public example in being prompt to the
minute while attending the session of an institute.
Subscribers of the Review should examine the
numbers on their addresses. Number 220 means
that the subscription is paid to October 1, 1905.
If the figures are less, it shows that they are in
arrears ; if greater, that they are paid in advance ;
number 232 means that they are paid to October 1,
1906.
Next month, or the following, the Review will
begin the publication of a series of pictures, repro-
ductions of the world's best artists. The design is
to furnish material for decoration of schoolrooms,
aids to composition and the study of history, geo-
graphy and other subjects. The pictures will be
accompanied by instructions showing how to use
them to the best advantage.
L\ Mr. Butler's notes on the " Deserted Vil-
lage " in this number, our readers will find his treat-
ment of the subject applicable to any selection of
literature they are preparing for classes ; and so will
the teachers of primary and intermediate work, who,
if not qualifying themselves for high school posi-
tions, are fitting themselves to become better teach-
ers by the careful study of the best English litera-
ture.
The attention of teachers is directed to the an-
nouncement of the courses of manual training at
Fredericton. The demand for teachers of manual
training and household science is growing steadily.
Under the regulations for consolidated schools in
New Brunswick, these two branches must be
taught if the special government grant is to be earn-
ed by the district. Manual training is also increas-
ing in popularity in the towns of the province, and
1 vvo, if not more, teachers have been borrowed from
neighboring provinces to fill the demand for quali-
fied instructors. The New Brunswick director,
Mr. Kidner, says that the short course which began
in September is full, but applications for the Janu-
ary to June course are invited.
90
THE EDUCATIONAL REVIEW.
A fine coloured picture of the death of Nelson
can be obtained from the Messrs. Steinberger,
Hendry & Company, Toronto. Price $2.
In the teachers' pension scheme recommended
for Nova Scotia, it is proposed to form a fund from
the following sources : Teachers whose salaries do
not exceed $300 shall contribute one per cent ; those
who receive more than $300 and not more than $800,
two per cent ; and those who receive more than $800,
three per cent. In addition, there will be interest
fin the permanent fund, and the government of Nova
Scotia is expected to contribute $2,000 a year.
A national conference of trustees of American
colleges and universities will be held at the Univer-
sity of Illinois, Urbana, Illinois, begnning Tuesday,
October 17th, during the week in which Dr.
Edmund J. James will be formally inaugurated as
president of that university. Some important
questions will be discussed regarding college admin-
istration, which in the United States is managed
by boards of trustees composed of non-experts, that
is to say, by laymen interested in, but not engaged
in, professional educational work. While this
method of control is regarded as satisfactory by
some, by others it is held to be a serious weakness
to the system of higher education. In England the
old universities are self-governing bodies, controlled
largely by the faculties ; in France and Germany
they are departments of the government, and so
far as they are not directly under the control of
the government, they are autonomous, that is, ruled
by the faculties.
Nature Study in Canada.
In an article on Nature-study in the Schools of
Nova Scotia, published recently in the Ottawa
Naturalist and later in the Nature-Study Review,
of New York, Dr. A. H. MacKay gives an interest-
ing summary of the growth of the nature-study idea
in Eastern Canada, beginning with the presentation,
a quarter of a century ago, of an outline of a nature
course for the schools of Nova Scotia. At the
instance of Dr. Allison, superintendent of schools,
Dr. MacKay, then principal of the public schools
and the historic academy of Pictou, laid before the
N. S. Educational Association on the 14th July,
1880, the outline of a course which, after discussion
and revision, soon after became a part of the pre-
scribed course of the first eight grades of the Nova
Scotia schools.
Early in 1887 three teachers representing the pro-
vinces of Nova Scotia, New Brunswick and Prince
Edward Island met at Pictou on the invitation of
Principal MacKay, and the result was the founding
of a journal, whose primary object was to foster
the nature study idea. Quoting the words of Dr.
MacKay :
In 1887 The Educational Review, which has ever since
been continuously published at St. John, N. B., was started
with the object of developing the nature-study side of the
course, as well as serving incidentally as a teachers' organ
for the Atlantic Provinces of Canada. Illustrated lessons
on natural objects were prepared, the most continuous
being the series under the title " Ferndale School." The
whole environment of common-school life was more or
less covered, instruction for teachers on various subjects,
including even the evening sky, which was illustrated by
a series of star maps. The Ferndale series dealt with the
biological side mainly ; but other papers covered niinerailogy,
physical phenomena of common range, and so forth, before
any similar effort appears to have been made in any other
province of Canada.
Dr. MacKay then traces the growth of nature-
study in connection with the normal school of Nova
Scotia, and the appropriations of Sir William Mac-
donald at Guelph, Ontario, to provide suitable in-
struction for teachers of nature-study throughout
Canada. He also alludes incidentally to the work
carried on by the teachers and schools in his own
province, where such observations are made as the
first flowering, leafing and fruiting of plants ;
the migration of birds ; thunderstorms, frosts, high
and low water, etc. These have been taken so
regularly and proved of such utility that many
schools elsewhere, from Nova Scotia to British
Columbia, have adopted the same plan; with results
that promise to become increasingly useful.
The " Ferndale Series,'' referred to above, was
the contribution to the Review of Dr. MacKay, and
he has been asked to revise that suggestive series,
Bring it up to date and publish it in pamphlet form
with other related matter. Such a guide to nature
study would be invaluable to the teacher, and it is
hoped that Dr. MacKay may find time to elaborate
his early work.
The Boston Traveller thinks that the hen whose
egg product is valued at $280,000,000 yearly is
more desirable as a national bird than the lordly
eagle, which causes loss rather than gain to the
country. The suggestion is practical, if it is not
sentimental.
THE EDUCATIONAL REVIEW.
91
Summer Holiday Activities.
In his evening talk before the summer school ~>i
science at Yarmouth in July last, Principal Soloan,
of the Nova Scotia normal school, outlined an at-
tractive course by which boys and girls may make
the summer holidays a source of unending delight
and benefit to themselves. In his wild garden at
Lake Annis, Mr. Soloan occupies much of his leisure
vacation moments, when books and correspondence
and the calls of teachers' conventions will allow him,
in the study of nature which is lavish and in great
variety about him. It was in congenial mood, then,
that he spoke of the opportunities of healthy enjoy-
ment that lie open to children in vacation, and he
has yielded to the request of the Review to place
these views before a wider circle of teachers.
To enjoy a vacation and yet make it useful is Mr.
Soloan's plea, and teachers will readily enter into
sympathy with it on account of its possibilities to
themselves and to their pupils. All through the
school term there is too little time to read the stories
or books that lend interest to literature, history.
geography and other school studies; references are
constantly being made through the winter months
to objects of nature-study, such as are seen in field,
forest and garden, to birds, insects and plants, which
may be observed only in the mid-summer months.
How good it will be then to anticipate the joys of
coming vacation and have boys and girls jot down
in their note-books what may be read as a supple-
ment to present lessons, or what may be observed
in their rambles afield in summer. It is hoped that
Mr. Soloan's idea given below may meet with the
cordial sympathy and co-operation of our readers :
Is it not worth while to consider whether the sum-
mer-holiday activities of the schoolboy and school-
girl could be availed of to such a degree as to render
them a direct asset of the school business without
thereby impeaching the rights of youth to untram-
meled enjoyment of holiday blessings?
That a boy's holidays are a period of intellectual
sleep would be a most thoughtless conclusion. True
it is that during such periods certain activities call-
ed into daily requisition in the classroom cease to be
operative; but, on the other hand, with the advent
of summer freedom, various other mental processes
wake to unwonted activity. Like those of older
people, the schoolboy's pleasures are in the main
intellectual : his rambles, his games, his masquerad-
ing3, quite as much so as our own. Let us admit,
then, as we readily can, that formative influences
are potent in the mind and heart of the pupil whether
school keeps or not.
It remains, then, to inquire whether these influ-
ences can to any extent be regulated, modified, or,
indeed, supplied by the teacher after school has
closed. The faculty of observation, for example,
— this is ever lively in youth. And could not young
persons' holiday observations be given point,
rendered more exact and more permanently avail-
able if some general instruction, encouragement and
aim were supplied in advance by the teacher?
I shall not try to elaborate the theme very much.
Consider.however, the whole realm of school studies,
and the thoughtful teacher will hardly discover one
subject treated in the schoolroom that does not lend
itself to independent out-door treatment by the
pupil — independent, or, better, slightly . dependent
on pre-suggestion and advice of the teacher. It is
nature-study? Think how manifold and full are
the processes of nature during the six weeks fol-
lowing the closing of school. It is the fruition
period for what was but flower or bud in the fresh
spring days of May and June; the hail and farewell
period for many of our birds of passage ; the nest-
ing-time of others ; and the season when not only
flower and bird world, but the insect world, too, is
at its gayest. The very heyday of nature! And,
in the midst of the blaze of summer glory at which
the coldest hearts are lighted to warmth and joy,
our young folk are storing up an enthusiasm which
can be transformed into an active principle in the
nature work for weeks and months afterward.
The specific problem for the teacher is, first, how
he may direct and encourage the holiday efforts of
boys and girls to enjoy and to know nature's moods
and processes ; secondly, how this acquired know-
ledge and enjoyment can be enlarged and correlated
by subsequent recall and conversation after holi-
days are over. Let me suggest. What boy or girl
will deem it drudgery or an inroad into holiday free-
dom to be asked to acquaint himself thoroughly,
during the idle summer days, with the life and
habits of some species of bird or insect, or with some
group of plant-phenomena? Suppose a few young
people bring back to school the store of definite
information which the teacher has before holidays
shown to be easily and plcasurably obtained, — what
themes there for talks with these eager lads and
lasses whose reports on various heads lack none of
the charm of new discoveries! How keenly idle
ones will regret their aimless and fruitless days, and
will take a lesson for future application!
92
THE EDUCATIONAL REVIEW.
Nature-study aims at learning nature-processes
in their continuity and in their manifold relations.
This is largely where the school garden gets its value
as a medum of instruction and education. But a
school-garden is not indispensable. Only see to it
that the summer vacation is not a lacuna, something
dropped completely out of the school year, leaving
direct observation restricted to spring and autumn
phenomena, which will remain largely meaningless
apart from their summer context.
Leaving for the nonce the volume of nature for
that of the printer, perhaps we may even to some
purpose direct the reading of our pupils in history,
romance, or travel, by encouraging them to seek
points of contact between their holiday reading in
these subjects and the history and geography of the
school. Geography furnishes a delightful field of
study to young people given to the pastimes of fish-
ing, berrying and picnicking. An illimitable range
of concrete phenomena presents itself; and the
teacher need only to give the cue through suggest-
ing, for example, the making of a map of certain
localities showing such features as drainage, flora,
division into arable, pasture and woodland, lakes
or ponds (the latter features quite within the power
of older pupils to survey and plot in detail).
Not only our pupils, but ourselves, will be gainers
by this effort to interpret life's mysteries as signifi-
cant and interrelated, items which to the careless
glance may have seemed distinct and separate fall-
ing into place in that large and unified plan which
we designate by such vague terms as nature or
universe.
We often expect too much of the new pupil. We
forget that our suggestions which are clearly under-
stood by the old pupils are as Greek to the new ones.
We must go slowly at first, take nothing for
granted, encourage the timid ones and establish the
at-home feeling as soon as possible. We cannot
study the individual too thoroughly— his habits, his
capacity to work, his power of attention and con-
centration. We sometimes expect the in-coming
pupil to know as much as the out-going. We try
to remember what the last year pupil knew when
he entered this grade. That knowledge would be
of very little practical benefit to us. We have a
new soul to deal with. Before we can develop that
soul we must understand it. Then by presenting
the points clearly and simply, the flood-gates will
open and the overflow of gladness will more than
repay us for our efforts. — Sel.
Visiting Schools.
When a visitor goes into a schoolroom and finds
teacher and scholars, after a greeting which puts
him at his ease, eager to resume the work thus .n-
terrupted, he concludes that the teaching is a vital
thing in that school. If the visitor is a first consid-
eration and the lesson a secondary matter, it shows
that something is lacking. Every visitor appreci-
ates a courteous reception, and, if he has interest
enough in the school to remain for a time, is doubly
appreciative of a bit of good teaching on receptive
young people.
While visiting the Victoria, B. C, school recently,
the superintendent took me into the English lit-
erature room, where a class was studying Shake-
speare's " Merchant of Venice." The poise of body
and interested looks of each pupil showed that some-
thing was a-doing. Teacher and pupil paused to
give the visitor a cordial greeting. The superin-
tendent introduced him to the bright lady teacher
in eharge who was " from the Atlantic Provinces a
few years ago " — a not uncommon form of intro-
duction in the West. >
" Would you like to stay and see some of our
work?" said the teacher pleasantly.
" That is what would please me most of all."
Then some pupils were called upon to read short
passages; others read extracts from essays written
on the characters of the play. Comment was freely
made by the pupils on the passages read or on the
essays.
"Wouldyou liketosaysomethingtothe school?"
said the teacher as the visitor rose to depart.
That was an easy matter, as the visitor could say
something to the point without being commonplace.
Forthwith the superintendent ushered his visitor
into a grade preparing for the high school. This
also was presided over by a lady teacher " from the
Atlantic Provinces." Nothing could exceed the
beauty of the interior of this room. The walls were
decorated with pictures, flags and mottoes, not too
many, but just enough to make the effect most
pleasing to the eye, and this effect was heightened
by the banks of ferns and flowers (then, early May,
in profusion in British Columbia) on the table and
in the corners of the room. But there was nothing-
a-doing in that school. The visitor was called upon
to make the inevitable speech. He can only recall
now that he stumbled through some nothings about
pretty schoolrooms, — and felt relieved when he
found himself again in the open air.
A few days ago a half hour was spent in Fred-
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94
THE EDUCATIONAL REVIEW.
A Warning Note from the West.
We have the following letter from Inspector W.
S. Carter with permission to publish, which we
gladly do, asking for it a careful reading:
Edmonds, Washington, U. S.,
September 12, 1905.
W. S. Carter, Esq.
Dear Sir, — * * * * You are now, probably, just begin-
ning your visits among the Charlotte County schools. Tell
the teachers not to be misled by the wonderful talcs of
high salaries in the " Golden West. ' In the city schools
very good salaries are paid, but it costs much more to live
here than in New Brunswick. Besides, the teachers are
paid so much per month — the school year varies here, but
is never more than nine months. There is no supplement-
ary allowance from the state; and until a life certificate
has been obtained the examinations are a tax upon an in-
come, as one must go to the county seat for the ordinary
and to the state capital for the " life " certificate examina-
tions. Then, attendance at county institutes is compulsory.
Every teacher must attend the sessions of the institute or
have his certificate cancelled, unless excused by county
superintendent on account of illness. Even if not teaching,
one must attend, and fares are not reduced.
I think there are very few (if any) New Brunswick
teachers who would be willing to teach the school history
— even for many times the salary paid. In the primary
grades one avoids that, but it is quite difficult to have a
number of pupils who know not one word of English until
they come to school. Besides all this, the schools are
harder to manage, and the results obtained out of all pro-
portion to the amount of effort on the part of the teacher.
Our schools in the East are much more thorough and effi-
cient, our teachers a much finer class of people. I have
attended the institute in two of the leading counties in this
state, and met many teachers from two other counties, and
this is my candid opinion. Let the teachers impress upon
the minds of even the youngest pupils that there is no
country with such a glorious history as the one of which
we Canadians form a part — no flag that means so much as
ours. Prosperity, safety and the truest liberty are found
in its shadow, as nowhere else on earth.
Every country must have some drawback, and so Canada
has quite severe winters, but they are not by any means
an unmixed evil. When I see what Canadians are doing
to-day to build up a rival nation at the expense of their
own, I feel like starting out to preach a crusade — begin-
ning at the schools.
Let every school have a small flag, which one of the
children can. hold up in view of all the others, and let them
all salute the flag as part of the opening exercises. This
may seem a small thing, hut it will tell in after life.
Pardon me for intruding upon your time, but this subject
is very near my heart, and I know you are the best one
to biting the matter lx;fore the teachers of Charlotte County.
Sincerely yours,
Eda Russell.
" Your paper was invaluable to me during tin-
last year's work. I wish you every success. — N. C.
October Talks.
The clear evenings of October give a good chance
to study the skies, which are now full of interesting
things. The bright star that rises in the east before
nine o'clock is Jupiter. Notice that it rises earlier
each evening. Explain this. The sun rises later
each morning and sets earlier each evening. Ex-
plain. The reddish star in the west that sets about
nine o'clock in the evening about the first of the
month is Mars. Above it to the left is another red
star, which is called Antares, which means the Rival
of Mars. It is a fixed star in the constellation of
the Scorpion. At 'present it is brighter than Mars;
sometimes the latter is the brighter. Can you find
out why ? Venus is now morning star and very
bright. The large \ellowish star that comes to the
meridian about nine o'clock in the evening, follow-
ing the sun's course, is the planet Saturn. It is now
a very interesting object to look at through the
telescope, as its rings are visible.
Have a short interesting talk on the year as a
whole, including the months and seasons, telling
some characteristics of each. What is the meaning
of October? Is it the eighth month? How many
months come before and how many after it in the
year? What are the farmers doing this month?
What crops are all in the barn or cellar? What
fruits are now ripe ? Name all the fruits that grow
in this country? What changes are noticed in the
weather? What colors are seen in the leaves of
trees ? in flowers ? Do you notice any buds on the
branches and twigs of trees? Do these stay on all
winter? What will they become next spring?
Notice that the brooks are fuller than in September.
Why? What birds are with us this month? What
ones have gone? Where? When will they return?
There are few insects on the wing; what has be-
come of them? (They are burrowing in the ground
in old stumps, on trees and elsewhere. Look for
cocoons, for " willow cones," swellings on the
golden-rod, etc).
When is Hallowe'en ? What children's games
may be practised that evening?
Thanksgiving Dav this year is October 26th.
Explain the significance of the day, and why we
should be thankful. Speak of the great extent of
Canada, the wonderful wheat harvest in the North-
west, exceeding 100.000,000 bushels, the greatest
in our history. Is this all needed for home con-
sumption? Where is the surplus sent? Should
Thanksgiving Day be entirely given up to feasting?
Teach thankfulness. Call attention to the manv
THE EDUCATIONAL REVIEW.
95
reasons why we should be thankful, and to the
benefit to ourselves when we appreciate the many
good things we receive from the Creator. Clay
modelling of fruits, such as apples, plums, small
pumpkins and squashes, etc., is a good exercise and
appropriate to the season. Select from books and
past numbers of the Review poems and stories on
Thanksgiving.
In thirty-one Bavarian towns there are govern-
ment agricultural institutions where from Novem-
ber to March, when they are not in the fields, the
farmers for a nominal fee attend the schools of
soil cultivation and fertilization, crop succession,
stock raising, rudimentary bookkeepng, etc. Then
in the spring the teachers go through the country
advising the farmers on conducting and improving
their farms, forming co-operative clubs and lectur-
ing on scientific and practical subjects. This is
entirely free, the state assuming all expenses, and
the results are said to be excellent. — Consular Re-
ports.
Exercise in Spelling. — Notable, vengeance,
guttural, sergeant, paralysis, comedian, peaceable,
irrelevant, dynamite, installation, conceding, atro-
cious, benefitted, aspirant, remnant, leprosy, collapse.
besieged, courtesy, malfeasance, battalion, holiday,
gaseous, codicil, substantial, chattel, alleged, big-
amy, weapon, scythe, imperative, collision, tene-
ment, magician, censorship, precede, lieutenant, con-
tagious, vigil, warrant, villain, controversy, inces-
sant, illegal, pigeon, prejudicial, malady, parcel,
civilian, innocent.
October in Canadian History.
It was on the 12th October, 1492, that Columbus
discovered America.
October 5, 1813. Proctor defeated at Moravian-
town by U. S. forces.
October 5, 1869. The great Saxby gale.
October, 1871. Fenian raid in Manitoba.
October io, 1864. Confederation conference at
Quebec.
October 13, 181 2. Battle of Queenston Heights.
October 13, 1820. Sir William Dawson, the
eminent Canadian scientist, born at Pictou.
October 21, 1871. Boundary line settled be-
tween British Columbia and United States, and the
island of San Juan awarded to latter country.
October 26, 1813. DeSalaberry defeated the U.
' S. forces under Gen. Hampton.
October 30, 1899. Departure of first Canadian
contingent from Quebec.
The Old School.
When the last long line has passed from sight,
And the footsteps echo away,
I often sit at my desk and muse
Alone at the close of the day ;
And I think of the children of other years,
Who, under my loving rule,
Have morn and night passed in and out
The halls of the dear old school.
And oft, in the short December days,
As I sit in the quiet room,
When all of the children are gone away,
Young faces people the gloom ;
Right there is the seat where Roy once sat.
Who went in the fragrant June ;
I laid a rose on his heart and wept
That Roy should be called so soon.
And there in the self-same row sat Clare
Of the brown and serious eyes;
They tell me an honored name has Clare,
In her home 'neath southern skies;
And here sat Guy, of the radiant face,
Oh, the tears will fall, I own.
When I think of Guy, our soldier boy,
Who died in the far Luzon.
Ah, sweet and sad the memories
That cling to the dear old room,
And oft my pen forgets to move
As I sit in the early gloom;
And I bless the children, one and all,
Who, under my loving rule,
Have morn and night passed in and out
The doors of the dear old school.
— Carrie Shaw Rice.
A Poem You Ought to Know.
Of all the meal* you can buy for money,
Give me a meal of bread and honey !
A table of grass in the open air,
A green bank for an easy chair ;
The table cloth inwrought with Mowers,
And a grasshopper clock to tick the hours.
Between the courses birds to sing
To many a hidden shining string.
And neither man nor maid be seen
But a great company of green,
Upon a hundred thousand stalks,
Talk to us its great green talks.
And when the merry meal is done.
To loiter westward with the sun.
1 )ipping fingers ere we go
In the stream that runs below.
Of all the meals you can buy for money.
Give me a meal of bread and honey.
— Ricliani Le Gallienne
96
THE EDUCATIONAL REVIEW.
Nelson and the Centenary of Trafalgar.
By Eleanor Robinson.
" Thine island loves thee well, thou famous man,
The greatest sailor since the world began."
These words of the Poet Laureate are no poetical
exaggeration. It is the simple truth to say that
Nelson stands first in his profession. Who is the
greatest soldier, statesman — poet — that ever lived?
We might get many different answers to these
questions. But the question, " Who is the greatest
of sailors ? " one name comes from the lips of all.
And this great man came in time to meet one of
the greatest needs of his country, and to save her
from one of the most terrihle dangers by which she
was ever threatened. October 21st, 1805, the day
whose centenary we celebrate this month, was the
day of a great deliverance. It was the object of
■the Emperor Napoleon to invade England ; his armv
of 150,000 men was ready, but the success of the
invasion depended on the French fleet getting con-
trol of the Strait of Dover. Through nearly all
the summer of 1805 the people of Great Britain
were in " bitter suspense and widespread panic."
Then in November came the news that the naval
power of France had been broken at Trafalgar.
With Ihe sense of relief, and pride at the glory of
the victory, came the grief at the loss the country
had sustained. " England has had many heroes,"
says Southey, " but never one who so entirely
possessed the love of his fellow-countrymen as
Nelson.
Horatio Nelson, son of Edmund Nelson, rector
of Burnham Thorpe in Norfolk, was born at Burn-
ham Thorpe on the 29th of September, 1758, and
was the sixth in a family of eleven children. Sev-
eral anecdotes are told of his courage and independ-
ence, and one that shows his sense of honour and
perseverance. As he and a brother were on their
way to school one stormy day, they found it so hard
to get on that they returned home and told their
father that it was impossible for them to reach the
school. Their father replied, " If that be so,
I have, of course, nothing to say ; but I wish you to
try again, and I leave it to your honour not to turn
back, unless it is necessary." On the second trial,
the elder brother wanted to give up again, but
Horatio held out, repeating, " Remember, it was
left to our honour," and the journey was accom-
plished.
The story is that when onlv twelve years old, and
a very delicate boy. he asked his uncle. Captain
Maurice Suckling, to take him to sea, in order to re-
lieve his father of the support of one of his large
family. " What has poor little Horatio done ? "
cried the uncle, " that he, being so weak, should be
sent to rough it at sea. But let him come, and if s(
THE EDUCATIONAL REVIEW.
97
cannon ball takes off his head, he will at least be
provided for." A midshipman in those days did
indeed have to rough it, for in the Royal navy the
food was bad and the discipline harsh, even cruel.
From his uncle's ship, the " Raisonnable," Horatio
was transferred to the " Triumph," and was sent
from there on a voyage to the West Indies in a
merchant ship. " From this voyage," he says, " 1
returned a practical seaman, with a horror of the
Royal navy upon me. * * * * It was many weeks
before I got the least reconciled to a man-of-war,
so deep was the prejudice rooted. However, as
my ambition was to be a seaman, it was always held
out as a reward, that if I attended well to my
navigation, I should go in the cutter and decked
long-boat, which was attached to the commanding
officer's ship at Chatham. Thus by degrees I be-
came a good pilot, and confident of myself among
rocks and sands, which has many times been of great
, comfort to me."
In April, 1773, he was allowed, at his own earn-
est entreaty, to go as captain's coxswain on an
expedition to the North Pole, and on his return, in
October, he was appointed to the frigate "Seahorse."
In 1776 he passed his examination and was made
lieutenant; in 1778, when only just twenty, he was
promoted to be commander, and in six months was
appointed captain, of the "Hinchinbroke," a French
prize. Meantime he had served two years in the
East Indies, and also at Gibraltar and Jamaica.
As captain of the " Hinchinbroke," he had com-
mand of an expedition against Fort San Juan, in
Nicaragua, where he distinguished himself by his
zeal and courage. " He was the first on every ser-
vice whether by day or night." But his health,
already injured in the East Indies, now broke down,
and he was invalided home. The next year he
was well enough to take command of the " Albe-
marle," a twenty-eight gun frigate, and in her he
made voyages to the Baltic, and to Newfoundland
and Quebec. From the latter place he wrote :
" Health, that greatest of blessings, is what I never
truly enjoyed until I saw fair Canada." From
Quebec he went to New York, where he met Lord
Hood, who was then in command of the West In-
dian fleet. Lord Hood has a very high opinion
of the young captain, and- introduced him to Prince
William, afterwards William IV, with words of
commendation. The Prince said many years later
of this meeeting :
He (Nelson) appeared to be the merest boy of a captain
I ever beheld; and his dress was worthy of attention. He
had on a full-laced uniform; his lank, unpowdered hair
was tied in a stiff Hessian tail, of an extraordinary length;
the old-fashioned flaps of his waistcoat added to the gen-
eral quaintness of his figure, and produced an appearance
which particularly attracted my notice; for I had never
seen anything like it before. There was something irre-
sistibly pleasing in his address and conversation, and an
enthusiasm in speaking on professional subjects that show-
ed he was no common being. ... He had the honour
of the King's service and the independence of the British
navy particularly at heart; and his mind glowed with this
idea as much when he was simply captain of the " Albe-
marle," and had obtained none of the honours of his
country, as when he was afterwards decorated with so much
well-earned distinction.
After this Nelson served in the West Indies in
command of the " Boreas," and was married at
Nevis. In 1787 his ship was paid off. and for
nearly five years he and his wife lived at Burnham
Thorpe. There he read and studied and improved
his education, but constantly wishing for active em-
ployment, and at last, in 1703, when war with
France was threatening, he was given the command
of the " Agamemnon," a sixty-four gun ship.
The time of apprenticeship of small commands
and of forced inactivity was over, and now, at
thirty-four, Nelson was entering upon his real war
service, where all his devotion to his country, his
zeal and ability, and all that he had learned in per-
severing practice in his profession, were to be called
upon and put to the test.
The first great battle in which Nelson took part
was the action fought off Capt St. Vincent, on St.
Valentine's Day, 1797, when fifteen British ships,
under Sir John Jervis, defeated the Spanish fleet
of twenty-seven. Nelson, to quote the Admiral's
words, " contributed very much to the honour of
the day." He did this in two ways ; by planning
the manner of attack, and by conspicuous valour.
During the action his ship, the " Captain," a seventy-
four-gun ship, had so much of her rigging shot
away that she was practically disabled ; she was
alongside the " San Nicolas," an eighty-four-gun
Spanish ship, on whose other side lay the " San
Josef," carrying 112 guns. Both the Spanish ships
had suffered severely; Nelson boarded the "San
Nicolas" and received her surrender; the "San
Josef" opened a small-arm tire upon the boarders,
but shortly a Spanish officer put his head over the
rail and said they surrendered. " And on the
quarter-deck of a Spanish first-rate," wrote Nelson,
" extravagant as tin1 story may seem, did I receive
the swords of vanquished Spaniards, which as I
received I gave to William Tearney, one of my
98
THE EDUCATIONAL REVIEW.
bargemen, who put them with the greatest sangfroid
under his arm." The story of this' exploit caught
the popular fancy, and Nelson at once became a
hero in the eyes of the English people. For this
victory Admiral Jervis was made Lord St. Vincent,
and many honours were conferred on Nelson, the
King making him a Knight of the Bath. At this
time he was promoted to be rear-admiral.
Some of Nelson's finest characteristics are shown
in the story of the unsuccessful attack on Santa
Cruz in July, 1797. The first attempt, under Trou-
bridge, failed, and Nelson wrote : " Although I felt
the second attack a forlorn hope, yet the honour of
our country called for the attack and that I should
command it. I never expected to return." He was
struck by a grapeshot in the right elbow, as, with
sword drawn, he was stepping ashore. Faint and
bleeding,' but clinging with his left hand to his
sword, which had belonged to his uncle, Capt. Suck-
ling, he was got back into the boat, to be conveyed
to his ship, but at this moment the cutter " Fox "
was sunk by a shot, and the Admiral insisted on
waiting to see to the saving of the men. On being
rowed to the nearest ship, he refused to go on board
for fear of frightening the captain's wife, whose
husband was with the attacking party. He went
up the side of his own ship without assistance, and
called to the surgeon to get ready his instruments,
as he knew he must lose his arm, and the sooner it
was off the better. The first attempt that he made
at writing with his left hand, only three days later,
was the request for the promotion of one of his lieu-
tenants. Such incidents as these explain why he
won, not only admiration, but affection. He was
always a popular commander, because he cared for
his men, as well as led them to victory. One of his
greatest achievements was maintaining the health
of his crews ; he studied every detail that affected
their comfort and welfare. Moreover, he was
always proud of his men. He never complained of
!them, but writes in such words as these: "Not a
man or officer in the ' Albemarle ' that I would wish
to change." " Nobody can be ill in the ' Agamem-
non's ' company, they are so fine a set." And of his
captains he says, " They are my children ; they serVe
in my school, and I glory in them."
Nelson's experiences in fighting were remarkable,
even in a hard fighting age. In 1797, when not yet
forty, he had been actually engaged against the
enemy upwards of one hundred and twenty times.
And his most famous battles were yet to come. In
April, 1798, the Admiral, on board the "Vanguard,"
rejoined Lord St. Vincent off Cadiz, and on August
1st of the same year he defeated the French fleet
in the far-famed battle of the Nile. When, in
October, the news of this great victory reached
London, there was intense enthusiasm. A special
thanksgiving prayer was read in all the churches
for three Sundays ; the King's speech at the opening
of parliament referred to the " great and brilliant
victory which may lead to the general deliverance
of Europe." Nelson was gazetted a peer by. the
title of Baron Nelson of the Nile and Burnham
Thorpe; he was voted a pension of £2,000, and
honours were showered upon him from all quarters.
In 1801 a British fleet under Sir Hyde Parker
was sent to the Baltic against the Northern Confed-
eracy of Russia, Sweden and Denmark, who were
opposing England, and Nelson, as Vice-Admiral,
led the attack on the Danish fleet at Copenhagen,
It was there that the well-known incident occurred
of his clapping the telescope to his blind eye and ,
declaring That he could not see the signal to cease
firing. This was really only a joke, as it was under-
stood that he was to continue the action if he
thought best. That his kindness and humanity
were not only for his own countrymen is shown by
the letter he sent to the Danish Crown Prince dur-
ing the battle, which runs as follows : " Lord Nel-
son has directions to spare Denmark when no longer
resisting; but if the firing is continued on the part
of Denmark, Lord Nelson will be obliged to set on
fire all the floating batteries he has taken, without
having the power of saving the brave Danes who
have defended them." It is to this that the poet
Campbell refers in " The Battle of the Baltic," in
the lines :
" Oii'tspoke the victor then.
As he hailed them o'er the wave,
Ye are brothers, ye are men,
And we conquer but to save.''
This letter brought on a truce, and Denmark after-
wards left the confederacy. Nelson was now raised
to the dignity of viscount, under the title of Vis-
count Nelson of the Nile and Burnham Thorpe.
In October, 1801, peace with France was signed,
but it was not to last. War was declared again in
May, 1803, and Nelson, as commander-in-chief,
was sent to the Mediterranean to hold the French
fleet in check. He blockaded the French ships in
Toulon for eighteen months, determined to fight
them whenever good opportunity offered. In April,
1805, the French fleet under Admiral Villeneuve
sailetl out of the Mediterranean and were joined
THE EDUCATIONAL REVIEW.
99
by Spanish ships from Cadiz. Nelson made ready
to follow them. Napoleon's plan was that his
three fleets should sail from Brest, Rochefort and
Toulon at about the same time, meet at Martinique,
and returning all together gain control of the chan-
nel and open the way for the invasion of England.
The Rochefort squadron sailed in January, waited
in Martinique for the time agreed upon, then return-
ed alone; the Brest fleet was blockaded so closely
by Cornwallis that they could not get away at all.
Villeneuve's ships were pursued by Nelson to the
West Indies, and when the French admiral found
that he had missed his colleague and that Nelson,
with fourteen ships, was close upon him, he thought
it wiser to return to France. Nelson, misled by
false information, sailed for Trinidad, but finding
no trace of the enemy, and deciding that they had
gone back to Europe, he made for Gibraltar, where
in June, 1803, he set foot on shore for the first time
in two years. On the 22nd of July Villeneuve's
fleet was met by fifteen British ships under Sir
Robert Calder, and an indecisive action was fought ;
but Villeneuve turned southward and anchored in
Cadiz Bay. When Nelson, who had returned to
England, heard this, he said: "Depend upon it, 1
shall yet give Mr. Villeneuve a good drubbing."
On September 14th. 1805, he left England for the
last time, embarking at Portsmouth in the " Vic-
tory." He joined the English fleet off Cadiz on
September 28th, and was received with great joy.
The enemy had thirty-six ships, while Nelson had
but twenty-three. He kept urging the authorities
at home to send him out more ships. He realized
that the French fleet must be destroyed. *' It is
annihilation that the country wants, and not merely
a splendid victory. * * * Numbers only can annihil-
ate." He planned the method of attack in all its
details, and explained and discussed the plan with
the admirals and captains of the fleet; so that when,
on the morning of the 21st. the enemy's ships came
in sight, every officer in command knew what was
to be done.
When he had seen everything arranged for bat-
tle. Nelson went down to his cabin and wrote a
brief note of what was happening. Then, on his
knees, he wrote the following prayer: "May the
great Cod whom I worship grant to my country
— and for the benefit of Europe in general — a great
and glorious victory ; and may no misconduct in anv-
one tarnish it: and may humanity after victory be
the predominant feature in the British fleet. For
myself, individually, I commit my life to Him who
made me, and may His blessing light upon my en-
deavours for serving my country faithfully. To
Him I resign myself and the just cause which is
entrusted to me to defend." At half past eleven
Nelson made the celebrated signal, " England ex-
pects that every man will do his duty." At twenty
minutes past twelve Vice-Admiral Collingwood's
ship, " The Royal Sovereign," fired the first gun
upon the enemy, though she hail been under heavy
but ill-directed fire for some time. The " Victory,"
attacking the enemy's centre, was also exposed to
heavy fire. Nelson's secretary, standing by his
side, was killed by a round-shot, and another passed
between Nelson and Captain Hardy. At twenty
minutes past one a musket ball from the mizzen top
of the French ship " Redoubtable " struck Nelson
on the left shoulder and passed through his lungs
.and spine. As Captain Hardy raised him, he said,
" They've done for me, Hardy." " I hope not."
answered Hardy, " Yes," replied Neffson, '' my
back-bone is shot through." lie was carried be-
low, covering bis face with his handkerchief that
bis men might not know that he was wounded. He
lived for three hours, still anxious about the battle,
still caring for the safety of bis men. " Will no
one bring Hardy to me? He must be killed ! " And
when Hardy came, — "How goes the battle?"
When the message was brought that fifteen ships
bad struck, "Only fifteen! I had hoped for
twenty.'' "Anchor, Hardy, anchor!" be repeated,
fearing for the safety of crippled or disabled ships
in the bad weather that threatened. Then " Kiss
me. Hardy," and the last words, "Thank God, I
have done my duty."
In less than an hour after bis death the battle was
over, having lasted five hours. Eighteen of the
enemy's ships had been captured and the rest had
fled.
The news of the battle reached England on Nov-
ember 6th. The " Victory," with Nelson's body,
arrived at Spitfiead on December 5th. The body
lav in state in Greenwich hospital from the 4th to
the 8th of January, and on the <;th it was placed ;n
the crypt of St. Paul's cathedral in a sarcophagus
made by Cardinal Wolsey for Henry VIII. Above
in the cathedral is a monument by Flaxman. There
are many other memorials of him in different parts
of the kingdom, the most notable being Trafalgar
Square in London. In the centre of this great open
space rises a granite column 145 feet high, crowned
with a statue of Nelson. The pedestal is adorned
with reliefs in bronze, cast with the metal of can-
100
THE EDUCATIONAL REVIEW.
tured FrencK cannon, and representing scenes from
the four great battles, St. Vincent, Aboukir, Copen-
hagen and Trafalgar. Four colossal bronze lions
couch upon pedestals running out from the column
in the form of a cross. But his most lasting
memorial is in the hearts of his countrymen.
Sharer of our mortal weakness, he has bequeathed to us
a type of single-minded self-devotion that can never perish.
As his funeral anthem proclaimed, while a nation mourned,
*' His body is buried in peace, but his name liveth forever-
more." Wars may cease, but the need for heroism shall
not depart from the earth, whils man remains man and evil
exists to be redressed. Wherever danger has to be faced,
or duty to be done, at cost of self, men will draw inspira-
tion from the name and deeds of Nelson. — Mohan's Life
of Nelson.
Note. — The following books will be found useful in pre-
paring lessons on Nelson : Mahan's " Life of Nelson,"
Southey's " Life of Nelson," " Nelson and His Captains,"
W. H. Fitchett. " Nelson " in English Men of Action
Series, J. K. Laughton. " Horatio Nelson and the Navil
Supremacy of England," W. Clark Russell. — Heroes of
the Nations.
Eor recitation — Browning's " Home Thoughts from the
Sea." Scott's introduction to the first canto of Marmion
■ — lines beginning, " To mute and to material things."
Tennyson's "Ode on the Death of the Duke of Wellington "
— lines beginning, " Who is he that cometh, like an hon-
oured guest," and " Mighty seaman, tender and true,"
Campbell's " Battle of the Baltic."
A School Outing.
A teacher kindly sends to the Review an account
of an outing held at Maple Grove, X. B. This
pleasant practice of parents, teachers and children
meeting together is one that might be used to ad-
vantage these pleasan]t autumn days, giving the
boys and girls wholesome enjoyment, and making
the teacher's work easier, because such reunions
bring them into closer relations with parents. Our
correspondent says :
Yesterday afternoon we held a very enjoyable school
picnic here, upon grounds well shaded with trees, just
across the highway in front of our schoolhouse. Not-
withstanding the busy harvesting, there was a good attend-
ance of parents and friends assembled to enjoy themselves
with the school, in swinging, games, races, etc. Twelve
prizes were awarded in the competitions. The children
were freely treated to candy and nuts. A delicious
luncheon was served on the grass by the ladies, to which
ample justice was done. The weather was delightful, and
all appeared to enjoy themselves very much. At sunset
all dispersed for their various homes, agreeing that they
had spent a most delightful afternoon. J. B.
Our Native Trees.
BY G. U. HAY.
The Poplars and Willows.
The poplars and willows are near relations, be-
longing to the great willow family (Salicacex).
Nearly all our native willows are shrubs, except
the black willow (Salix nigra), which is of rare
occurrence here. Those large tree willows found
in cultivated places throughout these provinces are
not native, but have been planted for ornament.
One species called the brittle willow (Salix fragilis)
because the twigs break easily at the base, is fre-
quently found with a trunk diameter of from four
to six feet. One at Ingleside, N. B., is nearly six
feet through the trunk, and is supposed to be over
a hundred years old. It is still a handsome tree.
The wood of the willows is soft and white, and is
used for making wooden dishes, toys, and other
similar purposes. What is used here, however,
is imported. It has been suggested that the willow
might serve a purpose in the manufacture of coffins,
as it easily decays. The young stems and branches
of certain willows are withy, and used by Indians
for making baskets.
Both poplars and willows are fast growing trees.
Most of the latter grow in moist, low places, and
along streams. They are sometimes planted by
.rivers where washouts occur, to prevent further
ravages in freshet times. The poplars grow on
higher ground, usually with white birches, red maple
and others that love a light soil ; but all of them
nourish and grow to a larger size in richer ground.
The common poplar or aspen springs up readily
after the ravages of a fire. This may be due to the
rapid spread of the seeds which are enclosed in a
cotton-like envelope ; or, where this tree has occu-
pied the ground before the fire, young ones may
rapidly spring up from underground suckers which
have not suffered from the heat.
Three poplars are native to these provinces — the
aspen, the large-toothed-leaved poplar and the balsam
poplar. They are not favorites with farmers or
horticulturists on account of their spreading so
rapidly from the suckers of older trees; and they are
objectionable as shade trees (as are all poplars,
native or foreign) from the cottony masses of seeds
which cover the streets or paths in late spring.
The most common poplar is the aspen, sometimes
wrongly called " popple." This is the Populus
tremuloides, its specific name being derived from
the trembling of the leaves, which quiver in the
THE EDUCATIONAL REVIEW.
101
slightest breeze. This is caused by the flat thin petiole
of the leaf being easily swayed by the wind. There
is a legend that the wood of the cross was made
from this tree, which is the cause of its trembling
— as if for shame. This quivering is characteristic
of other poplars, and is no doubt the reason for the
name of the genus, from the Latin populus, the
common people, because of the restless, swaying
character of the mob.
The leaves of the trembling poplar are broadly
ovate or roundish, finely crcnulate or toothed all
round and coming to a sharp point. The bark is
greenish; the wood soft, weak, light in colour. A
cubic foot of it weighs twenty-five pounds. The
young growth is used for making excelsior mat-
ting, and the wood makes a good finishing when
found large enough, the fibre being tough, although
the heart is bad.
The large-toothed-leaved poplar { I'opulus gran-
didentata) is larger than the preceding, with the
edges of the leaves broken up into great teeth. Its
wood is slightly heavier and more compact than the
preceding, weighing twenty-nine pounds to the cubic
foot. Its uses are the same. In spring, its leaves
are a soft grayish white colour, and coming out
after many other trees are in bloom produce a beauti-
ful contrast to the delicate fresh-green tints of the
woods.
The balsam poplar (Populus balsamifera) is a
larger tree than either of the preceding, and has very
resinous buds. It is not common ; but the writer
observed great stretches of low land covered with it
along the upper valley of the Restigouche river.
where its suckers had formed a dense matting in
the gravelly soil, shutting out every other tree. A
variety of the balsam poplar called the Balm of
Gilead (Populus balsamifera, var. candicans) is
frequently planted for ornament, but there are the
same objections to it as above noted.
The Lombardy poplar and the abele or white
poplar are not native, but are frequently planted.
One or two of each add to the beauty of a grove or
the borders of a lawn.
A Home-Made Recitation Book.
Having quite a collection of select reading,
poetry, etc., cut from old journals, papers, and
magazines, I decided we could best preserve them
for future use in a scrap hook.
I obtained an old law hook — this was selected
because it was large, well bound, and put together
with strong thread — and carefully removed every
other leaf, sometimes two or three in a place, to
allow for the paper to be put in.
It was then divided into sections, one for Christ-
mas selections; others for humorous, patriotic,
pathetic selections.
The recitations were then neatly pasted into the
book each in its proper place. After it is all filled
we are going to arrange an index.
The pupils take interest in finding something
" good enough " for the book, for of course only
the best selections are put into it, and those bits
suitable for pupils as recitations for Friday after-
noons, or for special entertainment programmes. —
Teachers' Magazine.
Will teachers who have good selections for Christ-
mas, Empire, Arbor Day, Friday afternoons, and
other school occasions, kindly send copies of them
to the Review for publication, so that other teach-
ers may have the benefit of them.
The Poetry of Earth is Never Dead.
The poetry of earth is never dead:
When all the birds are faint with the hot sun,
And hide in cooling trees, a voice will run
From hedge to hedge about the new-mown mead:
That is the grasshopper'.— he t;.kcs the lead
In summer luxury,— he has never done
With his delights, for when tired out with fun
lie rests at ease beneath some pleasant weed.
The poetry of earth is ceasing never:
On a lone w inter evening, when the frost
Has wrought a silence, from the stove there shrills
I he cricket'^ song, jlt warmth increasing ever.
And seems to one in drowsiness half lost,
the grasshopper's among some grassy hills.
— Keats.
In the study of a poem the following exercise has
been found to be profitable and pleasant : One pupil
reads a stanza. He reads it again, this time chang-
ing as many words as possible to words having the
same meaning, also the same number of syllables,
if possible. The following is an illustration, as
read by a pupil in the fifth grade:
"Then Nature, the loving mother
In the moony month of leaves,
Arrayed in yellow and crimson
Her children, the autumn leaves."
The verse changed reads as follows;
J lien Nature, the gentle mother,
In the shining month of leaves,
Dressed in yellow and scarlet
Her children, the forest leaves."
— Selected.
102
THE EDUCATIONAL REVIEW.
Notes on "The Deserted Village"*.
By Principal G. K. Butler, M.A., Halifax.
Oliver Goldsmith (1728- 1774).
Goldsmith was born in the county of Longford, Ireland.
His father was curate at this place. As a boy, Goldsmith
attended the village school taught by an old soldier, whom
he afterwards pictured in the " Deserted Village." At the
age of seventeen he went to Trinity College as a siz-.tr
(a free student receiving tuition in return for certain
work). He quarreled with his tutor and left, but after-
wards returned.
He tried different professions, and while on the con-
tinent as a medical student, toured Europe, supporting
himself by playing on the flute. On his return he tried
teaching, but finally took up work as a hack writer.
The Vicar of Wakefield, his first important work, he
sold in 1764 for ioo to pay rent. In 1770 the " Deserted
Village " appeared.
Among his other works are : " The Traveller," " She
Stoops to Conquer," Histories of Greece, Rome, and a
History of Animated Nature.
It is presumed, of course, that the first lesson
assigned on the poem is the reading it all through
at home. When that has been carefully done, the
class is ready to begin its study. This applies
equally as well to all the selections for the year.
The more the pupil absorbs and retains, the greater
will be the benefit derived by him ; and there is no
royal road to this result. Repeated reading on the
pupil's part, and constant questioning by the teacher,
alone can accomplish the purpose aimed at.
Concerning the title, the children should be asked
to tell in their own words the cause of its desertion.
Is the same cause at work in Nova Scotia? Where
is the village supposed to be? Crade VIII may be
given an occasional word or phrase for parsing,
and any questions of that kind in these notes are
intended for that class.
Page 1, line 1. In what case is Auburn, and what
figure of speech would you call it? Plain; in other
parts of the poem he applies another title to it.
What is it?
7. Green. What would we call it? Have we
anything similar ?
27. Smutted face. Very likely many of the child-
ren have a game of this character. There used to
be one among the boys some years ago.
On this page the following words are worthy of
a little dictionary work by the pupil : swain, farting,
scats, cot, decent, train, feats. There are also some
other figures of speech besides those mentioned;
find a metonomy and also give a definition. If the
children know the different metrical feet, have them
scan a few lines as practice. Those who have read
* Pages and lines as in reading for grades 7 and 8, Nova
Scotia School Series.
Gray's " Elegy " could see a similarity and a differ-
ence. What are they?
Page 2, line 2. Taught toil to please. Ask for
explanation.
6. Is the verb are fled active or passive? Why?
Compare with the forms is come, was gone.
10. What does this line mean?
13. Why solitary?
20. O'ertops. Try to get a list of words similarly
formed. English formerly, like modern German,
compounded its words thus.
24. Meaning? How are new words created?
25. One of the problems of England is the
restoration of physical vigour to the so-called lower
classes.
28. How many people to the square mile would
this allow for? Was England or any other country
ever so thickly peopled?
Word study : Lawn, tyrant, stints, desert, spoiler,
wholesome, glades.
Page 3, line 3. Meaning? Look up the deriva-
tion of wealth.
4. Parse train. What is the meaning?
8. As an illustration, take some of the modern
large cities, such as London and New York. The
greater poverty seems always to be found nearest
the greatest wealth.
22. Compare train here with the same word in
line 4.
24-25. Consult the life of Goldsmith as an illus-
tration of these, and all will agree as to the truth-
fulness of them.
26. Meaning of last clause?
28. Compare husband, the verb, with the noun.
Life's taper is what figure ?
29. What does this mean?
Word study: Opulence, allied (especially pro-
nunciation).
Page 4, line 10. What is the meaning of the word
zvorld?
12-15. Meaning of these lines? Why guilty
state?
15-18. Figures of speech?
21. Meaning?
22 ct scq. Compare the opening stanzas of Gray's
" Elegy " for a description of the same time of day.
t >ne of the facts mentioned does not suit our hours ;
which one?
Word study : Deep, vacant.
Page 4. line 1. Why sweet confusion? How
can the adjective be true?
The Preacher. Those who can should read parts
of the "Vicar of Wakefield," where- we have him
THE EDUCATIONAL REVIEW.
103
described at greater length. Of what man is this
a description more or less fanciful ? In Chaucer
we find the other well known description of the
parson.
20. We must remember, of course, the greater
purchasing power of money in that country at that
time as compared with our time and country.
What is the meaning of passing?
21. What figure of speech is ran his godly race?
23-24., What is the meaning of these lines?
What does Goldsmith wish us to imply concerning
appointments in the church at the time he is writ-
ing?
26. Raise and rise. This line will illustrate a
lesson on those two verbs.
27. Vagrant train. What would we call them?
29. Why long remembered?
Word study : Fluctuate, mantling, cresses, fag-
got, pensive, copse, fawn, broken.
Page 6, line 5. What does pity gave ere charity
began mean?
7. And this?
13. Compare with the ungracious pastor men-
tioned in Hamlet, " who reeks not his own rede."
14. Parting. Compare " The curfew tolls the
knell of parting day." What figure of speech in
this line?
17. Parse fled. The last four lines of the page
are a good example of a figure of speech.
Word study : Glozc, scan, scoff, rustic, vale.
Page 7, line 2. Why unprofitably?
3. Noisy mansion. Many similar epithets can be
found in literature. Two modern schools and
schoolmasters may be found in the " Drumtochtv
School " and " Glengarry Schooldays."
6. To what class of pupil did Goldsmith evi-
dently belong? However, the idle and truant
scholar does not akcays make the most famous man.
9. Full well; the same phrase is used on p. 34. 1. 2.
What part of speech is full here? What other
word or words could be used in its place?
17. Terms and tides presage. What does this
mean?
26. A word is here used that we would not now
be allowed to use in modern correct English.
Which?
The Inn. What takes the place of this in modern
villages as a place to congregate and talk politics?
Word study : Yon, furze, boding, gauge.
Page 8, line 2. Sanded floor. The generation
of Nova Scotian now passing away can recall the
same custom here.
10. Can any of the pupils tell of having seen
something like this ?
11. What do you understand by chimney? Give
modern word for place mentioned.
23. Find word mantling already used and com-
pare their meanings.
27. Train again ; compare former uses.
32. Vacant was already used in this meaning.
What do pupils give as its meaning when first
asked ?
Word study : Aspen, transitory, ballad, ponder-
ous, deride, gloss, native, masquerade.
Page 9, lines 16 et seq. Horace, who lived about
1800 before Goldsmith, laments of the luxury of the
wealthy Romans in much the same terms.
21. How can this be?
22. Scat. Compare with the same word already
used. Why are his sports solitary?
27. The prophets are still predicting the down-
fall of England's power, and still lamenting the
glories of the past.
Word study: Decoy, limits, spurns, solicitous.
What figure of speech is found on this page?
Page 10. Word study: Verging, vistas, strike,
contiguous, limits, baneful, pamper, brocade, plies,
square, chariots.
13. There is a figure of speech.
Page 11, line 7. Wheel: meaning? Parse brozvn
and country. Is the lot of the emigrant here truly
represented? To what country does Goldsmith
make them go? What Kritish possession has the
climate and characteristics here mentioned?
29. Mingling the ravished landscape with the
skies. What is the meaning of this? Of what
countries can this now be said?
Page 12, line 1. Has parting the same meaning
as in 1. 4?
6. Main. What other word has been used. What
do we call the western main?
23 ct seq. Name some of the kingdoms Gold-
smith may have had in mind in writing this.
Word study: Walks, conscious, plaints, cot,
insidious, florid, sapped.
Page 13. Goldsmith's time is not considered by
anybody as the golden age of English poetry,
though one or two poets of high rank lived then.
Who were they ?
These notes will be helpful if they suggest other
questions and difficulties, and mure so still it those
be sent to the Review. Any 1 can answer, I will:
others, perhaps, can simply vacancies in my know-
ledge.
104
THE EDUCATIONAL REVIEW.
Schoolroom Decorations.
Miriam X. Dvsart, Cocagne, N. B.
To decorate a schoolroom is to make it a pleasant
and profitable workshop. High bare walls.dingy
ceiling, broken plaster and defaced blackboards,
creaking doors and rattling windows make up sur-
roundings bleaK and dismal enough to dampen the
spirits and enthusiasm of almost any teacher ; and a
hundred times more do they affect the tender spirits
of young children.
Let festoons and strings of evergreens be strung
along over top of windows and doors, let a few neat
inexpensive pictures break up the monotony of bare
walls, let attractive designs in black and white, or
in colors, adorn the unused blackboards — and how
great the change! How bright and sunny every-
thing has become. If now a few appropriate mot-
toes be placed in convenient unoccupied places (and
what school has not large wastes of cheerless plaster
high up under the ceiling), and if flowers in season
be added, then we may be said to have a schoolroom
at least moderately decorated, and even then per-
haps unusually attractive. It will be found that the
children can be kept interested and attentive with
much more ease than in the bleak and bare house,
the cheerless, undecorated school.
Many, if not all, the decorations used in a school-
room may be made to serve a double purpose. They
may be useful as well as ornamental. It is not
enough that they delight the eye — they should in-
struct, stimulate and encourage the young.
Among the blackboard decorations which serve
the double purpose of adding to the appearance of
the room as well as inducing regular attendance
and competition in work, is the bee-hive. This is
a picture of a hive drawn in some quiet corner. Let
the hive be the goal and the bees the pupils. Good
conduct and satisfactory work entitle them to ap-
proach the hive. The effect of this little scheme is
wonderful. The pupils, in their eagerness to be
numbered among the " busy bees,'' give better les-
sons, and arc more careful of their conduct, and
the result is general improvement. Another de-
vice that is equally effective and attractive is the
roll cf honor, bearing the names of the pupils mak-
ing the highest averages.
A calendar for the month might decorate any
unused blackboard surface. So these little • devices
while adorning the walls, assist both the teachers
and pupils in raising the standing of the school.
Many valuable lessons may be taught from these
decorations. Take, for instance, flowers. In the
spring we have the mayflower. In ten minutes the
teacher can give an interesting oral lesson on this
plant; point out the different parts of a flower; get
opinions as to why it is called the harbinger of
spring, and relate some little story about it. Simil-
arly, throughout the year, short nature lessons can
be given on the flowers which decorate the room.
Besides lending beauty the flowers furnish good
seat-work; the children can write short descriptions
of them, or can draw them, and in selecting and
arranging them the pupils have perhaps their first
lessons in art.
Likewise many valuable lessons can be learned
from the wall pictures. From the landscapes the
pupils can become familiar with such geographical
terms as mountain, river, lake, cape, island, etc.
Pictures of the domestic animals will probably fur-
nish most interest to the children. Many interesting
facts can be learned about the horse; for example,
his food, his habits, his kindness and faith-
fulness to man, his willingness to work and his
ability to understand. Encourage the pupils to tell
any stories they can that will prove the horse a
noble and intelligent animal. The teacher can add
some little story of the wild animals, and let the
children state the points of resemblance or of dif-
ference between the wild animals and the domestic.
These exercises on the pictures and flowers en-
courage reproduction and picture stories.
For the more advanced pupils the teacher can
select pictures of such authors as the children are
studying. This plan is very successful, for the
reason that the personality of the author can be
associated with the lessons.
The children's maps can be used to decorate the
room in an effective manner, and the exhibition of
work is almost certain to win the approval of
visitors and to stimulate the interest of both pupils
and parents.
By this simple and attractive decoration habits
of order and enterprise are fostered, a spirit of ex-
cellence in school work is created, many pleasant
and profitable exercises are furnished, and, most
important of all, school life is brightened.
A map is the best and most accurate means of
expressing certain geographic facts. Children
should learn to read a map as readily as a news-
paper, that they may use maps intelligently in later
years. — Journal of Geography.
THE EDUCATIONAL REVIEW.
105
Mental Mathematics.
F. H. Spinney, Oxford, N. S.
Probably no part of elementary mathematics fur-
nishes such a variety of interesting problems as
does the " unitary method." It is in connection
with such problems that teachers who delight in
long written expressions can have their most
ambitious desires in that direction gratified.
It must be admitted that these expressions, when
neatly written upon the board, or in well-kept exer-
cise books, present a pleasing appearance to the
artistic eye; but they often represent but a mechani-
cal expression of rules previously learned,' without
a clear comprehension of the relation existing be-
tween the terms involved. Resides, there are more
appropriate subjects of the curriculum affording
abundant opportunity for artistic workmanship; so
we can well afford to limit the use of mathematics
to the exercise of rapid and accurate reasoning.
The following simple 'problem is a typical question
of the unitary method : If 3 boys in 4 days earn $10,
how much can 15 boys earn in 12 days? This is
usually solved in the following manner :
3 boys in 4 days can earn $10
I boy in 4 days can earn
3
, . $10
1 boy in 1 day can earn
3X4
15 boys in 1 day can earn
$10x15
3M
, . $10x15x12 .,
15 boys in 12 days can earn - = $150
3X4
In mental arithmetic exercise, let the teacher
write the question on the board :
(a) 3 boys in 4 days can earn $10
(b) 15 boys in 4 days can earn ?
(c) 15 boys in 12 days can earn ?
If it is the first lesson, the following dialogue
might take place, pupils raising hands to give the
answers: Teacher — How many more men in (b)
than in (a) ? Pupil — 5 times as many. T. — Then,
how much will 15 boys earn? P. — 5 times $10 =
$5°- T. — How many more days in (c) than 'n
(b) ? P.- — 3 times as many. T. — Then, how much
will 15 boys earn in 12 days? P. — 3 times $50=
$150. After doing several questions in this manner.
express the question in two lines :
3 boys in 4 days earn $10
15 boys in 12 days earn ?
After many questions of this nature have been
solved mentally, the following written forms will
be plain ;
I. 3 boys in 4 days earn $10
15 boys in 12 days earn $10X5X3
II. 5 men in 4 days earn $30
15 men in 2 days earn $30X3X2
III. 4 men in 5 clays earn $30
• 6 men in 7 days earn $30 x i\ x if = 863
IV. 7 men in 9 days earn $126
20 men in 4 days earn 8126 x "." x$- = $160
To enable the teacher to quickly place a number
of questions on the board for rapid solution, the
following form will he found convenient :
Men Days Wages Men Days Wages
(0 5 4 $30 : 15 2
(2) 6
7
$f>3
14
To attain greater speed in mind and hand, 1
frequently try the following plan. I place upon the
board about 10 problems in the above form ; and
allow the pupils to commence their solution about 10
minutes previous to the time for dismissal. When
a pupil has shown me his exercise book with the
required answers correctly filled in, he is permitted
to retire. Anv teacher who desires to witness a
scene of the most intense activity should occasion-
ally resort to such a method.
The following 8 questions were solved by one of
my pupils in 6 minutes :
Men Days Wages Men Days Wages
(1) 3 2 $ 10 : 12 4 ?
(2) 7 5 $ 60 : 14 15
(3) 4 11 $ 66 : 12 33 ?
(4) 10 13 $260 : 30 26 ?
(5) 14 17 $300 : 28 51
(6) 4 4 $ 32 : 12 12 ?
(7) 7 10 $105 : 10 $420
(8) 4 5 $ 30 : 4 ? $ 90
" We owe the steel pen," said an inventor in the
Louisville Courier Journal, "to a man named
Joseph Gillott, an Englishman. He was a jeweller,
and lived in Birmingham. One day, accidentally
splitting the end of one of his fine steel jewel-mak-
ing tools, he threw it peevishly on the floor. An
hour later it was necessary for him to write a letter.
Where was his quill pen? He searched high and
low, but could not find it. Looking, finally, on the
floor, he discovered, not the pen, but the broken
steel tool. " I wonder if I couldn't make shift to
write with this." he said. And he tried to write with
die split steel, and, of course, succeeded perfectly.
To this episode we owe the steel pen, which has
superseded the quill all over the world.
106
THE EDUCATIONAL REVIEW.
Rhymes and Recitations for Little People.
Fingkr Game.
This is the mother so kind and dear,
This is the father so full of cheer,
This is the brother strong and tall, ,
This is the sister who plays with her doll,
And this is the baby, the pet of all ;
Behold the good family, great and small.
Elizabeth, Elspeth, Betsy, and Bess,
They all went together to seek a bird's nest.
They found a bird's nest with five eggs in,
They all took one, and left four in.
There were once two cats of Kilkenny,
Each thought there was one cat too many ;
So they fought and they fit,
And they scratched and they bit,
Till, excepting their n^ils
And the tips of their tails,
Instead of two cats, there weren't any.
The robin and the redbreast,
The robin and the' wren ;
If you take from their nest
You'll never thrive again.
The robin and the redbreast,
The martin and the swallow ;
If you touch one of their eggs,
Bad luck will surely follow.
As I was going to St. Ives,
I met seven wives.
Each wife had seven sacks; how many sacks in all?
Each sack had seven cats; how many cats in all?
Little Betty Blue
Lost her holiday shoe,
What shall Betty do?
Buy her another
To match the other,
And then she'll walk upon two.
High in the Pine Tree
A young turtle dove
Built a little nest
To please his little love.
In the dark shady branches
Of the high pine tree
How happy were the doves
In their little nursery.
The young turtle doves
Never quarreled in their nest;
They loved each other dearly,
But they loved their mother best.
" Coo,'' said the little doves,
And " Coo " said she ;
And they all lived so happy
In their little nursery.
Three little bunnies,
Out for a run
In the bright moon-light,
Oh, what fun!
" Dear," said the little one,
"What is that
Sitting on the fence
With cheeks so fat?
See its big teeth
And eyes so bright ! "
Then home they ran
With all their might,
Three funny little bunnies
With eyes so bright. —Selected.
" Little drops of dew
Like a gem you are,
I believe that you
Must have been a star.
" When the day is bright
In the grass you lie,
Tell me then at night
Are you in the sky? "
Lines in Season.
One step and then another,
And the longest walk is ended;
One stitch and then another,
And the largest rent is mended.
Every time the world's best men
Are made from boys who try again.
"Do you wish for a kindness? Be kind.
Do you wish for a truth? Be true.
What you give of yourself you find —
Your world is a reflex of you."
I am sure that hands, lips, eyes,
Have work to do, —
The first to be helpful, the next to be wise,
And the last to be bright and true.
"Let us be content to work,
To do the thing we can, and not presume
To fret because it's little.
E. B. Browning.
It is not winter yet, but that sweet time
In Autumn when the first cool days are past.
A week ago the leaves were hoar with rime,
And some have dropped before the north wind's blast;
But the mild hours are back, and at mid-noon,
The day hath all the genial warmth of June.
— Selected.
"Then followed the beautiful season,
Called by the pious Acadian peasants the Summer of All
Saints.
Filled was the air with a dreamy and magical light ; and
the landscape
Lay as if new-created in all the freshness of childhood."
— Longfellow.
Heaven is not reached at a single bound,
For we build the ladder by which we rise
From the lowly earth to the vaulted skies,
And we mount to the summit round by round.
— F. G. Holland.
THE EDUCATIONAL REVIEW.
107
N. B. Teachers' Association Statistics.
Owing to the delay of one person who had a list
of names, the secretary-treasurer of the N. B.
Teachers" Association has been unable until now to
furnish the number of members of said Association
on June 30, 1905. There were then 382 pledged
members, with dues fully paid up, distributed as
follows : St. John City and County, 66 ; Kings, 54 ;
Northumberland, 46; Westmorland (exclusive of
Moncton), 39; Carleton, 29; Gloucester, 27; Monc-
ton, 25; York (exclusive of Fredericton), 21 ; Kent,
21; Fredericton, 18; Sunbury-Queens, 16; Albert,
8; Charlotte, 7; Victoria. 4; Restigouche, 1 ; Mada-
waska, o; total, 382.
During vacation a considerable number joined,
and the response from Kings and Kent institutes
this term has been encouraging. Returns from
York, Sunbury and Queens institutes have not yet
arrived at secretary's office.
All teachers who have not subscribed to the union
agreement are requested to send name and fee of
25 cents at once to the secretary-treasurer, H. 11.
Stewart, Harcourt, Kent Co.
Teaching: Children to Talk Naturally.
" If I could only get children to speak as natural-
ly in their reading as I hear them speak in their
games on the play-grounds, I should be happy,"
said a teacher at an institute the other day during
a discussion on reading.
There is nothing so monotonous as the "school*
tone " in reading. Try to get children out of it by
encouraging them to talk naturally in school.
Some portion of the week might be devoted to the
cultivation of this art. One teacher devoted a part
of every Friday afternoon to such an exercise.
Early in the week she assigned some subject of
investigation, either one of general interest, or one
connected with the work the class were then doing,
in art, history, science, etc. On Friday, each pupil
is expected to rise and make his report fluently and
in correct English. The subjects chosen are always
so interesting that the children soon forget that they
are talking, and look forward to this hour with
enjoyment. The lessons in nature study especially
prove very suggestive. The pupils arc asked to
make all kinds of observations for themselves, much
of which may be done on their way to and from
school, and report their record on Friday, with anv
inductions which they may have been able to make
for themselves. The month of October is one of
the most interesting for such observations.
Letter Writing.
At least one period each week should be carefully
devoted to letter writing. Remember, where date
and heading should be placed, pay particular atten-
tion to manner of addressing and beginning of
letter.
There is much of good style in an elegant and
correct closing of a letter, as also in the method of
signature. The envelope, too! How many realize
the impression a stranger forms of the writer of a
letter from the outside of the envelope? There is
one proper place for a stamp. It takes no longer
to place it straight and right side up than to slap it
on wherever it happens to stick. Then the address :
teach your pupils that, next to using good and clean
stationery, the writing an address on an envelope
in a way that will not make the receiver ashamed
is important.
You may easily represent upon your board by
chalk outline the shape of letter paper and envelope,
and give a careful lesson by talk and drill upon the
subject, and require letters embodying the special
principles taught to be written to imaginary per-
sons, or addressed to yourself or some member of
the class.
You will readily awaken much enthusiasm and
pride in the subject.
Do what you can to improve this much neglected
part of common education.
We suggest below headings for subjects of dif-
ferent lessons on the art of letter writing; one les-
son at least may be well spent on each point :
1. The parts of a letter.
2. The address.
3. The heading.
4. The salutation.
5. The body of a letter.
'). The conclusion.
7. The superscription.
X. Manner of folding.
9. A business letter.
10. A letter ordering periodicals.
1 1 . Change of address.
12. ( )rdering books.
13. ( (rdering bill of goods.
14. Making out a bill.
15. Ciive a receipt.
16. Invitation.
17. Regrets.
— American Primary Teacher.
108
THE EDUCATIONAL REVIEW.
The Strand from Above.
The sun rose on a bright September morning.
A thousand gems of dew sparkled in the meadows,
and upon the breeze floated, in the wake of sum-
mer, the shining silken strands of which no man
knoweth the whence or the whither.
One of them caught in the top of a tree, and the
skipper, a little speckled yellow spider, quit his air-
ship to survey the leafy demesne there. It was not
to his liking, and, with prompt decision, he spun
a new strand and let himself down straight into the
hedge below.
There were twigs and shoots in plenty there to
spin a web in, and he went to work at once, letting
the strand from above, by which he had come, bear
the upper corner of it.
A fine large web it was when finished, and with
this about it that set it off from all the other webs
thereabouts, that it seemed to stand straight up m
the air, without anything to show what held it. It
takes pretty sharp eyes to make out a single strand
of a spider-web, even a very little way off.
The days went by. Flies grew scarcer, as the sun
rose later, and the spider had to make his net larger
that it might reach farther and catch more. And
here the strand from above turned out a great
help. With it to brace the structure, the web was
spun higher and wider, until it covered the hedge
all the way across. In the wet October mornings,
when it hung full of shimmering rain-drops, it was
like a veil stitched with precious pearls.
The spider was proud of his work. No longer
the little thing that had come drifting out of the vast
with nothing but its unspun web in its pocket, so
to speak, he was now a big, portly, opulent spider,
with the largest web in the hedge.
' One morning he awoke very much out of sorts.
There had been a frost in the night, and daylight
brought no sun. The sky was overcast ; not a fly
was out. All the long gray autumn day the spider
sat hungry and cross in his corner. Toward even-
ing, to kill time, he started on a tour of inspection,
to see if anything needed bracing or mending. He
pulled at all the strands; they were firm enough.
Rut though he found nothing wrong, his temper did
not improve ; he waxed crosser than ever.
At the farthest end of the web he came at last
to a strand that all at once seemed strange to him.
All the rest went this way or that — the spider knew
every stick and knob they were made fast to, every
one. But this preposterous strand went nowhere —
that is to say. went straight up in the air and was
lost. He stood up on his hind legs and stared with
all his eyes, but he could not make it out. To look
at, the strand went right up into the clouds, which
was nonsense.
The longer he sat and glared to no purpose, the
angrier the spider grew. He had quite forgotten
how on a bright September morning he himself had
come down this same strand. And he had forgot-
ten how, in the building of the web and afterward
when it had to be enlarged, it was just this strand
he had depended upon. He saw only that here was
a useless strand, a fool strand, that went nowhere
in sense or reason, only up in the air where solid
spiders had no concern
" Away with it ! " and with one vicious snap of
his angry jaws he bit the strand in two.
That instant the web collapsed, the whole proud
and prosperous structure fell in a heap, and when
the spider came to he lay sprawling in the hedge
wth the web all about his head like a wet rag. In
one brief moment he had wrecked it all — because he
did not understand the use of the strand from above.
— The Outlook. Translated from the Danish hy
Jacob A. Riis.
Teachers in Session.
Kings County, N. B., Institute.
The Kings County Teachers' Institute met at the
Macdonald consolidated school, Kingston, on Thurs
day and Friday, September 7th and 8th. The
natural beauties'of the village and its surroundings
and the attractions of the school served to draw a
large number of teachers together. The arrival of
Sir William Macdonald and Professor James W.
Robertson at the close of the first afternoon's pro-
ceedings, although somewhat in the nature of a
surprise, was none the less welcome, and gave an
additional interest to the proceedings. Both gentle-
men examined the school grounds, buildings, and
the pleasant class-rooms with the closest attention,
and in the evening gave addresses at the public
meeting, where a fine programme of music, recita-
tions and speeches was carried out.
At the opening of the institute on Thursday morn-
ing. Principal D. W. Hamilton, president of the
institute, gave an outline of the advantages to be
derived from consolidation, and especially referred
to the Kingston experiment. Inspector Steeves.
Trustee Isaac Saunders and Dr. John Brittain fol-
lowed in short addresses. In the afternoon a visit
was paid to the school garden, where Principal
Hamilton gave some idea of the methods follow-ed.
Then came an excellent paper on School Gardens,
by Arthur Flovd. of Norton, and the discussion on
the paper was led by Miss W. A. Toole. A nature
study excursion under the direction of Prof. Brit-
tain followed, and was greatly enjoyed by the teach-
ers present.
THE EDUCATIONAL REVIEW.
109
Friday morning's session of the institute was
spent in observing the work of the different class-
rooms in the Macdonald consolidated school. From
9 to 10 the opening exercises in the assembly hall
gave the visiting teachers an opportunity to enjoy
a fine programme. This was followed by an ex-
amination of the work in the rooms where the
teachers of the schools conducted the usual lessons,
and afforded an object lesson as interesting as it was
instructive. In the afternoon the members of the
institute listened to an address from Professor
Robertson, followed by a lesson on cardboard con-
struction by Mr. T. B. Kidner, director of manual
training, and a paper on spelling by Mr. H. A. Preb-
ble, principal of the Hampton Village school. The
election of officers resulted as follows : Mr. A. E.
Floyd, president; Miss Ina E. Mersereau, vice-
president; Mr. W. C. Jonah, secretary-treasurer.
Kent County, N. B., Institute.
The Kent County teachers met at Rexton, N. L!.,
on the 14th and 15th September. Although the
attendance was smaller than usual, only about
twenty-five teachers being present, the meeting was
one of the best ever held in the county. The papers
were on a variety of school topics. They were brief
and to the point, as were the discussions that fol-
lowed each. The public educational meeting on
Thursday evening was largely attended and an ex-
cellent programme of music and addresses was car-
ried out. On Friday evening there was a very en-
joyable social reunion of the visiting teachers and
people of Rexton Both meetings were held in the
public hall, which was attractively decorated for
the occasion. Very few places can boast of a more
beautiful and commodious public hall than Rexton.
In the absence of the president, Mr. G. A. Coates,
who has retired from teaching, Inspector Chas. D.
Hebert took the chair and presided over the meet-
ings of the Institute. In his opening and other ad-
dresses at the institute, Inspector Hebert, who
speaks fluently and in well chosen English, referred
to many desirable improvements in the schools
whose interests he has evidently very much at heart.
These are, — a remedy for irregularity of attendance,
a closer sympathy between parents and teachers,
well kept school grounds, and attractive decorations
for schoolrooms.
Miss Miriam L. Dysart read a well written
paper on Reproduction of Stories. Another on
Schoolroom Decorations, prepared by the same
teacher, will be found on another page. Miss
Dysart speaks on what she practises, for, said
the inspector, her schoolroom has the neatness and
attractiveness of the most cozy home. Mr. J. A.
Edmunds, vice-principal of the grammar school,
Richibucto, gave an expert talk on elementary
arithmetic. Mr. G. Douglas Steele, vice-principal of
the grammar school, read an excellent paper on the
Importance of Reading, which he characterized .is
the most important subject of the school. The
greatest care should be taken to secure proper ex-
pression and a clear understanding of what is read.
Miss Kate Keswick read a paper on the Relation
of Teacher and Pupil, strongly urging greater
sympathy and courtesy. Mr. H. H. Stewart, secre-
tary of the New Brunswick Teachers' Association,
spoke on Professional Etiquette, referring to the
failure of some teachers in courtesy to trustees and
districts, the unwise practice of some who belittle
their predecessors' work, and condemning the fre-
quent practice of under-bidding other teachers in
order to secure schools near home. The New
Brunswick Teachers' Association, numbering last
June about 400 dues-paying members, had been
instrumental in decreasing under-bidding, and in
many places of raising salaries. A second paper
prepared by Mr. Stewart was read later — the Edu-
cative Value of History.
At Friday morning's session Mr. A. E. Pearson
read a paper on the Care of School Grounds. This,
with the discussion that followed, was one of the
most valuable presented to the institute in the prac-
tical hints brought out on tree-planting and orna-
mentation of grounds. In the afternoon Dr. Hay
gave a model lesson on plants collected within a
few paces of the schoolroom, followed by an excur-
sion illustrative of the lesson.
The institute will be held next year at Harcourt.
The following officers were elected : President, In-
spector Hebert ; Vice-president, Kate Keswick ;
Secretary, A. E. Pearson ; additional members of
the Executive, Minnie Buckley and H. H. Stuart.
York County Teachers' Institute.
The York County, N. B., Teachers' Institute met
at Fredericton on Thursday and Friday, September
2 1 st and 22nd, in the assembly hall of the high
school building. A large number of the teachers
of Queens and Sunbury Counties joined the insti-
tute, the total number enrolled being over 150. The
low fares on railway and steamboat, and the attrac-
tions of the beautiful city of Fredericton, which had
drawn a large number of other visitors to the Ex-
hibition, was an opportunity of which many teach-
ers availed themselves. The addresses at the open-
ing were encouraging and stimulating. President
F. A. Good thought teachers should have noble
ideals, and endeavour to the utmost to attain to
them. Chief Superintendent Dr. Inch encouraged
teachers to work for the best results ; not to talk
too much about salaries, but to let their work appeal
to the ratepayers, whose means supported the school.
Inspector Bridges followed up this thought by urg-
ing teachers to invite ratepayers to the school to see
the work done, and then to suggest on this basis
an increase of salary. Dr. Hay thought teachers
should have a friendly competition with each other
in making schoolrooms so attractive and interesting
that scholars would delight to be in them. Princi-
pal Foster would like to give his opinon of those
people who talk merely and do nothng to improve
teachers' salaries.
'Round table discussions on nature work, led by
110
THE EDUCATIONAL REVIEW.
Mr. H. G. Perry and President Good called forth
many useful hints on the best way to utilize material
found in the neighborhood of the schoolroom. The
opinion was expressed that a nature-study course
should be outlined for the guidance of teachers.
At Friday's sessions the addresses and discussions
were of much interest. Mr. T..B. Kidner illustra-
ted, with a very complete series of models and
pupils' work, how a practical course in manual
training could be carried out in country schools ;
Miss Agnes Lucas gave an interesting address on
Ambidexterity ; Miss E. L. Thome gave some pleas-
ant impressions of a visit paid to the hgh schools
of Boston, Buffalo, Chicago and Toronto. She had
been pleased with what she saw, especially the uni-
form courtesy of the pupils, but in the matter of
foundation work she believed that New Brunswick
schools were equal, if not superior, to any that she
saw. We have much to attain to, however, in the
branches of music, drawing and physical culture.
Professor W. C. Murray, of DalhousieCollege, gave
a very clear and interesting address on Psychology,
in which he outlined numerous points that may
guide the teacher in training the child. The new
psychology that has arisen is that which studies the
child, as a botanist would study the growth of a
bean.
The following are the officers of the institute for
the current year : C. D. Richards, B. A., president ;
Miss Sadie Thompson, vice-president; Miss E. L.
Thome, secretary-treasurer; B. C. Foster, H. G.
Perry and Clarence Sanson as additional members
of executive.
CURRENT EVENTS.
The 2 1 st of October is the one hundredth anni-
versary of the battle of Trafalgar. The proposal
to celebrate the day throughout the British Empire
is opposed by some on the ground that Lord Nel-
son's private life was not commendable; and by
others, for the more convincing reason, that the good
understanding existing between the French and
British peoples should not be disturbed by our ill-
timed rejoicings over the event.
The British government will establish a vast naval
depot at Singapore, making it the centre of British
naval power in the Far East.
The Germans have won a victory over the rebel-
lious natives in German Southwest Africa.
The bridge over the Zambesi River at Victoria
Falls was formally opened on September 12th. It
crosses the gorge below the falls, at a height of four
hundred and twenty feet above the water ; and is
the highest bridge in the world.
The flagship of the Japanese admiral accidentally
took fire and sank in the harbor of Sasebo, and hund-
reds of men were lost. An effort will be made to
raise the ship. Admiral Togo was not on board
at the time of the disaster.
By a series of earthquakes in Calabria, Italy,
more than two hundred towns have been damaged,
and about six hundred lives lost.
The conclusion of peace with Russia has given
great dissatisfaction in Japan, and serious riots have
resulted in some of the larger cities.
The first Buddhist temple in America, or, at least,
the first within historic times, will shortly be erect-
ed at Los Angeles, Cal. There are some rather
incredible stories of Buddhist missionaries on the
Pacific coast of America before the days of Colum-
bus.
Astronomers who went to Labrador to observe
the recent eclipse of the sun were disappointed, as
the weather was unfavorable. In Egypt, however,
the observations were successful; and one result
is said to be the discovery of a new planet between
Mercury and the sun.
A special agent of the Canadian government has
prevailed upon the government of Uruguay to re-
lease the Canadian sealing vessel and her captain,
so long held on a charge of poaching in Uruguayan
waters.
Quickly following the close of the war, the Czar
has decided to call another peace conference to
meet at the Hague. The time and scope of the con-
ference have not yet been announced. Lord Salis-
bury's dream of a European federation, and Tenny-
son's parliament of man, would seem to be nearer
realization if the nations would cease preparing for
war while they are talking of peace.
The French war department is experimenting
with a machine gun to fire three hundred bullets :n
less than a second.
A state of war exists in Southern Russia, where
the Tartars are in arms against the Armenians.
The Armenians have the lead in the commerce and
industries of the Caucasus region, and the Tartars
are bent upon their extermination. The great oil
works at Baku have been destroyed. The region
is under martial law, but the military are unable to
control the situation. Latest advices say that a
truce has been arranged between the warring par-
ties, to take effect October 14th ; and that a confer-
ence of representative Armenians and Tartars, held
under the presidency of Prince Louis Napoleon,
governor-general of the Caucasus, has decided to
summon a general congress representing the in-
habitants of the Caucasus, for the purpose of dis-
cussing the causes of the enmity.
Negotiations for the separation of Sweden and
Norway are still proceeding, and will probably end
in a peaceful dissolution of the union.
A reduction in the force of the Northwest Mount-
ed Police will follow the creation of the new pro-
vinces of Alberta and Saskatchewan.
The territory of Keewatin has been taken from
the control of the governor of Manitoba, and at-
tached to the Northwest Territories.
THE EDUCATIONAL REVIEW.
Ill
The proposal to build an Australian Transcon-
tinental railway has been thrown out by the federal
government.
Hard times in South Africa has had an effect
upon polygamy among the Zulus. The richest and
most powerful chiefs now seldom have more than
fifty wives, and the ordinary natives are content
with one. Money that formerly went to the pur-
chase of wives is now said to be devoted to buying
cows.
Dr. Barnardo, who died in London on the 20th
ult., is said to have rescued over fifty thousand
orphan children and trained them for useful lives.
He was born in Ireland in 1845.
By the new treaty with Japan, the full particulars
of which have not yet been disclosed, Great Britain
secures the aid of Japan in case of any attack upon
British India.
The French expedition to Greenland under the
Duke of Orleans has discovered unknown land.
The arms of Prince Edward Island have been
officially sanctioned as follows : Argent, on an island,
vert, to the sinister an oak tree, fructed, to the
dexter thereof three oak saplings, sprouting, all
proper; on a chief, gules, a lion passant guardant,
or. This is, in common parlance, on a silver ground
a representation of an island with the three small
trees under the great one, familiar on the old coin-
age of Prince Edward Island; and across the top
of the shield the same golden lion on a red back-
ground that is seen in the arms of New Brunswick.
By doing away with the motto, " Parva sub ingcnti,"
which was quite in place on the seal of the province,
but not in a coat of arms, and by adding the touch
of color in the red chief with its gold lion, it makes
a pretty combination; and it effectually disposes of
the impossible arrangement of oak and maple leaves
with which some Ontario publishers had endowed
the Gulf Province. '
It is estimated that the Canadian wheat crop this
year will aggregate one hundred million bushels.
Thursday, October 26th, is appointed as Thanks-
giving Day.
SCHOOL AND COLLEGE.
Mr. S. R. Maclnnis is the principal of the Berwick, N.
S., schools this year, with Miss V. M. Batten and Mrs. J.
W. Margeson as associates.
Mr. R. B. Masterton, A. B., has been chosen principal
of the Port Elgin, N. B., superior school. Mr. Masterton
is an experienced and capable teacher, and the prospects
of the school are excellent for the coming year.
The New Glasgow, N. S., high school, of which Mr. John
T. McLeod is principal, has made several changes in its staff
of teachers for the present term. Mr. W. C. Stapleton,
of Halifax, is the vice-principal. Miss Redmond, of Pug-
wash, the teacher of domestic science, and Mr. Douglas
Patterson of Truro, the head of the manual training de-
partment.
A new department of domestic science has been opened
in the Sydney, N. S., schools. Miss McCallum has been
engaged as teacher.
Mr. J. Keith has been chosen principal of the Benton,
N. B., superior school, with Miss Inez Day as teacher of
the primary department.
The Acacia Villa school, Hortonville, N. S., has re-open-
ed for the current year with larger numbers and brighter
prospects than ever under the charge of the experienced
veteran teacher, Mr. A. McN. Patterson.
Miss Mabel V. Elliott, who went from Newcastle, N.
B., with the corps of teachers to South Africa three years
ago, was recently married at Durban to Mr. Chas. J.
Stewart, of London. The happy couple, to whom the
Review extends its best wishes, will reside at Umzumbi,
Natal.
Miss A. Laura Peck, B. A., of Wolfville, N. S., for several
years teacher in the schools of New Brunswick, will leave
shortly for India as a missionary.
The Provincial normal school of New Brunswick opened
at Fredericton, September 6th, with the largest enrolment
in its history — 260 students, of whom twenty-three are in
the French department.
Mr. J. W. Hill, of Hampton, has accepted the principal-
ship of the McAdam, N. B., superior school.
Mr. F. R. Branscombe, of Cornhill, has taken charge of
the advanced department of the Hopewell Cape, N. B.,
superior school.
Principal R. W. Ford continues his effiicient management
of the Wolfville, N. S., public school with the following
named staff of associate teachers : Miss Ella McLean, Miss
Gertrude Mcintosh, Mrs. Prudence Parker, Miss Elizabeth
Elderkin, and Miss Maie I. Messenger. The latter takes
the place of Miss Hamilton, absent on leave.
Miss Edith A. R. Davis, A. B., of Fredericton, who
taught last year in Albert County, has gone to Chicago
University to take a post-graduate course in classics.
The teachers of Glace Bay, N. S., at a recent meeting,
deemed to re-organize their local institute and hold meet-
ings quarterly in future. Principal D. M. Matheson is the
president.
Mr. Harry Burns, B. A., has been appointed principal
of the Dorchester, N. B., superior school, with a capable
staff of associate teachers, of whom Mr. Edward A. Lynch,
B. A., has charge of grades seven and eight.
Miss Blanche Moser, of Parrsboro, has been appointed
to a position on the Sydney Mines, N. S., schools.
Miss Laura Creelman, of Truro, is on the staff of the
Port Hawkesbury, N. S., schools this term.
Messrs. Clement Kelly, B. A., W. R. Shanklin and
Fletcher Peacock, of New Brunswick, have gone to Guelph,
Ont., to take a three months' course in nature study, pro-
vided for by the N. B. Department of Education.
Miss Gladys Strople has charge of the school at Glas-
burn, Antigonish County, this term.
That is the proper spirit ; and we hope it is a spirit that
will take possession of rate-payers and schools elsewhere.
Principal Oulton, of Amherst, has taken charge of the
Lower Stewiacke, N. S., school for the present term.
112
THE EDUCATIONAL REVIEW.
"The Upper Sackville school has begun work with Baxter
Barnes again as teacher. The district voted $300 for re-
pairs on school house, fence and grounds.. The inside of
the building has been thoroughly remodeled, enlarged and
painted inside and out. New seats have been purchased
and a room provided for the children to wash. A new
fence has been erected. The contract has been given for
levelling the lawn, which will be done soon. The rate-
payers are unanimous in the determination to make this
one of the best schools in New Brunswick." — Sackville Post.
Mr. G. E. F. Sherwood, A. B., recently of the Bloomfield,
Kings County, superior school, has been appointed principal
of the grammar school, St. Andrews, N. B.
Mr. W. J. Shields continues as principal of the Hants-
port, N. S., schools, a position he has held with distinction
for several years. With him are associated Miss Sadie E.
Shaw, Miss Bowlby, Miss MacCully and Miss Miller.
Mr. M. D. Davidson has been appointed principal of the
North Sydney schools, N. S., with Mr. W. E. Haverstock
as vice-principal.
The Sussex, N. B., school trustees have decided on a
well chosen site for a new school building, which will be
commenced in a short time.
Mr. H. A. Prebble has been appointed principal of the
Hampton Village, N. B., school, in place of Mr. Weldon
U. Pickel, who has gone to the Northwest. Miss Frances
Prichard, of the Hampton Station school, has resigned to
take a year's course in nature study at Guelph, Ontario.
She is succeeded by Miss A. Beatrice Hoskin.
The Westmorland County, N. B., Teachers' Institute
meets at Dorchester on the 5th and 6th October. A full
programme will be found on another page.
Dalhousie College, Halifax, has established a central
evening school at Stellarton, N. S., for the instruction of
classes in mining and engineering.
Netherwood, the Rothesay, N. B., School for Girls, has
opened with the largest number of resident students in its
history.
Mr. Joseph Howe, who has been a prominent figure in
Acadia College athletics, has been appointed teacher in
Horton Academy, Wolfville.
The idea of central schools is growing in New Bruns-
wick. The rate-payers of Hampton and Hampton Village
recently voted for consolidation ; seven districts of the
parish of Springfield have united to form a school at Belle-
isle Creek ; two districts in Dorchester parish have united ;
and the new consolidated school at Riverside has opened
with over 200 children in attendance, who, with the parents
and teachers, are delighted with the new educational con-
ditions.
Principal Barker, of Fredericton, has taken charge of
the St. Martins, N. B., superior school.
Mr. A. B. Connell, secretary of the Woodstock, N. B.,
school trustees, has resigned, leaving a record of valuable
services extending over nearly a generation.
The Charlotte County teachers will meet with the St.
John teachers on the 12th and 13th, r.s will be seen by
advertisement on another page. Both railways offer re-
duced rates.
Rev. C. Brockwell, curate of Cheshunt, Eng., has been
elected to the new chair of divinity at King's College,
Windsor, N. S. He will take part of the work that has
been done by Professor Vrootm.
The new session of the institution for the Deaf and
Dumb at Halifax has begun, and Principal Fearon would
be grateful for information regarding deaf children of six
years or over, who have not yet come under instruction.
This school is empowered by acts of parliament to admit
pupils from all parts of the Maritime Provinces, also from
Newfoundland.
Mr. F. S. Small has resumed the principalship of the
Apohaqui, N. B., superior school, with Miss W. A. Toole
as associate teacher. Miss Toole has recently taken a
course in nature study at Guelph, Ont., and an advanced
course at the N. B. normal school.
Miss Kathleen Cockrell, of the high school, Victoria,
B. C, is an exceptionally brilliant student, as the following
record will show : Last year she stood at the head of all
the candidates in British Columbia. This year, in the
wider field, where she had the entire Dominion to compete
with, she stood second on the list, being exceeded by one
only, a young man who has been a student of Upper Canada
College at Toronto for some years. Out of a possible 600
she made an aggregate of 507, or an average of 84 in all
subjects. The young man who stood ahead of her made
an aggregate of 515 out of a possible 600, thus leading her
by eight points only. There were about 280 candidates in
all. Miss Cockrell has just passed her sixteenth year,
which is the youngest age at which students are admitted
to McGill. Congratulations to Principal Paul and the
Victoria high school staff on the success of their clever
pupil.
The prospects at Mt. Allison University, Sackville, are
perhaps more encouraging than they have been at any
previous year in its history. At the Ladies' College, there
are more students than at the opening last year. The
Academy has a much larger attendance than last year.
The University residence promises to be full, notwith-
standing the provision of thirty-six 'new rooms in the
fourth floor of the residence.
The P. E. Island Teachers' Association met at Charlotte-
town on the 27th, 28th and 29th September
Sir William C. Macdonald and Professor James W.
Robertson, after their visit to Kingston, N. B., went to
Middleton, N. S., to visit the consolidated school at that
place. At a public meeting on Monday evening, Septem-
ber nth, Dr. A. H. MacKay plainly intimated to the
people that they must expect no assistance from the gov-
ernment, but must depend on themselves after the Mac-
donald gift had been expended. At present the average
amount throughout the consolidated district is about half
the average sectional assessment of the province. Dr.
Robertson excelled himself in his plea for a better educa-
tion for the children. He stated that if the consolidated
section would raise instead of about forty cents on the
hundred, as at present, the amount of $1.50 on the hund-
red, or equal to the average of the highest county in the
province, Sir W. C. Macdonald would stand by the school
for three or five years longer.
THE EDUCATIONAL REVIEW.
113
The Restigouche County teachers' institute will meet in
Catnpbellton on the 12th and 13th of October.
The Albert County, N. B., teachers' institute will meet
in the consolidated school building, Riverside, on the 5th
and 6th of October, and the Westmorland and Northum-
berland Counties' institutes ■will meet on the same dates.
Fortunately it is seldom that we have to record such a
vicious and apparently unprovoked assault as that made
recently on the respected principal of the Sackville high
school, Mr. A. D. Jonah. A boy was disobedient and Mr.
Jonah punished him by pulling his ear, but not so as to
cause any serious injury. The father assaulted the teacher
on the public street, striking him violently in the face
several times, for which he was fined $20 or two months in
jail. This is considered a light punishment for a serious
and brutal offence.
Arrangements are being completed for the consolidation
of Hampton Village and Hampton with a few of the out-
lying districts in one central school.
A party of eight teachers from Nova Scotia left Truro
last Thursday for Guelph, Ont., to take the full course in
nature study at the Ontario College of Agriculture. The
party consisted mainly of young ladies.
Dalhousie University opened on the 13th September with
a large number of students in excess of last year's regis-
tration. The following are winners of bursaries : Miss
Thompson, of the Halifax county academy, first scholar-
ship, for first-class distinction, junior matriculation; J.
Congdon Crowe, Truro (Colchester county academy),
second scholarship, for second-class distinction.
Professor Harold Geoghegan, of Trinity College, Dublin,
has been appointed to the chair of English literature and
modern languages at the University of New Brunswick.
He has a fine record as a scholar and experienced teacher,
and comes to his new position with very high testimonials.
Lectures begin at the University on the 2nd of October,
and the formal opening took place September 28th.
Miss Katharine Wisdom, of St. John, a distinguished
graduate of McGill University, and recently a teacher in
the Ottawa Ladies' College, has been appointed to a posi-
tion on the teaching staff of Trafalgar Institute, Montreal.
The fiftieth anniversary of the founding of St. Francis
Xavder College was celebrated at Antigonish, N. S., dur-
ing the first week of September. Delegates from sister
colleges throughout Eastern Canada, and many former
graduates and distinguished visitors, graced the occasion.
There was a feeling of just pride in what the college has
accomplished in its fifty years of endeavour, and hope for
a still higher attainment in the future. A notable figure
in the celebration was the venerable Bishop Cameron, now
nearing four score years. He has been with the college
from its beginning, and is now chairman of the board of
governors. Among the honorary degrees conferred were
the following : LL. D. on A. H. MacKay, Superintendent
of Education for Nova Scotia ; Rev. Dr. Forrest, president
of Dalhousie College ; Mr. David Soloan, principal of N.
S. Normal School; Mr. Samuel N. Robertson, principal of
Prince of Wales College Charlottetown; Dr. E. M. Kier-
stead, late of Acadia College ; Dr. Falconer, principal of
Pine Hill College, Halifax.
RECENT BOOKS.
Maid Margaret of Galloway. By S. R. Crockett. Cloth.
Illustrated. Pages 417. The Copp, Clark Company,
Toronto.
This book takes the reader back to the times of the
Douglases and early Stewarts in Scotland, the days of
border feuds, when great personal strength and prowess,
skill in archery and the broadsword won the victory on
many hard-fought fields. The narrative carries the in-
terested reader through exciting scenes and bright descrip-
tions of Scottish scenery. Lack of judgment is shown in
prolonging the story after it is finished. The story really
ends with the capture of the castle of Thrieve — the final
stronghold of the Douglases.
In Blackie's English School Texts we have received Sir
Walter Raleigh's " Discovery of Guiana " and Swift's
" Qulliver's TJravels," each with introduction, carefully
edited text, good print, and bound in cloth covers. Price
8d. each. Blackie & Son, London.
In " Blackie's Little French Classics " series we have
Voltaire's pretty story, " Le Blanc et Le Noir," with an
introduction containing a brief sketch of the author and
his times. Price 4d. Blackie & Son, London.
Mih'.on's Paradise Lost. Book V. Edited with introduc-
tion, notes and appendices. By Albert E. Roberts,
M. A. Cloth. Pages 84. Price is. Blackie & Son,
London.
A convenient pocket text-book, with a helpful series of
notes, and appendices showing the structure of Milton's
verse.
Tales from Spenser. School Edition, with introduction,
notes, glossary. Linen. Pages 167. Price is. Mac-
millan & Co., London.
The book contains such deserving-to-be-known stories as
Una and the Lion, Una and The Prince, Una and the
Dragon, Britomart and The Mirror, How Britomart Found
Artegal, and others, told in modern English prose.
L'Anniversaire de Blanche. By Clemence Sannois.
Cloth. Illustrated. Price is. Blackie & Son, London.
A series of bright little juvenile scenes cast in a story
in which the author has conceived the happy idea of build-
ing up a working vocabulary of everyday French around
the make-believe operations of "playing at house."
La Premiere Annee de Francais. By T. B. Kirkmm,
B. A. (Oxon.) Cloth. Illustrated. Pages 200. Price
2s. Adam and Charles Black, Soho Square, London,
W.
This is an introductory French reader on a plan as novel
as it is interesting. The text describes, in the form of
dialogue, narrative and verse, a day passed by an Eng-
lish boy in a French family at Paris, a choice of subjects
which puts the vocabulary to be taught in a thoroughly
French setting. It is divided into three parts; the pre-
miere partie, which describes the morning at home, les-
sors, meals, etc.; the deuxieme partie, describing an after-
noon spent in Paris, sight-seeing, shopping, playing, all
illustrated from photographs ; troisicme partie, an evening
at home, stories and songs. Ten preliminary lessons on
classroom terms precede the use of the text, which, with
" Lesson Notes,'' exercises, vocabulary, make up an excel-
lent introduction to the study of French.
114
THE EDUCATIONAL REVIEW.
MAPS, GLOBES
AND SCHOOL
VSUPPLIESV
Our New Catalogue may be had for the
:z=^== Asking ==^=^=
We now have the ENTIRELY NEW EDITION of the
=========== HOWARD VINCENT ==========
MAP OF THE BRITISH EMPIRE.
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL S£eSfttW
THE STEINBERCER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
An Introduction to Algebra. By R. C. Bridgett, M. A.
Cloth. Pages 95. Price is. A Text-Book of
Algebra. By A. E. Layng, M. A. Part I. Cloth.
Pages 176. Price 23. 6d. Blackie & Son, London.
These two volumes furnish a suitable introduction to
Algebra, approaching the subject through arithmetic, and
gradually leading from problems interesting to the begin-
ner to the algebraical treatment of questions connected
with mensuration and geometry.
French Lesson Notes. By F. B. Kirkman, B. A. (Oxon.)
Cloth. Pages 96. Price is. 6d. Adam and Charles
Black, Soho Square, London, W.
This is an attractively printed little book on excellent
paper, designed to accompany the French readers by the
same author and publishers. Its merit is in the natural
and interesting way it leads teachers and children to
" talk " French in the classroom.
The first of a series of eight supplementary readers con-
taining approved selections for reading and memorizing
has been received from Hinds, Noble & Eldredge, publish-
ers, New York. The selections are good, and the volume
is only 25 cents.
OFFICIAL NOTICE.
RECENT MAGAZINES.
The October number of the Delineator is excellent in its
literary and household features. Of widespread interest
to parents, teachers and all who lead or follow in educa-
tional lines is an exceptional article, Education for Life
through Living, by William H. Maxwell, superintendent
of New York City schools; N. Hudson Moore writes in-
terestingly of old desks and secretaries, giving the hall-
marks that enable the amateur to place them correctly;
Allan Sutherland tells the history of Onward, Christian
Soldiers, a hymn that is the inspiration of the young;
Clifton Johnson takes the reader across the wild coast of
Devon into the wilder country that was Loma Doone's.
There are several interesting educational and literary
articles in the weekly issues of Littell's Living Age from
the 9th to the 23rd September: Japanese Education, by
Baron Suyematsu ; Landscape and Poetry, from the Lon-
don Times; the Serpent in Literature, t>y W. H. Hudson ;
A Classical Education, by Arthur C. Benson; The Child
and Religion, — Scientific Method in Religious Training, by
Professor James Sully.
New Brunswick Board of Education.
Manual Training Courses.
Training courses for teachers desirous of qualifying as
licensed Manual Training instructors will be held at the
Provincial Normal School during the session of 1905-6 as
follows :
Short course. — September 18 to December 22, 1905.
Full course. — January 8 to June 29, 1906.
The short course is intended to qualify teachers for the
license to teach Manual Training in rural schools. Can-
didates for admission must hold at least a second class
Provincial license, and be prepared to furnish evidence of
their teaching ability.
The full course is intended to qualify teachers for the
license to teach Manual Training in town schools. Can-
didates for admission should hold a first class license, but
teachers holding a second class license, and having a good
•teaching record, may be admitted on their merits.
In each course, students showing little aptitude for -he
work will be advised to discontinue at the end of one
month from the date of entrance.
Tuition is free, and the usual travelling allowance made
to Normal students will be given to teachers who complete
their course and proceed to the teaching of the subject
in the Public Schools of the Province.
Household Science.
No provision exists at present in the Normal School
for the training of Household Science teachers, but certain
institutions have been approved by the Board of Education
as training places for New Brunswick teachers desiring ro
qualify as licensed teachers of the subject.
Full particulars of the several courses outlined above
may be obtained from the Director of Manual Training,
T. B. Kidner,
Fredericton, N. B.
Approved :
J. R. INCH,
Chief Superintendent.
THIRTY-TWO PAGES.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Publishkd Monthly.
ST. JOHN, N. B., NOVEMBER, 1905.
$1.00 per Year.
U. HAY,
Editor for New Brunswick.
McKAY,
Editor for Novr Scotia.
TUK EDUCATIONAL HKVIKW.
Offlce, 31 Leinster Street, St. John, If. B.
Pbittcd by Barnes & Co.. St. John. N. B..
Always Read this Notice.
THE EDUCATIONAL REVIEW it publithed about tha 1st V
every month. If not received within a week after that date,
write to the office.
THE REVIEW it tent regularly to tubtcribert until notified
tion it received to discontinue and all arrearaget are paid.
When you change your addrett, notify ut at once, giving the
old at well at the new addrett. Thit will tare time and cor-
retpondence.
The number on your addrett telle to what whole number of the
REVIEW the subscription it paid.
Addrett all corretpondence and business communications to
EDUCATIONAL REVIEW,
Bt. John, N. B.
CONTENTS:
Editorial Notes,
School Correspondence,
Nature-Study
Grammar in a Nut-Shell,
Our Native Trees,
The Lady of the Lake
"The Temeraire" Picture
Art Notes,
For Reproduction.
Physical Geography in the Public Schools,
November in Canadian History,
Lesson on a Window
For Friday Afternoons
Games for Primary Grades
Current Evbnts, ..
Teachers' Conventions,
Selected Articles
N. If. Teachers' Association
School and College,
Recent Books,
Hkiknt Magazines,
New Advertisements— Forty Years a Teacher, p. 118; Books.
p 120; Lit tell 's Living Age, p. 148; Over 30 Years' Experience.
p. 148.
.. 121
.. 122
.. 122
.. 123
.. 124
. . 125
.. 128
.. 128
.. 130
.. 131
.. 133
.. 133
. 131
. . 135
. . 13fi
.. 138
111 III
. . 144
. 144
145
146
We direct attention to the advertisement in
another column of the valuable prizes offered by
Lord Meath and the League of the Empire for
competition in all schools of Great Britain and the
Colonies. It is hoped that New Brunswick schools
will be heard from in this competition. The sub-
jects are suggestive. It would be a great honour
to win a prize in competition with all the schools
of the whole Empire.
The Educational Monthly, Toronto, contains a
reference to the late John Miller, by whose death
on the 2nd of October Ontario loses one of its lead-
ing educational men. For the past fifteen years he
had been Deputy Minister of Education, and was
president of the Dominion Teachers' Association.
The late L. P. Fisher, of Woodstock, N. B.,
whose property amounted to nearly half a million
dollars, left ample funds for establishing a public
library, a well equipped modern school building,
the nucleus of a superannuation fund for teachers,
and other bequests for the improvement of the
townspeople. A noble example.
In this number of the Review is begun a series
of reproductions of the pictures of famous artists
to serve for school decorations, subjects for com-
position, etc. Rev. Mr. Boyd will furnish notes
for these pictures as they appear, and Mr. T. B.
Kidner, in the next number, will give directions
how they may be framed inexpensively. Mr.
Boyd's art notes in this number will be found very
helpful and interesting.
The union of Baptist and Free Baptist denom-
inations in New Brunswick, now happily consum-
mated after months of careful consideration, will
no doubt be followed by a similar union in the other
provinces of Canada. The two weekly papers
which have been the organs of these two bodies —
the Messenger and Visitor, edited by Rev. Dr. S.
McCully Black, and the Religious Intelligencer, by
Rev.Dr.Jos.McLeod— have become one, which will
in future be published as the Maritime Baptist. The
union of these two excellent weeklies, with such
gifted editorial writers as Dr. Black and Dr. Mc-
Leod, will make the united paper of exceptional
strength and interest to the denomination.
The introductory sketch on Physical Geography
by Professor Bailey, which appears in this number,
will have many interested readers among those
teachers who feel dissatisfied with their results in
teaching geography. Professor Bailey opens to
their view an absorbing and fascinating course by
which geography can be made a live, interesting
subject in accord with the nature-study of our
schools. This preliminary sketch will be follow -d
!,v a series of articles on this subject.
122
THE EDUCATIONAL REVIEW.
School Correspondence.
The Review has frequently spoken of the value
to our schools of pupils corresponding with the
pupils of other schools in different parts of the
empire. The advantages of such correspondence
are many : there is the incentive to do one's best in
writing such letters ; there is the interest in receiv-
ing answers from Britain and distant parts of the
Empire ; there is the closer comradeship of our
English-speaking boys and girls, and there is the
additional stimulus of studying the history, geo-
graphy and customs of these places.
It may not be generally known lo teachers that
there is a '' Comrades Correspondence Branch " to
the imperial order of the Daughters and Children
of the Empire, the object of which branch is to pro-
mote correspondence among schools and inspire an
educational and friendly interest in the Empire as
a whole, and in its different parts. The work has
grown very rapidly in the three years since it was
established. There are boys and girls in the
schools throughout Canada whose " comrades " are
in Great Britain, South Africa, Australia, Ceylon,
and the West Indies, and the interchange of school
letters is very interesting and instructive, compris-
ing descriptions of the scenery, home life and sports
in many different lands.
Another, and quite a different department of this
correspondence work, is the school-linking scheme
which consists in joining any one of our schools
with another in any part of the Empire. The
schools are supposed to be working under similar
conditions, as in country or in city, and the corre-
spondence is continued while it is mutually profit-
able, the letters leading, in many cases, to the ex-
change of post-cards, specimens, essays, etc.
Teachers who wish to have their schools linked
with others in this correspondence may write to
Mrs. G. C. Vanwart, Fredericton, or to the secretary
of the Canadian branch, Miss Mabel Clint, 31 York
Chambers, Toronto.
G. M. Duncan, M. D., once the efficient teacher
of the Bathurst Village superior school, and for
more than a score of years the secretary of the
board of school trustees, which duties he has dis-
charged with intelligence and a regard for the
welfare of teachers, writes as follows : " I enjoy
each number of the Review. It is worth three
times its modest price to any go-ahead, up-to-date
teacher, or one who wishes to be such. Its hints
and advice are worth years of experience.''
Nature-Study.
Hints for November Talks.
Teachers should give a few lessons now and then
on the stars, especially at this season when their
brightness attracts us. That large star that rises in
the east shortly after seven o'clock in the evening
is the planet Jupiter. Notice that it is between the
V-shaped cluster below it, called the Hyades, and
the group of six bright stars above, called the
Pleiades. Get the pupils interested in this planet
by asking them to observe which group it has drawn
nearer to after a week or ten days. Because it
changes its place with regard to the other stars
proves that it is a planet, and not a fixed star.
Have the scholars make drawings every few days
of the Hyades and Pleiades and Jupiter's various
positions, making a series extending through the
month, and then have them compare the last draw-
ing with the first. Ask the pupils to learn some-
thing about these clusters of stars and the planets,
and to look up references about them in literature,
especially in the Bible and in poetry. What planet
is in the eastern skies now in the mornings? Prove
that it is a planet by observing its " wanderings "
during the month among the early morning stars
near it. Is the moon a planet? Watch its pro-
gress through the sky during this month for the
proof.
Did you draw the attention of your scholars to
the varied colours of leaves in October? Which
trees had scarlet leaves? dark-red? brown? golden-
yellow ? Which trees were the first to shed their
leaves? which next? What trees or shrubs (decidu-
ous) still have their leaves on? What tree with
small needle-shaped leaves is deciduous? What
change of colour took place before its leaves fell?
What advantage is it to trees to shed their leaves?
Pick up some of those leaves that have fallen and
examine them. They are withered and dry, and
you can easily crush them between your thumb and
finger. What has become of the soft, pulpy mass
that made up the substance of the summer leaves?
Why did the leaves fall ? Was it because of the
frosts? of the winds? Did the summer (strong)
winds tear off the leaves? Leaves fall when their
work is done, whether in midsummer or autumn.
Examine branches where leaves have been and
notice what has helped to push them off. Does the
leaf leave any mark to show where it was attached
to the twig or branch? What other marks do you
observe on twigs or branches? What do they
mean? Someone has said that the beginning of
THE EDUCATIONAL REVIEW.
123
the year is now rather than in spring. Can you
give any good reasons for this statement ? Examine
trees, shrubs and the ground beneath them for any
proofs. If you find any buds beneath the dead
leaves, be sure to cover them over again.
Look this month for the bright scarlet berries of
our Canadian holly (Ilex), which can now be seen,
about the size of peas, close to the twigs after the
fall of the leaves. They are worth looking for, and
when found are a delight to the eye. These with
the haws of the thorn and the hips of the roses make
very pretty decorations.
watch for and enjoy those bright Indian summer
days that nearly always come in early November
after the fall of the leaves and after nights of severe
frost. Sometimes the Indian summer lasts for a
day or two, sometimes it is prolonged into a week
or more; occasionally we have a succession of sum-
mer days at intervals between cold north winds and
frosts. Read the description in Longfellow's
Evangeline, and find out what other writers have
said about this all too brief and charming season.
The blossoms of the witch-hazel may be found at
this season in low thickets or along streams. The
yellow flowers of this tree or shrub, which give a
bright golden glow to some of our woods when
everything else is dull and brown, and the scarlet
berries of the Canadian holly, have been seen by
comparatively few people, and yet both are com-
mon.
The birds — most of them — are gone to their
winter homes in the south, many of them sojourn-
ing for a few days or hours, here and there on the
way, to rest themselves where food to their liking
is more or less abundant. It must not be supposed
that birds leave us entirely on account of the cold
weather. Abundance of food is the first consider-
ation. Many could endure the severe colds of our
winters, but the snow covers their food. Of the
small birds that stay with us, the chick-a-dee and
the nuthatch are the most familiar. Children can
help these and other birds through the winter season
by scattering crumbs round their homes or the
school house, or by fastening a small piece of pork
to the limb of a tree for them to come and pick at.
The chic-a-deeespeciallywill become verytameand
seem to repay your interest in him by telling you
his name in a series of confidential little " chick-a-
dee-dee's." Another little bird that remains with
us until very late in autumn is the golden-crowned
kinglet, so-called on account of the bright reddish
orange spot on the top of its head. Its body is olive
green in colour, with under parts dull white. Flit-
ting actively from tree to tree its only perceptible
note at this season is a fine *' tee-tee,'' only noticed
by practised ears.
The recent death of Dr. Thomas J. Barnardo
took away the leading English philanthropist and
the man who, in all the world, has done the most
for homeless children. " The father of nobody's
children," as he was called, is credited with the
rescue of 60,000 waifs. He established homes for
boys and girls, and no child was ever refused admis-
sion. The inmates were well cared for, taught use-
ful trades and given positions where they could earn
a living. Many that were willing to go abroad
were established in Canada and other colonies.
Mr. Andrew Carnegie, the distinguished philan-
thropist, has ordered a special library edition of 500
copies of the forthcoming volume of Mr. Wilfred
Campbell's verse to present to his libraries through-
out the English-speaking world. The edition is to
be called the " Carnegie Edition," and each volume
will have the inscription, " Presented by Andrew
Carnegie." This is a high compliment to our dis-
tinguished Canadian poet, the qualities of whose
genius the critics and readers of two continents have
recognized.
Grammar in a Nut-Shell.
The following lines may not commend themselves
to the makers of verse, but if committed to memory
they may aid children lo classify parts of speech
and decide for themselves where a word should be
placed :
Three little words you often see
Are articles a, an and the.
A noun's the name of anything.
As school or garden, hook or swing,
Adjectives tell the kind of noun.
As great, small, pretty, white or brown.
Instead of nouns the pronouns stand,
Her head, his hand, your r.nn, my hand.
Verbs tell of something to be done —
To read, count, laugh, sing, jump or run.
How things are done the adverbs tell,
As slowly, quickly, ill or well.
Conjunctions join the words together.
As men and women, wind or weather.
The preposition stands before
A noun ,as in or through the door.
The interjection shows surprise,
As ()! how pretty. Ah! how wise.
The whole are called nine parts of speech,
Which reading, writing, speaking teach.
— Exchange.
124
THE EDUCATIONAL REVIEW.
Our Native Trees.
By G. U. Hay.
The Birches.
The birches and alders belong to the same family
(Betulacese). The alders scarcely rise to the
dignity of trees. They are very common, especially
along shores or low grounds, where they often form
close thickets. They are sometimes appropriately
referred to as weed-trees or shrubs. The birches
also grow in great abundance in these provinces,
forming in many places the largest proportion of
our deciduous trees. In late autumn they give to
the forests that faded yellow appearance from the
changing of their leaves, the colours of which differ
from the brilliant scarlet of the maples or the rich
browns and reds of the beeches and oaks.
At this time of the year, if birch trees are ex-
amined, the long scaly upright buds may be seen,
which are destined to become the branches and
twigs of the next and future seasons. The catkins,
which are formed during the summer, at the same
time with the buds, may also be seen in twos or
threes on the twigs or smaller branches. The cat-
kins contain the simplest kind of flowers, — the
staminate catkins longer than the others and usually
in threes, have stamens, and the shorter pistillate
catkins, usually in twos, contain little pistils, which
during the next season may have seeds with nar-
row wings, which enable them to be carried far and
wide by the winds. The staminate catkins become
long and drooping, and of a rich golden colour in
the early spring, and their pollen is carried by the
winds to fertilize the pistillate flowers, before the
leaves of the birch are unfolded. So it happens
in most of our deciduous trees that the flowers un-
fold in spring before the leaves. Do you see why?
There are two kinds of white birch, which are
frequently found growing together. They are
usually very readily distinguished apart. Both
have white bark, but in one the bark is very tough
and durable, splitting in paper-like layers. This is
the canoe-birch or paper-birch (Betula papyracea).
In parts of our northern forests it grows to the
height of sixty to eighty feet, with a trunk diameter
often from two to three feet. Only in the most
remote forests can the canoe-birch be seen of a
large size and in all its native beauty. This tree well
deserves the name that poets have given to it — "The
Lady of the Woods." It extends farther north than
any other deciduous tree. Its leaves are ovate in
outliii2, taper-pointed, heart-shaped or abrupt at
the base, doubly serrate on the edges, and of a dark
green colour above and pale beneath. Its wood ;s
hard, strong, light in colour, but becoming a red-
dish-brown with age. Its weight is thirty-seven
pounds to the cubic foot. Its bark is chalky white,
impervious to water, very useful to the Indian who
makes his canoe and wigwam from it, and uses it
for various ornaments which please the white man's
fancy. Its wood is much used for fuel and for
furniture and like purposes.
The other white birch is smaller, and found more
frequently on poorer soils near the coast, hence its
name of poverty birch, old field birch. Its greatest
height does not exceed forty feet, and its slender
trunks, usually growing in clumps, scarcely exceed
a foot in diameter when at their greatest size, which
is seldom attained in these provinces. Its bark is
chalky white, and does not separate in layers like
Hi- canoe b>rch. The scientific name of this, the
American white birch, is Betula populifolia, since
its leaves resemble those of the aspen poplar, and as
they are on long slender stalks they tremble like the
leaves of that tree. They are triangular, smooth
and shining on both sides, and very long pointed.
The wood of the American white birch is softer than
that of the canoe birch. The weight of a cubic foot
is thirty-six pounds. Its wood is used for spools,
shoe-pegs, barrel hoops, and for fuel.
The yellow or gray birch (Betula lutea) is one
of the largest, if not the largest, deciduous tree of
Canadian forests, frequently attaining in its maturity
a height of from eighty to one hundred feet, and a
trunk diameter of from three to four feet. Its bark
is a yellowish, silvery-gray colour, separating from
and often hanging on the tree in thin satiny layers.
The leaves are ovate and usually more narrow to-
ward the base than those of the white birches. The
graceful form of this tree, frequently dividing into
smaller stems above and assuming a rounded or
hemispherical form, makes it desirable for orna-
ment and shade. Its lumber is valuable for many
purposes. It takes a fine polish, which makes it
beautiful for furniture. It is used in the manufac-
ture of agricultural implements; for the keels,
lower timbers and planks of ships ; for piles, foun-
dation timbers, and sluices, being almost indestruc-
Kb'e under waters. It is excellent for fuel, burning
readily and producing a great heat. The wood is
hard, strong, light brown in colour, and a cubic foot
weighs forty-one pounds.
The cherry or sweet birch (Betula lenta) grows
in much the same situations as the yellow birch,
namely, in moist rich woods. Its twigs and bark
THE EDUCATIONAL REVIEW.
125
are more aromatic and bear a resemblance to the
garden cherry tree. Its bark is dark brown, and
does not readily separate into layers, becoming fur-
rowed with age. Its- timber is a beautiful dark
brown, sometimes rose-coloured, fine-grained and
very valuable for timber. A cubic foot weighs
forty-seven pounds. The wood of this birch is
even more serviceable for the uses described in the
yellow birch, being heavier and well adapted for
ships' timbers and all purposes intended to with-
stand the ravages of water.
In discussing the vertical system of writing, its
opponents always seem to assume that writing is
taught exclusively for the use of banks, mercantile
houses and offices. But, a great majority of the
people — farmers, mechanics, laborers, etc. — have no
ledgers to keep, and need a knowledge of penman-
ship merely that they may be able, to write letters
in a neat, legible manner. In considering the rela-
tive value of systems, the opinions of business men
must of course be given weight, but it should be
remembered that in the arranging of courses of
study the needs of the greatest number of our peo-
ple must be constantly kept in view. — Western
School Journal.
" Hearts like doors can ope with ease
To very, very little keys;
And don't forget that they are these,
'I thank you, sir,' and 'If you please.'"
The world is so full of a number of things
I'm sure we should all be as happy as kings.
— Robert Louis Stevenson.
A penny saved is a penny earned,
And word by word is each lesson learned.
The sun is not abed, when I
At night upon my pillow lie ;
Still round the earth his way he takes,
And morning after morning wakes.
While here at home, in shining day,
We round the sunny garden play,
Each little Indian sleepy-head
Is being kissed and put to bed.
And when at eve I rise from tea,
Day dawns beyond the Atlantic Sea;
And all the children in the West
Are getting up and being dressed.
— Robert Louis Stevenson.
And soon, too soon, around the cumbered eaves
Shy frosts shall take the creepers by surprise.
And through the wind-touched reddening woods shall rise
October with th; rain of ruined leaves.
— Arcliibald Lamfman.
The Lady of the Lake.
Principal G. K. Butler, M. A., Halifax, N. S.
Sir Walter Scott (1771-1832).
[At the age of eighteen months Scott was seized with a
disease of one leg, which rendered him lame for life. He
received part of his education with a private tutor, and
afterwards went to the high school at Edinburgh. Con-
trary to a prevailing opinion, he was not a dull boy at
school. He did not especially distinguish himself, how-
ever, and was fonder of leading a raid against the boys
of another school, or of collecting around himself a few
companions and relating long stories of Border forays,
real or imaginary. Possessed with a marvellous memory
and a voracious appetite for reading, he early filled his
mind with that out-of-way knowledge which is found in his
poems and novels.
He spent one or two terms at the university, and then
entered his father's office as a clerk, at the same time
studying law with the successful intention of becoming a
barrister. During this time he and his boon companion
made many expeditions into the nearei Highlands, " the
Lady of the Lake " country. In Red Gauntlet he gives
us a picture of himself at that period of his life.
' After a few years' practice at law he became sheriff of
Selkirk, which position he held till his death. Later again
he became clerk of the sessions at Edinburgh.
His great ambition was to become founder of a family.
He purchased a small estate on the Tweed, which from
time to time he added to. His mansion, Abbotsford, at
first of quite humble pretensions, was enlarged to almost
a palace. Here for the seven or eight most prosperous
years of his life he dispensed the hospitality of a prince.
No bore, however troublesome, no lion-worshipper, how-
ever offensive, ever received anything but the most polite
treatment.
Owing to his too great trust in the Ballantynes he became
deeply involved. In 1825, when the crash came, he set to
work at the age of fifty-four to pay off his debts. From
that time until overcome by paralysis his life was one in-
cessant round of toil, and if ever a man worked himself
to death, Scott did.
In 1831-32 he took a tour of the Mediterranean in a
British ship of war, which the government placed at his
disposal. This was to see if change of climate would
restore him to some degree of health, but it failed, and he
gradually grew worse. He died in September, 1832.
It is impossible in limited space to give an estimate of
him. Head his poems, read his novels, histories, critical
essays. Read his life by his son-in-law, Lockhart. If
then your admiration for the man has not become intense,
the literary side of your character is lacking. How many
men ever lived who could dictate a novel like " Ivanhoe "
lying in bed racked with pain, which at times became ex-
cruciating? This Scott did.
None of Scott's descendants of the male line are living.
The family seat is now held by the descendants of Lock-
hart.
Scott began his literary work by translations from .he
German, after which he published the " Minstrelsy of the
Scottish liorder " in 1802-3. His first great poem was
the "Lay of the Last Minstrel." published in 1S05, follow-
126
THE EDUCATIONAL REVIEW.
ed by " Marmion," 1808, " The Lady of the Lake,'' 1810.
Beginning in 1814, he published the Waverley novels for
the next eighteen years.]
Having read the poem over as an introduction to
its study, it would be well to see if any differences
between it and "The Deserted Village" can be
found. Its character, a story; its metre, etc.
Goldsmith wrote to keep the wolf from the door;
Scott, using the same figure, wrote to make his
door a more ornate one. Scott practically never
revised his work, and in that respect is a poor ex-
ample for those of us less clever than he.
The poem opens in this selection at the close of
the first day. It might be well to have a complete
edition for reference.
Page 14. — 1.* From what is figure taken? What
figure is it? 3. Why apply adj. " purple? " What
would you call "spire?" 4. What figure? 9.
"Shooting" refers to what? 12. What names do
we give "grey birch" and "aspen?" 13. Why
call the oak "warrior?" 14. Here is a figure.,
16. Find objects of verb " flung." 18. Those who
are familiar with boats may not be able to connect
" athwart " with another word commonly pro-
nounced quite differently. 19. " White peaks," be
careful at this point. What season of the year is
it? Are Scotland's mountains very high? 23.
What part of speech is " wondrous ? " What word
is commonly used in its place ? Word study, etc. :
Flinty, ravine, abruptly, thunder-splintered, pin-
nacle, quaked, rifled. What is this page a descrip-
tion of? Watch Scott's descriptions of scenery,
and see whether they are those of a man who kno vs
what he is writing about.
Page 15. — 1 ct scq. How does the hunter get out
of the glen? What does he catch sight of as he
reaches the top ? 9. Compare this line with 1. 4 of
page 14. 10 ct scq. What kind of lake is Katrine?
regular, wide, etc., or the opposite? What river
flows through it? In what part of Scotland is it?
Those who have the time and opportunity (teach-
ers, I mean) may improve their powers of teaching
this by reading the earlier part of Lockhart's "Life
of Scott." 16. " Sentinel " is what part of speech
here? 17 et scq. Put these in four or five simple
English prose words. 30. " Skiff," what else does
hc call it? Word study: Nice, ken, broom, airy,
crags, knolls, wildering, wound, eddying.
Page 16.— 3, 4. What figures? 13. Why "Gre-
cian " art rather than any other? 19, 20. Put these
in every-day English. 32. What does he mean by
♦Lines numbered us in N. S. School Serifs.
" mountain tongue ? " Why apply adjective "silver"
to them ? Word study : Leave, brake, strand, chisel,
mood, hare-bell, accents, sword, plaid.
Page 17. — 1. Parse "birth." 10, 11. How
could you tell Ellen's kindness and worth from her
eye ? 26. " Impatient," etc. What does this
mean ? 27. " Gale " is not used in its usual mean-
ing. What does it mean here? What usually?
30. Parse "while." 32. Why "less resolutely?"
37. " Shallop " was first called what ? Word study :
Spy, shaggy, guileless, filial, indignant, hazel.
Page 18.— 7, 8. Why not? Word study: Prune,
wont, proscribed, reassured, secluded, stalwart,
fidelity, weal, woe, pibroch.
Page 19.— 1. Ben-ledi, etc. What figure? What
was the 'Cross of Fire?" 7. "Young waters,"
Why apply this adjective? Of what river is the
Teith a tributary? What lakes does it pass
through? 14. What is the meaning of " sympathe-
tic eye?" How can one's eye reel? Word study:
Outlawed, alliance, fatal, coronach, stripling, sable,
strath.
Page 20. — Here we have several different names
for the " Cross of Fire." Why is each appropriate?
3. Pole-axe, what was this ? 9. Why " as if in
parting life," " parting " here as in " Deserted Vil-
lage," " where parting life was laid." " Drowning
men catch," etc., finish the proverb. 11. "Oppos-
ing" is here used for what word in common use?
Word study : Torrent, tide, strained, hamlet, adher-
ents, augury, confidence.
Page 21.— 4. Why "Saxon?" 8. Compare
" gale " here with the same word already used on
page 17, 1. 27. 15. What is the meaning of "space
and law to the stag ? " Word study : Fray, ges-
tures, imbrued, crest, favour, embers, basked, beset,
beast of game.
Page 22. — 3. Does the sporting Englishman novv
trap the fox? How does he get him? Is he now
allowed "law and space?" 4. "Thus" how? 9.
How "write it on their crest?" 11. How did a
knight win his spurs? 17. "Hardened" how?
Beef treated in the same way is called what? 26,
2j. What augury was laid upon his fate? 28. Look-
up past tense of " wind," page 15, 1. 25. 35. Look
up first part of complete poem and find passage
beginning: "Such then the reverence." etc. Word
study: Recked, mark, cheer, clansman, avenging,
assail.
Page 23. — 6. Meaning of this line? 15. Another*
way of indicating time. Notice that he never speci-
THE EDUCATIONAL REVIEW.
127
fies exact time, such as saying it was now five
o'clock. Pick out different ways of marking time.
18. " Deep " is not usually applied to a lake, but fo
the? 21. Why "hollow path?" 23. Compare
" Horatius,"
" In yon strait path a thousand
May well be stopped by three.''
30. Is this line connected with " He sought these
wilds," or "traversed by few?" 31, 32. What
does Fitz James mean? Word study: Myself,
stock, ward, ford, lullaby, heath, wreath, twined,
hardihood, trace, abating.
Page 24. — 6. Figure? Does the mist hang over
the hill ? Compare Evangeline : " And mists from
the mighty," etc. 7. The chief's name? Why
dangerous? Look up page 21. 10. Ask for mean-
ing. A line which admits of different interpreta-
tions. 11. Parse "since." Is it time or cause?
18. This line will help to fix correct pronunciation
of " again." Word study : Sooth, yon, vowed,
swain, curlew, bonnet, lurking, shingles, bracken,
tuft.
Page 25. — 6. " Beck," we use a longer form of
the word. 12. Meaning of "step forward flung?"
22. "Manned himself" means? 26. Parse
"come." 29. Why "respect and surprise?" 31.
Is an example of what figure? 32. Parse "space."
Word study: Subterranean, verge, Dhu, bracken,
osiers, copses.
Page 26. — 12. " Witness " has not the usual
meaning here. 17. Why "that I need not say?"
24. For a fuller description of " every vale " con-
sult complete edition Canto v, stanza vii. 26. What
figure? 27. Case of "path." 31. Name of tor-
rent ? Word study : Pennon, glinted, glaive, targe,
jack, apparition, delusion, ford, Gael, trust.
Page 27. — 2. What clan? 10. Meaning? 26.
Meaning? 28. Who was Red Murdoch? 29.
What figure of speech? 31. What James? Word
study: Ruthless, ward, vantageless, feud, grace.
Page 28.— 1. What figure? 3. What "kern"
had he slain? When? Why? 4. Difficult. Ask
pupils for meaning; send theirs and your own to
writer of these notes. 10. What is a carpet-knight ?
What other kind of knight do we sometimes meet
in literature? 15. How can Roderick's words
" steel " a sword? 16. Whose braid was it? How
came Fitz- James to have it? 23. He afterwards
proves this. When and how? \2. Win "dubi-
ous?" 38. How can a sword be a "shield?"
Word study: Truce, ruth, cairn, falchion, brazen,
wield.
Page 29. — 6. Figure of speech? 7. Study word
" tide " in its various uses. 13. " Invulnerable,"
look up in dictionary and see if it has just its ordin-
ary meaning. 25. Compare " Horatius," 1. 376,
" Like a wild cat mad with wounds."
29. Who says this ? Word study : Flint, war, tar-
tans, lea, recreant, toil, clotted. Which of these is
not the common word with same spelling?
Page 30. — 3. What figure ? Compare " tide "
with same word on preceding page. James of
Douglas is connected with one of the other char-
acters of the story. Word study: 111 (parse this
word), odds, guise, high, burgher, applauded.
Page 31. — 5. -Meaning of "chime" in this line?
Word study : Lay, escaped, melody, stout, fancy,
frames.
Page 32. — 5. Meaning of word "presence?" 7.
"Whose will was fate," means what? 16. "Sheen"
is what part of speech? 19. What was his title?
20. What do we call a " snow-wreath ? " 25. Where
had Ellen got the ring? When? From whom?
30. Parse " Fair." 33. " Fealty," for this read up
the " Feudal System." 38. What part of speech is
" wrong? " Word study : Aerial, port, plume, stay,
suppliant, signet-ring, even, slanderous.
Page 33. — 1. " Vulgar crowd." Compare "thou
many headed monstrous thing." For Scott's own
opinion of the " vulgar crowd," read his life to-
wards the last, when the agitation for the reform
Bill was going on. 5. Who was " Bothwell's
Lord ? " 6. What figure of speech ? 7. Meaning
of word "infidel" here? 16. What figure? 21.
Compare 1. 26, p. 27. 23 et seq. Look up life of
James if possible. 40. What is a "talisman?"
Word study : Confirm, proselyte, veils, insulted,
glaive.
Page 34. — 4. What was " the weakness of her
breast?" Compare p. 17, 1. 25. 13. "Parting,"
again for ? Word study : Conscious, probed, ire,
wile, outlawed.
Older pupils might be induced to read some of
Scott's novels. They could scarcely employ their
spare moments better.
Vancouver, the largest and most prosperous city
on the Canadian Pacific coast, has a population of
45.000. What cities of the Dominion equal it in
population? What cities exceed it?
" Your paper comes as a welcome monthly
visitor, and a careful reading of its columns cannot
fail to be of value to any teacher." G. S.
128
THE EDUCATIONAL REVIEW.
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THE EDUCATIONAL REVIEW.
129
Art Notes — No. I.
By Rev. Hunter Boyd, Waweig, N. B.
The Fighting Temeraire Tugged to Her Last
Berth to be Broken Up, 1838.
" The flag which braved the battle and the breeze, no
longer owns her."
Exhibited at the Academy in 1839, with the above
lines cited in the catalogue. Of all Turner's pic-
tures in the national gallery, this is perhaps the
most notable. The subject of it was suggested to
Turner by W. Clarkson Stanfield. They were
going down the Thames by boat, to dine, perhaps,
at Greenwich, when the old ship, being tugged to
her last berth at Deptford, came in sight. " There's
a fine subject, Turner," said Stanfield. This was
in 1838. Next year the picture was exhibited at
the academy, but no price was put upon it. A
would-be purchaser offered Turner 300 guineas for
it ($1,500). He replied that it was his " 200-
guinea size " only, and offered to take a commission
at that price for any subject of the same size, but
with the " Temeraire " itself he would nut part.
Another offer was subsequently made from Am-
erica, which again Turner declined. He had
already mentally included the picture, it would
seem, amongst those to be bequeathed to the nation ;
and in one of the codicils to his will, in which he
left each of his executors a picture, to be chosen by
them in turn, the " Temeraire " was specially ex-
cepted from the pictures they might choose.
[Note. — Let the teacher explain to younger
pupils what is meant by the " original," in this in-
stance a very large oil-painting, enclosed in a mas-
sive gilt frame.]
The Temeraire.
The " Temeraire," second rale, ninety-eight guns.
was named after an older " Temeraire," taken by
Admiral Boscawen from the French in 1759. At
the battle of Trafalgar, she was next to the " Vic-
tory," and followed Nelson into action ; commanded
by Captain Eliab Harvey. Her masts were 'o
damaged as to render them unfit to carry sail, and
her rigging of every sort was cut to pieces, but when
she was sold the vessel was rigged temporarily, and
Turner painted her as he saw her. The vessel
loomed through the evening haze pale and ghostly,
as she was being towed to her last moorings at
Deptford by a little fiery, puny steam-tug. In con-
sequence of the prominent part the " Temeraire "
took in the battle of Trafalgar, she was called
among the sailors " the fighting ' Temeraire,' " and
Turner called his large, beautiful and poetical pic-
ture by that name when it was first exhibited. But
when the plate was engraved for the Royal Gallery
of British Art, and it became necessary to give a
brief history of the ship, the pet title was dropped,
and it was called the " Old Temeraire."
Criticism of Turner's Original Painting.
To those who have seen only photographs, or
small prints in the Perry or Brown series, it may
be difficult to seriously accept the estimates that
have been written upon the famous picture in the
National Gallery.
The teacher has to take these descriptions on trust,
and must not be surprised if the scholars find little
to evoke their enthusiasm. But a small print in
black and white affords sufficient material for close
scrutiny, and the child's imagination may be appeal-
ed to with considerable success if an appeal be made
to the principle of association. Enquire about local
rivers, or rivers seen during holidays, and bring out
any facts concerning large wooden ships, and the
form and use of steam tugs. Much will be gained
if the scholars can be induced to observe sunsets,
and especially the effect of sunset upon a sheet of
water. Make enquiry concerning " buoys " and
" spars " and other nautical terms. Invite them
also to procure pictures from magazines showing
old wooden men-of-war, ami vessels employed re-
cently in the sea of Japan. References to " hearts
of oak," and similar terms, may also be collected
from literature, for instance, Holmes' " Old Iron-
sides." When each element in the picture has been
expanded to actual size, and the colours of sunset
effects have been recalled, the little black and white
reproduction has fulfilled its function, it is either a
kind of shorthand note for those who have visited
London and examined the original, or it is an lid
in understanding and enjoying various famous de-
scriptions of this great picture of the Victorian era.
There are two notable accounts of this painting
— Ruskin's Modern Painters, vol. i, pt. ii. see. i, cb.
vii, and Notes on the Turner Gallery. Also Thorn-
bury's Life of Turner.
We have not space fur more than a few sentences.
First let us take Thornbury, who says: " It is the
noblest English poem, founded on English scenery
and English everts, ever thrown on canvas. Tur-
ner looked at the 'Temeraire' not as an old friend
going to the grave, but as an old warrior going to
his rest ; and, to celebrate its grand apotheosis, he
turned tile sky and earth into a gory battle-field;
and so in gorgeous sunset she moves in pnmp to her
130
THE EDUCATIONAL REVIEW.
burial. In the painter's eyes she then was no longer
the pale ghost of her former self, but a war ship
moving through the sulphurous flame at Trafalgar,
with the blood oozing through her planks as the
wine pours from the wine-press at vintage time.
He knew, when he painted this picture, that he
should touch the heart of England, because his own
heart was touched as he painted it."
Mr. Ruskin says, in contrasting Turner's work,
the " Ulysses," with the " Temeraire," painted at an
interval of ten years — the one picture is of sunrise,
the other of sunset : " The one of a ship entering
on its voyage, and the other of a ship closing its
course for ever. The one, in all the circumstances
of the subject, unconsciously illustrative of his own
life in its triumph, the other, in all the circumstances
of its subject, unconsciously illustrative of his own
life in its decline. Accurately as the first sets forth
his escape to the wild brightness of nature, to reign
amidst all her happy spirits, so does the last set
forth his returning to die by the shore of the
Thames." Mr. Ruskin calls attention to the ex-
quisite precision of the lines and the nobility and
pathos of the subject. Lastly, Mrs. Emery says:
*' The buoy and the row-boat and the white sails,
all at different distances from us, help strengthen
the effect of breadth in the water spaces. We in-
voluntarily measure the horizontal distances accord-
ing to the variations of these details in size and dis-
tinctness, and come to realize it is a wide expanse."
How to Use the Pictures.
If you have access to more than one rendering
of " The Old ' Temeraire,' " note carefully the dif-
terences. Observe especially if the moon is indi-
cated in the upper left hand corner, also the relative
heights of the masts.
In any case, note that unity in the composition
of the picture is obtained by focusing all the
diagonal lines of the picture upon the sun. (The
picture might indeed have been called " The Sun-
set.") Observe the receding lines of the shore, the
converging cloud shadows, the " sun glade." Note
also the line from the topmost mast, the direction
of the smoke, and the shape of the sail alongside
the tug. Invite other remarks of a similar kind,
and secure from the scholars a rough outline of the
picture (from memory, without previous intima-
tion) with these diagonals indicated in dotted lines.
N. B. — Do not use any of the above material In
the class until a full discussion has been held, ~>r
written accounts attempted, then invite fuller com-
positions, and propose this query : Describe the
probable feelings of old sailors when the "Temer-
aire " was sold and removed from Plymouth, the
men on the tug, and the demolishers at Deptford.
For Reproduction.
Two Friends.
In the Zoological Gardens in San Francisco is a
big lion named Paul. There wandered one day
into these gardens a little kitten. So far as this
little kitten knew, there was nothing in this great
big world but friendly, lovable people. The kitten
went about all day in the gardens, being fed by the
children, and when night came she found herself
in with the animals in the zoo. She felt quite <it
home, for some of them were her relations — very
much larger and somewhat different in shape, but
still they were cousins and second cousins. In one
of the cages was a big lion who was very old. The
kitten, just like all lovable things, felt very sorry
for the big lion, who found it difficult to stand up,
and whose head was gray; so Kitty made up her
mind she would be his friend; and wasn't it beauti-
ful ? Old Paul was just as anxious to be Kitty's
friend. When Kitty got into the cage Paul got up
and met her, and put his head down close to her,
so that it was almost like a kiss. When Paul lay
down again, poor tired little Kitty crawled right on
his neck, and there the keeper found her in the
morning. After this Paul and Kitty were the
closest friends, and Kitty for several weeks slept
right in the curve of the lion's neck, and in daytime
crawled all over him. — The Outlook.
A Noble Revenge.
A farmer's horse, happening to stray into the
road, an ill-natured neighbor, instead of returning
the animal to its master, put it into the pound.
This is an enclosed place, built especially for stray
animals, and a fine has to be paid by their owner
before they are liberated. Meeting the farmer soon
after, he told him what he had done, and added,
If I ever catch your horse in the road again, I will
do just the same." " Neighbor," replied the farmer,
" not long ago I looked out of my window in the
evening and saw your cows in my field of young
clover. I drove them out, and carefully shut them
up in your yard. If I ever catch them again, I will
do just the same." Struck with this noble reply, the
neighbor went to the pound, liberated the horse, and
paid the fine himself. — Sel.
THE EDUCATIONAL REVIEW.
131
Physical Geography in the Public Schools.
Professor L. W. Bailey, LL . D., University of N. B.
Should any one interested in educational work
look over the numerous catalogues issued by vari-
ous publishers, especially in the line of nature stu-
dies, he could hardly fail to notice the large number
of works on Physical Geography now on the market.
Six of these are now before me, all published since
1900, and they are by no means all. This would
seem to indicate that the subject is attracting more
attention than formerly, which perhaps is equivalent
to saying that its value in educational work is being
more generally recognized and taken advantage of.
I also note that nearly every one of the books refer-
red to is stated on title page or in preface to have
been prepared for school (rather than university)
work, which shows, I take it, that in the opinion of
prominent educationists the subject may with ad-
vantage be undertaken at an earlier stage than was
formerly thought desirable. Again, a comparison
of the more modern text-books of this subject with
those in use thirty or forty years ago, shows a most
remarkable contrast, at once explaining why these
great changes have been brought about. Mrs.
Somerville's Physical Geography, published in 1850,
is a good illustration of the mode of presentation
of that time, and though full of interesting facts,
and remarkable as one of the earliest examples of
the capacity of the female mind to master and to
systematize such facts, scarcely rises from facts to
principles. Humboldt's contemporary works were
broader and more impressive, as being based on
personal observation, but they were largely accounts
of personal travel. It is with Guyot, sometimes
called the father of Physical Geography, that the
subject first begins to assume a truly scientific char-
acter, as subordinating facts to principles, showing
how facts are linked together, and that every fact
or effect necessarily implies a consideration of its
causes and its consequences.
Again, the text of Mrs. Somerville's work was
accompanied by neither maps nor illustrations. In
Guyot's " Earth and Man," though a most fascina-
ting work, there are a few diagrams, but no illus-
trations direct from nature, nor any maps, though
later, such maps, especially mural maps, showing
the contour and relief of the continents, the course
of ocean currents, etc., were issued by the same
author. The methods of representation employed
by Guyot were not long in being adopted by the
compilers of school geographies, while, later, num-
erous text-books treating specially of this subject
began to appear. All of these were now more pro-
fusely illustrated, but the illustrations were not
always well chosen and were poorly executed, while
in the accompanying maps facts or contrasts to be
represented were emphasized by the employment of
the most glaring and strongly contrasted colors
often conveying wholly erroneous ideas. At the
same time such subjects as oceanic or atmospheric
currents, tidal movements, terrestrial magnetism,
or weather changes, were represented by maps
rilled with lines, the number and gyrations of which
were as hard to follow as would be those of a fancy
skater upon ice. Such complicated representations
only produce confusion and disgust in the youthful
mind.
But a more serious drawback common to all text-
books of physical geography down to a recent period
was that they attempted to pour knowledge into the
student instead of leading him to seek such know-
ledge for himself. It is in this that the recently
issued text-books show their great superiority, as
especially seen in such works as those of Professor
Davis, of Harvard, or of Professor Brigham, of
Colgate University. Not only are these made
attractive by beautiful typography and wealth of
illustrations, the pictures being largely from photo-
graphs, and so clearly reproduced by the half-tone
process as to be only inferior to the scene or object
itself thus represented, but the student is through-
out made himself an investigator througlT realistic
exercises, or by questions which thought and obser-
vation are needed to answer. And, in order that the
continuity of the book may not be thus interrupted
(as is too often the case in modern text-books,
where the force of a paragraph is constantly mar-
red by the necessity of trying to solve the conun-
drums with which it is larded), a small but separate
text is provided for the use of the teacher, giving
useful hints as to methods, lists of books to be
consulted, questions or problems to be solved, or
apparatus to be constructed. Especially is the
student urged to study attentively his own environ-
ment, and to seek out in hill and dale, forest and
plain, stream and river, lake and waterfall, the soil
and its vegetable output, the causes which have de-
termined these and made each separate locality what
it is.
In thinking over the subject, it hao occurred to the
writer to ask whether in the case of our provincial
schools as much attention is being given to this sub-
ject as is being given elsewhere, or as much as
might be given with advantage. I think not. Of
132
THE EDUCATIONAL REVIEW.
this, at least, I am certain, as proved by many
years' experience in teaching, that very few gradu-
ates of our schools have any adequate conception
of the physical features of their own province, or
of the relation of these to its origin and history.
Suppose I were to ask the young matriculant just
entering the university a few such questions as the
following, how often would I get a correct answer,
or, in most instances, any answer at all?
What proportion do the coast lines of New
Brunswick and Nova Scotia bear to their consoli-
dated area?
What influence has the extent of coast had upon
the occupations and development of the people?
What contrasts are presented between the coast
of the Bay of Fundy and that of the so-called North
Shore? What is the explanation of this contrast?
and to what results does it lead?
Why are fogs so prevalent about the Bay of
Fundy, and what effect have they upon its climate?
Why should the tide rise to such different heights
on the two sides of the isthmus of Chignecto?
What is the extent of the drainage area of the
river St. John ? the number of its tributaries navi-
gable by steam or by canoe?
What hill ranges traverse the province? in what
direction? and with what height?
Why does the St. John, arising in northern
Maine and Quebec, cross all the ranges referred to
and empty into the Bay of Fundy ?
What is the highest land in New Brunswick? in
Nova Scotia ? the deepest water ?
Why does much of Carleton County constitute a
" fertile belt " while the tract traversed by the I. C.
R. from Moncton to Bathurst is mostly a useless
waste ?
What useful minerals are found in New Bruns-
wick? in Nova Scotia? and where?
Upon what causes does the climate of the pro-
vinces depend? and how does the climate influence
our plant and animal life?
Such questions might be multiplied indefinitely,
but what is the use of asking them if the students
have no means of obtaining an answer. At present
a great want exists in this respect. No single or
elementary work dealing with the physical geo-
graphy of the province exists, and it is difficult to
get one published, as a good one would be expen-
sive, and publishers fear to undertake the venture.
But there is no reason why the teachers, especially
of the higher grades, should not make themselves
familiar with facts of this kind, and use them as
opportunity offers. Our provinces, from a physio-
graphic standpoint, are of exceptional interest. The
coasts, the lakes, the rivers, the waterfalls, the hill
ranges, the forests, the wild plants and animals, all
afford endless opportunity for interesting and profit-
able study, and there is no subject which will so
directly repay the efforts of those who enter upon
it, or any to which young people will make a
quicker or more hearty response. The teacher can
easily, if he wishes, obtain or get access to the pub-
lications, such as the Geological Survey reports,
the Bulletins of the New Brunswick Natural His-
tory Society, and the Proceedings of the Nova Scotia
Institute of Science, in which the natural features of
the couiury have found illustration ; he can make or
get photographs of interesting localities in his
neighborhood, and exchange with others from more
distant points ; he can study thoroughly some good
general text-books on physical geography, and then
search for local illustrations of the facts and prin-
ciples therein referred to; with the aid of the same
texts he can devise practical exercises illustrative
of such subjects as day and night, the seasons,
water erosion, curvature of the earth, etc. Still
better, he can attend the sessions of the summer
school of science, the very purpose of which is to
direct attention to the aspects of nature as actually
observed in well chosen localities, changing from
year to year, and to explain the methods and results
of such observation.
Of course it will be objected that there are already
too many subjects in the curriculum, and that there
is no time for the pursuit of another. But this
idea is based on misapprehension of the facts. The
subject is not a new one. It is already in the curri-
culum under the name of geography. It is only in
the method of teaching it that improvement is de-
sired. Drop the memorizing of geographical details,
especially of foreign countries ; direct the attention
of your scholars to the features of your own
environment, first those of the school grounds and
its immediate surroundings, then those of your vil-
lage, town or city ; finally of your county and pro-
vince. Make your pupils understand why the
school is where it is ; what circumstances determined
the location of your town or village; why the
county lines were drawn where they are; what
circumstances determined the provincial boundaries ;
and in what particulars New Brunswick and Nova
Scotia differ from other provinces, or from other
parts of the continent.
These and similar subjects do not need the setting
THE EDUCATIONAL REVIEW.
133
aside of special periods for their consideration.
Much of the work is out-door work, and will make
no encroachment on the ordinary school hours.- It
may be done in time of recess or the holidays, or
on the way to and from school. A map of the
school grounds may be made, which shall not only
be an exercise in drawing, but, if measurements are
made, an arithmetical or geometrical exercise as
well. Most young people are fond of exploring
the woods and streams of the district where they
live, and of making maps of the latter, christening
the more interesting features with names of their
own devising — thus repeating what was character-
istic of the childhood of the race, — and such work
only needs encouragement and direction to make it
fruitful. Let the teacher organize one or more ex-
cursions to points of interest with his pupils. En-
courage them to make pictorial representations, or,
where possible, clay or plaster models of what they
have seen ; give them prominent features thus
studied as subjects for composition ; base mathema-
tical questions upon some of the phenomena observ-
ed; and, without in any way interfering with other
school work, lessons in drawing, moulding, com-
position and arithmetic will have been given in a
way evoking personal interest, while much useful
information will have been gained and habits of
careful observation and reasoning acquired, which
will be through life a source of profit as well as
pleasure. Let me conclude with the words of
Professor Davis:
"All this means work, unceasing work ; but work is made
easy by enthusiasm and delightful by success. Let the
teacher, therefore, persevere until the phenomena of the
turning earth and the changing seasons are his familiar
companions through the year; until the winds and the
weather proclaim to him the great system of movements
in the atmosphere of which they are but parts ; until the
waves, the currents and the tides swing freely through the
ocean of his imagination; and until the hills and streams
commune with him as he walks by them."
November in Canadian History.
November 7, 1885, Canadian Pacific railway be-
tween Montreal and Pacific Ocean completed.
November 9, 1849, first telegraphic message sent
between St. John and Halifax.
November II, 1813, battle of Chrystler's Farm.
November 16, 1885, Riel hanged.
November 19, 1899, death of Sir William Daw-
son.
November 30, 1812, the U. S. General Dearborn
repulsed at Lacolle river.
Lesson on a Window.
What is its shape?
Of what is it made? Why not have it of paper?
Wood ? Cloth ? Iron ?
Why would not a hole in the wall answer just
as well as this?
Why is it best to have it in two parts ?
Why would it not be as well to have it higher in
the wall? Lower?
Name some of the uses of the window.
" To let the light in."
'* And to let us look out."
" To let air come in."
We use the word " ventilation " for that, Louise.
(Writes the word). This means to toss in the air,
and the word is from the Latin vcn-ti-la-re. The
root word is ventus, wind. But why should we
ventilate our rooms ?
" The air gets full of dust."
Yes, indeed. And not only that, but it gets full
of a deadly poison, carbonic acid gas, which would
kill us if taken in large supplies; and which makes
us stupid even when we breathe but a little of it.
" Is that why so many people go to sleep in
church?" That is one reason, for too many
churches are shut right up after the service with-
out being ventilated.
"Sometimes I get a headache even at home, when
the windows are closed in the winter."
Our greatest danger from lack of pure air comes
in the winter, for we shut ourselves up more closely
then than we do when it is comfortable to have
windows and doors open. But — who can think of
something else about a window?
" If the light is too strong, we need a shade."
Even that matter is often overdone, Harry. Many
insects love the darkness, and disease lurks in the
house that always has its shades drawn. What is
the glass fastened in with ? What is the man called
who does this work? Who makes the woodwork?
What is the woodwork called? You may each
draw a large window, with lace curtains that are
looped back from the centre; and a small one, with
a fringed shade on the upper half, and six panes Jn
the lower half.
For the spelling lesson you may use each of these
words in a written sentence : glazier, putty, glass,
carpenter, sash, frame, pane, ventilation, light,
oblong, square, transparent, shade, curtain, shutter,
blind, pulley, grating. — The Kciv Education.
It is not enough to speak, but to speak true.
134
THE EDUCATIONAL REVIEW.
For Friday Afternoons.
In answer to a request in the October Review,
several teachers have sent in selections for school
entertainments and for Friday afternoon recita-
tions, etc. We thank the correspondents for these,
which will be used as occasion requires. Will
correspondents kindly send, when possible, the
names of the authors of the selections, so that pro-
per credits may be given?
Mrs. Geralda H. Jenkins, of Canaan, N. S., sends a
play for seven children, of the age of seven or eight
years. She says : "It is very pretty when nicely acted.
The children wear badges marked with the day they
represent, which can be made very pretty with
colored crayons on white paper, and may or may
not carry something to represent the work done, —
as needle and thread, a rolling pin, etc. They come
to the front one by one and stand in a row.
" I devote an hour every Friday afternoon to
recitations, etc., and think it adds life and interest
to the school besides cultivating a side of child
nature that would otherwise be neglected."
Days of the Week.
Monday —
I am a very busy day,
I just come after Sunday;
But many people slander me
And say, I am " blue Monday."
I play upon the wash-board,
Which if every one would use,
They never would be troubled with the blues.
Tuesday-
Good evening, sister, here I am,
And I have work to do.
For though the clothes are nicely washed,
They must be ironed, too.
I starch and iron everything,
And lay them all away;
So you will see that I must be
A very busy day.
Wednesday —
Dear me ! I have so much work to do ;
For though the clothes are washed and ironed
They are not made to eat !
I make the bread, the cake, the pies,
Doughnuts, and cookies, too,
With sugar and spice, and all things nice,
I work as well as you.
Thursday —
There's something left for me to do
Which I will never shirk,
I cut and fit, and sew and knit,
Such is my daily work.
What children wear they often tear,
When other work is through.
With thimble, thread and needle bright,
I make them nice and new.
Friday —
Some call me an unlucky day,
I don't see why they should,
'For of; they turn around and say
That I am " Friday good."
I make the beds, and sweep the floors,
The clothes I overhaul,
To pave the way for Saturday,
The busiest day of all.
Saturday —
I am the biggest work day,
I make things splash and splatter.
I scour and scrub, and rub and rub,
On plate, and tin, and platter.
For I must make things nice and clean
For our dear sister guest,
The Sabbath day, of all the rest
The sweetest and the best.
Sunday —
My sisters, dear, you all are here,
Each in your proper place,
The last shall yet be first you know,
And so I take my place.
On Sabbath day nor work nor play
Should lure us from our duty
Of serving Him who made the earth
So full of light and beauty.
The children stand and sing to the tune of Home,
Sweet Home:
We come one by one with our duty so plain,
And when we are gone, we shall ne*er come again ;
Improve, then, each moment, each hour, each day,
For slowly but surely we're passing away. — Repeat.
(The children start to march out at the beginning o(
last line and repeat until all are out of room).
Miss Sadie Foster, Upper Rexton, N. B., sends
a recitation, " Made in Canada," which is inserted
with a few changes from the original. Children
should be taught that " while Canada is for the
Canadians," we should be on the best of terms with
other countries, so far as trade and intercourse are
concerned.
Made in Canada.
What is the creed and the calling that we of the north
uphold ?
It is not' the cry for power, it is not the greed of gold.
Let the east and south and west contend, like wolves for a
maverick bone ;
But Canada for the. Canadians is the creed that we call our
own.
Beef and bread and a blanket, a pipe, a mug, and a fire.
Are the things that we have in Canada ; what more can a
man desire?
What so good as our home-made cloth, and under the
wide blue dome,
Will you tell me where you have tasted bread like the
bread that is made at home?
THE EDUCATIONAL REVIEW.
135
And we are the young and the strong, and who so fit for
the work as we?
With our hands of steel and our iron heel, and our hearts
like the oaken tree.
For we are the home-bred, home-fed men, the pride of i
princely land,
And the things that are made in Canada are the things that
her sons demand.
So this is the creed and the calling that we of the north
uphold ;
It is never the cry for power, it is never the greed of gold.
Let the east and the south and west contend, like wolves
for a maverick bone,
But Canada for the Canadians is the creed that we call
our own.
Games for Primary Grades.
There is no one thing in the primary grade that
gives a better return than the playing of games. In
no other way is the freedom of speech, the little
courtesies, and the spirit of unselfishness so easily
taught.
THE MULTIPLICATION GAME
Is a favorite and is a friend to the teacher who
wonders why children cannot learn tables more
readily.
Have small cards, either written or printed, with
a multiplication combination on each. Turn them,
numbers downward, on a desk. A child runs up,
takes a card, peeps at it, holds it carefully that no
other child can see it. For example, the card has
on it 8X6.
The child says : " I am a child from the family
of 6's, can you guess my name ? "
He then calls on a pupil who says : " Are you 7
6's are 42 ? "
" No, James." (Calls on another).
" Are you 3 6's are 18? "
" No, Edith," and so on until the correct com-
bination is called. Then he shows the card, and the
one who guessed correctly chooses a card and con-
tinues in the same way.
If the pupil called on should make a mistake,
for instance saying, " 7 6's are 45," and the pupil
with the card fails to say, "That is incorrect," he !s
obliged to forfeit his card to some child who noticed
the mistake. The improvement in multiplication
tables can be noticed in a few weeks after playing
the game, for all the pupils are desirous of being
called on to guess.
SPINNING THE PLATTER.
This is another little device for the dreaded
multiplication table. Let each pupil have a card
with a multiplication combination on it. Have a
granite pie-pan, or like contrivance, that can be
placed on edge and spun like a top. The game is
started by a child who " spins the platter " and at
the same time calls for a combination as " 6 9's."
The pupil who has the card with the six nines upon
it, runs to the platter, saying as he runs, " Six 9's
are 54." If he gives the combination correctly and
gets there before the platter has stopped spinning,
he has the privilege of spinning the platter and
calling for a combination. If he fails to give his
combination correctly, or to be prompt in reaching
the platter, he takes his seat and the first pupil has
another turn. The delight the pupils take in hav-
ing an opportunity to " spin the platter " makes
them alert and prompt in answering, and in this
way a fine review of tables is given without the
pupils knowing that they have been working as
well as playing. — Teachers' Magazine.
THE MISSING PUPIL.
The little diversion of the missing pupil is old,
and is variously modified. A small pupil (Anna),
in the centre of a group or circle, is blindfolded,
while her playmates march around and sing this
stanza :
Happy now together,
All our clr.ssmates play,
We are ne'er so merry
When there's one away.
But some one is missing —
O, ^as, it's true!
Please will some one call her?
Anna, dear, will you?
As they sing, one of their number detaches her-
self from the others, and hides behind a tree or be-
hind the teacher. The child in the centre removes
the bandage from her eyes, and guesses who is
gone. If she guesses correctly, the child who is
concealed is the next to take the place in the centre.
— School Recreations and Amusements. American
Rook Company.
Andrew Lang includes " month " in his list of 60
English words that have no rhyme. He apparently
never has heard the old verse of the mathematical
student :
The Nth term and the (N+i)th
Have troub'ed my mind for many a month.
— New York Tribune.
I have been a subscriber to the Review for nine
years, and every number received has been helpful
to me in my work. Wishing you still greater
success, I remain, yours truly, E. M. F.
136
THE EDUCATIONAL REVIEW.
CURRENT EVENTS.
The ninth of November is King Edward's birth-
day, and one of the days on which the school flag
should be flying.
The Emperor Menelik, who has no children, has
named his nephew as heir to the throne of Abyssinia.
The choice has the approval of Great Britain,
France and Italy.
While the proposed tunnel to Prince Edward Is-
land is not yet begun, a British Columbia board of
trade is proposing a bridge to connect Vancouver
Island with the mainland, at a cost of twenty mil-
lion dollars.
. The British squadron under command of Admiral
Prince Louis, of Battenburg, after a long stay in
Canada, has left for Annapolis, Md, where it will be
received by a United States squadron under
Admiral Evans. Leaving there on November 8th,
the two fleets will be in New York harbor on the
King's birthday. From the latter port, the British
squadron will sail direct to Gibraltar at high speed,
the cruise being part of the admiralty's plans for
testing the new disposition of the Atlantic fleet and
its availability in case of need.
The Prince and Princess of Wales have left Eng-
land on their visit to India, where great prepara-
tions have been made for their reception. The de-
parture of Lord Curzon is postponed until after this
visit.
In two and a half years' time, at a cost of fifty
lives and much money, a British expedition has
completed a survey of the boundary line on the
Afghan and Persian frontier. It was a work of
immense difficulty and danger. Terrible winds
were encountered, with intense heat and intense
cold. To get the information needed for a military
map of the region was, perhaps, the real reason for
sending out the expedition.
The international waterways commission has sent
geological experts to report upon the receding of
the Canadian side of Niagara Falls, where there is
said to have been a recession of three hundred feet
in the last eighty years.
The Hottentots in German Southwest Africa have
again taken the offensive, and have captured an im-
portant German post. The Germans are falling
back. The Basutos, in British territory, are said
to be restless, their enmity being directed towards
the Boers rather than the British.
A Russian despatch says negotiations between
Great Britain and Russia regarding Asiatic ques-
tions are proceeding favorably, and a complete
understanding seems to have been reached. This
means delimitation of the Russian and British
spheres of influence in Asia, and will probably give
Russia commercial access to the Persian Gulf.
The Quebec government is taking steps towards
the settlement of the boundary line between the
province and the narrow strip of Labrador territory
controlled by the government of Newfoundland.
The rights of all foreign fishermen on the coast
of Newfoundland were not finally determined when
the French gave up their claims. United States
fishermen have certain rights there, under the treaty
of 1818. They may take fish in Newfoundland
waters, and enter the bays and harbors for certain
purposes ; but these purposes do not include buying
fish, or shipping crews of fishermen, both of which
the Gloucester fishing vessels have been doing. The
Newfoundland government has determined to put
a stop to these practices, thus preventing the
Gloucester fishers from sending Newfoundland fish
into the United States markets duty free, as their
own catch; and making it possible for Newfound-
land fish merchants to get some share of the trade.
King Edward has opened a new thoroughfare in
London, which has been six years in construction,
and has cost thirty million dollars. It is three-
quarters of a mile in length, and to make way for
it some of the worst slums of the city have been
ren loved.
The Irish language is now taught in more than
three thousand schools in Ireland.
The Norwegian Arctic exploring expedition,
which has been working along the north coast of
Canada, is reported to have made the northwest
passage, and may be expected to make its way
through Behring Strait next summer.
Norway is now an independent state, the bill re-
pealing the union with Sweden having passed both
the Swedish and the Norwegian parliament. Prince
Charles, of Denmark, will probably be chosen ruler
of Norway, with or without the title of King.
Hong Kong, hitherto spoken of as the third ship-
ping port in the world in respect to the number of
vessels entering, is now, according to official re-
turns, the second ; London being, of course, the first,
and New York the third.
The coming winter promises to be the brightest
ever experienced in the coal trade of Nova Scotia.
Louisburg, the winter port of shipment for the
Dominion Coal Co., will have the busiest season in
its history. The time is not far distant, it is said,
when Nova Scotia itself will utilize two million
tons of coal per year.
The government of Venezuela, having success-
fully defied the United States, and refused to set
aside a decree of its own courts at the dictation of
President Roosevelt, is now defying France. F. ance
is sending war-ships to the West Indies. The
cause of the trouble, in both cases, is the granting
of concessions to foreign commercial companies,
and the appeal of these companies to their home
governments against the rulings of the Venezuelan
courts.
" Laugh and grow fat " is the prescription that
cannot well be taken seriously ; yet it is said that
dyspepsia is now to be systematically treated by
laughter, and that a Paris physician has established
a sanitarium for that purpose.
THE EDUCATIONAL REVIEW.
137
During last year, 117,271 immigrants arrived at
Canadian ports, and thousands more came from the
United States.
An international congress in Belgium has ap-
proved the plan of placing polar exploration under
international direction.
It has long been known to geographers that by
an inland route from the southern extremity of the
Caribbean Sea, running due south up the valley of
the Atrato and down that of the San Juan.a small
river emptying into the Pacific four degrees north
of the equator, it would be possible to dig a canal
at sea level from ocean to ocean. The greit dis-
tance is the objection to this route, for a canal du^
here would be not less than five hundred milts in
length; but, as there are supposed to be no great
engineering difficulties in the way. such a canal is
now thought of as a possible rival of the Panama
canal.
There is a native insurrection in British East
Africa, and tribesmen are threatening the destruc-
tion of the Uganda railway.
More coal was exported from the United King-
dom last year than in any previous year, the total
reaching something more than sixty-five million
tons.
Great Britain and China have agreed on a con-
ference for a new Tibetan treaty, China maintain-
ing that the Tibetans themselves, as vassals of the
Chinese Empire, have no treaty making powers.
It is learned that the Dalai Lama, who fled from
Tibet at the approach of the British forces, is re-
turning.
Work will begin at once on a railway from
Peshawar to the Afghan frontier on the Russian
side. When this is completed, Russia and Great
Britain will be practically in touch in Central Asia.
The new Anglo-Japrnese treaty marks a n"w en
in the history of Eastern Asia. English ideas of
justice and integrity, as exemplified in the govern-
ment of India, are to rule in the Far East ; Japan
is recognized as a power of the first rank, and the
leader of the Oriental races ; China is to develop in
its own way, and be henceforth treated as an equal
by the other nations of the world.
A timber famine is threatened in the United
States, and it is becoming more than ever cl.ar that
Canada is the future source of supply for forest
products in North America. A great Canadian
forestry convention will he held in Ottawa in Janu-
ary, at the call of Sir Wilfrid Laurier, to d'scuss
among other matters, the increased danger to our
forests which the opening up of new railway lines
will bring.
The present population of Asia, including the
East Indies, is estimated at nine hundred million;;
that of Europe at four hundred millions ; that of
North and South America, with the West Indies in-
cluded, at about one hundred and fiftv millions; and
that of Africa, Australia and the Pacific Islands at
one hundred and fifty millions.
The German government has decided to equip all
lightships along the Baltic and North Sea coasts
with a special signalling apparatus, consisting of a
submerged bell rung by steam power. By vessels
properly equipped with receivers, the sound of the
bell can be heard under water for a distance of eight
miles or more. There have been more wrecks on
the Baltic coast in proportion to the trade than on
any other coast in the world, the average being one
wreck a day the year round.
Timbuctoo is now considered within the reach of
tourists. Eight days by steamer from France will
take the traveller to Dakar, on the coast of Africa.
One day thence by train to St. Louis, three days by
water to Kayes* two to Kilikoro by train, and four
days thence to Timbuctoo, by the new steamboat
service established this year, will complete the jour-
ney.
There is a general opinion that the cHmate is
undergoing a gradual change, in consequence of the
irrigation works recently established, and the
broader area of cultivated land and greater amount
of water evaporation that must follow. It has even
been said that the Sphinx and other monuments
that have withstood the former climate are crumb-
ling because of the greater moisture. But official
reports show that the rumors are untrue. None of
the observations indicate any change of climate.
Thousands of settlers wdio have taken up govern-
ment lands in Southern California will be driven
from their homes as a result of bad engineering in
diverting the course of the Colorado river for irri-
gation purposes. This is the statement of a mem-
ber of the international waterways commiss'on. who
predicts that within twentv years a mi'lion aTcs of
the valley will he covered by a new inland sea.
'J he approach of a presidential election in Cuba
is viewed with some degree of alarm by the United
States authorities, as serious disturbances are
threatened. . One of the Cuban party leaders is now
in the United States seeking for intervention by
1 'resident Roosevelt, and an armed uprising to bring
about that intervention is among the possibilities.
The wireless telegraph station on Sable Island
is a marked success. The Minister of Marine spea'.s
of it as the most important telegraphic station in
the world. From eighty to one hundred messages
a day are received.
A lainj) which gives neither light nor heat is a
new German invention. It is designed to give out
the invisible rays of the spectrum, know as the
ultra-violet rays. These rays have a powerful
chemical effect, and are very destructive to bacteria.
Believing ornamental gardening to be a suitable
occupation for woman. Miss Krupp daughter of the
celebrated gunmaker. has started a school in Ger-
many where girls are trained for that pursuit.
'Hie population of Russia is increasing more
rapidly than that of any other country in F'urope,
with th«- exception, perhaps, of Denmark, Sweden
and Norway.
138
THE EDUCATIIONAL REVIEW.
The 15th of November is the date fixed for the
garrison at Halifax to pass into Canadian hands.
Nearly forty different languages are now spoken
in Canada, including those of the various Indian
tribes.
Disbanded Russian officer and soldiers of the late
war are to be offered free lands for settlement in
Siberia, a plan which was adopted in the early settle-
ment of our own country, and which has the double
advantage of bringing new lands under cultivation
and giving employment to the disbanded men.
Nearly every man in China can read, but very
few of the women are educated.
Among new building materials now coming into
use are bricks made of clean sand and ground quick-
lime which are said to be as substantial as granita ;
and a new material called wood-stone, which is
made of sawdust and calcined magnesia, and is said
to be water-proof, incombustible, and capable of
taking a high polish. Glass bricks have been known
for some years, and are used for walls that need to
be at once fire-proof and translucent. In some
parts of France they are used for street pavement.
Russia is practically cut off from the rest of Eu-
rope by a general strike of railway employees. The
want of food will soon be felt in the cities, if the
situation remains long unchanged In the meantime,
there is comparatively little disorder and the gov-
ernment is doing everything possible to keep food
supplies moving by military operation of some of
the railways.
Count Witte, the successful peace negotiator, has
been called upon by the Czar to form a cabinet which
may meet the new national assembly when it con-
venes, and form the first responsible ministry of the
empire. If the present industrial disturbances, do
not lead to anarchy, next year will probably see
Russia, governed by a limited monarchy much like
our own.
The partition of Bengal for administrative pur-
poses has given much dissatisfaction to the natives,
as it is known to be a measure adopted by Lord
Curzon, the retiring viceroy, as a means of lessening
the influence of that state in the affairs of the Indian
Empire.
Trafalgar Day, the hundredth anniversary of
Nelson's victory and death, seems to have been cele-
brated in a quiet and dignified way throughout the
Empire. In Halifax, Prince Louis's flagship, the
" Drake." hoisted Lord Nelson's flag, and the old
signal for close action, and the other ships of the
fleet were dressed with flags. At ha1f-past four,
the hour of the death. Nelson's fla<j and the ensign
were lowered to half-mast and minute guns fired.
Similar honors were paid to the memory of the hero
on all the ships of the navy in English waters, and
there were commemorative ceremonies and ad-
dresses on land, as well as at sea.
Teachers' Conventions.
Teachers' Normal Institute.
The Teachers' Institute for the six eastern coun-
ties of Nova Scotia, held at North Sydney from the
25th to 30th September, was somewhat unique in
character. Instead of the usual formal papers,
often of little benefit to young teachers, there were
in the forenoons of four consecutive days forty-
eight model lessons on the subjects most important
to the ordinary country school — reading by Miss
Dillon, of Guysboro, and Miss Patterson, of Glace
Bay; arithmetic by Prof. Connolly, of the normal
school, and Miss Edgecombe, of Sydney; language
by Miss McKenzie, of Sydney Mines ; geography
by Miss Macneil, of Sydney ; grammar by Principal
McLeod, of Whitney Pier; drawing by Principal
Smith, of Port Hood; nature by Miss Kelly, of
Glace Bay, and Principal Mclnnis, of Reserve
Mines, supplemented by Principals Armstrong and
Matheson ; and botany by Miss McLeod, of Bridge-
port.
The choice of topics showed that somebody under-
stood exactly what the eastern schools most needed,
and the selection of instructors could not have been
excelled in any part of Nova Scotia. It might have
been thought difficult to give a model lesson to child-
ren with whom the instructors were not acquainted,
yet it did not seem to be. For the North Sydney
children behaved admirably, not only in the class-
rooms, but also in the hallways and in the streets.
The instructors, by their skilful presentation of
knowledge just suited to the various stages of child
development, and by their charming manner, not
only held the attention of the children perfectly, but
they also enlightened and inspired the on-looking
teachers.
In primary reading the phonic method was used
to give the pupils a mastery of all regular words
and to train them in distinct articulation and nice
discernment of sounds. To facilitate their progress
anomalous words were disposed of by the " look
and say " method — these methods being always held
subordinate to interest in the content. ■ Interest was
aroused and augmented by preliminary talks care-
fully prepared and epitomized on the blackboard ;n
such a way as to introduce the more difficult words
of the lesson in advance.
In arithmetic the exercises were founded on the
transactions of everyday life. The several steps of
the unitary method were made very plain in pro-
blems of gradually increasing difficulty by which the
pupils were trained to analyze and reason system-
atically.
Principal Smith, of Port Hood, in one lesson
taught a class of thirteen-year-old pupils to con-
struct, with a clear understanding of the principles
involved, a diagonal scale, and to use it readily in
the measurement of lines. What would not a
week or a month of such teaching accomplish ?
The nature lessons consisted of a study of speci-
THE EDUCATIONAL REVIEW.
139
mens in the hands of each pupil — no text-books
being used. No mere memorizing of information
received from other people's observation will here-
after satisfy those teachers who noted the interest
with which the pupils were led to make all the
discoveries for themselves — the instructor merely
supplying, when necessary, the new technical terms.
After each lesson an opportunity was given for
questions and discussions, which for the most part
consisted in expressions of appreciation ; for adverse
criticism was scarcely possible. The Superintend-
ent of Education contributed very much to the inter-
est of this part of the programme. After each
lesson, to which he listened, he pointed out the
fundamental principles upon which success in the
teaching of that subject depended, and how it was
that the instructor, amid so many distractions, was
able to make such a deep impression upon the pupils.
He dealt very fully upon the value, methods and
possibilities in nature study, and upon the suitability
of practical studies for the best kind of mental dis-
cipline.
In the schools of North Sydney and Sydney
Mines music receives adequate attention under the
direction of Professor C. L. Chisholm. These are
the only places in Nova Scotia where a special
supervisor of music is employed. The results more
than justify the time and expense. Less than three
half-bours a week enables the pupils to sing cor-
rectly and readily any ordinary music at sight from
the staff notation. The absolute accuracy with
which the pupils could instantly strike anv note in
any key, and the firmness with which thev held
their parts in two, three, or four part harmonv was
Tittle short of marvellous. None of those who were
present on Thursday afternoon at the demonstra-
tion given by Professor Chisholm. of his splendid
system of teaching music, nor of those who heard
Dr. MacKay's clear expositions and enthusiastic
defense of nature studies will ever hereafter be
disposed to place these subjects among the " fads
and frills " of education, unless indeed it should
be found that, after all, the so-called " fads and
frills " are the essentials, while the three r's are the
instruments, to be learned incidentally, vet not less
thoroughly, on that account, than heretofore.
On Tuesdav afternoon the teachers had a delight-
ful sail on the harbour as the quests °f the town r-f
North Sydney. In addition to the enjoyment of
social pleasures, the teachers trained an appreciable
amount of geographical knowledge in a manner
which may suggest more rational methods of com-
municating such information to their pupils. On
Wednesday afternoon thev visited the Dominion
Tron and Steel Company's works at Sydney, and
wondered at the complicated machinery, which
almost seemed to be possessed of intelligence of its
own, as it moved about, huge masses of incandes-
cent iron placing them here or there, or turning
them over as required, sending them at length on
to cars as completed rails, or coiling them up is
completed wire. The teachers will return to their
schoolrooms with an increased respect for science
and for the resources of our country, with enlarged
views and a broader outlook.
For all these privileges the teachers are indebted
to the Education Department, for recognizing in a
practical way the value of this short normal course,
to those who did not have the advantages of train-
ing at the normal school. They are equally in-
debted to the executive committee, consisting of
Inspectors Macdonald, McKinnon, Macneil and
Phelan, assisted by Principals McKenzie, Matheson,
Macdonald and Smith, and Mr. Stewart, for the
excellent programme so perfectly carried out. In-
spector Macdonald as chairman, showed great ex-
ecutive ability. For many years he has rendered
such great services to the cause of education that
the opinion was freelv expressed, that the list of
those honored bv St. Francis Xavier College at its
recent brilliant jubilee, was incomplete without one
name more — that of Professor A. G. Macdonald.
P. E. Island Association.
The Prince Edward Island Teachers' Association
met at Charlottetown, September 27. 28, 29. There
were nearly 200 teachers in attendance. Vice-
president J. F. Gillis gave an excellent opening
address, after which Mr. H. B. McLean, of the
Macdonald consolidated school, Hillsboro, read a
practical paper on manual training. One session
was occupied in visiting the consolidated school at
Hillsboro, where an inspection was made of the
classes at work. Following this a model lesson was
given to a class of grade six pupils in the assembly
hall of the school by Dr. Brittain, of Fredericton.
The subject was buds and leaves, and it was made
an excellent example of a nature-study lesson. A
paper 011 the Teaching Process was read bv J. A.
McPhee, B. A., of Souris, and Dr. Brittain gave an
address on nature-study, illustrating the best
methods of teaching it.
At Friday's session the school book question was
discussed and a number of changes suggested.
Among them the substitution of a book on Canadian
history, to take the place of Clement's text, and new
texts on botany and agriculture were recommended.
An interesting paper on Defects in the Curriculum
was read bv Miss A. S. Clarke, in which she advo-
cated more nature-study, biography and literature
in the schools. The papers and addresses were
discussed by the members of the convention in an
excellent spirit. The convention, by resolution,
asked the government to appoint a commission to
deal with the whole educational question of the Is-
land, and asked that teachers be represented on the
c< mmission. A resolution was adopted placing on
record the appreciation of the convention for the
services of the late Inspector W. D. Mclntyre. The
following officers were elected for the ensuing year:
President, |. K. <iillis, Charlottetown; vice-presi-
dents, I. W. Jones, Hillsborough, Q. C. ;lnspecfor
Matthews, Alberton, P. C. ; J. A. McPhee, Souris.
140
THE EDUCATIONAL REVIEW.
K. C. ; secretary-treasurer, James Landrigan, Char-
lottetown ; recording secretary, H. B. McLean,
Hillsboro; additional members of executive, Miss
S. A. Clarke, Chas. McDuff, Vernon Coffin, P. F.
Hughes, J. W. McDonald.
for the ensuing year : B. P. Steeves, B. A., presi-
dent; Miss Carroll, vice-president; O. N. Brown,
secretary-treasurer; Miss B. M. Eraser and Miss
Dunnet, additional members of the executive.
Victoria County, N. B., Institute.
The Victoria County teachers, to the number of
twenty-five, met at Grand Falls, September 28th
and 29th, Inspector Meagher presiding. He gave
a very suggestive address, with examples, on the
first steps in teaching arithmetic. Papers were
read by Principal J. C. Carruthers, of the Grand
Falls school, on the Development of the Imagina-
tion; a paper on Empire Day from Miss Bessie M.
Fraser, now of Chatham, N. B., was read by Miss
Curry. Dr. Inch, chief superintendent of educa-
tion, and Dr. Hay, of the Educational Review,
attended, took part in the proceedings and address-
ed the evening meeting, presided over by Inspector
Meagher. This was very largely attended and
much interest was shown by the people.
Touching reference was made during the proceed-
ing of the institute by members and by Dr. Inch to
the death of Thos. Rogers, of Carlingford, a faithful
teacher and an active member of the institute. This
expression of feeling was conveyed to the family
of the deceased in a touching resolution framed by
Principal Carruthers and Miss Goodine.
Northumberland County Institute.
The twenty-ninth annual meeting of the Nor-
thumberland County teachers, of whom about eighty
were present, was held in the Harkins' Academy,
Newcastle, N. B., October 5th and 6th, with Presi-
dent Jas. Mcintosh in the chair. Addresses were'
given at the opening session by Inspector Mersereau
and by Dr. Cox. The former stated that pupils in
the advanced grades of our schools were unable to
attack problems independently. The cause was to
be found in the many time-killing devices in the
lower grades to make the lessons entertaining and
the work easy. Two well taught lessons were given
to classes, — one on reading in grade I by Miss
Sarah Hogan, and the other on the Personal Pro-
noun to a more advanced grade by Miss K. L. Troy.
These lessons were discussed at length by members
of the institute. Mr. T. B. Kidner, director of
manual training, gave two addresses 011 this subject,
one before the institute and the other at the public
evening meeting, going very fully into methods and
the benefits to be derived from its introduction into
the schools.
At the second day's sessions papers were read as
follows: On Canadian History, by Miss M. T. Dun-
net, How to Deal with the Dull Pupil, by Miss
Bessie M. Fraser, and a paper on Number by Miss
Jennie S. Crammond. The papers brought out
fruitful discussions, in which many members of the
institute took part. The next meeting will be held
at Chatham. The following officers were elected
Westmorlanp County Institute.
The twenty-eighth annual meeting of the West-
morland County teachers took place at Dorchester
on Thursday and Friday, October 5th and 6th, the
president W. A. Cowperthwaite, A. B., in the chair.
About ninety teachers were present. In his open-
ing address, the president stated that the programme
had been framed with the object of making the
meeting useful and suggestive by having as many
lessons as possible taught before the assembled
teachers. Miss Doyle, of Port Elgin, taught a
lesson in reading to a class of grade II pupils, and
Mr. R. B. Masterton, B. A., followed with one on
grammar, both of which were commended in the
discussion which followed. The public meeting on
Thursday evening was very largely attended.
Judge Landry presided and made an excellent ad-
dress, followed by Principal Oulton, Inspector
O'Blenes and others.
At Friday's meeting a lesson on the map of
Quebec province was given to a grade VI class by
Miss Nicolson, of Moncton, followed by an illus-
tration of methods in arithmetic by Inspector
O'Blenes. At the afternoon session the institute
was divided into a primary and an advanced section.
In the latter the question was discussed of a larger
allowance of time for the closing examinations for
matriculation and for entrance into the high school.
A committee consisting of W. A. Cowperthwaite,
chairman, T. T. Goodwin and A. D. Jonah were
appointed to confer with representatives of other
counties in regard to this matter, and then, if the
rest approve the idea, to memorialize the govern-
ment.
The following were elected officers for the next
year : A. D. Jonah, president ; Miss Lea, vice-presi-
dent ; S. W. Irons, secretary and treasurer ; H. B.
Steeves, H. Burns, executive.
The institute will meet next vear at Shediac.
Albert County Institute.
The twenty-eighth annual meeting of the Albert
County teachers was held in the new consolidated
school at Riverside, N. B., on the 5th and 6th Octo-
ber, the president, Thos. E. Colpitts, A. B.. in the
chair. The teachers were much interested in visit-
ing the different rooms of the new school building,
which occupies a fine position nearly midway be-
tween the villages of Albert and Riverside, with
plenty of space for playgrounds, school gardens and
an aboretum. The manual training, domestic
science and science departments have not yet been
fitted up. In a short time these will be in running
order, and will meet the conditions required by the
gift of $5,000 promised by Ex-Governor McClelan.
The school has admirable facilities for work, and
THE EDUCATIONAL REVIEW.
141
promises, under the principalship of Mr. G. J. True-
man and his excellent staff, to be one of the best
equipped educational institutions in these provinces.
The first paper after the opening addresses was
read by Miss Glendine Brewster on Talking — Is it
a Crime? The opinion of the reader of the paper
and those who followed in the discussion was that
if the work of the school is carried actively and
interestingly along there would be little disposition
for trifling. The paper was followed by an inter-
esting summary of educational conditions in the
country schools of the Northwest by Miss M. E.
Bray; a paper by Rev. A. W. Smithers on Some
Psychological Aspects of Teaching, and a nature-
lesson conducted by Dr. G. U. Hay, after which the
institute adjourned for a field excursion under his
direction.
Hon. A. R. McClelan was chairman of the public
meeting in the evening, held in the assembly hall
of the school, and gave an excellent practical ad-
dress on the requirements of modern education.
He was followed by Dr. Hay, Principal Trueman
and others.
During the second day's sessions Mr. Geo. H.
Adair, of Hopewell Hill, read a paper on Rural
School Districts, showing some of their advantages ;
Mr. M. R. Tuttle, of Elgin, gave a helpful paper
on Teaching English ; F. R. Branscombe, of Hope-
well Cape, gave an illustrated lesson to a class of
little boys on Eclipses of the Sun and Moon.
Elgin was chosen as the next place of meeting.
The institute elected officers for the ensuing year
as follows : Geo. J. Trueman, president ; Miss Win-
nifred V. Smith, vice-president ; Percy A. Fitz-
patrick, secretary-treasurer. Additional members
of executive, Miss Edna M. Floyd, Miss Jennie
Smith, Miss Marion Atkinson. The retiring presi-
dent, T. E. Colpitts, was tendered a unanimous vote
of thanks for his earnest efforts in behalf of th-
institute for the several years he has filled that
office.
United Institute of St. John and Charlotte
Counties.
Nearly three hundred teachers attended the united
institute of St. John and Charlotte Counties in the
assembly hall of the high school in the City of St.
John, October 12th and 13th, Principal J. S. Lord.
of Fairville, in the chair. Mr. Lord's decision and
energetic ruling, and the admirable and varied pro-
gramme carried out, made the institute one of the
best ever held in this section of the province.
The united executive committee who had
charge of the arrangements well deserved the
thanks of the assembled teachers. After the presi-
dent's opening address, Miss Etta Harlow gave a
comprehensive paper on colour, illustrated by an
admirable series of charts. A "Song and Drill'' by
a class of girls trained by Miss A. M. Ilea was very
gracefully and effectively given. Reading lessons
to a primary class by Miss Lily A. Belyea and '.o
an advanced class by Miss Ella McAlary gave an
opportunity to observe good methods in teaching.
At the evening meeting, presided over by Inspec-
tor Carter, addresses were given by Mayor W. W.
White and Supt. W. W. Stetson, of Maine.
A trio of papers on nature-study, by Mr. J
Vroom, Miss H. L. Edgecombe and Mrs. J. M.
Lawrence, written in beautiful language, breathed
a refreshing out-of-door spirit. Two papers on the
School from the Standpoint of the Parent, by Mrs.
Win. Kerr and Mr. S. D. Scott, editor of the Sun,
were outspoken in generous appreciation of the ser-
vices of teachers. Miss Eleanor Robinson gave a
lesson on Shakespeare's Hamlet, taking the mem-
bers of the institute as a class. The lesson was a
fine example of a keen critical analysis of this great
play.
The following is a list of officers for the ensuing
year : St. John County — A. L. Dykeman, president ;
A. E. G. McKenzie, vice-president ; Miss A. M. Hea,
secretary-treasurer; W. L. McDiarmid, Miss Etta
Barlow, executive.
Charlotte County — Mrs. McGibbon, St. Stephen,
president ; C. A. Richardson, St. Andrews, vice-
president ; J. Yroom, St. Stephen, secretary; Mrs.
Graham, Milltown, Miss Olivia Maxwell and F. O.
Sullivan, executive.
[Further reports of institutes will appear in the
December number.]
Teaching how to study is of infinitely greater
importance than hearing recitations. If a child can
study he will learn without further aid. Good
luck may help him out in recitations, even though
he knows precious little about studying. A recita-
tion should always be conducted primarily to dis-
cover how the child has studied rather than what
he knows. The touchstone for good teaching is
ability to teach a class how to study, not simply
this lesson, but any lesson, not simply one subject,
but any subject. The art of studying is the high-
est art attained in school. — American Primary
Teacher.
To Interest the Parents.
Write on the board an invitation to the parents to
visit your school at some particular time. Have
each pupil copy it, and then sign your name to it
and have it taken home. See that everything about
the invitation is correct, as it is also a language les-
son. As a souvenir of the occasion, have each
pupil prepare a set of papers showing his work.
The cover may exhibit his skill in drawing designs.
Let all he arranged with care and taste.
Result: Greater interest in work on (lie part of
the pupils; better work done; the parents interested
;.nd the teacher cncoi.raged. — Schoo, ucevni.
142
THE EDUCATIONAL REVIEW.
Keeping the Children in School.
There are ways of getting hold of the larger boys
and girls and inspiring them with enthusiasm for
school, if not for knowledge. No one who has
seen the persistency with which many grown men
frequent the evening schools can doubt this. The
chief trouble is that, at the age when children,
particularly boys, begin to take an active interest in
life outside the school-room, the school fails to
respond by pressing these outside interests into ser-
vice and relating the school-work to the daily lives
of the children.
The work in arithmetic at this period should be
very practical and appeal to the boy's self-interest
by its obvious relations to business needs. The
geography should be enlivened by books of travel,
the history by historical novels. The school should
have either a library of the right kind of books and
magazines or the teacher should press the public
library into her use. Gardening and agriculture
should be presented in a practical way. The teacher
should find out the things that most interest big
boys outside of school, and if these are worthy
interests, encourage them, and appeal to the boy
as an authority on that subject in a way that will
arouse his pride.
If possible, get up a school excursion now and
then to some place of interest. Give the boys some
part either in arranging work, caring for the build-
ing, keeping order, or helping others, that will
make them feel that the success of the school rests
in some real and definite way with them.
As regards arousing the right spirit in the com-
munity, the problem is more difficult, because the
teacher has so little time to give to this side of the
matter. Still, if the teacher makes a beginning the
parents will usually meet her half way. Parents'
clubs and parents' days will generally do much, but,
if possible, the teacher should try to know the
fathers and mothers personally and make them her
friends. If it can be done in no other way, invite
them into the school frequently and have some little
entertainment planned for them. And have some
of these entertainments at hours when the fathers
can attend as well as the mothers.
Public sentiment is about the most powerful aid
a teacher can have in keeping the children in school.
Do not be merely a school teacher, then, but take
some active part in the life of the community. If
some rich and public spirited men could be induced
to endow the public schools, as well as colleges and
private institutions, with books and laboratories and
apparatus, and, perhaps, some form of scholarships,
it would be a vastly easier matter to keep the child-
ren in school and longer out of the shop and fac-
tories.— Adapted from Popular Educator.
After several years' experience in teaching frac-
tions, I have adopted a rule given by the instructor
of mathematics in a large normal school. Never
explain to beginners why you invert the divisor.
I am a firm believer in explanation, but I think
there are a few cases where a short rule, unexplain-
ed, will produce better results than a long discourse
explaining the different steps. Children's brains
are easily tired, and there is enough in arithmetic
that must be explained, without compelling them to
fix their attention on ideas which their undeveloped
minds grasp with difficulty. The time given to
teaching fourth-grade pupils why the divisor is in-
verted, may be more profitably spent in other ways.
— Selected.
Many interesting experiments can be made with
soap bubbles blown from a mixture of warm water,
castile soap and glue. It is not generally known,
however, that bubbles can be frozen, though this
is very easily done. Blow a bubble of moderate
size, and carry it to the door, or put it out of an
open window on a winter day. The bubble will
freeze instantly, retaining its shape, but forming
most beautiful crystals. If you try this little ex-
periment on a clear day when there is little wind,
you will be delighted with the result. — Primary
Education.
Devices to teach reading to first year pupils are
" cleaning house," and " picking apples." Sketch
a house on the board and fill with words which they
have studied. Then as they name the words these
are erased until the house is clean. When they
" pick apples " they must get to the full limit of the
tree by means of a ladder, each step of which is a
word. When they can climb the ladder they may
pick the apples (words). — Selected.
A little seven-year-old, while wrestling with the
intricacies of the English grammar, was asked by
his teacher : " Hawley. can you give the principal
parts of the verb ' to die? ' " " Oh, yes." said Haw-
ley, his face lighting with sober intelligence : " pre-
sent, die ; past, dead ; perfect participle, buried ! "
THE EDUCATIONAL REVIEW.
143
A Feeding Place for Birds.
A friend who had no tree in the yard to accom-
modate bird food had a stout pole about the size
and height of a clothes pole erected near a window,
where she could watch it. On top of the pole was
nailed a square board. This shelf was kept supplied
all winter with scraps of meat, suet, bread crumbs,
corn and oats.
There never was a day when this table was not
well patronized by several different kinds of birds.
The chickadees, woodpeckers and blue jays were
daily visitors, and in extremely cold weather, especi-
ally after a severe snowstorm, snow-buntings and
grosbeaks were seen feeding there.
The birds came singly at first, but it soon got
noised about in Birdland where food could be ob-
tained in great variety, and then they came in flocks
so large that the shelf would not accommodate them
all. and some would have to wait on the ground,
very impatiently, for their turn at the feast.
One day a flock of hungry juncoes came just as
the table had been replenished. All could not dine
at once, however ; but as if by mutual understand-
ing, as many alighted on the shelf as could con-
veniently feed together, and began a systematic
scratching which quickly scattered a portion of the
food upon the ground beneath, where the rest of
the birds found enough and to spare.
One such feeding place in every yard would be
the means of saving hundreds of birds that annually
perish during the cold winter months.
If one is fortunate enough to have a tree in the
yard, several suet bones dangling from the limbs
would soon entice the little wanderers, who are
always on the lookout for some such sign. A suet
bone is as suggestive to the feathered tribe as was
ever a swinging sign over a tavern door to weary
wayfarers in " ye olden time."
The birds will not forget your kindness, be
assured; and your yard will be the auditorium for
many open-air concerts when the trees don their
spring attire and Mother Nature opens her store-
house for our little feathered friends. — Selected.
" I seek no thorns," said Goethe's wise mother to
a sentimental maiden, "and I catch the small joys.
If the door is low, I stoop down. If I can remove
the stone out of my way, I do so. If it is too
heavy, I go around it. And thus every day I find
something which gladdens me."
Treasures of a Country School.
When I began school last September there was
not a picture on the walls of my school-room. The
room had been newly boarded on the inside, and a
few pictures which my predecessor had left were
destroyed during the summer. I wanted to make
my school-room look as nice as possible, and though
I had plenty of pictures, I did not feel able to afford
mounting board for so many, so I looked around
for a suDstitute. I found that twelve-inch sheets
of bristol-board were just what I wanted, being
inexpensive and adapted to my needs. On these I
pasted my pictures, from one to eight on each sheet,
according to the size of the pictures, and as nearly-
related to the same subject as possible.
The pictures had been gathered from many
sources, from old magazines, railroad folders, ad-
vertisements, etc. Besides these I had some Perry
Pictures and some large colored pictures cut from
old Magazines bought at half price. I used forty
of the bristol-board sheets, on which I pasted some
hundred and twenty pictures, and although it was
no small undertaking to cut out and mount all those
pictures, the result fully repaid me. I have one
su of sheets devoted to authors, one to historical
pictures, one to views of fine scenery, another to
children's pictures, etc. — A Teacher — Selected.
In teaching literature, usually there is too much
analyzing and diagramming; too much talk about
literature, and too little of the thing itself. Many
can talk glibly of books, their titles and authors,
but know nothing of the life-giving thoughts on
the pages. Outlines, classifications and " character-
izations " are necessary, but it should be remember-
ed that they are the mechanical and subordinate
parts of the work. If at the close of a course, lit-
erature has not become bone of one's bone and flesh
of one's flesh, the teaching has been profitless, and
the student has toiled in vain. — Exchange.
What we need in life is some one to make us do
lh( best we can.
There is always a best way of doing everything,
if it be but to boil an egg.
Every day is a fresh beginning,
Every morn is (he world made new,
Only the new days are our own,
To-day is ours, and to-day alone.
— Susan Coolidgc.
144
THE EDUCATIONAL REVIEW.
N. B. Teachers' Association.
The executive of the N. B. T. A. desire to call
the attention of teachers to the following resolution
passed at the annual convention in Fredericton,
April 24th last :
" All rru mbers of this Association changing
schools shall notify the secretaries of their subor-
dinate associations ; they shall report when they have
secured schools ; and county secretaries shall make
lists of all unfilled schools and furnish information,
when possible, to members of Association. No
information concerning vacancies shall be given to
those not members of the Association."
When the address of County Secretary is not
known, the report should be sent to H. H. Stuart,
Secretary-treasurer N. B. T. A., Harcourt, N. B.
This resolution is being very successfully carried
out in Northumberland County, and to a less extent
elsewhere.
The Teachers' Association of France, numbering
115,000 members, voted very recently, to adopt the
position of a trade union in its activity, and to
affiliate with the unions in other trades employed
by the government.
The Teachers' Association of Great Britain is
also a powerful union, and since organizing on a
union basis, has secured great reform in text-books,
in school facilities and increased salaries. N. B.
teachers may do the same.
A strong subordinate association was organized
October 20th, ult, at Restigouche institute, with
L. D. Jones, Dalhousie, president; Miss Eliza
Richards, Campbellton, secretary-treasurer; Prin-
cipal Lewis and others on executive. Restigouche
County has hitherto been unorganized. The North-
ern teachers are becoming fully awake to the bene-
fits of the association. H. H. S.
An ill-natured teacher who was in a perfunctory
way conducting a development lesson was seeking
to lead the class up to the word " breathing."
" What did I do the moment I came into the
world?" she asked. "What have I kept doing
ever since? What can I not stop doing without
ceasing to be myself ? "
The class was listless and nobody tried to answer
for a while. Finally one surly-looking boy raised
his hand.
"What is it?" asked the teacher.
" Finding fault," was the reply, and all the class
showed signs of animation. — School Bulletin.
Short lessons on common words and much re-
petition for poor spellers is the only remedy for bad
spelling.
And there are many kinds of love, as many kinds
of light,
And every kind of love makes a glory in the night,
There is love that stirs the heart, and love that gives
it rest,
But the love that leads life upward is the noblest
and the best. — Henry van Dyke.
The day it breaks, though it never falls —
The reason I'm sure I can't see;
The night it falls, but it does not break —
It's very perplexing to me!
— Charlotte Sedgwick, in St. Nicholas.
We are waking up to the fact that there must be
better pay for the average man or woman engaged
in the work of education. — Theodore Roosevelt.
" I could almost dislike the man who refuses to
plant walnut trees because they do not bear fruit
until the second generation." — Sir Walter Scott.
SCHOOL AND COLLEGE.
The Charlottetown school board has asked the city
council to make an increase in the salary of teachers, not
to exceed fifteen per cent of the present rate.
The school trustees of Bathurst village have increased
Principal Girdwood's salary by $50, and that of his asso-
ciate teacher, Miss Agnes Nicol, by $25: and "they de-
serve it," says our correspondent, who knows. Principal
R. D. Hanson, B. A., and the teachers of the town of
Bathurst have also had a substantial increase in their sal-
aries. We hope other boards of trustees will hasten thus
to acknowledge the services of deserving teachers. Our
correspondent says : "The convent departments of Bathurst
village are being refurnished with Rhodes, Curry & Co.'s
latest desks — double, with individual seats. The sisters
deserve the best equipment to be had; they are doing ex-
cellent work."
John W. Crowell, of Maiden, Mass., has been appoint-
ed professor of civil engineering in the McClelan School
of Applied Science, Mt. Allison.
Mt. Allison University opened the first week in October
with fifty new students in attendance. The prospects for
a successful year are very encouraging.
The University of New Brunswick resumed its work
October 2nd with twenty-seven pupils in the Freshman
class and over twelve senior matriculants, and with indi-
cations for a prosperous year. Professor Perrott, in civil
engineering, and Professor Geoghegan, in English litera-
ture, are the only changes in tfie faculty.
The Yarmouth, N. S., academy graduation exercises
took place on the 29th September and it was an occasion
of great interest to the citizens of that town. The thirteen
members who formed the " B " class, had all been success-
ful in passing the government examination in July. A
generous allotment of prizes was awarded successful com-
petitors in the various branches of school work, and the
THE EDUCATIONAL REVIEW.
145
large audience showed their appreciation of the efforts of
Principal Kempton and his associate teachers.
The Review -xtends its congratulations to Miss M.
Miriam Kyle, recently a successful teacher in Vancouver,
B. C, and formerly in Fredericton, Bathurst and Harcourt,
on her marriage to Mr. Alex. J. Kent, a member of the
mercantile firm of Kent, Brown & Company, Moosejaw,
Alberta.
The institutions of Acadia University this year have
opened with large numbers of students and with brighter
prospects of success than any preceding year. The staff
of Acadia Seminary now numbers eighteen teachers, and
the lady principal, Miss Carrie E. Small, M. A., is every
day demonstrating her special fitness for the position to
which she was recently appointed. The large and capable
staffs of the Seminary and Academy give Principals De-
Wolfe and Sawyer the opportunity to teach in the college,
the former taking logic and the latter the junior classics —
an excellent arrangement, which serves to bind more
closely the work of the three institutions.
The Misses Bessie and Clara Bridges, who obtained in
April last a nine months' leave of absence from their edu-
cational duties in South Africa, have returned by way of
Boston, New York and Philadelphia, after spending sev-
eral months inspecting educational methods in England
and on the continent, and in visiting friends in New Bruns-
wick.
The friends of Miss Susan E. Cameron, M. A., will be
p'eased to learn of her appointment to the principalship of
the Royal Victoria College, in affiliation with McGill
University, Montreal. Miss Cameron's brilliant course at
the St. John high school and later at McGill University,
her excellent work in English literature, her enthusiasm
and aptitude for teaching, have won for her deserved pro-
motion.
RECENT BOOKS.
Nova Scotia Readers. Books MIL G. N. Morang &
Company (Limited), Toronto; Books IV- VI, Thomas
Nelson & Sons, Edinburg.
The Review has received through the courtesy of Messrs.
A. & W. Mackinlay, of Halifax, copies of the above named
books, which are to replace the Royal readers which have
for so many years been in use in Nova Scotia.. It would
be difficult to conceive a more attractive series of readers
than the first three in contents, illustrations and binding.
The picture of the maple leaf on the covers js suggestive
of the material inside, which is made up largely of nature
subjects, such as are supposed to be familiar to the chiH
in his surroundings. Colored illustrations and full page
pictures from the best artists adorn the pages, which will
be a veritable delight to the yofinger generation of Nova
Scotians. The selections have been made with the greatest
care and judgment, and the result must be a delight indeed
to children, and to those who would make them happy.
The advanced readers, books 4, S, and 6, are perhaps
less attractive in illustrations, type and paper, but the lit-
erary contents are all that could be desired. Selections
have been made from over sixty of the best known authors
in the English-speaking world, and in addition there are
marly a dozen who are distinctively Canadian, such as
Howe, Haliburton, DeMille, Lampman, Roberts, McLeod
and others. They serve admirably to introduce to school
children the writings of those authors who are attractive
to the young.
A Middle English Reader. By Oliver Farrar Emerson,
A.M., Ph.D. Cloth. Pages 475. New York: The
Macmillan Company. Toronto : G. N. Morang &
Company.
This reader serves as an introduction to the language
and literature of the middle English period, between 1100
and 1500, A. D. It is provided with an ample grammatical
introduction, based on the needs of students taking up this
period ; selections with explanatory notes on the great
dialectal divisions of the period; and a glossary which, in
addition to the meanings of words used in the text,
accounts for their origin and forms.
Fifty English Classics Briefly Outlined. By Melvin
Hix. Cloth. Pages 288. Price $1.25. Hinds, Noble
and Eldredge, New York.
This book contains a simple logical analysis of fifty
masterpieces of English literature, including the best of
the dramas, fiction, narrative and lyric poems, as well as
essays and addresses. It is invaluable to those who would
study a good piece of literature systematically, — to the
teacher who has overcrowded classes and little time for
preparation ; to the student who has to depend on his own
resources and is remote from libraries ; to all who would
do literary work on a systematic plan. The great merit
of the book is its usefulness.
In Macmillan's Picture Arithmetic (Book III), price 3d,
teachers will find not only profitable material for number
lesions, but subjects for language, history and geography
in the suggestive pictures that embellish the text.
Der Arme Spielmaan. A story by Franz Grillparzer
Edited with notes and vocabulary by William Guild
Howard, Harvard University. Cloth. Pages 143.
D. C. Heath & Co., Boston.
This simple story of a poor minstrel has three aims. —
to interest the reader by introducing him to one of the
most famous short stories of German literature, to teach
him something about the German language, and to give
him practice in the use of common words and phrases.
The Diary of Samuel Pepys. With an introduction and
notes by G. Gregory Smith. Cloth. Pages 800. Price
3s. 6d. Macmillan & Company, London.
The Diary of Samuel Pepys ( a note to this volume
says the favoured pronunciation is peeps rather than peps,
or pep-is, or papes, or pips), "is incomparable for its revel
of small talk, for its intimacy, its confessions, its amusing
impenitence." Nor is it less in favour because it is full of
charming details of .the customs of our ancestors and of
bits of history, notably the stories of the Plague and the
Great Fire of London. Although not a literary producMon,
its every page is entertaining, and the frankness of the author
amuses us not less than his inordinate vanity.
A Course of Exercises in Quantitative Chemistry. By
Harmon Northrop Morse, Professor of Analytic Chem-
istry in Johns Hopkins University. Cloth. 556 pages.
Illustrated. Mailing price, $2.20. Ginn & Company,
Boston.
Beginners in quantitative chemistry will find Professor
Morse's book a helpful guide. The work includes those
exercises required of students in chemistry ai Johns lion-
kins University, and is at once authoritative and practical.
It is designed to familiarize the pupil with as great a variety
146
THE EDUCATIONAL REVIEW.
of quantitative operations as is practicable in a limited
amount of time, and to bring the student to that state of
proficiency which will enable him to proceed further with
but little guidance from the instructor. Special attention
has been given to all those points which contribute to
accuracy. The last chapter is devoted to a description of
certain new devices for heating by electricity, and to a
new electrical method for the combustion of organic com-
pounds. These processes have been recently developed
in the author's own laboratory.
"Tales Easy and Small for the Youngest of All," "In
Holiday Time and Other Stories,'' *' Maud's Doll and Her
Walk in Picture and Talk," "Old Dick Grey and Aunt
Katie's Way." These are bright stories for very small
children, prettily illustrated and full of interest. One
looks in vain for a word of more than one syllable. They
are good specimens of simple every day English, and the
subject matter is just what children enjoy— stories of
things and people about home. In paper covers, price 2d.
each. Blackie & Son, London. "The Butterfly's Party,"
(from the Russian) is a pretty conceit, designed for read-
ers a little more advanced. In Blackie's "Story Book
Readers," price id.
School Recitations. Book I (for juniors). Books 2
and 3 (for seniors), paper covers, price id. each. Blackie
& Son, London. A capital series and the price within the
reach of everybody. The recitations are well chosen, and
make good subjects for a Friday afternoon programme.
Blackie's " Model Arithmetics, book 1, price i^d., and
book 3, price 2d. There is an abundance of examples for
junior and senior grades.
Blackie's "Little French Classics" series provides stu-
dents with low priced selections from great French writ-
ers, a great boon to teachers and taught. Numbers re-
ceived are Vigny's "Glimpses of Napoleon," Masson's
"Les Enfants Celebres," and "Longer Poems for Recita-
tion." All with notes. Price 6d. each. Blackie & Son,
London.
The Soldier's Historical Geography of the British Em-
pire. By J. C. Ellis. Linen. Pages 96. Price 8d.
Blackie & Son, London.
A very concise and interesting account of the various
portions of the British Isles and colonies. The part re-
lating to Canada is up to date, in that the two provinces of
Alberta and Saskatchewan are included, but among the
important seaports St. John is not included.
Webster's Modern Dictionary. Adapted for intermediate
classes. Compiled by E. T. Roe. Cloth. Pages 458.
Price 30 cents. Laird & Lee, Chicago.
This dictionary for children promises more than it fulfils
in claiming to be standard and up-to-date. Its cheapness
and good binding are in its favour.
In Blackie's Latin Texts, Book V, Livy, price 18 pence
has a brief introduction dealing with the author's life and
works, his style, and the subject of the book. A new and
important feature in the introduction is a brief note on
the MSS. and the principles of textual criticism, which
are illustrated by a few selected critical notes at the foot
of the text. No other notes are given.
The Picture Shakespeare— The Twelfth Night. Cloth.
Pages 144. Price is. Blackie & Son, London.
This beautiful little volume, which is the sixth of the
series, will prove a delight, like its predecessors, to all
lovers of Shakespeare. It is tastefully bound, and the
illustrations and text attractive. The introduction and
notes are concise and to the point.
A German Reader. Compiled by W. Scholle, Ph. D., and
G. Smith, M. A. Cloth. Price 2s. 6d. Blackie & Son,
London.
This book is illustrated, is excellent in textual feature?,
the reading material compiled from the works of leading
authors, has notes and vocabulary, and a fine selection of
German songs with music.
DER GEISSBUB VON ENGELbURG. VON JULIUS LOHMEYER.
Edited with notes, vocabulary, and material for con-
versational exercises in German. Cloth. Pages 182.
D. C. Heath & Co., Boston.
The scene of this little story—" The Goatherd of Engel-
berg "—is laid in Switzerland, near the lake of Lucerne,
with the fascinating panorama of snow-capped mountain
peaks and glittering glaciers, and in the midst of places
connected with historic scenes of Wilhelm Tell. It is
written in sympathy with boys, as the frontispiece, repre-
senting a boy botanist helped up the side of a nearly pre-
cipitous cliff by companions may show, and is a combina-
tion of travel, adventure and nature-study.
RECENT MAGAZINES.
The Atlantic Monthly for October is particularly rich
both in the incisive and well-considered discussion of im-
portant public topics and in literary papers, essays, stories
and poems, of the most attractive quality. Among the
most thoughtful and suggestive articles is that by Col.
Thomas Wentworth Higginson on the Cowardice of Cul-
ture, written with an earnestness that will 'furnish food
for reflection.
The October Canadian Magazine celebrates the com-
pletion of its 25th volume with a special anniversary num-
ber. This fine record marks a quarter of a century's liter-
ary progress, in the development of which this magazine
has taken a prominent and useful part. The October
Canadian, which is a finely illustrated number, gives pro-
mise of greater fulfilment in the future. Canadian litera-
ture, public questions, poetry and fiction, to which twenty-
five well-known writers contribute, make up a noteworthy
issue.
The Chautauquan for October continues its valuable
series of studies on the life and customs of eastern peoples
—Indians, Chinese, Japanese — interesting to general read-
ers and students.
Recent numbers of Littell's Living Age contain some of
the best articles from the leading English magazines on
literature, art, public questions, education. Its weekly
visits are appreciated by its many readers who wish to keep
informed on literature and current topics. Consult the
advertisement on another page of this number of the
Review.
The November Delineator presents a most attractive ap-
pearance. The table of contents contains, among its many
features of interest, an article, the second of two, by Dr.
William H. Maxwell, superintendent of schools, New
York City, on Education for Life through Living, which
describes the routine of a great public school.
fi^icational IReview Supplement — December, 1905.
CHRISTMAS CHIMES.
The Educational Review.
Devoted to Advanced. Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., DECEMBER, 1905.
$1.00 per Year.
o. u. HAY,
Editor for New Brunswick.
A.. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL HE VIEW.
Office, SI Leimter Street, St. John, N. B.
Phis-ted bt Barnes & Co.. St. John. N. B..
THE EDUCATIONAL REVIEW is published on the first ol
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents. *
When a change of address is ordered both the new and the old
address should be given.
_ If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided
The number accompanying each address tells U what date the
subscription is paid. Thus "£23" shows that the subscription is
paid to December 31, 1905.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
CONTENTS.
ngs College,
jolic Schooln,
49:
153
154
154
155
155
158
15fi
457
158
158
159
160
160
163
164
166
167
168
169
171
172
Kditohial Notes,
The Affairs of Kin
Writing in the Pu
Only of Interest to a Few,
Animal Stories,
A Lover of Scott,
Nature-Study
Our Native Tree*;— The Evergreens,
I>eceniber Birthdays
The Old Year and the New
Literature —Washington Irving,
Mama's Christmas Gift
Art Notes- No. II,
Framing the "Review" Pictures,
Christmas Recitations
Mental Mathematics
Practical Problems for Grade VIII
Teachers' Conventions,
current events,
School and Colleok, ..
Recent Books— Magazines,
New Advertisements — Correct Christmas Stationery p.
L' Academic deBrisay, p. 150; The Summer School, p.
New Books, p. 172; Now Ready, p. 173; Fancy Stationery
p. 173; Pictures for School Rooms, p. 173; Christmas Pres
enu», p. 174 ; Webster's International Dictionary, p. 17a
The Chief Superintendent of Education for New
Brunswick, Dr. J. R. Inch, requests the Review to
announce that teachers who may find it necessary
to close their schools on Thursday, December 21st,
in order to enable them to reach their homes be-
fore the following Sunday, have permission to
teach on a preceding Saturday, as a substitute for
Friday, the 22nd December, . which is according to
law the last teaching day of the term.
The schools will re-open after the Christmas
holidays on Monday, January 8th, 1906.
Dr. J. L. Hughes, inspector of schools, Toronto,
recently delivered three addresses in St. John on
kindergarten training. Dr. Hughes is a man of
ideas, has a fine presence and great personal mag-
netism. His addresses dealt with the broader
aspects of education, and produced a marked im-
pression.
Hay's History of Canada, including a sketch of
the history of Prince Edward Island by Miss H. M.
Anderson, has been authorized for use in the
schools of that province.
The Summer School announcement in another
column presents attractions for next mid-summer
vacation. Cape Breton is unsurpassed in these
provinces for beauty of natural scenery, and the
course of study in the forthcoming calendar prom-
ises to be of even greater excellence than usual.
In the November Review a paragraph of a
dozen lines on "Teaching Literature" should have
been credited to the Western School Journal, in-
stead of to "Exchange." The omission occurred
in neglecting to credit the clipping at the time it
was cut from the pages of our esteemed western
contemporary.
The art picture in this number is a beautiful and
appropriate souvenir of Christmas. The notes by
Mr. Boyd and Mr. Kidner's excellent plans for
framing this and other pictures of the series will
be appreciated by readers. If our subscribers will
make use of these art pictures for decoration and
lessons the purpose of the Review will be served.
They add materially to the expenses, both for print-
ing and postage, and subscribers can show their
aj>preciation by paying promptly and in advance
for their paper.
There is a matter that has aroused considerable
bitter comment concerning one of our higher in-
stitutions of learning and its estimable principal.
The Review has avoided taking part in an un-
seemly controversy, but candour compels it to say
that the discussion seems out of place and con-
trary- to the spirit which should animate lay and
clerical teachers, or a community which has been
especially liberal towards education. Principal
Soloan has already done much good work in Nova
Scotia, in spite of disadvantageous circumstances.
He is capable of doing much more, if people who
should be helpers, not detractors, join in helping
him to greater accomplishment.
154
THE EDUCATIONAL REVIEW.
It is a pleasure to comment upon the conservative
methods employed by the G. & C. Merriam Com-
pany in the publication of the Webster's Interna-
tional Dictionary. Not every little slang word or
phrase is put into the book regardless of its scho-
lastic or linguistic qualities. It is this conservatism
backed by the scholarship of the editor-in-chief
William T. Harris, Ph.D., LL.D, United States
Commissioner of Education, and hundreds of
others of the greatest educators of this and other
nations which has made the International a stand-
ard in the United States Supreme Court and in all
the courts of the nation, as well as in colleges and
public schools.
An educational journal, or any journal for that
matter, may be judged to a certain extent by the
class of advertisements in its columns. To parade
quack medicines, some of them filthy, complexion
"beautifiers," fakes that promise something for
nothing, prominently in columns where the sub-
scriber expects his usual reading matter, is hardly
treating him with respect, for if he is a discrimi-
nating reader he is quick to resent an intrusion
that is on a par with a tramp unceremoniously
entering a privileged family circle. If such adver-
tisements are to be admitted to papers, let them
be put in the columns where they belong.
People who are temperate in eating and drink-
ing, get as much pure air and exercise as possible,
and avoid anxiety, have no need of patent medi-
cines or "beautifiers." If they require medical as-
sistance let them consult a reputable physician.
The Affairs of King's College.
It is scarcely two years since that the announce-
ment was made and hailed with widespread satis-
faction that King's College was to enter upon a
new era of usefulness under the presidency of
Dr. I. C. Hannah, an able scholar and adminis-
trator. His energy and engaging personality at-
tracted to him many warm friends wherever he
went and addressed audiences ; and it seemed in-
deed that the object of the many friends of that
ancient institution, to establish it as an independent
university, was about to be realized. With this
aim in view it was decided to raise $100,000 — not
a large sum when we think of the wealth of the
church of England compared with that of other
denominations who have given much more for like
purposes in recent years. It was also decided to
move the engineering school to Sydney, to secure
a really important part of the higher educational
work of the Province. It is now recognized, how-
ever, that no large sum can be raised, money being
urgently needed by the Church of England for
other purposes. On hearing this, Dr. Hannah pro-
posed either to restrict the scope of the institution
to divinity in Windsor, engineering in Cape Breton
and law in St. John, or preferably to seek feder-
ation with some other university for the sake of
greater efficiency and to enable the divinity school
to be put on a really up-to-date footing. So far
the governors have not seen their way to take any
definite step, — a course of action which, if per-
sisted in, must obviously entail the president's
early resignation, a result which would be little
less than a calamity to King's at the present time.
The questions naturally arise — do the people of
the Church of England appreciate sufficiently their
ancient denominational college? Have they edu-
cated themselves sufficiently in educational giving?
Writing: in the Public Schools.
The report of Supervisor McKay, Halifax, on
the teaching of writing in the public schools is a
very complete survey of the whole subject, and
additional interest is given to it by the mass of
expert testimony which he quotes. Mr. McKay
has taken such pains to go into the details of this
important subject that every teacher would be
benefited by careful study of his report, which is
published in pamphlet form, and the practical con-
clusions at which he arrives. Teachers and all
reasonable business men will give their adhesion
to the sensible opinion, that "The interests of the
great majority of the public will be fully served
if the writing of the schools is legible, uniform and
of moderate speed. Anything more than that
would deprive the pupil of the necessary drill in
other subjects of more general use. If he desires
to become a specialist in business writing he should
take a special course in a business college, or serve
for some time in an office where he will soon ac-
quire the necessary speed, dexterity and technical
skill." If teachers on their part devoted them-
selves to secure results, which are undoubtedly
within their power, and business men accepted the
results as all that can reasonably be expected from
the public schools, we should have few complaints
about illegible, careless penmanship.
THE EDUCATIONAL REVIEW.
155
Only of Interest to a Few.
A specialist in one of our schools writes to say
that he must give up the Review because he does
not find much in it about his own particular sub-
ject. Perhaps if he were more of the teacher and
less of the specialist the Review might help him.
A teacher who left these parts some years ago
without sending any notice of change of address
or her desire to discontinue (may their shadows
ever grow less !) writes to the Review as follows
from a distant home : "Please find enclosed postal
notes for $3.75 in payment for three and three-
quarter years' subscription. It is almost a shame
for me to have been so neglectful in forwarding
this amount, for I must say the Review is a paper
every teacher should read" — (and pay for). "I
am now way off here. My teaching days are over,
and I now devote my time to a Sweet Baby Boy,
and to helping my husband."
Subscribers sometimes wish their papers discon-
tinued. It is only a slight trouble in such cases
to drop a card to the publisher, stating the fact.
This is pleasanter and more satisfactory than to
refuse the paper at the post office, which is rather
rarely done. We are always sorry to lose a sub-
scriber, but we do not wish to force the paper on
any one. Just now we are happy to say the pros-
pects of the Review, just entering on the last half
of its twentieth year, are brighter than ever before,
and its subscription list is growing encouragingly.
Now that is all, dear reader. We have referred
to some disadvantages, but we could not begin to
tell of the happiness that thousands of grateful
teachers during the past score of years have
brought to us by their sincere and hearty appre-
ciation of what the Review has been to them.
They are not merely "our readers" : many of them
have been and are now warm personal friends,
whether we have seen their faces or not. To all
the Review extends its hearty congratulations,
wishing them a Happy Christmas and New Year,
and the joy that comes from work conscientiously
and faithfully performed.
A subscriber to the Review who has recently set-
tled in the West writes from Regina as follows :
"I cannot too warmly express my appreciation of
the Review and its unfailing interest and helpful-
ness during the several years I have used it in my
work."
Animal Stories.
Red Fox, by Chas. G. D. Roberts; Northern
Trails, by Wm. J. Long. The Copp Clark Com-
pany, Toronto.
The interest in animal stories apparently shows
no sign of waning, and one realizes why it does
not as he turns the pages of the books named
above, so charmingly illustrated and so full are
they of the atmosphere of the woods. There is
the fictitious element in all these stories just as
there is in the stories about men and women ; but
who will say that the observer of animals in their
wilderness haunts cannot successfully analyze some
of the common experiences of these creatures —
their joys, fears, hates, the sometimes more than
human cunning and skill that they show in provid-
ing for the safety of their young, in procuring
food, and avoiding or overcoming their enemies?
Mr. Roberts tells us in his introduction to the
biography of a "Red Fox" that in a litter of young
foxes there is usually one that is larger and
stronger, more sagacious than his fellows. Such
a one he makes the hero of his story. He does
not pretend that all that happens to this fox, all the
scrapes that he so cunningly gets out of, happened
to any one animal, but he is confident that "Every
one of these experiences has befallen some red fox
in the past, and may befall other red foxes in the
future." There does not appear to be anything
improbable in all the situations and vicissitudes
of Red Fox's life and adventures, and Mr. Rob-
erts has presented us with a most interesting
story of what, in woods' life, might be termed a
"character." The beautiful illustrations by Charles
Livingston Bull add greatly to the attractiveness
of the book
The scenes of Mr. Long's "Northern Trails"
are the wilds of Newfoundland and Labrador, and
he pictures life in the family of Wayeeses the
White Wolf, Kopseep the Salmon, Matwock the
Polar Bear, and other people of the woods and
waters. The illustrations, covering almost every
page, are admirable, and show so many phases of
wood life and nature that the book is a treasure
house in this respect. The descriptions are pic-
turesque and appeal to the nature-lover. It is
well known that Mr. Long has many sharp critics
who have accused him of describing as seeing what
he does not see in his wilderness journeys. We
do not wish to enter into this discussion at present.
In this book, perhaps, he is a little more careful
of his statements, and tells us he has taken "the
156
THE EDUCATIONAL REVIEW.
facts from first-hand and accurate observers," and
has "sifted them carefully."
There remains, after one has read these two
books, a fuller sense of the delights of the woods
and a greater respect for the life of animals. And
these are some things that add immeasurably to
the pleasure of life.
A Lover of Scott.
I cannot help taking fire at anything said
in disparagement of Walter Scott. I feel that I
have got from his writings, not only immense
pleasure, but some good. He was a truly noble-
hearted gentleman, a model of that class, and his
character is impressed on all the works of his pen.
A type, he seems to me, of social chivalry. In all
his writings, too, there is the buoyancy of perfect
health. In reading them you breathe the air of
the Scotch hills. I can conceive no better mental
febrifuge, no better antidote to depression, no more
sovereign remedy for dull care. . . .
Scott, like Homer, Virgil, Tasso, and Milton, is
a narrative poet, and must be judged by the inter-
est of his story and by his poetic skill in telling it.
Is not the story of Marmion interesting? Is not
great poetic skill shown in telling it? Is not the
character of Marmion one that you never forget?
Is not the judgment scene in Holy Isle supremely
tragical? Can anything be much brighter than the
picture of Edinburgh and the Scottish camp? Has
anything in English literature more of Homeric
spirit than the battle scene of Flodden? Are we
not carried along through the whole poem, as it
were by a sea breeze fresh and strong? Are there
not ever and anon charming little touches, such
as the lines at the end of Marmion, telling us how
the woodman took the place of the Baron in the
Baron's sumptuous tomb?
One must, no doubt, have something of the boy
left in one to read Marmion again with delight.
But he who reads Marmion wholly without de-
light cannot have much left in him of the boy. . . .
However, one might almost as well try to argue
ai man into or out of love for a woman as into or
out of taste for a poet. Boys will be boys, and
will persist in venerating Browning and loving
Scott.
Goldwin Smith, in the Atlantic Monthly.
The Educational Review and Canadian Mag-
azine (subscription price $2.50 a year), both for
$2.50 — a rare offer.
Nature-Study.
Hints for Occasional December Talks.
We have been so busy, perhaps, in our own prep-
aration for winter that we have not observed how
Nature has done her work. How did trees and
shrubs get ready for winter? Most of them have
lost their leaves, and the food material is stored
in roots, trunks, branches and buds waiting for the
warm rains and the sun of another spring. A great
many plants have died, but sufficient of their seeds
are stored away in some safe place to reproduce
their kind for the next season. Under the snow
the seeds, buds and roots are protected, but there
is no growth. Nature seems now to be taking a
rest.
Most of the animals have crawled into warm
places to sleep away the winter. The chipmunk,
with its store of fruits, is snugly living in its under-
ground burrow. The red squirrel from its secure
nest in some lofty tree will take long naps, to go
forth at intervals, when hunger drives him, to the
nuts he has hoarded up in the places that he re-
members so well. Most of the birds have gone
south. Is it because of the cold or because of
scarcity of food? Many insects are waiting in
their cocoons for the early days of spring; animals
that are exposed to the cold have put on a warmer
coat,— their fur or other covering has been made
thicker. Nature has provided for all her numerous
children, and they are as comfortable as 'boys and
girls in their warm houses.
Have your pupils keep a weather record if they
are not now doing it. Note from the thermometer
the degrees of cold at nine, twelve and four o'clock,
and make up the average for the school day;
afterwards for the month. Keep the record of the
winds and their direction, the sunny and cloudy
days, snow and rain storms. This does not take
up much time, and will help to keep up the interest
in out-of-door study during the winter. The sports
— skating, snow-shoeing, coasting — may be trusted
to look after themselves.
Note the position of the sun, at rising, midday
and setting. Soon we shall have the shortest days
of the year.
The stars are every night becoming more inter-
esting. Jupiter now rises in the east about five
o'clock, with the Pleiades above and the Hyades
below, and splendid Orion in full view a few hours
later. Have readers of the Review been following
the course of Jupiter between the two groups of
stars named above during November? To which
THE EDUCATIONAL REVIEW.
157
group is it drawing near? Notice its movements
this month, and continue the drawings at intervals
during the month.
Our Native Trees — The Evergreens.
BY G. U. HAY.
"Above all, I glory in my evergreens. What
winter garden can compare for them with mine?
True, I have but four kinds — Scotch fir, holly,
furze, and the heath ; and by way of relief to them,
only brows of brown fern, sheets of yellow bog-
grass, and here and there a leafless birch, whose
purple tresses are even more lovely to my eyes
than those fragrant green ones . which she puts on
in spring. Well, in painting as in music, what
effects are more grand than those produced by the
scientific combination, in endless new variety, of
a few simple elements? Enough for me is the one
purple birch ; the bright hollies round its stem
sparkling with scarlet beads; the furze-patch, rich
with its lacework of interwoven light and shade,
tipped here and there with a golden bud ; the deep
soft heather carpet, which invites you to lie down
and dream for hours; and behind all, the wall of
red fir stems and the dark fir roof with its jagged
edges a mile long, against the soft gray sky.
"An ugly, straight-edged, monotonous fir plan-
tation? Well, I like it, outside and inside. I need
no saw-edge of mountain peaks to stir up my imag-
ination with the sense of the sublime, while I can
watch the saw-edge of those fir peaks against the
red sunset. They are my Alps." — From My Win-
ter Garden — Charles Kingsley.
Firs and Spruces.
What better time to begin the study of Ever-
greens than in December, when their fresh green
tints are in such marked contrast to the white of
the first snows ? And as the firs and spruces are
centres of the children's interest at Christmas, let
us begin with these.
In searching out in the woods a symmetrical
cone-shaped fir tree, notice that the stem, thickest
at the base, continues in an unbroken line to the
top. Is this true of all evergreens? Of de-
ciduous trees? Of all deciduous trees? Rend
down one of the horizontal branches of a fir or
spruce tree. Notice how it flies back to its place.
Examine the firm polished surface of the leaves,
their small size. Note how these cone-shaped trees,
with pendent branches and polished leaves, are
fitted to withstand winter storms and free them-
selves from a weight of ice and snow.
The balsam or balm of Gilead fir (Abies bal-
samea) is a slender, graceful forest tree, growing
in damp woods or mountain swamps. Not un-
usually it attains a height of from sixty to eighty
feet in localities where it flourishes best. Some-
times it occurs as a low shrub. It bears some re-
semblance to the black and red spruces, but the
surest way to tell it from these is to examine the
bark which is smooth and swollen into "blisters"
containing resin or balsam. This resin is found
on the bark, buds and cones, and is familiar to all
who have sticky fingers from handling fir trees.
Other characteristics of the fir are, — the fragrance
from its leaves when bruised or dried, recalling
"fir-pillows" and camping-out on fir boughs ; its
upright cones, two to four inches long, arranged
in rows on the upper side of the branches, and
violet-purple when young; its leaves flat, differing
from the narrower somewhat four-sided leaves of
spruce, dark green above, lighter beneath, with a
prominent mid rib. Its wood is soft, weak, whiter
than any other wood, close grained ; weight of a
cubic foot, twenty-four pounds. It is pretty wood
for interior finishings, but does not stand exposure
to the weather. Owing to the fact that it imparts
no flavor, fir is used in the manufacture of butter
tubs and boxes. The balsam obtained from the
blisters, known as Canada balsam, is the chief prod-
uct of this tree. It is used in medicines, for varn-
ishes, mounting microscopic objects, etc.
There are three kinds of spruce in these prov-
inces. They differ from the fir in having bark
more or less rough and without balsam blisters.
The wood of spruces is more valuable than that
of the fir.
The white spruce (Picea alba) is a northern tree
and is more common near the seacoast. It has a
strong odor, and from this it is often called the
skunk spruce. Its young twigs are smooth, that
is, without small hairs ; the leaves slender and of
a pale, light green colour ; its cones are smaller than
those of the fir, nodding, not upright, and do not
stay on the tree from year to year as do those of
the red spruce. The wood is soft, light yellow in
colour, and a cubic foot weighs twenty-five pounds.
It is used for the masts of smaller vessels, flooring
and other purposes, and though commercially less
valuable than red spruce, it is often sold with the
latter. Commonly seen, it is a somewhat small
tree, though in many places it attains to large
dimensions. The pale colour of its bark and leaves
separate it from other spruces.
The red spruce (Picea rubra) is the common
spruce of our forests, and is usually known among
lumbermen as the black spruce. Its young twigs
are pubescent or hairy, its cones somewhat the size
of a robin's egg, but longer, curved, and staying
158
THE EDUCATIONAL REVIEW.
on the trees for more than one season. It grows
from fifty to one hundred feet in height, and one
and a half to four feet in diameter. The wood is
soft, pale red or nearly white. A cubic foot weighs
twenty-eight pounds. It is largely used for build-
ing timber and for clapboards and shingles. It
is exported in great quantities and is used for in-
terior furnishings of houses, sheathing, dry goods
boxes and for many other purposes. Great quanti-
ties are consumed in the pulp mills, and it is the
favorite wood for the manufacture of paper. It is
a tree of slow growth, large specimens in the primi-
tive forests being often two or three centuries old.
Notice the thin circles which show each year's
growth at the ends of a spruce log. Try to count
them. When growing in open fields the red spruce
often forms a conical head, with the branches,
especially of the younger trees, brushing the
ground. In the more typical development, especi-
ally when in crowded forests, the lower branches
soon perish, leaving the long naked trunks which
the lumberman prizes. Why is the trunk 'branched
in one instance and naked in the other? It is the
most abundant of all our trees, and is now the
greatest source of the forest wealth of New Bruns-
wick and Nova Scotia. The vast evergreen ex-
panse of our forests is made up chiefly of this
spruce. ,
The black spruce of our swamps is a slender
tree with a jagged irregular top. When found on
wind-swept hills or mountain tops it is little more
than a shrub.
December Birthdays.
Eli Whitney, inventor of the cotton-gin, born
December 8, 1765; John Milton, the great poet,
December 9, 1608; Edward Egglcston, author,
December 10, 1837; William Lloyd Garrison, anti-
slavery leader, December 12, 1804; Sir Humphrey
Davy, December 17, 1778; Ludwig Beethoven,
musician, December 17, 1770; Kepler, the noted
astronomer, December 27, 1571 ; Gladstone, the
great British statesman, December 29, 1809; Car-
tier, the noted French explorer, December 31, 1494.
Gather all the facts you can about these, and
write notes on each. It is of interest to know that
the grandfather of William Lloyd Garrison, Joseph
Garrison, was in New Brunswick as early as
1773. A son, Abijah, father of William Lloyd
Garrison, was born that year ; Fanny Lloyd, his
mother, was born on Dei r I-land, N B., in 1776
The family returned to Newburyport, Mass., where
William Lloyd Garrison was born in 1S05.
The Old Year and the New.
Reading. — "The Old Year and the New."
(For several Children.)
A cold gust of wind blew, and a fresh-faced boy
with roguish eyes tripped through the door of
space to the earth.
"Happy New Year, January," said a low, dreary
voice.
January turned his head and looked at a bent,
feeble old man, with a long beard, clothed in a
wrapper of gray.
"Why, who are you ?" said January, surprised.
"I am 1905," replied the Old Year; "and you
are 1906, are you not?"
"Yes; I am the first part of 1906; but I have
eleven brothers and sisters, who are coming later."
"Since you are a little boy, I will give you some
advice," said the Old Year. "You must try to
make as many good things as you can happen in
your year."
"All right; go on," said January, seating him-
self on a snow-bank, and looking up at the stars.
"Be as pleasant as you can. Bring plenty of
snow for the boys and girls, and sunshine, too.
When you bring a snow-storm, bring one, and
make a fine one of it."
So he went on, giving the boy plenty of good
advice.
Presently he jumped a little, and said, "I am
going now. Good-by."
With that he faded into mist and was gone.
January was sober for a few minutes, but then
he set about making a fine snow-storm.
The next day he heard some children, who were
skating to and fro, say, "Isn't it fine ! The New
Year has begun well."
And January was pleased.
— St. Nicholas (adapted).
When the first whisper is heard in the room,
sit down and have a talk with the children. Ask
them if they like to be disturbed by noises when
they are busily at work. Let them understand
that whispering is no crime ; it is only when it
becomes annoying to others that it is troublesome.
Now if any child wishes to talk with his neighbor,
let him raise his hand and ask to do so, then no
one will mind the sound.
There may be several requests at first, but it is
noticed that when a child knows he may whisper
by simply getting permission, he very soon ceases
to care for the privilege. — Primary Education.
THE EDUCATIONAL REVIEW.
159
Washington Irving, 1783-1859.
Principal G. K. Butler, M. A., Halifax, N. S.
[Washington Irving's lather, at one time in the English
navy, settled in New York previous to the American
Revolution. Here Irving was born. He went to school
at the age of four and left at the age of sixteen. His
elder brothers attended Columbia College, but he did not.
He studied law. but never practised to any extent. Tn
1804 he went to Europe for the benefit of his health, visit-
ing Italy and France. In 1806 he returned to America.
His first important work, "The History of New York,"
was published in 1809. This was a success, both literary
and financial.
In 1815 he again went to Europe, this time to England.
While there he met Scott, of which meeting an account
can be found in Lockhart's " Life of Scott." In 18:9
appeared the first number of the " Sketch Book," contain-
ing " Rip Van Winkle." In 1826 he went to Spain ; while
there he collected material for his " Conquest of Granada "
and his " Alhambra." In 1832 he returned to America,
where he lived until 1842. when he was appointed Minister
to Spain. After four years in Spain he returned to New
York, where he lived until his death.
He is considered the most popular of American writers
down to the present time. During hi* lifetime about
600,000 copies of his works were sold, and since that time
the average annual sale has been about 30,000]
The Legend of Sleepy Hollow.
If the hints as to word study, given in other
papers of this series, have been taken, it will be
needless from this on to specify particular words.
Consult the dictionary as to all words not per-
fectly plain to children. Have them express un-
usual ones in their own vocabulary.
Page 36. — 1. 1* — Why apply adj. "Sabbath" to
"stillness"? Is his time for especial quietness true
to nature? 1. 16. What Indian tribes dwelt here?
1. 17. What more do we know of Hudson and
his discoveries? 1. 25. For the meaning of "stars-
shooting," etc., compare —
" When beggars die there are no ccmets seen,
The heavens themselves blaze forth the death of princes."
Page 38. — 1. 2. The best known character in our
own literature from the State of Connecticut is
Sam Slick. Many of the early settlers of western
Nova Scotia came from that State. 1. 16. What
is meant by a "genius of famine"? 1. 37. Why
aPp'v "golden" to the maxim? Compare "speech
is silvern but silence is golden." In 1. 35 what
figure of speech in "the flowery path of knowl-
edge."
Page 39 contains a reference to the old custom,
probably now extinct of "boarding the teacher
round."
Pages of N. S. School Series.
Page 41. — 1. 14. What is meant by his powers
of "digesting" the marvellous? What New Eng-
land town was especially famed for its witches?
1. 24. Why is the hour of twilight called the
"witching hour," and why at that time are strange
forms seen? 1. 33. Compare the use of the word
"varlet" with the same word in Macaulay's "Vir-
ginia." 1. 36. Compare the singing of psalm tunes
to banish "evil spirits" with a similar custom in
the middle ages when the belief in them was so
much more firmly fixed.
Page 42. — 1. 1. "In linked," etc., consult Mil-
ton's Shorter Poems. 1. 15. When Capt. Slocum,
who went around the world alone in the "Spray,"
visited President Kruger, he most deeply offended
him by saying he was sailing around the world,
which Kruger believed to be flat.
Page 43. — 1. 35. Many of your pupils may have
seen a similar "little well formed of a barrel."
Page 44. — 1. 2. The "flail" like the sickle is now
largely a thing of the past in harvest operations.
Page 45. — 1. 13. Kentucky and' Tennessee are
no longer the remote frontier states they were 120
years since. 1. 17. Compare the house with the
house of Benedict in "Evangeline." 1. 34. How
many of the present-day school children, or teach-
ers either, ever saw "andirons" actually in use?
What is meant by "their covert of Asparagus
tops"?
Page 46. — 1. 1. Compare "Deserted Village,"
page 7, 1. 10, "broken tea-cups wisely kept for
show." 1. 7. "Knight-errant" is quite different
from the kind of knight Roderick is inclined to
call James in the "Lady of the Lake." Find the
place and compare the two. 1. 16. Daedalus, who
built the original labyrinth, was lost in it himself,
and escaped by making himself wings of wax and
feathers.
Page 49. — 1. 18. Smoking out a teacher is one
of the pleasures that probably none of the present
generation has enjoyed.
Page 52 — 1. 8. Monteiro is a Spanish soldier's
cap. 1. 31. Study word "goodliest." Quite dif-
ferent from "good."
Page 53- — 1- 4- Inland pupils might be troubled
as to the meaning of the word "sloop."
Page 54. — Is. 2, 3. The dough-nut, cruller, oly-
koek, are forms of one and the same, a cake fried
in lard. In richness they vary as arranged above.
Baltus Van Tassel's recqjtion of his guests will
call to mind that of Basil in "Evangeline," when
she visits him in his southern home. [The old
160
THE EDUCATIONAL REVIEW.
gray-haired negro who officiated on the "fiddle"
may recall a similar quite famous one in the eastern
part of Nova Scotia, much in demand at country
dances a few years since.]
Page 57. — Sing-Sing is famous for its — ?
Page 58. — By a misprint on this page we have
"demagogue" for "pedagogue." What is the dif-
ference in meaning?
Page 59. — The story of "Andre" might be worth
looking into.
Page 61.- — 1. 1. 'Does hair stand on end through
fear, and if not why do we say so?
What are the two ways of concluding the story,
the one natural, the other supernatural? Which
is the most likely to be true?
ART NOTES - No. II.
By Huntee Boyd, Wawkhj, N. B.
Mama's Christmas Gift.
"Mama," said Billy, "what do you want for
Christmas ?"
"Dear me," said Billy's mama, "I don't know
of a single thing that I want."
"But you must say you want things," said Billy.
"You must — it's a sort of game. It doesn't matter
whether you really want the things or not."
"Oh, I didn't understand," said mama, entering
into the game. "Well, then, let me see. I should
like a diamond pin."
"And what else?" said Billy. "You must want
more."
"I want a long sealskin ulster."
"Say something else — say lots of things."
"I want a new carriage and a lace collar and
some curtains for baby's room."
"Mama," said Billy, coming close to her side
and speaking earnestly, "don't you want a card like
that one I painted this morning?"
"Oh, dear yes," said mama, quickly, "I should
love to have a beautiful card like those you paint."
Billy went to the window and looked out at the
snow, and the sparrows hopping on the walk that
ran down to the street.
After a minute or two he came to mama's side
again. "Mama," he said very solemnly, "I won't
say which, 'cause I don't want to spoil your sur-
prise ; but one of those things you told me you
want you're surely to get for Christmas."
Mama leaned over and kissed his bright little
face, and said softly : "I do wonder which it will
bo." — St. Nicholas.
The time for sending in the essays for com-
petition in the League of Empire Prizes has been
extended. See advertisement on page 175.
Christmas Chimes.
Painted by Kdwin Howland Blashfleld, 1848.
" I heard the bells on Christmas day,
Their old, familiar carols play,
And wild and sweet
The words repeat,
Of peace on earth, good-will to men.''
— H. W. L.
The picture selected for reproduction this month
is as beautiful as it is seasonable. There is a sense
in which its meaning is so Obvious that some per-
sons may think it undesirable to make it the sub-
ject of a picture study. Teachers who are in such
a mood require only an opportunity for introducing
the print to the class, and the evident pleasure
afforded to such a teacher will soon be shared by
sympathetic scholars. Possibly such persons will
be satisfied to know that the artist is still living,
and that though born in New York he not only
studied in Paris, but actually produced this picture
in Paris. It has since been exhibited at the World's
Fair in Chicago, and helped to make the reputation
which Mr. Blashfield bears as one of America's
best figure painters. He certainly was filled with
the Christmas spirit when he conceived this work
of art, and his execution worthily embodies the
beautiful idea. Not only are the faces of the angels
all that can be desired ; we note that the wings are
graceful, and the folds of their garments are ad-
mirably arranged. The suggestion of movement
is so powerful that we feel the heavenly bell-ringers
are not only enthusiastic in their work, — they posi-
tively exult in doing it. The great bells swing in
the tower which is illuminated by an unearthly
light, and whilst the massive beams to which they
are attached suggest their great weight, there is
an entire absence of effort or strain on the part
of the ringers. The happy birds that fly in and
out of the belfry suggest that nature is in sym-
pathy with the glad morn, and we do not con-
template this scene very long without imagining
we can detect the harmony of voices celestial,
blending with that produced by the tongues of
earthly bells. When this result is achieved we
have learned the secret of the picture, and only
harm may follow if a teacher attempts to discuss
"Christmas chimes" without aiming to secure or
strengthen similar effects upon the scholars. The
artist had a message, and he has told it in form
THE EDUCATIONAL REVIEW.
1G1
and colour, has told it so intelligibly that it loses
little by reproduction in a small black and white
print, and our hearty response is his reward.
In some respects the Poet Whittier has given
a similar message in his poem, "A Christmas
Carmen."
Sing the bridal of nations ! with corals of love,
Sing out the war-vulture and sing in the dove.
Till the hearts of the peoples keep time in accord.
And the voice of the world is the voice of the Lord!
Clasp hands of the nations
In strong gratulations :
The dark night is Hiding and dawn has begun;
Rise, hope of the ages, .arise like the sun,
All speech flow to music, i\\ hearts beat as one!
Already we have several times used the word
suggestion, and that is the function of this pic-
ture. It is suggestive. It appeals to the imagi-
native faculties, directly to the visual, and indi-
rectly to the auditory. In this respect it may be
compared with the "Angelus," by J. 1*'. Millet,
where we note the effect of the evening bell upon
the peasants in the potato field, although only the
spire of the church is indicated in the background.
Also as in that picture we have here a study in
emotional expression. Other pictures that de]>end
for their clue upon some supposed sound, are
"Listening to the Fairies," by Bodenhauser, "The
Song of the Lark," and Joan of Arc listening to
her fatal message. With this contrast "The Hal-
loon," where there is no appeal to the sense of hear-
ing, and other pictures may be selected and
grouped under these several heads.
But not all teachers are sufficiently acquainted
with pictures to pursue immediately such exercises
and not all are engaged in teaching the higher
grades. Let us suppose the case of one who is
bravely trying to make life interesting in an un-
graded school in a remote country district. Little
children in rural schools are as familiar with
angels as those in the city schools, possibly more
so, as many children of tender years, brought up
in cities, are not wholly unaffected by the preva-
lence of materialistic notions, and the rush and
bustle of a home life which leaves no time for
reverie. But not every rural scholar has seen or
heard bells of the dimensions shown in our pic-
ture, and in these cases patience is needed if the
teacher is to build up an adequate concept from
limited ideas. In this case, probably in most cases,
it would be well for the class to discuss the sub-
ject of Bells in general before the picture is dis-
played, so that the artist's work may have more
varied auditory images to appeal to. The teacher
can ask for word exercises from each scholar, pre-
ferably in writing, so that the exercises can be
examined at leisure, and to avoid any ridicule of
dull scholars by so-called smart ones. It must
be remembered that in this study places may be
reversed. In arithmetic, exact answers must be
required, and in grammar a word is in a certain
gender or it is not. But in picture study no seri-
ous answer is without some value, and the most
backward children should be encouraged to ex-
press their ideas. If a scholar attempts an expla-
nation of a picture, do not pay much regard to
writing, spelling or grammar, at first, — you are
seeking an opportunity to know the child's range
of ideas in order to proceed from the known to
the unknown. Thus we might ask questions con-
cerning Hells — door-, cow-, sleigh-, school,- fog-
signal-, railway-engine. Ask for particulars con-
cerning the way in which Bells are rung for a
wedding, funeral, fire, church service, etc. Ask
for any notable occasions on which the bells have
been rung — coronation, Mafeking Day, and so on.
Make enquiry concerning the following: Bell-
hammer, tongue, clapper. Compare ringing and
tolling, dirge and knell, tinkle and jingle, (long
and "ding-dong," and words like curfew and
chimes. All this must be done with a view to
securing distinctness of auditory images, and if
possible to secure an idea of a great volume of
sound produced by large melodious bells in a
tower. Encourage the children to search for a
picture of "The Liberty Bell" or "The great Bell
of Moscow," or others, and note any material con-
cerning famous bell towers. Lntil this is done it
is of little use to say that the studies for the bells
in our picture were made in Florence in Giotto's
Tower, and from St. Nicholas in Blois. After such
an exercise the children will be stimulated to note
the difference in ornamentation of the two bells
in "Christmas Chimes," the position of the "clap-
per" in the upper one, and some details of the
beam and fixtures, and the ropes. Hut let every-
thing contribute to increasing the imaginary vol-
ume of sound. Here and there a child may he
found who will observe and inquire concerning
the strange figure in the right hand corner. Let
some of the older scholars hunt up the meaning
of the word gargoyle, and then determine if this
is an instance.
Much could be said concerning the angels, but
for scholars, angels are not to he analysed but
162
THE EDUCATIONAL REVIEW.
enjoyed. A volume like "Angels in Art," by C. E.
Clement, published by L. C. Page & Co., Boston,
will prove interesting, but it must be borne in mind
that our object is to increase the appreciation of
the beautiful, to ennoble the emotions, to cultivate
taste, afford enjoyment, and make all hear "The
Christmas Chimes."
G. D. — Certainly it will give pleasure to receive some of
the compositions by your scholars. See address at the
head of Art Notes in this number.
Picture Study Queries.
In this column only the substance of questions
will be printed in order to afford more space for
the replies. Most of the questions this month are
based on the subject dealt with in the November
number of the Educational Review. — H. B.
E. L. W. asks how pathos is manifest in manifested in
the picture of the "Old Temeraire?" Because it repre-
sents the setting of the sun, the end of the career of r.
vessel, of the wooden navy indeed, and the decline of
Turner's power. The delicacy of touch, c. g. in treatment
of the spars of the ship, was not surpassed in any subse-
quent work.
H. T. B. — The dark object in the right hand corner is
a buoy. Probably the buoy was used for securing barges
at night. Yes, it helps to suggest distance, by comparative
size, and its angle helps the unity of the picture as it is
parallel with the south b;.nk of the Thames. The chim-
neys are possibly on buildings at Greenwich.
G. A. S. — You are quite right. Turner not only thought
much of the sun. and frequently painted it, he almost wor-
shipped it. " The sun is God," were almost his last
words, and " the window of his death-chamber was turned
towards the west, and the sun shone upon his face in its
setting, and rested there as he expired."
Hecla. — Temeraire mer.ns "He who dares," "the one
that dares." There were two ships of that name : the
first taken from the French in 1759. This one was built
at Chatham, at Trafalgar, 1805 ; a prison-ship at Plymouth,
1812; a receiving-ship at Sheerness, 1819, sold at Sheerness
1838, for $25,000, and broken up at Deptford.
F. E. B. — There is some danger of over analysis. Some
children will merely enumerate the items, and you will
help them to understand the relation of these items, and
the synthesis will be valuable to yourself and the scholars.
Madge. — An excellent example. The "Constitution" or
" Old Ironsides " was contemporary with "The Temeraire."
Its centenary was celebrated in 1897. It was recently in
Boston harbour.
Ralph — See preceding answer, and read O. W. Holmes's
poem, "Old Ironsides." Any life of Turner will give
further particulars. James R. Lowell has written on the
picture. In the original, the chief grandeur is Turner's
treatment of the glory of the sun and clouds, but the
picture grows on you as you gather particulars.
R. F. H. — Quite so. If you will consult Educational
Review. April, 1004. p. 278, you will find some hints on
the character of subjects suitable for rural schools.
Max.— The picture in the " H. R." set to which you
allude is called "a neighbourly chat." It is by Van
I.eemputten.
How the Mistletoe Grows.
The mistletoe for centuries has been one of the
most important factors in Yuletide decorations, its
use dating back as far as the Druids. The hang-
ing of the mistletoe on Christmas Eve, between
11 and 12 o'clock, in many homes is the beginning
of the season's merrymaking. The bough is hung
in a place where there will be no obstacle in pass-
ing under it, and the penalty for being caught be-
neath its branches all know.
The story of how the mistletoe gets on the trees
is a most interesting one, writes Prof. S. C.
Schmucker, in the Ladies' Home Journal. Cover-
ing the mistletoe twigs are pearly white berries.
These come in the winter season, when food is
comparatively scarce, and hence some of our birds
eat them freely. Now when a robin eats a cherry
he swallows simply the meat and flips the stone
away. The seed of the mistletoe the bird cannot
flip. It is sticky and holds to his bill. His only
resource is to wipe it off, and he does so, leaving
it sticking to the branches of the tree on which
he is sitting at the time. This seed sprouts after
a time, and not finding earth — which indeed its
ancestral habit has made it cease wanting — it sinks
its roots into the bark of the tree and hunts there
for the pipes that carry the sap. Now the sap in
the bark is the very richest in the tree, far richer
than that in the wood, and the mistletoe gets from
its host the choicest of food. With a strange fore-
sight it does not throw its leaves away, as do most
parasites, but keeps them to use in winter when
the tree is leafless.
When my school has often been restless I have
asked them to lay aside all work and be ready to
do as I told them. I would then stand before the
pupils and say, "I am thinking of a name of an
object in this room, beginning with 'w' and hav-
ing six letters." (Window.) When the pupils
thought it out they would raise their hands and
then some one would give the word. Often we
would find many words answering the same de-
scription. This is good for geography work.
Names of rivers, cities, mountains, flowers, ani-
mals, etc., all furnish good material. The pupils
thoroughly enjoy it and I believe that good results
are obtained. — Popular Educator.
THE EDUCATIONAL REVIEW.
163
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Framing the "Review" Pictures.
T. B. Kidni-.k, Director of Manual Training.
The educational value of a well decorated room
cannot be over-estimated. Some of the simple
frames suggested above may help teachers and
pupils towards more helpful surroundings — more
inspiring thoughts.
If your school has a regular manual training
department, where wood and tools are available,
several sorts of frames are possible. At the King-
ston Consolidated school, a continuous frame
(Fig. i) was fixed along the tops of the black-
boards and inclined forward slightly. The frames
are of whitewood, stained a dark brown, the sec-
tion of the mouldings being shewn at Fig. 2. The
pictures are not fastened in, and thus may be taken
out for closer study or exchanged with other
rooms. A better plan still is to put these continu-
ous frames over the dado in the school hall : this
being at a more convenient height for the chil-
dren.
Another good plan is to frame the pictures in
groups of three as in Fig. 3. Openings of suit-
able size are cut in a plain board, one quarter of
an inch thick ; small strips being tacked to the back
to form the places for the pictures and glass.
"Oxford" frames (Fig. 12) and plain mitred
frames (Fig. 11) are also easily constructed in
the manual training room.
If wood be not available, cardboard will prove
a satisfactory and suitable substitute. A piece of
grey "mounting board," 22x28 inches, costs 15
cents, and will cut into four mats or mounts. The
pictures should be trimmed so as to have a white
margin of three-quarters of an inch in width and
then pasted carefully upon the grey cardboard.
Thus mounted, several methods of framing are
possible.
The popular "passe-partout" binding may be
used with good effect, the binding serving to hold
the glass and cardboard together. Various ar-
rangements of the picture inav be made (see Figs.
164
THE EDUCATIONAL REVIEW.
4 and 5), such as grouping them- according to
artist, subject or shape, as the case may be.
Another simple plan is to take stout straws — rye
preferably — and to sew them side by side as in
Fig. 13. Very effective frames can be made in
this way, as the straw can be dyed in pleasing
colours and the corners of the frame embellished
with ribbons.
Recently while visiting a primary department
where the handwork is a specialty, the writer saw
a pleasing frame formed by pasting a number of
the small folded paper frames (stage 4 [b] in the
New Brunswick manual training schedule) round
the edges of the cardboard mount (Fig. 6). An-
other simple but good frame was made by using
white cardboard for a mat and pasting leaves cut
out of coloured paper all round the borders (Fig.
10).
A good edging for the card mounts can be made
by sewing the folded paper "cat's ladder" round
the edges (Fig. 9). Such a finish would be quite
suitable outside the leaves of Fig. 10.
Raffia, that useful and charming material, offers
many possibilities for simple frames. Many of our
teachers are already familiar with it and its mani-
fold uses, but those who are not can easily obtain
some from the nearest florist. It is sold in one
pound hanks, and in its natural state is a pale
golden yellow, but can be obtained from certain
school supply houses dyed in several colours.
Woven or braided into suitable widths it can be
sewn to the cardboard mount of a picture with
good effect. A more simple method is to use com-
mon "straw" board — the yellow material used in
making milliners' boxes, etc. — in which to cut an
opening of suitable size for the picture, a margin
being left, say, two inches in width. Round this
margin the strands of raffia are wound as shewn
in Fig. 8. By rounding the outer corners, the
difficulty occasioned by the slipping of the raffia
at the angles can be obviated.
A substitute for raffia in the last method may
he found in the leaves of the common "cat-tail,"
which are readily obtainable in most districts.
They should be gathered in the autumn and dried,
but must be dampened slightly before winding on
the cardboard frame. A few crimson maple leaves
glued to the face of the frame after the cat-tail
leaves are in place, will complete a very attractive
frame at a trifling cost.
The Educational Review and the Scientific
American (subscription price $3 a year) both for
one year for $3.50.
Christmas Recitations.
The following selections are sent to the Review by Miss G. F.
Crawford of Nictan. N. B.]
A Telephone Message.
" Ah ! hen 's the little round thing my papa talks into
To tell the folks down-town what he wants to have
them do.
I'm going to try myself ^ — now let me get a chair,
And then I'll stand on tip-toe so I can reach up there.
"Hallo? — (that's what they all say) — you dear old Santa
Claus,
I'm going to have a little bit of talk with you. because
I want to tell you all about a little girl I know
Who never had a Christmas in her life — she told me so !
" I hardly could believe it, but she says 'tis really true.
I'm sure you're always kind, but I'm surprised at you,
That you should have forgotten such a little one ! but
still,
You have, perhaps, already all the stockings you can fill.
" But could you go to her house instead of coming here?
For mamma says that Christmas is the time of all *he
year
for children to remember poor little girls and boys
Who never hang their stockings up for picture-books
and toys.
" I want you, please, to carry her a doll with shiny curls,
And eyes that shut and open— that's the kind for little
girls—
And a muff to warm her fingers, and a cunning little
ring,
And a book with pretty verses — how she'll laugh, the
little thing!
" And give her lots of goodies, too, because she's poor,
you see,
And ought to have more sugar-plums than you could
bring to me.
Now tell it on your fingers, and remember as you go —
Just pack her stockings to the very, very toe.
"That's all — only. Santa Claus, 1 just would like to say,
If you should have more presents than you need on
Christmas day,
And would leave me just a few as you pass the chimney
— why,
Of course — I would be very glad indeed. Good-bye !
Good-bye !
— Selected.
A Real Santa Claus.
Santa Claus, I hang for you
By the mantel, stockings two ;
One for me, and one to go
To another boy I know.
There's a chimney in the town
You have never travelled down.
Should you chance to enter there,
You would find a room all bare;
Not a stocking could you spy,
Matters not how you may try;
And the shoes are such
THE EDUCATIONAL REVIEW.
165
As no boy would care for much.
In a broken bed you'd see
Some one just about like me,
Dreaming of the pretty toys
Which you bring to other boys,
And to him a Christmas seems
Merry only in his dreams.
Ali the dreams, then, Santa Claus,
Stuff the stockings with, because
When they're filled up to the brim
I'll be Santa Claus to him !
— Frank Dempster Sherman.
Bells Across the Snow.
O Christmas, merry Christinas! is it really come again?
With its memories and its greetings, with its joys and
with its pain.
There's a minor in the carol, and a shadow in the light,
And a spray of cypress twining with the holly-wreath
to-night ;
And the hush is never broken by laughter, light and low,
As we listen in the starlight to the bells ..cross the snow.
0 Christmas, merry Christmas ! 'tis not So very long
Since other voices blended with the carol and the song.
If we could but hear them singing as they are singing now;
If we could but see the radiance of the crown on each dear
brow —
1 here would be no sight to smother, no hidden tear to Mow
.-is we listen in the starlight to the bells across the snow.
O Christmas, merry Christmas ! this nevermore can be :
We cannot bring again the days of our unshadowed glco;
But Christmas— happy Christmas, sweet herald of good-
will—
With holy songs of gladness, brings holy gladness still ;
For peace and hope may brighten and patient love may
glow,
As we listen in the starlight to the bells across the snow.
— Frances Ridley Havcrgal.
GoD'B bird.
[Sent by Miss Mary L. Weston, Yarmouth County.)
All night long the snow had fallen,
Wild the wind and fierce the cold ;
Morning saw the world white-crowned.
Like a pilgrim, hoar and old.
Down the lane came dancing footsteps,
Merry voices laughed agay ;
" Brother, see, a dear ded robin ! "
Cried in pity little May.
Then the little girl stooped gently.
Took the robin, and whispering low —
" 'Tis one of God's birds, brother.
And He saw it fall, you know."
" Well it is dead,— and we can't help it,"
Said the boy, and hurried past ;
But the little maiden lingered,
To her breast the dead bird clasped.
As she stroked its soft, brown feathers—
"Did it really? — was it true?"
Yes, it fluttered softly, feebly,
Faintly gasped! — what should she do?
With the bird pressed to her bosom,
Swiftly sped she through the storm;
Paused not till she stood by mother
At the fireside, bright and warm.
Tenderly she warmed and fed it.
Till it opened wide its eyes ;
Hopping about with its small head turning,
V«ith a look so bright and wise.
"Mama, do you think God sent me?''
Softly spoke the little maid,
"Did He tell His bird about me?
Is that why it's not afraid? "
The First Christmas Song.
(Sung 'o the tune of "Auld Lang Syne")
The twinkling stars shone clear and bright,
Above a little town.
And calmly through the quiet night,
The silver moon looked down.
The little lambs upon the hill
Were sleeping safely there,
While shepherds " seated on the ground "
Watched over them with care.
Then suddenly the angels came
On Hashing wings of white;
1 heir happy chorus echoed wide
Across the silent night.
Oh ! sweet and clear the angels sang,
The sweetest song we know,
The story of a little Child
Within a manger low.
' 1 was long and long and long ago —
Oh ! very long ago,
But still we sing the song they sang,
With music soft and low ;
For Jesus was the little Child
Who in the manger lay,
And Jesus is the children's Friend
Who loves them every day.
— Primary Education.
Shakespeare to His Mirror.
Within thy crystal depths I see
A figure semblable of me.
Hut no more me than I am one
With the brute rock 1 rest upon ;
For how may brow or eye reveal
The infinities wherewith 1 deal?
Nay, I will break- thee, mirror mine!
The unseen inward is divine,
The outward body but a bowl
That covers in the mounting soul.
If any one would truly know
What manner of man 1 come and go,
Not flesh alone, but blood and breath,
Lo, Lear, Lord Hamlet and Macbeth!
Poor mummer, 1 must shatter thee.
Since thou dost bear false tales of me!
— Richard Burton, in the November Atlantic.
166
THE EDUCATIONAL REVIEW.
Mental Mathematics.
F. H. SPINNEY, OXFORD, N. S.
Factoring.
I have found from experience that greater prog-
ress can be made in one hour in teaching factoring
by mental drill, than in many hours by other
methods.
After multiplication is well learned, send the
class to the board, and dictate questions as the
following :
(x + 3) (x + i) = 1
The pupils must write out the products from in-
spection as fast as the questions are dictated.
When the pupils have a column of questions com-
pleted, ask them to erase all the terms contained in
brackets. For this purpose each pupil should have
an eraser in hand, to prevent waste of time. The
questions will now stand thus :
( ) ( ) =x +7*+ 12
( ( ( ) =xi +8x+\5
( ) ( ) = a-2 -8a: +15
( ) ( ) = x2 - a; -42
( ) ( ) =^-25
( ) ( ) =(« + &) -25
Now ask the pupils to replace all the terms in
brackets as they were. There will be too many for
them to remember, so they will observe the rela-
tion existing between the factors and the products.
To make sure that they have observed that relation,
tell them that the process just completed is called
factoring, and ask them to factor some easy ones
similar to those just worked. Such as —
x* + 9x + 20 = ?
x* -9a: +20 = ?
a2 -16 = ?
(x + y)* - 16 = ?
This much may not all be accomplished at one
lesson. It is better to dwell on the questions in-
volving only the plus sign until that is thoroughly
mastered. Each day increase the difficulty of the
problems until the most difficult questions of this
nature can be worked mentally by every pupil.
From factoring, I proceed directly to quadratic
equations :
If a = 5 then a - 5 = 1
If a ---- 6 then a - 6 = ?
.: (a -5) (a -6)= ? .: a2 - 11a + 30=?
Give several more of a similar kind. Ask the
pupils to substitute 5 for a, then 6 for a, in the
equations
a2 - 11a + 30=0
Thev will find that either will suffice. Then
reverse the process, asking them to write down
from inspection the values of x in such questions
as follows :
a;2-10x+21 0
x5 - 1 2a; + 35=0
If there has been sufficient drill on the preced-
ing exercises these will be very readily solved.
Other kinds of quadratics are easily taught as
follows :
a= 3
a + 7= ?
(a + 7)2= ?
When they have many questions on the board
such as the following:
a2 + 14a + 49=100
a* + 6<z + 9 = 64
Ask them to erase the last terms on the left-
hand side of the equation, and subtract that much
from the other side. Then the questions will
stand thus —
a2 + 14a + ( ) = 51
a2 + 6a + ( ) = 55
Then ask to have the last terms replaced and
the proper amount added to the right side of the
equation. Then add more of a similar kind —
a2 + I2a + ? is a perfect i-quare.
a2 + 18a + ? is a perfV-ct square.
Then gradually add others more difficult.
The great advantage of this method is that hun-
dreds of problems can be solved mentally in a
few moments ; and all under the inspection of the
teacher. If any of the pupils are observed copy-
ing results obtained by others, allow those to re-
main at the board after the rest have taken their
seats, giving them further drill, so that they will
afterwards depend on themselves.
The problems for seat work can be made much
more difficult than those solved mentally at the
board.
The Review's Question Box.
R. A. C. — Please give me the name of the secretary of
the Comrades Corresponding Branch, as stated in the
Review, or any information concerning it, as my pupils
wish to correspond with others of the Empire.
The Secretary's name is Mrs. Fetherstonhaugh,
Lake Shore Road, Mimico, Ontario, who has full
charge in Canada for that part of the work.
M. G. — Will yon kindly recommend the best elementary
book on nature lessons?
For an ungraded school, such as you teach, we
know of no better book than Brittain's Manual of
Nature Lessons ; price 50 cents ; published by
J. & A. McMillan, St. John.
The Educational Review and Littell's Living
Age (subscription price $6.00 a year), both for
$6.40. The Living Age is a weekly magazine and
contains the cream of what is published in the
English magazines.
THE EDUCATIONAL REVIEW.
167
Practical Problems for Grade VIII.
1. The cost price is $60; the marked price
30% more; the discount 10%. Find selling price
and gain %.
2. The selling price is $80, the loss 20%.
Find the gain % if it had sold for $115.
3. A house is worth $4000; it is insured for
Yi its value at ij^%. Find premium paid.
4. An agent sells 600 bbls. of flour at $4.50
on 2% commission. Find proceeds.
5. Find interest on $360 from March 10th,
1901, to October 15th, 1905, at 6j4%-
6. The interest is $49.50, the time 4 years, the
rate 4^2%. Find the principal.
7. Find the area and base of a right angled
triangle whose length is 75 feet and side 50 feet.
8. Find height of cylinder holding 20 gal-
lons and having a basal radius of 10 inches.
9. Find area of ring between two circumfer-
ences when the radii are 20 inches and 25 inches
respectively.
10. Find area of walls of a room 15 feet long,
12 feet wide and 10 feet high. How much will it
cost to plaster walls and ceiling of this room at
ioc a square yard?
11. A man three years ago put out at interest
at 4% a certain sum of money ; he now has in
all $291.76. What had he then?
12. Find compound interest on $300 for two
years at 4% a year payable half yearly.
13. If 3000 liters be bought at ioc a liter, and
after paying 40% duty sell at 70c a gallon, find
gain.
14. A note of $400. dated .vug. 27th. (o, three
months, was discounted same da_» at 69c. Find
proceeds.
Answers. — (1) $70.20; 17%. (2) 157c. (3)
$45- (4) $2646. (5) $103.50. (6) $275. (7)
1 397-5- (8) I7-65- (9) 706.86. (10) 540 sq. ft.;
$8.00. (11) $260.50. (12) $24.7296. (13)
¥462 31. ~$420=*42 21 (14) $400-6625=8393.75
At the beginning of the year we had a chimney
corner devoid of ornament. A beautiful calendar-
brought by one of the pupils, gave us an idea that
transformed this bare spot into a thing of beauty
for bright eyes to feast on the remainder of the
year. We requested all who could to bring: a
pretty calendar. .Many gladly responded. The
best subjects were selected and carefully arranged
as to design and coloring; the result was highly
gratifying, and our "Calendar Corner" received
much praise from visitors. — Popular Educator.
Let the Sunshine In.
Several Decembers since a little boy in a Boston
kindergarten — a child who was accompanied by
his nurse every morning — toiled long and patientlv
on a Christmas present for his mother. After the
holiday had passed the kindergartner asked the
children what the recipients had said about the
gifts prepared with so much care. It was Robbie's
turn to answer. The child's lips trembled as he
whispered in shame and sorrow, "Mamma didn't
want my stamp box, she said I might keep it my-
self."
A darling eight-year-old girl asked her father
for money with which to buy Christmas gifts. She
was told that she might have money for materials
but that it was better for her to make the presents
than to buy them outright. "But papa," said the
child, "I don't know what to make myself, and
mamma won't help me, she says she can't stop."
There are memories in many of our own hearts
of Christmas saddened and almost lost, because
parents failed to see the necessity of troubling to
make the blessed day a season of joy. Listen to
the words of the Great Teacher: "Inasmuch as
ye have done it unto one of the least of these, ye
have done it unto Me." — School Journal.
The lengthening of the one-hour examinations
to two hours without materially increasing the
length or the difficulty of the examination is a
change that will have beneficial results, says the
Chicago School Review, in its notes on the fifth
annual report of the College Entrance Examination
Hoard. Judging from the number of failures, the
examinations were more difficult this year. The
greatest failure was in English b, where only one-
third the candidates gained a rating of 60 or higher.
The results in English history were disappointing.
( )ut of 258 candidates in plane and solid geometry
only 32 reached the above mark; and so with other
branches. Sight translations of Latin and Greek
authors will be established for the future.
Kverywhere, everywhere, Christmas to-night ;
Christinas in lands of the fir tree and pine,
Christmas in lands of the pr.lm tree and vine,
Christmas where snow peaks stand solemn and white,
Christmas where cornfields lie sunny and bright ;
Christinas where children are hopeful and gay,
Christinas where old men are patient and gray,
Christmas where peace like a dove in his flight.
Broods o'er brave men in the thick of the fight;
Everywhere, everywhere. Christmas to-night !
For the Christ-Child who comes is the Master of all ;
No palase too great and no cottage too small.
— P hunt's Brooks.
168
THE EDUCATIONAL REVIEW.
Teachers' Conventions.
Restigouche County Institute.
The Restigouche County Teachers' Institute met
October 19 and 20, in the Campbellton Gram-
mar School. Thursday morning the Camj»bellton
schools were in session till 11 a. m., to give the
members of the institute an opportunity to observe
the work. The institute then met to organize in
the Principal's room, the President, E. W. Lewis,
in the chair. The President welcomed the mem-
bers of the institute and spoke on some phases
of educational progress. Dr. Inch, the chief sup-
erintendent, who followed, criticized the prevail-
ing fashion of expecting the younger pupils to be
able to give all the reasoning for the various proc-
esses in arithmetic, e. g., why we carry to the next
column in addition and why we borrow in sub-
traction. The teachers' and pupils' time .vould be
much better spent in drilling with numerous ex-
amples, and in thus acquiring quickness and accu-
racy. He also agreed with the president that the
reaction against memorizing had gone too far.
Memory was one of the most valuable properties
of the mind, and the habit of memorizing passages
of good literature was an excellent one.
Thursday afternoon was devoted exclusively to
manual work. Miss Marjory Mair, teacher of
manual training in the Campbellton schools, gave
an interesting lesson on paper folding, taking the
institute for a class. Prof. Kidner, of the Normal
School, complimented Miss Mair highly on the
lesson, and gave an instructive address to the
teachers, showing how a beginning in manual
training could be made with little expense, even
in the poorest schools, and urged the teachers to
introduce it.
Friday morning, Miss Linda Ultican, of Jacquet
River, taught a lesson on transitive and intransi-
tive verbs. Although handicapped by having a
young class, who were strangers to her, Miss
Ultican skilfully brought out the distinction be-
tween the two classes of verbs, and showed how
by constant drill along such lines pupils could be
made to understand the difference between them.
The rest of the morning session was taken up
with criticisms of lessons taught at the institute.
The discussions were animated and interesting,
and many valuable points were brought out.
A trip to the woods Friday afternoon with a les-
son on cone-bearing trees by one of the Campbell-
ton teachers, Miss Minnie Colpitts, B. A., late of
Guelph Agricultural College, brought to an end
one of the most interesting institutes ever held in
Restigouche County.
Thursday evening a public meeting was held in
the grammar school hall. Addresses were made
by Dr. Inch, Prof. Kidner, and Dr. Murray, chair-
man of the Campbellton School Board.
The following are the officers for the present
year: President, E. W. Lewis, B. A., Campbell-
ton; Vice-President, Miss Minnie Colpitts, B. A.,
Campbellton ; Secretary-Treasurer, Miss Dickson,
Tide Head. Additional members of Executive
Mrs. L. D. Jones, Dalhousie; Miss McTaggart,
Campbellton.
Gloucester County Institute.
The twenty-fourUh meeting of the Gloucester
County Teachers' Institute was held at Caraquet,
N. B., on the 19th and 20th October. In the ab-
sence of the president, Mr. Jerome Boudreau,
Inspector J. F. Doucet very successfully conducted
the affairs of the institute. A warm address of
welcome by Principal Witzell, of Caraquet, was
extended to the teachers, over thirty in number,
to which Principal Girdwood, of Bathurst, and
others replied.
The papers and addresses at the institute were
given, as seemed best to the speakers, in English
or French, in both of which languages several of
the members were equally proficient. The French
teachers, however, seemed to have greater facility
in expressing themselves in English than the Eng-
lish teachers had in their use of the French lan-
guage.
A paper on Fractions was read by Miss Emma
C. A. Stout, of Bathurst, and was very helpful to
teachers of primary grades. A lesson on Canadian
history was given to a class of French pupils by
Miss Bernadette Cormier. The bright and ready
answers won favorable opinions from the audience.
Dr. G. U. Hay followed with an address on the
teaching of history, pointing out that the surround-
ings, the imagination, and the resources which
children make use of in their play should be
brought into requisition in teaching geography and
history. An animated discussion followed on the
best ways and means of doing this.
Principal Girdwood gave a very clear address
on School Management, in which he illustrated
practical and common sense methods of dealing
with pupils in school. This was followed by an
interesting paper by Mr. C. C. Poirier, showing
his method of teaching primary geography. Dr.
G. U. Hay gave an address illustrating practical
methods of nature study. These addresses were
very generally discussed, and the following, among
others, took part: Inspector Doucet, Messrs. A. J.
Witzell, Edw. De Grace, C. C. Poirier, P. Gird-
wood, Jos. F. Godin, and Misses Lauza Cormier,
Loretta Mullins, Josephine Dumas.
,The next institute will be held at Bathurst. The
following officers were elected for the ensuing
year : P. Girdwood, president ; Lauza Cormier,
vice-president ; A. J. Witzell, secretary ; R. D.
Hanson, B. A., Josephine Dumas, additional mem-
bers of the executive.
A very well attended public meeting was held in
Mechanics' Hall, Caraquet, on the evening of the
19th, at which addresses were given by Mr. P. J.
Veniot, M. P. P., of Bathurst, and others. Mr.
Veniot took the ground that in the French text-
books which are to be prepared for the children
of Acadian primary schools, the language should
be simple and adapted to the understanding of
THE EDUCATIONAL REVIEW.
169
children similar to what is used in primary schools
in France, not translations of English text-books,
many parts of which had to be translated into
French words of two or three syllables. Dr. Hay
said that if French primary texts were considered
necessary in our schools for Acadian children they
should be natural in style and entirely suited to
the needs of the children for whom they are to
be prepared. After the institute had adjourned, the
teachers adopted a resolution asking the board of
education to give favorable consideration to the
plan of text-book outlined above.
The Christmas Gift.
Around the Christmas-tree we stood,
And watched the children's faces,
As they their little gifts received
With childish airs and graces.
We grown folks had our share of fun
In making wee ones merry,
And laughed to see the juveniles
Kiss 'neath the holly berry,
Beside me sat sweet Bessie Moore.
A lovely dark-eyed maiden,
While near her stood our little Eve,
Her arms with love gifts laden,
Until around the room she went.
The blue-eyed baby, shyly,
And blushing red, into each lap
Her offerings dropped slyly.
But when to me the darling came
All empty-handed was she,
And when I asked, "Why slight me thus?"
She answered, " Oh, because we
She dinna know you tumming here ! ''
And then with blue eyes shining,
To Bessie's side she went, her arms
Her sister's neck entwining.
"But something I must have," said I,
" My Christmas night to gladden."
A shade of thought the baby face
Seemed presently to sadden,
Till all at once, with t^eeful laugh —
" Oh ! I know what I do, sir !
I've only sister Bessie left,
But I'll div her to you, sir!"
Amid the laugh that came from all
1 drew my new gift to me,
While with flushed cheeks her eyes met mine
And sent a thrill all through me.
" Oh ! blessed little Eve ! " cried I :
" Your gift I welcome gladly ! "
The little one looked up at me
Half wonderingly, half sadly.
Then to her father straight I turned,
And humbly asked his blessing
Upon my Christmas gift, the while
My long-stored hopes confessing,
And as his aged hands were raised
Above our heads bowed lowly,
The blessed time of Christmas ne'er
Had seemed to me so holy. — Selected.
CURRENT EVENTS.
The first section of the British garrison at Hali-
fax has left for Liverpool. The Dominion authori-
ties have not as yet taken over the fortress, but
will do so before the close of the year.
In ten years, it is predicted, Canada will out-
strip all other countries in the production of iron
ore, as well as in wheat raising. This prediction
is made by a French expert in metallurgy, who has
been visiting Canada to report upon the electrical
method of smelting ores.
The body of Sir George Williams, founder of
the Young Men's Christian Association, who died
November 6, was buried beneath the dome of St.
Paul's Cathedral, in the presence of nearly a thou-
sand British and foreign delegates of the associ-
ation.
An enthusiastic reception was given to the Prince
and Princess of Wales at Bombay, where they ar-
rived on the King's birthday.
A number of Boers who went to other parts of
the world at the close of the war in South Africa
are now returning to live under British rule. The
United States colony was not a success, the South
American colony was also a failure, and those who
went across the dividing line into German African
territory are glad to return to their old homes to
escape from the hardships of German rule, and
the dangers of the native insurrection in German
Southwest Africa.
A verv charming and amiable person is the
Dowager Empress of China, according to a writer
in the Century Magazine, wbo has had access to
her court for the purpose of painting her portrait.
There is no doubt that the fearful tales we have
been told of her and her cruelties are much ex-
aggerated, if not entirely without foundation.
By a vote of about four to one, the people of
Norway have decided upon a kingdom instead of
a republic as their future form of government ; and
bv a unanimous vote the storthing has chosen
Prince Charles of Denmark as King of Norway.
He has accepted the position, and will adopt the
name of Haakon VII. First united with Sweden,
bv the marriage of a Norwegian princess to a
Swedish king, later in union with Denmark, and
again with Sweden, it has been nearly seven hun-
dred vears since Norway bas had a king of its
own who was not also ruler of one of the other
Scandinavian kingdoms. The union with Den-
mark, which lasted from 1397 to 1814. was more
intimate than that with Sweden, which has just
been dissolved by one of the most peaceful revolu-
tions in history ; but the Norwegians always con-
sidered themselves a separate people. Dr. Fridt-
jof Nansen, the famous Arctic explorer, comes as
the first Norwegian minister to Great Britain : and
a daughter of King Edward VII., as wife of Prince
Carl, becomes Queen of Norway.
170
THE EDUCATIONAL REVIEW.
Finland, where Swedish is the official language,
may be called the fourth Scandinavian land, in
view of the fact that it was long under Swedish
rule, though in race and language the Finns are
a separate people. In Finland, too, a revolution
has taken place, the Emperor of Russia as Grand
Duke of Finland, granting to Finland responsible
government, and a parliament elected by universal
suffrage. This, also, was a bloodless revolution.
The flag of Sweden, heretofore of very dark
blue with a yellow cross extending through it and
the symbol of the union with Norway in the staff-
head corner, now flies without the union mark.
In its new form it was raised for the first time on
all school houses and public buildings on the first
day of November, and hailed as the new ensign
of Sweden.
Practically all the powers have accepted the in-
vitation of the Emperor of Russia to be represented
at the second peace conference, which will probably
assemble in May next.
Mrs. Hubbard, who following up the work in
which her 'husband perished, has been exploring
the interior of Labrador, found no great difficul-
ties in crossing from Northwest River to the Hud-
son Bay Company's post at George River, a dis-
tance of more than five hundred miles. The other
Labrador expedition, under Dillon Wallace, has
also been heard from, and is probably by this time
safe at Ungava.
Prince Nicholas of Montenegro, following the
example of the Russian Emperor, has announced
that he will give his people representative govern-
ment, and the elections for a popular assembly
were to take place November 27.
A society for the protection of Canadian beauty
spots from disfigurement by advertising signs has
been organized in Ontario. Local improvement
work will be taken up in addition to the abatement
of the advertising sign nuisance. It is intended
to organize branches of the league in all the im-
portant cities and towns of Canada.
Korea, as an independent country, has ceased to
exist, the Korean authorities 'having formally ac-
cepted a Japanese protectorate. The acceptance
was, perhaps, only nominally a matter of choice ;
for the occupation of the country by Japan was a
military necessity. A new railway, wtiich opens
up the centre of Korea to trade, has been built
since the Japanese came ; but has hardly reconciled
the Koreans to the presence of the Japanese soldiers
that garrison the chief towns along its route.
One hundred and twenty-eight new stations are
named on the latest edition of the Canadian Pacific
Railway map. The map is revised quarterly, and
this may be taken as an index to the growth of
their business within the preceding three months.
The new cave recently discovered in Kentucky
promises to equal or surpass in interest the famous
Mammoth Cave. One arm of it has been explored
for a distance of seven miles.
Buenos Ayres, the capital of the Argentine Re-
public, still continues its rapid growth, and has
now over a million inhabitants.
The governor of German Africa has made his
first official visit to Lake Victoria Nyanza, the
southern shores of which are German territory.
Travelling only in the day time, he reached the
lake from the Indian Ocean by railway in two days.
Thirty years ago it took Stanley months to make
the same journey with native porters to carry his
baggage through the jungle. Stanley made his
way around the lake with small boats rowed by
his men. The German governor had a steamer
at his disposal. While the former required more
than nine months to reach Uganda, the latter, fol-
lowing nearly the same route, had reached that
place, now the capital of a British colony, and
returned to his own capital on the Indian Ocean
in just three weeks' time.
The British government has raised the grade of
its representative at the Japanese court from that
of minister to that of ambassador, thus recogniz-
ing Japan's position as a first-class nation.
The Chinese government has sent out able states-
men as commissioners to travel through the prin-
cipal countries of the world and observe the work-
ings of their several forms of government, with
the object of drafting a constitution for the empire
that shall embrace the best features of those of
the Western World.
The British government is about to establish a
new port on the shores of the Red Sea, to be known
as Port Soudan. It will take the place of the port
of Suakin, which is to be abandoned. Besides
being an important coaling station, it will serve as
an outlet for the cotton of the Soudan, where cot-
ton is now an important industry.
A fleet of Austrian, British, French and Italian
vessels, under command of the Austrian admiral,
has been ordered to Turkish waters to enforce the
demands of the allied powers for reforms in Mace-
donia. %
There is a crisis in Hungarian affairs. Austria
and Hungary are united, as Sweden and Norway
recently were, by having one crowned head over
the dual monarchy, while in other respects the two
countries are more or less independent of each
other. Hungary, however, is, as Norway was,
jealous of the weightier influence of the sister
state in the common affairs of the two nations.
Perhaps it is more correct to say that the Hun-
garians, or Magyars, are jealous ; for they number
less than half the population of Hungary. The
others are made up of Germans, Roumanians,
Croats, Serbs and Slovaks ; none of whom, with
the possible exception of the Croats, are in very
strong sympathy with the Magyars. But, under
the present suffrage, the Magyars have full con-
trol of the Hungarian parliament, their represen-
tatives outnumbering all the others about ten to
one. The Emperor of Austria, as King of Hun-
THE EDUCATIONAL REVIEW.
171
School of Science for Atlantic Provinces of Canada.
20th SESSION, JULY 3rd to 20th, 1906.
AT NORTH SYDNEY, - CAPE BRETON.
COURSES IN PHYSICAL AND BIOLOGICAL SCIENCES, French and English. EXCUR-
SIONS THROUGH THE LAKES AND TO LOUISBURG, VISITS TO THE GREAT WORKS
OF THE DOMINION IRON AND STEEL CO., TO THE VARIOUS COAL FIELDS, DOLO-
MITE MINES, etc., will be among the special attractions.
TUITION
FOR ALL COURSES $2 50.
For Calendar and other information, apply to
W R
CAMPBELL,
TRURO,
Secy,
nova Scotia.
gary, has refused the demands of the Hungarian
leaders, chief of which are a separate tariff for
Hungary and the use of the Hungarian language
in the army. To settle the matter, the Emperor-
King may dissolve the present parliament and call
a new popular assembly to be elected by universal
suffrage, thus putting his Magyar subjects in the
minority and depriving them of their power.
Serious disorders continue in many parts of
Russia. The most threatening of these are in Po-
land, where the people have never forgotten their
history, and still seem to hope for independence.
Autonomy, with a viceroy and a representative
assembly they might obtain ; though, according to
Russian ideas, they have not the same right to it
as the Finns. By official title, the Emperor Nich-
olas is Emperor of All the Russias and Czar of
Poland ; but repeated insurrections led to the aboli-
tion of the Polish constitution and the complete
union of the ancient kingdom with the Russian
Empire. Poland is now under martial law, and
is specially excluded by the Czar's proclamation
from participation in the new liberties granted to
his other subjects.
The statement of last month to the effect that
irrigation had not made any marked difference in
climate, as might be understood from thr context,
though not very clearly expressed, referred to the
climate of Egypt. It is a satisfaction to learn that
the great increase in the area of land under culti-
vation has been obtained without injury to the
monuments of the ancient civilization, the preser-
vation of which has been due to the dryness of
the atmosphere. The Egyptian monolith bro:ig!"
to New York some years ago soon began to cr-im-
ble in the moister climate of the North At'a;i':ie
coast.
SCHOOL AND COLLEGE.
A concert and social was held in the schoolhonse, Perry
district, Sussex, N. B. A good sum was realized, which
will go towards school purposes. A gr-at effort wis
made by the teacher, Miss Agnes E. Reynolds, and people
to make it a success.
Professor Lishman, to whom has been given the task
of establishing a new mining school at Glace Bay, is an
arts graduate of Durham University, and has had much
practical experience in coal mining. — Kings College Record.
Mr. O-burn N. Brown, of Newcastle, N. B., Harkins
Academy, intends to take a course at Fredericton after the
holidays to qualify as a teacher of manual training.
Miss Ida A. Northrup, of Kingston. N." B., has begun
a two years' course in domestic science at the Macdonald
Hall. Guelph, Ont.
Professor Arup has entered on his duties in the chair of
chemistry as successor to Dr. Kennedy, of Kings College,
Windsor, and the Rev. C. A. Brodie Brockwell, B. A., is
tile first to fill the New Alexandra professorship of divinity
in the sr.me college. Both are men of scholarship, and
their attainments will no doubt add much to the prestige
of Kings.
It is proposed at the next session of the New Bruns-
wick legislature to amend the school law so that in the
refusal of a district to consolidate with others, the board
of education shall have the right to affect such a change
without the votes of the ratepayers. It is also proposed
to have the law relating to vaccination of school pupils
changed so as to throw the responsibility on trustees
and parents rather than on the teacher.
The -econd forward movement for Acadia College is
now approaching successful completion. Of the amount
to be raised. $100,000. the sum of $92,000 has already been
collected or pledged, and Dr. Trotter confidently looks
forward to seeing the total amount secured at an early
date. This will bring an equal sum from John D. Rocke-
feller, which will place the institutions at Wolfville on
a firm financial basis.
In the Dominion Fair recently held at New Westminster,
Britisb Columbia, the schools of that province gave a fine
exhibition of their work, which attracted universal atten-
tion rnd many warm commendations.
The Halifax school board has adopted a new scale of
salaries for teachers, which during the next three years
will add from $5,000 to $6,000, or an increase of seven
per cent over present salaries. The proposed plan of
increase will treat all teachers fairly, but necessarily *he
largest im-iease will be to those of approved experience
and scholarship
172
THE EDUCATIONAL REVIEW.
V New Books *>*
The History of Canada.
By G. U. Hay. D.Sc.
To which has been added a sketch of the History of Prince
Edward Island.
By Helen M. Anderson. Price 2octs.
Entrance Grammar Notes.
By Chas. G. Fraser, Principal Crawford Street School, Toronto.
For Third and Fourth Classes. Price locts.
Entrance Grammar Notes is an ideal little text-book of English
Grammar, presenting, in convenient form and striking type, the
essentials of the science of language which an entrance pupil
should know as a preparation for definite work in composition.
The order is logical. It begins with the sentence — the unit
of a language — and then deals with the parts of which a sentence
is composed, before taking up the classification and inflection of
the different parts of speech.
Introductory Physiology and Hygiene
for Public Schools.
By A. P. Knight, M.A., M.D., Professor of Phj'siology, Queen's
University.
This book consists of a series of graded lessons, most of which
were taught to pupils of the Kingston Public Schools during the
autumn of 1904. They were taught in presence of the teacners-
in-training of the Kingston Model School, and as such were in-
tended to be model lessons Price 60cts.
The Nature Study Course.
With suggestions for teaching it.
By J. Deamets, M.A., Vice-Principal London Normal School.
Based on Lectures given at Teachers' Institutes, Summer
Schools, and at the London Normal School. Price 60cts.
Practical and Theoretical Geometry — Part I.
For Continuation Classes in Public Schools and Lower School
Classes in Secondary Schools.
By A. H. McDougall, B.A., Principal Ottawa Collegiate Institute.
Price 50cts.
Introductory Chemistry.
For High School and Continuation Classes.
By W S. Ellis, B. A , B.Sc, Principal Collegiate Institute.Kingston
Price 30cts.
The Gospels in Art.
Edited by W. Shaw Sparrow.
The Life of Christ, beautifully illustrated by six photogravures
and thirty-two monochrome plates, all reproductions of the
world's greatest paintings. 4to cloth. $2.50.
The Woman Painters of the World.
Edited by W. Shaw Sparrow.
Containing interesting sketches of their lives and excellent repro
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I dinburgh.
Painted by John Fulleylove, R. I., and described by Rosalin Mas
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Painted by H. J. Dobson, R.S.W., and described by Wm. Sander-
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Chas. G. D. Roberts' latest nature book, with fifty illustrations
by Chas. Livingstone Bull. Cloth. $2.00.
Northern Trails.
Interesting studies of animal life in the far north, by Wm. J.
Long. Illustrated by Chas. Copeland. Cloth. $1.75.
The Copp-Clark Co., Limited.
Publishers,
Toronto.
Miss Ida McLeod, daughter of Rev. Dr. McLeod, of
Fredericton, is to be married this month to Mr. Maurice
White, superintendent of schools for the Western Trans-
vaal. Miss McLeod is a very estimable young lady whose
large circle of friends join in wishing her a great measure
of happiness and prosperity.
Mr. David Wilson, B. A., recently inspector of schools
in the Kootenay district, British Columbia, has now charge
of the schools on Vancouver Island, with headquarters at
the capital city, Victoria. Mr. Wilson is well known in
the East. He is a graduate in arts of the University of
New Brunswick, and for the last twenty years h?.s occu-
pied a leading position in the educational affairs of British
Columbia.
The number of new students entering Dalhousie this
fall is 122. These are distributed as follows: 96 in arts
and in pure and applied science; 11 in medicine and 15
in law. While the total number of new students may
have been equalled in former years, the number of new-
students in arts and science this year is the largest in the
history of the college. Twenty-five of them have entered
the courses in engineering. The homes of the new stu-
dents are thus located: Halifax city and county, 47;
the island of Cape Breton. 17; Pictou County, 14; Col-
chester County. 11; New Brunswick, 9; Lunenburg County,
7; two outside the Maritime Provinces and the remainder
i.i Prince Edward Island and the Counties of Shelburne;
Yarmouth, Annapolis, Kings. Hants, Cumberland and
Antigonish.
RECENT BOOKS.
Pocket English and American Classics. For elemen-
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This is a neat and prettily bound series, with good, clear
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Pages 142. Price 90 cents. The Macmillan Company,
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This book arouses the attention at once by its clear
pages and beautifully executed script models. Its methods
are up-to-date, designing to lay a good foundation in pre-
liminary work for business practice.
THE EDUCATIONAL REVIEW.
173
N O W R E A D Y. Authorized for use in the Public Schools of Prince Edward Island
History of Canada.
BY C. U. HAY, D.Sc.
To
which
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T. C. HALIBURTON.
JAMES DeMILLE.
JOSEPH HOWE.
COLUMBUS BEFORE THE COURT
OF SPAIN.
THE VIRGIN AND INFANT JESUS.
THE DEATH OF NELSON.
THE OLD TEMERA1RE.
Sent postpaid on receipt of 40 cents. No
single picture sold. Address :
EDUCATIONAL REVIEW.
St. John, N. B.
Two Famous Orations are printed in a little book just
issued by D. C. Heath & Co., Boston, edited by A. J.
George. They are Webster's First Bunker Hill Oration
and Washington's Farewell Address. Readers will appre-
ciate the illuminating preface — a scholarly effort.
Northland Heroes. By Florence Holbrook, principal of
the Forestville school, Chicago. Cloth. Illustrated.
Pages 112. Prioe 35 cents, post-paid. Houghton,
Mifflin & Company, Boston.
The stories of the Northland Heroes, Fridthjof and
Beowulf, are healthy and manly, and such as will appial
to Anglo-Saxon children. Miss Holbrook has succeeded
well in bringing out the qualities of strength, courage,
truth and endurance of these ancestors of our race.
Stories from the History of Rome. By Mrs. Beesly.
Cloth. Pages 189. Price is. 6d. Macmillan & Co.,
London.
A collection of sixteen of the old tales of Roman history,
prepared especially for children, and designed to illustrate
duty to parents and to country. All are so told as to
inculcate healthy moral lessons.
Macmillan s New Globe Readers. Book V. Cloth.
Illustrated. Pages 254. With notes and vocabulary.
Price is. 6d.
A book that will keenly interest young readers. The
selections have been made from authors of recognized
literary merit, and there is a tinge of romance and excite-
ment that boys will enjoy. " The Boat Race," by Charles
Read, and "A Tremendous Adventure of Major Gahagan,"
by Thackeray, are two spirited examples.
The New American Music Reader, No. 4. By Frederick
Zuchtmann. Cloth. Pages 272. Price 50 cents. The
Macmillan Company, New York ; Morang & Company,
Toronto.
This is distinctly a book of song, the technical work
having been developed in the preceding books of this
series. The material has been carefully selected, the words
and poetry being of the higher order, and the songs are
well adapted for all public occasions in which school
music is used.
Laboratory and Field Exercises in Physical Geography.
A Manual for Secondary Schools. By Gilbert Haven
TnOon, Instructor in Science, Passaic, N. J., High
School. Ginn & Company, Boston.
Designed to guide pupils in their field work and to fur-
nish definite outlines for the exercises in the laboratory,
this manual provides a basis for the text-book work. It
is planned to occupy the same place in the study of physical
geography that the laboratory manual holds in the study
of physics or chemistry.
The Cherry Ribband; A Novel. By S. R. Crockett,
author of " The Lilac Sunbonet," etc. Cloth. Price
410. Price $1.50. The Copp Clark Co., Toronto.
A very pretty story; and if it does not arouse the same
interest as the author's earlier work, it has a charm of its
own which will abide with the reader.
The Stories of Little Fishes. By Lenore Elizabeth
Mulets. Cloth. Pages 288. Price $1.00. The Copp
Clark Co., Toronto.
These are more or less didactic. Minglfcd with the
descriptions and pleasant anecdotes for children, we find
many curious illustrations of the lives and curious habits
of many of the finny tribe.
Easy Mathematics. Vol. I., chiefly arithmetic. By Sir
Oliver Lodge, F. R. S., Principal of the University of
Birmingham. Cloth. Pages 436. Price 4s. 6d. Mac-
millan & Company, London.
The well known reputation of the author of this book
is a guarantee that we have here something worth reading
and pondering over. It is " a collection of hints to teach-
ers, parents, self-taught students and adults," presenting
" a summary or indication of most things in elementary
174
THE EDUCATIIONAL REVIEW.
mathematics useful to be known." Whether it is a pro-
blem in pedagogy or cube root, the author is equally clear
and direct : " Teaching which is not fresh and lively is
harmful ; " " Wearisome over-practice and iteration and
needlessly long sums should be avoided ; " " Even influ-
ential persons occasionally speak of mathematics as ' that
study which knows nothing of observation, nothing of
induction, nothing of experiment,' — a ghastly but prevalent
error which has ruined more teaching than perhaps any
other misconception of that kind." The book is brimful
of clearly expressed thought and tangible suggestions.
The Poetry of Life. By Bliss Carman. Cloth. Pages
25a The Copp Clark Co., Toronto.
This is a beautifully bound volume, appropriate to the
Christmas season, made up of sixteen prose essays of Mr.
Carman. The subject of the greater number of these is
poetry — The Poetry of Life, The Purpose of Poetry, How
to Judge Poetry, The Defence of Poetry, The Permanence
of Poetry, The Poet in Modern Life, The Poet in the
Commonwealth, etc. Written in Mr. Carman's vigorous
and healthy English, they furnish a choice collection of
the best specimens of his prose writings.
The pastimes for children are filled with the spirit of the
season, and there is an abundance of matter of housewifely
interest.
Littell's Living Age occupies a field peculiarly its own.
It gives sixty-four pages every Saturday of selections from
the best and most popular English periodicals, and is
almost indispensable to any one who wishes to keep in-
formed upon public affairs and current discussion. Fiction,
essays, travel sketches, poetry, critical and biographical
papers, literary and art articles, and much else besides will
be found in the magazine. The subscription price is six
dollars a year, but a trial subscription of three months,
thirteen numbers, may be had for one dollar. The Living
Age Company, 6 Beacon Street, Boston, Mass.
Recent Magazines.
The Atlantic Monthly for November is a notable num-
ber both in the importance and interest of its papers.
Among these are several dealing with prominent subjects
in literature and topics now engaging the attention of the
public. Other attractive features are short stories and
poems, a charming essay upon The Country in November,
by Henry Child's Merwin and Reverend Mother's Feast,
the concluding instalment in Agnes Repplier's series of
engaging sketches of a girl's life in a convent school. The
Atlantic is the literary magazine of America, and is every
month increasingly interesting in the variety and excellence
of its contents. The Atlantic for December is a notable
Christmas number. There are seasonable articles, fine
stories, and distinctively Christmas poems.
The November Canadian Magazine is largely a sports-
man's number. There are sporting sketches and illustra-
tion?, stories of animals by Chas. G. D. Roberts and W.
A. Fraser, and a history of Golf in Canada. The article
on the New High School, by W. L. Richardson, should
wake up Canadian schoolmen to the importance of manual
training. The excellence of the articles and illustrations
and the superior make-up of this number show that the
Canadian is successfully meeting the wants of its reader?.
The Christmas number of the Canadian Magazine is quite
worthy of the season. The contents show a great variety,
ranging from articles on art and special book reviews to
stories and interesting comment on the passing phases of
our existence.
For colorwork, presswork and general beauty and useful-
ness, the December Delineator is conspicuous among the
Christmas magazines. Eight paintings by J. C. Leyen-
dtcker, illustrating and interpreting the Twenty-third
Psalm, is the most extensive color feature of the number.
The short fiction of the number comprises stories by
Hamlin Garland, John Luther Long, Sir Gilbert Parker,
and there are many attractive articles on topics of interest.
Early, while I'm still asleep,
The sun arranges things for me;
It takes the chill all off the air,
And lights the day so I can see.
It beams upon me all day long,
And when at last it sinks away,
It hustles round the other side,
To be in time for me next day.
Lippincott's Magazine.
What is the thought of Christmas? Giving.
What is the heart of Christmas? Love.
CHRISTMAS PRESENTS.
Books
Standard Works. Poets, New Books by popular writers,
Juvenile and Toy Books, Annuals, etc.
Bibles, Prayer Books and Hymnals
in different Bindings.
Leather Goods
Purses, Card Cases, Writing Portfolios, Dressing
Cases, Etc.
Kodaks
At priees from $1.00 $35.00; also a full line
of supplies.
Fountain Pens
Waterman and Sterling Fountain Pens; also the
Eagle Fountain Pen. The best Pen to be bad for
the price— $1.00.
E. G. N6LSON S* CO.
Cor. of King and Charlotte Sts.,
Saint John, new Brunswick.
The Educational Keview.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B, JANUARY, 1906.
.00 per Year.
O. U. HAY.
Editor for New Brunswick.
A. MeKAY,
Editor for Nova Scotic
THE EDUCATIONAL REVIEW.
Ojjlce, SI Leiruter Street, St. John. X. B.
Phis-ted by Barms & Co.. St. John. N. B..
CONTENTS:
Editorial Noths,
The Old and the New
History of the River St. lohn
Nature-Study
January Birthdays
Our Native Trees
The Distinctive Features of Acadia
Notes on English Literature
Benjamin Franklin,
Portrait and Epitaph of Benjamin Franklin
The Disciplinary Value of Orammar,
Mental Arithmetic.
Literature in the Primary (trades,
Recitations for Primary (irades
A Well Conducted Recitation
Questioned no More
oo Many Distractions,
Carleton County Teachers' Meeting
Picture Study Queries.
How to Make mv New Year Happy,
Current Events
Scum >l. AND (OLLEOK
Recent Books-- Magazines
Nkw Advertisements — Harvard Summer School.
181
182
l82
184
184
185
187
190
191
192
193
■94
I9S
:3
19b
190
106
198
■99
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
iton of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided
The number accompanying- each address tells t) what date the
subscription is paid. Thus "134" shows that the subscription is
paid to January 31. 1006.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
Our best wishes to the readers of the Review
for A Happy and Prosperous New Year.
Amherst, N. S., has placed itself in the front
by increasing the salaries of its women teachers.
The Review has been able to record instances of
salaries increased for several months past. What
cities, towns and country districts will be heard
from next ?
It is conceded that the very best people should
be secured for the work of teaching. Their ser-
vices cannot be retained at unremunerativc salaries.
Although salary may be a secondary consideration
with many teachers, it is nevertheless a measure of
appreciation on the part of those who give it.
The N. B. Educational Institute wil
Chatham in June.
During the month of December the Sydney
C. B. Post began an evening paper as an addition
to the large and flourishing morning edition which
it has been publishing. The Post has shown a mark-
ed improvement of late, and is a vigorous example
of the growth of an enterprising and progressive
community.
This month we present our readers with a pic-
ture and autograph epitaph of Benjamin Franklin
instead of the usual general art picture, which will
appear in the February number. There are many
incidents in the early struggles of the life of this
eminent philosopher which will stimulate the average
boy.
Reflect on the opening of the new year whether
you gained more by your successes or by your fail-
ures last vear.
The Review would like to hear more about the
schools. One teacher is doing something different
from others, — a way of presenting a lesson that has
secured attention, interest and good results ; a de-
vice that has been successful in promoting good or-
der and punctuality ; another that has improved the
deportment of the school. Let us have these for
publication that hundreds of others may share in
the benefits. Send them on or before the fifteenth
of each month.
meet at
The personality of a teacher is what wise em-
ployers wish to secure above all else and it is largely
capable of cultivation. In the first place a teacher
should have good food, avoid worry and anxiety,
and have a comfortable room in which to be quiet.
In the long run these are half the battle. To keep
up a strong personality the teacher must not waste
nervous energy. He must say no to social and
other calls good in themselves, but which would
waste his energies if he tried to attend to them all.
The problem is what to select and what to leave
out of the many demands on his time and abilities.
Teachers should study what is best for themselves
and their pupils, do what is best, and then never
mind what people say.
182
THE EDUCATIONAL REVIEW.
The Old and the New.
How often do we hear it stated, "The schools
of today are not what they were when we were
young, especially in the three R's — reading, writ-
ing and arithmetic." The men who talk that way
know nothing whatever by experience of the inter-
ior working of our schools. They are busy men —
mechanics, merchants, professional men. They com-
pare their own well-earned acquirements with the
acquirements of children leaving the schools, for-
getting the education of the years of experience
that have elapsed since they left school.
An interesting comparison of the schools of sixty
years ago with our own has recently been made by
Principal Riley of Springfield, Mass., who discover-
ed lately in that city a bound volume containing
the questions and answers of an examination test
given in 1846 to 250 pupils of grade nine of the high
school.
The tests in spelling and arithmetic which were
given to 250 ninth grade pupils during the last year
by Principal Riley on the questions used in 1846
showed 51 per cent of correct spelling, as compared
with 41 per cent for 85 pupils of the high school
in 1846, and 65 per cent as compared with 29 per
cent in arithmetic. The comparison in geography
is equally unfavorable to the old schools.
The average age at which pupils entered the high
school was as high as it is today. This gives evi-
dence that the schools half a century ago were weak
in the pet subjects on which they spent their
strength.
We give below the spelling and arithmetic tests
so that our teachers may institute a comparison if
they choose with their own schools.
Spelling. — Accidental, accessible, baptism, chir-
ography, characteristic, deceitfully, descendant, ec-
centric, evanescent, fierceness, feignedly, ghastli-
ness, gnawed, heiress, hysterics, imbecility, incon-
ceivable, inconvenience, inefficient, irresistible. — 20
words.
Arithmetic. — 1. Add together the following
numbers : Three thousand and nine, twenty-nine,
one, three hundred and one, sixty-one, sixteen, seven
hundred, two, nine thousand, nineteen and a half,
one and a half.
2. Multiply 10008 by 8009.
3. In a town five miles wide and six miles long,
how many acres?
4. How many steps of two and half feet each
will a person take in walking one mile?
5. What is one-third of I7$yi ?
6. A boy bought three dozen of oranges for 37^
cents and sold them for iy2 cents apiece; what
would he have gained if he had sold them for 2?^
cents apiece?
7. There is a certain number, one-third of which
exceeds one-fourth of it by two ; what is the number ?
8. What is the simple interest of $1200 for 12
years, 11 months, and 29 days?
History of the River St. John.
A series of articles, published in the Saturday
edition of the St. John Daily Telegraph for the
past year or more, by Rev. W. O. Raymond, LL.
D., has just been issued in book form. The result
is a volume of 376 pages, largely documentary in
character, but a mine of historic information on the
St. John River valley from the time of its discovery
by Champlain in 1604 to the coming of the Loyal-
ists in 1784. The book is illustrated by several full
page portraits and engravings, with plans, maps,
fac-similies of signatures, etc. Dr. Raymond in his
numerous citations has quoted the exact language
of the writers, giving us a series of glimpses of the
past as they appeared to the eyes of the principal
actors of Acadian story — de Monts and Champlain,
Biard, Biencourt, La Tour, Charnisay, the Sieur de
Soulanges, Governor Villebon, Membertou the
Micmac, and Secoudon the Maliseet. The Indians
and their mode of life is accurately described
and we are enabled to see them as thev appeared
to the eyes of the first explorers of the Acadian
wilderness. Next we have the tragic tales of Indian
wars and massacres, the touching story of John
Gyles the little English captive, the record of the
feeble attempts of the French at colonization, the
narrative of the struggle for mastery of the rich
river valley between the French and the English,
all woven together with the skill and patience of a
historian and the love of one passionately devoted
to his story.
Dr. Raymond has won the gratitude of the
students of our history in laying before them in this
acceptable form the narrative of early French ex-
ploration in this country. The book is a mine of
information to present and future readers. Especi-
ally valuable is it to teachers in supplementing the
somewhat meagre records in the text-books of our
early history. Teachers may obtain the book from
Dr. Raymond for one dollar.
THE EDUCATIONAL REVIEW.
183
Nature-Study.
Hints for January Talks.
For the younger grades a series of talks illustrat-
ed by pictures of birds and other animals will prove
interesting and beget in the children an apprecia-
tion of animal life, — how animals prepare for win-
ter, where the birds have gone, which remain for
us for the winter, such as the English sparrow,
chickadees, nuthatch, pine grosbeak, etc. What do
they find to eat, what are the different things you
have seen them doing? How are they protected
from the cold?
The winter is a good season for studying the
common domestic animals, such as the cat, dog,
horse, cow and others. The cat belongs to a large
family, the members of which can only be illus-
trated by pictures — the wild cat, lynx, tiger, pan-
ther and others, but they have the same character-
istic as the domestic cat. : They are flesh-eating ;
they approach their prey stealthily and spring
quickly upon it; they have sharp claws which can
be drawn into and out of sheaths ; they have soft
cushions on the bottom of their paws which enable
them to tread noiselessly, they have sharp teeth for
cutting and biting their prey; they have long sen-
sitive whiskers which help them to feel their way
in the dark ; their cool moist noses help them to
scent keenly ; their erect ears enable them to hear
the slightest noise.
Pictures will help to distinguish the various
breeds of dogs and their relatives the fox and the
wolf. Has the dog claws that can be drawn into
sheaths? Does he spring on his prey like the cat?
Does he hunt at night? Has he the same quick
scent and hearing? Is his tongue rough like that
of the cat? Name some of the common breeds of
dogs. Illustrate their faithfulness and other traits
by stories — of Eskimo dogs, St. Bernard, shepherd,
Newfoundland, and others.
How do grass-eating animals get their food ?
How do their teeth differ from those of the cat and
dog? Their feet? What animal feeds on either
flesh or vegetables? (The bear). What is chew-
ing the cud ? Name some animals that are relatives
of the cow and horse. (The sheep, goat, deer,
moose, etc.)
Get the children to tell you what they can about
their home animals; their tameness, uses, fitness
for their surroundings, and to give stories about
them.
Get the children to tell you what they can about
the air, the winds and their direction, water, ice.
Continue the weather records for this month. Keep
up the observations on the stars and their movements
in the sky. What is the planet Jupiter's position
compared with that when you began to observe it
in November or December?
Did you notice the two stars quite close to each
other, like a pair of bright eyes, in the early hours of
Christmas Eve in the south-west sky? These were
the planets Saturn and Mars in conjunction, the
latter a little the brighter, and reddish. They set
about nine o'clock on the first of the new year. They
both shine by the reflected light of the sun. Why
is it then that Saturn, which according to its larger
area should be about fifteen times as bright as Mars
is not quite so bright? Watch these planets in the
early evening sky as they draw apart during the
month.
The magnificent group of constellations which
adorns the winter sky is now fairly visible in the
east and south-east. Orion, the finest of them all,
is also the best one to use as a pointer to help us
to find the others. At 8.30 o'clock in the evening
about the first of January, it is almost due south-
east, and about one-third of the way from the hori-
zon to the zenith. Its two brightest stars, Betel-
gcuse and Rigel, lie to the left and right of the
line of three which form Orion's belt. Two others,
not quite so bright, Bellatrix and Saiph, complete
a quadrilateral which incloses the belt and also the
smaller group on the right, known as the sword.
The middle one of these last three stars is perhaps
the most remarkable object in the heavens. A field-
glass will show it double, and a small telescope
resolves the brighter of the three stars seen with
the field-glass into four components, to which a
powerful instrument adds two more.
The line of Orion's belt points downward to
Sirius, which even at its present low altitude is
easily the brightest star in the sky, and upward to
Aldebaran, and beyond it to Jupiter, near which
to the northward are the Pleiades.
The very bright star in the Milky Way, north
of Aldebaran, is Capella, in the constellation Auriga.
Below this is Gemini, marked by the twin stars
184
THE EDUCATIONAL REVIEW.
Castor and Pollux, from each of which a line of
finer stars runs toward Orion. Below these again
is Canis Minor, with the bright star Procyon.
The great square of Pegasus is well up in the
west. Aquarius is below it. Cygnus is low in the
northwest, and Lyra is still lower, Vega being near
setting. Cepheus, Cassiopeia, and Perseus lie in
the Milky Way between Cygnus and Auriga, and
Andromeda and Aries are south of them, almost
overhead. Ursa Major, Ursa Minor, and Draco
lie below the Pole, and so are not conspicuous.
January Birthdays.
January I, 1728. Edmund Burke born in Dublin;
orator, statesman, philanthropist; as M. P. he re-
commended measures which, had they been adopted,
would have averted the Revolutionary War in
America; his essay on the "Sublime and Beautiful"
is an English classic.
January 3, 106 B. C. Marcus Tullius Cicero, a
great orator and writer and an illustrious Roman ;
rose from a humble station to the highest office in
the Roman Republic. Catiline conspired to kill him
and others and burn Rome, but Cicero drove him
from the city by his eloquence. Of literary labors
he says : "They nourish our youth and delight our
old age. They adorn our prosperity and give a
refuge and solace to our troubles."
January 6, 181 1. Charles Sumner, born in Bos-
ton; a great orator; opposed to slavery.
January 15, 1726. General James Wolfe, born
in Kent county, England ; was distinguished in the
army when but twenty years old ; his success at
Louisburg placed him at the head of the army; at
twenty-three years of age he took Quebec, dying
from wounds in the moment of victory.
January 17, 1706. Benjamin Franklin born in
Boston, of English parents (see sketch, p. 190.)
January 18, 1782. Daniel Webster born in New
Hampshire ; great statesman and orator.
January 19, 1807. General Robert E. Lee; chief
Confederate general in the United States Civil War.
January 22, 1561. Francis Bacon born in Lon-
don; one of the greatest philosophers of modern
times; a great orator, statesman and author; his
essays are literary masterpieces. When sixteen he
wrote: "They learn nothing at the universities but
to believe ; they are like a becalmed ship, they never
move but by the wind of other men's breath."
January 24, 1712. Frederick the Great, King of
Prussia; was brought up and educated with great
severity, and made to endure many hardships as a
lad ; was a great warrior ; was involved in the Seven
Years' War with but one ally — England ; had varied
successes and ill-fortune.
January 25, 1759. Robert Burns the national
poet of Scotland, born near Ayr; his father a poor
farmer ; suffered many hardships in early life, and
was intemperate in his later years ; died at the early
age of thirty-seven. His most famous poems are :
"Tarn O'Shanter," "Cotter's Saturday Night," "To
a Mountain Daisy." Scott, then a very young man,
met the poet at Edinburg, and has left a very inter-
esting account of his appearance.
January 31, I574(?) Ben Jonson, great poet and
dramatist, born at Westminster ; wrote "Every
Man in His Humour," "The Alchemist," and many
other plays. His tombstone in Westminster Abbey
bears the inscription, "O rare Ben Jonson!"
[These birthdays may be made the occasions of
recitations from the authors' works, and these and
other additional notes expanded into short compo-
sitions.]
Our Native Trees.
BY G. U. HAY.
The Pines.
'This is the forest primeval. The murmuring pines and
the hemlocks,
Bearded with moss and with garments green, indistinct
in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar with beards that rest on their
bosoms."
Those who have camped out in a pine forest will
recognize the appropriateness of the poet's word
"murmuring." But not so with the rest of'the de-
scription. One seldom sees a living pine tree cover-
ed with the "old man's beard," which the poet in
his license describes as a "moss." Rather commend
us to the description of Lowell, who says :
"Spite of winter, thou keepest thy green glory,
Lusty father of Titans past nun-ber!
The snowflakes alone make thee hoary,
Nestling close to 4hy brarches in slumber,
And <hee mantling with silence."
The white pine is here meant, the monarch, the
loftiest and largest of girth of all our eastern Cana-
dian trees. Most of these "Titans past number"
have fallen by the axe of the lumberman, and the
younger and smaller trees only remain, except in
the depths of a remote forest where the ground is
covered with the accumulated leaf mould of cen-
turies. The white pine (Pinus Strobus) takes its
THE EDUCATIONAL REVIEW.
185
name from the color of its wood, which is light,
nearly white, soft, compact, and one of the most
valuable of timbers. A cubic foot weighs twenty-
four pounds. It has probably been pttf to more uses
than any other tree in America. In the early years
after these provinces were discovered, the pine trees
were cut and taken across the Atlantic to make
masts and spars for Old World navies. Its timber
has been carried over to the Old Country for inside
house finishings. For, building purposes it is unex-
celled, as it is easily worked and stands the weather.
For furniture and cabinet work it takes a fine polish,
and is esteemed for its durability and beauty.
The pines may be told from the other evergreens
by having their leaves in a sheath at the base. In
the white pine there are five very slender, pale green
leaves, from three to five inches long. The pines,
like the spruce and fir, produce their seeds in cones,
but the pine cones require two years to mature. The
pollen-bearing and seed-bearing clusters are found
on the same tree, henpe they are monoecious plants.
The pollen is scattered in May, borne far and wide
by the winds. Most of the seed-bearing cones are
developed on the upper branches, and the nut-like
seeds, two being borne at the base inside of each
bract or scale, are ripe in the second autumn. The
empty cones, with open bracts, cling to the tree for
some time, or soon fall. The white pine cones are
large — from four to six inches long, and one inch
thick when the bracts are closed.
The leaves of all evergreens fall off after two or
more years. Those of the white pine stay on the
trees three or four years.
The red pine (Pinus resinosa) has rather smooth,
reddish bark, flaky when old, with two leaves in
each sheath. Its wood is compact, light red, and
rather heavier than that of the white pine, — a cubic
foot weighing thirty pounds. It is used for bridge
and building timber. It is not resinous as its Latin
name seems to imply. Its cones are much smaller
than those of the white pine. This tree is much less
common than the white pine in these provinces.
The red pine is a beautiful shade tree, its tall,
straight trunk and heavy clusters of foliage make
it easily distinguished from other pines and ever-
greens.
The Jack, or Labrador pine (Pinus divaricata).
is the smallest of our pines, with spreading
branches ; leaves two in a cluster like the red pine,
but short, an inch, or an inch and a half, in length,
with numerous small cones, curved upwards. The
wood is weak, light red, and a cubic foot weighs
twenty-seven pounds. Its chief use is for railway
ties. It covers large areas in light sandy soil from
the Atlantic to the Pacific, and extends far north.
It is a good exercise to learn to distinguish the
pines, not only by their needle-like leaves, but also
at a distance, by their form, and by their clusters of
foliage.
The Distinctive Features of Acadia.
Professor L. W. Bailey, LL.D.
Every separate region of the earth's surface has
its peculiar features which are not exactly repeated
in any other, and connected with these features are
the equally distinctive characteristics of the peoples
who inhabit them, their history, their language,
their occupations and their development. A jour-
ney across the American continent by either of the
great trans-continental lines of travel would, to a
stranger, suggest these contrasts in a most forc-
ible way. Near the sea coast the influence of the
ocean tends to determine maritime pursuits, to fix
the termini of the great arteries of commerce, to
determine peculiarities of climate and productions,
unlike in many features to those of the interior,
to give to these again, as the parts first discovered
and settled, a more lengthy history, and generally
a more advanced degree of culture and refinement
than are to be found elsewhere. The prairie region
suggests an ocean, but it is an ocean of waving
grain, where agriculture is the predominating
factor in the life and development of its possessors.
In the mountain region, on the other hand, agri-
culture is impossible, and among lofty hills, narrow
defiles, swift torrents and possibly glaciers, profit
is sought below rather than upon the surface, and
mining is the controlling factor, the source of
wealth and growth. There the scenery, the soil,
the forest, the rivers and the lakes of any one tract
are wholly unlike those of any other, and give it
a character not to be mistaken.
Acadia (originally termed Arcadia) is one of
the natural divisions of America, distinct in its
situation, its physical features, its climate, its human
and its geological history ; and with these features
and their relations every inhabitant of the country
ought to be, in some degree at least, familiar. Let
me enumerate those which are most obvious, leav-
ing for later consideration the details of each and
the causes to which thev are to be ascribed.
186
THE EDUCATIONAL REVIEW.
Our Situation. — The region to which the name
Acadia is here applied embraces the so called mari-
time provinces, New Brunswick, Nova Scotia and
Prince Edward Island. If Newfoundland be
added, they represent that portion of the continent
attaining the most easterly meridian, and there-
fore approaching most nearly to Europe. This
fact alone is of the utmost significance, because it
gives us the shortest line of ferriage to that con-
tinent, as it was also, probably, the first portion
of America to be reached by Europeans. The
latter fact helped to give prominence to its early
history; the former is now becoming of increas-
ing importance in connection with the construction
of the great] trans-continental lines of travel and the
shortening of inter-communication between the west
and the east. It is this which gives prominence to
the port of Halifax ; it may in time give even greater
importance to the still more easterly port of Sydney.
Acadia is also situated in a comparatively north-
ern latitude. This is an important factor in its
climate, but that it is not the only one is indicated
by the fact that the parallel of latitude which
passes through southern New Brunswick and Nova
Scotia is also that which passes through the sunny
climes of southern France. We need not just now
consider the cause of the contrasts between the
two — the one characterized by the length and
severity of its winters, the other constituting a
region to which, in the winter season, flock so
many thousands of those who would seek mild
and equable climatic conditions — but, in passing,
may note the fact that while our winters are un-
doubtedly long and cold, they are also very invigor-
ating, while the delightful summer climate is each
year attracting in ever increasing numbers those
who would escape the heated cities of the States
farther south.
The two great factors referred to, our northerly
and easterly position, bring us into such relations
with the great oceanic currents that our coastal
waters remain cool throughout the year, and thus
help to make our fisheries the finest in the world.
If now, with the aid of an atlas, we consider
the relations of the Provinces enumerated above
to each other, we find them, except P. E. Island,
distributed around the sides of the Gulf of St.
Lawrence, and, in a general way, sloping towards
the latter. Then, with the Gulf of St. Lawrence
they constitute one of the great depressions of the
continent, a depression which may be termed the
Acadian Basin, comparable with the great Mis-
sissippi basin, and though much of this is now sub-
merged, the submergence is only to very shallow
depths, while in Prince Edward and some other
islands the bottom rises to the surface. Moreover,
while New Brunswick constitutes a portion of the
mainland, Nova Scotia is almost, and Prince
Edward Island and Cape Breton are wholly, sur-
rounded with water,, so that the one may be con-
veniently termed Continental Acadia and the others
Insular Acadia. We shall hereafter see that these
relations, too, are not without most important con-
sequences.
The Configuration of Acadia. — The Prov-
ince of New Brunswick, or Continental Acadia,
lying in a general way between the meridians of
640 and 670 west longitude and the parallels of
45° and 48° north latitude, has the general form
of a parallelogram, the longest diagonal, which is
also the shortest direct line of railway from the
Province of Quebec to the boundary of Nova
Scotia, being 246 miles. The total area has been
computed as embracing 17,677,360 acres, or 27,260
square miles. The Province of Nova Scotia, lying
south and southeast of New Brunswick, has, in
general, a triangular form, the apex being at the
isthmus of Chignecto, while the base, excluding
Cape Breton island, is two hundred and fifty miles
long, the extreme breadth being about one
hundred miles. New Brunswick and Nova Scotia,
together with Cape Breton and Newfoundland,
surround the St. Lawrence basin, along the west-
ern side of which lies Prince Edward Island, curv-
ing like a crescent, parallel to the adjacent shores.
Between New Brunswick and Nova Scotia lies the
funnel like trough of the Bay of Fundy, separated
at its head from the waters of the Gulf by an isth-
mus only sixteen miles in breadth. All these fea-
tures, together with their minor details, such as
are depicted in any good atlas, are, as will later
appear, most intimately connected with the history
of Acadia, both past and present.
Another important element in the physiography
of Acadia is that of its Relief, i. e., the inequalities
of its surface. Without presenting any extremes,
it shows the usual geographical contrasts of high-
lands and lowlands, plains, plateaus and hills, a
few of which rise to the dignity of mountains. Thus
a great variety of scenery is introduced, while
"divides" or water sheds are formed, and these,
besides acting in many instances as the chief con-
THE EDUCATIONAL REVIEW.
187
densers of moisture, determine the number, direc-
tion and character of numerous water-courses, give
origin to lake basins, control the distribution of
population, the position of county boundaries, the
position of railways and other channels of com-
munication, and, to a large extent, the natural pro-
ducts and the industries of different sections of
the country.
The drainage system of Acadia, determined as
above, presents many special features worthy of
study. Few areas of similar extent are to be found
which are so well watered, few have streams pre-
senting greater attractions and variety in the way
of beauty, few there are in which are such stores
of energy to be hereafter drawn upon for purposes
of industrial development. With these streams and
lakes are linked many important events in the early
settlement of the country; they are now, and must
ever remain, controlling factors in the location of
towns and cities; for they afford the easiest and
cheapest means of bringing to the sea-board the
products of the interior. No two of these streams
are exactly alike, and the differences at once raise,
in an inquiring mind, a desire to know their cause.
The climate of Acadia has already been referred
to in a general way ; but obviously in a country
presenting so many and such marked contrasts in
other physical features, there must also be many
local peculiarities of temperature and humidity,
and it is interesting to trace the causes to which
these differences are due.
Dependent upon all the above causes, and vary-
ing with them, we have next to notice the peculiar-
ities in the flora and fauna of Acadia, embracing
the distribution and character of our forests, with
their native inhabitants ; similar facts as to the
denizens of our inland and coastal waters ; and
the best methods of preventing serious injury to
both. In the same connection all economic prod-
ucts, of the mine as well as of the forest and the
fisheries, are of importance to those who take an
interest in the welfare and development of the land
they inhabit.
Finally, behind all the features as exhibited by
the Acadia of to-day, lies its earlier history, not
merely that which is contained in human records
since the time of the first European occupation of
our shores, but that also of which the events are
only to be found in the pages of the great Stone
Book — events which, occurring, it may be, many
millions of years ago, afford the only intelligible
explanation of how things came to be as we now
find them.
In future chapters it shall be our aim to con-
sider, in a simple way, the physiographic features
briefly enumerated above, with their relations to
present human interests; and, in the sequel, to
trace, in an equally simple way, if possible, the
main facts of our geological history.
Notes On English Literature.
Bv G. K. Butler, M.A., Halifax.
Rip Van Winkle.
Posthumous : is a word which will draw from
some pupils very amusing explanations. I have
been told that it means a work written by a man
after he was dead.
Woden : what other Saxon gods have given names
to our days ? From what source do we get the names
of the months ? How does it happen that September
(septem, Latin, seven), is so-called? It is our ninth
month.
1'. 68, 1. i. — Parse "remember" in this line.
What verbs beside "must" have the same power?
What are such verbs called? What is subject of
"must?" 1. io. — What is meant by "print their
outlines on the sky ? " Are Irving's weather notes
true for Nova Scotia or New Brunswick? 1. 16 —
Meaning of "fairy mountains ?" They or their fre-
quenters seem to have had magic power or this story
couldn't be told. It might be interesting to see if
any of the children actually believe it. 1. 21. — Why
"Dutch colonists?" When and by whom was New
Amsterdam taken? It seems almost retributive that
his successor on the English throne was a Dutch-
man.
P. 69, 1. 2. — Parse "may he rest." Is. 5 and 6. —
Meaning of "latticed windows," "gable fronts?"
1. 10. — Up to what date was the State a colony of
Great Britain? By comparing the historical dates
and the length of Rip's sleep it is possible to limit
the time within which the story is supposed to have
happened. Is. 18 and 19. — Is it true that a "hen-
pecked husband" is meek abroad? The general
opinion now prevailing is, I think, quite the reverse.
1. 23.- — Ask for meaning of "curtain lecture" before
giving any explanation. I was told by a seventh
grade pupil that it was a lecture on curtain hang-
ing given by a wife to her husband. 1. 25. — Ter-
magant is synonymous with what word just used?
1. 27. — How was Rip "thrice blessed?"
188
THE EDUCATIONAL REVIEW.
P. 70, 1. 1. — It is said that no man who can attract
children and dogs can be bad at heart. The
paragraph beginning with line 3 needs a considera-
ble amount of dictionary study. 1. 8. — What do we
call a "fowling-piece?" Macaulay in Horatius
speaks of the "fowler." 1. 37. — Meaning of "ado?"
P. 71, 1. 2. — "Well-oiled" is sometimes expressed
by the phrase "easy going." 1. 3. — Of what would
Rip's "brown" bread likely be made? Of what is
ours ? 1. 10. — "Household eloquence" is another
way of expressing what he earlier called by what
name? 1. 13. — "A quiet answer" is said to turn away
wrath. What about no answer at all? 1. 21. — In
what way could Rip be said to "go astray?" Is
Wolf true to dog nature? 1. 32. Does a "tart"
temper become more tart? And is his statement
about the tongue true? If so, there is a warning
to us teachers in his words. 1. 36. et seq. — Com-
pare the Deserted Village and its inn "Where vil-
lage statesman talked with look profound." 1. 38. —
Meaning of "rubicund?" Any who have read the
Spectator will remember Sir Roger's tenant the
innkeeper who wished to 'have Sir Roger's portrait
on his sign.
P. 72, 1. 8 et seq. — This is our third schoolmaster
this year. Which one was the superior? Are any
of them true pictures of the present state of affairs ?
1. 13. — Meaning of "junto?" 1. 20. — "Adherents"
means what? Give in other words. What is politi-
cal term in use? 1. 32. — Meaning of "call the mem-
bers all to naught?" Parse "all." 1. 34. Another
word here for "termagant."
P- 73, '• 3- — Modern word for "wallet?" 1. 22 —
Meaning of "bark" in this line? 1. 27. — Meaning
of "impending?" Here it is used in its literal sense,
generally it is not. 1. 37. — "Fancy" means what?
P. 74, Is. 3 and 4. — Does Wolf behave naturally?
1. 10. — Is Rip true to his nature here? 1. 31. — How
does an amphitheatre differ from a theatre? To
whom do we owe the theatre? Who made use of
the amphitheatre and for what purpose ? Where are
the most famous ruins found?
P. 75, 1. 1. — Parse "unknown." What part of
speech is "that?" 1. 6. — "Outlandish" has much the
same meaning as what word on preceding page?
1. 32- — Generally a person's knees act how under
fear?
P. 76, 1. 33. — What does Rip mean by "blessed?"
Compare French "sacre."
P. 77, 1. 20.— Why should he shave his head?
P. 78, 1. 6. — What figure of speech is "the silver
Hudson?" 1. 17. — Parse "very." What part of
speech is it usually? 1. 34. — How many stars and
stripes would there be in the flag as Rip saw it?
How many now, and why the change? 1. 37. — "Me-
tamorphosed" is a long word for our word? This
word is Greek in origin. From what other lan-
guages does English derive words? How do other
languages form new words? English generally
goes to some other language for them.
P. 79, Is. 5 and 6. — "Disputatious" and "phlegm"
may be looked up in the dictionary. 1. 14. — "Bun-
ker's Hill," "Seventy-six," will bear comment. 1. 18.
— "Uncouth ;" it may be remembered in what words
the writer speaks of the dress of the old men on the
mountain. 1. 25. — What are the two great political
parties in the States now, and which one is in
power ?
P. 80, 1. 1. — By what name do we speak of those
whom the rabble at the tavern would have called
"tories?" 1. 15. — Rip must have been on the moun-
tain at least how long? 1. 35. — "Precise counter-
part" means what?
P. 81. — On this page we are told that he had
been away how long?
This piece, which is probably the best known of
all Irving's works, has been dramatized and the part
of Rip Van Winkle for many years was taken by
the late Joseph Jefferson, who made it famous.
"An all-important function," says Dr. Eliot, "of
the teacher, seldom to be seen in our public schools,
is the helping forward of the brightest children..
Our schools tend too much to become machines
with an average product; the bright are held back,
the dull are pressed forward, the pace must be a
medium one. What a hideous injury to bright
children — almost as bad as as the injury which a
hbor union works on the brightest members of the
craft, the compelling them never to do their best.
You can hardly do a greater injury to a human mind
than that."
When a great singer was told that another prima
donna was in the field, she said, "Ah, that is good;
we can never have too much good singing in the
world." When a teacher hears of another's success,
instead of feeling a pang of jealousy, she will say,
"That is good ; we never can have too much good
teaching in the world."
THE EDUCATIONAL REVIEW.
189
CZjZc^, /it^t^~/ w^t,P /zrr- /iT^^m^-^
Henjamin Franklin, with coi'Y ok his Epitaph.
190
THE EDUCATIONAL REVIEW.
Benjamin Franklin.
(Born January 17, 1706; died April 17, 1790).
The life of Benjamin Franklin, the second cen-
tennial of whose birth occurs on the 17th of this
month, is so full of interest to boys and girls on
account of his early struggles that we devote a little
space to it. He was the youngest, except two daugh-
ters, of a family of seventeen children. He was
sent to school at the age of eight, and showed great
aptitude for study. The poverty of his parents,
however, led to his being taken from school at the
age of ten to "help in the shop," and he was after-
wards apprenticed to his brother James to learn the
trade of a printer. He was a great reader, wrote
ballads, mastered arithmetic and studied navigation
at the age of sixteen. He adopted a vegetable diet
that he might save money to buy books.
At the age of seventeen he went to Philadelphia,
having quarreled with his brother. He arrived there
with one dollar in his pocket. He bought three rolls
of bread and ate one as he walked up street with
the others under his arms, and his pockets stuffed
with stockings and shirts. A girl stood in a doorway
and commented on the funny appearance he pre-
sented. This girl afterwards became his wife. The
governor of the province became interested in him
and promised to set him up in business, a promise
which he failed to keep. Franklin spent eighteen
months in London, perfecting himself in his trade
of printer, reading and writing much; committed
follies of which his strong common sense made him
afterwards much ashamed. Returned to Philadel-
phia where he established the Pennsylvania Gazette
and soon became a man of mark. His great intel-
ligence and industry gained for him a prominent
place in education, in municipal affairs, and after-
wards in the councils of the united colonies. He
studied diligently the ancient and modern languages,
and was honored later with degrees from St. An-
drew's, Edinburg and Oxford universities, and also
from Harvard and Yale.
The invention of the lightning rod was a result
of his studies in electricity. He proposed a plan of
union for the American colonies which was reject-
ed in England as too democratic. After the disas-
trous defeat of Braddock he organized a volunteer
militia and took the field as their commander. Later
he proposed a plan for the conquest of Canada.
When the project of taxing the colonies came up
Franklin was an uncompromising opponent. Oh
the eve of the Revolution, "he was," says Bancroft,
"twice venerable, from genius, fame in the world of
science, and age, being already nearly threescore
and ten." In his voyages across the Atlantic he
made observations on the Gulf Stream, and his chart
of it forms the basis of charts now in use.
Shortly after the Peace of 1783, he retired to
private life, after having served his country for
fifty-three years. "His venerable age, his plain de-
portment, his fame as a philosopher and statesman,
the charm of his conversation, his wit, his vast in-
formation, his varied aptitudes and discoveries, all
secured for him the enthusiastic admiration of a
circle of ardent friends embracing the very widest
range of human characters."
His epitaph, written by himself many years before
his death, has become famous.
The Disciplinary Value of Grammar.
For the Review.
John Stuart Mill, the great apostle of the Utili-
tarians, has this to say about the teaching of gram-
mar and analysis :
Consider for a moment what grammar is. It is the most
eiementary part of logic. It is the beginning of the analy-
sis of the thinking process. The principles and rules of
grammar are the means by which the forms ot langjage
are made to correspond with the universal forms of
thought. The distinctions between the various parts of
speech, between the cases of nouns, the moods and tenses
of verbs, the functions of particles, are distinctions in
thought, not merely in words. Single nouns and verbs
express objects and events, many of which can be cog-
nized by the senses : but the modes of putting nouns and
verbs together express the relations of objects and events
which can be cognized only by 'the intellect: and each
different mode corresponds to a different relation. The
structure of every sentence is a lesson in logic. The var-
ious rules of syntax oblige us to distinguish between the
subject and predicate of a proposition, between the agent,
the action, and the thing acted upon : to mark when an
idea is intended to modify or qualify or merely to unite
with some other idea : what assertions are categorical,
what only conditional : whether the intention is to express
similarity or contrast, to make a plurality of assertions
conjunctively or disjunctively: what portions of a sen-
tence, though grammatically complete within themselves,
are mere members or subordinate parts of the assertion
made by the entire sentence.
Can it not be said that school instruction when
employed upon the materials of grammar is both
better from an intellectual point of view and also
more practical than when engaged in changing cen-
tigrade degrees to Fahrenheit, metric weights and
measures to English weights and measures, or
THE EDUCATIONAL REVIEW.
191
even in explaining the action of the common pump ?
Can any discipline be better adapted than the severe
discipline of grammatical study to check the illiter-
acy of the rank and file of our coming citizens, and
thereby to ensure the stability of our Canadian
democracy? Teacher.
Mental Arithmetic.
F. H. Spinney, Oxford, N. S.
Proportion.
The variety of problems capable of solution by
proportion is practically unlimited. For that reason
I have, in mental mathematics, introduced this prin-
ciple at an earlier stage than that assigned in the
curriculum. In dealing with lower grades it is
made very plain in the following way:
(a) 2 is the same relation to 4 that 5 is to ?
(b) 12 " " " 3 that 15 is to ?
Every member of the class after a short drill will
give these answers very readily. Now, let us see
if we cannot express the above in a shorter form :
(a) 2 is to 4 in the relation that 5 is to ?
That is somewhat shorter ; but it takes up a great
deal of our valuable time to write all those words
for every question. "How does the telegrapher talk-
over the wires?" "By dots and dashes." Well,
let us talk by dots only. Let one dot stand for each
word ; and place one above another to save space :
(a) 2 is to 4 in the relation that 5 is to ?
2 :4 ::5 : (?)
Now let us try a very simple question by this
method :
If 8 apples cost 20 cents, how much will 16
apples cost?
8:16:: 20cts. : ( ?)
If a man can pick 16 bbls. apples in 10 hours,
in what time can he pick 48 bbls.?
16 : 48 : : 10 hours : ( ?)
Advancing now to more difficult forms we have •
If 2 man in 3 days earn $10, how much can 3
men earn in 8 days?
The wages depends on what? The pupils can be
led to see that the wages depends on the product
of the number of men and number of davs. Thei. :
6 : 24 : : $10 : (?)
Unitary problems will furnish abundant practice
in mental drili for the kwer grades. In the higher
grades proportion can be used for the solution of
all kinds of per cent problems. A coat cost $40 ;
it was sold for $50; find the gain per cent? It is
at once inferred that $10 is the gain. Then :
$40 : $10 : : $100 : ( ?)
A merchant sent his agent $618 to be invested in
goods after deducting his commission for buying at
3 per cent; find value of goods bought?
$103 : $618 : : $100 : ( ?)
A bankrupt has $6000 ; his debts amount to $8000.
How many cents can he pay on the dollar?
$8000 : $6000 : : $1 : (?)
The thoughtful teacher can apply this principle to
many other kinds of problems. Its conciseness is
very pleasing to the pupil after he has learned the
longer methods usually adopted. The form is also
very attractive, snd it will be observed that pupils
who formerly took little, or no interest, in arith-
metic, become quite enthusiastic over this very inter-
esting method.
Arithmetical Problems— Grade VIII.
1. Find area in acres, etc., of a triangle whose
base is 600 yds. and height 250 yds.
2. How high is a cylinder of 20 in. in basal dia-
meter and holding 30 gals.?
3. Find volume of a cone 10 in. in basal radius
and 30 in. high.
4. Find area of ring between the circumferences
of two circles whose radii are 30 in. and 36 in.
respectiv 'ly
5. If the cost price is 2-3 of marked price and
the discount 10 per cent, find gain per cent.
6. A note of $300, dated May 10, at 3 mos., with
interest at 4 per cent, was discounted May 30th at
7 per cent?
7. Find compound interest on $450 for 1 yr. 6 mo.
at 4 per cent, payable half yearly.
8. Divide $60 among A, B and C, so that A may
have half as much as B, and one-third as much
as C.
9. Find area of the larger of two concentric cir-
cles when the radius of inner is 10 ft. and radius of
outer 15 ft. '
10. A room 12 ft. by 18 ft. is 10 ft. high, has
3 windows, 3 ft. by 8 ft., 4 doors 3 ft. by 7 ft., to
be papered with paper 18 in., 8 yds. to roll, at 15c.
a roll, covered with carpet 27 in. wide at $3 a yd ;
find cost of each.
11. A house worth $4500 is insured for three-
fourths its value at 1^% ; find net cost if it burns.
12. A ceiling 5.6 in. long, 4.8 in. wide, is plas-
tered at 25c. a sq. yd. ; find cost.
.Inswcrs — 1, 15 ac. 79 rds. 10 yds. 2 ft. 36 in.
2, 26.47 inches. 3, 3141.6. 4, 1244.0736. 5, 35%.
6, $303.12, $298.76. 7, $27.54. 8, $10, $20, $30.
9, 706.86. 10, $1.85, $96. 11, $1175.62^. 12,
$8.04.
192
THE EDUCATIONAL REVIEW.
Literature in the Primary Grades.
Many of our primary teachers know of the de-
lights that good wholesome children's literature in-
spires. These teachers have sympathy with child-
hood; they love what the children love; they know
how to tell — not read — a good wholesome story.
These stories, if properly selected and well told, are
a stepping-stone to the love of good literature — and
what more precious possession can any child take
away from school than that.
There are many things that go to make up a
good story. It should be childlike, and suited to the
understanding of children. It should be simple,
straightforward, pure. It should be full of fancy.
To make a child love good reading, give him some-
thing that appeals to his love of the beautiful. In-
troduce him to thoughts that are worthy of being
remembered. He is an active little being, hence the
story must have strong healthy action.
Mrs. Nora Archibald Smith tells us that "we must
beware of giving a one-sided development by con-
fining ourselves too much to one branch of litera-
ture; we must include in our repertory some well
selected myths, fairy stories which are pure and
spiritual in tone, and a fable now and then. Nature
stories, hero tales, animal anecdotes, occasional
anecdotes about good, wholesome children, neither
prigs nor infant villains, plenty of fine poetry, and
for the older ones legends, allegories, and historic
happenings."
Dr. G. Stanley Hall says : "Many boys enter col-
lege who have never read a book through except
cheap novels. On the other hand, no one commends
a bookish child. But worse than either is the child
whose brain is saturated with low or cheap reading,
and is altogether illiterate for all in print that makes
the ability to read desirable. In the selection of
school reading the children's votes should be care-
fully taken though not always as final. Of one hun-
dred and twenty-four Boston school-boys of thirteen
years old, who were asked what book first fascinated
them, "Robinson Crusoe," "Mother Goose," Jack
the Giant Killer," were mentioned in that order of
preference by the great majority, and might more
readily be allowed young children than most others
named. "Cinderella," "Jack and the Beanstalk,"
"Tom Thumb," "Gulliver," "Aesop," "Red Riding
Hood," "Arabian Nights," which came next, are
unexceptionable, and should be told every child
who has not heard them before coming to school."
Miss Sarah Louise Arnold writes : "Learn what
the children like and begin with these likes. The
field of literature is well suited to the children. The
best of literature is that which was written for the
children of the world. It should not be forgotten
that if we would teach the child to like that which
is good in reading we must establish the liking in
early years. It is not enough that we should tell
him in later days that certain books are good and
bid him to read them. When he is grown up he
will choose that which he likes, and our work is to
lead him to like good things. We cannot, then,
begin too early. The very cradle songs should be
wisely chosen. The nursery tales should be those
which have fed the children of many an age and
clime."
In the next number we shall begin a series of ar-
ticles in the literature suited to the different grades
of the primary schools.
Dr. Clifford contributes to the Baptist Times a
letter on the settlement of the education contro-
versy in England. He says :
"We are encouraged to hope that the people of
England will obtain these three things: (i) popular
control of State education; (2) the abolition of
theological and ecclesiastical tests in the State teach-
ing profession; (3) the exclusion of sectarianism
of every type from the curriculum of the schools.
"Let us," he adds, "municipalize education on the
broadest and most democratic lines. Abolish secresy
of management; bring the administration to the
light of day. Let the people not only rule them-
selves through their freely and directly elected re-
presentatives, but also let them know all their repre-
sentatives do, and how they do it." — Educational
Times.
An "Old Subscriber," on taking leave of the Re-
view, says :
"Your journal keeps improving. Every number
is filled with useful hints. I wish to thank all the
contributors for the help and pleasure received
from the different subjects explained and discussed.
I consider the Review of infinite value to the prac-
tical teacher. A Happy and Prosperous New
Year to you all !
A good reading lesson always furnishes something
worth talking about. The teacher must remember,
however, that it is the pupil who needs the practice
in talking. The teacher should keep as still as pos-
sible. A great talker is seldom a good teacher. Let
the pupil do his full share of the talking. — Selected.
THE EDUCATIONAL REVIEW.
193
Recitations for the Primary Grades.
The Leaves and the Wind.
"Come little leaves," said <he wind one day, —
"Come o'er the meadows with me and play;
Put on your dresses of red and gold, —
Summer is gone, and the days grow cold."
Soon as the leaves heard the wind's loud call,
Down they came fluttering, one aid all;
Over the brown fields they danced and flew,
Singing the short little songs that they knew :
"Cricket, good-bye, we've been friends so long!
Little brook, sing us your parting song, —
Say you are sorry to see us go;
Ah, you will miss us, right well we know !
"Dear little lambs, in yoir fleecy fold,
Mother will keep you from harm and cold;
Fondly we've watched you in vale and glade;
Say, will you dream of cur loving shade?''
Dancing and whirling the little leaves went;
Winter had called them, and they were content.
Soon fast asleep in their earthy beds,
The snow laid a coverlet over their heads.
— George Coeper.
Receipt for a Happy New Year.
Recitation for four little children.
First-
Gems (Selected.)
Suppose we think about number one,
Suppose we all help someone to have fun ;
Suppose we ne'er speik (if the faults of a friend,',
Suppose we are ready our own to amend ,
Suppose we laugh with and not at other folk,
And never hurt anyone "just for a joke;"
Suppose we hide trouble and show only cheer.
Tis likely we'll have qurte a "Happy New Yeir.'
Puzzles
i. Feet have they, but they walk net. — Stoves
2. Eyes have they, but they see net. — P( tatoes.
3. Teeth have they, but they chew net. — Saws.
4. Noses have they, but they smell net. — Teapots.
5. Mouths have they, but they taste not — Rivers.
6. Hands have they, but they handle not. — Clocks.
7. Ears have they, bi*t they hear not. — Cornstalks.
8. Tongues have they, but they ta'k not. — Wagons.
Golden Days.
Chick-cbick-a-dee-dee ! Saucy note
Out of a sound heart and a merry throat.
As if it said, "Good-day. good sir!
Fine afternorn, old passenger!
Happy to meet you in these places
Where January brings few faces."
— Ralph Waldo Emerson.
Take each of the three hundred and sixty-five diys,
Now coming to us along sunshiny ways.
Second —
And put into it just as much as you may
Of cheery hard work and of jolly good play.
Third—
And every once or twice in a while
Just tuck in a corner a glad little smile.
Fourth —
Then fill all the spaces below and above,
As full as can be of kindness and love.
All—
Jus* follow this rule — you'll have, it is clear,
The happiest kind of a happy New Year.
— Selected.
The Silly Young Cricket.
A silly young cricket accustomed to sing
Through the warm sunny months of summer and spring,
Began to complain when he found ihat at home
His cupboard was empty and winter had come.
Not a crumb to be found
On the snow-covered ground,
Not a flower could he see,
Not a leaf on a tree;
"Oh! What will become," said the cricket, "of me?''
At last by starvation and famine made lold,
All dripping with wet. and trembling with cold,
Away he set off to a miserly ant,
Tc see if, to keep him alive, he would grant
A shelter from rain,
And a mouthful of grain
He wished only to borrow,
And repay it tomorrow ;
H not, he must die of starvation and sorrow.
Said the ant to the cricket, "I'm your servant and friend;
Piut we ants never borrow, we ants never lend.
But tell me, dear sir, did you lay nething by
When the weather was warm?" Said the cricket, "Not I.
My heart was so light
That I sang day and night.
For all Nature looked gay!"
"You sang, sir, you say?
Go then," said the ant, "and dance winter away."
Thus ending he hastily opened the wicket
And out of the house turned the poor little cricket.
A Laugh in Church.
She sat on the sliding cushion
The dear wee woman of four:
Her feet, in their shining slippers,
Hung dangling over the floor.
194
THE EDUCATIONAL REVIEW.
She meant to be good — she had promised;
And so with her big brown eyes,
She stared at the meeting-house windows,
And counted the crawling flies.
She looked far up at the preacher;
But she thought of the honey-bees',,
Droning away in the blossoms
That whitened the cherry-trees.
She thought of the broken basket,
Where, curled in a dusty heap,
Three sleek, round puppies, with fringy ears,
Lay snuggled and fast asleep.
Such soft, warm bodies to cuddle,
Such queer little hearts to beat
Such swift, round tongues to kiss you,
Such sprawling, cushiony feet!
She could feel in her clasping fingers
The touch of the satiny skin,
And a cold, wet nose exploring
The dimples under her chin.
Then a sudden ripple of laughter
Ran over the parted lips,
So quicK that she could not catch it
With her rosy finger-tips.
The people whispered, "Bless die child !"
As each one waked from a nap ;
But the dear, wee woman hid her face
For shame in her mother's lap.
Speaking about nature study, reminds us of a
certain boy well known to us in the remote past.
Before he was twelve he knew the name of every
fish in the inlet of the Atlantic, on the coast of
which he lived; knew not only the name, but the
ways of it in the deep; when it came and went
its value for food or market ; its anatomy, coloring ;
its favorite bait, etc. Of birds he knew the names
and they were many; could accurately describe the
structure of each nest, and the materials out of
which it was built ; the number of eggs ; their size
and color; the location of the nest on the ground,
in tree, under or on rocks. All other animals,
wild and tame, he knew the ways and the names
of; likewise the names of all the flowers, plants,
shrubs, trees, wild or cultivated. All this and much
else he learned from no schoolmaster, but from
Mother Nature herself. In the large city, the child
must learn these things; in a second-hand way, from
the formal lesson in the book, but the country boy
or girl, more happily situated, absorbs knowledge
from every bank and brae, rock, rill, mountain, sea,
and lake. — Western School Journal.
A Well Conducted Recitation.
The subject of the lesson was Siberia, and the
whole class was transported thither in imagination
before the lesson had proceeded far. The pupils
were led to formulate statements by questions that
made them think what must be if certain known
facts were taken into account. For instance, when
there had been a little talk about the three great
rivers, the teacher asked what must be the state of
things near the mouth of these. All were very
ready to tell of the frozen, inaccessible water. But
when she asked what must happen when the spring
sun thawed the upper or southern portions of these
rivers, all were not so ready to reply. So she asked
for the name of a river near by whose rise and
course were familiar to the class. She said, "Let
us imagine some things about this river." Then she
graphically pictured a state like that common to
these Arctic rivers, readily securing the statement,
"When the southern portions of these rivers melt,
the water, unable to follow the course of the river-
channel, must spread out over the land." Then
they were ready to understand the heavy floods of
the tundras.
When they spoke of the fossil elephants found in
the ice of the Arctic slope, so well preserved that
dogs would eat the thousand-year-old meat after it
>vas taken from its natural refrigerator, the question
was asked, "What is meant by the word fossil?"
It was very interesting to note the readiness with
which the boys and girls told what they knew.
"I have seen a fossil shell." "I have seen a fossil
plant." "Coal has sometimes the print of a fossil
fern." Gradually the statement was secured that a
fossil was an object that had become petrified, or
turned to stone, and that the elephants were like
fossils, in their cold-storage state. The teacher talk-
ed about the Don Cossacks and gave some excellent
word-pictures of the life led by the nomadic tribes
of the north. Each point discussed seemed to lead
naturally to the next. There was perfect freedom,
yet perfect order. No reply, however unexpected
or wide of the mark, failed of a pleasant reception
and apt word of comment that precluded all pos-
sibility of disturbance. Preparation was the key-
note of the recitation. — Selected.
The Review and Canadian Magazine for one year $1.80
(not $1.50 as stated in the December number).
THE EDUCATIONAL REVIEW.
195
Questioned no More.
Take a child for a cute answer. Wednesday three
teachers from Morgan Park visited our schools for
the purpose of looking into Prof. Hall's method of
teaching arithmetic. The professor took them into
the fourth grade room to witness a recitation. The
questions were answered so readily that one of the
teachers expressed her doubts, intimating the chil-
dren had been crammed beforehand.
"Ask some questions yourself," said the pro-
fessor.
This question was propounded to little Leslie
George by one of the Chicago teachers :
Divide seven by two-thirds.
Leslie readily solved the problem and then, as is
customary, applied the example to some practical
question. Said Leslie: "I had seven pies which I
divided among some children, giving two-thirds of
a pie to each child. How many children were
there?"
Leslie began : "Reducing the seven pies to thirds
gives twenty-one thirds. Each child received two-
thirds of a pie, so there would be as many child-
ren as two is contained in twenty-one, which is — "
Leslie stopped, knit his brows, looked perplexed,
thought deeply for a moment, then a light came
over his face, and, looking up, he shouted : "Ten
children and a baby!"
"How much pie would that give the baby ?" asked
Prof. Hall.
"One-third," promptly answered Leslie.
The hand of a little girl went up.
"What is it?" asked the professor, turning to
Rev. Greene's little girl. .
"Please, sir, that is too much pie for the baby."
The Chicago teachers asked no more questions.
They were fully satisfied. — JVaukegan Daily Re-
gister.
A little maid with a social nature was anxious to
come into the parlor when her mother's friends ar-
rived. Finally, mamma said, "You may come in
when the ladies are here if you can be quiet, and
remember that little girls should be seen, not heard."
The little one pondered for a moment, and then
asked, "But, mamma, what shall I do with the
mouthful of words I've got?"
Too Many Distractions.
I cannot help thinking that too many distracting
matters are allowed to find a place in connection
with our public schools at the present day. Many
things that are well enough in moderation, yea,
thoroughly commendable, become mischievous dis-
tractions through excess. Among these I would
name athletics, class and school "contests," dancing
and other social amusements now becoming so com-
mon in connection with school and class "functions."
To me, it is very clear that pupils' minds must
be drawn away from their legitimate school-work
by these things, in a great many cases. By this
means, the pupils are robbed of the benefits the
schools should confer upon them, and the money of
the taxpayers, who support our schools, is wasted
to a great extent. The evil is growing rapidly, as
it seems to me ; and, if it is not checked by the action
of the pupils, teachers and school authorities, there
will be a justifiable explosion, by and by, when the
people come to have a "realizing sense" of the evil.
— School and Home Education.
"My school," said a teacher, "is the world in min-
iature. If I can teach these boys to study and play
together, freely and with fairness to one another,
I shall make men fit to live and work together in
society. What they learn matters less than how
they learn it. The great thing is the bringing out
of individual character so that it will find its place
in social harmony."
A writer tells how a little child once preached a
sermon to him.
"Is your father at home?" I asked a small child
at our village doctor's door-step.
"No," she said, "he's away."
"Where do you think I could find him?"
"Well," she said, with a considering air, "you've
got to look for some place where people are sick or
hurt, or something like that. I don't know where
he is, but he's helping somewhere."
Let the class choose sides as for an old-fash-
ioned spelling match. The teacher may then write
upon the board various numbers, the more diffi-
cult to read the better. Then proceed as in a spel-
ling match, each side reading in turn, and see
who will "stand up the longest."
196
THE EDUCATIONAL REVIEW.
Carleton County Teachers' Institute.
The annual session of the Carleton County (N.
B.), Teachers' Institute met at Woodstock, on the
21st. and 22nd. December, H. F. Perkins, Ph.B.,
presiding. About ninety teachers were present, re-
presenting nearly every school section in the county,
and the proceedings were marked with great inter-
est. Opening addresses were made by President
Perkins, Inspector Meagher, and Mr. T. B. Kidner,
A paper was read by Mr. R. E. Estabrooks on Pro-
fessional Etiquette. After a spirited discussion a
committee consisting of Messrs. Estabrooks, Dra-
per and Meagher, was appointed to draw up a
set of rules to govern the professional conduct of
teachers. In the afternoon a paper on the Teaching
of History was read by Mr. James O. Steeves.
After a discussion on this the institute adjourned
to the Woodstock manual training rooms where an
interesting lesson was given by Miss Louise Wet-
more, the teacher. Inspector Meagher presided at
the public educational meeting held in the evening,
where addresses were given and a fine musical pro-
gramme carried out.
During the second day's session Miss Louise Wet-
more gave a lesson on cardboard work and a paper
was read by Dr. Brittain on the Consolidated School
vs. The Little Red Schoolhouse. Miss Nellie Bear-
isto read a paper on the Muscular Movement in
Writing, illustrating methods by blackboard ex-
amples. The following officers were elected : H.
F. Perkins, president; Jas. O. Steeves, vice-presi-
dent; R. E. Estabrooks, secretary; W. M. Crawford
and Miss Nellie Bearisto, additional members of
executive. A meeting of the county teachers' as-
sociation was held before the close of the institute.
Mr. Haviland was elected president and Mr. Esta-
brooks, secretary. Mr. Draper was appointed a
delegate to the provincial convention.
The Review seems to get better each month and
I would find it very hard to do without it, as we
have been inseparable friends ever since I began
teaching. Its helpful hints pay the subscription
price many times over in the course of a year. —
M. E. T.
Picture Study Queries.
C. G. — No ! The famous Campanile that fell down
in 1897 was St. Mark's, Venice. It is being re-
built.
R. McK. — It would be excellent if the teachers
in a large school would compare results of exer-
cises on these pictures, or teachers in a parish could
confer together. I should appreciate packages of
matter of that kind.
Gertrude. — The nimbi over the heads of the
angels are painted as transparent discs. These sym-
bols are very ancient, earlier than Christianity, in
fact, and probably signified power. Wings are also
symbols, e. g., of swift flight.
Country Teacher. — I cannot tell you of any
other descriptions of Blashfield's picture. You may
be interested in H. W. Longfellow's "The Belfry
of Bruges." Let the scholars recall Canadian boat-
song, — "Ah, I remember with what profound emo-
tion I listened once more to those tuneful village
chimes," etc.
R. S. T.— True, the sentiment of "Liberty Bell "
is not British, but a picture of it helps the children
to understand how one of such dimensions is fixed
to a beam.
Belle. — Chaucer wrote chimbe; Latin campana;
French scampanarc. . Bell-ringers are sometimes
called campanologists. H. B.
S. E. C. — The picture, "Christmas Chimes," in
this month's Review, is just what I needed to frame
for a Christmas picture for our school. The Re-
view is very helpful to me. I always find some-
thing bearing on my work each month. I am
teacher of Grades VII, VIII, IX, and X, and prin-
cipal of a superior school of 125 pupils.
How to Make my New Year Happy.
Tell me all the good you can about the people that
you know. Tell me only the good about the people
of whom you speak. Tell me the things that will
make me think well of people and of life. Tell me
the things that will make my sun shine, my heart
glad, and my soul to rejoice. Tell me the things
which will straighten up my thinking, and give me
the right principles of work and of play and of
thought. Tell me the things which will make me
ashamed of compromise and pretense. — Edward
Franklin Rcimer.
THE EDUCATIONAL REVIEW.
197
CURRENT EVENTS.
A new inland sea has been formed in Southern Califor-
nia, by the inflow of the waters of the Gulf of California
into the Salton basin. The flooded district is said to be
a hundred miles in length, and twenty-five miles in width.
Underground fissures caused by earthq"ake shocks are
supposed to admit the water from the gulf into what has
hitherto been a dry basin below sea level.
Fossil bones of a gigantic animal of the dinosaur tribe
have been found in Montana. The great saurian was
thirty-nine feet long ; and, unlike most of the huge animals
of that period, was a flesh-eater.
A new paving material, elastic, tough and durable, is
now being tried in England. It is made of tar mixed with
iron slag, and is called asphaltine.
The oxy-acetylene blowpipe is now employed in welding.
It gives a temperature much higher than that of the oxy-
hydrogen flame.
A British explorer has visited a part of Abyssinia until
now unvisited by white men, and has found there a very
rich gold region, and thousands of the natives engaged in
washing gold.
The flagship of Prince Louis made the voyage from New
York to Gibraltar in seven days, seven hours and ten min-
utes, the average speed being something over 18.5 knots an
hour. This is the highest recorded speed for warships, for
such a distance.
The withdrawal of the British troops from the West
Indies, which is about completed, is in accordance with the
new policy of concentration of the forces. Coaling
stations will be maintained at Jamaica and St. Lucia. The
strong defences at the latter place, from which the garrison
was withdrawn on the fifteenth of last month, will be
kept in a state of efficiency; and troops can be quickly sent
to occupy them if occasion requires.
It is understood that the dockyards at Halifax and
Esquimault will be transferred to Canada, and become
the headquarters of Canadian naval militia for the At-
lantic and Pacific coasts respectively.
The resignation of the Balfour government, and the
appointment of Sir Henry Campbeli-Bannerman as leader
of the new governmsnt is the occasion for a change in
court ceremonies which recognizes for the first time the
position of prime minister in the British government
Hitherto, in all state ceremonies, the premier took rank
only as a Privy Councillor. It is now ordered that he
shall in future "have place and precedence next after the
Archbishop of York." The only persons who rank
above the Archbishop of York, excepting members of the
royal family, are the Archbishop of Canterbury and the
Lord High Chancellor.
Captain Amundsen, a Norwegian explorer who, fur the
past two years and a half has been working al ng the
northern coast of Canada in search of the m gnetic i>' le,
has, as before announced, succeeded in making the north-
west passage. His little vessel, a 47-ton sloop named Gjoa,
in which he left Norway in June, 1933. is now wintering
near the mouth of the Mackenzie River, and may easily
continue her voyage next summer through Bering Strait
to the Pacific Ocean. All the waters through whidb
Captain Amundsen has sailed have been reached by earlier
explorers ; but his vessel will be the first to enter the
Arctic Sea from crcc great ocean and come out into the
other after sailing around the northern end of this con-
tinent.
Another explorer intends leaving the mouth of the
Mackenzie River next summer in search of unknown lands.
His name is Mikelsen, and his purpose is to go north-
ward along the western shores of Banks Land, in the.
expectation of finding land still further north. If his
plans can be carried out, he will return to the mainland
for next winter; and make his final effort in the spring of
1907.
Halfway between Sydney and Louisburg, the Cape Breton
Coal and Iron Company will build their new town of
Broughton, which they will make the headquarters of their
business in the development of the great coal beds in that
part of Nova Scotia.
Immense deposits of magnetic iron ore have been dis-
covered at the mouth of the Columbia River, and others
farther north and in Canadian territory. It is thought
that British Columbia will yet have steel works to rivil
those of Cape Breton and Ontario.
The reassembling of the Hague Conferensce may be
indefinitely postponed, because of the invitation issued
some time ago by the government of Switzerland for an
international conference at Berne to consider amendments
to the Red Cross convention. Until this matter is dis-
posed of, the date of the Hague Conference cannot be
fixed.
Turkey has yielded to the demands of the powers in
respect to the government of Macedonia.
Encouraged by Japan's success, China seems about to
resist foreign influence, and maintain her right to gov-
ern her own lands and her own people in her own way.
No further concessions, it is said, will be granted to for-
eigners in Chinese teritory; and efforts will be made to
cancel those already granted. The Boxer movement was
a popular uprising against foreigners as individuals. The
new movement is an organized movement for the pro-
tection of Chinese sovereign rights against foreign
aggression.
Sea gulls have been brought into use as ocean carriers,
and may prove as useful in that way as carrier pigeons
are on land. Experiments recently made in France have
lead to this conclusion.
The premier has summoned a forestry convention to
meet at Ottawa on the 10th, nth and 12th of this month,
under the auspices of the Canadian Forestry Association.
The preservation of <mr existing forests, as the most
important source of the world's timber supply of the future
and the need of tree planting on our western prairies, are
among the subjects that will come up for discussion.
198
THE EDUCATIONAL REVIEW.
Mutual hatred of the United States is credited with
restoring friendly relations between Columbia and Ven-
ezuela.
It has been decided that the best route for the new
Transcontinental Railway lies north of Lake Abitibi. The
location of the route through New Brunswick has not yet
been determined.
Both in the Baltic Provinces of Russia and in the
Caucasus region, serious disorders still prevail, amounting
almost to organized rebellion. Several towns in the Baltic
Provinces hdve fallen into the hands of the insurgents.
The people of these provinces are not Russian, but
Lithunian, and formerly had a government of their own;
but Lithunia was united with Poland in the fourteenth
century, and has since had no independent existence.
The Czar has definitely refused to grant universal suf-
frage at the demand of the socialists and others. The
new representative assembly, if the disturbing elements do
not prevent its election, will be chosen under a restricted
franchise.
All the horrors of civil war are filling the crowded
cities of Russia, where striking and riotous workmen are
coming into conflict with police and soldiers; and in
smaller towns, particularly in the southern provinces,
where the people who suffer from the strike have in some
instances turned upon the strike leaders for revenge.
Anarchists who have long laid their plans for the over-
throw of the monarchy, are unwilling to let it pass into
the new form of a constitutional monarchy without a
final struggle. What they now fear is not the continued
rule of the Czar, but a popular government that will
indefinitely postpone their plans. The most terrible scenes
of bloodshed have occurred in the southwest provinces of
Russia, where thousands of Jews have been killed by
Christians, not because they were Jews, but because they
were social-democrats, who threatened the very existence
of Russia, as their avowed purpose is to overthrow the
Russian government and all other governments and abolish
national lines. They openly advocate killing every ruler
or official, whether elected or appointed, so that none
shall dare attempt to rule. The people who were re-
sponsible for the recent masssacres assumed that all Jews
were social democrats, which may not have been far wrong
as a general assumption, and believed it necessary to kill
them all or drive them out of Russia. The same political
reasons account in part for the disturbed state of the
Caucasus, where, however, the social-democrats are not
Jews, but nominally Christians. Here, in one region,
where the central government is unable to maintain its
authority, the theories of the social-democrats and an-
archists are being practically tried. If a man is guilty of
stealing, or of any similar offence, he is not tried and
punished. His neighbors avoid his company and show
amends. If, in the meantime, he is thought to be
their disapproval until such time as he repents and makes
dangerous to the community, some one is secretly detailed
to shoot him down in the street. This is the sort of rule
the people have to fear if the anarchists get the upper
hand ; and bad as was the old form of absolute monarchy,
they think it better than this.
SCHOOL AND COLLEGE.
There were eighty-six applicants for third class license
at the N. B. Normal school examinations in December —
sixty-three from the English department, and twenty-three
from the French.
Mr. F. A. Dixon, M. A., of Sackville.N. B., has been
appointed to succeed Inspector Mersereau, M. A., who
has obtained a year's leave of absence which will be spent
in the West. Mr. Mersereau is the senior inspector of
New Brunswick, and during his long term of service has
won many friends by his impartial and vigorous admin-
istration. Mr. Dixon, his successor, has had large ex-
perience as a teacher and his scholarship and knowledge
of the schools makes the appointment a very fitting one.
At an interprovincial convention held at Moncton on
the 28th November, arrangements were made to issue four
primary readers for French schools in the Maritime Pro-
vinces. The books will be ready at the end of this year.
Mr. G. H. Harrison, B. A., for many years principal of
the Carleton County Grammar School at Woodstock, N.
B., has resigned his position to enter into a general insur-
ance business in that town. He will be succeeded by Mr.
Chas. D. Richards, B. A.
Mr. Herbert Rose, of Hamilton, Ont, Rhodes scholar
from McGill, has won both the Ireland and the Craven
scholarships at Oxford University. Mr. Rose graduated
with highest honors from McGill and his success at
Oxford has been phenomenal. He has won the Craven
scholarship at the beginning of his second year, and this
is not usually attempted until the third year. Winning the
Ireland at the same time makes the achievement an exceed-
ingly rare one. Among those who have succeeded in
winning both scholarships are such men as the Right
Hon. Herbert Asquith, a member of the new Campbell-
Bannerman cabinet; Goldwin Smkh and William Glad-
stone.
Mr. S. Kerr, of the St. John Business College has just
completed the thirty-eighth year of his management of that
institution. Mr. Kerr's influence as a teacher of business
methods and practice has steadily increased with the years,
and there are many men scattered over the continent who
owe much of their success to the sound and thorough
training received from him.
The Maritime Business College, Halifax, Messrs. Kaul-
back & Schurman, principals, send U the Review their
New Year's cheque as usual, good for the payment of
"One Thousand Good Wishes. The cheque is cordially
accepted, and the Review extends its best wishes in return
for a year of increasing prosperity to this excellent insti-
tution.
The name printed Mrs. L. D. Jones in the report of the
Restigouche County Institute in the December Review
should read Mr. L. D. Jones.
Allow a boy to neglect his studies, you allow
him to neglect his duties ; teach him to "skim over"
his lessons, and he will learn to "skim" through life
But teach him to be truthful, conscientious, and
thorough in his school work, and he will be the
same forever. — Herbert L. Wilbur.
The Educational Review.
Devoted to
Adva
need
Methods
of
Education a
nd
General Culture.
Published
MoNTIILY.
ST.
JOHN,
N.
B.,
FEBRUARY,
1906.
$1.00
PER
Year.
a
U. HAY,
Editor fo
■ Now Brunswick.
A
McKAY,
Editor for N
ova
Scotia.
THE EDUCATIONAL REVIEW.
Office, St Leimter Street, St. John, N. B.
hmsTKD bt Barnes & Co., St. John. N. B..
C O NTEN T S :
Editorial Notes, 205
Nature Study for February 206
Our Native Trees, .... 207
Our Coasts— Their Character, 208
Notes 011 English Literature 211
The School irom the Standpoint o( a Parent 212
Art Notes 214
The Fighting Temeraire, 21^
Provincial Examinations in Nova Scotia, 216
Barbizon 216
February Birthdays 11^
Problems in Arithmetic 219
Literature in the Primarv Grades— II 219
Recitations for Primary Grades 220
Lesson on Snow 221
The 'three Nine's Puzzle, 223
Anatomy in Rhyme, 22J
Current Events, 2:3
Teachers' Bureaus, ... ... 224
School and College. 225
Recent Books, 22b
Recent Magarines. .... 227
New Advertisements— Education Department of Nova Scotia, — 22S
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents
When a change of address is ordered both the new and the 01 n
address should be given.
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It is important that subscribers attend to this in order that loss and
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The number accompanying each address tells to »hat date the
subscription is paid. Thus "124" shows that the subscription is
paid to January 31, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
Do readers of the Review scan its pages and
articles closely to see what there is bearing on thc-ir
work, not only of this but of future months ? Do
they preserve the paper for future reference ? How
much there is in this number, for instance, worthy
of study : A university professor who has made the
natural features of these provinces a life long study
gives a geography lesson of absorbing interest ;
A student of art shows how teachers can make the
best use of the picture "Saved," while a former
teacher in one of our schools, now studying in a
flistant city, begins a series of sketches on the
history of art : there arc helpful articles on nature-
study on tlie teaching of English, current events,
how to make Friday afternoons interesting — all of
which and more should be of the greatest use to
readers if they study the Review.
The Review and Canadian Magazine, both for
$2.80.
Are you forming any plans for a school garden,
large or small, next spring ?
The Summer School of Science will meet at
North Sydney, July 3rd to 20th.
The Provincial Educational Institute of New
P.runswick will meet at Chatham on the last three
days of June.
Dr. Hannay's history of New Brunswick will be
published some time during this year. It will deal
wi h events and persons from the earliest times
down to the present. One of the contributors is
Supt. Dr. Inch who will write on educational topics
Dr. Hannay has been engaged on the work for
some vears, and its early appearance will be looked
for with much interest.
Acadicnsis for January begins its sixth year,
making a record in Acadian literature, as no maga-
zine hitherto published in the Maritime Provinces
has reached that limit of existence. The magazine
under the management of Mr. D. R. Jack bids fair
to see manv years more of usefulness with a more
generous sup]>ort than in the past. The contents of
this month's number embrace several valuable
articles among which is Heraldry in Brief, a very
readable and interesting account of that art.
The government of New Brunswick will shortly
introduce a bill into the legislature to so amend the
Education law as to provide for compulsory attend-
ance of children at schools. While attendance in
many parts of the province is fairly satisfactory, it
is not so in others; and there are good grounds for
belief that even in this age of free schools many
children arc getting but very slight advantages from
them. The Review has held that if the govern-
ment undertakes to establish free public schools and
arranges for their support it should also sec that
parents be compelled to send their children for a
given number of days in the year.
206
THE EDUCATIONAL REVIEW.
The next meeting of the National Educational
Association of the United States will be held at San
Francisco, July 9 to 13.
Note the official announcement of Superin-
tendent Dr. A. H. Mackay, on another page. It
is of special interest to the teachers of Nova
Scotia.
Rev. Hunter Boyd, of Waweig, N. B , has kind-
ly offered two booklets on the life and work of
Landseer as prizes for the two best sets of class
questions and suggestions on the picture, "Saved,'
in this number,— the papers to reach him by the
18th February.
The scarcity of desirable teachers is a serious
matter in many parts of the country. A better
recognition of the teacher's work, better salaries,
and better preparation on the part of the teacher,
will improve this condition of things.
Dr. William Rainey Harper, president of Chicago
University, died of cancer on the tenth of January,
in the fiftieth year of his age. During the fifteen
years of his presidency his brilliant executive
talents and energy have been devoted to spending
wisely the immense sums of money which have been
given to that university which is now one of the
leading institutions of learning in America. When
Dr. Harper found that his disease was incurable he
bravely kept on with his duties, calmly awaiting
death.
The treatment of consumptives is properly engag-
ing the attention of leading men and physicians
throughout the Dominion. On the 28th March the
sixth annual meeting of the Canadian Association
for the prevention of consumption and other forms
of tuberculosis will be held in Ottawa. His Excel-
lency Earl Grey will preside at the evening meeting
at which Dr. Arthur J. Richer of Montreal will
deliver an illustrated lecture on consumption and
the appliances now in use to check its progress.
One of the most beneficent institutions of Canad i
is the free hospital for consumptives near Graven-
hurst, Ontario. This is largely maintained by the
subscriptions of benevolent people, and has been the
means of restoring to health many hundreds of
patients since the work began. Contributions for
this praiseworthy object will be received by Mr. W.
J. Gage, Toronto.
Nature-Study for February.
The lesson on snow in another column can be used
for several interesting lessons at times during the
month when there are falls of snow. Flakes of
snow caught on the nap of a piece of black cloth,
can be observed and sketched quickly. The six
rays of the crystals are always plain, but there may
be an almost infinite variety of ornamentation. The
same forms may be looked for in frost on the
window panes, on grass or in shell ice. The frost
on window panes will be well worth studying and
sketching.
The records of temperature for the month of
January will be worthy of preservation, for it was
the warmest mid-winter month for many years.
Continue the observations on the weather for this
month and make daily averages of the temperature.
Keep a record of stormy, fine and cloudy days. Have
we had much snow this winter? Much rain?
Show what a little difference in temperature will
bring rain instead of snow. Contrast the bare
uneven roads and the rumble of wagons with the
snow-covered roads and the merry sleigh bells.
Why do children like snow ? Why lumbermen ?
Fanners ? Why people in other occupations ?
What animals like snow ? Do dogs ? Cats ?
What kind of snow storms are pleasant to be out
in ? What makes some snow storms unpleasant ?
How does crust form ?
The sun's apparent course during the day may be
noted by watching its progress across the room.
Note where it is at twelve o'clock ; in what part
of the sky it is at sunrise and sunset. How many
hours is the sun above the horizon on the fifth of
February ? On the fifteenth ? and on the twenty-
eighth ? The weather will very likely be colder in
February than in January. In which month do we
have more sunlight ?
Notice the planets and stars during this month.
Jupiter still leads them all in brightness, and keeps
his position near the Pleiades, with Orion and
Sirius following after. Farther to the east is the
constellation of the Sickle, with the bright star
Regulus in the end of the handle. Notice the posi-
tion of the Great Dipper with the handle pointing
to the horizon. Try to follow its course from night
to night with a view to understanding the motion of
those stars in the heavens round the pole. Do
they go below the horizon ? Notice the rising of
Arcturus in the north-east about 10 o'clock. It
can always be found by continuing the curve of the
handle of the Dipper.
! ><?
THE EDUCATIONAL REVIEW.
207
Ouv Native Trees.
By G U. Hay.
The American Larch,
The American larch (Larix Americana), or tam-
arack, or hacmatack, for it is known by all these
names, is our only cone-bearing tree which sheds its
leaves in autumn. A swamp forest such as one sees
in the north-eastern part of New Brunswick is a
beautiful sight in early November when the green-
ish-yellow leaves of the tamarack are ready to fall.
It is then that this attractive and graceful tree re-
ceives most attention, its full clusters of slender
delicate leaves, with the hue of death already upon
them, forming a striking contrast with the dark-
green leaves of the surrounding evergreens. Why-
is the larch the only cone-bearing tree which sheds
its leaves in autumn? Why, indeed! It is not be-
cause its leaves are large enough to collect the snows
and ice of winter. They are really smaller than the
pine leaves which they resemble somewhat by being
gathered in bunches. Small evergreen leaf forms
are supposed to be a modern contrivance, as the
geologist would say, adopted for the purpose of
protecting these trees from the ice and snows of
an arctic winter. One of them has put on the
fashion of a deciduous tree by disrobing in autumn
and clothing itself with a fresh garment of green
foliage every spring. Will the other evergreen
trees follow the fashion set by this graceful beauty
— the tamarack? We do not know. If one knew
more about the nature of trees and their life-history
he might attempt an answer.
Watch the tamarack put out its sprays of delic ite
green leaves in late May; but before that mark '.ts
crimson little flowers as they appear, the fertile ones.
in catkins, to swell into red fleshy cones in June.
The habit of flowering in very early spring, which
most trees have, is unknown to very many people.
If they wish to see beautiful flowers they should
visit the larches in April and May.
The wood is light colored, resinous, coarse
grained, very strong, and remarkably durable in
contact with the soil. This quality makes k valuable
for fence posts, telegraph and telephone poles and
railway ties. It is much used for ships' knees and
planks. It is adapted for door and window frame-;,
and it does not shrink- or warp. Shingles made of
it are even more durable than those of pine or
cedar. It stands the effects of water for centuries.
It is so strong that joints and rafters made of "t
support incredibly heavy weights. A cubic foot of
larch wood weighs 39 pounds. Although it is most
common in swamps it grows freely in uplands and
meadows where it attains its greatest size — from 60
to 80 feet in height, with a trunk diameter of two to
three feet.
The White Cedar.
The white cedar (Thuja occidentalis) attains its
greatest size in swamps or wet grounds, but those
symmetrical cone-shaped trees, so valued for their
beauty, grow in high rocky situations, reaching the'r
greatest perfection in limestone regions, especially
about the lower St. John and Kennebecasis rivers.
The cedar is abundant in New Brunswick, some-
what scarce throughout Nova Scotia, and is said
to be rare in Prince Edward Island. It attains its
greatest size in northern New Brunswick, where it
is frequently seen of a height of fifty to sixty feet
and with a trunk diameter of three feet or more. It
has a fibrous stringy bark. Its wood is soft, light
in color, fine grained and very durable. It splits
easily and is largely used for posts, shingles, fencing
and railway ties. It will stand the weather for a
great number of years without showing the slightest
taint of decay. It is much used for making pails,
tubs and for a variety of purposes where lightne-s
is required. A cubic foot weighs only 20 pounds.
Its small scale-like leaves grow in four ranks or
rows on the branchlets, forming fan-like sprays.
This with the pyramidal 'habit of growth of the
cedar makes it very desirable for lawns and hedges.
It is the only member of the Cypress family found
in this latitude.
The flowers of the cedar are not conspicuous.
'I hey grow on the erfds of the branchlets, both
kinds, sterile and fertile, on the same tree — the latter
producing the broadly winged seeds in dry spread-
ing cones.
In schools where there may be objections to
general readings from the Bible or repeating the
Lord's prayer, this plan may be adopted for the
morning exercises : One morning alternate read-
ings of the Beatitudes (Blessed are the poor in
Spirit) ; on another concerning Charity (Though I
speak with the tongues of men and of angels) ; on
another concerning God's care (The Lord is my
Shepherd) ; and so on. Then a favorite hymn may
be sung ; followed by a memory gem that may be
helpful for the day's work.
>os
THE EDUCAT1IONAL REVIEW.
Our Coasts. I.— Their Character.
Professor L. W. Bailey, LL. D.
Who is there who does not wish at times to go
to the seashore? and who, once there, is not im-
pressed by the conditions which distinguish it? The
coolness of the atmosphere, so different from the
prostrating heats of the interior ; the refreshing
breezes, with their peculiar odour of iodine; the
character of the scenery, with alternations of head-
land and bay, rocky bluff or sandy beach ; the in-
rolling of the waves, followed by their rhythmical
but inevitable retreat ; the submergence by the in-
easy reach of it have a source of enjoyment of which
those who are debarred from such scenes can have
no real appreciation.
But the interest of the sea coast by no means ends
with the mere affording of pleasure to those who
visit it. It is a most important factor in determin-
ing the characteristics of the country which pos-
sesses it. Its presence and extent greatly influence
the character and climate of the adjoining region;
from it are derived the supplies of moisture neces-
sary for the maintenance of its drainage system;
through its indentations harbors are determined;
by these harbors are fixed the location of its ports
SOUTHERN CROSS. GRAND MAN AN. N, B.
flowing tide of all objects within its reach, and the
laying bare of extensive fla.s as the wat:rs recede;
the waving to and fro of the green and purple sea-
weeds as the currents sweep around the rocks to
which they are attached ; the sight of sea-urchins
and star-fishes clinging to or crawling over these
same rocks ; or, where tidal pools remain, of sea-
anemones expanding their feelers, in form and
color recalling the petals of a chrysanthemum ; the
gathering of brilliantly colored pebbles or of equally
brilliantly tinted shells upon the beach ■■ — ail of
these are attractions which few can resist and to
most persons are a source of the keenest delight.
Poets, painters, litterateurs, all find inspiration on
the shores of old ocean, and those who live within
of entry and export; it determines the occupation
and characteristics of a considerable percentage of
the population ; with it in short are linked nearlv
all the phases of a country's history, the extent and
rapidity of its development, its relations to other
nations and its position in the scale of civilization.
One has only to refer to such countries as Greece
in classical times or England and Japan in their
modern days, and to contrast the latter with Russda,
to see bow vast are the consequences depending up-
on the extent and nature of a country's sea-board.
Let us now see how far such connections find illus-
tration in the Maritime Provinces of Canada.
Bounded upon two of its sides almost wholly, and
upon a third partially, by bays or arms of the sea,
Supplement to tbe "Coucational "Review. '
o
Id
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THE EDUCATIONAL REVIEW.
209
the extent of the New Brunswick coast is, for the
size of the province, very large, there being, except
for the break at Chignecto a continuous coast line
of over seven hundred miles, or about one mile of
coast to every thirty-eight square miles of surface.
Nova Scotia upon the other hand, except for the
same break, is everywhere surrounded with water,
the length of coast in comparison with the consoli-
dated area being further increased by the great in-
dentations of Minas Basin, Annapolis Basin and St
Mary's Bay, as well as by the extreme irregularity of
the southern sea-board, "and the occurrences of such
transverse gaps as those of Digby Gut, the Grande
and Petite Passages and the Gut of Canso. The
number of islands adjacent to the coast, compara-
tively few in New Brunswick and almost countless
in Nova Scotia, help to make numerical comparisons
between the two very difficult.
With such an extent of coast line possessed by
Acadia it would reasonably be expected that in the
special features of the sea-board, considerable diver-
sity should be manifested. And this is actually the
case. Thus in New Brunswick we have a natural
division into two sections, that of the Bay of Fundy
and that commonly known as the "North Shore" ;
and between them the contrast is very marked.
The latter is for the most part low. the adjacent
waters are shallow and often shut in by sand bars,
but possessing nevertheless many fair harbors, usu-
ally expansions of large streams, like the Miramichi
and Nepkiquit, which here debouche to the east-
ward. Owing to the lowness of the shores the
scenery of the North coast is usually tame and
monotonous, though occasionally the carving aclion
the waters in the summer season comparatively
warm and to be sought for bathing purposes at
many summer resorts, while, for the same reason,
during much of the winter, the shore is much en-
ISLANO OFF EAST COAST, N. B.
of the sea upon exposed bluffs may lead, as shown
in the above cut. to intcp'sting and picturesque
results The shallowness of the water, together
with the slight amount of tidal movement, makes
CLIFF, MAHOGANY ISLAND, NEAK SI. JOHN.
cumbered with ice, and navigation becomes impos-
sible. The Bay of Fundy shore, upon the other
hand, is generally bold and abrupt, bordered along
much of its length by walls of rock, broken by but
few indentations, while the neighboring waters, in
addition to rapid descent in depth, are marked by
the exceptional height and rapidity of their tidal
flow. This shore has, however, the advantage over
the other sea coasts of the Province in being free
from ice, the principal harbors, such as those of
St. Andrews, L'Etang, Musquash and St. John, be-
ing open at all seasons and in the most severe weath-
er. Ujxin this same coast is to be found scenery
which is always picturesque, and, especially to the
eastward of St. John, embracing elements of grand-
eur. This is partly due to the height and steepness
of the adjacent hills, which in eastern St. John
county rise abruptly to elevations of eight hundred
or nine hundred feet, and partly to sea sculpture,
the result of the wearing action of the sea upon
rocks of different degrees of hardness and variously
disposed.
In Grand Manan we have a combination of both
features, the western and northern sides of the
island presenting almost continuous and precipitous
bluffs, about four hundred feet high, while in places,
as about the Southern Head, they have been carved
by the sea into most curious and fantastic forms.
Passing to Nova Scotia contrasts equally remark-
210
THE EDUCATIONAL REVIEW.
able attract attention. Along the Gulf coast, a con-
tinuation of that of the New Brunswick "north
shore," the features are much the same, the shores
of the mainland being generally low, the waters
shallow, and the harbors, of which Pictou is the
most important, apt to be closed for some months
by ice. Upon the Bay of Fundy coast the distinct-
ive features are a rock-bound shore, overlooked by
steep and sometimes, as at Cape Split and Blomidon,
by lofty and precipitous bluffs ; few indentations ex-
KOCKS AT HOPEWELL CAPE, N. B,
cept at its head; deep water which is permanently
open ; few islands ; and extraordinary tidal flow.
Finally, upon the Atlantic seaboard the features are
markedly different from either of the above, the
shore having a general direction which is quite uni-
form and parallelto that of the Bay of Fundy, but
in detail exhibiting the greatest possible irregular-
ity, partly due to innumerable long and narrow in-
dentations at right angles to the general trend of
the shore, and partly to innumerable islands.
Through the former, as in the case of Halifax and
Shelburne, are determined deep and commodious
harbors ; through the latter coastal navigation is
made more difficult and dangerous, but at the same
time fishing operations are enlarged and facilitated.
Cape Breton, as an island, has distinctive features of
its own, the most important, in the present connec-
tion, being the narrowness of the passage, die Gut
of Canso, by which it is separated from the rest of
the province, the character and position of Sydney
Harbor in relation to the great coal and iron indus-
tries, and the almost complete division of the island
into two by the chain of the Bras d'Or Lakes now
so famous for the beauty and grandeur of their
scenery.
In the next chapter we shall consider some of the
processes in operation upon our coasts and thus pave
the way for a better understanding of the causes
which have determined their distinctive character-
istics.
[Several of the illustrations used above were
kindly loaned by the New Brunswick Tourist As-
sociation].
A young business man of New York, who has
not long been married, was fondly greeted by
his wife one evening with the joyful announce-
ment that she had that afternoon received a diploma
from the cooking school at which she had been an
assiduous student.
Evidently the husband did not exhibit that de-
gree of enthusiasm in the matter that she expected
for the young wife said, in a disappointed tone :
"Aren't you glad that I have been enrolled as a com-
petent cook ? Just see, I've prepared this whole
dinner ! I gave especial attention to this dish here
Guess what it is !" As she spoke the husband had
endeavored to masticate a particularly tough piece
of the contents of the dish referred to. Seeing his
look of wonder, the young wife again playfully
said, "Guess what it is ?"
"I don't know," responded the husband, uncer-
tainly. Is it the diploma ?" — Harper's Weekly.
King Christian IX. of Denmark, father of Queen
Alexandra, is dead after a reign of 43 years, and his
successor, Frederick VIII., has quietly ascended the
throne.
THE EDUCATIONAL REVIEW.
. 211
Notes on English Literature.
By G. K. Butler, M. A., Halifax.
Washington Irvine's " Christmas Eve."
P. 86, 1. 2. — What is the word commonly used b.
us equivalent to "chaise" ? "Postboy," what place
did he occupy, as a seat? The custom is still kept
up in royal processions etc. 1. 6. — "Gooi cheer" s
a common phrase in poetry, etc. What is its
meaning ?
In Horatius Macaulay writes : "What noble
Lucumo comes next to taste our Roman cheer."
1. 7. — What is the meaning of a "bigoted devotee" ?
Also of "the old school"? 1. 9. — What does
"tolerable" mean in this line? What is its usual
meaning? 1. 10. — The old English country gentle-
man of an earlier date is pictured in Sir Roger de
Coverley. Those who have'nt read about him have
missed a fine piece of word painting: 1. 11. ct.
seq. — What the writer says here is even more true
of the present time.
P. 87. 1. 3. — Chesterfield the noted criterion of
good manners, etc., lived during the 18th century
The encounters between him and Samuel Johnson
are famous in the history of the latter. What is the
meaning of the expression "took honest Peachain
for his text book"? 1. 9. — Meaning of phrase
"deeply read"? 1. 11. — To what time would the
writers of "two centuries since" belong ? Name
some of the more famous of them. 1. 14. — "The
golden age" is always some time ago with those
who are not exact in their knowledge of present
and past conditions. 1. 17. — Meaning of "gentry"?
Give another word in more common use. 1. 19. —
"Indulging the bent of his humour" means what?
What is meaning of "bent"? 1. 20. — What is mean-
ing of "old" as applied to a family? 1. 24. -
"Immemorial" means what ? In or im at "lie
beginning of a word has what force usually ? 1. 26. —
Look up the derivation of eccentricities. '* 1. 32. —
"What is meant by the "family crest ? "
P. 88. 1. 7 et. set|.— How about the wife left be-
hind alone while the husband goes merrymaking?
Why didn't she go too? What kind of trees was
the avenue formed of? 1. 19. — Would there be
vapour on such a night in our climate? What figure
of speech in the word "shroud" ? 1. 20 — Look up
derivation of "transport." Is it used here in its
literal sense or otherwise? 1. 22. — Evidently his
companion had attended one of what are culled '11
England the "public schools." What would we
call them here ? 1, 24. — Find derivation of filial.
1. 25. — "Scrupulous" means what ? 1. 32 — Find
meaning of "pedant". How does it differ from
"scholar"?
P. 89. 1. 18. — How came the taste of Charles II. 's
time to have a French tinge? What was the date
of the Restoration? What other historical event is
spelled with R. 1. 25. — Find meaning of "obsolete."
1. 28. — "Old family style" ; with which word does
"old" go as an adj. "family or "style"? 1. 30. —
What is the difference between "republican'' and
"monarchical" form of government ? 1. 31 — -When
did the party called "Levellers" exist ?
P. 90. 1. 2. — The yew-tree wood was formerly
used for a certain puqxxse. What was it ? Is. 9 and
10. — In England the Christmas festivities extend
over twelve days finishing with "Twelfth night"
celebrations. 1. is. — Explain the custom oi "hang-
ing the mistletoe." What kind of a plant is the
mistletoe; i. e. how does it grow? 1. 26. — Meaning
of "whim." Find derivation of "benevolence."!. 34.
— What is a "superannuated spinster ? " And a
"half-Hedged stripling" ?
P. 91. 1. 10. — Meaning and derivation of primi-
tive ? Is. 12 to 20. The hall of Abbots ford gave
Scott a great deal of pleasure in its furnishing as
may be seen in his "Life". 1. 17. — If the furniture
was "cumbrous" it at least possessed one merit.
What was it? 1. 26. — "Yule clog" is more common-
ly known as "Yule log " 1 30 — '• Hereditary" may
have its derivation found. 1. 32. — What part of
speech is "very" here:
P. 92. 1. 2. — "Cavalier" may
meaning. If so what is it:
meaning of word "supper"
understand by it? After the supper the writer had
eaten we would not have been astonished had he
seen visions or at least dreamed dreams. 1. 21. —
Those who have read Addison may remember a
person who somewhat resembles Master Simon.
1. 30. — Meaning of "harping ? *
P. 93. 1. 2. — Meaning of "caricature"? 1. 3. —
What figure of speech in "were ready to die with
'laughing"' 1. 7. — Why apply "vagrant" to comet?
i. 1 5- — Look up "chronicle". 1. 24. — "Factotum".
Meaning of "jumping with his humour"?
P. 94. 1. 4. — "Home-brewed" what? 1. 1 5. — Look
up "antiquated" and "pntique". 1. 22.— Meaning of
"prone ? " Derivation ? 1. $$. — The officer being
still young and having been wounded at Waterloo,
here have a political
1. 4.— What is the
here? What do ,ve
21-B
THE EDUCATIONAL REVIEW.
this piece must have been written not la'.er than?
When was Waterloo?
P. 95- — Herrick, a clergyman, lived from 1591 -
1674.
P. 96. — Study the following words : — Nosegay,
ponderous, panelled, cornice, grotesque, tester,
niche, casement, aerial.
The School from the Standpoint of a
Parent.
S. D. Scott, Editor of the " Sun," St. John.
(Read before the St John and Charlotte Counties United Teachers'
Institute. October, 1905)
One feels with such a theme assigned him, as if he
appeared, to speak for the great body of parents in
the jurisdiction of this Institute. 1 do not speak for
more than two at the most. In fact it would be
safer to say that only one is represented in the few
well chosen words that may come from me.
And in the first place let me testify to the faithful-
ness, patience, capacity, and efficiency of the teachers
as I have come to know of them and their work
through my own relation to the school. Any person
living in a house with about half a dozen normal,
healthy children, whose goodness does not make them
unfit for earth, may dimly realize what fine self-
control, what skilful generalship, what gifts of heart
and mind and body are required to keep in fair
working order three or four dozen such children in
different dispositions, of various capacities of divers
home habits and miscellaneous attainments ; to
carry them along together in some regular organized
course of training up to another plane of intellectual
development. Such knowledge and skill is too won-
derful for me; 1 cannot attain to i:. My own exped-
ience as a pub.ie te:.cher is limited to trie instruction
of some ten independent feeling lads for half an
hour a day in a Sunday school. If I had imagina-
tion sufficient to picture what it would be like to have
charge of three or four times as many such boys,
five or six hours a day, five days in the week, I
would undertake to rival Dante — at least as to two
thirds of his Divine Comedy. Once in a rash mom-
ent when asked what I would take and teach school
I made the hasty and inconsiderate reply that I
would take a school within my capacity for $200 a
day. If Mark Twain will allow, it is one of my life
long regrets that 1 did not make it $450.
Well there is before me a more heroic breed. —
"Languor is net in your heart.
Weakness is not in your word
Weariness not on your brow".
Personally I know a few of you who seem when
we meet to have no hero's crown, or martyr's halo
incommoding your brows. But thinking of you all
day long with two or three score children in a room,
trying to keep them all interested, and serenely go-
ing about it the next day, and the next, I know that
the true teacher is born not made. There are doubt-
less some who teach for revenue only. But these, I
should think, must be of all men and women most
miserable ; and all people who do things for revenue
only are miserable enough.
The city has many advantages over the country in
the matter of schools. But in some respects we of
the town are losers. We hardly know ' the teachers
of our own children. The visible relation between
parent and teacher is not such as one would expect,
whether we regard the teacher as a partner with
the parents in the task of training the child, or as a
professional person retained to perform a service, or
even as an employee engaged by the year with a
regular task. It would not surprise me to learn of
some father who consults less with the instructor of
his boys, than he does with the man who makes his
coats ; or that some mothers spend more hours with
their dressmakers than with the teachers of their
girls, and show more anxiety about the quality of
theii milliner's work than they do about the school
training of their family. I am sure that the work of
the hired man on the farm, and the cook in the
kitchen is studied more closely by the men and
women who pay for it than the work of the teadhers
who have control of half the active hours of the
young members of the family during the eight or
ten years in which their characters are under con-
struction. Perhaps it may be claimed that the
teacher is no: a hired help requiring supervision,
but a professional man or woman, performing tech-
nical work, thoroughly qualified to do it, and inspect-
ed by other and better experts. We know that this
witness is true. Teachers belong to the learned
professions if any one does. But when the doctor
is in attendance on our families we usually seem to
be quite interested in his proceedings, and talk over
the situation with a certain seriousness. The pastor
is not supposed to be in right relations with his flock
if he and they do not confer on matters in his field of
operations. Those citizens who employ a lawyer
take some care to go over the case with him. But
how is it between parents and teachers ? Speaking
for city parents I might make some sort of general
confession. But what's the good. Everybody knows.
In the country schools the teacher is brought into
THE EDUCATIONAL REVIEW.
213
mudh closer relation with the families whose interest
she serves. Ten to twenty households comprise the
whole community concerned, and that is an easy field
for a young and active person to conquer. She is able
to talk over with every father and mother the capa-
bilities, attainments and progress of each child.
It calls for tact and judgment, patience and good
humor, and sometimes for disagreeable frankness. It
is often hard for the teachers to keep clear of the
local and family controversies and jealousies. But I
am sure that the more intimate relationship that
grows up between teachers and households in the
country is, in the case of a true teacher, of great
advantage on both sides.
But the city teacher has usually twice, and often
three or four times as many pupils as the one in the
country. They belong to five or ten times as many
families, since the system of grading divides the
same family among many rooms. A group of five
like my own, brought up in the country in an un-
graded school, would perhaps at their presen age
have known four or five teachers. In some happy
hamlets they would have known but one. Living
here, I believe they have already been under the care
of thirty-seven different men and women, and the
number will probably reach sixty before they are
through. That complicates the problem.
In the more scattered and poorer country districts
the teacher is the only public functionary. She
comes in from high school, normal school, or college,
"trailing clouds of glory" and she may be the strong-
est influence for culture there is in the place. Most
of the teachers of this city are working in the
community where they were born and grew up. They
certainly form a part of the intellectual life of the
whole place. But if the head of the family knows a
few of these one hundred and fifty teachers, the
chances are that they will not be the ones in charge
of his own children. ***** As regards
some, at least, of the trustees, who are sup-
posed to represent the parents in the control of the
schools, they consider their work at an end where it
really begins, that is whe.i the houre is b"ii. and tlv
teacher engage 1, ami tic machinery set in motion. L.
their way they are like the deity of some far eastern
creeds, who makes his world and sets it in motion
ami then betakes himself to a solitary throne and lets
it go.
* * * One school trustee I knew, who served
in an incorporated town. He was a busy lawyer, and
once told me that lie f >un 1 his work as trustee rather
exacting. He felt tfvat he ought to visit each depart-
ment in the school every week, and to stay long
enough to go over the lessons with the classes.
In the higher and lower grades alike he followed all
the text book work, and he casually remarked that it
took more time than one would suppose to read care-
fully all the Greek, Latin and French lessons and
exercises of the higher classes, and to work out
algebra and geometry so that he would know exactly
what they were doing, and be able to examine and
criticize the w-ork of any class as it came up. Now
this man did not think that he was doing more than
was in his contract when he accepted office from
those parents whom he represented. He did not
think that a school trustee was a mere hewer of wood
and payer of water taxes.
I seem to have made quite an excursion from the
subject, to show that the teacher has not the direct
responsibility of the parent, which an ordinary em-
ployee has to the person for whom he works, and
that he does not have the intimate personal relation
with the heads of the families which exists between
lawyer and client, doctor and patient, or preacher
and parishioner, whereby the value of the work of
each of these professional men is tested ; and finally
that there is little or no representative influence or
supervision exercised by the parents through the
school board. It remains that the teacher can hard-
ly look for approval, or criticism, or condemnation of
his work to the people of the community where he
lives. He knows tine inspector and superintendent
ot schools as the authority to whom his work must
be commended. The only authority as to the courses
of study is a provincial board from which also comes
the authority to teach, and a certain proportion of the
salary. If these are satisfied 'there is no one else to
deal with, if they condemn, it would not avail
though the parents of all the children in the class
found the teacher an angel from heaven.
Societies used to debate whether hope of reward
or fear of punishment counted for most in regulating
the life. But the community of parents can offer
neither inducement to the teachers. His work is
little recognized by those for whom it is done,
for the children do not understand, the parents do
not know, and the trustees are concerned with other
things. It must be difficult for a subordinate teach-
er in these schools, even though she be a genius, to
get herself discovered and to obtain her fair meed
of praise. Yet she has a right to expect this much,
in view of iiie limited material rewards.
"Fame i- the spur winch the clear spirit do. li n.ise
(That lasi infirmity of noble minds).
To scorn delights and live laborious- days."
214
THE EDUCATIONAL REVIEW.
Some few great souls among teachers have been
known, one or two I have myself seen, whose work
so absorbed them that they cared, or seemed to care,
little for recognition. It was enough for them to
do the thing. If they spoke of themselves they
might give in other terms the explanation of that
State governor who said : "I seen my duty and I
done it."
"These demand not that the things without them
Yield them love f.musement, sympathy.
"Bounded by themselves and unregardful
In what state God's other works may be,
In their own task all their powers pouring
These attain the mighty life you see."
(Concluded in next number.)]
ART NOTES — No. III.
By Hunter Boyd, Wawekj, N. B.
The topic chosen for the month will appeal read-
ily to all grades of scholars, and not least to those
in the primary departments. Most children enjoy
pictures of children, and also of animals, and par-
ticularly when ithese elements are so combined as to
tell a story. For this reason one often meets repro-
ductions of the well known picture by G. A. Holmes,
called "Can't You Talk ?" or another by C. Burton
Barber "In Disgrace." Hardly less enjoyment is
derived from scenes where only animals are intro-
duced, provided "something is going on," and it
may be well to recall the picture by H. Sperling,
of Berlin, which bears a title "Saved" identical with
that of Landseer's which is reproduced this month.
It will be remembered that in the Berlin picture a
kitten, attacked by two dogs has found a place of
refuge at the breast of a larger dog. These two
pictures may be compared chiefly for the purpose of
noting the emotional expression of the two rescuers,
and it would be well to gather other specimens of
pictures where Newfoundland or St. Bernard dogs
have effected rescues.
The meaning, or message <jf Landseer's 'Saved'
is so obvious that we can afford to use this picture
as a basis for classification of artists and their work,
at any rate so far as such a summary will enable us
to place 'Landseer,' and to know precisely what we
are entitled to look for in his work. We all know
the saying, "the eye sees only that which it brings
with it the power of seeing," and it is true of artists
just as it is true of the public who examine their
work. A person who knows Landseer's specialty
will not examine too closely his treatment of the
clouds, the appearance of the ocean, nor even the
treatment of the little child. The strong point in the
composition is the head of the dog, and if any ques-
tion remains to be asked it is "What is the dog say-
ing ? " or more exactly "What emotion is, express-
ed by the dog ? " This is not 'the same 'as the quality
of character or conduct displayed by the dog. We
should all reply doubtless that we see faithfulness,
kindness, humaneness and so on. But our business
is rather to discover what were the feelings imputed
by Landseer, or observed by Landseer, in this dog at
the moment selected for his picture. If he actually
witnessed a dog in this condition has he succeeded
in making us sharers of his own emotion exper-
ienced when he reached that scene ? What is the
nature of the appeal which the animal makes upon
ourselves as we contemplate this reproduction in
black and white ? Can we hear the dog, and if so
what is the nature of the sound emitted. When we
are thus led into the actual life of the dog all ques-
tions as to time of day or year and the location of
the wharf or even the identity of the child are seen
to be comparatively unimportant.
Many persons who are not conversant with the
characteristics of various artists are frequently pro-
voked to be told that such and such pictures are
"good." They fail to discern that there are many
kinds of "good" and not many artists achieve suc-
cess in more than two or three special lines. It
would be well for the scholars to be encouraged to
form collections of pictures by animal painters.
They can be classified according to nationality or ac-
cording to the nature of the animal preferred. Let
us take the French artists to begin with and we have
Madame Rosa Bonheur who painted all animals but
excelled with horses and oxen. Then we have Con-
stant Troyon one of the greatest of French painters
of landscape and animals. He made provision for
a Parisian scholarship for young painters of animals.
Next we take E. Van Marcke, Charles Jacque, Bras-
cassat, and Madame Henriette Ronner so famous
with her cat studies.
For those who can afford to procure works for
their school, or who have access to public libraries
we commend "Animal Painters of England" from
the year 1650. by Sir Walter Gilbey, Bart., and they
will there find nearly 60 illustrations by W. Bar-
rand, J. F. Herring, and pictures by the Coopers, al-
though not including the beautiful work of the re-
cently deceased T. Sidney Cooper, R. A. Any of
the great artist series of publications will include a
life of Sir Edwin Landseer, and illustrations of his
chief works. Sets of pictures can easily be obtain-
THE EDUCATIONAL REVIEW.
21F)
ed from the Brown, Perry, or Cosmos Picture
Companies.
It may suffice to add that Landseer lived 1802-
1873. He enjoyed the friendship of Prince Albert
and Sir Walter Scott. He belonged to an artistic
family and was unusually precocious. He was not
a great colorist and thus the reproduction here pre-
sented does not greatly depart from the value of the
original. Richard Muther says of him "He paints
the human temperament beneath the animal mask."
This plan is useful for one hour's entertainment
Friday evening as well as for an exercise in geo-
graphy. One week I write fifty or more names on
the blackboard of the most prominent cities,
capes, bays, etc., of the world. Have pupils copy
into their exercise books. Then during their spare
time, either in school or at home, they locate their
places, writing the location neatly opposite each
name. When I have spare time, if there be any
trouble in finding places, I help them out, making
constant use of maps, thus showing my interest in
the subject.
On Friday evening we appoint captains who
choose sides. I give out the names as in a spelling
match. When one is missed the seat is taken.
( Pupils point out place on map.) The side that re-
mains longer on the floor or which has the greater
number standing when names are all called out, is
pronounced victorious. To vary the exercise, I
have pupils tell some interesting fact in connection
with each place. The names written are chosen
according to the capacity of the pupils, and thus a
pleasant as well as useful exercise is given. The
pupils become very much interested and are made
familiar with the ma[>s, also are made familiar with
the names of places and their location, so that in
ordinary conversation and reading they are much
benefited. — Popular Educator.
Miss Ella Crandall, of Wolfville, one of the first
contingent of Canadian teachers to go to South
Africa, has arrived at the home of her father. Rev.
D. W. Crandall, to spend a few weeks' vacation
after which she will return to Winburg, where she
has a position in the large 'government school of
twelve teachers. Nearly all the other Canadian
teachers win went out at that time are either mar-
ried or have returned home. — Yarmouth Telegram.
Dear Editor.— Those who had the pleasure of
reading in the November number of the Review
Rev. Mr. Boyd's interesting note on Turner's
painting, "The Old Temeraire," may find an added
pleasure in Henry Nevvbolt's lines entitled, "The
Fighting Temeraire." A copy of the poem is sub-
joined. Yours sincerely,
DalhoiiMe College, November 3. D. A. MURRAY.
If you strike a pupil be exceedingly careful how,
when, and why you do it. The public is too sensi-
tive for a teacher to take chances. — Ex.
The Fighting Temeraire.
It was eight bells ringing,
For the morning watch was done,
And the gunner's lads were singing,
As they polished every gun.
It was eight bells ringing,
And the gunner's lads were singing,
For the ship she rode a-swinging,
As they polished every gun.
Oh! to see the linstock lighting,
Temeraire ! Temeraire !
Oh! to hear the round-shot biting,
Tim eraire ! Tern eraire !
Oh! to see the linstock lighting,
And to hear the round-shot biting,
Tor we're all in love ivith fighting
On the fighting Temeraire.
It was noontide ringing,
And the battle just begun,
When the ship her way was winging
As they loaded every gun.
It was noontide ringing,
When the ship her way was winging,
An.! the gunner's lads were singing,
As they loaded every gun.
There'll be many grim and gory,
Temeraire ! 'Tern eraire !
There'll be few to tell the story,
Temeraire ! 'Temer aii e !
'There'll be many grim and g.ry,
There'll be few to tell the story.
But we'll all be one in glory
With the fighting Temeraire.
There's a far bell ringing
At the setting of the sun,
An<l a phantom voi e : winging,
Of the great days done.
There's a far bell ringing,
And a phantom voice is singing
Of renown forever clinging
To the great days done.
Now the sunset breezes shiver,
Temeraire! 'Temeraire!
And she's fading down the river,
Temeraire ! Temeraire !
Nozu the sunset, breezes shiver.
And she's fading down the river,
But in England's song forever
She's the fighting Temeraire.
216
THE EDUCATIONAL REVIEW.
A Hint Regarding- the Provincial Examin-
ations in Nova Scotia.
The Editor of The Educational Review :
Sir — Last summer while reading answers
to the questions in science of the pro-
vincial examinations in Nova Scotia I
was frequently discouraged because so few
of the teachers had apparently profited by articles
which I had written for their special benefit. I
had endeavored to make plain some important
principles and had given hints as to how they might
be impressed upon the pupils who contemplated
undergoing examination. I had hoped that these
hints might be found useful, but the same old
mistakes were repeated to such an extent as to
indicate that the teachers had either not read my
articles or had simply not thought it worth while
to modify their teaching. This would seem a
short sighted policy, even if the articles were not
really of educative value, when the hints were given
by the provincial examiner.
It has long been the aim of the Educational De-
partment to improve the character of the science
teaching in the schools, and examination papers are
thoughtfully prepared with that object in view, and
I have tried to further these efforts by occasional
articles to your journal. I propose in this letter to
make one more attempt to arouse the teachers. I
have arranged 'that one of the questions on the
papers in chemistry last July will be repeated, in
substance at least, next July. Surely teachers read-
ing this letter, who have pupils preparing for ex-
amination in chemistry, will take pains that they,
at all events, thoroughly understand all the questions
asked last July.
This warning having been given, it will be but
fair that answers to this particular question
should be more strictly marked than would other-
wise be the case. John Waddell.
Do the following passages bear any traces of the
latitude, season, or country in which they were
written ?
"Twilight and evening bell.
And soon after the dark !"
"The sun's rim dips ; the stars rush out :
At one stride comes the dark."
"'The night cometh, when no man can work."
"The long gray fields at night."
"The dawn comes up like thunder."
Introduction to Practical Geography.
Barbizon.
MISS A. MACLEAN.
To the public school teachers in my native land,
who know no more about art than I used to know,
I should like to write of art. There are hundreds
such. Bright, educated, clever teachers there are
to whom the lives of the heroes of the battle field,
of the giant souls who struggled for civil and
political freedom, of the God loved ones who lived
and suffered and died for the right to serve God as
they thought best, are well known, but how many
know the lives and works of the heroes, the con-
querors, the martyrs of the art life, or realize that
they are as worthy of thought and study as the
people of any other field of the world's activity ?
We have no knowledge of a sixth sense, but if we
could become possessed of a sixth sense, we would
surely say regretfully, "what we have missed in the
years that are past !" I know how much it would
have meant to me had someone talked to me ;n
school as I would like now to talk to the pupils I
have known. I can not do that, but if I can help
teachers to interest their pupils in art and the lives
and works of artists, I shall feel that I have made
some atonement for what my pupils missed because
1 did not know.
Once I was employed to give a young '.ad*,
whose education had been neglected, instruction in
history and literature. The first day I called I was
shown into a finely furnished library, where sat a
graceful young lady by a table on which were two
huge volumes, the leaves of one of which she was
disconsolately turning over. When we were left
alone, she turned to me and said, "How in the world
do they ever suppose I can learn all that !" I took
up the book at which she pointed, and found its
title to be "Twenty Centuries of History." The
other book I found to be an equally ponderous and
alarming dissertation on literature. I was not sur-
prised that the poor girl was frightened. Well, she
had no lessons out of either book with me. I had
my own methods and they succeeded. We have more
than twenty centuries of art history — art is as old
as the existence of man upon the earth. I do not
purpose goin^- back now to the Cave Dwellers or
the River Drift Men. the Kitchen Middens ir
Stonehenge. I wish to journey now with the teachers
and by them with their pupils in sunnier times v 1
with people nearer to us in time and interest. Tf
later they should wish to journev back through the
THE EDUCATIONAL REVIEW.
217
long ago, I shall be glad to go with them. We will
begin with Barbizon.,
What was Barbizon ? Far away in sunny Franc,
in the early part of last century, on the edge of a
vast plain, close to the side of a forest, was a village
of a single street. The houses or homesteads
which formed the street were built around courts.
Into these courts was thrown the refuse from the
stables, there the cows were milked and the poultry
fed, there pigeons cooed and little children played
There was no access to this one street town except
by travelling across the fields from the post town of
Chailley, a mile away, or by a path through the for-
est in another direction. This little hamlet, or day's
walk from Paris, was Barbizon, and the forest, up
to which it seemed to nestle, was Fontainebleau, to
whose Renaissance Chateau came often Kings of
France and their courts, and among whose lovely,
sunlit glades and shady paths men and women
whose names are linked with history joyously
rambled. There were many hamlets and villages on
the plain, vineclad homes of men and women who
sowed and reaped, and gleaned and drove their
sheep and cattle to pasture and watched them by-
day and by night. Many of those villages were
fairer than Barbizon ; then why is it that litle
Barbizon is known all over the civilized world to-
day? It is because in that little hamlet, between
1830 and 1845 there gathered the largest number
of men powerful in art creation that has ever
gathered anywhere since the days of Michael
Angelo, the days of the Renaissance. What men
those men of the Barbizon school were! — Millet
Corot, Barye, Rousseau, Gerome, Delacroix, Diaz,
Oupre, Troyon, and many others. Strange that there
should be long years when the world's eyes ache
with looking for its art lights, and then suddenly
there is flung out against the blue a whole galaxy
of brilliant stars.
It is said that Barbizon became known to the art
world through Claud Aligny and Philippe Le Dieu.
They had gone to Fontainebleau to visit a friend,
and while there went into the forest looking for
something to paint. By night-fall they had lost
themselves, but by following the tinkling of a bell
they came upon a cowherd who guided them Jilt
to the village of Barbizon and to the house of a
peasant named Cannc. Ganne could provide food
but not lodging, so the cowherd let them pass the
night on the straw with his cattle. Next morning
they explored the forest near the hamlet and were
so amazed and delighted that they insisted that
Ganne should take them as lodgers. He and his
wife decided that money was not to be despised, so
they gave up their bedroom to the artists, and shared
the barn with the cattle in the pleasant summer
time.
Le Dieu and Aligny spread the news of their
discovery of a bit of unspoiled nature so near to
Paris, and next summer the place was overrun by
artists. Finally Ganne bought a large barn and
fitted it up as a two-storey hotel with studios on the
north side. On the ground floor was an immense
dining-hall, a caie and billiard table. Most of :he
artists gathered into Ganne's hotel and often it was
so full that some slept on the tables and others in
the barn. Between 1830 and i860 nearly everv
French artist and representative artist from every
other civilized nation visited Barbizon.
A merry "vie de Boheme" the men of the earlier
Barbizon days led. Each season one was chosen as
leader, and times were grave or pay according to
the temperament of the leader. Thev were earnest
workers. The law of the place was to rise ear!\\
and the most diligent were off to the forest by five.
After dinner they relaxed. Then they smoked,
they talked, they sang, thev decorated the panels of
the dining-room, thev went masquerading to the
other villages or danced the bottle dance on festive
occasions in a barn lit up by candles in tin lanterns
and decorated with ivy. The graver ones of
Millet's type did the decorating, while the gayer
ones of Corot's type led the bottle dance. Bottles
were placed at equal distances from each other and
the dancers, moving slowly at first, then fast and
faster, passed out and in between the bottles — he
who tipped over a bottle was out of the dance.
Most of the artists came and went. but. during the
last twenty-seven years of his life. Barbizon was
home to Millet all the year round, and with Millet
I shall begin sketches of the lives and works of
some of the irost imi>ortant of the Barbizon school
of artists.
The purely educational value of nature study is
in its power to add to our capacity of appreciation
— our love and enjoyment of all open-air objects. T
should not try directly to teach young people to
love nature so much as I should aim to bring na-
ture and them together, and let an understanding
and intimacy spring up between them. — John Bur-
roughs.
218
THE EDUCATIONAL REVIEW.
February Birthdays.
February 3, 181 1. Horace Greeley born; took an
active part in the labour of the l\ew Hampshire
farm where he 'was brought up. He early learned
to read and before he was ten had read every book
that he could borrow in the neighborhood. Estab-
lished the New York Morning Post, the first penny
daily ever published, afterwards founded the New
York Tribune, which he edited till his death.
February 6, 1664. Queen Anne of England, the
last sovereign of the Stuart line, born in London.
She was the second daughter of James II. She was
the mother of seventeen children all of whom died
in infancy before she became queen. Fler reign was
distinguished by successful wars fought under the
great Duke of Marlborough, and is also called the
Augustan period of English literature, from the
famous writers who lived in her reign.
February 7, 1812. Charles Dickens, one of Eng-
land's greatest novelists, born near Portsmouth.
Began to study law but disliked it and entered upon
newspaper work. His "Posthumous Papers of ih:
Pickwick Club," unequalled in their particular vein
of humour, won him great popularity. His master-
piece is "David Copperfield," which is said to be the
history of his own life. His "Child's History of
England," "Christmas Carols" and parts of his
novels are delightful reading for the young.
February 11, 1847. Thomas Alva Edison, great
inventor, born in Ohio. His mother, a Scotch wo-
man of intellectual attainments, taught him to read.
He began life as a trainboy on the Grand Trunk
Railway ; learned telegraphy and soon began a series
of inventions, which made his name famous, chiefly
telegraphic and electric instruments, the telephone,
phonograph, electric light and electric engine.
February 12, 1809. Abraham Lincoln, the six-
teenth president of the United States, born in a cabin
in Kentucky, a grand-nephew of Daniel Boone. Had
one year's schooling, was a farm laborer, "rail-
splitter" and trader by turns as he grew up. He
was famous for his height and strength of body, his
inexhaustible fund of anecdotes, and for his clever-
ness in speech-making. ( )n a voyage to New
Orieans he saw slaves chained, maltreated and
whipped, which led to his deep-rooted dislike of
slavery. Studied law, was elected to Congress in
1846. and became president of the United States in
i8fxD. He was assassinated by John Wilkes Booth,
an actor, in 1865.
February 15, 1564. Galileo (accent on the e) was
born in Italy. A noted mathematician and phi'oso-
pher. Invented die microscope and telescope. With
the latter he detected the mountainous character of
the moon, the phases of the planet Venus, discover-
ed the moons of Jupiter, the rings of Saturn, the
rotation of the sun on its axis by means of the
spots on its disk. He was denounced as a heretic
for teaching that the earth moves; was imprisoned
and renounced what he had taught; but added an
aside— "Still, it does move."
February 19, 1473. Nicolas Copernicus, an
astronomer, born in Poland. He was the first to
teach that the planets revolve round the sun, a
theory that was rejected in his time.
February 22, 1819. James Russell Lowell, a dis-
tinguished poet and critic, born at Cambridge,
Massachusetts.
February 22, 1732. George Washington, soldier
and statesman, the leader of the forces of theAmeri-
can Colonies in the war of the Revolution. First
president of the United States.
February 23, 1685. George Frederick Handel,
great musical composer, born in Saxony, composed
sonatas at the age of ten, devoted himself to sacred
music. Composed the oratorios of "Saul" and the
"Messiah."
February 26, 1802. Victor Hugo, a celebrated
lyric poet and novelist, also a great political orator
and leader, born at Besancon. His greatest novels
are Les Miserables" and "The Toilers of the Sea"
February 27, 1807. Henry Wadsworth Long-
fellow was born at Portland, Maine; an eminent
American poet ; was professor of modern languages
and literature in Harvard University. Among his
best poems are "Hyperion," "Voices of the Night,"
"Evangeline."
February 28, 1533. Michael Montaigne, cele-
brated philosopher and essayist, born in Perigorde,
in France; studied and practised law. His famous
essays, which have passed through nearly one
hundred editions, have greatly influenced taste and
opinion in Europe.
February 29, 1792. Gioacchino Rossini, a
famous composer, born in Italy; at 14 years of age
he could sing any piece of music at sight; at 18 he
wrote the operetta "Tancredi" which within three
years was played in every musical theatre in Europe
and America. His master-piece is "William Tell."
The population of Canada is now over six
millions. The immigration figures for the year 1905
were somewhere near 145,000, or about ten thous-
and more than in the preceding year.
THE EDUCATIONAL REVIEW.
219
Problems in Arithmetic, Grade VIII.
G. K. Bttlkr, VI. A.
1. If the gain on an article is 20 per cent, and the
discount 20 per cent, and the S. P. $40. Find cost
and marked price. Ans. — Cost, $33 1-3 ; M. P.,
$50.
2. Bought 12 dozen pairs of boots at $25 a doze.i,
pay 30 per cent duty and gain 10 1-3 per cent.
Find S. P. each. Ans. — $3.
3. Find simple interest on $375.60 from May 19,
1900, to Oct. 12, 1905, at 6 1-2 per cent. Ans. —
$131-84.
4. 800m. bought at $1.25 a meter, duty 20 p?r
cent, gain 20 per cent. Find selling price per yard.
Ans. — $1,645.
5. A can do a piece of work in 9 days. P> in 12
days; A works for 6 days. How long will it take
B to finish it ? Ans.— 4 days.
6. An agent sells 400 bbls. apples at $2.50
Commission 5 per cent. Invests proceeds at 5 per
cent commission. How much does he invest ?
Ans. — $904.76.
7. The weight of iron is 7.15 times as great as
water. Find in lbs. and a decimal the weight of a
bar of iron 3 ft. long, 4 in. wide and 3 in. thick ?
Ans. — 111,718 lbs. or in lbs. 11.5 oz.
8. Find the value of a pile of wood 50 ft. long, 12
ft. wide and 8 ft. high, at $3 a cord. Ans. —
$112.50.
9. In 4 months the interest on $275 is $5.50.
Find the rate per cent. Ans. — 6 per cent.
10. Divide $250 among 3 persons so that the
third has 1-3 of what the first two have, and flu
first 1-2 of what the second has. Ans.— $62.50.
$125. $62.50.
11. A room 12 ft. x 15 ft. and 10 ft. is to be
papered with paper 18 in. wide. 8 yards to roll an 1
25 cents a roll. There are three windows each 4x6
and 2 doors 3x8. Find cost. Ans. — $2.19 2-3.
12. A cylinder is 10 in. in diameter, and 15 in.
high. How many gallons will it hold ? Ans. —
4.24 gallons.
13. A cylinder is 20 decimeters in diameter, and
10 decimeters high. How many gallons will it hold?
Ans. — 691.466 gallons.
14. Find volume of a cone 20 in. high, and 15 in.
in diameter ? Ans. — 1178.1 cubic inches.
15. Find in acres etc. the area of a triangle
whose base is 300 yards, and height 600 yards ?
Ans. — 6 acres, 95 rods, 6 yards, 2 feet and 36
inches.
(In Qneition 12. January problems, "inches" should be "meters.")
Literature in the Primary Grades.— II.
A little girl of ten years of age has made the fol-
lowing list of favorite books, unaided, says St.
Nicholas Magazine. Our readers will find it
hard to make any improvements. —
"Tanglewood Tales,'' Nathaniel Hawthorne.
"Honsehold Book of Poetry," Dana.
"Uncle Remus," Joel Chandler Harris.
"The Jungle Book," Kipling.
"Scottish and English Ballads." Nimino.
"History of Hannibal," Abbott.
"History of Romulus'," Abbott.
"The Pilgrim's Progress."
"Heroic Ballads," Montgomery.
"The Blue Poetry Book," Lang.
"Stories from Homer," Church.
"Stories from Virgil," Church.
"Hans Andersen's Fairy Tales."
"A Child's History of England." Dickens.
"Tales of a Grandfather," Scott.
"Greek Heroes," Kingsley.
"Wonder Book," Hawthorne. —
To these may be added others, not selected
by a child, but which every child will delight in :
Alice's Adventures in Wonderland.
Robinson Crusoe.
Swiss Family Rcbinson.
Kingsley 's Water Babies.
Lanier's Boy's King Arthur.
Lamb's Tales from Shakespeare.
Ruskin's King of the Golden River.
Scudder's Book of Folk Stories.
Fairy Tales and Fables.*
Stories from English History.*
It may be said that those children of the first four
grades in our schools who read these twenty books.
or half of them, will have a possession that will last
through life. It will not be difficult to obtain them.
They are everywhere : and are among the world's
best literature for children. Let a child read one or
two of them, and there will be an eager desire to
read the others ; they will go in quest of such, as did
many of those famous men. mentioned in "February
I'irthdays" of this number, when they were child-
ren.
When and where may such books as these bo
read ? During the first three or four grades of the
primary course, when children are becoming
familiar with the printed page, their ambition to
read something outside their school readers — some-
thing well worth reading — may be easily roused
*The two last are small and low priced p; per covered
volumes, which may Ik- obtained from A. & W. Mackinlay,
Halifax.
220
Tilt-: EDUCATIONAL REVIEW.
and directed. In the earlier grades, while drilling
on many senseless short sentences, the teacher may
supply deficiencies and read, or tell, the fairy stories
and myths always delightful to children. If these
are not read or told to the children before the en-
thusiasm for the marvellous has abated, they will not
be enjoyed later. "There is no one form of literary
art so elementary as the fable, and no book so em-
phatically a child's first book in literature as one
which gathers the fables most familiar to the ears
of English-speaking people."
Moral instruction and character building may
proceed insensibly with the use of fables. Truth-
fulness, patience, reverence, obedience, may all be
taught vividly and in a wholesome manner from
them ; and when once put on the scent, young
minds are eager to follow out and discover for
themselves the purpose of the fables. /Esop's
Fables, Andersen's Fairy Tales, Hawthorne's
Wonder Book, Kingsley's Water Babies always de-
light children if handled in the proper way. Of
course only the simplest fables should be read or
told to very young children. The first two books
named above should be read in the third and fourth
grades and the last two in the fourth and fifth
grades.
Manv short poems from our best writers for
children should be used in all primary grades both
for committing to memory and in the language ex-
ercises. The memory should have plenty to do in
the early grades, when things learned are most easily
retained, and when good wholesome literature
stored up in the memory will form a reserve fund
that may be drawn upon later in life.
Keep on the blackboard some selection from the
poets to be looked over every day until it is
thoroughly learned. It may be descriptive of lb'1
month, or some bird, or flower, or other natural
phenomenon, such as is found in this or other num-
bers of the Review.
A father fearing an earthquake in the region of
his home, sent two boys to a distant friend until the
peril should be over. A few weeks after, the father
received this letter from his friend :
"Please take your boys home, and send down
the earthquake."
In Massachusetts 290 cities and towns pay for
the transportation of school children and only 54
do not. Is not this a good argument for consolida-
tion of schools?
Recitations for Primary Grades.
Shut the Door.
Godfrey Gordon Gustavus Gore —
No doubt you have heard the name before —
Was a boy who would never shut the door.
The wind might whistle, the wind might roar,
And teeth be aching and throats be sore;
But still he never would shut the door.
His father would beg, his mother implore,
"Godfrey Gordon Gustavus Gore,
We really wish you would shut the door !"
When he walked forth, the folks would roar,
"Godfrey Gordon Gustavus Gore,
Can't you remember to shut the door?"
They rigged out a shutter with sail and oar,
And threatened to pack off Gustavus Gore
On a voyage of penance to Singapore.
But ihe begged for mercy, and said, "No more!
Pray do not send me to Singapore
On a shutter, and then I will shut the door!''
"You will?" said his parents. Then keep on shore!
But mind you do! for the plague is ;ore
Of a fellow that would never shut the door,
Godfrey Gordon Gustavus Gore."
The Coming Man,
A pair of very chubby legs,
Encased in scarlet hose ;
A pair of litre stubby boots,
With rather doubtful toes ;
A little kilt, a little coat —
Cut as a mother can —
And lo ! before us stands in state
The future's "coming man".
His eyes perchance will read the stars,
And search their unknown ways ;
Perchance the hum?n heart and soul
Will open to their gaze ;
Perchance their keen and flashing glance
Will be a nation's light —
Those eyes that now are wistful bent.
On some "big fellow's" kite.
Those hands — tihose little busy hands —
So sticky small and brown ;
Those hands whose only mission seems
To pull all order down —
Who knows what hidden strength may be
Within their tiny clasp,
Though now 'tis but a sugar-s:ick
In sturdy hold they grasp?"
THE EDUCATIONAL REVIEW.
221
Ah! blessings on those little hands,
Whose work is yet undone ;
And blessings on those little feet.
Whose race is yet unrun !
And blessings on the little brain
That has not learned to plan!
Whate'er the future holds in store,
God bless the "coming man."
— Selected from Blcckie's School Recitations.
The Key to the Box.
"What would you do," said the little key
To the teak-wood box, "except for me?"
The teak-wood box gave a gentle creak
To the little key ; but it did not speak.
"I believe," said the key. "that I will hide
In the crack, down there by the chimney side,
"So this proud old box may see
How little it's worth except for me."
It was long, long afterwards, in the crack
They found the key, and they brought it back.
And it said, as it chuckled and laughed to itself.
"Now I'll be good to the box on the shelf."
But the little key stopped with a shiver and shock,
For there was a bright new key in the lock.
And the old box said : "I am sorry, you ?<e ;
But the place is filled, my poor little key."
The Child and the Snowflakes,
[The "snowflakes", from three to six little girls, should
be dressed in white, with grrlands of ravelled white cotton
or cotton batting continued to the hands. The hair should
be concealed under white caps and th? eye-brows
powdered whit :. They should stand in a row. the smallest
in front, diagonally facing the audience, and should recite
and sing in concert, very softly and clearly]
Child:—
Pretty white flakes of falling snow.
Whence do you come r.nd whither go?
Snowflake:- —
From our cloudland home we have come to-day.
Child:—
Pretty white flakes, you have run away.
Snowflakes: —
That is true little girl, — beyond r. doubt
Th: cloud door opened, and we slipped out.
Then, lest the sun should carry us back,
Swiftly we ran o'er the wonderful track,
That leads from the sky straight down to earth,
Where in days gone by we had our birth.
Child:—
Were you born on earth, little flakes of snow?
You have no wings to fly — then how could you go
Way up to the clouds that seem so far,
And come back again — each a pretty white star?
Snowflakes: —
A part of the sea's blue waves were we,
Rolling about so wild and free,
Till the sun bent down and dipped us up.
And carried us off in his shining cup ;
1 hen each drop floated now low, now high,
Till together we made a cloud in the sky.
And larger and stronger we grew till today
We found the door open and ran away.
Swiftly we came from the sky's blue dome,
Till we passed lack Frost in his frozen home.
And we touched the mist as it hurried by.
Till it seemed white stars from an icy sky.
Now here we are back on the earth once more.
A pretty white quilt to cover it o'er.
And to keep it warm till the airs of spring
Shall once more the grass r.nd the blossoms bring
Sing. (Tune: "Lightly Row.")
Flutt'ring down! flutt'ring down!
On the branches bare and brown,
Over all, over all,
See the snowflakes fall.
Light as feathers in the air.
Dancing, dancing, here and there;
Winter's bees, winter's bees,
Sw-trm upon the trees.
Stars of 'now! sftrs of snow!
Dropping to the earth below,
From the sky, from the sky,
See the snow-stars fly.
Light as feathers in the air.
Dancing, dancing here and there;
Winter's bees, winter's bees.
Swarm upon the trees.
— Adapted from Kcllogg's "Mid Winter Exercise.'
Lesson on Snow.
A lesson on snow should precede the ahove.
Snowflakes are gatherings of minute particles of
water vapour frozen in the upper regions of the
atmosphere where the temperature is 320 Fahren-
heit, or Wow tli art. The particles arrange them-
selves in geometrical shapes around a centre, as-
suming a six-sided shape. This may be represent-
ed by taking three needles or splints of equal lengths
and arranging them so that they will cross in the
222
THE EDUCATIONAL REVIEW.
centre with the points equidistant from each other.
Very perfect snowflakes that fall in still air will
resemble these six radiating lines. To make this
likeness complete put the lines upon the blackboard
and feather them in artistic shapes making the
tracings proceed from each line outward, nearly
at right angles.
The lightness and regularity of snow crystals de-
pend on the height of the atmosphere from which
they descend as well as from the stillness of it.
These conditions prevail in high latitudes. In tem-
perate climates the winds and moister portions of
the atmosphere through which the snowflakes fall
tend to melt them or break them up, so that they
are very seldom found in regular six-sided figures.
Very fine, lightly fallen snow occupies from ten
to twenty times as much space as rain water. Gather
up a tumbler or tin dipper full of this snow and let
it melt in a warm room, and measure.
The boys and girls of British Columbia, the
Pacific maritime province of the Dominion, are
rarely out of sight of snow all the year round.
Accumulated on the mountain tops it serves to feed,
by its gradual melting, streams of running water
which flow down the mountain sides through
gorges or valleys. The city of Vancouver gets a
fine supply of cool, delicious water all the year
round through the Catalano Gorge, the upper
extremity of which is in contact with the eternal
snows of one of the high mountains north of that
city. But in winter little or no snow falls in either
of the cities of Vancouver or Victoria, where per-
petual summer reigns and flowers bloom for nearly
ten months of the year. But it is doubtful if the
boys and girls there have as good a time as ours
during the winters along the Atlantic coast where
there is usually plenty of snow and ice for coasting
skating, sleighing and other winter sports. Why
is this when the cities of Vancouver and Victoria
lie several degrees farther north than St. John and
Halifax ?
In severe climates the snow fall protects the
plants from the severe frost. Last summer in Yar-
mouth a lady pointed to her beautiful flower garden
and said to the writer : "A few months ago there
was six feet of snow lying upon those treasures of
mine protecting them from the cold winds and
frost." And more — the particles of snow as they
fall through the air and lay upon the ground garn-
ered the particles of dust, and when the snow melt-
ed they washed all the dust into the soil to fertilize
it.
English Foik-Lore for February.
February fill dyke, be it black or be it white,
But if it be white it's the better to like.
All the months of the year curse a fair Februeer.
A February Spring is not worth a pin.
If Candlemas Day (Feb. 2) be fair and bright,
Winter will have another flight ;
But if Candlemas Day be clouds and rain,
Winter is gone and will not come again.
If February brings no rain,
Tis neither good for grass nor grain.
Jack Frost.
Jack Frost is the jollie?lt Jack that I know;
He hails from tihe place where the icicles grow,
We can ride in a sleigh
Or go skating all day (Saturday)
When, with nippers and freezers, he cometh our way.
Though he tingles my fingers and pinches my nose.
And makes funny cramps in the ends of my toes,
I say, "Jack, come ahead;
I have skates and a sled,
And though you may sting me, my sports you have led.'
-Selected and Adapted.
"I am at a loss to discover why trustees and
teachers cannot and do not unite to beautify the
school grounds, and to make the school premises as
attractive as any in the section. Why should not
the pupils and teacher unite to make the schoolroom
beautiful, homelike, and cheerful ? The influence
of surroundings is a factor not to be neglected in
education. The softening of manners, the human-
ising of affections, the curbing of destructive pro-
pensities, the self-respect engendered by congenial
and pleasant environment, are all permanent in
their effects and follow the pupil throughout his
career." — Inspector Allan Embury, Peel, Ont.
[The winter is thetime for trustees and teachers
to unite and make their plans for cheerful and tidy
school surroundings. — Editor.]
Stop means to cease from action. It does not
mean to remain, to stay. We should not say He
stops at the hotel, but He stays (or lives) at the
hotel.
Fill the blanks with stop, stay, or stayed.
1. We at the spring to drink, but did not
2.
3-
4-
me.
5-
-long.
She—
-ait my house two days.
when you reach the corner.
will with vou as long as you need
Do not-
-away long.
THE EDUCATIONAL REVIEW.
223
The Three Nine's Puzzle.
According to the London Tit-Bits there was a
cranky arithmetician in Athens who worried the
philosopher Plato by his propositions. But, Plato
devised a way of getting rid of him. When the
crank one day proposed to inflict on him a lengthy
oration, the philosopher cut him short wit!h the re-
mark (fide Tit-Bits) : "Look here old chappie'
(that is the nearest translation of the original Greek
term of familiarity), "when you can bring me the
solution of this little mystery of the three nines I
shall be happy to listen to your treatise, and, in fact,
record it on my phonograph for the benefit of poster-
ity."
Plato then showed that 3 nines may be arranged
so as to represent the number 11, by putting them in
the form of a fraction thus :
9x9
9
11
The puzzle he then propounded was, to so arrange
the three nines that they would represent the number
20. It is said that the crank worked 9 years at it
and then gave up the ghost. But it is easy enough
provided you know how. Can any reader of the
Review find the solution and send it to us for the
next number ?
The province of the Dominion of Canada with
their area and population are : —
Area Population.
Ontario 260,862 2,182,947
Quebec 35 1,873 1,648,898
Nova Scotia 21,428 459,574
New Brunswick 27,985 331,120
Manitoba 73-732 255,211
British Columbia .. ..372,630 178,657
P. E. Island 2,184 103,259
Saskatchewan 250,650 91,460
Alberta 253,540 72,841
The total population of the Dominion is now-
estimated at over 6,000,000.
Anatomy in Rhyme.
How many bones in the human face?
Fourteen, when they are all in place.
How many bones in the cranium?
Eight, unless you've mislaid some.
How many bones in the ear are found?
Three in each, to catch the sound.
How many bones are in the spine?
Twenty-four, like a clustering vine.
How many bones in the chest are found?
Twenty-four ribs, to the sternum bound.
How many bones in the shoulder bind?
Two in each — one before, one behind.
How many bones are in the arm?
The top has one; two in the forearm.
How many bones are in the wrist?
Eight, if none of them is missed.
How many bones in the palm of the hand?
Five in the palm, pray understand.
How many bones in the fingers, then?
Twelve bones, plus two and repeat again.
How many bones are in the hip?
One in each, where the femurs slip.
With sacrum and cocyx, too, to brace
And keep the pelvis all in place.
How many bones are in the thigh?
One in each, and deep they lie.
How many bones are in the knee?
One, the patella, plain to see.
How many bones are in the shin?
Two in each, and well bound in.
How nary bones in the ankle strong?
Seven in each, but none is long.
Plow many bones in the ball of the foot?
Five in each, as the palms were put.
How many bones in the toes, all told?
Just twenty-eight, Iikt the fingers hold.
There's a bone at the root of the tongue to add,
And sesamoids eight, to what you hrve.
Now adding them all, 'tis plainly seen
That the total number is 214;
And in the mouth we clearly view
Teeth, upper and under, thirty-two.
—Chicago Record.
Current Events
Tlie sudden death of the Hon. Raymond Prefon-
taine, Minister of Marine and Fisheries, which
occurred in Paris on Christmas day, has been made
the occasion of remarkable demonstrations of sym-
pathy and friendship. Representatives of the
French, British and Canadian governments were
present at the funeral ceremonies in Paris ; and
fifteen thousand French troops under arms took
part in the ceremonies. At Cherbourg, the remains
of the late minister were received on board the Brit-
ish battleship Dominion, sent by the British govern-
ment to bring them to Canada. The selection of the
Dominion, one of the newest and largest ships of
the British navy, for this service, probably suggest-
ed by the fact that she was named in honor of Can-
ada, was in itself a great honor. On her arrival at
Halifax, a funeral train was waiting to convey the
dead to Montreal, where the interment took place
on the 25th, with full military honors.
The elections to parliament in the United King-
dom are going strongly in favor of the new govern-
ment, Mr. Balfour, the late Prime Minister, being
among the defeated candidates.
In connection with the present visit of the Prince
of Wales to India, an event of much importance has
been the reception of the Lama of Tibet in audience.
When the Dalai Lama fled last year, at the approach
224
THE EDUCATIONAL REVIEW.
of the British mission, and refused to take part in
the negotiations, he was deposed by the Chinese
government, his temporal power given to a regent in
council, and his spiritual authority transferred to
another Grand Lama, the Pashi Lama. It is the
latter who has been received by the Prince of Wales ;
and the significance of the event is in the fact that
Tibet has thus thrown off its seclusion, and for the
first time sought friendly intercourse with the outer
world.
Much anxiety is felt as to the outcome of the
Moroccan conference now in session at Algeciras,
Spain. The nations chiefly interested are France
and Germany ; and both are said to be preparing for
war over their conflicting claims, if the conference
fails to find any peaceful solution of the difficulties.
Portugal will use two steerable airships in warfare
against the revolted tribes in West Africa.
Missionaries in some parts of China have asked
for protection, owing to the increasing activity of
anti-foreign societies.
The national assembly of France has elected a
new president of the republic, M. Fallieres, who
will assume power on the i8rh of this month.
The Canadian Forestry Convention, recently as-
sembled at Ottawa, urged the importance of a gen-
eral forestry policy to be adopted by the Dominion
and Provincial governments, and especially the pre-
servation of forests on watersheds, so as to conserve
through the year the equable and constant flow of
streams. The Dominion government will introduce
legislation in harmony with these recommenda-
tions, i
It is reported that the Emir of Afghanistan will
remove his capital, to a more northern site, because
of the scarcity of wood around Kabul, where the
forests have been cut away to furnish fuel for
manufacturing purposes.
Russia is still in a disturbed condition, with mo~e
or less threatening rebellions in progress in different
parts of the empire ; but the elections for the new
representative assembly are in progress, and it will
be called together as soon as half its members are
elected. Finland has been pacified by the restora-
tion of its ancient privileges.
A revolution has begun and ended in Santo Dom-
ingo. The president of the stormy little republic
Iras fled, and the vice-president has succeeded him
in office, with much less than the usual disturbance
which such a change of government entails in that
part of America.
An agreement has been concluded with the Sultan
of Brunei for the appointment of a Briish Resident
with power to control the general administration of
the state. This arrangement, which went into effect
on the first day of January, practically adds Brunei
to the British possessions in Borneo.
The settled Indian population of this country
now numbers 108,000. The Superintendent of
Indian Affairs reports a gain in numbers in two
years of about one and a half per cent. ; and believes
the country may well congratulate itself upon a
policy which has transformed its aboriginal popula-
tion into a law-respecting, prosperous and contented
section of the community, which contributes in
many ways to its welfare.
A definite breach of friendly relations between
France and Venezuela has followed the renewed dis-
courtesy of the president of the latter country to the
French representative at Caracas.
It is expected that the battleship Dominion, which
brought the body of the late Minister of Marine and
Fisheries to Halifax, will return to Canada next
August. She is the largest war vessel ever seen in
Halifax.
A number of Kansas towns are offering prizes to
the people who have the best lawns about their
houses.
A revolution in Equador has so far succeeded that
two provinces support the insurgent leader in his
efforts to assume the presidency.
The King of Siam haspublished a decree abolish-
ing slavery in his dominions.
A serious famine prevails in the three northern
provinces of Japan, owing to the failure of the rice
crop.
Persia dedines to accept the boundary line
between that country and Afghanistan as approved
by the British authorities. As Great Britain and
Russia are both indirectly interested, this adds an-
other to the many causes that seem to endanger the
peace of Europe.
Taaehers' Bureaus.
Four Teachers' Bureaus were established last
term : — At Woodstock, by R. Ernest Estabrooks ;
Chatham, by H. Burton Logie ; Harcourt, by H. H.
Stuart ; and' in Elgin, Albert Co., by M. R. Tutle,
M. A., The Bureaus were successful in placing all
teachers who applied, the only trouble being that
there were by far too few teachers in need of
schools to fill all the vacancies reported to the
Bureaus. In many cases where teachers resigned
because of not getting schedule salary and applied
to the Bureaus for new positions, the Bureaus were
successful in getting the salaries raised so that the
teachers could withdraw their resignations and
remain.
Below are the Resolutions on Professional Eti-
quette adopted by Oarleton County Teachers' Insti-
tute, Dec. 21., 1905 : —
1. That we will not directly or indirectly under-
bid another teacher.
2. That we will not apply for a school prior to
the date at which a teacher may be legally discharg-
ed, unless we are sure the teacher is not going to
remain.
3. That we will make an honest endeavor to
learn what salary is being paid in the district, and
not teach for less.
THE EDUCATIONAL REVIEW.
!25
4. That under no circumstances will we teach
for less than the minimum schedule of the New
Brunswick Teachers' Association.
5. That we will not apply for any school unless
we are willing to accept it if offered.
6. That having accepted a school we will im-
mediately cancel all outstanding applications.
7. That we will at all times endeavor to guard
the reputations of other teachers.
8. That we will not permit the discussion of our
predecessors in our presence by outsiders.
9. That we will not seek to establish a reputa-
tion at the expense of others.
10. That we will be especialy careful to sustain
the reputation of our co-teachers and in no way
undermine them in the esteem of the public.
11. That we will instruct those preparing for
Normal School in the principles of professional
etiquette.
12. That we will use our influence at all times to
increase the salaries and to educate the public to be
just to teachers.
13. That we will stand by one another as far as
we can honorably do so.
14. That we will at all times treat one another
as we wish to be treated.
School and College.
Mr. Aaron Perry, headmaster of the Kamloops, B. C„
high school, has been appointed to take charge of the com-
mercial department of the Victoria high school.
Mr. Ralph St. John Freeze, of Sussex, has been chosen
Rhodes Scholar for the University of New Brunswick for
this year. Mr. Freeze graduated from the University in
1903, after a brilliant course, and since graduation has
taught in the Rothesay College, at the same time attending
the law lectures in St. John Mr. Freeze will take the
course in law at Oxford. He was a close competitor with
Mr. Chester Martin the last time the University had to
choose a scholar, and in the present contest was unanimous-
ly chosen from among ten competitors. Mr. Freeze is a
brilliant scholar, a hard worker, a good all-round athlete,
and has a bright future ahead of him.
Mr. Arthur G. Cameron is the Rhodes' scholar this year
for Prince Edward Island, He graduated with honors from
Prince of Wales College in 1000, and after teaching a short
time entered Queen's University, Kingston, and is now in
his senior year. He has made a fine record as a scholar
and an athlete.
The first and second forward movements at Acadia
University have resulted in the raising of $.75,000 of
which $150,000 have been contributed by the Baptists of
the maritime provinces, and the remainder, including Mr.
John D. Rockefeller's contribution of $115,000, from out-
side sources. This is a handsome addition to the funds
of the University, due to the generosity of friends and
the exertions of its president, Rev. Dr. Trotter.
Miss Antoinette Forbes, B. A., vice-principal of 'he
Windsor, N. S. Academy, has been granted a three months'
leave of ah-tnce, and Miss Jean Gordon of River John,
N. S.j a graduate in arts of Dalhousie University, has been
appointed to the position for that period.
Mr. Theodore Ross, B. A., principal of the Macdonald
Consolidated School of P. E. Island recently delivered a
series of lectures in Charlottetown on educational de-
velopment. Mr. Ross's training and methods of work fit
him admirably to address teachers on this subject.
Chipman, Queens County, N. B., has a fine new school
building, which was opened at the beginning of the Jan-
uary term, and may do for a consolidated school in the
future. The architect was Mr. F. Neil Brodie of St. John.
It is finished with hardwood floors and ceilings and has a
complete heating system. A large room is to be devoted
to the purposes of manual training and domestic science.
Mr. Horace L. Brittain, who spent last year at Clark
University Worcester, Mass., has accepted the principal-
ship of the Salisbury, N. B. school. Mr. Brittain, has
recovered from a severe illness, and it is gratifying to his
friends to hear that ihe is again in harness.
Mr. Abram Cronkhite, lately principal of the school at
Bristol, Carleton County, has taken charge of the Gibson,
York County school in succession to Mr. C. D. Richards,
who has assumed the prmcipalship of the Woods'lo^k
Grammar School.
Miss Vega L. Creed, daughter of Dr. H. C. Creed of the
N. B. Normal school has taken charge of the model
school department, at Fredericton, lately taught by
Miss Nicholson, who has obtained a three months' leave of
u->ence.
The teachers from New Brunswick who took the course
in Nature-study in 'the fall term of 1905, at Macdonald
Hail, Guelph, are as follows : — Miss Annetta A. Bradley,
Pioneer; Miss Melissa M. Cook, Campbellton; Miss Estella
M. Hartt, Kingsclear; Mr. C. Gordon Lawrence, Lower
Dumfries; Miss Gertrude T. Morrell, Springfield ; Mr.
Fletcher Peacock, Murray Corner; Miss M. Eloise Steeves,
Sussex;. Miss Jennie R. Smith, Blissville; Mr. W. R.
Slianklin, Shanklin.
Mr. E. J. Lay, principal of the Amherst, N. S.
Academy, was recently presented with a handsome gold
watch accompanied by an address in recognition of his
efficient managenunt of the town library. This library
was founded partly by the efforts of Mr. Lay in 1889, and
he lias had sole charge of it since 1901, giving his services
as librarian free. It now contains nearly 2300 books and
is supported in part by private subscription and in part
by an annual contribution from the town council. This
shows what many teachers may do in towns' and country
districts, for improving the conditions of a community.
In New Brunswick the University of New Brunswick
will appoint the Rhodes Scholar fur 1906, 1909, 191 1 ;
Mt. Allison for 1907, 1910, 1912, and St. Joseph's for
1908. In Nova Scotia; Dalhousie has the appointment in
1906, 1908, 1910; Acadia in 1937, 1912; King's in 1909
and St. Francis Xavier in 191 1.
A fine two-storeyed school building was recently opened
a* Port Elgin, Westmorland County, with good facilities
for lighting and heating, and room enough for pupils from
surrounding district-. The teaching staff consists of R. B.
Masterton, principal, Miss Glenna Trenholm, intermediate,
and Miss Birdie Doyle, primary.
226
THE EDUCATIONAL REVIEW.
RECENT BOOKS.
An Introduction to Practical Geography. By A. T.
Simmons, B. Sc, and Hugh Richardson, M. A. Cloth.
Pages 380. Price 3s. 6d. Macmillan & Co., London.
This is an attempt to teach geography scientifically by
experiments and exercises. The plan has led to the ex-
clusion of ordinary descriptive matter, and laboratory
work as in all modern scientific instruction takes its place.
This forms a habit of mind, leading the pupil to take a
keen interest in his surroundings. Maps, the Globe,
Climate, on Land and Sea, are the four sections in which
the work is divided.
The Language-Speller By Elizabeth H. Spalding and
Frank R. Moore. Cloth. Pages 144. Price 50 cents.
The Macmillan Company, New York; Morang &
Company, Limited, Toronto.
This is a very successful attempt to correlate language
work with spelling, which by the presentation of stems,
prefixes and suffixes , fixes the meaning of the word
spelled on the pupil's memory. Groups of synonyms
occur in nearly every lesson. There is a regular course in
composition, from easy stages, such as letters of applica-
tion and business, to themes more ambitious. The book
presents an excellent method of teaching language and lis
related subjects.
The History of Virginia and the Black Hole of Cal-
cutta and the; Battle of Plassey. Edited by W. H.
D. Rouse, D. Litt. Cloth. 128 pages each. Price 6d.
each. Blackie & Son, London,
t The History of Virginia is a part of the adventures of
•the famous Capt. John Smitih, whore travels by sea and
land cover a period of thirty-six years. He advocated the
planting of colonies in America, and it was chiefly through
(this instrumentality that the Pilgrim Fathers established
themselves in New England, where Smith spent two or
rthree years of his life. The Black Hole of Calcutta is a
story of absorbing interest, marking one of the most im-
portant epochs of British rule in India.
Macmillan's New Geography Readers. Book IV.
Illustrated. Cloth. Pages 216. Price is. ^d.
Macmillan & Company, London.
An admirable selection of good readings embracing
history, fables, adventure, poetry and stories, all written
by well-known authors. No better books can be found for
school libraries.
Blackie's Model Readers, Book III. Cloth. Pages 200.
Price is. Blackie & Son, London.
A fine array of good readings suitable for little people,
with beautifvl illustrations. The picture stories at the end
are excellent for reproduction, and the songs in the book
ate suitable for schools.
Bruyere's Les Caracteres, Adapted and Edited by Eugene
Pellissier. Cloth. Pages 180. Price 2S. 6d. Macmillan
& Company, London.
This book is the first of a scries dealing with die
iclasssical French authors of the seventeenth and eighteenth
centuries. It contains many excellent features, in addition
to a critical introduction and notes, such as subjects for
Free Compositions, with a moderate amount of guidance,
summary of grammatical peculiarities, etc. The book is
a fine model for classical instructors and readers.
War Inconsistent With the Religion of Jesus Christ.
By David Low Dodge. Cloth. Pages 192. Price 50
cents. Ginn & Co., Boston.
This book, written by a man whose life has been earnest-
ly devoted to the cause of peace, has the sincerity of con-
viction about it. Under the three divisions: War is
Inhuman, War is Unwise, and War is Criminal, he
presents the views of thoughtful men everywhere upon this
subjects, and answers possible objections, from his point
of view, with equal sincerity and conviction.
A Tale of Two Cities. By Charles Dickens. With
Introduction and Notes by A. A. Barter. School
Edition. Cloth. Pages 368. Price 2s. 6d. Adam
and Charles Black London.
The introduction to this book forms a good piece of
literary criticism. It gives a short sketch of the history
of the novel, an appreciative summary of the life and
writings of Dickens, the style, treatment and character in
the book, with a note on the historical period. Of the
story itself Richard Grant White has said: "Its
portrayal of a noble natured castaway makes it almost a
peerless book in modern literature, and gives it a place
amongst the highest examples of literary art."
Blackie's Gems of School Song-X (Blackie & Son Lon-
don), contain a selection of the popular melodies of
England, Scotland, Ireland, Wales, arranged on the tonic-
sol-fa notation. Price 2d.
Blackie's Model Arithmetics contain a multitude of ex-
amples arranged for the first three grades. Price 2d.
Blackie & Son, London.
The "Council" Arithmetics for schools. Parts 7 and 8,
by T. B. Ellery, F. R. G. S. contain a series of practical
'examples for higher grades, adapted for English schools.
Adam and Charles Black, Soho Square, London, W.
Merimee's Le Siege de la Rochelle and Edmond About's
Les Jumeaux de L'Ho-iel Corneille, price 4d. each, are two
stories in Blackie's Little French classes. The first is
taken from a Chronicle of Charles IX. a record of events
which preceded and followed the Massacre of St.
Bartholomew, End the extract tells of the historic defence
of the colonists under the intrepid La Noue against 'he
Catholics under the Duke of Anjou, afterwards Henry
111. Edmond About's stories appeal to the young student
b.-cause they are interesting, easily understood, and have
a strong English touch to them. Le Verre d'Eau, by Eugene
Scribe is a double number of the same series (price 8d V
It is a •story of court intrigue in the reign of Queen Anne.
The incident which gives the play its name rests, on the
itradition of "the glass of water'' alleged to have been
spilled by the Duchess of Marlborough over Queen Anne.
Although many of the historical and political details lack
accuracy, it is interesting throughout and abounds with
sprightly incidents.
Two Plays for Girls — The Masque or Pageant of
English Trees and Flowers, in which pretty conceit
THE EDUCATIONAL REVIEW.
227
MAPS, GLOBES
AND SCHOOL
^SUPPLIES'**
We now have the ENTIRELY NEW EDITION of the
MAP OF THE BRITISH EMPIRE.
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL &'g°ures-ial
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
Our New Catalogue may be had for the
Asking
flowers and trees from the woodland appear before
Queen Elizabeth and solicit her to make choice; and the
Australian Cousin, an amusing dialogue. Price 4d. It
is rather a pity that we should have to class the two to-
gether. Blackie & Son, London.
In Blackie's Latin Texts we have here the sixth book
of Virgil's Aeneid and the ten Eclogues of Virgil. Price
6d. each, in flexible cloth covers, with introductory
critical notes. Blackie & Son, London. (Is there iny
sufficient reason for the different spellings "Virgil" ind
"Vergil" on the title page and in the body of tne book?)
In Blackie's Little German Classics, which begin a new
series, we have a number of handy readers in flexible
cloth, of about fifty pages each and at the modest price
oi 6d.( containing short biographical sketches of the author,
explanatory notes, and a well printed text. They will
prove serviceable companions to those studying German,
enabling them to obtain an acquaintance with authors
whose writings they might otherwise have no opportunity
of seeing. Korner's Der Vetter aus Bremen, Schmid's Die
Ostereier and Tchokke's Der Zerbrochtne Krug, are .three
favorite classics which introduce the series. Blackie &
Son, London.
In the English Counties' Series of readers, the design is
to quicken the interest of children in their own surround-
ings by giving them a brief hi'storiccl and geographical
account of certain counties. The subject of the little
book before us is Cumberland and Westmorland counties,
by nature one of the most attractive districts in England.
The series is illustrated; incidents and descriptive matter
are woven in to make the books interesting. Price 8d.
each. Blackie & Son, London. ,
In Chancellor's Graded City Spellers, we have a series
that is likely to prove useful. The last of these is that
for the eighth grade, which keeps up the plan of reviewing
words taught in the preceding grades, giving daily ad-
vance lessons with systematic reviews at intervals ;
selections from the best literature for memorizing; rules
for spelling, word building etc. Price 25 cents. C, X
Morang & Company, Toronto.
The Education of Girls in Switzerland and Bavaria, is
the title of a little book of 71 pages, by Isabel I.. Rhys, of
the Training College, Cambridge, and head mistress of the
Liverpool high school. It is an interesting and instructive
report of the methods in vogue in those countries for
training girls. Price is. Rlackie & Sons, London.
Recent Magazines.
The Atlantic Monthly begins the year 1906 with an un-
commonly striking number in both the importance and the
freshness of interest of its articles. These embrace sub-
jects of political and social interest, an entertaining survey
of the literature of the past year, a clear account of
Esperanto the new proposed universal language and a
study of recent American biography. There are also very
readable poems and stories, which keep up the traditions
and literary flavor of the Atlantic.
The Atlantic '-ionthly for February has a varied and
interesting table of contents, embracing articles on explora-
tion, politics, literary and social subjects, biography, story,
poetry.
The February Delineator, with its display of spring
styles, is a most attractive number. Besides the fashions
there is much of interest for the general reader. For the
children there is a delightful girl's serial, Sunlight and
Shadow, one of Alice Brown's Gradual Fairy Tales, and
amusing games by Lina Beard. Mothers will find Dr.
Murray's paper on Exercise and Physical Culture
particularly helpful.
The Chautauquan for January continues its sketches of
Eastern lands — In China's Ancient Holy Land, up the
Yangtse to Thibet and Chinese Classics are among the
articles in this number.
I he January Canadian Magazine has an article on the
Indians of Canada, which shows that there are 108,000 in
the Dominion within treaty limits. Besides other
vocations they cultivate 50,000 acres of land, the annuil
value of the products being $1,000,000. There are 298
schools devoted especially to the education of the Indian.
The leading article in a recent number of Littell's
Living Age, is a lucid and forceful discussion of The
Revolution in Russia, by Prince Kropotkin. Its tone is
cr.lm but earnest, and its review of tihe situation as it has
developed since the 1st of January, 1905, is the most in-
telligent contribution which has yet been made to the
understanding of existing conditions in Russia.
282
THE EDUCATIONAL REVIEW.
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knowing and providing for the wants
of the public. Each one of these years
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than its predecessor. This has resulted
in a course of training that ensures
our graduates success either at home
or abroad.
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1 n the Journal of Education of Nova Scotia,
October, 1905, page 187, Prescription.
for Grade XI.
By the printer's mistake there has been omit-
ted from the prescriptions for Grade XI. in the
October, Journal of Education for 1905, on
page 187. the following prescription which is cor-
rect as published in the April edition preceding.
"PHYSICS.--11: As In Gage's Introduction
to Physical Science."
Practical Mathematics should be numbered re-
spectively 12 and 13.
Education Office,
Halifax, N. S., Jan. 27,
A. H. MacKAV,
Supt. of Education.
$5 00
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The Educational Review.
Devoted to Advanced Methods of Education
and General Culture.
Published Monthly. ST. JOHN, N. B., MARCH,
1906. $1.00 per Year.
O. LT. HAY,
Editor for New Brunswick.
A. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, St Leimter Street, St. John, N. B.
Printed by BiRNia & Co.. St. Jobn. N. B..
CONTENTS
Editorial Noths
Report of N B. Schools
Our Coasts. II. Their Character
March Birthdays
The School from a Parent's Standpoint
Lamb's The Adventures of Ulysses
Art Notes. No. IV
Picture-Study Queries
The Lark by Lake Bewa, Japan
s
289
202
:::: 3
A reprint of Breton's beautiful picture, " The
Song of the Lark," goes out with this number of the
Review.
Our readers -who have sent in queries to be solved,
and correspondents whose contributions do not ap-
pear in this number, will kindly exercise a little
patience. They will be attended to next month.
A preliminary announcement is made on another
page by Dr. Brirtain, Secretary of the Provincial
Educational Institute of New Brunswick, of the
meeting ait Chatham, in June next. This will be
followed by a fuller statement and programme in a
coming number.
The two prizes of booklets, offered by Rev. Mr.
Boyd, on the best sets of questions on the picture,
"Saved," in the February Review, have been won
by the schools of Miss Maud A. Williams, Harvey,
York Co., and Miss Harriet S. Comben, St. John.
For the benefit of other schools selections from these
questions will be published in our next number.
290
Reproduction of Stories, 299
Problems in Arithmetic 300
Mental Arithmetic— Areas 300
Explanation of Bovle's Law, 301
Why Some Birds Hop and Others Walk 30a
Old Fashioned Thing .... 302
The Tale of Twelve, 303
Punctuality 303
National Hymn, —
Current Events
School and College 307
Recent Books, 3°T
Recent Magazines — 3°9
New Advertisements.
Teachers Wanted, p 308; L'Academie DeBrisay, p. 284; French
Holiday Course, p. 285; Educational Institute of N B., |>, 3C9; Cheerful
Surroundings, Yale Summer School. Harvard Summer School, Webster's
Dictionary, p. 308.
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents.
When a change of address is ordered both the NEW and the OLD
address should be given.
It a subscriber wishes the paper to be discontinued at the expira-
tion ol the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
'the number accompanying each address tells to what date the
subscription is paid. Thus "12b" shows that the subscription is
paid to March, 31, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The announcement is made of a summer school in
French at McGill University, Montreal, during the
approaching summer. Students who have attended
this course since its establishment some years ago
are very enthusiastic as to what can be accomplish-
ed in a few weeks, where "everybody talks and
thinks, eats and drinks, dreams and sleeps in
French."
Tlie attractive courses of the Yale University
Summer School are set forth on another page.
Our readers would do well to consider the benefits
of an advanced summer school such as at Yaile or
Harvard, or the more popular course at the Atlantic
Provinces Summer School at Sydney. There are
hundreds of our teachers who would be greatly
benefitted if they got near enough to a summer
school to feel the throbs of its fresh intellectual life.
The legislatures of Nova Scotia and New Bruns-
wick are now in session, and several important
amendments to the School Act of each province are
before these bodies. In Nova Scotia a liberal grant
is promised by the government to create a pension
fund for teachers. In New Brunswick, Premier
Tweedie has introduced a measure providing for
compulsory education which, however, is to be
optional in its working.
The New Brunswick Teachers' Association has
petitioned the government, asking for compulsory
education, the cessation of local and third-class
licenses, the establishment of central graded schools
with parish school boards, a system of pensions for
teachers, and additions to teachers' incomes from
288
:IIE EDUCATIONAL REVIEW.
enlarged county funds and increased provincial
grants. These requests are reasonable, and are in
keeping with progressive educational legislation.
One proposal requires careful consideration— the
eliminartion of third-class licenses. Would it not be
better to retain these and gradually increase the
requirements ? Others, such as 'the establishment of
parish school boards, centralized schools, and larger
county grants have already received the support of
the Chief Superintendent.
Mr. Scott's views on courses of study and grad-
ing, as given on another page, are .those of advanced
educationists everywhere today. To make our
grading system effective, there should be intro-
duced into it a generous leaven of electives. The
bright boy in a good ungraded school in the country
has a tremendous advantage over many city boys.
From the beginning his ambition is roused and his
thoughts widened by the recitations of the larger
scholars around him. The school course never
becomes monotonous, and his interest is constantly
quickened by .the new things he hears, the fresh
discoveries made day after day. When he gets into
smaller advanced classes, where he receives but a
small share of the teacher's attention, he is forced
to rely upon himself and the stock of ideas he has
been accumulating in the lower grades. That is
why the lad trained in a good country school, has
often a keener observation, a greater interest in
books and a better preparation for life generally,
than the lad trained in the hard and fast grades that
Mr. Scott would like to reform.
It gives one a feeling of hope in a better future
for education, when a man like Mr. Scott, finds
time amid the duties of an absorbing profession, to
study as closely as he appears to have done, the
educational work of the community in which he
lives. If more men and women could reason publicly
about these things, in an amicable spirit, haw many
vexed problems would be happily solved? And
Mr. Scott has set a good pace. He is too much of a
tactician to give advice. He has only unstinted
praise for the teacher and school official who are
doing faithful service, but he would overlook no
educational waste, or the lack of common-sense
methods. Throughout he is frank and yet judicial;
and his ready humour invokes much kindly sym-
pathy on behalf of the reader.
Report of N. B. Schools.
The report of Dr. J. R. Inch, Chief Superintend-
ent of Schools for New Brunswick, is a detailed
statement of the educational progress of the province
for the year ending, June 30, 1905. He notes a
decided increase, not only in the number of schools
and pupils, but also in the percentage of attendance,
over the figures of the two preceding years, al-
though during these years the enrolment was
less than in any year since 1893.
The number of schools in the first term of 1904-5
was 1,784, an increase of 37 ; the number of teachers
was 1,851, an increase of 36; the number of pupils
was 57,906, an increase of 1,708. In the term end-
ing June, 1905, there was an increase, compared
with the previous year, of 28 schools, 50 teachers,
and 1,641 pupils. The proportion of population at
school was 1 in 5.71 in the first term, and 1 in 5.48
in the second term.
The percentage of attendance has also improved ;
for the first term it was 66.27, where it was 65.60
for the year before ; for the second term it was 59.60
with 58.50 for the year before.
Of the teachers, only 16 per cent, are men, less
than 25 per cent, hold licenses above Class II, about
50 per cent, hold licenses of Class II, and about 25
per cent, hold the lowest class of licenses, which
class has increased from 21 to 62 since 1900. The
percentage of male teachers is annually becoming
smaller. The average salary in Grammar schools
is $979.52; in superior schools, $587.54; first class
male, $577.67, female, $339.72; second class, male,
$316.09, female, $248.23 : third class, male. $234.90,
female, $194.90. There has been a slight increase in
the average, the largest being $35 for first class
male teachers, and the smallest $2.73 for third class
male. This small increase is encouraging, a sign of
what is hoped for on a larger scale. The Superin-
tendent, Principal Crocket of the Normal School,
and others, have several important suggestions to
offer in the matter of improved salaries.
Commendable progress has been made in con-
solidated schools in many districts of the province :
in manual training, the report of which by Super-
visor Kidner is very instructive reading, as is that
of Dr. John Britain, the supervisor of school gar-
dens and nature study. The inspectors' reports are
also very interesting reading, giving much detailed
information on local aspects of ediication.
THE EDUCATIONAL REVIEW.
289
Our Coasts. II.— Their Character.
Professor L. W. Bailey, LL.D.
What are the lessons of the sea-coast? They are
many and most interesting. To appreciate them, all
that one needs is to observe and to think.
The most important lesson to be thus derived is,
I fancy, the fact of change. Everywhere this feature
is pressed upon one's attention, though more
obviously of course at some points than at others.
Let a student stand upon a seashore, such for in-
stance as almost any part of the Bay of Fundy
coasts, and after satisfying his sense of beauty or
of grandeur, ask himself what fact forces itself
most strongly upon his attention ? Is it not the
fact of watte and wear ? If the coast be bold, like
that of Hopewell Cape, illustrated in the last
chapter, or that near Alma, N. B., of which a
CLlfK MlAK ALMA, N. B.
photograph is here given, he will find that all the
striking and often grotesque details of the picture
are the evident results of a carving process, where-
by the sea is eating, or attempting to eat, its way
into .the land. Here there is a great battlemented
wall of which, as in the photograph, the top over-
lings the base, and below which the visitor treads
with fear, as he sees great masses already disjointed
and liable at any moment to fall, hanging threaten-
ingly above his head ; here he sees great angular
blocks, often many tons in weight, which have al-
ready fallen ; at one point he sees a huge cave,
sheltering perhaps some picnic party, but evidently
owing its origin to the excavating action of the
waves ; at still another point he sees some huge
mass of rock, wholly disconnected from the main-
land of which it once formed a part, and now,
though possibly eighty or a hundred feet in height,
resting on so narrow and frail a base that one
wonders how it can stand at all. Sometimes, with
that tendency which Nature so often exhibits to-
wards the ludicrous, the details of the sculpture
suggests fanciful resemblances to familiar objects,
or to the human form or countenance, and these
explain the names they bear, such as Anvil Rock
near Quaco, the Friar's Head on Campobello, the
Southern Cross on Grand Manan, the Owl's Head
on the coast of Albert county, N. B., the Devil's
Dodging Hole, and the like.
Evidently to produce such results a large amount
of material must have been removed, and we are
led to ask at what rate does the removal take place ?
How much has been removed, and how long a time
was required for its accomplishment ? Is the re-
moval uniform at all times and places and is there
any limit to its continuance ? Finally what has
become of the material removed? Some of these
questions we must now attempt to 'solve.
In the case of the "Hopewell rocks," where for
nearly half a mile there is a succession of bluffs and
outstanding masses, carved with a degree of variety
and grandeur probably not approached elsewhere
along the whole Atlantic seaboard of America, the
visitor must choose his time, for at high water pass-
age along the base of the bluffs, except by boat,
becomes impossible. The waters not only reach
but sweep the face of the bluffs, being endlessly
moved by wind and tide, while in periods of storm
the waves are driven with fury against the rocks,
reaching far above their ordinary level, and strik-
ing with a force which even the hardest materials
cannot altogether resist. Water then is the tool by
which ail this work is being accomplished, and that
work never ceases. Ever since there have been sea
coasts upon which the restless waters ot the sea
could act, the wear of the shores, their waste and
removal, have been continually in progress, and the
results which we witness are at once the proof and
the measure of the changes thus effected.
But obviously not all portions of the coast are
equally susceptible to wear. Rocks are of various
290
THE EDUCATIONAL REVIEW.
degrees of hardness and compactness, and while
some, like granite, are but slowly affected, others,
like freestone or slate or shale, crumble easily and
are therefore rapidly removed. In granite again
there are few divisional planes. The rock is mass-
ive ; and hence the waves are spread over broad
surfaces and lose much of their power. In strati-
fied rocks on the otiher hand, i. c, in those in which
the materials are arranged in beds or strata, there
are numerous alternations of bard and soft material,
or lines of bedding, joints and the like, which are
like fissures in the rock and give the turbulent
waters a chance to act. Yet again, m stratified
rocks the strata may be horizontal or inclined, they
may be tilted at high or low angles, they may slope
towards or away from the point of attack, or they
may stand, end on, as it were, to the fury of the sea.
And all these differences tend to introduce variety
into the results of sea sculpture. A few illustra-
CAPii bLUMlUON, iN.S.
tions will serve to make the matter more intelligible.
In an earlier chapter reference has been made to
the contrasts exhibited by the different shores of
New Brunswick and Nova Scotia. Now review
these characters in the light of what has been said
above. Why is the "north shore" of New Bruns-
wick generally low, with the adjacent waters shal-
low ? Simply because the rocks which form it are
soft and easily disintegrated, filled with planes
which enable the waters easily to undermine them,
and lying in nearly flat beds, which if not wholly
worn clown to fill up the adjacent waters, remain
only here and there in the form of low bluffs. The
character of the Bay of Fundy shores on the other
hand, leaving out of view for the present the dyked
marshes at its head, are bald and high, because the
rocks of this coast are either hard and crystalline,
or else form vertical or steeply sloping walls of
rock, against which the waves may dash themselves
with comparatively little result. So the Nova Scotia
side of the Bay, like the northern side of Grand
Manan, composed in each case of volcanic rock,
hard and crystalline, presents to the sea an almost
unbroken front as from Blomidon to Briar Island
— or from the Northern to the Southern Head of
Grand Manan, while the shores east and west of
Pictou, like those bordering the Gulf in New
Brunswick are, like the latter, low, and for a like
reason. The shores of the Southern or Atlantic
sea-board are determined in a similar but more
special way, which will presently be noticed.
We have now to observe that as the general char-
acter of a sea-coast is determined by the general
nature of the rocks which form it, so all the minor
details are to be explained as the result of similarly
acting causes. Hard rocks, resisting wear, stand
out as headlands or promontories — such as Point
Lepreau, Cape Spencer, Martin's Head, Point Wolf
and Cape Enrage, in New Brunswick; Cape St.
Mary, Point Fourcher near Yarmouth, Aspotogan
in Chester Basin and many others an Nova Scotia ;
soft rocks yield readily and their removal deter-
mines bays and indentations, of which it would be
easy to cite numerous examples. So at any one
]>oint alternations of hard and soft beds, as illustrat-
ed in the picture on next page of the Nova Scotia
coast near Lockeport, leads to the removal of the soft
strata, leaving the hard to form long parallel reefs
running out to sea. If again, as at "the Ovens"
near Lunenburg, where all these effects may be ad-
mirably studied, steeply inclined strata are turned
end on to the sea, the divisional planes between
the beds are rapidly widened, long but very nar-
row and lofty caves, sometimes a hundred feet dn
length, are prodticed, and toito these the sea, driven
with irresistible force and gradually uplifted to the
roof, sometimes excavates an outlet for itself, and
issues in the form of a jet or fountain known as a
"Spouting-Horn." The well known "Churn" at
Yarmouth and "The Cream-pots" near the same
place are other good illustrations of the incessant
conflict between sea and land.
But now we have to notice a second evidence of
change, and with it to recognize a second lesson
afforded by the study of the coast. It is this, viz.,
that destructive operations in Nature are always
associated with snd folloivcd by constructive ones.
Tf the action of the sea upon the coast is one of wear
and removal, the material removed must be disposed
of. As the sculptor in the carving of his statue is
THE EDUCATIONAL REVIEW.
291
necessarily surrounded by his chips of marble, so in
coast-sculpture chips accummulate, and the assemb-
lage of these chips constitutes our beaches. One
has only to examine the latter to see that this is
the case. At any one point it is easy to see that
the pebbles of the shore are largely made up of
fragments, evidently derived from the bluffs near
by; and if with these there are others that cannot
be so identified, one must remember that the same
agencies, waves, tides and currents, which are at-
tacking die coast, are like the legions of an army,
movable factors, . and may not only loosen but
transport the matter brought under their influence.
Moreover, as the power to transport varies with the
velocity of the moving water, fine material will be
a very good one occurs at Port Maitland near
Yarmouth, and a still finer one a little west of the
mouth of tiie La Have river in Queen's county.
Of muddy deposits the most remarkable are those
about the liead of the Bay of Fund}', adjacent to
the dyked marshes, the latter being themselves de-
posits of similar origin, now only kept from daily
tidal submergence by artificial embankments.
The space at our command permits only of
slight reference to some of the other "lessons of the
coast." Another one of these is that natural changes
are none the less real hecanse they arc slow. As
we cannot recognize by the eye the movement of the
hour hand of a clock, or the growth of a tree, yet
after a certain interval, become aware that a change
KEEK AND BLUFF NEAR LUt.Kfc.FUK 1, N. 8.
readily removed and be carried to a distance, while
heavier and coarser materials will be more easily
dropped. Thus, whether waves, tides or currents
be the transporting agency, the materials of the
l>each will be coarse or fine, just as the action of
these agencies is powerful or weak. Thus, about
exposed headlands and in exposed situations we
commonly find the shore made up of large well
rounded fragments, often too heavy for a man to
lift, and making what are known as sea walls. In
intervening bays the shore is more apt to he sandy
or gravelly, forming "beaches" in a more restricted
sense, while about the mouths of rivers or in off-
shore shallow soundings the material is more com-
monly a fine mud. True "beaches." suitable for
bathing, are found at many points around the shores
of die Gulf of St. Lawrence, but are rare on those
of the Bay of Fund v. So they are not common
upon the Atlantic seaboard of Nova Scotia, though
has occurred, so upon a coast we may be able to
observe very little alteration from one month or
even one season to another, yet, by careful observa-
tion or measurement, extended over a period of
years, we are led to recognize the fact that not only
has there been a change, but that this may be very
considerable. All coasts under the unceasing
attacks of waves, and tides and currents are wear-
ing away, and contributing of their substance to the
< icean floor.
The last lesson to be noted here is derived from a
comparison between the materials of the beach and
those of the siiore from which they were derived.
The beach deposits are pebble beds, sand beds or
mud beds, according as the agents producing them
have been powerful or weak, swift or slow; an ex-
amination of the cliffs near by will show that they are
also composed of pebble-beds, sand-beds or clay-
beds, onlv the latter are hardened into rock. Thus
292
THE EDUCATIONAL REVIEW.
they too represent old beach deposits, and must
once have been at or below the sea-level. The
•land has not always been as it is to-day. How
they became hardened into rock and were lifted to
their present position, perhaps several hundred feet
above the sea, we shall have to enquire in a later
chapter.
March Birthdays.
March 10, 1452. — Ferdinand King of Castile and
Arragon, a't seventeen, married Isabella, heir to the
throne of Castile ; conquered the Moors of Grenada
which he annexed to his dominions ; fitted out a
fleet of three vessels, by which Columbus was en-
abled to discover America; conquered Naples and
Navarre.
March 11, 1544. — Torquato Tasso, an epic poet,
born at Sorrento, Italy. His greatest poem was
"Jerusalem Delivered." His mind became un-
hinged in later life, and he was confined for periods
in a lunatic asylum. He was invited to Rome to be
crowned for his works by the Pope, but died before
the ceremony could take place.
March 12, 1684. — Geo. Berkeley (bishop) born
at Killerin, Ireland; a philosopher and writer of
great merit, wrote the "Analyst" and "A Word to
the Wise", came to America and preached two
years ait Newport, he was a great friend of Dean
Swift.
March 16, 175 1. — James Madison, was fourth
president of the United States, and one of the
framers of its constitution. Contrary to the views
of the people of New England, he declared war
against Great Britain, in 1812.
March 19, 1813. — Dr. David Livingstone, a
famous missionary and explorer was born near
Glasgow, Scotland ; his parents were poor ; he work-
ed in the cotton mills white a boy, attending night
school ; studied with a view of becoming a mission-
ary in Africa; explored the interior of that coun-
try, and discovered some of the sources of the 'Nile ;
died near Lake Tanganyika (1873) where he was
found by Henry M. Stanley, in 1871. His books
on Africa are accurate and of great value.
xMarch 20, B. C. 43.— Ovid (Publius Ovidius
Naso) a great Latin poet, was born at Sulmo,
ninety miles from Rome. He received an elegant
education, travelled, then spent his life at court,
until he was banished. He died in exile. He wrote
chiefly love elegies.
March 21, 1763.— Jean Paul Richter was born
at Wunsiedel, Bavaria; a popular quaint and orig-
inal German author and humorist ; "Titan" was his
masterpiece; "Quiutus Fixilein," his principal
novel.
March 22, 1797. — Emperor William I., born at
Berlin ; ascended the throne in 1861 ; appointed
Bismarck minister of foreign affairs; united the
German people into a nation.
March 28, 1592 — John Amos Comenius, an
educational reformer and writer, born at Nivnitz
in Moravia. Lost all his property on account of the
Spanish wars; taught school in Poland; was in-
vited to several foreign countries to reform methods
of instruction ; he may be rightly considered as the
founder of method; his personality was noble; his
life inspiring. „
March 31, 1732. — Franz Joseph Haydn, born
near Vienna, of humble parents. He was a distin-
guished musical composer, but his early life was a
life of hardship ; his masterpieces were the oratorios
"The Seasons" and "The Creation."
Winter.
Orphan Hours, the year is dead !
Come and sigh ! Come and weep !
Merry Hours, smile instead
For the year is but asleep.
See ! it smiles as it is sleeping,
Mocking your untimely weeping.
As an earthquake rocks a corse
In its coffin in the clay,
So white Winter, that rough nurse,
Rocks the dead-cold year to-day.
Solemn Hours, wail aloud
For your mother in her shroud.
As the mild air stirs and sways
The tree-swung cradle of a child,
So the breath of ihese rude Days
Rocks the Year. Be calm and mild.
Trembling Hours; she will arise
With new love within her eyes.
The rnswer to the 3 nines' puzzle in the February
Review is:
20
9 + 9
•9
Correct solutions have been received from A. E. Barton,
Moncton; C E. Lund. Sackville; and by A. E. G., Belle
Isle, Annapclis county. A. P. G., of the latter place, sends
an ingenious solution, which, however, dees not exactly
meet the conditions.
THE EDUCATIONAL REVIEW.
293
The School From a Parent's Standpoint.
S. D. Scott, Editor of the 'Sun ," St. John.
tbeKuu iu frebiuary.)
But here comes in another element which again
presses more upon die city teacher and pupJl than
upon the teacher and pupil in tne country sohool.
No doubt there is an advantage in scientific grading.
It must be a great saving of labor, and an escape
from confusion. Doubtless 'the course of
study is well devised and adapted to the powers of
tne average on rid. But 1 think there are many
teachers in the town who would like to shake them-
selves free from die restraint and be in an ungrad-
ed country school, where they could have greater
freedom to deal with the actual boy and girl accord-
ing to their needs. It is possible that Procrustes
took technical advice when he made his beds. He
may have measured a hundred or a thousand pris-
oners, ascertained the* average length, and reason-
ed that an individual adjustment to this standard
would be a scientific proceeding. To stretch some
individuals a few inches, to cut a fraction from die
extremities of others might be a personal hardship
but it would simplify the work of bed making and
tend to discourage abnormal types, producing in the
end a well graded and symmetrical corps of grad-
uates, even though some should be crippled and
some dead. A general course of study seems to be
necessary for all schools, and grading is needful in
schools of many teachers. But it seems to me that
with us the system is too much and the individual
too litde.
There arc marked differences of opinion in diis
town, and throughout the country, on the subject
of the school course. Some of the parents complain
that the schools try to teach too many things.
Others would like to see manual training, household
economy, type writing and commercial classes.
Some contend that the schools cost too much, and
that the free classes should close when the high
school is reached. A few would like to see German
added to the languages taught, as English would be
in a high school in Germany. Ghastly stories are
told of girls whose health has been broken bv hard
study in the common schools. Yet every June Dr.
Bridges meets these accusations with a row of girl
graduates in a shockingly robust condition. Many
of us observe that boys and girls of average ability
manage to cover the work of the year, in sonic sort
of way, without altogether neglecting their amuse-
ments. The truth seems to be that die course of
study offers work enough for the average child to
make a creditable record with moderate diligence.
To a dull child, or one with exacting outside duties
and discouraging home surroundings, or feeble
health, the full course may give hard work or more
than can be done. Those who suffer most are pro-
bably the clever competitors for prizes and honors,
who could pass the examination and take a fair
place with half die stud}-. This extra work is vol-
untary. The same amount of extra toil could be
expended on three studies or on one, as is given to
ten or twelve. It is certainly not fair to attribute to
the number of studies any collapse from over work-
on the part of the competitors for medals.
But while I do not believe that die number of
studies at present prescribed, even with manual
training and domestic silence added, is too large to
have in the curriculum, it seems to me to be unwise
to compel every pupil to take them all, or to take a
particular list of them in one year. There is surely
too little adaptation in our schools to die capacity,
the requirement, and the time available for school
work of the various students.
Here in St. John we have, say, 1200 children en-
tering school every year. Of diese one-half or less
jjass beyond the seventh grade. Their school train-
ing is completed at the grade which they are sup-
jxjsed to reach when diev are twelve years old. Of
the survivors, four-fifths fall out before they reach
high school, and of those who go into the high
school hardly more than one i'n four remains to
graduate. That is to say out of a hundred St. John
pupils who enter the schools, fifty have dropped
out at the end of the seventh grade, fifteen are left
to enter the high school and only five are in at the
graduation.
Now this is a case where the authorities should
not leave the ninety and five who fall out, and seek
only after the five who go not astray. These fifty
who stop at the halfway house, are as dear to them-
selves and as important to their families as the fifty
wiiD <,r. > farther. In the first place we parents ask
that it be made easy for them to continue in school,
and secondly that those who cannot continue should
get as much as possible out of the years they stay.
The less time they have at school the more precious
that time is.
But, at this stage, speaking strictly as a parent,
f object strongly to the contention that the high
294
THE EDUCATIONAL REVIEW.
school is here for the rich, that the poor are unfairly
taxed to maintain it, and that in the interest of the
oppressed working man free classes should stop
where the high school begins. The exact opposite
is the case. The high school is the poor man's
college. It is tiie most democratic institution in the
town. Any one who looks over the names will find
that a large proportion, especially of the girls, are
from families who could not afford a private school.
Don't we know boys and girls in the honor list
whose widowed mother supports them by manual
labor ? Have we not seen the sons of mechanics
take the highest prizes these schools offer ? Opu-
lent citizens take their choice between sending their
sons and daughters to boarding schools and making
use of those free classes. They maintain Nether-
wood, Rothesay, Mt. Allison, EdgehJH, Acadia, and
schools in the upper provinces and the old country.
For the poor there is one place where the youth can
take advanced school work, and that is the high
school of the place where his people live. My obser-
vation is that the people who complain most of 'the
cost of this school are not the poor but the large tax-
payers, some of whom are sending their children
away. I am sure that the most of us parents
appreciate the high school and the work that it does,
and that those who desire their children to have
some glimpse of the world of scholarship and can-
not afford them a college training are glad to know
that they can be carried to the sophomore year in a
free school at our doors.
As to the courses of study, let me say again as
one parent, I would like to see them all continued,
and more attention paid to nature-study, manual
training, domestic science, and commercial classes.
At the same time it seems to me that all the children
have sufficient work cut out for them, and a large
proportion of them 'too much. I would go in for
more electives and begin them much earlier. There
are now scarcely any. It is allowed in the high
school to choose between Frenoh and Greek, and I
believe between botany and something else. But
practically everything in the bill of fare is compul-
sory until the high school is reached. The pupil or
his parents are not permitted to follow the example
of the unaccustomed hotel guest who showed the
menu to the waiter and asked whether he might
"skip from here down to there." Not only is the
child required to do all the classes, but he must
make a certain progress in each one every year.
Wkh some small reservation, it is, 1 believe, true
that a child who fails in one or more subjects out of
a lot cannot follow on with those subjects in which
he succeeds, but must go back and take this familiar
work over again, because there was something else
assigned to him the same year that he could not do.
Now I speak with due deference that this seems to
me to be stupid. I know that the teachers and the
superintendent try their best to mitigate the evil,
and that in the lower grades they do not stand
wholly on technical markings, but grade the child
who seems able to do the work of the next room.
As the children grow older the system becomes
more rigid, and many cases of hardship, even of
cruelty, arise. For I take it that it is simply cruelty
to take a boy who is under sentence to quit school
at thirteen, and make him go again over work that
he knows, shut Ling out from him forever all the
advantages of one year of higher training. In such
cases the child becomes listless, having no stimulus
of curiosity and no charm of novelty, and as a
student he is liable to be greatly demoralized
through all the rest of his school days if he does
not fall out altogether.
On the other hand if a point is strained and the
child is advanced to a higher grade, while he does
not understand some of the subjects below, he is
liable to lose touch altogether with these subjects,
and to waste the time he is compelled to give to
them. It would seem possible to me to arrange a
system which would grade a child in some subjects
and to leave him to take the others over again with
his old class. The grading might be to some extent,
by subjects, and not by a level standard, covering
the whole range. That is exactly what would hap-
pen in an ungraded country school, where a pupil
is carried along in each subject as fast as he can get
ahead in it. And it is the same thing that would be
done with an undergraduate or a postgraduate
student in the University of Chicago or the greatest
German universities. There is no educational rea-
son why a child should be reading Caesar at exactly
the same time that he is working a particular book
of Euclid, and there are many reasons why he should
not be made to work over again the geometry that
he knows because he does not know his Latin verbs.
If we read two books and do not understand one,
we do net read over the one we do understand. If
we plant several apple trees, and one or two die we
do not on that account replant the ones that grow.
THE EDUCATIONAL REVIEW.
295
It is not for me to say how the thing should be
done, but since the school is for the child and not
the child for the school I should say that the child
should try again the work that he failed to accom-
plish and go on in that part in which he has suc-
ceeded.
There should be more accommodation to the
powers of the child. It does not seem to be good
economy that one who can do in eight years the
work of the eleven grades, as now arranged, should
be compelled to waste eleven years on it. You
shorten the time by allowing him to take two
years in one, but that may be too much. Why not
have an adjustment by which he can take four
years in three, fairly distributing the task ? If this
cannot be done these extra manual training,
domestic science, commercial classes, and nature
studies come in well as supplementeiries.
But I am more concerned about the dull child, or
the one who is handicapped and cannot do all the
work in one year. It seems to me that instead of
compelling that one to do one year's work in two,
and then perhaps the next year in two, until the
unfortunate is so much taller and older than his
classmates that he falls out altogether, he might re-
peat one-third or one-fourth of his work, taking
two years in three or three in four, and in the end
getting along a great deal farther than he can now.
In every community there are feeble minded
children, whose powers are small but capable of
some slow development. Under our system they
soon became hopelessly derelict. We should
have a school on purpose for these. But for that
much larger number of children of less than
average intelligence, who cannot quite keep the
pace, something better should be done than now
seems possible in the dty school. They might have
a course selected for them, dropping out some of the
work which seems beyond them, leaving them t<>gi
on with studies within the* capacity, or with their
prospective requirements. A child who can not
learn mathematics may learn reading and writing,
the elements of grammar, and be able to take a good
course in history, geography, and nature studies.
Manual training, or scientific training, or h msehold
economy or some of the fads might he the thing
this child needs to introduce h;rn to the world for
which he was born. At all events I see in these
studies something on which the brilliant book stu-
dent and the child with certain other natural gifts
of eye, and hand, and mind, may meet on a level;
where false and one-sided estimates of their relative
values may be corrected, and where the child who
has been almost a derelict in the school, may get
back the proper respect that he had for himself
when he was a baby.
In making the appeal against some features of
the system that seem to me too severe I do not
forget that the chief superintendent and the other
authorities, must have surveyed carefully, as ex-
perts, the ground over which as an amateur I rush
with the recklessness of those who go ahead of the
angels. Dr. Inch has been a teacher, and a good
one, from the common school to the head of a uni-
versity. He knows his business and is sympathetic
in his administration. Inspector Carter is progress-
ive and somewhat radical. Superintendent Bridges
is a thorough workman and a cause of thoroughness
in others. I have hope in them all, that they have
not done the last thing and said the last word in
the regulation of studies. One does not like to
thmk of a school course as of supernatural origin
"which neither listiessness nor mad endeavor, nor
man nor boy can utterly abolish or destroy."
I prefer to think that it is capable of modification
and improvement, that (the way may be adjusted to
enable our children to pursue to the limit of their
time and opportunity the studies suited to them, — not
compelling them, for instance, to take up the study
of a language in the last few months of school life,
with no hope of progress in it, while they are shut
out from advancement in the line of their aptitudes.
It has been found possible in Halifax, where the
schools cost about the same per head as here, to
carry on manual training classes, and to give a
three years' high 'school commercial course. This
last is a modification of die regular 'high school
work, dropping classics and perhaps some of the
natural science subjects, adding the usual com-
mercial studies, with more advanced and practical
work in French and history and economy. Witli
the exception of shorthand and typewriting, nearlv
all the work is done by regular members of die
academic staff. We also can do these things in the
high school, and to a certain extent in the lower
classes, without reducing the value of the schools as
a place of general training and discipline.
Yet, lastly, lot me say I certainly would wish to
guard well the part of the school work thai! makes
f r culture, and manhood, and womanhood, and not
296
THE EDUCATIONAL REVIEW.
entirely give over the schools to bread and butter
studies. When a great number of people are wast-
ing their good time trying to make millions, and a
greater number of people are wasting their time
scolding about them, it would be a good thing to
try to bring up one generation to give attention to
things that last longer.
Lamb's The Adventures of Ulysses.
Notes by G. K. Butler, M. A.
Under his Greek name of Odysseus one of
Homer's great epics (the "Odyssey" tells at greater
length this same story. There are many English
translations of which that by Butcher and Lang is
one of the best. Ulysses was a Greek who joined
in the siege of Troy with the other famous heroes.
The Trojan whose wanderings ended in Italy and
who was regarded by the Romans as their progen-
itor was /Eneas. Of him, too, and his wanderings,
another famous poem was written, the "/Eneid."
p. 97. 5. Ithaca was an island on ithe west coast
of Greece. Is. 9, 10. Compare Howe's lines on his
approach to the shores of Nova Scotia in winter,
"Mantled in snow," etc. 1 II. Meaning of phrases
"partake of her immortality"? and of "enchant-
ments" in 1. 13. 1. 15. Troy was on the northwest of
Asia Minor not far from the Hellespont. It was
known by 'the Greeks as Ilium, hence the tide of
Homer's other yet more famous poem the "Iliad."
1. 16. The Cicous were a people who lived in what
is now called Turkey, just north of the /Egean or
Archipelago, a little to the east of the famous town
of Philippi. 1. 20. Study the word "store." How
is it commonly mis-applied at the present time.
P. 98, 1. 4. Meaning of "make good" as found in
this line ? 1. 5. What part of speech is "some-
thing ? " What is it usually ? 1. 6. Meaning of
"having odds against them ? " 1. 9. "The third
day," parse the word "day". 1. 10. Malea the most
eastern of the three capes in the extreme south of
Greece; modern name St. Angelo. 1. 12. Cythera
is an island just southeast from Cape Malea.
From this point in the story on we are in the
regions of myth, which like "Fairyland" are not
found on the map. 1. 16.
In the afternoon they came unto a land
In which it seemed always afternoon.
These lines and the rest of Tennyson's "Lotos-
Eaters" would interest the children. 1. 20. Meaning
of "pernicious." 1. 24. What part of speech is
"needs"? Parse "eat" in the following line. L 29.
Give another word with the same meaning as
"betwitched."
P. 99, 1. 4. Meaning of "governed by his own
caprice ? " 1. 7. What is our more common word
for "artificers" ? Look up derivation of each and
find a further proof of the composite character of
the language. 1. 11. Look derivation of "hospit-
able" and also of "hospital" and see if there is any
connection between them. 1. 20. Meaning of word
"artless ?" Is it the opposite in meaning to "artful"
as one mJghit expect ? 1. 21. Is "tenant" here used
in its more modern common meaning ? 1. 26.
Here we have "store" again. Compare it with same
word previously used. 1. 27. et seq. The Greeks
regarded as utter barbarians those who drank wine
undiluted with water. Perhaps, too, in these lines
we may get a hint of Lamb's own special weak-
ness. 1. 31. "A goat-skin flagon" may help those
who don't already know to understand the saying
about putting "new wine in old bottles." 1. 35.
Some people use goats' milk altogether, regarding
cows' milk as unclean, and not fit for human food.
P. 100. 1. 2. Meaning of "feeding his flock" ?
Why go to the mountains ? Why not leave them
out at night as we do here ? 1. 5. Meaning of
"against" here ? Of "uncouth" in 1. 7 ? 1. 9. Nep-
tune, known to the Greeks as Poseidon (pron.
Po-si'-don), was one of the three gods who divided
the universe between them. The other two were
Zeus (pron. Zus) and Pluto or Hades. Neptune is
generally spoken of as the god of the sea. 1. 10.
Meaning of 'to a brutish body" etc.? 1. 13. In-
stead of "massy" what word do we generally use?
How heavy a stone could twenty oxen draw ? 1. 27.
The name "Agamemnon" applied to a ship was
made famous in later times by one of England's
heroes. Who was he ? 1. 32. "Jove" was called by
the Greeks "Zeus." It will be seen that Lamb takes
the Latinized form of all the words when there are
different forms. 1. 36. Look up the story of Zeus in
a classical dictionary if you can find one. It is too
long to put in here. 1. 37. Parse "bid."
P. 101. 1. 2. "Wise caution" is characteristic of
Ulysses who was the most crafty of all die heroes,
and in later time his character was represented as
being even worse than merely crafty. He is pictured
bv Sophocles as saying, in effect. "The end justifies
the means." 1. 10. What word means "man-
supplement to we ' Eoucational TReview1
"THE SONG OF THE LARK'
From Painting by titles Adolf he Breton,
THE EDUCATIONAL REVIEW.
297
eaters" ? Where are they found at the present
day? 1. 15. Look up derivation of the word "dis-
tracted."
P. 102. 1. 5. Which one of the gods in particular
took an interest in Ulysses ? The answer can be
found in the story. 1. 10. Meaning of "waxed ;"
what is its opposite ? 1. 24. Study the word "plied".
1. 34. "Heartening"? 1. 36. Meaning of phrase
"were used to heave" ; do we use the word "used"
as here ?
P. 103. 1. 3. Difference in meaning between
"auger" and "augur." 1. 30. Meaning of the word
"ambiguous;" look up its derivation. 1. 31. Meaning
of "gross wit" ? and of "palpable" in the next
line ? 1. 35. Instead of "knots" we would more
likely use some other word. What?
P. 104. 1. 6. Is there anything appropriate in the
term "fools" as applied to sheep. 1. 13. Meaning of
"rout" in 'this line. 1. 32. Meaning of "ebb"? 1. 36.
Homer's epithet applied to Odysseus was "much-
enduring." i. 37. Meaning of "beat the old sea" ?
P. 105. Is. 6, 7. In what part of the Mediterra-
nean are they now, judging by the wind which is to
carry them home? 1. 21. The word "store" again.
P. 106. 1. 10. Study "have;" is it the auxiliary
"have" or another word? I. 32. Express "surpass-
ing human" as one word.
P. 108. 1. 1. Meaning of "cast lots." How was it
done : One way among the ancients was by draw-
ing from an earthenware jar. 1. 20. "Prudentest"
is scarcely formed as the grammars would have us
do it. How would they? 1. 24. meaning of "train"?
P. 109. 1. 10. Embracing the knees was among the
people of that time the favorable mode of making a
supplication. We find it many times in classical
literature. 1. 24. Mercury was the messenger of
Zeus, called by the Greeks Henries. 1. 26. Parse
"bhou," in "thou most erring," etc. 1. 36. Meaning
of "sovereign" here. How is it connected with
usual meaning of word?
P. in. Styx was one of the rivers of Hades,
1. 20. "Massy" here again. 1. 21. "Regale" is com-
monly a verb. Here it is a noun, with what mean-
ing?
P. 112 Teiresias, the seer, is one of the
characters in the most famous of Greek plays,
"(Edipus Tyrannus.
To be continued
The Canadian Forestry Association meets at
Ottawa, March 8.
Art Notes.— No. IV.
By Hunter Boyd, Waweig, N. B.
The Song of the Lark.
The pioture selected for this month, is a well-
known work, by Jules Adolphe Breton (born
1827 -).
One would like to know what title it would be
likely to receive if, the label being concealed, it
were examined by persons, who had not previously
met with it, in any form of reproduction. Such per-
sons are happily now, more seldom met with in
any walk of life, and yet we note that die lark oc-
cupies small space in the whole picture. Again let
us suppose that the label is displayed, but the little
bird concealed, and many persons will probably be
of opinion that the singer is the peasant girl, who
because she is an early riser, or for some other reason
is called a lark. In order to justify the title given
by Breton, that little speck in the heavens ought
to dominate the whole picture, and we are confi-
dent it does. It is very singular that we have
been introduced to three pictures in succession, that
depend upon the suggestion of sound for their en-
joyment, but unless the Barbizon artist can make us
hear the lark as it soars, we shall fail to share the
feelings of the girl, and her sympathetic painter.
Most of us are at a disadvantage in one respect, for
there are few in these provinces, who have either
seen or heard the true skylark. Hence the study
of this pioture is a particularly good one for the
strengthening of the imagination, not alone 'the
visual, but largely the . formation of vocal imagery.
We have not only to follow up the hints here
given of rural life in France, and particularly of
Barbizon, from the aspect of the landscape, the
dress of the girl, the prevalence of hard labor, but
we have to reproduce 'the lark and its merry
song, and by noting its effect upon this peasant we
stand at the side of Breton and are enriched by his
experience.
If our admiration of the picture presented with
this copy of the Review ; leads to the purchase of
others, by the same artist we shall soon become ac-
quainted with his types, and learn how he regarded
them. For this purpose, we specially commend his
pictures, of Gleaners, — two pictures, quite unlike
Millet's work of same title — also "A Sifter of Colza"
and "The Reapers"?
We note the dress in the former, the head cover-
ing, and the bare-feet, and in the latter the sabots
298
THE EDUCATIONAL REVIEW.
worn by the girls, and the recurrence of the sickle.
It is said Breton's peasants have more poetry and
less realism than those of Millet. That would be a
good point to discuss in a picture study club, such
as could easily be formed in grades above the
seventh or eighth, and certainly a fruitful exercise
in a teachers' association.
The features of the land are not important in
our picture, but the artist shows his skill by pass-
ing over all elements which might otherwise de-
stroy the unity of his picture. We have the
round conical hay-stacks on the left, a portion of
a house-roof is seen behind some trees, and the sun
is not allowed to dominate the scene. Let the
scholars discuss whether it is sun-rise or sun-set, —
discuss not guess. Ask questions as to the shadows
in the picture, the aspect of the sky, and chiefly in
relation to the determination of the season agricul-
turally. For older scholars it may be permissible
to enquire if Breton was as successful in treatment
of landscape, clouds, etc., as persons.
To lovers of birds there is a good opportunity
for a nature-study on larks — the sky-lark, horned-
lark, and meadow-lark Where possible procure
pictures of the various kinds, and their nests, and
eggs, and note the peculiarities of habits. It is said
there are two kinds of meadow4ark in Canada.
The typical form is found in more or less abund-
ance in Ontario east of Manitoba, and the western
meadow lark is abundant on the prairies. The
western is the larger, somewhat lighter in colour,
and a beter songster. The sky lark some may
have seen and heard in cages but otherwise we have
chiefly to depend upon the accounts given in books
upon birds, and upon allusions in the poets.
Wordsworth gives two poems "To a Sky-lark."
These may be learned by the scholars, and contrast
what he says in his poem and sonnet "To the
Cuckoo," only it must be borne in mind that
cuckoos have been seen. The sky-lark is one of the
best known British birds, and is a general favorite
on account of its song. It rarely sings on the
ground, but prefers to pour forth its music as it
floats on the air.
Shakespeare in Romeo and Juliet, III. 5, says,
"'The lark, whose notes do heat
The vanity heaven so high above our heads."
In "Birds and All Nature" magazine for March,
1900, page 101, there is a poem by Ada M.
Griggs, probably based on our picture, and entitled
"The Song of the Lark."
Those scholars who have the good fortune to
be acquainted with musicians may induce them to
play "Little Birds" by Edward Grieg, and in some
of the musical and other magazines there are
articles on "Voices of Nature."
In a musical party, it would be possible to have
one of the number play over the bird-notes, and
then invite the company to name the bird.
But for the less fortunate teacher or scholar
there is still the possibility of recalling the most
cheerful motes, or songs yet heard, and observation
for fuller acquaintance may be promoted.
In the N. B. school readers there is a story of a
man who heard the lark sing in Australia, and his
feelings are described ; and Alfred East has told us
how he felt under a similar experience in Japan.
Breton's Peasant hears the song and :t thrills her.
She desires no pity because of her arduous lot.
She marches forth with her sickle like a conqueror,
and one could imagine her exclaiming with Emer-
son ; "Give me health and a day, and I will make the
pomp of emperors ridiculous."
Picture-Study Queries.
S. McF. — I cannot say what has become of the
Revolutionary battleship Constitution. Some Brkish
battleships have been preserved as relics but "The
Old Temeraire" was not.
R. G. — Send for a copy of "Our Dumb Animals,"
a 16 page magazine. Teachers can have it for 25c.
published by Geo. T. Angell, 19 Milk St., Boston.
Julia S. — The fullest illustrated account of Land-
seer is published by Houghton, Mifflin Co., Cam-
bridge, Mass., in the Riverside Art Series.
Beginner. — Blashfleld's work has been chiefly de-
corative. Christmas Chimes is his best known oil
painting.
Primary Teacher. — A true picture is something
more than form and color. It is representation
plus the individuality of the artist.
Violet. — It is not well to set pictures of anguish
before young scholars. Do you think the expression
of the dog in "Saved" is too painful ?
Riverside. — There is an excellent illustrated
account of J. M. W. Turner, R. A., in "The Cana-
dian Magazine." August, 1905. It is brief but con-
tains four good pictures.
THE EDUCATIONAL REVIEW.
299
W. E. R. — Always try to get pictures similar in
conception. It calls for close observation and dis-
crimination.
Lexicon. — See The Educational Review, July-
Aug., 1905, for treatment of "The Function of Art
in Public Schools." and as to choice of subjects for
Rural Schools see p. 278 in April, 1904.
Waweig, N. li. H. B.
The Lark by Lake Bewa, Japan.
Alfred East.
(His first published poem.)
The motive of this little story
Told in the land of the rising sun
I* a tribute from me, — and a feeling
Of thanks for a sentiment won
Back from the scenes of my childhood,
A reflection of earliest days,
A rush over time and distance
Through the cranks of life's rough ways.
A vision of home and my mother
Flahes out like a light in the dark
As I hear on this sweet May morning
In Japan, the voice of the lark!
The breeze brings songs of the boatmen
Which ebbs with the rustle of the) weeds'.
The water is laughing and flashing
To the mill through its banboo leads,
While the hills across the water
Are changing from gold to dun
As the fitful shadows wander
O'er the land of the rising sun.
But beyond the changing hills,
To my English home and birthplace,
I am borne by those wild thrills,
And the road and the wild green rice fields
And the grey roofed cottages there,
Melt into an English mer.dow
And an English homestead fair.
I lie Egain 'mid the daisies,
Which bend in the soft-toned breeze
That wafts the scent of the rich ripe flowers
Through the branches of blooming trees.
That's my dream while the lark was singing
But his song was, alas, soon done
Yet the dream was fair and pleasant
In the land of the rising sun.
January grey is here.
Like a sexton by a g ave;
February bears the bier;
March witli grief doth howl and rave;
And April weeps ; but, O ! ye Hours !
Follow with M-y's fairest flowers.
— Percy Bysshc Shelley.
Reproduction of Stories.
Miriam L. Dyzart, Kent County, N. B.
The object of training pupils to reproduce stories
is to help them understand what they read, and
express what they understand. Simple stories
should be used first.
What is the central idea, what are the attendant
circumstances of the leading features, and how
these bear upon the former, should be clearly seen
by the pupil before any attempt is made at repro-
duction. If necessary, a system of questions should
be proposed by the teacher which will urge the
children along the lines of comprehension ; which
will, by the subtle suggestions, expose the secrets
concealed in the language employed in the story be-
fore them. Well planned questioning has, in this
manner, produced results quite wonderful — open-
ing up new vistas to die view of the pupils, enlarg-
ing the use of their powers, and engaging these
young minds in what is to them a novel and inter-
esting work.
The questioning method should be continued only
until the child can see clearly into the substance of
the story and can distinguish main from subsidiary
features. When he has arrived at this stage of
development lie can probably think with some
system and arrange his ideas and thoughts into
fairly intelligible order. He is now able to inter-
weave his own thoughts into the thread of the story
as he reproduces it, and so is in a fair way to begin
to criticize, to approve or to condemn.
All this while, of course, our young friend has
been exercising his powers of expression, has been
turning into his own words ideas collected from the
stories. Facility follows exercise.
Progress is at first slow, but assiduous practice
begets ease of accomplishment, avoidance of tau-
tology necessitates variety of expression and thus
is acquired the invaluable quality of style.
The good results of rq>roduction will early be
seen in letter-writing. Here the child may have
earlv opportunity to express original ideas — ideas
prompted and suggested by association of friends,
family and familiar topics. Letter-writing is a large
part of the writing of most people, and the only
writing of many. Next to correct speaking, child-
ren should be taught le-ter-writing, and no better
preparation can be made for this than reproduction.
Almost equally important with the paraphrasing
of printed stories, is the reproduction of picture
300
THE EDUCATIONAL REVIEW.
stories. These stories of pictures may be repro-
duced in the same manner as other stories. Give
the child a picture and by the questioning method,
help him to interpret the drawing, and to describe
it and discuss it, — in other words 'have him trans-
late a picture into a letter.
All this training makes the pupil more observant
of what passes under his notice, teaches him to look
into the heart of things, to get at the gist of matters.
It will, if resolutely adhered to, bring pupils to such
a stage of excellence in composition, in the art of
grasping, grouping and displaying of ideas, as will
brighten the material prospects of every young
person who goes out into the world.
Problems in Arithmetic— Grade VIII.
G. K. Butler, M. A.
I. If 500 lbs. avoirdupois be bought at 75c, a
lb., and 20 per cent duty be paid, and if they sell at
8c. an oz. apothecary's ; find gain.
2 1,000 kilograms cost 20 cts. a kilogram and
after paying 20 per cent duty sell for 15 cts. a lb.
apothecary's ; find gain.
3. How long a rope will allow a horse to feed
off half an acre if he be tied in the centre of a
large field ?
4. If 500 gallons cost 10 cts. a gallon, and if
the freight is 5 cts. a gallon, the duty 30 per cent,
the gain 25 per cent, find selling price per liter.
5. How many gallons will a cylinder hold if it is
40 inches in diameter and 15 inches high ?
6. Find area of the larger of two concentric
circles when the radius of 'the inner is 25 feet and
the width of the ring between 5 feet.
7 Find the area of a right-angled triangle whose
base is 17 feet and hypotenuse 25 feet.
8. If a book is sold for $2.50 at a gain of 20
per cent, what would have been the gain per cent
had ilt sold for $2.25 ?
9. Slates cost 50 cts. a dozen and after paying 20
per cent duty, are marked at such a price that the
gain is 75 percent, after giving 12 1-2 percent.
discount ; find marked price of each.
10. Find in ac. sq. rds. sq. yds. sq. ft. sq. in.
the area of a trapezoid whose parallel sides are 300
yards and 400 yards each and whose altitude is
125 yards.
11. In what time will the interest on any sum of
money amount to 2-3 of that sum at 4 per cent per
vear r
12. $800 is divided among A, B, and C, so that
A. gets as much as B and C together and C one
third as much as B ; find what each gets.
13. An agent buys flour for a retailer at $5 a bbl.
on 2 per cent commission. The freight is 25 cts. a
bbl. and the gain 12 percent; find selling price per
bbl.
Answers: (1.) $1331-3; (2.) $161.87 1-2; (3.)
83.26 feet; (4.) $.049; (5.) 67.98 gallons; (6.)
2827.44 sq. feet; (7.) 155.8 sq. feet; (8.) 8 per
cent; (9.) 10 cents each; (10.) 9 ac. ; 6 sq. rds;
8 sq. yds.; 4 sq. ft; 72 sq. in.; (11.) 162-3 years;
(12.) A. gets $400; B. $300, and C. $100; (13.)
$5.99 per bbl.
Mental Arithmetic.
F. H. Spinney, Oxford, N. S.
Areas.
Problems relating to areas are very suitable for
mental arithmetic, and are appropriate for children
of nearly every grade.
The first lesson in the lower grades should be
accompanied by drawings on the board to represent
the practical application of the principle involved.
Let the teacher draw an oblong 8 inches by 6 inches,
and divide it into square inches. Then draw another
one 4 inches by 3 inches, and divide it in the same
way. Now ask die pupils to count Che little squares
and give diem a name. They are square ( ?)
After counting die little squares contained in
several rectangles, ask the pupils to tell how many
there are without aotually counting diem.
Now they are ready for some questions like die
following :
Length. Width. Areas.
10 in. 6 in. ?
30 fit. 12 ft. ?
20 in. ? 100 sq. in.
? 9 ft. 108 sq. ft.
A great number of such questions can be done
in a few moments. Ask for "hands up" to answer
each question as it is put down. After 12 or more
questions are down, erase all die numbers under
length or width and have diem replaced as quickly
as passible.
The next step is to ask the pupils how many of
the smaller oblongs will exactly cover the large one.
Th's some of them will readily observe. Then
make some more small ones of different sizes until
all in the class clearly see how such a problem is
THE EDUCATIONAL REVIEW.
301
solved. Then ask what large oblongs can be repre-
sented by figures like those on the board. The
answer will quickly come, — black-boards, ceilings,
floors, etc. Now if our large oblong is a floor, what
is the smaller one? Of course, a mat.
Now we are ready for more advanced work:
Floor. Mats. Number of Mats.
12x10 4x3 ?
20x15 5X2 ?
360 sq. ft. ? 30 mats
? 12 sq. ft. 20 mats
40X ( ?) 10x8 10 mats
From such problems as these the teacher can
proceed to carpeting floors, papering, etc. In
carpeting questions it is well at first to consider
pieces of carpet 3 feet long and of various widths :
Floor. Pieces of Carpet. No. of Pieces.
30x20 3x2 ?
21x12 3x3 ?
After twelve or more such questions are placed
on the board any one of the above columns can be
erased, and the numbers supplied.
Thus:
Floor. Pieces of Carpet. No. of Pieces
30 x 20 3 x ( ?) 100 pieces.
21 x ? 3X3 28 pieces.
Pupils from grade IV to grade VIII will
profit by a long drill in such problems as the above.
They prove far more interesting to pupils of grade
IV than such problems as to find the divisor when
the dividend, quotient and remainder are given,
which questions, by the way, are about as useless
and monotonous as anything that could be imagined.
In the above problems it is often required to find
the divisor in a much more practical and interest-
ing way.
A writer in the Springfield Republican recommends the
following parts of the Bible as specially fitted for reading
when one is in a pessimistic mood :
If you have the "blues," read the 27th ps-<lm.
If your pocket-book is empty, read the 37th psalm.
If people seem unkind, read the 15th chapter of John.
If you are discouraged about your work, read the 126th
psalm.
If you are all out of sorts, read the 12U1 chapter < f
Hebrews.
If you are losing confidence in men. rerd the 13th chap-
ter of I Corinthians.
If you can't have your own way in everything, ke^p
silent, and read the third chaper of James.
Boyle's Law
John Waddell, Ph.D. , School of Mining, Kingston
Last summer by far the greater number of the
papers at the examination in Physics of Grade XL
in Nova Scotia contained an answer to the question
on Boyle's Law and I think I am within the mark
in saying that in fully ninety per cent there were
two errors. For one of these errors the textbook
might be held responsible because the textbook is
not perfectly clear ; for the other error the textbook
was in no way to blame. I shall consider the latter
error first.
The proof of the law usually given consists in
showing that when the pressure on a quantity of
air is doubled the volume of the air is halved. The
air is enclosed in the short arm of a bent tube the
long arm of which is open to the atmosphere.
Mercury is poured in at the open end and is adjust-
ed so that the level is the same in both arms, thus
ensuring that the pressure on the air in the short
arm is exactly that of the atmosphere. If mercury
be now poured into the open end its weight will
exert a pressure and compress the air in the short
arm ; hence the mercury will rise in the short ami
but not so rapidly as in the long arm because of
the resisting air. If sufficient mercury be poured in
a time will arrive when the mercury in the long arm
is thirty inches higher than in the short arm. The
pressure in the short arm is now greater than it
was before by a pressure due to a height of thirty
inches of mercury. But the pressure of thirty
inches of mercury is the pressure exerted by the at-
mosphere; hence the enclosed air now has the pres-
sure due to the atmosphere and die pressure of the
mercury which is equal to the atmospheric pres-
sure, therefore the pressure is equal to two atmo-
spheres. It will be noted that the level in the long
arm is thirty inches higher than in the short arm
but as the level i'n the short arm is higher than it
was at the beginning the level in the long arm will
be, by the same amount, more than thirty inches
higher than it was at the beginning.
Now this is just where the error came in. By
far the greater number of examinees after making
the first adjustment said to pour in thirty inches
of mercury, or to pour in mercury till the level is
30 inches higher than before not realizing that it
is the difference of height in the two arms that must
be thirty inches.
The textbook after giving the proof correctly as
302
THE EDUCATIONAL REVIEW.
regards pressure says : "From >tihis experiment we
learn that at twice the pressure there is half the
volume while the density and elastic force are
doubled. Hence the law : — The volume of a body
of gas at a constant temperature varies inversely as
the pressure, density, and elastic force." In the
proof nothing was said about destiny and elastic
force ; doubtless their relation to pressure is discuss-
ed elsewhere in the book. Of course what is meant
is, that the volume varies inversely as the pressure;
or, what is the same thing, it varies inversely as the
elastic force. The almost universal opinion among
the examinees was, however, that the volume varied
as each of these factors, and those whose knowledge
of mathematics was rather more extended than
usual made the natural deduction that the volume
varied as the product of the three factors and wrote
an equation.
Why Some Birds Hop and Others Walk.
(Sent by Miss G. F. Crawford, Riley Brook, N. B )
A little bird sat on a twig of a tree,
A swinging and singing as glad as could be,
And shaking his tail, and smoothing his dress,
And having suah fun as you never could guess.
And when he had finished his gay little song
Hie flew down in the street a(nd went hopping along,
This way and that way with both little feet,
While his sharp little eyes looked for something to eat.
A little boy said to him : "Little bird, stop,
And tell me the reason you go with a hop,
Why don't you walk, as boys do and men,
One foot att a time, like a dove or a hen?"
And the little bird went with a hop, hop, hop ;
And he laughed and he laughed as he never would stop,
And he said : "Little boy, there are some birds that talk
And some birds that hop and some birds that walk.
Use your eyes, little boy; watch closely and see
What little bird's hop, both feet just like me,
And what little birds walk 'like the duck and the hen,
And when you know you'll know more than some men.
Every bird that can sora/tch in the dirt can walk;
Every bird that can wade in the water can walk ;
Every bird that has claws to catch prey ca/n walk;
One foot at a time — that is why they can walk.
"But most little birds who can sing you a slong
Are so small that their legs are not very strong
To scratch with or wade with, or catch things — that's why
They hop with both feet. Little boy, good by."
[The exceptions to this rule are rare. The rule is gen-
erally correct, and so simple as easily to be iremembered.]
— Selected.
Old-Fashioned Things.
(Sent by Miss Glendine Brewster, Albert Co., N. B.
Old-fashioned things! How tenderly we love them!
Old-fashioned haunts, so distant and so near!
How gently, fondly, Memory speaks of them;
How wholesome, sweet and restful they appear.
Within this age of bustle, fret and hurry,
How grateful it would be if we had wings
To fly to boyhood and forget our worry
Amid old-fashioned things.
Old-fashioned, from modern sins untainted;
Old-fashioned chambers, roomy, cool and high ;
Old-fashioned paintings with their faces sainted;
Old-fashioned downy beds on which to lie;
Old-fashioned wares, with no cheap imitations;
Old-fashioned folks that practise what they preach ;
And, free from all our slangy innovations,
Old-fashioned forms of speech.
Old-fashioned love that knows no turn or changing,
But to its plighted word is ever true;
That does not over all the world go ranging
In search of victims and sensations new.
Old-fashioned brides with roFes in their faces;
Old-fashioned modesty in womanhood;
Old-fashioned firesides that are sacred pkces ;
Old-fashioned love of good.
Old-fcshioned honesty, forever spurring
What bears the stigma of unhallowed gain;
Old-fashioned justice that will brook no turning
And on whose robe there can exist no stain ;
Old-fashioned frugal, plain and simple living,
And, though they seem just now z trifle odd.
Old-fashioned prayer and worship and thanksjiving —
Old-fashioned faith in God.
I welcome progress. Let the world move onward
Until the human cycle is complete,
But while we keep our minds and faces dawnward,
Let us not lose the wholesome and the sweet.
There is so much of loyalty to duty
Within the past, that all my spirit sings
The sterling worth, simplicity and beauty
Of good, old-fashioned things.
Reputation is wh: t men and women think of us; char-
acter is what God and the angels know of us. — Paine.
Constable — And the prisoner said, washup, as
how somebody had blown the gaff. His Worship
— What does that mean ? Constable — Why, given
him away, your washup. His Worship — And
what may that mean. Constable — Why, rounded
on him sir. His Worship — I am still ignorant of
your meaning, my man. Constable — Why, yer
washup, he meant as how somebody had peached
on him ; squealed, yer washup. His Worship —
What language are you speaking, constable ? Con-
stable— Brixton 'III, your washup." — London Tele-
graph.
THE EDUCATIONAL REVIEW.
330
The Tale of Twelve
We are twelve sisters gay !
Our number isn't small,
But in our ample home
There's room enough for all !
In temper and in taste,
We do not all agree,
So we have been arranged
In companies of three.
D., J. and F. lead off,
In wild and merry sport;
They skate and slide and coast,
And build the snowy fort !
Two Ms. and A. come next,
They scold and sulk and smile !
And when they've done their work
They play a little while !
Then come two Js. and A.
A sunny happy crew !
Warm-tempered to be sure,
But loving, kind and true!
Then S. and O. and N.
Most favored ones of all !
They play when nuts are ripe,
And when the apples fall !
Now, children, who are we?
Can anybody say?
We've danced a*id played with you
Full many a happy day.
— Selected.
Punctuality.
The most obvious method of teaching Punctuality
is sometimes ignored. That is, let the teacher set
the example by being punctual herself. We do not
mean that she should come to school at the proper
time — of course, she does that — but that every re-
citation begins exactly on time, that change of
classes be managed quickly and promptly, that time
from one recitation be not stolen for anoCier
When the programme for the day has once been ar-
ranged, see that the work begins promptly, not five
or six minutes after the schedule time. Let each
recitation begin on the minute, insist upon instant
obedience to signals, and do not take time from the
intermission for recitations or reproving the class.
You will son find that your pupils are unconsciously
growing more prompt and attentive, and also that
there is time for everything to the teacher who
knows how to economize the minutes. — Exchange.
A Birthday Party.
Jean lived in the country near some big woods.
She was the only child in the house. And there
were no other little girls for miles around.
When Jean was seven years old she had a birth-
day parity. She had so many guests she couldn't
count them. She set the table out of doors on the
crust. There were fresh bread-crumbs, from her
big birthday cake. The guests came and helped
themselves. They were very noisy. They chatter-
ed and scolded. Can you guess who they were ?
First came some blackbirds. Then up hopped a
dozen hungry chick-a-dees. Next, down flew five
•pretty bluebirds just back from the south. When she
saw her last guest, Jean clapped her hands. He
was a round, bright-eyed Robin Redbreast — the very
first one she had seen that spring !
The birds ate up every single crumb. Then they
chirped their gay little "Thank you" and flew away.
Jean said it had been the best birthday party any-
one ever had. — Primarv Education.
Probably a great hymn never had a more humble
origin than Onward Christian Soldiers, which is
one of the most popular of our modern hymns. In
the Delineator Allan Sutherland writes : "A great
school festival was to be held in a Yorkshire village
on Whit-Monday. 1865, and the scholars of Tor-
bury P>ridge school over which the Rev. Sabine Bar-
ing-Gould was curate, were invited to attend. As
the place of the celebration was some distance away
the minister thought it would be an excellent plan
to have his scholars march to the singing of an ap-
propriate and stirring hymn. Fortunately for our
hymnology, he could find nothing in his song books
suitable for such an occasion, so from sheer neces-
sity he sat down the Saturday evening preceding the
celebration and composed the great processional
hymn, little dreaming that he had produced that
which would be world-wide in its usefulness and
make his name a household word. Baring-Gould
is an authority on many subjects, and is a volum-
inous writer, having published nearly one hundred
volumes. The few lines hurriedly composed on a
Saturday evening as a marching song for a band of
little children will doubtless give to his name great-
er fame than all the books he has ever written.
304
THE EDUCATIONAL REVIEW.
The Way to be Happy.
A hermit there was, and he lived in a grot,
And the way to be happy, folks said, he had got;
As I wanted to learn it, I went to his cell,
And when I came there, the old hermit said : ''Well,
Young man, by your looks you want something, I see;
Now tell me the business that brings you to me."
"The way to be happy, folks say, you have got;
And wishing to learn it, I've come to your grot.
Now, I beg and entreat, if you have such a plan,
That you write it me down as plain as you can."
Upon which the old hermit, he went to his pen,
And brought this note when he came back again :
" 'Tis being and doing and having that make
All the pleasures and pains of which mankind partake;
To be what God pleases, to do a man's best,
And to have a good heart, is the way to be blest."
— Lord Byron.
payment of a good salary, and by due recognition of
the work of the programme of the school, manual
training will have the same dignity that other sub-
jects have and the school will succeed. — Calvin M.
Woodward in N. Y. Outlook.
The Purpose of Manual Training.
Manual Training should be rational from begin-
ning to the end, like the theorems in geometry. In
geometry the main end sought is not a collection of
mathematical facts, no matter how important these
facts are ; the most valuable thing for the student is
an absolute comprehension of the methods of geo-
metrical reasoning. It is so in educational tool-
work. The form of model to be executed does not
represent the value of the training; the valuable
thing remains in the boy's head and band ; the exer-
cise and tools are indispensable means by which
that valuable training is secured.
The object of manual training is mastery — mas-
tery of the external world, mastery of tools, mastery
of materials, mastery of processes. Many mistakes
have been made, arising from the wrong notion of
the object of manual training. Hence in one local-
ity manual training has a strong tendency to run into
trade training; in another it runs into art work; in
another it runs into the factory idea and aims at pro-
duction rather than education. Some people fancy
that manual labor is the same as manual training.
The teacher of manual training should be ex-
pert. Not merely an expert carpenter, or machinist,
or a finished draughtsman, but he must be well
educated and an accomplished teacher, and he must
be skilful in the use of his tools ; above all he must
understand exactly what he is there for, what
manual training is, and what he is expected to .
accomplish. If possible he ought to have had a thor-
ough course in a first-class manual training school
supplemented by a college or technical course. In
this way, by the selection of a good teacher, by the
Lines in Season.
To lay up lasting treasure
Of perfect service rendered, duties done
In charity, soft speech, and stainless days :
These riches shall not fade away in life, '
Nor amy death dispraise.
— Edwin Arnold.
A laugh is worth a thousand groans in any market.
— Charles Lamb.
But words are, things, and a small drop of ink,
Falling like dew upon a thought, produces
That which makes thousands, perhaps millions, think.
— Byron.
The Golden Rule is not always the rule of gold.
It is better to trust and be cheated than never to trust.
That I spent, that I had;
That I kept, that I lost;
That I gave thajt I have.
One today is worth two tomorrows.
Talk and tattle make blows and battle.
Big things are done by help of little things.
Remember, three things come not back : the sped arrow,
the spoken word, and the lost opportunity.
The year's at tine spring
And dajy's at the morn;
Morning's at seven;
The hillside's dew-pearled;
The lark's on the wing;
The snail's on the throne
God's in His heaven —
All's right with the world !
— Browning, Pippa Passes.
Better pat an animal than slap it.
The workshop of character is everyday life. — Babcock.
It is not what stays in our memories, but what has
passed into our chancters that is the possession of iwr
lives. — Phillips Brooks.
Good character is property. It is the noblest of all pos-
sessions.— Samuel Smiles.
It a man empties his purse into his head, no man can
take it away from him. An investment in knowledge al-
ways pays the best interest. — Benjamin Franklin.
A good name is rather to be chosen than great riches,
and loving favor than silver and gold. — Bible.
THE EDUCATIONAL REVIEW.
305
Who Loves the Trees Best?
Who loves the trees best?
"I," said the Spring.
"Their leaves so beautiful
To them I bring."
Who loves the trees best?
"I," Summer said.
"I give them blossoms,
White, yellow, red."
Who lover, the trees best?
"I," said the Fall.
"I give luscious fruits,
Bright tints to all."
Who loves the trees best ?
"I love them best,"
Harsh Winter answered,
"I give tihem rest."
National Hymn.
The report that Switzerland has decided to
change her national anthem, owing to the identity
of its melody with that of the national anthems of
Prussia and of Great Britain, reminds me that, al-
though the words of the French national anthem,
"La Marseillaise." are by Rouget de l'lsle, very few
people are aware that the melody is German, and
that, as shown by the late Castil Blaze, the most
eminent musical critic of the nineteenth century,
the air was borrowed by Rouget de l'lsle from a
collection of German religious melodies. The Aus-
trian national hymn was composed toward the latter
end of the eighteenth century by Francis Joseph
Haydn, though whether on his own initiative or
by imperial order is not quite certain. These
national anthems, contrary to general belief, are a
relatively modern institution, for until the eigh-
teenth century no country possessed a national
anthem of any kind. One of the first nations to
adopt a national anthem was Great Britain, and con-
siderable pains were taken to emphasize the fact
that it was King George I., and not the Jacobite
Pretender who was meant. A preposterous attempt
has been made to prove that the melody of "God
Save the King" was a composition of Ix>rd Hali-
fax's illegitimate son, Henry Carey, but the air is a
very much older one, of a religious order, and was
adopted almost immediately afterwards by Prussia
and by Russia, Switzerland and America following
suit later.
At the end of the eighteenth century there were
at least five countries — Great Britain, Prussia, the
United States, Russia and Switzerland — using
identically the same melody for their national
anthem. Emperor Nicholas I., at the time of the
Crimean War, decided to cast aside a national
anthem borrowed and imported from the enemy,
and to substitute for it a genuine national anthem
of native composition. The present national an-
them of Russia is probably the only one that was
ever adopted as a result of an open competition —
like the legendary tournaments of the bards of the
Court of Thuringia, of the mastersingers of
Nuremberg, and the violin makers of Cremona.
The musical committee of selections rejected all the
anthems sent in but two, the respective merits of
which were left for the Emperor to determine. One
' was by Glinka, the renowned composer of "Life for
the Czar." The other was by Lyoff. Glinka's
hymn was thoroughly Russian in character, and in
the form of a march. Lyoff's was more solemn,
but much less original. He knew, however, that a
high military style of instrumentation would appeal
to the Imperial ear, and his drums and trumpets de-
cided Nicholas against all claims to recognition on
the part of the more artistic Glinka. Nicholas,
however, cannot be said to have made a bad choice.
Both works were good, and if he preferred the more
demonstrative of the two it was probably because
he knew so well the tastes of his people. —
McCall's Magazine.
(ille
The
The
['lie
Th
I'll
Ih
I'h.
Guess the Names of the Rivers
s the name of the river that serves to hold fast.
The river that grows on a tree,
river where Oxford and Cambridge compete.
1'he river that's found in tihe sea.
river that actress and soldier both use.
The river that crawls on the ground,
river that puppies and kittens imbibe.
The river where breezes abound.
river up which Fultcn's steamboat first
The river that makes the heart glad,
river whose current drains five mighty lakes.
The river with which you catch shad,
river that's fried with a juicy beefsteak.
The river Rome's bravest once swam,
river whose name is a light-hearted Scot.
The river rplield by a rr m.
■ailed.
Hack of the loaf is .he snowy Hour,
And hack of the flour the mill,
And hack of the mill in the wheat and the shower.
And the sun and the Father's will.
— M. D. Babcock.
306
THE EDUCATIONAL REVIEW.
A Tale of a Bonnet
Part I. The Bonnet.
A big foundation as big as your hand;
Bows of ribbon and lace;
Wire sufficient to make them stand;
A handful of roses, a velvet band —
It lacks but one crowning grace.
Part II. The Bird
A chirp, a 'twitter, a flash of wings,
Four wide-open mouths in a nest ;
From morning till night she brings and brings,
For growing birds they are hungry things —
Ay ! hungry things at the b^St.
The crack of a rifle, a shot well sped;
A crimson stain on the grass ;
Four hungry birds in a nest unfed —
Ah! well, we will leave the rest unsaid;
Some things it were better to pass.
— Our Dumb Animals.
Current Events.
H. M. S. Dreadnaught, which has just been launched at
Portsmouth, England, is the largest and most powerful
battleship afloat. Work upon this ship was begun in
October last, and she will probably be ready for service by
the end of this year, the rapidity of the work being not
the least remarkable feature of her construction.
Sir Frederick Treeves is quoted as saying that of the
British soldiers who went to tlhe relief of Ladysmith, dur-
ing die South African war, those first to fall out from
fatigue were not the fat or the thin, the young or the old,
the short or the tall, but those who drank. So well marked
was this fact that the drinkers could not have been more
clearly distinguishable if they had worn placards on their
backs.
The Shah of Persia has yielded to the demand for a
national assembly. The mullahs, or Mohammedan priests,
were at the head of the movement for this reform.
The Statement that the Danish explorer, Mikkelsen, vho
is planning to sail to the west of the Perry Islands in
search of unknown land, will plant there, when he finds it,
the flag of the United States, reminds us of the fact thit
the United Mates territory of Alaska is nearer to the
North Pole than any part of our mainland west of the
peninsula of Boothia.
King Christian IX.. of Denmark, died on the 29th of
January; and his body has been laid in the old cathedral
at Roskild, the ancient capital, where Kings of Denmark
have been buried for nearly a thousand years. He is suc-
ceeded by his eldest son, who takes the title of Frederi.-k
VIII. King Frederick is a brother of our Queen, of the
Dowager Empress of Russia, and of the King of Greece,
and father of the new King of Norway. His eldest son
is now the Crown Prince Christian. The names of
Christian and Frederick have been borne by the Danish
=overeigns alternately for the last lour hundred years.
It is not generally known that King Edward holds a
diploma in forestry, a science which, by the special wish
of his father, he studied in the forestry school at Nancy,
France, and also in Germany.
The most elaborate celebrations in honor of the Prince
and Princess of Wales have marked their progress in
India. In Burma, the railway to Mandalay was lined by a
double row of men sixty feet apart for a distance cf
ninety-two miles. As the train passed through in the
night, each man held up a lighted paper lantern at its
approach, making a continuous illumination of the way.
Trifling in themselves, these celebrations tend to show fhe
feeling of the Indian peoples toward their future Emperor.
It is announced that the elections to the Russian nation-
al assembly will take place April 7th; and that the as-
sembly will meet at St. Petersburg April 28th. In the
meantime, the disorders throughout the empire have in a
measure ceased; and, by the time the duma assembles, the
people may be somewhat prepared for parlkmentiry
government.
The conference on Morocco has not yet reached the end
01 its labors, and there seems to be an irreconcilable dif-
ference between the French and German demands. France
wants the Moroccan police placed under the control of
French and Spanish officers. To this Germany objects,
and France may possibly withdraw from the conference
The Sultan of Morocco, as might be expected, objects to
any foreign control ; but, as his authority j list now extends
to but a small area of the vast territory over which he
claims to rule, his wishes may not be greatly regarded.
Germany and France are also unable to agree upon the
question of financial control, the 1: tter claiming that French
interests should be recognized as of mest importance, rs
British interests have been recognized in Egypt.
A treaty providing for the commercial union of Servia
and Bulgaria has aroused the displeasure of Austria, ;.nd
non-intercourse between Austria and Servia is threatened.
This, with a serious political crisis in Austria-Hungjry,
has made the Danube and Balkan region again the scene
of movements that threaten the peace of Europe.
Rumors that the withdrawal of Russian troops from
Manchuria, under the terms of the treaty of Portland, is
not being carried out in good faith, and that Russia is
occupying Mongolia, together with renewed reports of
anti-foreign uprisings in China, throw doubts upon the
probability of continued peace in the Far Erst. The
United States is openly s rengthening its position in the
Philippines in preparation for a war with China.
That the news of the day should b; warlike, while all
the great nations of the world are nominally at peace, is
a sad commentary upon our twentieth century civilization.
It is pler.sant to turn to other matter-, less exciting, but
not less important. The new respect for China, not as a
fighting power, but as a civilized country, is worthy of
note. Her great antiquity, her immense pop dati n, her
remarkable morality, and her love of peace; the vigor of
her people as a race, their toleration and self-restraint;
even the wisdom of her rulers and the worth of a system
THE EDUCATIONAL REVIEW.
30?
of government which has brought all this about, are be-
ginning to be recognized as elements of greatness- that en-
title her to a high place among the nations of the world.
. That China should have sent statesmen to the United
States in the interest of peace, while the latter country is
preparing for war over trade restrictions, is much to her
credit. Let us hope that they will carry home with them
both peace and honor.
The new President of the French Republic, M. Fadlieres,
has entered upon the duties of his office. His position in
the scheme of government is more like that of the British
King than k is like that of the President of the United
States, in that his official acts are controlled by responsible
ministers of state. There is a French saying that "the
King of Great Britain reigns, but does not govern ; the
President of the United States governs, but does not
reign ; the President of the French Republic neither reigns
nor governs." Nevertheless, the French presidency, like
the crown in a parliamentary monarchy, maintains 'he
legal continuity of the administration through all minister-
ial changes, and so tends to stability and security in times
of popular excitement, when other forms of governm.-nt
may fail.
Capt. Bernier is still bent upon adding the North Pole
; to our Dominion, if there is land there to occupy. He
wishes to have the government steamer Arctic placed at
his disposal for that purpose; his plan being to go north
through Behring Strait, and drift across the pole to the
shores of Greenland.
More than a million people are suffering from the famine
in the northern provinces of Japan. Relief is being sent
to them from different parts of the world, while their own
government is doing all it can do for them. From Can-
ada, $25,000 worth of wheat flour will be sent as the \ti(t
of the Canadian government.
King Edward's nephew, Prince Arthur of Connaught.
acting as the King's special representative, has invested
the Japanese Emperor with the insignia of the Order of
the Garter. The prince will return from Japan by way cf
Canada.
It has been decided to construct a railway across
British North Borneo, to connect sea ports on the east and
west coasts.
School and College
A social was held in the hall at Riverport, Lunenburg
Co., N. S., under the auspices of the teachers, Miss L. A
Fancy, Miss G. E. Strum and Miss A. B. Parnell. The
amount realized was $63.79, which will be donated to
school purposes, among which may be mentioned chemicals
and a library.
A school supper was held at Oxford, N. S., on Saturdav
evening, February 17. and the handsone sum of $64.50 was
realized, to be devoted to library purposes. The sell" I
has had the nucleus of a library for some years, but it is
quite inadequate to meet the demands made on it by the
pupils and the public. The Oxford people arc deeply in-
terested in school matters and always give material en-
couragement when a call is made on them, such as is
recorded ajbove, to lielp the teachers and pupils in a good
work. . r
Prince Edward Island is the smallest and least populous
of the provinces. Yet it will have next year four Rhodes
scholars at Oxford University. Mr. McLeod, who has
been chosen by McGill University, is the second Island
man elected this year.
The death of Mr. George A. Coates, a veteran teacher of
Kent County, took place recently at the home of his son.
Dr. Coates, at Rexton. Mr. Coates taught for many years
the Superior school at Buctouche. Mamy of the business
and professional men of Kent County owe their training
to him and all cherish pleasant memories of the interest he
always took in their welfare and progress.
The compulsory attendance law in Missouri is a success.
Fully 60,000 more children are enrolled in the schools cf
the state than were enrolled the first month last year. The
average daily attendance last year was about a half million.
This year it will be 600,000.
Book Reviews
First Lessons in Botany. By C. A. Coper, L. L. A
Flexible Cloth. Pages 40. Price 6d.
Gives the few prominent features and outlines of plant-
study in a clear and interesting inanner.
The First Science Book. By Lothrop D. Higgins. Cloth.
Pages 237. Illustrated. Mailing price 75 cents.
Although this book professes to treat of the leading
principles of physics and chemistry, it does it in a different
way from the usual beginner's text books on these sub-
jects. The pupil is led to become an investigator at once
by a process of simple experimenting with common
phenomena and a reference to familiar facts and happen-
ings. The illustrations are many and are admirably
chosen.
Blackboard and Free Arm Drawing. By Herbert II.
Stephens, A.C.P. Cloth. Pages 127. Price 4s. .id.
Blackie & Son, London.
This work exhibits directions for blackboard sketches by
the teacher; the analysis of figures containing straight
and curved lines; miscellaneous sketches of animals, in-
cluding birds, reptiles and fish, shells and butterflies; tre's.
leave>, flowers and fruit ; specimens of ships ; maps and
historical illustrations. The work is well execu ed and the
examples skilfully selected.
Summary of English History. By Norman L. Frazer,
B.A. Cloth- Pages 216. Price 2s. Adam and
Charles Black. London.
This is a very different summary from a mere rehash of
chronological events. It is a coherent method of fixing
the main facts and principles of British history, derived
from contemporary writers and documents, illustrated
with maps and engravings. A literary finish is given by
the discussion of special topics and the biographies of
eminent men.
1
ao8
THE EDUCATIONAL REVIEW.
Cheerful
Surroundings
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SIVEHfeaTid zest to all work in the school-
room and make little folks like to come to
school. This is the time to brighten up your
school-rooms. If you want the walls papered
REMEMBER—
That you can sret from us a beautiful
paper cheaper than ever before. _ Send
size of school-room, number o f windows
and doors and their sizes (this is a good
exercise in arithmetic for scholars) and
we will send cost and samples. Get our
figuros for
WINDOW SHADES
We can supply excellent ones at reason-
able prices.
M A PS-
Mounted on spring rollers, and all work
of that kind done promptly.
PICTURES FRAMES.
Send your orders to—
F. E. HOLMAN & CO.,
52 Kino Street. ST. JOHN, N, B.
TEACHERS
Holding Grammar School or Superior License,
or First-class License, can secure schools with
good salaries immediately by applying to
GEO. COLBECK,
NoKTii-Wicsr Teachers' Bureau,
Box 45. Regina, Bask
YALE UNIVERSITY
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These courses are des'gned for teachers and col-
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tended for specially trained students, others are
introductory and presuppose no specialized pre-
paration.
In the great majority of cases, instruction is
given by members of the Yale Faculty of the
rank of professor or assistant professor. A num-
ber of leading school authorities have been added
to the Faculty to give courses on 'educational
subjects.
About too suites of rooms in the dormitories
are available for students, and will be .assigned
in the order of application.
For circulars and further information address.
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This is a series, arranged in small atlas form, of 16
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trating the books of the Old and New Testaments, in-
cluding maps of the Persian, Greek, and Roman Empires,
St. Paul's journeys, the religions of the world, plans of
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index of scriptural names.
The Captivi of Plautus. With Introduction, Notes and
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OloJi. Fro Lege Manii.ia of Cicero. With intro-
duction, Notes and Vocabulary, by W. J. Woodhouse,
M.A. Pages 136. Cloth. Price 2s. each. Blackie &
Son, London.
The texual features and illustrations of these two ex-
cellent classics are a'll that could be desired. The historic-
al introduction and notes will prove of great assistance
to the s'.udent.
A First Year's French Book on the Oral Method. By
A. H. Smith, M.A. (London). Cloth. Pages 139.
Price is. 6d. Blackie & Son, London.
We are gkd to see a text book for beginners in French,
written entirely in thai language. The author has suc-
ceeded in making the book interesting. I trains the
ear as well as the eye; and v i h" a good teacher the
acquirement of an accurate working knowledge of the
French Language should proceed pleasantly and ex-
peditiously.
Stories from Grimm. Edited by A. R. Hope Moncrieff
Cloth. Pages 122. Price is. 6d. Blackie & Son.
London.
This is a neat volume containing twelve "fireside'' tales
of the Brothers Grimm. They are well adapted for
elementary studen s in German. The bcok is provided
with vocabulary and notes.
In Blackie's English school texts, some of which we
have referred to before, we have received the following:
Prescctt's Conquest of Peru, Mottle-Fouque's Sintram
end His Companions, Sir Thomas Roe's An Embassy to
the Great Mogul, Josephus's The Siege of Jerusalem,
The Adventures of Monrluc, Adventures of Capt. John
Smith, De Quincey's English Mail Coach, A Sojourn at
Lha-ssa, Travels in Thibet. The Voyage of Capt. James.
These are all convenient pocket edi.ions, chiefly of interest-
ing travels and exploration, bound in flexible cloth, of
good paper and clearly printed, more than one hundred
pages of matter to each volume, and sold at the low price
of 6d. each. Blackie & Son, London.
Blackie's Story book Readers contain "The Lost Fairy'
and "The Sheep of the Mountain," price id. each, "Sasha
the Serf," price 2d., "Do your Duty," price 3d. The books
are in paper covers, illustrated, and contain excellent and
bright stories for lit le people. Blackie & Son, London.
Educational "Review Supplement, Hpril, 1906.
"PREPARING for another SEASON.'
j— i /-> -T- *-. rt T~ r~k iil/\ Ar\l A fci r-N >• n ~r AAwrM ii«\/rM M I- A r» C^ T A MnDTU/C
ARBOR _OAY NUMBER.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN,
N. B.,
APRIL,
190G.
$1.00 per Year.
o. U. HAY,
Editor for New Brunswick.
A. MeKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, 31 Leimter Stnet, Si. John, ti. B.
l-hi vtkd bt Barkis ± Co.. St. John. N. B..
CONTENTS :
Editorial Noths, ytz
Recent School Legislation, 316
The Influence of School (hardens, 317
Our Native Trees,— IX 318
Why the Horse-Chestnut is so called, 319
A few Early Flowers, 319
Beautiful Canada 320
Our Coasts. 11.— Their Lesson (continued) 320
Millet .322
Picture-Study Queries, 325
How one Teacher used the Picture "Saved" ... 325
Art Notes.— No. V. 327
April Birthdays 526
The Course of Study— A Criticism, 327
Criticism of P E. Island Schools . . 32s
Nature Study Calendar 329
The Adventures of Ulysses, ... .... 330
Problems in Arithmetic 331
The Forests of Canada, 332
Arbor Day and other Selections, 33*
Review's Question Box, ^V
Current Kvents 338
School and College, 339
Book Reviews, ... 339
Recent Magazines, 341
New Advkrtisbments.
Read, Mark, Learn, p 312; I & A McMillan, p. 311; French Holi-
day Course, p. $f\; A Canadian Flag for Every Sch<
E. G. Nelson & Co., p 341.
' School, p. 340;
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that ettect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided
The number accompanying each address tells to what date the
subscription is paid. Thus "127" shows that the subscription is
paid to April 30, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
EH$€€K.
Awake, thou wintry earth—
fling off thy sadnm!
Tair vernal flowers, laugh forth
Your ancient gladness !
Christ is risen
— Thomas Blackburn— An Easter Hymn.
The picture this month is a representation of
native trees from two pictures by Sir William Van
Home of Montreal. It is something in the life of a
busy man of affairs to have a taste— and cultivate
it — for nature and art. The skilful delineation of
trees and the larger fungi, in which Sir William
has excelled, lias not interfered evidently with
business but has given a rare pleasure to his event-
ful and busy life.
The Roman Catholic church loses one of its ablest
men in Archbishop O'Brien, who died in Halifax,
March ioth. He always manifested a strong inter-
est in educational affairs which he actively promoted
by his ready sympathy and co-operation. In addi-
tion to his engrossing duties as a churchman, the
great questions of the day, literature and political
economy found in him a devoted student. He was
an active member of the Royal Society of Canada
and its president for the year 1896-97.
Our readers will find in this number appropriate
material for Friday afternoon exercises in April,
and for Easter and Arbor Day. No formal pro-
gramme is offered for the observance of the latter.
The day, should be devoted to a general cleaning and
adornment of the school premises ; the planting of
trees and flower beds ; lessons and recitations on
trees and other plants, ending with a school enter-
tainment in the afternoon to which parents and
friends should be invited, and for which careful
preparation should be made during the preceding
weeks.
A subscriber asks us to publish a map of die
new provinces of Alberta and Saskatchewan. To do
this adequately with portions of the surrounding
provinces and territories would take more space
than can be spared in this number. Why not con-
sult our advertising columns and get a new map of
Canada? If the trustees cannot afford to help, a
small concert on Arbor Day will realize more than
enough.
A friend sent us in February a twig of willow
collected the first week of that month with the
white catk'ns half unfolded. But here it is the
first week in April and no more progress has been
made in bud unfolding. It is useless to look for
spring in February or March in this country.
316
THE EDUCATIONAL REVIEW.
A gentleman who is deeply concerned about the
greater possibilities of education writes as follows
to the Review : "There is still a missing link in
our educational system, considering as we must the
thousands who have left school too soon, or are
about to leave school. The scholars from good
homes are oared for; the whole system is articulat-
ed from primary school to university for the minor-
ity; but can we not have evening rural schools,
industrial or otherwise ? iCan nothing more be done
for thousands of illiterate youth in these provinces?
Denmark has one hundred high schools for
adults !"
Church Work is now published in a new form
and under a new editor and management. It is
issued fortnightly at North Sydney, C. B., by Rev.
C. W. Vernon and is an eight-page journal neatly
printed on smooth white paper, with numerous
clear illustrations, and carefully written editorial
and o:her matter. We heartily agree with th«
announcement made by the former editor in the first
number, that if such a paper does not succeed "the
Church people of the Maritime Provinces should be
heartily ashamed of themselves."
Talking with a commercial traveller not long ago
he said he attributed his success in selling goods not
so much to his industry and push as to his entire
abstinence from intoxicating drinks. He said it was
well understood in these times of fierce competition
in trade, that it was not business-like for any man
to drink. Surely this is a good temperance lesson
for young people. Success in business or in any
profession must not be trifled with by yielding to
the temptation to drink.
There is a dearth in too many of our schools of
reproductions of work of art — those that are truly
beautiful and at the same time suitable. More of
music, art, poetry is required to round out the
natures of young people. There is no real study
of music except in a few favored schools ; art is en-
tirely ignored, or confined to the placing of a few
pictures on the walls ; poetry is robbed of all pleas-
ure-giving because pupils are required to analyze
it too persistently. The subjects of our school
course are addressed to the intellect and to the
memory rather than to the cultivation of taste, or
the awakening of a desire for real culture. Are our
teachers preparing themselves to be the leaders of
the reform that must come, or will the leaders
spring up from outside their ranks?
Recent School Legislation.
Several changes and additions to the school law
have been made both in the Nova Scotia and New
Brunswick legislatures during the recent sessions.
Many of these are important.
In New Brunswick the attendance of children at
the public schools may be enforced by . those dis-
tricts which vote to adopt compulsion. This is the
mildest form of a compulsory act ; but it is on a par
with some school legislation of the past. Before
free schools were sanctioned by law in the province,
the ratepayers of a district had the option to assess
themselves for the support of schools.
Some of the amendments to the New Brunswick
school law, it is gratifying to record, are progress-
ive, and coupled with what has been done in recent
years for the introduction of consolidated schools,
manual training, nature study and agricultural
education may be looked upon as decided steps to-
ward improved educational facilities. The amend-
ments provide that districts may assess themselves
for free text books ; that consolidated schools may
have five acres of land instead of one ; that teachers
and boards of health shall hereafter look after vac-
cination certificates ; that grammar school grants
may be transferred from one section of a county
to another after a lapse of ten years ; that teachers
shall have additional powers to preserve order and
protect pupils from interference by outsiders; that
school districts, failing to maintain a school in
operation for two successive terms or failing to have
the children conveyed to a school in a neighboring
district, shall be annexed to a contiguous district.
It is to be hoped that the latter especially will be
vigorously enforced.
The government also has the authority to compel
districts to unite and form a consolidated school if
it is thought that such a union shall advance the
educational interests of the community.
It is to be regretted that the New Brunswick
government could not see its way clear to improve
the salaries of teachers, in accordance with the
petition presented by the Teachers' Association.
It is held by some that an increase by the govern-
ment would be met by a corresponding lowering of
the local salaries paid to teachers. It is not too
much to ask that districts take the initiative in
increasing teachers' salaries and many are now-
doing so.
The fact should not be lost sight of, however, that
in New Brunswick special grants are now made to
over fifty schools which include manual training
and related siibjeots in their course of study under
THE EDUCATIONAL REVIEW.
317
teachers who have fitted themselves to teach these
branches. Grants of fifty dollars a year are given
to teachers, without regard to sex or class, who
have classes in manual training. Thirty dollars ad-
ditional is given to those teachers who conduct a
course of nature-study with a school garden. The
superior schools which have been fostered largely
under Dr. Inch's regime, are scattered all over the
province, and the teacher, whether male or female,
receives an annual grant from the government of
$250. These, with 'the increase in the number of
grammar school teachers, who each get $350 from
government, show that there are rewards for
industrious and ambitious teachers.
The Nova Scotia government has decided to
increase the grants paid to teachers from the pro-
vincial treasury. Hereafter teachers shall receive
the following amounts annually : Class D, $60 ;
Class C, $90; Class B, $120; superior school, $150;
Class A, $180 ; Class A in a high school of at least
three departments, $210. As we understand it,
these grants are made equal to both sexes.
It will be interesting to compare them with those
made to New Brunswick teachers. In every case
the average grant to the latter is higher. In New
Brunswick the teacher of a grammar school receives
$350 and the teacher of a superior school $250 year-
ly, whether male or female. First class licensed
teachers corresponding to Class B in N. S. receive, —
male, $135 ; female, $100. Second class, correspond-
ing to C m N. S., — male, $108; female, $81. Third
class, corresponding to D in N. S., — male, $81 ;
female, $63. It may be said that the proportion of
teachers who have received normal school training
is less in Nova Scotia than in New Brunswick.
The teachers' pension law which provides for re-
tiring allowances for teachers of long standing and
for those who have become incapacitated from any
cause is an encouraging and progressive sign. We
shall deal with this more fully in a future number.
In Nova Scotia it is proposed to appoint an
advisory board to assist the Council of Public
Instruction, in what way or to what extent has not
vet been made clear.
The Influence of School Gardens.
Mr. Geo D. Fuller, director of the Macdonald
Rural schools for the province of Quebec writes an
interesting article on The School Garden and the
Country School in the March number of the Ottawa
Naturalist. We have only space for the concluding
paragraph of a paper that we should like to see in
the hands of every country teacher.
As the school environment has been improved, there has
been a marked change in the moral tone of the school. The
pupils' attention has been turned to a consideration of the
beautiful to the exclusion of many baser thoughts, and the
resulting moral culture has found expression in more
ordeily behavior. A smooth bit of lawn and a lawn mower
have proved themselves aids to good discipline, for the ,>!ay
hours are more rationally enjoyed on well kept grounds
than on the old rubbish-littered premises, where the chief
joy was often found in working greater destruction. In
some schools there has been a very noticeable change in the
attitude of the pupdls towards the school room and grounds,
and they now take pride in beautiful surroundings and care
for them where formerly they sought but to make desola-
tion more hideous. Some of the pupils have been led to
attempt flower and vegetable plots at their own homes, and
it seems hard to over-estimate the better training for good
citizenship which pupils receive in such schools where
school gardens have broadened the educational horizon and
improved the school environment so greatly.
An organization called die Canadian Alpine or
Mountain Club has been formed at Winnipeg, the
object of which is to explore the. virgin valjleys,
glaciers and higher ranges of the Rocky mountains,
in order that their wonders and beauties may be
better appreciated. The Club will have climbers
and non-climbers among its members, the first to
do active work in ascending the loftiest of the
Rockies, the second merely to have an interest in
the less strenuous objects of the organization.
Success to it. The boys and girls in every section
of Canada should have such clubs, the object of
which would be the investigation of the valleys, hills
and mountains of their neighborhood.
It is found that trees play a very important part
in making the world healthful. We must not think
trees are here solely to cut down for fuel or timber.
Vegetaition is the means by which the atmosphere
benefits the earth; it is the earth's good friend. It
is seen that where the trees have been cut off the
winters are colder and the summers hotter. The
beautiful brooks and creeks disappear in the
summer ; the springs that caused them were shelter-
ed by trees ; these removed and the spring is dried
up. D seases of treeless countries are unknown
among forest dwellers. These things have caused
people to plant trees whenever possible. — Ex.
Your Review helps me very much with my work
and I look forward to its coming with pleasure.
— G. C. C.
318
THE EDUCATIONAL REVIEW.
Our Native Trees —IX.
By G. U. Hay.
Evergreen*. — The Hemlock.
The hemlock (Tsuga canadensis) is one of the
most graceful of our evergreen trees. When grow-
ing where there is plenty of space its lower branches
are often long and straggling, but when found in
the forests where its roots penetrate into rich mould,
the formation of centuries of decayed leaves, it is
of a majestic appearance, often from eighty to one
hundred feet in height and with a trunk diameter
of three or four feet. The young hemlock trees
surpass all other evergreens in the grace and feath-
ery lightness of their dense foliage which bends to
the slightest breeze. Their narrow, short-pet ioled
leaves, dark green above and pale beneath, are dis-
posed in level sprays on the horizontal or drooping
branches. The small pendulous cones, very numer-
ous and scarcely longer ithan the spreading leaves,
add another element of beauty to the tree in the
early years of its growth.
The term "faithful" that Longfellow applies to
the hemlock refers to the unchanging green of its
leaves in summer and winter. But in late spring
and early summer the tips of the twigs and branches
are clothed with feathery masses of the new, yellow-
ish-green leaves Which form a beautiful contrast
with the dark green leaves of the previous year, and
produce an effect perhaps unequalled by any other
forest tree. As the hemlock comes to maturity its
foliage becomes less attractive, although it increases
in sturdiness and majesty. Growing in the forest,
the trunk usually tapers suddenly near the top
spreading out its newer foliage over the tops of the
surrounding trees. The lower part of the trunk is
beset with stiff, broken or dead branches, or it is
quite bare. The smooth close fitting bark of the
young trees gradually passes into the rough, deeply
furrowed bark of the mature trees which bear a
resemblance to the red or black spruce.
The hemlock belongs to the group1 of plants
which bear two kinds of flowers on the same plant,
hence called monoecious, that is, growing in one
household ; ithe staminate flowers or those which
produce pollen, are in loose catkins, growing from
the axils of last year's leaves; the pistillate catkins,
destined to become the cones, are at the ends of last
year's branchlets. At the base of the green fleshy
scales which clothe the pistillate catkins are the
ovules which ripen into seeds after being fertilized
by the pollen. In their early growth the cones are
of a crimson colour, gradually changing to a brown.
The seeds mature the first year, but many of the
dry cones often cling to the trees for several years.
The wood of the hemlock is soft, weak, crooked
in the grain, brittle and very liable to splinter. It
is of a light brown or nearly white colour. A cubic
foot weighs 26 lbs. It is largely sawed into boards
of an inferior quality, used for cheaper building
purposes, such as flooring, shingles, material for
wharves, mines, etc. It is one of the most durable
timbers under water. It gives a tight hold for nails,
and its boards are in common use for the first
covering of frame houses. Other uses are found few-
it, as pines and other more expensive timbers are
becoming rare.
Hemlock bark is used for tanning leather, and
the manufacture of the extract for tanning is quite
an industry in Quebec and to a less extent in New
Brunswick. Indeed, the bark has for years been
regarded as the only valuable part of the tree. A
section of the bill recently introduced by Premier
Tweedie into the New Brunswick Legislature for the
preservation of forests makes it compulsory for those
Who have cut down hemlock trees for their bark to
remove the trunks in order to lessen the danger
from forest fires. That such a law is necessary shows
that there is still wanton waste of what may be
considered as fairly good timber. This -wholesale
destruction of hemlock trees for the manufacture
of extract threatens to lessen seriously the further
supply of hemlock, a wood -that will become more
and more useful as pine disappears.
Hemlock oil, distilled from the young leaves and
shoots, and hemlock gum or "Canada pitch," as it
is called, a resinous exudation from old trees, are
both used in medicine. The wood is of little value
as fuel, burning up very quickly, and with a loud
crackling noise like that of poplar wood.
The ground hemlock (Taxus canadensis) is a low
straggling evergreen shrub with leaves bright green
on both sides and with a red berry-like fruit enclos-
ing a bony seed.
The juniper (Juniperus communis) is usually
found as a low straggling shrub in these provinces,
with rigid, prickly leaves. Its blue berry-like fruit
encloses from one to three bony seeds.
Teachers will find it useful as a preparation for
Arbor day to review the lessons on our native trees
which began in the March, 1905, number of the
Review.
Many of the parts of evergreen and deciduous
trees are good subjects for free-hand drawing:
Beginners may draw the leaf-clusters of the differ-
THE EDUCATIONAL REVIEW.
319
emt pines ; small twigs of hemlock, cedar, spruce or
fir; cones of the different evergreens and the seeds,
if any can be found; twigs of alder, birch, willow,
and the arrangement of buds and catkins upon
them. These and many other forms are easily
drawn, and if done as true to nature as possible will
familiarize pupils with the characters and differences
in our trees.
Why the Horse Chestnut is so Called.
This is only a fairy-story ; but whoever looks on
the branches and twigs of a horse-chestnut tree will
see there the prints of a horse's hoofs, nails and all.
Examine and see for yourselves. Then try if you
can tell what really caused these marks and others
that you will discover on the twigs. If you can find
out, then you will enjoy the fairy story which is a
pretty piece of fiction.
For faiiies love no tree so well
As chestnut broad in which to dwell.
Long, long ago, we are told, the fairies found
their homes in the flowers on the ground, but the
flowers were picked and men mowed down the
grass, so that the fairies lost their bright colours
and were without shelter. Then Oberon, daylight
king of fairies, and Queen Mab, moonlight queen of
elves, took counsel together.
Under a grove with fronded plumes,
Whose trees were white with spikes of blooms.
The decision was to live in trees and Queen Mab
on her palfrey white,
Her moonbeam bridle firm in grip,
She plied the silken milkweed whip,
And rode stiaight up the waiting tree,
And out each branch its blooms to see.
Wavingj her saffron brand she said :
"Fairies ! your future home and bed !"
And pointed up the flower-lit tree, —
Thither they swarmed as swarms the bee !
In turn each bole and fronded roof
Was trod by Elf-queen palfrey's hoof.
Till fays who bore the flame-wood lamp,
Swung in the peaceful airy camp.
That was a chestnut grove they found !
And as the sunny spring comes round,
Queen Mab, when shines the silver moon,
And elfin bugles blow in tune,
Still rides high up each chestnut tree.
That fays may know where safe they'll be;
For palfrey prints his tiny shoe
On eveiy branch that's wet with dew,
And that's the reason now you see
Why it is called Horse-Chestnut tree.
—Th. H. Rand— May's Fairy Tale. (Adapted)
A Few Early Flowers.
Nearly all our trees put out their flowers in April
or early May before the leaves unfold. Why?
Many of these flowers are in catkins as the willow
and alder; other trees have small crimson blossoms
such as the red maple and hackmatack; others like
shadbush and cherry, appearing later, bear white
blossoms in striking contrast with the delicate green
of the opening leaves about them.
The mayflower or trailing arbutus is one of the
first plants to blossom, and is an ever welcome token
that spring is here. Mayflower blossoms were said
to have been picked in some parts of New Bruns-
wick in February, but more likely the buds were
brought into the house and opened in some sunny
window.
The hepatica or liverwort also sends out its blue
and white blossoms early. Are these blossoms
sepals or petals? The hepatica is much rarer with
us than the mayflower, being found on the borders
of rich woodlands. It too is said to have been found
in blossom in parts of New England during the
first days of our mild February.
The adder's-tongue or dog-tooth violet is also an
early plant to blossom. It is not a violet but a lily,
and John Burroughs has suggested the pretty#name
of fawn lily from its spotted leaves — more appropri-
ate and better even than "adder's-tongue" which
name was given because of its tongue-shaped leaves
which are mottled after the fashion of the adder's
back.
The spring-beauty, like the adder's-tongue,
springs from an underground bulb or tuber. The
pink or rose-colored lines of its petals are said to
point the early bees to its nectar hidden away at the
base of each petal. The Indians are said to have
prized the nut-like flavor of its tuberous stem. The
following legend will show that they prized its
beauty also: Mighty Peboan (the winter) scatters
around with lavish hand many snowy crystal stars.
When, melted by the breath of spring, he is forced
to retreat, he leaves some of these behind; they are
the spring-beauties, blushing that they have been
forgotten.
The white and blue and yellow violets, those
favorites of children because they are found every-
where and are so beautiful, bloom in the order given
above, the small sweetly-scented white violets first.
Children love to gather diem, and rightly, for what
is more beautiful than a nosegay of violets ; and
picking does no harm if the roots are not disturbed,
320
THE EDUCATIONAL REVIEW.
and the leaves are left growing; for the leaves are
tiie food-makers of the plant.
But a word to our little friends : Do not pick all
the violets and other early sprang flowers. Leave
some on the road sides or on the borders of some
pretty woodland path to dheer the1 passers-by. And
flowers produce seeds. If we pull all itfhe flowers no
seeds will be ripened. But the children's friend —
the violet- — looks out for this. Later in the season
little flowers, so small that they can scarcely be seen,
grow from the underground stems and bear pods
with plenty of seeds in them. Look for these dur-
ing the summer but do not pick them.
And can the children tell me why the violets, the
spring beauty, the mayflowers, the fawn lily and
other spring plants can better stand the loss Of
flowers (but not of leaves) than other spring
plants ?
To be continued in May.
Beautiful Canada.
The President of the American Civic Association
invites his followers to subscribe to certain good re-
solutions in connection with the Beautiful America
movement. The change of a word will adapt them
for use by our Canadian readers :
1. We will have no dirty back or front yards about our
own houses, and we will, by example and help, endeavor to
have our neighbors also clean up.
2. We will plant Canadian hardy trees, shrubs and vines
and grow clean grass wherever we can, and will help our
neighbors to do likewise.
3. We will join cheerfully, as far as our resources per-
mit, in organized effort for clean and beautiful streets and
highways, and will help any movement for parks and play-
grounds with which we may come in contact.
4. We will endeavor to protect trees from the unthinking
attacks of electric polemen, and will not permit the setting
of elective poles on our own premises except in extreme
cases, amd then under rigid safeguarding of trees and of
landscape beauty.
5. We will oppose the e:«ction or the continuance of
objectionable advertising signs of any kind, and will assist
in their removal by kindly argument and by openly le-
fraining from purchasing articles so advertised.
6. We will fight the mosquito itelentlessly by cleaning up
or oiling wet places where it may breedy urging others to
do the same.
7. Finally, we will consider outdoor beauty as worth
while and as economically justified, and will try to have the
children of Canada grow up in a greater love for the natural
beauties of their country.
Mr. J. Vroom writes from St. Stephen: The
horned lark seems unusually plentiful this season.
Our Coasts. II.— Their Lessons.
Continued.
The Agents at Work.
Professor L. W. Bailey.
"I with my hammer pounding evermore
The rocky coast, smite cinder into dust,
Strewing my bed." —Emerson.
In the last chapter of this series of sketches it
was shown that the coasts are a theatre of constant
warfare, a scene of strife between land and sea, the
former presenting a more or less bold front of crag
and precipice, battlement or wall, against which the
forces of the laitter rush and rage incessantly, and
not in vain. It may be interesting now to consider
somewhat further the marshalling of these forces,
the methods of their attack, and their limitations.
Force and motion are, as is well known,
correlative terms. Hence water is powerful only
when in movement, and in proportion to the rapid-
ity of its movement. Thus it will strike the hardest
when moved by heavy winds; it will hold up and
carry when in rapid motion what it would be wholly
incompetent to move when the motion is slow. Let
us compare some of these kinds of motion, and
their effects.
The first cause of movement in the sea is the
existence of different temperatures determining
currents, suoh as tihose of the Gulf Stream or the
great Arctic current from Baffin's Bay. We are
but little affected by the former, owing to its
remoteness from our coasts; its most important
indirect influence being the imparting of abundant
moisture to the atmosphere above it, and thus
causing fogs as this moisture is condensed by
passing over colder areas nearer the shore. So the
Arctic current, though nearer the coast, moves but
slowlv and mostly in deep water, and hence has
little influence as a mechanical agent; but in
addition to helping to determine fogs it brings large
quantities of ice into die waters of the Gulf and
keeps all our coastal waters, even in midsummer,
excessively cold. It also, through its low tempera-
ture, markedly affects the nature and distribution
of the fishes and other forms of life which frequent
our shores.
A second cause of movement, due mainly to the
gravitational attraction of the moon, is to be found
in the tides. These in the open ocean are of little
significance, being merely an alternate rise and fall,
of a few feet ; but where for any reason the general
tidal movement is interfered with, it may, in addi-
tion to greatly augmented height, acquire all the
velocitv and therefore all the power of a river
THE EDUCATIONAL REVIEW.
321
current. Nowhere, probably, are such currents
better exemplified than in and about the Bay of
Fundy. Opening broadly as the latter does,
towards the advancing tidal wave of the Atlantic,
the waters of Che latter are not only crowded to-
gether by the diminishing width and lessening
. depth of the Bay until at its head, as in the estuaries
of the Petitcodiac and the Avon, it may reach at
times the extraordinary height of sixty feet or more,
but be'ng driven through narrow straits it may
acquire a rapidity of flow which is almost irresist-
ible. The Bore upon the Petitcodiac ait Moncton
is well known to most provincialisits, and a repre-
sentation of its advancing front, sometimes four or
incessant and in the aggregate vastly exceeds in its
effects bath of the other agencies combined. Reach-
ing the land, waves also receive directly the waste
of the latter, and thus armed are able to do what
mere water, however powerful its movements,
would be incompetent to effect. Waves are the
chief instruments or agents of wear; tides and
currents are mainly of interest as the means of
transportation and redistribution. Having in the
last chapter sufficiently considered the first of these
results, let us now turn our attention more particu-
larly to those last mentioned.
Of what are beach-deposits composed ? Let any
one collect as many different varieties as he can of
THE BORE IN THE PETITCODIAC RIVEK| AT MONCTON, N. B.
five feet high, is here given. The Digby Gut and
the entrance into Minas Basin, like the Petite
passage between Digby Neck and Long Island,
though without bores, also well exhibit the force
and turbulence of the inflowing and outflowing
waters, while at the western end of Deer Island in
New Brunswick the conflict of opposing currents
in the Bay of Fundy with others from the Passania-
quoddy basin determine a whirlpool or veritable
maelstrom, capable, with a high run of tides, of
dragging down boats even of pretty large size.
The third kind of motion is that of Wind-waves.
These affect individually only a small body of
water, but being essentially surface effects and
needing but little depth, they reach quite to the
shore, and as wave succeeds to wave the action is
"pebbles on the beach" and probably considerably
more than half of them will be found to consist of
some variety of quartz — the hardest of commonly
occurring minerals — either simple white quartz, or
jasper or agate or chalcedony; or, if not of quartz
only, of some silicious and almost equally hard
mineral, such as feldspar or hornblende, or combin-
ations of these. Why is this? Simply because
these very hard minerals are more durable than
others and have been left where all others have
been ground to powder. If the beach is a sandy
one, examination will show that the grains of sand
are also nothing more than grains of quartz, and
there is 'little else. It is only where the shore is
composed of mud that soft materials are to be
found, and these are evidently the rock-floor result-
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THE EDUCATIONAL REVIEW.
ing from the grinding process to which all have been
subjected. In the case of .the coarser beds the fact
of grinding is indicated by the rounded or nearly
spherical form which the pebbles usually exhibit,
and die roar attending the movements of breakers
on the beach is not that of the breakers only but
of the rock fragments which they are conltinuaiHy
moving and grinding one against another. The
coarser beds, known as "sea walls" and in which
the separate pieces may be several feet in diameter,
are, moreover, only to be found in exposed situa-
tions, where the waves and storms strike with the
greatest power; sand beaches usually skirt the
shores of open bays or indentations, somewhat
better protected ; muddy deposits are found in har-
bors, about the mouths of rivers or in off-shore
shallow soundings, where gentler movements pre-
vail. All have been derived from a common source,
but represent different stages of the grinding pro-
cess, and have been thus separated and differently
deposited just as the depositing agents, tides and
currents have been able to lift and transport them.
To be continued in May.
[A coast view in Dr. Bailey's article for Febru-
ary erroneously represents a cliff near Alma, N. B.
It should be Tiverton, N. S. — Editor.]
Correction of Compositions.
It is wise to have one member of a class write on
the board, that all may get the benefit of the public
criticism of it. As the class writes, the teacher
should move from seat to seat, making suggestions,
and correcting and preventing errors. If all the
rules for punctuation and for capitals belonging to
the grade are taught early in September, the pupil
can apply them during the year, and save the teacher
much of the work of correction. All misspelled
words should be corrected and used for special
drills. All grammatical errors should be collected
in a book for that purpose, and then made the basis
of a lesson in grammar before the next composition
is written. It is wise to place the initials of the
pupil in this book, opposite the errors he has made,
that you may bring these errors directly to his
notice in the class. After the compositions have
been corrected individually by the teacher, the child
should rewrite them in a book for that purpose.
—Sel.
Millet.
By Miss A. Maclean.
Sensier, the faithful friend of Millet (mee-ya),
tells us that it was difficult to get a just photo-
graph of him. This
is a copy of the one
usually given of
him. But Sensier
(san-see-a) says of
a phot ograph
taken of him at
Barbizon: It was
late afternoon; he
was standing full
length in sabots
(sab-o), his back to
a wall, his head
raised straight and
proud, one leg
a little forward
like a man who
his hat in his
MILLET.
I find the Review very helpful and it seems to
be getting better every month. — M. C. M.
balances himself exactly;
hand, his chest out, his hair
thrown back, and his eyes as if fixed on some
threatening object.. This picture is to me
Millet's whole life. He was pleased when I said,
'you look like a leader of peasants who is about
to be shot.' "
Jean Francois (frang-zwa) Millet was born on
the 4th of October, 1814, at Grouchy, (groo-shee) in
a long, low house built of unhewn, gray stone and
half hidden by the foliage of a gnarled old grape-
vine. The little village of Grouchy, peopled by
about twenty-five families, stood on the granite
cliffs of La Hague, in full view of Cherbourg
Roads. But though the village stood on granite
cliffs, the country back of it was fertile, and the
peasants who labored there were prouder and
wilder looking than those nearer Paris, at Bar-
bizon. They were, however, simple-minded, quiet
people from whose doors no one was ever turned
away hungry. All the men and women who were
able to do so worked in the fields in summer.
Millet's father was like the other peasants, but he
was passionately fond of music and trained the
village choir. He was equally fond of nature and
was always pointing out natural beauty to his
children. Millet remembered that he used to carve
wood and model in clay. Millet's mother was
descended from a family that had once been gentry
in the country. She was sweet and gentle, dearly
loving her children whom her never-ending toil
THE EDUCATIONAL REVIEW.
323
in the fields in summer and spinning and weaving
in the house in winter prevented her from bring-
ing up, for the women among the tillers of ibhe
eardi have both their own curse and men's curse
to bear. The grandmothers, who were too old for
hard work, brought up the peasant children.
Millet's grandmother was a good woman of strong
character and well beloved.
Millet's education was better than that of his
fellow peasants. He studied earnestly, and the
parish priest took an interest in him and taught
him Latin. Before he was old enough to work
all the time in the fields he could read Latin
authors. His grandmother had the germ of the
art life in her; his farther was an artist unable to
express what he felt. When Francois worked in
the fields with him and used to sketch at noon
while the other laborers slept, he used to say to
himself, "I have the longing without the power;
perhaps the bon Dieu has given both to Francois."
Later, when his younger sons were grown, he took
Francois and two of his drawings to a painter at
Cherbourg. The painter alt first refused to believe
•that Francois had drawn them, but when he was
convinced he blamed die father for keeping one
so gifted toiling on the farm, and asked that
Francois remain with him. Francois remained
with him, but learned less from him than from
studying and copying some old paintings in the
museum at Cherbourg. He read much in the
library there ; Victor Hugo and Chateaubriand
shaw-toe-bree-ang) especially impressed him.
Later Theocritus and Biirns were his great favor-
ites.
Presently the gentle-hearted father died and
Francois returned for a time to the farm. But the
citizens of Cherbourg had become interested in
the young man and voted money to send him to
Paris to study art. With sore hearts his mother
and grandmother gave him their blessing, and the
young man with the heart of a boy in his big
body went to Paris. He was proud, shy, sensitive
and awkward, and for a time he wandered about
Paris, speaking to no one for fear of being laughed
at. Finally he discovered the Louvre, the great
art gallery of Paris. For a month he spent nearly
every day there. He was very homesick but the
pictures held him. The works of Michael Angelo
(me-kel-an-ja-low) impressed him most. "I loved,"
"he said," everything that was powerful, and I
would have given all of Boucher (boo-shu) for a
single nude of Rubens." As life advanced he cared
less for Rubens, but Michael Angelo and Poussins
remained his life long favorites. There is much in
his works that suggests both — Poussins' sober
coloring and absence of sensuous quality and
Michael Angelo's ruggedness and strength of
line.
Soon Millet became a pupil of Delaroche. In
Delaroche's (del-a-rosh) studio he was very quiet
and made no advances to his fellow pupils. They
teased and joked him, but when they went too far
the young Hercules threatened to answer with his
fists and they let him alone, nicknaming him
"1'homme des bods." They did not understand
his way of drawing and did not believe that this
"man of the woods" would ever "arrive." "Eh,"
said they, "are you going to make men and
women on your own plan? The master will not
be pleased with your work." He replied, "I did
not come here to please anybody. I came here
because there are casts and models here to study
from. Do I find faidt with your drawings, made
of honey and butter?"
Here I may say that the return to the study of
nature, which had been the glory of the Renais-
sance, practically died with Michael Angelo, and
after that falseness and artificiality crept into art,
and at the time Millet went to Paris there was an
artificial academic way of painting that was an
abomination to Millet who had been Nature's own
pupil in the fields at Grouchy.
Millet soon left Delaroche's studio, accompanied
by a fellow pupil, and they took a little third storey
room and went to work for themselves. The money
given by the citizens of Cherbourg was now spent
and he tried to sell his pictures, but nobody would
buy. He was driven to jraint signs or anything
that would bring him the needed coin. If it had
not been for his fellow student, Marolle, who stood
between this shy child of Nature and Paris, Millet
would probably have succumbed to the trials
which burdened him then. Later, Diaz, (dee-as)
Rousseau (roo so) and Sensier became his friends
and did all they could for him, but want was ever
hovering near.
During the ten years subsequent to his leaving
Delaroche's studio, Millet married twice; first to a
beautiful, delicate girl who was inclined, like him-
self, to look on the dark side of life and who
succumbed to her burdens about three years after
their marriage. He married again a strong cheer-
ful woman who courageously stood by him till his
death. The world never fails to hear of its great
324
THE EDUCATIONAL REVIEW.
men, but how often the women, to whom the world
so often owes its great men, are never heard of.
But when God awards the laurels, these women
will take no second place.
Millet found that he dared not paint as he wished
while his children needed bread; he must painit
what people would buy. Necessity and his facility
in painting flesh and the nude drove him for a time
to the limits of propriety. Reports of an exhibition
of some of his pictures reached Grouchy and his
grandmother wrote, "Follow the example of the
man of your profession who said, 'I paint for
eternity;' for no cause whatever permit yourself
to do evil works or lose sight of ithe presence of
God." Later he said to his wife: "If you wish I
shall never paint any more nude pictures. But life
will be harder; you will suffer from it, but I shall
be free to accomplish that which I long to do."
She replied simply, "I am ready ; do as you wish."
He left unfinished a picture of Hagar and Ishmael
and began "The Haymakers." His family in-
creased and life drove him hard, "But I could have
forgotten it all," he said, "if I could once in a
while have seen my native place."
The salon (sal-ong) at Paris systematically
snubbed any artist who dared to imitate nature, and
Millet's pictures were rejected. He however man-
aged to sell "The Haymakers." Cholera had
attacked Paris and hearing of Barbizon he went
thither. We are told that when he arrived at
Chailly he and his family set out across the fields
to Barbizon in a rainstorm, he carrying his little
girls on his shoulders, his wife following with an
infant in her arms which she sheltered from the
storm by turning up her skirt over it. A maid
brought up the rear with a basket of provisions. A
peasant woman who beheld the procession took
them for strolling actors. They found an unoccu-
pied, one storey, three roomed peasant house, rose
and vineclad, with a garden behind; this they
rented, and it became their permanent home. Millet
never owned a home of his own, though he longed
for one. The two-floored rooms of the house he
rented were occupied by the family, the third, hav-
ing only a mud floor, was his studio.
Sensier tells us that Barbizon filled Millet with
enthusiasm, and for a time he was in such a state
of excitement that he could not paint. He felt his
feet again on God's fresh earth ; he became again
a peasant.
After quieting down he proceeded to paint the
scenes about him, — sawyers at 'work on gigantic
trees, wood gatherers, charcoal burners, quarry-
men worn with toil, poachers on the scent, stone
breakers, ploughmen, etc., and each scene he
sketched in a day — sometimes in a few hours —
using them later in his compositions. Here he was
at home with the school of artists growing up at
Barbizon, the artists who introduced into modern
landscape painting the poetry of a new ideal, and
whose works are still the honor of modern land-
scape painting. And Millet was one of them —
Millet with his pure ideals, clear brain and power-
ful hand. He celebrated his own daily life and
work as a peasant, and was no revolutionist as
some suspected. The peasant represented to him
the clearest type of the human family atoning for
primal sin. And if before a painting of Millet's we
are shocked by its roughness and unusualness, if
we try to forget our littlenesses and traditions and
look backward over the languages of human toil
and endeavor, we will surely come back to Millet
and say, "He understood."
"The cry of the earth," he said, "is not of my
invention. 'Thou shalt earn thy bread by the
sweat of thy brow' was uttered centuries ago; who
may change it ? "
When accused of not seeing the beautiful side
of country life, he said, "I know that there are
handsome men and maidens in our villages. I see
and love the trees and the flowers of which Christ
said, 'Solomon in all his glory was not arrayed like
one of these,' but look at the laboring horses steam-
ing on the plain, look at the broken backed man
who is trying to straighten himself upright for a
moment in order to breathe and wipe the sweat from
his brow on the back of his hand. Look at that
poor woman all bent, who is dragging herself
painfully along under a bundle of fagots — are these
the gay and merry laborers in which people would
have me believe ? It is the human side that presents
itself to me. I have never known the joyous side."
And yet he was happy in his own home. When
weary or baffled in his poor little studio, he would
open the door, and the tired artist would become a
child among his children, weaving fantastic stories
for them.
But he began to suffer from violent headaches —
sometimes for days, sometimes for weeks — sup-
posed to have been brought on by working in his
ill-lighted studio. When he found the headaches
coming on he could sometimes ward them off by
rushing away to the fields and forest. The fresh
air revived him and he would climb rocks and
THE EDUCAT1IONAL REVIEW.
325
amuse himself with childish joy, clad in on old red
jacket, with sabots on his feet and a weatherbeaiten
straw hat on his head. "I do not know anything
more delightful," he said, "than to lie on the
heather and look up at the sky."
To be concluded in May.
JJotes — The name of Delacroix was not intended to be
among the names of Barbizon artists mentioned in the
February issue of the Review. In the art world of Paris,
about 1830, there was a revolt against the classicism of the
schools. The revolters were all alike in that they wished
to study from nature, but they generally arranged them-
selves into the realists who strove to be absolutely faithful
to nature, like the Barbizon school, and the romanoists, of
whom Delacroix was leader, who thought that it w.'s
better to idealize more or less. A. M.
Picture Study Queries.
M. Mc. ; Albert Co. — Best thanks for your com-
position. Certainly the lark does not care very
much for trees, but I was not aware its claws were
too straight for perching on branches. You may be
right however. Perhaps you can tell who wrote the
lines quoted:"
"O shame to let a little bird
Thus get the start and first be heard ;
Come, then^ and let us tune our throats
And join its song with grateful notes."
Jeannie. — There is a valuable article on Bird
music in Harper's Magazine, August, 1902, by H.
W. CMdys. After giving an illustration of die
duet of meadow-larks, he states, "both began sing-
ing slightly out of tune, and in a short time, by-
gradual degrees, they had exchanged parts, so that
No. 1 sang the phrase originally sung by No. 2
while No. 2 sang that originally uttered by No. 1" —
a remarkable incident.
S. M. R. — Remember it is not possible to estimate
the full effect of a great colorist's work, when one
knows only reproductions in black and white. The
district was not so barren as you suppose. Millet
declared the country — "so beautiful, that he never
thought of describing it."
A. P. — Thank you for your notes. I believe the
bird is indifferently called, "common lark, field lark,
or sky lark. It is not found in Canada in the wild
state. The bird in France is probably like the
British. They all come originally from Asia.
A. S. McF. — It would take too much space to
enter into the philosophy of ant. Dr. J. C. Van
Dyke says "The highest art of all, then, is that
which consists in the expression of one grand idea
with such force that every other thing is forgotten
in its contemplation." Breton's picture would be
good even if there was no lark, or if the picture
received other titles. (See Psalm 104, 23.) That
girl is competent and determined and cheerful.
Pity would be more appropriate for a poorly-olad,
ill-nourished thand' in a factory.
Musical. — 'Music and Youth' is now defunct, I
believe. There were supplements in Sept. and Oct.
1900, giving illustrations of voices of nature. Re-
quest a musical friend to give you a portion of
Beethoven's Pastoral symphony. Look up refer-
ences in your Bible to the "joy of harvest."
Arcady. — Hogg, I believe, has a poem on the
skylark. The words you refer to are by Shelley.
I cannot say where you can find them.
"The pale purple even
Melts around thy flight ;
Like a star of heaven
In the broad daylight
Thou art unseen, but yet I hear thy shrill delight."
W. M. M. — Jules Breton also wrote poetry.
Sir Lewis Morris wrote a brief poem, Morning
Song. If you think our picture represents Sunrise
the words by Morris are more suitable than
Shelley's.
"Aloft on circling wings
The mounting skylark sings,
A denizen of air, scorning teiTestrial things."
Mais el. — A picture must 'deal with one moment
only. There is no progression as in poetry.
T. L. — She behaves as an innocent healthy girl
should who loves work, and is in harmony with
nature. Not the sight of the lark, but its song
controlled her. H. B.
Waweiif, N. B.
How One Teacher Used trie Picture "Saved."
The primary school taught by Miss Maud A.
YViH'ains, Harvey, York County, N. 1!., was suc-
cessful in winning the prize offered by Rev. Hunter
Boyd for the best set of questions on the picture
"Saved" that appeared in the February Review.
In the hope that such questions may be suggestive
to 1 »;he.r teachers a few of them are given here :
1. Each one name something you see in the picture.
2. What do you like best of all in the picture? (In
nearly all cases the dog).
.1- What has the dog done?
4. How does the dog feel? (Tired hut contented).
5. What do you suppose he is thinking of?
(,. Do you think that the child and the dog were strangers
or friends? Wiry?
326
THE EDUCATIONAL REVIEW.
7. What is on the dogs paws?
8. How did the child get there? *
9. (For imagination) What name shall we give the
child?
10. And how old may she be?
11. How old may the dog, be?
12. And what name shall we give him?
13. Why is the dog's mouth open?
14. Where are the child and the dog?
15. How many birds are there?
16. What kind of birds axe they?
17. Is the water a river, a lake or the sea? Why?
18 Who painted the picture?
19. Mention another picture of his?
20. Tell something about him?
The teacher adds : "I used the picture in composition
worky allowing the children to write its story. Two little
girls thought the dog had saved the child from a burning
building, the others thought it had been saved from the
water. I also allowed the children to write some questions
about the picture, and these brought up other points. I
have used it as a means of training their memory, by turn-
ing its face to the wall and getting them to write all in
the picture they could remember. I used the picture to im-
prove their language, both oral and written, their imagina-
tion and memory.
"It pleases me to have the children take so much interest
in their pictures. All children love pictures and it is just
as easy — and so much better — to have them acquainted with
good ones rather than poor ones."
Art Notes. -No. V.
Rev. Hunter Bovd.
This month the choice of subject does not call for
minute analysis such as we have followed with otlher
pictures, bait it affords very great pleasure to ex-
amine reproductions of the work of a Canadian
artist.
One of 'the busiest men in the Dominion is Sir
William Van Home, who, in addition to the labor-
ious results he has achieved in railroad construction
in Canada and Cuba, is also director of a score of
great concerns, and yet 'has found time to collect
some of the choicest art treasurers to be found on
this continent. Not only so, Sir William is an artist
himself. Sir Martin Conway says of bis collection;
"In all of these there is merit ; the collector has a de-
finite 'taste of his own, and buys to satisfy it. But
more ''Jhan that he paints pictures himself, and
pictures of no indifferent merit. He paints with an
enthusiasm as great and an energy as persistent as
those which carried the iron rails across the con-
tinental breadth of Canada. His trees are not in-
ventions, but old friends. He knows a whole army
of them between Montreal and Vancouver, and can
draw the likeness of any one you ask for. It is in
their Autumn livery that he loves them best, or
rising naked out of the snowy mantle of Winter.
These pictures of his are no niggled amateur pro-
ductions done on a tiny scale but large canvases
boldly handled. The composition is sometimes
sketched apparently in ink, rapidly laid in with a
large brush on the canvas itself. Few people under-
stand the individual character and life-habit of trees
better than Sir William ; yet there is nothing of the
scientific diagram about his pictures of them, whilst
in their grouping, their lighting, and their colour,
there is much art."
The two points specially insisted upon by Sir
Martin Conway are admirably illustrated in the
copies kindly furnished for the Review — die
Autumn livery, and the snowy mantle of Winter.
It is one function of a poet or artist to enable us
to discern beauty where we have failed to recognize
it, and we are specially prone to overlook the beauty
of beeches and birches in the period between October
and April. We are glad to see the new leaves, and
rejoice in the mature foliage with its possibilities of
light and shade, but the delicate tracery of tree
anatomy is for most a late acquisition, the pleasure
of a quiet eye.
On the treatment of forest trees, and foliage by
artists it may be well to consult Ruskin; Modern
Painters, part II. of truth ; section VI., chapter I.,
of truth of vegetation. Encourage the scholars to
observe beeches and birches at this season, and
sketch or draw from memory specimens near the
school4iou.se or any trees for which they have special
fondness. Endeavor to procure a series of poetic
allusions, or particulars of characters, historical or
otherwise, who had these trees for their favorites.
The botanical characteristics are not called for by
this study, but endeavor to evoke discussion on the
symbolism of the trees ; also enquire concerning the
music of these trees, and compare the pine and elm.
What do they say to us ?
When I bought my farm I did not know what a
bargain I had in the bluebirds, bobolinks, and
thrushes, which were not charged1 in the bill. As
little did I guess what sublime mornings and sun-
sets I was buying, what reaches of landscape, and
what fields and lanes for a tramp. Neither did I
fully consider what an indescribable luxury is our
Indian river, which runs parallel with the village
street, and to which every house on that long street
has a back door which leads down through the gar-
den to the river bank. — Emerson.
THE EDUCAT1IONAL REVIEW.
327
April Birthdays.
William Shakespeare, the world's great literary
and dramatic poet, was born at Stratford-on-Avon,
Warwickshire, England, April 1564 — on the 23rd
of that month, k is supposed. His father, John
Shakespeare, was of the yeoman class; his mother,
Mary Arden, was of a family of the minor gentry.
Little of certainty is known of Shakespeare's early
life. He was doubtless educated t at the Stratford
grammar school. He soon left his native place to
seek his fortune in London where most of his plajs
and sonnets were written. The following extracts
may serve to show what other literary men thought
of him:
If I say that Shakespeare is the greatest of intellects, I
have said all concerning him. But there is more in
Shakespeare's intellect than v\e have yet seen. It is what I
call an unconscious intellect; there is more virtue in it than
he himself is aware of. —Carlylc. — Essays.
He was not of an age, hut for all time !
— Ben Jonson.
When Shakespeare is charged with debts to his authors
Landor leplies, "Yet he was more original than his
originals. He breathed upon dead bodies and brought
them into life." — Emerson.
Now you who rhyme, and I who rhyme,
Have not we( sworn it, many a time;
That we no more our verse would scrawl,
For Shakespeare he had said it all !
— R. W. Gilder.
But Shakespeare's magic could not copied be ;
Within that circle none durst walk but he.
— Dryden. — The Tempest.
April 23, 1799. — Sir William Edmond Logan, born
at Montreal, graduated at the University of Edin
burgh in 1817; was director of the geological
survey of Canada 1842-69; published valuable re-
ports and scientific papers and accomplished results
of signal importance in the geology of Canada.
April 25, 1599. — Oliver Cromwell, born in Hunt-
ingdon, England. Had a limited education ; in
the Short Parliament of 1628 he made bat one
speech (a pattern for modern legislators), and dur-
ing the eleven years' prorogation devoted his time
to the cultivation of his farms. He was the chief
leader of the Parliamentarians against the King;
became Lord-protector of England, 1653.
April 30, 1834 — Sir John Lubbock, born in
London; educated at Eton, became interested in
ethnology and natural science to which he devoted
the remainder of his life. His researches on British
wild flowers in relation to insects, and on ants, bees
and wasps, are among 'the most popular of his
works.
The Course of Study— A Criticism.
Editor Educational Review:
Dear Sir: — I want to express the pleasure with
which I read the suggestive 'discussion and intelli-
gent criticism of our school work by S. D. Scott in
the March number of tflie Review. In common, I
believe, with the great majority of teachers I en-
dorse all that Mr. Scott says, and my only regret is
that circumstances make it impossible, in some
instances, to carry out his very reasonable sugges-
tions. For example he says, "It would seem pos-
sible to arrange a system which would grade a child
in some subjects and to leave him to take the otters
over again with his old class. The grading might
be to some extent by subjects, and not by a level
standard covering the whole range. That is exactly
•what would happen in an ungraded country school
where a pupil is carried along in each subject as
fast as he can get ahead in it." Mr. Scott is quite
right with regard to the ungraded school, for in itlhis
particular such a school is aided by its very limita-
tions. As there is only one teacher a pupil may
study while the teacher is engaged with that pupil's
class — but in a subject which the pupil does not
desire — and join another class of a higher or lower
grade when the same subject is being dealt wibh
in that higher or lower grade. But in a large, well-
graded, well-manned school this is different. While
neither teacher nor school authorities object to a
pupil from one grade taking a class or classes with
any other grade the pupil finds it impossible to do so
without losing some other class which he 'wishes to
take. For example, suppose a lad registered in
grade eleven is backward in Latin and geometry.
He may wish to take Latin with grade ten and
geometry with grade nine, and no one objects to
his doing so. But as different teachers take the
different subjects, at the time when his own grade
eleven class comes to the classical master he can-
nut leave it and slip into the grade ten Latin class
for at that moment no such Latin class, is in pro-
gress and the grade ten class is in the mathematical
or some other room. Neither can he slip into the
grade nine geometry class for the grade nine class
is probably at science, geography or drawing. But
when the Latin master is doing the work of grade
ten or the teacher of mathematics the geometry of
grade nine can the lad not leave his own class then
and join one of these? He undoubtedly may, but in
doing so he will lose the English, the history,
physics, or some other subject which will go on in
323
THE EDUCATIONAL REVIEW.
grade eleven at the very hour and which he does not
wish to lose.
If all or a large number of pupils required too take
the same subjects in a higher or lower grade than
their own then the teaching staff could do much
to arrange the time-table too accommodate them.
But as the special cases are exceedingly varied it
is impossible, without greatly lengthening school
hours or multiplying the number of teachers, to do
much to solve the problem. Thus it will be seen
that the difficulty is not with the course of study
nor with the teaching staff but rather with the con-
ditions under which the best work is being done.
W. T. Kennedy.
County Academy, Halifax, March 16th, '06
Criticism of P. E Island Schools.
Mr.. Theodore Ross, director of tohe Macdonakl
Rural Schools in Prince Edward Island, writes as
follows : "Perhaps the severest arraignment of our
educational system that it has yet met with from
the public platform, was that made by the Hon. S.
E. Reid, Commissioner of Agriculture, in an address
delivered before the Annual Convention of Fanners'
Institutes. This is only the beginning of an educa-
tional campaign undertaken by the farmers of this
province on behalf of a system of education that
shall articulate more closely with our industrial
needs." The following is a portion of Hon. Mr.
Red's address :
Our people provide generously for a training in
languages that induces the boys to enter the professions
leaving parents in theiri old age to look after the old farm.
We give more attention to Latin in our only high school
than we do to agriculture, botany and physical geography
combined. We spend yearly on this school that devotes
more than one-third of its energies to the teaching of
languages alone, a large sum. We spend annually half of
our revenue on our public schools which are so conducted
that the tendency is away from the farm, rather titan to-
wards it.. .
You support a system of public1 schools at a cost of
$166,000. There your children shall toil or be supposed to
toil, but there they shall learn little or nothing of that you
will most want them to know, directly they leave school
and enter upon the practical business of life. They will in
all probability be dairymen but they will not know the
difference between a dairy cow and a beef cow, or whether
milk is soured by witches or by bacteria. They will have
the feeding of cattle but will not know what is a proteid
or what is a caibohydratc or whether a cow should be fed
all she will eat or just what will keep her alive. They will
have the sowing of seeds but wall have no means of know-
ing whether they are sowing timothy seed or sowthistles,
they will have the reaping of harvests but no means of find-
ing out why they get twenty bushels instead of forty. Some
of them will represent you in parliament and have a share
in making laws that may prove a blessing or a curse. But
they do not hear one word about the political organization
of our country, or the meaning of free trade or protection,
or know there is such a thing as economic laws
Can a system that neglects all these things be the best
suited to a country that depends entirely on agriculture ?
A Suggestion
A subscriber, once a teacher, now pursuing
a different dine of 'work writes : "The idea of sending
prints of celebrafed paintings is one of the grandest
I think you have ever adopted. Were I teaching
again I could make a dozen different uses of them.
Would it not be a good idea to propose some subject
and ask, particularly the teachers of miscellaneous
schools, to give an outline of their method of teach-
ing it to their particular schools and the manner in
which it was accepted? Then if you could publish
two or three of these in a clear concise form don't
you think it would benefit those teachers who find
little time — and money too — to attend the Normal
Schools? In my experience with country schools
when first teaching I would have welcomed 9uch
an idea. Wishing you still greater success with
your paper and your work,"
E. S. C.
[The series of questions on another page on the
picture "Saved" anticipates our subscriber's sugges-
tion to some extent, but there are greater possibil-
itiess in it to which attention may be given as the
work goes on. — Editor.]
A Persevering Student
There's a merry little student, in a suit of brown and gray,
Who says his single lesson o'er a thousand times a day ;
He studies well the alphabet from early dawn till night; —
He knows one letter only, but he always says it right.
He cannot take his lunch to school as children often do,
But when he's feeling hungry, he will eat a bug on two;
And then without a single word about A, B, or C, —
Recites the same old lesson, "Chick-a-d-d-d-d D."
— Hannah G. Fernald, in Ginn's New Second Music Reader.
A Picture of a Tree
The other never once has ceased to gaze
On the great elm-tree in the open, posed
Placidly full in front, smooth bole, broad branch,
And leafage, one green plenitude of May.
The gathered thought runs into speech at last.
"O you exceeding beauty, bosomful
Of lights and shades, murmurs and silences,
Sun-warmth, dew-coolness, — squirrel, bee and bird,
High, higher, highest, till the blue proclaims
'Leave earth, tlwre's nothing better til next step
Heavenward!' — So. off flies what has wings tot help!"
Fiom The Inn Album. — Robert Browning.
THE EDUCATIONAL REVIEW.
-329
Nature-Study Calendars.
A letter from Principal D. W. Hamilton of the Macdonald Consolidated School, Kingston,
N. B., gives an interesting account of the Nature-Study work attempted by the pupils in addition to
that done in the garden. He writes : " Nearly all our pupils keep bird and flower calendars, and
quite a number have weather records. The weather record I am sending is a copy of one kept by
Wilbur Crawford, a grade 8 boy. He has it complete since January I, 1905. In each school room
there is a bird calendar and a flower calendar. The bird calendar I am sending is a copy from the ad-
vanced department calendar. The flower calendar is from Miss Darling's room, grades 3, 4 and 5. It
was made by Lulu Crawford, a grade 3 pupil."
Extracts are given below from these calendars in the hope that they may suggest to other teach-
ers the usefulness of this work and the effect it may have on boys and girls in teaching them to observe
and in giving them a greater interest in their surroundings. There is only space for a few lines of each
calendar, but this is sufficient to show how the work is done.
WEATHER REPORT.
Day
Date
Time
Tcm.
Fahr.
Winds
Snow
Rain
Fog
or
Mist
Clouds
Mrs. of
Sun
shine
Sun
Rises
Sun
Sets
Moon
Remarks
1905.
9.30
April
A. M.
Sat.
1
II
36 +
Warm
South
Med.
None
None
None
Heavy
0
5.5S
6.43
4
Sun.
2
ft
25 +
Cool
N. W.
Meri.
it
i<
ti
**
1
5.56
6.44
Mon.
3
H
30 +
Cool
N. W.
Med.
11
•1
11
Med.
5
5.54
6.46
Tues.
4
1 I
40 +
Warm
South
very
light
S. E.
u
< 1
(I
14
5.62
6 47
New
Moon
Wed.
5
"
37 +
if
Light
••
Heavy
0
5.50
6.48
Warm
lieht
Thurs.
6
"
45 +
Warm
S. E.
Strung
ti
•■
Light
Mist
f*
0
5.48
6.49
Fri.
7
u
35 +
Warm
South
very
light
None
None
Med.
81
5.47
6.51
BIRD CALENDAR.
Date
Bird
Plumage
Habits, Etc.
Reported by
1905
Mar. 3
" 10
'• 23
" 27
" 30
Apr. 1
" 2
" 4
Old Tom Peabody
Juuco
Tree Sparrow
Blue Heron
Northern Shrike .
Fox Sparrow ....
Chipping Sparrow
Vesper Sparrow . .
White patch on throat, striped
head, dark back Says "Old Tom Peabody" . . .
Slate colour, light breast, two outer
tail feathers white Tame
Brown head, dark spot on white
breast Sweet, musical song
Bluish color Long legs and neck. In water..
Blue and brown Large with strong curved bill..
Reddish color Quite large, stays only a short time
Brown head and light breast Small, has no song
Brownish and shows white tail
feathers when flying Good singer
Lulu Kelly
Louis Gard
Millie Northrup
Louis Gard
Allan Flewelling
Allan Flewelling
Walker Belyea
Ethel Thomson
WILD FLOWER CALENDAR.
Common Name
Spring Beauty
Adder's Tongue or Dog's Tooth
Violet
Trillium (purple)
Maple (red) . . . . .
Dutchman's Breeches
Violets (blue)
Dandelion
Bluets
Anemone (wood)
Goldthread
Date
Family
Purslane .
Lily
Lily .
Soapberry
Fumitory .
Violet . .
( lompoeite
Madder. . .
Crowfoot .
Crowfoot .
Description
Floweis pink or white
Yellow flowers, lily shaped
Flower purple, 3 leaves, whorled
Red flowers in cluster
White, two spurs on flower ......
Flowers blue, one spur
Flowers yellow, in heads
Flowers blue and white, small
Flowers white
Flowers white, stems yellow under
ground
Pupil
28
April.
2!l
2!)
11
1
May
2
3
II
8
*'
4
(1
0
"
12
"
Williston Carmichael
Hazel Wetmore
Williston Carmichael
Grace Shamper
Jessie Hunt
Jessie Hunt
Jessie Hunt
Ethel Cochrane
Jessie Waddell
Elsie Sterritt
330
THE EDUCATIONAL REVIEW.
The Adventures of Ulysses
(Continued)
Charles Lamb (I775-1834-)
Notes by G. K. Butler, M. A.
He was educated at Christ's Hospital where he remained
until 1789. Among his school-fellows was S. T. Coleridge.
In 1792 he entered the East India Company's service wlure
he remained for 33 years and often used to say that the
books he kept there were his real works. His sister, Mary,
became insane and he was obliged to care for her for the
rest of her life, though she often recovered her reason. In
1807 she joined him in the 'Tales from Shakespeare," tnd
in 1808 he published "Ulysses." His "Essays of Elia" was
published in book form in 1823. In 1825 he was given a
pension of £450 a year by the East India Company.
His style is said to be much affected by bis constant
study of the Elizabethan writers. His one weakness was
an indulgence in tobacco and liquor to a considerable
extent.
Page 113. I. 4: "Raise your mast," in ancient,
i. e., in very ancient, times the part played by sails
in the navigating of a ship was very small. The
mast, on arriving in port, was unstepped and 'laid
on a rest at the stern. Even in the time of the
Romans the 'war ships depended on rowers. (See
"Ben Hur.") 1. 8: We have here the names of
four of the rivers of Hades. Styx 'was the river
which surrounded the lower world. Even down (to
the present time deatii is often spoken of as the
crossing of a river, though Christianized people
speak of it as the Jordan, i. 38 : Neptune was the
Latin name of what Greek deity? (See notes for
March.)
P. 114. 1. 17: What figure of speech in the
expression "Ulysses' soul melted"? What is the
meaning? 1. 20: Those who have read the sixth
book of Virgil's Aeneid will remember a similar
situation in it. 1. 29: On the subject of CEdipus,
Sophocles, (the great Greek tragedian, wrote three
plays. One, the Q^dipus Tyrannus," was the
greatest ever written, if we may believe Aristotle.
And so it was probably till Shakespeare's time.
1. 34: Castor and Pollux figure in Maoaulay's "Lay
of Lake Regillus." Helen it was who caused the
Trojan War as she was stolen, perhaps willingly,
by Paris, son of Priam, King of Troy.
P. 115. 1. 6: "Orion" as the story goes, was
taken up and placed among the stars. At any rate
our most brilliant constellation bears his name.
1. 13: For more information concerning Ariadne
read Kingsley's "Heroes," especially Theseus.
1. 16: Parse "that late." What word do we use in
place of late? 1. 21: Meaning of the word "im-
mediately?" On Agamemnon, his death and its
consequences, we have the great Greek trilogy
written by /Eschylus.
P. 117. 1. 14: "The wooden horse" is among the
most famous things of ancient times. Its story at
greater length may be found in the second book of
the /Eneid. 1. 24: What is the meaning of the
word "machine" as found here? Look up the deri-
vation of the word. Also if possible the meaning
of the phrase "deus ex machina," which is so often
found in literature. 1. 31 : Meaning of the word
"shade" as here found? What other words have
we with same meaning? Some of them are Eng-
lish, some Latin, some Greek in their derivation.
1. 39 : Give a synonym of "emulation."
P. 118. is. 20, 21 : Here is a chance to show the
difference between Christian theology and the
theology of the Greeks as to a future life ; for they
too, 'believed in the immortality of the soul. Com-
pare the Valhalla of the Saxons.
P. 120. 1. 10: Parse "needs." 1. 12: Usual word
for "invitemerrts ?" 1. 31: A full account of the
"Argo" and its voyage will be found in Kingsley's
"Argonauts." 1. 38 : The Octopus when its horrors
have been enlarged by story and fable may have
been the foundation of the tales concerning Scylla.
Compare 'the many stories we read and hear in
modern times about the sea serpent.
P. 121. There is also a famous whirlpool on
the coast of Norway. In both cases caused by the
ebb and flow of the tide. 1. 27: What would you
call "fore wind?" 1. 29: How far, in miles 'had
diey sailed?
P. 122: In the sentence "the more be adjured
them, etc.," parse the word "the." (It is an adverb
of degree.)
P. 123. 1. 24: Meaning of "like neen." Give an
adverb with the same meaning. 1. 30: What does
"idle death" mean? 1. 36: What is modern name
of "foredeck"?
P. 125. 1. 14:' Parse "this." 1. 18: Parse "night."
1. 23 : What figure of speech in "attempt the
blood ?" 1. 25 : Very often in Greek poetry do we*
meet with the sun addressed as the all-seeing God.
1. 27 : ■ The ancients were much more afraid of head
winds than the navigators of more modern times.
If any one has a copy of Kinglake's "Eothen," he
will find a fine satire on the slowness of navigation
in the Mediterranean. 1. 34 : Meaning of the word
"stay" as found here?
P. 126. 1. 38: Find meaning of "prodigy."
P. 127. 1. 3 : Look up meaning and derivation of
THE EDUCATIONAL REVIEW.
331
the word "omen;" another word with much the
same meaning is "portent." 1. 15: P&Tse "days."
1. 16: What sort of a phrase is, "the wind chang-
ing?" 1. 20: What is the meaning of "devoted" m
this line? Look up its derivation. 1. 24: "Bark"
is here used as we use "vessel." 1. 25 : Meaning
of the word "wanting?" 1. 29: I have the mis-
print "sea-news." What is correct and what are
they?
P. 128. {. 29: What part of speech is "scarce?"
P. 129. 1. 20: In the story of Perseus it will be
remembered that Mercury lent him the winged
sandals. 1. 23: The "Lessons on English" tell us
that "stay" has a certain meaning and "stop" an-
other. Does this use of the word justify that?
Consult a good dictionary. 1. 36: Homer's adjec-
tive applied to "morning" is "rosy-fingered." Diana
was known to the Greeks as Artemis.
P. 130. 1. 8: Parse "killing." 1. 17: What figure
of speech is "drowned in discontent?"
P. 131. 1. 57: This book spells "Augur;" is it
right or wrong ? What is an "augur?" 1. 8: Is
there a reasonable time allowed for the building of
the bark? 1. 21: "Goodly"; find this word used
elsewhere in the reader. 1. 28: I think it was
Gladstone who said of the "Bear," "hight to boot
the Wain." Why does the "Dipper," as we call it
never set?
P. 132. 1. 6: Parse "son." What case is it?
Why does it not have the apostrophe ? 1. 7 : What
figure ? 1. 8 et. seq : A storm something similar to
this befell /Eneas and is described in the first book
of the /Eneid.
— There are twelve good rules which every girl
and boy should master before they reach the age of
fifteen:
Be courteous to everyone, whatever his or her
station in life.
Shut the door and shut it softly.
Keep your own room in good order.
Have an hour for rising and rise.
Never let a button stay off twenty-four hours.
Always know where your things are.
Never let a day pass without doing something to
make somebody comfortable
Never come to breakfast without a collar.
Never go about with your shoes unbuttoned.
Speak clearly enough for everyone to under-
stand.
Never fidget or hum so as to disturb others.
Never fuss or fret. — Sel.
Problems in Arithmetic— Grade VIII.
G. K. Butler, M. A.
1. Oil which sells at the rate of 5 liters for 25
cents makes a gain of 25 per cent; find cost price
per gallon.
2. A druggist buys 60 kilograms of drugs @
$1.20 per kilogram and sells @ 10c. an oz. apothe-
cary ; find gain.
3. An article which cost $80 was marked 30
per cent above cost and was sold at its marked price
for how much?
4. The selling price was $60, the gain was 20
per cent ; find the cost price.
5. A house which cost $3,000 was insured so as
to cover the value of the house and the cost of
insurance if burned. At how much was it insured,
the premium being two per cent.
6. A commission merchant receives 600 barrels
of apples which he sells @ $4.25 per barrel on three
per cent commission. He invests proceeds at two
'and a half per cent. How much commission does
he receive in all ?
7. A note of $600 dated May 3rd at 90 days
and bearing four per cent interest was discounted
May 23rd at seven per cent ; find proceeds.
8. A room is 20 feet long, 15 feet wide and 12
feet high ; find cost of plastering walls and ceilings
at 25 cents a square yard.
9. Find cost of paper for the same room at 25
cents a roll when the paper is 18 inches wide and
the roll contains 7 yards (walls only to be papered.)
10. Find in ac, sq. rds., sq. yds., sq. ft., sq. in.,
the area of a trapezoid whose parallel sides are
respectively 300 yards and 200 yards and whose
altitude is 400 feet.
n. How many gallons in a cylinder whose basal
diameter is 10 decimeters and whose height is 20
decimeters.
12. The amount of a sum of money for four
and a half years at five per cent simple interest is
$306.25 : find the sum.
Answers. — (1) 18 cents; (2) $120.90; (3) $104;
(4) $50: (5) $3061.22; (6) $76.50+60.34=$ 1 36.84
(7) Amt.=$6o6.i2; proceeds $597.63; (8) $31 2-3:
(0) $62-3; (10) 6 ac. 141 rds. 28 yds. 108 inches;
(") 345.733: (12) $250;
The Review is a great help to me in my work in
this country school, and is full of encouragement.
I think that is what many of our teachers need.
— Subscriber.
332
THE EDUCATIONAL REVIEW.
The Forests of Canada
In the elementary course of the Natural History
Society of New Brunswick last evening, George
U. Hay gave an extremely interesting and instruc-
tive talk on Forest Conditions of Canada from the
Atlantic to the Pacific. The lecturer having made
the complete trip, and in his usual careful manner
investigated the various forms of plant life, spoke
entirely from, his own experiences.
In the course of his remarks Dr. Hay referred to
the mixed growths of evergreens and deciduous
trees that clothe the ridges and plains in the eastern
section of Canada, and stated tHiat from the western
end of Lake Superior through the almost treeless
prairies to the shores of the Pacific a great change
was noticed in the flora, none of our fine species of
maple being observed. This led him to say that our
maple was not really a suitable emblem for all
Canada.
In the prairie districts, along the streams and
rivers, were observed poplar, or cottonwood, willows
and box-elder, or Manitoba maple, and a few
birches. It was stated that on account of itiheir
presence in all parts of 'the country, the canoe
birch, Jack pine or white spruce would be more
suitable as an emblem of all Canada.
Reference was made to the importing and plant-
ing of Siberian and other exotic species of trees in
the "treeless west," among them being the flower-
ing pear and Siberian pea.
A highly interesting description of the flora of the
Rockies, Selkirks, Gold Range, Cascade and Coast
Range mountains was given. The giant Douglas
fir, white spruce and red cedar (the first sometimes
attaining a height of three hundred feet) of British
Columbia, were described, and the statement made
that one acre of British Columbia forest had pro-
duced as high as 500,000 feet of lumber. The tim-
ber cut 'from one enormous Douglas fir or red cedar
would yield about as much as an acre of our timber
lands.
Dr. Hay described the fine natural park at Van-
couver— Stanley Park — where these giant trees may
be seen for ages to come, long after their fellows
have been destroyed, — for fire and the lumbermen
are fast depleting the forests of the west, as they
have done 'the east. The experimental farms at
Ottawa, Brandon and Agassiz were referred to,
and much valuable information given regarding
their practical utility in the agricultural develop-
ment of Canada. — Newspaper Report, March 21.
The Coming of Spring
An exercise for a number of children. The Hours are the
Goddesses of the Seasons. — Selected and Adapted.
Hours. —
Come, gentle spring; ethereal mildness, come!
— Thomson. — Seasons.
First Voice. —
Hai'k ! the hours are softly calling
Bidding Spring arise,
To listen to the rain-drops falling
From the cloudy skies.
To listen to Earth's weary voices,
Louder every day,
Bidding her no longer linger
On her charm'd way ;
But hasten to her task of beauty
Scarcely yet begun.
— Adelaide A. Procter. — Spring
Second Voice. —
I wonder if the sap is stirring yet,
If wintry birds are dreaming of a mate,
If frozen snowdrops feel as yet the sun,
And crocus fires are kindling one by one.
— Christina Kosetti. — The first Spring Day.
Third Voice. —
O tender time that love thinks long to see,
Sweet foot of Spring that with her foot-fall sows
Late snow-like flowery leavings of the snows,
Be not too long irresolute to be;
O mother-month, where have they hidden thee?
— Swinburne. — A vision of Spring in Winter.
fourth Voice. —
The Spring's already at the gate
With looks my care beguiling;
The country round appeareth straight
A flower-garden smiling.
— Heine. — Book of Songs.
Fifth Voice. —
Softly came the fair young queen
O'er mountain, dale, and dell ;
And where her golden light was seen
An emerald shadow fell.
The good-wife oped the window wide.
The good-man spanned the plough;
'Tis time to run, 'tis time to ride,
For Spring is with us now.
— Lcland. — Spring.
Enter Spring with train of flowers.
Spring.-
I come, I come ! ye have called me long,
I come o'er the mountain with light and song;
Ye may trace my step o'er the wakening earth.
By the winds which tell of the violets birth.
By the primrose stars in the shadowy grass.
By the green leaves opening as I pass.
— Mrs. Hemans. — Voice of Spring.
THE EDUCATIONAL REVIEW.
'333
All.—
Welcome Spring! — in sunshine clad
Well dost thou thy power display!
For Winter maketh the light heart sad,
And thou, — thou makest the sad heart gay.
— Longfellow. — Translation from the French.
Snow-Drop. —
I am a little snow-drop
"The morning star of flowers."
— Montgomery — The Snow-drop.
Spring. —
Nor will I then thy modest grace forget,
Chaste Snow-Drop, venturous harbinger of Spring.
— Wordsworth. — To a Snow-Drop.
Violets.—
We are violets blue,
For oun sweetness found
Careless in the mossy shades,
Looking on the ground.
Love's dropp'd eyelids and a kiss, —
Such our breath and blueness is.
— Leigh Hunt. — Violets.
Spring. —
Welcome, maids of honor,
You doe bring
In the spring
And wait upon her.
— Hcrrick. — To Violets.
Dandelions. —
Upon a showery night and still,
Without a sound of warning,
A trooper band surprised the hill.
And held it in the morning.
You were not waked by bugle notes,
No cheer your dreams invaded.
And yet at dawn, our yellow coats
On the green slopes paraded.
— Helen Gray Cone. — The Dandelions.
Spring. —
Dear common flowers, that growest beside the way,
Fringing the dusty road with harmless gold
First pledge of blithesome May
Which children pluck, and, full of ptide, uphold.
— Lowell. — To the Dandelion.
Primrose. —
Ring-ting! I am a little primrose,
A pale-yellow primrose blooming in the1 spring !
The stooping boughs above me,
The wandering bee to love me,
The fern and moss to creep across,
And the elm-tree for my ring!
— Wm. Allingham.
Spring. —
Welcome, pale primrose ! starting up between
Dead matted leaves of ash and oak that strew
The every lawn, the wood, and spinney through.
'Mid creeping moss and ivy's darker green ;
How much thy presence beautifies the ground !
How sweet thy modest unaffected pride
Glows on the sunny bank and wood's warm side.
— John Clare. — The Primrose.
Hours. —
It is the season now to go
About the country high and low,
Among the lilacs hand in hand,
And two by two in fairy land.
— Robt. Louis Stevenson. — Underwoods.
Hiawatha's Canoe
J' or five boys; Hiawatha dressed in Indian costume, the
others carrying branches of the trees tlwy represent, and
which they cause to move as indicated.
Hiawatha. —
"Give met of your bark, O Birch-Tree !
Of your yellow bark, O Birch-Tree
Growing by the rushing river,
Tall and stately in the valley !
I a light-canoe will build me.
Build a swift Cheemaun for sailing,
That shall float upon the river,
Like a yellow leaf in Autumn,
Like a yellow water-lily!
Lay aside your cloak, O Birch-Tree !
Lay aside your white-skin wrapper,
For the summer time is coming,
And the sun is warm in heaven,
And you need no white-skin wrapper!"
(And the tree with all its branches
Rustled in the breeze of morning,
Saying with a sigh of patience,)
Birch-Tree. —
"Take my cloak, O Hiawatha."
Hiawatha. —
"Give me of your boughs, O Cedar !
Of your strong and pliant-bi'anches,
My canoe to make more steady,
Make more strong and firm beneath me !"
( Through the summit of the Cedar
Went a sound, a cry of horror,)
Went a murmur of resistance;
But it whispered, bending downward).
Cedar Tree. —
"Take my boughs, O Hiawatha!"
Hiawatha. —
"Give me of your roots, O Tamarack !
Of your fibrous roots, O Larch-Tree!
My canoe to bind together.
So to bind the ends together
That the water may not enter,
That the river may not wet me !"
(.And the Larch, with all its fibres,
' Shivered in the air of morning,
Touched his forehead with its tassels,
Said with one long si^h of sorrow)
Tamarack. —
"Take them all, O Hiawatha!"
334
THE EDUCATIONAL REVIEW.
Hiawatha. —
"Give me of your balm, 0 Fir-Tree!
Of your balsam and your resin,
So to close the seams together
That the water may not enter,
That the river may not wet me !"
(And the Fir-Tree, tall and sombfe,
Sobbed through all its robes of darkness,
Rattled like a shore with pebbles
Answered wailing, answered weeping,)
Fir-Tree. —
"Take my balm, 0 Hiawatha !"
— Adapted from Longfellow.
The Call of Spring-
Far down below, in the dark, damp ground,
A little seed slept sound, so sound;
Far up above, in the open sky,
Grey clouds floated gracefully by.
Down, from the grey clouds up in the blue,
A raindrop fell, and trickled through
The hard brown earth, until it found
The little seed, that slept so sound.
Then over its face the raindrops sped,
And the seed awoke, and stinted in its bed,
"Come little seed, 'tis time to sprout,
Fori summer is coming, without any doubt."
"And spring has sent me," the raindrop said,
"To call you forth from your little bed;,,
Then the tiny sprout began to grow,
And a song in its heart ta overflow.
To the beautiful world that was waiting above,
Filled with sunshine, beauty and love;
Hour, by hour, by night and day,
The little plant fought its upward way.
Eagerly stretching towards the light,
Forgot the rough way and darksome night ;
At last it peeped the brown earth through,
Oh ! the wonder that in it grew.
The sweet, soft air, and the song of the bird,
The voices of merry children heard.
With joy the little plant did bring,
His tribute of love to the beautiful spring.
— Selected.
Four quilts are ready to fold and spread
On Mother Earth's old trundle bed.
The first, a brown and white old thing,
She spreads on in the early spring.
The summer one is green and bright
With daisies nodding in the light.
And then when winds begin to blow,
She spreads a red quilt on, you know,
And sews it through with yellow thread.
And by and by, all in a night.
She spreads her quilt of snowy white. — Sel.
Guess the Names of the Islands
Guess the name of the islands where yellow birds sing,
The islands where ponies abound,
The islands where people are graciouse and kind,
The islands where robbers are found.
The island of fur that is highly esteemed,
The island not known long ago,
The island from which we get heat, light and smoke.
The island of frost and of snow.
The island that's famed for its lake of hot pitch,
The island that likes to lap cream,
The island that's noted for exports of rum,
The island that dams a small stream.
The island where Bonaparte drew his last breath,
The island of soft, swampy ground,
The island that comes freshly coined from the mint,
The island that's south of its sound.
Guess the Names of the Fish
Guess the name of the fish with two heads but no tail,
The fish that is lacking in strength,
The fish that is useful to point out the way,
The fish that is one rod in length.
The fish that is something that happens by chance,
The fish that is pulverized chalk,
The fish that tastes best when 'tis cooked on a plank,
The fish that finds fault in its talk.
The fish that looks sullen and thrusta out its lips,
The fish by canary birds pecked,
The fish that in winter glides over, the ice,
The fish by which warships are wrecked.
The fish that is travelled by those who pay toll,
The fish that is part of a shoe,
The fish of low spirits and greatly depressed,
The fish that's unable to chew.
Sir Henry Oampbell-Bannerman is, at the age of
seventy, virtually the chief executive of the British
Empire. But if Sir Henry, when he was fifty-five,
had applied to some boards of education we have
heard about, for a position as superintendent or
principal of schools, he would have been rejected as
being too old. Yet at that age every man who has
a sound constitution and is living the right kind of
life should be in the prime and vigor of his man-
hood. Behind him are the varied and valuable
experiences of a long life. He is not daunted by
difficulties, for he has met and vanquished battalions
of them. He is not unduly elated by victories nor
depressed by defeats. He is fully equipped for the
work before him, and is in every way qualified to
be to the children and youth under his charge a
guide, philosopher, and friend. — The Western
School Journal.
THE EDUCATIONAL REVIEW.
335
Lines inj Season i
Two eyes and only one mouth have we.
The reason I think must be —
That we are not to talk about
Everything we see.
Two ears and only one mouth have we.
The reason is very clear —
That we are not to talk about
Everything we hear. — Sel.
"There is so much bad in the best of us,
And so much good in the worst of us,
That it scarcely behooves the most of us
To talk about the rest of us." — Sel.
Patience, oh Soul ! from a little field
There cometh often a gracious yield.
— Carlotta Perry.
Hope is like a slender hare-bell,
All a-t:emble from its birth;
Love is like a fragrant rose,
Cheering, blessing all the earth ;
Faith is like a lily whi:e,
High uplifted into light.
— Christina Rosseti. (Adapted).
Hurried results are worse than none. We must force
nothing but be partakers of the divine patience. If 'he.e
is one thing evident in the world's history, it is that God
hasteth not. All haste implies weakness. Time is as cheap
as space and matter. — George MacDonald.
Let us be content to work
To do the thing we en, and not presume
To fret because it's little.
— Elizabeth Barrett Browning.
Square thyself for use. A st< tie that may
Fit in the wall is not left by the way.
—Persian Proverb.
He that is good at making excuses is seldom good for
anything else.
Pussy Willow
In her dress of silver gray,
Comes the Pussy Willow gay,
Like a little Eskimo,
Clad in fur from tip to toe.
Only Mother Willow knows
How to make such suits as those,
How to fashion them with skill,
How to guard against a chill.
Did she live once long ago,
In the land of ice and snow?
Was it first by polar seas
That she made such coats as these?
Who can tell? We only know
Where our Pussy Willows grow
Fuzzy little friends that bring
Promise of the coming spring.
— Elizabeth Foulke, in Ginn's Music Course
Tree Quotations From the Bible
I will plant in the wilderness the cedar tree, and the
myrtle, and the oil tree; I will set in the desert the fir tree,
and the pine and the box tree together.
They shall spring up as among the grass, as willows by
the water courses.
He heweth him down cedars, and takethj the cypress and
the oak, which he strengtheneth for himself among the
trees of the forest ; he planteth an ash and the rain doth
nourish it.
All the trees of the field shall clap, their hands. Instead
of the thorn shall come up the fir tree, and instead of the
brier shall come up the myrtle tree, and it shall be to the
Lord for a name !
Waste of Time.
To save time there is need of the utmost order.
1 visited a school, not long since, where fully half of
the time was wasted, so it seemed to me. ( I ) The
classes had begun when a pupil entered late. The
teacher entered into a conversation as to why, and
it took fully five minutes, meanwhile a class of
eighteen were standing waiting — ninety minutes
were thus lost, besides the rest of the school stopped
studying to hear the upshot. (2) The class in
arithmetic was called and the teacher asked one to
clean off the board ; the eraser was so full of dust
that he was directed to go out and clean it ; this took
five minutes, at least. (3) The whole school was
stopped for writing; then the teacher distributed
the books. Some of these had been misplaced and
fully five of the twrenty-five minutes were used up in
getting going; as there were thirty-eight in the
school there were 190 minutes wasted. Now this
was called a good teacher; he had taught seven
years ; he was not conscious of the waste of time ; he
made a business of doing it; he did it day by day.
Of course, there could not but results be accomplish-
ed, only a part of what might have been done. — ■
Exchange.
fit is hoped teachers who read the Review do
better than that ; but there may be cases where the
school time is wasted, in some instances like the
above, or in other ways. Have a little quiet exam-
ination of ways and means — Editor].
Andrew I^ang includes "month" in his list of 60
English words that have no rhyme. He apparently
never has heard the old verse of the mathematical
student :
The Nth term and the [N-fi] th
Have troubled my mind for many a month.
—New York Tribune.
336
THE EDUCATIONAL REVIEW.
The Efficient Teacher
The most efficient teacher is she who acquires
the skill to reach the entire class as though they
were one, making each pupil feel as though he were
receiving the full measure of her instruction. The
orator who wins has this ability. A man of plat-
form genius will hold everyone of his audience more
intently than as though he were facing him alone,
for the hold he has of him will be enhanced by the
magnetism of hundreds of eleotrified minds. Bach,
keen listener multiplies the power of the orator, and
the teacher should keep the highest standards before
her. She must be to the class what the orator is to
his audience, holding the influence of each pupil
with more direct interest than she could if she had
him before her alone. Her influence should be
multiplied by the electrifying force of the entire
class. Forgetting this, many teachers miss their
golden opportunity by being too individual in their
instruction, losing forty pupils, and leaving them
free for mischief while dealing with ithe one. This
may be needful at times, but the occasion is rare.
Reach the one through the many is the highest
principle for the schoolroom to adopt. It does not
come as the attainment of a day, but it is sure to
come to whoever will pay the price in brains and
patience. — American Primary Teacher.
Some Language Methods
One of the best devices for 'teaching language
to young children is a system of questions and
answers. The questions may be written on the
board and the answers given orally or written. Or
the questions may be written on cards and ithe
cards distributed to the children, who write the
answers. ,
The questions should be simple, but require a
complete statement in reply and correct use of
tenses Questions like the following are good :
How many windows are there in this room?
How many doors are tihere in this room?
In what part of the room is the teacher's desk?
How many children in your class?
What is your teacher's name?
Who was your last teacher?
What do you do at recess?
Where do you live?
What is your father's name?
How many brothers and sisters have you ?
When was your last birthday?
How old were you then?
How many times were you absent this week?
What day is it?
What month is it?
What season is it?
What was the weather yesterday?
What do you think it will be tomorrow?
Did you see any birds on your way to school?
Can you tell their names?
What flowers did you see?
What flowers blossoms at this season?
What trees bear fruit at this season?
What trees bear acorns?
What animals eat acorns?
What trees bear nuts?
Did you ever pick any nuts?
What kind of nuts do vou like the best?
Where do they grow? etc., etc.
Popular Educator.
Writing of exercise for children in the February
Delineator, Dr. Grace Peckham Murray says:
"When children are old enough there is no better
exercise than brisk walking. To be of benefit it
should be brisk enough to bring the blood to the
surface, and to expand the lungs. Running in-
creases the endurance. Systematic running should
enter more largely into the exercise for children.
Running strengthens the heart, increases the breath-
ing capacity and develops the muscles of the whole
body. Like all violent exercise in which children
indulge, it should be taken under the supervision of
a teacher to avoid overdoing.
"An ideal way for children to pass the summer
is in camps under the judicious care of a teacher
and guide who can enter into the games and feel-
ings of the boys and girls. I believe in the same
education in these matters for girls as for boys. They
can then become acquainted with woodcraft, botany
and geology and increase their health by tramps and
explorations. The primitive which exists in all,
whether of younger or older growth, has a chance
to show itself, and it improves the health, for it
does not do for children any more than for adults to
be too civilized."
Any subscriber having extra copies of the February and
March numbers of the Review will confer a favcr by send-
ing them to us.
T find each succeeding number of the Review more help-
ful than the last. B. G. O.
THE EDUCATIONAL REVIEW.
337
Review's Question Box
A. B. — Please solve the following, and what is the value
of the dot in the first question?
Todhunter & Loney Algebra Page 124, Examples XL VII.
Question 36; also
(3) Please give what you would consider (a) a correct
definition of participles, gerund and verbal noun, and (b)
how you would distinguish them in a sentence, (c) how
would you parse each named above.
(4) What is the reaction when water is put on lime, and
what gas is given off.
(1). Find the value of
1 1 2
(x-l).x.(x-l)
l-(x+l) + 2x
(x-\).x)
+ (x -l)(x+l)
1 - x - 1 + 2x
x(x* - 1)
(x* - 1) x x* - 1 Ans.
The dot is used to express multiplication by many
mathematicians. It is not needful in this question, but
is especially useful for the sake of brevity between
numbers. (See page 345, paragraph 444).
(2). Find the value of
a xm - b xm + 1 _ xm (a - bx) xm(a - bx)
bx(a - bx) (a + b.r)
b3
bx(a* -6* xs)
a* 6 x
b x (a + b x)
Divide by x in both numerator and denominator,
since x1 is less than xm if m is an integer.
therefore
Ans.
b x (a + b x) b (a + b x)
(3). Any good grammar will answer your question
much more fully than our space will permit. We can
send you one if you desire.
(4). Ca 0 + H8 O = Ca H j 02. That is, when water
is poured on quicklime (Ca O) the product is slaked
lime. No gas is given off. The heat is so great when
the reaction takes place that a portion of the water is
converted into steam with which the fumes of the
slaked lime mingle.
X. Y. Z. — "Will" used with the first person denotes
determination and "sholl" denotes futurity. There is a
lesson in the new Nova Scotia Reader which seems to con-
tradict that. On page 44 of the No. 6 reader Sir Guy.m
says to Mammon after he is determined not to take the
latter's treasures, "I shall not." Should it not be "I will
not?"
I 'have not the Nova Scotia Reader, but as I can-
not find the words quoted in Che poem referred to
(Spenser's "Faerie Queene," Bk. II. Canto VII), I
conclude that die reader gives a summary or a
paraphrase of the passage. The words "I shall not"
may perhaps mean "I do not intend to."
H. C. C.
L. S. — A subscriber would like to know where the
quotations: "the long gray fields at night," and "the dawn
comes up like thunder," which are given on prge 216 of the
February Review, may be found.
The second quotation is found in Kipling's
poem "Mandalay." The first perhaps refers to
rice fields. It may be from Kipling. Can any
reader tell where it is found ?
W. M. — Draw an outline showing the (a) grouping of
the land masses of the earth (b) the zone of fracture and
explain the latter fully.
It is not necessary to print the map, if it is described so
that I can understand it.
(a.) That is very weH shown in a map of the
eastern and western hemispheres, divided by the
twentieth meridian.
(b.) The term "zone of fracture" is sometimes
used to mean the outside layer of the earth's crust,
extending from the surface to a depth of about a
mile, in which the rocks are of such a character that
the pressure from within has simply fractured them.
But in fhe question quoted the term is doubtless
applied to the continuous chains of mountains ex-
tending from Patagonia to Alaska, and from the
North of Spain to die Malay Peninsula, which
ranges were formed largely if not mainly by the
upthrust of igneous matter through die lines of
fracture.
H. C. C.
Our school is a country one and we are fortunate
in having large grounds but unfortunate in the fact
that the school board does not pay for the care of
them. After man)- years of neglect we made a
start in beautifying our surroundings. One-half
the grounds were given to die girls, the other half
to the boys. Then prizes for the best looking side
were offered. Should the girls win, a chair swing
was to be placed on their side ; if the boys were suc-
cessful, baseball bat, and catcher's glove became
theirs. Hours of patient toil and numerous gifts
of plants, shrubs, trees, and grass seeds have work-
ed wonders. — Sel. *
The examiner in drawing calmly and without
suspicion wrote the following question : Which do
you consider of greater practical importance to your
pupils in their drawing, rapidity or delicacy?" and
gasped in amazement when he read the answer:
"I think for practical purposes rapidity is the
better, provided of course that the drawing is not
too indelicate."
338
THE EDUCATIONAL REVIEW.
Three Little Trees.
[Recitation for a tiny girl. Three other children stand
near — as the trees — laughing, whispering, telling secrets,
clapping hands, etc., in pretty pantonine].
Sent by Miss Sadie Foster, Upper Rexton, N. IS.
Way out in the orchard, in sunshine and breeze,
A-laughing and whispering, grew three little tiees.
And one was a plum tree, and one was a pear,
And one was a rosy-cheeked apple tree rare.
A dear little secret, as sweet as could be,
The breeze told one day to the glad apple tree.
She i<ustled her little green leaves all about,
And smiled at the plum, and the secret was out.
The plum told, in whispers, the pear by the gate,
And she told it to me, so you see it came straight.
The breeze told the apple, tlue apple the plum,
The plum told the pear, "Robin Redbreast has come I"
And out in the orchard, they danced in the breeze,
And clapped their hands softly, these three little trees.
Current Events.
Forty years growth of the British Empire has shown r.n
increase of area from eight and a half million to neaiiy
twelve million square miles, and an increase of population
from two hundred and fiity millions to four hundred
millions.
The Prince and Princess of Wales have completed a live
months tour of India, and are returning by way of Egypt.
The British troops that now occupy the fortress at Esqui-
mault, the last British garrison in Canada, will be with-
drawn in May. A Canadian force wall take possession
when the Buitish troops vacate.
In February, a company of native troops was massacred
by native insurgents in Northern Nigeria. A British force,
with the help of loyal chiefs, has crushed the revolt, the
insurgent leader and some of his followers having been
killed in battle.
In Russia theie are extensive farms on which nothing
else is grown but sunflowers. The seeds are used for food,
and the oil obtained from the crushed seeds is used in
cooking.
The bad feeling that arose between Austria and Servia
over a proposed commercial union of the latter country
with Bulgaria has been allayed, and friendly relations are
restored.
Hon. Duncan Cameron Eraser, judge of the Supreme
Court of Canada, has been appointed Governor of Nova
Scotia, the office having become vacant by the sudden death
of Governor Jones.
The foreign trade of Canada is now three times as great
as that of the United States in proportion to population.
The new Russian parliament will consist of 'wo
chambers, the upper house, known as the Council of tne
Empire, to consist of an equal number of elected membars
and members nominated by the Emperor, and the lower
house, or National Assembly, to be wholly elective. The
two houses will have equal legislative powers, and only
bills passed by both may be presented for the Emperor's
sanction.. The representative members of the Council of
the Empire are to be chosen by the local representative
assemblies called zemstvos, by the nobility and clergy, and
by the universities and chambers of commerce; and there
will be also members elected by the landed proprietors of
Poland. All members must be forty years of age, and must
be graduates of some college. Its sessions and those of the
National Assembly are to be public. There is to be a min-
istry responsible only to the Emperor, but the ministers
are eligible as members of the lower house. Russian
statesmen, in devising this, scheme, have had the advantage
of a knowledge of representative governments in all parts
of the world; but Russian peasants and artisans have yet
to prove that they are fit to govern themselves, and the
members of the old governing classes are very naturally
afraid to trust them.
It is expected that the railway across the Sahara, which
is to unite Oran in Algeria with Timbucto, will be com-
pleted before the end of the year. A part of it is already
in operation, and the Sahara Desert has now become a
favorite winter resort, where good hotels can be found
along the line of the railway.
Within a very short time steam is to be abolished as the
motive power on all railroads in Switzerland. Waterfalls
will supply the necessary power to run both freight and
passenger cars by electricity.
It is proposed to build a new Canadian railway from the
eastern shore of Lake Huron to Montreal, on which
electric motor engines will be the motive power. The
object of the line, which will be some six hundred nad
sixty miles in length, is to keep within Canadian territory
as much as possible of the grain carrying trade which now
goes to the United States because Canadian lines are en-
able to handle it.
A severe press censorship lias prevented details of the
insurrection in Uruguay from reaching the general public,
but it is now reported that quiet has been restored.
The Queen of the Netherlands is paying for concerts
given in the slums of the Hague, at which only the poorest
people are allowed to be present.
A recent French traveller has found that the Sahara,
viewed as a desert, is much less extensive than has been
generally supposed. He found a great steppe region lying
south of the desert, and finally merging into the Sudan,
which, though now uninhabited, has at one time supported
a very large population. Centuries must have passed sin:e
increasing droug.it drove its inhabitants southward to the
Sudan region ; but a rain belt is again creeping up from the
south, extending farther and farther into the desert, and
within this belt grasses have appeared and animal life is
abundant. In Algeria and in Upper Egypt, increasing
drought has followed the cutting away of forests within
the last hundred years, while, it appears, increasing rain-
fall has been restoring to fertility this great Saharian table-
land but a few hundred miles distant.
The famine in Japan continues, and must continue until
this year's crop is harvested. The people of Japan who
gave so willingly to the support of the war have little left
to give to their starving compatriots, and there is need
THE EDUCATIONAL REVIEW.
of all the help that has been sent or will be sent from
Canada, and other lands.
Two great turbine ships for the Cunard Line, one low
building in Scotland and one in England, will soon be
launched, and will be the largest and fastest passenger
ships in the world. One hundred and ninety-two furnaces
will consume the fuel to drive one of these ships at a speed
of thirty miles an hour, and the ocean voyage will be
shortened to four days from New York to Queenstown, if
present expectations can be realized.
The Moroccan conference is still in session, with hopes
of an ultimate agreement that will provide for the control
of Moroccan affairs without endangering the peace of
Europe.
Ras Makonnen is dead. He was the strongest and best
known of the subordinate rulers of Abyssinia, and the
probable successor of King Menelek.
Chinese unrest is still a source of anxiety to all 'he
western world. The feeling against foreigners extends to
hatred of the ruling dynasty, for the Manchu rulers have
always been regarded as foreigners by the Chinese proper
since they first came as conquerors in 1644. Only -.heir
good government, according to Chinese standards, has en-
abled them to keep the throne.
The King's nephew, Prince Arthur of Connaught, passing
through Canada on his return from Japan, Ijas now begun
a six weeks' tour of the Dominion. He will be in the
Atlantic Provinces at the end of this month.
There is still fierce fighting in the Philippines. Like the
Dutch war against the natives of Sumatra, the war of the
Unked States forces against their unwilling Malay sub-
jects seems to be endless. Complete subjugation by force
is impossible, owing to the nature of the country, and
peace without it is very improbable.
School and College.
Dr. Trotter, the energetic president of Acadia Uni-
versity, has secured from Andrew Carnegie the promise
of a gift of $30,000, for the erection of a new science
building. Whenever the one hundred thousand dollars
contributed by the people towards the second forward
movement is in hand in the form of "cash or realizable
securities," Mr. Carnegie will make good his promise.
This with the $100,000 to be paid by Rockefeller, as a
supplement to the people's contribution, should place
Acadia in a good financial position. Dr. Trotter visited
New York in May last and preferred his request, with the
consent of the Rockefellers, to the secretary of Mr. Car-
negie. That this was not granted until ten months after
may give some idea of the number of similar requests *hat
had to be passed upon in the intervening time.
Miss Muriel Carr, daughter of Mrs. John deSoyres, of
St. John, N. B., has recently won a scholarship at Radcliffe
Ladies' College, Cambridge. Mass.. which entitles her to a
course of study at an English, German or French uni-
versity. Miss Carr's choice will probably be Oxford, where
she will have an opportunity to complete a course of stufy
that has been unusually brilliant.
Mr. N. H. Gardner, of the Halifax mechanic science
school, has tendered his resignation to take effect on May
tst. Mr. Chas. W. Parker, who for two years has been
principal of the Granville Ferry schools, N. S., where he
339
carried on a class of card-board construction work, has been
appointed by the board in Mr. Gardner's place.
Miss Margaret Kerr of Bocabec, Charlotte County, has
been appointed to a scholarship at Guelph, on the ansomina-
tion of Inspector Carter.
Book Reviews
Mechanical Drawing. By S. A. Morton M. A.. Tea:her
of Mathematics in Halifax Academy. Cloth. Pagis
no. T. C. Allen & Company, Halifax, N. S.
This excellent little manual is divided into two parts-
part one being intended for grades seven and eight, and
parts two for grades nine and ten, while a chapter is added
for the use of manual training students only. The con-
structions are of an elementary nature and are derived
chiefly from the first book of Euclid. The aim of the book-
is thoroughly practical, being designed to serve as an in-
troduction to the study of geometry and manual training
exercises.
The New Public School Drawing Course for Canadian
Schools. Books 1 and 2. Price 10c. each postpaid.
The Canada Publishing Company, Toronto.
The models in these books are such as any pupil in the
intermediate grades should be able to study and then form
outlines of similar objects that have come under his own
observation. This is the object of the books,— not for the
pupil to copy the model drawings, but to use them intelli-
gently so as to be able to outline correctly the things that
he sees like them. If used in this way the books cannot fail
with a judicious teacher to lay a good foundation in draw-
ing.
How We are Sheltered : A Geographical Reader. By J.
F. Chamberlain, Ed. B„ S. B.. State Normal School,
Los Angeles, Cal. Cloth. Pages 184. Price 40 cents.
The Macmillan Company, New York. G. N. Morang
& Co., Toronto.
The author vety properly takes his starting point in the
study of geography from the home surroundings and re-
lations. He shows in a series of lessons the homes of
different peoples and how they are constructed, how food
and clothing are obtained, with the incidental features of
communication and transportation. Thus the child is
taught how his own welfare and happiness depend on the
labour and thought of others, nnd he realizes that he in
turn should contribute to the benefit of those about him,—
thus making the study of geography an aid to the for-
mation of character. The book is attractively illustrated.
Practical and Theoretical Geometry. Part II. By A. H.
McDougall, B. A., Principal of the Ottawa Collegiate
Institute. Cloth. Pages 154. Price 50 cents. The
Copp Clark Company, Toronto.
This is an excellent supplement to the introductory
course in geometry given in part I. It is intended for high
schools and academies. The same accuracy and thorough-
ness characterizes its demonstrations and experimental
work as in Part I. The author appears to have a genius for
clearness and directness of expression ; and the discrim-
ination he has shown in the selection and working up of
his material cannot fail to be appreciated by teachers and
students.
340
THE EDUCATIONAL REVIEW.
Cheerful
Surroundings
GIVE life and zest to all work in the school
room and make little folks like to come to
school. This is the time to brighten up your
school-rooms. If you want the walls papered
REMEMBER
That you can get from us a beautiful
paper cheaper than ever before. Send
size of school-room, number of windows
and doors and their sizes (this is a good
exercise in arithmetic for scholars) and
we will send cost and samples. Get our
figures for
WINDOW SHADES—
We can supply excellent ones at reason-
able prices.
MA PS-
Mounted on spring rollers, and all work
of that kind done promptly.
PICTURES FRAMES.
Send your orders to—
F. E. HOLMAN & CO.,
52 KING STREET. ST. JOHN, N, B
TEACHERS
Holding Grammar School or Superior License,
or First-class License, can secure schools with
good salaries immediately by applying to
GEO. COLBECK,
North-West Teachers' Bureau,
Box 15. Regina, Sask
YALE UNIVERSITY
SUMMER SCHOOL.
Second Session July 5 to August 16. 1906.
Courses in Anatomy Art, Biology, Chemistry,
Commercial Geography, Education (History and
Theory,) English, French, Geology, German.
Greek, History, Latin, Mathematics, Methods of
Teaching, Physical Education, Physics, Physio-
logy, Psychology, Rhetoric, and School Adminis-
tration.
These courses are designed for teachers and col-
lege students. Some are advanced courses and in-
tended for specially trained students, others are
introductory and presuppose no specialized pre-
paration.
fn the great majority of cases, instruction is
given by members of the Yale Faculty of the
rank of professor or assistant professor. A num-
ber of leading school authorities have been added
to the Faculty to give courses on educational
subjects.
About too suites of rooms in the dormitories
are available for students, and will be assigned
in the order of application.
For circulars and further information address.
YALE SUMMER SCHOOL.
135 ELM STREET, NEW HAVEN, CONN.
HARVARD UNIVERSITY
SUMMER SCHOOL of ARTS & SCIENCES
July j to A ugust /j, iqob
College Courses in Classical Archaeology,
Architecture, Astronomy, Botany, Chemfetry,
Ecanomics Education. Elocution, Ethics, Geo-
graphy, Geology. History, Landscape Painting,
Languages, Mathematics, Music, Philosophy,
Physical Education, Physics, Psychology, Pure
Design, Shopwork, and Surveying ; for Teachers
and Students
Open to men and women. No entrance exami-
nation required Full Announcement
sent on application. Address
J. L. Love, 16 University Hill, Cambridge, Mass
N. S. SHALER. Chairman.
A CANADIAN FLAG
FOR
EVERY
SCHOOL
'WITNESS' DIAMOND JUBILEE
FLAG OFFER.
No one questions tbe fact th.t every school should
laveatlag: the only difficulty is. that there are so
natiy other things every school must have.
The publishers of the Montreal 'Witness' hare ar-
ranged Lo celebrate lis Diamond Ju* lire by making it
-asily possible for the children of every schoo ^district to
>*am a Hag withou' a pending money.
The offer is no money making scheme. The flags are
•A the best quality, and while the hope is to cover
expenses, the intention is to stimulate patriotism.
These Naval Flags, sewn bunting, standard quality
and patterns, are imported by the Witness ' in largo
'Ptautities for the Canadian schools, direct from the
lest British manufacturers.
ff your sobool does not need a flag, we will give
ustead patriotic books for your library Write for
liartioulars.
This offer is made specially for Schools, public or
private, but Sunday Schools, Clubs, Societies or
Communities are free to take advantage of it. Assist
■is by making this widely known. Cood until next
Dominion Day, July 1, 1906.
Co It Now and be Ready for Empire Day.
for full Information, samples, eta, adress FLAG
DEPARTMENT, ' Witneas ' Office, Montreal, Qua.
American History in Literature. In two volumes. Vol-
I. Cloth, x + 178 pages. Illustrated. Mailing price,
55 cents. Ginn & Co., Boston.
This is a very successful attempt to gather into as com-
pact form as possible those literary excerpts that bring r ut
clearly the leading events and characteristic conditions that
have marked the development of the United States.
Biographical and historical notes serve to make °ach
selection intelligible, and carefully chosen illustrations : dd
to the attractiveness of the text.
Bryant's Poems. Edited with introduction and notes by
J. H. Casllemain, A. M. Cloth. Pages 238. Price
25 cents. The Macmillan Company, New York. G. N.
Morang & Co., Toronto.
This is one of the volumes of the neat pocket series of
English classics that these firms are publishing. The intro-
duction contains a life sketch of Bryani and an estimate of
his works. The notes are full but many of them deal in
explanations that need not be explained.
Blackie's Mode! Arithmetics, book 5. price 3d. and the
Teacher's Blackboard Arithmetic, price is. 6d., havf the
currency in pounds, shillings and pence. A good feature
in each is the placing of figures in large clear type.
Blackie and Son, London.
In Blackie's Story Book Readers there has been received
A Boy Cousin, price 2d. Also, In the Days of Chaucer, A
Pastoral Interlude; French Auxiliary and Regular Verbs.
a good arrangement for junior classes, price 6d. ;
Palgrave's Golden Treasury, with index and notes, -price
6d. ; A Midsummer Night's Dream, in the Picture Shake-
speare Series, with illustrations, introduction and notes,
price is. In the Blackie's English Classics Series we have
Tennyson's Ode on the Death of the Duke of Wellington,
Chaucer's The Squire's Tale. Byron's Ode to Napoleon, etc.
Price 2d. each with introduction and notes. All the above
are handy editions for class use. Blackie & Son, London.
In Blackie's Little French Classics the following have
lately been issued : Poesies Ohoisies, par Ronsard et La
Pleiade; Histoiie des Quatre Fils Aymon; Stable's Les
A ventures de Tom Pouce ; Nerval's La Main Encharvtee;
La Chanson de Roland ; Daudet's La Derniere Classe, etc. ;
Bouilly's L'Abbe de l'Epee. Most of these are provided
with notes and vocabularies, and range in price according
to number of pages, from 4d. to 8d. erch. Many, such as
the Song of Roland and the Four Sons of Aymon are
classics. All are by the best Fiench authors and are inter-
esting and easy reading for young students. Their great
merit consists in their attractive and convenient form, their
low price, and the excellent and tersely written intro-
duction that accompanies each. Blackie & Son. London.
In Blackie's English School Texts the following have
been neceived: Bunyan's Pilgrim's Progress (Parts 1 and
2) ; Gibbon's The Age of the Antonines, containing 'he
first three chapters of his famous history, The Decline ;.nd
Fall of the Roman Empire; Edmund Burke's Speeches en
THE EDUCATIONAL REVIEW.
341
MAPS, GLOBES
AND SCHOOL
^SUPPLIES'**
We now have the ENTIRELY NEW EDITION of the
MAP OF THE BRITISH EMPIRE,
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL SSL&*--
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - TORONTO, ONT.
Our New Catalogue may be had for the
Asking
THE EDUCATIONAL INSTITUTE OF NEW BRUNSWICK.
The Executive Committee of the Educational Institute met at Fredericton during the Christmas vacation i.nd
arranged an interesting programme for the next meeting of the Institute. A number of the leading teachers of the
Province will read papers or deliver addresses upon live e ducational questions. Prof. Jas. W. Robertson, who has
taken so much interest in public education in this Province, has promised to speak before fehe Institute or to send a
representative from Macdonaid College, St. Anne de Belle vue, of which institution he is manager.
The Institute will meet at Chatham on June 27th.
Dr. Cox, who is chairman of the local committee, will see that all necessary arrangements are made for the
entertainment of the members of the Institute.
A committee has been appointed to arrange with the authorities of the Intercolonial Railway for the transportation
ot teachers at the most favorable rates.
JOHN BRITTAIN, Secretary Institute.
America ; Sir Thomas Morc's Utopia ; Macaulay's Third
Chapter of his History of England. These are convenient
editions in cloth of English classics sold for the low price
of sixpence each, and are useful to pick up and read during
occasional spare moments. Blackie & Son, London.
Blackie's Latin Texts have been designed especially for
schools. They are without vocabularies, but each has a
very useful introduction dealing with the subject of the
book and the author and giving select critical notes on .he
early MSS., quantity, versification, favorite language de-
vices of the author, etc. The plan is as excellent as in that
of the other "Little Classics" published by Blackie — low
price, convenience, and excellence of text being the chief
features. The following among others previously noted
in the Review have been issued: Virgil's Aeneid, books I,
2, 3, 4; Ilias Latina (a metrical summary of Homer's
Iliad) ; Cesar's Gallic Wan, books 5 and 6; Livy, book 6.
The price of the above is 6d. each, except the last which is
8d. Blackie & Son, London.
Sir Walter Scott's The Abbot and Charles IHckcns's
Barnaby Rudge, edied for schools with introduction and
notes. Cloth Page- 471 and 654 Price 2s. and 2<. 6d.
Adam and Charles Black, London. The introduction in
each case is scholarly and presents a sketch of the author
and a discriminating review of his works. The notes, and
the glossary added to The Abbot, will prove very service-
able to the student.
Recent Magazines.
"The Canadian Voice," by Jean Giaham in the March
Canadian Magazine, reminds one that some Canadians at
least need to reform their vocal expression; but "the wo-
men of the Maritime Provinces, have the most pleasing
voices heard in our broad Dominion. The voice of the
Ontario woman is usually heavy and squeaky, and the
voice of Manitoba is — well, it bad better not be described
....in British Columbia one hears softer accents again"
In Littell's Living Age for March 24. there is a timely
article on A Great Moral Upheaval in America, quoted
from the Nineteenth Century and After. The writer refer-
ring to the relations between the English and American
nations say that the duty of the latter is "to know our
kinsmen better, to study their ways closely, and form an
accurate conception of that which they have dune and arc
still doing."
342
THE EDUCATIONAL REVIEW.
Oyer 30 Years' Experience.
— — — \
gives unequalled opportunities for
knowing and providing for the wants
of the public. Each one of these years
we have endeavored to make better
than its predecessor. This has resulted
in a course of training that ensures
our graduates success either at home
or abroad.
Catalogue Free
To Any Address
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CAN ENTER
AT ANY TIME.
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WATERMAN'S and STERLING,
in Plain and. Gold and Silver Mountings, i
Plush-Lined Cases.
ALL PRICES-from $1.25 to $15.00.
BARNES & CO., ST. JOHN, N. B.
OMISSION
In the Journal of Education of Nova Scotia,
October, 1905, page 187, Prescription.
for Grade XI.
By the printer's mistake there lias been omit-
ted from the prescriptions for Grade XI in the
October Journal of Education for 1905, on
page 187. the following prescription which is cor-
rect as published in the April edition preceding
•' PHYSICS. -II : As in Gage's Introduction
to Physical Science.'
Practical Mathematics should be numbered re-
spectively 12 and 13,
Education Office,
Halifax, N. S., Jan. 27, '06.
A. H. MacKAY,
Supt of Education.
POSITIONS !
Trinidad,
New Brunswick,
Newfoundland
and
Nova Scotia,
Have filed applications for
Maritime = Trained
Office Assistants.
It is not : " Can you get a position ?"
but: "Are you qualified ¥
KAULBACH & SCHURMAN,
Chartsred Accountants.
Maritime Business College,
HALIFAX, N, S
SLATE BLACKBOARDS.
CHALK CRAYONS, SCHOOL SLATES,
SLATE PENCILS, LEAD PENCILS,
SCHOLARS' COMPANIONS — 1
W, H. THORNB & CO., Limited
HARDWARE fflERCHAflTS,
Market Square, SHINT JOHN* N- &•
E. G. NELSON & CO.,
corner king and Charlotte streets, ST. JOHN, N. B.
WALL MAPS.
Vew Map of Canada j nst published,
showing the new provinces.
KODAKS, CAMERAS, AND PHOTO-
GRAPHIC SUPPLIES
We keep a full Assortment*
Send for Catalogue.
Map of British Empire.
Map of World in Hemispheres.
Mail Obdehs Solicited.
jEtmcational IRevicw Supplement, fl>a& 1906.
"THE sower.
I'rom Paittting by J. I . Millet.
EMPIRE DAY NUMBER.
THIRTY-TWO PAGES.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., MAY, 1906.
$1 00 per Year.
G. U. HAY,
Editor for New Brunswick.
A. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leituter Street, St. John, N. B.
1-KiNTitD by Lt .jknes & Co.. St. Jobn. N. B..
CONTENTS :
Editorial Notes.
The Schools of Nova Scotia
The Schools of P. E. Island
A few Early Flowers
Our Native Trees.- X
Italeigh Anticipated Darwin
Our C'oaste II.— Their Lessons
Letter from Northern Alberta, ....
Lamb's Adventures of Ulysses
Millet
Art 8tudy Notes.— VI
Answers to Queries
The Review's Question Box,
Another Examination Test
Various Selected Articles,
Current Events,.. . ...
School and College,
Recent Books, ....
Recent Magazines, ....
New Advertisements.
School Desks, p. 374; Francis 4 Vaughan, p. 3I6;
De Brisay, p. 348.
.... 347
.... 348
.... S4«
.... 349
.... 330
.... 352
.... 3*2
.... 353
. . 364
.... 355
.... 357
.... 358
.... 358
.... 358
359-389
.... 369
.... 370
.... 371
... 373
L'Acadcmie
THE EDUCATIONAL REVIEW is publishfd on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
II a subscriber wishes the paper to be discontinued at the expira-
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wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
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The number accompanying each address tells to what date the
subscription is paid. Thus "328" shows that the subscription is
paid to May 31, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
Cbc Golden fields are waving,
Che Sun sets golden red.
H Sleeping Empire's waking,
Jin empire's day is breaking,
H maiden Empire's making
H mother Empire's bread.
-Cy Warmatt
likely to be published for some clays yet to afford
opportunity for it to contain the new educational
legislation of the late session.
This number ends the nineteenth volume of the
Review, and its many readers were never more
hearty in their support and encouragement than at
present.
An index for the nineteenth volume will be pub-
lished with the June number.
On the authority of Superintendent MacKav, the
Rf.view is asked to announce that the April numb r
of the Journal of Education, Nova Scotia, is not
Decorate your schoolrooms for Empire Day !
The Review will send ten pictures, six of which are
portraits of the famous Canadian authors, Carman,
Roberts, Rand, DeMille, Howe, Haliburton, and
four miscellaneous subjects, to the subscribers who
pay their subscriptions one year in advance, all
arrearages being paid to date. Compare the num-
ber on your address with this number of the Review.
Send at once. There is only a limited number of
pictures. First come, first served.
We have before referred to the valuable work
done by the League of the Empire and its Monthly
Record, which is published in London. The objects
of the League are to further friendly and educa-
tional intercourse between the schools of the Empire.
Each month the Record has some excellent sugges-
tions to teachers and pupils in regard to correspond-
ence between schools, offers of prizes for essays, and
art designs open to competition for schools through-
out the Empire. We strongly recommend it to
teachers. The price is only two-pence a year, post
free. Address the Editor, Monthly Record, League
of the Empire, Caxton Hall, Victoria Street, West-
minster, London, S. W. Teachers or scholars
might find it of advantage to organize clubs and
send their subscriptions collectively.
Dr. Ian C. Hannah, of Windsor, N. S., referring
to the League and its Record, says : " It seems to
me to be specially useful to give the rising genera
tion of Canada a wider interest in imperial matters
not in any jingo spirit, but with the object of broad
ening their minds by letting them realize the vasl
responsibility laid upon our race to govern so many
Asiatics according to the best traditions of the East,
to provide millions of Negroes with a paternal and
sympathetic administration, and at the same time to
work out all the complicated problems connected
with the settlement of new lands by our own people.
I am very sure it is a most worthy object."
348
THE EDUCATIONAL REVIEW.
The Schools of Nova Scotia.
The annual report of Superintendent MacKay, of
the Nova Scotia schools, has been published, and its
details are of great interest. Its review of con-
ditions and progress in every department of educa-
tional work, in a closely printed volume of nearly
250 pages, is a very masterly one, and evidently no
pains has been spared to obtain complete and accur-
ate information.
In every department the report shows an improve-
ment over the preceding year. The sections with-
out schools decreased from 240 to 165. The num-
ber of schools in operation increased from 2,331 to
2,429, a gain of 98; the common school pupils in-
creased from 89,871 to 92,966, a gain of 3,095 ; and
the increase of high school pupils was 296, with an
increase over the previous year of 372 pupils who
successfully passed the examinations. There was
a great improvement in attendance, although the
winter of 1905 was the stormiest for a generation
past. The ratepayers paid $15,000 more for salaries
and current expenses of schools. School libraries
increased from 169 to 208, and school gardens from
79 to 208. Teachers' licenses to the number of 756
were issued, but out of 2,566 teachers employed,
only 1,068 were normal trained, a serious defect
when one considers the excellent educational status
of Nova Scotia's Normal School. Four hundred
and forty-one new teachers entered the ranks last
year, and only 148, or one-third of that number,
were in training at the Normal School ! It is en-
couraging to note, from the superintendent's report,
that " this discrimination against trained teachers
is likely, in the near future, to be lessened," and that
there is a growing appreciation among school boards
for normal trained teachers.
Little increase is noted in the consolidation of
schools, but many of the inspectors are taking
measures to have weak sections unite for that pur-
pose. No arrangement has yet been made to con-
tinue the consolidated school at Middleton after the
present year, when the support of Sir Wm. Mac-
donald is to be withdrawn. It is not likely, how-
ever, that the people of the eight districts repre-
sented in the school will consent to return to early
conditions.
The reports of the inspectors and Supervisor Mc-
Kay, of Dr. Soloan, principal of the normal school,
of Mr. Percy J. Shaw, director of school gardens
and the Macdonald nature-study department, and
the pupils' exercises at the Middleton school, all
form instructive reading, and furnish many evi-
dences of educational accomplishment.
The Schools of P. E. Island.
The report of Dr. Anderson, chief superintendent
of schools for Prince Edward Island, while it con-
tains some encouraging notes, refers plainly to edu-
cational conditions that should not exist in a pro-
gressive province. " An average attendance of 60.33
of the number of pupils enrolled is much below what
it ought to be," says Dr. Anderson. The number
of schools in the province, 475, was five less than in
the preceding year.
"The time was in this province, and that not long
ago, when the number of men engaged in teaching
greatly exceeded that of women; now, however,
there are 324 of the latter and 246 of the former."
This proportion, as Dr. Anderson knows, is perhaps
larger than in any other province of the Dominion
or in the United States.
The enrolment of pupils for 1905 was 19,272, a
slight increase over the previous year, but the en-
rolment was larger a quarter of a century ago than
it now is, the diminution of population being only
in part accountable for this.
The local assessment for the support of schools
was only $45,695 out of a total expenditure of
$168,592, the balance, $122,897, being paid by
government. This is too large a sum to be paid by
the province in comparison with the very small total
contributed by the ratepayers. We are prepared,
therefore, to hear that the salaries of teachers are
inadequate, notwithstanding the fact that there was
an encouraging increase in the supplements paid
them during the year. " In this province in 1905,
14 men received $180 and 20 women $130 as their
annual stipend as teachers. The highest salaries
paid to men and women in the public schools .ire
$870 and $360 respectively." In the case of the
poorest paid teachers, fifty cents and less a day !
The inevitable result follows : " The schools are
entrusted to inexperienced youths, who in turn will
leave when they are beginning to be capable teach-
ers."
And yet in spite of these unfavorable conditions.
Dr. Anderson finds in his numerous visitations that
the work done in very many schools is excellent and
highly creditable to the teachers.
THE EDUCATIONAL REVIEW.
349
A Few Early Flowers.
Do you like to gather flowers?
"Oh, yes, indeed !" you say.
Where do you look for them?
"In the woods — all around on the ground," you answer.
Did you know there were flowers over your head as
well as at your feet?
As spring comes on, look up as well as down. See how
many kinds of flowers you can find upon trees. Did you
know that trees had flowers?
"Oh, yes," you say, "peach trees, apple trees, pear trees,
and all fruit trees have beautiful flowers upon them."
That is very true; but much more is true. Look at the
beautiful flowers on the poplar, willow, hazel, and other
trees.
Have you not seen those long, woolly flowers that look
like caterpillars? They come from a kind of poplar tree.
Begin to watch the maple trees very early. If you do not,
their flowers will come and go and you will not see them.
One kind of maple has little clusters of tiny red flowers.
Another has beautiful green flowers upon it.
The beech and the hazel produce nuts, and the oak trees
acorns. Each has flowers of its own. Perhaps they are
not beautiful. You may not even have seen them.
Perhaps you have not thought of their being there. But
each spring these tiny flowers come and do their work
(what is their work?) and go away. In the fall you will
enjoy the nuts they have helped to make.
Will you not begin to watch the trees very soon? Look
at the different kinds of buds. See what comes out of
each. See if you can find any tree that does not have some
kind of a blossom.— School and Home.— Adapted.
May is the month to keep the children on the
watch for early spring flowers. Sheltered places,
especially those at the foot of a hillside or on the
edge of a grove facing the sun, may be examined
for some of those flowers referred to in last month's
Review — the mayflower, red maple, hepatica, ad-
der 's-tongue, spring beauty, violets. Some may
be searched for on the ground and on the trees, such
as the blood-root, coltsfoot, dandelion, strawberry,
the red blooms on the hackmatack and hazel. Make
a flower calendar, as suggested in the April Review,
and keep a record of the date of finding each plant
in bloom, with the name of the finder. If you do
not know the name of the plant, send a portion of
it in an envelope to the Review, or to some other
friend who will gladly tell you. Be sure to keep a
bouquet or two of these brave early bloomers in
water in the schoolroom so that all may see then.
But remember to leave plenty of them in their haunts
in the woods, where they love best to stay, where
they look their prettiest amid the surroundings !n
which nature placed them, and where other people
may have a chance to see and admire them.
A beautiful white flower that appears in May is
that of the blood-root or Sanguinaria. It may be
looked for in rich open woods. It rises gradually
from the ground through the tightly twisted leaf in
which the bud has been protected through the winter.
The white flower displays in the centre a greenish
spot, surrounded by a circlet of golden stamens.
These lines are beautifully descriptive:
A pure large flower of simple mold,
And touched with soft peculiar bloom,
Its petals faint with strange perfume,
And in their midst a disk of gold !
The petals soon wither and fall. In contrast with
their snowy bloom is the reddish-orange colour of
the juice which oozes from the cut underground
stem in drops, hence the name of the plant — San-
guinaria canadensis. The latter name implies that
it was named and described from specimens first
found in Canada. The Indian medicine men be-
lieved that the Great Spirit had given every plant
some mark which would help them to know its use.
Hi nee they supposed that the juice of the blood-
root would stop the flow of blood. It is now used
as a remedy in chest diseases, and as an emetic.
The Indians formerly used the juice for smearing
their bodies and for staining various domestic
articles.
The tdilliums are other plants that bloom in May
from tuber-like rootstocks which have been protect-
ed underground during the winter. The painted
trillium is a beautiful plant found everywhere in
woods. Its large white p.tals, painted at their base
with purple stripes, distinguish it from the ill-smell-
ing purple flowers of the birth-root (Trillium
erectum). The trilliums belong to the lily family.
The name, from Latin triplum, triple, makes these
plants readily recognized by children who are quick
to see how well the name fits the three ample leaves,
three green sepals which stay on through the sum-
mer, three coloured petals which wither away in a
few weeks, twice three stamens, three styles, and
the pistil with its three cavities in which the seeds
are ripened. A local name for the trillium is the
Trinity-flower. Seventeen species of trillium are
scattered over the American continent from Georgia
to the Arctic regions: of these only time are found
in the Maritime provinces.
The familiar dandelion is too well known to need
any description here. Children will find it a very
early riser, its bright yellow flowers opening between
five and six o'clock in the morning; they stay wide
open all day and close again between eight and nine
o'clock in the evening. This was one of the plants
selected by Linnaeus for his floral clock; but il did
350
THE EDUCATIONAL REVIEW.
not work well on wet days, when the dandelion
flowers insisted on staying in bed. Schoolboys in
Italy earn an honest penny by collecting the leaves
as food for the silkworm when mulberry haves are
scarce. In this country people use the leaves for
" greens," and wholesome food it is if we do not
mind the slightly bitter taste. The dandelion is
well worth studying in the way it protects its flow-
ers in wet weather, and the down it provides for
carrying the seeds. Children will be interested in
the name " blow-ball," which is sometimes given to
the dandelion ; and there is a trick of guessing what
o'clock it is by vigorously " blowing " the downy
tufts from this " ball ; " the number left tells the
time of day.
Our Native Trees— X.
Bv G. U. Hay,
The Elm and Beech.
Although the elm and beech belong to different
families, they are so marked as shade trees that they
may be taken together here.
The elm (Ulmus americana) is one of our most
beautiful and stately trees, so often selected for
shade and ornament that one scarcely thinks of it
as belonging to the forest. Yet it is found in
abundance near water courses and in damp and
moist soils throughout the Maritime provinces and
eastern America. It attains its greatest luxuriance
on rich intervales along our rivers. No shade tree
can surpass it for beauty of foliage and form. Some-
times it may be seen as a single shaft, with branches
near the top and with tufts of short leafy twigs
covering the long slim trunk from near the ground
upwards. This is the feathered elm. Usually it
has an entirely different habit of growth, sending
up to the height of twenty feet or so a massive
trunk, which divides into stout branches shooting
upwards and continuing to throw out smaller
branches and twigs as they ascend. The latter
have that drooping and spreading habit which give
the tree the vase-like form so well known along our
rivers. Such trees spread their shade invitingly
over the greensward beneath. This is the form of
elm so characteristic of the lower stretches of the
St. John river.
Under the cooling shadow of a stately Elm,
Close sate I by a goodly River's side.
Sometimes the elm branches, starting out from
the trunk near the ground, sweep upward in a large
and beautiful curve, sending their tips outward in
a far reaching circle almost touching the ground.
and giving the tree the appearance of a huge ball
when viewed from a short distance. The fine elm
tree near the Normal School, Toronto, and many
other famous elms, have this form; but so great is
the strain when the tree is loaded with wet foliage
that the branches are liable to break off at or near
the trunk. The elm, as it advances in age, especial-
ly in higher and cultivated grounds, is very likely
to assume this form ; it is in the younger elms and
those growing in the rich alluvial meadows that
its stately outlines and graceful curves may be seen
to best advantage.
The elm needs an abundance of water and rich
soil; when these are provided its growth is very
rapid, and it will become a good sized tree in from
fifteen to twenty years. Most elms reach the
height of their beauty in fifty years or so. They
decay early ; but instances are not rare, especially
in those of the rounded form, where they reach an
age of several hundred years. The famous Wash-
ington elm, in Cambridge, Massachusetts, under
which George Washington took command of the
Continental army in 1775, is certainly more than
two hundred years old; but this is now decaying
and cannot last long.
Many instances are reported of the distance that
elm roots will grow in search of water. Some
years since a drain in the vicinity of Paris was stop-
ped up, and on digging down to discover the cause
it was found that it had been clogged with a growth
of- roots which proceeded from an elm tree nearly
nearly fifty feet distant. (When roots grow in
water they develop great masses of rootlets, which
was the cause of the clogging).
The flowers of the elm precede the leaves in early
spring. They are of a yellowish tinge and hang
in close, conspicuous bunches from the ends of
twigs. They are very simple in structure, each
with a small bell-shaped calyx, with four to nine
stamens on long slender filaments, and an ovary
having two short styles. During the few days that
the flowers remain open they are crowded with bees.
The oval leaves are simple, with a sharp point, and
their edges are usually doubly-serrate. The seeds
mature very rapidly ; each is provided with a wing
which grows about it in the form of a circle. If the
seeds be collected and planted in moist soil early in
June they will grow almost immediately, a hint for
those who may wish to cultivate this fine shade tree.
It is interesting to note that while the leaves of the
elm are alternate, the first pair in seedlings are
opposite.
THE EDUCATIONAL REVIEW.
351
The wood of the elm is hard, strong, tough, com-
pact. The difficulty of working it prevents its
general use as timber. Its fibres hold tenaciously
together; and as the wood has no special beauty
compared with the maple, cherry or some others, it
has no special value for furniture. It was formerly
used in ship building; and the tough wood is useful
for ox yokes, wagon supports, hubs of wheels and
similar purposes where there is a cross strain. A
cubic foot weighs 45 pounds. The bark is tough
and strong, and has been used for making ropes and
chair bottoms. The wood makes good fuel and
yields an abundance of ash.
The Beech.
The trim, neat appearance of the beech (Fagus
americana) when growing in the forest has given
it the reputation of being the " best dressed " tree
of the woods. It has a tall graceful trunk, with
thin, smooth, close-knit bark, ash-grey in colour,
with darker and lighter shades, but becoming paler
in winter. Its green leaves turn to a rich reddish-
brown or amber colour, and in autumn remain longer
on the branches than those of other deciduous trees.
Frequently trees in the deep woods retain their
withered leaves throughout the winter. Its green
leaves are not liable to attack from any insect. The
smooth shining appearance of its twigs and the polish
of its shapely, conical winter buds add to its trim
appearance.
The beech frequently attains a height of from 75
to 100 feet, with a trunk diameter of from two to
four feet. When growing in open fields it is much
less in height, but often attains a considerable
circumference. Its spreading branches help to give
it the dense shade for which beech forests are re-
markable. While there is an abundance of flowering
plants to be found on the ground in oak woods, few
are to be met with under beeches. This is perhaps
due to the dense shade. A curious brownish-yel-
low plant, from six to twelve inches in height, is
sometimes found in great abundance under beech
trees in late summer and autumn. This is a para-
site, called beech-drops, which draws its nourish-
ment from the roots of beech trees to which it is
attached.
The beech is one of the most widely distributed
trees in north-eastern America, and many of our -o-
called hardwood ridges are clothed principally with
this tree, along with birches and maples. The flow-
ers which appear at the same time with the leaves
are of two kinds, staminate and pistillate. The
former are yellowish green, growing in tassels or
heads ; the hitter usually in pairs on a short stalk.
The fruit is the well-known triangular nut which is
enclosed in a bur. The burs open and the nuts
fall soon after the first frosts of autumn. There is
a saying that beech-nuts are abundant only once in
seven years. This would be an interesting question
for some one to follow up, to find out whether there
is any foundation for the saying, and if there is, to
ascertain, if possible, the cause. Another saying
about the beech tree that requires to be investigated
is that it has never been known to be struck by
lightning.
The wood of the beech is hard, tough, and close-
grained. A cubic foot weighs 43 pounds. In colour
it is light or red, giving rise to the belief among
country people that there are two kinds, the white
and red. There is but one species known in these
provinces. The difference in colour in those noted
above may arise from the more or less rapid growth
of the wood. The texture also of the white beech
is tougher and less liable to warp; that of the red
is more brittle.
The wood of the beech makes the best of flooring.
It is used also in chair-making and turning, for saw-
handles, bench planes, and for many other purposes.
Its wood makes excellent fuel.
It is difficult to transplant beeches, because they
usually grow attached to one another under ground.
But to cultivate a young tree from a beech-nut is
an interesting experiment, if only to notice the two
wide and thick first leaves (cotyledons) that appear
above ground, and growing up between them the
little stem bearing the true beech leaves.
The Clovers.
The clovers have no time to play;
They feed the cows, and make the hay;
And trim the lawns, and help the hees,
Until the sun sinks through the trees.
And then they lay aside their cares,
And fold their hands to say their prayers.
And drop their little tired heads
And go to sleep in clover beds.
Then when the day dawns clear and blue.
They wake and wash their hands in dew.
And as the sun climbs up the sky
They hold them up and let them dry ;
And then to work the whole long day ;
For clovers have no time to play.
— Helena Leaning Jel'.iffe,
352
THE EDUCATIONAL REVIEW.
Raleigh Anticipated Darwin.
To the Editor of the Educational Review.
Dear Sir, — In perusing Sir Walter Raleigh's
History of the World, published in 1614, I have
just come across a passage which seems to me of the
greatest interest as showing that Raleigh anticipated
Darwin in realizing :
(1) That species are not immutable.
(2) That they are affected by environment,
especially climate.
As I do not think this passage is at all well known,
1 venture to transcribe it for the benefit of your
readers. It is from chapter vii, sec. 9, and the
author is seeking to prove that the ark was large
enough for the then existing beasts. " But it is
manifest, and undoubtedly true, that many of the
species, which now seeme differing, and of severall
kinds, were not then in rerum natura And
whereas by discovering of strange Lands, wherein
there are found divers Beasts and Birds, differing
in colour or stature from those of these Northern
parts ; it may be supposed by a superficiall consid-
eration, that all those which weare red and pyed
Skinnes, or Feathers, are differing from those that
are lesse painted, and weare plaine russet or blacke ;
they are much mistaken that so thinke. And for my
own opinion, I find no difference, but only in magni-
tude, between the Cat of Europe, and the Ownce of
India; & even those Dogges which are become wilde
in Hispagniola, with which the Spaniards used to de-
voure the naked Indians, are now changed to Wolves,
and begin to destroy the breed of their cattell, and
doe also oftentimes tear asunder their owne child-
ren. The common Crow and Rooke of India is full
of red feathers in the drown'd and low Islands of
Caribana; and the Black-bird and Thrush hath his
feathers mixt with blacke and carnation, in the
North parts of Virginia. The Dog-fish of England
is the Sharke of the South Ocean : For if colour or
magnitude made a difference of Species, then were
the Negro's, which we call the Blacke-Mores, non
animalia rationalia, not Men, but some kind of
strange Beasts: and so the Gyants of the South
America should be of another kind, than the people
of this part of the World. We also see it daily,
that the nature of Fruits are changed by transplan-
tation, some to better, some to worse, especially with
the change of Clymate. Crabs may be made good
Fruit by often grafting, and the best Melons will
change in a yeare or two to common Cowcummers,
by being set in a barren Soyle."
Sincerely yours, Ian C. Hannah.
Kind's College, Windsor, N. S., 24th April, 1906.
Our Coasts. II— Their Lessons.
Continued.
The Agents at Work.
Professor L. W. Bailey, LL. D
It will be interesting now to note some of the
special peculiarities of the muddy deposits, both for
the reason that they are so conspicuous and cover
such large areas about the head of the Bay of
Fundy, and because in connection with them are
found certain features which are of the greatest
service in throwing light upon die events of periods
long antecedent to our own.
The extent of the mud-flats laid bare by the ebb
of the tide along portions of the coast of Albert and
Westmorland counties, New Brunswick, and the
shores of Minas Basin, Nova Scotia, is very large,
their breadth being in some instances a mile or more.
The mud itself is of a bright red colour, extremely
fine and tenacious, the redness being due to iron
oxide contained in the rocks from which the material
was derived, while the fineness is the result of the
long continued trituration of the same material under
the action of moving waters. This material is con-
stantly being deposited, the tide at each flood spread-
ing a thin layer over those previously laid down,
while at ebb the whole surface is laid bare and ex-
posed to any influences which may operate upon it.
One of these might be a passing shower, every drop
of which falling upon such fine and light material
would leave its impress, to be subsequently buried
and preserved under the new layers afterwards de-
posited. Or if, instead of rainy weather, there be a
warm summer sun, the surface will dry, and by dry-
ing be made to shrink, thus producing numerous
cracks or small fissures, also to be buried later as a
new tide comes in. One may sometimes see the
whole surface of a mud flat honeycombed by these
shrinkage cracks. Or again, as " worms come out
after a shower," even in our streets and fields, so
they do from their burrows on the tidal flats, and
one may readily recognize not only their holes or
homes, but also long, round trails extending in all
directions over the muddy beds, marking where the
worms have made their daily travels in search of
food. Finally, the observer perchance may find an
impression which he readily recognizes as the track
of a three-toed wading bird, or another equally char-
acteristic of somte domestic animal, or of man, and,
like Crusoe on his desert island, he naturally infers
that where such tracks exist there must recently have
been either bird or quadruped or man to produce
THE EDUCATIONAL REVIEW.
353
them. Thus in addition to the evidence afforded hy
the rounded pebbles of a sea wall or the sand-grains
of a sandy beach, as to their origin as beach deposits,
so the fine muds tell an equally legible and still more
interesting story, one which " he who runs may
read." Evidently, armed with such means of recog-
nition, the student can pass from the gravelly and
sandy beaches, or from the muddy tidal flats of to-
day, and finding what are practically the same things
in the rocky ledges, or in the extensive marsh lands
which skirt the bay, will reach the conclusion that
they, too, must or.ce have been at or below the sea-
level, and were produced in the same way.
A word or two further as to the marsh lands.
These are usually spoken of as the "dyked marshes,"
because, were it not for artificial embankments or
dykes, they, too, would be frequently submerged, as
indeed they sometimes are when through neglect or
through extraordinary high tides, like those of the
Saxby gale, the dykes are broken through and the
" turbulent tides," as Longfellow expresses it, " are
allowed to wander free o'er the meadows." These
meadows are very extensive in both provinces, and
are also of extraordinary fertility, producing crop
after crop of fine grass without the aid of artificial
manures.
I have space to refer to only one other interesting
point connected with the dyked marshes. It is
this : At certain points these marshes have been
found to contain the buried but still erect trunks of
upland trees. They occur several feet below the
surface of the marsh, and of course as much below
the level now reached by the flood tides. They
could not possibly have grown where they were
subject to submergence under saJt water; and hence
the conclusion is forced upon us that the land bor-
dering the bay is now lower than it formerly was.
Indeed there is good reason for believing that not
the Bay of Fundy trough only, but the whole Atlan-
tic seaboard of America, is undergoing subsidence.
In Northumberland Straits the sinking is even more
marked than in the bay. The sea is said to be
attacking the ruins of old Fort Moncton, and from
a cemetery near by is washing out the bones of cer-
tain unfortunates who, as recorded on one of the
tombstones, were those scalped by the Indians.*
Finally both in New Brunswick and Nova Scotia
are to be found at many places remains of old Indian
encampments, originally, of course, located above
the reach of the sea, but which are now being con-
stantly washed and removed by the waves. In New
Brunswick such old encampments, marked by the
occurrence of shells, arrow heads, beads, bones, etc.,
are to be seai at Oak Bay, on the St. Croix river,
at the mouth of the Bocabec river, and on Frye*s
Island; while in Nova Scotia I have observed them
about Mahone Bay and at the head of Port La Tour.
Such movements as are indicated in the above
facts are general in the earth's crust, but are not
always downward. When in this direction they lead
to the submergence of the coast, the " drowning "
of rivers (as will be discussed in a later chapter),
the origination of islands, the deepening of harbours,
etc. When in the opposite direction, they extend
the coast seaward, re-unite the islands with the main-
land, lengthen the course of rivers, and for a time
determine conditions of general uniformity. If
affecting larger areas, they may in places lift the
land to mountain heights. In the next chapter we
shall have to consider some of the effects of their
elevatory movements.
Letter From Northern Alberta.
Wr. W. B. Webb, writing from Astleyville.
Alberta, April 12th, says : " We have had a remark-
ably mild winter, with but little snow, not more
than three inches, perhaps. Have had none since
February 1st. Wagons have been in constant use.
The farmers have been at work since April 2nd, the
land being very dry. Have had almost continuous
sunshine all winter ; the days are warm and pleasant
now, but colder at night-fall. The Anemone is
blooming, and the poplar trees are looking green
with the hanging catkins.
" The last few numbers of the Review have been
especially good. The pictures are valuable and very
helpful in many ways. The articles on the Coast
by Dr. Bailey are particularly helpful ; these ought
to be especially so in Acadia — to use the old name —
and such pictures are of great interest in prairie
sections, as they help to impress the description that
may be given of the sea-shore. Your article on
trees ought to be very useful to teachers, but we
have few of the trees in Alberta that you have de-
scribed."
♦See Bulletin Nat. Hist. Soc. of N. B., Vol. V, Part I,
p. II.
The Japanese do not allow their children to go
to school until they are six years old. They claim
to have scientifically proved that if a child goes to
school at an earlier age it is both mentally and
physically detrimental.
.154
THE EDUCATIONAL REVIEW.
Lamb's Adventures of Ulysses.
Continued.
Notes By G. K. Butler, M. A.
P- '35. '• 5 : Here the rocks are said to be smooth.
What is the general character of rocks on the sea
shore, and why are they thus? 1. 8: Among the
Greeks it was very common to deify a river. 1. .;:
Meaning of the phrase " stayed his current ?" 1. 22 :
" Voice Spent " means what ? 1. 25 : The rack was
one of the instruments of torture of the Middle
Ages used to extract testimony from stubborn wit-
nesses or accused persons. Its use is mentioned in
some of Scott's novels. 1. 36: The name of the
river, Calliroe. means a " beautiful stream."
P. 136, 1. 5: The word " insecure " is worth being
studied in its derivation, " in," " se," " cura," " not
,i>,ai t from care. 1. 14: Parse the word "leave."
1. 21 : What figure of speech in the expression " the
air breathed steel," and what does it mean?
P- x37» 1- 5: Meaning of the prep. " against " as
found here? 1. 9: " Your reputation stands much,"
etc. What does this phrase mean? 1. 10: "Timely"
means? 1. 12: "Vestments," often calk'd "vesture,"
and Macaulay in the " Lays " has shortened it down
to "vest." 1. 23 : Find the derivation of "primitive."
1. 35: Even then it seems the unmarried were ex-
pected to be more careful in their dress. Of course,
like other old-fashioned things, the saying has died
out, hasn't it? 1. 39: The Romans, too, when dressed
for state occasions, put on their white togas. How
strange to them would have appeared our black coats
and silk hats worn on similar occasions now ?
P. 138, 1. 13 : What kind of oil would it be? 1. 17 :
Homer in the original speaks of how well the mules
trotted on their way out. 1. 22 : Here we have, per-
haps, the earliest kind of washing machine. Of
what kind of material would the clothes likely be
made ?
1'. 139, 1. 27: Delos is one of the islands of the
Aegean Sea. If anyone has Kingsley's "Heroes"
and will look up " Theseus," he will find how the
Aegean got its name. 1. 30: Meaning of " past " in
this line?
P. 143, 1. 3 : It may be remembered that the seer
Teiresias was also blind, and that Homer himself
was. 1. 11: Meaning of the word "jar" here?
What part of speech is it ? The oracle here is
probably the famous one at Delphi. 1. 12: Meaning
of "period" here? It is used in its more unusual
sense of "end" or "finish?" 1. 16: Expressed to
the life" means what? 1. 39; Look up "prowess."
P. 146, 1. 33 : it will be remembered by those who
have read Othello how the " fair Desdemona " was
won by similar tales.
I'. 147, 1. 15 : "Massy plate," instead of "massy ; "
we more commonly used " massive." What is the
meaning of " plate? " 1. 28: Meaning of " yielded"
in this line?
P, 148. 1. 17: The length of his absence is said to
have been twenty years in all,
P. 149. In the first book of the Aeneid a god-
dess appears to Aeneas in much the same way.
P, 150, 1. 18: "Were" is in what mood? 1. 19:
Meaning of " wanting? " 1. 22: If not too difficult
for drade VIII, " being dead " is a good bit of par-
sing to exercise their ingenuity on. 1. 30: Telema-
chus in its French form. Telemaque is the title of
a well known tale dealing with this same story. P.e
careful of the pronunciation of Penelope. In those
classical names each vowel is sounded ; c is not
usually silent at the end of a word as in English.
P. 151, 1. 12: Meaning of " concert." How does
tlie noun come to have the meaning it does ? 1. 28 :
" 111 " is not so often used as " evil " in this sense.
I'. 152, 1. 7: Meaning of phrase "in his time."
1. 15 : Case of the noun " beggar." What would be
its case in the sentence " his conduct became a beg-
gar?" 1. 28: "Antipathy" from " anti " against
"pathos" a feeling; just the opposite of "sympa-
thy."
P. 154, 1. 4: " Will not stick to invent any lie."
Explain meaning of this phrase. I. 10: " On't " for
the more modern " of it." As I mentioned before.
Lamb was a student of Elizabethan literature. 1. 39 :
Meaning of " forged? " How is this meaning con-
nected with the other one?
P, 162, 1. 34: "A travelling Egyptian" with us
would be called by what name?
1'. 163, 1. 15: Those who have Kingsley's
" Heroes " will remember how Jason carried a beg-
gar across the Anaurus, and how it proved to be
Hera, Queen of the Immortals.
P. 164, 1. 7: The famous Olympic games were
celebrated at Olympia, in Western Greece, every
fourth year. To win a prize at one of the events
there was the highest honour a Grecian athlete could
attain. ( )f such importance were they that the
(ireck calendar was based on them, as we date from
the birth of Christ.
P. 165, 1. 1 : Meaning of " stomach " here? 1. 37:
Ts four acres of good " glebe land " a fair day's work
for one man and team ?
P. 166, 1. 27: Look up "spleen,"
The educational rev may.
$58
P. 167, 1. 11 : Parse " one." What sort of a verb
is " became " here? 1. 27: What part of speech is
" rigfat?" Macaulay says,
" ki«ht well did such a couch befit
A Consular of Rome."
P. 156, 1. 18: "Brave" means what? 1. 21:
Find derivation of "inclement." 1. 25: "Case;"
Macaulay in Horatius says, " Never 1 ween did
swimmer, in sucli an evil case." The whole story
as told on this page well illustrates the character of
Ulysses, the crafty.
1'. 157, 1. 22: I think reference has previously
been made to the fact that the Greeks drank their
wine always mixed with water. I. 29 : Here wc
have the words " vests " in the sense already refer-
red of " vesture " or " clothing." Jove's cup-bearer
was Ganymede.
P. 159, 1. 19: Parse the noun "house," especially
it* case; 1. 37: lie careful of the meaning of the
word " admire " in this line.
P. 160, 1. 18: "Bears" would more usually be
" keeps." " Still " could be here interpreted in its
old sense of " always."
P. 161, 1. 5: Who was " the king of the skies? "
1. 10: " Chicfcst." If you took up the grammar I
think you will find "chief" given as on«' °t the
adjectives which can't be compared. But wc find
many writers using comparative and superlative-
degree of such adjectives as: "supreme," "chief,"
etc.
P. 170, 1. 15: The three Fates were conceived as
spinning the thread of man's life, or, more correctly,
one held the distaff, another spun, and the third cut
the thread when complete.
P. 171, 1. 36: For a full account of this voyage
read Kingsley's " Argonauts " in the " Heroes."
P- 175, '• 3: For the story of the way in which
Athene got the shield, read " Perseus " in the
" Heroes."
Canadian mica has been increasing steadily in
value from 1895 to the present time, and that of
India has Imtii almost as steadily decreasing in
value; so that, where in 1895 the imported value of
Indian mica was nearly three times that of < anadian
mica, the 1904 ('anadian mica stood higher than
Indian.- Scientific American.
A PAIK OF SAIH1TS.
The Province of Oucbcc has set aside the whol.-
Gaspe Peninsula as a forest preserve.
Millet. Continued.
liy Miss A. Mai lean.
" The Sower," which many consider Millet's best
picture, is at present in the Vanderbilt collection in
the Metropolitan Museum, New York. It was
painted at llarbizon, but the peasant is of Millet's
home place, such as he himself was when he worked
in his father's fields. Millet did not paint from
models, he painted the type rather than the indivi-
dual. The sower marches along with a firm and
serioas step, scattering the seed on the steep, grey-
ish brown hillside, clad in a dark red shirt, dark blue
trousers that reach to the knee, dark greyish stock-
ings wrapped round with cords of straw, rough
sabots, on his
feet, anil a shape-
less dull brown
hat throws hisface -"'^j**
into shadow. A
flock of crows fly
near, and on the
hilltop another pheasant is finishing bis day's work
in a glint of the setting sun, while all the hillside is
in shadow.
Millet sent "The Sower" to the Salon in 1850, and
of it Gautier (go-tee-ay) then wrote: "The night
is coming, spreading its grey wings over the earth ;
the sower marches with rylhnictic step, flinging the
grain in the furrows ; he is followed by a Hock of
pecking birds; he is covered with rags. He is bony,
swart and meagre under his livery of poverty, yet
it is life which his large hand sheds; he who has
nothing, pours upon the earth with a superb ges-
ture the bread of the future. ( )n the other side of
the slope, a last ray of the sun shows a pair of oxen
at the end of their furrow — strong and gentle com-
panions of man, whose recompense will one day be
the slaughter-house There is something
grand in this figure with its violent gesture, its
proud ruggedness, which seems painted with the
very earth the sow r is planting." This picture
raised a storm among the critics. Some saw in it
a revolutionist who cursed the rich and scattered
shot against the sky.
Though fixed in a land that he liked, Millet never
ceased to long for the home of his early days, where
now his mother and grandmother were sinking
tinder sickness, anxiety and age. When, worn out,
the grandmother died, sorrowing till her laft breath
that she could not see her Francois, Mill t was over-
' VVhuii nuked for hlnniitoffMipti. Millet wMiietlniOH make 11 Mkuteh
of a pitlr of wiboU,, writing hi* name aftor.
356
THE EDUCATIONAL REVIEW.
whelmed with grief. He did not speak for days,
and his mute suffering was pitiful to see. When
spoken to he could only sob, " Oh, why could I not
have seen her once more ! "
Now this mother was left with the responsibility
of the farm. Her children were leaving her one
after another. She felt that everything was giving
way beneath her, and she wrote, " My dear child,
you say you are very anxious to come and see me.
I am very anxious, too, but it sesms you have very
little means. My poor child, this grieves me. Oh,
I hope you will come, I can neither live nor die, I
am so anxious to see you. If you could only come
before the winter. Ah, if I had wings to fly to you !
I end with kissing you with all my heart, and I am,
with all possible love, your mother. Widow Millet."
But the poor mother waited, listening for a foot-
fall, hoping for a surprise that never came. Fran-
cois waited, too, hoping that poverty would relax its
grip and let him see his dying mother, but in vain.
Then the patient little mother folded her poor, toil-
knotted hands and went to meet the God who would
tell her what it all was for, and she would rest.
In the Salon of 1853 Millet exhibited " Ruth and
Boaz," " The Sheepshearers," and the " Shepherd."'
They were much praised, and he secured a second-
class medal, and succeeded in selling all the three.
But these windfalls scarcely sufficed to fill the holes
made by a life that had always been hard and bur-
dened with debt. His pictures usually would not
sell at all, or for ridiculous prices. But had he been
so minded he need not have suffered. When Diaz
heard that he had gone to live at Barbizon, he wrote :
" What ! Do you mean to tell me that you have
decided to live with brutes and sleep on weeds and
thistles, to bury yourself among peasants, when by
remaining in Paris and continuing your immortal
flesh painting you are certain to be clothed in silks
and satins!" But Millet saw what he believed to
be his duty, and did it — who has done better ?
After a time he sold some more pictures and went
home to settle up the estate with his eight brothers
and sisters. He asked only for his uncle's books
and a great wardrobe of oak, leaving his part of the
house and farm to one of his brothers, requesting
only that the old grap.' vine should not be destroyed.
After his return to Barbizon his fortunes im-
proved, and he took his wife and family for a three
months' visit to his old home. Gradually his name
began to grow, sonic called him the singer of the
peasants; others, the novelist of the sorrows of the
people, and there was aroused in some minds a world
of political and social problems. Though Millet was
himself submissive to the unequal allotment of
earth's good and evil, such pictures as the " Man
with the Hoe" pressed home the fact of this inequal-
ity, so that men began to think seriously of it, and
the human brotherhood of man is being advanced
to-day by the martyr life of Millet.
The year 1855 was a lucky year for Millet. He
sold his " Peasant Grafting " for 4.000 francs, and
was able to pay his debts, and for a while paint in
comfort. But care and actual want again gathered
about him, though in the time of his greatest suffer-
ing, haunted by headache, and fear ever following
him, he painted his most beautiful works, " The
Gleaners," " The Angelus " and " Waiting ; " this
last suggested to him when he waited, hoping to go
and see his mother. He had now grown to where
he could paint the air, see the light, paint the invis-
ible. In " The Angelus " he wished to give an ex-
pression of music, the sounds of the country, the
church bells. Into this picture he put the whole
strength of his coloring. When Sensier saw it,' he
said, " It is the Angelus ! " Millet said, " It is, i 1-
deed ; you can hear the bells ; I am content ; it is all
I ask."
Then his " Death and the Woodcutter," one of his
most beautiful creations, was refused by the Salon.
In this he saw a deliberate design to hurt him, and
straightened up to bear the burden. He said,
" They wish to force me into their drawing-room
art, to break my spirit. No, no, I will say what I
feel ! " Protests arose over this treatment of Millet.
Dumas (du-ma), the elder, wrote, "Who knows if
the artist does not tell a story with his brush as we
with our pens ? Who knows but that he writes *he
memories of his own soul ? "
Of the large "Sheepshearer," Thor£ (to-ray)
wrote, " This simple sheepshearer makes us think
of the great works of antiquity ot the most solid
painting and best colour of the Venetian school."
Of it Pelloquet (pel-lo-kay) wrote: "Here is great
art. art that raises the mind ; it is full of character,
firmness and grandeur; it reaches the highest style
without effort — a large way of painting, serious
and solid — which we can only accuse of excess of
austerity."
In 1862 he tried his highest venture and painted
" Winter," " The Crows," " Sheep Feeding," " The
Woolcarder," "The Stag." "The Birth of the
Calf," " The Shepherdess." and " The Man with the
Hoe." In 1873 Millet had the satisfaction of see-
ing his " Woman with the Lamp " sell for 38,000
THE EDUCATIONAL REVIEW.
35?
francs, his "Washwomen" for 15,351, "Geese"
for 25,000, and the " Woman Churning " for 14,000
francs.
But now when the sun of prosperity is beginning
to shine upon him, he is breaking down from the
long struggle. He was seized with a dreadful
hemorrhage, which greatly weakened him. He
worked, nevertheless, and finished several pictures.
Then came an order allowing him 50,000 francs for
some decorative painting for the chapel of Sainte
Genevieve. He was appalled and delighted with
such an attractive task, but death prevented him
from accomplishing it. When he knew death was
near, he said, " I die too soon; I am just beginning
to see into Nature and Art."
The great painter breathed his last on the 20th of
January, 1875. Everywhere his death caused re-
gret; volumes of newspaper articles were written
about him. His friends eloquently expressed their
sorrow, and those who had been indifferent were
touched — alas, too late. France realized then what
she had slighted and lost. A collection of his works
was now sold for the benefit of his family, and peo-
ple then saw how wide a field the master had cover-
ed, what variety of manner, what intense conviction.
what strength and gracefulness of handling. Single
canvases that could scarcely find a buyer at any price
when painted, have since sold for fortunes. " The
Gleaners," which he sold for 2,000 francs, has since
sold for 300,000 francs; "The Angelus," which he
had great difficulty in disposing of for 2.500 francs,
sold in 1889 f°r 553,ooo, and in 1890 for 800,000
francs. But what matter — Millet has gone beyond
the need of money — forever beyond the sad earth-
cry.
Learning Latin.
When Jane and I first went to school
To Uncle Ebenezer,
He taught us of the stirring times
Of Caius Julius Caesar;
And how, when Zela's fight was won,
The message, terse and -spicy,
The consul sent to waiting Rome
Of "Veni. Vidi, Vici."
But now our boy from school returns
A hundred times the wiser.
And glibly reads the I>atin text
Of Kyuse Yulius Kyzcr;
Whose very words he'll even quote
In accents queer and squeaky,
To prove that what was really said
Was "Warty, Weedy, Weeky ! "
Apt Study Notes.— VI.
Rev. Hunter Boyd, Waweig, N. B.
The Sower.
The picture selected for this month is a good
example of the work of J. F. Millet. There is no
difficulty about the title. Every scholar could name
it correctly, even if it had never been se:n before.
Some peculiarities about the man's shoes, or his hat,
or the arrangement of the grain sack, will arrest the
attention of superficial observers; but none can fail
to note that the man is really doing what he pro-
fesses to do. It strikes one that he is wholly un-
conscious of any observers. We are also impressed
with his solid appearance ; the figure stands out from
the landscape in a very remarkable manner. There
is a kind of momentum in his movement that could
only be acquired by a sower who had been striding
over the furrows all day. Indeed as we continue <o
look at the man we almost expect the hand to ad-
vance for a fresh supply of grain. Every part is
engaged in the operation ; his work absorbs him ;
and thus we have unity in the picture, one of the
first requirements of all great art. The man is
depicted upon a very narrow canvas, but we cannot
help imagining the portion of field that has already
received the grain, and the portion that will speedily
be covered before darkness overtakes him. The
picture is a good illustration of the saying that,
" The beautiful is the fitting."
Particulars concerning the artist are given in
another column, and also in last month's Review.
Beyond directing attention to some of the main
elements of Millet's style, there is little occasion for
explanation of the picture. Millet felt the strength,
the seriousness, trie intensity of the sower. It is
ours to share the emotion.
Wanted— Men
God give us men ! A time like this demands
Strong minds, great hearts, true faith and ready hands;
Men whom the lust of office does not kill ;
Men whom the spoils of office cannot buy;
Men who possess opinions and a will;
Men who have honor, — men who will not lie;
Men who can stand !>efore a demagogue,
And damn his treacherous flatteries without winking!
Tall men, sun-crowned, who live above the fog
In public duty and in private thinking;
For while the rabble, with their thumb-worn creeds,
Their large professions, and their little deeds,
Mingle in selfish strife, lo ! Freedom weeps.
Wrong rules the land, and waiting justice sleeps!
— /. G. Holland.
358
THE EDUCATIONAL REVIEW.
Answers to Queries.
E. L. K. The sentence, " What do these trees
say to us? " was not intended to mean that the pic-
tures " tell a story." What associations, what
memories, are awakened! For instance, there are
those to whom a group of beeches or birches mean
merely so much cord-wood, or stove-wood. For
others there will be a mental image of the restless
leaves of the birch, and the dense shadow of the
beech, or it may be a recollection of a nutting-party.
What about the symbolism of these trees ? Can you
name authors or others with whom either of them
were special favourites?
Gerald. Yes, I have seen the paragraph in The
Western Teacher. It is surprising, that the editor
admitted such statements concerning our monarch.
The writer of the article evidently knows no more
of the truth concerning King Edward VII than he
does of the December number of the Educational
Review and its supplement of Edwin A. Blashfield's
picture. There was no need for stating that liberty
is a British sentiment, it is more than a sentiment.
If you were teaching school on the prairie, and as
much at a loss to convey an idea of a huge boulder
as some teachers are of the mode of swinging a
huge bell, possibly one might recommend you *o
procure a picture of " Plymouth Rock."
R. M. Sir W. C. VanHorne was born in Illinois,
but has lived for many years in Canada, and all his
pictures have been painted in this country, so that
he may well be described as a Canadian artist.
True, he is not a " professional," but there are few
who paint trees better than he does, and possibly
none who love them better.
F. R. There is still a vesel in the British navy
named " Temeraire." It is the third " Temerair?,"
and took a prominent part in the battle of Alexan-
dria. ,| ;i*|]
Alice. I do not know any book dealing exclu-
sively wilh Canadian art and artists. Much infor-
mation is obtainable from magazine articles. The
Educational Department in the government of
Ontario has .made special effort to secure repro-
ductions suitable for schools, and occasionally pic-
tures are purchased for Toronto.
Roberta. The lark in France may differ from
that in Kngland, but I do not know. All the poetic
allusions you are likely to meet with are based upon
the bird as it has been observed in the latter country.
It makes no difference in the picture. Breton dealt
with the song of the lark, or, rather, its effect pro-
duced upon the peasant girl.
G. F. Certainly; in course of time certain prin-
ciples may emerge which will guide in the choice of
pictures for certain grades ; and also principles for
guidance in their use. There are books dealing
with the matter, but not much attention is usually
given in any normal college course. A " picture
study club " is a good idea. H. B.
The Review's Question Box.
A. A. B. What book would you recommend as better
than Meiklejohn's English Language as an authority in
grammar ?
The text-books on English grammar are so many
and of such varying degrees of excellence that it is
difficult to select. For a short text containing the
principles of grammar and their application, there
can be no better than Dr. D. J. Goggin's Elements,
published by W. J. Gage & Company, Toronto. A
more comprehensive work, so thorough that it leaves
little to be desired, is Nesfield's English Grammar.
Past and Present, published by Macmillan & Com-
pany, London.
In answer to a subscriber, L. S., asking where the
quotation. " the long grey fields at night," is to be
found, the Review suggested that it might be from
Kipling. This is not correct. The lines are found
in Tennyson's " May Queen," in the seventh stanza
of the second part of the poem :
You'll never see me more in the long grey fields at night.
Answers were received from Mrs. M. M. de-
Soyres, Miss H. S. Comben, St. John N. B.; Miss
Evelyn R. Bennett, Hopewell Cape, N. B.; J. A.
Bannister, Steeves Mountain, N. B. ; H. A. Prebble,
Hampton, N. B. ; Miss J. E. Mullins, Liverpool, N.
S.; Thos. Gallant, Belle Cote. N. S.; H. Reeves
Munroe, Taymouth. N. B. ; W. B. Webb, Astley-
ville. Alberta; M. R. Turtle, Elgin, N. B. Mr.
Turtle suggests that the reference is " to the long
shadows which one would see in a country like
England towards evening, or in New Brunswick."
A doctor prescribed rest and change for a small
girl, saying that her system was quite upset. After
he had gone, the little girl said, " I knew I was up-
set, mamma, because my foot's asleep; and things
must be pretty bad when you go to sleep at the
wrong end."
THE EDUCATIONAL REVIEW.
359
Another Examination Test.
A recent number of the New York Evening Post
gives an account of a test made recently by the
Cleveland, Ohio, educational commissioners to deter-
mine whether the criticism was just that pupils who
had finished the grammar school were " neither
quick nor accurate in simple arithmetical computa-
tions." (One should add, of course, that in the
United States a grammar school is preparatory to
the high school). Since the result is rather strik-
ing, the extract is here presented, giving the paper
and some statistics as to the examinations :
Add:
1234567
8910
23456
789101
234
56789
210978
3456
78123
432987
65432
Subtract :
Multiply:
Divide:
0832184567
3219383574
38798640209
46039
394) 26544332 (
" What is 25 per cent, of $280?
" What is 50 per cent, of 8-9?
" What is 33 1-3 per cent, of .015?
" A merchant had 300 barrels of flour, of which
he sold 25 per cent, at one time and 33 1-3 per cent,
of the remainder at another time. How many bar-
rels had he left ? "
This examination is easy, and absolutely free from
" catch " questions. Each pupil was given all the
time he wanted, but was asked to hand in, on a
separate sheet, each problem, as soon as he " felt
sure that he had the correct answer."
Let us look at the results. One hundred and
ninety-three pupils were tested, representing five
schools. In the addition, the time was from one to
nine minutes, eighty-six answers were right and one
hundred and four wrong; in subtraction, one to
three minutes, one hundred and seventy-one right
and twenty wrong ; in multiplication, one to seventeen
minutes, twenty-three right, one hundred and sixty-
eight wrong; in division, two to ten minutes, one
hundred and seven right, sixty-two wrong; in per-
centage, one to nine minutes, one hundred and
thirty right, sixty-two wrong. Of the sixty-two
pupils who made errors, five gave three wrong
answers, and fifty-five one wrong.
We believe also that the eighth grade in Cleveland
is no exception. But any board of education which
is confident that its own system is more efficient can
easily apply this identical test. We should be inter-
ested to learn the results in schools in this vicinity.
The written examination in spel'ling was almost
as illuminating as that in arithmetic. The words
were pronounced " by the regular teacher and in the
usual form," so as to prevent embarrassment or
confusion. The list is as follows :
drowsy
peninsula
excelled
diligence
measles
stirred
alliance
opponent
surviving
worthy
annoyance
ratio
dimmer
wrangle
opposed
control
conceal
elegant
tongue
orange
Delaware.
cholera
civilize
anxiety
Wednesday
veteran
military
increased
Chargeable
possess
imagine .
patriotic
abandon
riddle
sieve
guardian
convalesce
hazel
blamable
barbarous
marvel
obliged
financial
navigator
business
telegraph
collision
seditious
balance
ally
One hundred and forty- four eighth-grade pupils
from four schools were chosen to compete. The
poorest paper contained thirty-six misspelled words
out of a total of fifty. The only paper without an
error was returned by a girl whose name; should be
recorded in the Hall of Fame, lone Diggs. The
whole number of misspelled words was 1,887, an
average of more than thirteen for each pupil.
Is Grammar of Use.
The subject in which the grammar school, so-
called, contravenes most sharply the law of the order
of learning is, perhaps, grammar. For grammar,
being the analytic and theoretical study of language,
does not belong in the grammar school at all. The
scientific classification of phenomena cannot com-
mence until the phenomena have been assembled
and made familiar. To this law of learning lan-
guage is no exception. The language study pro-
per to the grammar school is observation and ac-
quaintance, that is, more particularly, practice in
reading, speaking, composing. Nor for this is the
study of grammar necessary. What is necessary is
a very large amount of practice ; much reading,
much speaking, much composing. The only use of
grammar here is a negative one, namely, to correct
mistakes. And for this negative purpose the only
person in the grammar school who need know gram-
mar is the teacher. The positive, scientific study of
grammar must he reserved for the high school. —
W . G. Parsons, in the April Atlantic.
360
THE EDUCATIONAL REVIEW.
Lines in Season.
To be prepared for war is one of the most effectual
means of preserving peace. — George Washington.
Nothing except a battle lost can be half so melancholy
as a battle won. — Duke of Wellington.
He who did well in war, just earns the right
To begin doing well in peace. — Robert Browning.
Truth is its justice's handmaid, freedom is its child, peace
is its companion, safety walks in its steps, victory follows
in its train ; it is the brightest emanation from the gospel ;
it is the attribute of God. — Sydney Smith.
Let nothing foul to either eye or ear reach those doors
within which dwells a boy. — Juvenal.
It is better to keep children to their duty by a sense of
honor and by kindness than by fear. — Terence.
I do love my country's good with a respect more tender,
more holy and profound than mine own life. — Shakespeare.
Our father's God ! from out whose hand
The, centuries fall like grains of sand,
We meet to-day, united, free,
And loyal to our land and Thee,
To thank Thee for the era done,
And trust Thee for the opening one.
— Whittier.-
From shore to shore,
Somewhere the birds are singing evermore.
— Longfellow.
"Whoever plants a mulberry tree in his garden sends a
public invitation through birdland for its people to come
and live with him."
The little people that live in the air
Are not for my human hands to wrong.
— Alice Carey.
Does the meadow lark complain as he swims high and dry
Through the waves of the wind and the blue of the sky?
Does the quail sit up and whistle in a disappointed way,
Or hang his head in silence and sorrow all the day?
Stars creep
Timidly forth, and Venus with her crest
Of diamond splendor hovers, loveliest,
As vestal guardian of the violet deep.
— Nathan Haskell Dole.
No longer forward or behind
I look in hope or fear;
But grateful take the Good I find,
The best of Now and Here.
— Selected.
Our lives arc songs; God writes the words,
And we set them to music at pleasure;
And the song grows glad or sweet or sad,
As we choose to fashion the measure.
We must write the music, whatever the song,
Whatever its rhyme or metre;
And if it is sad, we can make it glad;
Or sweet, we can make it sweeter.
— Matthew Arnold.
Be just and fear not; let all the ends thou aimest at, be
thy country's, thy God's and truth's. — Shakespeare.
A thousand voices whisper it is spring;
Shy flowers start up to greet me on the w:ay,
And homing birds preen their swiift wings and sing
The praises of the friendly, lengthening day.
The buds whose breath the glad wind hither bears,
Whose tender secret the young May shall find,
Seem all for me — for me the softer airs,
The gentle warmth, wherewith the day is kind.
— Sel.
The Wild Doves of Saint Francis.
(This legend was originally given in an Italian book
Called'The Little Flowers of St. Francis.").
" The Little Flowers of St. Francis."
A Tuscan peasant youth he saw, who bore
Tethered and bound a swarm of young wild doves,
Poor pris'ners who were doomed to sale and death.
St. Francis, who loved all the things on earth,
All gentle creatures that have breath and life,
Felt in his heart a deep compassion born,
And looked at them with eyes of tender ruth.
" O good young man," he cried, " I pray that you
Will give to me these poor and harmless birds —
Sweet emblems they of pure and faithful souls —
So they may never fall in ruthless hands
That quench such lives in cruelty and blood."
>'IThe youth had snared the birds within the woods,
Was taking them to market, where their doom
He knew was slaughter— sudden, cruel death ;
Nor had one thought of pity moved his mind,
And yet, when gentle Francis made his plea
It found an answer in the young man's heart;
For use may blunt and thoughtless custom dim
The mind to deeds of needless pain and death,
Yet in each soul there is a secret cell
Whose echo answers to the voice of truth.
So the young man gave the wild doves to the saint,
And wondered what the holy man would do
With these poor captives from the woods and trees.
St. Francis took them to his loving heart,
And on his breast they nestled safe and warm.
" Dear little sisters," said the holy man,
"Why did you Jet them take your liberty?
Why place yourselves in peril of your lives?
But you axe safe from every danger now,
And I will care for you and build your nests
Where you may safely rear your little brood,
And live your lives as God would have you do,
Who is the Father of all living things."
The wild doves 'listened to his tender words ;
And in his eyes they saw affection beam,
And in his voice they heard their Father's voice.
So the wild birds were tamed by love alone,
And dwelt with Francis in his convent home,
And there he built them nests that they might live
Their free and happy lives without annoy.
— William E. A. Axon. — Abridged.
THE EDUCATIONAL REVIEW.
361
Springtime Studies.
In the early spring days when the leaves come
back to the trees and the birds return from the
South, what can be done to bring into the school-
room some of the new life and freshness of nature's
resurrection. Many children in our city schools
have little or no opportunity for observing the beau-
ties of nature unless presented with suggestive ex-
amples by the progressive teacher. Nothing will
develop thought more rapidly than the opportunity
to observe the growth of a plant, the unfolding of
the fern leaf, or some similar phenomenon, and
thought power will lead to thought expression. The
stimulation of the aesthetic sentiments will surely
help to make each child happier, his view of life
broader and more significant; his observation more
accurate, his entire range of thought keener and
more elevated.
Peas, beans or other seeds, planted in the school-
room, will be the best method of showing the growth
of plants and the value or needs of the various
parts. Full directions in reference to this can be
found in " Outlines in Nature Study and History."
If some seeds are planted in moist sawdust they can
be pulled up at intervals to show the successive
stages of growth. Have each child make drawings
at specified times to illustrate the continuity of
growth. In order to enlarge the scope of the les-
son use a selection that presents the same thoughts
in poetic form. By combining these correlated
topics, the subject will be flooded with a new light
and an appreciation of good literature can be
initiated. The following selection is simple and
intelligible, and, therefore, well adapted to (he
purpose :
"In the heart of a seed
Buried deep, so deep,
A dear little plant
Lay fast asleep.
"'Wake!' said the sunshine
'And creep to the light',
'Wake !' said the voice
Of the raindrops bright.
"The little plant heard
And it rose to see
What the wonderful outside
World might be."
Use the selection also as the basis of language
lessons. The observation of plant life with all it?
necessities will assist in making real the thoughts
contained in the poem. A booklet made of draw-
ings illustrating the growth of the plant from the
seed, with the poem written on the cover, will be a
valuable and seasonable accompaniment to this series
of lessons.
Other appropriate lessons can be taken in connec-
tion with branches of the pussy-willow, or apple,
peach, or cherry blossoms. If these be brought into
the school-room and placed in water, as the blos-
soms unfold, they will be a delight to the children
and they will also afford an opportunity for obser-
vation that many of the pupils will not have else-
where. Calendars can be made and decorated with
sprays of the buds and blossoms.
Bud life and habits, the annual migration in the
autumn and returning in the spring, the connection
of this with the food supply, will furnish much in-
teresting material. The blue-bird and robin, whose
welcome notes announce the approach of spring,
should receive special consideration. If a bird's
nest can be procured and combined with the branch
of apple-blossoms, there will be obtained excellent
material for drawing and language lessons in con-
nection with the following poem:
"Two little robins made a nest
'Twas in the warm spring weather ;
They built it out of sticks and straws,
And little bits of feather.
"It was upon an apple bough
With blossoms all around it,
So neatly wove and fitted in
That no one ever found it."
The drawing may also be used to decorate the
cover of a booklet, within which is written the poem,
reproduced by the pupils in their own words.
There are many other suitable poetic selections
that will be most valuable in these lessons which
combine language and drawing in a form that will
inspire in the child a desire to seek and to know
more of the life of the great outside world, —
"The world's so full of a number of things
That I'm sure we should all be as happy as kings."
— The Teacher.
A Secret.
(Recitation for three tiny girls with gestures).
I know of a cradle, so wee and so blue,
Where a baby is sleeping this morning. — do you?
I think he is dreaming the dearest of things—
Of songs and of sunshine, of tiny brown wings.
I'll tell you a secret, — don't tell where you heard, —
The cradle's an egg, — and the baby's a bird!
— Selected,
362
THE EDUCATIONAL REVIEW.
Canada's Size and Population.
Canada contains nearly one-third of the area of
the whole British Empire.
Its population in ,1867 was 3,500,000; in 1901,
5>371>3l5'> now it is estimated at over 6,000,000.
Canada's population west of Lake Superior fifty
years ago was 8,000; now it is more than three-
quarters of a million.
Canada began the twentieth century with about
the same number of people as the United States
began the nineteenth century.
Canada has enough territory to give each in-
habitant nearly 400 acres.
The Maritime provinces are nearly as large as
England and Wales.
Canada has more than forty nationalities repre-
sented in her population, but she has 87 per cent of
Canadian born people and 8 per cent are British
born, making 95 per cent of British subjects.
One out of every three and one-half of the popula-
tion is of French descent.
British Columbia is the largest province and the
richest in minerals.
Canada's centre of population is near Ottawa.
Canada is thirty times as large as the United
Kingdom of Great Britain and Ireland.
England's population is 558 to the square mile;
Canada's little more than .5.
There are 132,101 more males than females in
Canada.
Canada is adding to its population every year a
number equal to the population of Toronto.
Canada has more than one-half of the white popu-
lation of all Britain's colonies.
Fifty-five per cent of Canada's foreign born popu-
lation, 193,617, are naturalized citizens.
Canada's population west of Lake Superior is 75
per cent British and Canadian born; 25 per cent
foreign born.
Ouebec Province has 290,000 of British and
1,322,115 of French descent. — Selected.
Guess the Name of the Boy.
The boy colored light yellow red.
(dickie).
The boy that's the beak of a crow.
The boy that's a sailor, afloat or ashore,
The boy that's a light, loving blow.
The boy that's a notch in the blade of a knife,
The boy that's a jerk of the head,
The boy that's a wooden tub, small at the top,
The boy colored light yellow red. — Selected.
The Trees' Rebellion.
(Recitation for a little girl.)
Dame Nature said to her children the trees,
In the days when the earth was new,
" "lis time you were putting your green leaves on,
Take them out of your trunks, dears, do.
"The sky is a soft and beautiful blue,
The snow went away long ago,
And the grass some time since popped up its head,
The crocuses are all ablow.
"Now hurry and get yourselves dressed, my dears,
All ready for summer weather."
But the trees tossed their heads from side to side,
And grumbled out all together :
"We really would like to alter our dress,
We are quite tired of wearing; green;
Each year our new suits are just like our old,
Can we not have a change between ?"
Dame Nature said to her children the trees,
"I'm astonished, I must confess,
To hear you are tired of your robe of green;
I think it's a beautiful dress.
"But wear at always in summer you shall, ,
(I've said it and will be obeyed).
However, I'll see ere the winter] conies,
If some little change can be made.
"Your uncle John Frost comes to visit mc
From his home in the polar seas,
And I'll ask him to bring for each of you
A dress any colour you please."
So every) year you may see for yourself,
That whenever Jack Frost comes here,
The trees are no longer dressed all in green,
But in other colours appear.
— Lizzie Wells, Toronto.
Our Little Brothers of the Fields.
O brothers of the tongue that speaks, the hand that works
such other good, the brain that thinks so kindly for those
of your own species, will you not hear and heed the plaint
in these wild voices that reach you even at your windows?
Will you not have mercy on those harmless ones that, after
centuries of persecution, know and think of you only with
aversion and terror? Hang up the gun, burn the whip, put
down the sling, the bow, the trap, the stone, and bid them
live. Let their joyous voices greet the sun again, as in the
days before they learned the fear of men. Take their
drooping carcasses out of your hat, my lady, and set an
example such as a gentle, well-bred woman should give to
her ignorant sisters. Be ministers and friends, not per-
secutors and enemies. Shoot at targets all you please.
Punish the evil in the human race, if you will be stern.
But spare, for their sake, vet more for your own sake, our
little brothers of the fields. — Charles if. Skinner. — Atlantic
Monthly.
THE EDUCATIONAL REVIEW.
363
Problems in Arithmetic -Grade VIII.
G. K. Butler, M. A.
i. A man caii spend $15 on papering a room 18
feet long, 15 feet wide and 12 feet high. The room
has two doors 3 feet by 7 feet, and two windows
3 feet by 6 feet. The cost of putting on the paper
is $3, how much can he pay for a roll of 8 yards, 18
inches wide?
2. The cost of carpeting the same room with car-
pet 27 inches wide at $2.50 a yard is what ?
3. Find cost of one floor on the same room V^
inch thick at $25 a m.
4. A cylinder is 20 inches high and holds 10 gal-
lons; find its basal diameter.
5. Find the proceeds of a note of $350, dated June
5th, at 3 months, bearing 5 per cent, interest, and
discounted June 27th at 7 per cent.
6. A book is sold at a price which gives a gain of
20 per cent, and a discount of 10 per cent, on the
marked price of $2 ; find the cost.
7. Oranges bought at $2.50 a hundred are sold
at the rate of 3 for 10 cents ; find gain per cent.
8. A horse which cost $200 is sold to A at a gain
of 40 per cent. ;A. after he is injured, sells him to
B at a loss of 30 per cent. ; find A's loss in dollars.
9. What principal will produce $67.50 interest ;n
3 years at 3 per cent ?
10. If 600 liters sell for $120 at a gain of 25 per
cent., find gain (in dollars and cents) on 500 gallons.
11. An agent receives $4292.50 to buy flour or. 1
per cent, commission. If flour costs $4.25 a barrel,
find the number of barrels he can buy.
12. The base of a triangle is 40 rods, the height
is 60 yards ; find the area in ac. sq. rds., sq. yds., sq.
ft., sq. in.
13. Reduce 6 fur., 14 rds., 3 yds., 2 ft. 8 in. to the
fraction) of a mile.
Answers, (i) Number of rolls 195-6, or 20
cost 60 cents. (2) $100. (3) $6.75. (4) 13.28 -f
inches. (5) $354.55— $4-96=$349-59- (6) $1.50.
(7) 33 i-3 per cent. (8) $84. (9) $750. (10)
$90.86. (11) 1,000 barrels. (12) 1 ac. 58 sq, rds.
4 sq. yds. 4 sq. feet 72 sq. inches. (13) fjf,
"All Thy Work Praise Thee, Oh Lord."
Green Things. —
We all green things, we blossoms bright or dim,
Trees, bushes, brushwood, corn, and grasses slim,
We lift our many-favored lands to Him.
Medicinal Herbs. —
I bring refreshment, —
I bring ease and calm, —
I lavish strength and healing, —
I am balm, — ■
We work His pitiful will and chant our psalm.
Birds.—
Winged Angels of this visible world, we fly
To sing God's praises in the lofty sky;
We scale the height to praise our Lord most High.
Beasts and Cattle. —
We forest beasts, — we beasts of hill or cave, —
We border-loving creatures of the wave —
We praise our King with voices deep and grave.
Small Animals. —
God forms us weak and small, but pours out all
We need, and notes us while we stand or fall;
Wherefore we praise Him, weak and safe and small.
All Men.—
All creatures sing around us, and we sing;
We bring our own selves as our offering,
Our very selves we render to our King.
Little Children. —
He maketh me, —
And me, —
And me. —
To be
His blessed little ones around His knee.
Who praises Him by mere love confidingly.
All.—
Let everything that hath or hath not breath,
Let days and endless time, let life and death, —
Praise God, praise God, praise God, His creature saith.
— Christina Rossetti.
What bosom beats not in his country's cause?— Pope.
I am glad to think
I am not bound to make the world go right.
But only to discover and to do
W«h cheerful heart the work that God appoints.
^-Jean Ingelmu.
Five Little White Heads.
Five little white-heads peeped out of the mold,
When the dew was damp and the night was cold :
And they crowded their way through the soil with pride:
"Hurrah ! We are going to be mushrooms !" they cried.
But the sun came up, and the sun shone down,
And the little white-heads were withered and brown:
Long were their faces, their pride had a fall —
They were nothing but toadstools, after all,
364
THE EDUCATIONAL REVIEW.
Keep Your Sons at Home.
Women of Canada ! Do you want your sons to
grow up proud of their parents' choice of a country ;
proud of a country in which to live and work and
have their home themselves? Do you want them,
as soon as they have finished their schooling or their
university course, to look around for the career
most in keeping with the particular bent of mind
which you and Fate have given them? Do you
want this career to be along some line with which
you feel yourself in sympathy? Do you at least
wish that it shall be spent in Canada and not in
some foreign country away from every tie of home ?
Do you not long, with every fibre of your being, for
the happening of some circumstance which shall
place beyond all peradventure your son's choice of
a life-work right here in Canada?
We know you do. Then build up Canadian in-
dustries ; support Canadian schools and universities ;
choose Canadian enterprises in which to invest
money; give Canadian labour the first choice; do
everything humanly possible to create a pride in
our fair Dominion — these are what we contend are
the bounden duties of all Canadians. Do thjse
things and we create a great country. Create a
great country of noble ideals and diversified indus-
tries, and no Canadian woman's son will need to go
to the United States to find employment, or the
widest scope for the best talent that in him lies.
And your daughters ! You know that as the gray
hairs make their appearance (and even Canadian
women do gradually grow old!) you will not like it
if you look around and find yourself alone, with one
girl in California and another perhaps in Maine.
You will think things all awry if there are not little
grand-children clambering up your knee. You will
think hard thoughts of your countrymen for riot
having devised means for keeping the girls hearer
home. Yet, if the boys leave for another country
to find the careers denied them in their own, what
are the girls to do? The boys — ought they not to
remember whom they have left behind? The girls
— are they to become old maids?
Canadian women ! We remind you of these
things ; but we know you can recognize them for
yourselves. Your whole lives and loves are inter-
twined with the destiny of your native country.
You want to see Canada grow mighty and popu-
lous, not only because you love her for herself, but
because her prosperity is the link which binds your
sons and daughters to the old home spot for all
time to come. — Canada First, Woman's Department,
One King1, One Flag-, One Fleet.
One Brotherhood is ours, one King,
One Land we call our Home,
One Flag to British realms we bring
To wave where'er we roam.
Come, sons of Britain, let us meet,
Our brethren o'er the seas to greet,
Come, sons of Britain, let us meet,
Our brethren o'er the seas to greet.
One Fleet shall make our Union strong ;
Our sons shall not be slaves,
In distant lands, bursts forth the song,
"Britannia rules the waves."
Undaunted we have faced the foe.
As one great nation known;
In war or peace, in weal or woe,
We'll rally round the throne.
For flashing swords are not our sign :
United, strong and free,
We shall for peaceful arts combine,
And peaceful homes shall see.
The weak to raise, the wrong to right
Be Britain's great behest.
And mutual 'help shall put to flight.
Each petty, envious guest.
Our message to the world is Peace:
Whilst Commerce spreads our fame.
May Truth and Honour never cease
To crown our British name.
God bless our King; now; join all hands,
And with a mighty cheer,
Resounding through Imperial Lands,
Will draw each other near.
Myles B. Foster.
Guess the Name of the Bird.
Guess the name of the bird that is woven in looms,
(duck).
The bird that is coined out of gold,
The bird that is flown at the end of a string,
The bird that is useless when cold.
The bird that is wise and can see in the dark,
The bird that is fastened with spikes,
The bird that is honored on Thanksgiving Day,
The bird that the President likes.
"Is there a son of generous England here?
Or fervid Erin? — he with us shall join,
To pray that in eternal union dear
The rose, the shamrock and the thistle twine !
"Types of a race who shall th' invader scorn,
As rocks resist the billows round their shore;
Types of a race who shall to time unborn
Their country leave unconquered as of yore!"
— Thomas Campbell,
THE EDUCATIONAL REVIEW.
365
Victoria the Good.
Queen Victoria was one of the best rulers who
ever lived. She had a very kind heart, and was
always glad to do what she could for the good of
her people. She often gave sums of money to those
who were very poor, and she would write kind let-
ters to those who were sick or in trouble.
One of her letters was written to Miss Nightingale
during the Crimean War. In it she says : " I wish
Miss Nightingale and the ladies would tell the poor
noble wounded and sick men that no one feels more
for their sufferings than their Queen. Day and
night she thinks of her beloved troops."
Another of these letters was sent to some poor
women who had lost their husbands in a dreadful
accident in a coal-pit in the north of England. It
told them how the heart of the good Queen was sad
at their great loss, and the letter helped them to bear
that loss with braver hearts.
Queen Victoria had many sorrows of her own,
the greatest of which was the loss of her good hus-
band, the Prince Consort, who died after twenty-
one years of married life. The whole nation wept
with the widowed Queen.
Even in her great sorrow the Queen did not for-
get the sorrow of others. Not long after the death
of Prince Albert she went to her castle in Scotland.
One of the women of the village near the castle had
also lost her husband, and the Queen went a-t once
to comfort her. She often paid visits to the poor
people about the castle and took many dainty things
to the sick. In one cottage the Queen once found
an old sick woman left quite alone. The rest of the
family had gone out, the woman said, to see the
Queen. " Tell them," said the visitor, after talking
kindly for some time to the poor woman who did
not know her, " that while they have been to see the
Queen, the Queen has been to see you."
The planets in the western sky in earlv May even-
ings present an interesting sight. Nearest the
horizon is Venus, higher up is Jupiter, while be-
tween them is Mars. They are all moving eastward,
but Venus goes fastest, and overtakes Mars on the
6th, forming a remarkable conjunction with that
planet, the two being so near together that they can
scarcely be separated by the naked eye. As this
happens at nine o'clock in the morning we canttit
observe it, but on the preceding and following even-
ings their apparent distance apart will be less than
half the moon's diameter. Venus overtakes Jupiter
on the nth, and Mars overtakes him on the 18th.
A Canadian Wheat Field.
We have taken the liberty to change the title of this
selection from "Dacotah'' to "Canadian."
Like liquid gold the wheat field lies,
A marvel of yellow and russet and green,
That ripples and runs, that floats and flies,
With the subtle shadows, the change, the sheen,
That play in the golden hair of a girl,
A ripple of amber — a flare
Of light sweeping after — a curl
In the hollows like swirling feet
Of fairy waltzers, the colors run
To the western sun
Through tlie deeps of the ripening wheat.
Broad as the fleckless. soaring sky.
Mysterious, fair as the moon-led sea,
The vast plane flames on the dazzled eye
Under the fierce sun's alchemy.
The silow hawk stoops
To his prey in the deeps ;
The sunflower droops
To the lazy wave ; the wind sleeps.
Then all in dazzling links and loops,
A riot of shadow and shine,
A glory of olive r.nd amber and wine,
To the westering sun the colors run
Through the deeps of the ripening wheat.
0 glorious land ! My Western land,
Outspread beneath the setting sun !
Once more amid your swells I stand,
And cross your sod lands dry and dun.
1 hear the jocund cal'ls of men
Who sweep amid the ripened grain
With swift, stern reapers, once again,
The evening splendor floods the plain.
The cricket's chime
Makes pauseless rhyme,,
And towards the sun
The splendid colors ramp and run
Before the winds feet
In the wheat. — Hamlin Garland.
The Sculptor Boy.
Chisel in hand stood a sculptor boy,
With his marble block before him;
And his face lit up with a smile of joy,
As an arigel dream passed o'er him.
He carved it then on the yielding stone,
With many a sharp incision ;
With heaven's own light the sculptor shone,
He had caugln that angel vision.
Sculptors of life are we. as we stand
With our souls, uncarved, before us,
Waiting the hour when at God's command
Our life dream shall l'ass o'er us.
If we carve it, then, on the yielding stone,
With many a sharp incision,
It's heavenly beauty Shall be our own,
Our lives that angel vision. — Bishop Doane,
366
THE EDUCATIONAL REVIEW.
Five Evidences of an Education.
These five characteristics, then, I offer as evi-
dence of an education : Correctness and precision in
the use of the mother-tongue; refined and gentle
manners, which are the expression of fixed habits
of thought and action ; the power and habit of re-
flection ; the power of growth and efficiency, and the
power to do. On this plane the physicist may meet
with the philologian and the naturalist with the
philosopher, and each recognize the fact that his
fellow is an educated man, though the range of their
information is widely different, and the centres of
their highest interests are far apart. They are knit
together in a brotherhood by the close tie of those
traits which have sprung out of the reaction of their
minds and wills upon that which has fed them and
brought them strength. Without these traits men
are not truly educated, and their erudition, however
vast, is of no avail; it furnishes a museum, not a
developed human being. It is these habits, of neces-
sity made by ourselves alone, begun in the days of
school and college, and strengthened with maturer
years and broader experience, that serve to show to
ourselves and to others that we have discovered the
secret of gaining an education. — Nicholas Murray
Butler.
The Dominion Cabinet.
Prime Minister — The Right Hon. Sir Wilfred
Laurier.
Minister of Trade and Commerce — Hon. Sir
Richard Cartwright.
Secretary of State — Hon. Richard William Scott.
Minister of Justice — Hon. C. Fitzpatrick.
Minister of Marine and Fisheries — Hon. L. P.
Brodeur.
Minister of Militia and Defence — Hon. Sir Fred-
erick William Borden.
Postmaster-General — Hon. A. B. Ayleswonh.
Minister of Agriculture — Hon. Sydney A. Fisher.
Minister of Public Works — Hon. Charles S. Hy-
man.
Minister of Finance — Hon. Wm. Stevens Field-
ing.
Minister of Railways and Canals — Hon. Henry
R. Emmerson.
Minister of Interior and Superintendent-General
of Indian Affairs — Hon. Frank Oliver.
Minister of Customs — Hon. Wm. Paterson.
Minister of Inland Revenues — Hon. W. Temple-
man.
The Voice of the Grass.
Here I come creeping everywhere;
■By the dusty roadside,
On the sunny 'hillside,
Close by the noisy brook,
In every shady nook,
I come creeping, creeping everywhere.
Here I come creeping, creeping everywhere ;
You cannot see me coming,
Nor hear my low, sweet humming;
For in the starry night,
And the glad morning light,
I come quietly creeping everywhere.
Here I come creeping, creeping everywhere;
My humble song of praise
Most joyfully I'M raise
To Him at whose command
I beautify the land,
Creeping, silently creeping everywhere.
— Sarah Roberts.
Boys Wanted.
Charles G. Irish, who addressed a meeting of 300
night school pupils in Utica, N. Y., March 14th,
spoke of the time when he and a young friend came
to the conclusion that there were too many boys in
the world, and went on to tell of seeing a sign in a
Utica business establishment's window, " Boys
Wanted," and of going in and making inquiries.
"I went in," Mr. Irish said, "and asked the owner
of the business how many boys he wanted, what he
wanted them for, and what kind he wanted. He
said, ' I want boys, and I want a lot of them.' I
asked him what kind of boys he wanted, and he said,
' I want live boys.' I did not think this was very
strange, as I did not suppose he wanted dead boys.
He did not want half live boys or lazy boys. I
could understand this very well. ' Then,' he said,
' I want boys who will come early in the morning
and work all da)' and not have their eyes on the
clock all the time. I want boys that will be prompt
and that will take hold and learn the business. Such
boys as this,' he said, ' are somewhat scarce. Then,'
he added, ' we want clean boys, boys who will come
with their hair brushed and their faces and bod'es
washed. I do not object to patches on their clothes,
but I do not want dirty boys. What I really mean
by dirt is what comes out of the insides of boys —
swearing, foul talk, evil thoughts. I want clean
boys, and such boys are scarce. I have to hang out
that sign very often.' "
THE EDUCATIONAL REVIEW.
367
The Banner and the Carpet.
The royal banner bent his head,
And to the royal carpet said;
"In the Palace at Bagdad
Different duties we have had;
Different, too, is our reward,
Though servants both of one great lord.
"While the storms beat on my head,
For a queen's feet you are spread.
I, on marches blown and torn,
Into the jaws of death am borne.
You are kept from dust and rains,
Battles, winds, and rents and stains.
"Yours a calm and happy life;
Mine is full of pain and strife."
Then the royal carpet said:
"You to heaven may lift your head.
I lie here beneath men's feet
A slave to tread on and to beat;
You in battle's stormy night,
May lead heroes to the fight."
— William R. Alger.
The Victoria Cross.
After the Crimean War, Queen Victoria ordered
a new medal to be made. It was to be called the
Victoria Cross, and given to any soldier or sailor
who had done some very brave deed before the
enemy.
The first Victoria Crosses were made from the
metal of guns taken from the Russians in the war.
In the centre is a crown with a crowned lion above
it. From arm to arm of the Cross hangs a scroll
bearing the words, " For Valour." The medal is
greatly prized, and the soldier or sailor winning it
may write the letters V. C. after his name.
The first Victoria Crosses were given by Queen
Victoria herself to the men who had won them.
She rode to Hyde Park on a white horse (an
emblem of victory), wearing a scarlet coat and a
plume of feathers. The men were drawn up in a
line, and were brought one by one before the Queen.
Then she stooped and pinned the medal upon each
man's left breast.
Lord Roberts, one of the bravest British generals,
won the Cross when he was a young officer serving
with the troops at the time of the Indian mutiny.
One day two Sepoys ran off with a British flag.
Roberts followed, re-took the flag, killing one Sepoy
and putting the other to flight. On the same day he
rescued a British soldier from a Sepoy, who was on
the point of stabbing him with a bayonet. For
these two brave deeds Roberts was given the Victoria
Cross.
In the late Boer War the son of Lord Roberts also
won the much-prized medal. He went with a few
other brave men to try to save some guns lying in
an open place swept by the Boer fire. He was shot
down and soon afterwards died, so that he never
knew he had won the Victoria Cross. — Adapted
from the Britannia History Reader.
Key for Identifying- Sparrows.
Miss Annetta A. Bradley, of Carleton Co., New
Brunswick, who recently took the nature-study
course at the Macdonald Institute, Guelph, sends us
the following key for identifying sparrows by their
most conspicuous markings. It is very simple, and
may help some student of birds to make a start :
A. Chestnut Crown. —
i. Spot on breast Tree Sparrow.
2. Bill red Field Sparrow.
3. Chestnut patch on wing Swamp Sparrow.
4. With none of these Chipping Sparrow.
A A. Crown not chestnut. —
1. Two white tail feathers Vesper Sparrow.
2. Yellow line over eye Savanna Sparrow.
3. Yellow spot between eye and bill .. ..White Throated
Sparrow.
4. Tail red Fox Sparrow.
5. Breast streaked with spot in centre . . . .Song Sparrow.
6. None of these White Crowned
Canada, a Rich Country.
" I have travelled four thousand miles over Cana-
dian soil. I have been in the bush and on the
prairie, and I have come to the conclusion that
Canada is the country of the future ; I know of none
greater. Her mineral resources alone make her the
richest country in the world. This is not mere con-
jecture; I have arrived at this conclusion after a
fair investigation in several parts of the country
and a thorough study of the reports of the Dominion
Government's Geological Survey Department, and
an inspection of the ores to be seen in the collection
at Ottawa.
" The resources of Canada are such as to make
her a Britain, France, Spain and Russia, all in one.
She possesses the iron of Britain, the fruit and salu-
brious climate of France, the rich minerals of Spain,
and wheat fields that rival the best in Russia." —
Mr. Joseph Sutherland, of England, in Montreal
Witness.
I enjoy the Review very much. The art notes,
poetry, etc., in fact everything, is very helpful. —
E. R. B.
368
, THE EDUCATIONAL REVIEW.
The Glory of the English Tongue.
Beyond the vague Atlantic deep,
Far as the farthest prairies sweep,
Where forest-glooms the nerve appal,
Where burns the radiant Western fall,
Our duty lies on old and young, —
With filial piety to guard,
As on its greenest native sward,
The glory of the English tongue.
That ample speech ? That subtle speech !
Apt for the need of all and each :
Strong to endure, yet prompt to bend
Wherever human feelings tend.
Preserve its force— expand its powers ;
And through the maze of civic life,
In letters, commerce, even in strife,
Forget not, it is yours and ours.
Richard, Lord Houghton. — From an Envoy to
an American Lady.
Professor Bell's Kites,
Professor Alexander Graham Bell, the inventor
of the Bell telephone, spends his winters in Wash-
ington and his summers near Baddeck, in Cape
Breton, where he conducts experiments with his
tetrahedral kites. The ordinary kite of course re-
quires to be held by a string in order to make it
sail, but Prof. Bell has been able to make his kites
ascend alone into the air, mounting skyward against
the wind without any string, and even turning a
circle and rising higher, just like some birds.
. " So much significance do I attach to the success
already obtained with the free-soaring kite that I
named it the ' Oionos,' as the ancient Greeks styled
the ' birds of augur,' whose soarings their prophets
watched from towers of observation," says Prof.
Bell.
One of these kites was tested with a man weigh-
ing 165 pounds suspended from it, and it rose until
he was thirty feet from the ground, and kept him
there steadily. The kite and its attachments weigh-
ed 123 pounds, so the total weight supported by the
wind was 288 pounds. These of course are only
preliminary studies, and they do not mean that man
is ready to fly ; they are useful merely in enlarging
scientific knowledge of how the wind acts on large
surfaces exposed to it.
The Review comes like a faithful friend from the East.
Beaver Lake, Alberta. A. I. W.
The Ferns.
Deep in the woodland glen
The earth is white with snow,
And by the frozen brook,
With cowled heads bending low,
As if in prayer devout.
With mantles white and straight,
Like monks in silent row,
The ferns of winter wait !
Deep in the woodland glen
The old earth wakes from sleep ;
The brooks with laugh and song
Spring down from steep to steep.
A gallant band of knights,
With pennons floating free,
Stand where the white monks stood,
A brave Green Company !
Every Other Sunday.
The full name of the city of San Francisco, as
given by its Spanish founders, was " Mision de los
Dolores de Nuestro Padre San Francisco de Asis,"
— the Mission of the Sorrows of our Father St.
Francis of Assisi. The sorrows of its stricken
people have recalled the name.
It has been noted that the earthquake region, a
belt that surrounds the earth at about thirty or
forty degrees of north latitude, is the region of
greatest fertility and most desirable climate, and
therefore of the densest population, and the oldest
civilization in the Old World. This seems to be
equally true in the New World, if we add the Cen-
tral American extension of the earthquake region
to the northern belt.
I am forwarding my subscription for another year for
my old friend the Educational Review.
Cape Breton County. L. B. R.
In his book on Nature Teachings F. S. Wood
says in speaking of cork : "So buoyant is this sub-
stance that a very efficient belt can be made by
stringing together 3 or 4 rows of ordinary wine
corks and tying them round the neck like a collar.
In these circumstances it is simply impossible to
sink, and though anyone may collapse from exhaus-
tion, drowning is almost out of the question."
[It might be a safe plan for those who are timid
about venturing on the water or who are indifferent
swimmers to accustom themselves to the use of such
a necklace — to test it well while swimming in water
beyond their depth and wear it constantly while
boating. Drowning accidents frequently occur be-
cause people "lose their heads" on being thrown
into water. To become accustomed to the water
and know just how to act in it is a great means of
safety. — Editor.]
THE EDUCATIONAL REVIEW.
?69
True Bravery.
Some one may say, "Did not the men and women have
to be braver in the war times than in time of peace?" Let
us stamp that as false. What a terrible thing it would be
to be brave, if bravery requires of us| to hurt and kill ! Is
it not brave to try to save life? Thousands of brave men
are risking their lives to help men and save us all from
harm. Brave doctors and nurses go where deadly disease
is, and are not afraid to help save the sick. Brave students
are trying perilous experiments, so as to find out better
knowledge for us all. Brave engineers on thousands of
locomotives are not afraid of sudden death if they can save
their passengers from harmful accidents. Brave sailors are
always facing the sea and the storm. Brave firemen stand
ready to die to bring little children safely out of burning
buildings. Brave boys every summer risk their lives to
save their comrades from drowning. Brave fellows hold
in check maddened horses and prevent them from running
away with, women and children. Brave women risk their
own lives daily for the sake of others. Never forget it;
it is better to be brave to help men than it is to be brave
to harm them. — Charles F. Dole.
" I left my dog accidentally at a friend's house
yesterday," said a young girl, as reported in the
Philadelphia Evening Bulletin. " My friend tried
to get him to run after me, but he would not leave.
He plainly held that I would soon return; that,
since I had gone without him, I would come back-
inevitably for him, and he stuck to the room where
I had parted from him, feeling that it was his duty
to do so. Finally my friend called me up on the
telephone.
Your dog won't go,' she said. ' He thinks you
will be back, and we can't drive him out.'
Hold him up to the 'phone,' said I.
" She held him up.
' Peter,' I said, ' come home, I am waiting at
home for you. Come straight home, Peter, good
little dog.'
" Peter wagged his tail, wriggled down and out
of my friend's arms and set off homeward like a
flash of lightning."
In schools where there may be objections to g n-
tral readings from the Bible or repeating the Lord's
prayer, this plan may be adopted for the morning
exercises: One morning alternate readings of the
Beatitudes ( Blessed are the poor in spirit ) ; on
another concerning charity (Though I speak with
tongues of men and of angels). On another con-
cerning God's care (The Lord is my Shepherd) ;
and so on. Then a favorite hymn may be sung :
followed by a memory gem that may be helpful for
the day's work.
Current Events.
Last month will be remembered for the' great
eruption of Vesuvius, and the terrible earthquakes
in Formosa and in California. Never since the de-
struction of Pompeii has the volcano made such
havoc in the towns and villages that cluster about
its base. The eruption, which had grown alarming
in March, continued to increase in violence until the
tenth of April, giving the inhabitants of the sur-
rounding regions ample time to flee for safety; yet
the people, destitute and helpless, were for the most
part unable to get away. Thousands ot houses were
crushed by the weight of falling ashes, and hund-
reds of people perished in the ruins.
The earthquake in the southern part of the island
of Formosa completed the ruin of one or more
towns that were injured by a lesser shock in March.
Landslides are said to have completely changed the
topography of the country. Hundreds were killed
by the disturbance, and thousands left homeless.
More appalling, because nearer than either the
Formosan disaster or the volcanic disturbance in
Italy, and perhaps more terrible in itself, was the
great earthquake in California, by which, at the
least estimate, one thousand people were killed, and
hundreds of thousands left homeless and destitute.
The first shock was felt on the morning of the 18th
of April. By it, and the resulting fires, more than
half of the great and wealthy citv of San Francisco
has been destroyed, and other cities have suffered
severely. Immediate aid was sent from other parts
of the United States, and from foreign lands ; the
Canadian government contributing $100,000, the
Emperor of Japan a like sum, and the Empress of
China $50,000, with an additional sum for the
Chinese residents of San Francisco.
The final draft of the Moroccan convention was
signed by the delegates to the conference on the
seventh of April. It is a lengthy document, and
begins with an impressive introduction, setting forth
that the emperors of Germany, Austria and Russia,
the kings of Belgium, Spain, Great Britain, Italy,
Portugal and Sweden, the presidents of the United
States and France, the sultan of Morocco and the
queen of the Netherlands, desiring that order, peace
and prosperity reign in Morocco, have assembled
their plenipotentiaries to consider the proposed re-
forms and to determine on the means to apply them.
The chief provisions of the agreement are that
France shall police four Moroccan ports, Spain two.
and France and Spain together two others : while-
France will have a controlling share in the financi.il
management of the country.
The Natal authorities were about to execute certain
Zulus who had been concerned in an anti-tax up-
rising, when the British government interfered to
stop the execution. Thereupon the Xatal cabinet
tesigned, declaring that they would not submit to
to dictation by the Imperial government. Then t!ic
latter withdrew the objection, and the executions
took place. Now a serious uprising of Zulus is
reported, and there is a rumor that a British army
370
THE EDUCATIONAL REVIEW.
corps is to be sent to South Africa, both of which
rumors may prove to be part of the same story.
A special commissioner has been sent to South
Africa to devise a scheme of responsible govern-
ment for the Transvaal.
King Edward has changed the name of Lagos
Territory to Southern Nigeria.
Japan has adopted the principle of the govern-
ment ownership of railways, and its parliament has
appropriated money to buy out the private owners.
It will take five years or more to carry the plan into
effect.
The opening of the new railway from Berber, on
the Nile, to the shores of the Red Sea, at the new
port called Port Sudan, makes it possible to cover
the distance in ten hours, where it required ten days
to accomplish the journey by camel caravan. The
new railway provides a new route to India, in case
of the closing of the Suez canal.
Perhaps the most important political event of the
past month has been the reconciliation between
Austria and Hungary. A new Hungarian parlia-
ment will be elected on the basis of universal suff-
rage, and all pending disputes between the Austrian
Emperor and his Hungarian subjects will be left to
its decision.
President Roosevelt's recent suggestion of the
need of a progressive tax on inheritances to check
the dangerous accumulation of wealth in the hands
of individuals has been received with great astonish-
ment in the United States, among those who do not
know that such a tax has been levied in Great Brit-
ain for years. The fact that there are wealthy men,
any one of whom could re-build San Francisco at
his own expense, and still remain rich, is more
astounding than the President's suggestion.
At the present rate of progress, it will require
forty years to finish the Panama canal if the sea
level is adopted. If the lock system is adhered to,
the work can be done much sooner, but the results
may be less satisfactory.
The report that extensive beds of anthracite have
been found near Albany River, is the latest and
brightest story of the great mineral wealth of the
region south of Hudson Bay. Rich silver mines
have been found in the Cobalt region ; but if, as it
now appears, coal and iron are found near together
there, their presence is of more value in the future
development of the country.
Currie, the discoverer of radium, has been killed
by an accident in the streets of Paris. Since his
great discovery, the old idea of the indestructibility
of atoms has been abandoned. The atom is now
regarded as composed of electrons, which may be
given off, with the setting free of enormous energy ;
and it is calculated that if the action extends
throughout the earth, the emission by every atom
of an electron once in a thousand million years would
be sufficient to account for the earth's internal heat.
The first Russian parliament will be opened by
the Emperor Nicholas in person on the tenth of
May. It is expected that he will then announce a
general amnesty for political prisoners.
Sugar cane has been successfully cultivated, under
government auspices, in the lowlands of Afghanis-
tan.
The Olympic games, in which atheletes from all
over the world are to compete, were begun in
Greece on St. George's Day. The King and Queen
of England were present as guests of the Queen's
brother, King George.
The -Dominion Parliament has invited King Ed-
ward and Queen Alexandra to visit Canada during
the present year. It is hoped that their Majesties will
come at the time of the opening of the new bridge
across the St. Lawrence at Quebec. Great changes
have taken place in His Majesty's North American
dominions since he, as Prince of Wales, in i860,
opened the Victoria Bridge at Montreal. Then
Canada included but a part of the present provinces
of Quebec and Ontario. Now three oceans mark its
boundaries, and half the continent is embraced in its
area; while its great commercial highway crosses
regions then unknown.
We are accustomed to the use of French as well
as English in the official life of Canada. It was a
novelty, however, for the new lieutenant-governor
of Nova Scotia to receive and reply to an address
in Gaelic. His appearing in plain clothes at public
functions is also another thing in his favor.
A new treaty between Great Britain and China
provides for the recognition of China's protectorate
over Tibet, and for the opening of certain Tibetan
markets to Indian trade. Great Britain will not
interfere with the interior affairs of Tibet, unless
other powers do so. China will erect telegraph lines
and will give preference to the British in the matter
of railway concessions; and will pay a large part
of the expenses of the British expedition to Lhasa
in 1903-4.
School and College.
F. R. Branscombe, the energetic and popular principal of
the Hopewell Cape. N. B., School, and his advanced pupils,
gave the Comedy — ''Between the Acts" to a large and ap-
preciative audience in the Public Hall on Thursday evening
April 12th. The proceeds which amounted to $35 will be
used to procure maps for the school.
Mr. Cyrus H. Acheson, formerly of Charlotte County, is
now Inspector of Schools at Johannesburg, Africa. In a
brief note he states that his family are all well and en-
joying African life very much. He says the big questions
in Africa just now are Chinese labor and native unrest. —
St. Andrews, N. B.. Beacon.
At a concert, followed by a social, held in the school
house at Carlcton, Annapolis County, the sum of $24.00 was
realized. It is the intention of the teacher Mr. M. C.
Foster, who is a Guelph nature student, to use the pro-
ceeds for school garden purposes. Nearly a third of an
acre of the school premises which is now practically waste
land will be ploughed, fertilized and fenced, thereby laying
the foundation of a permanent school garden.
The inspectors of schools in New Brunswick, so far as
we have been able to learn, have appointed May 11 as
Arbor day.
Til 12 EDUCATIONAL REVIEW.
371
THE EDUCATIONAL INSTITUTE OF NEW BRUNSWICK.
The Executive Committee of the Educational Institute met at Fredericton during the Christmas vacation ind
arranged an interesting programme for the next meeting of the Institute. A number of the leading teachers of the
Province will read papers or deliver addresses upon live educational questions. Prof. Jas. W. Robertson, who lias
taken so much interest in public education in this Province, has promised to speak before the Institute or to send a
representative from Macdonaild College, St. Anne de Belle vue, of which institution he is manager.
The Institute will meet at Chatham on June 27th.
Dr. Cox, who is chairman of the local committee, will see that all necessary arrangements are made for the
entertainment of the members of the Institute.
A committee has been appointed to arrange with the authorities of the Intercolonial Railway for the transportation
of teachers at the most favorable rates.
JOHN BR1TTA1N, Secretary Institute.
Professor A. M. Scott, of the University of New Bruns-
wick, has been offered the position of superintendent of
schools, of Calgary, and it is likely that he will accept the
position. Professor Scott has devoted himself with much
energy and ability to his work in the University, where his
services will be greatly missed.
. Miss Antoinette Forbes has resumed her duties in the
Windsor, N. S., Academy, after a three months' leave of
absence.
Mr. Charles L. Gesner, principal of the school at Can-
ning, N. S., was married on the nth April to Miss Carrie
F. Bent of Belleisle, N. S. The Review extends its cordial
congratulations to the happy couple and wishes them many
years of happiness.
Dr. Annie M. McLean, of Wolfville, N. S., a graduate
of Acadia, who received her degree of doctor of philosophy
from Chicago University, has been chosen professor of
sociology in Adelphi College, Brooklyn, N. Y., and will be-
gin her duties in September.
Miss Muriel Carr, of St. John, N. B., has been offered and
has accepted the chair of English literature in Rockford
College, Illinois, within a short distance of Chicago. Miss
Carr recently won the fellowship given by the Women's
Educational Association of Boston, a rare distinction, as it
is open to all graduates of American colleges. Miss Carr
will spend a year, prior to taking up her duties at Rockford,
in research work in Early English literature, especially in
the comparison of black letter manuscripts, which arc kept
in various cities in Europe, as Oxford, London, Paris,
Berlin and others.
Miss Florence C Estabrooks, a graduate of the St. John,
high school in 1900 has made a splendid record in her first
year's work at McGill, winning first place in English,
Greek, algebra and advanced geometry, besides first rank
honours in Latin and general standing, with four prizes in-
cluding the Coster memorial prize. The young lady and
the school from which she graduated arc to be congratu-
lated on winning such a distinction as leader of an ex-
ceptionally large class at McGill.
Twenty-five Canadian students are enrolled this year at
Yale University.
Mr. Will Whitney, recently manual training instructor in
the Schools of St. Stephen and Milltown, N. B., is now
taking a course in Manual Arts at Teachers' College, Col-
umbia University, New York. Mr Whitney is desirous of
giving his service to Canada as soon as an opening occurs.
Recent Books.
Essays of Elia. (First Series). By Charles Lamb.
Selected and Edited with Introduction and Notes by
George Armstrong Wauchope, Professor of English
in South Carolina College. Semi-flexible cloth.
XXXVI + 302 pages. Portrait. Mailing Price, 45
cents. Ginn & Company, Boston.
This volume contains thirty of the most popular essays.
The introduction; by the editor is a fresh, sympathetic, and
judicious appreciation of the author's character and work.
It is accompanied by a chronological table and a short
bibliography. The notes are the most adequate ever pre-
sented in an edition of Lamb, and embody the results of
ripe scholarship and several years of laborious research.
Accompanying the notes on each essay is a set of questions
and review topics illustrating the editor's original
pedagogical methods of teaching literature.
The Geography of America. By William Hughes, F. R.
G. S. Cloth. Pages 129. Price is. 6d. George Philip
& Son, London.
This book gives in very compact form much information
on the physical, political and commercial geography of
North and South America. It has three maps, and the
matter contained in the work, so far as a cursory examina-
tion reveals, is up to date.
From the sr.me publisher (Geo. Philip and Son) there
come the Model Atlas, price 6d. containing 50 maps of the
chief countries of the world with relief models, all in
colour and the Threepenny Atlas, containing sixteen
coloured maps, both very useful for convenient reference.
372
THE EDUCATIONAL REVIEW.
Cheerful
Surroundings
Q1
}IVE life and zest to all work in the school
room and make little folks like to come to
school. This is the time to brighten up your
school-rooms. If you want the walls papered
REMEMBER
That you can sret from us a beautiful
paper cheaper than ever before. Send
size of school-room, number o f windows
and doors and their sizes (this is a good
exercise in arithmetic for scholars) and
we will send cost and samples. Get our
figures for
WINDOW SHADES
We can supply excellent ones at reason
able prices.
MA PS-
Mounted on spring rollers, and all work
of that kind done promptly.
PICTURES FRAMES.
Send your orders to—
F. E. HOLMAN & CO.,
52 KING STREET. ST. JOHN, N
B
TEACHERS
Holding Grammar School or Superior License
or First-class License, can secure schools with
good salaries immediately by applying to
GEO. COLBECK,
North- West Teachers' Bureau,
Box 45. Regina, Sask
YALE UNIVERSITY
SUM MER SCHOOL.
Second Session July 5 to August 16. 1906.
Courses in Anatomy Art, Biology, Chemistry,
Commercial Geography, Education (History and
Theory.) English, French, Geology, German.
Greek, History, Latin, Mathematics, Methods of
Teaching, Physical Education, Physics, Physio-
logy, Psychology, Rhetoric, and School Adminis-
tration.
These courses are designed for teachers and col-
lege students. Some are advanced courses and in
tended for specially trained students, others are
introductory and presuppose no specialized pre-
paration.
In the great majority of cases, instruction is
given by members of the Yale Faculty of the
rank of professor or assistant professor. A num-
ber of leading school authorities have been added
to the Faculty to give courses on educational
subjects.
About roo suites of rooms in the dormitories
are available for students, and will be assigned
in the order of application.
For circulars and further information address
YALE SUMMER SCHOOL.
135 ELM Street, NEW HAVEN, CONN.
HARVARD UNIVERSITY
SUMMER SCHOOL of ARTS & SCIENCES
July s to August is, iQob
College Courses in Classical Archeology,
Architecture, Astronomy, Botany, Chemistry,
Economics Education. Elocution, Ethics, Geo-
graphy, Geology, History, Landscape Painting,
Languages, Mathematics, Music, Philosophy,
Physical Education, Physics, Psychology, Pure
Design, Shopwork, and Surveying ; for Teachers
and Students
Open to men and women. No entrance exami-
nation required Full Announcement
sent on application. Address
J. L.Love, 16 University H II, Cambridge, Mess
N. S. SHALER. Chairman.
A CANADIAN FLAG
FOR
EVERY
SCHOOL
'WITNESS' DIAMOND JUBILEE
FLAG OFFER.
No one questions the fact that every school should
-lave a nag: the only difficulty is, that there are so
many other things every school must have.
The publishers of the Montreal 'Witness' have ar-
ranged to celebrate its Diamond Jut ilee by making it
easily possible for the children of every schoo Jdistnct to
earn a Mag without spending money.
The offer is no money making Bcneme. The flags are
of (he best quality, and while the hope is to cover
expenses, the intention is to stimulate patriotism.
These Naval Flags, sewn banting, standard quality
and patterns, are imported by the 'Witness ' in large
ruautitiea for the Canadian schools, direct from the
best British manufacturers.
If your school does not need a flag, we will give
instead patriotic books for your library. Write for
particulars.
This offer is made specially for Schools, public or
Private, but Sunday Schools, Clubs, Societies or
Communities are free to take advantage of it- Aaaist
us by making this widely known. Good until next
Dominion Day, July 1, 1906.
£•> It Now and be Ready for Empire Day,
Iror rail information, samples, etc., adreas FLAQ
•tXPABTMENT. ' Witness ' Office, Montreal, Qua.
First Year in French for Beginners. By B. L. Henin
LL. B. (University of Paris). Cloth. Pages 52. Price
50 cents. D. C Heath & Co., Boston.
This book with the exception of a few introductory les-
sons and the vocabulary is written entirely in French, thus
compelling the pupil to think in and speak the language he
is learning. The course is practical, gradual and
methodical.
The Medea of Euripides. Edited by Harold Williamson,
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This book contains a number of valuable exercises in
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The April Canadian Magazine, with its excellent colour-
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best issues of this publication. Canadian periodicals are
showing improvement, as might naturally be expected with
the growth of the country and the development of our
national life. The historical and analytic article on the
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tractive by the liberal use of photographs of scenes along
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The April Atlantic contains a rich variety of articles
upon timely and important topics. WMlard G. Parsons
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the Mark; Charles M. Harger has a picturesque paper on
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and (intellectual life of the American people. Among
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Conant. The stories, are uncommonly attractive and en-
tertaining.
By all odds the most striking figure in the new Liberal
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Minister" whose personality and career are interestingly
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April 14th reprints from The Nineteenth Century. Very
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The April Chautauquan continues the scholarly and in-
teresting series of articles entitled Classical Influences in
Modern Life. W. A. Elliott contributes a study of the
Modern Greek — no close relation to the Greek of olden
times but interesting modern, democratic and enterprising.
371
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In the Journal of Education of Nova Scotia,
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By the printer's mistake there has been omit-
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"PHYSICS.--I1 : As in Gage's Introduction
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The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., JUNE-JULY, 1906.
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THE EDUCATIONAL REVIEW.
Office, 31 LeinsUr Str et, St. John, N. B.
1-mxTSD bt Barms & Co.. St. John. N. B..
CONTENTS:
Editorial Notks, ....
Canadian Nationality, ....
Our Native Trees — XI
Our Mountains and Hills. ..
On the Present Confusion in the Names of American Plants,
Corot,
Art Notes,— VII .,,,
Notes from the Macdonald School, Guclph,
An Open Letter to Kindergartners, . .
IJalhousie Convocation, .. ....
Kucu-nia at University of New Brunswick, ....
Convocation at Mt. Allison.
.... 5
.... 6
.... 7
.... 8
.... 11
.... 13
.... 15
.... 16
.... 16
.... 17
.... 19
.... 20
.... 21
.... 22
.... 24
.... 25
.... 26
.... 27
Practical Problems in Arithmetic
Selected Poems . .
Current Events, .. ....
The Review's Question Box,
School and College,
Recent Books, ....
Recent, Magazines, ... ...
Education Department, N. B 30
New Advkhtibkmknth.
St. John Exhibition, p. 27 ; Provincial Education Association
of Nova Scotia, p. 28 t Educational Institute of Now Bruns-
wick, p. 29; An Opportunity, p. 31 ; Netherwood, p. 31 ; Books
for Prizes, p. 31 ; Grade IX High School Students, p. 32.
THE EDUCATIONAL REVIEW is published on the first of
each month. except July. Subscription price, one dollar a year: single
numbers, ten cents.
When a change of address is ordered both the nbw and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying; each address tells to what date the
subscription is paid. Thus "229" shows that the subscription is
paid to June 3:, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
No Review will be issued in July.
St. John, N. B., is moving in the matter of
establishing vacation play grounds for children.
The Educational Institute of New Brunswick will
meet at Chatham, June 27-29. The Educational
Association of Nova Scotia will meet at Halifax
September 25-27. See particulars of both meetings
on another page.
The Summer School of Science holds its 20th
session at North Sydnsy, July 3-20. Calendars con-
taining all information can be had by addressing the
secretary, W. R. Campbell, M. A., Truro. The third
session of the French Holiday Courses in connection
with McGill University will be held at Montreal,
July 6 — 26. The longer courses at Yale and Harvard
begin about the same time. The advertising pages
of the Review give full information.
Professor A. Melville Scott, Ph. D., who has just
retired from the University of New Brunswick to
accept the superintendency of schools at Calgary,
was presented recently by the Y. M. C. A., Frederic-
ton, with a gold watch fob. Dr. Scott's active inter-
est in all work that appeals to the citizen and uni-
versity professor made him a valued member of the
community and his loss will be much felt.
The Educational features of the Exhibition at St.
John in September are fully set forth on another
page. It is some time since the work of the schools
of New Brunswick was adequately represented, and
it is to be hoped that teachers, pupils and school
officers will be eager to avail themselves of the op-
portunity that such friendly competition affords.
The natural history exhibit will be much more
complete than any previously furnished, showing the
native animals, plants, and economic minerals of the
province in an attractive way.
During this month teachers may do much to di-
rect the activities of their scholars during the ap-
proaching long summer vacation. The scholars are
interested in things out-of-doors; plan out some-
thing interesting that they can do in that line, which
shall help them in next year's nature-work, and at
the same time be recreation for them, — for recrea-
tion is not idleness. In this connection teachers will
find many suggestions in Principal Soloan's article
on "Summer Holiday Activities," published in last
year's October number of the Review.
Would it not be a good plan to name some of our
schools after men who have conferred honour upon
the cities and provinces throughout Canada, rather
than to have such schools named after the streets
in which they stand. There are many men for ex-
ample in the Maritime Provinces whose names are
remembered in educational or literary circles, or in
the councils of the country. It might be more fitting
for Halifax, for instance, to have its Howe or
Haliburton school, instead of the Morris or Albro
St. school ; St. John could honour the names of Sir
Leonard Tilley, King, John Boyd in the Winter
street or Union street schools ; Fredericton could
revere the names of Sir Howard Douglas, or Sir
6
THE EDUCATIONAL REVIEW.
/
L. A. Wilmot, or Theodore Rand in its York street
or Charlotte street schools. Now that we have ex-
hausted the names of kings and queens and gov-
ernor-generals, would it not be well to honour local
celebrities in naming our city and town schools?
be an intellectual progress to keep pace with this
material progress. But to advance along every line
we should "seek our ideals at home."
Canadian Nationality.
The Cry of Labor and Other Essays. By W. Frank
Hatheway, St. John, N. B. Cloth. Pages 230.
Wm. Briggs, Toronto.
Canadian readers are glad to welcome in book
form an elaboration of the fugitive essays of Mr.
W. Frank Hatheway, which for several years past
have appeared in the press under a pen-name. Mr.
Hatheway is a tireless student, a wide reader, a
lover of Nature in all her moods, and thoroughly
impressed with the possibilities of Canada. He
knows the nations of the old world from personal
contact and from books ; he has seen all parts of this
fair Dominion ; on foot and on bicycle he has visited
hundreds of hamlets and country sides in New
Brunswick and Nova Scotia, talked with the people,
sympathized with their moods and respected their
convictions, exchanging ideas on every conceivable
topic, in every grade of society. Living at times
both in city and country, he knows the latter as few
know it — its mountains and valleys, its glens and
gorges, its lakes and streams. He has seen it in
c!oud and in sunshine, in winter and in summer, in
the vivid green of springtime and the varied hues of
autumn, — and he has appreciated its beauties as few
are able to do.
So much for the author ; now for t;he book. His
aim, he tells us. is "to develop a high national
character, so that the word 'Canadian' will mean an
educated intelligence that sees both the beautiful and
the useful in Nature, that has an abiding faith in the
Creator and a deep love and reverence for the land
in which we live." Throughout, from his own
observation in other lands and from his extensive
reading, he finds Canadian scenery, Canadian
conditions of life superior to those of other lands,
and every page of the book appeals to Canadian
citizens to feel the responsibility of their citizenship,
to take a wholesome pride in it and to cultivate a
love for their natural surroundings.
A note of patriotism is struck in the book when
the author, almost on .every page, advises Canadians
to know more of their own country, to study its re-
sources, to know its beautiful scenery, the wonderful
progress it is making industrially. There should
Tests of Applied Education.
Prof. F. J. Miller of Chicago University in a
recent lecture there, declared 'that our colleges de-
velop the mind rather than the heart, and said that
candidates for degrees should be required to answer
such questions as these :
"Has education given you sympathy for all good
causes ? Has it made you public-spirited, so that you
look beyond your own dooryard and take an interest
in a clean city? Has it made you a brother to the
weak? Have you learned how to make friends and
to keep them ? Do you know how to be a friend
yourself? Have you learned the proper value of
money and time? Can you look out on the world
and see anything but dollars and cents ? Can you be
happy alone? Are you good for anything for your-
self? Do you see anything to love in a little child?
Can you look straight in the eye of an honest man
or pure woman ? Will a lonely dog follow you ? Can
you be high-minded and happy in the drudgeries of
life? Can you see as much beauty in washing dishes
and hoeing corn as in playing golf or the piano? Can
you see sunshine in a mud puddle ? Can you look up
to the sky ait night and see beyond the stars."
Education is "something more than a college edu-
cation;" broadly, it is "adjustment to life," he said.
The Ideal Teacher.
Before all other qualifications, however, the
teacher's character is the fundamental requisite.
That must be above reproach in all things. ' Milton's
words about the poetic power are specially true in
regard to the power to teach. "He who would not
be frustrate," said the great poet, "of his hope to
write well hereafter in laudable things, must himself
be a true poem." He who would not be frustrate
of his hope to teach well at any time ought himself
to be a lofty exemplar of the virtues he would im-
press upon his pupils. The teacher who stands be-
fore a class for hours every day ought to exert
greater influence even than the clergyman who speaks
from the pulpit one day in the week, and he ought
at least to have an equally lofty character, known
and recognized by all men. The teacher who is
master of his subject, and who has this nobility of
character, needs no help of artifices to assist him in
governing his pupils — he has simply to be, and they
obey. — Arthur Oilman, in Atlantic Monthly.
THE EDUCATIONAL REVIEW.
Our Native Trees — XI.
By G. U. Hay.
The Old Oak Tree.
Outpost of some primeval wood,
More than two hundred years it stood,
And watched benignantly the ways
Of men in these strange '.atter days.
And if the gnarled old tree but knew
All those on whom its shade it itihrew,
What a great, various company
It sheltered in its memory!
It caught the sunbeams as they strayed
Among its leafy boughs, and made
An oasis in the traveler's way,
How many a sultry summer day !
It kept, mayhap, his courage good,
As midway of the towns it stood,
A way-mark he could measure by,
And know his journey's end more nigh.
It gave the children acorn-cups, —
Such have they where Titania sups, —
And its brown, bitter nuts it poured
To swell their homely, winter hoard.
Its boughs were wont to interlace.
To imake a neighborly meeting-p'ace.
While sometimes lovers' tryists, maybe,
It saw, — titis silent, friendly tree !
It gave the 'birds a home, and we
Were happier for their minstrelsy, —
No sweeter, though, than its own rune,
When west winds were with it in tune.
It gave a sense of calms and joys,
Beauty and stiength in equipoise;
A hint of life out during ours,
As the russet '.eaves its showers.
And then beside our winter fire,
We watched the cheerful flame aspire,
As its stout heart to oishes turned,
While willingly for us it burned, —
StS! free to serve as when it made
A hospitality of shade.
And who of us can hope to be
Of sweeter use than this oak-tree?
Shade, shelter, dial, meeting-spot,
Giver of song, hope, warmth, and thought !
— Selected.
Three species of Oak are said to exist in the
Maritime Provinces, of which the red oak
(Qucrcus rubra) is the commonest. It is a rapid
grower, and its wood, which weighs 41 lbs to the
cubic foot, is less valuable than many others, being
softer and so full of sap that it is difficult to remove
it by drying. For this reason it makes poor fuel.
It is short-lived, in comparison with other oaks, but
grows to a large size and has a spreading habit,
giving abundance of shade. In a forest of red oak,
which may sometimes be found on slopes facing the
sun, there is usually plenty of room for smaller
plants, quite different from what one finds in the
denser shade of a beech forest. The flowers which
appear with the leaves in spring are of two kinds
on the same tree (as with other oaks), the staminate
flowers (each containing about eight stamens) in
catkins and the fertile ones, like tiny little pink
knobs, — both growing in terminal or axillary
clusters on recent shoots.
The oaks are among the last trees to put out their
leaves in spring and they retain them late in the fall.
The leaves of a forest of red oaks, with their rich
red and purple colours, are a beautiful sight when
the brighter colours of the maples begin to fade.
The heart wood of the red oak is reddish in colour,
splits easily, shows a beautiful grain, and is much in
demand for making furniture. It is used for plank-
ing for the decks of vessels, for strong barrel staves,
and for bridge posits where there is exposure to
water.
The fruit is a large, somewhat bitter acorn, en-
closed in a shallow open cup, very abundant. In
some districts where there are forests of red oak,
swine are fed on the acorns which are known as
"mast." The acorns ripen and fall at the end of the
second season.
The beautiful shape and spreading habit of the
red oak make it very desirable as an ornamental tree,
but it requires plenty of room and sunlight to reach
the majestic proportions to which many of these
trees attain. The trunk soon becomes lost in the
large and numerous branches which spring from it
in curves. Most of the limbs are knotty and
crooked.
The bur oak (Quercus macrocarpa) is not a
common tree in the maritime provinces. The bark
of the trunk and branches is an ash gray, darker
than that of the white oak. This tree does not here
attain the size which distinguishes the red oak. but
its trunk is more erect, and its branches less spread-
ing. It is found in deep rich soil in river valleys;
grows much more slowly than does the red oak, and
is more difficult to transplant.
A variety of the scarlet oak (Quercus coccinea) '
has been found in at least one place in New Bruns-
wick by Dr. Brittain. It is smaller in size than
either of the preceding forms, its foliage is also
more deeply cut, shining green in summer and a
bri liant scarlet in autumn, making it a very desir-
able tr e for ornamental purposes. The young trees
are said to be lacking in symmetry, but they make
a rapid growth in any light well drained soil.
8
THE EDUCATIONAL REVIEW.
The short stout trunk of the oak, holding its
immense weight of branches, is an emblem of
strength. Its wood has shown this strength. For
hundreds of years it was used in building the
ships of England's navy. The ancient Britons wor-
shipped the oak, which then grew in great abund-
ance over the southern part of the island of Great
Britain.
Our Mountains and Hills.
By Professor L. W. Bailey, LL.D.
If our sea-coasts, as shown in previous sketches,
have their beauties and their lessons, this is no less
true, in both particulars, of our hills and moun-
tains.
True it is that within our limits we have no
eminences sufficiently exalted to introduce in any
great degree the element of grandeur. We have no
towering peaks like those of the Alps, the Yung-
frau or the Matterhorn ; no volcanic cones, like
those of Vesuvius or Etna; no permanently snow
clad summits or glacier-filled valleys; no profound
canons, such as trench the Rocky Mountain system
in so many ways and places ; we have no heights ex-
ceeding 2,900 ft., which in regions of great moun-
tains would be mere pimples on the side of the
loftier ridges ; yet no one can stand on the summits
of our higher hills, after a more or less arduous
climb, without feeling amply repaid for the effort
necessary to reach them.
Take for instance Bald Mountain, at the head of
the Nictau branch of the Tobique, the highest, as,
with the exception of a few feet, it is certainly the
finest eminence in Acadia. As one stands upon its
nearly bare summit, and with his eye sweeps the
horizon in the effort to identify recognizable poimts,
what a panamora lies spread before him ! As far
as the eye can see (and this under favorable con-
ditions may be one hundred miles or more — includ-
ing in one direction the distant hills of Gaspe, and
in the other the conspicuous ridge of Mt. Katahdin
in Maine) there is apparently an unbroken forest,
though columns of smoke rising here and there in
the distance, mark where clearings or settlements
have taken partial possession. At our feet is
Nictor Lake, prettiest of New Brunswick lakes,
nestling among hills, but little inferior to that on
which we stand, which for unnumbered ages have
stood undistinguished by special appellations, and
have, through the labors of Prof. Ganong, only re-
cently been named and measured. (See list below).
To many, such a view suggests the waves of a
NICTOR LAKE AND SAGAMOOK MOUNTAIN.
storm-tossed ocean ; only, unless a storm be brew-
ing— and storms in these highlands come with un-
expected suddenness and violence — there is a
quietude which is almost solemn. Surely such
scenes widen one's horizon in more senses than one.
They lift the observer to a higher than the ordinary
plane of thought, and, as Ruskin has said, "Nature
herself among the mountains seems freer and
happier, brighter and purer, than elsewhere."
Let us change now
for a moment our
point of view and look
at old Sagamook
(Bald Mt.) from the
lake below, as the
writer has done more
than once by the
moonlight of a mid-
summer night. The
accompanying photo
will give some idea,
but a very imperfect
one, of its outline, but only an actual visit to what is
undoubtedly the prettiest and most striking bit of
scenery to be found in New Brunswick, can convey
any adequate idea of the impression it produces, an
impression not of beauty only, but also of grandeur,
solemnity and mysitery, — the latter for the reason
that so many thoughts are suggested, which one
finds it difficult or impossible to answer. How long
for instance has the mountain been there ? How and
when was it produced ? Does it represent the origin-
al hill in its entirety ? or is it, like many other moun-
tains, only a fragment of what it once was ?
Before attempting to answer these questions, and
as paving the way to an answer, let us look for a
moment at some other of our prominent hills.
I would next refer, in New Brunswick, to the
Squaw's Cap and the Sugar Loaf near Campbellton.
Their names suggest their general outlines, which,
like some of the effects of sea-sculpture already
noticed, illustrate the frequency with which Nature
produces results similar to those of human agency.
A view from the summit of the first named eminence
with members of the Summer School, Campbellton,
1899, resting near the summit, 2,000 feet above the
sea, is given in the accompanying cut. In this case
the ocean is distinctly visible in the distance, its sur-
face dotted with white sails, while nearer at hand is
the sea of green which is always, unless forest fires
have swept them away, an accompaniment of moun-
tain views, and in the near foreground piles of
educational IRevicvv Supplement, June, 1906.
FEEDING HER BIRDS."
/■'rum .1 t'mntini; In J. I . M: '.
THE EDUCATIONAL REVIEW.
SQUAWS CAP MOUNTAIN, NEAR THE SUMMIT.
broken rock fragments, rent by frost and ice from
the rocky ledges of which they once formed a part.
Here one of our first lessons may be learned. It is
that what we commonly speak of and are apt to re-
gard as the "everlasting" hills are evidently subject
to decay. They are continually losing of their sub-
stance, and if this process continues indefinitely, the
mountain must in time be worn down and disappear.
It is the same lesson that we learned on the sea-
shore, the lesson of inevitable change. Every one of
our hills tells the same story, and the great piles of
angular fragments on their sides, known to
geologists as taluscs, become both a proof and a
measure of the change. They represent the results
of what is known at the "creep" of rocks — move-
ments which, ordinarily slow, but at times augment-
ed by more vigorous slips or slides, are everywhere
tending to reduce the heights of the land to the level
of the sea. The accompanying cut shows one among
the conspicuous land slides characterizing the Bay
of Fundy coast in eastern St. John county, while
simi'ar effects are very conspicuous at Btomidon.
Another feature of our mountains deserves attention
here, for it gives another lesson based on mountain
forms. It is this: If we look from some high
emimnce over the sea of hills spread on every side
of us, we notice that however distinct the individual
hills may be, they all rise to about a common level ;
in other words they owe their form and individuality
mainly to the valleys which separate them. Now
these valleys arc occupied by streams, such as the
Tobique, which, in the case of the Bald Mountain
view already alluded to, may be seen, with its
tributaries, winding like silver threads through the
forests of green ; and the question arises whether
the valleys are not due to the streams, and whether,
before the latter began their work, there were no
valleys and therefore no hills, what are now such
being all united in a common block. This is the
view now generally held as to many mountain
regions, and it serves to explain many facts which
would otherwise be inexplicable. Such flat blocks
or plateau, of which there are several in New
Brunswick, including the whole of our northern
High'ands, are commonly known as pciicplanes.
They suggest, a fact to which we shall return in a
lat r chapter, that our rivers may, in some cases at
'east, be older than the hills. The fact referred to
also explains — what is often found to be the case in
our northern hills, like those of the Restigouche and
Nepisiquit r.gions — that what appears from the
valley below to be a veritable mountain is, as we
prove by ascending it, only the cut end of a ridge,
the top of which is flat for many miles. There are
indeed isolated hills, and some of these, like the
Sugar Loaf, already mentioned, or Bald Peak near
Riley Brook on the Tobique, are very conspicuous,
looking almost like volcanic cones, but even these
are probably remnants of plateaus isolated or re-
duced by water erosion. The idea that mountains
in general are wholly the results of upheavals, does
not tally with the facts. A part of their elevation,
and possibly a considerable part, may he due to up-
land SLIDE, ST. JOHN COUNTY, N B.
ward bends of the earth's crust, but their promin-
ence, and the details of their outlines are due almost
sok'ly to cutting down rather than to thrusting up.
Like most geological results they are due not to sud-
10
THE EDUCATIONAL REVIEW.
den convulsions, as is so generally thought, but
rather to the operation of ordinary agencies operat-
ing through long periods of time.
It may be of interest and of service, now, to have
a systematic table of the principal elevations in the
maritime provinces. Those of New Brunswick are
mainly given upon the authority of Dr. W. F.
Ganong, who has done so much towards the correct
determination and delineation of the physical
features of the Province.
HEIGHTS OF ACADIAN HILLS.
1. — New Brunswick.
Name
Sugar Loaf
Squaw's Cap.. . .
Sagamook
Gordon
Bailey
Carleton
Big Bald
Teneriffe
LaTour
Moose Mt
Bald Head
Blue Mts
BaldMt
Cranberry Hill. .
Magundy Ridge.
Howland Ridge .
Bald Mt
Douglas Mt. . . .
Mt. Pleasant . . .
Chatncook
Eagle
Ben Lomond.. . .
Quaco Hills
Shepody
Cobequids
North Mts
South Mts
County
Restigouche
do.
do.
do.
do.
Northumberland
do.
do.
do.
Victoria
do.
do.
York
do.
do.
Locality
Near Campbellton
do.
Nictor Lake, Tobique
do. do.
3 miles S. of Nictor Lake
Nepisiquit Region
Kings
Queens
Charlotte
do.
St John
do.
Albert
Near Riley Brook
Tobique Valley
Near Harvey
Ehvation
1000
2000
2576
1569
Near Magaguadavic L.
Near Millville
Near Long Reach
Near Weldsford
Near St. Andrews
Near Loch Lomond
South of Sussex, &c.
2675
2300
2108
2090
1030
1866
1724
Origin
Sedimentary and Volcanic
do.
do.
do.
do.
do.
do.
do.
do.
do.
do.
do.
do.
do.
do.
1462
1200
637
854
850
500-1000
1050
Volcanic
do.
do.
do.
Sedimentary
do.
Granite
do.
do.
Sedimentary and Volcanic
Volcanic
Sedimentary and Volcanic
Sedimentary
2. — Nova Scotia.
Annapolis
Annapolis and Digby
1100
400
1000
Sedimentary and Granitic
Volcanic
Granite
Some of the readers of the Review, noticing the
term "volcanic" occurring so frequently in connec-
tion with the origin of our prominent hills may be
somewhat surprised, and be led to ask, do these hills
actually represent old and dead volcanoes! To
which I answer no, not in the sense that they were
ever "burning mountains" like Vesuvius, or Etna
or Stromboli, high cones, with craters at their sum-
mits. Some of them may indeed have once had
those features, even if they are not recognizable
now; but what is meant is that the material
constituting the hills termed volcanic, are largely
or wholly made up of material similar to that of
ordinary volcanoes, and hence of igneous rather
than aqueous origin. They show abundantly in
many places the fact of their having been once
melted, not only by their slag-like aspect, but also
by the effect which they have determined upon the
rocks in contact with them ; in other places, as on
Grand Manan, and near Israel Cove on Long
Island, N. S., they show the same columnar or
basaltic structures as seen on the Giant's Causeway
in Ireland ; at still others, as on Blomidon and the
range of the North Mts., they are filled with cavities
due to the expansion of steam and other vapors. In
many instances, as in the case of the high hills at
the head of the Tobique and Nepisiquit rivers, they
are simply old volcanic muds or tufas, and beds of
this character are there spread over vast areas. In
the case of the North Mountains of Nova Scotia,
on Digby Neck and in Grand Manan, the molten
rock, instead of issuing from one or more isolated
THE EDUCATIONAL REVIEW.
11
vents, would seem to have come up along an ex-
tended crack, parallel with the trough of the Bay of
Fundy, and doubtless due to the strains determined
along its bottom in some former period of subsid-
ence.
The granite hills so conspicuous in both Prov-
inces, such as the Nerepis Hills, Cobequids and
South Mountains, have also a semi-igneous origin :
only here the material composing them probably
originated through the action of heat acting only at
great depth, and producing crystallization without
fusion.
The relative hardness of igneous and granite
rocks accounts for the prominence with which such
hills usually rise above the surface.
On the Present Confusion in the Names of
American Plants.
By W. F. Ganosg.
In the REVIEW for January 1904, I gave an ex-
planation of the reason for the condition described
by the ahove title, and stated that the whole sub-
ject was to be considered and acted upon by an
International Botanical Congress to be held at
Vienna in 1905. I wish now to explain briefly the
action of the Congress and its significance for those
who use the scientific names of our native plants.
And first I had better recapitulate the reasons for
the confusion, leaving the reader to consult the
original article if he wishes fuller information. It
is universally agreed among Botanists that each
species of plant shall bear but one scientific name,
which is in Latin and consists of two words, a genus
word and species word ; and furthermore all are
agreed that the first scientific name given a plant
after the introduction of this system by Linnaeus in
1753, shall ever after be its sole name. Nowadays,
and in recent years this method of giving names is,
and has been, universally practiced, and there is no
appreciable confusion in the names of recently-
named plants. But unfortunately, whether through
carelessness or accident, it was not closely observed
in earlier times, with the result tliat a great many
names came into wide, or even universal, use which
were not the first ones given the respective plants,
the earlier ones being overlooked or forgotten. In
the past fifteen years, however, as an accompani-
ment of the greater activity and more critical spirit
prevailing among students, many of these older
names have been discovered, thus actively raising
the question, shall we retain the well-known though
later ones, or shall we abandon them in favor of the
earlier and theoretically correct" ones ? The subject
in practice is vastly more complicated than this
simple statement would seem to imply, and upon the
various points at issue the Botanists of this country,
have separated into two schools, the Grayan school,
(with their ideas expressed in Gray's Manual, and
in many subsequent publications, chiefly by the New
England botanists), and the Neo-American School,
(represented by Britton and Brown's Flora and
Britton's Manual). Among the many points at
issue between the schools, two stand out with
especial prominence, and they are these.
First: — when in the progress of knowledge a
species has had to be changed from one genus to
another, and has had its species name changed dur-
ing the process, shall its correct scientific name be
that combination of genus and species names which
it bears when finally landed in its correct genus, or
shall it be the name of the correct genus combined
with the earliest specific name ever given to the
plant ? The Grayan School has held the former, fol-
lowing in practice a so-called Kew Rule, and the
Neo-American school the latter.
Second : — a great number of the first names given
to genera became, for reasons which were explained
in the original article and need not be repeated here,
replaced by later-given names which have come into
wide or even universal use. Shall these later well-
established names now be set aside in favor of the
earlier?
This second question is much more important
than the first, considered above, partly because these
names happen to be so numerous, and partly because
every change of a genus name changes of course,
the name of all the species contained in that genus,
no matter how numerous they may be. In this
matter the Grayan school has been in accord with
tbe leading Botanists of Europe in holding that such
long-established names should not be changed, and
they have followed a certain rule, (called the Berlin
Rule), for the regulation of doubtful cases. The
Neo-American school, on the other liand, maintains
that the older names must all be restored, claiming
that only thus can stability in nomenclature be finally
attained. There are other differences between the
schools, but they are less important and more
technical, and we shall confine ourselves to these
two.
And now, what of the Vienna Congress and its
decisions? In my opinion this Congress was as
representative, authoritative and competent an as-
sembly of Botanists as could possibly have been
brought together ; and moreover the carefulness and,
12
THE EDUCATIONAL REVIEW.
publicity of all the preliminary preparations were
such as to ensure the greatest fairness and oppor-
tunity to all. The matter of nomenclature was in
charge of a special committee appointed at the Paris
Congress in 1900. Long before the meeting of the
Congress, this committee invited all Botanists to
send in their ideas and suggestions as to nomen-
clature, and months before the meeting the com-
mittee published a large volume in which they gave
all these suggestions, together with the rules
adopted in earlier congresses and other matter ger-
mane to the subject. This volume was sent to all
persons who were to take part in the nomenclature
discussions of the Congress. The Congress met in
June, and there were present more than five hundred
Botanists. Of these about one hundred were
specialists in classification and nomenclature, and
took part in the discussions upon the latter subject.
They represented, as officially-appointed delegates,
all the principal botanical societies and institutions
of the world, and of these delegates sixteen were
Americans. The various proposals made by the
different schools and individuals were debated
through six days. In most cases the important
questions were debated and voted upon separately,
and even in oases where groups of related questions
were voted upon in block, every member had the
right to call for separate discussion and vote upon
any single matter. I do not see how anything could
possibly have been fairer. And the result in the
two matters most at issue between the Grayan and
Neo- American schools was this. In regard to the
Kew Rule, the Congress decided in the main against
the Grayan school, though with a reservation in its
favor in the case of such names as have had their
rank (from variety to species or vice versa) changed
in transference. On the other, and more important
question, the decision was wholly in favor of the
Grayan and against the Neo-American School ; for
while not adopting the Berlin Rule as such, the
Congress sanctioned as correct a list of familiar and
long-established generic names, including practic-
ally all those at issue between the two schools. This
action of the Congress is comparable to that of
Legislatures, when they legalize by special enact-
ment certain acts, marriages, etc., which are in
equity correct though with some flaw in their title.
Some of the other decisions of the Congress on min-
or points also went heavily against the Neo-
American School, though hardly any other point
went against the Grayan School.
So much for the decisions of the Congress. What
effect will they probably have upon this troublesome
subject of confused nomenclature? Of course no-
body is in any way legally bound to follow the
decisions of the Congress, but whether any Botan-
ists who have the good of the Science at heart, and
especially any of those who took part in the
Congress can honorably ignore its decisions is
another question. Of the two American Schools,
one at least has left us in no doubt as to its inten-
tions. The leaders of the Grayan School have an-
nounced that they will loyally conform to all the
decisions of the Congress. The partial abandon-
ment of the Kew Rule will necessitate, they esti-
mate, some fifteen percent of changes in the names
of the Sixth edition of Gray's Manual, but the
future editions of that Manual, and all the publica-
tion from the Gray Herbarium, we are assured, will
follow the decisions of the Congress. The leaders
of the Neo-American school, so far as I know, have
made no announcement of their intentions, but I
cannot question that they also, having made a
gallant fight for principles in which they believed,
will accept the issue in the spirit both of true sports-
men and of public spirited scholars, and will like-
wise conform their usage to that of the Congress.
Thus we may look forward to an end of that con-
fusion in nomenclature which has been not simply
an annoyance, but an actual impediment to the
further progress of botanical knowledge.
The answer to each of these enigmas is the name
of an English Author.
Makes and mends for customers? — Taylor.
Dwellings of civilized countries ? — Holmes.
A head-covering? — Hood.
What an oyster heap is likely to be? — Shelley.
A very tall poet? — Longfellow.
More humorous than the former? — Whittier.
A worker in precious metals? — Goldsmith.
Always a pig? — Bacon.
A disagreeable foot affection? — Bunyan.
A domestic servant? — Butler.
A strong exclamation ? — Dickens.
A young domestic animal ? — Lamb.
An Englishman's favorite sport ? — Hunt.
A young teacher says : I have found the Review
well worth the subscription price to the young and
inexperienced teacher, keeping him in touch with the
work, ideas and methods of his fellow teachers. — F.
J- P.
THE EDUCATIONAL REVIEW.
13
Corot
By Miss A. Maclean, New York.
Jean Baptiste Camille Corot (ko-ro) was born in
Paris, July 26th, 1796. Taking the train at Paris,
a short run brings one to Sevres and Ville d'Avray.
Sevres is on the river, but Ville d'Avray is further
back on the ridge. Passing up through the Ville
(veel) and descending the other side of the ridge by
steps, one comes to a beautiful little lake. Just at the
foot of the steps is a fountain, and on the large marble
slab is inscribed "Veri diligentia" (search after
truth). A large medallion head of Corot is cut in the
slab, and beneath it his name.. Opposite the fountain
is the old home, where he lived with his sister after
their parent's death. Nothing has been changed
since his death. It is a pic-
ture of ease and comfort —
quaint, flower-decked, vine-
clad, tree-shaded. Turning
from this, one faces the lake.
There are the trees Corot
painted, and which one can
never fail to recognize — wil-
lows, silver-leafed beeches
here and there silver-poplar J,
and, on the further shore, tad
Lombardy poplars with
ragged ruffles of leaves about
their dead stems. These
were as familiar to Corot as the walls of his studio.
Loveliness everywhere. Millet was in full sympathy
with his surroundings ; Corot with his. Millet's
pictures may be called the rugged strophes of toil,
Corot's the summer idyls ; each are part of life and
nature.
Today in the Bas Breau. in the forest of Fon-
tainebleau, at the very gates of Barbizon, the grand
trees speak as they spoke to Rousseau ; in the open
glades the play of light and shadow lures and
witches as it did Diaz ; still the gorges of Franchard
offer the backgrounds for scenes of animal life they
gave Barye; the cattle of Troyon still feed in the
meadows ; Corot alone is absent in spirit, for the
idyllic tone and sun-steeped haze of his best can-
vases are not of Barbizon.
Corot's j>arents were well to do people. He re-
spected his father, but had a real reverence for his
mother, whom he thought the most beautiful of
women. Late in life he discovered peasant relatives
among the vineyards of Burgundy. lie was proud
of these and said. "They are good workers, and they
used to call out to each other in the fields 'Hi
Dumesnil said of Corot's appearance, "of good
height, strong, of a robust constitution, with a
healthful, frank, jovial expression ; liveliness and
tenderness in his eyes; a tone of bonhomie blended
with penetration; great mobility of face." His
parents sent him to the Lycee of Rouen in 1806, and
there he remained seven years, receiving his entire
education. His father intended to make a business
man of him, but Nature got in her work ahead of
pere Corot. When placed in a draper's store he
availed himself of every opportunity to hide away
and sketch. The draper told his father that he
would never make a business man and that he
ought to let him be an artist.
The home at Ville d'Avray was purchased by
Corot's father as a summer home, and there young
Corot would lean from the open window and drink
in the misty loveliness of lake and sky and tree long
after all the others in the house were asleep. In the
stillness, the dreamy, visible dampness, the light,
transparent vapors impressed him in a way that in-
fluenced all his after career. When he came to
paint, it all came back to him. At Ville d'Avray his
artistic sense was quickened and his dislike for com-
mercial life deepened. He begged his father to let
him give up business, and be an artist. His father,
a shrewd business man, finally consented, but told
him that while plenty awaited him if he remained
in business, he would allow him only an annuity of
1500 francs if he became an artist. "See if you can
live on that," he said, "you shall have no capital at
your disposal while I live." Corot gladly accepted
the annuity and began to paint. Millet's relatives
thought his talent a divine gift — Corot's family did
not believe he had any gift, and thought painting an
idling with life. Millet's life was a long struggle;
Corot had enough to live on ; he never married ; he
gave his life to art, interpreting Nature as she ap-
peared to him. diffusing constant sunshine about
him, with a song always in his heart and on his lips.
Beauty and gladness were revealed to him, but not
the heights and depths ; these are revealed only to
those who have struggled and suffered. For a long
time recognition did not come to him, but when it
did come he said, "I am the happiest man in the
world." Corot studied two winters with Victor
Bertin, a pure classicist, then went to Rome
in 1825. At the Academy there his social qualities
made a much greater impression than his artistic
abilities. He was more apt in Nature's studio. As
an artist he united harmoniously academic traditions
with impressions received directly from Nature.
Corot!', and 1 used to think they were calling me." man.
i4
THE EDUCATIONAL REVIEW.
Those lithe figures that dance through his summer
landscapes, are the wood and river goddesses of
ancient art transformed into the moods of Nature
in color, form, posture and everything. Aligny,
who was regarded as an authority in landscape,
after seeing one of Corot's landscapes, painted at
Rome, told his comrades that Corot could well be-
come the master of them all. This opened the gates
of hope to Corot, and he never forgot Aligny's kind
recognition. Long years after, when Corot was
seventy-eight years old, he stood shivering, one cold
winter's day in the falling snow, by the open grave
of Aligny, refusing to go away till the last rites
were paid to his friend. "It is a duty," he said, "a
sacred debt." Few have been loved as Corot was.
His generosity was in harmony with the rest of his
great glad nature, he would never accept any money
from his pupils, and gave away generously, even
when he had nothing but his annuity. In 1855, he
inherited an estate yielding an annual income of
25,000 francs. Success in art came about the same
lime. He placed the income out of his reach, allow-
ing it to accumulate for his nephews and nieces.
His habits were simple, and he used the surplus of
his income to help others. He gave away many
annuities. An artist friend became blind, and his
landlord was going to dispossess him. Corot pur-
chased the place and sent the title-deed to the artist
with the message, "Now they can't put you out."
He was so thoughtful. One year at Arros he
painted a little peasant girl. On his return the fol-
lowing year, he learned that the child had been
drowned. He carried the picture to the parents
and said. "Here is your little girl come back to
you," and was repaid by the great joy and gratitude
of the parents. He was loved as a comrade and
respected as a master among the landscapists twenty
years his juniors. Dumesnil says that in his young-
er days he was the gayest of the gay in the dances
at the Academy of Design. Every spring he fled
to the country. He said, "I have a rendezvous
with Nature, with the new foliage and the birds."
He painted, smiling of singing or talking with the
birds and trees. When evening came he would say,
"Well I must stop, my Heavenly Father has put out
my lamp."
Corot's "Paysage," in the Louvre, seems the
actual expression of the life and spirit of its maker.
It is a picture of a lake resting in the silver haze of
a summer morning. The eye pierces through the
mist to the far away shore where the rising sun
s ems to he falling in drops of light on the glassy
surface. The wooded shore is half revealed, half
shrouded in mystery — fit home for elusive,
mysterious people of Nature.
In "Le Matin" Corot has painted these elusive,
lithe beings — not mortal, not divine, not heroic, but
wonderfully blending with the tones of the land-
scape. Who has not felt in the solitudes of nature
that only a thin veil hides from us a life that is all
about us?
Corot never thought he painted grand things.
Before a painting of Delacroix's he exclaimed, "He
is an eagle ; I am only a skylark. I send forth little
songs in my grey clouds."
Dumesnil thought that Corot's religious paint-
ings gave evidence of capacity for grand art as rep-
resented by Titian, Rembrandt and such. Nature
shimmers through Corot's landscapes — dream-
landscapes whose quiet beauty grows on one as they
are studied. He did not labor over his pictures.
He feared to tarnish in an after hour the fresh
grace of what Nature had revealed to him in the
hour of her presence. This fresh, unlabored quality
is the distinctive charm of his canvases.
The grand medal of honor was not given to Corot
after the exposition of 1874. His friends were dis-
appointed. They thought it would have been fit-
tingly conferred as a final and full recognition of
the master's work. Consequently a movement was
started among his admirers and friends, and a gold
medal was prepared. Three or four hundred artists
and friends met at the Grand Hotel to welcome the
dear old master with great enthusiasm and affection.
Amid the enthusiasm of the presentation of the
medal, Corot whispered to the presiding officer,
"One is very happy to feel one's self loved like this."
A short time before the presentation of the medal,
Corot's sister, who had shared his home, died. His
health rapidly declined after her death. He still
went to his studio, but could not paint. A few days
before his death he said, "I have had health during
seventy-eight years ; I have had good friends ; I am
thankful." On his deathbed he heard of Millet's
death. His death was kept from Barye, then dying
of heart disease. In his last moments Corot's right
hand moved along the wall ; his fingers seemed to be
holding a brush; then he paused and said, "Look
how beautiful it is ! I have never seen such land-
scapes before." On Tuesday, the 23rd of February,
1875, the great, glad heart of this generous, much
loved child of Nature ceased to beat and his spirit
went out through the silver mists to meet the God
of Nature, waiting in the dawning of a glorious
morning on the other side.
THE EDUCATIONAL REVIEW.
15
Art Notes -VII.
By Hunter Boyd, Waweig, N. B.
Feeding Her Birds.
The picture, which Jean Francois Millet painted in
i860 and exhibited in the Salon in Paris in 1861,
whilst peculiarly appropriate for Primary Depart-
ments will repay the attention of older scholars.
The name given by the artist was Becquee which
may be roughly termed bcakful, and readily suggests
the small portion of food which a mother bird
holds in her beak for her young family. Considered
poetically it is easy to recognize other points of re-
semblance to a cozy nest and the tender care with
which the nestlings are watched by parent birds. We
say birds, for although it is the mother who is feed-
ing the little ones, the father is seen in the orchard
just beyond the house, busily engaged for his family,
and thus it appears a beautiful scene of healthy,
peaceful home-life. The little girls wear caps not
unlike the one on their mother's head, but their
younger brother has on a kind of tam-o-shanter.
They are evidently fond of him, and the wee fellow
enjoys the first taste from the steaming bowl. In
other instances we have found that Millet's subjects
were absorbed in their respective occupations and
possibly so small a matter as the tilting of the stool
on which the mother is seated helps to indicate the
intensity of her act. Just as the thick bare walls of
the house are clothed with a beautiful vine, so these
peasant folk in their course durable clothes, and
clumsy-looking sabots, yield a vintage of human
affection to the quiet-eye, and we are not surprised
to learn that Millet, who was so fond of his faithful
wife and their nine children, and also spent much of
his time in digging, regarded this as his favorite
picture.
Teachers are urged not to attempt to describe the
picture. Seek however, to encourage conversation in
the class on all the details, especially as to the re-
lationship of the children to each other, and then to
their mother, and ere long it will appear to some of
them that the point of the spoon which is thrust for-
ward is not greatly unlike the beak of a bird, and
they will enter into the eagerness with which the
little birds are fed who have become hungry at their
play. But let Millet first make his own appeal, and
after that the scholars may receive further light from
the teacher's observation, or from these notes. Re-
member an is intended to supply good grounds for
evoking the higher emotions.- We wish to share
tlwse of Millet as he glanced in that dooryard.
Replies to Queries,
Nora. It is a brother of the famous Jean
Francois Millet who has just died. His name was
Jean Baptiste Millet. He excelled as engraver. J.
F. Millet's son is also an artist, and 1 believe that
some of his work may be seen in the Art Academy
at Sackville, N. B. There is also an artist named
Francis Davis Millet, who painted "Between Two
Fires."
R. S. L. Encourage your scholars to observe the
movements of any experienced sower in your own
locality. A man will not pass over a field very rapid-
ly, but if he be as fully engrossed in his sowing as
Millet's peasant, his action will tend to become as
rhythmic.
Beginner. It would be a good plan to arrange a
series of scenes, commencing with ploughing, har-
rowing, seeding, reaping and so on. Gleaning is
little known in this country, partly because there are
few persons to do it, and also because most farmers
would say "what's the odds of a few oats or a little
wheat anyway." But the custom still has beautiful
associations of thrift and generosity.
Evelyn. See preceding answer. You can also
arrange a series according to time of day, e. g.,
there are several pictures of men and women going
to work, also the noon-day rest, and returning from
labor. Invite your scholars to bring a cent and pur-
chase a set of the Perry Pictures illustrating a day's
work at various seasons.
The following anecdote, says Harper's Weekly, is
told of a prominent Baptist minister, celebrated for
his caustic wit : He was speaking once at a dinner
given to commemorate an important event in the his-
tory of New England, his text being "The Pilgrim
Fathers." "I have always," he said, "felt the deepest
sympathy for the Pilgrim fathers, who suffered
such extraordinary hardships in establishing a foot-
hold in this country. But, sorry as 1 have felt for
the Pilgrim fathers, I have felt still sorrier for the
Pilgrim mothers; for not only were they obliged to
endure the same hardships, but they had also en-
dured the Pilgrim Fathers." H. B.
Your paper is of the greatest value to me, as I
think it surely is to any teacher. I wish you many
successful years in your splendid work of helping
the teacher.
Northumberland Co. M. G. M.
16
THE EDUCATIONAL REVIEW.
Notes from the Macdonald School, Guelph.
By M. G. R, A New Brunswick Teacher.
We New Brunswick teachers who are taking the
nature-study course at the Macdonald Institute at
Guelph, would like to tell our fellow-teachers a little
about the work we are doing here. There are fifty
students in our class ; seven are from New Bruns-
wick ; the remaining forty-three are from various
parts of Canada. We feel that we are a part of the
Macdonald movement which means better teaching
for Canada.
We find a great teacher in Professor McCready.
He has led us to realize as never before the import-
ance of nature-study, which takes for its thought the
child and its natural environment. It is possible to
get children in love and sympathy with nature.
"There is no glory in star or IJlassom
TiLl looked upon by Chie loviimg eye.
There is no iragnaiice in April breezes
Till 'breathed wi'tih joy as they wander by."
The child's earliest education is almost entirely in
nature. It is an education of seeing and doing.
Teachers who realize this and who have much love
and sympathy for children will prove, by making a
wise use of what has been gathered from the course
pursued here, proper methods in teaching nature-
study.
Much of our time is spent in field work in the
study of plants, insects and birds, under the direction
of Professor McCready and members of the college
staff. Excursions are made to the different depart-
ments of the Agricultural College where we always
find a willing and helpful instructor.
Our aim as teachers is not to memorize the names
of a great number of plants, birds and insects ; but
to grasp the new methods of giving instruction in
the subjects of the course.
Soon we shall finish our work here and return to
our own province; but we shall ever carry with us
pleasant remembrances of our visit to the Guelph
Macdonald Institute and the Agricultural College.
We shall also feel grateful to our leader Professor
McCready, who has so thoroughly taken up this
work with us and to our government which has seen
the wisdom of sending us here.
From a recent subscriber : I enjoy the Review
very much and always look eagerly forward to its
coming. It offers so many useful hints and
suggestions, that I sometimes wonder how I man-
aged to do without it so long. M. L. D.
An Open Letter to Kindergartners.
to the klndergartners of the maritime
Provinces, and to all who are Interested
in Child-Culture.
Bv Mks. Catherine M. Condon.
When the history of the Kindergarten movement
comes to be written, it will be painful to find how
little direct and acknowledged effect it has produced
on our public school system up to the present time.
In 1886 there were three small, struggling private
kindergartens in Nova Scotia, two of them in Hali-
fax, and one in Yarmouth. They were private
enterprises, but did good work. These failed for
want of financial support. Here let me remark, that
personally, it has always appeared to me, the
burden of ways and means should be assumed by
a capable committee, so that the kindergartner
may devote herself wholly to her work without
distraction. (Here follows a history of the kinder-
garten movement in Nova Scotia and New Bruns-
wick, with the names of those directly associated in
the work).
A well-conducted kindergarten is its own best
argument, and no intelligent person can carefully
observe the busy, happy little ones, following the
directions with alacrity, because they have learned,
even those who are "little Turks" at home, that
obedience produces pleasure in well-ordered circle-
games, and pleasant work at the tables. See how
industrious and attentive they are; no listlessness
here, but all eager and alert, and looking out for the
next pleasant expression prepared for their pro-
ductive self-activity. Kindliness and good manners,
the "morals of the heart,"' are in the very air of this
"Paradise of Childhood." As a preparation for the
school, this genial training of eye, ear, hand and
mind cannot be over estimated, and those who have
studied Froebel's methods most carefully, and have
seen them carried out most frequently, under the
most varied conditions, feel deeply, and see clearly,
the need of this addition to our common school
system. There is but one way to further this great
reform ; and that is for the people themselves to look
into the claims made by the advocates of kinder-
garten extension, and if (as they, will) they find
those claims are founded on sound views of life and
a correct pedagogy, then it will be their duty to
make up their minds to further the movement in
every reasonable way. The seed has been sown,
and much patient labor has been bestowed by the
few who have the strong conviction of the value of
Froebel's system, born of study and experience. If
THE EDUCATIONAL REVIEW.
17
mothers, teachers, inspectors, school boards and
educational bodies generally had been willing to
examine the matter in order to see "if these things
are so," and then have thrown their influence into
the scale, there would be today kindergartens in
connection with some, at least, of the large graded
schools of these provinces, and our teachers in
mixed schools would have been encouraged to
make themselves acquainted with the methods of the
kindergarten, so that they might keep the little ones
happily and profitably employed, instead of forcing
them, at once, to submit to rigid scholastic methods,
unsuited to their tender years.
It will be said governments should take it up.
Yes, they should, but governments get to run in a
groove, and grow stiff with officialism. They usual-
ly steer clear of taking the initiative. No one who
has watched political careers will deny this general
tendency. But in all fairness it must be conceded
that governments_are compelled to a certain amount
of conservatism, and may reasonably expect a man-
date from the people for any striking departure from
use and wont.
Meanwhile let kindergartners advance their
banner, inform public opinion, invite teachers and
outsiders to come and see their principles in opera-
tion, point out their effects on character, answer
objections dispassionately, and show teachers of all
grades what a help it will be to them when kinder-
gartens are the order of the day. Be zealous, watch
for opportunities to speak a word, well-chosen, urge
upon the tax-payers the great value of the be-
ginnings of manual training in the kindergarten,
where it has so conspicuous a place, if they are to
receive an equivalent for the large sums they are
spending (and wisely spending) on science, manual
training, agricultural and art schools. If you ar-
ranged your arguments in a rational manner, you
will find this view very effective in gaining advo-
cates for kindergarten extension.
In conclusion let me urge every kindergarten to
send an exhibit, this autumn, to the Exhibitions at
Halifax and St. John, no matter how small, but let
it all be henest work, really done by the little hands
themselves. There will be a full exhibit of Milton
Bradley's Kindergarten Material, (unsurpassed in
quality) from his agents, Stcinb rger & Co. in
Toronto. It is to be hoped that all will visit this part
of the Exhibition, and do their best to explain and
illustrate and show what a help in the training of
the child these things may become, both in the home
and school.
As was done last year, Miss Hamilton will take
over and conduct a class from Dartmouth, at the
Halifax Exhibition. This was much appreciated
then, and aroused great interest. If only some gen-
erous person would pay the expenses of a class from
the normal school it would add to the interest. If
ah the kindergartners in the province will come to
the Exhibitions, prepared to explain some special
point of kindergarten work, much good may be
accomplished. But begin at once to explain to the
children what the Exhibitions are, what will be
shown. Make it a lesson in the love and pride of
their own dear native land, stir their hearts to do
their part, by preparing some specimens to send, of
their pretty hand-craft, to show how happy children
enjoy themselves in work. If we all act together
wisely, this opportunity should greatly help kinder-
garten extension in the maritime provinces.
Dalhousie Convocation.
The annual convocation of Dalhousie University
was held in the hall of the School for the Blind.
The departure met with approval in many quarters.
The undergraduates were conspicuous not by their
noise, but by their absence.
The closing exercises of the year have been grad-
ually growing in interest. Four years ago Class
Day exercises were introduced by the students. This
year the Alumni took a more active part, giving a
dinner to the graduates, and holding a reception in
the evening of Convocation Day. The reception
given by the graduating class was one of the most
enjoyable of the week. The conference held at
Pine Hill by the Presbyterian College for their
Alumni, at which brilliant courses of lectures were
given by Professor Short of Queens. Principal
Falconer, Professors Magill and Morton and others
attracted many visitors to the city.
The Convocation of the University was enlivened
by the eloquent address of Governor Fraser, one
of the University's best known sons. In introducing
him the President referred to the fact that Governor
Fraser and Governor MacKinnon of Prince Edward
Island, both Dalhousie graduates, were holding the
highest offices in their native province, at the same
time that Mr. Justice Sedgwick, another Dal-
housie graduate, was at the head of the government
of Canada in the absence of Lord Grey.
President Trotter of Acadia University received
the honorary degree of doctor of laws, and ac-
knowledged the honor in graceful terms. In pro-
posing him. Dr. MacMechan on behalf of the senate
referred to his great services to Acadia University
18
THE EDUCATIONAL REVIEW.
and to higher education, and expressed regret over
his retirement from active university work in Nova
Scotia.
Professor Short of Queens University whose able
addresses before the Board of Trade and theTheo-
logical Conference left a deep impression on Hali-
gonians, spoke briefly and impressively.
Seventy-five degrees in art, science, engineer-
ing, law and medicine, were conferred, and several
important prizes and scholarships were announced.
Thirty-six, (of whom ten were women) received
the B. A. degree ; three the B. Sc. ; one the Bachelor
of Engineering in Mining; fourteen the LL. B. ;
thirteen, (one a woman) received the degree in
Medicine; six the M. A. degree; one the M. Sc. ;
and one the honorary LL. D.
Of the Bachelors of Arts six came from N. B.,
two from P. E. I. and the rest from N. S. Of the
Bachelors of Laws N. B. claims one, P. E. I. two,
Quebec one, and N. S. the rest. Two of the gradu-
ates in Medicine were Acadians.
The Acadians are taking greater advantage year
by year of the educational advantages of Dalhousie.
In addition to the two receiving the degree in medi-
cine, another received the prize for the best standing
in chemistry and materia medica; three attained a
high standing in law, one being among the very
best in the class. This record is most praiseworthy.
The science research scholarship (value $750 a
year for two years) and the Rhodes scholarship
were blue ribbon prizes of the session in science and
literature. The former went to Johnston MacKay,
a son of Superintendent MacKay for a research in
"Hydroxylamine ;" and the latter to Arthur Moxon
of Truro.
During the year the Cape Breton Alumni offered
a bursary of $50 and the Mining Society a scholar-
ship of $60 for competition among the students in
mining. The latter was awarded to Mr. F. A.
Grant.
Diplomas of honour were awarded to the follow-
ing on taking the B. A. degree.
Classics. — High Honours. — Arthur Moxon.
English and History. — Honours. — Blanche
Eunice Murphy, J lam Clement Eraser.
PHILOSOPHY. — High Honours. — Harry Stuart
Patterson.
Honours. — Francis Paul Hamilton Layton.
Pure and Applied Mathematics. — High Hon-
ours.— Charles Thompson Sullivan.
Chemistry and Chemical Physics. — High Hon-
ours.— Henry Jermain Creighton.
Candidates for honours restrict their studies
during the third and fourth years to one or two sub-
jects. To those who do not specialize but take high
standing in all the subjects of the regular course
for the B. A., diplomas of dis.inction are granted.
These diplomas are intended to represent as much
work and be as difficult of attainment as honour
diplomas. Two were granted this year as follows : —
Great Distinction. — Edward Wilber Nichols.
Distinction.' — Anna Elizabeth McLeod.
The following prizes were granted to those com-
pleting their courses : —
Rhodes Scholarship. — Arthur Moxon.
Nomination to 1851 Exhibition Scholarship. —
G. M. J. MacKay, B. A.
Sir Wm. Young Medal. — Charles Thompson
Sullivan.
University Medals. — Classics. — Arthur Moxon.
Chemistry. — Henry Jermain Creighton.
Medical Faculty Medal (Final M. D. C. M.). —
D. A. McKay, B A., B. Sc.
Avery Prize (General Proficiency). — Edward Wil-
ber Nichols.
The following undergraduates were successful in
winning prizes : —
Junior Entrance Scholarships :
MacKenzie Bursary. — Effie May Thomson.
Sir William Young Scholarship. — J. Congdon
Crowe.
Professors' Scholarships. — W. R. Armitage,
Florence E. Dodd, C. D. R. Murray, E. Clara
Walker.
Special Prizes :
North British Bursary (Second Year, General
Proficiency). — E. A. Munro.
Waverley Prize (Mathematics). — G .W. Stairs.
Cape Breton Alumni Bursary (Third Year Min-
ing).— Not awarded.
Mining Society Scholarship (Third Year Min-
ing.— F. A. Grant.
Dr. Lindsay Prize (Primary M. D. C. M.)— S. R.
Brown.
Frank C. Simson Prize (Chemistry and Materia
Medica).— B. A. LeBlanc.
Higher degrees were conferred as follows : —
Master of Arts.
Harriet Muir Bayer, B. A. — By Examination in
History.
Charles Tupper Baillie, B. A. — By Thesis — Mac-
aulay's Prose Style.
Charles Jacob Crowdis, 1». A. — By Examination in
Philosophy.
THE EDUCATIONAL REVIEW.
19
George Moir Johnston MacKay, B. A. — By Thesis
— " Hydroxylamine."
Murdoch Campbell McLean, B. A. — By Examina-
tion in Modern Ethics and Metaphysics.
Arthur Silver Payzant, B. A. — By Examination in
Philosophy.
Master of Science.
George Huntley Gordon, B. Sc, — By Thesis in
Engineering.
Doctor ok Laws. (Honoris Causa).
Rev. Thomas Trotter. D. D., President of Acadia
University. — In Recognition of his Distinguish-
ed Services to Higher Education.
In his address the President referred to a gift of
$200 to the Physical laboratory by the graduating
class on Arts and Science; (the gift of the class of
1905 was $201.85 to the library) ; a gift of $300 for
Engineering instruments; a gift of a motor worth
$300.
He also spoke of the excellent work which Pro-
fessors MacKenzie and Jack, the newly appointed
professors on physics and engineering, were doing.
The University was most fortunate in securing the
services of such able nun. Professor MacKenzie is
regarded as oni' of the abler young physicists whom
Johns Hopkins has sent out ; and he has had the ad-
vantage of two years' study in the Cavendish labora-
tory under the celebrated J. J. Thomson of Cam-
bridge. Professor Brydone Jack's good work in
New Brunswick is known to all.
. Encoenia at University of New Brunswick.
On Thursday, May 31st, the University of New
Brunswick, at the close of a most prosperous year,
celebrated its one hundred and sixth encaenia. A
class of thirty was graduated, made up of sixteen
arts students and fourteen engineers. Three of the
thirty were young women.
The address in praise of the founders was de-
livered by Professor McDonald of the department
of philosophy and economics. He pointed out that
the highest aim in life for the educated citizen is
to make truth and justice prevail. He should not
stand aloof from the world of action, but should
perform his part in the work of bettering the con-
ditions of human life. This duty was never more
incumbent upon us than at the present day. in view
of the recent revelations in insurance, railroad man-
agement. «trust tactics, the packing of meats and
other business activities. President Roosevelt's
famous "muck-rake" speech was reactionary and
harmful, tending to hush up scandals wbicli ought
to be brought to light and to be made matters of
common knowledge, in order that legislative action
might more surely be taken, and casting a slur upon
high-principled and earnest men, who are working
to remove evils from the body politic. The only
deliverance from catastrophe that is possible for
nations will come by making truth and justice pre-
vail.
The address on behalf of the Alumni Society was
delivered by Professor A. W. Duff of the Worcester
Polytechnic Institute. His topic was education. He
contended tliat the great aim of education was not
the training of the memory or of the logical faculty,
but the development of the powers of imagination
by touching whatever might be the subject of study
with imaginative interest. He spoke of the harm of
emphasizing the purely technical in study and in
testing the results of study. In closing one of the
finest addresses ever delivered in the University, he
said that New Brunswick ought to look for distinc-
tion in the future of the great nation which Canada
must inevitably become, not to her natural resources,
great though they are, but to the intellectual and
moral possibilities of her people. Greece, a country
great neither in natural resources nor in industries,
had left an impress on the history of the world
which had lasted till the present day and ever would
last. Scotland with a more stubborn soil and a more
rigorous climate had played a part in the destinies of
the empire*, hardly second to that of her more highly
favored neighbor, England. And in like manner, in
the development of an intelligence naturally great,
the people of New Brunswick would find their
highest aim and the University of New Brunswick
would be the head of this movement if it received
the enthusiastic support that it deserves and needs.
A most pleasing feature of the occasion was the
conferring of the honorary degree of LL. D. upon
two of the University's most distinguished gradu-
ates, the widely known poets and men of letters,
Bliss Carman and Charles Roberts. Equally de-
serving was the degree of M. A. bestowed on Mr.
S. W. Kain.
After the regular programme was completed the
students presented Dr. Scott, who has resigned the
chair of Physics to take the position of superinten-
dent of schools in Calgary, with a gold-beaded
ebony walking-stick, decorated with a bow of red
and black ribbons, the student's colors. The ad-
dress of presentation was read by Mr. C. W. Clark.
Finally Chancellor Harrison announced tile name
and spoke at some length upon the qualifications of
Dr. Scott's successor, lie is Professor Salmon of
King's College, Windsor. Professor Salmon was
the holder of a scholarship at Queen's College, Cam-
20
THE EDUCATIONAL" REVIEW.
bridge, and graduated from Cambridge University
with honors in Mathematics. He remained the next
year at Cambridge studying Physics and Chemistry,
and taking a laboratory course under Professor J.
J. Thomson in the laboratory in which most of the
great advances in physical research have been made
in England. He was five years assistant to Profes-
sor Henrici in the City and Guilds Central Tech-
nical College, London, the best and most efficient
Engineering College in London. He there instruct-
ed classes in civil, mechanical and electrical engineer-
ing. For the last two years he has held the chair of
Physics and Mathematics at King's College,
Windsor.
Professor Henrici says of him, "he is a very good
mathematician, an excellent and conscientious
teacher, a good disciplinarian and a thorough
gentleman."
Professor Dixon of Birmingham University,
England, says, "he is a gentleman, very energetic
and a very hard worker and has the great advantage
of knowing the country."
President Hannah of King's says, "He is quite
an authority on the subject (of Physics) and has
written an admirable text-book that is winning its
way in schools and colleges." "He is well read in
many other subjects than his own and takes the
keenest interest in all the questions of the day."
"He has been in this country long enough to be
quite Canadian in sympathies."
Convocation at Mount Allison.
Never probably in the history of Mount Allison
were the exercises all held in such unpleasant
weather. On Saturday just as the sports were be-
ginning rain scattered the spectators precipitately,
and it came down with a drizzle or fast and furious
till Wednesday morning. Not till Wednesday even-
ing after the visitors had gone did a fitful gleam of
sunshine glint over the soaked lawns and muddy
streets. Of course outdoor exhibitions, such as the
Athletic Sports and the young ladies' drill on the
lawn were wholly impossible. Yet in spite of wind
and weather the various indoor exercises and enter-
tainments were well attended. There was an
absence on the streets of gay summer attire, since
visitors and students had to go round swathed in
water-proof garments, but the continuance of such
unseasonable weather became after a while a sort of
joke and almost added to the gaiety of the occasion.
In general the year was a most successful one.
The Academy has had the largest attendance of
recent years, and sent out a matriculation class of
fifteen in addition to a number of graduates in book-
keeping, shorthand, typewriting, etc. The two
Alumni scholarships offered for mathematics and
languages to those matriculating into the Univer-
sity, were won respectively by Eldred Boutilier of
Centreville, N. S., and Arthur Le Grand of
Paspebiac, Quebec. Although both students have
French names, English is their mother tongue. The
Academy staff will have several changes. Most
note-worthy is the departure of Principal Palmer's
chief assistant, Mr. W. A. Dakin, '04, who is to enter
on the study of medicine. Mr. Dakin, who lias a fine
baritone voice, and sang frequently, both solos and
in choruses, will be much missed in Mt. Allison life.
In spite of the recent additions the Ladies'
College was this year filled to the utmost, and Dr.
Borden found himself reluctantly compelled to refuse
applications. At the anniversary exercises diplomas
were presented to twenty-seven students who had
completed courses in some line of work, — music,
vocal or instrumental (piano, organ or violin),
oratory or household science. The gold medal
offered by Henry Birks & Sons of Montreal, for the
highest general average in all studies was won by
Miss Vera Mollison of Yarmouth, formerly of St.
John. The names in the prize list suggested the wide
range from which students are drawn, since there
were representatives not only from all the maritime
provinces, but from Newfoundland, Pennsylvania
and St. Kitts, W. I. The music showed the
excellence and finish that have hitherto character-
ized the efforts of Dr. Archibald and Professor
Wilson. The latter is to spend the summer in Eng-
land, but both he and Dr. Archibald will resume
their duties in the autumn. Professor Hammond
was absent, having sailed for England ten days ago.
Several of his paintings were, however, on exhi-
bition in his studio in the Art Gallery. Miss Bessie
McLeod who was his assistant a few years ago, is to
return to her position. Miss Foster, the vocal
teacher, who has been so popular, is obliged to re-
turn to her home in England. It is expected that
another young lady from the Royal Academy of
Music will be her successor. Miss Ruggles of Bos-
ton, who will be remembered by the students of
a couple of years ago, is to return as the other vocal
teacher. Miss Nellie Clark of Rexton, N. B.. who
graduated two years ago and has since been study-
ing in Leipsic, has been given a position on the con-
servatory staff. Miss Bowkcr has resigned and a
new associate with Miss Carver in Oratory is to be
appointed. Some changes have been made in the
literary course (M. L. A.) of the Ladies' College,
by which all who complete it will, while having a
THE EDUCATIONAL REVIEW.
21
wider range of studies, have finished 'the math-
ematics, Latin etc., of the Freshman year in the
University and be prepared to graduate in the
University in three years.
To relieve the crowding of the previous year
the fourth story of the University Residence- — giv-
ing thirty extra rooms — was at the beginning of the
past year ready for occupation. This extra space
was necessary on account of the additional students
that were coming to pursue courses in engineering.
A new professor, J. W. Crowell, B. S., C. E., of
Dartmouth College, was appointed in charge of
Surveying, etc. Under his direction the students
have done some interesting work. Most noticeable
are the plans of the Mt. Allison grounds showing
the location of buildings, drives and walks, eleva-
tions, areas etc. These, both in their original form
and in blue prints, have been on exhibition and at-
tracted considerable attention. Four men com-
pleted the two years' course admitting them to the
third year at McGill in applied science. Fifteen
men entered on the full work in engineering this
year ; several on the Arts course are taking options
in that department, and the outlook is good for the
coming year.
The degree of B. A. was conferred on a class of
ninete:n, four received M. A., and Professor
Crowell was given B. S. (ad eundem). Several
members of the class go to McGill for medicine and
applied science, two or three will enter a law school,
two or three become ministers, and some will teach
for at least a year or two. At the head of the class
was G. Roy Long of Tyne Valley, P. E. I., who de-
livered the valedictory. He was also the leader of
the Mt. Allison debating team which last winter
won against Dalhousi • in the Inter-Collegate debate.
He expects to pursue a post-graduate course at
Harvard. At the University Convocation an ad-
dress was delivered by I'rofLSSor Tory of McGill.
He was also a guest and s]x>ke at the banquet of the
Alumni and Alumnae Societies on Tuesday evening.
At this in spite of the rain about one hundred and
fifty sat down at the tables. An address was there
read which had been sent by Mr. M. J. Butler,
Deputy Minister of Railways, and which arrived
too late for Convocation. Dr. J. M. Buckley, editor
of the Christian Advocate of New York, lectured on
Friday evening and preached the Baccalaureate ser-
mon on Sunday.
It is not necessary to refer to the prizes of the
year except to notice that the two Fred Tyler
scholarships of $60 each which have been awarded
to the class of '06 year by year since the death at the
end of the Freshman year of the young man in
whose memory they were founded, will henceforth
be given in perpetuity to the Freshman class. A
new permanent scholarship is announced for the
Theological department, endowed by Mrs. Paisley,
The meeting of the Board of Regents which
c'osed the proceedings for the year passed quietly
and quickly. The last instalment of the Massey
bequest of $100,000 has just been paid and enabled
the President of the University to meet better the
increasing expenses of buildings and salaries. A1-.
though Mt. Allison has had a prosperous year, yet
many plans for progress and increased usefulness
are checked by lack of m:ans. New and enlarged
accommodation is needed at the Ladies' College and
more instructors and professors at the University.
[The closing exercises of Acadia University are
being held as the Review goes to press. An account
will appear in our next number.]
Practical Problems In Arithmetic.
1. A note of $250 dated Nov. 29th, at 3 months
with 4 per cent interest, was discounted Dec. 20th,
at 6 per cent ; find the proceeds.
2. Find the time in which $200 will amount to
$225 at 3 per c:nt.
3. Find the compound interest on $200 from
March 16, 1900, to August 9, 1902, at 6 per cent a
year, payable half yearly.
4. A book cost $5, and was sold at a marked
down sale at a discount of 25 per cent. This caused
a loss of 10 per cent ; find the marked price.
5. The cost price was 80 per cent of the selling
price, the selling price 90 per cent of the marked
price; at what per cent above cost was it marked.
6. The gain was 20 per cent, the discount 20 per
cent ; find the gain per cent had no discount been
given.
7. Find the rate per cent at which $375 will
amount to $427.50 in 4 years.
8. A cask which holds a metric ton of water is
full of barley worth 75 cents a bushel; find its
value.
9. fxjo kilograms cost $2.50 a kilogram, the duty
was 40 per cent, the gain 30 per cent; find selling
price per oz. apothecaries.
10. A merchant buys his goods at 20 per cent dis-
count on list price, and sells at 15 per cent more than
the same list price; find gain per cent.
Answers. — (1) Amount $252.58; Proceeds
$249.55. (2) 4 1-6 years. (3) $30.50. (4) $6.
(5) 388-9 per cent. (6) 50 per cut. (7) 31/ per
cent. (8) $20.63. (9) 14 cents. (10) 433-4%.
22
THE EDUCATIONAL REVIEW.
A Nest in a Pocket.
A little bird went to and- fro.
Once in the nestling season,
And sought for shelter high and low,
Until, for some queer reason,
She flew into a granary
Where, on a naiil suspended,
The farmers coat she chanced to see.
And there her search was ended.
The granary was in a loft,
Where not a creature met her;
The coat had hollows deep and soft —
Gould anything be better?
And where it bung, how safe it was,
Without a Lreeze to rock it ! <
Come, Mule busy teak and daws,
Build quick inside the pocket!
You never saw a prettier nest
In rye-field or in clover.
Than this wherein she sat at rest
When building work was over.
Three ■speckled eggs soon warmly lay
Beneath the happy sitter;
Three little birds — oh, joy! — one day
Began to chirp and twitter.
You would have laughed to see them lie
Within the good man's pocket,
Securely hid from every eye
As pictures in a locket !
Busy and blissfully content,
Wi.'.h such a place for hiding.
The little mother came and went
To do their small providing.
And not a creature wandered' in,
Her nestlings to discover,
(Except a wasp that now and then
About her head would hover).
Until — ah, can you guess 'the ta'e.- —
The fawner came one iuo,tning,
And :took his coat down from the nail
Without a word of warning!
Poor little frightened motherlling !
Up from her nest 'she fluttered,
And straightway every gaping thing
Its wide-mouthed terror uttered.
The good man started back aghast ;
But merry was his wonder
When in the pocket he at last
Found such unlooked-for plunder.
He laughed and 'laughed. "Upon my word,'
He said aloud, "I never ! —
Who could 'suppose a little bird
Wou'd dn a riving so clever?
Come now! 'twould be a shame to harm
The fruit of such wise labor,
1 wouldn't hurt you for a farm,
My pretty little neighbor ! "
He put the coat back carefully:
I guess I have another ;
So don't you be afraid of me
You bright-eyed little mother.
I know just how you feel, poor thing,
For I have youngsters, bless you !
There stop your foolish fluttering
Nobody shall distress you."
Then merrily he ran away
To tell his wife about it, —
How in his coat the nestling !ay,
And he must do without it.
She laughed, and' said she thought he could !
And so, all unmolested.
The mother-birdie and her brood
Safe in the pocket rested.
Tiill all the little wings were set
In proper flying feather,
And then there was a nest to let —
For off they flocked together.
The farmer keeps it still to show,
And snys that he's the debtor;
His coat is none the ■worse, you know,
While he's — a liittle better.
— Mary E. Bradley. — From St. Nicholas.
The Treasure-Trove of Springtime.
There are treasures in the garden.
Buried low and buried deep.
Such as buccaneers and pirates
Had not ever in their 'keep.
You may find them if you seek them
During April on in May,
With the spade and fork and shovel,
In the good' old gardening way.
Captain Kidd hath never hidden
Any gold beneath the sod
That is brighter than the yellows
Where the daffodils do nod.
And the golden cups the tulips
Will lift up, are gieater gain
Than the spoils from out the holds
Of all the gai'eons o£ Spain.
AM die argosies and carvels
Which the Corsairs chased of old,
Did not flaunt such challenge-banners
As the roses shall unfold.'
And the rolls of silks and satins
Won as plunder.^what 'had they
Like the velvet of the petals
Of those roses to display?
And tlie bales of stuffs from Persia,
And the rugs of softest dye, —
With the paintings of the pansies
May they ever hope to vie.
And the ropes of pearls, the rubies
And the jewelled diadems, —
Doeis not every dew of summer
Crown the flowers with its gems?
Oh, tlie hoardings of those rovers
And their dollars and doubloons,
With their chink of precious metals,—
THE EDUCATIIONAL REVIEW.
23
How they sing their merry tunes !
Bin die lilies of the valley
' As they twinkle on the slem
They can ring a chime of silver
Which 'shall more than rival .them.
So, go you all a-gardening
To win the joy of life !
Go make the stubborn soil give ud
Its riches ripe'and rife!
You will find them if you seek them
Dinting April or in May,
With the fork and pick and shovel,
In the good old gardening way.
Dig deep the spade, and with a will
Uplift the wealth that's there!
For in the earth there is no dearth
Of riches, everywhere.
W. D. Elhvanger.—Pall M<all Maggsine.
The Sunbeams.
"Now, what shall I send to the Earth to-day?"
Said the great, round, golden Sim.
"Oh ! let us go down there to work and play,"
Said the Sunbeams, every one.
So down to the Earth in a shining crowd,
Went the merry, busy crew ;
They painted with splendor each floating cloud
And the sky while passing through.
"Shine on, little stars, if you ttke," they cried,
"We will weave a golden screen
That soon all your twinkling and light shall bide,
Though the Moon may peep between."
The Sunbeams then in through *he windows crept
To the children in their beds —
They poked at the eyelids of those who slept,
Gi'ded all the little heads.
"Wake up. little children !" ithey cried in glee,
"And fitom Dreamland come away !
We've brought you a present, wake up and see!
We've brought you a sunny day!"
— Etnilic Pnulssnn.
Now is the lime to begin the lessons of the preser-
vation of plants : to love a flower and "leave it on its
stalk." When a child has learned that, he has
learned a great deal more than that. I saw a most
tempting bunch of black-eyed daisies last summer in
an open field, and went to them with a hungry hand.
A friend with me said, "I've struggled with myself
for two weeks not to pick those so that others might
enjoy them." I paused, ashamed. She had learned
her lesson, I had not. But to gather flowers gently
that no root be disturbed or next year's blossoms
doomed — that's another lesson. Teachers have been
thoughtlessly guilty in the past in praising the flower
gifts of children regardless of how or where they
were gathered. Let u.s atone, — Selected.
Guess the Names.
Guess tlie name of the goddess that's fairest of all,
The name of the god that's most fair,
Then the word which describes into what they may fall
If the lktJe blind god match the pair.
The third word is English, now give the Greek name
For this god who though blinded is gay
And who mixes things up when he's ruling the game
In a maddening sort of a way.
Then, fifthly, discover the name of the youth
Who cared not for matron- or lass.
And ne'er feM in love till he found' a smooth pool
Where he saw his own face in the glass.
Next search for the name of the comedy muse,
A lady both (lassie and merry,
Then the multi-hued goddess who shows through the
clouds
An,l uses the bow as her wherry.
Number eight is the beautiful goddess of night,
Sulxluer of god and of men,
And, lastly, we call on the love slaughtered nymph
Whose voice comes again and again.
Then take all the names and the words you have found.
Behead every one of the nine,
And arrange alii the letters you've cruelly chopped off,
From the top to the bottom in line
You will find that «hey spell what at this time of year
Is considesred especially fine.
Guess the name of the city of brotherly love,
The city that is a sore throat,
The iity renowned for its scents, good and bad;
The city ihat lightly doth float.
Title city once noted for blades of fine steel,
The city that's easy to reach,
The city that's famous for hats and canals,
The city that's sought at the ileach.
The city where witches were ti'iet! for their lives,
The <ity in which Lincoln' died,
The city it<hat crows with a loud, raucous voice ;
The city where knots are untied.
The city that set the s'aves free yeans ago,
The city with one golden gate,
The city that's hot on the tip of the tongue,
The city -where Wolfe met his fate.
That the geographical area of America is not fully
comprehended is illustrated by an anecdote told by
a celebrated comedian. An Englishman, accompanied
by his valet, had been traveling due west from
Montreal for four days. At the end of the fourth
day, master and servant seated themselves in the
smoker of the train, whence the man looked steadily
out of the car window. At last his companion grew
curious.
"John," he said, "of what are you thinking."
"I was just thinking, sir, about this discovery of
Hamerica," replied the valet. "Columbus didn't do
such a wonderful thing when he found this country,
did 'e, sir? Hafter all's said and done, 'ow could
'e 'clp it?" — Selected,
24
THE EDUCATIONAL REVIEW.
Current Events.
Marengo, tire leader of die insurgents in German South
Africa, has taken refuge in British territory, and is now in
the hands of the Cape Colony police. This means the end
of a long and very costly war between the German
authorities and the natives.
St. Helena, in the South Atlantic, is threatened with
financial ruin by the withdrawal of the British garrison.
The farmers and merchants in ithe island, whose whole
living was made by supplying the garrison troops, will have
no market when they are gone.
British rule in 'Egypt may be 'looked upon as now firmly
o'taUKshed, store Turkish imperial troops had occupied
certain Egyptian territory in the peninsula of Sinai, and
the Siuiltan has been forced to recall them at the demand of
the British Government.
The independence of Cuba is a fiction, quite as tmkfl as
is the Turkish sovereignity in Egypt. The senate has
amended the' treaty between Great Britain and Cuba, be-
cause it is known that the United States government did
not approve of (he treaty in its original form. It is not ex-
pected that Great Britain will be wilting to accept the
amendments ; so the treaty is probably dead.
At Halifax, on Victoria Day, for the first time in 'the
history of the Dominion, a brigade of Canadian troops em-
bracing the three arms of the service, infantry, artillery
and engineers, was reviewed by a general offi.er connmand-
ing. The Halifax garrison at present nuimbers about a
thousand men of a'll anms.
By an almost unanimous vote of the provincial 'legisla-
ture, Regina is chosen ais the permanent capital of
Saskatchewan.
The new Canadian Pacific Steamship Empress of Britain,
has made the trip from Movi'.le to Quebec in 'less than six
days. The fastest previous (trip over the same route was
made in six days and three hours. Throughout the voyage,
the steamer was in wireless telegraph communication with
the land, coniiing in touch with the vibrations 'from Cape
Ra e before she reached the limit of these from the Poldhu
station. Her sister ship, the Empress of Ireland, will go
on the same route ; and a farther reduction of time in the
ocean voyage is expected.
The two new Gunaird liners now nearing completion will
be the largest ships afloat. They will each have accom-
modation for three thousand passengers, and cairy a crew
of eight hundred men.
The new province of Allienta has decided to estab'ish a
telephone system under government ownership.
A new optiial instrument, invented in Austria, is called
the Uiltramicroscrpe. It is said that by the aid of the new
instrument it is possible to see particles measuring no more
than the four-millionth part of a millimetre in diameter.
On the roll of the new House of 'Commons, an Irish
memUer has signed his name in Gaelic. This is the first
time that any member of the parliament of the United
Kingdom has signed the rofl'l in other than English
characters.
The Mexican government has granted to a British com-
pany the '.light to build a railway from the Gulf of Mexico
to the Pacific coa5*. The lane will be six hundred miles in
length.
The Japanese have adopted a system of compulsory edu-
cation for both hoys and girls. When the pupils leave
schoo', at the age of fourteen, they will be able to speak
Japanese, Chinese and English.
The insurrection among the Zulus of Natal is not yet
subdued. The Basulos sympathize with the Zulus. As
the blacks greatly outnumber "the whites, the .situation is
serious.
The dscovery of diamonds is reported near Coba't, in
the northern part of Ontario.
Dillon Wallace, the New York explorer who has re-
turned from an eleven months' trip through Labrador, re-
ports that he found the lumnl-fcr conditions in the interior
not so good as was expected, and the mineral deposits not
so ni.h as many persens had supposed.
The gypsy imoth and the browntail moth are becoming
very serious ipestts in the United S.'.ates. The latter has
come :is far north as Maine, and we may expect it soon to
reach cut bondens.
By the lecent eruption, the cone of Vesuvius was re-
duced in height eight hundred feet and the crater widened
to a diameter of five thousand feet.
The ioth of May, or the 27th of April according to the
Russian ca'endar, was a memorable day in Russia; for it
saw the operaing of the first national parliament and the
l>eg'nning of constitutional government in the Russian
Empire. With the most impressive ceremonies .and gorg-
eous display, 'the Bmpeior of all the Russias laid down his
auto.ratic rule, and called upon the representatives of the
people to assume their share in the government" of die
country. The new parliament has entered -upon its work
with dignity and restraint ; for representative government is
no new thing in ''Russia, though this is their fi.ist national
assembly. Whether the Dournia, as it is called, wd'il be able
to legislate for the empire, or whether, as the prophets of
evil foretell, it will yet end in disorder, the day of i*s finst
meeting will remain a notable day in Russian history.
■By the marriage of King Alphonso to Princess Una of
Battenburg, on the last day of May, a niece of King Edward
VII. becomes Queen of Spain.
The chief event in the Olympic games, at Alliens, was
the great Marathon race, which took p'ace on the first day
of May, and 'was won by a Canadian atlillete, named Sher-
ring. The contestants included Greeks, Germans, French-
men, Italians, Switzers, Belgians. Swedes, Danes. Egyptians,
Englishmen, Canadians, Australians, and athletes from the
United States. The •length of the course is twenty-fix
miles. The 'Marathon race is the event in the Olympi."
games in 'which the Greeks of old took most interest; and
their descendants, the modern Greeks, think it the greatest
honor to win this race. Fully two hundred thousand per-
sons witnessed the contest, and the Crown Prince of
Greece ran beside the winner at the c'ose.
It is announced that the next conference of colonial pre-
miers wi'l meet at London in April next.
Canada havjng assumed the defence of her own territory,
the last garrison of British troops is now withdrawn. The
new responsibilities are taken up .with soberness and confi-
dence; and, though our own troops are as much soldiers of
the King as are those whom they replace, there was no
elation, but a feeling of regret, when' the last of the Im-
perial troops departed.
THE EDUCATIONAL REVIEW.
25
British West Africa will soon produce more cotton than
the mills of Lancashire require. It is estimated that the
British Cotton Growing Association will import from there
this year cotton valued at more than half a million dol'ars
of our money.
The Japanese have their own system of wireless
telegraphy, invented by a native scientist named KArrtura.
To this they attribute much of the success of Admiral
Togo's fleet in the recent war with Russia.
By the underground system of wireless telegraphy, in-
vented by Reverend Father Murgas, in Pennsylvania, mes-
sages have Iteen successfully transmitted for a distance of
eighteen miles.
Helium, the last of 'the gases supposed to be permanent,
has been 'iquefied at a temperature within about two de-
grees of the supposed absolute zero.
Acetylene is now used as an explosive in Germany, where
its use as an illuminant has proved disappointing. In
blasting with it, the confined mixture of gas and air is ex-
ploded by ?n electric spark. The rock is not thrown out,
but broken into pieces small enough to be easily removed.
It is expected that a hundred thousand immigrants will
land at Quebec this year, in addition to the thousands that
have iome and are coming to other Atlantic ports, and the
thousands that come from the United States to settle in
the Canadian provinces. A large proportion of these new
settlers speak English, are fair'y well supplied with money,
and are well adapted to the life of the pioneer in the new
farming regions of the west.
Oklahoma will take its place in July as a new State in
the neighboring Republic. It is composed of the Indian
Territory and the Territory of Oklahoma, its limits being
approximately those of the Indian Territory before its di-
vision, in 1889. About one-fifth of the inhabitants are of
Indian or mixed blood. These Indians, Cherokees.
Choctaws, Chicasaws, Crees and Seminoles, have their
own legislatures and courts for sixty years past ; and their
own schools and newspapers, their own languages. About
one-third of them can speak and read English.
San Francisco will be rebuilt, probably upon a new
ground plan, and with elaborate adornments that willmake
it one of the most beautiful cities in the world.
Several revolutionary movements have taken place re-
cently in Central and South American countries, but they
seem to have been of little more than local importance.
The conference of representatives of all the American
Republics, which will meet in July, in the splendid city of
Rio de Janeiro, is of greater interest, though no immediate
outcome of the meeting is expected, beyond the recognition
of the principle of co-operation among the Latin-American
Republics.
Please accept my thanks for the pictures sent. I think
the Review without any additions is worth the money paid
for it. It would' be hard to let it go from the schoolroom.
Argyle Head, N. S. I. M. T.
I value alt the pictures sent with the Review very highly
and take much pleasure in mounting them.
Gaspereau, N. S. F. A. H.
The Review's Question Box.
J. W. H. Kindly tell me the name of the plant sent
herewith. The people here (Deerfield, Yarmouth County)
call it the moose-wood, but it looks more like a wild
form of hydrangea.
It is the American Wayfaring Tree or Hobble-
bush, a common straggling shrub of our northern
woods. The large white corollas of the neutral
flowers, which form a circle round the less showy
fertile flowers of the inner cluster, much resemble
the hydrangea.
S. N. Kindly tell me the name of the bird of the fol-
lowing description, seen near Petitcodiac, N. B. in late
May. It is a little larger than the Song Sparrow, prop-
ably about the size of the White-throated Sparrow. The
whole body is a bright scarlet colour, the wings and tail
are a dark olive, nearly black near the body. It was alone
when seen and seemed to be quite tame.
The bird is very likely the Scarlet Tanager, a
very brilliant and conspicuous bird, and a rare visi-
tor in many parts of these provinces. One was seen
at Ingleside, N. B., on June first, the only one noted
during a sojourn there of twenty years. It was
quite tame, like that seen by our correspondent, —
and obliging. It visited a neighboring orchard,
where it lingered among the top branches and seemed
to appreciate the admiration of the neighbors and
ourselves, who were all delighted at the vision of
scarlet flitting amid pink buds and fresh newly open-
ed leaves on that bright June day. It is slightly
larger than the White-throated Sparrow (Tom
Pcabody) and is about the size of the Cedar Wax-
wing.
From Chapman's hand book of Birds : "High
among the tree tops of the cool green woods the
Tanager sings through the summer days. Hidden
by the net work of leaves above us, we often pass
him by ; but once discovered he seems to illuminate
the forest. We marvel at his colour. He is like a
Bird of Paradise in our northern landscape. The
song is a loud, cherry, rhythmical carol, suggesting
the song of the Robin."
F. R. B. Recently a cannon ball weighing 15 lbs has
been found imbedded at the base of the "Hopewell Cape
Rocks.'' It was unearthed by the action of tide and ice
which occurs every spring. Is considerably rusted and
surface is uneven, showing imprint of small stones.
Kindly answer in Review if you think it of any historical
importance.
All discoveries of this kind are of importance as
tending to stimulate inquiry into the past history of
the place where such objects are found. The in-
stance quoted by our correspondent may serve to
show that a battle or skirmish occurred near the
place during the French period. Search should be
made for other relics, and their position if found,
:
26
THE EDUCATIONAL REVIEW.
carefully noted, and communication regarding them
be made to Rev. Dr. Raymond or other members of
the N. B. Historical Society at St. John where the
objects may be sent. Better still, a local or county
historical or natural history society may be formed
for the purpose of further inquiry and study on a
systematic plan. All objects, such as that found by
our correspondent should form the nucleus of a
local museum which would be increased by ad-
ditional discoveries. This would become a most
valuable repository in the coming years.
News Notes.
From the Springville Breeze.
We're pleased ito slate that Mr. Wren
And wife are bank, and at the Eaves.
The Robins occupy again
Their summer home at Maple Leaves.
The Gardens restaurant reports
A iresh supply of angleworms.
The Bllms— that fav'rite of resorts —
■Has boughs to rent on easy terms.
We learn that Mrs. Early Bee
Is still quite lame with frosted wings.
Ye Editor thanks Cherry Tree
For sundry floral1 offerings.
We bear of rumored' comings out
Of some of Spningville's choicest buds.
In case you run across Green Lawn,
Don't wonder why he looks so queer,
Tis onlly that he's undergone
His first short hair-cut of the year.
— Edwin L. Sabin, in St. Nicholas.
Birds and Man.
"They say" said the wren to the thrush, —
"I know, for I build at their eaves, —
They say every song that we sing on the wing,
Or hid in the leaves,
Is sung for their pleasure !
And you know 'tis for love and ourselves that we
sing!"
"Did they say," said the thrush to the wren, —
"I'm out of their circle, I own, —
Did they say 'that the .songs they sing were
Not for themselves alone.
But to give us pleasure?"
"Why, no," said the wren, they said no such
thing.
— Edith M. Thomas.
School and College.
Ten of the women school teachers of Woodstock have
been granted an increased salary of $25.00 a year, to begin
with the next term.
Mr. J. Penny has been chosen Rhodes scholar for New-
foundland. He is a student of marked ability, a good
athlete, and a general favorite with his fellow students.
The National Educational Association of the United
States, which was to have met in San Francisco in July,
will not be called together this year.
No meeting of ithe Dominion Educational Association
wild .be held this year.
The American Institute of Instruction will meet at New
Haven, July 9 — 13.
The interprovincial committee, appointed to select a
series of readers for the French schools of the maritime
provinces, recently met at St. John, and made substantial
progress in the assigned work. There will be four readers
for the first four grades, and these will be ready for use at
the opening of the term in August, 1907. The books will
contain extracts from French and English authors, all in
the French language. English will be taught in these early
grades colloquially, according to the Berlitz method, and
no book instruction in English will be introduced until the
fifth grade is reached. No religious or sectarian views are
to be included in the new readers, thus observing the spirit
of the school law in this respect. Professor J. M. Lanos,
now of Queens University, Kingston, Ontario, is compiling
the book for grade one, Rev. Father Bourgeois of Mem-
ramcook, N. B., that for grade two ; Inspector Hibert of
Westmorland County, N. B., the other for grade three, and
Rev. Father Dagneau of Church Point, N. S., for grade
four.
The Gladstone Prize, one of the highest honours that
Oxford University has to bestow, and the most eagerly
coveted, has been won by Chester B. Martin, St. John, N.
B., the first Rhodes scholar from New Brunswick. Such
a high award, won after a spirited contest in which many
of the brightest scholars, gathered from all parts of the
English speaking world took part, reflects the highest credit
on Mr. Martin, the schools of St. John and his alma mater,
the University of New Brunswick.
On the evening of Empire Day, May 23rd, the pupils of
the public school at Dalhousie, N. B., L. D. Jones, Princi-
pal, aided by local singing talent, gave a concert in the
Temperance Hall. The exercises were chiefly patriotic in
their nature, consisting of drills, recitations, songs, etc.
The hall was very prettily decorated with flags, bunting
and pictures, and was filled with a large and appreciative
audience. The sum of $59.20 was realized, part of which
will go towards a science outfit, and the remainder, to-
wards reseating the intermediate department with single
adjustable seats.
Miss Grace Henderson of Chatham, who has been teach-
ing the junior department of Dalhousie Superior School,
has been compelled to give up her school duties on account
of ill health.
The enclosed reprints of pictures in the Review have not
only adorned the walls of my school-room, but have proved
wonderful'y iwatructive both to pupils and teacher.
Kings County, N. S. A. M. G.
THE EDUCATIONAL REVIEW.
27
TEACHERS AND PUPILS ARE SPECIALLY INVITED TO ATTEND THE
CANADA'S INTERNATIONAL
St John Exhibition,
SEPTEMBER 1st to 8th, 1906,
WHERE
E D \J C K T I O N 7X L- F= E 7* T U R E S
will receive a merited recognition in the
Finest and Most Complete Exhibit Ever Shown in Canada.
It will be exceptionally interesting. Neither effort nor expense has been spared to attain this.
School Work, Manual Training Section, a new Aquarium, the best Natural History Display ever shown in Canada,
Demonstration Work in Domestic Science, Nursing and Kindergarten Work, A splendid Art Department, including Oil and
Water Color Painting, as well as Ladies' Fancy Work of all descriptions, in addition to a magnificent
INDUSTRIAL AND AGRICULTURAL DISPLAY.
Automobile, Live Stock, Poultry and Dog Shows. The Fireworks and all Amusement Features far ahead of any pre-
vious St. John Fair. Bands — 5 engaged, including the leading Ladies' Band of America, making its first appearance in
Canada. Wireless Telegraphy in operation. A Modern Air Ship in Daily flight.
A Cheap Fare from Everywhere. Apply by Postal for Special Exhibition Time Table, giving Dates, Hours, Fares, and
every particular of all Exhibition Excursions and Attractions. Address
A. O. SKINNER, PRESIDENT,
ST. JOHN, N.
C. J. MILLIGAN, MANAGER,
ST. JOHN, N. B
Recent Books.
The Vest-focket. Standard Dictionary. — James C.
FernaJd, Editor. Cloth. Price 25 cents. Funk and
Wagnalls Company, New York.
This is a very admirable little compendium for constant
use, and may be carried easily in due vest-pocket, if one
wishes. It combines with a dictionary of common words,
their spelling, pronunciation and meaning, a great variety
of interesting facts usually found in gazeteem and
encyclopedias.
An Introduction to Astronomy. By Forest Ray Moul-
ron, Ph. D. Cloth. Pages 557. Price $1.25.
This volume contains a very excellent epitome of i'Jhe
present condition of the science of astronomy. It will be
appreciated by the ordinary reader as weH as l(y the student.
Maps and illustrations, directions fori the observation of
the constellations and other objects in the heavens, with
the theories regarding them that have received the sanction
of astronomers, are designed to give students a weli
balanced conception of this fascinating science.
First Year French, for Young Beginners. By J. E.
Mansion B.-es-L. Cloth. Pages 120. D. C. Heath and
Company, Boston.
These lessons are designed for children in the most
elementary stage, the essentials of grammar being taught
by introducing the difficulties gradually . Exercises
appended to each lesson provide ample drill.
Elementary Algebra. By G. A. Wenirworth. 'Half
morocco. 421 pages. Mailing price $1.25. Ginn &
Co., Boston.
In preparing a new algebra for secondary schools the
author has provided a new set of examples throughout the
book. At the request of many teachers a sufficiently full
treatise on graphs and several pages of exercises in
physics have been introduced. The first chapter contains
the necessary definitions and illu situations of the com-
mutative, associative, and distrillutive laws of algebra. The
second chapter treats of simple equations: and' is designed
to lead the beginner to see the practical advantages of
algebraic methods before he encounters negative numbers.
Readings in European History. By James Harvey
Robinson, Professor of History in Columbia Uni-
versity. Abridged edition. Cloth. 573 pages. Mail-
ing price, $1.65. 'Ginn & Company, Boston.
This abridged edition is intended especial 'y for high
schools, and is designed to supplement the author's
introduction to the History of Western Europe. For each
chapter of his text be furnishes pages of extracts, mainly
from vivid, first-hand accounts of the persons, events, and
institutions discussed in his manual. In this way the
statements in the text-book may be amplified and given
added interest and vividness. He has drawn upon the
greatest variety of material, much of which has never be-
fore found its way into English.
28
THE EDUCATIONAL REVIEW.
The Provincial Educational Association
of Nova Scotia
WILL MEET AT THE
' HALIFAX ACADEMY, HALIFAX,
September 25th, 26th, 27th.
There will be three morning sessions and one or two evening sessions. Much time will be devoted to
Discussion on the Adjustments of the Course of Study Demanded by Modern Conditions.
THE HIGH SCHOOL COURSE will receive special attention in discussing the Report of the Committee on High
Schools and Colleges.
There will be no afternoon sessions, so that members may be free to study the Natural History and Industrial Products
of the Dominion at the Dominion Exhibition, which will be open at that time.
A. MCKAY, SECRETARY.
La Gram m aire. An amusing comedy by Eugene LaBiche.
Edited with notes and vocabulary by Moritz Levi,
professor of Romance languages, University of Michi-
gan. Cloth. Pages 70. Price 25c. D. C. Heath &
Co., Boston.
No nation has produced such a series of excellent com-
edies as France, and LaBiche is one of tihe most amusing
in his writings, extravagant and full of comic situations,
3*et spontaneous and witty to a most entertaining degree.
This little book will make the French student read in
spite of himself.
Ans Goldener Tagen, Von Heinrich Seidel. Edited with
notes and vocabulary by Dr. WiJhelm Bernhart.
Cloth. Pages 144. Price 35c. D. C. Heath & Com-
pany, Boston.
An interesting little volume for students of German,
with a portrait of the author as a frontispiece, — the strong,
material looking face of one who made his way from his
father's country parsonage to the position of a leading
engineer in Germany's railway system, and yet who has the
secret of interesting healthy young people in felicitous,
out-of-door narrative. It is a well rounded story of ro-
mance and adventure forming a piece of educational litera-
ture well suited for the schoolroom.
The Art Reader. By P. E. Quinn. Cloth. Pages 167.
Price to teachers 90 cents. A. W. Elson, Boston.
Copp, Clark, 'Company, Toronto.
This book, handsomely bound and illustrated', is de-
signed for supp'ementary reading in schools. Its- contents
embrace descriptions of Egyptian, Greek and Roman
antiquities ; masterpieces of the old and more recent
artists, great churches, etc. The book is very suitable for
teachers who are endeavoring to interest their pupils in
artistic reproductions of the great masters, to create a taste
for art and to give suitable instruction in it as a branch of
know'edge.
Dynamic Factors in Education. By M . V. O'Shea,
University of Wisconsin. Cloth. Pages 320. Price
$1.40. The Macimillan Company of Canada, Toronto.
The key-note to this timely 'book on education Ls energy
— how it may properly be directed in the child's life and' in
school work; how the nervous energy of the teacher and
child may be adjusted and (stored, and how mental tension
and over stimulation may be avoided by aesthetic influences
and wholesome recreations. Altogether it is a valuable
book for tihe teacher! or student who is tempted to do too
much work.
An Elementary Logic. By John Edward Russell, M.
A. Goth. Pages 250. Price 75 cents. The 'MaarriUan
Company of Canada, Ltd, Toronto.
This book aims to present to young students, the essent-
ia! principles of 'correct thinking. These principles are
very clearly presented, and teachers will find it very
advantageous to have ismdh a concise treatment of this
science, as is given in the volume.
High School Physical Science, Part II Revised edition.
By F. W. Merchant, M. A. Principal London,
Ontario, Normal School. Cloth. Pages 200. Copp.
Clark Company, Toronto.
This revised edition of what is evidently found to be
a very useful school book, is designed to cover the courses
in sound, light, magnetism and electricity prescribed for
middle classes in preparatory schools and academies. The
book is neatly printed, abundantly illustrated, and well
adapted to interest pupils in experimental work in physical
science. Theory and practice are very adequately com-
bined. An index is given with answers to questions set
in the text.
The Garden of Childhood. By Alice M. Chesterton.
Cloth. Illustrated. Pages 174. Copp, Clark Com-
pany. Toronto.
A set of thirty prettily told, home-made stories, each of
which is illustrated by one or more pictures. They are
issued by the Moral Instruction League, London, and are
designed for the amusement and instruction of children
in primary schools.
Dickens' A Tale of Two Cities and Longfellow's Tales
of a Wayside Inn. Cloth. Price 25 cents each. The
MacmiFan Company of Canada, Ltd., Toronto.
These volumes are printed in a convenient and hand-
some form in MacmiiUan's Pocket English and American
THE EDUCATIONAL REVIEW.
29
THE EDUCATIONAL INSTITUTE OF NEW BRUNSWICK
Will meet at Chatham, N. B.,
OK
WEDNESDAY, JUNE 2 7 T H INST.
AND CLOSE ON
Friday, June 29th.
An interesting and instructive programme is being arranged. Addresses will be given by leading educationists and
public men.
The Executive Committee will meet at 9.00 a. m. on Wednesday, the 27th, and the Institute will open in full session
at 10.30 a. m. of that day. Arrangements for reduced fares will be made with the railways and the steamboat lines. In
order to secure a free return, Teachers should obtain, when purchasing a ticket, a STANDARD CERTIFICATE, duly filled
in by the Ticket Agent, of each line of railway travelled over.
All enquiries as to accommodations, or special arrangements as to entertainment at Chatham, should be addressed to
Dr. Philip Cox, the Chairman of the Local Committee.
JOHN BRITTAIN, Secretary Institute.
ARE YOU GOING
TO THE
Teachers' Institute at Chatham?
If you have not made arrangements for
BOARD
K N D LO DG I IN G
Write to
P. COX, PH.D..
Chairman of Local Committee.
olassica. They contain introductory sketches of the
authors, a criticism of the books manned1 above, with notes
and indexes.
The Physical Nature of the Child, and how to study
it. By Stuart H. Rowe, Ph. D. Cloth. Pages 211.
Price $i. The MacmiUan Company of Canada Ltd.,
Toronto.
This book is valuable not only for normal schools and
colleges, but for teachers and parents who are seeking for
fu'jier information in the direction of children under their
care, especially those requiring peculiar treatment.
Recent Nag-azines.
The Chautauquan for June is a special number on civics,
in which, by a series <>f popers, attention is called to the
betterment of conditions in the social and iotellectual life of
the citizen.
The Atlantic Monthly for May has a remarkable paper
by John Burroughs in hits 'best vein, entitled Camping with
President Roosevelt, presenting one of the most intimate
pen portraits of the President, that has been written.
There are other essays of great interest, including one on
Froude, by GoWwin Smith. There is a group of specially
notable stories, and there are two fine poems, one l(y Bliss
Carman, and the other by Richard Watson Gilder.
Twenty-two persons contributed to the varied table of
contents in the May Canadian Magazine. Stories, sketches,
poems, sporting articles, bits of history and more serious
material make up the nieniu. Harold Sands recalls the fact
that Simon Fraser started in May, 1805, for the exploration
of the unknown district now known as Britislh Columbia,
hence the title of his artticle, One Hundred Years in
British Co'iuimbia. F. Blake Groftom writes of the im-
perialism of Haliburton and Howe — two of the most won-
derful of Canadian publicists. Mr. J. E. B. MeCready, a
veteran journalist, l>eg,inis a series of reminiscences of the
first Dominion Parliament.
The April number of Acadicnsis, published at St. John
by Mr. D. R. Jack, is 331 interesting magazine. It opens
with a picturesque article on the History of Miscou, by
Professor W. F. Ganong. The editor, P. R. Jack, contri-
butes three. excellent essays, and Professor MaoMechan of
Dalhousie University writes an interesting historical sketch
entitled Halifax in Books.
The weekly numbers of Littell's Living Age for May
contain subjects of current interest in international
affairs, — the conference at Algeciras, the Hungarian com-
promise, the English ediiicaition bill, the Russian elections,
30
THE EDUCATIIONAL REVIEW.
an opportunity itoberwood,
SCHOOL TEACHERS. PROFESSIONAL MEN, can use their spare time
to good advantage by representing our various INSURANCE interests.
MARINE, FIRE, ACCIDENT, HEALTH, AUTOMOBILE, HORSE, LIVE
STOCK, YTACHTS, BOILER, PLATE GLASS, GASOLINE and STEAM
LAUNCHES, DAMAGE TO PERSONAL PROPERTY, etc.
LIBERAL COMMISSIONS ALLOWED in districts where we are not yet
represented. Our low rates make canvassing easy.
Send post card for full particulars.
WM. THOMSON & CO.
ST. JOHN, N. B.
HALIFAX, N. S.
tbc Rothesay School
for Girls.
College Preparatory, Music, Art, Physical
Culture.
Specialists in each department of instruction.
Home School with careful supervision. Large
Campus for Outdoor Sports.
For Calendar, address
MISS ETHKLWYN R. PITCHER, B.A.,
Or MISS SUSAN B. GANONG, B.S.,
Principals.
YALE UNIVERSITY
SUMMER SCHOOL.
Second Session July 5 to August 16. 1906.
Courses in Anatomy Art, Biology, Chemistry,
Commercial Geography, Education (History and
Theory.) English, French, Geology, German.
Greekj History, Latin, Mathematics, Methods of
Teaching, Physical Education. Physics, Physio-
logy, Psychology, Rhetoric, and School Adminis-
tration.
These courses are designed for teachers and col-
lege students. Some are advanced courses and in
tended for specially trained students, others are
introductory and presuppose no specialized pre-
paration.
In the great majority of cases, instruction is
given by members of the Yale Faculty of the
rank of professor or assistant professor. A num-
ber of leading school authorities have been added
to the Faculty to give courses on educational
subjects.
About ioo suites of rooms in the dormitories
are available for students, and will be assigned
in the order of application.
For circulars and further information address
YALE SUMMER SCHOOL
136 Elm STREET, NEW HAVEN, CONN.
HARVARD UNIVERSITY
SUMMER SCHOOL of ARTS & SCIENCES |
July s to August 15, tqob
College Courses in Classical Archeology,
Architecture, Astronomy. Botany, Chemistry,
Economics Education. Elocution. Ethics, Geo-
graphy, Geology, History, Landscape Painting.
Languages , Mathematics, Music, Philosophy,
Physical Education, Physics. Psychology, Pure
Design, Shopwork, and Surveying ; for Teachers
and Students
Open to men and women. Ns entrance examl -
nation required Full Announcement
sent on application. Address
J L. Love, 10 University H II. Cambridge, Mass
N. S. SHALER. Chairman.
TEACHERS
Holding Grammar School or Superior License,
or First-class License, can secure schools with
good salaries immediately by applying to
GEO. COLBECK,
North- West Teachers' Bureau,
Box 45. Regina, Sask
The Portraits
Sent by the Review for Empire Day, to
all subscribers who are paid in advance,
are now entirely exhausted. A few
Canadian History Leaflets
suitable for school Suplementary Read-
ings are still on hand and will be sold at
HALF PRICK - namely,
Fifty CenU for the 12 Leaflets,
if application be made at once to the
EDUCATIONAL REVIEW,
dt John, N. B.
the reflations of Canada and the United States^ etc., all
ably treated in articles which The Living A%t reprints
from the Spectator, Economist, Saturday Review and other
organs of English opinion.
The June Delineator is a mosit attractive number, con-
taining the usual array of the latest styles and literary
features of great excellence. Gustav Kotfbe interestingly
tells the 'Story of Home, Sweat Home, and inhere is a
variety of excelelnt verse. For children, there are Stories
and' Pastimes, among them one of Alice Brown's Gradual
Fairy Tales, and for the woman of the home, many articles
of house wifely interest.
In the June Atlantic there are timely and vigorous dis-
cussions on national interests ; science is represented by
Professor See's account of Recent Solar Research and
other articles; literature has several clever and delightfully
written essays including Julian Hawthorne's English
Lawns and Literary Folk ; and there are bright stories and
poems, anticipating the lighter literature of the summer
months.
The June Canadian Magazine has articles of much in-
terest, among which are Professor Coleman's (Toronto)
on Earthquakes and Volcanic Eruptions, and Frederick
Dolman's on Sir John Millais' art and art methods. The
stories of the June number are exceptionally good.
EDUCATION DEPARTMENT- NEW BRUNSWICK.
OFFICIAL NOTICE.
Departmental Examinations. 1906.
(<j) The High School Entrance Examinations will be-
gin at all Graimimar and Superior Schools on Monday, June
18th.
At these examinations the Lieutenant-Governor's Medals
are to be competed for, in accordance with instructions
issued from the Education Office.
(&) The Normal School Closing Examinations for
License and for Advance of Class wild be held at the
Normal School, Frcdericton', and at the Grammar School
buildings, Chatham and St. John', beginning oh Tuesday,
June 12th, at nine o'clock, a. m.
(c) The Normal School Entrance Examinations and
Preliminary Examinations for Advance of Class, the High
School Leaving Examinations and the University Matricu-
lation Examinations will 'be held at die usual stations
throughout the Province, 'beginning at nine o'clock a. m.
on Tuesday, July 3rd.
THE EDUCATIONAL REVIEW.
31
MAPS, GLOBES
AND SCHOOL
VSUPPLIESV
Our New Catalogue may be had for the
====: Asking ==^^^^^=
We now have the ENTIRELY NEW EDITION of the
HOWARD VINCENT =^^=^=
MAP OF THE BRITISH EMPIRE.
Send f oj small facsimile reproduction of same.
KINDERGARTEN MATERIAL am*—
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
BOOKS FOR. PRIZES.
We have a fine assortment of Books suitable for Prizes at very low prices.
POETS. STANDARD WORKS, NATURE BOOKS. ETC.
Mail Orders will receive Prompt Attention.
E. G. NELSON & CO.,
Corner King and charlotte Streets, ST. JOHN, N. B.
The Edacational Review,
(Now in its twentieth year)
is published on the first day of every month
except July.
PRICE $1.00 A YEAR IN ADVANCE-
Advertising Rates Reasonable. None but
RELIABLE ADVERTISEMENTS inserted
O. U. HAY, Manager,
8t John, N. B.
The Engl*4i literature required of ■candidates for Class
I in itihe Closing Examinations for License, and of Candi-
dates for the Matriculation and Leaving Examinations is
Shakespeare's "Hamlet" and Tennyson's "Princess."
Examinations for Superior School License will be held
both at the June and July examinations.
For further details in regard to the Departmental Ex-
aminations, see School Manual, Regu'ations 31, 32, 45 and
46.
Close of Term.
The numtler of Teaching Days in present Term is 131,
except in the City of Saint John where the number is 120.
The last teaching day of die Term is Friday, June 29th ;
but teachers who attend the Provincial Institute at
Chatham may close their schools in time to reach Chatham
on Wednesday, June 27th.
The Finst Teaching Day of the next Term will be Mon-
day, August 13th, except in Districts having eight weeks'
summer vacation in which Districts the schools will open
August 27th.
School Manual.
A new Edition of the School Manual containing ,-i.!l
amendments made to the School Act up to date (including
the Compulsory Attendance Act, passed at the last session
of the Legislature) widl be published during the summer
vacation and mailed to Trustees and Teachers.
Manual Training Courses. 1906-7.
Training courses for teachers desirous of qualifying ais
licensed Manual Training instructors wiM be helld ait the
Provincial Normal School during the session of 1906-7 as
follows:
Elementary Course. — September 18 to December 21,
1906.
Advanced Course. — January 8 to June 2i_ 1907.
The elementary couns"e is intended to qualify teachers for
the license to teach Manual Training in rural schools. Can-
didates for admission must hoid at least a seoond <lbs5
Provincial license, and' be prepared to furnish evidence of
their teaching abi'ity.
The advanced course is intended to qualify teachers for
the license to teach Manual Training in town schools.
Candidates for admission 'should hold a first class license,
but teachers holding a second class license, and having a
good teaching record, may be admitted on their merits.
In each courtse, students showing 'little aptitude for the
work will be advised to discontinue at ithe end of one
month from the date of entrance.
Tuition is free, and the usual travelling allowance made
to Normal students will be given to teachers who complete
their course and proceed to the iteaching of the subject in
the Public Schools of the Province.
Household Science.
No provision exists at present1 in the Normal School for
the training of Household Science teachers, but certain
institutions .have been appiioved by the Board of Education
as training places for New Brunswick teachers d«ifnng to
qualify as licensed teachers of the subject.
Full particulars of the several courses outlined alove
may be obtained from the Director of Manual Training, T.
B. Kidner, Fredericton.
J. R. Inch,
Chief Superintendent of Education.
Education Office, May 25th, 1906.
32
THE EDUCATIONAL REVIEW.
8 X£H8 * SON.
Just Now
Is Always
the Best Time
For entering the College. We have no sum-
mer vacations. Our cool summers make vaca-
tions unnecessary.
We want 100 well educated young men to
learn shorthand. All over Canada and the
United States there is a demand (or Male Sten-
ographers that cannot be supplied, and there is
nothing like shorthand for getting promotion
and big pay.
Send to us for booklet, "The Male Steno-
grapher in demand."
Catalogues containing terms, etc., to any
address.
S. KERR & SONS.
St. John, N. B.
BE A DIPN0M0RE.
Fountain
Pens
WATERMAN'S and STERLING,
in Plain and Gold and Silver Mountings, in
Plush-Lined Cases.
ALL PRICES— from $1.25 to $15.00.
BARNES & CO., ST.JOHN, N. B.
Grade IX
High School Students
are not fully qualified for the
JULY EXAMINATIONS
until they have studied
MARITIME
SINGLE ENTRY
BOOKKEEPING
KAULBACH & SCHURMAN,
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50 YEARS*
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Anyone sending a sketch and description may
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invention Is probably patentable. Communica-
tions strictly confidential. Handbook on Patents
sent free. Oldest agency for securing patents.
Patents taken through Munn & Co. receive
tpecial notice* without charge, in the
Scientific American.
A handsomely Illustrated weeklv. T-nrgest cir-
culation of nny scientific Journal. Terms, $.'J a
year; four months, $>l. Sold by all newsrteulors.
MUr^N & Co.36,Broadwa> New Yark
Iirauch Office. 626 F St., Wnihlnntoii. 1). C.
SLATE BLACKBOARDS.
CHALK CRAYONS, SCHOOL SLATES,
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SCHOLARS' COMPANIONS. m
W. H. THORNB & CO , Limited
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SCHOOL DE SKS.S. 8. LORDLY CO., St. John, N. B.
Educational "Review Supplement, Hugust, 1900.
THE ORDER FOR RELEASE
By Sir John Ereri'tt Millais
The Educational Review.
Devoted to Advanced Methods
Of
Education and General Culture.
Published Monthly. ST. JOHN, N.
B.
, AUGUST, 1906. 51.00 per Year.
<S. U. HAY,
Editor for New Brunswick.
A. McKAY,
Editor for Noti Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leintter Street, St. John, N. B.
Phis-ted by Barnes & Co.. St. John. X. B„
CONTENTS:
Editorial Notes,
Provincial Educational Institute at Chatham,
Summer School at North Sydney,
Language,
Our Rivers and Lakes, ...
Art Notes,-VHI
Barye, the Sculptor, —
A Book Worth Heading .... —
The Teaching of Elementary Geometry
Something for a Lazy Afternoon ....
Phychology for Teacher and Parent, —
Literature in the Whole, . .
A Habit of Observation ....
Lines in Season, ... ... — —
Acadia University Closing, ..v.
Kings College Encomia —
Recitations for the Youngest Children, ...
The Streets of Paris, ...
Current Events. .. ...
Sdhool and College,
Recent Books
Recent Magazines, .... •■■• — —
NEW ADVKKTI8KMENTR. •
J. at A. McMillan p. 33 ; University of Mount Allison, 35 ;
Gage K Co. 65 ; St John Exhibition, 56.
37
38
40
40
41
43
44
4«
46
47
48
49
50
50
61
52
63
64
66
57
68
50
W.J,
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents
When a change of address is ordered both the new and the OLD
address should be given.
11 a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
-misunderstanding may be avoided.
The number accompanying; each address tells tJ what date the
-subscription is paid. Thus "229" shows that the subscription is
paid to June 3:, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The Educational Review is always continued
to subscribers until a notice to discontinue is re-
ceived. This is the fairest way; as nearly all our
subscribers expect the Review to be sent to them
even after their year has expired, the understanding
being that they will remit at the first convenient op-
portunity. But subscribers should not allow them-
selves to become delinquents and to be dunned.
Dunning is expensive in the matter of time and
postage.
The present number of the Review will prove a
welcome visitor to the hundreds of teachers who
will read its pages previous to entering on their
work for a new term, and we hope to make every
future number stimulating and helpful. We wish
•our subscribers a happy and profitable year's work.
The teacher of few words — what a blessing she
would be to some schools ! The chattering teacher is
the creaking hinge of the school, and the mischief of
it is she keeps a-going constantly. Shattered
nerves ? No wonder.
Dr. W. T. Harris, probably the best known edu-
cationist on this continent, has resigned the office of
United States Commissioner of Education, which he
has filled acceptably for the past seventeen years.
His valuable reports, covering one or more large
volumes each year, are veritable mines of informa-
tion, while his writings on the philosophy of educa-
tion have given him a world-wide reputation.
Do you intend to make your school premises and
your surroundings better and more fully equipped at
the end of the year than you found them at the be-
ginning? If so, that will convince the trustees that
you are the right man or woman to teach their
school; and this will do more to solve the questions
of permanency and better salaries for teachers than
acres of foolscap covered with the most ingenious
and convincing arguments.
"My boy does not have to work," said a mother
a few days ago. Poor boy ! We are not surprised
that the remark was made in a police court where
the boy had been arraigned for some petty offence.
One of the worst things that can happen to a boy is
to be taught that he does not need to work'. What
did God give a boy hands for, but to use in some
right endeavor ? For what was his brain, given but
to be employed in something useful? If kind for-
tune has blessed the boy with plenty, he will have
the more with which to help others and make him-
self a blessing. But to permit a lad to grow up in
idleness because he "does not have to work" is a
good start toward the workhouse. It is the suicide
of character and the creation of a nuisance. Idle-
ness is the ruin of any life. Blessed is the boy who
has to work. He has a future. The world will
respect him, and, if he be faithful, will crown him
by-and-by. — United Presbyterian.
38
THE EDUCATIONAL REVIEW.
The Meadow's Changes.
Who says the meadow is monotonous? There is
no place so quickly transformed as the meadow.
Every passing cloud trails its shadows across its
surface, and every breeze tosses its drapery into
billowy motion. Every season leaves its individual
imprint. With the fall of the water, while the
grasses are passing through all the shades of gray,
blue, and green in their hurry to overtake the up-
land— the bog bean covers its spikes with feathery
bloom. Little mounds of sweet gale and patches of
royal fern add a touch of russet in response to the
call of spring. Soon the gray and blue and russet
take on as many shades of green, and at the fading
of the bog bean the graceful arrow-head shoots up
its glossy spears and opens its wax-like flowers.
Then the whole meadow reflects the sky in the blue
of the "flag flower prankt in white." When sum-
mer is at its height the little pale blue-bell and a
whole horde of diminutive beauties struggle in the
waving grasses to welcome the coming of their
queen— the meadow lily. The perfume of the pur-
ple fringed orchid lures us to its hiding place on the
outskirts of the thicket where the rose and meadow-
rue are rioting.
Then comes the scent of new-mown hay, and we
hasten to gather the nodding white cotton-grasses.
Far out on the river bank the sedges are ripening
and will soon be white — for Autumn is here, with
its plumes of golden-rod and asters — blue and white.
The thicket is holding a carnival of color. Red
apples are glowing on the thorn, tempting the
robins and other thrushes. The high-bush cran-
berry is bending under the weight of its scarlet
clusters. The wax-like beads are reddening on the
leafy stems of the Canadian holly, while under-
neath the ground is carpeted with the bronze and
gold of the fading fern and graceful fronds of
meadow-rue.
Again the water begins to creep over the fading
grasses and soon the ••curtain of snow will cover all
with its white echoless silence."
Ingles IDE.
We have received a copy of " Our Jabberwock."
a sixpenny monthly magazine for boys and girls,
published by the League of the Empire, London,
It is full of good things— healthy stories, short
plays, articles on birds and beasts, and much other
matter of interest to young people.
Provincial Educational Institute at Chatham.
The New Brunswick Educational Institute for
1906 was held at Chatham, opening on Wednesday
morning, June 27th, and closing Friday afternoon,
June 29th. There was a strong representation from
the eastern counties of the province, as well as from
St. John, Fredericton, St. Stephen, Woodstock and
other centres. The hotels at Chatham were taxed
to their utmost to provide accommodation, and many
private houses were opened to visitors through the
attention of Dr. and Mrs. Cox and the committee
assisting them. The sessions and public meeting
were held in the large hall of the fine high school
building, of which the townspeople of Chatham are
justly proud. The weather was warm and pleasant :
and the many beautiful lawns and shade-trees
through the town, in their early summer verdure,
were a delight to the visitors. The excursion on the
Miramichi river will not soon be forgotten, nor the
kind hospitality of Lt.-Governor Snowball, to whom
the members of the institute are indebted for a most
pleasant afternoon spent on that noble river. Pre-
mier Tweedie was a frequent attendant at the meet-
ings, and Mrs. Tweedie. at the close of the institute,
entertained the members at an informal and delight-
ful garden party. The Premier also placed his
stenographer and long distance telephone at the dis-
posal of the members of the institute, a courtesy
that was much appreciated.
The absence of Dr. John Brittain, the secretary,
through illness, was very generally regretted. Prin-
cipal Hamilton and Miss Milligan, of St. John, his
assistant, attended efficiently to all the duties of that
office.
It was appropriate to send to the British Columbia
Teachers' Institute, meeting at Victoria, at the far
west of Canada, a telegraphic greeting, which was
cordially acknowledged by that body on the follow-
ing day.
Dr. Inch presided in his usual dignified and effi-
cient manner. In his opening address he referred
to salaries of teachers, claiming that the average had
increased in this province during the last few years
from ten to twenty per cent. He quoted from a
letter from Inspector Mersereau to show that while
salaries were higher in the western prairie provinces,
there were fewer comforts, and the cost of living
there was higher.
Premier Tweedie, in his address at the public
meeting, hoped that before he laid down the seals
of office his government would increase the salaries
and provide a scheme of pensions for teachers.
THE EDUCATIONAL REVIEW.
39
Mr. E. W. Pearson, director of music in the public-
schools of Philadelphia, gave an address on the
teaching of singing-, which was greatly appreciated.
He held that to make this successful a definite course
otj the movable do staff notation is necessary, and
that the grade teacher, with good supervision, is the
only one who can accomplish this. He gave a large
number of instances in which it l>ad been done, tak-
ing but twelve minutes a day, and answered satis-
factorily a variety of possible objections. At periods
of the institute where opportunity offered, he in-
structed classes in the elements of singing with the
greatest interest to all. His enthusiasm and confi-
dence in his method were catching.
Inspector Bridges and Miss Mary McCarthv.
director of music in the Moncton schools, followed
his address with strong arguments in favor of music
teaching in the schools, and commendation of Mr.
Pearson's method.
Miss Ada E. Smith, of New London, Connecticut,
gave two excellent addresses on geography teaching :
Dr. Cox spoke on the Transfer of Latin and Algebra
to Grade IX ; Professor Lochhead, of Macdonald
College, on Educational Unrest; Principal Hamil-
ton, on the Decoration of School Grounds and
School-rooms : and Dr. H. S. P.ridges on Some
Phases of Modern Education.
Dr. Cox's address brought out a lively discussion.
He was strongly supported by Inspector Carter, who
held that manual training, domestic science and com-
mercial subjects belonged to grades seven and eight,
and that to make room for these Litin and algebra
should be relegated to the high school, as had been
done a few years ago in the case of geometry. Dr.
Bridges, Inspector Bridges, Mr. Myles, Principal
Owens, Principal Foster and others opposed this
unless the high school course was lengthened to four
years.
Professor Lochhead maintained that the introduc-
tion of nature-studv in the school curriculums. as at
present constituted, was onlv partially successful.
To realize its greatest possible benefit the course of
study would have to be revolutionized.
Principal Hamilton made a strong argument on
the educational value of decorating school-rooms
with re-prints of works of art, and the means these
afforded for giving elementary instruction in art to
children.
Dr. Bridges said it was dangerous to experiment
with education. Old methods were preferable in
many respects to new. He emphasized the import-
ance of language studies, and thought there was not
now the intelligent mastery of books as in former
days. '
Principal Geo. J. Trueman, in his address before
the high school section on the Admission to College
on High School Certificates, presented a well-pre-
pared argument in support of it. In the discussion
which followed, many declared themselves opposed
to more than one examination at the close of the high
school course.
Col. S. U. McCullv, in his paper on Military
Training in the Public Schools, emphasized the im-
portance of that promptness, order, obedience and
other qualities developed by a systematic military
training.
H. H. Hagerman, in his talk on the metric system
of weights and measures, gave suggestions for de-
veloping in pupils' minds practical ideas in regard
to the system.
Dr. Philip Cox was unanimously elected represen-
tative to the Senate of the University of New Bruns-
wick, in place of H. H. Hagerman, M. A. Dr.
Bridges, H. H. Hagerman, J. Frank Owens, Dr.
Hay, George A. Inch, Dr. Cox, R. E. Estabrooks,
B. C. Foster, E. W.' Lewis and Miss Ina Mersereau
were elected members of the executive committee.
The text-book committee of 1904 was re-elected
for two years : Miss Annie Harvey, Dr. Bridges, S.
W. Irons, F. O. Sullivan, B. C. Foster, Dr. Crocket
and Inspector Carter.
The N. B. Teachers' Association met on the even-
ing of the 28th and re-elected the old officers and
executive. The salary schedule at present in force
was adopted for the coming year.
Two noteworthy addresses at the public meeting
on the evening of the 27th were those made by Rev.
L. Gucrtin, D. D., of St. Joseph's College. Mem ram -
cook, and by Rev. Dr. Borden, of Mt. Allison.
In many neighborhoods there arc places interest-
ing from a historic point of view, and there are old
people who can contribute much to the making of
an accurate and a complete record of events. Now,
why cannot the teacher, when he has reached certain
stages in the study of history, send members of the
class to make maps of localities in which noteworthy
things were done, and to collect from the oldest in-
habitants, and from all other sources, all facts which
would be of value in the writing of history? The
records so collected, with accompanying maos,
could be embodied in compositions, and should be
discussed, and, if necessary, revised in the cla«s.
The teacher who follows the plan here suggested
will be teaching the children to go to original
sources for history and geography, and incidentally
to learn the value of accuracy and clearness in de-
scription.— Western Selwol Journal,
40
THE EDUCATIONAL REVIEW.
Summer School at North Sydney.
The Summer School of Science for the Atlamic
provinces met at North Sydney, Cape Breton, July
3rd to 20th. The visit there was one of unusual
interest on account of the attractive scenery of the
island and the great iron and coal industries carried
on there. The Dominion Government steamer
" Canada " was placed at the disposal of the school
for two days, and excursions were made to Ingonlsh
Harbor and to the Bras d'Or Lakes, touching at far-
famed Baddeck. The members of the school will
always entertain the kindliest feelings toward Capt.
Knowlton, his officers and crew, for the many atten-
tions received during these excursions. The oppor-
tunity was also given to see the historic city of
Louisbourg, the scenery of the beautiful Mira river,
the coal industries of Sydney Mines and Glace Bay,
and the steel works at Whitney Pier. The visitors
were impressed with the operations carried on at
these places. No mere report could convey any-
adequate idea of their immensity. Every oppor-
tunity was taken advantage of by polite officials and
attentive workmen to explain the intricacies of the
manufacture of coal and iron with their by-pro-
ducts ; and the visitors were satisfied with the great
object lessons which every day aroused their wonder
arid curiosity.
To have seen the Louisbourg of history, the
picturesque and commodious harbour of Sydney,
with its animated scenes by day and night, the
attractions of Mira river and Bras d'Or Lakes; to
inspect the workings of the Marconi telegraph
system on board the " Canada " and to see the
towers near Glace Bay ; to listen to the wierd stories
of miners who work two miles out under the Atlan-
tic and hear at night the dull thud of ships' anchors
over their heads, — all these and many more new
experiences were the lot of those who attended the
Summer School at North Sydney. It is little
wonder that, in a region like this, the larger classes
were found out of doors instead of in the class-
rooms. But many students travelled far, and came
for the sake of the regular work. These gladdened
the hearts of the instructors and were prettv con-
stant in their attendance.
President Seaman and Secretary Campbell were
kept busy providing for the many meetings and
engagements of the school, and though their re-
sources were often taxed to the utmost, they were
equal to all occasions.
The reception given by the ladies of North Syd-
ney and the many courtesies extended to the visitors
were warmly appreciated.
The next meeting of the school will be at the new
consolidated school at Riverside, N. B., on the invita-
tion of ex-Governor McCleland. »
Two governors, Lieut-Governor Fraser, of Nova
Scotia, and Lieut.-Governor McKinnon, of P. E.
Island, attended and spoke at the opening meeting
of the school this year. They also took part in the
excursion to Glace Bay and Louisbourg. Next
year the school expects to have three lieutenant-
governors, at least, at the opening meeting.
The following are the officers for the coming
year : Professor W. W. Andrews, president ; J.. E.
Barteaux, vice-president for Nova Scotia; Dr. G.
U. Hay, vice-president for New Brunswick; Miss
Guard, vice-president for P. E. Island : J. D. Sei-
man, secretary-treasurer. Principal McKittrick was
elected to the board of directors in place of Dr. J.
B. Hall, whose term had expired, and Principal Geo.
J. Trueman was chosen local secretary at Riverside.
Language.
Write the following in statements. Let pupils
put their work on the board. Notice very carefully
the spelling of each word. Have pupils make an
oral statement about each word used. This can be
made an excellent lesson for teaching one use of the
comma :
1.. Eight domestic animals; five persons. 2.
Twenty wild animals; ten flowers. 3. Twelve
garden vegetables; nine provinces. 4. Fifteen
fruits ; six countries. 5. Ten quadrupeds ; four
large rivers. 6. Twelve birds ; five sour fruits. 7.
Ten minerals ; four kinds of cake. 8. Six grains ;
six kinds of vehicles. 9. Ten things seen on the
way to school. 10. Ten things in the schoolroom;
four books. 11. Twelve farming implements; four
fuels. 12. Six bad habits; six building materials.
13. Ten games; twelve musical instruments. 14.
Five articles of clothing; four kinds of apples. 15.
Ten kinds of cloth; five kinds of money. 16.
Twenty trees; six things seen in the sky. 17. Ten
household articles; five kinds of windows. 18. Teh
things bought at a hardware store. 19. Ten occu-
pations ; eight kinds of people. 20. Five kinds of
snakes ; eight languages. — Exchange.
You are to be congratulated on the Review's
rapidly increasing usefulness. Our teachers are
now, more than ever, awakening to its value. It
has helped me wonderfully through many trying
periods of school work. W. A. T-
THE EDUCATIONAL REVIEW.
41
Our Rivers and Lakes.
Pkof. L. W. Bailey, LL. D.
No spell could stay the living tide
Or charm the rushing stream. Leyden.
In the second chapter of this series " our coasts "
were considered, and in that which followed it,
*' our mountains and hills." These are connected
with each other through " our lakes and rivers,"
which are equally full of interest and instruction.
Mountains, rivers and the sea are three connect-
ed parts of the earth's distillatory apparatus. From
the waters of the coast comes the supply of moisture
which, driven by the winds, falls as rain or snow,
especially where these winds, by blowing over ele-
vated land, have their temperature reduced. It
is the sun which lifts the waters into the air, thus
giving than what the physicists call " energy of
position : " the hills and mountains are the con-
densers which cause the air to drop its load ; it is
gravity which causes the precipitated waters to flow
back to the source from which they came, at the
same time enabling them, by the energy set free,
not merely to float our lumber and turn our water
wheels, but also to cut into and to carve, more or
less deeply, the surfaces over which they flow.
There are few natural phenomena more interest-
ing than those connected with running water. They
give to natural scenery a beauty which we never fail
to miss when they are absent. They are the most
life-like of all natural processes, and, taken together,
illustrate a history, ever varying in detail, which
if we choose to follow it out, shows the most
singular parallels with that of human beings. Thus
a liver has its birth, in the womb of mother earth;
il has its infancy, characterized merely as a time of
gathering strength; its youth, impetuous, noisy and
headstrong, defying .all obstacles, not easily turned
aside, carving its way with but few intervals of
rest; its maturity, when, its work mostly done, it
moves slowly and majestically upon its determined
way ; its period of old age, when, having reached
the sea level and lost the energy which it at one
time had, it no longer works, but drops its load,
assuming now the appearance of a calm repose. It
may even have its second childhood, when, through
the elevation of the region which it traverses, its
power of doing work is for a time again renewed.
Streams, like men. have also their conflicts and
adventures, their struggles for existence, followed
by survival or extinction, as they may or may not
be 'able to adapt themselves to changed conditions.
Finally they may, in a sense, be not only dead, but
"buried," as has happened with many of- the rivers
of America.
Let us now see how far these parallels find illus-
tration in connection with the rivers of Acadia.
Few countries are more thoroughly watered than
the province of New Brunswick. Travel where
you will within its borders and you are never verv
far from a water course. Take a good map of the
province and yor. will find that, like the arteries and
veins of the body, streams, large or small, traverse
every portion of its area. Of these, about four
hundred miles are navigable by steam, at least an
equal amount in addition is navigable by canoe, and
an almost indefinite number are large enough to
be available for the driving of lumber. Connected
with these are numerous lakes, more than forty of
them exceeding a mile in length, and, where not in
close proximity to settlements, abounding with fish
and game, offering great attractions to the sports-
man and tourist. Cascades also are numerous,
affording great and widespread opportunities for
the employment of water power in manufacturing
operations or the development of electricity.
In Xova Scotia, owing largely to its more limited
extent, no point being more than fifty miles distant
from the sea, the streams, though numerous, are
less important. The lakes, also, though very
abundant, are usually of small size and little depth.
If now we attempt to institute a comparison be-
tween the rivers of Acadia — a most fascinating
study, especially if based upon personal' acquaint-
ance and exploration— we shall first have to con-
sider the places and circumstances of their birth.
These are naturally, for the most part, remote from
settlements, being upon the higher grounds constitu-
ting the " divides " between the natural slopes of
the surface, and often densely forest clad. They
will also be found, in the great majority of instances,
to originate in lakes or ponds. These are gathering
grounds for more or less considerable areas, and,
in addition to brooks or rivulets, are themselves fed,
like the latter, by springs, the discharges of which,
owing to the coolness of the waters, are always
sought by sportsmen as affording the best oppor-
tunities for fishing. These springs are occasionally
of large dimensions, one, at the head of the Tobique
lakes, being especially remarkable, covering an area
of nearly half an acre, with water of exceptional
clearness and purity, and a temperature which, even
in midsummer, is not more than 42 °. On the other
hand, where streams originate from or pass through
boggy land, they arc apt to have the dark colour
42
THE EDUCATIONAL REVIEW.
and swampy taste clue to the vegetable acids usually
produced in such situations.
From the origin or birth of our water-ways we
now proceed to consider their history and develop-
ment. It has been stated above that rivers have
their periods of growth, maturity and old age.
How, we may now ask, are we to distinguish be-
tween a young and a mature or old river? Well a
stream is young, in the sense which is here implied,
when it still has the greater part of its work before
it, that work being the making and deepening of
its channel; it is old if that work is nearly done.
Young rivers are usually swift, broken by rapids
and falls, with their channels narrow and often
bordered by rocky bluffs; old rivers are character-
ized by broad and open valleys, moderately flow-
ing currents, with numerous islands, and more or
less extensive flood grounds. Naturally their cou/se
will at first be determined by the position of the
divides and the steepness of the slopes or water-
sheds ; but if, with the aid of a good map, we try
to trace them out, we are soon struck by the fact
that while the minor streams evidently flow off, like
rain on a roof, along existing slopes, or occupy val-
leys between enclosing hills, the larger ones in
many instances cut directly across the latter as
though they had been but little infl.-.enced by the
irregularities of the present surface. Thus one of
the principal tributaries of the St. John, viz., the
St. Francis, starts from Lake St. Francis, hardly
ten miles distant from the great St. Lawrence, and
on the northern side of the great divide or " Height
of Land " separating the Province of Quebec from
that of New Brunswick, and yet, instead of empty-
ing, as one would expect, into that river, cuts
through a high rang2 of hills to join the St. John,
and then the combined waters of these and other
tributary streams, still apparently unaffected by the
obstacles in their way, turning southward traverse
at least four other great axes of elevation to dis-
charge into the Bay of Fund v. Only one explana-
tion of this anomaly, shared with the St. John by
the St. Croix and the Magagaudavic, as well as by
the Hudson and the Potomac, is that the rivers are,
in part at least, older than the hills; that these have
risen athwart their path, but that, like men, having
once " gotten into a groove," they could not well
get out of it, and so, as the hills rose, have simply
cut their grooves more and more deeply. That
they are still at this work shows that they are. in
part at least, still young.
To make this and some other points in connec-
tion with our rivers more clear, it is now necessary
to say that at a period but little, if at all antecedent,
to man's first appearance upon the earth — a period
known to geologists as the Glacial Period — all this
portion of America was, as generally believed, in a
condition similar to that of Greenland to-day, i. e.,
deeply buried beneath a continental or semi-contin-
ental glacier, even our highest hills being covered
by hundreds, if not thousands of feet, of snow and
ice. This great ice mass, too, was, as in the case of
Greenland, " on the move," and therefore, as well
exhibited both in that country and in Switzerland, in
a condition to deeply abrade the surface on which
it rested, ploughing deeply wherever the conditions
were favorable, breaking off projected ledges, tak-
ing large quantities of rock material into its mass,
transporting this to considerable distances, or push-
ing it in front of its advancing foot, there to re-
main, when the glacier finally melted away. Such
accumulations of ice-transported rock material are
in Switzerland, known as " moraines," and, as will
be shown in a later chapter, are common over many-
parts of New Brunswick and Nova Scotia. More-
over, when the ice, through climatic changes, began
to melt, the first formed streams, owing to the com-
plete burial of the hills and valleys below, would be
determined in their course, not by the latter, but by
the ice-slopes above. Thus as ridges began to pro-
trude, streams, fed by the melting ice, would have
no difficulty in crossing them, at the same time de-
termining a groove or " water-gap," which ever
after they must follow. This is the explanation of
the anomaly referred to above, and many of our
rivers, or parts of them, are of glacial origin, pro-
duced when the land stood higher than now, and
when, as a result of such elevation, both water and
ice were far more effective agents of sculpture and
removal than they ever since have been. But while
many of our rivers, or some portions of them, were
thus excavated, channels formed at that time, or
previously existing, were in many instances obliter-
ated, as the result of being completely filled up by
the debris of the glaciers, thus forcing the rivers at
a later period to carve for themselves entirely new
ones. Finally, as the land during the period of
elevation was not only higher, but more extend-:*!
than now, coastal regions which are now submerged
being then a part of the dry land, the mouths of
rivers emptying into the sea would have their
mouths far outside of their present position, they
and their former channels, in some instances for
hundreds of miles, becoming buried or "drowned"
THE EDUCATIONAL REVIEW.
43
as the land, after the Glacial Period, sunk not only
to the present level, but below it. A final but rela-
tively slight upward movement brought things to
the conditions in which we find them to-dav,
although, as stated in a previous chapter, there is
reason to believe that these oscillations have not
yet wholly ceased.
With these explanations we may, in a later
chapter, return to the study of our existing streams.
How One Woman Keeps Young.
How to keep young is one of the questions of
perennial interest to the feminine mind. Amelie
Rives, the noted author, who is said to look like a
girl in her teens, recently told of her reply to a
physician who wrote her to send him the secret of
what he called her perpetual youth. "I wrote back
that he must consider th; cost," she said. "It is a
cost that few of his fashionable patients would make,
for I rise at 7 or 7.30, ride or walk in the country
roads, live close to my books, see few people, and re-
hire at 10. Wliat fashionable woman could endure
my life? I remember thinking about it one winter
morning, when I was walking along, the crisp,
crackling snow under my feet, the fairy outline of a
gossamer frost revealing every twig of bush and tree,
and I was so invigorated and happy I could have
whistled like a boy with delight; but if I had been
a woman of fashion I couldn't have endured the
silence, the empty distances, the quiet; why, a
woman of fashion would die in my place, and I am
quite sure that I should in hers."
A Place for the Boys.
What can a boy do and where can a boy stay
If he is always told to get out of the way?
He cannot sit here, and he must not stand there.
The cushions that cover that fine rocking-chair
Were put there, of course, to be seen and admired.
A boy has no business to ever be tired.
The beautiful roses that bloom
On the floor of the darkened and delicate room
Are not made to walk on — at least not by boys.
The house is no place, anyway, for their noise.
A place for the boys, dear mother, I pray,
As cares settle down round our short earthly way.
Don't let us forget by our kind, loving deeds
To show we remember their pleasure and needs.
Though our souls may be vexed with problems of life
Anil worn with besetments and toiling and strife,
Our hearts will keep younger-^your tired heart and mine-
If we give them a place in their innermost shrine.
And lo life's latest hour 't will In- one of our joys
That we keep a small corner, a place for the toys.
— Boston Transcript.
Art Notes- VIII.
By Hunter Boyd.
"The Order of Release " by Sir John Everett Mlllais.
The reproduction selected for this month is from
one of the artist s best works, although it is not so
well known as many of his other paintings. The
original is dated 1853, and was exhibited in the
Royal Academy of Arts in that year. It is now in
the Tate collection of the National Gallery. When
first shown the picture evoked much interest, indeed
policemen were required to regulate the crowds
who thronged about it. The price given for works
of art is not always a fair indication of value, but
many will be impressed on learning that Sir Henry
Tate, the last purchaser, gave $25,000.00 for it,
and then presented the picture to the British nation.
It is an oil painting on canvas, y/z ft. by 2J/2 ft.,
and therefore the figures are less: than life-size.
They are, however, rendered with extreme care, and
in the judgment of one eminent critic, as a piece of
realistic painting, it may challenge comparison with
anything else in the world.
The artist introduces us to a scene which belongs
to a period a hundred years before the time when
^ie depicted it. We are supposed to be in the ante-
room, or waiting-room, of a gaol, situated near the
border of England and Scotland, possibly in the
town of Carlisle. A prisoner who has been in the
rebeliion of 1745 is seen wearing a kilt of the Gor- -
don tartan, his right arm being in a white sling.
His head falls upon his wife's shoulder, and his
left arm embraces her and his child. The wife has
procured an "order of release," and is handing it
to the gaoler who stands in the doorway, and it will
be necessary for him to take the " order " to his
superior officer for verification before the prisoner
can be released. The little child is asleep, but the
collie who jumps up and fawns upon his master is
intensely awake. A feature to be noted with special
interest in the hands of all the persons, for Millais
devoted special care to their treatment; and as
emotional expression is not confined to features, we
have here a good instance of accord between faces
and hands in the working out of this little drama.
We cannot expect to get very subtle details in a
black-and-white copy of the picture, but the general
bearing of the woman leads us to expect that whilst
she displays an air of triumph, and some indication
1 if contempt for the gaoler, there is also love for
her husband, and a certainty that he will soon be
at liberty.
44
THE EDUCATIONAL REVIEW.
The test that may properly be suggested in deal-
ing with this scene is — if such an event ever took
place, is it likely that the occurrence was as Millais
has depicted it? We believe so for several reasons.
The artist has been scrupulously careful in his re-
production of uniforms and textures. The "order"
was painted from a genuine one. Special pains
were taken in the treatment of the collie dog, and
the little child was actually asleep when Millais
seized the expression. (The woman who posed for
the picture afterwards became the second wife of
the artist). The actors in this silent drama have
all entered so thoroughly into the situation,' and
Millais has so truthfully rendered it, that we are
helped to an appreciation of the feelings which pre-
vailed between the Scotch and English in 1745, as
symbolized by the " good wife " with her order for
pardon, and the turnkey with his bunch of keys.
Such are the facts concerning the picture. The
teacher should hold them all in reserve, and
endeavor to secure conversation on the subject. In
the junior classes' the interest will probably centre
about the little child, the dog, the broken arm of
the man, and the strewed primroses. In inter-
mediate classes, where British history has been
studied, the picture will be of use in illustrating the
costumes worn at that period. In the senior
classes special attention may be drawn to the com-
position of the central group, and it will be found
that affection makes them a unit.
Professor Blackie used to form a very picturesque
feature in the Edinburgh streets. He was a cheery
old patriarch, with handsome features and hair
falling in ringlets about his shoulders. No one
who had seen him could possibly forget him.
One day he was accosted by a very dirty little
bootb|ack, with his " Shine your boots, sir?"
Blackie was impressed with the filthiness of the
boy's face.
" I don't want a shine, my lad," said he. " But
if you'll go and wash your face I'll give you a six-
pence." 1 ; i j I ■; |#N
" A' richt, sir," was the lad's reply. Then he
went over to a neighboring fountain and made his
ablutions. Returning he held out his hand for the
money.
"Well, my lad," said the professor, "you have
earned your sixpence. Here it is.
" I dinna want it, auld chap," returned the boy,
with a lordly air. " Ye can keep it and get yer
hair cut."— Tit-Bits.
Barye, the Sculptor.
Miss A. Maclean.
Antoine Louis Barye (ba-ree) was born in Paris,
September 15th, 1796. His father was a goldsmith.
His family preserve as souvenirs of his earliest
childhood figures of animals which he cut out of
paper. In 1819 Barye received third prize for a
medallion from the Ecole des Beaux Arts. The
following year he won second prize in sculpture
For four succeeding years he competed unsuccess-
fully, and in 1824 his work was not even admitted.
So he abandoned the beaux arts and returned to
his craft, and for years set himself quietly, deter-
minedly, to master his art. Nothing was neglected ;
he drew from the living model, he familiarized him-
self by observation and dissection with the physical
structure of man and animal, he informed himself
thoroughly about the best methods of melting and
casting metals, he copied in the Louvre the works
of the masters. But the Jardin des Plantes was his
greatest studio then and throughout his life. In
the garden the animals are to be seen in their cages ;
in the museum of zoology they are found stuffed;
and in the museum of comparative anatomy are their
skeletons. This was the day of the Cuviers.
Frederic, the younger, became curator of the
menagerie in 1804.
After years spent in study, Barye made his first
salon exhibit in 1827, a sculptured " Tiger Devour-
ing a Crocodile." This work created great enthu-
siasm among the new school. Hitherto no one had
thought of actually studying animals from life.
The academic school was constrained to award him
a medal of the second class. But powerful as this
work was, Barye had not yet attained to maturity
in his art. In the Salon of 1833 Barye exhibited
ten works of sculpture, the most notable being the
" Lion and Serpent." It produced even greater
enthusiasm than the " Tiger and Crocodile." Very
soon the enthusiasm gave place to anger among the
academic sculptors. Barye, however, was decorated
with the Legion of Honor, and the lion was pur-
chased by the state and placed in the garden of the
Tuileries. Someone says the lion lives, and if you
wait long enough you will hear the deep growl as
he shrinks in loathing from the serpent he is about
to kill. Still there was too much detail in Barye's
work — he had not yet reached grandeur. The years
that followed till 1837 were busy and prosperous.
Thiers was minister from 1832 till 1836, and wished
some great work to commemorate Napoleon I. The
inspiring hope of decorating the entire Place de la
THE EDUCATIONAL REVIEW.
45
Concorde was held out to Barye. But finally it was
resolved to have an eagle with seventy feet span of
wings descending upon the Arc de Triomphe,
clutching in its talons trophies symbolizing the
cities and nations conquered by Napoleon. Alas for
France that none of these were carried out, and that
she gave not her geniuses work worthy of them.
The jury of thirty-six proceeded to treat Barye as
they had treated Millet, Rousseau and others. His
bronzes were refused. He interpreted this as an
order to submit to academic ideas or cease to com-
pete, and did not again compete till 1850, when the
old jury was swept away with the monarchy. In
1840 he completed the lion, which is walking about
the base of the Bastille column. This was another
milestone in the onward march of the great sculptor.
The lion is pacing with slow measured steps about
the base of the pillar, breathing low growls as he
goes. Charles Blanc says of this lion, " It is the
image of the people guarding their dead."
But Barye had begun answering the action of
the Salon of 1837 by making himself a manufac-
turer, hiring skilled labor and selling his products.
These consisted principally of small statues of
animals and birds. But oh, the folly of it! The
folly of France! There stood one who could have
done for Paris what the masters of Greek art had
done for Athens, and they let him waste his time in
making Lilliputians for a living. He did not
neglect grand art altogether, however. The
" Theseus and Minotaur " belong to grand art, and
in 1847 ne finished the " Sitting Lion." This was
his first public answer in monumental work to the
closing of the Salon doors, and the answer was a
complete one. Here all details are effaced. The
lion, grand, calm, terrible in his conscious might,
sits there on his throne looking towards the ends
of the earth. The state purchased it and placed it
near one of the entrances to the Louvre.
Eighteen hundred and forty-eight came, and with
it the revolution ; the Salon was no longer closed,
and the artists of the new school got their chance.
Barye was himself made one of the judges. He
re-entered the Salon of 1850 with the " Centaur and
Lafrkh" and the "Jaguar and Hare." Both are
now in the Louvre. The Centaur is grand, but the
Jaguar — such strength, such savagery, such supple-
ness!— you can feel its muscles slip under its bronze
skin. It is not an individual, but a type — this is
genius, immortality. Barye had attained maturity
in art. The Jaguar was purchased in 185J by the
Imperial House, and Barye was named professor of
drawing and zoology at the Museum of Natural
History, a position he held until his death. At the
World's Exposition of 1855 the international jury
awarded him the grand medal of honor in the sec-
tion of art bronzes, and he was named officer of the
Legion of Honor. In 1868 he was elected to the
Academy of Beaux Arts.
Sylvester, Barye's friend, describes him at the
zenith of his power : " He is of supple figure and
above middle height, his dress is modest and care-
ful, his bearing and gestures are precise, tranquil,
worthy. His eyes, vigilant, firm, look you always
frankly, profoundly in the face. He listens to you
with patience, and divines your thoughts. All his
words hit the mark, but they seem to come with
effort from his thin, strong lips, for with him silence
is virtue. He follows the maxim, ' It is better to be
than to appear.' He has never taken an ambitious
step, never spoken a servile word, never cherished
a jealous thought, being ever ready to give full
credit to others. I do not know a contemporary
more ready than he to hear what is true and exalt
what is beautiful. A man convinced of his own
worth, without vanity, solid in his affections, de-
spising his enemies to the point of forgetting them,
charitable toward others, severe toward himself."
Corot and others, who knew him well, found him
an interesting talker and critic, the mute reserved
man becoming full of animation and sparkle. He
was married twice. His first wife and their two
daughters died, and he married again and had eight
children. He seemed to have loved his home and
family, but of his domestic life little is known.
He painted as well as sculptured, and it was when
painting backgrounds for his animals in the forest
of Fontainebleau that he was most associated with
his Barbizon fellow artists. He knew the wild
animals of Fontainebleau well, and in the rocky
gorges of the forest he imagined the Indian jungles
and African wilds.
Heart disease kept him to his chair at last, and
Corot's death was kept a secret from him. One
day. toward his last, Madame Barye was dusting
some bronzes, and remarked that when he felt better
he ought to see that his signature on the bronzes
be made plainer. He replied, " Give yourself no
uneasiness, twenty years hence they will be search-
ing for it with a magnifying glass."
The calm, determined, kindly man, one of the
greatest geniuses of any kind, ceased from his
labors on June J5U1. 1875. France mourned her
gifted son, but she was not wise in time.
46
THE EDUCATIONAL REVIEW.
A Book Worth Reading:.
To the Editor of Educational Review:
Dear Sir, — This is an age of school libraries.
Books, many and varied, much used and little used,
are found on the shelves. I wish to make mention
of one, which seems to me should have a special
shelf to itself in the centre of constant use. In the
carefully prepared lists issued from which to make
selections for the schools, there is a title I do. not
remember seeing, i. e., " The Opal Sea." Permit
me to recommend this charming piece of literature
to teachers and pupils of our public schools. Its
value lies in its novelty of idea, beauty of style,
coloring of thought and scientific information. A
better and clearer explanation of the tides is given
in a few words than it was ever my fortune to hear,
even after repeated requests, in lengthy lectures at
our normal school. Life inanimate (winds, etc.)
and animate, above and below the surface of the sea,
is clearly and almost poetically described.
I hope that these few words may draw the atten-
tion of those interested in such subjects. The
author is John C. Van Dyke. The book first appear-
ed March, 1906, and is published by Scribner's, New
York, at $1.50.
Sincerely yours,
A. W. L. Smith.
Halifax, N. S., June 30, 1906.
The Language Box.
Keep a little box, with a slit in the cover, on your
desk. Give to each pupil some small slips of paper,
on which they are to write every incorrect expres-
sion heard at recess, on the playground, or when
they are not at school, if you wish to break up bad
habits as quickly as possible. The slips are to be
dropped into the box, some time during the day.
The language lessons are heard, in this case, late
in the school day. At that time the box is opened,
the slips read by the teacher, and corrected by the
class. — Normal Instructor.
The teacher of grammar and rhetoric wrote a
sentence on the blackboard, and then called upon
William.
"John can ride the horse if he wants to." read
the teacher. " Re-write the sentence in another
form."
William surveyed it dubiously for a moment;
then a flash of inspiration showed him his path.
"John can ride the horse if the horse wants him
to," he wrote. — Youth's Companion.
The Teaching of Elementary Geometry.
By M. R. Tcttle.
Great improvements have been made in the teach-
ing of this important subject within recent years.
In former years the whole of the first book of
Euclid would be gone through with before any
original exercises were given. Many would learn
the propositions verbatim, so that nearly all of its
educational value was lost. With the introduction,
at an early stage of their progress, of exercises to
be worked by the scholars' own ingenuity, a great
improvement was made. Intuition, imagination,
conception and reason were more strongly develop-
ed. The further great changes that have recently
been made are in line with the trend of modern
education. The new education demands the practi-
cal. It re-enforces reason by appeals to the senses.
It is objective before being subjective. What, then,
are the recent reforms in geometrical teaching?
Mechanical drawing is introduced at a very early
period of the pupils' course, in fact about as soon
as he enters school ; so, if his geometrical education
is thus carried on from the first in connection with
drawing and modelling, geometry proper might be
commenced in the sixth or seventh grade. This
would give a course of two or three years before
undertaking deductive geometry in the high school.
It would include such exercises as the measurement
of angles and areas, by the use of instruments, the
arriving at geometrical truths by the inductive
method of drawing and modelling, the measurement
of heights and distances.
This method would have the advantage of putting
his knowledge to a practical use from the very
beginning. He would be learning to do by doing
from the first. Sometimes a boy of poor reason-
ing ability is skilful in the use of the powers that
call into play the motor activities. These boys, by
this method, would be encouraged, and thus led on
to the more rigorous demonstrations of later years.
Nor should this practical geometry be abandoned
in the high school. So important is it that the
Mathematical Association of Great Britain, the
successors of the Association for the Improvement
of Geometrical Teaching, as well as the various
works on elementary geometry that have recently
appeared, all agree that it should be continued after
deductive geometry has been begun. Taught in
this manner, geometry is an aid to arithmeti-
is aided by it, in turn. It is also an invaluable
adjunct to manual training.
There is an admirable work on the subject which
THE EDUCATIONAL REVIEW.
47
has recently appeared, and which was reviewed in
a late number of the Educational Review,
" Mechanical Drawing," by S. A. Morton, M. A.,
Halifax, N. S. It might bz well to use this work
as an introduction to, and in connection with, the
texts in geometry at present in use in the schools of
the Atlantic provinces. Nevertheless, there are series
by the same author which combine both the inductive
and deductive elements, either in one book or in two.
One of this character would perhaps form a safer
guide for teachers who are just entering the profes-
sion. Take, for instance, "The Elements of Geo-
metry," by Lachlan and Fletcher, London, Edward
Arnold. Would it not be a good plan for our text-
book committee of the N. B. Provincial Educational
Institute to suggest a good work? At present the
subject is on the N. B. course of study, but the
scheme needs elaborating. I have no doubt this
scheme will have the sympathy and co-operation of
the Provincial Normal School. We might ask them
to set every year- some questions on the subject for
the entrance examinations.
A Hint to Teachers. — A little girl sat listening
to a poem. Her mother stopped frequently to ex-
plain and simplify. After quietly submitting for a
time the little one said : " Mother, dear, I could
understand so much better if you would please not
explain."
Guess the Name of the Poem.
Guess the name of the poem that tells you the time,
The poem where two are made one,
The poem by which a wide river is crossed,
The poem with which yarn is spun.
The poem whose anvil rings loud 'neath his blows,
The poem that falls from the sky,
The poem that shines where the moon has grown old,
The poem that cannot be dry.
The poem where forests are stripped of their leaves,
The poem that follows the deer,
The poem that sails without captain or crew,
The poem that rings once a year.
The Swallows.
"Gall?r«t and gay in their doublets gray,
All ait a flash like the darting of flame,
Chattering Arabic, African, Indian —
Certain of springtime, the swalJows came !"
"Doublets of gray silk and surooats of puilple,
Arid ruffs of russet round endh little throat,
Wearing «ucb gar)) they 1kw1 crossed "lie waters,
■Mariners sailing wifrh never a boa*."
— Edwin Arnold.
Something: for a Lazy Afternoon.
It was a hot afternoon in August. The glowing
sun sent its scorching rays on the roof and sides of
the little white rural schoolhouse which was unpro-
tected by even a tree. In the schoolroom it seemed
too hot to breathe, and the nineteen restless pupils,
varying in age from five to sixteen, were lounging
in their seats. As I tapped the bell for afternoon
recess, and as the children filed listlessly past me, I
realized that the language lesson on coal which I
had planned for the last hour would be an utter
failure.
Some interesting work must be given the child-
ren, something that would cause them to forget the
heat; but when the children had taken their seats
my heart sank widi despair, for I was myself too
tired to originate any instructive occupation.
Suddenly I had an inspiration. One class was
studying map drawing by scale. Giving to the
three little folks some colored shoe pegs for work
in stick laying, I sent the rest of the pupils to the
board with their rulers. Who ever saw a child who
did not like to draw on a board? I had each child
measure off a two foot space, and we called it a
meadow. I then asked each to draw a picture of
a tree, and we would see if any one could tell what
tree was represented. How hard they thought !
As I watched the trees grow on the board, some
looking as if a west wind had broken them, and
others as if they had been struck by lightning, I
realized that these country children surely had
"eyes that see not." Two of the drawings, one of
a maple and one of a pine, were very good. As I
asked them to prepare for dismissal, one large girl
involuntarily exclaimed, "It isn't time to go home?"
As the pupils filed out and were on their way,
they watched the trees and made comparisons that
would enable them to draw trees more correctly in
future. — Adapted from an Exchange.
Spelling.— Summary, arrival, corridor, efficient,
Schenectady, betrayal, conceivable, arraigned, pa-
vilion, lunatic, assimilate, laudanum, Delaware, cor-
roborate, accessible, citadel, excelled, clumsy,
luncheon, livelihood, carnival, amateur, rehearsal,
umbrella, piteous, cemetery, Manhattan, particle,
cocoa, erroneous, legacy, tournament, embezzle,
illuminate, irrevocable, courteous, relegated, annoy-
ance, reverence, dropped, inevitable, concede, out-
rageous, electricians, interference, conferring,
counterfeit, yachting, standard, etymology.
48
THE EDUCATIONAL REVIEW.
Psychology for Teacher and Parent.
Mrs. Catherine M. Condon.
Every phenomenon has its meaning; and the
scientist notes facts that, by the casual onlooker,
would either pass unobserved or be deemed too
insignificant for mention. But to the scientist
':' day unto day uttereth speech, and night unto night,
showeth knowledge." By the practice of passing
nothing by without observation, careful comparison,
study of the relation of isolated facts, in regard to
time and space and causation, and then by giving
those facts their proper place in the body of ascer-
tained truth, the scientist is enabled in this way,
and only in this way, by synthesis, to formulate and
enunciate a law. No art or science is ever built
up but by observation, comparison, judgment and
inference. The art and science of education form
no exception to this principle ; but what a time it
has taken to find this out !
Psycho-physiology, which concerns itself with the
inter-relations of body and soul, is adding greatly
to the knowledge and efficiency of parents and
teachers ; and that in proportion as they allow them-
selves to be guided by expert authority into the
right track, and put upon their guard against wrong
conclusions, and become habituated to a correct
method. Add to this the immediate record of an
observation with its curcumstances of time, place,
cause and effect and varying conditions, strict
adherence to truth being the key-note ; and although
the contribution to scientific investigation may be
small, it may prove a missing link, for which un-
availing search has hitherto been made, or it may
be the last iota of evidence that establishes the
soundness of theory. Why have we not been mo-e
sedulous in our attempts at human culture, and more
generous in giving the fruits of our experience to
others ?
The astronomer has a record, well-nigh continu-
ous, running back for centuries, and, given time for
his calculation, he would map out for you the starry
heavens for a century to come. A difficult task,
indeed, and one of the triumphs of human intellect.
But how much more difficult the task of the edu-
cator. The stars fast fixed in necessity pursue their
beaten track in the heavens and their mighty revolu-
tions with foreseen and absolute certainty. But
man, a free agent, within his limited sphere, and
needing in the formative stage constant care and
guidance lest he go astray, how seldom, under even
favorable conditions, does he receive the searching
observation and study that is bestowed upon his
subject by the student of science!
The theory of Locke, that man comes into life a
tabalu rasa, on which you may write what you
please, and that no ideas can exist which have not
been acquired through the senses, has been for some
time discarded by philosophers. It may indeed be
questioned whether if Locke had been a father, and
had continuously watched the development of his
own child, he would ever have formulated such a
theory.
More searching investigation brings in with
startling force the fact of heredity; the child is a
very palimpsest, written within and without, scored
with lines innumerable, only some infinitesimal
few decipherable, by their effects, to the keen eye
of scientific research, and to the vision, rendered
sharp by parental love which may be looking out
for the development of known undesirable hereditary
traits, so that by wise dealing they may be nipped
in the bud, or their force transmuted.
The influence of heredity is profound for good
or evil, according as it is recognized and given right
direction, and we cannot ignore it if we would, but,
like the rampant, fiery horses in Plato's noble
simile, if skilfully managed, it will carry the
individual onward and upward. Heredity is a
spiritual force, and, while its manifestations mint,
in the first place, be observed by the senses, that is
only half the task, for the nature, scope and limit-
ations of this factor in human development must
be spiritually discerned.
What watchfulness, what care, what ingenuity,
what virtue, in a word, what wisdom of the heart,
as well as the hand, is needed! Where shall we
then begin? With the child. When? At birth.
How ridiculous this will appear to those unthink-
ing people who say that the child must have attain-
ed a certain age (differently stated) before he can
become the subject of discipline, before he can be
trained to habits of obedience and good behaviour
and pleasant manner. It will be wise for all our
teachers, in their own interest, in order to secure a
happy school life, to take up this study of the child ;
and there are few so situated as not to have an
opportunity of studying the infant in the cradle, and
through all the stages of child-life up to school age.
Much help may be obtained from those mothers
who do not shirk their maternal duties, but "live
with their children," and in that sweet and gracious
life of service learn much which, if embalmed in
THE EDUCATIONAL REVIEW.
49
accurate and uninterrupted record, would in years
to come stir up memories most precious and be of
permanent value. If passed on to the child, when
grown up, what a guide it would be, and what a
warning, in good time, it might prove against cer-
tain tendencies that, if not checked, might prove
fatal to character. For the teacher, what a full
page in the book of human nature would have been
scanned, could she but watch critically the unfold-
ing of even one child from infancy till it had
passed through her grade, and what an enlargement
of sympathy and spiritual insight.
Psychology, like every other art and science,
must begin at the beginning, or as near the begin-
ning as it can. For the ordinary observer that
limit is fixed at birth.
As an aid to the beginner, the most complete and
scientific account of the manifestation of the soul
of the child, and the first glimmering light of the
intellect is to be found in the record, kept regularly,
at least three times a day, with scarcely any inter-
ruption, by Dr. Wilhelm Preyer, Professor of
Psychology in the University of Jena.
It was the record of his son, a normal child,
without brother or sister, carefully shielded from
disturbing influences, and it lasted over three years.
All the senses, in their range, their order of unfold-
ing, and their limitation, were observed scientifically
and by a man whose candor, love of truth, freedom
from bias and generous acknowledgment of the
labours of others, is manifest on every page, thus
creating confidence in the mind of the reader in the
competence and good faith of his guide.
Preyer's Soul ok the Child, in two volumes.
I. The Senses and the Will, $1.50; II, Mental De-
velopment in the Child, $1.00. D. Appleman & Co.,
New York.
To measure an angle by a watch, lay two straight
edged pieces of paper on the angle, crossing at the
apex. Holding them where they overlap, lay them
on the face of the watch, with the apex at the centre.
Read the angle by the minutes of he dial, each minute
being six degrees of arc. It is easy to measure
within two or three degrees in this way.
A lady once asked a little girl of five if she had
any brothers.
'' Yes," said the child, " I have three brothers."
"And how many sisters, my dear?" asked the
lady.
" Just one sister, and I'm it," replied the small girl.
— Little Chronicle.
Literature in the Whole.
How should literature be studied? It should be
studied to get straight to the heart of the author, —
his thought and his feeling. Knowledge of his-
torical and classical allusions and definitions of
words are necessary to an appreciation of literature ;
but any chasing down of allusions for the sake of
mere knowledge, any seeking out of the origins of
words, any study of the life of an author when it
sheds no light on the work in hand, is a waste of-
time; for it distracts the attention from the litera-,
ture, and never allows the reader to catch the fires
of a great creative spirit. So, too, while literature
is the best instructor in composition, it should never
be called upon to give this lesson until it has first
unfolded its great truth to the reader. And there
can be nothing more stultifying to a class than
forcing these secondary matters to a prominent
place in the study of literature, because, forsooth,
they are the only things that can be marked and
tabulated. How often a child in school is trained
to dislike literature because he is made to spend his
energy turning the leaves of a dictionary or some
handbook, or learning the nauseating drivel to be
found in some edited texts! When an instructor
arrives at this stage of teaching where little things
are seen out of all true proportion, his life has
already fled, and soon the life of the class will flicker
and die. Every student that makes details of
supreme importance is like a near-sighted man
studying some noble work of architecture. He
may know the beauty of each individual column, the
perfection of each pedestal and capital, the graceful
lines of each window and door ; yet this near-sight-
ed man would have little sense of the strength and
harmony of the whole. And there are many stu-
dents in our classes making a myopic study of lit-
erature. Its minutest details are perfectly known ;
but the great broad significance of its mighty unity
is never dreamt of.
The method, then, will be to seek first the truth.
If in the search historic or classic references must
be known, if new words are hiding the meaning, if
figures of speech need explanation, if the biography
of the author throws light on his meaning, learn
these things. But always remember that they are
but incidents; the real tiling is the living truth
which a great spirit has found and written down
fur the enlargement of the soul. — //'. /•'. Webster,
in " Teaching English in the High School."
50
THE EDUCATIONAL REVIEW.
A Habit of Observation.
Agassiz says, " You study nature in the house,
and when you go out of doors you cannot find her."
If you wish to become observant, irritate your
curiosity, become inquisitive. Train it off into the
region of the five senses. If people were as curious
about the business of their neighbors in the fields
and woods, in the household concerns of the birds,
and the domestic relations and economies of the
bugs, as they are about their neighbors in houses,
how fast would our books of original observations
be filled up ; for it is the same power which, piped
off in one direction or the other, makes us busy-
bodies and gossips or observers and naturalists.
To the latter end, read such books as open up the
physical world; books which introduce, and pro-
voke experiment and examination, rather than those
which explain away and describe; settle down to
the cultivation of a knowledge of the seemingly un-
important and uninteresting landscape wherein you
find the extent of your riches to be; and you will
live; and the deeper you delve the greater you will
soon agree with Charles Kingsley, "that he is a
thoroughly good naturalist who knows his own
parish thoroughly."
But, it is not the eye that sees or the ear that
hears. Behind the eye and ear must be the seeing
and hearing brain, the inquiring mind, taking note
of all that passes outside its windows, for such onlv
are the senses. Do you ask, "What shall I look
tor?" "What shall I observe?" Anything,
everything. Examine the colors of dawn and sun-
set. Cloud colors never got into literature till
John Ruskin painted them. See what he says, let
him introduce you to the glories of the heavens.
Learn to know the birds by their cries and songs,
and by their flights and figures. Note the time of
their comings and goings, and find out what birds
spend the winter with you. Note the putting on of
the foliage ; every tree has its time and tint in spring
and autumn. Find what colors predominate in the
flowers in the various seasons and months. Note
the colors of autumn, and of families and groups of
plants and of ripened fruit. Learn to distinguish
plants and seasons by their scents at night. There
is a geography of scents of every path and highway
you will find, so that you could pick them out if
you were blind. Note the works of frost, and snow
drifted and stratified and sculptured by the winds
of winter.
gaunter down the lonely highway and tarry in
the first neglected fence-corner tangle of brambles,
weeds and vines, for the remainder of the after-
noon. Nothing interesting in our well-known
neighborhood ! Surely we should be ashamed to say
it. All the problems of botany, biology, geology,
zoology and evolution lie before me in the fields and
woods about my home, inviting my observation,
taxing my acuteness and reason. There is material
for a novel and original book in every field. What
we want is a habit of close observation.
All children are born naturalists, and it is only
that training and occupation counteracts or over-
lays this faculty, that delight in nature is not more
universal. The invitation of all nature to the eye
is " Come and see." Henry Ward Beecher. in his
Norwood, pleasantly observes, " Yea, let me abide
with the artist in fine scenery or stroll with some
learned professor, who shall name familiar flowers,
and let me know what bug it was that bit me, and
what bird sung to me." Let us glean at least a few
treasures from this store-house of a world, when
the terms are so pleasant and easy. — Ex.
Lines in Season.
There is no unbelief;
Whoever plants a seed beneath the sod
And waits to see it push away the clod,
He trusts in God.
Whoever says when clouds are in the sky,
Be patient, heart, light breaketh by-and-by,
Trusts the Most High.
Whoever sees, 'neath fiefd of winter snow,
The silent harvest of the future grow,
God's power must know.
— Buhvcr Lylton.
Let me go where'er I will
I hear a sky-born music still;
It is not only in the rose,
It is not only in the bird,
Not only where the rainbow glows,
Nor in the songs of woman heard,
But in the darkest, meanest things,
There always, always something sings.
— Emerson.
Still o'er the earth hastes Opportunity,
Seeking the hardy soul that seeks for her.
Swift willed is thrice-willed; late means never more;
Impatient is her foot, nor turns again.
— Lowell.
Weakness never need be falseness; truth is truth in each
degree
Thunlered-pealed by God to nature, whispered by my soul
•D me- —Robert Brotpning.
THE EDUCATIONAL REVIEW.
51
Acadia University Closing-.
The past year at t!iis institution, which closed
June 6th, has had in it several things which will
help to distinguish it from previous and subsequent
years.
What is known as the second forward movement
has just been successfully completed. The first
forward movement secured sixty thousand dollars
from the constituency, an amount which was sup-
plemented by fifteen thousand from Mr. Rockefeller.
When even this was first undertaken there were
those who were emphatic in declaring the task to
be an impossible one. The realization of this aim
did not make possible, however, any appreciable
advance for the schools. The mere payment of
debts, without expansion in necessary directions, is
retrogression. Hence the governing board felt the
weight of responsibility which was upon them,
when, at the completion of the first movement,
President Trotter came forward with his resigna-
tion. And it was just the depth of this concern,
evinced by the reidiness of the governors gener-
ously to employ their own means to assist in the
exigency, that induced the president to withdraw
his resignation and give himself vigorously to a
second forward movement far greater than its pre-
decessor. The ensuing communications and inter-
views of Dr. Trotter with Mr. Rockefeller, through
Mr. Rockefeller's secretary, issued in that wealthy
gentleman pledging himself to pay into Acadia's
treasury a dollar for every dollar obtained from the
friends of the university, even up to one hundred
thousand dollars. Thereupon began a resolute and
energetic effort to raise nothing short of this large
sum, an effort which has been so wisely and zeal-
ously prosecuted that announcement of its full
success was made a few months ago. The round-
ing out of this enterprise is an evidence, not only
of the skill of Dr. Trotter in such an undertaking.
but of the love which possesses the Baptist peonle
of these provinces for their schools at Wolfville.
and of the large things that may be achieved where
such love exists.
Within the year, also, and as another fruit of the
president's energy. Mr. Carnegie has made an un-
conditional gift to the college of thirty thousand
dollars, the whole amount to be used for a well-
equipped science building. This building, it is
expected, will be erected some time next year.
There has thus been obtained for Acadia during the
nine years of Dr. Trotter's incumbency upwards of
three hundred thousand dollars toward a required
enlargement.
But while the year gone will be remembered for
its financial success, it will also be remembered as
the one in which Dr. Trotter's official connection
with the scIkkiIs came to an end. Impaired health
has made it necessary for him to give up this edu-
cational work for what is more congenial to him
and less taxing. The appointment of his successor
is now under careful consideration ; and it is hoped
on all sides, whether the appointment be delayed
or soon made, that the one chosen may suitably
follow up what has lately been done so well.
The year will also be marked as the one in which
Dr. Keirstead's absence was first felt, and the one
in which Professor R. P. Gray first occupied the
chair of English language and literature. The
former gentleman so long wrought in Acadia's
halls of learning, and with such signal ability, and
filled so large a place in the religious and educa-
tional life of our " provinces by the sea," that he
has been greatly missed by his co-workers and
friends during his first year as professor at Mc-
Master University, Toronto. Put he is not lost to
us, however, since good work done anywhere
reaches everywhere. Professor Gray, who stepped
into the place made vacant by Dr. Keirstead, has
enjoyed the best advantages for study in American
and English universities, and has had several, years
of experience as teacher and lecturer at the Uni-
versity of Rochester, N. Y. He has rendered such
a good year of service at Acadia, both in the class-
room and in the various relations of college life,
as gives excellent promise for the department he
represents.
On the 6th of June last Acadia College gave the
degree of bachelor of science for the first time.
There was effected not long since such an affiliation
with McGill University as enables Acadia's B. Sc.
men to enter the third year of the faculty of applied
science at McGill. The recent readjustment of
courses at Acadia, and the new relation thereby
brought about with the large technical schools, is
exactly in accordance with the requirements of our
day, and expressive of the purpose of Acadia's
governing board to keep abreast, as far as may be,
with the appropriate exactions of our times.
The Baccalaureate sermon at the June closing
was preached by Dr. Joseph McLeod, of Frederic-
ton, who delivered a strong and timely address.
There was special fitness in having Dr. McLeod,
who has long been a leader among the Free Bap-
tists of New Brunswick, perforin that service at
that particular time, since union of the Baptists and
Free Baptists of New Brunswick was consummated
but a few months ago.
New Brunswick visitors noted the creditable, place
taken by students from their province in the list of
those who just graduated from Acadia College.
Frederick S. Porter, of Fredericton, carried off the
Nothard and Lowe gold medal for the highest aver-
age in all subjects of the sophomore, junior and
senior years ; Raymond P. Colpitts, of Forest Glen,
took rank next to Mr. Porter, and received the
Governor-General's silver medal; while Win. H.
Coleman, of Moncton, won the Kerr Boyce Tupper
gold medal for oratory. Joseph E. Howe, of
Hillsdale, was the best all-round athlete in the insti-
52
THE EDUCATIONAL REVIEW.
tution, and withal was a first-class student in every
department, graduating with honors in history and
jx)litical economy.
Nineteen in all received the B. A. degree ; two
the B. Sc. degree; and three the M. A. degree in
course. The honorary degree of D. D. was con-
ferred upon Rev. George Sale, of Atlanta. Georgia,
and of M. A. upon Rev. B. H. Nobles, of Sackville.
N. B. Special exercises were held on anniversary
day to mark the retirement of Dr. Trotter. An
address to him was read by Mr. I. B. Oakes on
behalf of the governors, this being accompanied by
a purse of one thousand dollars. Dr. R. V. Jones
read another address on behalf of the faculty. The
graduating class presented the college with a fine
portrait of the retiring leader. To all this Dr.
Trotter made tender and fitting reply, thus closing
his memorable administration.
It may be added that Horton Academy and
Acadia Seminary, the school for boys and the school
for girls, have both had a good year, the former
having a registration of ioo, and the latter 216.
It is with abundant confidence in the institutions
at Wolfville, Nova Scotia, that those entrusted with
their guidance can appeal for an ever-growing!
number of young men and young women to turn
their steps thither and avail themselves of the
choice educational advantages there afforded.
King's College Enecenia. ".. C. C.
The King's College Enecenia this year went off
with no very special adventures. Dr. Hannah
handed in his expected resignation, having come to
the conclusion that (unless Church people are will-
ing to contribute enough to put the college in line
with the other institutions of the kind — which ap-
parently they are not) there is no possible future
for old King's, except to federate with Dalhousie to
form a larger university for arts and science, and
to use her venerable building in Windsor for a
divinity college. At the annual meeting of gover-
nors, a motion with this end in view was proposed
by Mr. Cotton, of P. E. Island, and seconded by the
president ; the opposition was such that it was modi-
fied to leave out all reference to federation, and to
confine the proposal to making King's merely a
divinity college. Even so, however, it was lost by
12 votes to 10.
At a meeting of the governors held in Halifax
on 5th July, it was decided to re-appoint all the
professors for one year, leaving the question of a
new president to a committee. The future of
King's College is thus still in the balance, and it is
greatly to be hoped that her supporters will speedily
decide either to add at least $100,000 to her endow-
ments or will come to the conclusion that ten col-
leges granting degrees are too many for three little
provinces with a combined population of well under
a million, and that the plan of the Presbyterians in
seeking to build up a strong central university and
maintaining a really fine divinity college for their
own body is one that has been markedly justified
bv its success. *
Teachers' Institutes.
Considering the great preponderance in numbers
of rural teachers, their lack of influence in education-
al institutes may, at first glance, seem strange, but if
a little consideration be given the matter, a reason
will not be difficult to discover.
Tenure of office being shorter in the country than
in the city, a; teacher may be engaged for a term or
two, wthout getting acquainted with her co-laborer
in the adjoining district, and she comes to the insti-
tute without even having talked the programme
over with her next-door neighbor. The town teach-
ers if they are not intimately acquainted, at least
know one another by reputation, and when any
question comes up relating to their own particular
work, it has previously received some consideration,
and some line of policy has been outlined, and when
nominations for office are made, there is some
cohesion among them as to those who would best
represent their interests, while the country teachers
who could outvote them by a very large majority
do not even nominate those engaged in the same
work. We do not for one moment insinuate that
any intentional advantage has ever been taken of
this inactivity on the part of the rural teachers, and
must also acknowledge that country teachers are
very backword about taking part in the work of in-
stitutes when requested to do so. They discuss very
intelligently the drawbacks of ungraded work, sug-
gest topics bearing upon the same, but take no
action to bring them before Teachers' Institutes.
In the Delineator for August Clara E. Laughlin
tells the story of the life of Rembrandt, whose pic-
tures are held invaluable in the world's best collec-
tions of art, and Gustav Kobbe writes of the famous
civil war song of the south, "Dixie," and its com-
poser, Dan Emmet, the old minstrel. In the Cam-
paign for Safe Foods, Mrs. Abel contributes a chap-
ter on "The Market Inspector and the Buyer,"
which concludes this series of notable articles.
There are numerous articles devoted to the interests
of the home;— The Kitchen, House Furnishing,
Needlework and Dressmaking ; and the children's
pages include a variety of features having for their
purpose the entertainment of young folks.
The July number of Aeadicnsis has articles on
Jonathan Eddy and Grand Manan, The Union of
the Maritime Provinces, The History of Tracadie,
Halifax in Books, with other articles of interest.
D. "R. Jack, publisher, St. John, N. B.
THE EDUCATIONAL REVIEW.
53
Recitations for the Youngest Children.
Six and nine had a falling out;
I can't say what it was all about.
One was angry, and said, " Oh, fie,
You know you are worth three less than I."
The other cried, with a pout and frown,
" You're nothing but six turned upside down ! "
— H. R. Hudson.
For a little girl five years old. —
I'm one and one, and one and two,
That is my age all told ;
And if I live as long again,
I shall be twice as old.
How do birds first learn to sing? —
From the whistling wind so fleet,
From the waving of the wheat,
From the rustling of the leaves,
From the raindrop on the eaves,
From the children's laughter sweet,
From the plash when brooklets meet.
— Mary Mapcs Dodge.
Good night!
Sleep tight!
Wake up bright
In the morning light
To do what's right
With all your might !
Play you are a little farmer.
Cut the hay.
Rake it.
Put it in your cart.
Haul it to the barn.
Exercise for Tired Children. —
I put my right foot in,
I put my right foot out,
I give my right foot a shake, shake, shake,
And turn my body around.
I put my left foot in,
I put my left foot out,
I give my left foot a shake, shake, shake,
And turn my body around.
I put my right hand up,
I put my right hand down,
I give my right hand a shake, shake, shake,
And turn my body around.
I put my left hand up,
I put my left hand down,
I give my left hand a shake, shake, shake,
And turn my body around.
I lean my head back,
I lean my head front,
I give my head a shake, shake, shake,
And turn my body around.
— Selected.
Parts of the Body
Virginia Putnam.
Touch the eyes. —
Wink and Blink are my two eyes,
Kind friends they are to me;
For all the pleasant things on earth
With Wink and Blink I see.
Touch the ears. —
Hark and Listen are my ears,
I hold them very dear;
For music and the songs of birds
With these good friends I hoar.
Touch the nose. —
Sniff is my funny little nose,
I like it very well ;
For sweet perfumes and fragrant flowers
With little Sniff I smell.
Touch the cheeks and chin. —
Dot and Dent are my two cheeks,
And Dimple is my chin ;
They get so full of laugh, sometimes,
It's hard to keep it in.
Touch the lips. —
Rose and Ruby arc my lips,
They were made to smile, not pout ;
They were made to keep the cross words in,
And to let the kind words out.
Place hand upon the head. —
Thinker is my little head.
In it I store away,
For fear that I may lose them,
My lessons every day.
Clap hands softly.: —
Clasp and Clap are my two hands,
So many things they do,
It would be very hard, I think,
To name them all to you.
Place hand on the heart. —
Pitty-pat is my little heart,
It beats on my left side ;
I try to keep it full of love,
And free from hate and pride.
Point to the feet. —
Hop and Skip are my two feet,
With them I walk and run,
They're always ready to start off
When errands must be done.
Point upward. —
To God, our Heavenly Father,
Who gave them all to me.
Since all these useful friends are mine,
How grateful I should be.
-Selected.
54
THE EDUCATIONAL REVIEW.
Closing Hymn,
Air — " Now the Day is Over."
Now our work is over,
Over is our play,
Heavenly Father keep us
On our homeward way.
Make us kind and gentle,
Loving, pure, and true,
Be Thou ever with us
In whate'er we do.
— Kindergarten Review.
There is a Quaker, I understand,
Who, for three sons, laid off his land,
And made three circles nicely meet
So as to bound an acre neat.
Now, in the centre of that acre
Is found the dwelling of that Quaker;
In centre of the circles round
A dwelling for each son is found.
Now can you tell by skill or art
How many rods they are apart?
Jimmy: "A man had two eggs -for breakfast
every morning. He never stole them ; he never
bought them ; he never had them given him, and be
never kept hens. How did he get them ? "
Jemmy : Give it up."
Jimmy : " He kept ducks." — Woman's Home
Companion.
The Streets of Paris, May 1st-
Extracts From a. Letter By Mary Johnstone.
'Everybody has been looking forward with
mingled feelings to May ist this year. A general
strike among the workpeople, sufficiently far reach-
ing in its results to amount to a revolution has been
anticipated. The authorities of Paris with the
double purpose of preserving the peace, and intimi-
dating the strikers called into requisition 60,000
soldiers to supplement the regular garrisons.
I went out about 8 a. m., expecting at least to see
all shops closed, and the streets filled with people.
To my surprise, and I may add, also 1o my disap-
pointment T found finite the contrary. Many shops
even the largest, namely, the Hon Marche and
Magasin du Louvre open, but absolutely tranquil and
almost deserted, on the streets fewer people than
usual, here and there a soldier or a group of soldiers,
how could one escape them when there are more than
70,000 within the walls. Not only were there few
people to be seen walking or loitering about, but
hardly a conveyance. Looking closely at the tram-
ways and omnibuses I found they were practically
empty. The same state of things existed up to the
late afternoon, when some few people having heard
of nothing startling having taken place ventured
forth on foot. As some one remarked next day,
Paris had assumed the aspect of an old time New
England town on Sunday. Those whom one did
encounter carried a visage not Parisian. I am speak-
ing now of the general condition and aspect. There
were exceptions.
Anyone entirely ignorant of passing events walk-
ing, say in the Tuileries gardens or the Luxembourg
gardens on the 30th of April and May ist must have
felt without observing, that there was "something
up." Where were the usual tourists, with their
faithful "Baedeker's?" Where the loiterers making
merry at their expense? Where the merry children
with their balls, their tops, their skipping ropes?
Where the groups of "Noonahs" enjoying their daily
gossip while plying their needles industriously? I
could not have believed either of these places could
be so deserted in broad daylight. True it rained
heavily a couple of times during the day, but from
3 p. m. until sunset it was superb. I went about
in the different quarters of the city up to 7 p. m., and
directly after dinner sallied forth again. Never on
the boulevards have I seen such a small pretence to
a crowd. Cafe after cafe we passed with empty,
deserted tables outside, a most unusual thipg even
in severe weather, and no more persons within than
one could count on his fingers. On my way to the
Hotel de Ville I made a tour of Notre Dame, and
stumbled upon the morgue in my wanderings.
Everything was as still and silent as death itself.
Ordinarily in such an evening prowl at this one can-
not go a hundred yards without seeing or hearing
someone or something amusing and interesting. I
crossed the Seine by the Pont Austerlitz near the
Jardin des Plantes and remarked at the time that
truly Jean Valjean escaping from Javert could not
have found that vicinity more deserted. At 9.30 I
stood in front of the Hotel de Ville, and it is a literal
fact that for more than five minutes not one person
crossed "the Place." Yet even as we stood there in
the moonlight, in spite of the tranquillity, there was
that in the general aspect, that very absence of de-
monstration which made us remember that within
the court and cellars of that very Hotel de Ville at
that very moment were stationed upwards of 1,000
soldiers.
Now this very desertion of the streets and cafes
was full of significance. One half the people stayed
at home because they feared what might occur if
they ventured forth, and the other half, the "might
have been" disturbers of the peace were intimidated
by the troops stationed in every conceivable place,
THE EDUCATIONAL REVIEW.
55
TEACHERS' MANUAL
HINTS ON HOW TO TEACH THE
New Canadian Geography
Part I. is a discussion of the general method to
be pursued in teaching geography.
Part II. takes the lessons of the New Canadian
Geography, lesson by lesson, and shows how
each is to be taught. Under each lesson is
added much additional information.
The teacher will find this manual will enable him to
make the necessary preparation, in a few min-
utes, for teaching a given lesson, which would
otherwise require hours of patient labor as well
as access to a library of reference books.
Price 50 Cents
Special Price: To teachers using the New
Canadian Geography a copy of the Teachers'
Manuul, for their own use only, will be sent
free on receipt of Ten Cents to cover cost of
mailing and postage.
W. J. GAGE (El CO., Limited,
Publishers,
Toronto
even the court yards of private dwellings and busi-
ness houses.
The day did not pass however without incident.
It was necessary for the military to disperse the
crow"d three separate times, and upwards of six
hundred arrests were made. When one remembers
that on any patriotic fete the arrests amount into the
hundreds, this number is not appalling.
Just at the setting of the sun as I made my way
from the Luxembourg gardens to St. Germain des
Pres, a sight that 1 shall not soon forget arrested me.
It was at Place St. Sulpice. The troopers of the
Garde Republican stationed in the Mairie close by
had just led out their horses for their evening drink ;
the whole basin of the fountain was surrounded with
men and horses; everything was quiet and peaceful
almost a solemn hush, and the last rays of the set-
ting sun were caught by the bright steel helmets of
the troopers. The setting, the imposing facade of
St. Sulpice in the back-ground and the convent with
its garden walls on the side, made an indelible im-
!>r ssion on my memory. I drew near to the basin
and observed the figures in the picture in detail, and
could not but be touched by the perfect understand-
ing between each trooper and his horse. Each spoke
to his animal as to a friend and the horse made up
in intelligence of expression for its lack of language
to reply.
CURRENT EVENTS.
Stromboli is again in active eruption.
The fourteen conferences of the Inter-Parliament-
ary Union is now in session in London. All the
parliaments of Europe are represented. The re-
presentatives of the Russian doutna, however, were
obliged to withdraw in consequence of the dissolu-
tion of that body.
The enlargement of the Kiel Canal is made neces-
sary by the increasing size of war ships. Its bed
will be widened from sixty to one hundred and
thirty feet, and its surface width will be increased
to three hundred and fifty feet.
After a few weeks of open war, and several sharp
engagements, a treaty of peace has been concluded
between Guatemala and Salvador. Honduras ts
also a party to the treaty, which provides that future
differences be referred to arbitration.
Five thousand miles of new railway will be laid
this year in the Canadian West. A bridge which
the Canadian Pacific will build across the Pelly
River, near Lethbridge, Alberta, will be over a
mile long and three hundred feet above the water
level.
56
THE EDUCATIONAL REVIEW.
Opens
Sept. ist
ST. JOHN EXHIBITION
The Best Fair in Eastern Canada
The Educational Features embrace School Work, a Complete Manual Training
Exhibit, with Bench Work by pupils of the McDonald School, Kingston, N. B.
and a Department of Woman's Work, Domestic Science and Art.
The Amusements & Attractions t Biggest Ever Shown in Canada
A
MOTOR
BOAT SHOW
WORTH
THE
SEEING
HERE ARE SOME OF THEM:
Barlow's Trick Elephant* from the New York Hippodrome
Wormwood'* Monkey Theatre, direct from Europe
Montague's Cuckatoo Circus — the Feature at Atlantic City
Dida — the Creation of a Beautiful Woman out of Nothing
America's Leading Ladies' Band — Concerts Twice a Day
"The Pike " — Amusement Row, with a Laugh at Every Turn
Hellman — the Mystical Man of Magic
Grand Display of Fireworks, concluding with " Siege of Gibraltar "
2
AMUSEMENT
HALLS
WITH
LATEST
NOVELTIES
The First Fair on Earth to Demonstrate Wireless Telegraphy in Actual Operation
LOWEST RAILWAY RATES EVER OFFERED
$13,000.00 IN PRIZES
ENTRIES CLOSE AUC. 20
For Entry Forms or any information address C. J. MILLIGAN, Gen. Manager, P. O. Box 411, St. John, N. B.
The new King and Queen of Norway have been
crowned at Trondhjem, an ancient capital.
It is stated that the number of homicides per mil-
lion inhabitants in Canada is three ; in England, ten ;
in France, fourteen; and in the United States, one
hundred and twenty-nine.
Native and foreign scholars are now at work in
Shanghai preparing three new Chinese versions of
the Bible. One is in the high classical language of
the country, another in the low classical, and the
third in the colloquial tongue which is used by
three-fourths of the people.
A man who has recently died in England is be-
lieved to have been the last survivor of the wreck
of the troopship " Birkenhead, " the loss of which
on the coast of Africa has given us one of the most
striking stories of the discipline of British troops.
The "Birkenhead" was originally a merchant vessel,
and was built at St. Andrews, N. B.
Two cruisers will be used this year to maintain
the authority of Canada and Great Britain in the
Ear North. One is to patrol the waters of Hudson
Bay ; the other to visit Baffin Bay, Lancaster Sound
and Smith Channel. The headquarters of the
mounted police for the Hudson Bay district will be
transferred from Fullerton to Fort Churchill.
The Pan-American Congress now in session at
Rio de Janeiro, Brazil, is not receiving a very hearty
support from some of the Spanish-American re-
publics. Mutual jealousies, and fear of the influ-
ences of the greater republics, makes them some-
what distrustful of its results.
The Russian Emperor' has dissolved the parlia-
ment and appealed to the people, calling a new
parliament to assemble in March. The chief ques-
tion at issue is the expropriation of lands for
peasants. In the meantime, the government has
proclaimed a very liberal land policy, which it
hopes will be supported by a new parliament, elect-
ed under a more extended franchise. But certain
members of the dissolved parliament, some of whom
met hastily in Finland after the dissolution, have
issued a revolutionary manifesto, calling upon their
supporters to refuse to supply money and troops
to the government, and not to recognize any loans
to the government made without consent of parlia-
ment. Bloodshed is to be feared as the result of
this appeal ; for the parliament just closed had
already begun to regard itself as the real govern-
ing power, and the small group of late represen-
tatives who assume the right to speak in its name
may find followers enough, in the disturbed state
of the country, to bring about an armed uprising.
THE EDUCATIONAL REVIEW.
57
The Provincial Educational Association
of Nova Scotia
WILL MEET AT THE
HALIFAX ACADEMY, HALIFAX,
September 25th, 26th, 27th.
There will be three morning sessions and one or two evening sessions. Much time will be devoted to
Discussion on the Adjustments of the Course of Study Demanded by Modern Conditions.
THE HKiH SCHOOL COURSE will receive special attention in discussing the Report of the Committee on High
Schools and Colleges.
There will be no afternoon sessions, so that members may bo free to study the Natural History and Industrial Products
of the Dominion at the Dominion Exhibition, which will be open at that time."
A. MCKAY, SECRETARY.
It is said that Germany and Austria will send
armies to the help of the Russian government in
case of an uprising in Poland.
A new wireless method of transmitting power
has been perfected by which a crewless boat can be
steered from the shore, and its speed increased or
slackened at will.
The attempt to murder the new King of Spain
on his wedding day, which came so near being suc-
cessful, is -found to have been the result of an
anarchist plot.
More discoveries of valuable minerals have been
made in the Cobalt region, which is now recognized
as one of the richest mining districts in Canada.
Cobalt ore, which was formerly shipped to the
United States for treatment, will be refined in
Canada.
A year has passed since l'eary sailed from North
Sydney to find his way to the North Pole, and no
word from him has been received. News of his
success is expected in September, at the latest, if
he has been successful. In the meantime, Wellman,
another United States explorer, is preparing to
start from the north of Europe with an air ship
and motor sledges, hoping to reach the North Pole
in a flight of three or four days from Spitzbergen.
There are two other Arctic expeditions out with
other objects, that of Harrison, an English geo-
grapher, who left Mackenzie river a year ago to
winter in Banks Land and explore Beaufort Sea.
and that of Mikkelson and Limngwell, which left
British Columbia in May last to discover new
Arctic lands. In addition to these, a Danish expe-
dition is about leaving Copenhagen to explore the
northeast coast of Greenland and try to reach the
Pole. ______
SCHOOL AND COLLEGE.
Rev C. .1 Bouldcii. M. A.. Trinity College, Cambridge,
the head master of St. Alban's school, Brockville, Out .
has been appointed to the presidency of King's College,
Windsor. The appointment is regarded as a very strong
one.
Mr. J. S. Lord, recently principal of the superior school,
Fairville, N. B., has been appointed on the staff of the St.
John schools. • He has been succeeded by Mr. VV. C. R.
Anderson, B. A., a recent graduate of the University of
New Brunswick.
Mr. G. II. Adair has been re-appointed principal of the
Hopewell Hill, Albert County, superior school, with an
increase of salary.
The following Nova Scotia students received the master
of arts degree at Yale University in June: Joseph Austen
Bancroft, Acadiaville; Karl G. Bill, Wolfville (.Deforest
scholarship and prize of $-loo) ;Theodore 11. Boggs, Wolf-
ville (Scott-Hurtt fellowship); Roland G. D. Richardson,
Lawrencetown ; Arthur Taylor, Kentville.
At the annual school meeting of the ratepayers of Port
Elgin, N. B., the compulsory education law was adopted
by a unanimous vote.
Sir William C. Macdonald has handed over to the Board
of Governors of McGill University the school of agricul-
ture and teachers' training college now being built at St.
Anne <le Bellevue, near Montreal. The cost of the build-
ing, which is expected to be ope!] for students early next
year, will lie over a million dollars, and there is an endow-
ment of two millions for maintenance.
Mr. C. J. Callahan has resigned the principalship of the
St. George, X. B., superior school, and will enter on the
study of law.
Mr. Win. Whitney, late of Milltown, N. B., who has
been doing post-graduate work in Columbia University,
\. V., during the past year, has accepted a position in the
manual training department in the new school at Fair-
haven, Mass., lately founded by II. II. Rogers, the Ameri-
can millionaire.
Mr. Wm. Clawson, a former U. N. B. professor, has
been awarded a scholarship at Harvard for the fine work
he has done there this year. — Gleaner.
58
THE EDUCATIONAL REVIEW.
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to good advantage by representing our various INSURANCE interests.
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STOCK, YACHTS, BOILER, PLATE GLASS, GASOLINE and STEAM
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LIBERAL COMMISSIONS ALLOWED in districts where we are not yet
represented. Our low rates make canvassing easy.
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the Rothesay School
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Home School with careful supervision. Large
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MISS ETHKLWYN R. PITCHER, B.A.
Or MISS SUSAN B. GANONG, B.S..
Principals
Alexander Muir, the author of " The Maple Leaf," and
principal of Gladstone Avenue school, Toronto, died sud-
denly at his home in that city as he was preparing to re-
tire, after his usual day in school. He was seventy-two
years of age.
Mr. H. Burton Logie, B. A., and J. Roy Fullerton,
B. A., have resigned their positions in the Chatham, N. B.,
grammar school to pursue post-graduate work. They were
presented with testimonials by the pupils, by whom they
are held in high esteem.
Mr. Horace L. Brittain, who has efficiently conducted
tlie Salisbury, N. B., superior school during the last term,
has resigned.
Dr. Soloan, in his remarks at the closing of the N. S.
Normal School, June 28th, said that the year has been most
successful. There had been during the year about 160
students in attendance : live in the A class, 8j in the B
class, 40 in the C class, and 26 in the D class. Of these,
almost all were now qualified teachers.
Dr. J. B. Hall, of the normal school staff, will take a
trip to the motherland during the summer vacation. He
will take up some post-graduate work at one of the col-
leges of the University of Oxford. We wish the ever-
genial Doctor a very pleasant summer's study. — Truro
A ew s.
Recent Books.
The Church in France. By John E. C. Bodley. Cloth.
Pages 1S2. Price, 3s. 6d. Archibald Constable & Co.,
London.
The book contains two lectures on the Church in France,
delivered at the Royal Institution, London. Their interest
is heightened by the recent revolution that has taken place
in the ecclesiastical system in France. The book will be
a great help to those who may wish to study past and
existing conditions in the history of the church in France.
Elements of Political Science. By Stephen Leacock,
B. A., Ph. D., Associate Professor of Political Science.
McGill University, Montreal. Cloth. Pages 417.
Price, $1.75. Houghton, Mifflin & Co., Boston.
The great value of this work is the authoritative and
methodical manner in which the whole subject is treated.
The hook is divided into three parts— Part 1 treating of
the nature of the state, Part II of the structure of govern-
ment, Part III of the province of government. Under these
heads the author gives a vast array of facts on systems of
government and social conditions that have existed and
are now existing, coupled with judicious criticisms and
conclusions.
Systematic Inorganic Chemistry. By R. M. Caven,
D. Sc. (London), and G. D. Lander, D. Sc. (St.
Andrews and London). Cloth. Pages 374. Price,
6s. Blackie & Son, London.
This is a book for advanced students, written from the
standpoint of the Periodic Law. The elementary parts of
the subject are either omitted or recapitulated, in order
to give greater prominence to those intended for students
reading for their final degree or other advanced examina-
tions.
First Steps in Mental Growth. By David R. Major,
Ph. D., Professor of Education in the Ohio State
University. Cloth. Pages 360. Price, $1.25. The
Macmillan Company of Canada, Toronto.
The studies in this book are based upon constant obser-
vations and experiments made upon a child during the first
three years of his life, and the author's interpretation of
them. The records present a suggestive series to those
interested in the psychology of infancy.
Arthur Hassall's Brief Survey of European History,
cloth, pages about 400, price 4s. 6d., presents a historical
sketch from the coronation of Charles the Great to the
present day. Only the great events are emphasized,
special attention being given to the causes and results of
the great movements in history. It is provided with a
good index and with maps. Blackie & Son, London.
Blackie's Model Arithmetic, Number Six, price 4d., con-
tains a varied and abundant array of problems for solu-
tion. Blackie & Son, London.
Rev. S. Claude Tickell's exposition of Latin Syntax is
a concise tabular summary of the rules and examples
governing Latin prose composition, arranged in a series
of formulae; price is. 6d. O. Newmann & Co., London.
Gaston Boissier's Tacitus and Other Roman Studies is
a critical and scholarly series of essays on the pre-eminent
place in historical literature occupied by the great Roman.
Cloth. Price 6s. Archibald Constable & Co., London.
THE EDUCATIONAL REVIEW.
59
MAPS, GLOBES
AND SCHOOL
■VSUPPLIES^*
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MAP OF THE BRITISH EMPIRE.
Send for small fac-simile reproduction of same.
KINDERGARTEN MATERIAL S<£eSpedal
THE STEINBERGER, HENDRY CO.,
37 RICHMOND STREET, WEST. - - TORONTO, ONT.
Our New Catalogue may be had for the
Asking
Our English Towns and Villages, price is. 6<1., Ben
Jonson's London, Historical and Descriptive, price is. 6d.,
Blackie's Model Reader, liook IV, price is. 4d., all in
cloth and profusely illustrated, are interesting in content-.
and can be used for supplementary reading. Blackie &
Son, London.
Child Life in Our Schools, by Miss Mabel A. Brown,
cloth, price 3s. 64, is an interesting contribution from an
English point of view, of the first steps in a child's educa-
tion. It emphasizes the importance of nature-study,
geography, school gardens and other means of directing
the self-activity of children. It is finely illustrated, and
its schemes of work for primary schools are wry sugges-
tive to teachers. Geo. Philip & Son, London.
A fine selection of reading matter for young people is
to be found in Blackie's Story-book Readers, attractively
presented in good type and illustrated, consisting of about
100 pages each, price fourpence a volume, and all selec-
tions from good authors. Among them are the following :
Saxon and Norman, from Scott's "Ivanhoe;" In the
1 >ays of Xelson, from Winder's " With the Sea Kings : "
On the Welsh Marches, from Scott's "The Betrothed;"
Charlie Marryat, from G. A. llenty's "With Cltve In
India;" The Loss of the "Agra," from Charles Read :'s
"Hard Cash;" Martin Rattler, abridged from R. M.
Ballantync's story. Blackie & Son, London. From the
same publisher there is a smaller scries for younger child-
ren, presented in the same attractive binding (red) and
good type, price 2d. and 2'/.t\. each, suitable for grades one
and two. These arc stories adapted from such authors
for children as Geraldinc Mockler, A. R Hope and others.
Teachers that arc on the lookout for literature for the
youngest children should consult these lnioks.
Readers of French will find in The History of Aladdin
and his Marvellous Lamp, price is. 6d., with note-; and
vocabulary, a story that is sure to interest old or young.
Le Livrc des Jeux, a book of twelve French games fir
English children, price is., well illustrates the interesting
methods adopted of late years in the teaching of French
to young people. The games are bright and lively, and
will be entered upon with zest by children who arc possess-
ed with a little knowledge of French. Blackie & Son.
London.
Winbolt's Latin Hexameter is a little book, price 2s.,
containing rules for hexameter writing, sufficient to cover
a course of two years in Latin. It is convenient in form,
and will prove serviceable to the student of Latin verse.
From the same editor we have books V, VII, VIII, IX of
Virgil's Acneid, price 6d. each, without notes or vocabu-
lary,,— good text-books, and at a low price. Blackie &
Son, London.
In Blackie's English School Texts, edited by W. IT. D.
Rouse, Litt. D., we have Holinshed's England in the 16th
Century and Izaak Walton's Complete Angler, price 6d.
each, well known classics, in a low-priced and convenient
form. Blackie & Son, London.
A phonetic transcription of Black's La Premiere Annee
de Francais, presents some difficulties, on first sight, to
the ordinary reader on account of its somewhat cabalistic
characters. Its promise — to ease the way to French pro-
nunciation— docs not seem hopeful. Adam and Charles
Black, London.
Recent Magazines.
Leading articles in recent numbers of Littell's Living
Age arc Russia at the Parting of the Ways, which draws
a vivid picture of the disturbed conditions through which
Russia is now passing; an appreciation of John Stuart
Mill, by John Morley; an Incursion into ITp'omacy, by
Sir Arthur Conan Doyle, an extremely interesting account
of the work which be undertook to clear the name of
British soldiers from accusations of cruelty during the
Boer war.
The July Canadian Magazine has an extensive range of
articles, which carries the reader to the Antarctic, to New
Zealand, to the Alps and into the Rockies. Mr. McCrcady
continues his excellent reminiscences of the first Federal
Parliament at Ottawa, describing a duel between Mes-rs.
Howe and Tupper. Judge Savary has an interesting
paper on the Acadians, and among the short stories is one
from the pen of the late Dr. George Stewart.
The Atlantic Monthly for July has a varied and interest-
ing table of contents, including essays, poetry, stories.
suitable for the season, that will be appreciated by summer
readers.
GO
THE EDUCATIONAL REVIEW.
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Educational IReview Supplement, September, 1906.
JAMES WATT DISCOVERING THE POWER OF STEA
M.
By David Xeal.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., SEPTEMBER, 1906.
$1.00 per Year.
<3. U. HAY,
Editor for New Brunswick.
A. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leinster ftreet, St. John. ff. B.
Phintcd by Barnes &. Co.. St. John. N. B..
CONTENTS:
Editorial Notes, ....
An Important Report . .. ....
The Foundation of Chemistry as Seen in Nature Study,
S. j . Farnbam ... —
A Great Mediaeval School... .... ....
Our Rivers and Lakes — No. II
"The Schoolmaster Abroad," .... .... ....
After Vacation,.. . .... ....
Parts of Common Things,.. .... ....
A Rainy Day, ....
A Chemical Trick, ...
A Great Schoolmaster
A Lesson in Heroism, ....
Selected Readings, .... ....
■Gleanings from New Books, .... ....
Two Methods of Training, ...
On the Advantage of Talking,
Current Events, .... ....
■School and College ...
New Advertisements.
L' 'cademic De Brisay, p. 6a; T. C. Allen & Co., p. 64:
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p. 86;
ess College, p. 88; Webster
THE EDUCATIONAL REVIEW is published on the first of
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Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
Ulhile cummer days grew brown and old,
B wizard delved in mines of gold;
no idler he— by night, by day,
1>e smiled and sang and worked away.
And, scorning thrift, with lavish hand
he cast his gold across the land.
Still smiling, o'er the trees he wound
Cong russet scarfs with crimson bound;
fie drew a veil of purple haze
O'er distant hills where cattle graze;
fie bathed the sun in amber mist,
Jlnd steeped the sky in amethyst.
Cow in the east, for crowning boon,
fie hung the golden harvest moon;
jlnd donned his coat of frosty white
H$ twilight deepened into night.
Chen to the roll call of the year
September answered, "T am here ! "
Professor Elmer E. Brown, of the University
of California, has been appointed to succeed Dr.
William T. Harris as United States Commissioner
of Education at Washington.
A fine opportunity is given the Nova Scotia
teachers this month of attending the Provincial
Educational Association at Halifax, and also the
Dominion Exhibition in that city.
Instead of the usual review of " Recent Books,"
which appears each month in these columns, we
shall in this number let the books speak for them-
selves, by publishing short extracts from them.
Wm. Crocket, LL. D., has retired at a ripe age
from the principalship of the New Brunswick
Normal School. His long and devoted service to
education, and the esteem and gratitude in which
these services are held by thousands of his former
pupils,, now in every walk of life, must be a great
solace to him in his declining years. All will join
with us in the hope that these years will be spent
in the quiet that crowns a well spent life.
Mr. H. V. Bridges, M. A., Inspector of Schools,
has been appointed principal of the Normal school
in place of Dr. Crocket. Mr. Bridges is a graduate
of the University of New Brunswick. He has had
a large experience in educational work both &.s
teacher and inspector, an experience that will prove
valuable to him in this responsible position. The
Review joins with his many friends in wishing
Principal Bridges many years of usefulness in this
more enlarged and important sphere.
The subject of our picture this month is one that
will take the attention of every boy or girl. The
thoughtful attitude of the boy, James Watt, as he
watches the steam issuing from the tea-kettle, the
mother at the open door with her rapt gaze, the
father in another room ; the simple furniture, the
table of books, rude fire-place — all form a simple
picture of a Scottish home of a century and a half
ago. Teachers will find it a work of absorbing
interest to the children to pick out the many objects
in the old-fashioned kitchen.
66
THE EDUCATIONAL REVIEW.
An Important Report.
The Provincial Educational Association of Nova
Scotia, at its meeting in Truro last year, listened to
a paper from Professor E. W. Sawyer, of Acadia
College, in which he claimed that there is at present
a serious lack of proper co-ordination in the work
of the high schools and colleges, the result mean-
ing serious loss and injury to the province. A com-
mittee was appointed, consisting of nineteen mem-
bers, representing the academies and degree-confer-
ring colleges of the province, with Dr. A. H. Mac-
Kay as chairman. The report of this committee,
| which is to be submitted at the approaching meet-
ing of the Association, has been published, and is
a most interesting document, dealing with the whole
subject of secondary education in a most impartial
spirit, and quoting from leading educationists
throughout the civilized world in support of the
recommendations advocated.
The report briefly, yet carefully, states the condi-
tions and makes its recommendations :
The committee were unanimously of the opinion that, in
m£thematical and in science subjects, the standard in our
schools has been raised in recent yeaYs and the work in
them had been greatly improved and would compare
favorably with that done in the schools of any other coun-
try; but that language studies had suffered from being
comparatively neglected, and that our schools were in this
respect behind those of the most progressive and enlight-
ened countries.
This condition of affairs had resulted moreover in an
unsettling of the relations between the high schools and
the colleges. The advance in the standard in mathematical
and in science subjects and the making of both of these
lines compulsory on all high school pupils, had brought
about in these an overlapping of the colleges by the schools,
and, to avoid the waste involved in duplicating work al-
ready done in the schools, it has been found necessary
for the colleges to re-adjust their courses in mathematical
subjects by raising their standard by an amount equal to
the work of about one session or year. On the other hand
the putting down of Latin, Greek, French, and German,
merely as extra subjects to be taken up or not just as the
pupil or teacher saw fit, placed these subjects at a great
disadvantage as compared with the others which had been
made compulsory, and resulted in a considerable diminution
in the number of those studying them and in less attention
being given to them ; for, with the spirit of emulation
engendered by the government examinations, both teach-
ers and pupils naturally directed their attention to those
subjects from which there was no escape, and in which a
certain minimum of marks had perforce to be made, if
the pupil was to receive the coveted "pass" certificate. In
the case of these languages therefore, and more particularly
in the case of Latin and Greek, the schools had been fall-
ing away from the colleges, and although the colleges had
been trying to keep in touch with the schools by repeated
lowerings of their entrance requirements in these subjects,
a point had been reached when it had been found absolute-
ly necessary to start beginners' classes in the colleges in
both Latin and Greek in order to accommodate the many
who now enter college with little or no previous instruction
in those subjects, and who wish to acquire a knowledge of
them. It is to be hoped that these classes, or that in Latin
at any rate, may not be found necessary for more than a
year or two after the present high-school course has under-
gone revision.
The committee believe that the course of study in the-
high school should be such as will not only furnish a
sound mental equipment for those who leave the school to
enter upon the business of life, but will also serve as a
fitting preparation for those who may wish to continue
their studies in the college or professional school. It is
certainly one of the proper functions of the high school
to serve as a connecting link between the elementary school'
and the college.
The committee believe further that the two objects which
nominally appear different are after all essentially the
same; that the aim in both cases should be to really edu-
cate rather than instruct, to improve the character and
to develop and strengthen the intellect so as to bring it
to the highest possible condition of efficiency in whatever
sphere it may be called upon to act, rather than to cram the
memory with a number of bits of knowledge however
interesting or valuable these may be in themselves or in'
the eyes of the advocates of so-called useful knowledge.
The committee then proceeds to draw up a tenta-
tive course of study for the four years' high school,
with seven subjects only for the ninth, tenth and
eleventh grades, and nine subjects for the fourth
year. To show what radical changes the report
recommends, it may be stated that the course at
present in use for the first three grades outlines an
average of twelve subjects in each grade instead of
seven, with all the languages except English as
optional. The report recommends Latin as well as
English for all grades, each language to count
double that of any other subject.
The committee lays particular stress on two-
points : First, the superior advantages of training
that the more condensed course would afford; and
second, the great advantages arising from the study
of Latin.
In an admirable appendix the opinions of many
eminent educationists throughout the world on these
two points are carefully summarized. The com-
mittee seems to have done its work with great
industry and intelligence.
A correspondent, who is a competent critic, kindly
sends us the following facts concerning the report :
The report shows that the committee took itself
and its duties seriously. The work of its sub-com-
mittee on publication has been conscientiously and
THE EDUCATIONAL REVIEW.
67
thoroughly well done. The results of the general
committee's deliberations and enquiries and the re-
lated appendices, all of which are presented in an
unusually clear and interesting manner, makes this
report by far the most important document relating
to education in Nova Scotia that has appeared in
many years. It is worthy of the widest possible
publication, and should be in the hands of all who
are interested in education in these provinces.
Unfortunately, whether justifiably or not, a con-
siderable amount of the interest recently taken in
school matters in Nova Scotia manifests itself in
adverse criticism of things as they are. The busi-
ness men complain that the boys and girls coming
■to them from the schools, as a rule, write badly, spell
badly, and perform simple arithmetical computa-
tions slowlyand inaccurately. Those looking for
further good qualities complain that pupils in school
are not trained to think, and that they are painfully
lacking in the ability to make a continuous mental
effort in one line for a reasonable length of time.
Experienced teachers of good standing in their pro-
fession complain that the existing curriculum and
regulations practically constitute a system of
militarism for them, and results in over-pressure on
their pupils. Whether the committee's report con-
tains any comfort for the souls of any or all of these
complaints, is for them to judge. The report is con-
structive at any rate, and gives suggestions and sets
forth a well-reasoned-out scheme for the improve-
ment of existing conditions. This is a great advance
on mere restive carping criticism.
Whether one agrees with the conclusions reached
by the committee or not, he cannot but accord praise
to the report for one thing. It is perfectly straight-
forward, frank and ingenuous. On debated
matters of general theory the publication committee
is exceedingly careful to give clear and exact
references to all its authorities. This in itself makes
it valuable to teachers. These references show how
easily any teacher can get first-hand information con-
cerning the opinions of the leading educationists in
America and Great Britain.*
Some of these references are so useful to those
interested in current discussions on educational
topics that they are here quoted as given in the
report.
* I. Report of the Committee of Ten on Secondary
Studies, with the Reports of the Conferences arranged by
the Committee. New York: American Book Co., 1894.
Pp. 249. 30 cents.
2 Report of Committee of Fifteen on Elementary
Education, with the Reports of the Sub-Committees : On
the Training of Teachers : On the Correlation of Studies
Concerning Latin, the report says : "One point on
which the committee were perfectly unanimous, was
the very great importance of the study of Latin, and
the desirability of its being taken up by every high
school pupil. On this not a dissenting voice was
heard. The committee, it might be noted, was not
a one-sided one in its composition. Among its
members were included teachers of various sciences,
modern languages, mathematics, and other subjects,
as well as teachers of classics; but all, without ex-
ception, were anxious to see Latin given a very
prominent place in the high school course of study."
Concerning the courses of study in N. S. schools
and the labors of educationists elsewhere the report
says :
"The committee would remind those who take an
interest in education in Nova Scotia, that it is now
some fourteen years since any material change has
been made in the course of study prescribed for our
schools. Some of the results arrived at by these
labors are open to us in a number of exceedingly
interesting and valuable reports, and it would be
strange indeed if we in Nova Scotia could not learn
something from them. Among these there are four
documents to which the committee desires to direct
the attention of our teachers and the public in
general." These are the reports mentioned in the
footnote.
There are four appendices to the report. Appendix
I. is on the importance of limiting the number of
subjects to be studied; Appendix II. The importance
of language as an instrument of education ; Ap-
pendix III. The importance of Latin as an instru-
ment of education. These three appendices consist
of quotations from educational associations and
committees in America and Great Britain, and from
leading educationists in those countries and in
Germany. Appendix IV. is on Secondary Educa-
tion in Germany, England and the United States.
It gives the courses and time tables in several of the
leading secondary schools in those countries and the
high school courses recommended by the Committee
of Ten in the United States. The above synopsis is
sufficient to show that the thanks of the teaching
profession and the public are due to the publication
committee for the able manner in which they have
drawn up their report on the relations between the
high schools and colleges in Nova Scotia.
in Elementary Education : On the Organization of City
School Systems. New York : American Book Co., 1895.
Pp- 235. 30 cents.
3. Report of the Committee on College Entrance Re-
quirements. Chicago: The University of Chicago Press,
1809. Pp. 188. 25 cents.
4. Special Reports on Secondary Education in Prussia :
( 1 ) Problems in Prussian Secondary Education for Boys,
with Special References to Similar Questions in England,
by Michael E. Sadler. (2) Curricula and Programmes of
Work for Higher Schools in Prussia. London: Wyman
& Sons, 1899. Pp. 2^9. is.
68
THE EDUCATIONAL REVIEW.
The Foundations of Chemistry as Seen in
Nature Study.*
By John Brittain, Woodstock, N. B.
In order to teach effectively we must distinguish
carefully between the trivial and the important —
between the accidental and the essential. We are
apt to spend too much of the precious school-time
over the details which have little significance — the
lifeless husks which enclose and conceal the living
germ — thoughts. We think that we must do this
in order to be thorough; but we deserve no credit
for thoroughness in doing things which should not
be done at all or which should be done elsewhere
or at another time. Let us rather devote our skill
and patience to the development, in natural and
logical sequence, of the great facts and principles
of nature and of life. Practice and the habit of
observation will ensure a sufficient knowledge of
details.
Chemical Union.
At the basis of all the natural forms we see —
organic and inorganic — lies the fact of chemical
union or combination. To learn to distinguish it,
by its effects, from mere mechanical mixture, it is
not necessary for the learners to wait until they
have become acquainted with the molecular and
atomic theories. Only very simple apparatus and
cheap material are required for the experiments
which follow.
Each member of the class is supplied with a small
stick of dry white wood. The sticks are held for a
few seconds in the flame of a spirit lamp. At once
a soft black substance appears in the heated part of
the stick — a substance which will mark on paper
and which will be found to be insoluble in water.
The pupils recognize this as charcoal which they
may be told is a form of carbon. Now the question
is, where was the charcoal before the stick was
heated ? We could not see it before that was done.
It will be found, by holding the hand above the
flame of the lamp, that no charcoal issues from it —
nor does it come out of the surrounding air. Hence
it must have been in the stick at first. But why
did the charcoal not then make the stick black?
Heat slowly and carefully a little of the wood,
cut into small pieces, in the bottom of a closed test-
tube. Clear drops of a tasteless liquid like water
form on the inside of the tube above the wood ; and
as the water gathers, the charcoal appears. The
* This article by Dr. Brittain appeared in the Ottawa
Naturalist for July, 1906.
water evidently comes out of the dry wood and
leaves the charcoal behind.
It can easily be shown, by means of a hand
balance, that a piece of charcoal (from a stove)
weighs less than a piece of the dry wood, equal in
size, from which the charcoal was obtained.
It is plain then that dry white wood contains both
charcoal and water, and that when the water is
driven out by the heat, the charcoal can be seen.
And so it appears that the water in the wood hides
the charcoal, else the wood would look black, and
the charcoal conceals the water, else the wood would
feel wet.
It may now be stated that when two substances
— as charcoal and water in this case — are so united
together that they conceal each other's properties,
the two substances are said to be chemically united
or combined ; and the substance they form by their
union is called a chemical compound. Thus dry
wood may be regarded as a chemical compound of
carbon and water.
Next mix together, in a bottle, water and powder-
ed charcoal. Do they unite chemically? They do
not conceal each other's properties. The black
charcoal can still be seen and the water felt. They
now form, not a chemical compound, but a mechani-
cal or physical mixture. But how can the charcoal
and water be got to unite chemically? They must
have been chemically separate before they united to
form wood; but we don't know, at present, how to
compel them to combine to form wood.
Put finely divided wood, to the depth of about
an inch, into a test-tube loosely closed with a cork
or the thumb — and apply heat until the tube is filled
with smoky gas ; then without withdrawing the
heat remove the cork or thumb, and try with a match
until you succeed, to set fire to the gas in the tube.
How do you account for this combustible " wood-
gas ? " Since this gas will burn, it cannot be water-
gas (steam) ; so we must conclude, since chemists
find that pure wood is composed entirely of carbon
and water, that this gas was formed in some way
from these two substances in the wood. It should
be noted here that the water set free by the heat
soon becomes colored by some other liquid, and that
a mass of charcoal remains in the tube after the
water and the combustible gas have been all expell-
ed. It will be found upon trial that this charcoal
residue, although it will not burn with a flame like
the gas, will slowly burn away with a glow when
held by a wire in the flame of the lamp.
THE EDUCATIONAL REVIEW.
69
It. seems from- this experiment that when wood is
heated in a closed space, it breaks up into other sub-
stances besides charcoal and water. This will ex-
plain too, in part, the manufacture of charcoal and
wood alcohol by the destructive distillation of wood,
that is by heating wood in closed vessels, and the
production of coke (carbon) and coal gas from
bituminous coal by destructive distillation.
Let the children char small samples of starch and
sugar — try whether they contain water — and
whether combustible gases are formed when they are
decomposed by heat. The last experiment may be
performed by heating a little starch and sugar in an
iron spoon until they take fire. It will be seen that
the solid substance does not burn, but the flame is
a burning gas which rises from the solid matter.
The starch and sugar are really being heated in a
closed space, shut off from the air by the spoon be-
low, and the burning gas above. In like manner,
in the case of wood fire, we see that the flames are
caused by the burning of the combustible gases,
given off from the hot wood.
The children will now be able to describe the re-
sults of their experiments with sugar and starch,
and to state and justify their conclusions as to the
composition of both. They will doubtless conclude
that, like wood, starch and sugar are probably com-
posed of charcoal and water chemically united. They
may then be told that sugar, starch and wood and
several other substances of similar composition are
called carbohydrates. The fitness of this name
should be shown from its derivation.
In all this work, the teacher is supposed to act
only as the director of experiments and as the
referee in deciding the validity of the arguments and
inferences. His skill is measured by the success
he has had in inducing each pupil to do his own
observing and thinking independently.
After a careful review of the whole ground, the
children should retain a good working idea of
chemical union— will see that heat tends to separate
substances that have been chemically united— will
understand what agricultural lecturers mean by car-
bohydrates—will know that when carbohydrates are
heated in a closed place until they decompose they
break up into carbon, water, and other substances
liquid and gaseous— will see that a flame is a burning
pas, and that a solid, as carbon, burns without a
fame— and will be able to form an intelligent con-
ception of many processes in nature and the arts
which would otherwise be quite inexplicable.
The main topic in these lessons — for this work
covers several lessons — is chemical union; but the
other topics discussed are important, and all of
them help in making clearer the idea of chemical
union. This illustrates another method of making
our teaching more effective, and saving time in the
process. I mean that while we keep in view one
principal topic we should always associate with it
others which are significant and worth teaching in
themselves, and at the same time are so related to
the central topic that they can be used effectively
in enforcing it.
A correspondent of the Manchester Guardian
makes some very reasonable suggestions on the edu-
cation of the agricultural labourer. He declares
that the curriculum of the ordinary elementary
school is not well fitted to do its work in rural dis-
tricts. It is too literary, and bears no direct relation
to the probable life-work of the village children.
Many of them are to be agricultural labourers, but
the last thing we dream of teaching them is the
science and art of agriculture, or the scientific facts
which will stand them in good stead in their future
work. What, then, is his remedy? It is, briefly,
that we should follow a plan similar to that which
has been carried out in France, since 1893, "ecoles
primaries superieures." The aim of these schools
is to give technical instruction of a commercial, in-
dustrial, or agricultural nature to the boys in the
French communes as they are drafted out of the
ordinary primary schools. The Commune bears
part of the expense, and the State helps with
scholarship grants, and grants in aid of salaries.
What these schools profess to do is "to direct the
minds of the pupils from the first day to the last to-
wards the necessities of the practical life which
awaits them." "The agricultural course," says M.
le Blanc, one of the chief authorities upon agricul-
tural education in France, "makes it its special aim
to teach the laws of Nature, and to instil into the
minds of its pupils those scientific notions which
they could never acquire at home. To attain this
end lessons on the theory of natural and physical
sciences, or even on agricultural sciences, are not
sufficient. Experiment must give the students a
substantial grounding, and this knowledge must be
completed by further experiments intelligently
carried out by themselves."
I feel that I must have the Review in my work.
T. T. G.
70
THE EDUCATIONAL REVIEW.
S. J. Farnhara.
Miss A. Maclean.
At Ogdensburg, N. Y., is a monument with this
inscription : " Soldiers and Sailors, Township of
Oswegatchie, War of the Rebellion, 1861-1865."
For this monument many designs were submitted,
but the originality and beauty of S. J. Farnham's
design won. She chose as her subject the " Spirit
of Victory," representing this>y a female figure in
flowing garments with a wreath of laurel in her left
hand and a flag in her right. The figure is seven
feet in height and the flag standard rises four feet
higher. The figure stands on a fluted Roman
column and base of Barre granite twenty-four feet
high to the top of the cap. Around the lower part
of the column are four war eagles, scanning the
face of the world as they stand posed on an endless
fasces, representing strength and eternity. This
bronze group is resting on the top of the base pro-
per, and on each of the four sides of the base is a
bronze shield, with inscription and decoration.
Near the top of the column is a bronze wreath of
maple leaves. "Victory" is nobly balanced, and
expresses grandeur and power. The face is sad,
and the head has a slight droop. This rendering
is in accordance with the artist's idea that there must
necessarily be sorrow and tragedy in every victory.
The bronze soldier who stands on guard at the base
seems a being who has lived and suffered and :s
possessed of soul. The artist considers this her
greatest work as yet, but she has produced others
of great beauty and merit.
In the Italian garden of Captain Emerson, of
Baltimore, is a beautiful fountain, the design being
three laughing nymphs, and the boy, Pan, who is
clasping a bunch of grapes from which the water
spouts. Mrs. Farnham's little son, "Jim," posed
for Pan. He made an ideal model, entering into the
spirit of his mother's conception, and the mischiev-
ous laughing figure of this joyous, winsome child
in its utter primeval irresponsibility is most attrac-
tive. Beneath the fountain are tnese impromptu
lines written by Mrs. Farnham:
In Arcadia, hallowed spot,
Sans reproache et sans culotte,
Graces in alluring shapes
Played and danced among the grapes,
None to question or to hamper,
None on fun to cast a damper.
Joyous spontaneity,
Knowing not propriety.
Would the All Wise Power saw fit
To unlace our lives a bit,
Give us room to breath, and be
Like the gods in Arcady!
S. J. Farnham is a fearless and dashing eques-
trienne, and well understands horse nature, and
enjoys galloping over her western ranch as much
uT anything eise in life. This fact accounts for the
spirited bronze work called " Cowboy Fun," vibrant
with life, irresistible force and swift onward motion.
Mrs. Farnham's marble bust of the beautiful Mrs.
H. Bramhall Gilbert is a fine example in correctness
of technique and perception of character. The
Great Neck Steeplechase cup, won by Mr. W. R.
Grace in 1904 is another specimen of her work, and
it, too, shows her accurate knowledge of horses and
her skill in depicting them.
And the marvel is that six years ago this sculptor
did not know anything of the great gift God had
given her. While recovering from a severe illness
her husband brought her some modelling wax in
the hope that it might help her to while away the
hours of enforced inactivity. She at once fashioned
in wax a recumbent figure of great beauty, repre-
senting Iris, the goddess of the rainbow. Having no
proper appliances, she pressed into service surgical
instruments of various kinds by way of armature.
Her surgeons vouched for the corectness of "Iris"
from an anatomical standpoint, and were amazed
that it was an initial production.
Mrs. Farnham had the advantage of extensive
foreign travel, and thus became acquainted with the
masterpieces of ancient and modern sculptors in
all lands.
Little teaching from the schools is possessed by
this original artist. But she has tremendous
earnestness. Her skilful hand and eye furnish the
externals, and the soul which she puts into her
work is, after all, that which makes the grandeur
and assures the lasting value of a work of art. In
her judgment the personality of an artist working
from within must determine the particular aspect
and treatment of the subject chosen. She likes best
scupltures that are full of force and emotional ex-
pression. She puts her whole heart and soul into
all she does, and those who have seen her work
can only conclude that the virile strength and
subtlety in execution, combined with her visual and
temperamental gifts, insure to her a crowning
future.
The season of bird migration has now begun.
Many birds are already assembling for the journey
to the south. Why do thev go? When will they
return ? These and many other questions in relation
to birds will furnish occasion for September talks.
Victoria is half way between London and Hong
Kong.
THE EDUCATIONAL REVIEW.
71
A Great Mediaeval School.
"The School of the Palace."
By Miss Catherine M. Condon.
Let us, in imagination, transport ourselves back
to the ninth century of our era, say, about 805
A. D., and, finding ourselves at Aix-la-Chapelle,
ir.ake the best of our way to the Palace of Charle-
magne. We shall not need to ask our way ; its tur-
rets, battlements and fine arcaded cloisters will
sufficiently indicate it. Before the massive gates
stand the guards, in full armor, holding lance
and battle-axe. Like their imperial master, they
are of great stature and strength. Passing them,
we go through the court-yard, where military and
athletic exercises are proceeding with vigor. Pre-
sently, at a given signal, the different groups of
various ranks and ages break up and march into
the school-room, the great hall of the palace.
Among the royal children are Pepin, King of Italy,
end Louis, King of Aquitaine. They are still
young, for they were taken to Rome by Charle-
magne, their father, in 8oi, and anointed by the
Pope at the age of four and three respectively.
They probably enjoy a visit home, as well as other
little boys who do not wear a crown.
This " School of the Palace " is a mixed one.
Some have thought it an academy for learned con-
versation and communion only. But instruction
was imparted in literature, and such science as was
then possible. Special stress was laid upon the
teaching of religious doctrine and practice, as was
natural, when the only teachers were ecclesiastics.
But careful primary work would be as necessary
then as now to prepare for the study of the liberal
arts; and still later in life than this, Charles, find-
ing his good right hand more facile with the sword
than the pen. was practising penmanship, desiring
t<> improve it; and no doubt some one in the school
skilful in the writing and illumination of manu-
scripts would assist the Emperor, who would no
doubt avail himself of the splendid manuscripts re-
ceived as presents from the Emperor at Constanti-
nople ; and from the Caliph of Bagdad, the renowned
Haroun-al-Raschid, who also sent him an elephant,
apes, rugs and carpets, and a curious striking clock,
with many other rich gifts. The tone of the school
must have been wonderfully liberal, for he charges
the bishops and abbots that, " they should take care
to make no difference between the sons of serfs
and freemen, so that they might come and sit on
the same benches, to study grammar, music and
arithmetic." Many a clever serf repaid this
generosity by signal service in church and state.
Let u.= mark the founder of the school. Crown-
ed and robed, he is seated upon his throne in the
stately pillared hall ; but you will need no regalia
to recognize him. That form of heroic mould,
with its instinctive dignity and grace, the dome-like
head with its white flowing locks, its large and
piercing eyes, with its grandly cut features, well
express his intellectual power, and mark him out as
standing in the front rank of the great men of all
time ; as soldier, statesman and scholar.
During his reign of forty-six years he carried on
fifty-six campaigns, one, that against the pagan
Saxons, lasting thirty years. He conquered the
Avars (Huns) by the same piece of strategy that
won for Napoleon the battle of Austerlitz — a double
base of operations against the enemy. As a states-
man, he won as much by his diplomacy, which was
at once shrewd and generous, as by the sword ; and
it may be doubted whether he would have so com-
pletely subjugated the savage Saxons if he had not
won over their able chief, Witikind, by his magna-
nimity and fair dealing.
But Charlemagne was not content simply to con-
quer, he determined to Christianize the rude pagans
and to introduce law and order, and thereby to
render his dream (a vain one) of a re-established
Roman Empire, a solid and permanent fact. But
he would make it a Holy Roman Empire. There-
fore he built churches, monasteries, and cloistral
schools among them ; and when they destroyed
them, and their inhabitants, with fire and sword and
unutterable cruelties, he. did the work over again,
for there was no turning aside that indomitable will
from its purpose. He was, however, a true Ger-
man, and reverenced what was good in their old
institutions, and respected, as far as possible, their
sentiments and traditions ; but, said he, "the Saxons
must be Christianized or wiped out." It has been
quaintly said, " he inflicted baptism upon them."
The noblest men do not rise altogether above the
spirit of their time.
As a scholar, his attainments were remarkable
for that age ; he was a good Latinist, and under-
stood Greek. He was fond of the " joyous art,"
and brought musicians from Italy to improve it;
and like Luther, 700 years later, reverently ordered
the " service of song in the house of the Lord."
He was also a diligent student of logic and
astronomy. Only four of the winds had been
named before him, but he distinguished twelve, and
72
THE EDUCATIONAL REVIEW.
gave to them and the twelve months of the year
Germanic names, and drew up, with some scholars
of his academy, a Germanic grammar. He collect-
ed and preserved the old heroic ballads, songs and
verses, which are largely the foundation of the
Nieberlungenlied. His grandfather, Charles Mar-
tel, on the field of Tours, 732, had inflicted a crush-
ing defeat upon the Saracens, which defeat, it has
been pithily observed, " settled the question whether
the Koran or the Bible should be a text-book at
Oxford."
His father, Pepin le Bref, had by his protection
of Pope Stephen, and his bestowal of the Exarchate
of Ravenna laid the foundation of the temporal
power of the Holy See. This gift, confirmed and
enlarged by Charlemagne, led to his being crowned
Emperor of the Western Roman Empire, 25th
December, 800 A. D.
Henceforth, German barbarism was to be more
ana more softened by Italian learning and refine-
ment. The kingdom left by Pepin was to expand
into an empire stretching from the Ebro in the
west to the Danube, and the confines of the Eastern
Empire, and from the North Sea to the Mediterran-
ean, and to embrace Italy from Aosta to Calabria.
The " school " justified itself, for we read of no
fewer than twenty-three great dignitaries trained
in it, eminent in Church and State, among them
Pope Sylvester II, who was also an author.
At the head stands the director, Alcuin, who was
an Englishman, a native of Yorksh;,-e. still famous
for stalwart men, rich musical voices and shrewd
business faculty. No doubt the tutor, trusted
friend, and adviser of Charlemagne, exhibited to
the full their fine wholesome characteristics. His
writings, thirty in number, by their excellence and
variety, attest his learning and industry. Our own
Egbert, who had fled from Offa the Terrible, pro-
bably learned lessons of wisdom in the famous
school of his protector.
Eginhard, considerably younger than Alcuin, re-
ceived in the school the scientific instruction neces-
sary to fit him for the position of " Chief of the
Works to the Palace." He has left us interesting
Chronicles and a biography of Charlemagne, and
the only contemporary account of the heroic stand
of Poland at Roncesvalles (Roncesvaux).
Hincmar afterwards Archbishop of Rheims,
near the end of the century, gave a striking proof
of his ability. Adalbert, Abbot of Corbie, and
cousin of Charlemagne, had written a treatise, "De
Ordine Palatii" (Of the Ordering of the Palace)
It contained a very full account of the "Missi
Dominici," which institution has always been con-
sidered a mark of Charlemagne's genius. These
were officers appointed to visit every part of the
empire, to look into the minutest details, and, if
necessary, to take prompt and decisive action, and
to report everything to the emperor, especially the
causes of any trouble. His treatise also gave a full
account of the national assemblies convened by him,
stating their mode of proceeding, the due arrange-
ment of clerics, laics, etc. The freest discussion
was invited, but while the most absolute power was
really exercised by Charlemagne, these deliberative
assemblies must, by his wisdom, tact and liberality,
have been wonderfully educating to a barbarous and
disunited people. No fewer than thirty-five were
held between 776 and 813, A. D.. Adalbert's
work was lost, but Hincmar almost, perhaps entirely,
gave its substance in a letter of instructions, when
near the end of the century (ninth) he was applied
to by the grandees of Carloman, the son of Charles
the Stammerer, for an account of the government
of Charlemagne. Quite an inteilectual feat for so
old a man, and, for posterity, a most valuable piece
of work.
The Heads of the "Schools" took names from
antiquity. Alcuin was Flaccus (Horatius Flaccus) ;
Angilbert was Homer ; Theodulph, Pindar ; Charle-
magne was David; Eginhard, most appropriately,
Bezaleel, after the artist-nephew of Moses. Cer-
tainly those who took the names did not dim
their lustre. But it was not all study. There
were hunting parties and sports, and especially
bathing in the tepid waters for which Aix-la-Cha-
pelle has been famous from Roman times to our
own day, a sport loved by the emperor. Sometimes
as many as one hundred persons' would be invited
to disport themselves with the emperor, whose
health was perfect, until his last short illness of
plcvrisy.
Some time before his death he had set aside two-
thirds of his property for religion and education, re-
serving one-third for disposal at his death. He had
founded twenty-one Metropolitan Sees with monas-
teries and cloistral schools. His bounty to suffering
Christians, even in far-off eastern lands, was un-
stinted. It may well indeed be doubted, whether
any one man has done so much to lift Europe out
of the s lough of ignorance and barbarism as
Charlemagne.
I find the Review a great help in my school work,
and would not do without it. A. A. P.
THE EDUCATIONAL REVIEW.
73
Our Rivers and Lakes — No. II.
I. — The River St. John.
By L. W. Bailey, LL. D.
Those readers of the Review who may have
perused the last chapter of this series of sketches
will recollect that a river is therein shown to be
comparable with a living thing, and as such to have
a history, involving periods of youth, maturity and
old age, each marked by well-defined characteristics.
We may now proceed to see how this comparison
finds illustration in the rivers and streams of Acadia.
We may naturally begin with the St. John as
being not only the largest river in the Maritime
Provinces, but also the largest to be found in east-
ern America south of the St. Lawrence. It is also
the most varied, and in different parts of its course
affords the best examples of the subject under con-
sideration.
The St. John river is usually regarded as having
a length of four hundred and forty-six miles, and
a total drainage area of about 26,000 square miles,
embracing considerable portions of Maine and
Quebec, as well as of New Brunswick. It is
navigable by ordinary steamers to Fredericton,
a distance of eighty miles, by flat-bottomed steamers
to Woodstock, sixty miles above Fredericton, and
by canoe from Woodstock to its sources in the St.
John ponds on the western side of Maine. Many
of its tributaries, including in New Brunswick the
St. Francis, Green. Grand, Tobique, Nashwaak
and Oromocto, are also similarly navigable when
the water is at ordinary height. The head of the
Tobique in Nictor Lake is ninety-two miles distant
from its mouth, and a little over eight hundred feet
above sea level. The St. Francis and Madawaska
originate in the, Province of Quebec, and north of
the great St. Lawrence " divide : " the head of the
South Branch is said to be 1,808 feet above sea
level, and that of the Northwest Branch 2.358 feet,
but where the river St. John enters New Brunswick
at St. Francis, the waters are not more than 606
feet above tide level. Assuming this latter to be
the case, and the distance from the sea to be as
stated above, the average slope for the entire river
within the limit of the province would be one and
a half feet per mile ; but as there is a descent of 1 17
feet in the Grand Falls gorge alone, and in the
summer months practically no descent below Fred-
ericton, the rate for the portion below the Falls be-
comes only eight inches, and below the city last
named nearly nil. Thus the river becomes naturally
divided into sections, which must be considered
separately, especially as these sections are otherwise
in marked contrast.
The first section which is to be distinguished is
that between the sources of the stream and Ed-
mundston. The course of the river, as a whole, is
here northeasterly, evidently determined by the
course of the hill ranges between which it flows.
It is what physical geographers call a "consequent"
river, meaning that the direction is the consequence
of a natural pre-existing valley and slope. It is
probably also in this part an old river, as the valley
alluded to is almost certainly of very ancient date.
Indeed it is probably only the discovered head of
a stream which originally formed no part of the
modern St. John, but continued its north-eastward
flow to connect with that of the Restigouche, and
thus emptied into the Bay Chaleur. But the main
St. John, working backward at its head, reached at
last this old eastward flowing stream, and providing
a new and easier channel for its waters, drew these
off, leaving the Restigouche as we have it to-day,
separated by a short carry only from the waters of
the St. John. This is an illustration of what' has
been termed the " piracy " of rivers, or the "migra-
tion of divides," of which we shall presently notice
some further illustrations.
But while in one sense old, the section of the
river under review is also " young," for its current
is swift, its channel often narrow and V-like, its
bed strewn with numerous boulders, originating
more or less dangerous rapids. These boulders
are old moraines, dropped across the valley's bed
by the melting ice of the glacial period, and the
stream is now actively engaged in removing them.
It is a rejuvenated stream, a stream in second child-
hood, striving for the second time to carve out for
itself a smooth and unobstructed way.
Near Edmundston the main river begins to turn
to the south, and we enter upon a second section
extending to the Grand Falls. The wide, open
character of the valley, the gentle slope of its sides,
the comparatively slow current, and the extent of
intervale and islands, all indicate maturity. On the
other hand, at the Grand Falls, a sudden and mark-
ed change comes in. The old pre-glacial channel,
plainly recognizable in the rear of the village, where
it gives convenient passage for the rails of the C.
P. R. having been completely obliterated by the
debris of meltine: glaciers, the river has ever since
been, and is now engaged, in making for itself a
new passage. And the process is one well worth
74-
THE EDUCATIONAL REVIEW.
study. The rocks to be traversed (calcareous
slates which are almost limestones) are not very
hard, but are of different degrees of hardness, there-
fore tending to determine irregularities both of
course and descent. The stream is so narrow and
the bluffs on either side so nearly vertical that :n
time of freshets the crowded waters are compelled
to rise far above their ordinary level, then becom-
ing a scene of wild commotion, at the same time
that the height of the main pitch becomes materially
reduced. This is ordinarily about eighty feet, while
the total difference of level between the upper and
lower basin, separated by about a mile of " gorge,"
is 117 feet. In the bottom of the gorge are the
"wells," an interesting feature, being circular holes
from one to ten feet wide, and sometimes twenty
grand fails gorge — St. John River.
feet deep, made by the grinding action of pebbles
driven by the whirling waters, and illustrating one
of the methods, by which the whole gorge is being
excavated.
Below the Grand Falls the character of the river
again changes. It comes in now transverse to the
hill ranges instead of with them, as in the upper
portions ; and here we find the most marked evi-
dences of that former higher level of the waters
without which these ridges could never have been
crossed. They are in the form of terraces, steps
or benches, lying along the sides of the valley and
following its sinuosities, but composed of materials
which, "both in character and arrangement, show
clearly that they must have been laid down by the
river, as similar deposits are being laid down now.
Sometimes as m'anv as six or seven of these ter-
races will be seen one above another, each marking
a stage in the excavation of the present valley, and
the highest perhaps two or three hundred feet above
the level of the stream, as it exists to-day.
In this third section of the river, extending from
Grand Falls to Fredericton, another feature is the
deep and narrow character of the valley, the gen-
eral scarcity of islands, and the rapidity of the cur-
rent, all indicative of comparative youth. At the
Meductic falls probably once existed, now repre-
sented by a somewhat dangerous rapid, and here
again, as at Grand Falls and the Aroostook falls,
we find evidence of old pre-glacial and now aband-
oned channels.
Not far above Fredericton the scene is again
changed, and quite abruptly. From a width of
hardly quarter of a mile it becomes twice, and in
places three or four times that amount. The
bordering hills are lower and their slopes more
gentle, while between their base and the river chan-
nels are extensive flats or intervales, some subject
to annual overflow, others like that upon which the
city of Fredericton is built, reached by the water
only under such exceptional conditions as may
result from an ice jam below. Here also begin the
is'.ands which at once add so much to the beauty of
the river, with their elm-fringed borders, and to the
revenues of their owners by their exuberant fertility.
These intervales and islands indicate that the stream
is here dropping its load. Wear or corrosion is on
the sides not upon the bed of the stream, and the
tendency to fill up makes the employment of dredges
necessary. The stream has reached the " bare level
of erosion," and except in times of high water the
outward flow is checked or even practically reversed
by the inward flow of the tide. Here again we find
evidences of a former higher level of the river,
probably during the Glacial period. P>eneath the
surface deposits of the flat of Fredericton we every-
where reach in sinking beds of pure clay, the ascer-
tained depth of which is over 200 feet, and from
which remains of large fossil fishes have been re-
moved. Hence the river must in some former
period have flowed through a channel 200 feet
lower than the present one. and thus could only
have been cut when the land stood that much higher.
Having been cut, by water or ice. or both, during
the period of glacial elevation, it was subsequently
filled for several hundred feet with clay as the land
subsided, and finally, with another, but less marked
elevation, cut its present bed at least 200 feet, as
stated, above its former one.
THE EDUCATIONAL REVIEW.
75
The condition of things sketched in the last
paragraph continues from Fredericton to Hamp-
stead, in Queens County, where, with the existence
of rocks which are at once more enduring and more
disturbed, another total change in the scenery of the
river takes place. Without attempting to describe
the new features in detail, I may note two or three
points which are of special interest, either as ex-
hibiting contrasts with the parts of the river already
reviewed or as bearing upon its probable history.
Perhaps the most striking feature of the lower
St. John is the fact that it here presents a series of
long and narrow parallel troughs, connected by
ducing them as a small map, a good illustration of
what is known as " trellised drainage." on account
of its resemblance to trellis work as employed by the
gardener. It also suggests, what is undoubtedly
true, that the valleys now connected were at one
time distinct, each being occupied by its own stream,
and with the direction of the latter " consequent "
upon that of the bordering hills ; but subsequently
through the backward working oi the main St.
John these were successively tapped or " pirated,"
and their waters taken to swell those of the main
river.
And here another and most remarkable feature
flSLANDS ABOVE FREDERICTON — St. John River.
transverse depressions. The Long Reach, with its
extension in the Belleisle valley, and the great Ken-
nebeccasis trough, about twenty miles long, and in
its western portions 200 feet deep, or more, are the
most conspicuous examples, but to these may be
added the depressions of the Washademoak and
Grand Lakes, all parallel to each other, and to the
great trough of the Bay of Fundy. The connect-
ing transverse valleys are those of Wickham, pro-
longed southward in Kingston Creek, the Short
Reach, a continuation of the Nerepis valley, the
Grand Hay and the Narrows, while indications of
the same north and south depression is to be seen
in the soundings in and off of St. John harbor. We
have in these features, best appreciated by repro-
comes in. At its mouth the waters of the great
river, with a length of nearly 500 miles, and gather-
ed from three provinces, are met by the phenomenal
tides of the Hay of Fundy, the struggle between the
two being at the same time mainly confined to an
area less than a mile in length, and where narrowest,
not over 200 yards in breadth. Here are the " re-
versible falls," with the waters falling either in or
out. according as tide is high or low, while for a
brief interval the turmoil which ordinarily char-
acterizes the scene and makes the passage impos-
sible, is replaced by a condition of repose, during
which vessels of all kinds may safely move to and
fro.
One point more. As the lower section of the
76
THE EDUCATIONAL REVIEW.
St. John river is below tide level, the waters being
brackish for many miles above its mouth, while even
at Fredericton there is during low water a " set
back " of several inches, it follows that the valley
must have been excavated when the land stood
higher than now, and was afterwards depressed.
It is therefore an example of a " drowned " river.
Indeed its old mouths, one at Manawagonish and
the other through the Coldbrook valley, are now
filled up, and the present channel through the
Narrows is comparatively " young." Other pro-
vincial illustrations of " old " and " young " rivers,
" rejuvenated rivers," " drowned rivers," " river
piracy," etc., will be given in another chapter.
^1
reversing falls — St. John River.
"The Schoolmaster Abroad."
In that admirable picture of Southern life, " The
Autobiography of a Southerner," now running
through the Atlantic Monthly, the following inci-
dents occur :
I once read a letter written by a Southern
planter to his business correspondent in Boston in
the forties, asking him to send by boat " ten kegs
of nails, a dozen bolts of cloth, and a well-condition-
ed teacher " for his children. The teacher lay in
his mind along with cloth and nails.
And Professor 1 Silly picked up a story that told
more than all the school reports. Some one asked
a country woman how many children she had.
" Five. — two married, two dead, and one a-teaching
school."
From my boyhood I had heard our public men
praise our people as the most contented and upright
under heaven, home-loving and God-fearing. But
I encountered communities from which all the best
young men had gone, and nobody could blame
them ; and many who were left had homes ill worth
loving. Slatternly women, ill-fed, idle men, agri-
culture as crude as Moses knew, — a starving popu-
lation, body, mind and soul, on as rich a soil as
we have.
" 'Pears dey gwine ter eddicate everybody, yaller
dogs an' all," said one countryman to another.
" Presen'ly dey'll 'spec' me and you to git book-
larnin', John, an' read de papers.' '
I'd lak to know who gwine ter wuk an' haul
wood in dem days," said John.
" Yes ; an' atter you larn to read, dat ain't all. It
costs you a heap o' money den. Yer got to buy a
paper : an' did you know dat a daily paper costs six
dollars a year? Atter dey larn you to read, dey
don' give you de paper, nor no books nuther." —
Nicholas Worth, in the August Atlantic.
Yukon District is almost as large as France.
I eniov the Review. I find it both interesting
and helpful. M. S.
THE EDUCATIONAL REVIEW.
77
After Vacation.
Most sincerely do we hope that your vacation will
be in every way refreshing, restful, and delightful.
Vacation is never an end in itself, it is but a
means to an end. Its joy and its usefulness, are al-
ways involved in what comes after, in what results
from it. Every conceivable privilege for enjoyment
in July and August fails to provide a relish if one is
fearful that the vacation will last the. year round.
The fact that it is to have an end, followed by op-
portunity for profitable employment, gives zest to
the days of rest.
Assurance of an increase in salary and profession-
al opportunity also materially adds to the joy of the
long vacation. How much more joyous should a
vacation be when there is a consciousness that be-
cause of it the teaching itself will be of increased
value to the pupils to whom we go ?
The rest feature of a summer school to a teacher
of the right spirit comes from the fact that ever
after she is to do better work for her pupils. She
can rest better at work than at rest when her rest
comes from the joyous consciousness of that which
is to come after vacation. — Selected.
Parts of Common Things.
Here is a language lesson that will stimulate a
good degree of thinking and observing if rightly
managed. It will also form a basis of pupil study
on the part of the teacher ; it may surprise the teach-
er to discover how little some of the children know
about matters which are usually regarded as very
simple and commonplace.
Let each pupil write a list of the parts of some
of the objects named in this list and others, also the
use or position of the various parts : A wagon wheel,
a box, a shoe, a bicycle, a knife, a desk, a coat, a
plow, a rake, a hat, a window, a carriage, a book, a
chair, a boat, a stove, a clock, a gun. — Selected.
Dr. Harrison, president of the University of New
Brunswick, has resigned to accept a pension from
the Carnegie Fund, amounting to over thirteen hun-
dred dollars a year. The trustees of the fund also
testify to the high appreciation of the services which
Dr. Harrison has rendered to the cause of education
in New Brunswick, a testimony that will be
cordially endorsed throughout the provinces.
A similar pension awaits Professor Bailey when
he resigns, which it is said will not be this year.
A Rainy Day.
The rain is falling very fast,
We can't go out to play,
But we are happy while in school,
Tho' 'tis a rainy day,"
sang sixty-five fresh little first-grade voices. And
indeed it was a rainy day. It had literally poured
since daybreak, but only a few of the babies were
missing. They knew that rainy days were "happy
days," and had begged to come to school; and the
parents, knowing that special care was taken of
them on these days, had sent them. Some had come
in delivery-wagons or private conveyances ; some in
the arms of father or strong elder brother; not a
few had trudged through the rain and mud, — but
nearly all had come, and the array of rubbers and
umbrellas in the hall suggested Psyche's task of
sorting the grain in Venus's storehouse, and their
restorations to rightful owners seemed likely to be
accomplished only by the assistance of some super-
human agent.
And true enough it was, too, that they could not
go out to play. Yet a look of bright expectancy
was on every face. The janitor came in, bringing a
pail of water and some cups, and paused in surprise
as he was greeted by a clapping of little hands.
They knew what was coming now. The janitor
opened the windows, and as the signals were given
all the children rose and filed past the water-pail,
where each was offered a few swallows of water.
After drinking, each ran lightly to his seat, or
"flew" with gently waving "wings." It required
but a few minutes, yet all 'were in a glow of cheerful
excitement. Then, a ladder was quickly sketched on
the floor, and all who cared to — and who did not?
— tried to hop over all of the rounds. Many of them
hopped on, and proud indeed was the small laddie
who "walked clear to my seat on one foot." Quiet?
No. Orderly? Yes.
A few minutes were spent in games. One di
vision playing at a time, the other singing "Pussy
White." "Chick-a-dee," and "Poor Babes in the
Wood." Then, as the bell rang and the triangle
sounded for the older children, the first child in each
division was given a flag and they were "brave little
soldiers," marching through aisles and cloak-room
and back to seats, rested and happy and ready for
work.
All who did not ask to leave the room were dis-
missed a few minutes early, and went home wrapped
up as carefully as when they came. — Selected.
Messrs. D. C. Heath & Company, Boston,
announce the publication in September of The
Select Poems of Tennyson, to be edited by Archi-
bald MacMechan, of Dalhousie University, whose
sympathetic editing of sundry nineteenth century
masterpieces has given the literary world assurance
of his skill.
78
THE EDUCATIONAL REVIEW.
A Chemical Trick.
When we happen to witness a phenomenon which
seems to violate natural laws, we are not likely to
forget its cause if it be explained to us. The fol-
lowing experiment, which I devised for my students^
helped them to understand as well as to remember
some chemical data.
A white cat, made of flexible pasteboard and im-
prisoned in a glass jar, is shown to the audience.
The lecturer announces that, without opening the
jar or even touching it, he will cause the cat to
undergo a zoological as well as a chemical trans-
formation, He takes the support of the jar, and
pushes it forward in full view of the students. The
change occurs almost instantaneously. The cat
takes a rich orange color on which black transversal
stripes rapidly paint themselves. The cat has be-
come a tiger.
The whole transformation is produced by eman-
ations of hydrogen sulphide, which is generated in
the jar itself without any visible apparatus. The
cat has been previously coated with a solution of
chloride of antimony wherever the orange hue was
(o be produced, and with a solution of basic acetate
of lead wherever the black stripes were to appear.
Both solutions are colorless. After the coated cat
has been introduced in his glass cage, a small piece
of pasteboard is placed under the wooden support
so as slightly to incline the jar forward. A few
decigrammes of pulverized sulphide of iron folded
in a piece of blotting paper are deposited behind the
cat, on the elevated side of the bottom of the jar.
Two or three cubic centimetres of diluted sulphuric
acid are dropped with a pipette on the opposite side.
When the performer wishes the transformation to
take place, he takes the wooden support and pushes
it forward as if he wanted to enable everybody to
see better what is going to happen. By so doing
he suppresses the slight inclination which kept the
iron sulphide beyond the reach of the sulphuric
acid. The gas is evolved, and the formation of die
orange sulphide of antimony and black sulphide of
lead takes place in a few seconds. — Gustave
Michaud, D. Sc, in Scientific American.
The iconoclasts who are so fiercely denouncing
the teaching of complex fractions and the greatest
common devisor are reminded that the young lady
who studies difficult music is more likely to play
with ease simple melodies, and that the student who
has conquered a'gebra is forever after master of
arithmetic. — Western School Journal.
A Great Schoolmaster.
When Doctor Temple, afterward Archbishop of
Canterbury, was head master at Rugby, writes one
of his students in the memoirs of the archbishop,
he relied but little upon punishment. It became
the custom for the under teachers to sit with the
dull and lazy boys, who had failed in their lessons,
to hear them over again. Doctor Temple would try
every other device before resorting to punishment.
Perhaps the most valuable lessons that the young-
er masters learned from him was to imitate that
quality which more than anything else endeared
him to the school — the love of justice. It was not
only that the tradition, which dated from the time
of Doctor Arnold, was insisted on that a boy's word
should be taken, but even when there was what to
a young master seemed overwhelming proof of
some wrong-doing, as, for example, documentary
evidence of dishonesty, he would stay his colleague's
hand if the boy implicated declared his innocence.
It was better, he would say, that many a wrong
deed should slip through unpunished than that a
single act of injustice should be done.
He insisted, too, on the fullest allowance for the
possible stupidity which might have led to the re-
sult ; no boy was to be punished because he had
misunderstood.
It is small wonder that one of his boys, who had
been exhorted at home not to be led astray from
the true faith, wrote home :
" Dear mother. Temple's all right ; but if he
turns Mohammedan, all the school will turn, too.'"
Canada is thirty-nine years old, dating from Con-
federation ; is 147 years old, dating from the Brit-
ish Conquest of 1759; is 370 years old, dating from
Carder's first visit of 1535; leads Britain's forty-
eight colonies ; was the first colony to form a Con-
federation ; is included in forty-two of Britain's
Extradition Treaties ; has over 700 legislators ; has
had 113 governor-generals since 1534: cast over
one million ballots in the Dominion election of 1904;
gives $4,402,502 annually to the provinces as sub-
sidies; comprises one-twelfth of the land surface
of the globe; had $15,000,000 surplus in 1904.
Canada contains one-third of the area of, the
British Empire ; extends over twenty degrees of
latitude, an area equal to that from Rome to the
North Pole ; only one-fourth of Canada's area is
occupied.
Canada has enough land to give each individual
400 acres.
THE EDUCATIONAL REVIEW.
79
A Lesson in Heroism.
The surgeons had removed the foot. It was a far
more severe ordeal than Hugh had fancied, and he
felt that he could not have borne it a moment
longer. Though he slept a great deal in the course
of the night, he woke often, such odd feelings dis-
turbed him. Every time he moved in the least his
mother came softly to look.
When she found he could not sleep any more, and
that he seemed a little confused about where he was
and how he came to be there, she let him talk, and
thus gradually brought back the recollection of all
that had happened.
"Oh, mother, I can never be a soldier or a sailor.
I can never go around the world." And Hugh burst
into tears, now more really afflicted than he had
been yet.
His mother sat by the bedside and wiped his tears
as they flowed, while he told her how long and how
much he had reckoned on going around the world,
and how little he cared for anything else in the
future; and now this was just the very thing he
should never be able to do. He had practiced
marching, and now he could never march again.
There was a pause, and his mother said : —
"Hugh, do you remember Richard Grant?"
"What, the man who carved so beautifully?"
"Yes. Do you remember how he had planned a
most beautiful set of carvings for a chapel? He
was to be well paid, his work was so superior. But
the thing he most cared for was the honor of pro-
ducing a noble thing which would outlive him.
"Well, at the very beginning of his task his chisel
flew up against his wrist, and the narrow cut that it
made rendered his right hand useless for life. He
could never hold a tool. The only strong wish that
Richard Grant had in the world was disappointed."
Hugh hid his face in his handkerchief, and his
mother went on : —
"You have heard of Huber?"
"The man who found out so much about bees ?"
"Bees and ants. When Huber had discovered
more than had ever been known before about bees
and ants, and was more and more anxious to peep
and pry into their tiny homes and their curious
ways, he became blind." ■-
Hugh sighed, and his mother went on : —
'Did you ever hear of Beethoven? He was one
of the greatest musical composers that ever lived.
His great, his sole delight was in music. It was the
passion of his life. When all his time and all his
mind were given to music, he became deaf, perfectly
deaf; so that he never again heard one single note
from the loudest orchestra."
"But were they patient?"
"Yes, in their different ways and degrees. Would
you say they were hardly treated? or would
you rather suppose something better was given them
than they had planned for themselves?"
"It does seem hard," said Hugh, "that that very
thing should happen. Huber would not have so
much minded being deaf, or that musical man be-
ing blind, or Richard Grant losing a foot; for he
did not want to go around the world."
"I think they found, if they bore their trial well,
that there was work for their hearts to do far nobler
than the head can do through the eye, and the ear,
and the hand.
"And they soon found a new and delicious pleas-
ure which none but the bitterly disappointed can
feel."
"What is that?"
"The pleasure of rousing their souls to bear pain,
and of agreeing with God silently, when nobody
knows what is in their hearts.
"There is a pleasure in the exercise of the body,
— in making the heart beat, and the limbs glow, in
a run by the seaside, or a game in the play-ground ;
but this is nothing to the pleasure there is in
exercising one's soul to bear pain, — in finding one's
heart glow with the hope one is pleasing to God."
"Shall I feel that pleasure?"
"Often and often, I have no doubt, — every time
you can willingly give up anything you have set
your heart upon. Well, I don't expect it of you
yet. I dare say it was a long and bitter thing to
Beethoven to see hundreds of people in raptures
with his music when he could not hear a note of it.
And Huber—"
"But did Beethoven get to smile?"
"If he did, he was happier than all the fine music
in the world could ever have made him." — Harriet
Martineau.
One of the most successful devices I have used
to interest boys in the writing of business letters is
to give each child an illustrated magazine, allowing
him to answer any of the advertisements he wishes.
This is much more interesting to the average pupil
than the prescribed course on letter-writing given
in most texts on language.
The rural teacher who finds it so difficult always
to secure fresh material for busy work will find that
she can put to almost innumerable uses, the glazed
paper samples of paints and varnishes which one
can secure at paint or drug stores for the asking.
These come in all the bright colors that appeal to
the children. They may be used for counting; for
simple designs drawn on the board and the children
copy on the desk with these ; or simple designs may
be made from them. Just give the children a hand-
ful of them and they will be quiet for some time. —
Teachers' Magazine.
so
THE EDUCATIONAL REVIEW.
Selected Readings
Counting the Stars.
(From Stickney's Third Reader, by permission of Messrs. Ginn & Co-i
Boston, the publishers.)
Robert was offered a dollar by his grandfather
if he would count the stars. The night was clear,
and there was no moon, Robert thought he might
as well begin at once. He had no special interest
in the stars, but a dollar had great possibilities in
it for him.
The boy lay on his back on the soft, cool grass,
so as to see all the sky at once. He guessed there
might be a hundred stars, and that there would be
a cent for each star that he counted. An hour was
allowed him for the, work, as it was then eight
o'clock. He thought it quite sufficient. Some
time was spent in deciding where to begin; but as
Venus was the evening star at that time, it seemed
a good one to earn his first penny upon. His
mother thought so, too. Mothers can usually be
depended upon to encourage the efforts of their
children, and he thought he would like to have his
mother count also. Robert was an honest boy, and
he was sure that he ought to count as carefully as
his father had to count bills at the bank, not miss-
ing a single one. There was a long silent time.
Robert s mother had not believed he would be so
persevering. She did not speak till she heard a sigh
and knew that he had stopped counting. " Have
you lost count ? " she asked. " Yes," was the
answer. " I'm all mixed up, I'm afraid I shall have
to begin over again." "Oh!" said his mother in
a sympathetic tone. " There are so many of the
little ones," Robert added, " and there are no lines
to go by. How did you get on ? " he asked. " I
worked in another way and counted till I reached
a hundred ; then I think I lost count also. I began,
as you did, with Venus, and then looked for the
other two planets, Jupiter and Mars. We do not
always have three planet visitors in sight at the same
time. [Mars is now visible and Jupiter is seen in
the morning sky. — Editor.]
"Then I went all over the sky for the largest
stars— stars of the first magnitude they are called.
There were seven of them. That is a good many
to have at once. The last time I looked for them
there were only six, and in the whole year there
would be only fourteen. It is not so easy to count
the stars of the second magnitude, of which there
are forty in all. I found about twenty, and then
began back at Venus to count smaller stars."
" It will take another evening," said Robert, " to
go all over the sky ; I think 1 had better stop now."
It was a month or two before Robert made his
second attempt to number the stars. His mother
had pointed out to him in the meantime the stars
of first magnitude — he had learned to find Vega
and the bright star Sirius himself, and had had
Regulus and Castor and Pollux pointed out several
times.
When Arcturus came first in sight in the eastern
sky (it is now in the west), he was as much inter-
ested as his mother; so, when his grandpapa said
one night at tea time, " I want you to have that star
dollar, Robert ! " he asked to be allowed to sit up
till it was dark enough for the stars to be bright.
"Will you show me how to count your way,
mamma," he asked. "We will take a better way,"
was the answer. " I showed you the Great Dipper,
the Seven Sisters, Orion's Belt, and the Sickle.
We will look for more groups of stars. Then if
you have to stop, you will not need to begin at the
beginning again.
" Groups that make figures in the sky are called
constellations. There are a good many. The
whole sky is overspread with them. When I was
a little girl, grandpa taught me to find them, and
ncy seem like old friends that meet me wherever
1 go. I think you will like to get acquainted with
them. David, the shepherd boy of Bethlehem,
knew them, and perhaps Moses did in Horeb."
Robert soon became so interested in tracing con-
stellations that he forgot all about counting, till his
mother reminded him that they had found six stars
in the sickle in Leo and three in the triangle ; the
great square in Andromeda had seven, and in
Orion he had found no less than thirteen; in the
scorpion there were eighteen, and it took seven to
shape the Great Dipper, all but one of them being
second magnitude stars. Next was Draco, the
dragon, with twelve, and close by the Little Dipper
with sevpn. Cassiopeia, Bootes, Hercules and
Gemini, which he thought he saw when his mother
traced them out for him, easily made up the hund-
red he thought he was to count at the beginning;
and his mother hurried him off to bed before he
had time to wonder if his grandfather would think
he had earned his dollar.
Arcturus, or the Dog Star, or the seven
That circle without setting round the pole.
It is for nothing at the midnight hour
Thst solemn silence sways the hemisphere,
And yet must listen long before ye hear
The cry of beasts, or fall of distant stream,
Or breeze among the tree tops, while the stars
Like guardian spirits watch the slumbering earth?
THE EDUCATIONAL REVIEW.
81
Beauty of Nature.
Is it for nothing that the mighty sun
Rises each morning from the Eastern plain
Over the meadows fresh with hoary dew?
Is it for nothing that the shadowy trees
On yonder hilltop, in the summer night
Stand darkly out before the golden moon?
Is it for nothing that the autumn boughs
Hang thick with mello fruit?
Js it for nothing that some artist hand
Hath wrought together things so beautiful?
Beautiful is the last gleam of the sun
Haunted through twining branches; beautiful
The birth of the faint stars, first clear and pale
The steady Iustered Hesper, like a gem
On the flushed bosom of the West; and then
Some princely fountain of unborrowed light.
Dawn.
I had occasion, a few weeks since, to take the
early train from Providence to Boston, and for this
purpose rose at two o'clock in the morning. It was
a mild, serene midsummer's night ; the sky was
without a cloud; the winds were whist.
The moon, then in the last quarter, Had just risen,
and the stars shone with a spectral lustre, but little
affected by her presence. Jupiter, two hours high,
was the herald of the day; the Pleiades, just above
the horizon, shed their " sweet influences " in the
east ; Lyra sparkled near the zenith ; Andromeda
veiled her newly discovered glories from the naked
eye in the south; the steady Pointers, far beneath
the pole, looked meekly up from the depths of the
north to their sovereign.
As we proceeded, the timid approach of twilight
became more perceptible ; the intense blue of the
sky began to soften; the smaller stars, like little
children, went first to rest ; the sister beams of the
Pleiades soon melted together; but the bright con-
stellations of the west and north remained un-
changed. Suddenly the wondrous transfiguration
went on. Hands of angels, hidden from mortal
eyes, shifted the scenery of the heavens ; the glories
of the night dissolved into the glories of the dawn.
The blue sky now turned more softly gray ; the
great watch stars shut up their holy eyes ; the east
began to kindle. Faint streaks of purple soon
blushed along the sky; the whole celestial concave
was filled with the inflowing tides of the .morning
light, which came pouring down from above in one
great ocean of radiance, till at length the everlast-
ing gates of the morning were thrown wide open,
and the lord of day, arrayed in glories too severe
for the eyes of man, began his course.
I do not wonder at the superstition of the ancient
Magians, who in the morning of the world went up
to the hilltops of Central Asia, and, ignorant of the
true God, adored the most glorious work of His
hand. — Edward Everett (Adapted).
Instinct in Insects.
Let us note for a moment a butterfly's egg-laying
business, the most important of its life. To ensure
the continuance of the species the ova must be
placed where the young caterpillars will at once
find proper nourishment on hatching out. The
average lifetime of a butterfly varies from two to
four weeks (non-hybernating species). During
the latter end of this period the eggs have to be
placed on the plant or tree peculiar to the species.
Now this plant (as a rule) has no attractions what-
ever for the perfect insect in its winged outfit until
the ova are ready for deposition ; but, once the time
has come, the mother butterfly never fails to find out
the right plant, on which she deposits her eggs just
when the young leaves are beginning to sprout.
The performance is even more remarkable when,
as is sometimes the case, there is only one species of
plant suitable. Here, then, we have an instance of
pure instinct; for seeing that the larvte are sight-
less, they can form no observations of locality, nor
even of the appearance of the food plant.— C.
Bingham Neivlond, in Littcli's Living Age of
Atcgust 15.
The King.
The folk who lived in Shakespeare's day
And saw that gentle figure pass
By London Bridge, his frequent way —
They little knew what a man he was.
The pointed beard, the courteous mien,
The equal port to high or low,
All this they sew, or might have seen —
But not the light behind the brow !
The doublet's modest gray or brown.
The slender sword-hilt's plain device,
What sign had these for prince or clown?
Few turned, or none, to scan him twice.
Yet 'twas the king of Englands' kings!
The rest with all their pomps and trains
Are moldcred, half-remembered things —
'Tis he alone that lives and reigns!
-T. B. Aldrich.
82
THE EDUCATIONAL REVIEW.
Somebody's Mother.
The woman was old, and ragged, and gray.
And bent with the chill of the winter's day;
The street was wet with a recent snow,
And the woman's feet were aged and slow.
She stood at the crossing, and waited long,
Alone, uncared for, amid the throng
Of human beings who passed her by,
Nor heeded the glance of her anxious eye. ,
Down in the street, with laughter and shout
Glad in the freedom of "school let out,"
Came the boys, like a flock of sheep,
Hailing the snow piled white and deep.
Passed the woman so old and gray
Hastened the children on their way,
Nor offered a helping hand to her,
So meek, so timid, afraid to stir
Lest the carriage wheels, or the horses' feet,
Should crowd her down in the slippery street.
At last came one of the merry troop —
The gayest laddie of all the group ;
He paused beside her and whispered low,
"I'll help you across if you wish to go."
Her aged hand on his strong, young arm
She placed, and so, without hurt or harm,
He guided the trembling feet along,
Proud that his own were firm and strong.
■1 hen back to his gay young friends he went,
His young heart happy and well content.
"She's somebody's mother, boys, you know,
For all she's aged, and poor, and slow.
"And I hope some fellow will lend a hand
To help my mother, you understand,
If ever she's poor, and old, and gray,
When her own dear boy is far away."
And "somebody's mother" bowed low her head
In her home that night, and the prayer she said
Was : "God be kind to the noble boy,
Who is somebody's son, and pride, and joy."
— From Harper's Weekly.
"No pausing, no resting,
There's work to be done.
It is upward and onward,
Still on," says the sun.
— Ella Wheeler Wilcox.
There's Work to be Done.
'Tis the song of the morning.
The words of the sun.
As he swings o'er the mountains ;
"There's work to be done.
"I must waken the sleepers,
And banish the night ;
I must paint up the heavens.
Tuck the stars out of sight.
"Dry the dew on the meadows,
Put warmth in the air,
Chase the fog from the lowlands.
Stay gloom everywhere.
Gleanings from New Books.
First Steps in Arithmetic
Counting should begin with quite small numbers, and
should not proceed beyond a dozen for some time, but there
is no object in stopping or making any break at ten.
Several important facts (the facts only, not their symbolic
expression) can now be realized: such as that 3+4=7,
that 7 — 4=3, that two threes are 6, and that three twos
are the same, without any formal teaching beyond a
judicious question or two Formal teaching at this
stage should be eschewed, since it necessarily consists
largely in coercing the children to arrive at some fixed
notion which the teacher has preconceived in his mind — a
matter usually of small importance. The children should
form their own notions, and be led to make small dis-
coveries and inventions, if they can, from the first.
Mathematics is one of the finest materials for cheap and
easy experimenting that exists. It is partly ignorance, and
partly stupidity, and partly false tradition which has be-
clouded this fact, so that even influential persons occasion-
ally speak of mathematics as "that study which knows
nothing of observation, nothing of induction, nothing of
experiment." A ghastly but prevalent error which has
ruined more teaching than perhaps any other misconcep-
tion of the kind.
From "Easy Mathematics" by Sir Oliver Lodge, F. R. S.
(The Macmillan Company of Canada, Toronto).
Two Methods of Training.
I have had opportunity to observe for a number of years
the development of two families where different methods
of training the young are followed. The five children in
the first family have been continually repressed; they have
been taught to sit still, and not to speak until they have
been spoken to. They are compelled to be quiet in the
house, and they are forbidden to play on the street. Their
parents never think of indulging in a game with them.
They are provided with no materials at home or at school
by which they can indulge the constructive instinct. The
parents are guided solely by the static ideal of good
behavior.
In the other home the training is quite different.
Spontaniety is indulged. Tire father and mother and
governess themselves help to carry forward the enterprises
of the young ones. Various devices are invented to
counteract the unfavorable conditions of the city, so that
the children may dig in the sand and climb and build and
reproduce in various ways the activities that go on about
them.
The effect of these different modes of training is appar-
ent in the conduct of the children. In the first family the
children "behave themselves" better than in the second.
THE EDUCATIONAL REVIEW.
83
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They "keep still" and "let things alone." Whenever they
are thrown in with other children, though, they appear ill
at ease, and often spend their time merely looking at
others who are doing things. They seem quite reserved,
timid, resourceless. Their faces show lack of originality,
independence, freedom. But some of the neighbors say
they are "well trained," "well disciplined" because they
are not getting into mischief constantly.
The children in the second family, however, are active
in any situation in which they may be placed. They con-
duct themselves as though the world existed to furnish
them occasion for activity. They are never at a loss for
something to do. The neighbors spe2k of them, though,
as noisy and ungoverned, because they will not sit still
and gaze at the world. Their parents find consolation in
the belief that as they increase in experience they will
have less desire to be testing everything. They expect
them to grow more thoughtful end so more restrained.
Already, indeed, the eldest child of nine spends of her
own accord several hours every day over her story books
and drawing and writing and various manual activities.
— From "Dynamic Factors in Education," by M. V.
O'Shca. (Macmillau Company, New York).
On the Advantages of Talking.
"I am a bit bothered in my mind on the question of
talking." announces the precocious young lady whose career
is recited in Barry Pain's delightfully humorous "Diary
of a Baby," beginning in the September Delineator. "Shall
I talk or shall I not? I suppose it has got to be one way
or the other. In the place from which I came, the Here-
before, there was no talking. I remember that distinctly,
though the rest of my recollections of the Herebefore are
getting vague. In my younger days, when I was a fort-
night old, I could have told you everything about the
Herebefore, but most of it has slipped from my mind now.
I suppose one's memory fails with advancing age. Still I
remember distinctly that in the Herebefore we never talked.
Why should we have talked? We understood one another
perfectly without making noises. Even now. 1 could hold
a long discussion with a babe of my own age or younger
without making sounds. The trouble is with the grown-up
people they seem to have lost the knack of it. They can't
say things without talking. I shall have to talk. If you
do not express what you think, grown-up people suppose
that you can think of nothing to express. The experiment
would be easier if the grown up people would only talk to
84
THE EDUCATIONAL REVIEW.
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The teacher will find this manual will enable him to
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otherwise require hours of patient labor as well
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me as they talk to one another. As a rule they use a
special language for me. Papa is an exception. He al-
ways calls me Rosalys, and speaks to me as if I were a
lady of his own age. Mama never calls me Rosalys and
seems to perfer some elaboration or distortion of the word
duck. She has called me a duckletina, which sounds some-
thing like a new disease. I know that Mama ought not
to talk in this way. It is not right, and I should certainly
correct her."
In 1867, Thomas D'Arcy McGee contested Montreal as a
candidate for its representation in the House of Commons.
He was bitterly opposed by the Fenian element among his
own countrymen. Apparently his death was then decided
upon, and a few months afterwards he was murdered. The
assassin was discovered, arrested and condemned to death.
A Fenian rescue was expected, and two hundred Ottawa
citizens took the precaution to attend the hanging to see
that justice was not interfered with. The details of the
story are entertainingly told in the August Canadian
Magazine by J. E. B. McCready, the veteran journalist,
who was in Ottawa at the time.
CURRENT EVENTS.
A lake of quicksilver, covering two or three
acres of land, is said to have been discovered in
.Mexico.
Most wonderful accounts of the richness of the
ore continue to come from the Cobalt mining
regions.
The manufacture of alcohol for fuel is likely to
become an important business. It is already carried
on to some extent in Europe, where potatoes are the
chief source of supply.
The Russian cabinet has decided that the number
of primary schools in Russia should be increased,
and the salaries of teachers advanced. A bill for
universal primary education will be laid before
parliament at its next session.
The elections for the new parliament are now
taking place in Russia, and it is reported that the
results are such as to amply justify the govern-
ment's appeal to the people.
Over two thousand physicians were in attendance
at the recent meeting of the British Medical Associa-
tion in Toronto. Some amusement was felt on
receiving from England, on one of the very hottest
days of summer, a case marked with the request
that its contents should be protected from freezing.
There is fresh trouble in the Balkans. It arises
from disputes between Greek Christians about the
control of Greek churches and schools in Macedonia.
The ecclesiastical authorities in Greece claim juris-
diction ; but Roumanian and Bulgarian Christians
THE EDUCATIONAL REVIEW.
85
The Provincial Educational Association
of Nova Scotia
WILL MEET AT THE
HALIFAX ACADEMY, HALIFAX,
September 25th, 26th, 27th.
There will be three morning sessions and one or two evening sessions. Much time will be devoted to
Discussion on the Adjustments of the Course of Study Demanded by Modern Conditions
THE HIGH SCHOOL COURSE will receive special attention in discussing the Report of the Committee on High
Schools and Colleges.
There will be no afternoon sessions, so that members may be free to study the Natural History and Industrial Products
of the Dominion at the Dominion Exhibition, which will be open at that time.
A. McKAY, Secretary.
who belong to the Greek church resist the claim,
so far as it affects residents who are of Roumanian
of Bulgarian nationality. Roumania is too far away
for active interference; but bands of armed Greeks
and Bulgarians are supporting claims of their re-
spective partizans, while the Turkish government
seems quite willing to let them fight it out among
themselves, and declines to interfere.
A new metal, tantalite, is said to be so hard that
a diamond drill makes no impression on it.
Farm laborers from the United States are flock-
ing into Western Canada. They are all needed to
harvest the abundant crops.
Wellman, the Chicago explorer who had planned
to start for the North Pole in a dirigible balloon,
has abandoned his purpose for the present.
Now that Jews are again permitted to settle in
Palestine, a large influx from Russia and the Bal-
kan States has begun. The immigrants are taking
up land chiefly on the east of the Jordan, and find-
ing it rich and productive.
_ A new constitution for the Transvaal gives equal
rights to Boers and Britons. Either the English
or Dutch language may be used in the transaction
of public business.
An earthquake as great as that of San Francisco,
and with hardly less appalling results, has visited
the Pacific coast of South America. Half the city
of Valparaiso, is in ruins, and many smaller towns
have suffered severely. Valparaiso, with a popu-
lation of 160,000, was the chief seaport on the
coast, and the terminus of important lines of steam-
ers. The Chilean government took immediate
steps for the relief of the inhabitants, placing Val-
paraiso under military rule, and authorizing the
provincial governors to expend all the public money
needed for relief work in their several districts.
The cold of midwinter adds to the sufferings of the
homeless people.
Will the name of Acadia be restored to our
maps? The Maritime Board of Trade has again
passed a resolution in favor of the union of the
provinces that once bore that name.
A number of mines in the Kootenay region of
British Columbia which were abandoned as un-
profitable, will resume operations this year, owing
to the increased price of metals and the decreasing
cost of mining and smelting.
It is now proposed to connect Newfoundland
with Canada by a railway tunnel under the Strait
of Belleisle.
Persia is to have a national assembly, for the
first time in its history. It will meet at Teheran,
and will have control of all civil laws, which will
become effective on receiving the signature of the
Shah.
A method of tempering gold has recently been
discovered, and this metal will probably be used
for surgical instruments, because of its being non-
corosive.
It may be possible to predict earthquakes as sure-
ly as we can now foretell storms. The recent South
American earthquake had been foretold by scientists
some days before it occurred.
The Dowager Empress of China has called a con-
vention to formulate plans for a constitutional
government.
Newspapers in the United States, as well as else-
where, are suggesting the possibility that the
insurrection in Cuba may be made the occasion of
intervention and the ultimate annexation of the
island by the United States. To this neither party
in Cuba would willingly submit; for the unfortunate
inhabitants of I'orto Rico have found that they are
worse off under the government of the United
States, of which that island is now a part, than they
were when it formed a part of the Kingdom of
Spain.
86
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Principals.
The boundary dispute between Canada and New-
foundland is of more importance than might be
supposed. The Quebec government claims that
the Labrador littoral under the jurisdiction of New-
foundland is a narrow strip of coast extending
about one hundred and fifty miles north from the
southern end of the Strait of Belleisle. The ex-
treme claims of the island colony are understood
to be that all the country east of the Labrador
watershed, or all the land drained by rivers that
flow into the Atlantic, comes under its jurisdiction;
or, if any definite boundary is to be recognized, the
Height of Land ^..
Boundary Claimed by Quebe?-_ -_
Sou ndary Claimed by Newfoundland _..-_.. ^..
portion of the peninsula of Labrador annexed to
Newfoundland is bounded by a line running due
south from Cape Chudldgh to the fifty-second de-
cree of north latitude, thence easterly along the
fifty-second parallel to the longitude of Blanc Sab-
Ion, thence southerly to the shore of the strait. The
valuable timber land along the Hamilton River and
its branches is the most important part of the ter-
ritory in dispute ; but it may be a matter of much
consequence in the future whether the Ungava ter-
ritory is to have Atlantic harbors, or is to be closed
in along the whole Atlantic coast of Labrador, as
the Yukon is cut off from access to the Pacific by
the narrow strip of Alaskan territory.
One of the largest irrigation schemes on the
American continent is that of the Canadian Pacific
Railway Company for the extensive area between
the Red Deer River and the Bow River east of
Calgary. Canals are already completed to furnish
water for irrigating over a hundred thousand acres.
The electric smelting or iron ore having proved
successful in Canada, the plan will be adopted else-
where. Electrical smelting works are to be estab-
lished in the United States and Mexico without
delay.
The Colorado River was to be in part diverted
from its course, a few miles north of the Mexican
line, to irrigate lands lying in the bed of the old
lake ; but the engineers failed to take proper pre-
cautions, and the entire volume of the river is now
rushing through the artificial channel. It has wash-
ed away a small Mexican town, and is endangering
miles of the Southern Pacific Railway. Unless
control is regained, which seems improbable, it will
ultimately fill up the depression estimated to be
some two thousand square miles in area ; and when
that is done, perhaps thirty or forty years hence,
will find a new outlet to the sea.
Gold, silver, copper, nickel and iron ores of
wonderful richness have been discovered in the
Lake St. John region of the Province of Quebec.
A railway will be needed to make the mines easily
accessible.
A small insurrection has broken out in Cuba, and
a more serious one in Santo Domingo, where the
United States has stationed six war ships to prevent
the success of the revolutionists.
The Canadian steamer " Arctic " has sailed for
the Polar regions, and is expected to return in a
year and a half. Captain Bernier, who is in com-
mand, will plant the Canadian flag on all islands
and mainland points which he may discover, claim-
ing them as parts of the Dominion of Canada.
It is denied, apparently on good authority, that
the ship " Birkenhead," which was built at St.
Andrews, X. B., in 1841, was the troopship of that
THE EDUCATIONAL REVIEW.
87
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name that was lost on the coast of Africa. The
Review's authority for the statement thus contra-
dicted was local tradition, confirmed by an assertion
of the son of the master workman that the ship his
father built was taken to England and sold as a
troopship. Further inquiry may show that there
were two ships of that name.
SCHOOL AND COLLEGE.
Miss Kate R. Bartlett for several years an efficient
teacher in the St. John High School, has been appointed
teacher of domestic science in the Halifax Ladies' College,
after a full course at the Macdonald Institute, at Guelph,
Ontario.
Mr. Roy D. Fullerton, B. A., of Port Elgin, N. B., has
accepted the principalship of the Grand Forks, B. C, school.
Mr. W. H. Coleman, B. A., of Moncton, has been ap-
pointed to the position on the staff of Mount Allison
Academy formerly held by Mr. W. A. Dakin, M. A. ; and
Mr. F. H. W. Holmes, graduate of the Ontario Business
College, has been appointed head master of Mount Allison
Commercial College. Another vacancy on the Academy
staff has been filled by the appointment of Mr. Goldwin S.
Lord, late principal of the school at Grand Harbor, Grand
Manan.
Mr. L. H. Baldwin has been appointed principal of the
St. George schools. ,
The school trustees of Hampton have received authority
to borrow $15,000 to build a consolidated school.
Mr. N. W. .Brown has been appointed inspector of
schools for York and Sunbury, to fill the vacancy created
by the appointment of Inspector Bridges to the principal-
ship of the Normal School.
Dr. H. T. Bovey, Dean of the Faculty of Applied
Science at McGill University, has been elected an
honorary fellow of Queen's College, Cambridge.
Miss McAdam, who has returned from a visit to Europe,
will resume her duties as head of the primary department
of the Charlotte Street School, Fredericton. Miss A. L.
Taylor, of the same school, has asked for leave of absence.
Miss Pickle will have charge of the manual training de-
partment in the new consolidated school at Florenccville.
The manual training department at Hillsboro will be in
charge of Miss Keith, of Havelock ; and that at Clupman
in charge of Miss Currier, of Upper Gagetown.
Miss Mary E. Caswell has resigned her place on the staff
of the St. Stephen school, for a needed rest, and will be
succeeded by Miss Shaughnessy, lately teaching at Oak
Bay. Miss Jessie Henry is to resume her place on the
taff, after a year's leave of absence.
88
THE EDUCATIONAL REVIEW.
Isaac Pitman's
Short Course in Shorthand, just published
after three years preparation, "Revolutionizes
the Teaching of Shorthand." Only forty (10)
lessons.
Words and sentences in first lesson. Busi.
ness letters in seventh lesson.
Our students are delighted with it and are
making great progress.
Send for our 1906 Catalogue.
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"In five months I saved the
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long in a country school sur-
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Our New Term Opens Sept. 4, 1906
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Maritime Business College
HALIFAX, N. S.
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educational "Review Supplement, October, 1906.
U
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(A
The Educational Review.
Devoted to Advanced
Methods of Education
and General Culture.
Published Monthly. ST.
JOHN, N. B., OCTOBER,
1906. $1.00 pee Year.
o. U. HAY,
Editor for Now Brunswick.
A.. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI LeintUr Rtrtet, St. John, N. B.
Phintcd by Baknxm £ Co.. St John. N. B..
CONTENTS:
Editorial Notes
School Flags
Address to Young Teachers
Our Rivers and Lakes
Play .
Katherine Carl
The Tides
September
Thanksgiving Reading
The Bunco-Bird .... ...
A Contented Teacher
Opening Exercises .... ...
The Fruit Tree
For the Very Little Ones...
N. S. Educational Association
Current Events
School and College ....
Recent Books
Recent Magazines..
New Advfrtiskmrnts—
Official Notices, p. in; Maritime Business College,
flemic de Brisay, p. oo; Steinberger Hendry Co.,
p. 112;
p. 111
■• 93
.. 04
' ?i
• «£
08
■ • 99
.. 100
.. 101
.. 101
.. 103
.. 104
.. 104
. 104
.. 105
.. 106
.. 107
.. 100
.. no
L'Aca-
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year: single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
. If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to (hat effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided
The number accompanying- each address tells to what date the
subscription is paid. Thus "232" shows that the subscription is
paid to Sept. 3:, 1006.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
And $0 let us git* thanks to God upon thanksgiving Day.
nature is beautiful, and fellowmen are dear, and duty is close
beside us, and fie is over us, and in us. What more do we want,
except to be more thankful and more faithful, less complaining
of our trials, and our time, and more worthy of the tasks and
privileges fie has given us.
- Phillip* Brooks.
Thanksgiving Day, Thursday, October 18th.
Reports from county teachers' institutes are held
over until the November number.
Our picture for this month— "A Scratch Pack" —
speaks for itse'f. It is sure to interest the children.
Dr. Inch's announcement concerning the Empire
Day prizes offered by Lord Meath should have many
interested readers among the school children.
Dr. A. H. Mackay's address at the opening of the
Halifax Convention was a temperate and exhaustive
argument against compulsory Latin, and a strong
plea for an education in sympathy with the environ-
ment of the pupil. The fight over the Latin question
ended in a compromise, in which a high school
course of four years is recommended, with a choice
to the pupil of six out of seven subjects a year; and
one other languages than English compulsory after
the first year.
Mr. Roosevelt is being sharply criticised by many
educational and other papers, because he has ap-
proved of a list of some three hundred words whose
spelling he proposes to change in printing the public
documents of the United States. To do him justice,
all the changes upon which he has set his seal of
authority have been debated by orthographers and
dictionary-makers the world over. But he has
shown scant wisdom in issuing a ukase on the sub-
ject. English-speaking people cannot be legislated
into how they shall spell their language. That
comes from usage — that continuous, inexorable law
which laughs at the fiats of princes or presidents
who would put a whole system in operation instead
of merely expressing themselves in favor of it, if
it suits them to do so.
That industrious and accomplished student of
local history, Rev. Dr. Raymond, has begun a
scries of articles on the early history of Woodstock,
which are now being published in the Dispatch.
The series promises to be of interest and value. The
following extract shows that some sources of food
among the Indians are still to be obtained in that
locality, as in others throughout these provinces :
The nulls used by the Indians for fond still grow on
the intervales and islands at Woodstock. Among them
arc the Apios tubcrosa, sometimes called ground nuts or
Indian potatoes; the plant comes up late in the season,
the loots grow in clusters and are very palatable; they
formed one of the staple articles of food among the
aboriginal tribes. Another root used for food was that of
the yellow lily (I. ilium Canadcnse) which is still very
al undant on the intervales and islands. Another edible
root was that of the Claytonia I'irginica, or "Spring
beauty.'
94
THE EDUCATIONAL REVIEW.
Professor C. C. Jones, late of the chair of mathe-
matics, Acadia University, has been appointed
Chancellor of the University of New Brunswick and
professor of mathematics. The appointment is re-
garded as an excellent one. The new chancellor,
who has just entered on his duties, is a distinguished
mathematician and is possessed of energy and
executive ability. He is thirty-five years of age, a
native of New Brunswick, and a product of its pub-
lic schools and university, having risen step by step,
taking in succession the degree of A. B. (1898),
M. A. (1899), and Ph.D. in 1902, from the Uni-
versity of New Brunswick. In addition he has
pursued his mathematical studies at Harvard and
Chicago universities. He is a man of fine physique,
of pleasing address, and scholarly attainments. High
hopes are entertained that under his wise manage-
ment the University will enter upon a fresh career
of success.
It was with deep regret that all classes of people
in New Brunswick learned that ex-chancellor
Harrison's illness was likely to prove fatal. After
his resignation of the chancellorship of the Uni-
versity of New Brunswick, in the latter part of
August, his health quickly declined and he passed
quietly away on the 18th of September, in Freder-
icton, the scene of his work for more than a third
of a century. Dr. Harrison was of Loyalist descent
and was born at Sheffield, Sunbury County, October
24th, 1839. He was educated at Trinity College,
Dublin, taking honours in Mathematics and the
degree of LL.D. In June, 1870, he was appointed
professor of the English language and literature
and of mental and moral philosophy in the Uni-
versity of New Brunswick. In 1885 he became its
president. He was a man of a genial and kindly
nature and held in high esteem by all who knew
him.
School Flags.
Premier Roblin of Manitoba in a recent speech at
Winnipeg said :
The provincial government has decided that after the
first of January, 1907, every school of this province must
have a Union Jack flying during school hours. The gov-
ernment will provide the flag, and it will be the duty of
the trustees to replace any such flag that may have become
useless. The rule of the department will be that any school
teacher or board of trustees that neglects or refuses to
float a Union Jack in school hours will forfeit their right
to the public grant. T trust that in making this move we
will not be misunderstood. We welcome the various
peoples that come to our province, who are born under
foreign flags, who speak a different tongue, and we give
'■■-"-
them the benefit of our civil laws ; endow them with civil
rights ; the benefit of our criminal law ; the free education
of the schools, all of which are the outcome of the civil-
izations and benefits that follow the Union Jack, and I
think that the man who comes from a foreign country
in order to better circumstances, and objects to perpetua-
ting the glories of our flag, who declines to have his child-
ren infused with British patriotism, is a man that is un-
desirable.
Many schools in these provinces are the proud
possessors of flags, which are floated on public days
and holidays. Such schools are generally those with
some pretensions to architectural 'beauty in the
school building and with grounds more or less well
laid out. The flag and pole, having been purchased
by the joint efforts of the teacher, scholars and rate-
payers, it perhaps regarded with more affection and
interest than would be attached to a "regulation"
flag. But we should like to see the Manitoba
practice become general — a Union Jack flying from
every school in Canada during school hours.
Address to Young Teachers.
The following is an abstract of the address of Dr.
William Crocket, late principal of the N. B. Normal
School, at the close of the recent session of that in-
stitution. The words are kindly, sympathetic and
full of encouragement to young teachers, befitting
the character of that distinguished teacher who for
so many years has influenced the lives and destinies
of the many men and women trained by him. Like
other true teachers he has found his greatest
interest in his work, and his greatest happiness has
been in imparting that spirit to others.
After complimenting the students upon their
deportment and general work, and wishing them
success in their future career, Dr. Crocket spoke
somewhat as follows :
"You are now about to assume -the duties for
which you have been here to prepare yourselves, and
I hope that the promise which many of you have
given by diligence and devotion to your studies,
will in some measure at least be realized. You will,
I trust, seek to give effect to those principles of
teaching and school management, which have been
discussed and practically illustrated. Whatever
methods have been adopted in illustration of them,
have been but the outcome of the principles them-
selves. A principle, as you know, does not vary,
but the application of it may assume many forms.
The form or method you adopt, however, must be
such as shall meet the needs of you pupils and one
which you yourself thoroughly understand and can
readily apply. Inexperienced teachers very often
THE EDUCATIONAL REVIEW.
95
merely copy a method which they have seen, without
apprehending the principle upon which it is based or
considering its adaptation to the needs of their
pupils, and hence their work becomes dull and
mechanical. Let your method be founded upon well
established principles and suited to the mental de-
velopment of the pupil, in the very nature of things
you will awaken interest, and thus arouse the mind
activities, which is just what every true teacher
aims at. Let this be your prime object and not the
pouring in of knowledge which so many unthinking
people regard as the chief end of school education.
It is only by proper methods that that knowledge
which is serviceable, can be secured, knowledge
which the people can apply, knowledge which urges
the pupil to ask, like Oliver Twist, for more.
"The Board of Education, as you are aware, puts
a high value upon method. Among the important
duties of Inspectors, it prescribes that they shall de-
mand on the part of the pupil, an intelligent
acquaintance with the subjects; this result cannot
be attained without proper methods. It is further
prescribed that they shall observe the methods of
the teacher, and thereafter (privately of course)
give him such counsel as they may deem necessary.
The reports of their visitations are to be forwarded
to the Education Office on/ the first teaching day of
each month, when the Chief Superintendent is treat-
ed no doubt to a considerable amount of miscellan-
eous reading. Again the Board has prescribed that
discussions at Teachers' Institutes shall relate chiefly
to methods of teaching and management, and has
also made provision for teachers visiting other
schools for the purpose of observing the methods
practiced therein. All this shows how important a
subject method is, and how necessary it is that a
teacher should practice right methods, and thereby
train his pupils to become observing and thinking
men and women.
"Important as method is, however, I consider that
a teacher's manner has more influence over his
pupils than the propriety of his methods. Method
of teaching is an art and a valuable one, but the
teacher needs to put a soul into it to bring out its
value. It is the spirit that quickeneth ; art without
it deadens. When Dickens was shown a picture
which many admired, he said, 'it wants that' — life
and inspiration — 'and wanting that it wants every-
thing.' So a dull, sullen, lifeless teacher, however
proper his method may be, can no more impart
life than a lifeless machine. By a bright lively
manner, I do not mean a noisy bustling one which
always reflects itself in the conduct of the pupils,
but that kind of energy which arises from a con-
scientious discharge of duty and makes its influence
felt in every part of the school-room. A cheerful
countenance — not glamour — but that cheerfulness
which comes from the heart — casts its radiance all
around, brightening up every face and making the
pupils pleased with themselves and with every one
else, makes the school a happy place and all school
work pleasant.
"Of all the qualifications of the teacher, however,
none exert more influence than sympathy. How
readily we all respond to the wishes of those who
we know sympathize with us. It is even more so
with the young. They take pleasure in their school
work because they know that it will please the
teacher who takes such an interest in them. And,
kt me say, this interest should be taken not only
with the pretty and well dressed boys and girls, but
in those of forbidding aspect as well. Strangers
they often are to kindly treatment even at home, and
looked upon by almost every one as little Ishmaelites.
In the schoolroom, let them come under the gentle
touch, the pleasant smile and the influences of a
kindly heart, and the chances are that they will
grow up useful members instead of pests of society,
and with fond recollections and with what heart-
felt gratitiude will they look back to the days spent
under your tuition. But, you will say, who is suffi-
cient for these things? Not everyone, but those
who have a lofty ideal of a teacher's duty, who are
prepared to sacrifice their own interest for the good
of others, will help the bringing of 'better man-
ners, purer laws, the larger heart, the kinder hand.'
"Go forth, then, with a brave heart to the work
which lies before you. Notwithstanding many dis-
couragements, which all experience more or less in
every sphere, you have much to encourage you. You
have friends to cheer you on. You have the
consciousness of being engaged in a useful and hon-
orable calling — a calling which, with skill and
devotion, will bring you reward. I do not say,
material rewards — but rewards higher and more en-
during in the grateful remembrance of pupils and
their friends, and above all in the consciousness of
duty well done.
"Finally let your aim be to give to the duties you
have undertaken as you share in the world's work,
the first and highest claim upon your time, your
strength and your talent, carrying about with you
the consciousness of an unseen and a higher power
encompassing you, and your reward will be the re-
ward of the faithful laborer. Go forth then in this
spirit, and the blessing of God go with you."
96
THE EDUCATIONAL REVIEW.
Our Rivers and Lakes.
By L. W. Bailey, LL. D.
In a previous paper the St. John river was taken
as illustrative, in different portions of its course, of
what geographers mean by the "life of a river," ». c.
the conditions of youth, maturity, old age and
second childhood, of conflict with other streams, of
struggle for existence, of survival or extinction. We
may now seek to see how far these same features of
river life find illustration in other streams of New
Brunswick and Nova Scotia.
Most of the smaller streams in both provinces are
"young" ; naturally ' so because, as with living
things, diminutive size is the natural accomp-
animent of beginning development, and such
streams still have the greater part of their work
before them. In New Brunswick they are the
sources of supply and of power for all the larger
rivers, and may be seen in every part of the Prov-
ince, forming channels of communication for the
canoeist or sportsman, water-ways for the driving
of lumber, preserves for the delight of the angler.
In Nova Scotia a:l the streams are young. Most of
them probably have originated since the Glacial
period ; the larger part of them start in drift
dammed lakes ; their channels are shallow and diffi-
cult to navigate even for a canoe.
But portions of large rivers, as shown in connec-
tion with the St. John, may also be "young," and
streams which are now comparatively small are in
some instances the dwarfed and sunken represent-
atives of those which in their earlier history may
have been of far greater volume. A few illustrations
may make this subject clearer.
Taking first the tributaries of the St. John, the
Grand Green and Tobique rivers are for the most
part young, with narrow valleys, steep slopes, rapid
currents and few islands or intervales. The
Narrows of the Tobique and the lower portion of
the Aroostook also show, like the gorge of the
Grand Falls, examples of streams diverted from
their original channel, and by the loss of the latter,
compelled to carve new ones, a work in which they
are still actively and vigorously employed. The
Xashwaak also, from its source to Stanley, gives
similar evidences of "youth." On the other hand from
Stanley to Fredericton the river valley is broad, the
current sluggish, the intervales broad and islands
numerous, all signs of "maturity." The Keswick
presents similar features, but here the present small
stream shows a singular disproportion to the broad
open valley which it traverses. The explanation of
this is to be found in the fact that what is now the
course of a minor tributary of the St. John was
formerly, in part at least, that of the main river.
This is in accordance with what has been said in a
previous chapter as to the changes which rivers
often undergo in the course of their history and of
which some other provincial examples will presently
be given. As regards the remaining tributaries of
the St. John it will only be necessary to say here
that the Oromocto, especially below its forks, is a
good illustration of a mature or even of an old
stream, its deep waters flowing with hardly a
perceptible current and with a valley subject to
frequent submergence as the result of the freshets
and back flow in the main river. The Newcastle,
with its expansion in Grand Lake and outlet by the
Jemseg, presents similar features, as do also the
Washademoak, Belleisle and Kennebecasis, streams,
as before explained, once quite disconnected, but
later united into a system of "trellised drainage" by
"piracy" upon the part of the main St. John.
The streams of the southern coast, including the
Magaguadavic, New, Lepreau, Musquash, Mispec,
Salmon, etc., are all obviously "young" — their work
of excavation being still in full operation and their
valleys, especially to the eastward of St. John, hav-
ing something of the character of canons, with
rapids and falls innumerable. The Petitcodiac is an
exception, but its peculiar features are, like some of
those of the lower St. John, largely determined by
its relations to the sea. It is a stream of which the
lower half is twice a day "drowned" by the influx
of the tide.
It remains to say a few words as to the streams
which drain the eastern sea-board. Of these the
Restigouche, to its junction with the Metapedia, is
"young," occupying a valley which is almost like a
gash in the great plateau or peneplane which it
traverses, while from the Metapedia down it is
much more mature, with an open valley, sluggish
flow, numerous islands and broad intervales, the
whole but little above tide level. The Upsalquitch
and Nepisiquit, with the intervening streams, such
as Jacquet River and the Tattagouche, are also in
the main young streams, with steep banks, rapid
flow, few islands, and not a few falls or cataracts,
some of which will be noticed later. In the case of
the Miramichi, the upper portions of all its great
branches are rapid streams, busily engaged in the
work of excavation, and hence determining scenery
of the wilder type, the delight of the adventurous
canoeman, as well as of the finny tribes which
afford him additional attraction, while their lower
THE EDUCATIONAL REVIEW.
97
portions, as from Boiestown to the sea, have all the
distinctive features of streams whose work is well
nigh done.
Upon this eastern side of the Province we again
have some good examples of "piracy." It has been
already pointed out that the Restigouche is only the
remnant of a stream whose upper half has been
"captured" by the upper St. John. Similarly the
Nepisiquit has probably captured the upper waters
of the Lpsalquitch, these now constituting the
South branch of the former stream. The waters of
the upper Miramichi are believed to have formerly
drained into the St. John, and possibly the same is
true even of the upper Nepisiquit through a possible
connection with the Tobique. Readers of the
Review who may be interested in this subject will
find it discussed at length, with illustrative maps, by
Prof. W. F. Ganong, in the Bulletins of the Natural
History Society of New Brunswick, especially Vol.
V., 1905.
If we now return to Nova Scotia, we find, as has
been said, no streams of great size, the most im-
portant being the Avon, the Annapolis, the Sissaboo,
the Tosket, the Rockaway or Shelburne, the Jordan,
the Liverpool, the Port Medway, the La Haave, the
Musquodoboit and St. Marys. They are also, as a
rule, quite shallow, and much obstructed by rocky
reefs or by morainic material, indicative of recent,
1. e. post glacial origin. In these respects they do
not differ greatly from streams of similar age and
origin in New Brunswick, but two features remain
to be noticed which, though not wanting in the lat-
ter Province, find here more remarkable illustration.
The first of these is to be found in the enormous
number of lakes, of every size and shape, which
either lie at the heads of the tributary streams or
interrupt their course. These lakes are in almost
every instance very shallow, drift-dammed lakes, of
which the rivers are the Over-spill, and in some in-
stances, where the outlet has been cut through, they
have become greatly dwarfed or even converted into
natural meadows. Kossignol, Fairy Lake (noted
for the remarkable pre-historic pictographs which
at a few points adorn the rocky ledges upon its
sides) the Likes connected with the La Haave, Liver-
pool, and Koseway rivers, and the Tusket lakes in
Yarmouth county, are among the largest and most
interest ii,
The second direction in which the Nova Scotian
streams are noteworthy is in that of affording the
finest illustrations of droivncd or submerged rivers.
This is to some extent true of all the streams drain-
ing into the Bay of Fundy, such as the Truro, Avon,
Annapolis, Bear River and Sissaboo, the lower por-
tions of which are, like the Petitcodiac in New
Brunswick, subject daily to conflict with the tides,
which first oppose and finally temporarily overcome
and drown the out-pouring waters. But the best
illustrations are those of the southern coast, where
the submergence of old river channels has become
permanent. Reference has been made in an earlier
chapter to the remarkable indentations of the
southern sea board, giving it much of the fretted
character of the coasts of Norway. It may, how-
ever, now be added that these numerous indenta-
tions, of which Shelburne Harbor and Port Hebert,
Mahone Bay, and Chester Basin, Halifax and
Musquodoboit Harbors are good illustrations, are in
reality the drowned extremities of the several rivers,
now often quite small, which enter their heads. In
the case of the La Haave, not less than fifteen miles
of the river, or all that portion south of Bridge-
water, is now only an arm of the sea. But most
wonderful of all, these submerged channels may
often be traced by lines of soundings far beyond the
present limits of the coast, showing that their
former length and volume were much greater than
at present and that they are indeed "droivncd
rivers." To cap the climax it may be added that
there is good reason to believe that the great St.
Lawrence itself was formerly an Acadian as well
as a Canadian river, and that flowing across the now
submerged basin of the Gulf of St. Lawrence, where
its underwater channel is clearly marked, and where
all the rivers of eastern New Brunswick were
tributary to its flow, it passed out on one or both
sides of Cape Breton to the Atlantic, where the old
channel is now recognizable more than 200 miles to
the east of the present mainland ! Such facts go to
show that Acadia has had a history far back not
only of its European, but also of its Indian
occupancy, a history of which some other features
may be considered in a later chapter.
"She is working in a poor building, and with
ordinary children of all ages, on a three-hundred and
fifty dollars' salary. She has almost nothing to
work with in the shape of helps, but such fertility of
resources as she showed, and such clear teaching!
How she wove the outside world into that teaching!
Why, those children grew right before your eyes.
She moved about among them quietly, neatly
dressed, talking in just the tone she would use in
ordinary conversation. She showed such a confidence
in them that 1 never saw her look anxiously at one
nf them. And the way those boys looked at her'-'*
— Ex.
98
THE EDUCATIONAL REVIEW.
, Play.
Mrs. Catherine M. Condon.
Play may be simply the spontaneous and outward
expression by movement of the limbs, etc., of an
instinctive feeling of comfort and well-being in the
child. Later on, the desire to reproduce something
which has been seen or heard strikes the fancy in
such a manner that the child is impelled to repro-
duce it, with more or less crudity, in a concrete
representation.
A more advanced stage of development, while
it still deals in outward representation in tangible
form, calls into intelligent action, forethought,
memory, calculation, judgment, thereby arousing
the very highest physical, intellectual and moral
powers of the individual.
The educative value of play is unquestionable.
The mere instinctive movements of the infant, not
only improve in force, but also gain in directness
and precision, and they also indicate the awakening
of the intellect, and supply hints for its further de-
velopment.
The next stage in which imitation and imagina-
tion, each helpful to the other, play so conspicuous
a part, is so developing that in no other equal
portion of human life does man learn so much of
his own power, and his relations to the world
around him, as in the first seven years of life,
although they are almost wholly given over to play.
The social games of the boy and young man
afford a field for the exercise and development of
physical vigor, mental alertness, and fine, sound
moral fibre, indispensable factors in human success,
and that just in proportion as they are carried on
with moderation, and in strict accordance with law
and order, and received rules of the game.
These statements being true, it is certainly of
good omen that the importance of play is more and
more recognized in the philanthropic world, and
among educationists.
The redeeming, elevating influence of play has
been, and is, well illustrated in the recreation schools
for girls, established by the Countess of Jersey in
the east end of London. They are play schools,
pure and simple, and have amply justified their ex-
istence among a class who would have never
entered their doors if catechism and books had been
the bait offered. To those who have only seen the
happy well-conditioned child, who, with a little
kindly notice now and then, will play the live-long
day so vigorously that he will often fall asleep in
the midst of it, the statement may seem strange that
anyone should need to be taught to play. But life
is so dull and hopeless, for many of these unfortun-
ate London waifs and strayed, and they are so
stupid and devoid of the upspringing self-activity
of the ordinary child, that they either do not play
at all, simply lounging, or, their plays are so vile
and degrading in their parody of the wretched life
around them, that they are simply a preparation for
a criminal career. After a time, some of the fine
lady slummers who had come to sneer at Lady
Jersey's "fad," remained to help to teach the child-
ren to dance and sing, play innocent and amusing
games, to tell fairy tales, and listen kindly to naive
and admiring comments on their grace and beauty..
One charming girl who was known as the "lady
with the fevers" (feathers) in her picture hat, re-
ceived almost the adoration of a goddess, and was
a, great lure to quiet good manners.
The light gymnastics, marching, circle games
and dancing, soon corrected the slouching pose, and
turned the shuffling walk into upright carriage and
firm, measured tread; while the kindly treatment
and absence of fear of ill-usage just as soon changed
the down-cast eyes and shifty furtive glances into
a straightforward look when addressed; often, too,
into one of gratitude and affection.
Well-told stories developed the power of volun-
tary attention, and clean wit and wholesome humor,
provoking happy laughter, soon taught the girls that
they could be merry and gay without obscenity,
profanity and vulgar license. Then, too, a long
happy day at Ostermoor Park, Lady Jersey's estate
near London, opens up a delightful view of life,
such as they had never dreamed of, and must set
in a stronger light the fact that the kindness they
have been receiving all along, has been given
from the purest motives of sympathy with them, in
their cheerless life, and an earnest desire to raise
them out of it.
This creates a sense of personal dignity and an
honest pride to live up to this new and better
atmosphere. When play has thus produced its
humanizing effects, there are plenty of places open
to them, where formal instruction is waiting to give
them another uplift in the road to knowledge and
efficiency.
If well-arranged play under conditions skilfully
arranged will accomplish so much for these child-
ren so unfavorably placed, what a powerful and
happy means of education it should prove in the
development of children born and reared under
happier auspices.
THE EDUCATIONAL REVIEW.
99
Katharine Carl.
Miss A. MacLean.
Katharine Carl stands in the front ranks of the
portrait painters of today, — an American, long a
resident of Neiully, France, and an extensive travel-
ler. She has painted many superior portraits in
Europe and America, but her painting of the por-
trait of the Dowager Empress of China, being a
unique distinction and illustrating her skill, will be
her only work that I shall refer to now.
The Dowager Empress notified Mrs. Conger,
wife of the American Ambassador, that she wished
a portrait of herself, painted by an American wo-
man, which portrait she intended should constitute
her gift to the St. Louis Exhibition. Mrs. Conger
notified Miss Carl and Miss Carl engaged to paint
the portrait, and lived for nearly a year in the
imperial- palaces of Pekin, seeing the Empress daily
and associating constantly with the ladies of the
court. She was present at all the religious and
social functions and received many tokens of the
favor of the Empress. Miss Carl was the first
white woman to penetrate the mysteries of the
Chinese imperial household. Throughout all his-
tory no other person from the western world had
been received into the intimacy of the Chinese im-
perial palaces. Since Miss Carl's reception one
other woman, Miss Alice Roosevelt, has been enter-
tained in a imperial palace in Fekin.
Miss Carl expected to meet in the Empress an
old woman whose appearance would bear out the
character for cruelty and tyranny which the world
has believed since 1900. Instead she met a charm-
ing little woman with a brilliant smile, very kindly
looking and remarkably youthful, who extended her
hand with a grace and cordiality which so won
Miss Carl that she involuntarily raised the dainty
royal fingers to her lips, though that was not in the
programme.
Miss Carl was informed at the foreign office that
the Empress would give her only two sittings, and
when her first greeting was over she looked
anxiously about to see under what conditions she
must paint. The hall was large but the light was
false, and the only place where a proper light could
be had was in front of a great plate glass door,
and the space there was so small that the large can-
vas on which the Empress wished the portrait
painted had to be placed very near the throne where
she preferred to sit. With so large a portrait as she
was to paint this was a great disadvantage. How-
ever, her majesty having dressed herself in the
garments she thought fit, and having seated herself,
Miss Carl began to sketch. She had been informed
that her majesty would not understand any prelim-
inary sketches, she must begin at once on the por-
trait and risk getting no more sittings, so she be-
gan. To use her own words : — "For a few mo-
ments I heard the faintest ticking of the eighty-
five clocks as if they were great cathedral bells
clanging in my ears, and my charcoal on the
canvas sounded like some mighty saw drawn back
and forth. Then, happily, I became interested,
and utterly unconscious of anything but my sitter
and my work. I worked steadily on for what
seemed a very short time, when her majesty turned
to the interpreter and said that enough work had
been done for that day. She said ,she knew I must
be tired from our long drive out from Pekin, as
well as from my work, and that we must have
some refreshments. She then descended from her
throne and came over to look at the sketch. I had
blocked in the whole figure and had drawn the head
with some accuracy. So strong and impressive is
her personality that I had been able to get enough
of her character into this rough whole to make it
a sort of likeness. After looking critically at it for
a few minutes, she expressed herself as well pleased
and paid me some compliments on my talent as an
artist. She then called Mrs. Conger and discussed
the portrait for a few moments, then turning to
me she said the portrait interested her greatly and
that she should like to see it go on. She asked me,
looking straight into my eyes the while, if I would
care to remain at the palace for a while that she
might give me sittings at her leisure."
At first Miss Carl feared that the strangeness of
her position and the sense of loneliness that at times
crept over her, born of a feeling that she had some-
how been transported into a strange world, would
affect her work, but the cordiality of the Empress,
who set aside a pavilion for her use, and told her
not to hesitate to ask for anything she wished, and
to make herself perfectly at home, soon placed her
at ease and free from disquieting feelings.
"At the second sitting," said Miss Carl, "before
the Empress was quite ready for me to begin, and
before she had transfixed me with her piercing
glance, I scanned her person and face with all the
penetration I could bring to bear, and this is what I
saw :
"A perfectly proportionated figure, with head well
set upon her shoulders and a fine presence; really
beautiful hands, daintly small and highbred in
shape; a symmetrical, well formed head, with a
100
THE EDUCATIONAL REVIEW.
good development above the rather large ears ; fine
broad brow, delicate well arched eyebrows, brilliant
black eyes set perfectly straight in the head ; a high
riose, of the type the Chinese call noble, broad be-,
tween the eyes and on a line between the forehead ;
an upper lip of great firmness, a rather large mouth,
but beautiful, with mobile red lips, which, when
parted over firm white teeth, gave her smile a rare
charm; a strong chin, but not of exaggerated firm-
ness, and with no marks of obstinacy. Had I not
known she was nearing her sixty-ninth year I
should have thought her a well-preserved woman of
forty.
"After little more than one hour's work her
majesty decided that enough had been done for the
morning and that we both needed rest. She came
over and looked at the sketch and it was easy to
see that she liked it much better now that the color
was being put on. She stood behind me discussing
it for sometime and said she wished it were pos-
sible for someone else to pose for the face so that
she might sit and watch it grow. She thought it
very wonderful that on a flat canvas the relief of
the face could be represented."
And so the sittings went on, the attendants and
eunuchs came and went, the Empress took tea, con-
versed, smoked the graceful water pipe or European
cigarettes which she never allowed to touch her lips
but used in a long cigarette holder. She seemed to
understand that she must not move her head very
much, and would look apologetically whenever she
moved it, but the artist preferred to have her move
a little instead of sitting like a statue. And so at
last in that strange old world palace' there stood
completed the picture of one of the most distin-
guished monarchs of today, and Katharine Carl's
unique experience and pleasing task were ended.
Autumn Fires.
In the other gardens,
And all up the vale,
From the autumn bon-fires
See the smoke trail!
Pleasant summer over,
And all the summer flowers,
The red fire blazes,
The grey smoke towers
Sing a song of seasons,
Something bright in all !
blower-, in the summer,
bires in the fall !
— Robert Louis Stevenson.
The Tides.
From the vast ever-plentiful sea
Impelled by the heavenly host,
Fresh, ever-flowing, resistless in power,
Summer and winter, true to the hour,
Come the tides with their gifts for the coast.
When the dark's at the flush of the dawn,
And the tide mirrors day's rosy birth,
Dimpling and sparkling it dances along,
Laving the shores like a heavenly song,
That cheers the sad hearts of the earth.
When the sun in the pride of his strength
Pours his quivering glories abroad,
Drying the grasses, stiff'ning the reeds
To the fens, like a generous supply for all needs,
In swings the tide, fresh from God.
Softly, like peace to a penitent soul,
When evening bends low o'er the sea,
And the clouds kiss the ripples good night,
In steals the tide over quicksand and shoal
When God blots a sin from his sight.
When the stately star-companies sail
The violet hollow of space —
Distant, like saints lost to mortals below —
Then through the dark earth-ways the tide currents flovr
Full of stars — the fresh tokens of grace.
When the gale howls a dirge in the dark,
And the thundering surf shakes the land,
In foams the tide like a bosom of wrath,
Wreckage and terrible death in its path,
And yet — it is held in His hand.
At the dawn, at the noon, at the dusk.
In the calm, in the storm, what avail
Tears for the night or fears for the day?
Deep though the guilt-stains and devious the way
The flood tides of God cannot fail.
— Henry Turner Bailey, in the Congrcgationalist.
There are several good reasons why DeMille
should be better known. He was, in his time, the
widest read and most productive of Canadian
writers. He is still in many respects the most re-
markable. As a teacher, he was dne of the most
capable and best loved men that ever sat in a pro-
fessor's chair. After the lapse of a quarter of a
century his old students write and talk of him with
deep affection and respect — an honour accorded to
few. — From "DeMille, the Man and the writer."
by Archibald MacMcachan in September Canadian
Magazine.
A teacher, lately married, writes: "I took the
Review during my whole teaching career, and it
was a great help to me. 1 wish for the editor and its
contributors many successful, prosperous years."
— E. L. M.
THE EDUCATIONAL REVIEW.
101
September.
Now hath the summer reached her golden close,
And lost, amid her cornfields, bright of soul,
Scarcely perceives from her divine repose
How near, how swift, the inevitable goal;
Still, still, she smiles, though from her careless feet,
The bounty and the fruitful strength are gone,
And though the soft, long, wondering days go on
The silent, sere decadence, sad and sweet.
In far-off susset cornfields, where the dry
Gray shocks stand peaked and withering, half concealed
In the rough earth, the orange pumpkins lie,
Full-ribbed; and in the windless pasture-field
The sleek red horses o'er the sun-warmed ground
Stand pensively about in companies,
While all around them from the motionless trees
The long clean shadows sleep without a sound.
Under cool elm trees floats the distant stream,
Moveless as air ; and o'er the vast warm earth
The fathomless daylight seems to stand and dream,
A liquid cool elixir — all its girth
Bound with faint haze, a frail transparency,
Whose lucid purple barely veils and fills
The utmost valleys and the thin last hills,
Nor mars one whit their perfect clarity.
Thus without grief the golden days go by,
So soft we scarcely notice how they wend,
And like a smile half happy, or a sigh,
The summer passes to her quiet end ;
And soon, too soon, around the cumbered eaves
Sly frosts shall take the creepers by surprise,
And through the wind-itouched reddening woods shall
rise
October with the rain of ruined leaves.
—Archibeld Lamp man.
A Thanksgiving heading.
A Harvest in Somersetshire in the Seven-
teenth Century.
Then the golden harvest came, waving on the
broad hillside, and nestling in the quiet nooks
scooped from out the fringe of wood. A wealth of
harvest such as never gladdened all our country-
side since my father ceased to reap, and his sickle
hung to rust. All the parish was assembled
in our upper courtyard: for we were to open the
harvest that year, as had been settled with Farmer
Nicholas, and with Jasper Kebby, who held the third
or little farm. We started in proper order, there-
fore, as our practice is: first, the parson, Joshiah
Bow den, wearing his gown and cassock, with the
parish Bible in his hand, and a sickle strapped be-
hind him. As he strode along well and stoutly,
being a man of substance, all our family came next.
1 leading mother with one hand, in the other bear-
ing nn father's hook, and with a loaf of our own
bread and a keg of cider upon my kick. Beside us
(sisters) Annie and Lizzie walked, wearing wreaths
of corn-flowers, set out very prettily, such as
mother would have worn if she had been a farmer's
wife, instead of a farmer's widow. Being as she
was, she had no adornment, except that her widow's
hood was off, and her hair allowed to flow as if she
had been a maiden ; and very rich bright hair it was,
in spite of all her troubles.
After us the maidens came, milk-maids and the
rest of them There must have been three
score of us, take one with another ; and the lane was
full of people. When we were come to the big field-
gate, where the first sickle was to be, Parson
Bowden heaved up the rail with the sleeve of his
gown done green with it; and he said, that every-
body might hear him, though his breath was short,
"In the name of the Lord, Amen !"
"Amen! So be it!" cried the clerk who was far
behind, being only a shoemaker.
Then Parson Bowden read some verses from the
parish Bible, telling us to lift up our eyes, and look
upon the fields already white to harvest ; and then
he laid the Bible down on the square head of the
gate-post, and, despite his gown and cassock, three
good swipes he cut of corn, and laid them right end
onwards. Alt this time the rest were huddling out-
side the gate and along the lane, not daring to
interfere with parson, but whispering how well he
did it.
When he had stowed the corn like that, mother
entered, leaning on me, and we both said, "thank
the Lord for all his mercies, and these the first
fruits of his hand !" And then the clerk gave out
a psalm verse by verse, done very well ; although he
sneezed in the midst of it, from a beard of wheat
thrust up his nose by the rival cobbler of Brendon.
And when the psalm was sung, so strongly that the
foxgloves on the bank were shaking, like a chime
of bells, at it, parson took a stoop of cider, and we
all fell to at reaping.
* * * * *
Whish, the wheat falls ! whirl again ; ye have had
good dinners ! give your master and mistress plenty
to supply another year. And in truth we did reap
well and fairly through the whole of that afternoon,
I not only keeping lead, but keeping the men up to
it. We got through a matter of ten acres ere the
sun between the shocks broke his light on wheaten
Illumes, then hung his red clock on the clouds, and
fell into gray slumber.
Seeing this, we wiped our sickles and our breasts
and foreheads, and soon were on the homeward
road, looking forward to good supper to
harvest-song and festivity. — R. D. Blackmore in
"Lorna Doon."
I have been much pleased with the supplementary
art pictures and the description of the same, and
have enjoyed the articles by Dr. Bailev. — R. I!. M.
Port Elgin, X. B.
The Review improves with every number. 1 wish
it renewed success. — ( ',. M.
102
THE EDUCATIONAL REVIEW.
The Bunco-Bird.
They tell the Spectator that the last of the south-
bound birdlings has by this time taken wing— news
at which he is unfeignedly glad. Now perhaps he
may be able to turn off a little work. Since the last
of August, when they began to pack their grips and
consult time-tables, they have kept him in a
state of perpetual unrest. Two fine old apple-trees
beside his window have been full all day ofi restless
little bunches of feathers, stopping over to break the
journey from the far North. Every time he has
taken up his pen some unfamiliar "tsip" or "cheep"
from without has made him drop it and seize a spy-
glass and a bird book. From this it will be seen
that the Spectator has fallen prey to the devastating
epidemic of ornithitis.
It was not always thus. The Spectator well re-
members when all birds looked alike to him; when
you couid cheat him with the alarm-note of a robin ;
when the song-sparrow passed with him for a dozen
kinds of bird. In those good old days he could
write in the midst of a musical festival. Nothing in
feathers had power to train him from his work,
charm it never so wisely. But last summer, in New
Brunswick — a place much favored for summer resi-
dence by the more fastidious sort of bird — he fell
into the clutches of a confirmed ornithomaniac, who
never let him go until she had made him as mad as
herself.
She did not accomplish it all at once. It was
weeks before the Spectator could be got to forget
his dinner, whereas the lady his instructor ignored
hers altogether when there were strange birds about.
She would sit petrified under a tree for hours to-
gether, she would stand rooted in a bog, she would
prowl through leagues of dank and tangled under-
brush, she would plant herself in the path of an
oncoming train — and all for the sake of scraping
acquaintance with some shy songster as big as your
two thumbs. Mosquitoes, cows, home, husband,
country — all these were as nothing to her when
once her eye had caught the flirt of unfamiliar
feathers, or her ear the lilt of a new song. At such
times it was as idle to talk to her as to try to gossip
with the Sphinx. It is the Spectator's fixed con-
viction that had a ruffian menaced her with a gun
while she was in the trance of bird-stalking, she
would merely have raised that delicate hand of hers
in an admonitory "S-s-sh !"
Now, the Spectator took his birds more philoso-
phically— that is. at first — encouraged thereto by the
ornithomaniac herself. That artful woman led him
to believe that the life of a birdist was one of
appreciative otiosity. She installed him in a ham-
mock in the sun-flecked shade of a clump of silver
birches and coaxed him into watching the birds
that skipped about among the branches over his
head. She taught him the simplest of the songs
which rang out continually from a little grove not a
hundred yards away. And the Spectator liked it.
He liked to watch a fiery redstart fidgeting through
the leafage, dropping from twig to twig in his
pitiless pursuit of fat worms. It pleased him to
think how much easier dinner came to him than -to
this gorgeous black-and-orange "candelita." He
had no objection to listening to the white-throated
sparrow calling eternally, "Poor — Tom — Peabody,
Peabody, Peabody !" or the red-eyed vireo re-
petitiously preaching, or the hermit thrush whistling
clearly from the dusk of the grove. It was
sociable and didn't interfere with cat-naps of the
most satisfactory variety. But his instructor did
not long indulge him in this sort of luxurious idling.
When the Spectator had listened to bird songs until
he could not hear a twitter without a spasm of
curiosity, she tightened her toils. Bringing a low
chair, she came to keep the Spectator company in
his bird vigils under the birches, and boasted
shamelessly of her own sharpness of eye, prating of
"crowns" and "rumps" and "median stripes" and
"wing coverts" and other things the Spectator had
not known appertained to birds, until he grew
jealous for his own powers of observation. In self-
defense he began to strain his eyes to recognize the •
redstart's silent, olive-tinted little dud of a wife.
He vexed his soul to make out the distinguishing
marks of Madame Tom Peabody and Mrs.
Preacher-bird. Before he knew it he was the hope-
less slave of the spy-glass.
Then, indeed, was his subjugation complete. The
ornithomaniac at once began her serious education-
al campaign. Routing the Spectator out of his
comfortable hammock, she led him afield in the
broiling sun. It was then that the Spectator met his
arch-enemy, the junco-bird. "The junco is so easy,"
said his teacher, "and I can show you the nest.
They're a trifle shy now, but when the young birds
are out of the nest they'll hop about our very door-
step." So she led the way to a meadow, deep in
daisies, which served her in lieu of a front lawn,
and bore down cautiously upon a colony of little
white spruces. When she was within six feet of the
trees, there came a sudden whir of wings, and the
Spectator caught a flash of white lightning. "There
goes the mother bird !" cried the bird-fancier in a
satisfied tone. "You got a splendid view of her.
You'll know her again by the white tail-feathers!"
THE EDUCATIONAL REVIEW.
10it
Then she made the Spectator kowtow while she
lifted the lowest branch of the spruce and gave him
a dim glimpse of five whitish ovals in a grassy nest
underneath. Then, having made him acquainted
with the alpha and omega of the junco, she took
him for a walk.
They had not gone far when the Spectator spied
a bird all by himself, a blackish bird with a pink
bill. He referred it to the lady. "Why, that," she
cried, "is a junco! Didn't you see the white tail-
feathers ?" "No," said the Spectator, a trifle abashed.
"I think he was sitting on his tail. But I'll know
him the next time." And they went on. The
ornithomaniac kept stopping in the lovely woodland
road to listen for invisible birdlings, and the Spec-
tator found himself far ahead. He stood waiting,
drinking in the fresh beauty of the wood — for New
Brunswick in late June is like New England in May
— when a queer kind of trilling began in a tree close
at hand. Some bird — Demosthenes, it seemed —
was trying to sing with his mouth full of pebbles.
The Spectator stood like a statute and raked with
his eyes every tree in sight. And he was rewarded.
Not only did his eye light on the singer, but the bird
considerately sat still until he had time to mark its
every detail of dress. When the bird flew, he
dashed back to the authority in the road behind
him. "I've found a bird," cried he, thereby putting
to route a black-throated green warbler the bird-lady
was studying; "I've found a bird, and I looked at
her very carefully. She had a white front and a
deep black yoke." The lady interrupted with a far-
away look in her eyes. "It was a junco," she said.
The Spectator used the most powerful language he
allows himself. "Behold !" cried he, "all juncos are
impostors, and all birds are juncos ! No more will
I call him junco — the name of that bird is the
Bunco-bird from this time forth, and even for ever
more !"
To comfort him the bird-fancier took him
strawberrying on the top of a tall hill. But even
here there was a little clump of conifers, and she
thought she heard a chickadee discoursing among
the highest branches. The question was, Is the
bird a Hudsonian chickadee, or just a chickadee?
and the fate of the nations appeared to depend upon
the answer. The Spectator was set down on a pile
of prickly twigs, with instructions not to move an
eye-winker. He stood it awhile. But when his
nose tickled and he wasn't allowed to scratch it,
he rebelled and made a break for the open. Here
he found strawberries, plump and luscious, half
buried in little green mounds of moss. He made
him a cornucopia out of a newspaper, and had
picked a generous cupful of berries when he was
startled by a guttural hiss from the ground beside
him. He looked down, and there at his very heels
was an awesome fowl of some sort, all mouth and
rumpled mottled grayish feathers, hissing at him
as viciously as an angered snake. The Spectator
was surprised. He got up so hastily that he
spilled his berries and took a step or two in flight.
Then it occurred to him that he might, like Falstaff,
overestimate the strength of the foe, and he turned
back to investigate. The bird, he then saw, was
making the very most of itself, ruffling its feathers
and drooping its wings like a belligerent sparrow.
He guessed that a tape-line would show it to be not
much longer than a robin, though with a much
greater spread of wing. He thought he could cope
with a thing like that, and determined to subject it
to careful observation.
"Is it," he asked himself seriously, "by any
chance a Bunco-bird?" He considered its mottled
plumage and answered firmly, "No!" The bird by
this time was trying to make off, hobbling and
fluttering as if it had a broken wing. In the interest
of science the Spectator followed. The unlucky
bird stumbled and blundered painfully over the
hillocky ground, but managed to keep just out of
reach of the Spectator's wishful fingers. In this
way it worked its way a dozen yards or so, when,
without the slightest warning, it sailed leagues high
into the air. And, lo ! it was unmistakably a night-
hawk! And no more an injured night-hawk than the
Spectator was a gratified man. Then from a dizzy
height it swooped down and just skimmed the top
of the Spectator's head. A second later it was
joined by two others of its noxious kind, and the
three began to amuse themselves by seeing how
near they could fly to the Spectator without putting
out his eyes. The Spectator put his manhood in his
pocket and fled for the protecting shade of the
wood. Here he found his preceptor and retailed his
woes. "Pshaw!" she cried, in obvious vexation.
"You missed the chance of your life. You must
have been within a few feet of the young. That old
hen fluttered off to decoy you away. You've been
egregiously taken in." So it was a Bunco-bird after
all !— "Spectator," in N. Y. Outlook.
i. Model and draw a horse's hoof. 2. Model
and draw a cow's hoof. 3. Model and draw a cow's
horn. 4. Model, draw, sew various kinds of fishes.
5. Press, draw, sew ferns. 6. Paint, model, sew a
frog. 7. Draw fishing hook. 8. Draw, model, sew
straw hat. 9. Model, draw, sew turtle. 10. Draw
bees. 11. Draw and sew beehive and bees. 12.
Model and draw cocoons. 13. Model, draw, and
sew butterflies. 14. Draw and paint mayflowers.
104
THE EDUCATIONAL REVIEW.
A Contented Teacher.
Every college professor in writing his confessions
seems to be giving an Apologia pro vita sua. His
loudest complaint is about the salary. Small as
mine is I sometimes think it is as large as it would
be if I had gone into some other occupation ; but, as
I said before, I am so commonplace that my example
has no bearing whatever on the argument for higher
salaries for college men. In one of the most recent
publications giving the woes of the professor there
is a lamentation to the effect that his house is plain-
ly furnished without even the luxury of an oriental
rug, and that one of the pleasures of his family life
is the annual ride out into the country. This is
pathetic, especially as for many years his regular
salary has been $2000 a year. Nor does he live in
a large city. I must have a genius of a home-maker,
for with a salary that averages less than his we can
go driving into the country many times a year and
we have the luxury of walking over several antique
oriental rugs. For ten years I have been carrying
ten thousand dollars of endowment insurance, which
will mature when I am about fifty years old. And
during each summer we can spend part of the va-
cation on a farm, paying our board, too, and some
years we go even to the seashore. Without going
into detail, I may be believed, I hope, in saying that
our social life is not one of parsimonious barrenness.
— From the September Atlantic.
I get three good results from this plan. It is a
relief to the teacher, it helps in prompt attendance,
and it is good practice for the performers them-
selves.— Popular Educator.
Opening Exercises.
Every teacher, I suppose, has some trouble in find-
ing material for the opening exercises and in mak-
ing such exercises interesting to all.
In my school the songs we all knew grew tire-
some, stories lost their charm, and quotations
dragged, so I decided to put the opening exercises
into the pupils' hands and see if they could awaken
new interest.
Nearly all of my older pupils knew songs, reci-
tations, or dialogues which were new to the rest of
the school, and the plan worked charmingly.
Helen recites unusually well, and 1 had but to an-
nounce that Helen would open school with a reci-
tation on a certain morning to insure prompt at-
tendance and the best of attention on that morning.
It was the same in the case of Ella, who sings
prettily. Even a little first grader sang such a
pretty song that every child showed his pleasure
and appreciation ; but the dialogue given by two
boys (Which they had learned for an outside
entertainment), was a surprise and delight even to
mvself.
Origin of a Famous Hymn.
A pathetic and yet charming story is told of the
origin of the well-known hymn, "Blest Be the Tie
That Binds," which was written by Rev. John Faw-
cett, an English Baptist, who died in 18 17, having
spent nearly sixty years in the ministry. It was in
1772, after a few years spent in pastoral work, that
he was called to London to succeed the Rev. Dr.
Gill. His farewell sermon had been preached near
Moinsgate, in Yorkshire. Six or seven wagons
stood loaded with his furniture and books, and all
was ready for departure.
But his loving people were heart-broken. Men,
women and children gathered and clung about him
and his family with sad and tearful faces. Finally,
overwhelmed with the sorrow of those they were
leaving, Dr. Fawcett and his wife sat down on one
of the packing cases and gave way to grief.
"Oh, John," cried Mrs. Fawcett at last, "I can-
not bear this ! I know not how to go."
"Nor I either," returned her husband, "and we
will not go. The wagons shall be unloaded and
everything put in its old place."
His people were filled with intense joy and grati-
tude at this determination. Dr. Fawcett at once
sent a letter to London explaining the case and then
resolute'y returned to his work on a salary of less
than $200 a year. This hymn was written by Df.
Fawcett to commemorate the event.
The Fruit Tree.
'I he Tree's early leaf-buds were bursting their brown ;
" Shall I take them away ? " said the Frost, stealing down.
" No, leave them alone,
Till the blossoms have grown,"
Prayed the Tree, while he trembled from rootlet to crown.
The xree bore his blossoms, and all the birds sung:
"Shall 1 take them away?" said the Wind as he swung.
" No, leave them alone,
Till the berries have grown."
Said the Tree, while his leaflets all quivering hung.
The Tree bore his fruit in the midsummer glow,
Sa:'d the little girl, "1 may pluck your bright berries, I
know ? "
" Yes ; growing is done ;
Therefore for you every one,"
Said the Tree, while he Ix'nt down his laden Imughs low.
— Bjornstcrne Bjornson.
THE EDUCATIONAL REVIEW-
105
For the Very Little Ones.
Dolly's Lesson.
Come here, you nigoramus?
I'm 'shamed to have to 'fess
You don't know any letter,
'Cept just your cookie S.
Now, listen, and I'll tell you —
This round hole's name is O,
And when you put a tail in,
It makes a Q, you know.
And if it has a front door
To walk in at it's C,
Then make a seat right here
To sit on, and it's G.
And this tall letter, dolly,
Is I, and stands for me.
And when it puts a hat on,
It makes a cup o' T.
And curly I is J, dear,
And half of B is P,
And E, without his slippers on,
Is only F, you see !
You turn A upside downwards,
And people call it V ;
And if it's Twins, like this one,
W 'twill be.
Now, dolly, when you learn 'em,
You'll know a great big heap —
Most much as I — O dolly!
I believe you've gone asleep !
— The Youth's Companion.
Suppose.
Suppose, my little lady,
Your doll should break her bead,
Could you make it whole by crying.
Till your eyes and nose arc red ?
And wouldn't it be pleasanter
To treat it as a joke.
And say you're glad, " 'Twas Dolly's
Anil not your head that broke'''
Suppose you dressed for walking,
And the rain comes pouring down,
Will it clear off any sooner
Because you scold and frown?
And wouldn't it be nicer
For you to smile than pout,
And to make sunshine in the house
When there is none without ?
Suppose your task, my little man,
Is very hard to get,
Will it make it any easier
For you to sit and fret ?
And wouldn't it be wiser,
Than waiting like a dunce,
To go to work in earnest.
And learn the thing at once?
Hickory, Dickory, Dock.
Hickory, Dickory, Dock,
Tis nearly nine o'clock,
And ringing clear,
The bell we hear,
Hickory, Dickory, Dock.
Hickory, Dickory, Dock,
"lis striking nine o'clock;
Obey the rule,
Haste into school,
Hickory, Dickory, Dock.
Hickory, Dickory, Dock,
'Tis just past nine o'clock;
Our prayers arc done,
Work is begun.
Hickory, Dickory, Dock.
-Teachers' Magazine.
The Water Drops.
Some little drops of water,
Whose home was in the sea,
To go upon a journey
Once happened to agree.
A cloud they had for carriage,
They drove a playful breeze,
And over town and country
They rode along at ease.
But. oh. they were so many,
At last the carriage broke.
And to the ground came tumbling
These frightened little folk.
And through the moss and grasses
They were compelled to roam,
Until a brooklet found them,
And carried them all home.
— Philadelphia Teacher.
What the Wind Brings.
"Which is the wind that brings the cold?"
" The North-wind, Freddy — and all the snow ;
And the sheep will scamper into the fold.
When the NTorth begins to blow."
"Which is the wind that brings the heat?"
"Tin' South-wind. Katy : and corn will grow.
And peaches redden, for you to cat.
When the South wind begins to blow."
"Which is the wind that brings therain?"
"I'll' East-wind, Arty; and farmers know
That cows come shivering up the lane.
When the East wind begins to blow."
"Which is the wind that brings the flowers?"
"The West-wind, Bessy; and soft and low
The birdies sing in the summer hours.
iej When the West wind Ix-gins to blow."
— Edmund Clarancc Stedmait.
106
THE EDUCATIONAL REVIEW.
N. S. Educational Association.
On Tuesday morning, September 25, the large
assembly hall of the Halifax County Academy was
packed with teachers, when Dr. Mackay, Superin-
tendent of Education for Nova Scotia, arose to give
his address on Our Present High School Problem.
Jn his opening remarks, Dr. Mackay referred to
the generosity of the provincial government in pro-
viding annuities for teachers, and also referred to
another parliamentary measure by which an ad-
visory board to confer with the superintendent on
educational matters was to be appointed; and
announced that two of the members of the board
were to be chosen bv the teachers from among
themselves before the' close of the present conven-
tion.
He then gave a short history of our present course
of study for high schools and academies, and spoke
of the radical changes that the committee appointed
last year to consider the relation between the high
schools and the colleges would make in it, as out-
lined in their preliminary report published some
months ago. He thought their suggestion to
lengthen the course one year, and require all candi-
dates for first-class license to complete it, if acted
upon, might work injury to the schools by deterring
capable young persons from entering or pressing
forward in the profession. Many of our teachers,
especially those of limited means, had to make great
sacrifices to complete three years of high school
work, and then attend the Normal School a year in
order that they might obtain a first-class license.
If they had been compelled to spend still another
year in high school, they simply would not have
done it; they either would not have entered the
profession, or would have been content with a lower
grade of license.
The demand for teachers is greater than the
supply with the course of study as it is. A large
number of permissive licenses had to be issued this
\ ear to persons who had not been able to fulfil th :
present requirements, and still there are schools
without teachers, because none could be got. If
the conditions on which licenses are issued are made
more stringent, in all probability there will be a
still greater scarcity of teachers.
The suggestion that persons applying for a first-
class license be compelled to pass an examination
on Latin, would, if carried out, have a like tendency
to reduce the number of teachers. In his opinion,
too, a knowledge of Latin was not the best equip-
ment that a teacher could have. A person who
had given the same time to the study of English or
the natural sciences was. other things being equal,
hotter prepared to teach his pupils to make the best
use of their opportunities than the one who had
given his hours to Caesar. That this was the opinion
of the most advanced school authorities of the day
he tried to prove by an examination of the course
of study in secondary schools in Prussia, England,
United States and Ontario.
For several weeks previous to the meeting of the
Association a heated discussion had been carried on
in the Halifax papers between Prof. Howard Mur-
ray, secretary of the committee appointed to con-
sider the relation between the high schools and the
colleges, and Supervisor McKay, as to the wisdom
of compelling candidates for first-class licenses to
pass an examination in Latin. So much feeling was
aroused among those interested in the matter that
this became the dominant question of the conven-
tion. All were on the tip-toe of expectation as the
time drew near to vote on the adoption of the re-
port, as it was uncertain whether there was a
majority in favor of it or not. Before the vote was
taken, however, the motion to adopt the report was
withdrawn, and in its stead what was called a
" compromise " course, in which Latin was made
an optional subject for candidates for 1st, 2nd and
3rd class licenses, was put forward. This passed
with but little opposition, and a committee of six-
teen was appointed to prepare a detailed programme
for all the grades of both the common and high
schools.
The public meeting. Wednesday evening, was
held in the spacious hall of the School for the Blind,
and as no time was given to business, it was pro-
bably more enjoyed than any meeting of the conven-
tion. Lieutenant-Governor Fraser, in an eloquent
speech, urged that the three I's — Industry, Intelli-
gence and Integrity — be given a prominent place
alongside of the three R's. Dr. McCarthy, Arch-
bishop of the Roman Catholic Church, expressed
his belief that the day would come when all civil-
ized people would agree as to what should be the
scope of education, and likewise of religion. Edu-
cation would doubtless take into consideration the
child's physical, mental and moral natures. With-
out health, man is miserable ; without intellect, he
is helpless ; without morals, he is dangerous.
Professor Magill, Justice Longley, Senator
Poirier and Inspector Cowley, of Ontario, also
addressed the meeting.
Other addresses were given by Professor F. H.
Sykes, of Columbia University, N. Y. ; Professor
Sexton, of Dalhousie University, and by Professor
MacKenzie. Dr. Woodbury and Dr. Johnson spoke
of the needs of dental inspection of the pupils in
our schools. Time did not permit hearing the paper
of Professor Woodman on physical geography and
of Miss A. Maclean on art, but these will be pub-
lished in the proceedings.
A resolution was passed requesting the govern-
ment to make the agreement between teachers and
trustees binding for more than one term, or until
three months after notice was given by either party
to the other that a change was desired.
Principals B. MacKettrick. of Lunenburg, and
E. J. Lay. of Amherst, were elected members of rhe
advisory board.
I have found the Review a great help in the past
seven vears. — G. K. M.
THE EDUCATIONAL REVIEW.
107
A Little Girl's Bright Story,
A girl seven years old has originated the follow-
ing guessing story :
"Can you guess what I am ?
I have two eyes.
Yet I am not a boy.
I am round, and am not a ball.
Some of my brothers have three and some have
four eyes, and yet we have no heads.
We are carried, for we have no legs.
I am missed when lost.
Can you guess what I am?"
(A button.)
— C. W . Rundus.
CURRENT EVENTS.
At the instance of the imperial government, an
international commission has been called to meet in
London during this month, to consider the subject
of electrical units, with a view to securing uniform-
ity.
The little Norwegian ship Gjoa has reached
Bering Strait thus completing the northwestern
passage. The Gjoa left Norway in 1903 ; and, hav-
ing passed through channels where a large vessel
could not follow, went into winter quarters last year
at the mouth of Mackenzie River. She has now
reached the Pacific, and is the first ship that has
made the passage. Her commander, Captain
Amundsen, believes that he has discovered the true
magnetic pole.
Five thousand persons perished in a recent
typhoon at Hong Kong, and an entire fleet of six
hundred fishing vessels destroyed. The Chinese
residents of San Francisco have sent ten thousand
dollars for the relief of sufferers.
In view of the possible early construction of a
line of railway to Fort Churchill, on Hudson Bay,
the government has reserved land on both sides of
the Churchill River, for ten miles from its mouth.
The Trent Valley canal it to be pushed through
at once from Georgian Bay to Lake Ontario. It
will probably be finished in 1908.
A British inventor has patented an uninflammable
celluloid.
The Japanese residents in Hawaii complain of ill
treatment by Americans, and have asked their home
government for the protection of Japanese war
vessels.
It is stated that sixty thousand elephants are an-
nually slaughtered in Africa for the sake of the
ivory.
The boundary line between Canada and the
United States is 3,000 miles long — 1,600 miles land,
1,400 miles water.
British Columbia, Canada's largest province, is
equal to twenty-four Switzerlands.
A German inventor claims to have a wireless
electric appliance by means of which steam will be
antomatically shut off in two vessels approaching
each other in a fog.
The railway commission at Ottawa has approved
plans for tunnelling Detroit river. Two parallel
tracks will be laid at a depth of sixty-five feet below
the bed of the river.
The largest passenger steamship in the world is
the new Cunard steamship Mauretania recently
launched on the Tyne. She is 790 feet long; and
her complement of passengers and crew will be more'
than 3000.
The Canadian Pacific Railway has proved that
the Canadian route for English mails to the Far
East is seven days shorter than the Suez Canal
route ; and most of the mail matter from the United
Kingdom to Hong Kong and Singapore will here-
after be sent via Canada.
The insurrection in Cuba has led to United States
intervention. As yet it is peaceful intervention, and
seems likely to bring about peace between the
warring factions ; but Cuba is now more than ever
to be regarded as a dependency of the United States.
There is little doubt that the present uprising, like
others, was planned and financed by interested
persons in the United States.
A provisional government with Mr. Taft, United
States Secretary of War, as governor, has assumed
authority in Cuba. No disturbance of any kind
occurred. The business interests are gratified
at the change of government. A striking feature
of the provisional government is the fact that the
Cuban flag has not been lowered. This establishes
a precedent in provisional governments and pro-
tectorates.
Every school in Manitoba, under a recent govern-
ment regulation, must fly the Union Jack on every
school day in the year, or forfeit the government
grant. Perhaps there is no better way of national-
izing the children of foreigners, of whom there are
so many in the west.
A new Finnish parliament takes the place of the
old, in which the nobles, clergy, burghers and
peasants sat in separate chambers. The new parlia-
ment will consist of one chamber only, and will hold
its first session in February next. The Emperor,
as Grand Duke of Finland, has been asked to open
it in person. Its members are to be elected by
universal suffrage. This means more than the
manhood! suffrage to which we are accustomed ; for
all adults, both men and women, will have the right
to vote, paupers and criminals, of course, excluded.
The Finnish and Swedish languages may be used in
debates; and probably will be more freely used than
is the French language in our Dominion parliament,
for few of the people of Finland speak Russian.
Esperanto, the proposed new world language, is
making wonderful progress. At a recent Esperanto
congress in Switzerland might he seen thousands of
108
THE EDUCATIONAL REVIEW.
guide to PRACTICAL PENMANSHIP.
BY.
W. A. McINTYRE, B. A., Principal Winnipeg Normal School.
PRICE, 20 CENTS.
Teaches Good Form.— Simple, beautiful, possible of easy and speedy execution.
Teaches Right Movement.— One that enables pupils to write quickly, legibly and withput tiring,
la so carefully graded that every lesson is a review of what precedes it and a preparation for what follows.
Gives full and definite instructions on all points, supplying the place of the copy-book and saving the teacher
endless work and worry. sample Copy mailed post paid upon Receipt of Price.
TORONTO
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people, from nearly every part of the world, con-
versing and debating in the new international
tongue.
L'Etang is again coming into notice as a possible
winter port. It was strongly recommended in an
official report at the time of the Loyalist migration,
as the best port for a stronghold on the north side
of the Bay of Fundy ; and a town was laid out there
as a place of settlement for disbanded soldiers. But
there was no business for the port, because there
was at that time no means of inland communication,
and the settlement was soon abandoned. The great
disadvantage of L'Etang, in the want of a navigable
river, can now be overcome by railway communi-
cation ; and it is said to be easier of access, both by
railway and by sea, than any other port on the bay.
It is the Emperor and not the Empress of China
who has issued an edict looking to the future
establishment of a constitutional form of govern-
ment for the Chinese Empire.
The Sultan of Turkey is suffering from an in-
curably disease, and must soon die. With his death
will come a critical period for the Turkish Empire,
so far, at least, as respects its European possessions ;
for there is no acknowledged successor who can
unite the factions that are now with difficulty kept
from open conflict.
Fishguard, a port in the1 southwest of Wales, has
been connected by railway with the great cities of
England, and will immediately become an important
port for Canadian trade, as it is nearer than Liver-
pool or Southampton. Mail steamers will probably
make it their first port of call.
Farmers in New Brunswick and Nova Scotia
will be surprised when they know that a Mr. Peter
McKinnon. Pipestone, Manitoba, threshed out
10,000 bushels of wheat, an average yield of 30
bushels to the acre, — one tract alone, 165 'acres, went
38 bushels of the very best No. 1 hard wheat. We
cannot grow wheat like this, but at the present
prices for butter and cheese there is no reason why
these provinces should not raise ten times the
quantity of butter and cheese that we have been
raising for the last five years.
The Dominion Manufacturers' Association meets
at Winnipeg this week. Among the important
questions discussed is that of technical education.
We are informed that the Association intends to ask
the Government to appoint a commission whose duty
it will be to visit Europe to ascertain all the latest
methods of technical training. The feeling is
gradually growing throughout Canada that the
Central Government should assist the different
provinces in providing technical instruction both in
agriculture and the trades, and thus equip the
mechanics and the farmers of this country so they
can compete with the skilled labor of the United
States.
The investigation of the relations between the
Union Trust Co., and the Order of Foresters, shows
that several officials of the Foresters were acting
with the United Trust Co. to borrow funds from the
Foresters, and to use these funds in purchasing
large tracts of land in the Northwest. Financial
agreements like these between companies, which
only take the great public into their confidence when
they are forced to, are rapidly making the people
look askance at all kinds of insurances companies,
whether they are the Foresters or any other.
A late telegram shows a race war existing in
Georgia where the militia had to be called to quell
the disturbance. This is only one of the many deeds
during the last ten years that have been a disgrace
to the civilization of this country. Such conditions
seem to be the result, of a low state of education.
The recent severe illness of the Hon. Jos.
Chamberlain, will no doubt hinder further
development of the policy known as Preferential
Trade between Fngland and her colonies. It is
surprising, however, the great change that has
taken place in, Britain on this subject since 1902.
The almost unanimous vote given in July at the
Boards of Trade conference held in London, shows
that the merchants and traders feel that Chamber-
lain has got hold of the right idea.
THE EDUCATIONAL REVIEW.
109
TEACHERS' MANUAL
HINTS ON HOW TO TEACH THE
New Canadian Geography
Part I. is a discussion of the general method to
be pursued in teaching geography.
Part II. takes the lessons of the New Canadian
Geography, lesson by lesson, and shows how
each is to be taught. Under each lesson is
added much additional information.
The teacher will find this manual will enable him to
make the necessary preparation, in a few min-
utes, for teaching a given lesson, which would
otherwise require hours of patient labor as well
as access to a library of reference books.
Price 50 Cents
FOR
Ten Cents !
Special Price: To teachers using the New
Canadian Geography a copy of the Teachers'
Manual, for their own use only, will be sent
free on receipt of Ten Cents to cover cost of
mailing and postage.
W. J. GAGE <& CO., Limited,
Publishers.
Toronto
When the Beaver Line of steamers came to St.
John, in 1895, few persons dreamed that this was
the nucleus of the steamship line which would with-
in twelve years be able to take mails from Liverpool
to Hong Kong, via St. John in the short space of
thirty days. This is a fact, however, and the C. P.
R. steamers (the Empresses), begin this work in
December. These immense steamers, nearly seventy
feet beam, and 600 feet long, will leave Liverpool
during the winter for the Port of St. John. Pass-
engers for Hong Kong will be landed by this
steamship line and C. P. R. to Vancouver , and
thence by C. P. R. S. S. to Hong Kong in less than
thirty days from the date they left Liverpool. This
shows that Canada is not only growing in the west,
but also growing in the east.
SCHOOL AND COLLEGE.
That the people of Yarmouth take more than ordinary
interest in their high school, is evidenced by the crowds
of people who attended the exercises recently held
in the Opera House, to witness the contests for reading
and the presentation of prizes. Contests for reading
always provoke a friendly emulation among pupils and are
attractive to the people.
The teachers of York and Sunlmry will meet at Frcd-
ericton on Thursday and Friday, October 1 1 and 12.
The annual convention of the Protestant teachers of the
Province of Quebec will meet in Montreal, October 11, 12
and 13. ■ -, j j
Mr. S. W. Taylor, B. A., and Mr. Roy Hicks, B. A.,
( Mt Allison), both of Westmorland County, have entered
McGill College, Montreal, to pursue a medical course.
Nethcrwood, the Rothesay school for girls, opened in
September. The pupils were entertained their first Satur-
day by the teachers. They were driven to Gondola Point,
then crossed the ferry and walked through the beautiful
wooded road to Clifton. After a corn roast on the beach,
they were ferried back to the Point, and driven home.
The school is now in full working order, with an attend-
ance of day and house pupils of thirty-one. The spirit
of the older girls in the school is one of loyalty and
earnestness, and promises to make the year a very success-
ful one. — The Globe.
After fifty years of active service in the cause of educa-
tion, Dr. Crocket, of Fredericton, has retired, bearing
the title of " Principal Emeritus of the Provincial Normal
School." This mark of distinction was conferred upon
him by the Board of Education.
Can any of our schools beat this record? "Dorothy
Buhlmann is a pupil at the Sandgate National School,
London, and for eleven years she lias neither been absent
nor late at her studies. She is fourteen years of age, and
has made 4,500 attendances since she first went to the
schooL The Countess of Chichester lias presented her
with a book in recognition of her record. Two boys in
this school have similar records."
110
THE EDUCATIIONAL REVIEW.
$6.00 Per Year is a Small Sum. lr*v™WflfjJvU™imfw.
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Accidental Death caused while trav-
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For Total or Partial Disability while
travelling in any public passenger
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Also insures Beneficiary. Provides for Hospital Expenses or Surgeons Fees for opera-
tions on Insured or Beneficiary. Increases 10 per cent, annually for five yearB, making a
?1,000 policy worth 11,500 at end of fifth year. ,
This is only one of the many splendid policies which we issue. Ask for circulars and
further information.
WM. THOMSON & CO.,
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For Calendar, address
MISS ETHEL WYN R. PITCHER, B.A.
Or MISS SUSAN B. GANONG, B.S.,
Principals.
Rev. C. J. Boulden, M. Ay late headmaster of St. Alban's
school, Brockville, Out., has been appointed president of
King's College, Windsor, N. S. The appointment is re-
garded as an exceedingly strong one. Mr. Boulden
graduated with mathematical honors at Cambridge, and
will take the professorship of mathematics, in the teaching
of which he has been exceedingly successful.
The New Brunswick Normal School opened September
5th with a registration of nearly three hundred.
Mr. R. R. Gates, M. A., B. Sc, who formerly acted as
Vice-principal of the Middleton Consolidated School, spent
the summer in research work at the Marine Biological
Laboratory, Wood's Hole, Massachusetts, on a scholar-
ship from McGill University. He will spend this year at
the University of Chicago, where he has been appointed
to a fellowship in botany.
Professor Ernest R. Morse, teacher of mathematics in
the Missouri State Technical College, has been appointed
to succeed Professor C. C. Jones in the chair of mathe-
matics at Acadia University. Mr. Morse graduated from
Acadia in 1887, then taught four years in Horton Academy.
He went to Harvard and graduated with mathematical
honors, taught a southern college for two years and took
two courses in mathematics at Chicago University. He
is a valuable acquisition to the staff of Acadia.
Dr. Cox, principal of the Grammar School, Chatham,
exhibited a peanut plant to his grammar school pupils
which he raised in his garden this summer. He planted
some nuts with the shells on and some unshelled as an
experiment, and both produced plants, but those without
the shells sprouted more quickly and grew faster. All
the plants produced blossoms, but no fruit appeared. The
doctor was surprised, and on pulling up ap lant, to find the
fruit had grown and buried itself in the ground, a full-
grown peanut being attached to the plant. But that is the
way peanuts grow — in the ground, like potatoes. The
doctor has several peanuts unearthed. — Chatham World.
Mr. W. J. S. Myles, A.B., late vice-principal of the St.
John High School, has been appointed the principal in
place of Dr. H. S. Bridges, whose duties as superintendent
of city schools have been increased by the introduction
of the compulsory school law in that city.
The Review extends its hearty congratulations to Mrs.
Edith L. Kinread, nee Mitchell, formerly of Moncton, now
35 Knappcn Street, Winnipeg, and wishes her many years
of happiness in her new home in the West.
RECENT BOOKS.
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25. Price, 65 cents.
This book is intended for upper classes in high schools,
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Successful Teaching. Cloth. Pages 198. Price, $1.00.
Funk & Wagnalls Company, New York.
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In the Guide to Practical Penmanship, the author, Mr.
W. A. Mclntyre, Principal of the Normal School, Winni-
peg, has given that which will take the place of the copy-
book, while it does very much more. It sets before pupils
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each. Funk & Wagnalls Company, New York and Lon-
don.
Messrs. Blackie & Son, London, have published the fol-
lowing: An Introduction to Good Reading, price is. 6d. ;
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teaching of geography; "'Round the World," price 6d., is
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Messrs. Blackic & Son, London, have published in their
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RECENT MAGAZINES.
Some time ago Professor Leacock wrote an article on
the decline of poetry, and now Susan E. Cameron, a Mon-
treal educationist of standing, and well known in the
Maritime Provinces, takes up the cudgels on behalf ot the
poet3 in the Canadian Magazine for October. She be-
labours the professor rather severely.
The October Atlantic Monthly contains the Autobio-
graphy of a Southerner — the fourth number of this sug-
gestive contribution on Southern life. Two Memories of
Childhood, by Lafcadio Hearn, and My Shakespeare Pro-
gress, by Martha Baker Dunn, with many entertaining
stories, poems and essays, complete an excellent number.
One of the Quarterly Review's pleasantly discursive
articles on The Literature of Egotism opens The Living
Age for September 22nd. The article reviews critically
but sympathetically some of the recent autobiographies or
quasi-autobiographic fiction and reflection.
The September Chautauquan comes to its friends in a
striking new form, easy-to-rcad, casy-to-carry, and casy-
to-fiie for permanent reference on the home-library
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The strongest feature of the October Delineator, aside
from the fashions, which are splendidly shown, is the
opening of the Countess von Arnhim's new serial story,
Fraulein Schmidt and Mr. Anstruther. It is now publicly
announced that the Countess von Arnhim is the author
of " Elizabeth and her German Garden."
Official Notice.
Lord Meath Empire Day Challenge Cups and League of
of the Empire Prizes.
Essay Competition for Empire Day, 1907.
The following are the conditions and subjects:
(a) Lord Meath Empire Day Prize (secondary schools)
— a silver challenge cup, value fio 10s., presented by the
Right Hon. the Earl of Meath, K. P., to be held by the
school, and a personal prize of £$ 5s., given by the League
of the Empire, is offered for competition, inter-all second-
ary schools of the Empire, for an Empire Day Essay not
exceeding 2,000 words. Age limit, 14 to 18 years old.
Subject : " The Conditions of Successful Colonization."
(b) Lord Meath Empire Day Prize (primary schools)
— a silver challenge cup, value £10 10s., presented by the
Right Hon. the Earl of Meath, K. P., and a personal prize
of £3 3s., given by the League of the Empire, is offered
for competition, inter-all elementary schools of the Empire
for an Empire Day Essay not exceeding 1,000 words. Age
limit, under 14 years old.
Subject: "The History of British India.
All essays must first be judged in the schools, and after-
wards by the authorities kindly co-operating with the league
in the different countries of the Empire.
Only those essays sent in through the authorized chan-
nels will be eligible for the final judging arranged for by
the Federal Council of the League in London.
The essays which are entered for the final judging in
London must reach the central office by the 1st of Feb-
ruary next.
The names of the winning schools will each year be
engraved upon the cups, which arc replicas of the War-
wick vase.
The cups and prizes will be dispatched in time to reach
the winning schools before the 24th May each year.
The essays must be sent to the Education Office, Fred-
ericton, not later than December 25th, 1906.
J. R. INCH,
Chief Su/>t. Education.
Education Office, Sept. 9th, 1906.
112
THE EDUCATIONAL REVIEW.
Isaac Pitman's
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after three years preparation, "Revolutionizes
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Words and sentences in first lesson. Busi.
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Our students are delighted with it and are
making great progress.
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Every Bird East of the Rockies
Part I. -WATER AND CAME BIRDS.
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The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., NOVEMBER, 1906.
$1.00 per Year.
O. U. HAY,
Editor for New Brunswick.
A.. MeKAY,
Editor for Nov* Scotia.
THE EDUCATIONAL REVIEW,
office, SI Leintter Street, St. John, y. U.
1-KiNTKD BT Barnes & Co.. St. John. N. B„
CONTENTS :
Editorial Notes
The Contact with Nature
Our Waterfalls,
The Teacher as Director of Play,
The Misuse of Window Shades,
The Voice of the Wind
The Song of the Pine Forest.
The Wayside Inn
Feeding Birds in Winter,
Plans in Geography and Nature Study.
The Arrow and the Song
Lines in Season,
A Psalm of Praise
For the Little Folks.
The Old Mill.
The Snow Flowers
Teachers' Institutes,
N. 11. Teachers' Association
Current Events.
School and College,
Recent Books,
Recent Magazines
117
117
118
121
122
122
123
124
124
125
1*6
127
127
128
128
128
129
132
132
138
133
135
New Advertisements.
L'Academie deBrisay, p. 114; Frances & Vaughan, p. 114: Wm.
Thomson & Co. p. 131; Home Correspondence School of Canada
p. 131; Kaulbach & Schurman 136.
THE EDUCATIONAL REVIEW is published on the lirst ol
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents
When a change ol address is ordered both the new and the old
address should be given.
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■ It is important that subscribers attend to this in order that loss and
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The number accompanying each address tells to what date the
subscription is paid. Thus "334" shows that the subscription is
paid to Nov. jo, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
Aside from the scientific value of Dr. Bailey's
article on Waterfalls in this number, the easy and
simple style of the writer and the graceful diction
which he has ever at his command, will make it a
delight to readers.
Hon. L. J. TWEEDIE, Premier of New Brunswick,
stated at the N. 15. Provincial Teachers' Institute at
Chatham in June last, that he hoped before he re-
tired from office, to increase the salaries of teachers
and establish a fund for the superannuation of
teachers who have served the public faithfully. Mr.
Tweedie now sees the prospect of accomplishing
this at an early day in view of the increase of the
subsidy from the Dominion, which amounts to about
$130,000. •
A beautiful little missive came to the Review
office the other dav enclosing an advance subscrip-
tion, and with a kindly expressed wish for the
prosperity of the Review for the coming year. Not
that we do not receive many such letters, but this
attracted by its simplicity and neatness. Written on
delicately tinted note paper (not scented), the front
page was surmounted by a single initial in gold, of
choice design — that of the lady's surname, and the
handwriting was easy and not too formal. The
material cost of producing such a letter is not great,
but it makes a pleasant impression on the mind of
the receiver.
The Contact with Nature.
"It is good for a man perplexed and lost among
many thoughts to come into closer intercourse with
Nature, and to learn her ways and catch her spirit.
It is no fancy to be'ieve that if the children of this
generation are taught a great deal more than we
used to be taught of Nature, they will be provided
with the material for far healthier, happier, and less
perplexed and anxious lives than most of us are
living." — Phillips Brooks.
People go to the country in summer, but com-
paratively few of them come into a close intercourse
with Nature or "catch her spirit." They know little
of Nature because they have never been taught to
appreciate what is in the earth and sky around them.
Children are taught too frequently facts about
Nature instead of being brought into contact with
Nature herself. The dead plant, or insect, or bird,
does not appeal to them. They are living and work-
ing creatures themselves, and it is only a living and
working nature that appeals to them.
Children and grown people do not respect suffi-
ciently the life that is in animals and plants. A
canoeing party of young people, as we read in one
of our papers, surprised "a sweet little fawn" taking
its kith in a lake. In attempting to capture it alive
one of its pursuers struck it too hard with his paddle,
and ended its days. Now of all the beautiful w<x>d-
land things, a fawn is the most beautiful; and if
these young people had been trained to respect wild
life they would have been content to watch this
118
THE EDUCATIONAL REVIEW.
pretty little animal enjoying its life and liberty with-
out attempting to kill or make it a prisoner.
Opposite a station on one of the railways leading
out of St. John stood a small bilberry tree on a path
leading into one of the prettiest little rural ceme-
teries to be found in the country. In June, when
the white blossoms of this beautiful tree enlivened
the fresh green of the foliage, it was attacked by a
horde of young people and literally torn limb from
limb. Thus, to gratify a destructive instinct, and
win a few flowers that would soon fade, a> tree was
destroyed that was a picture on the landscape and
that must have proved a source of pleasure to hun-
dreds of railway passengers every day.
Instances might be multiplied of this thoughtless
tendency to disregard the rights of others. Teach-
ers can do much to check it by impressing on the
children that harmless wild animals are as interest-
ing to watch at their play, and have as much right to
live, as the tame ones about their homes ; and that
in picking flowers, those that others are accustomed
to see and enjoy daily should be spared.
The Winnipeg Free Press, whose editorials on
educational subjects are always thoughtful and well
written, closes an article on the need of good Eng-
lish with the following excellent suggestions :
"The remedy, if there is one for loose talking
and worse writing, exists in the public schools. If
the language in its purity is a precious thing, and if
ability to make concise, intelligent written state-
ments is worth striving for, then more attention
must be paid to the study and use of language by
those who are educating the young. One in a mil-
lion, perhaps, might, like Abraham Lincoln, become
a master of diction in its sublimest forms after a
youth of scholastic neglect, but the average person
can achieve good honest every-day English only
after careful training in the plastic stages of youth.
Thorough training in oral and written composition
is an urgent need in our educational system. At
the same time these are difficult subjects to teach,
because many of those whose duty it is to instruct
the children in these subjects are by no means free
from the prevailing inability to speak and write good
English."
The schoolmaster asked the pupils: "Supposing
in a family there are five children, and a mother has
only four potatoes between them. Now, she wants
to give every child an equal share. What is she
going to do?" Silence reigned in the room. Every-
body calculated very hard, till a little boy stood up,
and gave the unexpected answer: "Mash the
potatoes, sir." — Christian Register.
Our Waterfalls.
By L. W. Bailey, LL.D.
Who does not enjoy the sight of a waterfall?
What boy or girl but will choose a waterfall as the
objective point of his afternoon walk if there be one
within reasonable distance, and especially if this be
only an occasional pleasure, as determined by the
melting of the snow in spring? Why, finally, does
Niagara attract probably more tourists the year
round than any other single locality, in America at
least.
The interest in waterfalls may arise from various
causes; partly, and no doubt largely, from their
beauty, appealing in ever-varying aspects to our
aesthetic sense, as hardly any other natural
phenomenon can ; partly, it may be, because they are
beloved of the finny tribes as they are by us, and at
their feet are often found admirable fishing grounds ;
partly, perhaps, because, having only an eye to the
practical side of things, we become interested in
them as possible means for the generation of power ;
but chiefly, I fancy, because they represent the
energy of Nature in action, appealing to our imagin-
ation much as does any living thing in comparison
with what is inert and lifeless.
Quite apart, however, from any or all of the above
considerations there are other points connected with
cataracts which, to the student of Nature, make
them well worthy of careful study. Thus waterfalls
are of many different types, and the causes which
determine these differences are well worth investi-
gation. Waterfalls, again, like the streams with
which they are connected or of which they form a
part, have well defined histories, never exactly re-
peated. They are factors, not only in determining
the limit of human navigation, but in affecting the
geographical distribution of many forms of water-
life, such as fish, cray-fish, etc. Drenched by their
spray are to be found many beautiful forms of
ferns, mosses, liverworts, etc., to be sought in vain
among other surroundings. Some of these points
may now be illustrated by more particular refer-
ences.
Waterfalls, as regards their origin, are usually
due to some obstruction to the continuous easy flow
of a stream,- and may therefore be found in any part
of the latter, though most common in its upper
courses, where, owing to the "youth" of this portion
of the stream, there has not yet been time enough to
wear the obstruction away. In fact waterfalls, as
explained in the last chapter, are one of the indi-
THE EDUCATIONAL REVIEW.
119
cations of the youth of a stream. As the latter begins
to carve its way it meets with different degrees of
resistance in the rock material over which it flows,
and the more resisting beds, less rapidly removed
than others, naturally play the part of dams, hold-
ing the waters back only to descend at a much
steeper angle when the barrier is overcome. Such
rocks as granite, trap, freestone, slate and limestone
are quite unlike in their hardness and resisting
power, and where there is a passage from the one
to the other, and especially from slate to granite, or
from limestone or slate to trap, falls are very apt to
result. Thus at the Grand Falls of the St. John
bands or "dykes" of black volcanic rock are seen at
many points traversing the much lighter and softer
calcareous slates, and have had much to do in
determining the features if not the existence of the
gorge and cataract ; and similar conditions are re-
peated at the falls of the Aroostook, near Aroostook
Junction, while the so-called Meductic Falls on the
St. John, now artificially reduced to a rapid, the falls
of the Miramichi and those known as the Pabincau
falls on the Nepisiquit, and the Rough Waters near
Bathurst, are the result of the existence at these
points of hard granitic bands. In Nova Scotia a
good illustration of a similar relation is to be seen
in the falls of Bear River, three miles above the
village of that name. But other factors may con-
tribute to the result. Some rocks, like granite, are
"massive"; others, like conglomerates, sandstones,
slates and limestones, are stratified, i. c, arranged in
layers or beds. These latter, moreover, may have
their strata either horizontal, inclined or folded,
often in a most complex way. Finally, all rocks,
whether stratified or not, are marked by the
occurrence of divisional planes, known as "joints"
and "cleavage planes," which, by affording access
for the eroding waters, hasten the process of re-
moval as well as determine in large measure the
character of the result.
Perhaps the simplest type of fall is that occurring
in unaltered horizontal beds. Good illustrations are
furnished in the falls of the Xashwaaksis and in
Skoodewapskoosis, near Fredericton, both in nearly
flat beds of the coal formation. In the Grand Falls
of the St. John, on, the other hand, and in the tidal
falls at the mouth of the same river, the highly
tilted, and in the former case greatly contorted
character of the rocks, are conspicuous features,
readily noticed by all visitors. The influence of joint
planes if- best seen in connection with granite rocks,
as witness the Pabineau Falls on the Nepisiquit and
POKIOK GORGE, YORK. CO., N. B.
the Pokiok Falls in York county. In the former
instance the rock is divided by two sets of joints into
rectangular blocks, suggesting Cyclopean masonry,
and from the edges of these one may look vertically
downward into the deep channels to see perhaps
three or four large salmon resting quietly, but be-
yond the reach of any but the privileged sportsmen.
In the case of the Pokiok a similar structure has led
to the production of a deep gorge, of which the
sides, though ar-
ranged in zigzag
fashion, are still
accuratelyparallel.
This parallelism
led our first geolo-
gist, Dr. Gesner.to
suppose that the
two sides of the
chasm had been
violently rent a-
sunder, but in this,
and all similar
cases, the continu-
ity of the rock-
across the bottom
of the gorge and
the fact that the
sides show no downward convergence, as they would
were the chasm due to an earthquake rent, show
clearly that the result is due solely to the wearing
action of water guided by the natural fissure planes
in the rocks.
The effects produced by the varying nature and
attitude of the rocks is well shown in the case of the
Gordon Falls on the Pollet River in Albert county ;
just above the falls, named after a former governor
of the province, the rocks are slates in a nearly ver-
tical position, and here the stream occupies a deep
gash so narrow as to be easily spanned by a high-
way bridge, while at and below the falls proper the
rock is a coarse conglomerate, the wear of which,
made more easy by the grinding action of loosened
pebbles, at once leads to a considerable widening as
also to another result characteristic of many water-
falls, the formation of "pot holes." These are quite
conspicuous at the Gordon Falls, and may be seen in
the accompanying cut, but are even more striking at
the Pabincau Falls of the Nepisiquit and in the
gorge of the Grand Falls of the St. John. Here every
stage of their production may be witnessed from
slight circular depressions containing one or more
pebbles, the movement of which by the whirling
120
THE EDUCATIONAL REVIEW.
GORDON FALLS, POLLET
RIVER, ALBERT CO.
waters is the cause of the phenomenon, to great pits
or '"wells" perhaps twenty feet deep and ten wide,
and which may or
may not be connect-
ed with other similar
holes by subterran-
ean channels.
As regardstnagai -
tude the Grand Falls
of the St. John and
the reversible falls at
the mouth of the
river stand pre-emi-
nent for breadth and
volume of water,
while in the former
instance considerable
height (74 feet in the
main pitch, or 117
teet between the up-
per and lower basins) makes it a source of
power likely soon to be availed of for the gr aera-
tion of electric energy. • For mere height Hay's
Fall, a few miles below, Woodstock, and the fall on
Fall Brook, a small tributary of the Southwest
Miramichi, are the most noticeable, each having a
vertical descent of about 90 feet, but having
litt'e water except' in times of freshet, when each
,r well worth a visit. Among the most picturesque
falls in addition to those already mentioned are the
Grand Falls of the Nepisiquit, the falls of the Tete-a-
gouche and Nigadoo near Bathurst, the Magagua-
davic Falls at St. George, and the falls of the Salmon
River in eastern St. John county. Minor falls in
New Brunswick are numerous and often interesting,
but do not require special notice here.
In Nova Scotia, where the streams are mostly
small, waterfalls are comparatively few and of no
great size, but those of the Sisseboo, near Wey-
mouth, and those of J Sear River are noteworthy, as
is that which constitutes one of the scenic features
in the park at Truro.
One other feature of our water-falls deserves
notice. They all have a history. As their formation,
explained above, is the result of wear, it is evident
that both their position and their character are sub-
ject to change. Like the streams of which they form
a part they have a beginning, and a life which may
be a very prolonged one. while sooner or later, by
the removal of the conditions which originate them,
they must come to an end. The Meductic, Kails, so
called, has been reduced to the condition of a rapid ;
the Narrows of the Tobique mark the site of what
must once have been a cataract; the gorge of the
Grand Falls is the result of the slow backward re-
cession of the latter for a mile or more. In the case
of the Niagara it is well known that the Falls have
worked their way backward for a distance of seven
miles, and a period of at least 10,000 years is
believed, on good grounds, to have been required for
the process. Probably a period equally long may
have been needed for the formation of the gorge of
the St. John at the Grand Falls and again for that of
the Narrows above Indiantown, but in neither of
these cases have exact calculations been made.
One remark more. Reference has been made to the
fact that in the not distant future our grandest
"1
>^k^- 'frrtd
|^^
■■SET*
■F*^- j*
«m
r
»*.
^j7*t-*-
*~
w9
FALLS OF BEAR RIVER, N. S.
cataract, the Grand Falls of the St. John, is likely to
be employed as a means for the development of
electric energy. This would necessarily mean the
destruction of its scenic beauty. And possibly a
similar fate awaits other waterfalls as well. Is it to
be the case that the most interesting of the natural
features of our country are, as in the case of
Niagara, to be sacrificed to the utilitarian spirit of
the age?
Professor David E. Cloyd, principal of the
Spokane high school, has given out a statement that
the percentage of boys registered in his school is
greater than that of any other school in the United
States. Four hundred and forty-six boys and seven
hundred and twenty-nine girls are enrolled, this
making a percentage of little more than 37.6 boys
in the school, against thirty-one per cent, the high-
est known percentage in other schools.
Cfticattonal "Review Supplement, November, 1906.
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X
I-
THE EDUCATIONAL REVIEW.
121
The Teaeher as Director of Play.
By Mrf. Catherine M. Condon.
The importance of play as a factor in education is
now so generally admitted that the question
naturally arises : Why have we not availed ourselves
of it as a working force in our public schools? It
will be said: We have done so, by providing
spacious playgrounds, and, even in some favored
localities, play-rooms under cover, for stormy days.
But is this the only thing necessary to make a
practical and efficient application of a well ascer-
tained law of childhood? If play is so powerful a
means of development, is it wise to simply send
children into the' playground at stated times, not
only without direction, but even without any super-
vision ?
The children are of different ages, and of very
diverse physical conditions ; some strong of body,
often rough ami overbearing, perhaps even disposed
to cruelty ; others, small and weak and so easily
cowed that, although they may sometimes suffer
severely from ill-treatment, they never dare utter a
complaint, or bring an accusation against the
offender. The teacher therefore remains ignorant
of this state of affairs, which produces effects so de-
moralizing to character; the bully grows a still
more insolent tyrant, while his victims, cringing and
subservient, display all the mean vices of a nature
warped by fear and the constant dread of ill-treat-
ment. Nor is this all. The unbridled license of
speech and manners, unchecked, because unobserved
by the vigilance of those in authority, is such that
parents have been heard to declare that they so
dreaded the corrupting influence of the playground
for their children that they had delayed sending
them to school on that account. All these evils
may be successfully dealt with by the simple ex-
pedient of the teacher going out on the playground
with his scholars, not as a restraint on youthful fun
and frolic, but as a genial guide in the art of bright
and intelligent play.
The mere presence of such a one would protect
the weak and timid and help them to bring out their
value on the playground, by starting games, in which
the weak and most timid would soon take an active
part, and add to the interest of the play. By
thus proving the usefulness of even the smallest
child in adding to the interest of a game, a milder
spirit and gentler manner would be induced to-
wards the weak, for we are not apt to despise and
injure those who add to our pleasures,
The petty tyrant would be taught that his method
was not the best one to ensure compliance with his
wishes, and that he who would rule others, must
first learn to rule himself. He would also learn
that to appeal to reason and self-interest, to the
social instinct, and to the natural sense of pleasure
that arises from well-concerted action en masse,
throws mere brute force quite into the shade.
The aptitude for social games is not strong in
children not yet well on in their teens, yet the social
instinct is implicit in the youngest ; but it needs culti-
vation or the child may grow up narrow and self-
absorbed and incapable of harmonious action with
his fellows.
Insight into character will be gained by the
teacher far more surely on the playground than in
the schoolroom alone, where the hand of discipline
is, necessarily, somewhat repressive of natural im-
pulses. But let no teacher flatter himself that he
can be a power for good by simply sitting in a
secluded corner, reading the morning paper, from
the shadow of which he from time to time emerges
to give a swift detective glance, or an admonitory
shake of the head, or to point an uplifted warning
finger at some mischievous urchin ; for no mere spy
will secure influence.
The teacher who would help his scholars to get
the best results from play must be himself a real
'^Faster of the Revels" and bring the joyous spirit
of a true comrade. His advent should be the signal
that something a little extra clever in the way of
play is to be achieved.
Teacher and pupils would alike be refreshed and
return to a room which, in their absence, has been
wind-swept with fresh air through open doors and
windows. No one should interfere with this health-
giving process by remaining in the schoolroom
during recess, except when the weather is inclement.
Too often the teacher is associated with the
incidents of hard lessons, confinement in a room
poorly lighted, insufficiently ventilated and warmed,
and with rebukes, which, no matter how well
deserved, are none the less unpleasant. Why not
offset all this by establishing the sympathetic rela-
tions of happy play?
The great schoolmasters have been noted for their
keen interest in their scholars' sports, and have won
respect and influence from them by the traditions
of their own skill and prowess on field and river,
and in all manly exercises.
Children will not resent wise supervision on the
playground, for they appreciate order and arrange-
122
THE EDUCATIONAL REVIEW.
ment, and if the teacher has not left the spirit of-
childhood behind him, his help and suggestions will
be eagerly accepted. A new proverb might well
read : "Let me play with the children, who will may
teach them."
Many a class might just as well, and, indeed far
better, be taught out of doors — a happy reversion to
an ancient custom. The three great Fathers of
Greek philosophy, — Socrates, Plato and Aristotle. —
did much of their teaching in the open air. And the
Great Teacher far more often taught on the sea-
shore and from the boat, the mountain and the des-
ert than in the temple and the synagogues.
One of the most interesting lessons I ever saw
was given in elementary surveying, the extensive
grounds being measured and plotted, all the appli-
ances being at hand, and the whole instruction given
and received so clearly and so pleasantly, that, like
all the best work, it was clone so joyously that it
was really play.
The Misuse of Window Shades or
Roller Blinds.
(From an Inspector's Note-Book.)
The New Brunswick Board of Education, in
common with most educational authorities through-
out the world, is endeavouring to improve the
character of the schoolhouses in the province.
Especially is this necessary in the rural districts
where it is not easy to command the services of an
architect skilled in school planning.
One of the points insisted upon in designing
modern schools is that the windows shall be placed
as near to the ceiling as possible. There are several
reasons for this, but the chief is that the effective
width of a room, as regards lighting, is \l/2 (one
and a half) times the height of the windows. But
in too many cases where the windows have been
placed properly, the value of their height is wholly
lost owing to the blinds being kept down about half
way. Considerable questioning of teachers appears
to show that this is due sometimes to inattention or
ignorance on the teacher's part. In other cases it
is from a regard for the outward appearance of the
buildings, the housewife's general rule of keeping
the lower edge of the blinds on a level with the meet-
ing rails of the sashes being adopted by the teacher.
Still more give as the reason the legitimate use of
the blinds, namely, protection from the sun. In
fact, this was the reason given the writer by a
teacher in a north room quite recently.
But whatever the reason may be, teachers should
know that unless the sunlight be streaming in direct-
ly upon the faces or books of the pupils, too much
light cannot be admitted into a schoolroom. At the
present advanced state of the knowledge of school
hygiene, the reasons for this need not be enlarged
upon here, but it must always be remembered that
sunlight is the best preventive of disease. Also that
working in a poor light tends to weaken and destroy
the eye-sight and working in a good light to pre-
serve it.
Therefore, either keep your blinds right to the
top of the windows whenever possible; or, better
still, have the blinds fixed to the sill of the window
frame and raise them when necessary to shade the
pupils. By this means the top of your windows
will be free for the admission of light and, if
necessary, for purposes of ventilation.
From an Examiner's Note Book.
This is taken from the Kingston (Ont.) Whig,
but it has the flavor of being a nearer-at-hand home-
product : On the uses of food information was
given as follows : ''Food is a necessity and all who
do not eat enough food will gradually become weak
and feeble and in many cases take the fever and die.
It helps to keep up the body and it is digested and
goes to different parts of the body to build it up.
Why, if it wasn't for food I wouldn't be here
writing these exams, today. Food needs to be well
digested and when you take a quarter of a poimd of
meat in one bite, it will do you no good except lay
on your stomach and give you a stomach-ache."
The Voice of the Wind.
The wind, when first he rose and went abroad
Througli the vast region, felt himself at fault,
Wanting a voice; and suddenly to earth
Descended with a wafture and a swoop.
Where, wandering volatile from kind to kind.
He wooed the several trees to give him one.
First he besought the ash ; the voice she lent
Fitfully with a free and lashing change
Flung here and there its sad uncertainties:
The aspen next; a fluttered, frivolous twitter
Was her sole tribute: from the willow came
So long as dainty summer dressed her out,
A whispering sweetness, but her winter note
Was hissing, dry and reedy; lastly the pine
Did he solicit; and from her he drew
A voice so constant, soft, and lowly deep.
That there he rested, welcoming in her
A mild memorial of the ocean cave
Where he was born.
— Henry Taylor,
THE EDUCATIONAL REVIEW.
123
The Song of the Pine Forest.
The pine forest is a wonderful place. The pine
trees stand in rank like the soldiers of some vast
army, side by side, mile after mile, in companies and
regiments and battalions, all clothed in a sober uni-
form of green and gray. But they are unlike soldiers
in this, that they are of all ages and sizes ; some so
small that the rabbits easily jump over them in their
play, and some so tall and stately that the fall of
them is like the falling of a high tower.
The pine trees are put to many different uses.
They are made into masts for the gallant ships that
sail out and away to distant ports across the great
ocean. Others are sawn into planks and used for
the building of sheds; for the rafters and flooring
and clapboards and other woodwork of our houses ;
for railway sleepers, scaffoldings, and hoardings.
Others are polished and fashioned into articles of
furniture.
Turpentine comes from them, which the artist
uses with his colors and the doctor in his medicines,
which is used too in the cleaning of stuffs and in a
hundred different ways; while the pine cones and
broken branches and waste wood makes bright
crackling fires by which to warm ourselves on a
winter's day.
But there is something more than just this I
should like you to think about in connection with the
pine forest; for it, like everything else that is fair
and noble in nature, has a strange and precious
secret of its own.
You may learn the many uses of the trees in
books, when men have cut them down or grubbed
them up, or poked holes in their poor sides to let the
turpentine run out; but you can learn the secret of
the forest itself only by listening humbly and
reverently for it to speak to you.
Nature is grander and more magnificent than all
the queens who have lived in sumptuous palaces and
reigned over famous kingdoms since the world be-
gan ; and though she will be very kind and gracious
to children who come and ask her questions modest-
ly, and will show them the most lovely sights and
tell them the most delicious fairy tales that ever
were seen or heard, she makes very short work with
conceited persons.
She covers their eyes and stops their ears, so that
they can never see her wonderful treasures or hear
her charming stories, but live, all their lives long,
shut up in their nun ignorance, thinking they know
all about everything as well as if they had made it
themselves, when they do not really know anything
at all. And because you and I want to know any-
thing and everything that Nature is condescending
enough to teach us, we will listen, to begin with, to
what the pine forest has to tell.
When the rough winds are up and at play, and the
pine trees shout and sing together in a mighty
chorus, while the hoarse voice of them is like the
roar of the sea upon a rocky coast, then you may
learn the secret of the forest. It sings first of the
winged seed, then of the birth of the tiny tree; of
sunrise and sunset, and the tranquil warmth of noon-
day; of the soft, refreshing rain, and the kindly,
nourishing earth ; of the white moonlight, and pale,
moist garments of the mist, all helping the tree to
grow up tall and straight, to strike root deep and
spread wide its green branches.
The voice sings, too, of the biting frost, and the
still, dumb snow, and the hurrying storm, all trying
and testing the tree, to prove if it can stand firm and
show a brave face in time of danger and trouble.
Then it sings of the happy springtime, when the
forest is girdled about with a band of flowers ; while
the birds build and call to each other among the high
branches; and the squirrel helps his wife to make
her snug nest for the little brown squirrel babies that
are to be; and the dormice wake from their long
winter sleep, and sit in the sunshine and comb their
whiskers with their dainty little paws.
And then the forest sings of man — how he comes
with an ax and saw, and hammer and iron wedges,
and lays low the tallest of its children, and binds
them with ropes and chains, and hauls them away
to be his bond servants and slaves.
And, last of all, it sings slowly and very gently
of old age and decay and death; of the seed that
falls on hard, dry places and never springs up ; of the
tree that is broken by the tempest or scathed by the
lightning flash, and stands bare and barren and un-
sightly ; sings how, in the end, all things shrink and
crumble, and how the dust of them returns and is
mingled with the fruitful soil from which at first
they came.
This is the song of the pine forest, and from it you
may learn this lesson : that the life of the tree and of
beast and bird are subject to the same three great
laws as the life of man,— the law of growth, of
obedience, and of self-sacrifice. And perhaps, when
you are older, you may conic to see that these three
laws are after all hut one, hound forever together
the golden cord of love. — Selected.
by
m
THE EDUCAT1IONAL REVIEW.
The Wayside Inn.
I halted at a pleasant inn,
As I my way was wending —
A golden apple was the sign,
From knotty bough depending.
Mine host — it was an apple tree —
He smilingly received me,
And spread his sweetest, choicest fruit
To strengthen and relieve me.
Full many a little feathered guest
Came through his branches springing;
They hopped and flew from spray to spray,
Their notes of gladness singing.
Beneath his shade I laid me down,
And slumber sweet possessed me;
The soft wind blowing through the leaves
With whispers low caressed me.
And when I rose and would have paid
My host so open-hearted,
He only shook his lofty head —
I blessed him and departed.
■ — Johann Ludivig Uhland (translation).
Feeding1 Birds in Winter.
Under the subject of "Feeding Birds in Winter"
come two other subjects of even greater interest to
the bird lovers, namely, "The Taming of Birds" and
"The Changing of Both their Habits and Food."
The winter of 1903- 1904, was an exceptionally
hard winter for the birds ; for this reason I thought
it my duty to set a lunch-counter for the feathered
tribe. I tacked suet to the trunk of a big black wal-
nut tree that grew fifteen feet from my window,
and it was not long before the birds began to patron-
ize it. They seemed to tell all the birds in the
neighborhood of their happy discovery, for many
birds appeared that I had never seen around the
house before this time.
Every day the downy and hairy woodpeckers,
red and white-breasted nuthatches, chickadees,
brown creepers, and blue jays came tq eat the suet,
while the j uncos and an occasional English sparrow
ate crumbs I scattered on the ground. The birds
were not the only ones to enjoy the suet; several
gray and red squirrels came daily and carried away
so much suet that I had to devise a new method for
feeding the birds. I put out bread crumbs upon my
window-sill, and the chickadees and nuthatches
soon learned to come there for them. At first they
were afraid of the open window, but thev soon
learned to eat without fear, while 1 stood near with
the window open.
I )ne cold morning I put some crumbs in my hand,
and held it out of the window. A little chickadee
came along, flew nearer and nearer; then came to a
wire close to my hand; looked at the crumbs, then
at me. After picking my fingers to make sure they
were harmless, he hopped into my hand, ate some
crumbs, and flew away to tell his mate what a dar-
ing little chickadee he was. After this he came
daily to mys hand, and before long other chickadees
and a red-breasted nuthatch followed his example.
One day I succeeded in photographing my feathered
friend, while eating crumbs from my hand. The
nuthatches had a good deal of difficulty in getting
to the window-sills. They could not grasp the
smooth boards with their claws, neither could they
keep their balance on the wire just beyond the sill.
I took pity on them and made what I call a moving
restaurant for them. I nailed boards together,
which I suspended in mid-air by means of a wire.
With a string and pulley I can move this from my
window to the tree. Here I placed crumbs and
water. The nuthatches soon learned to come here
very gracefully, and before long they could stand up
on their legs as well as any other bird. My nut-
hatch is now as much a perching bird as a creeping
bird.
The next year the brown creepers, j uncos, an
English sparrow and a downy woodpecker fol-
lowed the example of the nuthatches and chicka-
dees and came to the restaurant for food. I took
several photographs of them.
The woodpeckers eat nothing but suet, while the
j uncos eat nothing but crumbs and seeds. The
birds have a decided preference for doughnut
crumbs, although they are very fond of bread
crumbs. The brown creeper likes crumbs and suet,
while the chickadees and nuthatches, although they
will eat everything I give them, like nuts and squash
seeds best. I crack the nuts for them and give them
shells and all, while I simply break the squash seeds
in two.
I shall continue my study of feeding and taming
the birds this winter, and hope to discover many
other new facts about them.
I advise the reader of Bird-Lore to set a table for
the birds this coming winter, and to watch their
habits closely. It is surprising how the birds will
appear in a neighborhood where there were no birds,
when they find food and protection there.
I begin to feed the birds the last of October, and
keep it up regularly until the middle of April. The
birds will not come to any artificial lunch-counter
when they can get their natural food. — Samuel D.
Robbins, Belmont, Mass., in Bird-Lore.
THE EDUCATIONAL REVIEW.
125
Plans in Geography and Nature Study.
"Every man's chimney is his golden milestone,"
says Longfellow. That is true, and in the child's
case it is the milestone from which all his measure-
ments are taken. The geography of the neighbor-
hood in an ever-increasing circle must be his
starting-point — from the school itself, with its
entrances, hall and classrooms, on to the playground,
thence to the country beyond. The child's class-
room is the place from which he starts on his tour
of geographical discovery. Its length, breadth,
height — all measured by himself or his classmates
and drawn by him to scale on his paper — these form
his first memoranda. And until he understands in
this way the meaning of a plan, by making one of
a place he actually knows, he can never be expected
to have the most elementary notion of the meaning
of a map. Then the school buildings — measured
and drawn in the same way — each step being
actually done by the children themselves before any-
thing is put on paper, before any definitions are
attempted. And one word as to the much-abused
definition. Do relegate it to its proper place, and
that is — the end of a lesson. Let it be formulated by
the children themselves and be the outcome of their
own experience. If your) lesson has been clear, and
given in an interesting, intelligent way, there will
be no difficulty in getting definitions.
Now as to the geography of the immediate
neighborhood. If you happen to be so fortunate
as to live in a mountainous district near
the sea, lessons on geographical terms will present
no difficulty. Mountain, valley, river, lake, cape,
bay — all can be exactly illustrated from the child's
environment. But this is the exceptional case and
not the normal, and it is the latter with which we
have to deal.
But although only a few of us are provided with
such rich material close at hand, let us not think
that our own neighborhood is devoid of apt illus-
trations. The gutter of a steep street on a rainy
day is an excellent illustration of the mountain
stream from which the river grows. Its tumultuous,
headlong race, as it dashes down the slope ; the way
in which it carries all light material down with it ;
its conduct when it meets a large stone or similar
object in its course — all are truly illustrative of the
characteristics of a river. And for further illustra-
tion there are few districts in "Merrie England"
that cannot boast a stream of some sort. An excur-
sion to a piece of rising ground near, noting exactly
the difference between the view from the bottom
and that from the top, will form the starting-point
for lessons on the horizon, hills, mountains, valleys,
and plains. Lessons on the points of the compass
should first be taken out of doors, where the child-
ren can make their own personal observations. In
these outdoor lessons it is a good plan to provide
the children with paper and pencil so that they can
make rough sketches. No doubt these will be very
crude, but the making of them will be invaluable in
impressing the main facts upon the children's minds.
We all know that the child often forgets what he
sees, still more often what he hears, but rarely
what he makes. The very co-operation of the
muscles in reproducing on paper his ideas
of what he sees will doubly insure him being
able to remember those ideas. Our children
have made at one time and another very
creditable seaside sketches. Certainly there was
some disproportion between the size of the islands
and the ships sailing past them. The room taken up
by the captain's telescope and the man at the wheel
might slightly inconvenience any passengers on
deck ; the lighthouses bore a strong resemblance to
the famous tower of Pisa; and the fish were first
cousins to the whale of Jonah's acquaintance. But
que voulez-vous? The pictures represented truly to
them what they had seen, and that is of even more
importance than an accurate sense of perspective
and proportion. — From "Chiid Life in Our
Schools." ( Geo. Philip and Son, London).
Chat About Plans Between Uncle Tom and His Two
Nephews.
"We will first fix upon a scale," said Uncle Tom.
"Suppose we say our new scale is to be one foot to
a quarter of a mile."
"And can you really make a foot stand for a
quarter of a mile?" asked Dick.
"Yes, that's easy," said his uncle, as he spread the
paper on the table.
"lint 'what things can you show in a plan like
that, uncle?" asked Harry.
"You shall see," he replied, and he wrote the
letters X. S. E. W. on the four edges of the paper,
to show the four cardinal points.
"Now," he said, "you know Buttercup Farm,
where we live, stands at the corner of the road.
"You know too that, when you stand at the gate,
and l<¥)k down the road at twelve o'clock, the sun
is straight in front of yon. Can you tell me from
this which way the road runs?"
"South," cried both the bovs at once.
126
THE EDUCATIONAL REVIEW.
"And you know that, if you turn your back to
the sun at noon, you are looking towards the north,"
he added.
"Oh yes, uncle," said Dick.. "So the other end of
the road runs north."
"That's right," said his uncle. "Now think of the
road, which crosses this one, at the corner of the
farm."
"That must run from east to west, for it goes
straight across," said Harry.
"Right again, boys," said Uncle Tom. "Now let
us start with our plan. We will begin at this point
in the middle of the paper. I will draw two lines,
side by side, from north to south, and two others
crossing them from east to west."
"I suppose those lines stand for the road, uncle,"
said Dick. "And the farm must be just here, where
the roads cross."
"Good," said his uncle, "and I want to put in our
house and the rest of the farm buildings next. They
won't be very large, of course, on this paper, but
our plan will show us where they stand.
"Now," he added, "I know it is just a quarter of
a mile from our house to the church at the end of
the village. So if I measure one foot along the
road towards the south, I shall know where the
church is to come. The Rectory stands facing it,
you know, on the other side of the street. And the
school is just half-way between us and the church.
So we can put these in our plan now.
"A quarter of a mile along the road to the north
is the chapel. The Park Farm is on the other side
of the road, about half that distance from us. And
behind it is the Manor House, where the Squire
lives. We will put them in next, with the wood
lying behind the Squire's House.
"And now I must go," he added. "But you may
mark in other places for yourselves, such as the
smithy, the butcher's shop, the baker's shop, the
post-office, the Slade farm, Beck's farm, and so on.
"This, you see, is a plan of all the places for a
quarter of a mile round us. We may call a plan of
this sort a map." — MacMillaris Globe Geography
Reader, London.
The little boy's father had come home from his
office early and was lying down for a nap before
dinner. The little lad's mother sent him upstairs to
sec if his father was asleep. He returned with this
answer: "Yes, mamma, papa is all asleep but his
nose !"
The Arrow and the Song.
HENRY WADSWORTH LONGFELLOW.
I.
I shot an arrow into the air,
It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow it in its flight.
II.
I breathed a song into the air;
It fell to earth, I know not whsre;
For who has sight so keen and strong,
That it can follow the flight of song?
III.
Long, long afterward, in an oak
I found the arrow, still unbroke ;
And the song, from beginning to end,
I found again in the heart of a friend.
NOTES.
This very dainty, beautiful poem is so simple it
needs little talk or explanation. It needs to be
quietly read, to be memorized, and not only recited
in class, but to one's self alone, also. The teaching
of the poem is very true, and told in various ways.
Mr. Longfellow uses a figure of speech — that is a
form or way of speaking — that we call a simile.
Look up this word in the dictionary. It comes from
a Latin word, meaning like; we get our word
similar from the same word. Read the first stanza,
then the second; the first two lines of the third
stanza, then the second two. Do you see the likeness
or simile? In which stanza and pair of lines do we
find Longfellow's meaning?
What does he mean by "a song" here? How did
he breathe it — aloud ? carefully ? — how ? Why didn't
he know where it fell ? What made him breathe it
into the air?
There is an old song that says —
" Kind words can never die ;
Cherished and blest
God knows how deep they lie
Hid in the breast."
May the same be true of beautiful words? noble
words? One doesn't need to watch where such
words fall. If his mind is full of them, he may keep
speaking them and be sure he will find them again ;
only when one is most truly kind he thinks least of
whether or not his kindness will be returned. It
will be with them as with the "blessed of the
Father" in what Jesus once told. (Read Matthew
31-40.)— Sch ool News andPraetieal Educator,
THE EDUCATIONAL REVIEW.
127
Signs of Rain.
- The hollow winds begin to blow ;
The clouds look black, the glass is low.
Last night the sun went pale to bed,
The moon in halos hid her head.
Loud quacks the duck, the peacocks cry,
The distant hills are seeming nigh.
Low o'er the grass the swallow wings,
The cricket, too, how sharp he sings.
Through the clear streams the fishes rise,
And nimbly catch the incautious flies.
At dusk the squalid toad was seen
Hopping and crawling o'er the green.
The whirling dust the wind obeys.
And in the rapid eddy plays ;
The frog has changed his yellow vest,
And in a russet coat is dressed.
'Twill surely rain ; I see with sorrow,
Our jaunt must be put off to-morrow.— Anonymous.
Lines in Season.
A teacher, Miss Evelyn R. Bennett, Hopewell
Cape, N. B., sends a few quotations and the way
she uses them, which may be a benefit to others.
The quotations are placed on the blackboard. They
are memorized by repeating in concert or singly, or
by silent study. They are explained, and the good
thoughts placed before the children.
Let your heart feel for the afflictions and distresses of
everyone. — Washington.
Associate with men of good quality if you esteem your
own reputation, for it is better to be alone than in bad
company. — Washington.
Character consists in little acts well and honorably per-
formed ; daily life being the quarry from which we build
it up, and rough-hew the habits which form it.
A friend called on Michael Angelo, who was finishing a
statue ; some time afterwards he called again ; the sculptor
was still at his work. His friend, looking at the figure,
exclaimed " Have you been idle since I saw you last ? "
" By no means," replied the sculptor ; " I have re-touched
this part and finished that; I have softened this feature
and brought out this muscle; I have given more expres-
sion to this lip, and more energy to this limb." " Well,
well," said the friend, " all these are trifles." " It may be
so," replied Angelo ; " but recollect that trifles make per-
fection, and that perfection is no trifle."
The tendency to persevere, to persist in spite of hind-
rances and impossibilities, it is this that in all things dis-
tinguishes the strong soul from the weak. — Carlyle.
The men who try to do something and fail, are infinitely
better than those who try to do nothing and succeed. —
Lloyd Jones.
Failure after long perseverance is much grander than
never to have a striving good enough to be called a fail
tire. — George Eliot.
Blessed is he who has found his work ; let him ask no
other blessedness. He has a work, a life purpose; he lias
found it and will follow it. — Carlyle.
A Psalm of Praise.
1. Make a joyful noise unto the Lord, all ye
lands.
2. Serve the Lord with gladness : come before his
presence with singing.
3. Know ye the Lord he is God : it is he that hath
made us, and not we ourselves ; we arc his people,
and the sheep of his pasture.
4. Enter into his gate with thanksgiving, and into
his courts with praise : be thankful unto him, and
bless his name.
5. For the Lord is good ; his mercy is everlast-
ing; and his truth endure th to all generations.
NOTES.
What is a Psalm? This 100th Psalm does not
look like poetry ; but it is, as you doubtless will feel
it to be as you read. Psalms were written to be
sung, and sung responsively. If you will notice the
Psalm above, you will see that each verse except the
first has at least two parts, and, if more, they are
arranged in pairs, for the most part. This was so
that in the great temple the choir of priests might
sing the leading part and the people respond by sing-
ing the second, thus (verse four) :
Enter into His gates with thanksgiving
And into His courts with praise:
Be thankful unto Him,
And bless His name.
All nations believed in a god. The Jews taught
the world of the "one living and true God." They
wrote many Psalms, and those so beautiful that the
world keeps singing them. The ( )ne-hundredth
Psalm is one of the most notable for simple dignity
and beauty. To appreciate it you must think of it
as sung in Solomon's wonderful temple, when
hundreds of priests were about the altar and tens-
of-thousands of people were attending the worship.
In Psalm cl. you will find a list of instruments in
the orchestra. Read also Psalms cxlviii. and cxlix.
Thankfulness is one of the most noble feelings ;
and praise a most becoming form of expression.
We should learn the Song of Praise by heart. Verse
three gives the reason for verses one and two ; verse
five the reason for verse four. The Psalms are full
of beautiful expressions like those of this one. —
Selected.
A mother being asked if she had any trouble with
her boys said: "No, I keep them busy and I have
their confidence." Do you know of a better receipt
for the teacher?
128
THE EDUCATIONAL REVIEW.
Fop the Little Folks.
Friday.
It's heaps of fun to be a boy
When Friday conies along;
That day a boy don't mind a bit,
No matter what goes wrong.
Sometimes on Fridays we are good,
A reg'lar model class.
The teacher smiles at three, and says,
" The first line rise and pass."
We get our hats ; our books we strap ;
And whistling a tune,
We hurry out. There's nothing like
A Friday afternoon.
You say it's odd that Friday should
A part so noted play?
Just ask a boy. He'll tell you why :
The next is Saturday.
— Arthur H. Folwell, in The Youth's Companion.
First Lessons.
Priscilla went to school this week
She's only five, you know,
And for a very little girl,
She has not much to show.
The teacher gave her picture-books,
With cats and mice and birds ;
She thought she knew them all by heart,
But oh, those horrid words !
She saw a big red cube
Along with yellow blocks ;
She spelled out cube, but said it was
" A little baby box."
A frisky lamb was a speckled calf,
The hammer was a hatchet.
Whenever she was in much doubt,
She took a word to match it.
The spade she knew was a little hoe,
The brook looked like a sea,
And every coloured picture there
Was as queer as queer could be.
Next day she would not go at all,
And I heard Priscilla say,
" School may be nice for grown-up folks,
But I'd much rather play."
-M. S. Humphreyville, in The Youth's Companion.
Autumn Leaves.
" Come, little leaves," said the wind one day,
" Come over the meadows with me and play ;
Put on your dresses of red and gold ;
Summer is gone and the days grow old."
Soon as the leaves heard the wind's loud call,
Down they came fluttering, one and all;
Over the brown fields they danced and flew,
Singing the soft little songs they knew.
"Cricket, good-bye, we've been friends so long;
Little brook, sing us your farewell song —
Say you're sorry to see us go ;
Ah ! you are sorry, right well we know.
" Dear little lambs, in your fleecy fold,
Mother will keep you from harm and cold;
Fondly we've watched you in vale and glade;
Say, will you dream of our loving shade?"
Dancing and whirling the little leaves went,
Winter had called them and they were content-
Soon fast asleep in the earthy beds,
The snow laid a soft mantle over their heads.
The Old Mill.
Stream that hastens from the hill,
Tarry here to turn the mill.
Rainbow drops the seedlings knew
In the shower and the dew,
Once again your magic lend,
Life into the mill wheel send.
Nature, the all-bounteous mother,
Beast and bird, and man their brother,
Through the spring and summer weather
Steadily have worked together.
E'en the earthworms in the soil
Give their share of patient toil.
Sturdy oxen drew the plow
Where the stubble standeth now.
Horse and farmer reaped the grain
From the sunned and watered plain.
Now upon the old mill's floor
Lies the yellow harvest store,
Till the all-transforming wheel
Turns the kernels into meal.
All have helped to give the bread
Over which the grace is said.
— Laura Winnington.
The Snow Flowers.
When birds to sun-land southward wing.
And chilly winds begin to blow,
The babies that were born in spring
Think all delights are ended so;
But Jack Frost laughs aloud, " Ho ! ho !
There's joy ahead they little know,
They have not seen the snow ! "
Then he begins to call his sprites
From the bleak, trackless north afar,
Where each one in the frozen nights
Has made from ice a crystal star.
And Jack Frost laughs in glee, " Ha ! ha !
These shine like bits of glittering spar,
What flowers fairer are ? "
And from the clouds he rains them down
Upon the cheerless earth below ;
So thick they cover field and town,
So fair the brooks forget to flow,
And Jack Frost laughs, well pleased, " Ho ! ho !
Could summer whiter blossoms blow?
What think you of my snow ? "
— Ar\o Bates, in St. Nicholas.
THE EDUCATIONAL REVIEW.
12«
TEACHERS' INSTITUTES.
P. E. Island, Association.
The P. E. Island Teachers' Association met at
Charlottetown, October ioth and i ith. Among the
many excellent papers read was that by Mr. C. J.
McMillan, B.A., of Prince of Wales College, on The
Teaching of English. Mr. McMillan contended
that there ought to be a reformation in the order of
teaching in the schools, and that at every stage the
English language and literature should lead all
others. English is the instrument of instruction.
The reform should, he maintained, begin at the bot-
tom, not at the top. The work of teaching good
English ought to and must be continuous through
all classes and grades. That of the primary years
is the more important because it is the deepest and
most lasting. In teaching English, poetry should
precede prose. Begin with nursery rhymes and
poems. Children are by nature imitative and they
soon begin to appreciate the beauty and smoothness
of good poetry. The teacher should be careful
about manner of expression, for the teacher is the
chief guide. But a taste for the study of the best
literature in prose and poetry should be developed.
Utilitarian methods are too much in evidence now-
adays. There should be impressed upon the youth-
ful mind more of hope, faith and love, together with
earnestness, sincerity and refinement, — finding ex-
pression in thought, action and language.
Mr. A. E. Winship, of Boston, gave a fine address
on Boys as an Asset, and Mr. Theodore Ross an-
other on The New Education.
The officers for the ensuing year are : President,
Walter Jones, Pownal : Vice-president for Queens
County, James Profit, New London; Vice-president
for Kings County, J. L. Kennedy, Souris ; Vice-
president for Prince County, D. J. Mullin, Cape
Traverse; Secretary-treasurer, R. H. Campbell,
Charlottetown; Recording secretarv, Charles Mc-
Duff, Wiltshire.
Additional members of executive, Mr. Landrigan,
Miss Noonan, Mr. Seaman, Mr. Allison Cameron
and Miss Clarke.
Resolutions recommending the shortening of the
school sessions to five hours all the year round, and
asking an advance in teachers' salaries, were passed.
Westmorland County Institute.
The twenty-ninth annual session of the West-
morland County Teachers' Institute was held at
Shediac, September 27 and 28. Inspectors < )'Blenus
and Hebert were present, and over eighty teachers
were enrolled. Much regret was expressed because
of the absence through illness of Principal Oulton
of Moncton, and a letter of sympathy was forwarded
to him. President A. D. Jonah delivered an address
011 "The Teacher in Relation to the School;" In-
■pector Hebert. one in French on "General Topics."
A paper both interesting and instructive on "The
McDonald Institute, Guelph," was read by Miss
Smith, of Lewisville. It was discussed by H. B.
Steeves, W. A. Cowperthwaite, the President, Miss
Colpitts, Mr. Dole, Inspector O'Blenus and Rev. A.
F. Burt.
A paper on Drawing, with blackboard illustra-
tions, was read by Miss M. McBeath, of Moncton.
An animated discussion took place on this paper
with reference to the "Augsburg Drawing System."
A lesson on Number was taught to grade two by
Miss Horsman, of Upper Sackville.
The closing session took place on Friday after-
noon when the institute was divided into sections
and matters of general interest to those different
sections were brought up and discussed.
United Institute of York, Sunbury and
Queens Counties.
This Institute met at Fredericton, October 1 1 and
12. President Chas. D. Richards, A.B., in the chair.
Over one hundred teachers were enrolled. The ad-
dress of President Richards, now principal of the
Woodstock, N. B., Grammar school, was carefully
prepared and thoughtful. (We hope to publish this
in whole or in part in a future number. — Editor.)
Dr. J. R. Inch, Inspector N. W. Brown, Miss E_ L.
Thorne, Principal B. C. Foster and Mr. F. A. Good
discussed the address. Mr. M. A. McFarlane,
M. A., read a valuable paper on History, explaining
bow this study prepares pupils for the respon-
sibilities of citizenship. It teaches accuracy,
awakens an interest inl books, and affords an oppor-
tunity for discussion which other subjects do not.
Mr. J. T. Horsman, M. A., of Gagetown, read an
interesting paper on Arithmetic, emphasizing the
necessity of more study of mental arithmetic.
Dr. Inch asked if it would be possible to complete
the study of arithmetic in the eighth grade and do
away with the subject in the High School
curriculum. Messrs. Horsman, Page, Foster, Brown
and Richards thought it could not be completed
before entering the high school.
Principal Osborne, of the Fredericton Business
College, read a paper on Writing, giving special
importance to the technique of the subject, and
Principal J. W. Hill, of Gibson, presented an ex-
cellent paper on the Teaching of Geography.
The claims of the New Brunswick Teachers'
Association were placed before the institute by Mr.
Hughes, president of the Fredericton branch, and
Mr. I!. C. Foster, a member of the executive, and a
summary given of the work it has done.
Principal bridges, of the Normal School, gave an
interesting address on the Training of the Memory.
His paper" was listened to with pleasure by all those
in attendance.
The following officers were elected : President,
Mr. John K. Page, Fredericton; Vice-president,
Miss l.uchanan, Keswick Ridge; Secretary-treas-
urer, Miss Ella Thorne, Fredericton. .Additional
members of the executive, Miss Inch and Principal
James A. Hughes.
130
THE EDUCATIONAL REVIEW.
Victoria County Institute,
The annual meeting of the. Victoria County
Teachers' Institute, took place at \ndovcr on the
4th anil 5th October. Twenty-three teachers en-
rolled themselves as members.
The officers elected were as follows: Guy J.
McAdam, President; Miss Janet Currie. Vice-
pivsident ; Miss Millie .1. Goodine, secretary. 1'he
Misses Hughes ami Horseman were appointed to
serve on tin- executive committee.
Unfortunately, the Inspector, T. P>. Meagher was
unable to attend. Miss Janet Currie read a (taper
on Discipline, which proved to be of exceptional
merit. Mr. G. 1. Mc. Want's paper On the Teaching
of 1 anguagv was very interesting.
During the session on Friday morning, the Insti-
tute adjourned in a body to the school garden ;
where twenty minutes were very profitably spent in
the inspection of the various Rowers and vegetables
which the early frosts had not entirely destroyed.
Mr. McAdant explained what he considered the best
way to set about acquiring a plot of ground, and
how the land should he treated the first year.
Not the least interesting part of the meeting was
the five minutes' discussions by each member of the
Institute on the "Pusy Work" employed in his ot-
her school. This was a new feature in the usual
proceedings and was voted a complete success.
The public meeting in Pcveridge's Hall was well
attended and proved what attention the cause of
education receives in Andover. The speakers for
the evening were Messrs. Baxter, Lawson, Elliot,
and the Rev. Mr., Squires. Mr. Elliot's address was
worthy of special notice. He spoke briefly of the
general duties of teachers, and he urged the trustees
not to allow the cream of the profession to seek
situations elsewhere, hut to raise the salaries of their
teachers, anil thus show by actions as well as words
that thev appreciated their efforts in their children's
behalf. "
M. J. Goodins,
Secretary of Institute.
Grand Falls. Cknoher 8th.
I'nion. The proceedings of Chatham Convention
were ratified, and same salary schedule adopted.
J. A. Edmunds was elected delegate to the Easter
Convention, with H. 11. Stuart, alternate.
The public meeting in the evening brought out
strong speeches from Messrs. Pearson and Stuart,
in favor of parish school boards, consolidated
schools, compulsory attendance, houses for teachers
and a pension system.
At third session, J. A. Edmunds gave a helpful
illustrated talk on Arithmetic, and Miss Ferguson
read a timely paper on Spelling. At fourth session,
H. H. Stuart spoke on the great Educative Value
of Geography, and was supported in discussion by
Messrs. Pearson, Edmunds and Rev. \Y. M. Town-
send. Mr. Pearson followed with a paper on
Ideality, showing how school grounds and houses
can be improved at little expense. The last hour
was given to the "question box." Most of the
discussion was given to Grammar, our texts being
roughly criticized.
The following officers were elected at close of best
Institute held in Kent for a long time: President,
A. E. Pearson, Pass River; Vice-president, Miss M.
C Mclnerney. Rexton : Secretary-treasurer, H. H.
Stuart, llarcourt. Additional executives, G. D.
Steel and Miss Agues Ferguson, of Riehibucto.
H. H. Stuart, Secy.
Kent County Institute,
Tlie Kent County Teachers' Institute met at
Hareourt. October 4 and 5. Inspector Hebert pre-
siding. Thirty-one teachers enrolled. The president
opened with an admirable address on the Thorough-
ly Qualified Teacher. Miss M. Alethea Wat hen
followed with a paper pleading for more attention to
music.
At second session. Miss Minnie A, Buckley
taught the idea of spherical form to pupils of first
grade, her lesson being favorably criticized. G, D.
Steel read a paper emphasizing the great importance
of Definiteness in reaching.
At 4 p. m.. same day, the Kent Co. members of
the X. B. T. A., held .1 meeting. A. E Pearson.
man. Of the twenty-eight active teachers en-
wentv-two were, or became, members of the
King's County Institute.
The Kings County Institute met at Norton, on
September 87th and ,2&h. Eighty teachers were
enrolled, A number were present from the upper
parishes of Queens, The President. A. E. Floyd,
occupied the chair. The following papers were
read: History, by A. C. M. Lev/SOS, and Manual
Training, by \Y. X. Piggar. Both were followed by-
interesting and profitable discussions. Excellent
lessons were given by Miss M. A. MaeYey, on
Movements of the Earth: Miss IVlyea. on Reading:
H. A. Prebble, Grammar: and Miss Marion Moore,
Latitude and Longitude, A good exhibit of work
done in the schools was also shown.
A public meeting was held on the evening of the
27th. Rev. Mr. Perry presided. Speeches were de-
livered by the chairman. Inspector Steeves and D.
W. Hamilton.
The following are the officers for next year:
H. A. Prebble. President: Miss Pearl Currier. Vice-
president: H, 11. Bigger, Secretary-treasurer. A. E.
Floyd and Miss Margaret Belyea, additional mem-
bers of the executive.
Albert County Institute.
The twenty-ninth annua! meeting of the Albert
County Teachers' Institute was held in the Superior
School building. Elgin, Cvtober 4 and 5. the Presi-
dent, Geo, J. Trueman. M. A., in the chair. Forty-
two teachers were present The president, in his
opening address, called attention to the leaflets that
had been sent for distribution hv the Xew Brunswick
TIIK KDUCATIoNAI. UFA IF.W.
1.11
Teachers' Association. He stated that these would
be distributed, but lie thought further discussion of
the work of the Association was foreign to the inn-
pose of the institute. In discussing the question of
low salaries, Mr. Trucinan stated that the greatest
injustice was done the experienced teacher. ( iirls
and boys who went from the home schools to Nor-
mal School and spent there four or nine months, had
not a great dial of money invested in education.
They probably received as much salary al first as
their companions who had gone at other work. Sal
aries, however, should increase year by year as the
teacher becomes more valuable. Mr. Trueman be-
lieved that the Normal school course should Ik- long
er. A longer course conld make the teachers more
valuable and would probably decrease the numbr
yearly entering the profession! This would lead lo
a natural increase in salaries.
Mr. G. R. Wortinan, principal of the ■school at
Ilarvcy, read a carefully prepared paper on the
Teaching of History. The paper was discussed by
Messrs. Colpitis, Burns, Branscotnbe, Adair, and
Miss Floyd. A paper was presented by Miss Clara
G, Turner, teacher of Household Science in the
Riverside Consolidated school. The writer made a
strong case for her subject in the Common Schools,
and her paper was greatly enjoyed by all. Mr. True-
man, in discussing this paper, said that Miss Turner
was making a thorough success of the work in
Riverside. Although not particularly enthusiastic
about the manual subjects a year ago, he was now
convinced that they were most valuable from every
standpoint.
Miss Edna M. Floyd gave the outline of a lesson
in Geography. This lesson aroused a good deal of
interest, and in thu discussion that followed the fol-
lowing took part: Inspector O'Blenus, Miss Bray,
Mr. Branscombe, Mr. Burns, and Mr. Fitzpa trick.
The present text in geography came for a good deal
of unfavorable criticism. At the close of the dis
cussion Inspector O'Blenus opened the Arithmetic
question box, and proceeded to show how to meet
many of the difficulties found in teaching this sub
ject. This part of the programme was found to In-
most interesting and profitable.
Thursday evening a well-attended public meeting
was held in the Baptist church. The speakers were
I 'resident Tnieman, \V. I!. Jonah, Inspector
O'Blenus, and Rev. II. A. Brown.
Friday morning's session opened with a paper on
Nature Study by I''. Peacock, the Manual Training
and Nature Study teacher of the Riverside Consoli-
dated school. The paper was well received, and a
motion was passed asking Dr. Inch to publish it in
the educational report. The discussion was opened
by Mr. <;. A. Adair, of Hopewell Hill. Miss Re
becca Bennett then gave a practical paper on Com
position in the Primary tirades. The discussion
was opened by Miss Keith. Mr. Percy Fitzpatrick
presented a paper on Spelling, which was well re
ccived. He believed in learning to spell by means
of the eye rather than the ear, and bad little use for
any extreme reform in spelling.
\i the fourth session the officers for the ensuing
veu were elected as follows: George J. Trueman,
President; Miss F.dna M. Floyd, Vice president ;
Percy A. Fit/palrick, Secretary treasurer. L. R.
I lelheiington and Miss Margaret Johnson, addit-
ional members of the executive. It was decided to
accept the invitation of (he Westmorland Institute,
and, with the consent of the Chief Superintendent,
to bold a joinl meeting in Monelon next vcar. Votes
of thanks were extended to Mr. I lelberinglon and
Miss Johnson, the local teachers, who had done so
much to make the meeting in Elgin a pleasant one;
and to Inspector ' )'Blenus, for his ready and efficient
help. — Com.
A certain learned professor in New York has a
wife and family, but, professor-like, his thoughts
are always with his books.
( »ne evening his wife, who bad been OUl for some
hours, returned to find the house remarkably quiet.
She had left the children playing about, but now
they were nowhere to be seen.
She demanded to be told what had become of
them, and tin- professor explained that ai they had
made a good deal of noise, he had put them to lied
without waiting for her or calling a maid.
"I hope they gave you no trouble," she said.
"No," replied the professor, "with the exception
of the one in the COt here, He objected a good deal
to my undressing him and putting him to bed."
"Why," she exclaimed, "that's little Johnny
Green, from next door!" Ladies Horn* Journal.
Copenhagen, Denmark, is a city of canals and
cleanliness- a land of pure delight, free from beg-
gars, organ-grinders, and stray dogs. The inhabit-
ants thereof are born courteous and seem never to
have recovered from the habit. When a passenger
boards a ear in Copenhagen be exchanges greetings
with the conductor ; a gentleman, on leaving the car,
usually lifts bis hat in acknowledgement of a salute
from the official. When a fare is paid, the iduc
tor drops it into his cash box, thanks the passenger
and gives him a little paper receipt. He offers
change with a preliminary "He so good," and the
passenger accepts with thanks. If, in addition,
transfers are required, complimentary exchanges go
on indefinitely. Yet there is always time enough in
Copenhagen. -Four-Track News.
"To teach a child to read and not [each it what
to read is to put a dangerous weapon into its
hands." Charles Dudley Warner.
132
THE EDUCATIONAL REVIEW.
N. B. Teachers Association.
From a late circular published by the New Bruns-
wick Teachers' Association the following encourage-
ing statements are made. It has now members in
every city and in thirteen counties of the province,
and is fast becoming a power for good in education-
al circles :
From 1884 to 1902, salaries of all classes of New Bruns-
wick teachers steadily declined; but since the N. B. T. A.
was initiated in Albert County, September 26, 1902, salaries
of every class have increased, the gains from June 30,
1902, to June 30, 1905, being for each class as follows :
First class males, $67 per year; second, $30; third, $15-
First class females, $24; second, $16; and third, $9. The
aggregate gain to the profession in those three years was
$24,472, white the amount of dues paid to the N. B. T. A.
and its subordinate associations did not exceed $500— a
very good return for the investment.
The Association having succeeded so well during its
first three years, when only a small part of the profession,
mainly of the higher classes, were enrolled, what may it
not accomplish when all, or the majority, of the unorgan-
ized teachers become members !
The National Teachers' Union of Great Britain, founded
in 1870, includes over three-quarters of the profession, and
has succeeded in bringing salaries and teaching conditions
up to a respectable level, and is consulted by the British
government before any important legislation respecting
education is introduced. The Chicago Teachers* Union
has since 1896 revolutionized conditions in that city. The
Nova Scotia Teachers' Union, organized in 1896, has suc-
ceeded in securing from the provincial government a
system of pensions for teachers. What other teachers
have gained, we may gain if we unite and work together.
The total number of members in the British
House of Commons is 670 ; in the House of Lords,
594. Probably the number in the House of Lords
now is over 600, for several peerages have been
created during the last few months.
CURRENT EVENTS.
■ Five hundred teachers of Great Britain and Ire-
land are coming to Canada and the United States
to study educational conditions, and will remain
here from four to twelve weeks. They are sent out
at the instance of Alfred Moseley, M. P.. the
millionaire, who has already done so much for edu-
cation. The expenses of all will be paid. This is a
great opportunity. Who will do the same for a few
hundred teachers of Canada. The Summer School
of Science of the Atlantic Provinces, a few years
ago. tried to formulate a plan to hold a travelling
session in Europe. Has that scheme been
abandoned? There is much to be said in its favor.
It is expected that Herculaneum, the ancient
Roman city, buried by the eruption of Vesuvius at
the time of the destruction of Pompeii, will Ik'
excavated by the united action of the governments
of Great Britain, France, Germany, Italy and the
United States. Many valuable manuscripts and
works of art undoubtedly are buried there; for
Herculaneum was the place of residence of many
wealthy Romans, and, unlike Pompeii, it was
covered deep with earth, and not destroyed by fire.
An agreement made between the British govern-
ment and the United States regarding the rights of
United States fishing vessels on the Newfoundland
coast, though it is, of a temporary nature, has given
much dissatisfaction in Newfoundland, as it confers
upon the foreign fishermen certain privileges which
the Newfoundland government has denied to resi-
dent fishermen in the interests of fishery protection.
It is said that the United States fishermen will
voluntarily relinquish these privileges; but that is
so very unusual that it is hard to believe.
The military occupation of Cuba by the United
States forces has taken place without disturbance.
The disarmament of the insurgents has thus far
been effected without resistance. The country is
to be governed for the present by United States
officers in the name of the Cuban people and under
the Cuban flag. But the independence of Cuba is
indefinitely postponed.
In Russia there is a large socialist party that will
never be satisfied with any constitution which
respects the right of private ownership in land.
The socialists claim that every man should have as
much land as he can cultivate unaided, and no more.
The idea is not new in Russia, where communal
lands are redistributed from time to time ; but the
socialists seek the abolition of all private property,
and the application of this principle to all the land.
Therefore, there is fear that the new Russian parlia-
ment, which is to meet in February or March, will
but precipitate a threatened revolution instead of
establishing a strong constitutional government
under the present Czar.
The persecutions of the Jews in Russia, because
of their disloyalty, has led to a rapid and very
general emigration, which tends to remove one
disturbing element. Most of them come to
America.
The Canadian government is to take over the
dockyards at Halifax, now the property of the Im-
perial government. The transfer will be made in a
few weeks.
The British parliament has re-assembled, and a
disturbance made by disorderly women marked the
opening day. They were advocates of woman
suffrage, who thought they were thus advancing
their cause.
The Shah has opened the new Persian parliament
in person, with a speech from the throne, which was
received with the greatest enthusiasm. He believes
that his people are ripe for constitutional govern-
ment, and will support the constitution which he
has given them.
THE EDUCATIONAL REVIEW.
133
Manitoba is asking for a portion of the old terri-
tory of Kewaytin, to extend the bounds of the pro-
vince as far as Fort Churchill, on Hudson Bay.
An Austrian inventor claims that common marsh
reeds are far superior to wood pulp for the manu-
facture of paper, and much cheaper.
Late statistics show Hong Kong to be the fore-
most port in the world in respect to import and ex-
port tonnage. Next comes London, with nearly the
same amount of tonnage ; followed respectively by
New York, Hamburg, Liverpool and Rotterdam.
The rebellion against Turkish authority in Arabia
still continues, the Arabs having recently won a
victory over the Turkish troops.
The new British battleship "Dreadnaught" has
proved faster and better in every way than was anti-
cipated ; but three armoured cruisers now under
construction in Great Britain will be ships of equal
power with the great battleship, and very much
faster.
The native ruler of Barotseland, Central Africa,
has abolished slavery in his dominions, setting free
thirty thousand slaves.
Four thousand people, it is stated, have been put
to death without warrant in the United States in
the last twenty-five years. Ninety-five per cent of
them were negroes, killed by their white neighbors,
and many of them innocent of the crimes charged
against them. The real cause of the race hatred
is that the negroes claim equal rights under the con-
stitution of the United States, which the whites are
not disposed to yield. The same intolerant feeling,
in lesser degree, is shown towards Chinese and
Japanese residents in some parts of the country :
and strong resentment is expressed in Japan against
the exclusion of Japanese children from the schools
of San Francisco. All men have equal rights in
Canada, without regard to race or color; but we
may not boast that there is here no race prejudice.
Asiatic immigrants are not very cordially received
on our Pacific coast.
SCHOOL AND COLLEGE.
The Dalhousie College evening school and the King's
College school of engineering have been amalgamated
under the name of the Cape Breton Technical School, with
Professor Dahl as principal. It opened on the .23rd Octo-
ber. While college work in the ordinary sense of the word
will not be undertaken, this school will be affiliated with
Dalhousie and King's Universities, and the work done in
the classes will be recognized in both institutions in the
cases of students afterwards pursuing engineering courses
at cither Dalhousie or King's.
The University of New Brunswick has a freshman class
of forty-five students, the largest in its history.
Dr. Hall, of the Truro Normal School, has returned
from his trip to England.
The following were elected as the executive of the Nova
Scotia Teachers' Association at the recent meeting at Hali-
fax: Principal J. 11. Trcfry, Halifax; Inspector H. H.
Macintosh, Lunenburg; G. D. Blackadar, Yarmouth; Dr.
W. H. Magee, Annapolis ; Principal W. J. Shields, Hants ;
Inspector Macdonald, Antigonish ; Principal E. B. Smith,
Port Hood ; Principal Thomas Gallant, Inverness ; Prin-
cipal J. T. McLeod, Pictou 3 N. McTavish, Parrsboro ;
Vice-principal Stewart, Sydney.
Acadia University opened October 5 with seventy new
students on its roll. No successor to President Trotter
has yet been appointed. Professor R. P. Gray, who suc-
ceeded Dr. Kierstead a year ago as the professor of Eng-
lish language and literature, gave the opening lecture on
Poetry and the Education of the Spirit, a finished pro-
duction. Professor Ernest R. Morse, a teacher of experi-
ence, and a graduate of Acadia, takes the place of Dr. C.
C. Jones as professor of mathematics.
RECENT BOOKS.
Messrs. Ginn & Company. Boston, have just published
a revised edition of Myers's General History (mailing price
$[.70). This is a book of nearly 800 pages, attractively
bound and illustrated. As it contains a complete history
of the world from the time of the early Eastern nations
to the present, it is a useful book for the library of the
general reader, as well as for the student who would fol-
low in sequence the events of the history of mankind. It
has been a favorite book since its first publication, sixteen
years ago, and the fresh chapters, new series of colored
maps, many portions re-written, with suggested books and
special topics for further study, make the compendium a
most valuable acquisition to historical readers.
From the same publishers we have a small volume (138
pages, mailing price 8=; cents) by the same author — Out-
lines of Nineteenth Century History — affording a rapid
survey of events from the Congress of Vienna (1815) to
the Peace of Portsmouth, and recent events in Russia and
other parts of the world. The book is a model of concise
statement and instructive unity.
Ginn & Company publish a series of standard English
Classics, edited with introduction and notes adapted for
college entrance requirements or for private readers. The
books, carefully edited by scholars of taste and dis-
crimination, arc beautiful examples of binding and print-
ing, and their contents such as may be read with pleasure.
They are : Mrs. Gaskell's graceful story, "Cranford,"
(mailing price 35 cents) ; Matthew Arnold's " Sohrab
and Rustum." with other poems by the same author
(mailing price 30 cents) ; a condensed school edition
of the Autobiography of Benjamin Franklin (mailing price
45 cents) ; Dickens's " A Tale of Two Cities " (mailing
price 60 cents) ; and Selections from Browning's Poems
(mailing price 35 cents).
Supt. of Schools O. J. Kern, of Illinois, has done a real
service to country schools in his book, "Among Country
Schools," published by Ginn & Company. Boston. The
volume contains chapters on The Country Child's Rights,
The Outdoor Art Movement. School Gardens, Art for the
Country Child, The Work of a Farmer Boys' Experiment
Club, Educational Excursions, The New Agriculture and
the Country School, Consolidation, The Training of Teach-
ers for the Country School. Tt is well illustrated, and
i34
THE EDUCATIONAL REVIEW.
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TEACHERS' EXAMINATIONS
We give complete instruction by mail in all subjects for Teachers' Non-Professional certificates in all Provinces of
Canada. Our students have been remarkably successful, most of them Preparing for thetr examinations in less time
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and you will be ready for next year's examination. Cut out this coupon, underscore the course wanted, sign name
and address, mail to us today.
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Address -
THE HOME CORRESPONDENCE SCHOOL OF CANADA, LIMITED,
603 TEMPLE BUILDING TORONTO CANADA
In consolidation with The Canadian Correspondence College, Limited,
there is scarcely a page in it that is not full of fruitful
suggestions on the possibilities of greater efficiency of
rural education. Referring to what Sir William Mac-
donald is doing for Canadian rural schools, the author
says : " If millionaires of the United States would find it
possible to do as this man is doing — doing something for
the country child — a great educational uplift would come
to the agricultural interests of our country, and, in fact,
to all country school work." (Pages 366; price $1.25).
Messrs. Blackie & Son, London, publish a First Course
in Botany, by J. F. Scott Elliot, A. M., B. Sc, pages 344,
price 3s. 6d. The book is a wholesome combination of
theory, practice and observation, and the author names a
great number and variety of plants for laboratory work.
He begins with the flower and the seed, leaving germina-
tion and growth for a more advanced stage in the book.
The notes on structure, environment and distribution are
very useful, and to the whole forms a valuable compendium
of plant study, though rather for the advanced student
than for the beginner.
The same publishers issue an interesting and varied
collection of Kindergarten Occupations for the School and
Nursery, profusely illustrated, price is; also The Kinder-
garten Room, containing lessons, games, stories and occu-
pation. These denote an advancing interest in Kinder-
garten work.
In their " Modern Language Series," Messrs. Blackie
& Son publish an interesting series of stories and poetry:
Un Petit Voyage a Paris, by Marguerite Ninet; price is.
6d; Moliere's Lcs Precicuses Ridicules (8d.) ; Bedolliere's
Historie de la Mere Michel et de Son Chat (is.) ; also a
Skeleton French Grammar (2s. ), a useful guide to the
beginner. In Blackie's "Little French Classics," price 46.
each, we have Alfred de Vigny's Historie de UAdjudant,
there is a delightful serie?, Petits Contes pour les En/ants,
there is a delightful series, Petits contes pour les Enfants,
in paper covers, price 46. each. All the above readers have
vocabularies, and the more difficult are provided with notes.
In Latin, Blackie & Son, London, publish extracts from
Livy's The Second Macedonian War, illustrated, with
notes and vocabulary (is. 6d.) ; in "Blackie's Latin Texts'
we have Caesar's Gallic War, Book I, (6d.), with an intro-
duction on the author's character, works and style; a very
convenient edition of Junior Latin Syntax, by J. A.
Stevens, B.A. (8d.),— excellent for reference.
In the New Century Geographical Readers, Book V (is.
6d), Blackie & Son, London, deals with the physical,
political and commercial geography of the countries of
Europe, illustrated,— an interesting book, the matter being
very attractively arranged.
The Geometry of t,ie Screw Propeller (is. 6d.) is a
little book for the use of engineering students in technical
schools. Blackie & Son, London.
Archibald Constable & Co., Ltd., London, are publishing
a series of interesting books (is. each) on "Religions,
THE EDUCATIONAL REVIEW.
135
W \A \ DOMINION OF CANADA, Showing New Provinces of Alberta end Saskatchewan.
IlCW [VlaPSJ BRITISH EMPIRE, by Sir Howard Vincent.
Wrlte.for Special Prices. { WORLD IN HEMISPHERES. Shows all New Changes.
Miwon Kindergarten Material.
Send tor Special
Catalogue.
Bradley
Send 15 cents for small box 12 assorted Dustless Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards.
The STEINBERGER HENDRY CO., 37 Richmond st, weit, Toronto, ont.
Ancient and Modern." Those we have received are: The
Religion of Ancient Scandinavia, The Mythology of
Ancient Britain and Ireland, Magic and Fetichism. The
series is in convenient pocket volumes, printed in good
type, and with foot-notes.
George Philip & Son, Ltd., London, publish a Progres-
sive Course of Comparative Geography, which provides a
full and definite course of geography teaching. The
arrangement is admirable ; nothing is seemingly omitted
to make the book complete. It is illustrated by 177 pic-
tures and diagrams, and 172 maps and diagrams in colour,
with index.
A Rhythmic Approach to Mathematics is the title of a
unique little volume, illustrated, from the same publishers.
It shows how, with a few cheap materials and simple
apparatus, the geometric instinct may be evoked in child-
ren.
Sir Oliver Lodge's work on Easy Mathematics, recently
reviewed in these columns, is published by the Macmillan
Company, of Canada, Toronto.
Wm Briggs, Toronto, publishes a Handbook of Canadian
Literature (English), by Archibald MacMurchy, M. A.
The author states that the reason of the book's existence
was the need, as a teacher, of such a work on Canadian
authors. It has biographical sketches of most of our
writers of poetry and prose, with estimates of their place
in literature, accompanied in most cases with extracts from
their works. It is a valuable compendium, and will prove
of distinct service to teachers.
RECENT MAGAZINES.
One of the most striking figures in the recent develop-
ment of Japan, Admiral Togo, is the subject of a deeply
interesting article by Mrs. Hugh Fraser in Littcll's thing
Age for October 27. A Negro on Efficiency, by Miss H.
C. Foxcroft, which the Living Age for October 13 re-prints
from the Fortnightly Review, is a sti iking and sympathetic
study of the career of Booker Washington, which, although
written primarily for English readers, will be read with
keen interest in this country.
The November Delineator treats of the established styles
for autumn both in dress and millinery, and also devotes
much space to the accessories of dress which women find
so alluring. The three serial stories continue to hold the
interest displayed in them from the start. Lida A.
Churchill, in her Department of Real Life, discourses on
Playing to the Upper Audience, George William Jordan
gives good advice for When We are Face to Face with
Trouble, and the fourth paper of Little Problems of Mar-
ried Life treats of Making Marriage a Success.
From the Canadian Magazine for October : One hun-
dred thousand immigrants in a single year was a good
record. That was in 1905. The tale for 1906 is thirty-one
thousand greater. To be strictly accurate the figures are
102,723 and 131,268. But were they as good, as desirable?
This question is as easily and as favourably answered by
the figures. The number from England increased by
16,288; from Scotland by 4.102; from Ireland by 1,020;
from Wales by 27 and from the United States by 14,253.
The continental increase was only 7,108. Therefore the
class of immigrants improved. It is interesting to note
that of the 131,000 immigrants, 78,106 were men, and
27,273 were women. The Canadian girl will have plenty of
choice when it comes to the matter of a husband. Fifty-one
thousand men without wives should seriously increase the
competition.
The Atlantic Monthly for November is distinguished by
the variety and excellence of its contents. The Ideal
Lawyer, by Hon. Judge Brewer, is written by a leader of
the bar who is now associate judge of the United States
Supreme Court, some unpublished correspondence by
David Garrick, by Professor George P. Baker, a foremost
authority on some aspects of the English drama ; and there
are other notable essays with stories and poems, making
an interesting number.
Acadiensis for October, D. Russell Jack, St. John, N. B„
editor, completes an article on the union of the Maritime
Provinces, by Reginald V. Harris. Its array of arguments
and facts arc carefully made and suggestive. Other note-
worthy articles in this number are, Dr. Stockton's "Judges
of New Brunswick and their Times," "Major Ferguson's
Riflemen," by Jonas Howe, and "Major Thomas Hill," by
D. Russell Jack.
136
THE EDUCATIONAL REVIEW.
Isaac Pitman's
Short Course in Shorthand, just published
after three years preparation, "Revolutionizes
the Teaching of Shorthand." Only forty (40)
lessons.
Words and sentences in first lesson. Busi.
I ness letters in seventh lesson.
Our students are delighted with it and are
making great progress.
Send for our 1906 Catalogue.
&Mt&\ S. KERR
& SON.
Odd Fellow's Hall.
5 *&>*> A SOU.
WANTED
Teachers in Nova Scotia,
■ preparing candidates for the
Provincial examinations in
science next July, to reid mv articles that have
appeared during the last half-dozen years in the
Educational Rrvikw, or that may appear in
future. The articies are suggested bv experience
fained in reading the answers of candidates, and
have endeavoured to help teachers and students
in their work. Though there is, I believe, some
improvement, I feel sure that better work could
be done in the schools and better results obtained
at examinations if more attention were paid to
the hints 1 have given. JOHN WADDELL.
Every Bird East of the Rockies
Part I. -WATER AND CAME BIRDS.
PartH.-LAND AND SONC BIRDS.
Pocket Size. 5J x 3J. 220 pages.
Cloth, 60c. Leather, 75c. Postpaid.
G.O.FULTON, TRURO, IM. S.
$10
WILL PAY FOR A
7VTKIL COURS1
IN
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BOOKKEEPING
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BARNES & CO^ ST. JOHN, N. B.
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Mafket Square, SRIfiT JOHN. H- 6.
SCHOOL DESKS, S, B. LORDLY CO., St. John, N. B-
Ctmcattonal "Review Supplement, December, 1906.
THE MADONNA OF THE CHAIR.
Raphael.
CHRISTMAS NUMBER.
THIRTY-TWO PAGES.
The Educational Beview.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., DECEMBER, 1906.
$1.00 per Year.
a. u. HAY,
Editor for New Brunswick.
A. MeKAY,
Editor for Nova Scotia
THE EDUCATIONAL HE VIEW.
Office, St Leimter Street, St. John, N. B.
FkivrcD by Darsis & Co.. St. John. N. B..
CONTENTS:
Editorial Note
The Madonna of the Chair
How One Teacher Usei the Picture!,
An Advisory Board
Oar Climate,
Geometrical Drawing
Visualization,
Some Criticisms of Our Methods of Teaching
Youssouf, ..
Suggestions for Christmas Exercises
The Months,
Recreations and Suggestions
Points for the Teacher, ....
Northumberland and County Teachers' Institute,
Current Events
School ind College,
Recent Books. ... ... . . ./
Recent Magazines
Business Notice
NlW AllVERTISKMINTS: —
Mi
143
U3
'43
»
150
15a
,5z:
Z
161
161
16a
162
164
ffi
166
k& A. McMillan, p. 137; L'Academie deBrisay, p. 138; T C. Allen
Co. p. 140; N. B. University, p. i«; N. B. Official Notices, p.
167; Home Correspondence School of Canada; p. 167; Webster s
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents.
When a change of address is ordered both the NEW and the OLD
address should be given.
# If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying; each address tells to what date the
subscription is paid. Thus "33s" shows that the subscription is
paid to Dec. 31, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
" Come mow! let us 90 unto Bethlehem, and see
this thing which has come to pass, which the Cord
made known to us." said the shepherds, when those
angel songs had ceased to break the starry silence.
Cheir way would lead them up the terrible hill, and
through the moonlit gardens of Bethlehem, until they
reached the summit of the grey ridge on which the
little town is built. On that summit stood the village
inn Tn the rude limestone grotto
attached to it as a stable, among the hay and straw
spread for the food and rest of the cattle, weary
with their day's journey, far from home, in the midst
of strangers, in the chilly winter night — in circum-
stances so devoid of all earthly comfort or splendour
that it is impossible to Imagine a humbler nativity -
CUriSt Was bom. Canon Farr ar— The Life of Christ
A Happy Christmas and New Year to all the
readers of the Review ! May it be a season of great
joy to teachers and pupils alike. Christmas is the
birthday of the world's greatest teacher. It is the
Christ-child, such a one as our picture represents
this month, that appeals to children. In all the
joyousness of the season, in the giving and receiv-
ing presents, in all Christmas exercises, let the
children constantly feel that Christ is the best gift
of all. It was He who took children up in His
arms and blessed them ; who said, " Of such is the
Kingdom of Heaven." How this gift surpasses
every other! Let this thought pervade the Christ-
mas spirit.
Children liked to be loved and remembered at
this time, and the teacher can make the schoolroom
a bright and happy place, directing the Christmas
spirit so that it shall reach parents who are indif-
ferent to the needs and wishes of children, enter
homes where poverty is always present, and also
homes where the abundance of gifts make children
indifferent to the real meaning of the season and
indifferent -to the needs of poorer children. The
teacher can help rich and poor alike to share in the
large bounty of love and good-will.
Read the " Business Notice " on another page.
Mr. Matthews' article in this number is an
excellent introduction to geometry in the lower
grades.
Chief Superintendent Dr. J. R. Inch announces
on another page that a new Drawing book has been
authorized for New Brunswick schools, and also
outlines the manual training courses for teachers
for the next term.
The Natural History Society of New Brunswick
has recently moved its collections and library into
a commodious building, opposite the high school,
St. John. This live and useful society will now
have the opportunity of doing much more effective
work in displaying its valuable collections.
142
THE EDUCATIONAL REVIEW.
The House of Lords has made so many drastic
amendments to the British Education Bill that
the Government has decided not to accept them.
This means, that the Lords will probably yield,
and pass the bill in something near the form it
went through the House of Commons.
Seattle is to have the next " World's Fair,"
in 1909, to be known as the Alaska-Yukon-Pacific
Exposition. The site comprises 255 acres of the
campus of the Washington University of that city,
and the substantial buildings to be erected will re-
main as the property of the university, to be used
for educational purposes after the fair closes.
Dr. J. Fletcher, Dominion Entomologist and
Botanist, publishes in the last number of the Ottawa
Naturalist a valuable contribution on School Ex-
hibits of Pressed Plants. He points out that the
proper selection and pressing of plants is an educa-
tional exercise of much importance, teaching pati-
ence, judgment, interest in and knowledge of one's
surroundings. This is one of a series on Nature-
study— now numbering thirty-eight — which em-
braces many excellent articles by Canadian natural-
ists.
The next session of the Summer School of
Science will be held at Riverside, Albert County,
from July 2 to 19. Teachers and other students
should early form their plans to take one or more
courses, preferably one. The Secretary's announce-
ment will be found on another page. If the teacher
who has resolved to attend will lay out a course
during the approaching vacation, and devote all the
spare time possible to read and study for it, much
can be accomplished during the session. The fine
scenery, especially in the neighborhood of Riverside,
and the varied resources of Albert County, will fur-
nish a great object lesson to students.
" How to deal with the bad boy " is a perplexing
question to those who have bad boys brought to
them, charged with misdemeanours. Perhaps a
note from Judge Lindsey, who has had much suc-
cess in dealing with this problem in the West, may
be of service :
Five boys under fourteen committed an after-
midnight burglary. Judge Lindsey talked with
them for more than half an hour. It was not a
lawyer's talk, nor a schoolmaster's, just chummy.
He was nearly through before his purpose was ap-
parent. Then he said to No. 1 : " You are weak.
It would be as easy for you to be good as bad if
anybody would lead you. You come to my party
for weak boys on ." To Nos. 2, 3 and 4 : " You
have weak streaks, but you are forming habits of
strength along bad lines. I must see you at four
o'clock Monday." To No. 5 : " You are wicked,
very wicked; you have gotten all these fellows into
trouble," and then he took him in hand.
The Madonna of the Chair.
The subject of the Review's Christmas picture
is the Madonna of the Chair, by Raphael. The
Italian word Madonna, in old times used in address-
ing a lady, is now applied almost wholly to the
Virgin Mary. The Madonna of the Chair repre-
sents the Virgin seated, holding her child on her
knee and encircling him with her arms. By her
side is the young John the Baptist, his hands clasp-
ed in prayer, and holding a cross, as if to herald the
death of our Saviour. , While the mother and child
look at us out of the picture, his gaze is fixed in
adoration upon the infant Saviour.
An old legend about this picture relates that
Raphael, having come suddenly upon a beautiful
family group, took them as a model, and sketched
the figures rapidly upon the head of a cask, thus
accounting for the circular form of the picture.
The composition is marked by the exquisite beauty
of the faces — the mother's head laid tenderly against
that of the child looks at us with the peaceful, happy
look of a mother. The rounded face and chubby
limbs of the child denote perfect health, and in this
he is like other healthy children ; but in his large
eyes there is an earnest, even grand, expression
which painters always sought to give to the child
Jesus to mark the difference between him and the
ordinary children.
If one studies the picture carefully, it will be seen
how curved and rounded are all the lines within the
circle. The harmony of the lines thus make a per-
fect expression of the peaceful group, whose centre
is the infant Saviour ; and whether the legend above
has any foundation or not, the home-like scene
impresses us with its beauty and tenderness. Note
the circles of light around the heads, used by
painters to denote holy persons.
The mother wears a handkerchief of many
colours over her shoulders, and another on her
head.
The picture is suggestive of the happy Christmas
season, when the eyes of the Christian world are
centred upon Christ and upon home.
THE EDUCATIONAL REVIEW.
143
How One Teacher Uses the Pictures.
The following letter from Miss E. Rogers, prin-
cipal of the Girls' High School, New Westminster,
B. C, shows what may be done to decorate a school-
room and at the same time be a means of discipline :
" May I tell you how I have made some of the
pictures that come with the Review useful ? Every
month that I have no tardiness to record I give the
school a framed picture as a prize. For this pur-
pose many of these pictures are admirably adapted.
Our walls are now made attractive with pictures,
and tardiness in my division is almost unknown.
Although the framing of the pictures is a little
expensive, I have been repaid by the punctuality
and increased interest among the pupils."
We would like to hear from others who are using
these pictures. The cost in production and extra
postage each month is considerable, but that would
be cheerfully borne if we knew that the school-
rooms are being brightened by their influence, and
that the interest of the scholars is being newly
awakened to their work, and that they are making
the beginnings in the study of art.
The framing of the pictures need not necessarily
be very expensive. In the December, 1905, Review
Mr. T. B. Kidner gave some very excellent draw-
ings and suggestions, which, if followed out, would
be a certain stimulus to manual work, and at the
same time give the pictures a greater value, because
the work could be done by the scholars themselves
under the teacher's direction.
industry. The advice and assistance of such a board
of experts cannot fail to add considerable weight
to the educational councils of the province.
Kindness to Animals.
An Advisory Board-
During the late session of the Nova Scotia legis-
lature a change was made in the Education Act,
providing for the appointment of an advisory board.
Its duties are simply to advise the Council of Public
Instruction and the Superintendent of Education
in regard to school books and apparatus; qualifica-
tions and examination of teachers ; courses of study
for the public school and the standard for admission
to the county academies and high schools ; the
classification, organization and discipline of the
normal school, county academies and the public
schools ; and other educational matters as may from
time to time be referred to them by the superintend-
ent or the council.
The appointment of this board has been com-
pleted, and their names will be found on another
page. Five members of the board are engaged in
educational work in the province, and their names
are a sufficient guarantee of the wisdom of the
choice. The two others, Messrs. Cameron and
Donkin, are practical business men and leaders of
The minister of the interior of the government of
Holland has sent out a circular to the heads of all
schools in that country asking them to co-operate
with the government in a movement to protect ani-
mals and birds. He wishes it to be impressed upon
the minds of school children that it is mean and
cowardly to be cruel to animals. To comply with
the minister's request school principals and inspec-
tors are holding conferences with all classes of
teachers as to the best method of accomplishing the
desired end. Laws are also in preparation to
punish more stringently than heretofore all who are
guilty of cruelty to animals.
The minister ordered large colored plates of the
useful birds and of the insects they destroy to be
distributed throughout the country with pamphlets
showing the value of the birds in agriculture and
forestry. It is explained how impossible it is for
man to cope with the minute insects that prey on
plant life, and that only the birds can save many
valuable trees and much vegetation from destruc-
tion.— American Primary Teacher.
First Grade Number Games.
Ten or fifteen are the highest numbers that child-
ren in the first grade should work with. Simple
counting games and games in adding and subtract-
ing may be used with good results.
One very good plan is to take the nursery
rhymes and fables that are familiar to nearly every
child, and have them enacted by the children, bring-
ing in, if possible, practice in counting. One of the
rhymes which may be used in such a way is the one
beginning "one, two — button your shoe; three, four
— shut the door," etc. Have the children go through
every motion indicated by the phrases. It will not
take long for them to learn to count rapidly.
A simple game for practice in addition is this :
A child may group as many as ten or fifteen child-
ren in two's, three's, one's, four's, etc. The object
is for another child to add them by groups, giving
results only as he goes along. For example, if the
groups are in this order: three — two — four — one —
three : the pupil adds this way, " three, five, nine,
10, 13." This is merely a suggestion, for the idea
may be carried out in several ways. — School Edu-
cation.
144
THE EDUCATIONAL REVIEW.
Our Climate.
Professor L. W. Bailey, LL. D. ^
The climate of a country is one of its most dis-
tinctive features, and, though we may at first fail
to fully recognize the fact, is intimately associated
with its entire history and development. Thus,
climate necessarily controls, in a large degree, the
natural products of the country, whether of the field
or forest ; it involves the conditions of temperature,
both as regards the average and the extremes, and
therefore the fitness of the region for human habita-
tion and for the purposes of husbandry. It includes
also the conditions of humidity, and is hence inti-
mately connected with both the amount of rain-fall
and its distribution. Through the latter it deter-
mines also the nature and distribution of plants and
animals. It affects, favourably or otherwise, the
physical and mental development of a people, and
determines, to a large extent, the direction in which
the efforts of the latter are to be employed.^
The climate of Acadia is well worth some con-
sideration, and is the result of the combined
influence of many factors, which may be separately
noted.
Of first importance, of course, is our geographical
position. This, between the parallels of 44° and
46° north latitude, determines our relations to the
sun, the obliquity of the latter's rays, the length of
day and night, and the relations of our seasons.
Our longest day (June 21) is one of about sixteen
hours, our shortest (December 21) less than nine
hours. Our seasons may be roughly divided into
two of equal length — a cold season from November
to May and a warm one from May to November.
This corresponds to periods of general frost and
its general absence, though such frost may, and
often does, occur within any month of the year,
The extremes of temperature are ioo° Fahr., though
rarely attained, and — 400, also of infrequent occur-
rence. Even when the days are hot, the nights are
generally cool, and, especially during the winter
season, great changes, in some instances amounting
to 90°, may occur within twenty-four hours. These
latter are usually the accompaniment of cyclonic
storms, which will presently be more particularly
considered.
A second element in our climate is that of
humidity. No portion of New Brunswick is very
far from the sea, and probably every part feels its
influence. Of course this is especially felt directly
upon the sea-board, where the excess of moisture is
so frequently emphasized by the prevalence of fogs.
These are the direct result of the chilling influence
of the coastal waters, a portion of the Arctic current
coming down from Baffin's Bay, upon the moisture-
laden winds blowing inward from the Gulf stream,
and are almost sure to develop whenever south-
easterly winds are prevalent. Their effects are to
be seen in a marked reduction of temperature, giv-
ing to St. John and other points upon the coast a
delightful coolness at a time when the inhabitants
of the Atlantic cities farther south are swelter-
ing beneath the scorching rays of the mid-summer
sun. They also, but in a different way, tend to
soften the severities of the winter season upon the
coast, determining not only a more open fall and
earlier spring, but a much warmer average winter
temperature, with less marked extremes, than is to
be found in the interior.
But that interior is also affected by the fact that
it is nowhere very distant from the coast. Sea fogs,
it is true, do not penetrate far inland, being con-
fined to the immediate sea-board by the ranges of
hills which lie along and parallel to the latter; but
the winds are not thus stopped ; and, as they blow
northward, or, in the case of the Gulf shore, to the
westward, they carry the moisture with them, even
though no longer visible, and it is this moisture
which is the source of supply for all our rivers,
streams and lakes. It is this which makes New
Brunswick such a well watered country, and which,
indirectly, has had so much to do in determining the
development and the occupations of its inhabitants.
Indirectly, it determines the depth of our snows in
winter (an average of about five feet in the forested
portions when at its maximum), the alternations of
flood and low water as the seasons succeed each
other, together with the character and distribution
of our native plants, the abundance of springs and
many other important consequences.
A third determining factor in our climate is the
irregularity of its surface features. Variations of
altitude correspond in a general way to differences
of latitude, and though no portion of Acadia can
properly be called mountainous, there is sufficient
difference of level to make quite noticeable a differ-
ence of temperatures in different places, as regards
both the daily and seasonal variations, and the de-
termination of extremes. These differences are
reflected in both the character and course of vege-
tation about St. John. Spring flowers are to be
gathered on the southern coast nearly a fortnight
earlier than in the interior at Fredericton, the range
THE EDUCATIONAL REVIEW.
U5
of the Nerepis hills confining the influence of the
sea-board to their southern side, while later in the
season the clear skies and consequent greater
warmth of the tract north of these same hills,
stimulating plants to more rapid growth, enable
them not only to make up for what time has been
lost, but to continue to advance with much greater
rapidity. Travellers by rail from Fredericton to
St. John in the mid-summer months often pass in
a little over two hours from a temperature of 980
to one of 50° or less, and the drop is distinctly, and
sometimes quite suddenly felt in passing from one
side to the other of the Nerepis hills. So, in the
opposite direction, greater extremes characterize
the climate of Woodstock than that of Fredericton,
and of Edmundston as compared with Woodstock.
The summer season also grows shorter as we go
northward, though this, no doubt, is partly due to
increase of latitude. Upon the highlands of North-
ern New Brunswick remarkable variations are also
to be noticed in the temperatures of day and night,
the heat at mid-day being such as to be almost un-
bearable, with the hot air actually quivering above
the heated surface of rocky ledges, while the tem-
perature at night may be not far above the freezing
point.
Finally, the direction and character of the winds
have much to do in determining the nature of the
climate as regards both Acadia as a whole, and of
one part as compared with another. It would not
be in place, nor have we space to discuss here at
length, the complicated subject of atmospheric
circulation (for this the reader must consult some
one of the several admirable text-books of Physical
Geography, such as Davis, Tarr, Dryer or others,
published within the last few years), but the main
facts are briefly these. Air, as a highly attenuated
fluid, is easily moved. It is also easily heated or
cooled, partly by the direct action of the sun, but
to a much greater extent by the surface on which
it rests. Land surfaces, especially in summer, heat
the air above them, while that resting on water sur-
faces is relatively cool. Heating of the air, by what-
ever means, makes it lighter by expansion, while
cooling makes it, by condensation, relatively heavier.
Hence, warm air tends to rise, producing dimin-
ished pressure in the heated area, while cold and
heavy air, with greater weight, produces increased
pressure. Hence, a movement Of the air, a wind
or current, from the area of greatest to that of least
pressure. It is by means of observations made on
these variations of pressure, by means of the
barometer, that it becomes possible, as in the daily
forecasts of the weather, to determine the origination
and path of storms. By telegraphic reports received
from every part of the continent, the officers of the
meteorological bureau are able to parcel out the
surface of the continent into areas of high and low
pressure, and to issue daily weather maps exhibit-
ing the latter. The movements in the position of
these areas are also subject to certain definite laws
which cannot be discussed here. The areas are
commonly known as cyclonic and anticyclonic areas,
as a recognition of the fact that, in addition to some
general forward movement, there is also in each
case something of a circular or spiral movement
similar to that which is developed about the outlet
of a bath-tub in the escaping water, or in the smoke
discharged from a tobacco pipe or locomotive. In
an anticylonic area the air, slowly descending from
aloft, moves from a centre outwards in all directions,
that centre being one of low but rising temperature
and increased pressure. Any moisture present in
the air is taken up, the sky remains clear, and, as
dry air is heavier than damp air, it presses harder
on the mercury of the barometer, and this rises
accordingly. On the contrary, in the region trav-
ersed by a cyclone, the air moves inwards to a
centre of relatively warm temperature, but dimin-
ished pressure. The air, saturated with moisture,
becomes lighter and rises. Clouds and rain are
determined, and the barometer falls. Finally,
cyclonic and anticyclonic areas, or areas of low and
high pressure, follow each other across the con-
tinent along approximately definite paths, either
coming up the coast or crossing the region of the
Great Lakes and passing out to sea. In North
America the direction of the movement in the whirl,
as a whole, is from west to east, following the
direction of the hands of a watch. This explains
a very common error. We commonly regard our
storms as coming from the east ; in reality they
come from the west. The reason for this is readily
understood. While the whirl, as a whole, is moving
eastward, the easterly side will be the first to be
felt, and here the flow, being towards the centre,
will be from east to west, bringing with it the
moisture from the ocean ; but as the whirl passes on
we soon experience the effect of the opposite side
which is also moving towards the centre. Thus
while the area, as a whole, moves eastward, we ex-
perience first a flow from the east with fog and
rain, followed later by a sudden change to a flow
from the opposite side, with strong northwest winds
and a clearing atmosphere. Such movements,
146
THE EDUCATIONAL REVIEW.
finally, may be slow and gentle, or they may be
rapid and violent, determining storms. These lat-
ter rarely attain, in the Maritime Provinces, the
magnitude of western or tropical cyclones, even in
the winter, but " blizzards " are by no means un-
known, and occasionally we have, over limited areas,
and as the result of local conditions, storms which,
in intensity and destructiveness, may well compare
with those of less favoured regions. Thus, in the
month of October, 1869, there occurred what was
long known as the Saxby gale, occasioning a large
amount of loss, especially in the forest lands and
along the coast, in the former instances prostrating
great numbers of trees along narrow, parallel
bands, and on the latter, through the accompani-
ment of an extraordinary tidal wave, flooding the
marsh lands of Albert and Westmorland counties.
Somewhat later a storm of similar violence, but
more local in area, was witnessed by the writer in
the vicinity of St. Leonard's, Madawaska, when,
in the course of a few minutes, nearly all the houses
in a little French village were unroofed. A similar
result occurred in the case of a storm which, not
many years ago, passed over the settlement of
'' the Barony," in York County.
The foregoing remarks and illustrations have had
co do almost exclusively with New Brunswick. In
Nova Scotia the conditions are essentially similar,
but modified by its more insular character and lower
reliefs. Fogs reach almost every portion of the
peninsula and characterize the coast even to a
greater degree than in New Brunswick, statistics
showing for a summer mean of two years (1864
and 1865) 6.7 foggy days for Halifax as against
5.3 for St. John, while the average number of rainy
days was for the former 15.75, while that of the
latter was only 7.8. The mean summer temperature
of Halifax, as given in the Canadian Year Book
for 1868 was 60.8, that of St. John 58.1.
The influence of barriers to atmospheric flow is
well illustrated in the case of the North Mountains,
and is alluded to by Longfellow in describing the
village of Grand Pre, —
" Away to the northward
Blomidon rose, and the forests old, and aloft on the moun-
tains
Sea-fogs pitched their tents, and mists from the mighty
Atlantic
Looked on the happy valley, hut ne'er from their station
descended."
It is this feature, combined with that of its soils
(a subject to be discussed in a later chapter) which
has made the Annapolis and Cornwallis vallevs the
" Garden of Nova Scotia."
Geometrical Drawing.
F. G. Matthews, Truro, N. S.
Principal Macdonald Manual Training School.
This and the following articles have been prepared
at the request of the Editor, with a view to assist-
ing teachers to introduce geometrical drawing in
Grades V, VI, VII and VIII of the common schools.
The object in so doing is not only to give the pupils
practice in mechanical drawing, which of itself is
of great educational value, but to form an introduc-
tion to the study of geometry. Facts or principles
learned through doing are likely to remain much
longer in the memory than those obtained through
reading. The pupil will, therefore, as a result, on
commencing to study geometry, find the work very
much simplified.
A number of exercises have been arranged for
each grade, containing sufficient principles to cover
a year's work. The accompanying sheet shows those
intended for Grade V. The method of construc-
tion is briefly stated for the benefit of the teacher;
but the teacher should, in teaching the principle of
an exercise, apply it practically by making up some
interesting little problem in plotting out or design-
ing. This is most important, for, if taught other-
wise, the object of the lesson will be beyond the
child's comprehension, and therefore lost. The few
examples given after die exercises will show what
is meant, and the earnest teacher will find endless
material in the schoolroom, playground or garden
on which to base other problems. It will be seen
that many of them can be given to the children in
something of the form of puzzles, which, as we all
know, have a great fascination for children. This
feature makes the subject one of the easiest and
most interesting to teach.
The methods of using the ruler, set squares and
pencil have been fully explained in a former series
of articles dealing with " Drawing in the Lower
Grades," (Nos. 211 to 217, December, 1904, to
June, 1905). The only new instrument introduced
at this stage is the compass, which the children
should be taught to use properly from the first. In
drawing circles, no part of the fingers should touch
either leg of the instrument, but the small, straight
piece above the hinge should be held lightly between
the thumb and first finger. When taking off mea-
surements, both hands may be used, as with divides.
Great care should be taken with the drawing,
given lines and resultants being drawn with firm
black lines, while working lines should be subdued
as much as possible. These can then, if necessary,
be cleaned out afterwards.
THE EDUCATIONAL REVIEW.
14?
All new terms, such as radius, arc, circumference,
degrees, segment, etc., should be carefully explain-
ed, and simple definitions given as new figures are
introduced, but no attempt should be made to prove
the truth of any problem, except by optical demon-
stration, until commencing to study theoretical
geometry.
Fig. i. To bisect a straight line. — Place the
point of the compass on A, and with any radius more
than half of the line, describe an arc. With B as
centre and the same radius, describe another arc.
Join the points of intersection C and D by a straight
line cutting AB in E. Then E is the middle point
of AB.
Sample exercise on above. The line A B
represents a form to hold four children. Mark off
an equal space for each child. (Bisect the line,
then bisect each half).
Fig. 2. To bisect an arc or regular curve. — The
same construction as in Fig. i.
Sample exercise : The curve AB is the arch at
the top of a door or window. Find the centre point
from which to hang an ornament.
Fig. 3. To bisect a straight line by means of set
squares. — Place a ruler under the given line, and
rest a set square on it with one acute angle at A
(300 is the most convenient). Draw the line AC.
Keverse the set square, and with angle at B draw
the line DB. Place the ruler above the line and
with set square beneath, similarly draw AF and
EB. Join GH. I is the middle point of the line.
Fig. 4. To draw a straight line at right angles
to a given straight line, from a point at or near the
middle of the given line. — With O as centre, and
any convenient radius, mark off C and D equidistant
from it. From C and D as centres, and radius
greater than CO, describe arcs intersecting at E.
Join EO, which will be at right angles to AB.
Sample exercise: The line AB represents a level
piece of ground. At the point O we wish to erect
an upright line for a flag pole.
Fig. 5. The same as Fig. 4, but from a point at
or near the end of the line. With the given point
O as centre, describe on arc nearly a semicircle.
From C, and with the same radius, mark off D
(6o°). From D, with the same radius, mark off
E (another 6o°). Bisect DE (as in Fig. 2) by arcs
at F. Join FO, which will form the right angle
with AB.
Fig. 6. The same as Fig. 4 (Builders' method).
— Let AB be the given line and 1! the given point.
Divide AB into four equal parts, and produce AB
to C, making BC equal to one part. With B as
centre and 3 parts as radius, describe an arc. With
A as centre and 5 parts (AC) as radius, describe
another arc intersecting at D. Join DB, which is
the required line.
Sample exercise: AB is the front or street line
of a house. Draw the side DB to be perfectly
square with it.
Fig. 7. The same as Fig. 4, from a point over,
or nearly over, the centre. — Let AB be the given
line and O the given point. With O as centre and
any radius long enough to cut the line, draw the
arc cutting AB in C and D. With C and D as
centres, draw arcs cutting at E. Join OE cutting
AB in F. Then OF is at right angles to AB.
Fig. 8. The same as Fig. 4, from a point over,
or nearly over, the end of the line. — Let AB be the
given line and O the given point. From O draw
any line OC towards A. Bisect OA in D. With
D as centre and radius DO, describe a semicircle
cutting AB in E. Join OE. Then OE is at right
angles to AB.
Exercise: By drawing the semicircle in various
positions the children may be shown that the angle
in it is always a right angle, by applying the 900
angle of the set square. No further proof is re-
quired at this stage.
Fig. 9. The same as Fig 8. Another method. —
With A as centre and radius AO, describe arc OC.
With B as centre and radius BO, describe arc OEC.
Join OC, cutting AB in D. Then OD is at right
angles to AB.
Fig. 10. The same as F'ig. 9. Point beyond the
end of AB.
Construction the same as Fig. 9.
Fig. 11. To draw a straight line parallel to a
given straight line at a given distance from it. —
Let AB be the given line and C the given distance.
1 ake any points near the ends of the line, and with
radius equal to C, draw the arcs D and E. Joiij
across the tops of the two arcs. Then DE is
parallel to AB.
Exercise: Draw two straight lines three inches
long and two inches apart. Between them draw
two other lines, so that the four shall be equidistant
and parallel.
Fig. 12. To draw a straight line parallel to a
given straight line and through a given point. —
Let AB be the given line and O the given point.
With O as centre and any radius reaching nearly
to B draw arc CD. With C" as centre and the same
radius draw arc OE. .Measure OE with compass
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THE EDUCATIONAL REVIEW.
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THE EDUCATIONAL REVIEW.
H9
and mark off CD equal to it. Join OD. Then OD
is parallel to AB.
Exercise : AB represents the edge of a grass plot.
I wish to set off another parallel to it commencing
from O.
Fig. 13. To describe a circle with a given radius.
— From any point O with radius equal to E, describe
the circle.
A good exercise at this stage is to start with a
circle of about ij4 inches radius, and draw a series
of concentric circles, lessening the radius by }4
inch each time. The smaller they get, the more
difficult to get a good even line.
Fig. 14. To describe a square on a given straight
line. — Let AB be the given line. At A construct a
right angle BAC cutting off AC equal to AB. With
B and C as centres and radius AB, describe arcs
cutting at D. Join CD and BD. ABCD is the
required square.
Exercise: Demonstrate with set square that all
the angles are right angles, and with compass that
all sides are equal, and educe an easy definition.
Fig. 15. The same as Fig. 14. With set squares.
— Place the ruler under AB, and with set squares
draw right angles at A and I>. Mark off C and D
equal to AB and join.
Exercise : Join AD and BC. Measure them with
compass. If correctly drawn, they will be equal.
Fig. 16. To inscribe a square in a given circle.
— Draw any diameter AB. At centre O erect per-
pendicular cutting circumference in C and D. Join
AC, CB, BD and DA, which gives required square.
Exercise : O is the point in the middle of a
garden. Lay out a square plot so that the corners
shall all be equidistant from O.
Fig. 17. To construct an oblong. Length of
sides given. — Let AB and C be the given sides. At
A and B erect perpendiculars, making AD and BE
each equal to C. Join DE, or follow the same con-
struction as Fig. 14.
Fig. 18. To inscribe a regular hexagon in a
given circle. — From any point A on the circumfer-
ence, step off AB, BC, CD, DE, EF and FA all
equal to the radius of the circle. Join the points
with straight lines.
Exercises: 1. Make a six-pointed star. (Mark
off points as above, and join alternate points AE,
EC, CA, BF, FD and DB).
2. Draw a circle with six lenses.
Fig. 19. Construct a hexagon on a given base.
— Let AB be the given base. With A as
centre and AB as radius, describe arc BOC. With
B as centre and same radius, describe arc AOD.
With O as centre and same radius, describe arc
CEFD. Cut off CE and DF each equal to AB.
Join BD, DF, FE, EC and CA.
Fig. 20. The same as Fig. 19. Set square
method. — Place ruler under AB. With set square
on ruler, 60° angle at A, draw AF. Slide set square
to B and draw BC. Reverse set square and draw
BE and AD. Draw verticals at A and B, cutting
slanting lines at E and F. With 6o° angle draw
lines back from E to D and F to C.
The remaining dotted lines show the various
positions of the set square.
Sunshine in the Shadows.
" Our idea has been to carrv the good cheer into
the home." writes Maud Ballington Booth in the
December Delineator. " Christmas is pre-eminently
a home festival. It may be good, under some
circumstances, to call the poor to a great dinner,
and undoubtedly much joy has been given to little
ones by the decking of the Christmas tree, but so
far as our effort is concerned, we feel that we can
do the most by bringing brightness into destitute
homes. However good the dinner, it is forgotten
in the hunger of to-morrow ; and the bright festival
around the Christmas tree makes the fireless home
the more dreary when the little ones return to it.
This thought lias promoted us to soe"d our Christ-
mas funds in sending food. fuel, clothing and tovs
into the home and adding all the comforts possible
to these cheerless lives, not only on that one dav.
but durincf the winter season. The oranges and
toys, the Christmas stocking and the turkey together
with a good supply of coal with which to cook it,
mean warmth to the chilly garret and will gladden
the children's Christmas day. but what a comfort
during the remaining winter davs will be the wartrl
overcoat and good strong shoes to the little ones
who had before to shiver to school in broken shoes
and thin cotton garments.
" Thousands of families are helped by the Salva-
tion Army Volunteers in our big cities, and while
they are thus caring for the manv poor. I have
undertaken in my special work the playing of 'Santa
Claus's Partner ' to the destitute families of the
men in prison. In our Volunteer Prison Depart-
ment we have chronicled the names and ages of all
the little ones who are registered in our Christmas
book, and it takes us a whole month to prepare for
the eventful day. With the money generously sent
in from manv sources I buv several thousand dol-
lars' worth of warm garments. Last Christmas we
used scventv-five dozen pairs of children's stock-
ings. To all those families at a distance we send
the Christmas boxes carefullv packed, but to those
in New York City we deliver personally from our
express wagon on Christmas Eve the gifts that are.
to gladden the little ones,"
150
THE EDUCATIIONAL REVIEW.
Visualization.
Mrs. Catherine M. Condon.
Visualization has been defined as the local memory
of the eye, although it really includes much more.
The ability to make a voluntary and sustained use
of this power— visualization— lies at the very foun-
dation of a progressive intellectual life, and is in-
dispensable to the artist. Like every other mental
endowment, it varies, both in kind and degree, in
different individuals. Some, for example, never
forget a face once seen, whether it be the beloved
features of a departed friend, or the living face
itself, which is instantly recognized after, it may be,
years of absence. A swift comparison is made
between the object presented to the senses and the
mental image stored up, and perhaps long dormant ;
the visualized image, in a flash, is compared with
the friend's face and form, and this results in
recognition. The process is as swift as it is subtle.
But the recognition of an object presented to the
sight is the simplest manifestation of this power,
although it is not so simple as may at first appear.
A child sometimes sees an object many times before
he recognizes it at once, and with certainty, from
the mental image — the product of visualization.
How vague and defective the first visualized images
in the mind of a child must be, may be gathered
from the crude pictorial representations made by
children. After making due and large allowance
for the want of manual skill, lack of facility in the
use of language, and general inability to express
ideas, one is still surprised to find how blurred and
incomplete mental vision is. not only in the child,
but even in persons you would judge to be capable
of visualizing, recognizing and reproducing, in some
one or other of the expressive arts, their mental
images with clearness and precision. The mere
instinctive and untrained use of visualization is very
deceptive, and, by consequence, largely inoperative
as an educational force.
Take the child who drew a mouse on his slate,
for example ; a circular motion of the pencil gave
the eye. a straggling line the tail, and there you
have the picture of the mouse ; and what is so
strange and thought-compelling is, that the child
was satisfied with the crude production. It may
well be that the glancing eve and tense, long-drawn
tail were about all that impressed themselves on the
child's brain, for however awkwardly drawn the
other parts of the mouse might have been, had thev
been drawn at all. they could not have been repre-
sented without having left some trace on the mental
retina.
Take now an example of splendid visualization
in Turner, the famous painter, in his wonderful
picture, " A great storm from a railway carriage."
The incident was related by a young lady who was
in the same carriage with the painter and his friend.
The storm was a fearful one. Turner, who had
been watching it, asked permission of the lady to
open the window and to look out, so as to have a
larger view of the storm. After gazing with great
intensity on the tempest, by which the very heavens
seemed gashed and rent asunder by the lightning
flashes that were almost continuous, he drew in his
head and shut the window, after allowing the lady,
also at her urgent request, a brief survey, for it was
now raining in torrents, then sat down, and, lean-
ing back in his seat, closed his eyes for some time.
What was he doing? He was, by an intense, con-
scious and combined effort of the intellect and will,
reproducing the whole scene, and fixing it so vividly
and so ineffaceably that it was possible for him to
review it at pleasure ; and from the stored-up mental
image his marvelous sikll as an artist enabled him
to give the splendid vision in concrete form for the
delight of others — a supreme result of the trained
power of visualization.
This power of visualization exists in kind,
although differing in degree, in every one : but in the
artist, poet, and in writers of marked descriptive
ability, it is present in large measure, so that the
reader is forced to see the picture as presented.
Who, in reading " The Ancient Mariner," has not
felt the power of that cold, compelling eye that
arrested and held the unwilling wedding-guest?
And how plainly Goethe makes us see, scene after
scene, in which Mephistopheles. Faust and
Margaret figure.
To him who has raised visualization from the
merely instinctive and casual to an art, practised ->t
will, the life of the intellect is rich and glowing with
vivid conceptions. Great inventions stand out. clear
as crystal, in the inventor's mind long before
they are fixed in material form, and things that are
not are to him as though they were.
Now how shall we develop this amazing power
of the human mind in our children so that it may
be of real service in the practical business of life?
How, in Froebel's words, shall we enable the child
to make the outward, inward, and the inward, out-
ward? How begin the process, keep it up, and
render it cumulative? The retina receives the
THE EDUCATIONAL REVIEW.
151
image instinctively, but unless the object be
observed, no clear abiding impression is left on the
brain. It is bad enough to lose even one single
impression of value. We will deal here with the
child in the primary school. The teacher must
understand that, in too many cases, he will have to
do work that should have been the business of the
nursery. Speech, the first of the expressive arts,
must be clear, articulate and have definite meaning;
this involves careful looking at some definite object
of interest to the child, say a cat. Ask those who
have a cat of their own to say so ; select some of the
brightest to tell all they have observed about their
cat; then select a dull child, draw out what he
knows, and delicately help him to express his
struggling notions in words plainly spoken. Be
helpful to his halting, incoherent speech. Let him
feel the faint stirrings of his own mind, no matter
how dull and feeble they may be, and let him ex-
press them in speech, even if. at first, he only repeats
after vou. a little, easy sentence that you have
framed. Remember, the first intelligent efforts of
the child are purely imitative, and must be helped.
Do not be afraid of asking questions that are too
simple, for you have before you a rather complex
problem, viz., careful observation to secure future
recognition of the object, the forming of a clear
image in the untrained mind, and the representation,
in concrete form, of a concept in the young mind.
The natural, and therefore the easiest method of
expression, is by means of audible speech.
Ask questions about the cat's legs, its tail, how it
differs from that of a dog, or a horse, or a pig;
about its paws and claws, and what effect the
temper of a cat has upon them ; on the lay of the fur.
whether it is kind to rub pussv uo the wrong wav;
whether thev are not vexed if their faces are rubbed
up carelesslv when they themselves are washed in
the morning:.
Now for visualizing: tell them to shut their eves
and trv to* see a fine black cat. Watch the little
faces and vou will observe strikine differences in
expression. Some will visualize the black cat so
vividly that thev will laugh right out with delight.
Take pains to find out how much of the black cat
thev really see; others will have no mental vision
of the b'ack cat. or. indeed, of anv other cat. These
have been neelected and must be helped with
natient kindness. Find out some obiect that thev
know well : let them talk about it till thev are full
of interest ; then get them to shut their eyes and trv
to see it. If they can see it, let them describe it,
and help them to clear up any vague or incorrect
impressions.
This exercise must not be kept up too long, or the
tender brain may be unduly strained. Put a rough
sketch of a cat on the board, without one unnecessary
stroke, and let them draw it on their slates ; it will
not amount to much as drawing, but it will help
them to a clearer mental image. Then write in
plain script the word cat, and let them see it is a
symbol so easily and quickly made. If you set
about this in earnest, and succeed in interesting the
children, you will have at least given them the
power of calling up one clear mental image; the
desire to make a representation (rough, it must be
granted) of what appeals to them, in " the universal
language of the eye," and also the power of express-
ing the idea in language more or less fitting, and
later on in forms more or less artistic. This is but
a small and feeble beginning in the art of conscious
and voluntary visualization, but it is a beginning on
sound principles suited to the mind of the child.
Those principles may be applied to every subject
at every stage of progress ; the result will be to gain
the power and habit of correct and vigorous
thought.
A Lesson in Deceit.
She is the daughter of a grammar school principal
in Colorado Springs. Her first day in school she
whispered and was kept after school. The same
on the second day. The third, the same. The
fourth day she came home on time. No after
school that day. She was beaming with delight.
" Oh, mamma, I've learned how to do it. All I
have to do is to whisper when teacher's back is
turned."
" Three knots an hour isn't such bad time for a
clergyman," smilingly said the minister to himself,
just after he had united the third couple.
The publishers of Webster's International Dic-
tionary have just issued a handsome thirty-two page
booklet on the use of the dictionary. Sherwin
Cody, well known as a writer and authority on Eng-
lish grammar and composit-on, is the author. The
booklet contains seven lessons for systematically
acquiring the dictionary habit. While it is primarily
intended for teachers and school principals, the
general reader will find much of interest and value.
A copy will be sent, gratis, to anyone who addresses
the firm, G. & C. Merriam Company, Springfield;
Mass,
152
THE EDUCATI ON AL REVIEW.
Some Criticisms of Our Methods of Teaching:.
By Principal Chas. D. Richards, A. B.
[Read before the York County Teachers' Institute, Fred-
ericton, October n, 1906.]
One of the striking characteristics of present-day
Canadian sentiment and Canadian expression is
that of self-gratulation upon the wonderful advance-
ment which we are making in all the various phases
of life. This is especially noticeable in respect to
our commercial and industrial activity. It is a
favourite theme of writers and speakers, and every-
where it touches a responsive chord in the spirits
of all loyal Canadians.
Co-existent with this commercial and industrial
progress there is also an intellectual advancement,
which, while receiving less general public attention,
may be considered with an equal measure of pride
and gratification.
We, as teachers and as a part of the educational
life of New Brunswick, may reasonably claim that
we are not behind in this general advancement.
The schools of to-day are so far ahead of those of
a quarter of a century ago that even the most blind
and stubborn of our chronic grumblers cannot but
admit their superiority.
But while thus in a broad and general sense we
easily perceive a marked improvement, it is not
fitting that we should calmly fold our arms, and,
with pharisaical complacency, flatter ourselves that
there is no further need of, or opportunity for,
improvement. Because, on the whole, our schools
are better to-day than twenty-five years ago, it does
rot follow that in all matters of detail they are
superior. Far from it. And even were we thus
inclined to rest contented with what has been accom-
plished, to let well enough alone — a supposition
which I know is far from being true — such a course
would not be possible. On all sides we meet
with an array of critics, who are not sparing in
their criticisms, those who are as ready td tear
in shreds the fondest theories of our experienced
leaders in educational thought, as are others to
wound the feelings of our new and un-tried teach-
ers with their frequently unreasonable and med-
dling criticisms.
It is my purpose now to consider more particular-
ly some of our methods of teaching, and to point
out in relation to them what are, in my judgment,
our improvements, and, on the other hand, what
are some of our chief weaknesses. I cannot, nor
(Jo I desire, to make reference to all of them, and
there probably will be no natural sequence in the
order in which I place them.
First of all, then, I shall call attention to the
training of the power of observation. Education
has deen defined as the harmonious development of
all the powers of child nature. We are concerned
here, of course, only with the education of the child.
Taking that definition as a criterion, I believe that
it is only within the last twenty-five years that any
very great effort has been made — I do not say how
successfully — to meet its requirements, that is, to
reach all the faculties of the child. The power of
observation is one of the earliest faculties, as it is
one of the last that we are systematically training.
The natural sciences are the subjects which, more
than any others, afe instrumental in this develop-
ment. The practical work which the examination
of a buttercup or the preparation of hydrogen
necessitates, is undoubtedly educative. In connec-
tion with this, I must say that I think we ought to
welcome with pleasure the introduction of a com-
paratively new feature of school work, namely,
Manual Training and Domestic Science. They pro-
vide a splendid training for the eye and hand, in
neatness and accuracy, and, in addition, they have
the advantage of being practical.
And yet we are all conscious of the strenuous
opposition with which the introduction of these
branches is being met. The opposition, also, is not
altogether from outside ; many teachers, if not
actually opposed, are at least lukewarm in their
support. This is but natural ; they see in it an
addition to the already crowded curriculum. But
these subjects have come to stay, and all that can
be done is to make a re-adjustment or correlation
of the subjects so as to provide time for these.
In the second place, it seems to me that the one
faculty upon which we are exerting our greatest
attention is the reason. To-day we teach mathe-
matics. We need only to compare the present
Unitary Method with the old system of. Proportion
or the Rule of Three. From the earliest steps in
number work to the most complex problems in
geometry or algebra, every process is carefully
reasoned out and explained. Not only in mathe-
matics, however, are we applying the principles of
reason. In grammar as well do we find scope for
the use of this power. In my opinion, the analysis
of a long and complex sentence affords nearly, if
not quite, as good an opportunity for exercising the
reason.
THE EDUCATIONAL REVIEW.
153
But it is in the realm of mathematics that reason
is pre-eminently dominant. In the teaching of
geometry, the deductive method is giving way to
the inductive. This is a subject which, for at least
seventy-five per cent of our pupils, will have no
practical value. It is valuable only from an educa-
tive standpoint, and as such should indeed be taught
in the way most fitted for the greatest development
of power, of reason and of original thought. This
surely is the inductive method. And yet, whether
the inductive or deductive method is used, it is
almost entirely reasoning. Algebra, again, has but
little practical value. Here, also, the reason is
developed.
Arithmetic, on the other hand, while affording
opportunity for training in reason, has an eminently
practical value, a fact which I fear we too often lose
sight of in our teaching. We treat it much the
same as we do geometry and algebra, forgetting
that, in this subject, the " how " is of just as great,
if not of even greater, importance than the " why."
It is in regard to this subject and the results
obtained in its teaching that we meet with some of
our greatest criticisms. We are all familiar with
them : that the boys of to-day cannot add a column
of figures correctly and quickly ; that it takes them
twice as long to work a simple commercial problem
as their fathers, who had only two or three years'
schooling, etc. And we know, too, that in many
cases these are not idle or unjust criticisms
I do not mean to say that we do not need to have
solutions written out. I believe we should, and
carefully written, also. But what I do say is, that
we might very well give more attention to the teach-
ing of practical arithmetic. I believe that it is right
that pupils should understand the reasons for their
various operations at some time or other. I can
understand that a pupil ought not to be permitted
to subtract 29 from 75 in the old way: 9 from 5
you can't, borrow 1 from the 7, makes 15, 9 from 15
leaves 6, and so on. But I believe that a great deal
of time can easily be wasted in continual repetition
upon the various reasons for things which might
more profitably be spent upon drill in practical
work. It may be all very well to manufacture two
or three of the multiplication tables, but it seems to
me a sheer waste of time to go thus through the
whole list. And again, I do not see that it makes
so much difference whether a pupil says the tables
one way or the other, provided he can say them.
The main object is that he should know them, and
know them thoroughly; and once he does, it is of
little importance in using them which way he learn-
ed them. The great essential in arithmetic is to
know how to work practical questions quickly and
accurately; and to acquire this ability continuous
repetition and drill is needed.
In what I have said in reference to the teaching
of arithmetic, I do not wish to be understood as
detracting from its value as a purely educative sub-
ject, as a means for the development of the reason.
Much in the present method should meet with
our heartiest approval. Hut at the same time I do
desire to emphasize what seems to me a tendency
to carry this method too far, and to emphasize also
the need of a greater consideration of the practical
side of the subject.
Further, I have felt that there is a growing tend-
ency to apply the reasoning method almost exclu-
sively to each and every subject of the school
curriculum. This gives a splendid training for the
one faculty, but it means a corresponding deficiency
of development in other faculties. Chief among
those powers of the pupil, which I believe are thus
being sacrificed, is the memory. I am strongly of
the opinion that our present-day school may well
learn a lesson from the past. We are not making
the demands upon the memory which formerly
were made, and which I believe we ought to make.
Some of our subjects, such as History and
Geography, while permitting the use of reason to a
great extent, are primarily memory subjects. These
subjects give us certain facts relative to the earth
and man's existence upon it. A question naturally
arises here: Considering the great number of facts
which history and geography present to us, what
ought to be the minimum to be required of our
pupils who complete the ordinary school course?
To read our newspapers and literature, to take an
active interest in national affairs, to be an intelligent
citizen, it is indispensable that one should have a
wide and accurate knowledge of the world's
geography, and, though possibly to a less degree,
of the world's history. This, then, is the answer,
and what does it mean? That our pupils should
be expected to know accurately the most important
physical features, political divisions, towns and
cities, industries and products of all countries, and
to know the history of their own country thorough-
ly, and of the world somewhat more generally, but
still accurately.
Next we may ask : How is this knowledge to be
obtained? And I would answer: T care not so
much how it js obtained, provided it is obtained,
154
THE EDUCATIONAL REVIEW.
The reason may be brought into use in many
instances, but the memory must be the main resort
in the end. Constant drill in memorizing is the
keynote.
Here, again, let us employ the reason, the eye,
the hand, or any other power which may seem suit-
able ; let us show the sequence of events when such
a, sequence is not beyond the comprehension of the
pupil ; but let us not forget the purpose to be aimed
at in the teaching of these subjects, and the chief
powers to be developed; let us not sacrifice results
in order that we may adhere closely to the old
time-honored maxim, a maxim which has become
almost a fetich : "We must proceed from the known
to the unknown.
Were it not that our powers at Teachers' Insti-
tutes are somewhat prescribed, I should like to say
a few words regarding our text-books in history and
geography. At any rate, I trust I shall not be over-
stepping my privilege to any very great extent in
stating, in all deference to those who have chosen
these books for our use, my own serious opinion, an
opinion which I believe is shared in common with
many teachers throughout the country and through-
out the province, namely, that our present text-books
in these subjects, far from being an improvement
upon the old, are indeed inferior to them.
I am conscious that my suggestions regarding
the place of reason and memory in the teaching of
mathematics and of history and geography may not
be entirely orthodox, may not meet with universal
approval. But I believe that very few will be in-
clined to dissent when I say that in the domain of
Literature our schools are sadly deficient in memory
work.
The old Greeks and Romans were accustomed to
memorize practically all of their poetry. John
Bright, the great English orator and statesman,
could recite with ease Byron's " Childe Harold:"
Macaulay knew by heart the greater part of English
and indeed a great deal of classical poetry. Ruskin,
the greatest master of English, has said that his
command of the language was due to having had
to learn, when a boy, long passages of the Bible and
of poetry. Scores of others might also be mentioned.
However, I readily realize that what was a neces-
sity with the Greeks and Romans, when writing
was so little in use, what was a possibility in the
last century in England, when the natural sciences
were almost unheard of, and mathematics were as
yet in their infancy, is scarcely possible with us in
this day, when our energies are divided among so
wide and varied a range of subjects. But surely
much more could be accomplished in this direction
than is being accomplished.
Our literature abounds with poetry expressed
with grace and charm of language, resplendent with
exquisite beauty, glowing with lofty sentiment, or
thundering forth in tones of stirring and powerful
inspiration. And it is a fact, I believe, and a most
regrettable one, that our pupils are woefully ignor-
ant of these elevating and inspiring poems. They
may have a dim and hazy knowledge of them, but
they have not that accurate knowledge and personal
appreciation of their beauty which is only derived
from closest study or memorizing.
I have laid emphasis heretofore upon the practi-
cal element in teaching, but I do not wish to under-
estimate another purpose to be sought, namely, the
ethical and moral training. And surely it is to the
study of literature that we may look for the greatest
aid in this development. Poetry provides us a
means of learning and retaining much of the best
and noblest thought which has ever been expressed.
We cannot, at least so easily, memorize prose.
There is in the very nature of poetry, in its
rythmical flow, something which materially assists
us in remembering.
Who of us does not feel better and stronger in
being familiar with, in being able to recite, if you
will, many of our best poems? We may read
Southey's "Life of Nelson," with all its beautiful
description ; we may know thoroughly the history
of Nelson's life ; but these will never give us the
thrill of pride and inspiration that we receive from
those two short poems of Thomas Campbell, "Ye
Mariners of England." and "The Battle of the
Baltic." We may read the history of the rural life
of England, but what can equal Gray's " Elegv "
in its accuracy of description of this very life? And
it would be difficult perhaps to estimate the ethical
and moral value of this poem, aside from its purely
literary merit. Can any history or story so vividlv
portray for us the peaceful lives and unhappy
wanderings of those unfortunate people, the exiled
Acadians as Longfellow's " Evansreline ? " And
how many others we might add to these !
We occasionally hear the statement, that we have
no Canadian literature. Eortunately this is, I be-
lieve, onlv partly true. We are developing a litera-
ture of prose. We have some writers of world-
wide fame, such as Roberts. Sir Gilbert Parker and
Ralph Connor. But as regards poetry, the criticism
is possibly a just one. It is probably true that
THE EDUCATIONAL REVIEW.
155
poets are born, and not made; and it may also be
true that the age of poetry is passing away. But
may it not also be that a greater study and a more
thorough knowledge of existing poetry would be an
inspiration to succeeding generations to emulate the
past? Is it not worth while making the effort?
There is just one other phase of school life to
which I would invite your attention — a phase in
which, I believe, lies one of our greatest weaknesses.
It is summed up in the one word — " Work." If
the school of the old days had one special merit, it
was this, — that it was a serious place, it was a place
for work. The birch rod and the leather thong of the
schoolmaster may not have been the embodiment
of the best educational methods, but they at least
succeeded in turning out men who would work.
To-day our schools are lacking in this spirit of
earnestness. From the earliest days everything is
made so easy and plain for the pupil, all the diffi-
culties are so clearly explained, that he has come
to consider school simply as a place where he may
remain more or less passively still, and be filled,
at least filled sufficiently to enable him to pass cer-
tain examinations, and receive at the end of his
career a high school or other certificate.
I do not so much mean that more work should
be done, though that, I believe, is very possible, as
that more serious work should be done, and by the
pupils. Teachers do too much ; the pupils too little.
The latter should be made to realize that there is a
certain amount of hard grinding, and they should
be expected to do this. It is not always necessary
or important that they know why; it is sufficient
that they do it. It will be a splendid training in
diligent application such as will be of inestimable
value to them in after life. They are not too young
to begin. I believe we often err in making much
of our work too easy, and not demanding enough
work, simply for the pure work's sake. How much
greater is our appreciation of that which we have
obtained by hard, consistent plodding? Memory
work in literature is applicable here. It does not
matter that the pupil may not understand all that
he is asked to memorize. He will retain it, and
later he will understand, when he will not have the
time or opportunity for learning. There are mark-
ed differences of opinion as to the amount of work
to be required from the pupils. I am of the opinion
that our demands are too small, rather than too
great. Above all, let us impress upon the pupil the
idea that school is a place not for play, but for
work; let us begin the training which will fit
him to become an active and useful citizen. Milton
has defined education : I call that a complete and
generous education that which fits a man to per-
form skilfully, justly and magnanimously all the
offices, both public and private, of peace and war.
This has been generally accepted as a sound and
comprehensive definition. To meet the require-
ments which it suggests, good, hard, earnest work
is necessitated.
It is quite possible, indeed very probable, that
some of the ideas which I have expressed are not
altogether in harmony with accepted pedagogical
principles. But I am little concerned as to that.
My purpose has been to bring before the Institute
some ideas which may be suggestive of thought and
discussion, and thus lead, in some degree at least,
towards that purpose for which we are assembled
here — the improvement of our present methods of
teaching.
Yussouf.
A stranger came one night to Ynssoufs tent,
Saying, "Behold one outcast and in dread,
Against whose life the bow of power is bent.
Who flies, and hath not where to lay his head ;
I come to thee for shelter and for food,
To Yussouf, called through all our tribes 'The Good'. "
"This tent is mine," said Yussouf, "but no more
Than it is God's ; come in, and be at peace ;
Freely shak thou partake of all my store
As I of His who buildeth over these
Our tents His glorious roof of night and day.
And at Whose door none ever yet heard Nay."
So Yussouf entertained his guest "that night,
And. waking him ere day, said : "Here is gold ;
My swiftest horse is saddled for thy flight;
Depart before the prying day grows bold."
As one lamp Lights another, nor grows less.
So nobleness enkindleth nobleness.
That inward light the stranger's face made grand,
Which shines from all self-conquest ; kneeling low,
He bowed his forehead upon Yussouf's hand.
Sobbing: "O Sheik, I cannot leave thee so;
I will repay thee ; all this thou has done
Unto that Ibrahim who slew thy son I"
"Take thrice the gold," said Yussouf, "for with thee
Into the desert, never to return.
My one black thought shall ride away from me;
First-born, for whom by day and night I yearn,
Ralanced and just arc all of God's decrees;
Thou art avenged, my first-born, sleep in peace !"
— fames Russell Lowell.
I find the Review very helpful. I could not do
without it now. Nellie B. Croan.
Durham, N. B,
15G
THE EDUCATIONAL REVIEW.
Suggestions for Christmas Exercises.
Appoint a committee, with the teacher as chair-
man, to decorate the schoolroom. Let everyone do
something to help, however little. Borrow pictures
for the day. Have a Christmas tree. The hints
in this and previous numbers of the Review may
be helpful in furnishing it; and also in providing
readings and recitations for a public entertainment,
to which the parents and friends of the children
should be invited.
An exceedingly pretty custom in some primary
rooms is to direct the children in the making of
tiny Christmas baskets, which they place about the
room on shelves and window-sills, to see if Santa
Claus will fill them in the night.
When the baskets have all been made and placed,
two or three children who most need the lesson are
kept, and asked if they would like to be Santa
Claus. A small package is produced. One child
puts a raisin in each basket, and another a candy.
These baskets are in sight, but above reach, and
their examination makes part of the last day cele-
bration.
In all work and exercises during the month, keep
the significance of Christmas before the children.
It brings before us the life of Christ; teaching us
self-sacrifice and unselfishness; going about con-
tinually doing good. Let each resolve to do at least
one kind act, and to speak at least one kind word
to some one, every day, and to keep it up during
the next. How such speaking and doing would
change the world in a little time !
Empty Stockings.
Oh, mothers in homes that are happy
Where Christmas comes laden with cheer,
Where the children are dreaming already
Of the merriest day in the year,
As you gather your darlings around you
And tell them the "story of old,"
Remember the homes that are dreary!
Remember the hearts that are cold!
And thanking the love that has dowered you
With all that is dearest and best,
Give freely, that from your abundance
Some bare little life may be blessed!
Oh, go where the stockings hang empty,
Where Christmas is naught but a name,
And give— for the love of the Christ-child !
'Twas to seek such as these that He came.
— Ladies' Home Journal.
The Christmas Spirit
An elderly man was on the stage at the Five Points
Mission one Christmas day. He addressed the audience
thus : "Forty years ago I came in here on a Christmas Eve.
I was ignorant, I was wicked, idle, and was wandering
about. The room was full of just such fellows. Mr.
Pease asked us what good we had! done, saying that those
who worked did good ; and pretty soon he took us into
another room, and we had quite a feast. After that he
said he had shown us the way and we must do the same
for our fathers and mothers and all who needed it.
"I went aw^y and came back the next Sunday, as he
asked, and he recognized me. What good have you done,
John?' he asked. I said I had got some work and that
the boss had praised me. He replied, 'If you keep right
on you are a saved man ; Christmas has got into your
boots sure enough.'
"I kept on, right on. I went to evening school in Marion
street; I dropped my old bum acquaintances and learned
the engineering business and am now an engineer on an
Atlantic steamer. I have come here to tell you to have the
Christmas spirit ; try to help some one to get the Christ-
mas spirit."
There is power in the Christmas spirit. Its influence
may make a new life dawn in the heart.
A Christmas Scene.
In our efforts to cultivate a spirit of unselfishness and
of willingness to give and make others happy, we must
be careful not to overdo and make the Chrismas story
seem prosy to the child. If so, we are apt to destroy the
spirit that we aim to cultivate. We must not ignore what
has been, perhaps, his whole pleasure and thought here-
tofore, that is, the Christmas tree and Santa Clans. Last
year while we were studying the story of Christmas, we
made a Christmas scene in the sand table.
We got some evergreen branches and arranged them
to form a tree. We fastened this tree securely in one
corner of the sand table. The pupils made pink and white
paper chains, to decorate the tree with. This was to be
a play Christmas tree, so we cut apples, oranges, stockings,
stars, etc., from colored papers and hung these on a tree.
In our construction work, we had learned to make boxes,
baskets, and sleds, so we made these for presents also.
When the tree was completed some one suggested that
we have a Santa Claus. I drew an outline of Santa on
heavy paper. One of the pupils cut this out and with the
assistance of several others, Santa was appropriately
dressed. His clothes were made of colored paper and pasted
onto the form. Then a standard was pasted at his back
so that he could stand by the tree. Now, we wanted a
ladder. The making of this ladder furnished busy work
for two pupils during a recitation. The ladder was one
foot long and the steps were two inches apart. We made
it of blue blotting paper, and we placed it so that it leaned
against the tree.
Now we needed a reindeer and a sled. We made a large
sled similar to the small sleds that we made and filled it
with presents, such as dolls, horns, balls, etc., which the
pupils cut from paper. For some time we couldn't get any
reindeer, but the pupils were on the lookout and finally two
THE EDUCATIONAL REVIEW.
t57
were found and answered the purpose very well. They cut
these pictures of the reindeer from covers of two December
magazines, then pasted them on heavy paper. They then
cut them from the heavy paper, and pasted a standard to
the back of each. They placed the reindeer in line, in
front of the sled, and hitched them to the sled with red
paper harness. This completed the scene in the sand table.
The making of) this scene furnished material for a great
deal of busy work and a great deal of pleasure. Of course
this was a real play tree; we did not give the presents to
any one, but we played that we were making them for
some one. Whenever a child made anything for the tree
he had the privilege of telling us for whom he made the
present. Sometimes the present was made for some one of
the family. Again, something was made for some character
in a story. Several presents were made for the "Little
Match Girl." One little pupil always made her presents
for a little colored girl who had lost her mamma.
In addition to this work, each child made two real
presents to give away, but I think the play tree was a help
in cultivating the real Christmas spirit. — Primary Educa-
tion.
'Tis Christmas Day.
'Tis Christmas Day and we are far from home,
But not so far as He, the Child, who came
That winter night down from the starry dome
To give us life who call upon His name.
'Tis Christmas Day— the East repeats the word
And then forgets the meaning of His birth,
Forgets the carols that the shepherds heard —
How Heaven itself proclaimed Him to the earth.
'Tis Christmas Day, and those afar we love
Send messages of peace on earth and cheer,
But He who brought these with Him from above —
Our guest from Heaven — found cheerless welcome here.
'Tis Christmas Day, the welcome long delayed
Is ours to give once more : Come, little Child,
And dwell within our hearts, for they were made
To be Thy home all sweet and undefiled !
— Choutauquan for December.
The First Christmas Tree.
Once upon a time the Forest was in a great stir, for the
wise old Cedars had told of strange things to be. They
had lived in the Forest many, many years; but never had
they seen such marvelous sights as were to be seen now
in the sky, and upon the hills, and in the distant village.
"Pray tell us what you see," asked a little Vine.
"The whole sky seems to be aflame," said one of the
Cedars, "and the Stars appear to be dancing among the
clouds ; angels walk down from heaven to the earth and
talk with the shepherds upon the hills."
"How I should like to see the angels and the Stars I"
sighed a little Tree near the Vine. "It must be very
beautiful. Oh, listen to the music !"
"The angels are singing," said the Cedar.
':And the Stars are singing, too," said another Cedar,
"and the shepherds on the hill join in the song."
The Trees listened to the singing, a strange song about
a Child that had been born.
And in the early morning the angels came to the
Forest singing the same song. They were clad in white;
and love, hope, and charity beamed upon their faces, and
their song was about the Child, the Child, the Child that
had been born. And when they left the Forest one angel
remained to guard the little Tree. No danger, no harm,
came to it, for night and day the angel watched the little
Tree and kept it from evil. So the years passed, and the
little Tree became the pride and glory of the Forest.
One day the Tree heard some one coming from the
Forest.
"Have no fear," said the angel, "for He who comes is
the Master." ,
And the Master came and stooped and kissed the Tree,
and many times He came and touched its branches and
went away. And the Tree loved the Master for His
beauty and His goodness.
But one night alone into the Forest came the Master,
and He fell upon His knees and prayed. In the morning
there was a sound of rude voices and the flashing of
swords, and strange men with axes cut the Tree down.
And the Trees of the Forest wept.
But the Night Wind that swept down from the City of the
Great King that night stayed in the Forest a while to say
that it had seen that day a cross raised on Calvary — the
Tree on which was laid the body of the dying Master. —
Eugene Field.
The Christmas Tree.
The Christmas tree is of German origin. As early as
1632, the little German children enjoyed the Christmas tree.
The usual German Christmas tree is decorated with tiny
colored candles representing stars, while in the very top
nestles the figure of an angel, typical of the holy Christ-
child.
The German parents will make many sacrifices that their
little ones may enjoy a Christmas tree.
The raising of evergreens for Christmas trees has be-
come an active industry in Germany, and for weeks before
Christmas the shops are bowers of greenery.
This German custom has reached far across the sea, and
now no Canadian boy or girl thinks Christmas complete
without the beautiful Christmas tree.
Winter Pictures.
Down swept the chill wind from the mountain peak,
From the snow five thousand summers old;
On open wold and hill-top bleak
It had gathered all the cold,
And whirled it like sleet on the wanderer's cheek;
It carried a shiver everywhere
From the unleafed bough and pastures bare;
The little brook heard it and built a roof
'Neath which he could house him, winter-proof;
All night by the white stars' frosty gleams
He groined his arches and matched his beams;
Slender and clear were his crystal spars
As the lashes of light that trim the stars :
He sculptured every summer delight
In his halls and chambers out of sight;
Sometimes his tinkling waters slipt
Down through a frost-leaved forest-crypt,
168
THE EDUCAf ONAL REVIEW.
Long, sparkling aisles of steel-stemmed trees
Bending to counterfeit a breeze;
Sometimes the roof no fretwork knew
But silvery mosses that downward grew ;
Sometimes it was carved in sharp relief
With quaint arabesques of ice- fern leaf;
Sometimes it was simply smooth and clear
For the gladness of heaven to shine through, and here
He had caught the nodding bulrush-tops
And hung them thickly with diamond drops,
Which crystalled the beams of moon and sun,
And made a star of every one.
Within the hall are song and laughter,
The cheeks of Christmas grow red and jolly,
And sprouting is every corbel and rafter
With the lightsome green of ivy and holly;
Through the deep gulf of the chimney wide
Wallows the Yule-log's roaring tide;
The broad flame-pennons droop and flap
And belly and tug as a flag in the wind;
Like a locust shrills the imprisoned sap,
Hunted to death in its galleries blind;
And swift little troops of silent sparks,
Now pausing, now scattering away as in fear,
Go threading the soot-forest's tangled darks
Like herds of startled deer.
— James Russ'ell Lowell — The Vision of Sir Launfal.
Busy Work for December Days.
Try, for the morning exercise, reading one of the
fascinating stories of the Bible and then have the school
repeat some favorite Psalm or a chapter from Proverbs.
For quick work see how many words can be written in
a minute, about Winter Plays, Snow Storms, a Sleigh-ride,
Trees in Winter, etc.
See who can write the longest list of authors in two
minutes.
Let the school learn such pieces as "Lines for the
Christmas Season," "Winter Pictures," and others in this
month's Review. Very few children are so [young they
cannot see the beauty of good poetry.
A Christmas Enigma.
I am composed of thirty-one letters. The answer to each
question is given in the letters represented by numbers,
which follow it.
1. What, is the chilly season when right merry you hope
to be? 27-10-17-12-29-5.
2. And when the Christmas eve is here, what do you
long to see? 7-20-31-10-15-12-2-19-11-12-31-3-26.
3. How do you feel when your tasks are o'er and the
holiday time is here? 8-16-23-22-28.
4. And what is the lovely emblem of this season of joy
and cheer? 1 1-12-30-4.
3. What do you hope in your stocking to find in a
beautiful, bountiful horn ? 7-21-25-18-24.
6. How do you feel, when with shouts of glee, you wel-
come the Christmas morn? 1,3-29-9-4-24.
7. And what is the day when your friends you meet,
with wishes loving and kind? — 17-3-27-6-29-14-9-15-18-1-28.
Now put these letters together, and there our greeting
sincere you'll find.
Lines for the Christmas Season.
'Tis the time of year for the open hand
And the tender heart and true,
When a rift of heaven has cleft the skies,
And the saints are looking through.
— Margaret Songster.
For they who think of others most,
Are the happiest folks that live.
— Pheobe Cary.
Ring and swing
Bells of joy! On morning's wing
Send the song of praise abroad !
With a sound of broken chains
Tell the nations that He reigns,
Who alone is Lord and God!
—Whittier.
The journeyers to Bethlehem,
Who followed trusting from afar
The guidance of that happy star
Which marked the spot where Christ was born
Long years ago one Christmas morn !
— Frank Dempster Slverman.
Still in memory undying,
Stands afar the lowly shed,
Where a little child is lying
In His manger-bed.
Still the promise of love's dawning
Deepens into perfect day;
For the joy of Christmas morning
Shall not pass away.
—Selected.
As we meet and touch, each day,
The many travellers on our way,
Let every such brief contact be
A glorious helpful ministry —
The contact of the soil and seed,
Each gives to the other's need.
Each helping on the other's best,
And blessing each as well as blest.
— Susan Coolidge.
"Three good cheers for old December!"
Month of Christmas trees and toys,
Hanging up a million stockings.
For a million girls and boys.
O, dear December, hurry on;
Oh, please — oh, please, come quick ;
Bring snow so white,
Bring fires so bright,
And bring us good Saint Nick."
— Selected.
Oh ! who can tell the brightest month,
The dearest and the best?
We really think December is
The crown of all the rest.
For that's the happy month that brings
The Christmas joy and mirth.
And tells .us of the little Child
Who came from heaven to earth.
— Selected.
THE EDUCATIONAL REVIEW.
159
Love is the secret sympathy,
The silver link, the silken tie,
Which heart to heart, and mind to mind,
In body and in soul can bind.
— Scott — Lay of the Last Minstrel.
Sing, Christmas bells !
Say to the earth this is the morn
Whereon our Saviour-King is born;
Sing to all men, — the bond and free,
The rich, the poor, the high, the low,
The little child that sports in glee, —
The aged folks that tottering go, —
Proclaim the morn
That Christ is born,
That saveth them and saveth me.
— Eugene Field.
The Christmas Baby.
"Tha'rt welcome, little bonny bird,
But shouldn't ha' come just when tha' did:
Teimes are bad,"
— English Ballad.
Hoot ! ye little rascal ! ye come it on me this way,
Crowdin' yerself amongst us this blusterin' winter's day,
Knowin' that we already have three of ye, an' seven,
An' tryin' to make yerself out a Christmas present o'
Heaven?
Ten of ye have we now, Sir, for this world to abuse;
An' Bobbie he have no waistcoat, an' Nellie she have no
shoes,
An' Sammie he have no shirt, Sir (I tell it to his shame),
An' the one that was just before ye we ain't had time to
name!
An' all o' the banks be smashin', an' on us poor folk fall ;
An' Boss he whittles the wages when work's ta be had at
all;
An' Tom he have cut his foot off, an' lies in a woeful
plight,
An' all of us wonders at mornin' as what we shall eat at
night ;
An' but for your father an' Sandy a findin' somewhat to
do,
An' but for the preacher's woman, who often helps us
through,
An' but for your poor dear mother a-doin' twice her part.
Ye'd 'a seen us all in heaven afore ye was ready to start !
An' now ye have come, ye rascal ! so healthy an' fat an'
sound,
A-weighin', I'll wager a dollar, the full of a dozen pound!
With yer mother's eyes a rlashin', ycr father's flesh an'
build,
An' a good big mouth an' stomach all ready to be filled !
No, no! don't cry, my baby! hush up, my pretty one!
Don't get any chaff in yer eye, boy — I only was just in fun,
Ye'll like us when you know us, although we'er cur'us
folks ;
But we don't get much victual, an' half our livin' is jokes !
Why, boy, did ye take me in earnest? come, sit upon my
knee;
I'll tell ye a secret, youngster, I'll name ye after me.
Ye shall have all yer brothers an' sisters with ye to play.
An' ye shall have yer carriage, an' ride out every day !
Why, boy, do you think ye'll suffer ? I'm gettin' a trifle old.
But it'll be many years yet before I lose my hold;
An' if I should fall on the road, boy, still, them's yer
brothers, there,
An' not a rogue of 'em ever would see ye harmed a hair !
Say! when ye come from heaven, my little namesake dear,
Did ye see, 'mongst the little girls there, a face like this one
here?
That was yer little sister — she died a year ago,
An' all of us cried like babies when they laid her under the
snow.
Hang it ! if all 'the rich men I ever see or knew
Came here with all their traps, boy, an' offered 'em for you,
I'd show 'em to the door, Sir, so quick they'd think it odd
Before I'd sell to another my Christmas gift from God!
— Will Carleton — Farm Legends.
Hilda's Christmas.
Standing apart from the childish throng,
Little Hilda was silent and sad;
She could not join in the happy song,
She could not echo the voices glad.
"What can I do on Christmas day?
I am so little and we are so poor,"
She said to herself in a dreary way;
"I wish there was never a Christmas more.
"Mother is sick and father can't know
How children talk of their gifts and joy,
Or he'd surely try, he loves me so,
To get me just one single toy."
"But Christmas isn't for what you get,"
She heard a small, sweet, tender voice, —
"It's for what you give," said wee Janet,
And the words made Hilda's heart rejoice.
"It isn't our birthday," went on the mite,
"It is Christ's, you know ; and 1 think he'd say
If he were to talk with us to-night
That he'd wish us to keep it his own way."
A plan came into Hilda's head ;
It seemed to her she could hardly wait.
"I can't give nice things," she bravely said,
"But I'll do what I can to celebrate."
"I can give the baby a day of fun ;
I can take my plant to the poor, lame boy;
I can do mother's errands — every one ;
And my old kite I can mend for Roy.
"I can read to father and save his eyes;
1 can feed the birds in the locust grove;
I can give the squirrels a fine surprise;
And Grandma shall have a letter of love."
Now when that busy day was done,
And tired Hilda crept to bed,
She forgot that she had no gift of her own —
"What a lovely Christmas it was !" she said.
— M. A. L. Lane.
The Great Guest Comes.
"While the cobbler mused there passed his pane
A beggar drenched by the driving rain,
He called him in from the stony street
And gave him shoes for his bruised feet.
160
THE EDUCATIONAL REVIEW.
The beggar went and there came a crone
Her face with wrinkles of sorrow sown.
A bundle of faggots bowed her back,
And she was spent with the wrench and rack.
He gave her his loaf and steadied her load
As she took her way on the weary road.
Then to his door came a little child,
Lost and afraid in the world so wild,
In the big, dark world. Catching it up,
He gave it the milk in the waiting cup,
And led it home to its mother's arms,
Out of the reach of the world's alarms.
"The day went down in the crimson west
And with it the hope of the blessed Guest.
And Conrad sighed as the world turned gray:
'Why is it, Lord, that Your feet delay,
Did You forget that this was the day?'
Then soft, in the silence a Voice he heard :
'Lift up your heart, for I kept my word.
Three times I came to your friendly door;
Three times my shadow was on your floor.
I was the beggar with bruised feet ;
I was the woman you gave to eat ;
I was the child on the homeless street,"
— From a poem by Edwin Markham, in the December
Delineator.
The Months.
January brings the snow,
Makes our feet and fingers glow.
February brings the rain,
Thaws the frozen lakes again.
March brings breezes sharp and chill,
Shakes the dancing daffodil.
April brings the primrose sweet,
Scatters daisies at our feet.
May brings flocks of pretty lambs,
Sporting round their fleecy dams
June brings tulips, lilies, roses,
Fills the children's hands with posies.
Hot July brings thunder showers,
Apricots, and gillyflowers.
August brings the sheaves of corn;
Then the harvest home is borne.
Warm September brings the fruit;
'Sportsmen then l>egin to shoot.
Brown October brings the pheasant,
Then to gather nuts is pleasant.
Dull November brings the blast —
Hark ! the leaves are whirling fast.
Cold December brings the sleet
Blazing fire and Christmas treat.
— Sara Coleridge.
He — " Why do we do the meanest and most
hateful things to those we love the best? "
She — " 1 presume it is because no one else would
stand it." — l.ippincott's.
A Clock Song-.
Tick, tock ! ten o'clock !
Little New Year
Is almost here.
Tick, tock! tick, tock!
Tick, tock! eleven o'clock!
While you sleep
In he'll peep.
Tick, tock! tick, tock!
Tick, tock ! twelve o'clock !
Happy New Year
To you, my dear!
Tick, tock ! tick, tock !
— Youth's Companion.
For the Little Folks.
FILL IN THE BLANKS.
My hunter is a graceful ,
With ears alert at every ,
And eyes that keenly glance ,
And feet that scarcely touch the
O'er lofty mount and lowly • -,
And field, he runs with fleetest —
Wherever bird or hare is ,
His worth, untold by pence or —
If lost to me how deep the ,
(The nine words left out all rhyme.)
An ill-natured teacher who was in a perfunctory
way conducting a development lesson was seeking
to lead the class up to the word " breathing."
"What did I do the moment I came into the world,"
she asked. "What have I kept doing ever since ?
What can I not stop doing without ceasing to be
myself?"
The class was listless, and nobody tried to answer
for a while. Finally one surly-looking boy raised
his hand.
" What is it? " asked the teacher.
" Finding fault," was the reply, and all the class
showed signs of animation. — School Bulletin.
Always talk over a pupil's misconduct alone with
him. One good private talk with a pupil is worth
twenty reprimands in the presence of the school.
It is worth everything to get the pupil's point of
view, to let him state his side of the case fully and
freely. Listen to all he has to say, and tell him
frankly and kindly where he is in the wrong. He
will trust you after such a talk as he never will if
you " jump on him " before the school for every
misdemeanor. Half our disciplinary troubles comes
from the outraged feeling of misguided pupils that
they never had a chance to tell their side of the
story. — Western School News.
THE EDUCATIONAL REVIEW.
161
Recreations and Suggestions.
MYSTERIOUS CITIES.
I. A city used on a handkerchief. 2. Ferocious
beasts. 3. To wander. 4. A place of worship. 5.
Fine leather. 6. A pebble. 7. Result of contact
with fire. 8. Part of a fowl. 9. A term used in
speaking of young men. 10. A part of a human
body and a small body of water. 11. A cooking
utensil and a great weight. 12. An extremity of
the human body and a musical instrument. 13.
Ground meats. 14. Part of a hog and a fortified
town. 15. A portion of a week and a unit of
measure. 16. Air in motion and a conjunction.
17. Christ's beloved disciple. 18. A stream of
water and a species of tree. 19. Thorough clean-
sing of the body. 20. A weekly duty and 2,000
pounds. 21. A great German statesman. 22. A
martyr president. 23. The Lord's Supper and an
exclamation. 24. A welcome visitor and the price
of admission.
Answers next month.
It is never wise to ask children at school for con-
tributions of money or other gifts for any purposes
whatever. There is no danger in being too careful
in avoiding anything that may expose children to
humiliation among class-mates. Children are by
nature cruel. The girl who is able to contribute
twenty-five cents is as likely as not to impress that
fact upon those who have given less, or nothing.
Let us try to keep alive by every means in our
power the feeling of fellowship among the young.
Differences of station and material advantages will
be brought home to them altogether too soon after
the doors of the school are closed behind them. —
Teachers' Magazine.
In the work of teaching, as in every other work,
the only successful workers are those who are con-
scious of their shortcomings. What can be ex-
pected from teachers who are not only not conscious
of their shortcomings, but conceited as to their
ability — full of the opinion that they've reached the
summit. We find such teachers everywhere, and
will continue to find them everywhere, until we act
fairly and wisely enough to grant just compensation
for teaching. Higher salaries will bring to the
schools those who know enough to know that they
know but little, and those with this splendid know-
ledge should supplant those who know so little that
they think they " know it all." — Public School
Journal.
Points for the Teacher.
Talk but little.
The recitation is an opportunity for the child to
talk.
Speak kindly to an angry pupil.
See nothing, yet see everything.
Let the rule, " Do right," be your only rule.
Know your lesson so thoroughly that a text-book
is unnecessary in the recitation.
Some pupils expect you to scold them. By all
means disappoint them.
Sarcasm is a dangerous weapon. Use it not.
Have something interesting to tell your pupils
every day. They will enjoy it.
Be slow to anger and plenteous in mercy.
Be cheerful. Let a smile speak the joy, peace
and contentment that fills your heart.
The schoolroom is a home. Be sure that its mis-
sion is not a failure.
Expect good lessons, good behaviour, cheerful
obedience, prompt and accurate work.
It takes pluck to be wise and courageous.
Every child needs the teacher's individual care
and attention.
Know each child's home life. It will open the
way to his heart. — School Education.
Encourage children to make, with their own
hands, the gifts which they offer to their friends.
They should be the outcome of personal exertion,
not merely something given to them to be given
away again, which has cost them nothing in pains
or labor. If they cannot give their own handi-
work, they should, at least, be required to earn the
money which they spend in presents. It gives them
some idea of the value of money, and teaches them
in a degree how difficult it is to get and how fatally
easy to spend.
It has seemed to me that the jugglery of figures
is often thrust upon the little ones before they have
much real idea of number. At first they need to
express their views about things in good, plain Eng-
lish. No time need be wasted upon zero, or one ;
not much on two. All that there is can soon be
compassed ; three and four present few difficulties.
The pupils should be encouraged to talk, and talk
freely, not in any set phrase, and have their mis-
takes pleasantly corrected. — George Howland.
162
THE EDUCATIONAL REVIEW.
The Northumberland County Teachers'
Institute.
The thirtieth annual meeting of the Northumber-
land County Teachers' Institute was held in the
grammar school, Chatham, October 25th and 26th.
There were present about eighty teachers, repre-
senting the various districts of the county, and a
good degree of interest was manifested throughout
the proceedings.
On Thursday, after the opening business, the
President, B. P. Steeves, gave a carefully prepared
paper upon Spelling Reform, of which the Institute
showed its appreciation by unanimously passing a
resolution favouring the use of the simple and more
phonetic forms of words. Following this was a
paper by W. T. Denham, B.A., upon Composition
in Crades VII and VIII. On Friday morning the
Institute listened to instructive papers by Miss
Laura A. Mills on Patriotism, and Dr. Cox on The
Progressive teacher. In the afternoon W. J.
^oung gave an illustrated lesson to pupils from
Grade Vlil on Trade Winds.
Ihe following are the officers for the ensuing
year: President, J as. Mcintosh; Vice-president,
Miss Kathlene 1. P. McLean; Secretary-treasurer,
W. J. Young. Additional members of executive,
Miss Muriel Ellis, W. T. Denham.
W. T. Denham, Secretary.
"Bachelors can be found roaming at large in all parts of
the world. They inhabit apartments, clubs, open fields,
bodies of water and music halls. They are also seen behind
the scenes. They hover at times near front gates, and have
been found in back parlors with the aid of a searchlight.
Bachelors are nomadic by nature and variable in their
tastes, never going with one girl long enough to be danger-
ous. Bachelors make love easily, but rarely keep it. Rich
bachelors are hunted openly and shamelessly, and are al-
ways in great danger. Those who finally escape are, as a
rule, useless ever afterwards." — Tom Masson, in the De-
cember Delineator.
A theological student was sent one Sunday to
supply a vacant pulpit in a Connecticut valley
town. A few days after he received a copy of the
weekly paper of that place with the following item
marked : "Rev. , of the senior class at Yale
Seminary, supplied the pulpit of the Congregational
church last Sunday, and the church will now be
closed three weeks for repairs." — Cleveland Leader.
Ihe Italian government has approved of plans
for the excavation of Herculaneum.
Fifteen thousand New Brunswick trees will be
destroyed this year by one man, who will ship them
to New York to be sold for Christmas trees.
CURRENT EVENTS.
The passengers and mails for the Orient which
left London on Friday afternoon, November 16,
reached Vancouver Tuesday morning, Nov. 27, in
less than eleven days by the C. P. R. steamship
" Empress of Ireland," and by train from St. John
to Vancouver Truly the world moves.
With the opening of traffic on the Tehuantepec
National Railway across Mexico in January, the
trade route between the West Indies and British
Columbia will be shortened by two thousand miles.
Ihe railway itself has been completed for some
time. Terminal facilities have now been provided
on both coasts ; and the line will be double tracked
immediately.
The French government is building a telegraph
across the Desert of Sahara. French explorers
have found that the great desert is not such a ter-
rible place as it was represented to be; and that
much of it can be reclaimed by means of artesian
wells at comparatively little cost.
The new C. P. R. steamship "Empress of Ireland"
arrived at Halifax on the 22nd November and de-
livered the English mails on board a tender. These
were at once conveyed to Montreal by a special
train, making the run to that city in the unprecedent-
ed time of nineteen hours and fifteen minutes. The
' Empress," without docking at Halifax, proceeded
at once to St. John with passengers for the Orient
and China mails, and twenty-four hours later these
were on the special train for Montreal on the way
to the west. This is the first time that St. John has
been tested as a mail port with mails for the Far
East.
The despatch of French and Spanish warships to
Tangier seems to indicate new dangers in the
Moroccan situation.
Captain Bernier, of the steamer " Arctic," has
taken possession of several islands in Baffin's Bay,
and raised the Union Jack. The steamer is winter-
ing in Baffin's Bay, and next year will push as far
north as possible along the west coast of Green-
land.
The nineteenth day of this month is the three
hundredth anniversary of the departure of the first
iinglish colonists for Virginia.
In addition to what has already been done in
behalf of the peasants, the Russian government pro-
poses to submit to the new parliament, when it
assembles in February, a law limiting the hours of
labor in factories, and restricting the employment
of women and children ; a law establishing compul-
sory insurance of workmen against disease and
accident, and providing for old age pensions-; and
a law for the sanitary inspection of factories and
workmen's dwellings.
The Emperor of Russia has issued a remarkable
decree, which makes all persons equal before the
law, abolishes the poll tax, and releases the
peasants for the communal system, so that
they will be allowed to dwell where they
THE EDUCATIONAL REVIEW.
163
please. Heretofore the peasants, who form a
very large proportion of the inhabitants of Russia,
were not free to go from district to district in search
of employment ; but each was obliged to remain in
his own community, unless he went to foreign parts
or engaged in some other pursuit than that of agri-
culture. There was a sort of alien labour law for
each community. Now the protection or restriction
is removed, and an agricultural labourer can go
wherever his labour is in most demand.
An edict has been issued in China forbidding the
cultivation of the poppy and the importation and
use of opium after a period of ten years. Imperial
sanction has also been given to the plans for intro-
ducing a system of constitutional government in
Lhina. Each of the eighteen provinces into which
the empire is at present divided is to have a consti-
tution and a legislative assembly of its own.
The forecast of political events in Cuba is not
reassuring. A new fight for Cuban independence
is threatened, should the United States take per-
manent possession. On the other hand, there is a
conspiracy to bring about an uprising whenever
the United States forces are to be withdrawn, and
so compel them to remain. The matter is largely
one of class interest, the wealthy Cubans and
foreigners who are interested in Cuban investments
thinking that their property will be safer under
United States protection, and the populace wishing
to have the government of the country in their own
hands, and hoping to improve their own condition
at the expense of the large property holders and men
of business. And so, it would seem, the natural
resources of one of the richest countries in the
world must still remain undeveloped for want of a
settled government.
Japan's new battleship, the " Satsuma," is the
largest battleship in the world. It excells the
British ship " Dreadnought," both in speed and in
power ; and, as in the case of the latter, its construc-
tion has been very rapid.
Captain Amundsen, the Norwegian explorer who
has sailed through the Northwest Passage, is now
returning to his home in Norway, where a great
reception is awaiting him. It will take two or
three years to work up the results of his observa-
tions, which are believed to be of great scientific
value.
The return of Commander Peary from his Arctic
voyage was announced from Newfoundland on
November 2nd. He had failed to reach the North
Pole; but had gone a few miles farther north than
any previous explorer.
The Keewatin conference at Ottawa has not re-
sulted in an agreement for the partition of the ter-
ritory among the adjacent provinces. The Province
of Ontario asks that the eastern boundary of Mani-
toba be extended northward to Churchill River, and
follow that stream to its mouth, where is situated
the only good harbour on Hudson Hay; and that all
the Keewatin territory east and south of that line
De added to Ontario. Saskatchewan asks that the
territories of that province and of Manitoba be ex-
tended eastward to Hudson Bay, and that the Nel-
son River be made the boundary between them;
thus giving to Saskatchewan the good harbour at
Fort Churchill, and half the inferior harbour at
York Factory. So each of these two provinces is
willing to take a part of the District of Keewatin,
and to give Manitoba the rest. But Manitoba
claims the whole. A decision will be given later.
Armorial bearings have been assigned to the Pro-
vince of Saskatchewan by royal warrant. They are
described as follows : Vert, three garbs in fesse, or ;
on a chief of the last, a lion passant guardant, gules.
This, being interpreted, means that the shield shall
be green, with three golden sheaves of wheat in a
line across it; and that the chief, or upper third of
the shield, shall be of gold, with a red lion, like the
chief in the arms of the Province of New Bruns-
wick, but with the colours reversed.
The soldiers in the British army are being taught
to sing, and regimental choral societies will be
formed. The idea is taken from the German army.
I he flow of the Colorado River into the Salton
valley, in Southern California, has been stopped,
by building a dam nine miles in length. This was a
great engineering feat, and was supposed by many
to oe impossible. The river is now, however, flow-
ing in its old channel, and the new Salton Sea will
probably soon be a thing of the past.
The world's supply of platinum is so much less
than the demand that the price has increased four-
fold. It is now much more valuable than gold.
The mines of Russia have heretofore been the chief
source of supply; but the metal is found in several
places in the Rocky Mountain region, and search
is being made there for deposits that may be profit-
ably mined.
Part of the city of Toronto is now lighted with
electricity from Niagara.
Accent improvements in the wireless telephone
seem to promise that it will ultimately be of more
importance than the wireless telegraph. A French
electrician has succeeded in sending a wireless
telephone message from Toulon to Ajaccio, a dis-
tance of one hundred and eighty miles.
It is no longer a question whether an airship can
fly without being lighter than the air. Recent
experiments in France have been so successful that
a flying machine for practical use is regarded as one
of the possibilities of the near future. It is pre-
dicted that air ships will be faster, safer and cheaper
tlian automobiles.
Commander Peary, of the steamer " Roosevelt,"
arrived at Sydney, Saturday, November 24, after
sixteen months exploration and battling with the
rigours of the Arctic regions. The Commander
and his crew, after undergoing many dangers in his
trip to and from the north, reached the highest
point yet attained by explorers — 87 degrees 6
minutes north latitude.
164
THE EDUCATIONAL REVIEW.
SCHOOL AND COLLEGE.
Rev. Dr. Thompson, who has been president of St.
Francis Xavier College, of Antigonish, for the past eight
years, has resigned to accept the pastorate of the parish of
Glace Bay, Cape Breton. Rev. H. P. McPherson has been
appointed president
Mr. Ernest Robinson, late principal of Kings Co. Acad-
emy, Kentville, has been appointed to the position of vice-
principal of Amherst Academy, in succession to Mr. N. D.
McTavish, who has gone to Wolseley, Alberta.
Kings College, Windsor, N. S., has a freshman class of
fifteen, with nearly thirty students in residence.
The St. Andrews, N. B., Beacon suggests that town as
a good place for the permanent location of the Summer
School of Science. Several places have been mentioned in
recent years where the school might "settle," with advan-
tage, such as Parrsboro, N. S., and Shediac, N. B. St.
Andrews has many advantages to offer the school, except
the important one of geographical position.
One of the neatest collections of school work displayed
at the recent Exhibition held in St. John, and that which
took a first prize, was from the Convent school at Bathurst
Village, N. B. The collection was the work of childrei in
grades IV, V, and VI. It consisted of written quotations
from their readers, with pencil illustrations in drawing,
drawings in pen and ink, water-color paintings of Canadian
wild flowers, Canadian birds in water-color, with a short
description in writing of the bird.
The Kentville, N. S., school board has made the prin-
cipal of the Academy in that town a member of the board ;
and many of the! teachers are also invited to be present at
its meetings, and confer with the members on the condition
of the schools, — a most excellent practice, and one which
has been attended with good results in Kentville and other
towns of Nova Scotia.
Mr. F. C. Squires, B. A., is principal of the new consoli-
dated school at Florenceville, N. B.
Mr. H. P. Dole has succeeded R. C. Colwell, in the
Moncton high school, as teacher of mathematics and
botany. In the same schools, Miss E. A. Davis, takes the
place of Mr. G. Fred McNally, who has gone to the West.
At the meeting in September last, of the Provincial
Educational Association of Nova Scotia, Principals Mc-
Kittrick and Lay were elected members of the Advisory
Board, to assist the Council and Superintendent of Edu-
cation. Recently the government made the five additional
required appointments as follows : Prof. Howard Murray
of Dalhousie University; Mr. A. G. MacDonald, Inspector
of Schools, Antigonish; Principal Kempton, of Yarmouth;
Mr. Hiram Donkin, C. E., Glace Bay, and Mr. William
Cameron, B. A., Merigomish.
Miss Marshall Saunders, of Halifax, has won the $300
prize offered by the American Humane Educational Society
for the best essay on "What is the cause of, and the best
plan for stopping, the increased growth of crime in our
country." There were 57 competitors. This is the second
time Miss Saunders has won a prize from that society,
the first being $200 for a humane story entitled "Beautiful
Joe."
Mt. Allison University has received an additional be-
quest of $100,000, from the estate of the late Jairus Hart,
Halifax.
The address of Superintendent Dr.. A. H. MacKay, at
the opening of the N. S. Educational Association is printed
in full in the Nova Scotia Journal of Education for Oc-
tober. The Journal also contains much that is valuable to
teachers.
Hearty congratulations are extended to Miss Gladys
Whidden, who was married to Mr. Ralph Jones in August
last. This is Miss Whidden's second certificate in domestic
service. — Acadia Athenaeum.
RECENT BOOKS.
Wm. Briggs, Toronto, publishes a beautifully illustrated
work, entitled Studies of Plant Life in Canada, by Mrs.
Catherine Parr Trail, a new and revised edition with
eight reproductions in natural colours, and twelve half-tone
engravings, from drawings by Mrs. Agnes D. Chamberlain.
The effect produced in glancing over the pages is one of
pleased surprise, that so many of the beautiful wild flowers
of Canada are grouped with such exquisite skill and taste,
and that it is possible to publish such a book in Canada.
The binding, letter-press, and illustrations are admirable.
The familiar style used by the author in her descriptions of
the plants she knew and loved so well heightens the in-
terest in her book, which will find many loving and admir-
ing readers throughout Canada. The great majority of the
plants figured and described are found in the Atlantic
provinces. The poetic description and reverent attitude of
the author towards the flowers of the field and forest will
do much to make the book popular, while the careful re-
vision of Dr. James Fletcher, of Ottawa, ensures its
accuracy. No more acceptable and beautiful Christmas
present than this could be made to a young person inter-
ested in plant life.
If "Greek must go" its spirit may remain with us, and
enrich modern life and thought. Messrs. Auden and
Taylor of the Upper Canada College, Toronto, have shown
us an admirable way in which Greek may be retained and
still used as an instrument of culture, in this little book —
A Minimum of Greek. When the writer remembers the
toilsome and roundabout way in which he acquired his
"little Greek," (which he cherishes, though, as an inesti-
mable possession), he wishes that such a book might have
seen the light earlier. In a compact and really interesting
book of less than two hundred pages the authors have re-
produced the essentials of the Greek language, at least
sufficient for the busy general student and man of affairs,
and given a well ordered plan to secure an elemental know-
ledge of a language so valuable, especially in science and
art. Its explanation of derivatives which occupies the larg-
er part of the book is mainly useful. No one should lay
claim to a liberal education without as much knowledge of
Greek, at least, as this valuable little book teaches. Morang
& Co., Toronto, publishers. Price 75 cents.
The Macmillan Company, of Toronto, have published
three books which form a valuable series to the student of
English language: (1.) Emmerson's Outline History of the
English Language (75 cents), a clear and concise record
of our language, and the changes it has undergone; (2)
Mitchell and Carpenter's Exposition in Class-room Prac-
tice (70 cents), a practical guide to clear writing, — the
large space devoted to outlines of subjects and the unfail-
ing interest of the material for this purpose being especially
THE EDUCATIONAL REVIEW.
165
Fire
Insurance
•
Four Companies (Non-Tariff). Low Rates.
Total Assets $2,595,575.91. Absolute Protection.
HAVE YOU ONE OF OUR POLICIES?
WM. THOMSON & CO.,
HALIFAX, N. S. ST. JOHN, N. B.
nefberwood,
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for 6irl$.
College Preparatory, Music, Art, Physical
Culture.
Specialists in each department of instruction.
Home School with careful supervision. Large
Campus for Outdoor Sports.
For Calendar, address
MISS ETKELWYN R. PITCHER, B.A.
Or MISS SUSAN B. GANONG, B.S.,
Principals.
School of Science for Atlantic Provinces of Canada.
21ST SESSION, JULY 2ND TO 19TH, 1907.
HT RIVERSIDE, NEW BRUNSWICK-
Courses in Physical and Biological Sciences, English, Drawiwg, Cardboard Work
and Photography.
Excursions to Many Points of Interest Tuition for all Courses only $2.50
For Calendar containing full information, apply to
J. D. SEAMAN, Charlottetown, P. E. I.
noteworthy; Carpenter's English Grammar (75 cents),
contains the amount and kind of grammatical theory and
practice most suitable for secondary school pupils. All of
these books are neatly printed in large clear type, and are
strongly bound. Buchanan and Stubenranch's Country
Reader, number one (40 cents), offers much good material
suitable for object lessons on domestic animals and farm
life.
In Blackie's Story Book Readers (Messrs Blackie & Son,
London): Ballantyne's "Coral Island;" Sir Walter Scott's
"Claverhouse," from Old Mortality; G. A. Henty's "A
Highland Chief," and Henty's "An Indian Raid." In red
cloth covers, 46. each.
In Blackie's Modern Language Series : Voyage autour d'e
ma Chambre, (is. 6d.) and Vie de Polichinelle, (is.) in
red cloth ; suitable and easy reading for beginners, with
notes, questions and vocabularies, he Chateau de Vie, a
fairy story (6d.), and LeBaron de Fourcheoix, (8d.) from
Blackie's Little French Classic Series, provided with
notes, vocabularies and exercises. La Petite Charifi, a
delightful little story for Christmas times (4d.), Cendrillon
a fairy-scene in one act (4d.), Grossvaterchen und Gross-
mutterchen, a merry children's play in one act, (6d.) —
Blackie & Son, London.
The Teaching of Modern Languages, three lectures by
Cloudesley Brereton, M. A., is a comprehensive criticism
on the methods used in teaching these and the so-called
classical languages (15) ; Sir Joshua Reynold's Discourses
(in part) on Art, a work of the first rank in literature,
(2s.) ; Bacon's Essays with introduction and notes; Scott's
Quentin Durward, with introduction and notes (2s.) —
Blackie & Son, London.
The British Empire, (2s. 6d.), a series of descriptive
readings in geography on the various portions of the Em-
pire, from original resources ; those relating to Canada
being of special interest to our teachers; Old Testament
History, (3s.), a capital synopsis of parts of Old Testament
History, especially useful to teachers who wish to present
to fairly advanced students an introduction to biblical
times; Arithmetical Exercises for junior forms, with easy
oral exercises and problems. Messrs. Adam and Charles
Black, London.
Philip's Model Atlas (is.), with fifty maps and diagrams
in colour, of great clearness and beauty; accompanied with
an index. Messrs. Geo. Philip & Son, London.
Rafia Work with numerous illustrations (2s.), is a beau-
tifully bound and illustrated book, showing the mysteries
of weaving and painting material for hats, baskets, mats,
etc. — a valuable addition to school occupations in Ameri-
can and English schools. George Philip & Son, London.
Willkommen in Dwtschland, with beautiful print and
illustrations, is designed for the student in his second or
third year's course in German, with grammatical exercises,
notes and vocabulary. Messrs. D .C. Heath & Co., Boston.
Messrs. Ginn & Company publish a very useful Field
Laboratory and Library Manual (mailing price $1.15). It
contains seventy exercises adapted to the ability of students
166
THE EDUCATIONAL REVIEW.
ai » m i DOMINION OF CANADA, Showing New Provinces of Alberta end Saskatchewan.
INCW [VI dpS J BRITISH EMPIRE, by Sir Howard Vincent
Write for Special Prices.
WORLD IN HEMISPHERES. Shows all New Changes.
Kindergarten Material.
Send for Special
Catalogue.
Milton
Bradley
Send 15 cents for small box 12 assorted Dustless Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards
The STEINBERGER HENDRY CO., 37 Richmond st., we.t, Toronto, ont.
in the first and second years of high schools, normal
schools, and academies, and is written in accord with the
latest and best thought on the subject. Its aim is to direct
pupils in their first attempts at scientific investigation and
research.
From the same publishers we have a strongly written
book on The Moral Damage of War, published for the
International Union. (Price 75 cents.) It traces in suc-
cessive chapters the moral damage of war to the child, to
the soldier, to the politician, to the journalist, to the preach-
er, to the trader, and to the patriot. Wherever the work is
read it will be a wholesome call to a better way of arbi-
trament among Christian nations than the brutal way of
war.
RECENT MAGAZINES.
The Acadia Athenaeum appeared in November with a
new and choicely designed title-page. The University
Monlhlyhas been enlarged and improved. The November
number coutained excellent likenesses of Chancellor Jones
and the late Chancellor Harrison.
The Atlantic Monthly celebrates its jubilee this month
with contributions by the three ex-editors still living— W.
D. Howells, T. B. Aldrich and Walter H. Page, with other
article apropos to the occasion. The New York Evening
Post takes the initiative in offering jubilee congratula-
tions. The Post pithily remarks that the motto of its Jubi-
lee number might well be "qualis ab incepto," for the
Atlantic has, in the main, held consistently with its ancient
ideal — refinement and strength. "It is," says the Post, "the
ablest of our magazines, standing on a level above even the
most attractive of the New York illustrated magazines
whose aim is to flatter the taste of I'homme moyen sensuel.
Taking all things into consideration, we are inclined to re-
gard it as the best of the general magazines published in
the English language to-day "
The two most important of recent contributions to the
discussion of reformed spelling may be found in The
Living Age. The issue for November 3, contains an arti-
cle of criticism and suggestion apropos of The President's
English, by William Archer, one of the best-known Eng-
lish writers upon literary questions ; and the number for
November 17, opens with an article on Modern English
Spelling, by Professor Walter W. Skeat, than whom there
is no higher authority on the subject.
The December Delineator is a typical Christmas number
It will assist Christmas-makers with its hints for Christ-
mas gifts and holiday entertainments, besides containing
an abundance of seasonable literature calculated to fit in
from now until New Year's Day. Christmas stories for
adults are : Evergreen Trees, and The Shoplifter at
Satterthwaite's ; and those for children : The Blue Kimono,
and Betty Evolves a Christmas Idea, by Elizabeth Preston
Badger.
Business Notice.
We are sending out in this number reminders to
many of our subscribers. Others will be sent in
the January or February numbers if our patrons do
not anticipate us by remitting in the meantime
without waiting to be reminded. The Review has
been promptly sent during the year to its many
hundred of subscribers. A prompt remittance now
will be very acceptable.
Remember that the date on the mailing wrapper
of your journal shows the time to which your sub-
scription is paid.
Wanted.
Teachers in Nova Scotia, preparing candidates
for the Provincial examinations in science next
July, to read my articles that have appeared the last
half-dozen years in the Educational Review, or
that may appear in future. The articles are sug-
gested by experience gained in reading the answers
of candidates, and I have endeavoured to help
teachers and students in their work. Though there
is, I believe, some improvement, I feel sure that
better work could be done in the schools and better
results obtained at examinations if more attention
were paid to the hints I have given.
John Waddell.
Etmcattonal IReview Supplement, 3anuar\>, 1907.
/**/~~!&t
MISCHIEF BREWING.
.!/. Wunsch.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., JANUARY, 1907.
©1.00 per Year.
•O. U. HAY,
Editor for New Brunswick.
A. MeKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leimter Street, St. John, N. B.
Puivted bt Barkis & Co.. St. John. N. B..
CONTENTS :
Editorial Notes ...
■Glimpses into Schoolrooms ...
Field Clubs and Nature-Study
.Shirking Work
Geometrical Drawing, Grade VI.
Personality of the Teacher
Manners the Morals of the Heart
Girls 1 have Known
Hand Work in a Country School
Memorable DayB in Junuary...
A Little Known Waterfall ...
Murderous Millinery
Natural History Stories for Little Folks
Spelling Reform ....
An Unfortunate Statement
Hints for Studying a Play
Children and roetry
There are Other Instances
If You are Lost
Carleton County Institute
Problems in Rhyme
Giirrent KvenU
School and College.
Recent Books and Magazines..
NKW ADVFKTI8K.MKNT8—
Resources, 170; Second Edition, Joseph Howe, 172; K.
Movers Co. Ltd. 193; Empire Typewriter for Sale,
Canadian Home Correspondence School of Canada, 1115.
173
174
175
175
17B
179
1X0
181
181
182
1&3
184
185
18ti
18B
187
188
188
189
18!)
I'M)
191
192
192
N".
195;
THE EDUCATIONAL REVIEW is published on the first of
-each month, except July. Subsciption price, one dollar a year; single
numbers, ten cents.
When a change of address is ordered both the new and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
tion of tiie subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying each address tells tJ what date the
subscription is paid. Thus "235" shows that the subscription is
paid to Dec. 31, iqo6.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The Review thanks its readers for the many ex-
pressions of kindness and good-will it has received
from them during the past year and especially dur-
ing the Christmas season. We wish for all of them
A Happy New Year, every day of which may
have some blessing and achievement in store for
them. •
Our picture this month represents one boy
telling another a great secret. Whether there is
"Mischief Brewing" or not may be left to the
fancy of children. It is a good picture from
which to draw forth impressions from pupils and
to let them write these impressions in the form
•of a story.
Belcher's Farmers' Almanac, 1907, for the Mari-
time Provinces, is a compendium of useful infor-
mation on a great variety of topics, arranged in a
form ready for immediate use. Price 25 cents.
McAlpine Publishing Company, Halifax
Those who are accustomed to snowdrifts in the
east will appreciate the conditions prevailing in Al-
berta referred to by our correspondent, Mr. W. B.
Webb, who writes under date of December 10: "We
have had great quantities of snow here, perhaps two
feet on the level. It is almost always perfectly calm
in the Edmonton district during the winter, so that
drifts are rare. When the snow melts it will be a
great he'p to next year's crop. The snow-fall has
been so light during the last two winters that this
will be all the more needed next summer."
Love of children, skill in teaching, and knowledge
are three great requisites for teachers. The first is
born in nearly all human beings and is susceptible
of cultivation. It is the great requisite for teaching.
Knowledge, and the skill in imparting it, come from
earnest pleasant toil which has its stimulus in love
for children and a desire to awaken their interest
and self-activity. Teachers who simply hear reci-
tations and teach with text-book in hand usually
fail to arouse the minds of their pupils.
One effect of Carnegie's large gifts to the Scot-
tish universities is that teachers and students, where
these gifts have been received, have become less
earnest. This is not to be wondered at. Many of
Scotland's most famous scholars have won their
education in spite of poverty and by self-denial,
and have preserved their self-reliance under difficul-
ties. It is this character and self-reliance which
counts. If it is sapped at the outset of the student's
career the results cannot but be lamentable; and this
is true the world over. There is perhaps wisdom in
giving to universities where their effectiveness is
increased by endowments and other additions to
their resources; but such gifts to persons may be
looked at with some suspicion.
174
THE EDUCATIONAL REVIEW.
Glimpses into Schoolrooms.
By the Editor.
A few weeks ago I visited a country school of
two departments. The principal's room was large
for the number of scholars in it, well ventilated and
looked out upon a charming rural scene, with well
kept houses and barns, acres of upland and meadow,
in some cases carefully tilled, in others with evidence
of neglect. The primary room was small and on
occasions, the teacher told me, crowded. Above
this was a room that had just been fitted up for
manual training, and near by a plot of ground had
been secured for a school garden. Teachers and
pupils were rejoicing in the new order of things
where pleasant occupations were in future to relieve
the monotony of school studies.
I remembered the place. As a boy I had trodden
the familiar roads and paths on my way to and from
school. As a young man I had taught the school
there. Many of the old landmarks had disappeared,
among them the early schoolhouse, and afterwards
the old hall that had served for a schoolhouse. In
their place stood a more pretentious building of two
departments ; and now manual training and the
school garden have come and will add to the
pleasures and activities of school life. As I looked
over this neighborhood and saw where old houses
had given place to newer and more comfortable
homes, I saw with gladness that the spirit of pro-
gress had also entered the school, which, so far as
I cou'd judge, was vastly superior to that of my
own boyhood and youth. Rut school officers, par-
ents and teachers have yet much to learn and to do
in reaching out for still better things.
My next visit was to a school of five departments,
in the neighborhood of a large city. The buildings
are on a commanding site overlooking a picturesque
country, — a glad prospect for little eyes wearied of
poring over the printed page. The rooms were neat
and attractive, hung with pictures, and in the prin-
cipal's department was a reading table with a good
selection of magazines and books. The scholars
were all attentive to their work and happy. Evident-
ly the "whining school boy" of Shakespeare's time
is a rarity in schools like those of to-day.
fn one of these rooms where I spent a longer
time than usual, I remarked on the excellent discip-
line. The teacher told me that it gave her no trouble.
Her scholars were interested in their work and there
was the evidence of good order and sympathy be-
tween teacher and pupils. That was the secret. The
teacher, a bright young woman, told me that she
walked to her school every morning, a distance of
two miles, and back in the afternoon, in all weathers,
and had not missed a day from school for five years.
I thought of the good air and exercise and of the
opportunity such a walk afforded of making many-
little plans for school work ; and I thought this, too,.
had something to do with helping to make up a
happy, well disciplined school.
The class of fifth and sixth grade pupils was en-
gaged in a number lesson. The work was chiefly-
done with pencil and chalk, and with large numbers.
This led me to think that such work can best be
done (I make the simple suggestion) up to the
eighth grade without chalk or pencil. The important
thing in teaching arithmetic is skill and quickness^
in the manipulation of numbers, and small numbers
are better than large ones for this purpose. More
alert, mental work in arithmetic and less figuring
with pencil, which serves to divide the attention of
the child, should prevail in all the classes, at least
as far as the high school.
I dropped into a city school a few days ago, not
with the purpose of hearing a lesson, but to consult
with one of the teachers. I found the principal's
room, and was impressed with the good order pre-
vailing, the neatness of the room, and the spirit of
industry that seemed to prevail. This building, too,.
is situated on a hill which commands a broad look
over hills and valleys, with a considerable river
view. In the other rooms visited I noticed some-
excellent work in writing. The letters formed were
neat, large and clearly cut. no evidence of a cramp-
ed hand. What a relief it is to see writing of this
character !
In future visits to schools I hope to describe
more fully some impressions of the work that is
being done.
Answers to Questions.
The following are the names of the "Mysterious-
Cities," in answer to questions found on page 161
December Review : i, Cologne; 2, Lyons; 3, Rome:
4, Christ's Church; 5, Morocco: 6. Little Rock;
7, Berne; 8, Brest; 9, Ghent; 10, Liverpool; 11, Can-
ton; 12, Leghorn; 13, Bo'ogna ; 14, Hamburg: 15.
Dayton; 16, Windsor; 17, St. John; 18, Brooklyn:
19, Bath: 20, Washington; 21, Bismarck: 22.
Lincoln; 23. Sacramento; 24. Santa Fe. — The-
Teachers' Gazette.
THE EDUCATIONAL REVIEW.
175
Field Clubs and Nature-Study.
We are glad to notice that the Pictou Academy
Scientific Association has been reorganized, and has
already published two bulletins giving interesting
details of collections of local fauna and flora of the
neighborhood. This association has done some ex-
cellent work in years past, work that has helped to
make the scientific resources of Pictou county better
known than of any other county in the province.
It was organized in 1882 under the supervision of
A. H. MacKay, then principal of Pictou Academy,
whose scientific work in earlier numbers of the
REVIEW is still gratefully remembered The birds
and plants of Pictou county have been especially well
studied, and the names of former members of the
association, as Dr. MacKay, W. A. Hickman and
C. B. Robinson, are among those who have done im-
portant work in science. The revival of the associa-
tion and the re-issue of the bulletins speak favorably
for the prospects of nature-study in Pictou county.
This is a good example for every academy and
school in these provinces. Every teacher with some
push and a little ability could organize an out-door
club for the study of the physical features, the plants
and animals of the neighborhood. It would add zest
to the other school studies ; it would be a useful re-
creation ; it would make nature-study a living subject
in every school, and it would make pupils pleasantly
acquainted with their surroundings. If only a few
birds, plants and insects each year were found out
and studied in their native haunts, it would be a
great gain.
Try it! if only for the pleasure there is in some
active field work that will take one out of doors
with a purpose in view.
Shirking' Work.
Many grown people as well as school children
do not like to work. It is much easier to drift into
habits of laziness, to take things easy, to expect big
returns on no investments, than to get down to hard
work and through it achieve success, (ircat plans
usually come to naught because of personal lazi-
ness. Most people believe in this doctrine for their
children, and endeavor to practise it, — to have them
do as little work as possible. They want them to be
free from drudgery. This seems to be natural to
many a parent ; but it makes the child flabby, help-
less, and a parasite in the community. Success
in life depends more on ability to do honest work,
whether in the school, at home, or in the busy
industries of the world, than all other character-
istics combined. Children need to have their cour-
age developed and trained, so that whenever they
go at whatever is set them to do, they will stick
to it till it is finished. Quickness of mind and vigor
and strength are all required. Courage to do is of
a high moral quality when it is directed to worthy
objects.
To have confidence in one's self, to be cheerful in
doing, to have a defiri e purpose and to keep mov-
ing forward toward its accomp'ishment. will bring
victory in the end. The best gospel is work ; work
physical, work mental, and work moral. Work is
the very condition of the enjoyment of life. Every
good thing in this world is the product of work.
Every parent who brings up his child to eschew
work, to be indulged in idleness, to fritter away its
time and its life in mere frivolities, hates his child
and is preparing it for an idler or a tramp, — a
fungus growth for the state to take care of. Cod-
dling children in school leads them to the same dire
consequences later in life. All sensible persons feel
a contempt for the idlers, the useless, and the count-
erfeits of society.
Since the school is one of the greatest forces in
the manufacture of human character, as teachers
we must see to it that we are not blameworthy. A
teacher who is always grumbling about the weather,
the schoolroom, the drudgery of his work, and a
thousand other things, is preparing his pupils for
idleness, dissatisfaction, and to become a sort of
human shadows walking aimlessly about. A good
teacher will cultivate in his pupils the power of
sticking to a thing til! the end is reached. Steady
industry and diligence will bring rich results to
one of ordinary gifts. Self-independence, to be
quit 1. and steady, to be cheerful, not to be hysteri-
cal, not to have others continually bracing one up
— are some of the qualities that are admired by
right thinking people. A strong, self-reliant spirit
is ahvnys an inspiration to others. — Superintendent
J. M. ( veenwood.
Mrs. Tompkins went to visit her mother for a few
days, leaving her husband to get his own meals.
Entering the kitchen, he found she had
—left a little note.
And this is what she wrote :
II Kings, xxi. 13.
When he himself had fed
This is what he read :
Find for voursclf what he read.
176
THE EDUCATIONAL REVIEW.
GEOMETRICAL DRAWING. GR. VI.
Inches
One
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THE EDUCATIONAL REVIEW.
177
Geometrical Drawing.
F. G. Matthews, Truro, N. S.
Principal Macdonald Manual Training School.
The exercises presented this month are designed
for grade VI. It will be noticed that the new
principles introduced are not many in number, as
those given for grade V are constantly recurring, and
also a certain space is given to exercises in which
extreme accuracy is necessary. As several of the
exercises have reference to angles and degrees, it is
advisable to introduce the protractor at this stage.
It need not be used so much for construction as to
prove the truth of the angles made by compass
methods.
For the benefit of teachers in grades VI, VII, or
VIII, it should be stated that if they wish to com-
mence work along these lines without any having
been done in grade V, they should commence at
the beginning, and take up the main principles. Also
in response to some enquiries already made, it
would be well to mention here, that this is not in-
tended to supplement freehand or ruler drawing,
but to be taught in conjunction with both.
Fig. i. To construct an angle equal to a given
angle.— Let CDE be the given angle, and A the
point at which it is required to make a similar angle.
From A draw the line AB. With C as centre and
any convenient radius, describe the arc DE. With
A as centre and the same radius, describe the arc
FG. Measure DE with the compasses and cut off
FG equal to it. Join AG. Then GAP, is the re-
quired angle.
For an exercise let the children make an angle
equal to a given one, but making the legs twice as
long as the original. This will give an opportunity
for showing that angles are not measured by the
lengths of the sides, and therefore a good introduc-
tion to a lesson on degrees and the protractor.
Fig. 2. To bisect an angle.— Let RAC be the
given angle. With A as centre and any radius de-
scribed the arc BC. With B as centre and any
radius more than half BC describe an arc. With
C as centre and the same radius described another
arc cutting the first in D. Join AD. This line
bisects the angle.
Exercise.— The two lines forming the angle
represent two of the fences bounding a piece of
ground. The owner wishes to make a path across
the land beginning at P. and keeping equidistant
from the two fences. Lay out the path.
Fig. 3. The same as Pig. 2.— Set square method.
Mark off a point on each leg equidistant from B.
Place the set square with one edge on BC, and the
corner at E and draw the line EG. Similarly from
D draw DH. Join B to the point of intersection F.
Fig. 4. To trisect a right angle. — From A as
centre and with any radius describe arc BC. From
B and C as centres and the same radius describe arcs
cutting the first in E and D. Join AD and AE.
Most children will solve this exercise without any
instruction. If not, a few questions on degrees will
have the desired effect.
Fig. 5. To construct angles of 150, 30°, 45°,
6o°, 750, or 105°. Draw the right angle BAC.
Mark off D and E as in the previous exercise.
Bisect CE for 150. CB or ED for 450 and DB for
75°. For 105° mark off BK equal to BL.
This is simply a combination of exercises 2 and 4,
and can also be solved by the children without
assistance.
Fig. 6. To divide a straight line into any num-
ber of equal parts.— Let AB be the given line. It
is required to divide it into 7 equal parts. Draw
AC at any angle with AB. Make the angle ABF
equal to the angle BAC (Ex. 1). Step off 7
equal divisions of any convenient length on AC and
BF. Join A to 7, 1 to 6 and so on as shown in the
diagram. These lines will divide AB into 7 equal
parts.
This exercise may be varied in form, such as: —
Cut off 1-5 of All; or, AP represents the length
of a piece of land owned by two persons. One owns
2-5 and the other the balance. Show their portions.
Fig. 7. The same as Fig. 6.— Set square method.
Draw AC at any angle. Step off seven equal di-
visions on AC. Place the set square in a position
to join 1! 7. Before moving the set square, place
the ruler under it as shewn. By sliding the square
along the ruler, pantile's can be drawn through 6,
5, 4, 3, -? and I, dividing AB into 7 equal parts.
Fig. 8. To construct an equilateral triangle on
a given base.— With A and P. as centres and
radius AB describe arcs cutting at C. Join AC and
BC.
By applying the set square shew that the triangle-
is also equiangular, and that the three angles are
together equal to 1800.
Fig. 9. To inscribe an equilateral triangle in a
circle. — Draw any diameter A P. With B as cen-
tre and radius BO describe arc COD. Join AC
CD, and DA.
This exercise may be made the basis of several
designs. T"or example, if the working be repeated
starting from A as centre, we get a six pointed star,
a favorite shape for flower garden plots.
17S
THE EDUCATIONAL REVIEW.
Fig. io. To describe an equilateral triangle
about a given circle. — Draw any diameter AB. With
A as centre and radius AO, draw arc COD. With
B, C and D as centres and radius CD, draw arcs
cutting at E, F and G. Join EF, FG and GE
This also forms a good exercise in design.
Fig. ii. To construct an equilateral triangle,
given the vertical height. — Let AB be the vertical
height. At A construct angles of 300 on each side
of A I!. Through B draw HK at right angles to
AB, to meet AH and AK.
Fig. 12. To construct a rectangle, the diagonal
and one side given. — Let AB he the diagonal and C
the side. Bisect AB in O. With O as centre and
radius ( )A describe a circle. With A and B as
centres and C as radius draw arcs cutting the
circle at D and E on opposite sides of the diagonal.
Join AD, DB, BE and AE.
Exercise. — A rectangular field is divided by a
fence 200 yards long joining opposite corners. One
of the sides is 80 yards long. Complete the draw-
ing of the field.
Fig. 13. To construct a rhombus, side and one
angle given. — Let AB be the given side and C the
given angle. At A construct an angle equal to C.
Cut off AD equal to AB. With D and B as centres
and radius equal to AB, draw arcs cutting at E.
Join DE and BE. This exercise may be given in
the form of plotting out ground, using scales as in
Fig. 21.
Fig. 14. To construct a rhomboid, two sides and
the included angle given. — Let AB and C be the
sides and D the included angle. Construct the
same as Fig 13.
Fig. 15. To inscribe a regular octagon in a
given circle. — Draw any diameter AB. Draw an-
other CD at right angles to it. Bisect angles AOC
and COB. Produce bisecting lines to form diam-
eters EF and CM. Join AF, EC, CO, etc. This
gives required octagon.
Exercise 1. — Join every other point AC, CR, etc.,
to form an eight pointed star.
Exercise 2. — Join every third point AG. GD. etc.
to form another shape of star.
Fig. 16. To construct a regular octagon on a
given base. — Let AB be the given base. By means
of set square, protractor, or compass, make angles
of 450 at A and B. Cut off AC and BD each equal
1o AB. Erect lines perpendicular to base from C.
A, I!, and D. Cut off CE •and DF each equal to
AB. Join EF. At F. and F draw EG and FIT,
making angles of 450 and cutting the perpendicu-
lars in G and IT. loin GH.
Fig 17. To inscribe a regular octagon in a given
square. — Draw the diagonals AC, BD. With A as
centre and AO as radius, draw arc EOF. Similarly
at BC and D draw arcs GOH, JOK and LOM.
Join GM, EK, LH, and JF, which together with the
middle portion of each side, form the octagon.
Fig. 18. To inscribe a circle in, and describe a
circle about a given square. — Draw the diagonals
AC and BD. From O drop perpendicular OE to
side of square. With centre O and radius OE in-
scribe circle. With centre O and radius OA de-
scribe circle.
This exercise and the two following are samples
of a number that may be inserted to give practice
in the foregoing principles. It will be noted that
to get correct results the utmost accuracy is
necessary in every detail.
Fig. 19. To inscribe four circles in a square,
each to touch two sides and two other circles. —
Draw diameters and diagonals. Join FG, GE, EH,
and II F. Join LK. With K, L, M, and N as
centers and radius KP draw required circles.
Fig. 20. To describe six equal circles about a
given circle. — Divide the circumference of the given
circle into 6 equal parts, producing the diameters.
With AD as radius and O as centre describe cir-
cle GKM. Where this circle cuts the produced
diameters will be the centres of the required circles ;
the radius to equal AO.
Fig. 21. The construction of plain scales. — This
has been placed last for the sake of convenience in
arranging the drawings for the plate, but in prac-
tice they should be spread over the year's work, so
that they may be utilised in any plotting-out prob-
lems. Four only are shewn, but others of similarly
easy nature may be taught.
To make a scale of one inch to a foot. — Draw
two parallel lines about 3-16 of an inch apart and
divide them by vertical lines into one inch divisions.
Divide the left hand inch into twelve equal parts,
number them as shewn, the first division from the
left always being marked O (zero). The divisions
to the right will now represent feet, and those to the
left inches, and may be labelled as such. To use
this scale, suppose a line three feet five inches is
required. Stretch the dividers from the third
division to the right of O to the fifth to the left.
This will give the required length. As this scale
gives a drawing 1-12 of the original size, it is said
to be a scale of 1-12 and this fraction is called the
'Representative Fraction.'
The other scales are made in the same way. In
the fourth the inch divisions represent vards.
THE EDUCATIONAL REVIEW.
179
The one on the left is therefore divided into three
parts to represent feet, that being the next denom-
ination below yards.
If rulers with sufficient scales to mark the sub-
divisions of the left hand division be not obtain-
able, the method of exercise 7 may be adopted.
Personality of the Teacher.
Personality is what wise employers of teachers
try and secure above all else. People with mean na-
tures and small souls never ought to try to teach.
Still, personality is greatly capable of cultivation.
It is largely an affair of our own making. Five
great schools of teachers tried to find a solution of
this problem. They were the Epicurean, the Stoic,
the Platonic, the Aristotelian and the Christian.
Whoever follows the teachings of all these schools
will become a popular and successful teacher, and
anyone defective in a majority of them is unfit to
teach.
The Epicurean idea was that one should get at
all costs as many pleasures as possible. Teachers
should have good food, no hurried meals, a comfort-
able room in which to be quiet. In the long run
these are half the battle. Teachers should not deny
themselves these. Restful quiet and good food arc
necessary. Next is needed wholesome exercise.
The teacher shut up for five or six hours must have
one or two hours under the open sky ever}' school
day, care free. The teacher should do a lot of out-
door things in vacation and the one who doesn't
is falling away even from this low ideal.
The Stoic teaches one to keep the mind free from
all worry and anxiety ; the mental state makes the
man. The teacher's troubles can be reduced by-
reducing the mental worries. The blunders once
made should be left behind, not brooded over.
There is no situation in which we can not be mas-
ters, is the Stoic's lesson. Every teacher must
sometime learn it. The teacher's life is more full
of general discouragements than any other profes-
sion, but the Stoic formula, faithfully applied in
reasonable limits, will overcome them. Teachers
should live in care-proof compartments.
Platonism bids us rise above this world. Platon-
ists were not the most agreeable people to live with.
Much that passes for Christian religion is simply
Platonism in disguise. Still, it contains some truth
that every teacher ought to know and sometimes ap-
ply. A teacher would hardly keep his poise with-
out these Platonic resources, but moderation is' nec-
essary.
By the Aristotelian school man was to find his
end here and now on earth, not in heaven. Teach-
ing is an extra hazardous profession as far as ner-
vous energy is concerned. The teacher's problem
is one of proportion — what to select, what to leave
out. The essentials to the main end ought to be
taken, the others left. The teacher must say no to
calls good in themselves, but not for themselves.
Amateur theatricals, church fairs, dancing and din-
ner parties, ought to be taken part in only in great
moderation. ( hie service Sunday is as much as one
can well attend, and Sunday school teaching is the
one thing that the conscientious public school teacher
must rigidly refrain from. Physical health and vi-
vacity of spirits must he maintained at all costs.
Teachers should be sure what they do is best for
them and then never mind what people say. Teach-
ers should have their own individual ends in view.
The counsel of the greatest teacher remains.
Christ says to the teachers to make the interest and
aims of each pupil their own. Where the un-
christian teacher's work ends, the Christian teach-
er's work begins. Teacher and pupil are engaged
in a common work. The attitude of the Christian
teacher is, "Come, let's do this work' together, I'm
ready to help you and want you to help me." The
un-Christian is not concerned with the home-life of
the pupi's, the Christian teacher knows his pupils
and their homes. The successful teacher looks for-
ward to the pupil's future. Teachers learn to see
with pupils' eyes, share their work, rejoice in their
success, be more sorry than they at their failures,
lead them, never drive.. Any teacher who can com-
bine the five qualities 1 have mentioned will find
leaching a pleasure and achieve success. — Abstract
of Address by President William DeWitt Hyde, in
New York School Journal.
There is probably no country in the world where
nature has been more lavish in the stores of fertility
provided in the soil, or where the land has greater
capacity for the production of food for mankind
than Canada. While the resources of the Dominion
in its minerals, its forests and its fisheries are very
great, it is in the soil that the greater wealth of the
country lies. The immensity of the area of fertile
land in ( anada is very imperfectly understood, even
by those who have travelled through the countrv,
and but a very small proportion of the arable land
has yet been brought under cultivation. — Dr. Wm.
Saunders— Report Experimental Farms of Canada.
I he old man said to the young man: "My son,
I have had a great many hard limes in mv life, and
most of them didn't happen."
180
THE EDUCATIONAL REVIEW.
M anners the Morals of the Heart.
By Mrs. C. M. Condon.
In the Victorian era, among the items in the bills
rendered from Ladies' schools, was always one set
down to "Deportment." Great stress was laid upon
training and instruction in this subject, which em-
braced table manners; behaviour at church, on the
street, and other places of public resort. It also
prescribed the different forms of salutation accord-
ing to the rank, age or position of the person
saluted ; the correct method of entering and leaving
a room ; also the art of entering and alighting
gracefully from a carriage, to which was frequently
added equestrian practice and etiquette at a good
riding school. Special pains were taken with the
different curtsies, made by the ladies, from the
simpler forms, up to the three sweeping reverences
made to Her Majesty on presentation at Court.
Sometimes with narrow-minded people, there was
an unbending adherence to rules that degenerated
into an ungraceful formality ; but, on the whole, this
careful training in the minutiae of social convention
fully justified itself.
The mother of our late beloved Queen, the
Duchess of Kent, was the careful trainer of the
young Princess in a high-bred courtesy, at once
simple and sincere.
At her coronation Victoria beautifully exempli-
fied her exquisite courtesy. Lord Rolles, a very
aged peer, when about to swear fealty to the
Sovereign, stumbled on the steps of the dais ;
instantly the young Queen rose and extended a
helping hand to the feeble old man, involuntarily
shewing that respect for old age which was a
strong point in the teaching of the day.
There was, undoubtedly, at times undue repres-
sion of youthful spirits, and when out of range of
the eyes of authority nature asserted itself, and
manners might not then be so commendable. But
no greater tribute can be paid to the training, as a
whole, than the delightful manners of some of the
best specimens of those whose parents paid for
this item of "Deportment.''
One who loves children cannot but be glad that
they have so much freedom and scope for expres-
sion of their individuality; one cannot but regret
when freedom degenerates into a license that
ignores the just claims of age and authority to
respect and courtesy. It is to be feared that the
present age is not strong in reverence, and the
gentle manners that spring from that great quality.
Many causes contribute to this; the rush and hurry
of daily life, the keen competition, the insatiable
curiosity to which nothing is sacred, especially if its
objects are raised somewhat above the level, either
in rank or fortune.
Even the press, unmindful of its high mission,
as the guide of public opinion, sometimes sets a bad
example, by indulging in reckless statement, at-
tacking personal character, and dragging into un-
seemly publicity incidents which have no real
bearing on the point at issue, simply to mortify and
wound an opponent. Criticism is necessary, but
it gains in point and effectiveness when it disdains
personalities and deals only with the merits of the
question, in a spirit of fairness and good will.
But laying aside the consideration of those merely
conventional rules, necessary to the smooth working
of social intercourse, let us see what are the prin-
ciples that will always secure good manners if re-
duced to practice. We may as well place, first, a
profound reverence for man as man, made in the
image of the Creator, a reverence quite irres-
pective of all accidents of birth or fortune. If
parents, teachers and all who are in. authority will
heartily recognize this supreme fact, it will revolu-
tionize manners and elevate the whole tone of
society. Then there must be recognition of the
fact that every one has a right, not dependent upon
our moods and feelings, to fair and civil treatment.
How many parents and teachers, to the great
detriment of the children, make sickness, pressure
of business, and every disagreeable happening, an
excuse for ungentle behaviour, and even for
positive discourtesy.
How greatly children, even babies, suffer in this
uncongenial atmosphere is well known to the sym-
pathetic observer. As the practice of this infraction
of the rules of good manners in generally confined to
children and inferiors, it is as mean as it is immoral.
A great aid to agreeable manners will be found in
that intelligent sympathy which springs from the
head as well as the heart, and finds in the limitations
of the individual, nay, even in his very depravity,
such a strong appeal for help, that self sinks out of
sight, and the morals of a generous heart shows
itself in perfect manners.
The refinement and grace of Elizabeth Fry won
insensibly upon the hardened criminals of
Newgate, and influenced them to listen to her
prayers and preaching; for who could be obdurate
in a presence so sweet and genial ?
Another help to good manners will be secured bv
the determination to cultivate, as a matter of duty,
THE EDUCATIONAL REVIEW.
181
cheerfulness and good humor, and under no circum-
stances of personal discomfort, to look sullen, or
unpleasant, to speak with unbecoming harshness, or
to treat an offender with contempt, or wither him
with sarcasm.
Let our teachers ponder seriously this question
in regard to the children whom they have, for the
larger part in their waking hours, under their care.
The hurry and drive of our daily life, keen
competition, free discussion of public affairs, and
the too free and easy manner of speaking of those
in authority, are not marks of that good breeding
which gives honor to whom honor is due. Judicious
and temperate criticism is the right of every
citizen, but a becoming reticence should be observed
in the presence of children and immature youth,
whose manners will not be improved by invective,
often crude and ill-considered, against "the powers
that be."
Some formal instruction in what constitutes good
manner should be given by the teacher, but the
repose, the self-restraint and the charm of good-
breeding, may be best illustrated in the behaviour of
the teacher himself. Set before pupils good models,
and what better than that of the Divine man whose
manners were so perfect that a mediaeval chronicler
quaintly speaks of him as "That gentleman Jesus."
The courtesy, too of "the great Apostle" was so in-
bred that in the most trying circumstances it never
forsook him.
Let not teachers imagine that an autocratic, repell-
ent manner is an aid to discipline ; on the contrary,
it arouses opposition in the bold, and so overcows
the timid that they cannot do and be at their best.
"Good manners make the man," savs William of
Wykeham ; he uses the word "make" as opposed to
"mar" (spoil), and as he was a man of affairs he
spoke from a wide experience, plainly seeing that
good manners build up character, and also help to
make the success of the man in the practical busi-
ness of life.
Out of Danger.— Dr. Whipple, long Bishop of
Minnesota, was about to hold religious services near
an Indian village in one of the Western states, and
before going to the place of meeting asked the chief
who was his host whether it was safe for him to
leave his effects unguarded in the lodge. "Plenty
safe," grunted the red man. "No white man in a
hundred miles from here." — Woman's Home Com-
panion.
Girls I Have Known.
The liveliest girl I ever met
Was charming Annie Mation ;
Exceeding sweet was Carry Mel ;
Helpful Amelia Ration.
Nicer than Jennie Rosity
It would be hard to find ;
Lovely was Rhoda Dendron, too,
One of the flower kind.
I did not fancy Polly Gon,
Too angular was she ;
And I could never take at all
To Annie Mosity.
I rather liked Miss Sarah Nade,
Her voice was full of charm ;
Hester leal too nervous was,
She filled me with alarm.
E. Lucy Date was clear of face,
Her skin was like a shell;
Miss Ella Gant was rather nice,
Though she was awful swell.
A clinging girl was Jessie Mine,
I asked her me to marry,
In vain — now life i:, fall of fights,
For I'm joined to Millie Tary.
— Boston Transcript.
Hand Work in a Country School.
At a country institute this summer I saw displayed
a collection of excellent hand-work done by the
children of a rural school. The paper-cutting and
raffia work — mats, baskets, holders, and other con-
ventional pieces — were as well done as the products
that I have seen of many city schools; in fact, some
of the raffia pieces will hear comparison with the
best. Upon enquiry I found that the teacher who
had accomplished all this is a young man — a young
man, moreover, who has himself had no training in
manual work, learning all that he knows of the sub-
ject by observing several classes at a state normal
school last summer. Being further interested at this,
I found that he had bought the necessary materials
himself, at a cost of $3.75 for the raffia and of forty
cents for the colored paper; and that the children
had done the work altogether outside school hours,
before school, and at recess on rainy days, with the
exception of the smallest children who were per-
mitted to use this as seat work. Although the
teacher conducted this manual training merely for
its educational value in the school, it is interesting to
know that for next year he has the best paying
country school in this county. — Thomas II. Briggs,
Charleston, Fllinois.
182
THE EDUCATIONAL REVIEW.
Memorable Days in January.
Miss Eleanor Robinson.
[It is proposed to publish in each issue under the appro-
priate heading an article dealing with the days of the month
that are celebrated in tradition, in literature and in art.
Our readers will be glad to know that Miss Robinson,
whose writings on English literature have helped so many
readers of the Review, will have charge of this department.
Euitok.]
January 6th Epiphany, or Twelfth Day.
This day has always been closely associated with
Christmas Day, and the Armenian Christians still
keep Christmas on January 6th. The word Epiph-
any means an appearance, or manifestation, and
since the fourth century the special event commem-
orated on this day has been the manifestation of
Christ to the wise men from the East, as narrated
in the second chapter of St. Matthew's Cospel.
Tradition, probably influenced by such passages as
Ps. J2 : io, and Isaiah 6o : 6, has called the wise men
Kings, and declared them to be three in number.
The nair.es usually given to them are Melchior,
Balthazar and Gaspar. In pictures they are gener-
ally represented, respectively, as an old man. a man
in the prime of life, and a youth. The significance
attached to the gifts is expressed in the words of
the well-known hymn :
" Sacred gifts of mystic meaning,
Incense doth their God disclose,
Gold the King of Kings proclaimeth.
Myrrh His sepulchre foreshows."
The adoration of the wise men has been the sub-
ject of many beautiful pictures. Reproductions of
some of these are to be found in Farrar's "Life of
Christ in Art." An old legend says that the star, on
its first appearance to the wise man, had the form
of a radiant child bearing a sceptre or a cross, and
in some ear'y Italian paintings il is so depicted.
An interesting memorial of the offerings of the
three kings is kept up in England by our sovereigns,
who sti 1, on this day, make an offering of gold,
frankincense and myrrh at the Chape] Royal in the
Palace of St. James. George 111 was the last king
who offered these in person, and the presentation
is now made by an officer of the nival household.
"In the day-, of Kin- Alfred a la.v was made with
relation to holidays, by virtue of which th \ twelve days
after the Nativity of our Saviour were made festivals." —
Collier's Ecclesiastical History,
The whole twelve days seem to have been devoted
to feasting and jollity. The social customs varied
in different parts, but all showed some reference
to the Eastern Kings. ( )ne famous fashion was
to have a Twelfth cake, rich with spices, which
contained a bean. Whoever drew the bean was made
King or Queen for the evening. Other characters,
such as maids of honor, lord chancellor, courtiers,
etc., were assigned by lot, and each person was re-
quired to act his or her part throughout the feast.
In later times, these games seem to have come down
to children. Thackeray, in his preface to that
delightful children's story, '"The Rose and the
Ring," refers to them as follows :
" It happened that the undersigned spent the last Christ-
mas season in a foreign city, where there were many
English children. In that city, if you wanted to give a
child's party, you could not even get a magic-lantern, or
buy Twelfth-Xight characters — those funny painted pictures
of the King, the Queen, the Lover, the Lady, the Dandy,
the Captain, and so on — with which our young ones are
wont to recreate themselves at this festive time."
So the great novelist, who loved children, him-
self drew a set of Twelfth-Xight characters, and
then composed a story about them to amuse the
little people.
January 21st — St. Agnes Day.
In the year 306 A. D., there was a terrible perse-
cution of the Christians under the Emperor
Diocletian,- and among many other martyrs there
perished a beautiful young girl named Agnes. The
story is that the son of an important Roman official
loved her and wished to marry her ; she refused,
saying that she would not marry anyone as her
affections were set on heavenly things. She was
then asked to offer incense to the Roman gods, and
when she refused she was put to death. Eight days
afterwards, her parents going to lament and pray
at her tomb, saw a vision of angels and their daugh-
ter standing among them, with a snow white lamb
by her side. In pictures she is often represented
with a lamb beside her, and she is always held up
as an example of innocence and constancy.
It used to be the custom in different parts of Eng-
land for «irls to go to bed fasting and silent on St.
Agnes' Eve, in the belief that they would see their
future husbands. The following lines have been
handed down in the county of Durham :
" Eair St. Agnes, play thy part.
And send to me my own sweetheart,
Xot in his best or worst array.
But in the clothes he wears every day,
'I hat to-morrow I may him ken
From among all other men."
Two great English poets, Keats and Tennyson,
have made use of this tradition in poetry. The
former, in his famous poem, St. Agnes' Eve, tells
THE EDUCATIONAL REVIEW.
183
the story of how "ages long ago." the two lovers,
Madeleine and Porphyro, fled away on one stormy
St. Agnes' Eve. after Madeleine had tried the spell.
The opening lines of the poem are a fine descrip-
tion of the cold of the January night :
"St. Agnes' Eve! — ah, hitter chill it was!
The owl, for all his feathers, was a-c o'd ;
The hare limped trembling through the frozen gras<.
And silent was the flock in woolly fold."
In Tennyson's " St. Agnes." the speaker is a mm.
who also seeks to have a "'vision of delight," hut
her thoughts are not of any earthly love, and
through faith and prayer she wins a vision of the
Heavenly Bridegroom.
January 25th — St. Paul's Day.
This day has been observed since the 1 2th century
in commemoration of the conversion of St. Paul.
For some unknown reason, it is considered to fore-
show the weather and events for the whole year.
"If it be a fair flay, it will he a pleasant year; if it
be windy, there will he wars: if it he cloudy, it doth
foreshadow the plague that year." And nearly the
same prediction is found in verse :
" If St. Paul's day he fair and clear,
It doth betide a happy year ;
But if it chance to snow or rain,
Then will be dear all kinds of grain ;
If clouds or mist do dark the skie,
Great store of birds or beasts shall die ;
And if the winds do tly aloft,
Then wars shall vex the kingdom oft.''
The well known superstition about the effect of
rain on St. Swithin's Day, may he compared with
these prognostications. But the poet Gay, writing
in 1715, says:
" Let no such vulgar talcs debase thy mind ;
Nor Paul nor Swithin rule the clouds and wind.''
Even in so remote a period as 2,000 years ago, in
the Jewish schools, a teacher was appointed for
every twenty-five pupils, and when the number
reached forty an assistant-teacher was given. Here
are the qualifications which the Talmud says a teach-
er should possess: He — the teacher — should be slow-
to anger, courteous in his language, free from con-
ceit, loving criticism and not exalted by his know-
ledge, sedate in study, widely observant, eager to
extend knowledge and to make others learn ; above
all, he must be God-fearing and free from worldly
ambition. These requirements and qualifications
would not be out of harmony with the year i<;<>7. —
Western School Journal.
A Little Known Waterfall.
To the Educational Rezicw :
Dear Sir, — While reading "Our Waterfalls" in
the November Review, a wish came to me that 1
could give an adequate description of the falls in a
little brook which empties into the Southwest Mira-
michi, about .sixteen miles above Boiestown, N. B.
I was up this river on a fishing trip with some
friends during iast summer's vacation. When we
came to the mouth of the brook called Fall Brook,
we left the boats on the shore and walked up along
the side of the brook about eighty rods to the falls.
Those of us who had never been there were not
expecting to see much, as all the sign of a brook
that we could see at the mouth was a little water,
trickling between some large rocks, the water being
down to the summer depth. Hut the fall was mag-
nificent; the water comes over a perpendicular wall
which we were told is ninety-five feet high. At the
top, a shelf of rock projects out about four feet, and
the water pours down over this shelf in a thin sheet.
The straight wall is from ten to twelve feet wide,
and the rocks curve around it on each side like the
walls of a cave. When the spring freshets occur,
the water also pours over the curving sides. 'We
could see the marks where it had been, and the men
who had seen it in the spring told us of the volume
of water that pours down when the stream is full.
The pool at the fall was alive with trout.
Marguerite Marie Norrad.
Taymouth. X. 1',., Dec. 12, 1906.
The first thing to do in the study of English liter-
ature is to read it intelligently, to hear the very voice
of it speaking to us directly and without impedi-
ment, to make its thought pass through the minds
of those who created it, to make its thought our
thought. There must be no half knowledge, no
vague concepts. The words of it should not convey
hazy notions. If we are to know the full force of it
we must know that the words that the author chose
were the only ones that he could have chosen. The
turns of expression must be happy ones, fitting the
thought like a glove. It is the perfectness of form
that makes it literature and gives it a claim to our
attention.
Without a historical knowledge of our language,
such a full appreciation of much of our best litera-
ture is impossible. ( riticism with the best of inten-
tions cannot make up by any .'esthetic fervor for
what it lacks of such knowledge.
184
THE EDUCATIONAL REVIEW.
Murderous Millinery.
Do you ne'er think what wondrous beings these?
Do you ne'er think who made them and who taught
The dialect they speak, where melodies
Alone are the interpreters of thought?
— Longfellow — Tales of a Wayside Inn.
One of the most pitiful sights in London is the
sale of thousands of birds of paradise, humming
birds, parrots, owls, terns, kingfishers, finches, swal-
lows, crown-pigeons, tanager, cardinals, golden ori-
oles, and other bright tropical creatures, besides
hundreds of packages of the long, loose, waving
"osprey" plumes taken from the backs of various
species of small white herons and egrets. Last year,
in London alone, to give only two conspicuous in-
stances, the feathers of 150,000 herons and egrets
were sold, and over 40,000 birds of paradise.
Steadily, year after year, this appalling waste of
bird-life goes on, not for the purpose of food or
warmth, or any wise economic reason, but solely to
minister to a "fashion" in millinery that consists in
the wearing by women in their bonnets and hats of
the dead and mutilated bodies of one or more birds.
The very existence of the beautiful bird of paradise
is endangered so that a fashionable woman may
flaunt from toque or picture-hat a bunch of its
plumes. The most beautiful and wonderful species
are rapidly being exterminated, many are on the
verge of extinction, whilst others have entirely dis-
appeared. In our own country some thirty species
of British birds are named by Mr. W. H. Hudson,
a noted authority, as either having been extirpated
or in a fair way of becoming so in recent years.
The trader, who waxes fat on this infamous trade,
and the feathered woman, vain and heedless, or
ignorant and thoughtless, as the case may be, are
jointly responsible for this state of affairs. The
fashion of wearing birds and their plumage is in
itself indefensibly cruel. Nothing can excuse the
wanton destruction and the wearing of any bird,
not killed for the purpose of food, other than the
ostrich, which sheds its feathers naturally. Every
lover of nature, every person of humane feeling,
every thinking woman, once she knows the facts,
must regard this traffic as infamous. It is hardly
credib'e that any woman who once realizes how and
when an "osprey" is procured could bring herself
to wear one. It cannot be too often repeated, or
too widely known, that to secure these graceful
plumes not only is there wholesale slaughter of the
adult birds, but, as these feathers are worn by the
white herons and egrets during the breeding season
only, and by both sexes, their death ensures that
of thousands of young by the most horrible of fates
— that of slow starvation. These "nesting" plumes
then, are the outward and visible sign of man's in-
humanity and woman's criminal ignorance and, alas !
heedless vanity and' indifference to cruelty.
The late Queen Victoria was so impressed by the
knowledge of these facts when they were brought
to her notice that an order was issued for the sub-
stitution of ostrich plumes for the "ospreys" then
worn in the head-dress of officers in certain regi-
ments of the army. The present Queen also desires
it to be known that she never wears osprey feathers
herself and discountenaces their use whenever pos-
sible. Many ladies of high degree, including the
Duchesses of Portland, Northumberland and Som-
erset, are avowed enemies of the fashion, and there
is hope that, with wider knowledge of the cruelties
practised in securing these plumes, the good taste
of the vast majority of women will become apparent
and they will cease to be parties to it.
The only hope of stamping out this fashion lies
in the force of public opinion. Once let it be under-
stood that it is "bad form" to wear dead birds, or
portions of them, and particularly ospreys, on one's
person, even only from the aesthetic point of view,
then there is a chance of this horrible fashion dying
out. The men must help by forwarding wise legis-
lation on the subject of the protection of birds, and
by constant supervision of the millinery of their
feminine belongings; but it is to the women them-
selves we must look for any real result. If women
decided that feathers should not be worn, always
excepting the ostrich feather, they would soon cease
to be worn. All honor to the women who refuse to
wear them— and they are mam- — and thus lift a
little of the reproach that sits so hardly on the so-
called gentle sex. — The Speaker, London.
"Picking" at pupils — telling them to "sit up," "to
keep quiet," "to study,"— does little or no good. In
a short time the disregard for the oft repeated in-
junction is seen in increased restlessness and dis-
order. When pupils learn that the injunction is only
formal— a sort of habit — they do not even hear it,
for pupils hear only what has meaning. The
remedy is in the teacher — in the recitation. Get the
pupils to work, and there will be little use for
phrases which only irritate. Or, stop the recitation,
say nothing, and stand still until the room is quiet.
Stop the work of the school whenever necessary
to give meaning to your general regulations. A
teacher who cannot command and maintain order is
a failure. — Patrick's Pedagogical Pebbles.
THE EDUCATIONAL REVIEW.
185
Natural History Stories for Little Folks.
The Little Fawn.
The fawn was born in a quiet valley in the great
forest, and where the bushes grew thickest he had
his nursery. Here his mother, the doe, found for
him a soft bed of moss and dried leaves and fed
him on milk.
He was the prettiest little creature, with his
brown fur coat dappled with white, and his little
slim legs which were still so weak that he could
hardly stand on them, and could only take a few
feeble steps at a time. Before the doe left the
cover to look for her food in the forest glen, and
to drink a fresh draught at the brook, she pushed
him gently down upon the soft moss bed with her
muzzle, and made him understand that he must
lie there obediently till she came back, so that she
might be sure of finding him again in the midst of
the great forest. After a few days his legs became
a little stronger, and he tried some pretty gambols,
but he was not nearly strong enough yet to gallop
with his mother over hill and dale, and to jump over
bushes and ditches.
Some children came into the forest one day to
hunt for berries, and men and women came close to
the cover to gather wood. When the doe saw them
she stamped her fore-leg, and the fawn instantly
understood that this was an order for him to lie
down and hide under the leaves and high bracken.
When the children and wood-gatherers saw the
mother deer they ran after her. At first she trotted
on slowly a little way ahead of them, at times, even
stopping a moment, pretending to l>e lame and
unable to run fast, and all the while the people
followed her she was leading them further and
further away from her little fawn in the cover. At
last, when she thought all danger of their finding
him was over, she trotted along quicker, so that the
]K*op!e soon lost sight of her in the thicket. Then,
choosing a round-about path, she returned to her
little one, and found that the fawn, meanwhile, had
been obedient to his mother's teaching, had lain
absolutely still in the same spot, and his obedience
had saved him from discovery. So you see it was
best for the fawn to obey his mother without
questioning, and of course a child should do so too,
for it should be at least as sensible as a little fawn.
The Crow as a Gardener.
Jim. the black crow, has long been the favorite
of everybody in the house, and as soon as the
children are out of bed they can hear him croaking
his "good morning" to them. He knows quite well
that they will throw him bits of bread from the
breakfast table.
But the children have often had to scold their
black friend for carrying off bright bits of stuff
from the girls and glistening trifles from the boys,
which he hides away under the tiles of the roof or
in some dark corner. He came to be called a "ras-
cally thief," and deserved the title, but, after all,
this very love of prying into hidden corners and
his trick of hiding things are useful at times.
Near the house is the kitchen garden, and be-
hind this lies the beech-wood, and this is where
Master Crow likes to be. At night there come
crawling from the woods crowds of snails, making
shiny tracks towards the vegetable beds. As long
as the wet dew is lying the little gluttons eat one
leaf after another, but before the sun rises and dries
their tracks they are hidden away again. Some
stick to the under side of the large cabbage leaves,
others hide themselves in the shadow of the hedge
behind stones and moss, or between the thickly
plaited branches. They have withdrawn into their
hard shells and think themselves safe, but here
comes Master Crow, and with his beak he seizes one
by one. He carries them off to a big stone, and
against it he knocks the hard shells till the splinters
fly about, and then he gobbles up the juicy snail in-
side. And so, like a carfeul gardener that he is, he
draws out one thief after another from its hiding
place, and in a few days there is quite a heap of
broken snail shells all round the stone.
Besides snails, the crow will also hunt for worms
and mice, and so, filling his own beak, he destroys
many vermin that spoil the useful plants of the
garden.
Tea.
The weather was rainy and cold, but we sat by
the cosy fire, and were delighted when mother
ordered tea to warm and cheer us, and while we
drank it she told us where it came from.
Far away in China, where gold-fish and golden
pheasants live and camelias grow in the hedges like
the briar-rose does at home, it is hot, and the pea-
sants till the ground by the sweat of their brows. In
the valleys they sow rice and cotton, but on the
slopes of the hills they plant tea. The ground is
dug deep and well manured, and the seeds of the tea
plant are then sown and covered with earth. From
the seeds grow little shrubs, from which the plant-
186
THE EDUCATIONAL REVIEW.
ers break off the middle shoot, that the plant may
not grow up too tall, but spread out into abundant
branches round the stem.
As soon as the tea shrub is three years old the
leaves are picked off, and this is done twice, and in
very fruitful places, even three times a-year. The
most delicate heart leaves from the points of the
branches are sorted from the rest, and from these
you get the finest and most delicate tea. The next
best leaves are again put together, and the lowest,
oldest, and hardest leaves give a third kind, the
coarsest and cheapest sort.
The tea leaves are first dried in the sun, and then
heated in iron cauldrons over a slow fire and
kneaded with the hands. They are rolled and
finally dried, whilst to some sorts of tea the Chinese
add the sweet-smelling blossoms of different flowers.
Finally, the leaves are packed in stone jars, in tin
boxes, or in well-sealed cases.
The Chinese use a great deal of tea themselves,
for in China everyone drinks tea, from the Emperor
himself to the meanest beggar, but made without
sugar or milk, with water only. What they do not
keep for themselves they sell to the merchants, who
bring it to us in England and other countries of the
world.
The tea plant also bears pretty white blossoms
that look almost like little white roses, and turn into
brown, dry, fruit capsules with dark seeds.
The Chinese value their tea plant very highly, for,
although they can use neither its blossoms nor its
fruit, they praise it because of its precious leaves.
— Richard Wagner.
Spelling1 Reform.
A most imposing document has come to hand this
week urging the newspapers published in Toronto
to reform their spelling, and the petition is signed
by nearly one hundred professors and lecturers in
the University, high and public schools and business
colleges. It is no small tribute to the press that all
these authorities on education should make their
appeal to the newspapers down town, rather than
to each other, for they write our text-books, they
control our institutions of learning, and if the
editors and reporters mis-spell the words they write,
these are the men who misled them, mistaught them,
hammered error into them when thev were voting
and helpless, and would have taken to "fonetik
speln" with eagerness. One of those signing the
petition that lies before me is Mr. lames L. IIu<dies,
who may be said to have nearly 40,000 school
children in this city at his mercy. Little boys and
girls after their first lesson in spelling, return to
their homes sputtering, contorting their counte-
nances and coughing up sounds from their tender
interiors in a manner that has alarmed many a
mother. To see a child in the throes of spelling a
word looks more like the symptoms of a fit than a
first step in learning. The little one is taught to
spell a word by sound, rather than by sight, as for
instance, "cat" is "keh-ah-teh," and these sounds
are produced by using a part of the throat that the
child will ultimately employ only in swallowing food
or in gargling when ill. After a year the child is
taken to one side and told that it was all a hoax, and
he learns that you can spell cat "c-a-t," as the house-
maid contended from the first. It is rather odd that
our authorities on education who can of their own
accord, introduce a system like this, should feel com-
pelled to appeal to the press in any thing. They
suggest that silent letters be dropped, although
silent letters, like silent persons, are often more
worthy than their noisier companions. This journal
will be slow to adopt dehorned spelling. Having
learned to spell correctly, we do not propose to
lightly abandon this advantage over many of our
contributors. — Toronto Saturday Night.
An Unfortunate Statement.
Dr. Wra. T. Harris, LT. S. Commissioner of Edu-
cation, stated in a signed article recently, that in dis-
cussing the salary question in this country we should
not take into account those who receive less than
$500 a year, as "they are make-shift teachers," have
not prepared themselves for teaching, and are not
studying to advance themselves, but go from school
to school as opportunity offers.
Dr. Harris has certainly overshot the mark this
time. There are thousands of excellent teachers, and
many of them well-schooled and trained, who are
receiving less than $500 a year, and who will con-
tinue to receive no more if they are to have no more
encouragement than this, and if the people they
serve are to be told that their teachers are only
make-shift teachers, anyhow.
On the other hand, there are teachers who receive
$500, yes $1,000 a year, who are poorer make-shifts
than many of these noble women who are serving
their State nobly and conscientiously for less than
$500 — yes, less than $300 in many cases. The poor
teaching is not all done in the "little red school-
house on the hill."' Oh, no! Some of the deadest,
dryest, most unskilled and unpedagogical teaching
to be found anywhere is to be seen in schools where
the teacher receives more than $500 a year. — Ohio
Teacher.
THE EDUCATIONAL REVIEW.
187
Hints fop. Studying a Play.
BY REV. THOMAS MACADAM, QUEBEC.
I. — The Story.
Be prepared to give :
I. — A sketch of the author's life and character.
2. — A concise and clear narrative of the events in the play.
3- — The construction of the Play— number and subjects of
Acts and Scenes, object of prologue and epilogue;
a full narrative of the events of any Act or Scene
that might be asked.
4. — A list of the Dramatis Personae their rc'ation to each
other, and the part played by cath.
5- — A description of the general plan, main plot, sub-plots,
and special incidents.
6. — The different kinds of Dramatic literature and tin:
class to which the play belongs.
7. — Sources, date, and history of this play.
8. — Names and dates of his other plays.
II. — The Language.
I- — Note peculiarities in words, phrases, idioms and gram-
mar.
2. — Give etymologies of words with an interesting history.
3- — Note any specially felicitous words, epithets or
phrases.
4- — Note and name all the chief figures of speech em-
ployed; note also adages, proverbs, maxims intro-
duced.
5- — Be prepared to scan any line, to name the metre and
point out metrical peculiarities or faults; state the
kind of poetry and of stanza to which any passage
belongs.
6. — Give a list of anachronisms in the play (if there are
such).
7- — Note and explain all allusions to events or persons (<t)
of the Author's time, i b) of History, (c) of My-
thology, (d) of Literature: also allusions to popu-
lar beliefs or traditions, or usages.
8. — Quote lines or passages illustrating each of tin- point -
above mentioned.
9. — Be prepared to name the person who utters any line.
phrase, or passage that may be given.
10. — Be prepared to cap any line.
it- — Be prepared to supply the right word or epithet, when
asked.
12.— Be prepared to note all the Saxon. Latin, or other
foreign words in a passage of. say. ion lines in
length.
II T. — Dramatis Personae.
I. — Individualize each character by describing his, or her,
function (real or imagined), personal appearance,
mental and moral qualities, views of life and men,
contrasts and resemblances with other characters
of this or other plays, social position, style of
speech of each, etc.; sustaining every point by apt
quotation.
2. — Show the historical accuracy, or otherwise, of tin-
portrayal of any historic characters ( whether the
character is true to history, whether a foreigner
or ancient is made to speak and act like an Eng
lishman of the author's day, etc )
3.— Show originality or otherwise of the conception of any
character; whether true to nature, and suited to
the situation.
IV. — The -Author and His Times.
Show with the aid of quotation- what the Play reveals,
either directly or indirectly, regarding the Author
in respect of:
1. — Age at time of writing, education, worldly position,
tone of social surroundings and formative influ-
ences.
2. — His attitude towards religion ; wholesomeness of
moral tone ; his general view of life and men ; his
character generally ; love of nature, of truth, of
books; estimation of women; and relation to the
great, to the oppressed or poor.
3. — His knowledge of human nature.
4. — The kind of theme that appears most to interest him.
5. — The breadth and variety of his sympathies.
6. — The subjects that show him at his max'mum, and at
his minimum of easy strong movement, or of
dainty gracefulness.
7. — The compass of bis power, versatility, range of general
knowledge.
8. — The bent of his genius — to the sublime (as Milton).
to the humorous, ludicrous, hopeful, gloomy, etc.
9. — His own sentiments put into the mouths of his char-
acters; power of imagining, by intellectual sym-
pathy, sentiments not his own, hut suitable to the
situation of his characters.
10. — Compare his language and style with that of the time
in which he lived.
11. — Estimate his influenc; on English style, and on the
Drama.
12. — Explain the Dramatic Unities, and show how far he
conforms to them.
1,3. — Observe whether his prevailing habit of mind is objec-
tive or subjective.
14. — Note passages casting light on the manners, usages.
etc., of the different classes of society in his time.
V*. — Quotation.
I. — Be able to quote, when asked, what any character says
to another on any specified occasion.
2. — Quote passages containing ideas or language appar-
ently borrowed from other writers, with the
counterpart passages.
3. — Quote from the same author, or other writers, passages
illustrating the thought or situation in any parts
of the play.
4, — Quote all the weak passages and point out their de-
fects.
5. — Quote the best passages of this Play, in single lines,
couplets and larger sections, aiming at variety of
sentiment and literary form, say 100 lines in all.
6. — Point out wherein the excellence of each of these pas-
sages lies ( c. £. melody, various kinds of force,
pathos, humour, sublimit)', feeling, brightness, in-
sight, suitability to speaker, etc., etc. I
7. — Quote passages casting light on the life and manners
of the author's time.
8. — Quote passages illustrating human life, moral points,
or any other matter of interest.
0. — Quote all the expressions in this Play that have come
into every-day use.
188
THE EDUCATIONAL REVIEW.
Children and Poetry.
The late Horace E. Scudder — who said many
wise things on education — in an article on The Pri-
mer and Literature, remarked: "Of all the literary
forms at the service of the teacher who wishes to
lead the child by natural ways into the richest pas-
turage, verse must be given the precedence in time
at least."
Its melody, its swing, its rhymes, its brief lines,
its form, as distinct from ordinary speech, all appeal
to the youngest child and awaken his interest, and if
we look at the matter a little more deeply we shall
see that the young human being is attracted by all
these things just as man was attracted in the child-
hood of the world, for in the history of literature,
poetry invariably precedes prose. To repeat rhymes
to the baby, rhymes for his fingers, rhymes for his
toes, rhymes for his little snub nose, his red buttoned
up mouth, his shell-like ears, his wide, wondering
eyes, is natural for every natural mother, and never
yet was baby known to fail in delighted response.
Nor ever yet was seen the little child who did not
feel the charm of Mother Goose's melodies, the be-
gining of juvenile literature, lyrics which have sur-
vived because they were fitted to survive.
So far most of us go in the training of children,
but here, when a few more steps would bring us
over the threshold and into the domain of real poetry
— here we frequently stop, and largely because we
are ignorant of what to do next. Yet the task is
easy now, while later on it becomes in many cases
a burden we can scarcely lift. "Once let genuine
poetry possess a child," says Mr. Scudder again,
"and the hardness of later life will not wholly efface
its power ; but let the cultivation of the love of poe-
try come late and it conies hard."
Why, then, says the practical parent whose eye
has never rested on a line of verse since he read of
the lamentable adventures of Tom, the Piper's Son
— why, then, insist upon teaching poetry at all, since
it seems to be a juvenile taste, outgrown like a love
for hobby horses and mud pies
Because, in the first place, to be equally practical
and yet sublime, "Poetry is the real and true state
of man ; the proper and last ideal of souls, the free
beauty they long for, and the rhythmic flow of that
universal play in which all life would live." This,
in general, and as a preface to the detailed reasons,
which are all simple enough.
First, we must cultivate a love of poetrv in the
chi'd because it is the smoothest, most seductive
pathway to literature— to great literature, to that
in which is crystallized the hopes, the fears, the
loves, the struggles, the conquests, the ideals of the
race. A narrow pathway, you say, which begins
with, "This little pig went to market," and "Pussy
in the well !" A narrow one, indeed, we answer,
but how wide is the artery that leads to the heart,
out of which are the issues of life?
Second, familiarity with poetry is an invaluable
aid to the use of good English, for it accustoms
the child to beautiful words, beautifully set. The
poet necessarily uses artistic language; that is,
"words chosen for their clearness, force and beauty,
as vehicles for the communication of conceptions
and emotions." The parrot easily acquires a forcible
vocabularly, you know, if he lives in suitable sur-
roundings, and even the canary can learn to sing
a tune if he hears it often enough. Let the child
hear and read good poetry daily as a part of educa-
tion, and you shall see how his diction shall gain
in strength and beauty.
Third, poetry is of supreme worth in the cultiva-
tion of the imagination, and the children of this
country especially need food for this faculty in the
midst of all the practical tendencies of the times. —
Nora Archibald Smith,, in Congregationalist.
There are Other Instances.
Little Johnny Sleepyhead was spending his
vacation with his grandpa. One night grandpa
heard a thud in the direction of Johnny's sleeping
room. "What's the matter?" said the solicitous
grandpa. "I jist — jist felled out of bed," was the
reply. "Well, why did you fall out of bed, my little
man?" "Dunno, 'less I went to sleep too near
where I got in," was the significant reply.
Going to sleep too near where one gets in, is a
dangerous malady, and is contagious among teach-
ers. There are many who are immune to it. but
the onslaughts of the disease are noticeable among
teachers who could easily become immune if they
would take the treatment. The vaccine consists of a
liberal injection of professional zeal, applied early
in the development of the young teacher. Teachers
of much experience often forget that age alone is
not a safeguard against the disease. "Going to sleep
too near where one gets in" in not so much of a
youngster's disease as one of early maturity — too
early.
Those teachers who have gone to sleep too near
where they got into the profession are pretty hard
to arouse even by a thump occasioned by falling out
THE EDUCATIONAL REVIEW.
189
of the band wagon. You occasionally meet such a
teacher, and he is usually rubbing his eyes, some-
times his fists, and declaring that there has been un-
just discrimination against him in throwing him
overboard. While he stands and rails at the young-
sters who crowded him out with diplomas in their
hands, the whole procession moves on, leaving him
to entertain himself with the echoes of his solitary
complaints.
Young friend, be careful lest you fall into the
slumber of self-satisfaction too near your entrance
into the teaching profession. — The Ohio Teacher.
If You Are Lost.
Find a mature tree that stands apart from its
fellows. Even if it is only slightly separated it will
do. The bark of this tree will be harder, drier, and
lighter in color on the south side. On the north it
will be darker, and often at the roots of it will have
a clump of mould or moss. On the south side of
all evergreen trees, gum, which oozes from wounds
or knot-holes, will be hard and amber-colored. On
the north, this gum is softer, gets covered with dust,
and is of a dirty grey. In fall or winter, trees which
show a rough bark will have nests of insects in the
crevices on the south.
A tree which stands in the open land will have
its larger limbs and rougher bark on the south side.
Hardwood trees — the oak, the ash, elms, hickories,
mesquits, and so forth — have moss and mould on the
north. Leaves are smaller, tougher, lighter in color
and with darker veins on the south. ( )n the north,
they are longer, of darker green, and with lighter
veins. Spiders build on the north side. Any sawn
or cut stump will give you the compass points, be-
cause the concentric rings are thicker on the south
side. The heart of the stump is thus nearer to the
north side. All these things are the effects of the
sun. Stones are bare on the south side, and if they
have moss at all it will be on the north. At best.
on the sunny side only a thin covering of harsh,
half-dry moss will be found. On the south side of
a hill the ground is more noisy under foot. On the
north side, ferns, mosses, and late flowers grow. —
Selected.
[It would be well for teachers and pupils to try
to verify some of the above statements. — Ed].
Carleton County Institute.
The annual session of the Carleton County Teach-
ers' Institute met at Woodstock on the 20th and 21st
December, President H. F. Perkins, Ph.B., presiding.
Eighty-six teachers were enrolled. The presence
of the Chief Superintendent, Dr. Inch, and of Dr.
C. C. Jones, Chancellor of the University of New
Brunswick, was highly appreciated and added to
the interest and profit of the meetings. The first
session opened with a thoughtful and inspiring ad-
dress by President H. F. Perkins. The key-note
of his address was "Keep Growing." Inspector F.
T>. Meagher, W. B. Belyea, Chairman of the Wood-
stock School Board, Principal C. D. Richards, B.A.,
and Principal F. C. Squires, B.A., followed with
well chosen remarks. An interesting paper on
Drawing occupied the remaining time of the ses-
sion.
The time of the second session was occupied by
a masterly paper on Literature by Mr. C. D. Rich-
ards, and a visit to the Sloyd room where a most
interesting lesson to a class of seventh grade boys
was given by Miss Louise Wetmore.
On Friday morning Mr. F. C. Squires delivered
an excellent address on Geometry, and Dr. C. C.
Jones another on Mathematical Study and Teach-
ing. Mr. Isaac Draper read an interesting paper
on Spelling, and Mr. A. E. Rideout opened the
discussion.
On Friday afternoon the Institute listened to two
excellent papers. Composition was discussed by Mr.
J as. O. Stceves, and Geography by Mr. Geo. N.
Belyea.
A cordial invitation from the trustees at Florence-
ville to hold the next meeting of the Institute in the
new consolidated school building was accepted, and
the time for the meeting was set for the first week
in October. The following officers were elected:
Chas. D. Richards, President ; F. C. Squires, Vice-
President : R. F. Estabrooks, Secretary; Miss Hel-
ena Mulherrin and Miss Marion R. Thompkins,
additional members of the Executive.
R. E. Estabrooks, Secretary.
Woodstock, X. 1!., Dec. 26, 1906.
In teaching, as in other things, look up, and the
stars guide you ; look down, and the gutter beckons.
— Thos. E. Sanders.
Teacher — "Which is farther away, England or
the moon ?"
Pupil — "England."
Teacher — "Why?"
Pupil — "Because you can't see England and you
can see the moon."
190
THE EDUCATI ONAL REVIEW.
Problems in Rhymes.
I
Some frisky little squirrels found
Two necks of chestnuts on the ground;
Now, let the wisest child declare
How many pints of nuts were there.
II
Hidden in the fragrant hay,
Harry found, one autumn day,
4 dozen eggs, and 12 eggs more;
In all these eggs how many score?
Ill
Minnie, and Jack, and Grace, and May,
Nine year old Charlie, and two year old Ray,
3 pounds of candy the sdx must share,
And I must divide it true and fair;
What part of a pound shall I give each one?
Now tell me quick and the problem's done.
IV
2X1 is the baby,
2+3 is Lou,
6X5 is clear mamma,
20+15 is papa,
And 3X3 is Sue;
What is the sum of their ages? Tell
And we'll declare you've answered well.
V
For Elsie's birthday mamma made
A gallon bowl of lemonade,
To every lad and every lass,
She gave a half pint in a glass
The number of the children name
Who unto Elsie's party came.
VI
1 lere is a riddle for you to guess,
1 here are twenty rosettes on dolly's dress,
In each rosette. Maid Mary said,
She put eighteen inches of ribbon red;
How many inches of ribbon gay
Did Mary use? Come, who will say?1
VII
Hickory, dickory, dock!
It is just nine by the clock.
I low many minutes must pass away,
Ere half-past ten the clock will say?
V11I
Add 59 and 34,
Take 66 away,
The- number left divide by 3;
What answer comes, 1 pray?
IX
4 flags has Jack, and, on each one,
7 stripes of red and 0 of white;
J low many stripes on those four flags?
Now tell me quick if your are bright.
Multiply 45 by 2,
Divide the answer by 3,
Take away 6, and add 14;
What number, then, will you see?
— Virginia Baker, in Primary Plans.
[These may be cut out, pasted on cards and given to
the pupils.]
" Oh, a trouble's a ten,
Or, a trouble's an ounce,
And it isn't the fact
That you're hurt that counts,
lint only how did vou take it?"
< )nc night Paganini was going to the Paris opera
house, where he was to astonish every one by play-
ing on one string. Being late, he took a cab, and
when he arrived at his destination, the cabby wanted
ten francs. "What," he exclaimed, "you are crazy,
I have only had you five minutes." "I know it is
much," said the other, "but for you who make a
fortune by playing on one string it must be ten
francs." "Well," said Paganini, handing him the
right fare, "when you can make your cab go on one
wheel come to me and I will give you ten francs." —
La Caricaturista.
Canada's proportion of population is only 1.5 to
the square mile (England has 558 and the United
States 21 persons to the square mile) ; population
by her first census of 1665 was 3,251 ; population
in 1763 was 70000; population at Confederation,
1867, was 3 J/ millions; population in 1901 was
5,371,315; population, estimated, on June 30, 1904,
was 5,604,328; began the twentieth century with
the same population as the United States began the
nineteenth.
Fully one-half of the movements of pupils and
classes should be indicated by a motion of the head
or the hand. Every movement that can be indicated
by a sign or a gesture should be so directed. Fully
one-half of the oral commands should be avoided.
Quiet not only saves time, but it induces thought.
Tt was the first time Nan had seen any one husk-
ing corn. "Do you have to undress every single
ear?" she asked, soberly. — Judge.
Tlie length of the Siberian Railway is 6,677 miles.
The length of the Cape to Cairo Railway, when
finished, will be 6,500.
THE ED.UCATIIONAL REVIEW.
191
ASLEEP.
The sun is gone down,
And the moon's in the sky ;
But the sun will come up,
And the moon be laid by.
The flower is asleep.
But it is not dead;
When the morning shines,
It will lift its head.
When winter comes,
It will die, — no, no;
It will only hide
From the frost and the snow.
Sure is the summer,
Sure is the sun ;
The night and the winter
Are shadows that run.
— George MacDonald.
CURRENT EVENTS.
The British House of Commons has approved of bills
granting constitutional government to the Transvaal and
Orange River Colonies.
From the Lake-of-the- Woods westward, as far as the
Red River, the boundary between Canada and the United
States is marked by iron posts, similar to those which
mark the boundary between New Brunswick and Maine.
These pillars are eight feet in height, and are eight inches
square at the base, tapering to four inches square at the
top. West of the Red River valley, the line is marked by
mounds of earth or stone, or by wooden posts, until it
reaches the mountain region, where in some parts shafts
of granite are used.
Wallace, the explorer of Labrador, believes that this little
known part of our territory contains great mineral wealth.
English weavers look to West Africa as the source of
their future supply of cotton. A railway is proposed to
assist in the development of the country; and it is pre-
dicted that before many years there will be a political union
of Sierra Leone, the Gold Coast, and Northern and South-
ern Nigeria, which will bring into existence a great West
African dominion.
A new alloy, a compound of silver, nickel, bismuth and
gold, can be used by electricians as a substitute for
platinum, at about one-thirteenth of the cost.
The United States House of Representatives lias ordered
that the government printing office shall "adhere to the
standard of orthography prescribed in the generally accept-
ed dictionaries of the English language," instead of follow-
ing the "simplified spelling" advocated by President Roose-
velt.
Great Britain, France and Italy have signed an agree-
ment for the maintenance of the integrity of Abyssinia.
Sir Hiram Maxim is reported to have said that we shall
not have balloons in the future; we shall have Hying
machines. The flying machine, he thinks, will In- a sport-
ing affair at first, just as the automobile was; but he looks,
for startling developments within the ensuing year, and
the balloon will soon be a thing of the past. We can
hardly estimate at present all that this means in the prac-
tical affairs of nations. It is sufficiently startling to know-
that any of the wild imaginings of what might happen if
men could fly are coming true.
German experiments seem to show that deep sea fishes-
may be gradually accustomed to living in fresh water, and
will remain active and healthy in their new surroundings.
The Japanese prepare from soy beans an agreeable sub-
stitute for milk.
1 he extensive use of seaweed in Japan gives employment
to whole villages. More than fifty varieties are utilized'
either for food or as raw material for manufactured pro-
ducts. The Japanese government encourages the industry-
and has offered a reward for the best method of produc-
ing iodine from sea plants.
A repair ship, called the " Cyclops," is among the latest
additions to the British navy. She will be fitted up with
foundries and workshops, and will carry three hundred'
men, mostly workmen, and be ready for service sometime-
during the present year.
Cheap postage on British periodicals is promised us.
Unfortunately we now get United States publications
postage free, and have to pay postage on those that come
from the United Kingdom ; but the present arrangement
with the United States is to be discontinued, which, with
the promised reduction, will give us no longer a postal pre-
ference in favor of foreign literature.
A chair of protozoology has been established in the
University of London. This new branch of science treats
of the minute organisms known as protozoa, many of
which are now known to exist as parasites in the bodies
of higher animals, and some of which are recognized as
tiie causes of infectious diseases, such as malaria in man,
and the Texas fever in cattle, formerly supposed to be of
v-getable origin.
Flying-fish fly. An English naturalist has determined
that they do not merely jump from the water, guiding
their flight through the air by their extended wing-like
tins; but that there is a rapid vibratory motion of the
wings while in flight, sustaining them longer in the air
than if impelled only by the movements of the tail and
tins in leaving the water.
The separation of church and state in France has taken
place without any serious disorders. There has been on
both sides an effort to avoid violence, and the result has
shown that in the French Republic a great revolution can
he effected quietly.
The provisions of the Algeciras conference giving to
France and Spain police powers in Morocco seems to have
come in force not before it wa- needed. The Sultan's
authority has been openly defied in Tangier, where the
French and Spanish fleets are assembled to enforce it.
The Mexican government has taken over the principal
railways of that country, fearing that the great railway
corporations of the United States might otherwise get
possession of them.
The new Canadian tariff provides for a general schedule
of rales and for a British preference as before, and for
192
THE EDUCATIONAL REVIEW.
an intermediate tariff, to be conceded to non-British coun-
tries which make trade concessions to Canada. The latter
is at present ineffective, as there is as yet no foreign
country in a position to claim its advantages.
The President of the United States has issued a procla-
mation, calling upon his people to contribute to the relief
of famine sufferers in China, where crops have been des-
troyed by floods and millions of people are on the verge
■ot starvation. The past year has been a year of great dis-
asters, including the earthquakes in San Francisco and
Peru, the eruption of Vesuvius and the typhoon at Hong
Kong; but the present distress in China, in which whole
provinces are involved, is so widespread and so terrible
that its cause must be considered the greatest disaster of
all. In Canada, the year has been one of great prosperity
and progress, and we have been able to send large con-
tributions to the help of the needy in other lands.
SCHOOL AND COLLEGE.
Mr. H. H. Biggar has been appointed principal of the
graded school at Sussex Corner, N. B.
Air. John G. McKinnon, who has had charge of the Black
River school during the past term, has been appointed
principal of the Douglas Avenue school, St. John.
Miss Frances Prichard, who lias had charge of t'le
manual training department in the consolidated school ai
Florenceville. X. B., has accepted a similar position in the
Owen Sound, Ontario, school.
Canadian school children are to raise a monument to the
memory of Alexander Muir, author of '' The Maple
Leaf Forever."
The pupils in the Woodstock, X. B. grammar school
.gave Principal C. D. Richards a magnificent china tea set
on the eve of his marriage with Miss Grace Bolton, until
recently matron of the hospital there.
Dr. G. R. Parkin, of Loudon, the Rhodes scholarship
commissioner, will visit the principal educational centres
in Canada early in the new year.
Mr. H. H. Stuart, principal of the Harcourt, N. B.,
superior school, has resigned his position to become editor
i if the Newcastle Advocate.
Chancellor Jones has recommended the establishment of
a law department in connection with the University of
Xew Brunswick.
RECENT BOOKS.
Messrs. A. & \V. MacKinlay, of Halifax, have published
a second edition in a neat book form of the sketch of
Hon. Joseph Howe, written in 1875 by the Rev. G. M.
Grant. The publishers very properly think that the mem ry
of this distinguished Nova Scotian should be kept alive
among his fellow-countrymen, and to that end have brought
out this re-print, which is in a convenient form for preser-
vation. The ready sympathy of the Rev. D -. Grant in
dealing with his subject is apparent on every pa?e of the
memoir, which should find its way into every home and
school in the province. Added to the sketch is Howe's
Essay on the Organization of the I 'mpire, and a chrono-
logical list compiled by Mr. Joseph A. Chisholm, barrister,
Halifax, of his writings and speeches, the who'e forming
a handsomely bound volume of no pages; price one dollar
in cloth binding. (See advertisement on another p,age).
Much credit for compiling and bringing out this sketch
is due to Mr. J. W. Logan, classical master of the Halifax
Academy, and the profits from the sale are to be devoted
to replenishing the academy library, a very worthy object
The Psychological Principles of Education : A Study
in the Science of Education, by Herman Harrell Home,
Ph. D., Dartmouth College. Cloth. Pages 435. Price
$1.75. Xew York: The Macmillan Company. Toronto:
The Macmillan Company of Canada, Limited.
This volume is the attempt of a teacher to lay the scien-
tific foundation of the art of teaching, so far as these are
concerned with psychology. Principles of pure psychology
are transformed into educational principles for the teacher,
who may not have the skill or knowledge to do so for
himself. In the first pant the aim is to get bearings in the
field of the science of education. The remainder of the
book sketches such a science from the standpoint of
psychology, treating education as viewed from the physical,
intellectual, emotional, moral and spiritual standpoints,
The book is divided into five parts, and at the end of each
there are numerous references to educational authorities
on each of the above divisions. The book is a timely
contribution to education as a science, and is worthy of a
thoughtful consideration by teachers.
From the same publishers, there is the first Book in
Latin, by Inglis and Prettyman (price 60c), which provides
as a first year Latin course a sufficiently adequate prepara-
tion, the authors think, for the reading of Caesar ; The
Kipling Reader (50 cents), with selections from the prose
and poetry of Kipling, embracing such stories as Wee
Willie Winkie. Mowgli's Brothers, The Lost Legion, and
others; Emerson's Representative Men (25 cents), in the
Pocket Series of English and American Classics, which
includes besides the Representative Men an epitome of
Emerson's writings in general.
Messrs. A. S. Barnes & Company, of Xew York, make
a Xew Year's contribution to education in the orm of a
half dozen books of a convenient form for use in the
schoolroom. These are : Mary King'a.'ood's School, a real
story of the experience of a primary teacher, Miss Corinne
Johnson, who becomes the observer of her own school,
idealizing it from the standpoint of sympathy; Hints and
Helps from many schoolrooms, being the plans :.nd devices
of many teachers who have used them ; Little Ta!ks on
School Management, a suggestive and helpful look on the
various problems of school work; Composition in the
Elementary School has many good ideas in making com-
position interesting to the earlier grades ; Simple Experi-
ments in Physics, in two volumes, the first dealing with
mechanics, heat, fluids, and the second with sound, light,
magnetism, electricity.
Messrs. D. C. Heath & Co., Boston, have published
Victor Hugo's Quatrc-z ingt-trcizc. with introduction, notes
and vocabulary. While omitting many details, the sub-
stance of this thrilling novel is retained, and in the words
of the author, who was over seventy years of age when he
wrote the book but with powers of delineation and descrip-
tion unimpaired. It will prove attractive and useful to
students of French. From the same publishers there is
Sudermann's Teja. a one-act drama, the hero of which
THE EDUCATIONAL REVIEW.
193
AUTHORIZED CAPITAL. $150,000.00.
E. N. MOVER COMPANY, LIMITED,
CANADA'S SCHOOL FURNISHERS,
26 GRANVILLE ST., HALIFAX, N. S.
"The old and reliable School Supply House of E, N. Moyer
Company, Limited, is now, after two successful business years
in the Provinces, permanently established in the city of Halifax,
N. S., and become a part of its commercial enterprise.
1i The E. N. Moyer Company, Limited, occupy the unique and
proud position of being the first and only exclusively School
Supply House in the Maritime Provinces.
IThis Company is fortunate in its choice of location on the
leading thoroughfare of that famous city by the sea.
'Already they count their customers by the hundreds, and, with
ever-increasing facilities for manufacturing the supplies used in
the educational institutions of the Provinces, the volume of
their business must naturally increase very rapidly and the
company become an important factor in the development of
the educational interests of the Provinces.
z
^
194
THE EDUCATIONAL REVIEW.
*] a m i DOMINION OF CANADA, Showing New Provinces of Alberta and Saskatchewan.
nCW JVIQpSJ BRITISH EMPIRE, by Sir Howard Vincent.
Write for Special Prices.
| WORLD IN HEMISPHERES. Shows all New Changes.
Briaiey Kindergarten Material.
Send for Special
Catalogue.
Send 15 cents for small box 12 assorted Dustless Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards.
The STEINBERGER HENDRY CO., 37 Richmond st, we.t, Toronto, ont.
School of Science for Atlantic Provinces of Canada.
21ST SESSION, JULY 2ND TO 19TH, 1907.
HT RIVERSIDE, NEW BRUNSWICK-
Courses in Physical and Biological Sciences, English, Drawing, Cardboard- Work
and Photography.
Excursions to Many Points of Interest. Tuition for all Courses only $2.50
For Calendar containing full information, apply to
J. D. SEAMAN, Charlottetown, P. E. I.
(Teja) is a King of the Goths in their decline. It is a
delineation of the workings of a noble nature under diffi-
culties, supported by the sympathy of a wife, who has an
intelligent appreciation of his ambition and the unhappy
situation in which he is placed. With introduction, notes
and vocabulary.
Gdnn and Company, Boston, publish Good Health, (mail-
ing price 45 cents), by Frances Gulick Jewett, designed
for children of ten or twelve years of age, and treating
almost exclusively of hygiene rather than of anatomy or
physiology. It presents facts rather than dogmatic con-
clusions. Among the subjects presented are pure air,
ventilation, cleanliness, the care of eyes, ears, finger nails,
hair, teeth, skin and lungs, the importance of exercises,
bathing, etc. Its treatment of alcohol is vivid but not
pathological. The author deals with the results of its
use upon the individual as a whole rather than with its
disease effects upon the stomach, liver, etc.
Munchausen's Rcisen and Abcnteucr (price 30 cents)>
published by D. C. Heath and Company, Boston, a few
selected stories from the famous Baron Munchausen's
journeys and adventures, edited with introduction, notes,
vocabulary and exercises for composition; very suitable for
younger German readers.
From Blackie and Son, London, we have Charles
Dicken's The Cricket on tlic Hearth, (price 6d.) ; Scenes
from "Cranford", (6d.). arranged from Mrs. Gaskell's
novel for acting by girls; and Blackie' s South African
Handbook of English, (price gd.), a scries of practical
exercises in English composition, with poetry for reading
and recitations; designed for grade six.
RECENT MAGAZINES.
The Christmas number of the Canadian Magazine is
beautifully illustrated, and the reading matter interesting
and appropriate to the season. The Canadian is improving
with each number and is keeping pace with the rapid
growth of the Dominion.
Horace G. Hutchinson, whose success as a writer of his-
torical novels was assured by his stirring story, A Friend
of Nelson, now turns his clever pen to fiction of a different
type. His new story, Amelia and the Doctor, is a charming
succession of pictures of village life and character, remind-
ing one at times of that exquisite classic, Cranford. It is
now appearing in The Living Age in serial form, and
began in the number for December 8.
The Christmas number of the Atlantic Monthly is
distinguished by the excellence and variety of the good
reading which it presents from a host of able contributors.
A fitting tribute to that eminent teacher and scientist, the
late Dean Shaler, is found in the essay — The Measure of
Greatness
The serial story, The Chauffeur and the Chaperon, now
running in the Delineator, combines very well the features
of interest of that remarkable country. Holland, and the
developments of a good story. The Value of Rest is a
helpful article, advising how to obtain healthful repose of
mind and body.
I am much pleased with with your paper. I do
not think I ever spent one dollar more wisely.
Rosevalc, N. B.
L. Ax Nil-: Steeves.
educational "Review Supplement, ]februan>, 1907.
THE SNOWBALL "-GUILTY OR NOT GUILTY?
Published in Pears' Annual, jqoo. One oj the three plates given away with the /two Annual. Pram a Painting by H. Figaro".
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
PCBLISHKD MONTHLT.
ST. JOHN, N. B., FEBRUARY, 1907.
$1.00 per Year.
a. u. HAY,
Editor for New Brunswick.
A.. HcKAY,
Editor for Nova Scotia
THE EDUCATIONAL REVIEW.
Office, St Leituter Street, St. John, N. B.
hhiiTCD bt Bah.nes & Co.. St. John. N. B..
CONTENTS :
Editorial Notes
Better Salaries,
A New Drawing Coarse,
Ulimpsee into Schoolrooms — II,
February and It-. Noted Days,
Geography Match
About Numbers,
Questions on any Pine in your Locality
Geometrical Drawing — III,
ComeniUK, 1'e-italor.zi and Froebel
The Music of Poetry
Lines in Season
Natural History 'or Little Folks,
Query for Kkvifw Subscribers,
Rhymes for Little Folks
Aunt Mary's Four Ouesta
Talks with Our Readers, ....
Current Kvents
School and College, ....
Recent Hooks,
NKW AOVFKTI8EMKNT8—
Academy DeKrisay, p 198; E. N. Moyer Co., Ltd., p. 217
burg's Drawing Books, p. 223
20.1
20.1
aoj
20,
'<
20?
20f
20
20?
Si
Si
21*
215
216
217
218
219
219
220
220
; Aug*
THE EDUCATIONAL REVIEW is published on the hrst of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents
When a change o( address is ordered both the new and the OLD
address should be given.
II a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided
The number accompanying; each address tells to what date the
subscription is paid. Thus "235" shows that the subscription is
paid to Dec. 31, 1006.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The Review regrets, owing to a cause not fore-
seen in time to remedy, that no picture is sent out
with this month's number. The March Review
will contain the usual attractive picture supplement.
The seventh annual meeting of the Canadian
Association for the Prevention of Consumption and
other forms of Tuberculosis will be held in ( )ttawa
the 13th and 14th of March next. A public meeting
of the members of the association and of the citizens
generally, at which His Excellency will preside, will
be held at the Assembly Hall of the normal school,
Ottawa, Wednesday evening, March 13th, at which
Dr. Sheard, the chairman of the Ontario Provincial
Board of Health, will deliver a lecture upon " Home
Treatment of Consumption."
A daily paper is in error when it refers, in bold
headlines, to Supt. Dr. A. H. MacKay, of Nova
Scotia as a recent convert to simplified spelling.
Supt. MacKay has been an advocate of reformed
spelling for a quarter of a century past. It is but
just to say, however, that in practice Dr. MacKay
is still in the ranks of conservative spellers.
The Dominion Educational Association will meet
in Toronto, July 9-12 of this year. The programme
is now being arranged, and the readers of the
Review will be kept posted on the details of the
meeting in future numbers. Special railway rates
will be secured. The meeting promises to be one
of great interest. Principal W. A. Mclntyre, of
Winnipeg, is the president, and Dr. D. J. Goggin,
Toronto, the secretary.
Some months ago the Review received a large
number of subscribers, each one of whom was to
pay his or her subscription directly to the office at a
certain specified time. It is a pleasure to note that
the agreement was faithfully kept in nearly every
case. This is mentioned simply as a matter of
recognition on the part of the Review toward these
teachers, not as a measure of justice to them. The
word of a teacher should be as good as a bond.
The January number of Acadicusis, beginning
Volume VII, is one of the most interesting numbers
yet published of that magazine so ably conducted
by Mr. D. Russell Jack. It is full of valuable his-
torical articles, prominent among which is the
History of Pokemouche, one of a series of North
Shore (N. P..) Settlements, by Professor W. F.
Ganong. The spirit of the author is admirably
shown in these words, to which we would invite the
attention of all desirous of rescuing fragments of
our local history from oblivion : " It is my aim to
collect the essential facts while yet there is time, and
to preserve them thus for the future generations of
Xew Brunswick men and women who will care for
these things."
202
THE EDUCATIONAL REVIEW.
The Review is indebted to Mr. G. F. Chipnian,
formerly a teacher of Canning, N. S., now on the
staff of the Winnipeg Free Press, for extracts con-
taining late educational news of the Prairie pro-
vinces. There seems to be a strong demand there
among school boards and inspectors for compulsory
attendance. Nor do they stop there. If there is to
be compulsory attendance of schools, there must be
schools worth the attending, and ample provision
for all the children. Many advocates of compulsory
education forget this corollary.
Better Salaries.
From all parts of Canada comes a strong protest
against the injustice of the present meagre salaries
of teachers. The Fr.ee Press of Winnipeg, one of
the most influential papers in Canada, has recently
devoted considerable space to the subject and has
strongly emphasized the pressing need of more re-
munerative pay. At the close of the Normal school
recently in that city, Principal W. A. Mclntyre, after
showing the insufficient salaries of teachers com-
pared with other wage earners, said :
" I am not complaining that the salaries of beginners
are not high enough. They are often too high. Some
teachers are worth $500 a year less than nothing. The
pity is that we should be forced to supply them. But the
complaint is ithait higher qualification and length of service
are ignored.
"The only remedy possible is, (1) That the municipal
and legislative grants shall be graded, so that service and
experience shall be recognized ; (2) That the local school
board shall give way to the municipal school board."
Principal Mclntyre brought forward several in-
stances to show that the novice in teaching is almost
as well remunerated as the teacher of experience.
It is much the same in the east.
While a novice may occasionally be worth more
than the one who has had a long experience, it must
be that service and experience, with some teaching
ability to start with, are the only true standards to
gauge advancement. And to make teaching a pro-
fession that shall attract and retain the best talent
it is necessary to recognize that the central fact in
the school system is the teacher, and that remunera-
tion should advance in proportion as the teacher
advances.
A superintendent of schools draws attention to
the fact that $600 ten years ago had the purchasing
power that $750 has to-day. But in spite of twenty-
five per cent increase in the cost of living, teachers'
salaries have not increased. A teacher com-l-'
recently in the St. John Daily Telegraph that few
women teachers in that city get more than $300 a
year, a sum that is no way adequate to secure a
respectable living. There are many — perhaps more
than half — of the teachers in the Maritime Provinces
who do not get that much. Is this justice? Gov-
ernments, school boards and parents should think
of it, and exert themselves to remedy a matter that
will soon grow to be intolerable. Comfortable liv-
ing salaries should be the measure of appreciation
that people render to good teachers for their ser-
vices. It is admitted that teachers do not work for
salary alone; but it is a mean thing for people to
impose on them because they teach from a sense of
duty.
A New Drawing Course.
The announcement, contained in recent numbers
of the Review, that the Board of Education had pre-
scribed a New Brunswick edition of Augsburg's
Drawing Course, must have been hailed with satis-
faction by the teachers of the province. The absence
hitherto of a graded and suitable course in drawing
has been one of the greatest wants in the schools of
New Brunswick. Thanks to the efforts of the
Board of Education and Mr. H. H. Hagerman, of
the Normal school, who has revised Augsburg's
graded practice books and made them suitable to
our needs, the teachers and pupils have a system of
drawing which, with some enthusiasm and endeavor,
should produce excellent results.
Augsburg's Drawing System is embraced in three books,
and is designed for use in graded and ungraded schools.
Each subject is treated topically and is arranged so as to
give the widest latitude and the greatest flexibility in
teaching.
Book I is a teacher's hand book, showing simple and
effective methods of teaching drawing, including color
work, in the first, second and third grades. An additional
book on drawing with colored crayons is published with
the set.
Book II is a regular text-book, containing the essentials
of free hand drawing. It may be placed in the hands of
the pupils of the fourth, fifth, sixth, seventh and eighth
grades, and used the same as a text-book in arithmetic or
other subjects. It may also be used in connection with a
system of copy or blank books or drawing pads.
Book III contains short, yet complete, courses in brush
drawing, wash drawing, water color drawing, pen drawing,
the drawing of the human head and figure, decorative
design and constructive drawing.
The practice books are designed for pupils of the
earlier grades, but until some facility in drawing
is acquired they may be used as far as grade eight.
A set of cards, to aid in the teaching of action
THE EDUCATIONAL REVIEW.
203
drawing in the primary grades, form a valuable ad-
dition to the course.
The books are published by the Educational
Publishing Company of Boston, and are for sale by
C. W. Hall, Fredericton, to whom orders should be
sent.
Color in February.
Some day after a snow storm we want you to try
to see color in the landscape. Do you think an artist
would paint a snow scene perfectly white? What
colors do you see in the shadow of the tree trunks ?
Look at the tracks you made across the yard or
field; can you see any color in them? Do not be
discouraged if you fail in the first attempt. Look
often and at different times in the day.
Perhaps in your school work, you have painted
trees trying to represent the fresh green of spring.
the rich color of summer, or the bright tints of
autumn. Did you ever think to look for color in the
bare trunks and branches of the trees in winter ? See
that mass of trees at a distance: another nearer by.
Look in the morning, in the middle of the day, and
just at sunset. Look on a bright day and on a
"gray day." What colors do you see? Are they
always the same? Watch the changes in the color
of the twigs as spring comes on.— Abbic E.
Comstock.
About Plans.
The following, taken from an exchange, shows
that there is nothing like a good brisk walk in the
open air to form and perfect plans for the school-
room : '
" She's an earnest soul with a determined face.
She is on her way to. school where a room full of
eager faces are in waiting. Over an unprotected
rough country road she is walking, with her head
full of thoughts on a perplexing problem. Mary is
a firm believer in a plan before she attempts to work.
This walk of a mile has cleansed her lungs. The
peach bloom is in her cheek and there's a sparkle
and lustre in her eyes which show s'.-.e is h i >] y n
the thought that she's going to help somebody. In
spite of thirty daily recitations, in spite of the poor
equipments, in spite of the lack of co-operation of
trustees and patrons, Mary resolves that on this very
day the plan must be tried."
Gross ignorance is 144 times as bad as just
ordinary ignorance.
Glimpses into Schoolrooms — II.
By the Editor.
It was a country school, — not in a poor district,
nor by any means a wealthy one. The children
were plainly but neatly dressed. This caused me
to look at the teacher. Attired in a plain grey dress,
a neat white collar w.ith a touch of red about her
throat, her hair attractively arranged, — suggested
that the girls had found in her a pattern of neatness.
Her quiet orderly movements also suggested the
cause of the good order which prevailed in the
schoolroom.
As I approached the building a few minutes be-
fore, I noticed some boys and girls hurrying to-
wards the entrance, talking and laughing as they
went. They bade me a quiet, pleasant "Good morn-
ing," as they passed. There was no loitering at the
door. They entered quietly as if impressed with
the notion that serious work was before them, and
that they intended to be partners in it. The teacher
had been writing at the board when I entered, and
stepped forward to welcome me as an old friend,
assigned me a seat, and continued her work. The
scholars did not stare at me; they looked, indeed,
in my direction ; a few to whom I was known gave
me a pleasant smile and a nod of recognition which
made me feel quite at home. They seemed to be all
busy at something, and cast frequent looks at what
the teacher was writing on the board.
A touch of the bell and instantly all filed to their
scats, quietly, and with no show of doing anything
in a way different from their usual custom. The'
teacher introduced me to the school, but did not ask
me to make an address. Instead — a much better
custom — we talked easily a few moments on off-
hand topics such as the bright morning, the school
and attendance. In this brief conversation the
scholars joined, not obtrusively, but in response to
some remark or question of the teacher. In short,
they conducted themelves as well-behaved people
do on such occasions; and they seemed like one
happy family.
One of the familiar Psalms was read; another —
the twenty-third — was recited in unison ; the teacher
in a few short simple words asked for a blessing
on the day's work ; and the school sang two stanzas
of "My Own Canadian Home."
"This is our morning for Canadian history," said
the teacher, turning to me. " We always have a
little song, appropriate if possible, before we take
up each lesson."
An excellent plan, I thought.
204
THE EDUCATIONAL REVIEW.
"But do you always begin the day with Canadian
History?"
"Not always. In fact we change the order of
our lessons nearly every week. Sometimes we take
arithmetic first; sometimes a language lesson; and
sometimes a nature-lesson, which the scholars always
enjoy, as it gives them the opportunity to recall
what they have seen in their walk to school, while
it is yet fresh in their minds. Then this changing
about relieves the work of monotony, and the scho-
lars seem to enjoy the lessons better."
"History is very often a tedious subject for child-
ren," I ventured to suggest, but careful to speak
loud enough so that the scholars should hear. A
smile of incredulity passed over some faces ; in others
the eyes actually twinkled with ill-concealed merri-
ment.
"It is not so here, I am happy to say. We find
history one of our most interesting subjects," said
the teacher quietly ; and approving nods came from
every quarter of the room.
Turning to the blackboard in the rear of the plat-
form she said, "Here we have an outline map of
Eastern Canada which I draw afresh for every
lesson. It only takes a few moments ; and you see
we have none too much blackboard space. Then
we have here certain dates, 1492, 1497, 1534, 1579,
1604, suggesting names of explorers in Canada.
These dates and the outline map suggest the basis
of the early exploration of Eastern Canada. As
we study each explorer we draw lines on the map
with colored crayon, following his line of travel,
using different colors for different explorers. In
order to fix the travels of explorers in their minds
after we have gone over them in class, I give one
explorer to each child and have him look up all the
facts possible, from pictures, books, and conversation
at home, about his dress, looks, birthplace, the style
of vessel, crew, etc. Then I call upon him in class
and he tells the story as though he himself were the
explorer. If he can dress himself, or at least wear
some token to make his personation the more real,
so much the more vivid is his narrative.
"You would hardly believe," said the teacher, her
animated face turned to me, "how interested the
boys and girls are in these exercises. A few days
ago as they were starting off on a snow-shoe tramp
after school, one of them said, 'Come, let us be Col-
umbuses, Cartiers, and Champlains today, and go to
places where we have never been before.'
"Sometimes when we have a few minutes to spare
at the close of a lesson, one scholar volunteers to
represent Cartier or some other explorer, and he is
ready to answer questions about the Indians, or
other experiences he has met in coasting along the
eastern shore of New Brunswick or up the St. Law-
rence river.
"Some days, to vary the lesson, we take the his-
tory as a reading book, and a few paragraphs are
read in turn followed by questions and explanations.
The pupils very often volunteer information that
they have gained from other books or from conver-
sations at home; and the lesson is conducted in a
free and easy manner.
"We are always on the lookout for pictures of
persons and scenes in Canada, which may be cut
from illustrated papers, calendars, tourists' guides,
magazines, etc. These we mount on cardboard or
manila paper and distribute to the members of the
class. If a pupil finds out a good deal about a pic-
ture or writes a very good story on it, he is allowed
to keep the picture as his own on condition that he
is to bring it to the class on any day it may be re-
quired for general use.
"We have a good way, I think, of allowing a
member of the class to put a question on the board
each day, of his or her own devising, indicating
where or in what book the answer may be found.
Each pupil is expected to look up the answers. One
question the other day caused considerable search-
ing and trouble before it was answered : 'Who sailed
to Newfoundland in the ship called the Golden
Hind?'
"Oh, there is no end to the interest which can
be aroused in a history lesson," said this enthusias-
tic teacher. "The scholars are not required to mem-
orize anything; but they remember everything."
And the proof was in the lesson that followed.
"May I come in again, Miss ?"
" Oh, yes, we shall always be glad to see you."
The day before St. Valentine's, draw on the black-
board, or get some one to do it for you after school
hours, a large valentine ; heart-shaped is the pret-
tiest. Decorate it in colors according to your taste,
and write on it, in ornamental lettering, " To my
school, from its teacher." Then watch the faces of
the children as they file into the schoolroom the next
morning. I know how they will look, for I tried
the effect of a blackboard valentine upon my pupils.
— Hints and Helps for the Schoolroom.
THE EDUCATIONAL REVIEW.
205
February and Its Noted Days.
Eleanor Robinson.
The name of February is derived from the Latin
verb februare, to purify ; or from Februa, the Ro-
man festival of purification, which was celebrated
during this month. The old sayings and proverbs
concerning February and its weather commemorate
it as a moist month, and also betray the superstition
that a fine February augurs ill for the weather to
come. For example :
" All the months in the year
Curse a fair Februeer."
" If Candlemass Day be cold and clear,
The worst of the winter is yet to appear."
A German proverb says that the shepherd would
rather see a wolf enter his stable on Candlemas day
than the sun. Another German saying is that the
badger looks out of his hole on Candlemas day, but
if he sees the sun he goes back.
" February, till the dyke
Either with the black or white."
— is an English saying, and the poet Spenser writes :
" Then came old February, sitting
In an old wagon, for he could not ride,
Drawn by two fishes, for the season fitting,
Which through the flood before did softly slide,
And swam away."
The second of February, commonly called Can-
dlemas day, is a church festival, commemorating
the events recorded in the second chapter of St.
Luke's gospel, the presentation of Christ in the
temple, and the purification of the Virgin. The pop-
ular name keeps in memory a very ancient custom,
that of walking in procession with candles, and sing-
ing hymns. A description of this ceremony is given
by a writer of the twelfth century, as follows :
" We go in procession, two by two, carrying candles in
our hands, which are lighted, not at a common fire, but
at a fire first blessed in the church by a bishop. They that
go out first, return last; and in the way we sing, 'Great
is the glory of the Lord.' We go two by two in commen-
dation of charity and a social life ; for so our Saviour f.ent
out His disciples. We carry lights in our hands; first, to
signify that our light should shine before men; secondly,
this we do this day especially in memory of the Wise
Virgins that went to meet their Lord with their lamps lit
and burning. And from this usage and the many lights
set up in the church this day it is called Candelaria, or
Candlemas. Because our works should all be done in the
holy fire of charity, therefore the candles are lit with holy
lire. That they go out first return last, to teach humility,
in honour preferring one another. Because God lovcth a
cheerful giver, therefore we sing in the way."
In 1539, King Henry VIII proclaimed:
" On Candlemas Day it shall be declared that the bear-
ing of candles is done in memory of Christ, the spiritual
light, whom Simeon did prophesy, as it is read in church
that day."
In the time of Charles I, when candles were
brought in at nightfall, people would say, "God send
us the Light of Heaven.'
In Scotland, Candlemas day is one of the four
quarter days. It was an old custom in that country
for children attending school to make small offerings
of money to their school masters on that day. The
boy and girl making the largest gifts were chosen
king and queen of the day ; a holiday was given, a
procession, led by the king and queen, and a bon-
fire lighted, called the "Candlemas blaze."
The snowdrop, which appears in England about
•his time, is called the "purification flower," and also
the "Fair Maid of February." Tennyson's St.
Agnes prays :
" Make thou my spirit pure and clear,
As are the frosty skies,
Or this first snowdrop of the year
That in my bosom lies."
The teachers of the early church had a wise plan
of substituting Christian festivals for heathen ones,
and. where it was possible, even allowing the newly
made converts to follow the old customs by giving
them a Christian meaning. It is generally thought
that the observance of Candlemas day is an instance
of this. February was the Roman month of purifi-
cation, and an especial feast was the Lupercalia,
held on February fifteenth (see Julius Caesar, Act I,
Sc. I, line 72), and one of the rites of this festival
was the lighting of candles in reference to those used
by the goddess Ceres when she was seeking her
daughter Proserpina. The ceremonies also included
a drawing of lots by the young men and women,
and this is supposed to be the origin of the old
custom of drawing lots for A'alentines on the four-
teenth of the month. Pepys tells us in his Diary
how this fashion was followed in England. Each
gentleman was expected to give treats and presents
to the lady whose name he drew and whose Val-
entine he was. On February 22ud, 1661, Mr. Pepys
writes :
" Sir W. Batten yesterday sent my wife half a dozen
pairs of gloves, and a pair of silk stockings and garters,
for her Valentines."
And on St. Valentine's day, 1667, we find the
following entry :
" This morning comes little Will Mercer to be my wife's
206
THE EDUCATIONAL REVIEW.
Valentine; and brought her name writ upon blue paper
in gold letters, done by himself, very pretty; and we are
both well pleased with it. But I am also this year my
wife's Valentine, and it will cost me five pounds."
The sending of verses to the person chosen, or
assigned by lot, as a "Valentine," is also a very old
custom. This pairing off of couples is sometimes
said to be in imitation of the birds, who were thought
to choose their mates on St. Valentine's day. In
"The Parlement of Foules," Chaucer says :
" For this was on Seynt Valentyne's day, when every
foul (fowl) cometh ther to choose his make (mate)." .
And the Same poet has many other references to
this saint. Michael Drayton (i 563-1 631) wrote
some charming verses to his Valentine, beginning
as follows :
" Muses bid the morn awake.
Sad winter now declines,
Each bird doth choose a make,
This day's Saint Valentine's.
For that good Bishop's sake
Get up and let us see
What beauty it shall be
That Fortune us assigns."
On the occasion of the marriage of the Princess
Elizabeth, daughter of James I, and ancestress of
our present royal family, on St. Valentine's clay,
1613, the poet Donne wrote a marriage hymn be-
ginning :
" Hail, Bishop Valentine, whose day this is,
All the air is thy diocese,
And all the chirping choristers
And other birds are thy parishioners."
No connection has ever been traced between the
Roman bishop and martyr, St. Valentine, and the
popular ceremonies with which his day is observed.
The great function of the public schools is to estab-
lish character. One of the essential elements of
character is a sympathetic attitude towards the
rights, privileges, and feelings of others. When a
child has learned to sympathize with the feelings of
animals, he has made a long step towards the recog-
nition of the rights of his fellow-beings and has
made a substantial gain in his education. Any effort
looking towards an increased appreciation of the
birds and animals around us is a legitimate part of
public 'school work. — Supt. Stratton D. Brooks.
Geography Match.
A pleasant and profitable game which often helps
out in a Friday afternoon 'programme or in a regular
geography class, is this. Have the class choose two
captains, as in a spelling match. The captains then
take turns in choosing their companions. When all
are ready, the teacher writes as many names of
rivers, lakes, mountains, cities, etc., as she thinks
best on the blackboard, these names suggesting the
lessons studied during the week.
The captain of one side begins with the first word
on the board, and tells one fact about it. If the word
is the name of a river, he may tell its source, what
direction it flows, into what body of water, or some
interesting thing about it. The captain on the other
side takes the second name and does the same with
it. The next in order takes the third, and so on,
until all the words have been gone over. When one
fact has been told about each, the list is gone over
again, and a different fact is told the second time.
The object is to be able to tell as many different
things about the various places, rivers, etc., as possi-
ble, without repeating any fact. If this should
occur; that is, if any one should happen to mention
a point that has already been spoken of, he must
take his seat. Thus the game goes on until all have
been compelled to resign their places, or all has been
told that can be. In order to be good geography
matchers, it is necessary that the pupils study their
every day lessons thoroughly ; and this they are very
likely to do for the sake of the Friday afternoon
geography match.
In place of having pupils take seats on making a
mistake, which deprives them of any further benefit
they may receive from the exercise, a mark may be
placed after their name showing that they have
failed.
The Review has been exceeding1}- helpful to me
in my work. The picture supplements meant much
to my school. After careful study they were passe-
partouted and hung on the walls.
Hamilton, N. Y. Miss A. W. Warren.
A pleasant variation of the regular reading lesson
is this. Ask each pupil to pick out a story in his
reader that he likes particularly well. Each one has
a different story, this is in order to break the monot-
ony. Have the children prepare their stories care-
fully, that they will be able to tell them well. The
pupils in studying should jot down on a small piece
of paper the subject of each paragraph, to be used
if necessary. While pupils are telling their stories,
the teacher should take a seat with the rest of the
audience and leave the pupil to depend entirely upon
himself. The children are all anxious to tell a good
story, and so do their best to express themselves
clearly and well. — Ex.
THE EDUCATIONAL REVIEW.
•207
About Numbers.
Our readers may be interested in the extract
below, taken from Victoria, B. C, Colonist.
Verifying some of the results may form an exercise
in arithmetic as a relaxation from severer problems :
For a first illustration, let us add up any column of
figures, say :
476
536
892
1904
Now add I, 9, o and 4 together and you get 14, and adding
the I and 4 together and you get 5. Now add the figures
in the lines in the column crosswise, thus. 4, 7 and 6, equal
17, and so on with the others. You get as the result 17,
14 and 19; and if you add these three sums together you
will get 50, and 5 plus o is 5, which is the same as you got
by adding the digits in the first total. There is doubtless
some reason why this is always the case, no matter what
figures are used or how many enter into the calculation.
But what is it?
For a second illustration take the following : Take any
number, the digits of which added make 19. Thus 289.
the digits which added make 19, and 1 and 9 make
10. Now subtract 289 from 1,000 and you have 71 r,
and add these digits together and they make 9. And you
will get 9 as your answer no matter what number you
start with, provided its digits add up to 10, and the
amount from which you subtract it is cither 100 or some
multiple thereof by 10, that is to say i.ooo, or 10.000, and
so on. There must be some reason why this is so, but it
is not very apparent.
Take another series of figures, the digits of which, when
added, will make 6, say 87. Thus 8 and 7 make 15, and
I and 5 make 6. Now divide 87 by 6 and you have three
for a remainder. Turn the digits around and you have
78, which divided by 6 leaves no remainder. Thus we
reach the rule that any number, whose digits- when added
as above give 6 as the result, is divisible by 6 without a
remainder if the last digit is an even number, and with a
remainder of 3 if the last digit is an odd number. This
rule, as well as that immediately preceding it, is of some
use in making mental calculations.
Take a number divisible by 3, without a remainder, say
8754. This number is divisible by 3 without a remainder
no matter in what order you place the digits. Thus 7845,
4785, and any other combination of these figures is divisible
by 3 without a remainder. Now take 8754, and instead
of 8 write any numbers which, when added, are equal to
8, and so with the other digits. Thus for 8 put down 521,
f°r 7. 52, for 5, 14, and for 4, 31. Placing these in a row,
you will have 521521431, which is divisible by 3 without a
remainder just as the original number 8754 is. The varia-
tions of this exercise arc very many, and it seems as though
the rule deductible from them may lie of value.
Perhaps you know that any number made up of three
repetitions of the same number or series of numbers is
divisible by 3 without a remainder. Thus 777, or 555, or
262626, or 131313 are all divisible by 3 without a remainder.
This, if not generally known, ought to be, for it is a little
bit of very useful knowledge. In fact the last three rules
come in quite handily in making hurried calculations.
A good deal of amusement can be extracted from all
the above arithmetical curiosities, if one only takes the
trouble to study out the results that can be obtained by
becoming familiar with them. They enable seemingly im-
possible results to be obtained from the statement of some
single number. Working out some of the calculations
ppssible by their use is very excellent mental exercise.
There are very many other curious things about numbers,
and the more one investigates them, the more evident it
seems that there is an undiscovered side to the science of
arithmetic.
Questions on Any Pine in Your Locality.
What is the general shape of the tree, and where
does it grow ?
What is the shape of the cone ?
What is the character of its bark ?
How long are the needles, and how do they com-
pare in length and thickness with any other species
of pine in your locality ?
How many needles grow together in a bundle ?
Is this bundle enclosed in a little sheath at the
base? (In the white pine the sheath drops off very
soon.)
Are these bundles grouped in distinct tassels, if
so, how many constitute a tassel ?
What shade of green is the general color of the
foliage ?
Cut a pine needle in two and look at the end with
a lens, and note its shape. The white pine differs
decidedly from the others in this particular.
How can you tell this year's from last year's and
from next year's cones ?
How old is the cone when it opens and scatters its
seeds ?
How many seeds are there under a single cone
scale ?
How many kinds of flowers does the pine tree
have and where are they borne?
How is the pollen carried?
What is the most important commercially of our
pine trees?
What is the pine wood used for ?
What is resin? ( )f what use is it to the tree? To
the cone?
What is the difference between resin and rosin?
— Home Nature Study Course.
It is not enough to have earned our livelihood
• * * t]lc earning itself should have been service-
able to mankind. — R. I.. Stevenson.
208
THE EDUCATIONAL REVIEW.
CEOMURiCn ORAWINC, CR, Vlt.
Fi<». 2.
E^B
Fi«.S,
r.o -4-
T.« 5,
Via 6
A^=
A ^L
r.-QL 8.
./A.,
f;«. io .
r.8. m.
"A
^G
A7A
F io.'IS .
r.a '4.
f;3. (5.
Fig 16.
fi&'l
Fi'ft. i 6
F'cr 30
Fi« 21.
r,s 22
F.«. 2S
THE EDUCATIONAL REVIEW.
209
Geometrical Drawing — III. .
Principal F. G. Matthews, Truro, N. S.
The following exercises have been prepared for
grade VII. They will be found to be easily graded,
repeatedly bringing in principles already learned.
Space has forbidden the drawing of more scales, but
these should be continued and increasing in diffi-
culty. In the early attempts with the problems in
triangles and quadrilaterals, it is a good plan to use
inches with decimals to one place. For this purpose,
if the ruler does not shew tenths of an inch,
the children can easily make a paper scale, dividing
the inch into ten parts as in the problems 6 and 7
for grade VI. The protractor should also be con-
stantly used in the construction of angles, as these
are now required of all sizes.
It will be noticed that exercises have not been
placed after every problem. These have been
omitted to save space, and because they are so easy
to formulate.
Teachers requiring more exercises can find num-
erous examples in one of the books prescribed tor
Nova Scotia, viz. "Mechanical Drawing,'" by S. A.
Morton. ( T. C. Allen & Co., Halifax. 1
The remainder of the regular polygons have been
included in the work for this grade, because they
are favorites with children, and yet require such
accuracy that they induce careful work.
Fig. t. To construct an isosceles triangle, the
base and sides given. Let AH be the base and C
the length of sides. From A and I! as centres, and
radius equal to C, describe arcs cutting at I). Join
AD and I'd).
For an exercise this may l>e given to scale, thus,
base 1.3 inches and sides 2.6 inches; and the child-
ren then required to determine the angles with pro-
tractors.
Fig. 2. The same as Fig. 1. the sides and base
angles given. Let S be the length of sides and ( )
the base angles. Draw am base line Alt. At A
make the angle HAD equal to the angle < >. Cut off
AD equal to S. With I) as centre and DA as
radius, draw arc AF. Join DE.
For exercise ^ive the sides in inches < >r centi-
metres and the angle in degrees.
Fig. 3. The same <is Tig 1. the base and vertical
angle given. Let A I', be the base and DCF the
vertical angle. With C as centre and any conven-
ient radius, draw arc DF. Join DE. At A and I!
make the angles RAF and ARF equal to the angle
CDF.. Produce the sides till they meet at F.
Ftg. 4. To construct a triangle, having given
the three sides. Let All, C and D be the three sides.
With A as centre and radius equal to C, draw arc
at E. With P> as centre and radius equal to D, draw
another arc cutting the first. Join AE and HE.
This and the following exercises in triangles and
quadrilaterals may be given to various scales.
Example: — A man has a triangular shaped piece of
land. The boundaries are respectively 215, 180 and
135 yards. Draw a plan of the plot to a scale of
100 yards to the inch.
Fig. 5. The same as Fig 4. two sides and one
angle given. Let All and C be the sides and D the
given angle. At A make the angle RAF equal to
D. Cut off AF. equal to C. Join l-:i!.
Fig. 6. The same as Fig. 4, the base and two
base angles given. Let All be the base, and C and
D the given angles. At A construct angle I'.AF
equal to C. and at 1! make angle ARE equal to 1),
producing the sides to meet at E.
1'IG. 7. The same as Fig. 4. the perpendicular
height and two sides given. Let AB be the perpen-
dicular height, and C and I) the sides. Through I'.
draw EF at right angles to All. From A as centre.
with radius equal to C draw arc cutting base at F.
and with radius equal to I) another arc cutting at
F. Join AF and AF.
I' Hi. X. The same as Fig. 4, similar to a given
triangle. Let ARC be the given triangle. On a
base of any suitable length copy the two base angles
just as in Fig. 0.
Fig. 9. To construct a quadrilateral, four sides
and one angle given. Let AH, C. D and F be the
given sides and F the given angle. At R copy the
angle F. Cut off 1!( i equal to C. From (i as centre
and radius equal to I), draw arc at II. From A as
centre and radius equal to E, draw another arc cut-
tin- at II. Join AH, H(i.
Fig. 10. The same as Fig. 9, three sides and two
included angles given. At A and I! copy the re-
quired angles cutting off the sides equal to those
given. Join HG.
Fig. 11. To construct a rhombus, having given
the diagonals. Let A and I! be the diagonals. Draw
CD equal to A. I'.isect it at F, and draw FG, mak-
ing l-'F and EG each equal to a half of I'.. Join CF.
I'D, l)G and GC.
Fig. '2. To make a trapezium or any rectilineal
figure equal to a given one. I'.y drawing diagonals
cut the figure into triangles, and copy each triangle
as in Fig 4.
Fig. 13. To find the centre of a given circle.
Draw anv two chords All. !',(' 1 these chords must
210
THE EDUCATIONAL REVIEW.
not be parallel to one another). Bisect each chord
and produce the bisecting lines till they meet in O,
which is the centre of the circle.
This may be worked by drawing one chord,
bisecting and producing the bisecting line to form
a diameter, and again bisecting the diameter.
Fig. 14. To describe a circle of given radius
which shall pass through any two given points. Let
A and B be the points and C the radius. From A
and B as centres and radius equal to C, draw arcs
cutting at O. O is the centre of the required circle.
Fig. 15. To describe a circle which shall pass
through any three given points. Let A, B and C be
the given points. Join AB and BC. Treat these as
chords and bisect as in Fig. 13. From O as centre
and radius OA describe the required circle.
Fig. 16. To describe a circle about a given tri-
angle. Bisect any two of the sides and complete as
in Fig. 15.
Fig. 17. To And the locus of the centres of all
circles which shall touch two given inclined lines.
Let AB and BC be the given lines. Bisect the
angle ABC by line BD. All circles touching the
two lines have their centres on BD.
Fig. 18. To inscribe a circle in a given triangle.
Bisect any two angles and produce the lines till they
meet in O. Drop perpendicular OE from O to line
AB. With ( ) as centre and radius OE describe the
circle.
Fig. 19. To inscribe a regular pentagon in a
circle. Draw two diameters AB and CD at right
angles. Bisect OB in E. With E as centre and EC
as radius, draw arc CF. With C as centre and
radius CF, draw arc GFH. Then CG and CH are
two sides of the pentagon. Cut off the others on
the circumference.
Exercise. Join alternate angles to make a five
pointed star.
Fig. 20. To construct a regular pentagon on a
given base. Bisect the base AB and erect perpen-
dicular. Cut off CD equal to the base AB. Join
BD and produce to E, making DE equal to half the
base. With B as centre, and radius BE, draw arc
cutting the perpendicular in F. From A. B and F
as centres, and radius AB, draw arcs cutting at G
and H. Join AG, GF, FH, and HI!.
Fig. 21. To inscribe any regular polygon in a
given circle. Draw the diameter AB. Divide it
into as many parts as the figure is to have sides, in
this case seven. From A and B as centres and AB
radius draw arcs cutting at C. Draw a line from C
through the second division cutting the circumfer-
ence on the farther side at D. AD is one side of the
polygon. Step off the rest.
This and the three remaining exercises require
extreme accuracy to get correct results.
Fig. 22. The same as Fig. 21. Another method.
Draw any straight line touching the circle at A.
From A as centre, draw any semicircle. By trial
divide this semi-circle into as many parts as the
figure is to have sides. Join Ai, A2, etc., producing
the lines to cut the original circle. Join the points
where they cut the circle to form the polygon.
Fig. 23. To construct any regular polygon on a
given base. Let AB be the given base. Bisect it
and erect perpendicular of indefinite length. On
AB erect a square and draw diagonals cutting at E.
Also on AB erect an equilateral triangle with apex
at F. Now E is the centre of a figure of four sides
equal to AB, and F is the centre of a figure of six
sides all equal to AB. Bisect EF in G. This
wil! be the centre of a figure of five sides all equal to
AB. Take the distance EG, and step off from F,
giving the points 7, 8, 9, 10, etc. These will be the
centres of figures of the corresponding number of
sides. For instance from 7 as centre and radius
7 A, describe circle. With compasses step off the
sides all equal to AB on the circumference to form
a regular heptagon.
Fig. 24. The same as Fig. 23. Protractor
method. Divide 360 by the required number of
sides to. find the exterior angle. By means of the
protractor construct angles at A and B as shewn.
Cut off AC and BD equal to AB. The figure may
be completed by the protractor, but a better plan is
to bisect two of these sides, and produce the lines
till thev meet in O. From O as centre and radius
OA describe the circle. Step off distances equal to
AB on the circumference.
Two Little Fellows.
I know a little fellow whose face is fair to see ;
But still there's nothing pleasant about that face for me :
For he is rude and selfish, if he can't have his way,
And always making trouble. I've heard his mother say.
I know a little fellow whose face is plain to see,
But that we never think of, so kind and brave is he ;
He carries sunshine with him, and everybody's glad
To hear the cheery whistle of that dear little lad.
You sec it's not the features that others judge us by.
But what we do, I tell you, and that you can't deny ;
The plainest face has beauty, if its owner's kind and true.
Ami that's the kind of beauty, my boy and girl, for you.
—Our Little People.
THE EDUCATIONAL REVIEW.
211
Comenius, Pestalozzi and Froebel.
Mrs. C. M. Condon, Truro, N. S.
Three bright particular stars shed their light over
the educational world from the time when
Comenius, justly called, "The Father of Modern
Education," began to teach in the year 1614, until
the death of Froebel in 1852. John Amos Comenius
was born at Xivnitz, in Moravia, in 1592, and died
at Naarden, near Amsterdam 1671. Although fully
prepared, his youth prevented him assuming the
pastoral office until 1618. In the interim he was
rector of the school at Preran, from which place he
proceeded to the parish of Fulneck, where he re-
mained six years.
From Fulneck, in common with all the evangelical
pastors in the Empire, he was driven out in 1624,
loss of wife, child, less books and all his possessions,
by the cruel edict of Ferdinand II. He took refuge
at Lissa, in Poland, where in 1628 he was invited
to take office in the faculty of the Academy. During
all these years he responded to invitations from
Princes and Nobles to organize and re-organize, on
his own sound principles, their system of education.
His labors were so abundant, and bestowed in so
many different quarters, that it is almost impossible
to follow liim minutely. Meanwhile his fame as a
pedagogist spread abroad.
His Janua Linguarum ( The Gate of Languages)
which appeared in 1 63 1, was at once translated into
twelve European languages, and several Asiatic.
Among other copies in the British Museum, is a
4th edition. 1640, in French, Italian, Latin and Ger-
man, arranged in parallel columns. In 1642 an
edition was also published in Greek and Latin. This
important book greatly improved the teaching of
Latin, by using the mother-tongue, as the medium
of instruction.
In 164 1 he was invited by the English Parliament
to come to England, and to settle a national system
of education. He was received with distinguished
honor by the Universities of Oxford and
Cambridge. Later on, they gave a very tangible
proof of their esteem, by sending him the sum of
nearly £0000 stg. to aid him in his educational
enterprizes. One cannot but speculate, in view of
the present chaotic state of English educational
affairs, on what would have been the result of
Comenius' labors, if the Civil War had not
frustrated the design. Oxenstiern, the famous
Chancellor of Gustavus Adolphus, more fortunate
than England, secured his services in [fy.2, and
Comenius drew up the scheme of a system of edu-
cation for Sweden.
In 1648 he went to Hungary by invitation of one
of the Princes to organize schools. In 1652 the
Poles burned Lissa, to which he had returned, when
losing for the second time everything he possessed,
he narrowly escaped with his life. After many
perilous wanderings, he reached Amsterdam, where
he was accorded the generous welcome due to his
genius, learning and piety.
In 1648 he had been made a bishop of the
Bohemian Church, which, however, by the destruc-
tion of Lissa, was brought to an end as an organi-
zation; so that he was the 20th and last bishop of
the Bohemian Brothers, the Episcopate of which
had lasted 204 years. In Amsterdam he continued
his life-work, and this truly great man, who bore
his sorrows with fortitude and pious resignation,
turned them to account by his writings. One,
The Labyrinth of the World and the Palace of the
Heart," is said to be equal to the Pilgrim's Progress;
but this, and most of his religious writings, are
overshadowed by his renown as an educationist
and his Orbis Pic t us, which lead the child by pic-
tures and descriptions, to a knowledge of "the prin-
cipal things in the world and the principal occupa-
tions of man.". This ideal demands earlv training
of the infant by the mother to prepare for the
school ; observation, perception, reflection and ex-
pression of knowledge, as fast as gained, influent
and accurate speech, and in litt'e works of skill,
wisdom, knowledge, virtue and piety are the results
to be aimed at. He complains that instruction is
too much like "a load of wood well piled ; whereas,
it should be a growing plant." "Give knowledge as
a seed to be developed by the mind of the child
himself, not as a grown-up plant."
In his plea for nature-study, he says;" Everyone
sits, as it were, in the amphitheatre of God's wis-
dom, the poorest and meanest may see something
thereof, and should relate it." He deprecates sever-
ity in discipline, then rife, but would by firmness,
gentleness and reason, "treat children as reasonable
beings." Body, soul and spirit are to be trained for
life here, and life hereafter, and no amount of learn-
ing can compensate the lack of virtue and piety.
lie is separated from us by 250 years, but the
iiion' closely you study his doctrines and life-work,
the more clearly you perceive how noble and true
is his idea' of education, the blessings of which he
would offer to all, without regard to rank or sex.
212
THE EDUCATONAL REVIEW.
Pestalozzi was born in 1746, seventy-five years
after the death of Comenius. He died 1827, sad,
lonely and depressed by the sense of failure ; yet he
had sown seeds that have germinated and borne rich
fruit all over the world. As long as men value edu-
cation, his name will be held in honor.
Early in life he lost his father, and his loving
mother. The faithful servant who had promised
never to leave him, brought him up so tenderly that
they made him weak in body, and gave him no free-
dom for self-activity. It is always well for a human
being to make his mistakes early enough to retrieve
them. Childish errors are seldom fatal ; and are
necessary for self-revelation. This advantage,
Pestalozzi lacked to the detriment of his adult life.
His ignorance of the world, his want of sound
training and instruction, and the late period of life
at which he became an educator, fill us with wonder
that he should have accomplished so much.
He was the connecting link between Comenius
and Froebel, in his enthusiasm of humanity, and his
self-sacrificing devotion to the cause of education.
The children, left orphans by the Napoleonic wars,
hungry, naked and forlorn, filled him with com-
passion. He gathered a few of them into his own
house." I was father, nurse, teacher ; 1 lived with
them, was their constant companion." Think what
this association with filthy, half-savage creatures
meant to the man brought up so daintly. An old
convent near Stanz, was given up to him by the
Cantonal Government to house the increasing num-
bers. His aim was to "teach the harassed poor to
live like men."
His teaching of arithmetic, and object lessons
attracted the attention of the civilized world, to a
study of his methods, and in the fine Borough Road
Schools of London, his methods were illustrated
and carried out in a logical sequence, of which
Pestalozzi himself was incapable. His discipline in
which love ruled, raised the whole moral tone of
school-life. But unlike Comenius and Froebel he
could not explain, and set forth in due order, the
principles on which his practice rested. ''When
asked to do so he would say ;" watch my teaching,
and you wi'l see." The noblest tribute to Pestalozzi
has been paid by Froebel, who, with his own two
pupils, spent two years at Yverdon, in Switzerland,
studying and teaching in his institution. This in-
ability of Pestalozzi to discern the operations of his
own mind was a constant trial to Froebel, whose
clear and logical acumen enabled him to disen-
tangle, arran: " and re-arrange a concept and view
it in its action and renaction and interaction with
other concepts. But such power is the possession
of few. The clue to Pestalozzi's success, lies in
his oceanic heart of benevolence."
Froebel, was born 1782, and died 1852. Like
Comenius he was a thoroughly educated man. He
had had already a most chequered career, and a
wide experience of men and things, when in 1805,
he took the situation in the model school at Frank-
fort on the Main, offered by Dr. Gruner, the prin-
cipal, himself a disciple of Pestalozzi.
When Froebel stood before his large class of
boys, he says; "I found my vocation; the fish was
in its native element, the bird was in the air." He
spent his vacation of a fortnight with Pestalozzi,
and in 1808, passed two years at Yverton. In 1812
he enlisted in Lutzow's famous Black Corps, for he
felt that one who was not prepared to defend his
country, was unworthy to instruct and train the
young. There in camp, he became acquainted with
his future faithful co-workers, Middendorff and
Langethal, two divinity students, who gave up their
profession, that they might help him in his ideal of
raising man, through and by education, to a true
conception of their relations to nature, humanity,
and God. Many other faithful laborers have
thrown light upon the problem of education, but, by
general consent, these three men stand pre-eminent
in the grandeur of their conception of man ; in the
soundness of their methods for his development ;
and in the sagacity with which they have brought
down visions, floating in the air, and made them
realities by means, skilfully adapted to the nature
and needs of the infant, the child, the youth and
the man.
Winter Nests.
C) piteous nests of winter-time,
Disclosed to every careless eye,
In hedges dark with dripping rime.
Where is your Summer secrecy,
Your green pavilion of the prime?
Poor little nests, that hang forlorn
In bushes almost reft of leaves,
And naked thickets of sharp thorn, —
Robbed of your shelter by those thieves
The frosts, and made a mark for scorn !
Nests that so cunningly were thatched
With fibres made to interlace, —
In which the brittle brood were hatched.
In your once cherished hiding-place.
Bv Winter's harpies rudely snatched!
—The ,S>.
Uitor
THE EDUCATIONAL REVIEW.
213
The Music of Poetry.
By D. F. French,
Principal Home Correspondence School, Toronto.
Music is the expression of emotion without words
and may, therefore, arouse feelings of sadness, joy,
peace, etc., without involving the conception of any
definite ideas. Poetry is the expression of emotion
in words, and an attempt is made to produce, as
nearly as possible within the limitations of ordinary
speech, the effects of music. This attempt is the
basis of all forms of metre.
Almost any one can recognize the difference be-
tween the slow, solemn tones of the Dead March
and the quick, cheerful movement of an Irish Jig:
the dreamy music of the waltz is readily distin-
guished from the "ragtime" of the negro melody.
The difference in effect is caused by a difference in
the length of the notes used and the number grouped
in each measure, and a consequent variation of the
accent. The fewer and longer the notes in a bar
the more solemn and stately the music, while several
short notes in succession produce a lively effect.
We find precisely the same thing in poetry : long
vowels and short measures are in keeping with verse
of dignity and deep thought ; longer measures with
shorter vowel sounds produce a form of metre suit-
able to lighter themes. We need only to read aloud
the lines :
" Break, break, break,
On thy cold, gray stones, O Sea ; "
and:
" So this is your cradle, why, surely, my Jenny,
Such cosy dimensions go clearly to show," etc.
— to tell from the movement of the voice alone that
the theme of the former is full of deep, serious
emotion, and that the latter is an extract from some-
thing light and humorous.
Examine the metrical form in these quotations :
the first line of the first extract has but one syllable
to a measure; in the second line two syllables is the
rule; the vowels are mostly long. In the second
quotation there are three syllables to a measure and
the vowels sounds are mostly short.
You may refer to any poetical selections from
good authors and you will find that our rule in-
variably holds true. Wordsworth, in his disregard
for form, gives us his sweetly serious "Reverie of
Poor Susan" in lively dance time and thus spoils
the whole effect. How can one feel serious in read-
ing:
" At the corner of Wood Street, when daylight appears.
Hangs a thrush that sings loud; it has sung for three
years."
The imitative harmony of poetry is usually the
musical effect resulting from the variety in ar-
rangement of long and short vowel sounds, changes
of accent, and difference in the number of syllables
used in the measure.
Every lover of poetry can collect abundant
examples of musical effect in poems. 'We will,
however, cite here a few quotations which will
further illustrate the points mentioned.
In Tennyson's Lullaby we find an exact imitation
of the rocking of the cradle.
Sweet and low, sweet and low.
Wind of the western sea.
Observe carefully how the monosyllabic foot and
what we might call the curve of sound, produce a
rythmical movement which, aside from any idea
conveyed by the words, impresses a mental picture
of the rocking cradle by imitating its sound.
In Longfellow's "Old Clock on the Stairs" the
ticking of the pendulum is imitated by a similar
device :
" Forever, Never,
Never, Forever."
Tennyson in the "Northern Farmer" makes the
old man speak of the canter of his horse thus :
" ProRittty, proputty, proputty, that's what
I hear 'em say."
Can't you hear the hoof-beats on the hard road?
The use of long vowels to give a slow movement
to the verse corresponding to the sense, is shown in :
" The long day wanes ; the slow moon climbs ;
The deep moans round with many voices."
Compare with the above the movement of :
" Haste thee, nymph, and bring with thee
Jest, and youthful jollity,
Quips and cranks and wanton wiles,
Xods, and becks, and wreathed smiles."
In Tennyson's "Bugle Song" the arrangement of
accent changes in the last two lines of each stanza.
First we have :
" The splendor falls on castle walls."
Then in closing :
" Blow, bugle, blow, set the wind echoes flying.
Blow, bugle, answer, echoes dying, dying, dying."
In the refrain the gradual falling of the stress of
voice in the pronunciation of the words in each
measure imitates the dying away of the echoes.
With the stress falling on the word at the end of
the measure this effect could not have been pro-
duced.
214
THE EDUCATIONAL REVIEW.
While in much poetry the element of music is
greatly subordinated to the meaning, in none--
except such as Walt Whitman's — is it entirely
absent. Tennyson and Swinburne are masters of
the art of infusing subtle music into verse, while
Dryden and Pope give us a minimum of musioal
effect. The poetry of the latter appeals more to the
intellect, yet that of the former has a deeper effect
since it touches the chords of human sympathy and
through its music wakes to life our tenderest
emotions.
A Canadian poet — Bliss Carman — says, "The
measure of verse has an influence on us beyond our
reckoning. The simplest statement of truth, thrown
into regular verse, comes to us with new force."
Lines in Season.
Roll your ball of snow, children,
Roll your ball of snow.
The more you roll your snow ball up
The bigger it will grow.
Roll a kind thought around, children,
Roll it all around,
Until it gathers all kind thoughts
.That loving hearts have found.
— Midland Schools.
Let us be content to work,
To do the thing we can, and not presume
To fret because it's little. — Brozi'ning.
The talent of success is nothing more than doing what
you can do1 well, and doing well whatever you do. — Long-
fellow.
The optimist sees the doughnut and the pessimist sees
the hole. — 'The Lyccumitc.
Count that day really worse than lost
You might have made divine,
Through which you scattered lots of frost,
And ne'er a speck of shine.
— Nixon Waterman.
I am little February,
Shortest month of all the year.
Short my days are, too, and few,
Cold, maybe, but very merry.
Not so many, it is true,
As my sisters bring to you,
But such good days and so dear.
I'm the month of February,
Short and cold, but full of cheer.
May every soul that touches thine,
JJe it the slightest contact, get therefrom some good,
Some little grace, one kindly thought,
One inspiration yet unfelt, one bit of courage
For the darkening sky, one gleam of faith
To brave the thickening ills of life.
One glimpse of brighter sky beyond the gathering mist
To make this life worth while,
And heaven a surer heritage. —The Outlook-.
I Love the Winter.
First Child —
I love the winter.
Now, don't you?
There is so much
A child can do.
Turns toward the other three children.
Second —
I love to coast, and
Skate, and slide,
Or from some " pung man "
Beg a ride.
Imitates the motions of skating and sliding.
Third—
I love to tunnel
Out the snow,
I love to see a
Snow man grow.
Imitates using a shovel.
Fourth —
But best of all is
Snow to take
And press until fine
Balls you make.
Imitates making a snowball.
All—
And then to throw them
One by one ;
In snowball game is
Jolly fun !
Imitate throwing snowballs at one another.
— Primary Education.
A Brace of Valentines.
A Scotchman whose name was Isbister
Had a maiden giraffe he called "Sister;"
When she said " Oh, be mine,
Be my sweet Valentine ! "
He just shinned up her long neck and kissed her.
A lup-po-po-/a-mus named Amos
Was loved by a chorus girl famous ;
All the other girls sighed
As they looked on, and cried,
" Please tame us a hip-po-po-ta-mus."
— The Delineator for February.
[This last innocent jingle reminds one of the wag who
stopped his friends in the street on one of the recent cold
days, and inquired, with a look of anxious concern :
" Have you seen Amos to-day ? "
" Amos who ? "
"A mosquito!" and then he vanished.]
" On a dark cold night, not long ago,
Came a little child all clad in snow ;
Small was he as he hurried along.
Singing to himself this funny little song:
' Ho ! ho ! ho ! does every one know
I am little February from the land of snow?'
THE EDUCATIONAL REVIEW.
215
Natural History for Little Folks.
From "Stories from Natural History."
The Caterpillar and the Fly.
The gardener had planted a cabbage, had dug
and manured the ground, watered the young plant,
and cleared away the weeds. And the cabbage grew
lustily, bearing young and juicy leaves, and growing
bigger and stronger, whilst the gardener watched it
and was glad.
But one night, when all the world was asleep, a
greedy caterpillar came that way and crept up the
stem of the plant. What did it matter? There
was no one to see. All night long she never ceased
eating, first the young and tender leaves, and then
the others, and when daylight came she hid beneath
the foliage. So the caterpillar grew fat and big
on the cabbage which did not belong to her, and
which she had neither planted nor cared for. What
did it matter if she was living on other people's pro-
perty? There was no one to see.
But with the bright sunshine came the little
ichneumon, or caterpillar-eater, a tiny fly, that is so
small that she can hardly be seen, but who, with
busy wings and quick little legs, skips from flower
to flower, and from leaf to leaf. And so she came
to the poor half-stripped cabbage stalk, and to the
hidden caterpillar. With her sharp sting she bored
a tiny hole into the body of the sleeping gormandiser,
and into this she laid an egg, so minute that, most
surely, there was no one to see it, so what did it
matter? Then she flew away.
The greedy caterpillar paid no attention to the
sting of the fly, and went on eating, till the cabbage
stalk stood quite bare. Then, round and fat, she
hurried to the wall of the house and climbed up
to the roof, where she turned into a chrysalis and
remained hanging. And now do you suppose that
a beautiful winged butterfly came out of the chry-
salis to fly away over the cabbage bed, where the
gardener was standing looking sadly at the naked
cabbage stalk ? No, indeed, no caterpillar ever came
out of that chrysalis. For though no one saw the
mischief done by the caterpillar, no one, likewise,
saw her punishment. The cocoon opened, and, in-
stead of a butterfly, came out a young ichneumon
fly armed with a sharp sting, to fly away and quietly
work out the punishment of other greedy caterpil-
lars, who think it does not matter what mischief
they do so long as no one sees them.
The Work of Ants.
In a pine forest, on a dry, sandy hillock, there
was an ant heap, nearly as high as a child, with
swarms of active little ants hurrying up from all
sides and creeping into it. Why do you suppose
the ants had built this high heap, and what were
they so busy about ? You may think it was a palace
of pleasure, with dining halls and play rooms, and
fine fun going on all day, for they were nearly all
dragging into the heap something to feast upon, one
tugging at a dead caterpillar, whilst another had
a dried-up fly, or some other dainty.
Now, let me tell you, the ant heap is no holiday
house, for the ants only built it for their little sisters.
It is a big nursery, in which the young ants are
nursed and brought up by the old ants, their sisters.
They bring together pine needles, blades of grass,
and wood splinters, lay them carefully on each other,
stick them together with mud and grains of sand,
and so make halls and passages, rooms, and closetJ.
They cover the outside of this wonderful structure
with leaves and pine needles, making a close, slant-
ing roof, from which the rain runs off, leaving the
inside warm and dry.
The ant mother lays tiny eggs, no bigger than fine
grains of sand, and from each egg there will come a
young ant. The old ants carry the delicate eggs
deep down into the earth at night, into the lowest
halls of the building. There they remain nice and
warm throughout the night, and when the sun shines
brightly on the heap by day, they drag the eggs up
again into the topmost room, in which they are
hatched by the sun's rays. But the ant eggs must
not only be kept warm like the bird's eggs, to bring
the young inside to life, they must also be tended.
The old ants lick them daily, covering them with a
sweet juice which they bring in, for without this
the eggs would dry up and perish.
Out of the eggs slip little, white, helpless grubs,
that can neither walk nor seek their own food. The
old ants carry the little creatures up and down in
the heap, in just the same manner they did the eggs,
fetching them food from the wood and putting it
into their mouths. The quite young grubs only get
sweet honey, but as soon as they are big they get
stronger food. The grubs are also carefully licked
and cleaned every day, so that no speck of dust
remains on them, otherwise they would sicken and
die.
When they have grown up they weave a fine web
216
THE EDUCATIONAL REVIEW.
round themselves and sleep in it as in a little bed.
Even then they are carried up and down daily by
their elder sisters, who always find the warmest
places to lay them in. Should someone disturb the
ant-heap so that a chrysalis lies uncovered, the ants
never think of themselves, but in all haste seize
it and carry it into safety, whilst others defend the
little ones or try to catch the disturber of their peace
and bite them viciously.
Inside the cocoon the grub becames an ant.
The elder sisters listen carefully every day to hear
if the little onq is moving and ready to emerge, for
she cannot get out of her web by herself. When
they hear a knocking inside they cut the web open
with their pincers and help the young sister to step
out. Now look ! This young ant has four delicate
wings. In early autumn, when the weather is
warm, thousands upon thousands of such winged
ants come out of the earth. They buzz up into the
air, dance about a while, and then sail far away like
a cloud to make new ant-heaps in other places.
The industrious elder sisters can only sit and
watch, but they have never expected thanks or re-
ward from their young charges. They found their
whole happiness in the care of their young sisters,
and when the ant mother lays her eggs again next
summer, they will take the same care of the new
brood.
The Story of a Wax Candle
When in the cool forest the trees are flowering,
thick yellow clusters of pollen-covered blossoms-
hang from the pine and fir trees, and on the ground
below many different kinds of flowers open their
coloured bells. The stamens of blossoms burst open
in the warm sunshine and the delicate pollen peeps
out of them like fine, yellow powder.
The ever busy bees are buzzing through the forest.
They have to found a new home for a young
queen who has arisen at the head of a swarm of
bees, and her faithful followers are hunting for
building materials. They come to the blossoming
trees and flowers and crawl into them. To reach
the honey at the bottom of the tube they must pass
the pollen-covered stamens, and this pollen adheres
to the brown fur of their bodies, so that they are
covered with powder when they come out.
The bee will then pause awhile on the glossy leaf
of a tree to brush herself care full}- with the stiff
bristles of her feet, roll up the gathered pollen into
neat little balls, and fasten them to her legs, where,
for this purpose, she has little hollows, called pollen
baskets. Then, arrayed in baggy pantaloons, she
flies away home.
The pollen bids farewell to the forest trees and
flowers, and becomes food for the bees. In the
stomach of the bee it changes into the finest wax,
which exudes in delicate flakes from beneath the
body of the worker bee. The folds between the
hard scales of the body are the bee's pockets, for
storing building materials. With their feet they
pull off the flakes of wax, knead them together with
their jaws, mix them with saliva, and build with this
mixture the loveliest six-angled cells. In these cells
they tend the young bees, their foster children, feed-
ing them and tending them until their charges finally
throw off their cocoons.
But in other wax cells the bees store a rich pro-
vision of sweet honey. In the winter they crowd
close together to keep each other warm, and sleep
through the cold winter, so that when spring comes
with new blossoms and new honey the cells are still
mostly filled. The bee-keeper takes the full honey
comb from the hive, and we give the honey to
children'to eat with bread, but what becomes of the
wax? Why, that comes into the candle.
When Christmas comes and the children are
asleep, father and mother fasten a number of candles
en a fir tree which the wood-cutter has cut down in
the forest. And so at Christmas time these parted
friends come together again after a long time of
separation. The pollen, after many wonderful ad-
ventures, has come, in the shape of wax candles, on
to the evergreen branches of a fir tree, and who
knows if they did not spring from the self-same
forest? The bright flames on the tree are then its
blossoms, and have more to do with it than you
would think at first sight, for have they not come
from the same home?
Query for Review Subscribers.
Mrs. A., Mrs. B. and Mrs. C. and their daughters bought
laces. Each paid as many cents per yard as she bought
yards, and each lady paid 63 cents more than her own
daughter. Mrs. A. bought 23 yards more than Jane, and
Mrs. B. 11 yards more than Eliza. The third girl was
named Ann. How many yards did each buy, and whose
daughter was Jane, Eliza and Ann respectively?
Answer next month. — C. E. L.
I have read the Review with profit from its first
number; and though not engaged in teaching for
many years, I still appreciate its increasing useful-
ness. C. E. Lund.
Sackville, N. B.
THE EDUCATIONAL REVIEW.
217
Rhymes for Little Folks.
The Pebble's Lesson.
How smooth the sea-beach pebbles are!
But do you know.
The ocean worked a thousand years
To make them so?
And once I saw a little girl
Sit down and cry
Because she couldn't cure a fault
With one small try.
-Selected.
Two New Scholars.
They'd never been to school before,
They'd never been near a schoolhouse door,
Those bashful little boys.
Mamma had taught them all they knew —
She was a lovely teacher, too —
But now — just hear the noise!
Though to each other close they kept,
One bent his golden head and wept,
And the other, he wept, too.
Around each neck a dimpled arm,
As though to keep them safe from harm,
A sweet child gently threw.
' The corner seat's enough for three ;
Come over there and sit with me,"
She sweetly said ; and — my !
They like the school so much to-day,
I know if they were taken away
They'd both tune up and cry.
— Golden Days.
Rainy days and sunny days —
What difference makes the weather,
When little hearts are full of love
And all are glad together?
— Selected.
The Song of the Wind.
I've a great deal to do, a great deal to do;
Don't speak to me, children, I pray ;
These little boys' hats must be blown off their heads,
And these little girls' bonnets away.
There are bushels of apples to gather to-day,
And, O ! there's no end to the nuts ;
Over many long roads I must traverse away,
And many by-lanes and short-cuts.
— Selected.
The Fox and the Squirrel.
Two squirrels on an oak-tree sat.
Engaging in a social chat.
When one — the younger of the twain-
Of his accomplishments quite vain,
Began to boast of what he'd done,
How all his mates he could outrun ;
And if but half he said was true.
He could outjumn a kangaroo.
Now, as it chanced, the jagged rocks
Beneath the tree concealed a fox,
Who, overhearing what was said
Among the oak-leaves overhead.
Bethought him of a sly design,
Whereby he might on squirrel dine;
So up he sat and clapped his paws,
Loud shouting, with a mock applause :
" Bravo ! Bravo ! my agile friend,
Your wondrous skill I must commend.
But really, I should like to see
You jump from out this tall oak-tree
To yonder ash ten feet away."
('Twas twenty, I am bound to say),
" The feat will please my children well,
When I their bed-time story tell."
" Nay," said the elder to young Frisky,
"Don't undertake a jump so risky,"
To which the younger one replied,
Puffed up with flattery and pride :
" Though you may lack ability
I'll show you my agility."
Then wildly leaped with aim so blind,
That — Mr. Fox on squirrel dined.
A Winter Piece.
But Winter has yet brighter scenes, — he boasts
Splendors beyond what gorgeous Summer knows ;
Or Autumn with his many fruits, and woods
All flushed with many hues. Come when the rains
Have glazed the snow, and clothed the trees with ice;
While; the slant sun of February pours
Into the bowers a flood of light. Aoproach !
The incrusted surface shall upbear thy steps,
And the broad arching portals of the grove
Welcome thy entering. Look! the mossy trunks
Are cased in the pure crystal, each light spray,
Nodding and tinkling in the breath of heaven,
Is studded with its trembling water-drops
That stream with rainbow radiance as they move ,
But round the parent stem the long low boughs
Bend, in a glittering ring, and arbors hide
The glassy floor. Oh ! you might deem the spot
The spacious cavern of some virgin mine
Deep in the womb of earth — where the gems grow,
And diamonds put forth radiant rods and bud
With amethyst and topaz — and the place
Lit up, most royally, with pure beam
That dwells in them.
I have been a subscriber to the Review from its
first issue. It has taught me much ; it has en-
couraged me when I have been discouraged, and
made my work a pleasure when there was danger
of thinking it a toil. I venture to wish the Review
and its editor many happy years in working for the
benefit of others.
Very sincerely yours,
Margaret S. Cox.
Cornhill, X. 11.
218
THE EDUCATIONAL REVIEW.
Aunt Mary's Four Guests.
"The table is all set, Aunt Mary."
"All right," Aunt Mary answered, "we will have
dinner as soon as the outdoor table is ready, too."
"Why," exclaimed Sue, "it's dreadful cold. Who
would want to eat outdoors to-day ?"
"I know it is cold," Aunt Mary replied, "and for
that reason I must be all the more particular to
spread a nice feast outdoors, for I have four guests
who come to eat there every day."
-Sue was very much puzz'.ed, and she watched
curiously while Aunt Mary brought out a piece of
suet and a slice of bread, and cut them into small
pieces.
"The table is under the elm tree, just outside the
dining-room window, and the guests are a squirrel,
a bluejay and two little birds called sapsuckers."
"Oh !" exclaimed Sue, beginning to understand.
"I like to feed them at dinner time," Aunt Mary
continued, "because then I can watch them while I
eat my own dinner. They have been lots of com-
pany for me this winter."
"Oh, I should think it would be nice !" exclaimed
Sue. "Can I help set their table ?"
"Yes, indeed," answered Aunt Mary; and then
they went out together to the little shelf under the
elm tree, and there they scattered the bits of bread
and suet.
"The suet helps to keep them warm in the cold
weather," Aunt Mary explained, as she placed the
last piece upon the board.
Then they hurried in, for it was cold, as Sue had
said, and in a moment more were ready for their
own dinner, for Aunt Mary lived alone, and Sue had
come to spend her holiday vacation with her.
It was only a few minutes before one of the little
sapsuckers appeared, and began to peck eagerly at
the suet. He was working busily away, when down
the tree came the squirrel. The little sapsucker
hastily caught a bit of suet in his bill and flew back
to the limb of the tree.
"Oh, that is too bad," exclaimed Sue. "Won't
they eat together ?"
"No," said Aunt Mary. "Sometimes the squirrel
and the bluejay will eat together for a time, for the
bluejay is nearer the squirrel's size, but the little sap-
suckers are afraid of them both, and usually the
squirrel is king of the feast."
Just then a gorgeous bird, which Sue knew from
the color of its feathers must be the bluejay. came
boldly down beside Mr. Squirrel. He fluttered his
wings as though for a sign to the squirrel to leave,
but the squirrel did not think he had had his share,
and nibbled away on his bit of bread. Pretty soon
he took another piece and ran with it up the tree.
The bluejay flew off with a piece of suet, and in a
twinkling the two sapsuckers flew down and began
to eat.
"It's just too funny," said Sue, "the way they take
turn about. I wish they would all come and eat
peaceably together."
"I wish they would," said Aunt Mary, "but they
have not become that friendly yet. Perhaps they
may before the winter is over, but I am afraid not.
I notice, though, that each one seems to get his
share of the feast."
Just then Sam, Aunt Mary's cat, jumped upon the
sewing machine which stood in front of the win-
dow.
"Oh !" said Sue in alarm, ready to run and take
him down; but to her astonishment the two little
birds went calmly on eating, and paid no attention
to Sam, while Sam himself sat quietly by and
watched the birds at their dinner.
Aunt Mary noticed Sue's look of amazement, and
laughed.
"I don't wonder that you are surprised," she said,
"but both Sam and the birds have learned that there
is a good thick pain of glass between them. When
they first began coming Sam was quite excited. He
jumped upon the machine, scratched upon the glass,
and of course frightened both birds and squirrel
away. Then when they came again, he tried jump-
ing for them, but he found that he only dashed his
foolish little head against a very hard window pane.
The birds, too, soon found that he could not reach
them, and now they eat, as you see, while he sits
and watches them."
Sue had almost forgotten her own dinner in her
interest in the small visitors in "feathers and fur"
just outside the window, and during all the rest of
her stay with Aunt Mary she enjoyed her dinner
more than any other meal, for she never tired of
watching these small guests who seemed to find
something different to do for her amusement every
time they came to their outdoor table. — /. D. Cozclcs.
in Kindergarten Magazine and Pedagogical Digest.
Messrs. L. Higgins & Co., Moncton, N. B., are
sending out a very attractive advertisement, having
as a centre piece the pictures of the " Founders of
the Dominion." It is sent by mail, pre-paid, to any
address for forty cents.
THE EDUCATIONAL REVIEW.
219
Talks With Our Readers.
"Subscriber" thinks it would be charming to
start a literary correspondence club on some page of
the Review, to which literary people, students and
teachers could send questions regarding the author,
(whoever is selected), and his poetry and writings.
Also that a number of competitive questions on the
author and his work be submitted every month to
the corresponding editor, these questions to be ans-
wered by the members of the club. "Subscriber"
adds : "I think that either a Browning or Tennyson
club would make a very strong appeal to the readers
of the Review."
The idea is a good one, and the editor would be
glad to consider details personally or by letter, if
"Subscriber" will favor him with her address.
A "High School Teacher" who has been especi-
ally interested in the efforts of the Nova Scotia
teachers to remedy the defects of their high school
course, suggests that the high school of New Bruns-
wick is in as serious a condition as that of the sister
province. He asks, "when will the educational
authorities here have the courage to grapple with
the questions?"
The two greatest needs in the high school at pres-
ent are, to lessen the pressure by reducing the num-
ber of subjects taught, and to provide optional
courses. The latter would entail considerable ad-
ditional expense, and would perhaps be out of
the question in any but our largest communities.
How to secure the best results from efforts and the
money spent on our high schools is worthy of con-
sideration, and the columns of the Review are open
to our correspondent or to those who have some-
thing tangible to offer.
A correspondent would like to see Dr. A. H.
MacKay's address on the study of Latin published
in the Review, and adds: "I think those great de-
bates on school questions, as that for in stance which
occurred last summer in Nova Scotia, stir up people
and have a great educational effect on the com-
munity."
Dr. MacKay's address is published in full in the
N. S. Journal of Education for October last.
"Subscriber": — "I have had considerable diffi-
culty in teaching Hay's History of New Brunswick
to my pupils. It seems too difficult for them to
understand. Do you know of any way by which it
could be made easier and more interesting to the
pupils ? If so, I hope you may have time to publish
it in the Review, so that this difficulty may be
remedied by your kind help."
It should not be difficult to arouse the interest of
children in the story of their country. That was the
special aim in view in writing the history, and many
children have read it with the same zest as they
would any other story. " Subscriber " may be
helped in reading on another page how one teacher
interested her children in history.
CURRENT EVENTS.
Alzen is the name given to a new metal composed of two
parts of aluminum and one part of zinc. It is as strong as
iron, takes a high polish, and does not rust as quickly as
iron.
Esperanto is making greater progress than did any other
proposed international language, and it is expected to come
into general use as a means of communication between men
of different nations who do not understand each other's
native tongue.
English capitalists have closed a contract with the gov.
ernment of Newfoundland for a fast steamship service
between St. Johns and a port on the Irish coast.
Russia will begin the withdrawal of troops from Man-
churia without waiting for the 25th of April, the date fixed
by the treaty of Portsmouth.
The greater part of the city of Kingston, Jamaica, was
destroyed by earthquake on the 14th of January. Fire fol-
lowed the earthquake, and many lives were lost. The
Dominion government has given $50,000 towards the relief
of sufferers, and the United States government sent prompt
assistance.
Much indignation was felt when it was reported that the
admiral in command of the United States ships at Kingston
Had taken matters in his own hands, landing armed men on
British soil and raising the United States flag; but it has
been explained later that he landed men under arms at the
request of the local police inspector to overawe the convicts
in the penitentiary who were supposed to be on the point of
rising, and that he recalled them on the same day at the
governor's request. The naval officer in command of a
British ship, which arrived later, offered to send men ashore
'f needed, but his offer was delined.
Nearly one hundred thousand immigrants from the
British Isles, over fifty thousand from the continent of
Europe, and over sixty thousand from the United States
were added to the population of Canada in iyo6.
Lord Strathcona has agreed to give $2,500 a year for t'wc
years for excavations among the Hittite ruins in Asia
Minor. Two thousand inscribed tablets have been found
in the ruins of one of the Hittite cities. Important dis-
coveries in ancient history are expected.
Recent discoveries in Central Asia include some ancient
manuscripts on birch hark, together with paper manu-
scripts probably belonging to the eighth century of our
era.
A German inventor is able to send messages over a dis-
tance of twenty-live miles by wireless telephone, and lie
220
THE EDUCATIONAL REVIEW.
lieves that the possibilities of extending the distance are
almost limitless.
A new electric light filament has been invented which
requires less than one-fourth the energy to give the same
light as given by the) carbon filaments now in use.
The Shah of Persia died on the 8th of January, and was
succeeded by his eldest son, Mohammed Ali Mirza. The
new Shah is familiar with European affairs, and is said
to have approved the great political change which marks
the close of his father's reign, the calling of a National
Assembly. The new Assembly met on the 3rd of January,
but five days before the death of the late Shah. It has
control of financial matters and public works, but only an
advisory voice in matters of administration.
A projectile that takes photographs is another German
invention. It is in the form of a shell enclosing a camera,
the shutter of which works automatically as the projectile
begins to descend, thus obtaining a picture of a broad ex-
panse of country.
Pneumatic locomotives in use in German mines have an
air tank in place of a steam boiler. The air is stored at
high pressure ; and its expansion gives a safe, reliable and
cheap power.
SCHOOL AND COLLEGE.
Mr. Elmer E. King, for twenty years principal of the
Loggieville, N. B., school, and a native of Kings County,
died recently after a short illness of pneumonia. He was
an estimable citizen and a competent instructor.
Among the candidates at Acadia University for the
Rhodes scholarships to be awarded this month is Arthur
Estey, of Fredericton, nephew of Mr. J. W. Spurden,
manager of the People's Bank.
Mr. J. V. Lynn has resigned his position as instructor
in manual training at the N. B. Normal School to assume
a similar position at Calgary.
Mr. C. J. Mersereau, M. A., has recently been appointed
principal of the Horton Academy, Wolfville, an institution
in which he has taught with distinguished ability for several
years.
Dr. Ernest Rutherford, Macdonald Professor of Physics
at McGill University, has resigned to accept the post of
Langworthy Professor and Director of Physical Labora-
tories in the University of Manchester.
Principal W. B. Shaw, recently of the Bristol, Carleton
County, superior school, is at present teaching in the In-
dustrial School near Red Deer, Alberta, and finds the work
quite interesting.
Principal E. B. Smith, of the County Academy, Port
Hood, C. B., is receiving deserved commendation for his
excellent management of the schools of that town. Greet-
ings, the local paper, says : " Parents and children here
and elsewhere in the County of Inverness who have pupils
attending must certainly appreciate the good, substantial
educational work which is being done here."
On Friday evening, December 21, the students of Guys-
biro, N. S.. academy called upon their principal, Mr. W.
W. Herdman, and presented him with a complimentary.
address and a handsome sterling silver writing set. Mr!
Herdman replied, thanking the students for their kindness
and good-will. The attendance at the Guysboro Academy
this year is the largest on record, many students coming
from different points of county. Mr. Herdman is a Pictou
boy, a splendid teacher, and well regarded by those of
whom he has charge.
The Fredericton Board of School Trustees have decided
to introduce regular musical instruction in the public
schools under their charge — a wise and progressive measure
which it is hoped may be speedily followed in other com-
munities.
Mr. Wm. R. Shanklin, recently a member of the staff
of the School for the Deaf, Lancaster, has been appointed
principal of the Newman street school, St. John. Mr.
Shanklin has had considerable experience, and has shown
much skill in teaching.
Mr. John G. MacKinnon has been appointed teacher of
grade six, Leinster street school, St. John; not of the
Douglas Avenue school, as stated last month.
RECENT BOOKS.
One of the great needs at this and all seasons of the
year is the Canadian Almanac for 1007, published by Copp.
Clark & Company, Toronto. The writer inquired for it
at several of the city bookstores about the tenth of Janu-
ary, and the reply was, " All sold out ; another lot ordered."
Everybody seems to need the concise summary that is
found in this invaluable publication — the astronomical and
meteorogical calculations, commercial reports of Canada,
short history of the Dominion, Canadian banks and other
public institutions, forms of government throughout the
world, British army and navy, Canadian militia, post offices
and railroad stations in Canada, officials of all grades, and
the clergy, lawyers, et als, of the Dominion and the pro-
vinces, educational institutions, societies, Canadian tariff,
and information of various kinds such as one needs every
day from the first of January to the thirty-first December.
Messrs. Ginn & Company, Boston, publish two books
that will prove of great benefit to students who wish a
brief but clear view of history from the earliest times
down to the present. The first is Myers's Short History
of Ancient Times (388 pages, mailing price $1.25), con-
taining the first part of that author's General History,
brought down to the period of Charlemagne. The second
is Myers's Short History of Mediaeval and Modern Times
(438 pages, mailing price $1.30), the companion volum~
to the History of Ancient Times, containing the record
down to modern times. These books should be in eve-y
school library, furnishing as they do an interesting,
authentic and concise account of the world's doings, avail-
able to every student.
Messrs. Geo. Philip & Son, London, publish an Outline
Elementary Atlas of Comparative Geography (price, one
shilling), containing a series of 32 outline maps on draw-
ing. The series forms a very useful set of outlines for
map drawing.
Messrs. Blackie & Son, London, publish a Nature-Know-
ledge Diary, compiled with notes on nature-study by W.
kPcrcival Westell. These notes are very simple and con-
cise, and the Diary is an excellent vade mccum to the
THE EDUCATIONAL REVIEW. 221
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2-22
THE EDUCATIONAL REVIEW.
New
KM rx rx i DOMINION OF CANADA, Showing New Provinces of Alberta and Saskatchewan.
JVIapSJ BRITISH EMPIRE, by Sir Howard Vincent
Write for Special Prices. ( WORLD IN HEMISPHERES. Shows all New Changes.
BridTey Kindergarten Material.
Send for Special
Catalogue.
Send 15 cents for small box 12 assorted Dust less Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards.
The STEINBERGER HENDRY CO., 37 Richmond st, we.t, Toronto, ont.
School of Science for Atlantic Provinces cf Canada.
21ST SESSION, JULY 2ND TO 19TH, 1907.
HT RIVERSIDE, NEW BRUNSWICK-
Courses in Physical and Biological Sciences, English, Drawing, Cardboard- Work
and Photography.
Excursions to Many Points of Interest. Tuition for all Courses only $2.50
For Calendar containing full information, apply to
J. D. SEAMAN, Charlottetown, P. E. I.
young nature student. The publishers announce their
intention of giving six prizes each year, each a beautifully
illustrated natural history book, to those sending in the
best kept Nature-Knowledge Diary, on the plan of their
own publication. Some of our young nature-students
should be competitors. ,
Messrs. Blackie & Son, London, are publishing the
greater plays of Shakespeare in neat red cover editions,
without notes, price 4d. each. The three of the series
which have already appeared are The Merchant of Venice,
As You Like It, King Henry Fifth. The text omits every-
thing undesirable in class reading.
Messrs. Blackie & Son also publish in their " Little
library of Pedagogics " John Dewy's The School and Child
(price is.), edited by J. J. Findlay, Professor of Education
in the University of Manchester.
RECENT MAGAZINES.
That grand old magazine, the Atlantic Monthly, which
celebrates its Jubilee this year, begins 1907 with an excel-
lent number, varied to suit the tastes of its readers. No
stories recently published in the Atlantic have met with
greater success than those by S. Carleton, a resident of
Halifax, Nova Scotia. " The Lame Priest,'' " The Sound
of the Axe," " The Frenchwoman's Son," and "The Whale"
will be recalled with pleasure. The January Atlantic has
an article by Professor Archibald MacMechan of Dalhousie
University which all readers and teachers of Longfellow's
Evangeline should read. It is corrective.
Eight illustrated articles and four articles without illus-
tration, all by specialists and writers of note, together with
six short stories by leading writers of fiction in Canada,
besides a liberal insertion of poetry and light material, is
the programme furnished by the Canadian Magazine for
the first month of 1907. Canadian Artists Abroad is an
appreciation of the work of two eminent Canadian artists
— Morrice and Hill, the latter a sculptor.
The persecution of the Prussian Poles, in connection with
the attempt to Germanize the people of Prussian Poland
by forcing them to use the German language in the schools
for religious as well as secular instruction, has not attract-
ed the attention in this country which its importance
deserves. The article on this subject by "Posen" in The
Living Age for January 5 describes the great school strike
of Polish children to which this attempt has led.
The Delineator for February contains much lively read-
ing matter in addition to its fashion plates : The Making
of a Charming Woman, by an " Old Beau ; " The Funniest
Valentines, by the Funniest People; Talks on Home-
making, by Alice M. Kellogg; The Miller and the Mouse,
by Grace MacGowan Cooke, and other bright articles and
stories.
The Chautauquan is publishing a series of articles, of
which numbers one and two have appeared in December
and January, entitled " A Reading Journey in English
Counties." The journey begins with the border and lake
counties and will end with Cornwall. The articles are
fully illustrated, and so far have been of decided interest.
The Educational Review.
Devoted to Advanced
Methods of Education and General Culture.
Published Monthly. ST.
JOHN, N. B., MARCH, 1907. $1.00 per Year.
o. U. HAY,
Editor for New Brunswick.
A.. McKAY,
Editor for Nova Scotia.
THE EDUCATIONAL REVIEW.
Office, SI Leimter Street, St. John. N. B.
Phintcd by Barnes & Co.. St. John. N. B..
CONTENTS:
229
2}0
231
23«
232
233
»33
234
*3S
337
238
239
240
241
242
244
245
246
Editorial Note ... ..
Glimpses into Schoolrooms. Ill
Forestry.
Free— "The Dictionary Habit,"
Nature Study in March
Our Picture lor March
March
March and its High Days
Rockefeller's (43.000,000
Geometrical Drawing— IV.,
A History Device,...
Art in the Netherlands
Sarah's Teachers
Frcebel's Educational System,..
Avogadro's Law,.
Natural History for Little Folks
Where Montgomery Fell
Rhymes For Little Folks,
March
Your Gawky Boy, ... 247
Current Events 247
School and College, .. 248
Recent Books 248
New Advertisements -Everyman's Library, T. C. Allen & Co.; L'Aca-
demie DeBrisay; Webster's International Dictionary; Wm. Thomson
& Co.; The Home Correspondence School of Canada, Ltd.; Yale
University Summer School: K. E. Holman & Co.; Official Notices.
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying; each address tells to what date the
subscription is paid. Thus "23s" shows that the subscription is
paid to Dec. 31, 1906.
Address all correspondence to
THE EDUCATIONAL REVIEW.
St. John, N. B.
In the sudden death of Lieutenant-Governor
Snowball, following so soon after the equally sudden
death of Hon. A. G. Blair, New Brunswick loses two
of her eminent sons, men of character and influence
who have left their impress on their generation.
Hon. L. J. Tweedie, Premier and Provincial
Secretary of New Brunswick, has been appointed
Lieutenant-Governor of the province in place of
the late Hon. W. B. Snowball. Hon.Wm. Pugsley
has been called to the leadership of the provincial
administration.
The official notice on another page from the
Superintendent of Education in Nova Scotia con-
tains some important announcements. Principal
W. R. Campbell, M.A., after twenty years success-
ful work as principal of Colchester Academy,
Truro, N. S, has been appointed inspector of
schools for the newly-created district Number
Twelve — the county of Colchester. Hitherto
the inspectorial work of Colchester, Cumberland
and Pictou was found to be too heavy for the
present inspectors, Inglis C. Craig and E. L.
Armstrong, so the council of public instruction
decided to make Colchester a separate inspectorial
division, and Principal Campbell, after some hesi-
tation, has accepted the position. Truro Academy
has been one of the leading academies of Nova
Scotia under the successful administration of Mr.
Campbell, whose experience and abilities serve
him well for his new position.
Mr. Stanley S. Bruce of Shelburne Academy
succeeds Mr. James H. Munro as inspector of
schools for Yarmouth and Shelburne counties.
Mr. Munro retires after many years of faithful
and efficient service. Mr. Bruce has proved him-
self a competent and successful teacher, and for
many years has been a diligent student of the
natural history of Shelburne County.
A federal conference on education will be held in
London from May 24th to June 1st. Its object is to
promote the furtherance of the federation of the
Empire in education. Representatives from all
parts of the Empire are expected to take part in this
important meeting. Chief Superintendent Dr. Inch
of New Brunswick, and Dr. MacKay, Superinten-
dent of Education for Nova Scotia, have accepted
invitations to be present.
Dr. A. H. MacKay in an article in the Federal
Magazine of London urges the desirability of a
uniform system of nomenclature in connection with
the ages and grades of pupils in primary and
secondary schools, not only throughout the Empire,
but in all English-speaking countries. This, Dr.
MacKay says, can only be brought about through
the influence of some central agency, such as the
proposed convention, which, if it originate such a
general co-operation, would be sufficient of itself
to justify its assembling. Dr. MacKay is also
contributing to the same magazine a series of
articles on education in Nova Scotia.
230
THE EDUCATIONAL REVIEW.
Glimpses into Schoolrooms — III.
By the Editor.
A correspondent considers this series of talks on
"Glimpses into Schoolrooms," as one of the most
helpful and encouraging features of the Review,
because few teachers have the opportunity to visit
other schools, and "because many teachers, from
long meditating on their own troubles in school,
sometimes imagine that they are the only ones who
have any difficulties. So, in your account of visits
to schoolrooms do not give us only the bright side
of the picture. Tell us some of the trials and
troubles, and how they are overcome."
These records of visits to schools are intended to
help teachers, and if the editor has so far strayed
into the good schools, it was not intentional to do so,
but rather to take them as they come, and to afford
glimpses not only of those recently visited, but to
call up pleasant impressions — or otherwise — of
school work seen in the past. It is much more
pleasant to jot down the impressions produced by-
visiting a school where everything is in "apple pie
order" than the reverse picture. There are two
difficulties in the way in presenting the latter: In
very many schools teachers and children do better
work when visitors are present; if both are placed
at a disadvantage and obviously embarassed by the
presence of a visitor, the lessons drawn from failure
may not be either happy or accurate. Again, the
bad schools with harsh, unsympathetic teachers and
impish, noisy children are rare, — at least the evi-
dence points that way. If any correspondent will
tell the Review of such a school it will be visited,
if not too far away.
During a visit to a school a few months ago there
was a recitation in geography. The pupils had their
books open before them. The teacher asked
questions ; the pupils answered after consulting their
maps or books. There was no interruption to the
cross fire of questions until the visitor volunteered
one, which was answered readily enough. But it
mattered little whether the question was answered
correctly or not. The class had no evident interest
in the work ; there was no opportunity to think,
compare, observe, for which the right study of
geography is so well fitted ; there was no history,
current events, travel, incident, or other companion
subjects of geography to enliven the lesson. It was
geography pure and simple, and so crudely conduct-
ed that it was charitable to suppose that teacher and
pupils were merely putting in the time — it was the
last half hour of the day.
No subject has been more changed in its methods
of presentation during the last decade or two than
geography. Instead of memorizing a mass of details,
consisting of names of capes, islands, rivers, bound-
aries, etc., it is now recognized as a distinct branch
of science and an important adjunct of nature-study.
Its aim is first to make the pupils acquainted with
home and its surroundings, and using these as a
starting point to proceed to a knowledge of the
world — its features, inhabitants, products.
A lesson given to a fourth grade class at a normal
institute, which I attended in Eastern Nova Scotia
a few years ago, will illustrate how interesting this
subject may be made to young children, and how it
may be used to train them to habits of observation
and reading. The lesson was carefully prepared by
a teacher and given as a model to other teachers
present.
The teacher had not met his pupils until that
morning. A few minutes were spent in obtaining
from them what they knew about their surround-
ings: A village overlooking the Strait of Canso,
some few facts about the occupations of the people
who live there, and the products and industries of
the place, with a few incidental references to the
plants and animals found in the neighborhood. The
teacher soon gained the sympathy of the pupils, by
his own evident interest in all matters that they
talked about, and by his offer to take them out that
afternoon on an exploring trip.. Here was a teacher
who volunteered after a few hours' acquaintance
with the place (if I am correct in this opinion) to do
what some other teachers hesitated to do after weeks
or months spent in acquainting ( ?) themselves with
the vicinity of their schools. The remaining time
of the lesson was spent in drawing from the pupils
their knowledge about the ships in the harbour,
what they took away and what they brought back,
and the same with the railway, with an imaginary
journey on each, and the places probably visited.
There were maps and pictures to illustrate these
journeys, which though imaginary became very real
under the influence of a live teacher.
Bear in mind that the purpose of this lesson was
simply to draw from the pupils a knowledge of their
surroundings and then to connect the people and
products of their home with those of more distant
places, without entering into too much detail. In
these respects the lesson was indeed a model.
THE EDUCATIONAL REVIEW.
231
Forestry.
The recent forestry convention held in Frederic-
ton served to show the interest that is felt in New
Brunswick concerning the care and preservation
of its trees. Not only was there a large gathering
of the representative men of the province, but men
well versed in the science of forestry from Eastern
Canada, and experts from Harvard and Yale were
present to discuss the more technical aspects of the
question. The members of the provincial parlia-
ment showed an intelligent interest in the proceed-
ings. The legislature was adjourned, and the legis-
lative chamber was occupied by the members of the
convention during the two days that their import-
ant deliberations continued.
A hopeful feature of the convention was the
evident interest felt in the education of those who
are in future to have the care and control of the
forests. As one expressed it, to make foresters you
must catch them while they are young. Chancellor
Jones of the University of New Brunswick outlined
a course which might, with little change in existing
conditions, and with little additional expense, pro-
vide a suitable education for those who have the
science of forestry in view. In brief, a thorough
course of engineering would be provided for during
the first two years of a student's life at the Univers-
ity, and during the last two years special instruction
could be given in forestry. During the course of
these students subjects which are more intimately
connected with forestry, such as botany, chemis-
try, surveying and related studies would receive
more special attention.
It was urged by one of the speakers that the sons
of lumbermen and others who may not desire to
take a full course should have the privilege of
taking a shorter course; and no doubt provisions
may be made for this, especially if the lumbermen
of New Brunswick will contribute towards an en-
dowment for this purpose. At Yale University a
request similar to the one noted above was made by
lumbermen, and the answer was returned that if
they provided for it such a course would be estab-
lished. The lumbermen promptly made a gift of
$150,000. There is wealth and public spirit enough
among the lumbermen of New Brunswick to
respond just as readily to a call upon them to endow
a chair of forestry in the New Brunswick
University, or at least to provide for an endowment
covering a special course.
Dr. J. R. Inch, Chief Superintendent of Educa-
tion, in dwelling upon the relation of forestry to our
public schools, spoke of the advantage of nature-
studies, and the observance of Arbor day in pro-
moting an interest in and respect for trees among
children.
Mr. T. B. Kidner, director of manual training, in
his illustrative talk about trees and other plants,
pointed out what the manual training schools are
capable of doing in this direction. The collection
of woods and drawings aroused much interest and
attention among those present.
It is confidently expected that this convention, the
direct result of which is the formation of a pro-
vincial forestry association, will do much good in
directing attention to the need of better methods in
lumbering and the care of forests in New Bruns-
wick. No country in the world is better adapted in
its natural condition for the growth of trees than
New Brunswick, and the preservation of its forests
should be one of the first duties of its government
and people.
Free — "The Dictionary Habit."'
The publishers of Webster's International Dic-
tionary have just issued a handsome thirty-two page
booklet on the use of the dictionary. Sherwin Cody,
well-known as a writer and authority on English
grammar and composition, is the author. The
booklet contains seven lessons for systematically
acquiring the dictionary habit. While it is prim-
arily intended for teachers and school principals,
the general reader will find much of interest and
value. A copy will be sent, gratis, to anyone who
addresses the firm, G. & C. Merriam Company,
Springfield, Mass. Write to-day. The teacher
will find it one of the greatest aids in getting pupils
to do profitable work for themselves.
Professor I.ounsberry, discussing the question of
simple English, said at Yale one afternoon : "There
was a little boy who began to keep a diary. His
first entry was : ' Got up this morning at 7 o'clock.'
He showed the entry to his mother, and she, horror-
stricken, said: 'Have you never been to school?'
' Got up,' indeed ! Such an expression ! Does the
sun get up? No; it rises. And she scratched out
' (iot up at 7,' and wrote ' Rose at 7 ' in its place.
That night the boy, before retiring, ended the entry
for the day with the sentence : ' Set at 9 o'clock.' "
232
THE EDUCATIONAL REVIEW.
Nature Study in March.
By G. U. Hay.
March is the harbinger of Spring — indeed it is
the first spring month according to the calendar,
although in this northern climate of ours there is
more of winter about it than spring. He is a vari-
able fellow, this March, when the waning cold
struggles with the waxing warmth, and when bois-
terous winds make no one regretful that Winter's
reign is nearing an end. "As mad as a March
hare," is an old English saying, and it might be
suppose, if we judged from our blustering month,
that the hare (or rabbit, as we call the species here)
is goaded to madness by hunger or cold. But an
old English writer tells us that March is the mating
season for the hare, when he becomes excitable and
violent as he feels the warm blood of spring pulsing
through his veins.
The pale faces of the children who have kept too
close to their books during the long winter begin to
glow with the prospect of work in the school garden
or a romp in the woods in search of early spring
flowers, or listening to the carols of our old friends
the birds, or the peeping of frogs after their long
sleep in the mud, or other of those numberless
sounds and signs of a returning spring.
What a delight it will be for those children to
welcome back the little birds which come in ever
increasing flocks to their native haunts in the north.
Yes, their native haunts, for were they not born
here, and are they not coming back to revisit their
homes, to make new nests, and to carol gladly
among the branches where first they looked out with
wonder on this busy, work-a-day world?
"But when will our friends be here?" say the
children. "When can we expect Robin Redbreast,
or that delight of past summers, the Song Sparrow,
or the Fox Sparrow, a joy to all lovers of birds
music, and many other glad song birds?" No one
can tell the precise time of their coming, so the
word must be — wait and watch. Continued severe
weather delays their coming. If warm weather
prevails for several days they may surely be expected
to follow in the wake of this warm wave. When the
ice leaves our bays, ponds and rivers, the ducks and
loons will appear, and wild geese in spreading V-
shaped flocks, the air vibrating with their "honk,
honk," so familiar to school boys, will be flying
north again. But they do not come until the ice
is out of the bays and estuaries to the north of us.
( 1 low do they know ? — but that is more than you
or I can tell). They do not come until their food.
scarce at first though it may be, is ready for them ;
and so of the birds that prey upon insects. Nor do
those birds with long sharp bills, like the wood-
cock, come until the earth is thawed sufficiently
for them to search for their fare of earthworms.
The signs of spring are soon to be seen on the
branches of trees. The twigs of maples and wil-
lows are putting on a deeper hue. The buds of
some trees are beginning to grow red, and from day
to day, warmed by the sun, begin to grow larger,
and get ready to cast off their winter wraps. What
are these buds and what do they contain? When
were they formed? Why do they need coverings?
What will they grow into? are questions that will
occur to every child at this season.
As the month draws to a close the little furry
catkins on the pussy willow will be seen to have
come further out during the warm days. Notice
the catkins on the birch, the alder and the hazel
trees. Notice the other trees that are preparing to
send forth their flowers. "Their flowers!" say the
children ; "do trees have flowers ?" They do indeed,
and most of trees bear their flowers in early spring.
Look for them this spring on every tree that you
meet.
One of the sounds of early spring will be the
roar of streams and rivulets as they strive to break
the bands of the ice-king. Watch the banks of some
of these streams and even the rills that trickle by
the roadsides. Notice the earth caving in, and see
how muddy the water looks. Follow the course of
this muddy water, and find out what becomes of
the mud and gravel that these streams carry along.
And that may tell you what changes have been go-
ing on upon this earth during the winters and
springs of countless years of the past.
No Nature-study in March ! Oh, yes ; if we can
get into the spirit of it there is plenty of material ;
and the first bird, the first sign of a flower, of a red-
dish twig or bud, will remind us of other spring
advents. Thus we can refresh our spirits after the
long winter and come into touch with the newest
and gladdest spring it has been our lot to pass
through.
I am pleased with the Review. It tells me just
what I want to know, and helps me to keep out of
ruts. I preserve each number far future reference.
Wishing the Review and its editors many happy
years in representing the educational interests of
these provinces, Joseph J. Gavel.
Gavelton, N. S.
THE EDUCATIONAL REVIEW.
233
Our Picture for March.
Rev. Hunter Boyd, Waweig, N. B.
The subject selected by the editor for the March
number of Educational Review, belongs to the
class known as "Pictures that tell a story." It will
appeal to youthful imagination, and more or less to
a sense of humour. A title was hardly required, as
the artist has conveyed the idea by his brush, but
titles are sometimes a necessity in order to dis-
tinguish the works of one painter from those of
another, or to fix the identity of his own. The
language of emotional expression is practically the
same in human life, and therefore if his observation
is correctly rewarded it would matter little whether
the characters introduced were Russian or Canadian.
But the scene has a strong local flavour about it,
and those who know London urchins will not only
say it is true to human nature, but true to life in
some sections of the world's metropolis.
The exact location is not important. We see a
portion of the pavement or 'sidewalk' alongside the
high wall and railing of the grounds of a large
institution. The boy doubtless has good reasons for
taking his stand near the door which is seen behind
him. It is late in the afternoon and as it becomes
colder makes his chances of doing business more
favorable. But his mind is not wholly devoted to
serving customers, the opportunity for throwing
snowballs is very tempting when the passers are so
infrequent. To see a gentleman well-dressed, and
more elderly than nimble, presents very strong
temptation. Whoever threw the snow, made good
aim for the largest amount of discomfort to the
person who received the blow. It is possible that
this boy can have done so. Judging the time which
it would require for the victim to half turn his head,
would the thrower be able to insert his hands in his
pockets, look the other way, and commencing to
whistle assume this air and bearing of innocence?
The old gentleman is looking out of the corner of
his eye — the boy is turning as far as he dares, and a
psychologist would say there has been considerable
emotional energy on the invisible line between those
two eyes.
Allow the scholars to describe as exactly as
possible the looks of the two persons— mischief,
cunning, alertness and so on one side, and annoy-
ance, anger, possibly fear of more attacks on the
other. Endeavor to get lists of suitable words, and
according to the grades of the scholars attempt to
define the shades of meaning.
The picture will afford a good basis for a word
study, and some may make it an occasion for dis-
cussion of the propriety of practical joking. Is this
man typical of the kind that boys specially like to
irritate.
It will be interesting to know the grounds on
which scholars incline to believe the boy is not
guilty.
Objection is sometimes made that pictures should
not be analysed but enjoyed; but the title of this
one positively invites discussion. Many scholars
have not seen chestnuts roasted, certainly not in our
streets. They are more familiar with the process
of roasting peanuts. The teacher will do well to
encourage them to search for accounts of London
waifs and their modes of obtaining a scanty liveli-
hood. Some may be found eager to draw the
•simple open-air stove with the chestnuts cracking
open on the tray on which they are roasting. The
clothing of the boy is typical of his class, but in
strong contrast to Canadian lads in winter. Would
such a boy make a good colonist ?
The picture suffers scarcely anything by repro-
duction as colours are not essential to success.
Invite the older scholars to note the parallel lines
throughout this upright rectangular arrange-
ment, and to state if "unity" is secured in the
picture, and in what manner?
Can any of the teachers recall references to
'roasting chestnuts' in English literature?
Answer to " Query for Review Subscribers " in
February number: Mrs. A. bought 32 yards; her
daughter (Ann) bought 31 yards; Mrs. B. bought
12 yards; her daughter (Jane) bought 9 yards;
Mrs. C. bought 8 yards; her daughter (Eliza)
bought 1 yard. C. E. Lund.
A solution was received from Mr. J. E. Belliveau,
Pictou, N. S.
March.
I wonder what spendthrift chose to spill
Such bright gold under my window-sill !
Is it fairy gold? Does it glitter still?
Bless me ! it is but a daffodil !
And look at the crocuses, keeping tryst
With the daffodil by the sunshine kissed!
Like beautiful bubbles of amethyst
They seem, blown out of the earth's snow-mist.
O March that blusters and March that blows,
What color under your footsteps glows !
Beauty you summon from winter snows.
And you are the pathway that leads to the rose.
— Celia Thaxter.
234
THE EDUCATIONAL REVIEW.
March and Its High Days.
Eleanor Robinson.
The Roman name of this month was Martius
from Mars, the god of war. A more appropriate
name in our climate is that given to it by the Anglo-
Saxons, who called it Hlyd Monath, that is, the
loud or stormy month. Among the Romans the
year began in March, and in the English calendar
March 25th was the first day of the year until 1752.
Thus in modern editions of Pepys' Diary we find,
for example, the days from January 1st to March
25th, 1664, with the date of both years, 1663-4. Both
in England and Scotland there is an old saying
which represents March as borrowing three days
from April, and the last three days of March are
called "the borrowed days. The old rhyme says :
"March borrowed from Averill,
Three days, and they were ill."
and another runs thus :
The first, it sal] be wind and weet,
The next, it sail be snow and sleet,
The third, it sail be sic and freeze,
Sail gar (make) the birds stick to the trees."
And everyone is familiar with the image of March
"going out like a lion."
Dry weather in March is favorable to the grain
crops, hence the saying "A bushel of March dust is
worth a King's ransom.
We find the days of the patron saints of Wales
and of Ireland in March. The first day of the
month is sacred to St. David. There are many
legends about this patron of Wales, but very little
is really known of his life. He is thought to have
been a bishop in Wales in the sixth century, and the
date of his death has been put at 601 A. D. His
shrine is in the church at St. David's. In
Shakespere's "Henry V," Lluellen, the Welshman,
says to the king: "I do pelieve your majesty takes
no scorn to wear the leek upon St. Tavy's day." And
the king answers : "I wear it for a memorable honor,
for I am Welsh, you know, good countryman."
The traditional explanation of the wearing of the
leek is that King Arthur won a great victory over
the Saxons in a garden where leeks grew, and that
St. David ordered that every one of the King's
soldiers should wear a leek in his cap in honor of
the victory.
false and true, beautiful and ghastly, foolish and
instructive stories are brought together. This con-
fusion is partly owing to the fact that the name
Patricius seems to have been commonly used in the
sense of nobleman or gentleman. Moreover, another
Patrick was sent to Ireland as bishop by the Pope
about the time that the subject of this sketch began
his work there. Irish writers mention also a third
ecclesiastic of the same name, so that it is not sur-
prising that the accounts of the saint have been
confused. The following facts, however, are pretty
generally accepted. St. Patrick was born in Scot-
land at or near Dumbarton, about the end of the
fourth century, and of Christian parents. When a
boy of fifteen he was taken prisoner by pirates and
sold as a slave in Ireland, probably in county
Antrim. Here he tended cattle for six years, and
then made his escape, but he soon formed the plan of
going back to Ireland as a missionary. Where and
how he was trained for his work is not certain. He
lived among his relations in Britain for some time,
and they begged him not to leave them, but he
could not forget the needs of the Irish people, and
in dreams he heard voices calling him to come to
them. At last his plan was carried out. He says,
"Thanks be to God, that after very many years the
Lord granted unto them according to their cry."
For over forty years he worked in Ireland, travel-
ing from place to place, and risking death and
slavery, teaching, baptizing, and founding churches.
Traditions all agree that he died on the 17th of
March. The year is uncertain, but 469 seems the
most likely date ; he was probably buried at Down-
patrick. St. Partick was the first great missionary
who went out from Britain, and this alone would
commend his life, a holy and useful one, to our re-
membrance. The practice of wearing a shamrock
on his day is thought to have begun from his habit
of using the trifoliate leaf as an image of the Holy
Trinity.
Around the name of St. Patrick, the patron saint
of Ireland, has gathered a mass of legends, in which
The 25th of March has been kept since very early
times as the day on which is commemorated the
Annunciation of the Blessed Virgin Mary; that is,
the event recorded in the first chapter of St. Luke's
Gospel, of the Angel Gabriel's coming to the Virgin
with the message that the Saviour of the world was
to be born of her. This event has been a favorite
subject with artists, and is portrayed in some of the
most beautiful pictures in the world. The day is
commonly called Lady Day.
THE EDUCATIONAL REVIEW.
235
The Festival of the Annunciation commemorates
the promise of the coming of the Saviour, but a still
greater event is celebrated this year in the same
month, for Easter falls on the 31st of March. This
festival of the Resurrection of Christ has been kept
as the crowning feast of the year since very early
ages. It is spoken of by ancient writers as "the
most holy Feast," "the Great Day," "the Feast of
Feasts," "the Queen of Festivals." The name
Easter was in use as far back as the sixth century,
and the Venerable Bede, the historian of the church
in Britain, says that it is derived from the name of
a pagan goddess, Eostre, or Ostera, whose festival
came in the spring. Later writers say the name
comes from a word meaning to arise. In old-
English calendars Easter is called "the Again-rising
of our Lord." Among Eastern Christians it is
popularly called "the Bright Day."
This name connects it with the idea of sunrise,
and of the Sun of Righteousness rising from the
darkness of the grave. The French name for
Easter, Paques, is derived evidently through the
Latin pascha from the Hebrew name of the Pass-
over festival, and Easter eggs are called "pasque"
eggs in some parts of England.
Easter may fall upon any day from March 22nd
to April 25th, inclusive. Its date is determined as
follows : Easter Day is the first Sunday after the
fourteenth day of the calendar moon which happens
on or after the 21st of March.
Most of the popular customs connected with
Easter tide, such as the sending of flowers and of
eggs, rising to see the Easter sun dance, the wearing
of new clothes, are typical of the release from
bondage, the coming from darkness to light, the
beginning of a new life — all that the Resurrection
of Christ means to Christians. Flowers are the
most obvious symbols of the Resurrection, and lilies
especially stand for purity. The sending of eggs,
often coloured, is one of the most wide-spread
customs of the season among Christian nations.
A prayer to be said before eating eggs, and be-
longing to the early part of the seventeenth century
runs thus :
"Bless, oh Lord, we beseech Thee, this thy
creature of eggs, that it may become a wholesome
sustenance to Thy faithful servants, eating it in
thankfulness to Thee, on account of the Resurrec-
tion of our Lord." Originally, Easter eggs were
coloured red, the colour of blood, in commemora-
tion of our Lord's death and passion.
Another favorite symbol of the rising from the
grave is the butterfly, and the connection of ideas
here is quite plain. Not so in the case of the hare,
which appears so commonly upon Easter cards, and
in different forms in the shop windows. This
symbol seems to have been borrowed from Ger-
many, but no perfectly satisfactory explanation of
it is to be found. The Easter hare is supposed in
German superstition to lay eggs, and to bring
coloured eggs to good children on Easter morning.
Rockfeller's $43,000,000.
One can get no idea of what $43,000,000 means, but this
is the amount set apart by John D. Rockefeller for the
benefit of higher institutions of learning in the United
States. Presumably each donation will mean the giving of
more than as much more by other men and women of
large wealth, so that $100,000,000 will go to these institu-
tions. It is said that the $43,000,000 are so invested as to
give an annual income of about $6,000,000. This would
mean the giving of $100,000 a year to sixty different
colleges. What a thought! — N. E. Journal of Education.
May we not look at it from another point of view.
If the income were applied to creating or assisting
teachers' pension funds, it would mean the giving
of $100,000 a year for that purpose to every state
of the United States, and to every province of Can-
ada. This would be a beginning at the right end.
It is not that too much money is given to colleges,
but that too little is given to improve the conditions
of elementary schools and teachers. In Canada Sir
William Macdonald has shown how wealth may be
devoted wisely to raise the status of country schools
and teachers, as well as to benefit colleges.
Says the University of New Brunswick Monthly :
"What will our authorities do for the maintenance
of the chair of chemistry? . . . Through the
generosity of Sir William McDonald, and the good-
will of Dr. Brittain, we have enjoyed for more than
two years a course in chemistry that has been
thoroughly up-to-date. . . . We cannot speak
too highly of the work of Dr. Brittain. His ability
as a teacher, his range of knowledge of the subject,
and the energy he has displayed mark him as the
man we want. We undergraduates say that he is
the kind of a professor that U. N. B. cannot afford
to lose. No course has become more popular than
this one, no lectures more eagerly listened to, and no
laboratory work less laborious and more successfully
conducted. No arrangement short of maintaining
the present high standard will be welcomed by the
student body."
Students are apt to be pretty good judges in
matters of this kind, and in their estimate of the
work of Dr. Brittain the Review heartily agrees.
236
THE EDUCATIONAL REVIEW.
GEOMETRICAL DRAWING C R VIII
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THE EDUCATIIONAL REVIEW.
237
Geometrical Drawing — IV.
Principal F. G. Matthews.
The problems here given for grade VIII, although
few in number, contain sufficient principles on which
to base plenty of exercises to cover the year's work.
Many of these may be found in the publication
mentioned last month, and in past examination
papers. If further practice is required, good
exercises may be given in copying, enlarging and
reducing given figures, using all kinds of scales.
Fig. i. The diagonal scale, its construction and
use. To explain the construction of this most useful
scale, let AB in the first diagram be a short line
which is to be divided into twelve equal parts.
Draw AC any length, stepping off on it twelve
equal divisions. Join CB and from the divisions on
AC draw lines ai, b2, etc., parallel to AB.
Since Af is half AC, f6 will be half AB ; and since
Ci is one-fourth of AC, io. will be one-fourth of AB.
Similarly kn is one-twelfth of AB, and e5 seven-
twelfths, and so on. This method of division is ex-
tremely useful when AB is a very short line. In the
second diagram we have a true diagonal scale in
which the inch is divided into 120 parts, giving a
scale of 10 feet to the inch from which we can
measure feet and inches.
To construct it draw AB any required length
marking off each inch. Divide the first one AE into
10 equal parts. Draw AC at right angles to AB and
on it mark off twelve equal divisions. Through each
one draw a line parallel to AB. Draw EF, GH, etc.
parallel to AC. Divide CF into ten equal parts.
Join Fa, lb, 2c, etc. These lines are diagonals and
divide each tenth of AE into twelve equal parts.
Suppose we wish to measure off a line 26 feet 7
inches long. From K to 6 on the bottom line repre-
sents 26 feet. By going up the line 6g to the parallel
marked 7, we add seven-twelfths of another foot,
so that the distance xo represents 26 ft. 7 in.
By using ten parallels instead of twelve we divide
the inch into '00 equal parts, and can obtain
fractions of the inch to two decimal places.
Fig. 2. The scale of chords, its construction and
use. With any convenient radius describe a
quadrant AB. With the same redius trisect the arc.
By trial divide each of these thirds again into three
giving nine divisions, each representing ten degrees.
With A as centre and radius Aa draw the arc a 10.
Similarly draw b20, C30, etc.
This divided line AC is the scale of chords. The
second part of the figure shows its use. It is re-
quired to make an angle of 37° with DE. With D
as centre and radius A60 on the scale describe the
arc EF. With radius A37 and centre E, cut off
point F. Join DF. Then EDF contains 37 degrees.
Fig. 3. To construct an irregular polygon,
having given lengths of sides and sizes of angles.
Draw AB and make it the given length. By means of
protractor or scale of chords make the angle ABC
the given size. Cut off BC the required length and
proceed in a similar manner with each side and angle
until the figure is complete.
Note. — In this and the succeeding figures which
have dimensions, the scale used is 100 yards to the
inch. This is an easy scale, and can be worked with
great accuracy from a diagonal scale.
Fig. 4. The same as Fig. 3, having given the
lengths of sides and diagonals. Make the triangle
ABC according to dimensions given (by Ex. 4
grade VII.) Then on CA make the triangle CDA by
the same method. Next construct the triangle DEA
on DA and the figure will be complete.
Fig. 5. The same as Fig 3, having given two
sides, lengths of lines radiating from one corner,
and the angles between them.
Draw BA its given length. Make the angles
BAC, CAD, and DAE of the given number of
degres. Cut off AC, AD and AE the given lengths,
and join BC, CD and DE.
Fig. 6. The same as Fig. 3, having given lengths
of radii from a point within the figure, and the
angles between them. Draw BO the given length.
Make the angles BOC, COD, DOE, and EOA of the
required number of degrees. Next set off the
lengths of the radii, and join their extremities.
Fig. 7. The same as Fig. 3, by means of ordin-
ates from one side, or the side produced. Draw any
line fh and set off fA, Ag, gE, and Eh their
respective lengths. At f, g, and h erect perpendicu-
lars (called ordinates) and cut them off to required
lengths. Join AB, BC, CD, and DE.
Fig. 8. The same as Fig. 3, by means of ordin-
ates from a diagonal. Draw the diagonal AB and
mark off the different divisions from the table. Erect
the ordinates and cut them to lengths. Join the
extremities.
Fig. 9. To construct an irregular figure from
dimensions given as in land surveying. The right
hand portion of the figure represents a page from a
surveyor's Field-book, which should be read from
the bottom upwards.
Draw AB rising nj4° from the horizontal (each
238
THE EDUCATIONAL REVIEW.
point of the compass being n54°) making it the
required length, 420 yards. From A to a is 119
yards at which point there is a set-off to the left of
21 yards. From A to b is 195 yeards, where another
set-off of 96 yards to the left is found. BC being
192 yards and AC 479, construct the triangle ABC,
noting that BC turns to the right from AB, and on
BC and CA mark off the ordinates from the table
as before. Join the points of the triangle and ex-
tremities of the ordinates to complete the figure.
After completing the drawing the children may
be allowed to compute the area of each part of the
figure, and of the whole. To allow of the simplest
method of getting the area of triangle ABC, the
perpendicular height is given from B.
Fig. 10. To draw a tangent to a circle from a
given point in the circumference. Join A the given
point to the centre O. At A draw AB at right
angles to AG. AB is the tangent required.
Fig. 11. The same as Fig. 10, from a point out-
side the circle. Join the point A to the centre O.
Bisect AO in B. With B as centre and radius BO
describe a circle cutting the circumference in C and
D. Join AC and AD. Both these lines are tangents
to the circle.
Fig. 12. The same as Fig 10, from a point in the
circumference, but without using the centre. From
A the given point, draw any chord AB. Bisect it in
C and erect perpendicular CD. Join AD. Make the
angle DAE -equal to the angle DAC. AE is the
tangent required.
Fig. 13. This exercise is designed to shew a
practical application of problems on tangents. AB
represents a piece of straight railroad track. Another
straight road approaches C. It is required to form
by a natural curve a junction at D. AB being
tangential, a perpendicular from D will give one
locus of the centre. Join CD. Bisect this chord
and produce. This will be another locus. The com-
mon one is E, which is the centre of the curve.
. We are living out these lives of ours too much
apart from God. We 'toil on dismally, as if the
making or the marring of our destinies rested
wholly with ourselves. It is not so. We are not
the lonely, orphaned creatures we let ourselves, sup-
pose ourselves, to be. The earth, rolling on its way
through space, does not go unattended. The Maker
and Controller of it is with it and around it and
upon it. He is with us here and now. — Nelson H,
Huntington.
A History Device.
The use of scrap books has become so well known
and so useful in geography that it suggested itself
in history and has proved equally successful in that
subject. The greatest handicap, especially to the
country teacher, is the lack of time, but this may be
overcome largely by a little planning, and letting the
pupils do most of the work, which greatly enhances
its value.
An old composition book makes a good scrap
book. Cut out part of the leaves to allow for
the added thickness of the pictures. The pupils
may be aided a little in collecting the pictures, but
as far as possible let each child collect and classify
his own pictures, only giving a little advice or a few
suggestions as to the topic. Each day's lesson may
be taken as a topic, if there is time; for example,
when the class is studying some battle, as the battle
of Gettysburg, let each try to find pictures illustrat-
ing this battle ; many such pictures may be found in
old magazines. This brings the lesson more clearly
before the mental vision, keeps it in the mind longer,
and creates an interest.
Pictures of the noted statesmen may be used
as they come in the lessons, and a brief sketch of
the life of each learned in connection with the
picture. Pictures of old historic buildings, forts,
etc., all help in making the subject interesting.
The children never tire of them, and vie with each
other as to who can bring the most practical and
useful pictures, and who can picture out the topic in
the most graphic manner.
Another aid in the study of history is map-
drawing — drawing maps of each section of country
as brought into prominence in the lessons. This
also helps in making history real. In the wars the
maps are drawn, then the routes of the different
armies are traced in colored crayons, a different
color being used for each army. The best of these
maps are saved and put into the scrap books.
History studied in this manner is much more real
to the pupils than when studied by merely commit-
ting to memory the words of a text-book. Approxi-
mate dates are associated with nearly every picture,
so that time and places are permanently located
in the mind, and looking over the scrap book w'hen
completed gives a quick review of the entire term's
work. This method is especially helpful in seventh
grade history. — Popular Educator.
THE EDUCATIONAL REVIEW.
239
Art in the Netherlands.
Bv Mrs. A. MacLean.
The art of the Netherlands is the art of Belgium
and of Holland, represented by the Flemish school
and the Dutch school. Obscurity shrouds the be-
ginning of art in the Netherlands. Though there
were examples of more or less merit previously, it
was not until the beginning of the fifteenth century
that a distinct Flemish school arose under the leader-
ship of the Van Eycks, Hubert, Jan, and a younger
sister, Margaret. With their advent the Flemish
school at once became prominent. Hubert was
born in 1366, and he and Margaret died about the
year 1426. Jan died in 1440.
Flemish art may be said to begin in the fourteenth
century and end in the seventeenth century.
Fromentin says of Flemish art in this period : " At
the two extremities of this brilliant course we are
struck with the same phenomenon — rare enough in
such a little country — we see an art which was born
of itself, on the spot ; and an art which was born
again when it was thought to be dead. Van Eyke
is recognized in a very fine Adoration of the Magi ;
Memling is suggested by certain portraits ; and
there, at the very end, a hundred and fifty years
later, Rubens is preceived — each time a sun rises
and then sets with the splendor and brevity of a
beautiful day without a morrow."
The Van Eycks established themselves in Ghent
in 1420, among a corporation of painters then exist-
ing there. The triptych of St. Bavon is their work,
but it is not known what part each painted. Their
work was wonderful for the time, and it and the
works of their pupils display the qualities that have
since been considered characteristic of the entire
Flemish school — tendency to naturalism, imitation
of nature, sensitiveness to color at the expense of
purity and grace of line, accuracy of finish, and, in
the .earlier period, profound religious feeling.
Hubert Van Eyck is credited with the discovery of
the mixing of oil colors, and the applying them to
canvas much as we do now. This discovery, long
and carefully guarded by the Van Eycks* drew im-
mediate attention to them and their works.
Memling, who painted about forty years after the
Van Eycks, was perhaps the greatest of the earlier
painters of Flanders. In his theme and manner he
was much like the Van Eycks, but his was an ad-
vance. They copied nature accurately with an echo
of the engraver and the enameler in their style ; he
copied accurately, but he idealized. They have the'
gleam of gold, the polish of marble, the brilliant
carpet tints, the sheen of velvet and pearl ; Memling
has all these, but in his work are misty passages
and half-tints of which the Van Eycks knew naught.
It is wonderful that, in a time so marked by
violence, stratagem, superstition, dissoluteness,
ecclesiastical parade, royal pageants, feasts, carou-
sals and glitter of gold and gems, there should have
sprung into being a wonderful and unexpected art-
life.
In its social and religious character, Flemish art
stands between the art of Italy and the art of Hol-
land. The influence of the church is seen through-
out the whole of Italian painting in its best period,
and never more conspicuously than when the faith
of the people was beginning to fail. In Flemish art
one sees rather the influence of religion than of the
priesthood. There is a sturdy national character-
istic about it, and a leaning toward literal repro-
duction of subject.
In the sixteenth century there began a gradual
decline in Flemish art, due to the powerful influence
of Italian renaissance. In striving to imitate a
foreign art, with which it had no real sympathy,
Flemish art ceased to be national. This decadence
was checked in the seventeenth century by the
advent of the greatest of all Flemish painters,
Rubens. He formed a school of his own, and in
that school the greatest pupil was Van Dyck.
After the death of Rubens and the dispersion of
his pupils, the art of Flanders ceased to form a dis-
tinct school ; and when Rembrandt arose, the art-
centre of the Netherlands was transferred to Hol-
land.
The works of the Flemish artists are to be found
in galleries everywhere. Some of the more import-
ant artist9 are : Hugo van der Goes, 1482 ; Geerardt
David, 1455-1523; Jan Gossart de Mabuse, 1470-
1532; Paul Bril, 1556-1626; Jan Fyt, 1 609-1 69 1 ;
Casper de C raver, 1582- 1669; David Teniers, 1582-
1649; Jan (called "velvet") Breughel, 1589-1642;
Aelbert Cuyp (Kuyp), 1606-1691 ; Jacob Jardaens,
1523-1678; David Teniers (younger), 1610-1694;
Pieter van der Faes (Sir Peter Lely), 1618-1680.
In the Metropolitan Museum, Central Park, New
York, are many paintings of the Flemish school.
To the casual observer most of them are not calcu-
lated to arouse a great deal of enthusiasm. I have
heard visitors in the museum remark, " Never mind
these queer old pictures, let us go and look at the
modern pictures.'" But there is a wealth of interest
and beauty in those old Flemish paintings, albeit
one might find lack of refinement of feeling, or even
240
THE EDUCATIONAL REVIEW.
a touch of actual coarseness in some of them, for
some of the artists were frequenters of taverns.
But if my space permitted, I should like to speak
of the animals of Jan Fyt, the coloring of Teniers,
etc., but T shall content myself with sketches of the
two most famed of Flemish painters, Rubens and
Van Dyck.
Sarah's Teachers.
They taught side by side; one, an enthusiastic,
warm-hearted woman, possessing a love for her
work and a keen insight into human nature; the
other, scholarly, methodical, sarcastic, convinced
that all human twigs could and should be bent in
the same direction. One gained the love and affec-
tion of some forty-five fifth grade pupils ; the other,
the respect and obedience, born of fear, of as many
sixth grade pupils. Into the latter grade came
Sarah, a girl, who, unfortunately, had never learned
the lesson of self-control.
Bright she was and interesting, but from the first
misunderstood and misjudged by "Miss Method."
Rebellious, self-willed Sarah! She absolutely re-
fused to be moulded after the approved pattern.
(There was actual danger of the mould being
broken). Just as determined that this self-same
mould remain intact, that not even a crack appear,
was the firm "Miss Method."
Under such circumstances, things soon reached
a crisis. On a memorable morning, hot-headed
Sarah, goaded to the point of desperation by the
cool, sarcastic tongue of the presiding genius of the
room, struck her. In the passionate burst of anger
she hissed, " I hate you ! I hate you as you hate
me ! so there ! " Hastily the principal was sum-
moned ; the culprit, her whole form shaken with
suppressed sobs, taken to his sanctum sanctorum —
the office.
There the child sobbed out her side of the pitiful
story. (He already knew the other side, and wise
man that he was, read much between the lines).
But what to do. Suspend her? A child of that
age? Not to be thought of. Had not the child
sobbed out, " Please, Mr. Day, take me out of that
room, I can't be,good there." Had he not also heard
frequently of late that Sarah was falling behind in
her classes, that she could not be interested in her
work? He would give her to his resourceful fifth
grade teacher. The shame of it! Demoted be-
cause a tactless woman could not win a lovable
heart.
The next morning it was with a feeling of mis-
giving that Miss C. admitted to her busy hive "the
drone " of whom she had so often heard. Had not
her next door neighbor kept her fully posted on the
short-comings of this vixen?
But was this blue-eyed, frank-faced girl, sitting
there so quietly, as black as she had been painted?
She should have the benefit of the doubt. (All Miss
C.'s children had to prove themselves bad before she
would admit it). Had this slender girl only yester-
day viciously struck a teacher ? Such thoughts ran
through Miss C.'s mind as she assigned lessons and
directed her new pupil to the seat she was to occupy
— one in the rear of the room — she had formerly
occupied a front one, then left her to herself while
the regular work was resumed.
The child quickly adjusted herself to the new
environment — several days passed without an out-
break— things seemed going well, when all at once,
the unexpected happened ! A frightened mouse ran
across the floor and stopped, of course, in front of
Sarah ! Her book flew one way ; she went the other.
A hearty laugh entered into by teacher and pupils
alike, was enjoyed; then all quieted down; no, not
all. Sarah was giggling; a low, irritating, continu-
ous giggle unnoticed for a time, then Miss C. step-
ped to her side, and " Stop as soon as you can,
please, you are annoying others," was the low-
spoken command. As if by magic, the giggling
ceased ; a kindly nod of approval was the reward.
In this tactful way, many bad habits were broken,
many evil tendencies checked. How could they
flourish in this wholesome atmosphere? By a little
investigation it was discovered that Sarah possessed
a sweet soprano voice that rang out strong and true
in the chorus work for which the room was noted.
She was appointed leader, a much coveted position
among the pupils. By accident, as it were, many
other schoolroom responsibilities devolved upon her.
Not in a day did she gain self-control — far from
it. Many times she stumbled and fell ; many were
the battles fought and won in the conflict, but in
the end, guided by the strong, sustaining hand of
a wise teacher, she gained a glorious victory — the
victory over self. — Primary Education.
A lawyer talked four hours to a jury, who felt like
lynching him. His opponent, a grizzled old profes-
sional, arose, looked sweetly at the judge, and said:
"Your honor, I will follow the example of my
young friend who has just finished, and submit the
case without argument" Then he sat down, and
the silence was large and oppressive.
THE EDUCATIONAL REVIEW.
241
Frcebel's Educational System.
Mrs. C. M. Condon.
The principles and practice of the kindergarten
have been found so admirably adapted to the infant
in the home, and to the child from three to seven
years old, under the fostering care of a kinder-
gartner, as a preparation for school, that the very
success of Frcebel's "latest thought" has over-
shadowed his fame as a reformer of education as
an organic whole.
Those who have carefully studied his " Education
of Man " will not dispute this statement. This
noble work was published in 1826, when its author,
by his wide, and varied culture and experience, was
thoroughly equipped for his task. In it he sets forth
his ideal of the ultimate aim of education, and points
out the laws, upon the fulfilment of which success
must depend. The careful study of this book by
parents and teachers would dissipate many false
and superficial notions of education.
Frcebel's system rests upon the solid ground of
the unity of law. Love for his kind, the "enthusiasm
of humanity," led him to lay such stress upon this
fundamental law of unity, and to demand its appli-
cation to training and instruction in the family and
school. His own early introspection and self-
analysis, and the seeing and hearing the disagree-
ments and troubled questionings, brought by
parishioners to his father, their pastor, for settle- '
ment, gave the thoughtful boy a painful sense of
the conflicting elements of human life. He felt
that there must be somewhere a provision made for
their reconcilement. To find the solution of this
problem, in other words, how to help his fellow-men
by correct methods of education, to bring them-
selves into harmony with nature, man and God, was
the life-work to which he felt himself called.
All fruitful education has proceeded from a
more or less conformity to this law of unity. Even
a partial recognition logically results in an endeavor
to adapt methods of training and instruction, not
simply to a plan, formed, largely, for the con-
venience of carrying on school work smoothly, but
tends to a study of those laws which lie implicit in
human nature, and visit with penalty those who
ignore them.
We are to find out not only what branches are to
be taught, but also when, how and why. We are to
learn this by our own careful observation, and by
the experience of those who have made the subject
tin' study of their lives.
We must also consider the mental appetite, at a
given period, whether it is in a normal condition,
and what pabulum will meet its requirements.
Too often, we shall find, through neglect, or
satiety, or many other conceivable causes, no
mental appetite, or at least none for what we wish
to offer. It is this inactivity of mind that makes
the work in our primary schools so difficult for the
faithful teacher. Severity in such cases is a blunder,
if not criminal. Consider the way in which we deal
with physical inappetency; how cautiously we pro-
ceed; how we tempt and coax the appetite with
well-prepared food, skilfully adapted to the ab-
normal condition of the patient. What a delight
to mark appetite growing by what it feeds upon!
Shall we then take less pains with the immortal
mind ? Shall we rob ourselves of the joy of watch-
ing the happy, normal growth of a mind which we
have helped to lift up out of the slough of inaction
by our wise and kindly ministration?
Encouraged by success we study, more and more
diligently, the laws that govern us in our physical
relations; and just so fas as we obey them, we in-
crease our physical well-being.
When we are equally diligent in our efforts to
understand and obey those laws which govern our
mental and spiritual being, and which we must
understand and obey, if we are to secure the best
fruits of education, we shall then reap a still richer
and fuller harvest. Meanwhile let us study these
pregnant words of Gcethe : "Only in limitation is
the artist seen, and he only is free who is the servant
of law."
A correspondent asks :
1. Where is the harbour known as Simon's Bay?
2. What is correct pronounciation of Kouchi-
bouguac ?
Answers :
r. There is a harbour in Cape Colony, South
Africa, known as Simon's Bay.
2. Koosh-ee-boo-gwak, with the accent on the
first and last syllables.
Through the kindness of a friend I have become
acquainted with the Review, and can think of no
better way of showing my appreciation than that of
subscribing. Enclosed you will please find one
dollar for one year's subscription.
Frank B. Fox.
Cape North,
Victoria Co., N. S.
242
THE EDUCATONAL REVIEW.
Avogadro's Law.
By John Waddeix, Ph.D.
The importance of Avogadro's law is indicated by
the papers in chemistry set at the provincial exam-
inations of Nova Scotia last July. There were
three questions out of a total of fourteen in which
the principles involved were a feature. Avogadro's
law should more strictly be called an hypothesis,
not being like Gay Lussac's law regarding the pro-
portion by volume in which gases unite, a general-
ization of facts. So many facts, however, can be
easily understood if Avogadro's hypothesis is assum-
ed to be correct, that it is scarcely looked upon as
an hypothesis. It was, to a certain extent, a lucky
guess on the part of Avogadro, because he had a
very limited knowledge of the facts bearing upon
the case. The guess was, on this very account, to
a certain extent, unlucky, because Avogadro applied
this law to cases where it was not applicable, and so
for nearly fifty years the law was neglected, and it
was only when its limitations were properly recog-
nized that its usefulness became evident.
The law in modern form is : " Equal volumes of
all gases under the same conditions of temperature
and pressure contain the same number of mole-
cules."
The existence of molecules is assumed, though
nobody has ever seen a molecule. Setting out with
certain assumptions regarding the character and
motion of molecules, Avogadro's law follows as a
mathematical consequence, but of course the mathe-
matical deduction is no more valid than the hypo-
thetical premises.
On the assumption that Avogadro's lucky guess
represents the facts, let us see some of the conse-
quences.
In the first place there is no distinction made
between elementary gases and compound gases. In
a given volume, say a cubic foot of hydrogen, there
is the same number of molecules as in a cubic foot
of hydrochloric acid gas ; in a litre of nitrogen there
is the same number of molecules as in a litre of
ammonia in ten liters of carbon monoxide or carbon
dioxide there is the same number of molecules as
in ten liters of oxygen, or hydrogen, or of chlorine.
This leads, in the second place, to the result that
the relative weights of equal volumes of different
gases give the relative weights of the molecules ;
for if a litre of ammonia containing, let us say, a
million, million, million molecules of ammonia
weighs 8^2 times as much as a litre of hydrogen,
which, according to the law, would also contain a
million, million, million molecules, it follows that
one molecule of ammonia must weigh %l/i times as
much as one molecule of hydrogen. We do not
know the absolute weight of a molecule of hydrogen,
or of a molecule of ammonia, but it follows from
what has been said above that an ounce, or a pound,
or a gramme of hydrogen will occupy the same
volume as 8yi ounces, or pounds, or grammes of
ammonia, the same conditions of temperature and
pressure being maintained in both cases.
Hence, in the third place, it follows that the
formula given to gases may represent a definite
volume of the gases, and that the formula which
represents the molecule may also represent a per-
fectly definite volume, which will foe the same for
all gases.
The question now arises : What volume is to be
represented by the formula of a gas? The volume
may be chosen as the volume occupied by an ounce,
or a pound, or a ton of some particular gas, say
hydrogen. None of these volumes is chosen, how-
ever ; in ordinary chemical work the French system
of measurement being more common. The volume
occupied by a gramme of hydrogen might be em-
ployed, and this was in fact used for some time.
But if this volume is used as the standard, the
formula representing ammonia should represent 8^2
grammes, of carbon monoxide 14 grammes, of
hydrochloric acid 18.25 grammes. The usual
formula for ammoniais, however, NHs, nd if H
represents one gramme, N will necessarily represent
14, and NHj will represent 17, or twice the num-
ber of grammes in the volume chosen. In the same
way the formula CO usually given to carbon mon-
oxide, and the formula HQ given to hydrochloric
acid would represent twice the weight of the gases
contained in the volume chosen. If we are to retain
these formulae it will be necessary to adopt as the
standard volume the volume occupied, not by o-\e
gramme of hydrogen, but by two grammes. The
formula for hydrogen, then, would be H2, of nitro-
gen, N2, and of oxygen, Os. Avogadro's law
would thus lead to the result that the molecule of
hydrogen consists of two atoms, and the same wou'd
hold for a number of other elementary gases.
Avogadro's law may be applied in another way
to arrive at this result. It is found by experiment
that one volume of hydrogen uniting with one
volume of chlorine gives tzvo volumes of hydro-
chloric acid gas. According to Avogadro's law
there must be therefore twice as manv molecules
THE EDUCATIONAL REVIEW.
243
of hydrochloric acid gas as of the hydrogen, or of
the chlorine entering into its composition. But each
molecule of hydrochloric acid must contain at least
one atom of hydrogen and one atom of chlorine,
and so there must be at least twice as many atoms
of hydrogen as there are molecules of hydrogen,
and at least twice as many atoms of chlorine as
there are molecules of chlorine. If the formula for
hydrochloric acid is taken as HC1, the formula for
hydrogen is Ht. If H8C12 were the formula for
hydrochloric acid, H4 would be the formula for
hydrogen. Neither the hydrogen nor the chlorine
of hydrochloric acid have been found capable of
division, and for this and other reasons the formula
for hydrochloric acid is taken to be HC1.
Though in a manner similar to the above, it can
be proved that a number of elementary gases con-
tain two atoms in the molecule, there are elements
whose molecules contain only one atom, and some
whose molecules contain more than two atoms.
The best volume, then, to use as the standard vol-
ume is the volume occupied by two grammes of hy-
drogen, which at the temperature of o°C and the
pressure of the atmosphere 760 mm. of mercury is
22.412 litres. The molecular weight in grammes of
each gas, then, occupies 22.412 litres under stand-
ard conditions. If a new gas is discovered its
molecular weight is ascertained by determining the
weight of 22.412 litres of it. This is, of course, a
matter of experiment.
Last July the question was asked in Grade XII :
" How may Avogadro's law be used to establish the
formula H20 with 0=i6 as better representing the
molecular formula of water than HO with 0=8?"
There were only three candidates who had any
measure of success with this question, though it is
really very easy when the principle is understood.
If HfO is the formula for water vapor, it follows
that a volume of water vapour will weigh nine times
as much as the same volume of hydrogen, since the
formula of hydrogen is H„, the conditions of tem-
perature and pressure being of course the same in
both cases. If the formula is HO with 0=8, water
vapour will weigh four and a half times as much
as the same volume of hydrogen. It is found that
the ratio of the weight is nine to one, thus establish-
ing the formula HfO with 0=l6.
In Grade X there was the question : " What
volume is represented by the formula of a gas?
Given the equation Mn()8 +4HCI- MnCl2 +
2H.O + CI, how manv litres of chlorine at stand
ard temperature and pressure can be obtained from
87 grammes of manganese dioxide."
As we have seen, the formula of a gas represents
a perfectly definite volume, namely, 22.412 litres at
zero centigrade and atmospheric pressure. (In
" A School Chemistry " the volume is given as
22.253 litres, but later investigations give 22.412
litres as more correct. The discrepancy is due to
the difficulty in weighing gases, because of the
large volume for a small weight).
The volume represented by Cl2 is therefore
22.412 litres, hence 22.412 litres of chlorine are
obtained from the weight of manganese dioxide
represented by Mn02. This weight is 87 grammes
since Mn represents 55 grammes of manganese, and
O represents 16 grammes of oxygen. The equation
gives the data at once for answering the question;
if the problem had been to calculate the volume of
chlorine obtainable from 100 grammes of man-
ganese dioxide, or from 200 grammes, or from any
other number, a very little arithmetic would be
necessary. And here I may say that chemical
arithmetic is no harder than any other, and it is just
as easy to calculate about litres of oxygen as about
tons of hay.
In Grade XII the volume of sulphuretted hydro-
gen obtainable from 100 grammes of ferrous sul-
phide was required at 730 mm. pressure and 20°C.
From the equation FeS+HyS04 = FeS04 + H,S
it appears that from 88 grammes of ferrous sulphide
22.412 litres of sulphurated hydrogen are obtained,
because FeS represents 88 grammes and H2S
represents 22.412 litres. The gas is supposed to
be measured at zero centigrade and at atmospheric
pressure, namely, 760 mm of mercury. As the
measurements in the problem are made at 20°C and
730 mm., a correction must be made, and the calcu-
lation worked out for 100 grammes ferrous sulphide
instead of 88 grammes.
It will be noticed that since ferrous sulphide is
a solid, its volume is not indicated by the formula;
it is only in the case of gases that the formula indi-
cates the volume as well as the weight. FeS
represents 88 grains, H2S represents not only 34
grammes but also 22.412 litres at the standard tem-
perature and pressure. The weight does not vary
with temperature and pressure; the volume does.
An old colored woman was seriously injured in
a railway accident. One and all her friends urged
the necessity of suing the wealthy railroad corpora-
tion for damages.
" I 'clar to gracious," she scornfully replied to
their advice, " ef I ain't done git more'n nuff o'
damages! What I'se wantin' now and what I'se
done gwine to sue dat company foh is repairs." —
Cleveland Leader.
244
THE EDUCATIONAL REVIEW.
Natural History for Little Folks.
The Story of the First Snowdrops.
An old man sat alone in his house. It was full
of shadows; it was dark and gloomy. The old
man cared nothing for the shadows or the darkness,
for he was thinking of all the mighty deeds that he
had done. " There is no one else in the world," he
muttered, " who has done such deeds as I," and he
counted them over aloud. A sound outside of the
house interrupted him. " What can it be? " he said
to himself. " How dares anything interrupt me ?
I have told all things to be still. It sounds like the
rippling of waters, and I have told the waters to be
quiet in their beds. There it is again. It is like
the singing of birds, and I have sent the birds far
away to the south."
Some one opened the door and came in. It was
a youth with sunny curls and rosy face.
" Who said you might come in ? " muttered the
old man.
" Did not you ? " asked the youth, with a merry
little laugh. " I am really afraid that I came with-
out asking. You see, every one is glad to see me
and "—
" I am not," interrupted the old man.
" I have heard rumors of your great deeds," said
the youth, " and I came to see whether the tales are
true."
" The deeds are more true than the tales," mut-
tered the old man, " for the tales are never great
enough. No one can count the wonderful things
I have done."
"And what are they?" asked the young man
gravely, but with a merry little twinkle in his eyes
that would have made one think of the waves spark-
ling in the sunlight. " Let us see whether you or
I can tell the greatest tale."
" I can breathe upon a river and turn it to ice,"
said the old man.
" I can breathe upon the ice and turn it to a river,"
said the youth.
" I can say to water, ' Stand still,' and it will not
dare to stir."
" I can say, ' Stand no longer,' and it will
go running and chattering down the mountain side."
" I shake my white head," said the old man, " and
snow covers the earth."
" I shake my curls," said the yo.ing man, " and
the air sparkles with sunshine. In a moment the
snow is gone."
" I say to the birds, ' Sing no more. Leave me,'
and they spread their wings and fly far away."
" I say, ' Little birds, come back,' and in a
moment they are back again and singing their
sweetest songs to me."
" No one can count the leaves," said the old man,
" but whether I shake the trees with my icy touch,
or whether I turn my cold breath upon them, they
fall to the ground with fear and trembling. Are
there any rumors of my deeds as great as that ? "
The young man answered gravely, but with a
laugh in his voice, " I never saw any leaves falling
to the ground, for when I appear, they are all fair
and green and trembling with gladness of my com-
ing."
So the two talked all night long. As morning
came near, the old man appeared weary, but the
youth grew merrier. The sunlight brightened, and
the youth turned to the open door. The trees were
full of birds, and when they saw him, they sang,
" O beautiful spring ! glad are we to look again upon
your face ! "
" My own dear birds ! " cried Spring. He turned
to say good-by, but the old man was gone, and
where he had stood were only snowflakes. But were
they snowflakes? He looked again. They were
little white snowdrops, the first flowers of spring,
the only flowers that can remember the winter. —
The Book of Nature Myths.
Summer Threads.
A little spider had lived all the summer in the
meadow, and had busied herself catching many of
those naughty midges that are so fond of biting
children's hands and faces. In the winter the
meadow is flooded by the river, and any little
creature that cannot live in the water is drowned.
The spider has, at the end of the summer, just
the same longing to travel that some birds have, but
she could never get very far on her little legs, fcr
the very first ditch would stop her. She knows a
much better way to get along, however. She
watches wind and weather like an experienced sea-
man: "To-day is beautiful sunshine," says she,
" and a favourable wind, not too mild and not too
blustry ; this is a day to start upon a voyage ! "
So she climbs quickly to the top of an alder-bush,
and perches on the tip of a branch. There sh^
stands upon her head, and stretches out her body,
with its spinning apparatus upwards. She spins a
long thread, and lets it blow far, far out in the
breeze, till the wind lifts it and tugs at it. and the
spider can hold no longer, lets go of the branch, an '.
sails away at the end of her thread, like a balloonH
in a balloon.
THE EDUCATIONAL REVIEW.
245
She sails away in her air-ship, here and there,
according to her fancy, the thread rising high up
over the ditches in the meadow, over the river, over
bushes and trees, over the houses of the town, and
over the church steeple. When the children see
the spider's little air-ship they cry : " Look at the
long summer thread ! ' '
After a time the spider thinks she has travelled
far enough, and wants to stop, but how is she to
lower her ship to the ground ? Small as she is, she
knows a way out of the difficulty. She seizes the
floating white thread with her nimble legs, and rolls
it up into a ball. The more she pulls it in, the less
the breeze can carry it, till she gradually sinks to
the ground.
Here the spider seeks a corner where she can
safely take up her winter quarters. If she finds
no likely spot, she spins herself next day another
little air-ship, and travels further on. It is true
that she can neither steer nor guide her vessel, for
it is driven along with the wind, but she leaves it
in God's hands, who has a fatherly care for even
the smallest spider. But she must think for herself,
also, and take heed which way the wind is blowing.
Where Montgomery Fell.
All good Americans, when they visit Quebec for
the first time, go to the spot where the ill-fated
Montgomery fell in battle, in his rash attempt to
take Quebec after his capture of Montreal in 1775.
High up on the precipitous rocks above the lower
city they find the inscription, "Here fell Montgom-
ery, Dec. 31, 1775." As the Spectator stood there
musing on the things that might have been, a
carriage drove up containing three ladies. The
driver announced, "Here was where Montgomery
fell." The ladies craned their necks. "Where did
he fall from ?" "From up there, madam ! He fell
from the place where you see the sign, down to the
road here, and the fall ended his life." The Spec-
tator was highly amused at this interpretation of the
word "fall." Following old Champlain Street, he
came to the shore of the St. Lawrence and entered
into conversation with an old Irish woman. He re-
lated to her what he had just heard; but, instead
of sharing his amusement, she said seriously, "Yes,
I've heard my old father tell about it ; he said
Gineral Montgomery was on horseback when he
fell, and the fall killed both horse and rider !" —
Spectator, in N. Y. Outlook.
Rhymes for Little Folks.
Over the Meadow.
Over in the meadow.
In the sand, in the sun,
Lived an old mother-toad
And her little toadie one.
"Wink!" said the mother;
" I wink," said the one ;
So she winked and she blinked,
In the sand, in the sun.
Over in the meadow,
Where the stream runs blue,
Lived an old mother-fish.
And her little fishes two.
" Swim ! " said the mother ;
" We swim," said the two ;
So they swam and they leaped
Where the stream runs blue.
Over in the meadow,
In a hole in a tree,
Lived a mother-bluebird,
And her little birdies three.
" Sing ! " said the mother ;
" We sing," saixl the three ;
So they sang, and were glad,
In the hole in the tree.
Over in the meadow.
In the reeds on the shore,
Lived a mother-muskrat.
And her little ratties four.
"Dive!" said the mother;
" We dive," said the four ;
So they dived and they burrowed
In the reeds on the shore.
Over in the meadow.
In a snug beehive,
Lived a mother-honey-bee
And her little honeys five.
" Buzz ! " said the mother ;
" We buzz," said the five ;
So they buzzed and they hummed,
In the snug beehive.
Over in the meadow.
In a nest built of sticks.
Lived a black mother-crow.
And her little crows six.
"Caw!" said the mother;
" We caw," said the six ;
So they cawed and they called
In their nest built of sticks.
Over in the meadow.
Where the grass is so even,
Lived a gay mother-ci icket
And her little crickets seven.
"Chirp!" said the mother;
" We chirp," said the seven ;
So they chirped cheery notes
In the grass soft and even.
246
THE EDUCATIONAL REVIEW.
Over in the meadow.
By the old mossy gate,
Lived a brown mother-lizard
And her little lizards eight.
" Bask ! " said the mother ;
" We bask," said the eight ;
So they basked in the sun,
By the old mossy gate.
Over in the meadow,
Where the clear pools shine,
Lived a green mother-frog,
And her little froggies nine.
" Croak ! " said the mother ;
" We croak," said the nine ;
So they croaked and they splashed,
Where the clear pools shine.
Over in the meadow.
In a sly little den,
Lived a gray mother-spider,
And her little spiders ten.
" Spin ! " said the mother ;
" We spin," said the ten ;
So they spun lace webs,
In their sly little den.
Over in the meadow,
In the soft summer even.
Lived a mother-fire-fly,
And her little flies eleven.
" Shine ! " said the mother ;
" We shine," said the eleven ;
So they shone like stars,
In the soft summer even.
Over in the meadow.
Where the wise men dig and delve,
Lived a wise mother-ant.
And her little anties twelve.
'* Toil ! " said the mother ;
" We toil," said the twelve ;
So they toiled and were wise,
Where the big men dig and delve.
— Olive A. Wadsworth.
Greek Children's Song,
The swallow has come again
Across the wide, white sea ;
She sits and sings through the falling rain,
"O March, my beloved March!
And thou, sad February,
Though still you may cover with snow the plain,
You yet smell sweet of the spring !"
— Selected.
The Caterpillar.
I creep upon the ground, and the children say.
"You ugly old thing !" and push me away.
I lie in my bed, and the children say,
"The fellow is dead; we'll throw him away."
At last I awake, and the children try
To make me stay, as I rise and fly.
— Unknown.
Grown-Ups.
There are no real fairies, grown-ups say so,
Except in stories, which is so absurd —
If only they could know the secrets / know,
And hear the things I've heard!
I know what the thrush near the nursery window sings
In the lilac bush below,
The fairies tell me heaps and heaps of things
That grown-ups never know.
I know why the shadows grow so long and glide
Across the lawn, beneath the poplars tall :
It's because they want to look at the world outside,
They're climbing the ivied wall.
1 know what the butterfly with painted wings
Says to the proud red rose.
The fairies tell me heaps and heaps of things
A grown-up never knows.
1 know why the clouds, with which the sky is whitened,
Hurry along so very, very fast :
They want to see the sunset, and are frightened
That each may be the last.
I know why the river never, never sleeps,
Why the wind comes and goes.
The fairies tell me secrets, heaps and heaps,
A grown-up never knows.
— Pall Mall Magazine.
March.
The stormy March is come at last,
With wind, and cloud, and changing skies.
I hear the rushing of the blast,
That through the snowy valley flies.
Ah, passing few are they who speak,
Wild stormy month ! in praise of thee ;
Yet, though thy winds are loud and bleak,
Thou art a welcome month to me.
For thou, to northern lands, again
The glad and glorious sun dost bring,
And thou has joined the gentle train
And wear'st the gentle name of Spring.
And, in thy reign of blast and storm,
Smiles many a long bright sunny day,
When the changed winds are soft and warm,
And heaven puts on the blue of May.
Then sing aloud the gushing rills
And the full springs, from frost set free,
That, brightly leaping down the hills,
Are just set out to meet the sea.
The year's departing beauty hides
Of wintry storms the sullen threat;
But in thy sternest frown abides
A look of kindly promise yet.
Thou bring'st the hope of those calm skies,
And that soft time of sunny showers,
When the wide bloom, on earth that lies.
Seems of a brighter world than ours.
— Bryant.
THE EDUCATIONAL REVIEW.
247
Your Gawky Boy.
That gawky boy of yours — ungainly, gaunt, shy,
unprepossessing, as he is, — writes Henry A. Shute
in the March Delineator. You nag him. You
laugh at him and ridicule him. Did you ever realize
how it hurts ? You ought to realize it, for it is not
long since you knew how it felt. You would have
stood pain like a man, and so does your boy. You
would have borne privation like a stoic, and so does
your boy, and there would have been a grim sort of
enjoyment in it, for the joy of resistance is fully
awake at fourteen.
But you could not bear ridicule, and he cannot,
and yet there is scarcely a day when you do not
cause him sharp discomfort.
The boy's mother never does this. She loves
every awkward movement of her boy. She loves
his long legs, and she loves to hear his raucous
voice. She smiles at it, too, and at him, and it is
a smile of genuine amusement ; but there is love in
the smile, and love in her eyes, and he knows it, and
adores her for it.
If he becomes depressed and despondent, he con-
fides his troubles in his dog, which sits in front of
him gazing at him with an almost human expression
of sympathy, and puts his paw on his master's knee.
A bit unfortunate, isn't it, that your own boy is
obliged to depend on his mother and his dog for
sympathy and affection? He gets none from you,
and but little from his brothers and sisters. It is
true, isn't it?
My friend, if you paid as much personal attention
to the proper devlopment of your boy as you do in
raising the two-minute trotter, or the blue-ribbon
Guernsey, or the Black Strain Jubilee of Orpington,
or in beating bogy, or in your game of whist, you
would be astonished at the results.
CURRENT EVENTS.
Glass water pipes are used in Germany.
A locomotive engine which consumes all its own smoke
and waste steam, allowing none to escape into the open air,
is now in use in Belgium.
Since they were first known to Europeans, the mines of
Mexico have produced over four thousand million dollars
worth of the precious metals.
A promising new fruit from Uruguay is described as
having the size of an apricot and the shape of an apple,
a bright red and yellow color when ripe, a delicate perfume
and an extremely agreeable taste.
There is a continuous incrcsase in the number of immi-
grants coming to Canada. The total number for the last
seven months is nearly fifty per cent greater than for
the same period ending with January of last year; and
it is expected that the total number to arrive in 1907 will
be fifty per cent more than the number of arrivals in
1906. While exaggerated reports of the very severe winter
through which we have passed may deter some, it is ex-
pected that the number coming from the British Islands
will be greater than ever before.
The failure of last year's crops in the valley of the Volga
has brought famine to whole provinces of the Russian
Empire lying north of the Caspian Sea. The Russian
government is doing what it can do to relieve the distress ;
but funds are exhausted, and it has been obliged to ask
for help from abroad.
The new parliament has not brought peace to Persia.
The revolutionary movement is said to be spreading; and
there is much disorder, especially at Teheran, where the
parliament is in session, the populace refusing to
acknowledge the authority of either the parliament or the
Shah.
The first elections to parliament under the new consti-
tution of the Transvaal have taken place, and the colony
is now under representative government.
The International Exposition at Jamestown, Virginia,
where the first English settlement on this continent was
established, wall be opened with imposing ceremonies on
the 25th of April, the three-hundredth anniversary of the
landing.
A new ice breaking steamer, the Lady Grey, has been
built in England for the Canadian Government, for service
on the St. Lawrence River, to maintain an open channel
to the sea during the winter months.
A battle in the air is no longer among the remote pos-
sibilities of the future. It is possible to-day. The British
Government has for months past been making experiments
looking to the formation of a fleet of airships, and men are
being trained to manage them. The plans are said to
include the use of kites as observatory stations, dirigible
balloons for transport, and aeroplanes for actual fighting.
Another war has begun in Central America. Nicaragua
has declared war against Honduras, and one or more of
the other little republics will probably be involved,
disputed territory and border raids are the immediate
cause; but the possibility of some one state absorbing the
others and founding a powerful Central American nation
is always borne in mind.
It has long been known that the leaves of some of our
wild cherries, notably our black cherry, though perfectly
harmless when fresh, are more or less poisonous when
wilted. This is due to the development of prussic acid
in the drooping leaves. An English botanist in India has
discovered that the same thing occurs in other plants
under rare conditions; and mysterious poisonings of farm
stock may be traced to some ordinarily wholesome fodder
plants becoming suddenly poisonous.
The Ontario government is providing for the teaching
of agriculture in all the county high schools of the pro-
vince.
A German scientific expedition has discovered in Central
Asia a large collection of ancient manuscripts in different
languages and dialects, including one or more languages
hitherto unknown to modern students. It is probable that
some important ancient writings will be found among
them.
248
THE EDUCATIONAL REVIEW.
SCHOOL AND COLLEGE.
Inspector of Schools A. G. Macdonald has been elected
by acclammation mayor of the town of Antigonish, N. S.,
an indication that his fellow townsmen know how to
appreciate the worth of an intelligent and upright man.
The provincial normal school at Truro, and the other
schools and churches of that town were closed for two
weeks in February owing to the discovery of two slight
cases of small-pox. By this prompt measure and by great
vigilance on the part of the authorities the disease has
been kept down.
Supervisor McKay of the Halifax Schools, recommends
strongly the appointment of a physician to examine all
pupils. The School Board wall probably put the suggestion
into effect.
The New Brunswick Normal School at Fredericton is
crowded to its utmost capacity. There are over three
hundred pupil teachers in attendance.
Sir William Macdonald has given twelve scholarships
of the Kingston, N. B., Consolidated School. This means
that the pupils who win them have their fees and mainten-
ance provided for at the new St. Ann's College, near
Montreal.
RJSCENT BOOKS.
First Science Book — Physics and Chemistry. By Lothrop
D. Higgins, Ph. B. Cloth. Pages 237. The Copp,
Clark Company, Toronto.
This book contains an excellent presentation of the first
principles of the sciences of physics and chemistry. The
subject matter is concise and interesting, and illustrated
where necessary by diagrams. What renders it of great
value to the teacher is the fact that it contains explanations
of the various forms of electrical energy and the devices
which man employs to use it, such as the dynamo, the
motor, telephone, telegraph and other present day appli-
ances.
In history and geography Messrs. Blackie & Son, Lon-
don, have published the following: Moncrieff's Heroes of
European History (is. 6d.), which presents the principal
figures, in easy reading lessons, from the early conflicts of
Greece to the great wars of the French Revolution ; Read-
ings in English History (2s.), including selections from
original sources, illustrating the chief events and characters
in English history, arranged chronologically; A Geography
of Europe and the British Isles (2s.), for junior forms,
dealing chiefly with practical geography in its industrial
and historical aspects ; the geography of The World
(is. ad.), No. VII, of the New Century Geographical
Readers, is an interesting bird's-eye view of the chief
races and features of the world. All of the above books
are attractively printed, witli illustrations and maps.
In literature, Blackie's Model Reader, Book VI (is. 6d.),
provides interesting and varied reading in selections pos-
sessing literary merit; Maria Edgeworth's Murad the Un-
lucky and Other Tales (is.), with a biographical intro-
duction of the authoress; Sir Walter Scott's The Talisman
( is. 6d.), with introduction and notes. In the Greater
Plays of Shakespeare we have King Richard II, King
Ricnard III, The Tempest, Coriolanus (price 4d. each),
convenient and low-priced editions, without notes. In
Blackie's Story-Book Readers there are selections from
Lytton's Last Days of Pompeii, Henty's The Two Prison-
ers, and Among the Bushrangers (price 4d. each), and the
Story of Willy Black (2l/A-) ; and in Blackie's English
School Texts, Charles Dickens' The Chimes (6d. ). All of
the above is printed and bound in attractive and convenient
form for easy reading. Blackie & Son, London.
Black's Literary Reader, Book II (is.), is illustrated in
colour, and in black and white. The reading entitled
" Little Folks in Canada," is, as a whole, a pretty picture
of children's summer and winter sports here. Black's
Picture Lessons in English (6d.) are useful aids to child-
ten's compositions. Adam and Charles Black, London.
Natural Elocution (is.) is an attempt to develop an
elocution which is natural to the speaker ; Seasonal Botany
(8d.) helps the teacher in adapting the study of plants to
the round of the seasons and in the preparation of experi-
ments; The Care of the Baby (3d.) is written with the
view of helping the daughter as well as the mother how
to manage the baby ; Simple Lessons on Health and
Habits aims at presenting in simple and clear language
the main facts of domestic science; Blackie's New Con-
centric Arithmetics, Book IV (6d.), is designed for child-
ren from seven to thirteen years of age, the Series, as the
name indicates, appjying the fundamental processes of
addition, subtraction, multiplication and division in an ever
widening circle to the various combinations in which they
are nvolved ; Elementary Mathematics (Algebra and
Geometry — 2s.) has been prepared for the use of pupils
beginning the study of mathematics, the ground covering
algebra as far as quadratics, the first three books of
Euclid's elements, the mensuration of plane figures and of
the simpler solids; The Teaching of English Grammar and
Elementary Latin (4d.) is a decidedly novel and original
introduction to these somewhat abstruse subjects, — calling
for the interest and power of observation of the pupils.
The above-named books are published by Blackie & Son,
London.
In modern languages, Blackie & Son, London, publish a
Skeleton German Grammar (2s.), a guide which, if
thoroughly mastered, will conduct the beginner to a success-
ful mastery of translation ; French Readings in Science
(3s. 6d.), a selection of passages from chemical, physical,
astronomical, physiological and botanical treatises, com-
piled to assist students in their general reading, and to
prepare them for the London University examination,
which, since 1904, has made it compulsory on candidates
10 translate a portion of a French and German scientific
work; Alexander Dumas' La Jeunesse de Pierrot (is. 6d.),
a bright story for the young from that popular novelist ;
Fontaine's Shorter Fables (6d.), La Bruyere's Les Car-
actcres (4d.), Bechstein's Murchen (6d.), and two plays
for acting in schools (price 4d. each).
In subjects from the Ancient Classics, Messrs. Blackie
& Son, London, have published Damon, a Manual of
Greek Iambic Composition (2s.), which teaches Greek
Iambic-writing on a system which the author (a teacher)
has found to be as valuable a mental training as the study
of the higher mathematics; A First Greek Course (as. 6d.),
a practical and concise introduction to the Greek language,
the author maintaining that " Greek can be learnt with
profit and enjoyment by the average boy, so that in less
THE EDUCATIONAL REVIEW. 249
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250
THE EDUCATIONAL REVIEW.
ai a m l DOMINION OF CANADA, Showing New Provinces of Alberta and Saskatchewan.
NCW [VI dpS J BRITISH EMPIRE, by Sir Howard Vincent
Write for Special Prices. ( WORLD IN HEMISPHERES. Shows all New Changes.
BrldTey Kindergarten Material.
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Send 15 cents for small box 12 assorted Dustless Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards.
The STEINBERGER HENDRY CO., 37 Richmond st., w«t, Toronto, ont
School of Science for Atlantic Provinces of Canada.
21ST SESSION, JULY 2ND TO 19TH, 1907.
HT RIVERSIDE, NEW BRUNSJnilCK-
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Excursions to Many Points of Interest. Tuition for all Courses only $2.50
For Calendar containing full information, apply to
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than a year he can read the Apology of Socrates, — and all
that is paid fot that result is one lesson of three-quarters
of an hour a day ; " Greek Morality in Relation to Insti-
tutions (5s.), an essay by W. H. S. Jones, M. A., Cam-
bridge, with very full notes and references in Greek. In
Latin we have Cicero's De Senectute, with introduction,
but no notes (6d. ), and Latin Unseens in prose and verse
(3d.) Blackie & Son, London.
RECENT MAGAZINES.
The March Atlantic Monthly fittingly observes the
centenary of Longfellow by an eloquent poem upon the
well-beloved poet by Thomas Bailey Aldrich, and a study
of his genius and place in letters by Bliss Perry. Other
contributions, with essays and literary papers, stories and
poems, are suggestive of the quality and brilliancy of this
favorite periodical.
The February number of The Canadian Magazine con-
tains an interesting article by Prof. Goldwin Smith en-
titled The Stage of Former Days. Prof Smith gives an
appreciation of players who have long since gone from the
scenes, and he advocates the endowment of theatres as
powerful organs of culture. The article is accompanied
by ten reproductions of old engravings and is altogether
a valuable contribution to current literature. The number
contains also eleven other articles, nine of which are
illustrated, and five short stories.
The March Delineator is full of seasonable hints of the
fashions and styles of the month. The children's depart-
ment is as usual of great interest to schools and families.
Its articles about women and the home are especially
appropriate and worthy of thoughtful reading.
An article on Greenwich Time by H. H. Turner, which
The Living Age for February 2nd reprints from the
Cornhill Magazine is a good example of what a popular
scientific article ought to be. It as clear and intelligible
without being condescending and it f uMy acquaints the reader
with the importance and the methods of the observations
taken at Greenwich. The story of Amelia and the Doctor,
now running in The Living Age, becomes more charming
with each instalment. The Cranford flavor is unmistak-
able, but it is a twentieth-century Cranford, and the
characters have a warm living interest.
OFFICIAL NOTICES.
Province of Nova Scotia.
The County of Colchester has been made a separate Inspectorial
division by the Council of Public Instruction, to be known as Division
No. u, to ro into effect on the first day of March, this year.
C. Stanley Bruce, Principal of the Shelburnt County Academy,
has been appointed Inspector of Schools for Division No. 3 (the counties
of Yarmouth and Shelburne).
W. R. Campbell, M. A.. Principal of the County Academy at
Truro, has been appointed Inspector of Schools for Division No. 12,
(the County of Colchester).
Teachers and School Trustees are asked to take notice and govern
themselves accordingly. The address of each inspector is italicised
above.
A. H. MacKay.
Halifax. 1st March, 1907. Sec'y C. P. I.,
Efcucational "Review Supplement, Hpril 1907.
<
o
o
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tt
o
2
ARBOR DAY NUMBER.
THIRTY-TWO PAGE8.
The Educational Review.
Devoted to Advanced Methods of Education and General Culture.
Published Monthly.
ST. JOHN, N. B., APRIL, 1907.
$1.00 per Year.
O. U. HAY,
Editor for New Brunswick.
A. McKAY,
Editor for Novi Scotii
THE EDUCATIONAL REVIEW.
Office, SI Leituter Street. St. John, JV. B.
Pkintsd bt Barms & Co.. St John. N. B..
CONTENTS:
Editorial Notes
Glimpses into Schoolrooms -IV
The Influential Teacher,
Educational Reports
As the Teacher So the School
Nature Study in April
April Days
The Modern Novel,
My Teacher
Rubens, ......
A Study in Forestry
The Law of Unity Applied to Education
A Bird Tragedy^.
Arbirand Bird Day Programme with Selections,....
Echoes from a Boys' Garden— (Continued in May)
Recitations for Little Children . ...
Talks with Our Readers,...
Natural History for Little Folks,
"Number One" Boy
Current Events,
School and College, ....
Recent Books,
Recent Magazines,
New Advertisements:— L' Academic DeBrisay, p. 2^4;
Kings
Windsor, p. 255; E. N. Moyer Company, p. 281; S. Kerr
p. 383; Harvard University Sumr
amer Courses, p. 283.
257
258
259
200
261
262
264
264
s
267
268
269
272
V4
V%
276
277
278
27q
280
282
College
& Son,
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents.
When a change of address is ordered both the new and the old
address should be given.
If a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying; each address tells to what date the
subscription is paid. Thus "240* shows that the subscription is
paid to May 31, 1907.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The May number of the Review will be devoted
chiefly to Empire Day.
The New- Brunswick legislature has under con-
sideration a bill to establish a pension fund for
teachers and to increase their salaries.
Suit, Dr. J. R. Inch and Supt. Dr. A. H. Mac-
Kay sail from Halifax May 3rd to attend the Edu-
cational Conference of the Empire which opens in
London on May 24th.
This number presents much useful material to
help our schools in the observance of Arbor Day.
We hope teachers may avail themselves of it, and
that Arbor, and Bird Day may prove interesting and
instructive to every school, even if some find it im-
possible to plant trees.
The picture " Morning Call " in this number
appeals to young people ; the sleeping child and the
intent expression of the alert terrier suggest a story.
The calendar of the Summer School of Science,
which meets at Riverside, N. B., July 2 to 19, has
been issued. Copies may be obtained from the
Secretary, J. D. Seaman, Charlottetown.
In the death of Dr. A. A. Stockton, M. P., New
Brunswick loses one of her foremost sons — a Chris-
tian gentleman of engaging social qualities, a lawyer
of eminience, and one possessed of a well-balanced
and cultivated mind.
A prominent leader of education of the Mari-
time Provinces recently said : " I consider the Edu-
cational Review for January one of the most
attractive, readable and instructive educational
journals I have ever read ; and, altogether, I am able
to recommend the Review as the best single periodi-
cal our teachers can find."
William F. MacLean, editor of the Toronto
World, and Dr. A. H. MacKay, Superintendent of
Education for Nova Scotia, will represent the Dom-
inion of Canada at the first annual meeting of the
Simplified Spelling Board, to be held in the Wal-
forf-Astoria hotel, New York City, on April 3rd
and 4tk. Both Dr. MacKay and Mr. MacLean will
read papers at the meeting.
Many letters are received by the Review every
day, the greater number from Nova Scotia and New
Brunswick, and some from the other provinces of
Canada. Recently statements were sent out to those
in arrears of subscription. Letters in reply, enclos-
ing remittances, were promptly returned by a great
many. The following letter, so courteous in tone,
makes us thankful that the lot of the editor of the
Review is cast in with pleasant and kindly teachers :
I am sorry not to have been able fo remit more promptly,
but the delay was unavoidable and not by any means due
to a laxity of interest in your valuable paper, the Review.
I find it a very substantial aid in my school work. With
sincere wishes for the continued success and prosperity of
the Educational Review, Sincerely yours, F.
258
THE EDUCATHONAL REVIEW.
Glimpses Into Schoolrooms — IV.
Bv the Editor.
I visited a schoolroom on Arbor Day some years
ago. On the ledges of the windows were boxes of
seedlings which had been planted some weeks be-
fore. Some of the plants were just appearing
above the soil. On the teacher's table were a few
seedlings which had been planted earlier and were
more advanced than those in the window-boxes.
There were some pots of house plants on the table
in front of the teacher and others were scattered; in
available places throughout the room. There were
pictures on the walls, among which were some of
trees, views of scenery, birds, and other animals.
The schoolroom had evidently been carefully clean-
ed some days before. Everything had the appear-
ance of being swept and garnished. The teacher
and scholars were dressed neatly, and the bright,
eager looks of all showed that there was a wide-
awake feeling of expectation among them.
The yard outside had been put in order, and all
the litter removed or burned. Several shallow
holes had been dug along the walk leading to the
school or near the fence which surrounded the
small plot of land on which the schoolhouse stood.
A half dozen trees, carefully tied together with
roots covered with earth, lay in a shady corner of
the yard, ready for planting.
The yard was small and the ground well trodden
by the feet of many children. But there were some
trees that had been planted on previous arbor days.
These had evidently been set out with care and were
doing well. The bark had a healthy look and the
swelling buds had the promise of foliage and shade
in the hot days to come. Those to be planted on
this arbor day were to replace some that had not
done so well, and a few new places were to be
tried. The ground had been carefully chosen for
the trees, which were placed so as not to interfere
with the children's play.
All this I observed from the windows. " You
see," said the teacher, " that we have to keep Arbor
Day for the most part within doors, but the child-
ren look forward to it with pleasure. They are
great helpers. They have had these window boxes
made at home and filled with rich earth, and friends
have given them the seeds. All the rest has been
done by themselves. They tend them with a great
deal of care, but 1 have to look out that they do not
water them too much. Tt would amuse you to have
seen them when the first plants began to appear
above ground. That one thing seemed to repay
them for all the trouble they had taken. There is
quite a rivalry among the owners of the boxes, and
they measure and keep a record of the growth of
the plants every few days. We have three prizes
for the three best boxes of plants, to be given on
the closing day in June."
After the opening exercises a few visitors began
to drop in to listen to the lessons, which were on
bird and plant life. A record of the birds seen up
to this date had been kept, and the children showed
a very correct knowledge of the different birds, the
colour and markings of their plumage, and their
notes. The chipping-sparrow and the chick-a-
dee seemed to be great favorites with the children,
but they took an interest in all the birds and their
habits. Each child had some interesting story to
tell about what he had seen the birds doing, or of
imitations of their songs, or of the good that birds
do in helping to keep the farms and orchards clear
of insects. One child told of a chick-a-dee that
had been about her home all winter, and which she
had fed every day with crumbs. Kindness to all
animals seemed to come natural to these children,
and one could see that they looked on the birds
especially as their companions and friends.
There were quotations recited from the poets
about many of the birds, and little compositions
were read, showing that bird-study was made a
part of the regular exercises of the school in litera-
ture and story-writing.
Then followed lessons on plants. The teacher
said that all the food of the world was made by
plants out of the raw materials in the earth and
from the gases in the air. This was done by the
green coloring matter of the leaves in the presence
of sunshine. Then she drew from the scholars the
names of the various kinds of food — meats, bread,
vegetables, fruit — and showed how these were all
the products of green plants working in sunshine.
" Little boys and girls," said the teacher, " were like
plants, for they work best in sunshine ; and the
plants rest in the night time, as people do."'
The growth of the plants from the seed was then
taken up. Some plants, started in bottles of water,
others in moist blotting-paper, were shown where
the roots and shoots had developed. The teacher
took one out of the soil from the boxes on her table,
and, after cleansing the roots, compared it with those
grown in water. The growth had been similar, and
the pupils inferred that moisture was necessary for
growth especially at first. Then the teacher drew
from the class that light and air were also necessary
THE EDUCATIONAL REVIEW.
259
for growing plants. As she proceeded a few hints
on plant structure were given which were readily
grasped by the class. It was a model lesson, for
the teacher was careful to take up but few points,
and to draw out what her pupils had already learned
from their observation and experience.
After recess a lesson was given on forests. — their
beauty, usefulness, and the care that should be taken
to preserve them, especially from the ravages of
fire. The children were instructed not to set fires
in the woods until they were old enough to know
how to manage them.
In the afternoon the literary entertainment and
the planting of trees took place. The trees were
dedicated to prominent men and women of the
country, with the hope that they would grow and
beautify the school grounds in days to come.
The Influential Teacher.
The influential teacher is something more than
a teacher. Devotion and even consecration to the
schoolroom, a reputation for marvelous " results,"
and the ))ossession of diplomas and degrees, all com-
bined, do not make a teacher influential.
Is it advisable that teachers wield an influence in
the community of which they are a part? Yes.
Teachers need the enlargement of the association
with people of varied interests, and these, in turn,
need their intelligence, different ideals, and a know-
ledge of things educational. Besides, the schools
are vastly better for the co-operation that results
from these united interests.
It is a question if teachers fill the position to
which they are elected if they give all their time.
strength and ambitions to their school work, re-
gardless of the general interests about them. Any-
thing outside or beyond their schoolroom duties may
not have been mentioned in the bond, but the public
expects something more from teachers — an indefin-
able something growing out of their position.
But shall we make the first social advances?
Ought not patrons of the school to be first in the
recognition of teachers? Unquestionably, yes, but-
we must take the world as we find it. To with-
draw into one's self because such recognition is not
forthcoming, and seek solace in wounded pride, is
a grievous mistake. Xo worthy, self-respecting.
sympathetic teacher ever advanced half way toward
her rightful place in the community, and held her
own steadily, without pique or small resentments,
that did not find1 the extended hand from those best
worth knowing. Such anomalies exist as parents
who say, practically, " I give you my children a large
part of every day for you to impress yourself upon
them intellectually and morally, but 1 cannot meet
you as a social equal ; you may mould the character
of my child, but 1 cannot invite you to my home."
This monstrous inconsistency should not crush the
spirit of any teacher. Without scorn, without com-
ment, let her move steadily forward, winning, in
time, the larger souls that redeem every community.
Not only do teachers need the benefits of associa-
tion outside their profession for their personal good.
but they need to be well intrenched in the respect
and good-will of the leading men and women of the
locality where their lot is cast for the sake of the
schools.
Wrongs need righting, progressive measures need
upholding, pud teachers personally always need the
stimulus of a strong, sustaining power ; for with all
their conscientiousness and fidelity, they are the most
submissive working body in Christianized countries.
Unaware of their strength, if organized for a high
purpose, they go patiently on, singly or in groups,
wasting power. Low murmurs of just complaint
over existing evils are heard along the lines, but
these accomplish little, save to earn for the murmur-
ers the title of discontents. An organization of
teachers on the right basis would secure strength,
promote influence, and build a tower of strength
about the schools. Salaries would not be withheld
through legal quibbles, for united forces would mean
power — always recognized, respected and feared.
Rut so long as teachers prefer to hang separately,
rather than hang together; to he worked for. rather
than to work for themselves through effective organ-
ization, let no righteous means be left unused to
gain the influence of the best and strongest forces
about them. Let it be always remembered that
communities do not go out to the schools. School
interests must be brought to the heart of the com-
munity. This can only be done by influential teach-
ers— teachers worth listening to, worth sustaining,
and worth holding. — Primary Education.
A man may hide himself from you, or misrepre-
sent himself to you in every other way, but he can-
not in his work. There be sure you have him to
the utmost. All that he likes, all that he sees, all
that he can do, his affection, bis perseverance, his
impatience, his clumsiness, clearness, everything is
there. If the work he a cobweb, you know it was
made by a spider; if a honey-comb, by a bee; * * *
A house is build by a man ; worthily, if he is worthy,
and ignobly if he is ignoble. — Ruskin,
260
THE EDUCATIONAL REVIEW.
Educational Reports.
The report of the Superintendent of Education
for Nova Scotia, Dr. MacKay, is an encouraging
statement of progress in that province. The total
enrolment of pupils for the year ending December
31, 1906, was 100,332; the average attendance 58.9
per cent, 2.6 better than the previous year. The
sections reporting no school were 187, against 240
for 1904, and 165 for 1905. There were 1,558
schools open in rural or ungraded schools with
48,933 pupils, a slight decrease from the previous
year. The graded schools of villages, towns and
cities increased from 1,000 to 1,020, and the pupils
from 50,296 to 51,499. There were 273 schools
with less than 20 pupils, having an average attend-
ance of only 9. There were 697 schools with from
20 to 39 pupils enrolled; 450 with an enrolment of
40 or more ; while in 202 school sections there were
1,020 schools or graded departments with an aver-
age enrolment in each of about 55. The number
of schools increased during the year from 2,429 to
2,446 — seventeen more than ever before.
There was a slight decrease of normal trained
teachers in comparison with the year 1905. During
the year the male teachers decreased from 386 to
366; while the female teachers increased from 2,180
to 2,212.
There was more or less of an increase in the
salaries of all classes of teachers, except that of the
third class male. This looks as if the rural school
trustees are not, as a rule, anxious to employ this
class of young men. Their average salary from the
section fell from $150.24 to $144.82; while that of
the third class lady teachers rose from $122.93 t0
$131.19.
The school trustees and ratepayers increased their
expenditure on school buildings and repairs from
$68;ooo in 1905 to $91,000 in 1906, and for all
school purposes the vote of local funds increased
from over $576,000 to over $655,000. The total
expenditure on education, provincial, municipal and
sectional, this year passed the $1,000,000 mark.
While the total enrolment of pupils of all grades
has for several years been nearly stationary, the
number in the high school grades has nearly doubled
during the last fifteen years. During the year this
increase still continues in excess of the increase of
the total school population— the 7,286 of last year
rising to 7,639; while those voluntarily coming up
to the provincial examination increased from 3,864
to 4,148 and those " passing " for the grades applied
for, increased from 2,034 to 2,196.
During the year fifty-three schools were consoli-
dated into fifty-two effective sections — a good show-
ing.
The reports of Principal Soloan of the Normal
School, of Supervisor McKay of Halifax, and of
the different inspectors form instructive reading.
The report of Dr. Inch, Chief Superintendent of
Schools for New Brunswick, shows decided pro-
gress in the increase of schools and regularity of
attendance for the school year ending 30th June,
1906; but there is a falling of the supply of com-
petent teachers of the first and second class owing
to unsatisfactory remuneration and other causes.
The total number of pupils enrolled during the
year was 66,335, representing a proportion of popu-
lation at school of one in 5.67 for the first term and
one in 5.45 for the second term. The percentage
of average attendance for the first term was 65.07
and for the second 61.86. The total number of
districts (or sections) is 1,495. About 40 per cent
of all pupils enrolled in the public schools of the
province belong to the graded schools, that is
schools having two or more teachers each in charge
of a separate department. Schools in charge of
one teacher are classed as ungraded schools.
Of the 1,883 teachers employed during the year,
333 were beginners, 247 have been upwards of seven
years in the service, and 1,303 have taught for
periods varying from one to seven years — a record
which shows that teaching has not that permanence
which it should have.
Of teachers employed, only 16 per cent are men,
less than 24 per cent hold licenses above Class II,
about 50 per cent hold licenses of Class II, and
about 26 per cent hold the lowest class of license.
Since 1900 the number of untrained teachers em-
ployed has increased from 21 to 72.
In the first term of 1905-6 there were 162 districts
having no schools, while in the second term the
number had increased to 213 districts.
The following are the average salaries for the
province received by teachers of the several classes:
Grammar Schools $1,007.00 Increase $27.48
Superior Schools 611. 17 Increase 23.64
First Class (Male) 609.90 Increase 32.23
Second Class (Male) 31984 Increase 3.75
Third Class (Male) 238.91 Increase 4.01
First Class (Female) 356.95 Increase 17.23
Second Class (Female) 255.85 Increase 7.62
Third Class (Female) 198.12 Increase 3.22
THE EDUCATIONAL REVIEW.
261
While the increase above noted is not large, it
shows an upward tendency. It is gratifying to
know that the legislature of the province is consid-
ering the advisability of increasing the salaries paid
to teachers.
Dr. Inch's report is, on the whole, hopeful. An
increase is shown in the number of pupils attending
the high schools, the work of establishing consoli-
dated schools is progressing as rapidly as can be
expected, and interest in educational matters is
increasing.
In the report of the Prince Edward Island schools,
Dr. Anderson, Chief Superintendent, notes that the
highest percentage of attendance ever recorded,
62.69, was made for the nine months ending Septem-
ber 30th, 1906. There were 537 teachers employed
during that period and eighteen schools vacant. Of
the teachers employed, 246 were males and 327
females. The pupils registered were fewer by 286
than those of the previous year. The highest salary
paid to male teachers was $663, to female $360.
The lowest salary, $260, paid to third class male
teachers, and $130 to third class female teachers.
The t otal expenditure for education in the nine
months was $126,708.93, and the expenditure for
each pupil registered $6.87. The government paid
within a few cents of two-thirds of this amount, and
the increase in local amounts paid is so small as to
be insignificant. Manual training, nature-study and
domestic science are taught in one county only.
Queens, and these branches to a limited number of
pupils.
Dr. Anderson deals with the ratepayer in Prince
Edward Island who has no children to educate, and
whose chief duty at the school meeting is to oppose
every motion for advancement. He thinks that all
ratepayers who have children at the district school
should have an additional vote, that is that they may
have two votes on every question that is brought up
for decision at the school meeting, while all other
ratepayers have only one.
It is interesting to compare the above with figures
for British Columbia. In that province for the year
ending June 30. 1906, the total enrolment in all the
schools was 28,522. The number of boys was
14,524, and of girls 13,998. The grand total days'
attendance made by all the pupils enrolled was 3,-
892,444, an increase of 197,322. The average actual
daily attendance was 19,506, an increase of 047.
The percentage of regular attendance was 68.39.
The total cost for education was $688,740.56, of
which the government paid $444,542.88.
As the Teacher so the School.
It is an old saying that as the teacher so the
school. The best meaning for this is that the pupil's
mind, in the act of learning, becomes like the teach-
er's mind ; it takes on the tone and coloring of the
teacher's thought. The teacher builds his own
thought structure into the mind of the pupil ; begets
him with his own purity, strength and sweep of
emotional life ; breathes into him the breath of his
own ethical nature. The teacher may resolve to
train to accurate, thorough and methodical habits
of thought ; but unless these are habits of his own
mind his efforts will be unavailing. The stream
cannot rise higher than its source. If the teacher
thinks loosely and slovenly he cannot hope to
realize anything better in the pupil so far as the
teaching goes. The narrow pedant and dogmatist
can never secure scholarly habits and liberal cul-
ture. The teacher who has not a rich and full
range of emotional life can expect nothing but a
withered soul born of his teaching. The man who
has not strength and purity of character cannot
strengthen and purify character. The teacher
builds his life into that of his pupil ; and it is
absolutely essential that his life be all that he expects
the pupil to become. The quality of a teacher's
life is a part of his professional equipment. — Arnold
Tompkins.
Word Game.
\\ hi'e teaching the first grade I found the follow-
ing word game a very interesting and instructive
one for the children. When they were able to
recognize as many as sixty words, I cut little two-
inch squares of cardboard and placed on each one
of the words with which they were acquainted. I
mixed with these some new words. When we were
ready for the game, I gave each child an equal
number of words and divided the school into equal
sides. I then called for the words in this way : " I
want the word that tells the name of an animal that
catches mice." The child having the word " cat "
raised his hand and was given credit for one. A
pupil was appointed collector, and, as the words
were used, he collected them. If any one failed to
recognize his word when it was called, or gave in
the wrong word, one was taken from his side. In
this way they learned to recognize words rapidly
and also learn the meaning of many words. — Ruth
O. Dyer, in Oregon Teachers' Monthly.
There are two good men — one dead, the other
unborn. — Chinese proverb.
262
THE EDUCATIONAL REVIEW.
Nature Study in April.
By G. U. Hay.
April, with its showers and sunshine, is upon us
once more. The woods, fields and gardens are
awakening into life; the insects and hibernating
animals are aroused from their winter sleep, and
come forth hungry for food and the warm sunshine ;
the birds are returning from the south, choosing
their mates, seeking quiet nesting-places and gather-
ing material for nest-building; the farmer is clear-
ing up rubbish, repairing fences and outbuildings,
and preparing to plow and sow his fields ; inside the
house the windows are thrown wide open, spring
cleaning begins, with the bustle of taking off
double windows and outer doors — papering, white-
washing and renovating; among the children skates
and snow-shoes and warm mittens are put away,
and rope-skipping, playing ball, flying kites, hoop-
rolling, playing marbles, are entered upon with fresh
zest. The keen air and sports of winter were
eagerly enjoyed while they lasted; now the fresh
delights of spring move us. Do we ever stop to
think how pleasant is this change of seasons, year
after year, what a variety it brings, and how full of
fresh enjoyment is each season as it comes?
The small number of birds in April give good
opportunities to begin this study, and there are other
reasons why birds should interest even very young
children. They are active; they have colour; their
songs please; and the hundred little ways of birds
as they flirt and flutter about the lawns or in the
tree-tops are particularly attractive to children.
Advantage may be taken of this to begin the season's
nature-study with birds. How are they able to fly
so quickly and to take such long journeys in the fall
to the south and back again to the north in the
spring? A picture of a bird, the weight of a tame
canary that will perch on your finger, the exceed-
ing lightness of a feather or a bone will help to
answer the question. Notice from the picture, or
the tame canary, how the bird's body is so made
that it cuts through the air without much resistance
— how it is able from its lightness and the breadth
of its wings to poise itself in the air. Notice the
swallows and other birds, how they are able to rise
in the air by beating it with their wings, and to
descend by closing their wings. Soon the children
are able to distinguish birds by their colour, form
or by their sweep as they go through the air. The
witchery of their notes or the graceful waving
flight of the thistle bird or American goldfinch when
once heard and seen will easily make it known to
children ever afterwards ; and so the different traits
of other birds will open up a new source of obser-
vation and interest to the child mind. A last year's
bird's nest will show the skill and patience with
which birds plan and work. Why do they not use
the same nests year after year as we do our houses ?
Here will be an opportunity to show how clean and
tidy a bird is in its habits, and the reasons why it
should not, occupy the old nest.
At the same time the child will be learning about
birds, he can easily be led to see how important it
is to be clean and tidy in his person, and in his room
at home ; the patience and skill of birds in building
their nests, their seeming delight in doing things
well teach children habits of cleanliness, patience,
skill and industry.
While the field observations are keeping little
eyes and ears on the alert, schoolroom work may
be used with it. The terms used in describing
birds must be accurate, and this habit of accuracy
will be formed in the language and other work of
the school.
Teach the duty of kindness to birds and all other
animals, how useful the bird is in helping the farmer
to get rid of many insects that would destroy his
crops and orchards. Organize for older scholars
an outdoor " Bird Club," whose members shall
pledge themselves to protect birds, observe and
report the useful work they do for farmers, make
observations on the habits of the common birds
around them.
The plants, as they wake out of their winter sleep,
will be no less interesting to watch, although they
do their work more quietly. It seems as if the
drops of the April showers are arousing the little
sleepers in their beds (the buds and underground
tubers) by their quick " tap, tap " on the ground
and on the branches of the bare trees. Watch the
catkins of the willow, poplar and alder. Bring
them into the schoolroom and put them into water.
See the differences as they unfold. See how the
buds on the different trees swell after a warm
April shower and the sunshine which usually fol-
lows it. They are slow to open, but after a while
they throw off their brown winter coats on the
ground. They do not pack them away in trunks
and closets as we do our winter wraps. The plants
make new winter-coats for their buds during the
summer. The birds build new nests every spring,
and yet Mother Nature provides winter clothing
and food and shelter for her children. How many
are the calls made upon her; and how generously
does the God of Nature care for all !
THE. EDUCATIONAL REVIEW.
263
April Days.
Eleanor Robinson.
No satisfactory derivation has been found for
the name April, though different ones have been sug-
gested; old writers derive it from omnia aperit,
" it opens everything," while some think that there
is a connection with the name of the goddess
Aphrodite (Venus), to whom the month was
sacred among the Romans.
In different countries of Europe and in America,
the practice prevails of playing pranks on unsus-
pecting people upon the first day of the month, call-
ed April Fool's Day. The common form of fooling
is to send a person on some bootless errand. In
Scotland the victim is called the " gowk," and the
person sends him on to another, with the instruction,
" Hunt the gowk another mile." In France the
person on whom the trick is played is called un
poisson d'Avril, or " April-fish." The custom
seems to be of longer standing in France than in
England. A story is told of a certain duke of
Lorraine, who, together with his wife, was escaping
from the town of Nantes, both disguised as peas-
ants. A woman recognized them and ran to tell
the guard, but it happened to be the first of April,
and the soldiers refused to be fooled, so the fugi-
tives had time to get away before the alarm was
realiy taken. English literature of the eighteenth
century has many references to April Fool's Day,
but little or nothing concerning it is found in earlier
writers, and the origin of the custom has never been
determined. The Hindoos have a festival on the
31st of March which is celebrated in the same way.
St. George, the patron saint of England, was
martyred at Nicomedia on the 23rd of April, 303.
So little historical fact is known about him, and so
many legends have gathered round his name, that
in the fifth century he was declared to be one of
those " whose names are justly reverenced among
men, but whose actions are known only to God."
St. George was honoured in England as early as
Anglo-Saxon times ; but before the thirteenth cen-
tury Edward the Confessor was the patron saint.
Richard I, during the third crusade, placed himself
and his army under the special protection of St.
George, and from that time the saint was very
popular among the English. In 1222 his feast wa*
ordered to be kept as a holiday throughout England.
In the reign of Edward III, the Order of the Garter
was instituted and dedicated to St. George and St.
Edward the Confessor, and since then St. George
has been England's patron saint. The festival of
the order was kept on April 23rd, at Windsor, with
great splendor until the reign of Elizabeth, when it
was discontinued. But as late as 1614 it was
fashionable for gentlemen to wear blue coats on St.
George's Day.
(For a fuller account and the story of St. George
and the Dragon, see Educational Review for
April, 1902).
The 25th of April is observed as the festival of
St. Mark, the evangelist. It was he who founded
the church in Alexandria, and he was martyred
there on a heathen feast day.
A curious superstition is attached to St. Mark's
Eve in different parts of England, more especially
in the north. It is, or was, popularly believed, that
whoever watched in the church porch from eleven
at night until one in the morning would see the
apparitions of all who were to be buried in the
church yard during the coming year.
"Tis now," replied the village belle,
"St. Mark's mysterious eve.
And all that old traditions tell,
I tremblingly believe.
How, when the midnight signal tolls
Along the church yard green.
A mournful train of sentenced souls
In winding sheets are seen.
The ghosts of all whom death shall doom
Within the coming year,
In pale procession walk the gloom
Amid the silence drear."
Thomas Hood has an amusing story founded on
this superstition. A farmer and his wife, who were
both very greedy and fond of good living, quarrel-
ed over their supper on one St. Mark's Eve, and
each wished the other were dead. After supper,
the farmer, who firmly believed in the truth of the
superstition, went secretly to the church to watch
and see if his wish was to be granted. His wife
also remembered how she might get a glimpse into
the future, and she, too, set out on the same errand,
but by a different path. The night was dark and
stormy, but the moon shining out suddenly showed
the man and wife to each other for a moment.
They both ran away frightened, thinking that they
had seen a ghost. From that time the farmer,
thinking that his wife had but a year to live, treated
her with great kindness, and even insisted on her
eating all the choicest morsels at the table ; while
she, on her part, believing that she would be a
widow within a twelvemonth, could not do enough
264
THE EDUCATIONAL REVIEW.
to please her poor husband. Quarrels became rare,
and they were happier than they had been in their
whole married life before. At last, as the year
drew to an end, and both continued hale and hearty,
the wife thought it her duty to warn her husband
that his death was near at hand. Then the truth
came out; but kindness and forbearance had now
become habitual, and once safely over the danger-
ous anniversary of St. Mark's Eve they lived
happily, and were known as the most united couple
in the country.
The Modern Novel.
In a recent lecture, Professor William Lyon
Phelps, of Yale University, discussed the foremost
novelists of the present day, and gave a short history
of the novel in different countries which highly
entertained the large audience.
Among the remarkable statements which the
versatile professor made was the one wherein he
said that the increase in novel reading is clue to the
common schools of this country, which have created
a great reading public whose wants must be grati-
fied. The result is that the novel of to-day is turn-
ed out hastily, and we lose the careful work which
was the mark of the novelist of the past.
Russia to-day leads the world in novel writers,
followed by France and England. The Germans
have had a surprising lack of success due to the
fact that they have no sense of proportion. All the
German writers have turned to the drama.
America has had one really great novelist, Na-
thaniel Hawthorne. " The Scarlet Letter " is the
greatest single novel ever written in this country.
There is no great novelist here to-day, although
Mark Twain's " Huck Finn " and " Tom Sawyer "
will remain as epics of American life. Henry
James has written an excellent ghost story, " The
Turn of the Screw."
In " The Virginian " Owen Wistcr nearly wrote
the great American novel, but its fault lies in the
fact that it is a string of episodes instead of a story.
May Sinclair's " Divine Fire " had undoubtedly
some fire in it, but the flame is occasionally hidden
by smoke.
Thomas Hardy is the best of present-day English
novelists. From the publication of the " Green-
wood Tree" down to his latest novel his output is
the best of any living writer of English fiction.
One of the strongest writers in England to-dav
is George Moore. He can hardly lie called an Eng-
lishman, however, for he is an Irishman with a
French education. His work bristles with ideas,
although he offends many by his extreme frankness.
His " Esther Waters " is one of the finest realistic
novels in English.
" Bob, Son of Battle," written by a man who has
lain on his back for years with an affliction . of the
spine, is the best story written in English since 1898.
In speaking of Kipling, he remarked that his
recent works has been spoiled because he has been in
terror of saying something commonplace, and so
he has been constantly striving for effect. — Arthur
Marvin.
My Teacher.
My teacher isn't old, nor she
Ain't ugly, like my father's used to be;
She's got a great big pompadour
With crinkly waves. No small hair store
Can make that kind — a rainy day
Has never taken the fluff away.
Her eyes are bright and smiley too,
Most gen'rally — tho they see right through
Any meanness you're tryin' to do.
And how you feel — for they don't look mad
But sort of frozen up and sad.
When she laughs, her teeth's so white!
(I use my toothbrush every night
And morning too, for she says she
Likes us all to be clean's kin be,
And washings, outside and in, prevent
The sickness that makes us abersent.)
She's different from some, she doesn't wear
The same old dress 's if she didn't care.
My auntie says 't uster be the rule
That any old thing's good enuf for school
When she was young. But she hasn't seen
My teacher — she's like a queen
In her clean white waist and short green skirt,
That never hangs down behind in the dirt,
Nor hunches up in the front like some,
But always look's if company'd come
Most any time.
It's not only does
But the lot of interestin' things she knows
That makes her not like them father had
When he went to school a little lad.
All kinds of birds and where they build —
With what kind of stones the brook is filled —
The queer ways the Spaniards have to farm —
And how the different bones of our arm
Are joined together. "Books are full
Of things like these," she says. "Dull
And dead and dry, I always thought.
But now I go to the Iib'ry an awful lot.
Pa told ma, some criticise and say
They don't teach 'rithmetic the same old way.
But he says be never did see
Clear through p'centage quick as me.
And he guesses the ones who make the fuss
Haven't any children, happy like us,
And if taxes are big. he'd vote today
To raise the new kind of teachers' pay.
— Boston Transcript.
THE EDUCATIONAL REVIEW.
265
Rubens.
Miss A. Maclean.
: Peter Paul Rubens, born at Siegen in 1577, is
the greatest of Flemish painters and one of the
master artists of the world. This remarkable
scholar, artist and diplomatist, was the son of John
Rubens, one of the principal magistrates of Ant-
werp, and of Mary Pypeling, of a distinguished
family of the. same city.
Rubens early began the study of art with Tobias
Verhaegt, a landscape painter. Then he studied
with Adam Van Noort, and finished, as far as
teachers were concerned, with Otho Voenius. Van
Noort lacked all that Voenius had acquired, and
possessed what Voenius lacked. He was hasty,
violent, savage, impulsive, and just as nature made
him, both in disposition and works, but he possessed
real originality. He was a Fleming in race and
temperament, loud voiced, full of rough sincerity,
daring, because he knew what he could do; and he
never worried over what he probably was uncon-
scious of lacking — culture. He was the last offshot
of the stem that had produced the Van Eycks, Mem-
ling, Breughel, and others. He loved whatever was
vigorous, sanguine, brawny, savage. He delighted
in powerful accents, and the colour glowed and
rippled on the canvas following the strong, sure,
restraint-scorning strokes of his brush.
Voenius was cultured, erudite, of lofty birth, dis-
tinguished appearance and noble figure, a student
of Venice, Rome, Parma, Florence — the man and
the artist were equally trained and polished — but
he lacked the decision and originality of Van Noort.
Someone says : " He might be called an excellent
master who taught admirably lessons too admirable
and powerful for himself." Rubens seems to have
imbibed all that his teachers had to give, and to
have had naturally more and greater gifts than
they possessed. Rut without Van Xoort \vou\d
Rubens have been able to so touch the hearts of the
people? Without Voenius would he have appealed
so to culture and rank? ;
In 1600 he went to Venice and studied the works
of Titian and Paul Veronese. He spent several
years in the service of the Duke of Mantua. He
was an excellent Latin scholar, and was also pro-
ficient in French, Italian, English, German and
Dutch, and these acquirements procured for him
diplomatic employment. He was sent on an em-
bassy to the court of Spain, where the highest
honours were shown him. Then he returned to
Mantua, preparatory to periods of study in Rome
and Venice. Then he went to settle in Genoa, and
entered into the society of princes, and enjoyed all
that wealth and greatness could confer. Hearing
of his mother's illness in 1600, he returned to Ant-
werp, bearing with him all that foreign study and
association could give him, and was at once recog-
nized as the first master of his age. Talent, glory
and fortune were his. He was appointed court
painter to Archduke Albert, then governor of the
Netherlands. In 1620 he visited Paris at the invita-
tion of Marie de Medici. In 1628 he was sent on a
mission to Philip of Spain, and in 1629 to Charles
I, of England, and here he was knighted and given
an honourary degree by the University of Cam-
bridge. But wherever he went he continued to
paint, and is reported to have said of himself:
" The painter, Rubens, amuses himself with being
ambassador." The enormous number of works he
left testify to his faithfulness to art — between 2,000
and 3,000. Whenever he was situated so he could
have pupils, he always had many of them, and a
great deal of the filling in of his pictures was done
by them.
In 1609 Rubens married Isabella Brant, who died
in 1626. In 1630 he married the beautiful, sixteen-
year-old Helen Fourment, niece of Isabella Brant.
Both women so often sat to him as models that the
world is familiar with their appearance.
When Rubens returned to Antwerp in 1609, the
knowledge of Italian art which he had acquired, and
his strong bias to native Flemish art, were at war
within him. Native Flemish art had, been clear,
minute, precise, acute, as though the former work-
ing in copper, gold, melting and colouring of glass,
enameling and engraving in which the fathers had
been employed, had been transmitted as an influence
on the paintings of their children. But the rich and
homogeneous Flemish colouring had, after the days
of the early Flemish artists, begun to feel the influ-
ence of the Italian Renaissance. The colouring
became broken, the tone divided, and it lost force
and brilliancy as it lost unity. Italian fashion in
art did not fit well on Flemish painting, and by the
time of Rubens, Flemish art had become undecided,
and practically unrecognizable. Then Rubens ap-
peared, and his art, though suffused with the cul-
ture of many schools, became the most Flemish of
the Flemings.
Though Rubens had painted many works pre-
viously, the first public acts of his life as the head
of a school were the two paintings in the Cathedral
of Notre Dame in Antwerp, the Descent from the
266
THE EDUCATIONAL REVIEW.
Cross and the Elevation of the Cross. These are
much admired, and may be considered his master
works. Nothing could be more unlike than
these two works, formed at an interval of two
yeafs. The former is the result of all his Italian
education; the latter the outcome of his daring,
impulsive spirit, full of originality, fiery fervor,
rapid manner and dash. Great renown is attached
to the Descent from the Cross ; the Elevation of the
Cross has touched more keenly the thorough friends
of Rubens. Looking at the Descent from the
Cross, and remembering works of Rubens portray-
ing scenes of blood massacre, torturing executions,
fiery pincers, shrieking of anguish, one realizes
what restraint he must have put upon himself when
he painted this picture. Everything is restrained ;
no cries of grief, no gesticulations of sorrow, no
violent emotion is visible in the Virgin, the figure
of Christ, slender, delicate — the most elegant figure
Rubens ever imagined of Divinity — glides down
along the winding sheet to the extended arms of the
women who receive it. The Magdalen in this
picture is the best example of womanly beauty ever
painted by Rubens. The colouring of this picture
is an absolute black, a green almost black, a dull
red, and a white. With what simple colours he
painted, and yet who can use them as he did? The
Descent from the Cross is pronounced singularly
original and powerful.
In the Elevation of the Cross, tenderness, pity,
friends are represented by a far-away group of
lamenting despair. Near are cries, curses, savage
crucifiers, blasphemy, insult and brutality. The
figure on the cross is in the grip of human hate
and fury, but the escaping spirit pities and forgives.
This picture reaches the sublime ; and whatever
advances Rubens later made in technique, nothing
of his eclipses this work in picturesque conception
and inexpressible individuality.
The works of Rubens are so numerous that it is
impossible here to give any adequate idea of even the
more important. In the Metropolitan Museum in
New York are six pictures by Rubens. Most people
consider them very admirable. A portrait of
Isabella Brant makes me marvel at the nature of
the man who could exhibit to the gaze of succeeding
centuries, in such a pose, his wife. Sympathy for
Helen Fourment makes me pass without looking
at the picture of " Susannah and the Elders." The
" Return of the Holy Family from Egypt " is fine
in colouring and technique, but it does not appeal
to me. It is not my idea of 'he subject, and then
the Dutch school is my favorite school, and one
Rembrandt represents to me more moral sentiment,
depth and dream than) all the works of Rubens.
The life of Rubens was a triumphal procession,
and he fortunately vanished from our earth before
his powers began to wane. He died in 1640, and
was buried at Antwerp, in his private chapel in the
church of St. Jacques, which he decorated with Ws
magnificent painting of St. George.
A Study in Forestry.
The following makes a very interesting form of
entertainment for a small party. The prize, for the
largest number of correct answers may be a pretty
forest scene or a paper weight of some handsome
polished wood ; the " booby " prize may be a small
block of wood with a tiny toy axe or hatchet.
1. Which tree a kissing game could play?
2. And which its father's name could say?
3. Which shall we wear to keep us warm?
4. And which do ships prefer in storm?
5. Which shows what love-lorn maidens do?
6. And in your hand which carry you?
7. And which is't that the fruitmen fear,
That makes a call each seventeenth year?
8. And from their pipes men shake which tree?
9. Which is't bad boys dislike to see?
10. Which is a girl both young and sweet?
11. Which like a man bright, dapper, neat?
12. And on which do the children play
With pail and shovel all the day?
13. And to which tree shall we now turn
For goods to wear and stuff to burn?
14. And now divide you one tree more —
You've part of a dress and part of a door.
15. Which tree is never seen alone?
16. And which one is a bright, warm tone?
17. And which in church doth office hold?
18. Which is a town in Ireland old?
19. For this one do not look so far —
Which tells what charming people are?
20. And which one will allay the pain,
If promptly rubbed on bruise or sprain?
21. The carpenter doth use which tree
To make his wall straight as can be?
22. And to which tree do urchins call
To show you shouldn't have looked at all
23- Which tree on calendars find you?
24. Which is a joke, told times not few?
25. And which call we an Ohio man?
26. And which for soup we sometimes plan?
27. Which tells "where at," on land or sea,
An Englishman likes best to be ?
28. And on our feet we'll wear which tree?
29. And which our hero's crown shall be?
30. Another tree to find just try,
For fish and fuel for a "fry."
— Charlotte E. Stimson, in April Delineator.
The answers to these questions are given on page
268.
THE EDUCATIONAL REVIEW.
267
The Law of Unity Applied to Education.
Mrs. C. M. Condon.
The profound recognition of the law of unity
lies at the very foundation of Frcebel's educational
system, and it is his keen apprehension of its scope
and implications, together with his skilful adapta-
tions of its requirements, that make him so sure
and safe a guide in the art of human culture. This
habit of shrewd observation and power of intro-
spection, joined to a very sensitive nature, made
Frcebel, even in childhood, painfully aware of the
dissonances of life. An ever-widening observation
of nature, animate and inanimate, brought relief to
his unrest in the full and intelligent acceptance of
this law of unity or inner-connection. Some quota-
tions will indicate a few steps in the process. It
was on leaving the University of Jena, in his twenty-
first year, that he says : " My stay at Jena had taught
me much, but by no means so much as it ought to
have taught me, but I had won for myself a stand-
point both subjective and objective. I could
already perceive unity in diversity ; the correlation
of forces; the inter-connection of all living things;
life in matter; and the principles of physics and
biology." Of himself at twenty-five years old, he
says: " The most pregnant thought that arose in me
at this period was, all is unity, all rests in unity,
all springs from unity, strives for, and leads up to
unity, and returns to unity at last. This striving in
unity, and after unity, is the cause of the several
aspects of human life." Now, later on, breaks upon
his mind the grand thought of the solidarity of the
human race: ''Mankind, as a whole, as one great
unity, has now become my quickening thought."
When he was at Berlin, the lectures of Dr. Weiss
in natural history strengthened his insight.
Struck with the calm serenity of nature in one
of her loveliest spots, he feels that, " there must
exist somewhere some beautifully simple and certain
way of freeing human life from contradictions,
some means of bringing man to peace with himse'If
internally." To know a truth, with Froebel, was
to reduce it to practice, while his genial, unselfish .
nature made him desire to share with the whole
world the blessing which he had won with such
conflict.
He now felt that his vocation was to help his
fellow-creatures to realize this ideal which stood so
clear and so beautiful before his own mind, and lie
saw clearly that a great reform must be made in the
methods of education. So, giving up, deliberately,
all thought of personal ease and profit, he relinquish-
ed the profession for which he had prepared himself,
and became a teacher in the model school at Frank-
fort-on-the-Main. When he stood up before his
class of boys, to use his own words, " the bird was
on the wing, the fish in its native element." His
original method in teaching geography and arith-
metic was recognized as unique and efficient. As
a child, he had felt that the method of instruction
in the schools he attended was not what it should
be; his experience at the different universities had
confirmed this opinion in many ways, and showed
him that, with notable exceptions, the instruction
was unfruitful, because not based on sound philoso-
phical principles. The correlation of studies was
ignored, so that the teaching was serappy and dis-
connected, and the " circle of human knowledge "
was a mere theoretical phrase, instead of being an
embodied fact. The university faculty complained
that students came unprepared to take up the work
of the curriculum ; the high school teachers declared
that too often they had to do the work of preceding
grades. At first Frcebel thought that if teachers
were better prepared for their work, the schools
.would produce better results. Eager as ever for
self-culture, and desiring to thoroughly fit himself
for teaching, he went, after securing an honourable
discharge, to study Pestalozzi's methods, which
were then attracting the attention of the world.
Meanwhile his continued study of the practical
application of the law of unity to education proved
to his mind very clearly that education, to be suc-
cessful, must be conducted on lines indicated by this
law of interconnection, one implication of which is
development. He saw that the subjects and the
process of imparting them at any given time must
be exactly suited to the stage of development of
the scholar. Frcebel, in common with Herbart,
recognized culture-epochs in the scholar correspond-
ing to those of the human race, of which the indivi-
dual is a unit. And he saw that they, culture-
epochs, must be reckoned with both in training and
instruction, and that to present the wrong subject
at the wrong time, or fail to present the right sub-
ject at the right time, was an irretrievable mistake.
Continuity was another principle implied in this
law of unity; therefore, there must be no gaps, nor
breaks, in education, but every point of it must
connect itself, intimately with every preceding and
succeeding stage, in the same beautiful sequence,
of which nature is so full of illustrations. Going
back, grade by grade, from the university, at first
Frcebel thought that, if teachers were better pre-
268
THE EDUCATIONAL REVIEW.
pared, the results of education would correspond-
ingly improve. In the different institutions which
he established, his experience soon showed him that
even with the best teachers there was still some-
thing wanting to secure success ; and he soon found
that the cause of failure lay in the neglect of de-
veloping the intellect and soul of the child from the
earliest period. It has been well said, that he pur-
sued his inquiries all along the line of education
from the university till he stood by the cradle of the
infant. There he felt that the true beginnings of
human culture were waiting to be unfolded, by
helping the chM to the normal use and growth of
faculties and powers that lay latent within him
ready to respond to wise impulse and fostering
care.
Just as the plant must be supplied with suitable
conditions to ensure the beautiful growth intended
by the Creator, so must the child find, before the
life of the school, a fu'.l rich culture in the kinder-
garten and the home ; and education must, based
on a sound philosophy, even in its very beginnings,
form a part of one organic whole, and be a perfect
expression, so far as human frailty permit, of this
law of unity.
A Bird Tragedy.
One evening recently, while lying in my ham-
mock, I noticed a wounded robin fluttering and
hopping across the lawn. It was making its way
toward a maple-tree in which I knew a pair of
robins had their nest.
Having reached the foot of the tree, it made
several futile efforts to fly up into the branches, but
only succeeded in fluttering around in a' circle near
the ground, as one wing was broken. It seemed to
be a hopeless struggle, and I wondered how it would
end.
I had recently been reading " Wake Robin," and
these words of John Burroughs' came to my mind :
" One may go blackberrying, and make some dis-
covery. Secrets lurk on all sides. There is news
in every bush. What no man ever saw may the next
instant be revealed to you."
I do not suppose that the scene which followed
is the first instance of the kind that has been noticed ;
but it was new to my eyes, and I watched it with
eager interest.
The repeated efforts of the bird to reach its nest
attracted the attention of its mate. She soon flew
down beside him, emitting piteous little notes.
After hopping anxiously around him for a few
moments, she flew away; and the wounded robin
settled quietly down in the grass.
In three or four minutes the mate returned with
a large worm in its bill, which it deposited by the
side of the sufferer. The worm was eagerly de-
voured by the wounded bird, who then again rested
in the grass, his mate meanwhile having returned
to her nest.
Presently the robin, having apparently regained
some strength, began to chirp, and was answered
from the branches above. His mate again flew
down to his side ; and now the robin made a desper-
ate attempt to fly or spring up, his mate with out-
stretched wings got under him, and by their united
efforts they gained the branches and their nest.
I heard them chirping for quite a while, evidently
trying to find a comfortable position for the wound-
ed bird. It was now dark. My heart throbbed in
sympathy for the helpless little creatures. I re-
solved to be up early, and place food and water near
them.
Alas ! when I went out in the morning, the robin
was dead. I examined his injuries, and found his
side had been crushed in, evidently by a stone
thrown by a thoughtless boy.
"Oh, boys, boys," I cried in my indignation,
" how can you be so cruel or thoughtless ? Thought-
lessness that brings pain and death to these little
creatures is a crime. Think not that He who
grieves at the sparrow's fall will hold you guiltless
when you ruthlessly take the life which you can
never restore ! "
I buried the robin at the foot of the maple. The
only requiem was the short, sharp chirps of the
bereaved mate, who watched me for a while from a
safe distance, then flew away, never to return. —
A. R. McAlpinc.
A Study in Forestry.
The correct answers to the questions on page 266
are as follows: 1. Tulip; 2. Pawpaw; 3. Fir; 4.
Bay ; 5. Pine ; 6. Pa'lm ; 7. Locust ; 8. Ash ; 9. Birch ;
10. Peach; 11. Spruce; 12. Beech; 13. Cottonwood;
14. Hemlock: 15. Pear; 16. Cherry; 17. Elder; 18.
Cork; 19. Poplar; 20. Witch-hazel; 21. Plum; 22.
Rubber; 23. Date; 24. Chestnut; 25. Buckeye; 26.
Crab; 27. The Elm; 28. Sandal; 29. Laurel; 30.
Basswood.
Weary mother.— " Oh, Jack, if you only knew
how tired I get of saying ' Don't ' all day long! "
Jack (sadly).— "Well, muvver, just fink what it
must be for me ! " — Punch.
THE EDUCATIONAL REVIEW.
269
Arbor and Bird Day Programme.
Every teacher should aim to make the school-
house and its surroundings clean and beautiful.
Divide the scholars into committees weeks before
Arbor Day, and assign to each their duties under
the teacher's direction. Have frequent reports and
meetings of these committees to see that they are
doing their work. Assign to one committee of
girls the cleaning and decorating of the schoolroom ;
to another of boys the making of a neat gravel walk
from the door to the road ; to another the gathering
up of all waste paper and debris in piles and clear-
ing the grounds ; to another the laying out of the
grounds and selection of trees and places to plant
them; a programme committee consisting of the
teacher and larger girls and boys to prepare for an
Arbor Day entertainment, and to send out invita-
tions to parents, trustees and other visitors ; a
" school garden " committee to form plans with the
trustees for breaking up, preparing and fencing
ground for a garden, and getting contributions of
seeds. (Read "Echoes from a Boys' Garden" in
this number in order to get a little inspiration).
Plant shrubs as well as trees. A good shrub is
far better and more sightiy than a lank, half-starved
tree. Viburnums (withe-rods), dogwoods, sumach,
elder, wild roses, Canadian holly, lilacs, are good
shrubs to plant, especially in sheltered places of the
school yard ; and they may be found everywhere.
The white pine is a beautiful evergreen, and can be
made to grow in the dryest and least sheltered of
spots. Elms, maples, birches, poplars are all good
trees to plant where the soil is not too dry.
Readings and Recitations.
Appropriate material may be gleaned from this
and other April numbers of the Review, and from
books and magazines, for programmes. Do not
have too long an entertainment. Remember that
the most important work is the cleaning up of
schoolroom and grounds, the planting of shrubs and
trees, lessons on plant life, and the getting parents
and trustees interested in your work. Then a
suitable and well-rendered programme amid dean
and appropriate surroundings will be most proper
for Arbor Day itself.
Aunt Sarah's Arbor Day (Reading for a Girl).
She was as pleasant as she was poor. All the
boys and girls in the neighborhood called her Aunt
Sarah ; yet she was not a real aunt to one of them.
In fact, she had not a single relative in all the world.
One day Aunt Sarah was telling the boys about
a beautiful elm tree which used to grow beside her
old home. " I would be so happy," she said, " if
there was only an elm tree in my yard now. I have
so much time on my hands, I could watch its leaves
come and go each spring and fall, and it would be
such good company for a poor old body, who lives
alone as I do. But there is no way for me to ever
get such a tree."
" She needn't be too sure of that," mused Ted
Brown. But he said nothing till he and the other
boys were on their way home from their call on the
old lady. Then he began :
" Tell you what it is, fellows, day after to-morrow
is Arbor Day, and I say let's go into the fields to-
morrow and get a little elm tree to plant under
Aunt Sarah's window. Mother will let me invite
her to our house to spend the day. And you can
plant the tree while she is away."
" So we can," cried the other boys, crowding very
close to Ted.
Aunt Sarah was invited to spend the following
day at Ted's home ; and the boys planted in her yard
the most beautiful elm tree they could find. Ted
would not harness the horse to drive Aunt Sarah
home until it was so dark that she could not see
what had been going on in her yard. But when she
awoke next morning she found it was Arbor Day
indeed, for the branches of the dainty elm kept
blowing against her window-pane as if to say,
" Good morning." — Selected.
Fall Fashions (Recitation for a Girl).
The maple owned that she was tired of always wearing
green,
She knew that she had grown of late too shabby to be
seen.
The oak and beech and chestnut then deplored their
shabbiness,
And all except the hemlock sad were wild to change their
dress.
"For fashion plates we'll take the flowers," the rustling
maple said,
"And like the tulip I'll be clothed in splendid gold and
red."
"The cheerful sunflower suits me best," the lightsome beech
replied,
'The marigold my choice shall be," the chestnut spoke
with pride.
The sturdy oak took time to think, "I hate such glaring
hues ;
The gilly flower, so dark and rich, I for my model choose."
So every tree in all the grove, except the hemlock sad,
According to its wish, ere long in brilliant dress was clad.
And there tl cy stand through all the soft and bright
October days,
They wished to be like flowers, indeed they look like huge
bouquets. —Scl,
270
THE EDUCATIONAL REVIEW.
Quotations.
Then rears the ash his airy crest,
Then shines the birch in silver vest,
And the beech in glistening leaves is drest,
And dark bet.ween shows the oak's proud breast,
Like a chieftain's frowning tower. — Scott.
Plant in the spring time the beautiful trees,
So that, in future, each soft summer breeze,
Whispering through tree-tops may call to our mind,
Days of our childhood then left far behind.
Days when we learned to be faithful and true,
Days when we yearned our life's future to view,
Days when the good seemed so easy to do,
Days when life's cares were so light and so few. — Sel.
When April comes, I tell you what,
The little leaves begin to plot,
And plan and ponder how to bring
Their greenness to the eyes of spring.
'Tis then they say (the cunning elves),
"The time has come to show ourselves.
We must make haste, indeed, if we
Would glorify each bare-boughed tree." — Sel.
Do you know the trees by name
When you see them growing
In the fields or in the woods?
They are well worth knowing.
Watch them, watch them when their leaves
Everywhere are showing,
Soon you'll know the different trees
When you see them growing. — Sel.
"Wake robin, wake robin,
O robin dear,
Come from the marsh thicket,
For springtime is here." — Sel.
Oh birds, that warble to the morning sky,
Oh birds, that warble as the day goes by,
Sing sweetly. — Tennyson.
Recitation (for four Girls.)
First.—
Arbor Day has come again,
Hear the robins sing!
. All the birds are building nests,
In the early spring.
Second. — ■
Arbor Day has come again,
And the brook that flows,
Down beside the willow tree,
Whispers of the rose.
Third.—
Arbor Day has come again,
There's music in the breeze,
So upon an April day
We go a-planting trees.
Fourth. — ■
Arbor Day has come again,
Hark ! the songbirds' call !
All the flowers hear their song,
They waken one and all !
All.—
April showers, April showers,
Waken all the sleepy flowers,
Earth's refreshed by April rain,
And Arbor Day is here again !
— Selected (and altered).
Recitation (for five Boys).
First.—
The old oak tree is the forest's pride,
The birds in its branches swing,
The breezes rustle its leaves with song,
In the early days of spring.
Second. —
Oh, slender willow we plant to-day,
Your branches hold much joy,
We will borrow your twigs next year,
And make whistles for each boy!
Third.—
Oh, the tree that I love the best
Is the maple with branches high,
The song birds build in its safe retreat,
It makes cool shade for the passerby.
Fourth. —
The poplar tree grows straight and tall,
With its branches toward the sky,
The little birds gather in merry throngs,
And build nests in the branches high.
Fifth.—
The shapely spruce, green all the year,
Is the best tree, you'll agree,
For when old December comes,
'Twill be a Christmas tree !
All.
Then give three cheers for the shady trees,
And for the bird's song sweet,
We'll go with them on Arbor Day,
To their green retreat.
— Selected (and altered).
Spring Call (to the Birds).
Spring once said to her fairies three:
"Call the birds to each bush and tree.
Make them welcome, bid them come
To live and love in their northern home."
Cho. — Tra la la, la la, etc.
Soon there came, at the fairies' call,
The birds and birdies great and small.
Singing sweet their songs of glee,
They flocked around the fairies three.
What a Bird Thought.
I lived first in a little house,
And lived there very well.
I thought the world was small and round,
And made of pale blue shell.
I lived next in a little nest,
Nor needed any other.
I thought the world was made of straw,
And cared for by my mother.
One day I fluttered from the nest,
To see what I could find.
I said, "The world is made of leaves —
I have been very blind."
At length I flew beyond the trees,
Quite fit for grown up labor.
I don't know how the world is made,
Nor neither do my neighbors.
— Selected.
THE EDUCATIONAL REVIEW.
271-
A gush of bird song, a patter of dew,
A cloud, and a rainbow's warning,
Suddenly sunshine and perfect blue*—
An April day in the morning. — Selected.
The Sower.
"Come, wild Wind," said the Catkin folks,
"Loiter not on the way.
It is time for us to plant our seeds ;
We need your help to-day."
The jolly wild Wind whisked merrily by,
And never a word did he say;
But birch and willow and alder trees
He planted by scores that day.
— The Youth's Companion.
For the Blackboard.
1. The groves were God's first temples.
2. Man counts his age by years, the oak by centuries.
3. The courteous tree bows to all who seek its shade.
4. As thou sowest so shalt thou reap.
5. How delightsome to linger 'mid the shady bowers.
6. Tiny seeds make plenteous harvests.
7. The tree is a nobler object than a king in his coronation
robes.
8. A thing of beauty is a joy forever.
9. A father's hand hath reared these venerable columns.
10. Earth with her thousand voices praises God.
11. Spring unlocks the flowers to paint the happy soil.
12. God the first garden made, man the first city.
Planting Song (after the planting).
Air, "America."
Grow there and flourish well
Ever the story tell
Of this glad day.
Long may thy branches raise
To heaven our grateful praise,
Waft them on sunlight rays,
To God away.
Deep in the earth to-day
Safely thy roots we lay.
Tree of our love;
Grow thou and flourish long;
Ever our grateful song
Shall its glad love prolong
To God above.
— Normal Instructor.
Arbor Day Questions.
Are you sure that you realize the importance of
Arbor Day?
Do you know these things : That forests deter-
mine to a great extent the mean temperature of a
country, making air currents cooler by day and
wanner by night?
That destructive floods are caused by cutting
down forests near the course of a river?
That forests act as reservoirs, holding in their
vast network of roots moisture that in time of
drought will be drawn upon to prevent lasting
injury to vegetation?
That in countries where there are large forests,
the evaporation from the surface of the earth is
only one-fifth as great as; in open countries ?
That six per cent more rain falls yearly in forests
than in open fields?
That land may be reclaimed by tree-planting?
That trees perform a valuable service to health
in setting free so much oxygen by action on carbon
dioxide in the air? 1
That we draw every year $700,000,000 worth of
products from trees?
That $300,000,000 of trees are destroyed by
fire every year in the United States?
That at the end of each day we have 30,000 acres
less of lumber than at( the end of the previous day ?
That if we continue to destroy trees as rapidly
in the next two or three hundred years as in the
past, the welfare of country will be seriously en-
dangered ?
If you know these things, you are ready to make
your Arbor Day programme strong and helpful. —
Selected.
Language of the Birds.
The poets have now found a language for the
birds, which they translate into human speech.
What they say is not the same to each listening ear.
Dr. Van Dyke, a true bird-lover, in one of his many
delightful poems about them, confesses which is his
favorite, and says :
"That if but one of all the birds
Could be my comrade everywhere,
My little brother of the air,
I'd choose the song sparrow, my dear,
Because he'd bless me every year,
With 'Sweet — sweet — sweet — very merry cheer.' "
Professor Walton, Leeds, in his new work, The
Principles of Teaching, expresses the opinion that
the oral lesson has a mischievous tendency to pro-
duce idleness on the part of the pupils of all but
the youngest classes, which tendency, he considers,
may be corrected by teaching them how to make
use of books the main instruments of their after-
culture.
Corporal punishment in a public school in Japan
is unknown ; the very thought of it to the Japanese
mind signifies barbarous vulgarity and piteous lack
of self-control on the part of teacher and pupil,
mainly that of the teacher.
272
THE EDUCATIONAL REVIEW.
Echoes from a Boys' Garden.
Louise Klein Miller in N. Y. School Journal.
" Is this the place for the garden ? " said Dick, as
he gazed at the recently plowed and harrowed
ground, full of witch grass, weeds and glacial
boulders.
"Yes," I said, "isn't it a good place to work?"
" I should think it is a good place to work ! " he
replied, with a rather savage emphasis upon work.
: " May I have the first garden ? " asked Robert.
" You know what is expected of the first garden,"
I cautioned.
" I should like the second," cried Mike.
" Don't be in too great haste ; we must examine
the plan of the garden first." At this suggestion
they all arranged themselves to study the plan which
was spread out on the grass before them.
" Is this the whole garden ? " inquired Joe, who
seemed to think it rather small.
" No, indeed ! I explained. " It is the plan of a
garden to be planted by each boy, and drawn to a
scale one-fourth of an inch to a foot. Do you
understand what that means ? "
" Does each fourth of an inch on the plan stand
for a foot in the garden? " questioned Joe.
"What else could it mean?" said Dick.
" It is two and a half inches wide ; how wide is
the garden, Carl ? " I inquired.
" That's easy," said Carl ; " ten feet wide."
" It is twenty-two inches long; can you figure the
length of the garden, Fred ? " After some hesita-
tion Mike offered to get him a big piece of paper
and a long lead pencil.
" I know that," said James ; " ninety feet."
" Good ! " I exclaimed. " Now, boys, each of
you is to have a space, ten feet wide and ninety feet
long, to plant and keep in order. Can you do it? "
"Yes." "Of course!" "I should think so!"
" We'll try !" "We cou!d take one twice as large !"
and other exclamations came in chorus.
" Roy, I want you to try to direct this work. The
plan indicates ten feet for flowers, ten for squashes,
six each for lettuce, radishes, carrots, beets ; then
a four foot path ; six feet each for tomatoes, turnips,
peas, and beans, and nine each for corn and
potatoes."
" Does each boy plant all these things ? " inquired
Dick.
" Yes," I replied. " Xow we will lay out the
garden. Here is the measuring tape. I will hold
one end, and Henry, you take the other. Each boy
get a stake. Roy, take the plan and show the boys
where to drive the stakes. Be careful ; that line is
not quite straight. We want everything done
' shipshape.' That is better," I discovered, looking
along the line.
" Is that all right ? " inquired Roy, his face flush-
ed with excitement.
" Yes, you did that very well," giving him a nod
of approval.
" Robert, would you like to direct thq staking off
of the front of the garden ? "
" Thank you, I should. Are the gardens to be
close together?" he asked, examining the plan for
assistance.
" No, see, there is to be a foot-path between the
gardens," pointing to the plans.
"May we do it all ourselves?" asked Robert.
" Yes, if you can. Be sure you are right and
then go ahead. As soon as you have finished you
may select your gardens and give me your names
and the number of your gardens."
"What shall we do next?" inquired Mike,
anxious to get to work.
" You may stake off your own garden how, and
to-morrow we will begin the planting."
When we said good-night I felt the hardest part
of the work had been done.
" What are these ? " inquired Henry, as he ex-
amined some plants in a box.
" Don't you know a tomato plant when you see
it ? " asked Dick, with apparent disgust.
" Hand me a plant, will you please, Fred. You
know, boys, that plants, as we'd as animals, take
food in order to grow. Where will this plant get
its food?"
"The roots will take some food from the ground,"
said Carl, " and I think the leaves take some from
the air."
" Carl is right, but can these roots take up parti-
cles of soil ? "
" No," said Mike ; " they must have water, too."
" When you drop a lump of sugar into a cup of
tea, what happens to it ? "
" It melts," cried Dick.
" It dissolves," said Henry, deliberately.
" Can you see it after it dissolves ? "
"No."" -: ■" -■■-
" When you drink the tea what do you take
also?"' »
" Sugar," came the reply.
" Why will the tomatoes and all other plants in
the garden require rain or moisture ? "
THE EDUCATIONAL REVIEW.
273
" I know," cried Carl ; " to dissolve the soil so
the plants can use it for food."
"Each boy takes three plants. Be careful; do
not injure the delicate root tips," I said, carefully
removing a plant from the box.
" Where shall we plant them ? " demanded Joe,
rather helplessly.
" Examine the plan It will show you just
where to put them. Spread the roots out so they
may get plenty of food. Well, that is a good be-
ginning."
" Are these the potatoes ? " asked Roy, after he
had planted his tomatoes. " How many shall we
plant?"
" It is about time you are doing some gardening,"
said Mike, with apparent amazement. " Don't you
know you don't plant potatoes? That you have
to cut them up into pieces ? "
"Cut them up!" said Roy, in surprise; "how,
this way ? "
" You plant that piece without any eyes and see
how many potatoes 'you get from that hill ! " said
Mike.
" Are you all ready, boys. We will take the
potatoes next. They, are thickened underground
stems or tubers. We do not plant the whole potato,
but cut them up into pieces, each having two 'eyes'
or ' buds.'
" What do you do that for ? " persisted Roy.
" The white part of the potato, which is used for
food, is the material the plant stored away to de-
velop these buds. A new plant will grow from each
strong eye. By the time this supply is exhausted
the plant is strong enough to take food from the
ground and the atmosphere."
" What makes potatoes shrivel up in the cellars
after they have sent out their tender sprouts?"
asked Dick.
" Can you answer that question from what I have
said? Think it over. In a few days we will pull
up a plant and see how it has grown.''
" Shall we plant the potatoes as we did the
tomatoes?" asked Joe.
"No; make a straight furrow, put in some
manure and a small quantity of commercial fertilizer
where you expect to put the potatoes. Be careful
to mix the soil thoroughly. The plan will show
you where to plant them. Then you will have to
spend some time fighting weeds."
"I nevpr saw so many weeds in all my life." said
Hugo, in a discouraged tone of voice.
" But, my dear boy, remember, every time you
pull up a weed or hoe your garden, you loosen the
soil, and a farmer would say you set free the plant
food in the soil. If it were not for the weeds, corn-
fields wrould not often be plowed or gardens hoed.
Keep at the weeds. Get all of them out. It is a
good thing for the garden, and will pay."
" It is easy enough to get rid of the weeds, but
just look at those rocks ! " exclaimed Mike, the great
beads of perspiration on his freckled nose. " Do
they grow like weeds? I am sure they are getting
larger every day."
" When you take to gardening, there are a great
many things for you to learn."
" Where did all these rocks come from?" asked
Henry.
" They are glacial boulders, and were brought
from the north by the great ice plows or glaciers.
Growing larger? No, indeed! They are gradual-
ly becoming smaller, breaking up, and forming soil.
They have had an interesting history which you
will enjoy learning some day. Take out all you
can with the wheelbarrow. This is good weather
and things will grow well."
(Concluded in May number.)
It is said that when the Danes made war on Scot-
land, one dark night as they were marching on an
ecampment of sleeping Scots, one of them trod
upon a thistle. The pain was so sudden and intense
that the man gave a loud cry. This awakened the
slumbering Scots, who sprang to arms and defeated
their assailants. In gratitude for their deliverance
the Scots from that time on made the thistle their
national emblem.
The Song of a Robin.
I heard a robin singing,
When the world lay white and drear,
And ne'er a ray of sunshine fell
His little heart to cheer;
I listened to the gladness
That was mingled in his song,
And from my heart the shadows fell
Of weary years and long.
I heard a robin singing,
When the skies were dark above,
And from the song a lesson learned
Of hope, and trust and love.
It spoke to me of patience,
Of a spring our hearts shall know,
When snows of winter falleth not
And cold winds never blow.
—Kathleen WcathcrKead, in Westminster Gazette.
274
THE EDUCATIONAL REVIEW.
Recitations for Little Children.
Under-the-Table Manners.
It's very hard to be polite
If you're a cat.
When other folks are up at table
Eating all that they are able,
You are down upon the mat
If you're a cat.
You're expected just to sit
If you're a cat.
Not to let them know you're there
By scratching at the chair,
Or a light, respectful pat
If you're a cat.
You are not to make a fuss
If you're a cat.
Tho' there's fish upon the plate
You're expected just to wait,
Wait politely on the mat
If you're a cat.
— Teachers' Magazine.
If I knew the box where the smiles are kept,
No matter how large the key,
Or strong the bolt, I would try so hard — ■
'T would open, I know, for me.
Then over the land and the sea broadcast
I'd scatter the smiles to play,
That the children's faces might hold them fast
For many and many a day.
If I knew the box that was large enough
To hold all the frowns I meet,
I would like to gather them every one,
From nursery, school, and street;
Then, folding and holding, I'd pack them in,
And turn the monster key,
I'd hire a giant to drop the box
To the depths of the deep deep sea.
— Selected.
Four Dogs.
There were four dogs one summer day
Went out for a morning walk,
And as they journeyed upon their way
They began to laugh and talk.
Said dog No. I, "I really think
My master is very wise;
For he builds great houses tall and grand
That reach clear up to the skies."
Said dog No. 2 in a scornful tone,
"Ho ! Ho ! That's wonderful — yes !
But listen to me! My master writes books,
He's sold a million, I guess."
Then dog No. 3 tossed his curly head
And gave a sly little wink.
"That's nothing to tell ! My master is rich,
He owns half the world, I think!"
The fourth little dog had been trotting along
With a wise, reflective mind.
A last he said with a happy smile,
"My master — he is kind !"
Now if your opinion should be asked,
I wonder what you would say —
Which dog paid the sweetest compliment
To his master on that day
— Alice J. Cleator, in Pets and Animals.
My Little Cray Kitten and I.
When the north wind whistles 'round the house
Piling the snowdrifts high,
We nestle down on the warm hearth rug —
My little gray kitty and I.
I tell her about my work and play,
And all I mean to do,
And she purrs so loud I surely think
That she understands— don't you?
She looks about with her big round eyes,
And softly licks my face;
As I tell her about the word I missed,
And how I have lost my place.
Then let the wind whistle, for what to us
Matters a stormy sky?
Oh, none have such jolly times as we —
My little gray kitty and I.
— Florence A. Jones in Pets and Animals.
Which One Was Kept.
There were two little kittens, a black and a gray,
And grandmamma said with a frown —
"It will never do to keep them both.
The black one we'd better drown.
"Don't cry, my dear," to tiny Bess,
"One kitten's enough to keep ;
Now run to nurse, for 'tis growing late,
And time you were fast asleep."
The morrow dawned, and rosy and sweet
Came little Bess from her nap;
The nurse said, "Go into mamma's room
And look in grandma's lap."
"Come here," said grandmamma, with a smile,
From the rocking-chair where she sat;
"God has sent you two little sisters,
Now, what do you think of that?"
Bess looked at the Babies a moment,
With their wee heads, yellow and brown,
And then to grandmamma soberly said,
"Which one are you going to drown?"
—Lillian Street, in "Ideal Home."
Tokens.
I know that Spring has come,
Because to-day I heard a wild-bee's hum ;
I found a wind-flower on the warm hillside,
A cowslip where the brooklet's waters hide;
And looking at the tree tops far away,
I saw a touch of green light up the gray.
Within a door, framed in sunshine rare,
I saw a child with golden ringlets bare,
Watching a robin; by these tokens clear
I know that Spring is here!
— Ninette M. Lowater.
THE EDUCATIONAL REVIEW.
275
Talks With Our Readers.
Miss Janq Brown, Bathurst, N. B., writes as fol-
lows : " I am sorry that ' Subscriber,' who writes in
the February Review, finds any difficulty in getting
pupils to take a real interest in studying Hay's
History of New Brunswick. Ever since the book
was published I have been teaching it. And I have
found my pupils enjoy and easily understand it.
Of course, we first took it up orally, and afterwards
the children greatly enjoyed reading it, and writing
short stories about what they had learned. I can-
not see why young children should find difficulty in
understanding history as it is treated in that book."
G. E. S., Andover, N. B., asks for a list of New
Brunswick governors and also for King Edward's
full name. Governors of N. B. before confedera-
tion: Col. Thomas Carleton, Major General George
Tracey Smith, Sir Howard Douglas, Major General
Sir Archibald Campbell, Major General Sir John
Harvey, Major General Sir William Colebrooke,
Sir Edmund Head, Hon. J. Henry Thomas Man-
ners-Sutton, Hon. Arthur H. Gordon. Since con-
federation: Hon. L. A. Wilmot, Hon. S. L. Tilley
(twice Lieut. Governor, from 1873 to 1878, and
from 1885 to 1893), Hon. E. B. Chandler, Hon. R.
D. Wilmot, Hon. John Boyd, Hon. J. J. Fraser,
Hon. A. R. McClelan, Hon. J. B. Snowball, and the
present Lieut. Governor, Hon. L. J. Twecdie.
King Edward VII's name is Albert Edward.
Mr. H. A. Garland, of Salisbury, N. B., wishes for
an inexpensive text-book on the new language,
Esperanto, with grammar, vocabulary, etc., a diction-
ary, with prices and where they can be obtained.
Can Dr. Creed or any one write him and give the
desired information?
No one who is interested in education can afford
to overlook an illuminating paper by Professor G.
H. Palmer, of Harvard, on The Ideal Teacher,
which appears in the Atlantic Monthly for April.
It is a high standard he sets here ; he admits himself
that it may be unattainable ; but there is inspiration
in it.
The National Educational Association will meet
this year in July, at Los Angeles, Cal. Among the
invitations for next year is one to meet at Toronto.
The Teacher's Wisdom.
The ideal teacher must be in possession of a wealth
of accumulated wisdom. These hungry pupils are
drawing all their nourishment from us, and have
we got it to give? They will be poor, if we are
poor; rich if we are wealthy. We are their source
of supply. Every time we cut ourselves off from
nutrition, we enfeeble them. And how frequently
devoted teachers make this mistake ! dedicating
themselves so to the immediate needs of those
about them that they themselves grow thinner each
year. We all know " the teacher's face." It ;s
meagre, worn, sacrificial, anxious, powerless. That
is exactly the opposite of what it should be. The
teacher should be the big bounteous being of the
community. Other people may get along tolerably
by holding whatever small knowledge comes their
way. A moderate stock will pretty well serve their
private turn. But that is not our case. Supplying
a multitude, we need wealth sufficient for a multi-
tude. We should then be clutching at knowledge
on every side. Nothing must escape us. It is a
mistake to reject a bit of truth because it lies outside
our province. Some day we shall need it. — Prof.
G. H. Palmer, in the April Atlantic.
President Charles W. Eliot, of Harvard : " More
important than pensions for school teachers is bet-
ter air in schoolrooms, expert instead of amateur
supervision, and what the community needs also in
its teachers is to have them become more robust and
gayer persons. A pension for teachers, however,
is not a serious additional burden on taxpayers.
For in the increased efficiency of the teachers them-
selves, the account is more than equally balanced.
I believe that the time of universal pensions is nearer
at hand than many persons think."
The reason that birds do not fall off their perch
is because they they cannot open the foot when the
leg is bent. Look at a hen walking, and you will
see it closes its toes as it raises the foot and opens
them as it touches the ground. — Ex.
Set about doing good. One act of kindness will have
more influence on the spirit than all the salt water baths
that ever were invented. — Ex.
But all the same, the baths need not be omitted.
The Review is very interesting and a great help
to me in my work. I find the pictures and our talks
on them of lively interest to the pupils.
Hope Crandall.
Bristol, N. B.
276
THE EDUCATIONAL REVIEW.
Natural History for Little Folks.
Our Daily Bread.
The bread and cake you eat at tea are made of
flour by the baker, and the miller grinds this flour
from the wheat which he buys from the farmer.
The farmer ploughs the field and sows little seeds
of corn. A wheat seed is a tiny thing, smaller than
the nail of your little finger, with a thin, hard husk,
and white flour inside. In the midst of the flour
there lies a very thin germ, not so big as a pin's
head.
This germ sleeps in the seed like a baby sleeps in
the cradle, but out of the tiny germ grows a blade
as tall as a tall child, with roots and leaves below
and an ear of wheat at the top. In the ear there arc
again many new seeds, more than the fingers on
your hands, which have all sprung from the one
seed which the farmer laid in the earth. The farmer
sowed one sackful in the spring, but he brought
home many full sacks in the autumn.
One seed is eaten by a beetle, another is carried
by the field-mouse to her little ones in the mouse-
hole, a third the lark eats for his breakfast, after
which he sings a glorious song of thanks, and a
fourth the sparrow swal'.ows for his lunch, while
the hen takes a few for her supper that she may lay
another egg to-morrow. The doves and the geese
have their share thrown to them, and the cow and
the horse enjoy their feed of corn in their stalls, but
there will still be many, many grains left, and of
these are made corn-flour and vermicelli, besides
coarse and fine flour for people all over the world.
A Young Monkey.
This little monkey was born in the crown of the
highest palm tree where he was the only child of
his devoted mother. Round about him swayed the
delicate fans of the tree, bright clusters of blossoms
and branches of fruit hung round his cradle, and
the wind rocked it gently. The air was sultry,
and the vast forest lay dark and quiet deep down
below, with a tangle of plants covering the swampy
ground. J'ine apples, figs, and cocoanut palms
grew there by the side of tall sugar canes. For a
long time the young monkey clung to his mother's
neck, till he had learned to climb alone along the
swaying creepers that were slung from one tree to
another, while exquisite butterflies fluttered round
him and parrots greeted him with loud shrieks.
The old monkeys, his parents, took the greatest
care of him, and his mother carried him down to
spring to wash his little face, which she did in
spite of his screams and struggles. Sometimes,
when the monkey family was resting in the heat of
the day, a glistening, poisonous snake would slide
noiselessly up with murder in her heart, but father
monkey, always on the alert, would spy it instantly,
and give the signal for flight.
The little one was wed taken care of, but, on the
other hand, he had to learn the strictest obedience.
When a lot of old monkeys were gathered together,
discussing — who knows what? — and the little one
popped his inquisitive head among the bearded
elders, a tremendous box on the ear was his re-
ward, that sent him, a howling, but wiser little
monkey, back to his fond mother's arms. • She
taught him to climb up and down the strings of
twining plants, and, swinging by his tail, to seize
the distant branch of a tree, and to hide behind the
dark foliage. If a shadow stole over the leaves she
disappeared with him, quick as lightning, into the
thickest mass of creepers and showed him overhead
the much feared eagle, who was ready to dive
through the crowns of the trees to seize the un-
observant with his deadly sharp claws.
Sometimes at night, in the forest tangle, some-
thing stirred, and two gleaming eyes glowed through
the darkness. A jaguar was about to fall upon the
sleeping monkeys on the tree, when they fled in
terrified haste to the uttermost ends of the branches.
There they hung by their tails and swung in mid-air
where the robber could no longer seize them.
Another time, the mother showed her young one
where the sweetest fruit and berries of the forest
were to be found, and taught him how to open the
nuts and how to sort the kernel from the shell. At
night they listened to the wonderful concert which
the other monkeys were giving in the wide crests
of a giant tree, twenty at a time sitting round about
in the branches with the moon for their lamp and
the sparkling fire-flies and glow-worms for candles.
One bearded monkey would begin with an ear-
splitting howl, and sing uniformly and drearily
alone for a time, till suddenly the whole chorus
joined in with full strength, so that the uproar
could be heard a mile off through the halls of the
forest, and the sleepers about were aroused. Then
the young monkey joined with the others in the
song, and his mother was proud of her well-brought-
up little son.
The Spider.
Once upon a time there was a little spider, who
came from out of the garden into a room, and hid
THE EDUCATIONAL REVIEW.
277
behind a cupboard. There she sat all day in a
corner and no one noticed her, but when it was dark
and the people were asleep, she came out and began
to spin a web on the wall. She had four big eyes
and four little ones, and with these she could see as
well by night as she could by day. She needed
neither candle nor lamp to work by.
In her body she had spinning glands, and from
them she spun thin threads, drew them this way and
that and made a fine web of them. In it she meant
to catch the flies that are so troublesome to people,
and gnats that bite and worry children. With her
eight legs she wove the threads into each other,
putting little sticky knots upon them, and on these
the flies and gnats were to stick with their wings
as they flew by. Finally she wove at the end of
the web, sheltered in the corner of the room, a little
tube-shaped house for herself. In this she sat,
looking out of the opening as if it were a window.
When morning came with bright daylight all was
ready. She had worked very hard, and was as
happy and as proud of her work as ever a spider
could be. She had built her house well, and it was
all neat and proper.
And now you might suppose that people took a
delight in this industrious little spider, and admired
the beautiful net which was to catch the tiresome
flies. But you will see.
When the mother came into the room with her
child, and saw the spider's big web and the spider,
she took a broom, swept them off the wall, and
threw them into the yard. " That spider had work-
ed hard," she said, " and did more in this one night
than many a man works in a week, but it did its
clever work in the wrong place. It should spin its
web in the yard or the garden, but not in the room.
Do your work well, and do it where it is wanted."
An Irish priest had laboured hard with one of
his flock to induce him to give up whiskey. " I tell
you, Michael," said the priest, " whiskey is your
worst enemy, and you should keep as far away from
it as you can." "Me enemy, is it, Father?" re-
sponded Michael, " and it was Your Riverence's
self that was tellin' us in the pulpit only last Sunday
to love our enemies!" "So I was, Michael," re-
joined the priest, " but I didn't tell you to swallow
them." — Sacred Heart Reriezv.
A Spelling Test.
Infallible, liquefy, scandal, diamond, academy,
glimpse, beggar, forfeit, internally, harangue,
immense, financier, chief, malicious, heifer, pronun-
ciation, ominous, rampant, assessor, lucid, vaccinate,
ventilation, utterance, adverse, likelihood, assailant,
indictment, Pennsylvania, biennial, pianos, martyr,
vagrant, pyramid, verbal, grievance, Binghampton,
salad, aqueduct, volcano, refer, referring, referred,
reference, elementary, subtrahend, miscellaneous,
preliminary, platinum, participle, convergence.
Have written on the blackboard in a corner
that is not likely to be needed the name of every
pupil in the room. Opposite each name, have five
small squares, one for every day of the school week.
Let each pupil, when he comes in, put a red mark
after his name, if he is on time. If tardy, he must
put a blue mark after his name, and if absent the
square for the day is a blank. It is a very gratify-
ing sight to the children to see a row of five pretty
red crosses after their names, and the friendly
rivalry which comes from it is a spur to their am-
bition to be regular in attendance, and to be right
on hand by 9 o'clock every morning. — Ex.
A young Frenchman who was learning English
while on a tour with an American attendant, ex-
claimed, " O my, I am all of a sweat ! " " Miss
Morceau," exclaimed her attendant, "never use
that word again ! Horses sweat. Men perspire.
Ladies merely glow."
How the children did enjoy the picture in the
March Review ! G. Y. B.
Dare to do right; dare to be true!
The failings of others can never save you.
Stand by your conscience, your honor, your faith, —
Stand like a hero and battle till death.
— Wilson.
Re firm ! One constant element in luck
Is genuine, solid, old, Teutonic pluck.
— Holmes.
A smile, and then two merry eyes
To make the pleasantest of skies,
A laugh, or many, if you please,
To make the sweetest summer breeze,
All these, if used well and aright
Will even make a dark day bright.
— Phoebe Cary.
In life's small things be resolute and great
To keep thy muscles trained ; know'st thou when Fate
Thy measure takes, or when she'll say to thee,
"I find thee worthy ; do this deed for me !"
— Lowell.
278
THE EDUCATIONAL REVIEW.
Number One.
" He is a number one boy," said grandmother,
proudly. " A great boy for his books ; indeed, he
would rather read than play, and that is saying a
good deal for a boy of seven."
" It is, certainly," returned Uncle John ; " but
what a pity it is that he is blind."
"Blind?" exclaimed grandmother, and the num-
ber one boy looked up, too, in wonder.
" Yes, blind, and a little deaf, also, I fear,"
answered Uncle John.
"Why, John! what put that into your head?"
asked grandmother, looking perplexed.
" Why, the number one boy himself," said Uncle
John. " He has been occupying the one easy-chair
in the room all the afternoon, never seeing you nor
his mother when she came in for a few minutes'
rest. Then when your glasses were mislaid, and
you had to climb upstairs two or three times to look
for them, he neither saw nor heard anything that
was going on."
" Oh, he was so busy reading ! " apologized
grandmother.
"That is not a very good excuse, mother," re-
plied Uncle John, smiling. " If ' Number One '
is not blind nor deaf, he must be very selfish indeed
to occupy the best seat in the room and let older
people run up and down stairs while he takes his
ease."
" Nobody asked me to give up my seat, nor to
run on errands," said Number One.
" That should not have been necessary," urged
Uncle John. " What are a boy's eyes and ears for,
if not to keep him posted on what is going on around
him? 1 am glut to see you fond of books; but if
a pretty story makes you forget all things except
amusing ' Number One," better run out and play
with the other seven-year-old boys and let grand-
mother enjoy the comfort of her rocker in quiet."
— Youth's Evangelist.
We punctuate to make written or printed matter
easier to read. The punctuation indicates the re-
lation of the clauses to one another. For example,
vead this :
That that is not that that is not is not is not that
it it is.
Now observe what punctuation with the proper
inflection of tin: voice will do toward making the
meaning plain :
That that is, is; that that is not, is not; is not
that it? It is.
CURRENT EVENTS.
Het Volk, (the People,) — meaning, of course, the Boers
as an organized political party, — have won in the elections
in Transvaal ; and Gen. Botha, one of the leading generals
of the Boer side in the late South African war, is the new
prime minister of the Transvaal Colony. The first parlia-
ment under the new constitution was opened on the 2ist
of March, both the English and the Dutch languages
being used in the debates. That the same men who recent-
ly conducted the war against the British should have thus
frankly accepted British sovereignty and be now enacting
British laws for their country, loyal to their new allegiance
and ready to build up a new South Africa under the
British flag, is striking evidence of the wisdom of the
British policy of granting self-government to new subjects
at the earliest possible day. The Dutch premier of the
Transvaal will probably meet the French premier of Can-
ada in the Colonial Conference which is soon to assemble
in England.
The little war in Central America seems to have ended
with the defeat of Honduras and the triumph of Nicaragua ;
but Salvador and Guatemala may attack the victor, fearing
that the strength of Nicaragua would endanger their in-
dependence. School children would like to see the map of
Central America simplified; and will see it when the people
of the unhappy little republics learn that there is a dis-
tinction between freedom and independence.
The famine in China is having a serious effect upon the
political situation, and fears are expressed that it may lead
to an uprising against the present dynasty. Prompt relief
is asked from motives of humanity, as well as to avert the
threatened outbreak of sedition. A general movement
throughout the civilized world to aid the sufferers may be
necessary, for the sufferers are many and the need is great.
The viceroy of one province has asked for a million dollars
for the purchase of food.
The spirit of progress is abroad in India. An extension
of the representative element in the legislative councils, a
larger employment of Indians in the higher offices of state,
the development of resources and the encouragement of
manufacturers and commerce are advocated; but the
Mohammedans, who are numerically in the minority, are
opposed to full representative government.
The Canadian parliament will close its session early
this month, so that the premier and other members of the
cabinet may attend the Colonial Conference in London.
Esperanto, the new international language, continues to'
make rapid progress. It is taught in many Japanese
schools; and there is an Esperanto journal published in
Peru. It has already been used in more than one inter-
national congress, and is coming into use in commercial
correspondence. In France and England the movement to
make it the medium of communication for foreign trade is
especially strong. The London Chamber of Commerce
efrers a syllabus of examinations for commercial
education certificates, in which French, German, Spanish,
Portugese, Russian, Italian, Dutch or Esperanto is among
the requirements for the junior grade; while for the senior
two foreign languages, or one foreign language and
Esperanto, are required.
THE EDUCATIONAL REVIEW.
279
"Around the World in Eighty Days" is still an interest-
ing book, but the amount of time required for the journey
could now be reduced by half. From Moscow to
Vladivostok, over the Trans-Siberian railway, is a journey
of a little less than two weeks. Less than a week is now
required to make the journey from ocean to ocean over
Canadian railways; and the journey across Europe to Mos-
cow takes but two or three days, so all the overland travel
can be done in three weeks. Another week gives ample time
for crossing the Atlantic, and two more for crossing the
Pacific, with two or three days to spare.
Fresh troubles in Morocco have caused the French
cabinet to send troops to the seat of disturbance; the
agrarian insurrection in Roumania is assuming alarming
proportions, and there is another revolt in Venezuela. Of
these, the latter movement is probably of little moment
beyond the bounds of Venezuela and the adjoining republic
of Colombia; but the Roumanian and Moroccan conditions
may have graver results.
Forty-six nations will send representatives to the con-
ference which meets at the Hague at the close of next
month. Only twenty-six were represented at the first
Hague Conference. The first conference gave us the inter-
national court now known as the Hague Tribunal. If this
second and greater conference gives us anything of greater
importance to mankind at large it can be little less than
the fulfilment of Tennyson's dream — the parliament of
man, the federation of the world.
The old alliance between France and Russia, the good
understanding which now exists between Great Britain
and France, and the close alliance between Great Britain,
Russia and Japan which is said to be now almost assured,
would seem to forbid war either in Europe or in Asia.
The British and Russian governments have agreed upon
a joint course of action if foreign intervention in Persia
becomes necessary. Italy, Spain and Portugal will support
Great Britain and France in any action that is needed on
the shores of the Mediterranean. Japan, rapidly increas-
ing in strength, and India, unquestionably loyal to British
rule, make peace in the Far East if there is no further
danger of a renewal of the Russo-Japanese war. But
neither international alliance nor peace conference can
make armies needless so long as the red flag of Socialism
in most European countries threatens internal war.
British rule has brought prosperity and confidence to
the people of Northern Nigeria, of which vast region a
Canadian officer, Sir Percy Girouard, has been appointed
high commissioner. The country is rich in agricultural
possibilities, and capable of producing immense quantities
of cotton. The new commissioner's experience in railway
construction in Egypt and South Africa will enable him
soon to provide transportation facilities ; and the native
chiefs are said to be eager for the introduction of "the
white man's 'slaves," that is, machinery. The authority of
native chiefs will be maintained and regulated; and, as
usual, British rule will conserve all that is good in the
native administration.
A British explorer, Major Powell-Cotton, who has
recently returned from Central Africa, reports the finding
of six animals hitherto unknown to naturalists. They in-
clude a tiger cat about the size of a leopard, an antelope
armed with tusks, a new black and white monkey, and a
huge red buffalo.
It is announced that the Dominion Government will
build a railway to Hudson Bay as soon as possible to
meet the urgent need that is now in plain sight for an
additional and shorter railway route from the prairies to
the water.
Oronhyateka is dead. His name will long be remembered
in Canada as that of one whose character displayed the
virtues of his race. As a representative of the Six Nations,
in i860, he read an address to the Prince of Wales, now
King Edward VII, and so impressed his royal highness
that he was invited to go to England to complete his
education. Returning to Canada, he took up the practice
of medicine. He sought admission to the order of
Foresters, chiefly because only white men were before
admitted, and he wished to break down the exclusion of
the men of his own race. He soon rose to the head of the
organization, which became the wealthiest among the
fraternal orders in America. Great funeral display marked
the passing of his body through Toronto, on its way to the
Mohawk reservation where he had lived, and where it was
finally laid to rest by his own people in the little burial
ground of the reservation.
The second Russian parliament is in session, and is
quietly proceeding with its work. There is much reason
to hope that its demands will be more moderate than those
of the former assembly, and that the government will lie
ready to concede them.
SCHOOL AND COLLEGE.
Mount Allison University has appointed as Rhodes
scholar for New Brunswick, George Douglas Rogers, of
Sussex, N. IS. Mr. Rogers possesses a union of the
qualities, physicial, social, intellectual and moral, which arc
to be considered in the election of a Rhodes scholar. He is
now at Harvard University where he is pursuing advanced
courses in Latin and Greek.
To fill the vacancy in Truro, N. S., Academy, caused by
Mr. W. R. Campbell's promotion to the inspectorate, Miss
Jessie Campbell, B. A., of Baddeck, C. B., has been appoint-
ed until a permanent principal can be chosen.
The introduction of a measure providing for the
establishment of an institute of technology has been post-
poned by the Nova Scotia Legislature until next year.
A University Club has been formed at Wolfville, N. S.,
composed of the teachers of the three institutions of Acadia
University, the object of which is mental improvement and
recreation.
R. G. D. Richardson, B. A. (Acadia) and Ph. D (Yale),
has been appointed assistant professor of mathematics at
Brown University, and will enter on his duties in Septem-
ber next. Dr. Richardson is the author of several im-
portant mathematical works, is a member of the American
Mathematical Society, and has recently been an instructor
in mathematics at Yale University.
Dr. Geo. T. Kennedy, for more than twenty years pro-
fessor of Natural Science at King's College, Windsor, N. S.,
died at Wolfville, March 1st. Dr. Kennedy studied at
McGill University under the late Sir Win. Dawson, and
afterwards pursued a post-graduate course at Yale Univer-
sity. He was professor of Natural Science at Acadia, and
afterwards at Kings College, which latter position he
resigned on account of failing health about three years ago.
280
THE EDUCATIONAL REVIEW.
Mr. J. Arthur Estey, of Fredericton, who will graduate
in June next from Acadia University, has been awarded
the Nova Scotia Rhodes scholarship. Mr. Estey entered
Acadia in 1902, winning the Freshman scholarship of $60.
He is a good musician, accomplished in field sports, and a
thorough and capable student.
Mr. Hedley V. Hayes, late principal of the Alexandra
school, St. John, has been appointed head of the manual
training school which is to be opened in St. John at the
beginning of the next school term. Mr. Hayes is an ener-
getic and accomplished teacher, and may be relied on to
make the new manual school a success. He is now
finishing his course at the Normal Institute of Manual
Training, Fredericton.
Mr. A. L. Dykman, principal of the Douglas Avenue
school, St. John, has been appointed to the principalship of
the Alexandra school, vacated by Mr. Hayes, Mr. W. R.
Shanklin, of the Newman street school, St. John, has been
appointed principal of the La flour school; and Mr. J. G.
McKinnon, teacher of grade six in the Leinster street
school has been appointed head of the Newman street
school. Mr. W. A. Nelson, principal of the La Tour school,
becomes principal of the Douglas Avenue school.
Mr. J. Simpson Lord, recently the successful principal
of the Fairville school, and for nearly a year teacher of
grade eight of the St. John high school, has resigned to
accept the position of bookkeeper for Ganong Bros., 'St.
Stephen. His position in the high school has been filled
by the appointment of Mr. Reverdy Steeves, for several
years a teacher in Albert County, N. B., and recently a boot
and shoe dealer in St. John.
Mr. J. R. Sugrue, for twenty-three years a faithful
teacher in St. Malachi's Hall school, St. John, has been ap-
pointed a tide-waiter in the customs service of that city.
Mr. C. Stanley Bruce, lately appointed inspector of the
Counties of Yarmouth and Shelburne, has been succeeded
in the principalship of the Shelburne County Academy by
Miss Mabel McCurdy, B. A., of Onslow, Colchester County,
recently graduated with academic rank at the Provincial
Normal School at Truro.
The historic town of Louisburg, C. B., is moving in the
matter of providing better school accommodation. The
present building does not furnish adequate facilities for the
needs of the town and has been condemned.
Miss Mabel E. Bishop has been appointed vice-principal
of Annapolis County, N. S., Academy.
Principal Peterson, of McGill University, announces that
affiliation with McGill of Prince of Wales College,
Charlottetown, P. E. I., is now an accomplished fact. This
is considered along with British Columbia plans of McGill
to be an advance step in the interests of higher education
in the Dominion. The first two years' courses at these col-
leges will be accepted at McGill.
The education department of Ontario has decided to
supply every rural schol in the province with a large
Union Jack, upon which will be emblazoned the Canadian
coat-of-arms. It is expected that this movement will help
to develop patriotism and teach practical citizenship.
McGill University, Montreal, has decided to extend its
medical course from four to five years, beginning with
next September.
The University of New Brunswick Senate has decided
to grant a retiring annuity of $400 to Professor L. W.
Bailey, which, with an allowance from the Carnegie
Foundation, will afford a retiring pension of nearly $1500
a year. Dr. Brittain, as lecturer in chemistry, was granted
a gratuity of $300. Philip Cox, Ph. D., principal of the
Chatham grammar school and Mr. Geo. W. Bailey are
applicants for the position to be shortly vacated by
Professor Bailey. Dr. Cox is a capable teacher and an
enthusiastic all-round naturalist. Mr. Bailey will shortly
receive his medical degree from McGill University where
he recently completed his studies with a creditable record
in natural science.
The- University of New Brunswick has established a
chair of agricultural chemistry. The salary for the new
position is $1200 a year.
The annual convention of the New Brunswick Teachers'
Association meets at Fredericton on April 1st.
Mr. Raymond Ellis, of St. Dunstan's College, Charlotte-
town, is the winner of the Rhodes scholarship for Prince
Edward Island this year. There were three other com-
petitors. Mr. Ellis, who will graduate from St, Dunstan's
College in June, is twenty years of age, has an excellent
record in scholarship and in athletics.
The debate between students of the University of N. B.
and Kings College, Windsor, N. S., took place at Frederic-
ton March 21, and was won by the U. N. B. students.
RECENT BOOKS.
Messrs. Houghton, Miffin & Company, Boston, have
published in their "Riverside Literature Series" Thomas
Carlyle's lectures on Heroes, Hero-worship, and The
Heroic in History, edited by John Chester Adams, Ph. D.,
of Yale University; price, paper 45 cents, cloth 50 cents;
and James Russell Lowell's A Moosehead Journal and
other papers ; price, paper, 15 cents. Both volumes are
provided with notes, and that on Carlyle has a scholarly
introduction well fitted to stimulate the beginner in the
study of the author's thought and style.
Messrs. Adam and Charles Black, Soho Square, London,
are publishing an authentic edition of Scott's novels with
introduction and notes for school use. The text embraces
corrections and improvements made by the author almost
to the day of his death. The Talisman — the first of the
set — is unique in style and binding; price, cloth is. From
the same publishers there have been received selections of
verse entitled Song and Story, for junior, intermediate and
senior scholars — three volumes, paper, price 6d. each. The
selections are all concise, from the best authors, and
adapted for school recitations.
The Principles of Horticulture. Cloth, pages 166.
Price 2s. By Wilfred Mark Webb, F. L. S., curator
of Eton College Museum. Blackie & Son, London.
This is a series of practical lessons, forming a useful
introduction to horticulture or agriculture. Indeed, it is a
very serviceable work for any student or for one who wishes
to inform himself on the mysteries of plant life. With this
little book as a guide, the structure and growth of plants
may be followed with comparative ease by anyone desirous
to make himself acquainted with plants. Hints are also given
for microscopical and other experimental work as the
student advances, and there is a chapter on injurious
insects and how to destroy them. The diagrams and
illustrations are especially noteworthy for their clearness
and suggestiveness.
Educational IRevlew Supplement. fll>a\>, 1907.
EMPIRE DAY NUMBER
THIRTY-TWO PAGES
The Educational Review.
Devoted to
Ad
vanced Methods
of
Education and
General Culture.
Published
Monthly.
ST. JOHN,
N.
B.,
MAY,
1907.
$1.00
PER
Year.
a
U. HAY,
Editor for New Brunswick.
A..
McKAY,
Editor for N
ova
Scotia.
VUa KDUVATIONAL HKV1UW.
Office, SI Leimter Street, St. John, N. B.
Fuintcd bt Barnss & Co.. St John. N. B..
CONTENTS:
Editorial Notes,
Arbor Day,
William Henry Drummond,
New Brunswick I Love Thee,
Nature Study in May,
Rise Above Children's Poems
May Days
Nature Study for Teachers in Vacation,
Botany in Schools
Geometrical Drawing
Sell- Activity the Developing Force of Froebel's System,
Morning Talks For May, ...
Van Dyck
In Canada
British Empire Statistics,...
Empire Day Selections,
Play the Game,
The Review Question Box,
The Last Poem of Dr Drummond, .
Nature Quotations for May,
Canada Forever,
Echoes From a Boy's Garden,
Current Events,
School and College
Recent Books
Recent Magazines
N«w Advihtis«mei«ts:—L' Academic DesBrisay, p. 286; VVm
son & Co., p. 31c.; The Home Correspondent School of
Limited, p 315; E. N. Moyer Company, Limited, p 313.
289
200
201
201
292
293
294
295
205
297
300
301
302
303
S3
300
307
308
308
309
309
310
3ii
3'2
3'2
. Thom-
Canada,
THE EDUCATIONAL REVIEW is published on the first of
each month, except July. Subscription price, one dollar a year; single
numbers, ten cents
When a change of address is ordered both the new and the old
address should be given.
II a subscriber wishes the paper to be discontinued at the expira-
tion of the subscription, notice to that effect should be sent. Other-
wise it is assumed that a continuance of the subscription is desired.
It is Important that subscribers attend to this in order that loss and
misunderstanding may be avoided.
The number accompanying each address tells to what date the
subscription is paid. Thus "240' shows that the subscription is
paid to May 31, 1907.
Address all correspondence to
THE EDUCATIONAL REVIEW,
St. John, N. B.
The Review is requested to state that all educa-
tionists visiting England during the week of the
Federal Conference on Education in London, from
May 24th to June 1st, will be cordially welcomed to
its meetings.
The picture sent out with the Review this month
is a copy of the well-known painting by West, "The
Death of Wolfe." A prize is offered for the best
composition on this picture. All papers must be
sent in on or before May 14th to Mr. Hunter P.oyd,
Waweig, N. Ii. Competitors are requested to note
that the composition is to be written on the picture,
and not on the incident, as related in history.
Campbell, of the Dominion Forestry Association,
has signified his intention to be present.
The Eastern Teachers' Association of Prince
Edward Island will hold their eighth annual con-
vention at Georgetown on June 27th and 28th. An
attractive handbook announces their programme.
We have received the calendar of the Harvard
Summer School, which opens on July 2nd and closes
August 9th. Courses are offered in over thirty
subjects, and special facilities are given to teachers.
The provisional programme of the Dominion
Educational Association, which meets in Toronto,
July 9-12, has been received. The meeting pro-
mises to be of more than usual interest, including,
as it does, sessions devoted to different depart-
ments— kindergarten, elementary, high school and
training, and discussions and papers on matters of
general interest in education. A full programme
will shortly be issued. All meetings are to be held
in the university building.
A forestry convention will be held in Yarmouth
about the end of this month. President R. H.
We have received the very interesting report pub-
lished by the Department of Mines of Nova Scotia
on the Provincial Museum and Science Library of
that province. The report deals principally with
the collections of minerals and mineral products,
and with the exhibition made in the Mines' building
during the last Dominion Exhibition at Halifax,
where 226 separate exhibits were shown, including
coal, gold, iron, copper, lead and manganese ores,
and many other minerals and mineral products. A
full account is given of the finding of tin ore near
Lake Ramsay, Lunenburg County, a most interest-
ing discovery, tending, when taken with other indi-
cations, to strengthen the hope that workable de-
posits of tin occur in the province. There has been
a noteworthy addition to the collection of fish. A
tarpon measuring over five feet in length was taken
in Harrigan Cove, Halifax Co. This fish, so well
known to sportsmen in Florida, has not been taken
before, so far as is known, on our coasts. The
science library has received a great many acces-
sions during the past year, and a completed card
catalogue adds greatly to its usefulness.
290
THE EDUCATIONAL REVIEW.
The American Institute of Instruction will hold
its seventy-seventh annual convention at Montreal,
July ist, 2nd, 3rd and 4th. General sessions will
be held in the morning, followed by department
sessions, which will be addressed by special authori-
ties on the different subjects, both English and
Canadian.. The Provincial Teachers' Association
and other educational organizations will join with
the institute in this convention. Excursions to
Ottawa, Niagara, Quebec and other points have been
arranged for.
A writer in the School World for April dis-
cusses the very large preponderance of women
teachers over men in the United States under the
heads of (a) the effect on the curriculum, and (b)
the influence on the character of boys. He quotes
from different writers on both points. It is stated
that women take less interest in scientific subjects
than men, and that "the steady decrease in the
proportion of boys who are studying chemistry and
physics is due, in large measure, to the meagre
scientific equipment of women teachers." It is
often said that boys will learn refinement and self-
control from women teachers, but this is said to
have no support in facts. An editorial in the New
York Churchman points out that the task of con-
trolling and guiding the energetic impulses of the
boy can only be accomplished by a teacher who has
himself experienced them. The woman teacher, on
the other hand, is in the boy's world an alien, and
is respected for her good qualities without being
recognized as a pattern to follow. The conclusion
reached by the writer of the article is that the em-
ployment of an excess of women teachers has no
reason but an economic one. Women can be had
cheaper than men.
The Winnipeg Free Press contains full reports
of the Manitoba Educational Association, which
took place in Brandon, April 3rd, 4th and 5th. This
association has grown out of the Provincial Teach-
ers' Association, which, in changing not only its
name but its constitution, has enlarged its scope,
and aims at attracting all friends of educational
progress. If we may judge from the list of speak-
ers, and the interest of their speeches, this end has
already been reached, for the addresses were not
all by professionals, nor addressed to teachers alone.
Among the topics discussed were : " Primary Edu-
cation," " Municipal School Boards," Physical
Training," and " The Aims of the High School."
The burning question of " teachers' salaries " came
up. One speaker said that so long as the teaching
profession continued to be only a passage to other
professions, so long would there be a rush of young
men and women in and out of teaching; and so
long as that condition remained the salaries would
never be worth talking about. This condition will
remain as long as it is easier, quicker and cheaper
to qualify for the profession of teaching than for
any other profession.
Arbor Day.
Referring to a circular issued by the United
States Department of Agriculture, the Outlook
says:
The diversion of setting out a few trees and the exercises
by which school hours are enlivened should be regarded as
a means to an end rather than the end itself — an intelligent
and lasting impression in the mind of the child. While
isolated trees along the country roadside or in the city
streets please the eye and cool the air with refreshing
shade, the true message of Arbor Day is found in the
forest, where wood is grown to supply material for houses,
fuel, and industries, where the tree-protected soil is storing
the waters for streams, to be used for quenching thirst,
irrigating land, driving mills, or filling rivers deep so as
to bear traffic. The forest is thus the producer and
custodian of the necessaries of life. The science of forestry
is based on the idea that exact knowledge makes it possible
to co-operate with nature in bringing the forest to its
fullest usefulness as a source of wood, as a protection to
the soil, or as a natural reservoir. Arbor Day should be
the occasion of imparting to children some simple forest
laws ; the planting of a few trees, without reference to the
forest's productive value and commercial utilities, is
certainly but a small part of the day's work. The normal
child always loves the forest. Its mystery fascinates. It
is the home of wild life. As every child is a natural inves-
tigator, the forest is an object of prime curiosity. But on
Arbor Day the child needs to begin the study of forestry
economics. As practical object-lessons those suggested in
the circular of the Forest Service are valuable. For
instance, what child has not seen a muddy freshet ? — a sight
common at this time of year. The stream is discolored by
earth gathered from the soil, and rushes with force where
there has been no forest cover. An experiment is suggest-
ed with fine and coarse soils stirred quickly into a tumbler
of water and then allowed to settle, as explaining how a
stream continues muddy while it runs swiftly and how it
clears again as it slackens on more level stages, dropping
the soil to the bottom. Again, flowers and seeds of trees
are suggested as subjects of investigation. Many early-
flowering trees mature their seeds before the school year
ends. It is interesting to note the adaptations by which the
trees secure seed distribution; as, for instance, by winds,
stream-currents, birds, animals. Hence, the world of
flower and seed conveys nature's purpose to renew the
forest and carry it undepleted from one generation to
another. Finally, the circular contains practical suggestions
as to planting. If every school-teacher should follow out
the ideas as outlined by the Forest Service, the whole
nation would be the gainer.
THE EDUCATIONAL REVIEW.
291
William Henry Drummond
It is with sincere sorrow that we record the loss
that Canada has suffered in the death of Dr. Drum-
mond. Many a greater poet has been less mourned
by his readers than this interpreter of the simple
lives of the French Canadian peasant and farmer,
this singer of the woods and streams of our own
land. If we look for the secret of his successful
appeal to all hearts, we shall find it in a comment
made by a recent American writer : " Dr. Drum-
mond had a wonderful faculty of idealization.
Nothing that was human seemed mean to him."
His poems are never merely funny, full of spon-
taneous humor as they are. There is always an
appreciation of what we can recognize as best and
highest in human nature, in his sketches of men and
women. In his introduction to " The Habitant," he
disclaims the idea of writing the verses as examples
of a dialect, or with any thought of ridicule. He
says:
Having lived, practically, all my life side by side with
the French Canadian people, I have grown to admire and
love them, and I have felt that while many of the English-
speaking public know perhaps as well as myself the French
Canadian of the cities, yet they have had little oppor-
tunity of becoming acquainted with the habitant, therefore
I have endeavoured to paint a few types, and in doing this,
it has seemed to me that I could best attain the object in
view by having my friends tell their own tales in their
own way, as they would relate them to English-speaking
auditors not conversant with the French tongue.
The Canadian poet, Louis Frechette, says oi
Drummond : " That in using the French Canadian
dialect he has made an audacious attempt, but with
that success which boldness often wins, that he is
true to life without ever falling into vulgarity, and
piquant without bordering on the grotesque."
Mr. Frechette also transfers to his friend the title
of " pathfinder of a new land of song given to the
French Laureate by the poet Longfellow."
Dr. Drummond made the following statements
not long ago about his early life :
I was born in the West of Ireland, and came to the
Province of Quebec at ten years of age, in the year 1864,
when the lumbering interest was at its height. I lived in a
typical mixed-up village — Kord a Plouffe — composed of
French and English-speaking reftsmen or voyageurs — the
class of men who went with Wolseley to the Red River
and later accompanied the same general up the Nile— men
with rings in their ears, daredevils, Indians, half-breeds,
French-Canadians, Scotch and Irish-Canadians — a motley
crew, but great river men, who ran the rapids, sang their
quaint old songs — "In Roulant," "Par Derriere chez ma
Xante," and "Dans la Prison dc Nantes;" songs forgotten
ill France, but preserved in French-Canada. Running the
rapids with these men I learned to love them and their
rough ways. As a boy I was always verjy fond of outdoor
sport, fishing, shooting, etc., and have never "lost touch"
with the class of men referred to. I wrote a lot of stuff
in the way of verse, but never seriously, and much of it
was lost.
Dr. Drummond was not, as we have seen, a
Canadian by birth, but was born in County Leitrim
in 1854, the son of an officer of the Royal Irish
Constabulary. He was educated at the Montreal
high school and at Bishop's College, Lennoxville.
He graduated with honors in medicine in 1884, and
began the practice of his profession. Of late years
he has been devoting much of his time to business,
and especially to the development of mines at Cobalt.
His practice of reading his own verses in public
made them much more widely and better known,
and gave Canadians in different parts of the country
an opportunity of meeting him. His best known
poems are probably " The Wreck of the Julie
Plante," " How Bateese Came Home," and " Johnny
Courteau." He did not confine himself to dialect
verse, though unquestionably his finest work appears
in that medium.
New Brunswick, I Love Thee.
New Brunswick, I love Thee, the land of my birth ;
To me Thou'rt the fairest, the dearest on earth.
The charms of no other with Thee can compare —
So lovely the landscape, so bracing the air.
Liberty's banner wide o'er Thee is waving,
No cold-hearted lord from the peasant is craving.
The ploughman is lord of the fertile domain,
And Peace and Prosperity o'er us do reign.
I love Thy green hills, and I love Thy green valleys,
Where beauty and pleasure the spirit inhales.
Thy woodlands are gushing with music and song,
And zephyrs are bearing the sweet notes along.
I love Thy long evenings, when round the old hearth
The family assemble with friendship and mirth.
Go search where you will through America wide,
Nowhere do the moments so peacefully glide.
Nor tell me of lands that are richer in gold ;
To many this story has often been told,
And allured them away from their own happy home
Among strangers to toil and forever to roam.
New Brunswick, my country, there's gold in Thy soil,
If only we for it would contentedly toil.
And pleasure and plenty shall crown all our days,
And glad-hearted people shall sing to Thy praise.
[Sent by Miss Albina C. London, Upper Woodstock,
N. B. (author unknown.)]
Your paper contains many valuable suggestions,
and if I have made any success of teaching it is
largely due to reading the Educational Review.
Shediac Cape, N. B. H. S. P.
292
THE EDUCATIONAL REVIEW.
Nature Study for May.
Protection of Native Plants and Birds.
By G. U. Hay.
In the last number of the Review reference was
made to the importance of forming among the pupils
of our schools clubs for the protection of our birds
and plants. In the neighborhood of large towns and
cities many beautiful and interesting native plants
have been almost exterminated by the practice of
picking and exposing them for sale on the streets
and on railway trains. Among these is the May-
flower, which has a charm for everybody on account
of its delicate beauty and fragrance. In many cases
its runners are pulled up bodily, the flowers picked
off and the runners left to perish on the ground.
This is a needless waste even where the Mayflower
grows in profusion. It is a slow grower, very diffi-
cult, if not impossible, to cultivate. There is no
necessity, in picking the flowers and a few leaves,
to disturb the runners which would thus grow on
from year to year and yield fresh beauties to delight
children and ^grown people for generations yet to
come.
Nature produces her flowers in such profusion
that they may be picked year after year without
injuring the plants, if gathered without disturbing
the roots or taking too many leaves. It is by their
roots and leaves that plants are able to take raw
materials from soil and air and make food for them-
selves in the sunlight. If roots are disturbed and
too many leaves picked off, the plants either perish
or become puny and sickly looking.
Great destruction is caused among evergreen
trees by cutting them for decoration at Christmas
in churches and houses ; and of late years great
quantities of fir and spruce trees have been exported
from these provinces to the larger cities in the
United States for Christmas decoration. It is only
the most shapely trees that are taken, and this cutting
out, if the demand for such trees increases, will
seriously affect our young forest. This is especially
true of the regions near our towns and cities where
the ravages are seen, in the growing scarcity of
shapely evergreens as well as of the daintiest of the
wild flowers.
" My little girl so loves wild flowers that she
can't resist the temptation to pick all she can find,"
said a fond mother to me one day as we were walk-
ing among some rare wild flowers in a chosen spot.
I said nothing, but thought that the " little girl "
(about ten years of age) was depriving others who
should visit the spot of seeing these rare flowers
and enjoying their bloom.
This is one instance of mere thoughtlessness on
the part of those who gather the choicest of our
wild flowers. They do not think that these, if left
growing, would afford enjoyment to other passers-
by, and preserve for weeks the beauty of some
chosen spot in nature.
Such flowers as the violets, dandelion, fawn lily
(adder's tongue), trilliums, spring beauty, bluets,
and others may be gathered in more or less abund-
ance, especially such weeds as the dandelions, bluets
and daisies, which are such favorites with children.
But it is well that children and many grown people
should know that it is considered an act of vandal-
ism to pick too many of the rarer wild flowers which
adorn the beautiful places in nature, wherever they
are found, and which would add to the comfort and
enjoyment of many other people as well as them-
selves. Take just a few and leave the others. They
will look much prettier on their stalks than if picked
and perhaps scattered along the roadside to wilt and
die.
In Massachusetts, where the extermination of
rarer wild flowers is more threatening than it is
with us, societies are being formed for the protection
of native plants. Leaflets may be obtained by ad-
dressing Miss Maria E. Carter, Society of Natural
History, Boston, giving information as to the objects
of such a society. In one of these leaflets Professor
George Lincoln Goodale, of Harvard, says:
It is difficult for persons who are unacquainted with the
facts to realize how rapidly certain species of plants and
animals can be driven out even from favored localities.
The almost complete disappearance of our wild pigeon,
which was formerly common throughout large districts in
New England, shows that the balance of nature is easily
disturbed. Many species of our most attractive plants are
likewise threatened with at least local extinction, and these
plants have not the forlorn resource of migrating on wing
or foot to escape their enemy, man.
It seems very strange that the danger which threatens
these charming plants, such as our Mayflower, two of our
gentians, some of our orchids, and the like, should spring
from the fact that they are charming beyond their com-
panions. They form such wonderful masses of color when
grouped together as cut flowers that it is hard to resist the
impulse to make these masses as large as possible. But
those who are true lovers of flowers will content
themselves with a lighter draft on the fields and meadows.
In many parts of Great Britain and the continent, local
associations have been formed to protect the wild flowers
which are on the verge of extinction. In Switzerland the
success of such combined action has been marked, and there
are now very few malcontents. It is generally recognized
that the appeal to protect the rarer flowers was based on
sound judgment.
In New Brunswick, where thirty or forty years
ago there were great flocks of wild pigeons, only a
few scattered ones may now be seen. Dr. J. Orne
THE EDUCATIONAL REVIEW.
293
Green, in a recent paper read before the Natural
History Society of New Brunswick, on the game-
birds of Miscou Island, N. B., records that all
varieties of birds are much less numerous there than
formerly, while some have almost abandoned the
ground. One cause of this is indiscriminate and
injudicious gunning. He also states, on the author-
ity of Mr. Chas. Wilson, that " eighty years or more
ago wild geese bred upon the barrens, and it was
the custom of the Micmac Indians to visit the island
during the moulting season and destroy large num-
bers of them with clubs when they were unable to
fly. After one such raid, more determined than
usual, the geese as a body abandoned the island as
a breeding ground." Other game-birds, and the
beautiful snipe found along our shores, are threat-
ened with extinction, owing to the indiscriminate
slaughter of " pot-hunters " and thoughtless sports-
men (?). These should be protected.
interest ought to be necessary. Interest the child
from the first in poems and stories that he will find
interesting later on.
Rise Above Children's Poems.
We are doing wonderfully well the work of interesting
the children in stories and poems adapted to their life, but
we do not follow this up, as we should, in such a way as
to lead them to love adult poems and other writings.
Transferring the child to manly interests and taste in read-
ing, the most difficult of all achievements.
Unwillingly we cultivate arrested development in the
literary taste of children, and the remedy for this is not
easy. There must be a remedy, and it must be found,
regardless of the difficulties in the way. It signifies little
that children like poems for childhood. They must in
some way be led to love literature for adu'ts when they
become adults.
This can be done if they are led to choose for them-
selves from all the writings of an author. We send a
child to a dictionary which has hundreds of thousands of
words that he will not use. We no longer allow a student
to use a "simplified" vocabulary in the back part of his
Latin book, but make him go to the complete lexicon and
select for himself the meaning of the word in this con-
nection.
Providing a child with a book of selections adapted to
his grade, or providing him with specific selections, will
never lead him to read anythng in after life that is not
selected for him and served up to him. Let him look over
the poems of Longfellow until he finds what he likes and
appreciates, and then all through life he will do this and
will select poems of his adult interest as he now selects
those of child interest.
In all phases of school work we are inclined to serve
cheap feed to the children. We are grading all initiative
out of their life. Some radical reform is necessary. This
is a good place to begin.
We heartily echo the main contention of this ex-
tract from The Journal of Education, but we think
that the words that we have italicised suggest where
the difficulty lies. No transference of taste and
See What Children Say.
How many teachers can match these stories from
their own experience?
Whiskers.
The teacher of the Sunday-school class was telling
the little boys about temptation, and showing how
it sometimes came in the most attractive form.
She used as an illustration the paw of a cat.
" Now," said she, " you have all seen the paw of
a cat. It is as soft as velvet, isn't it? "
" Yesem," from the class.
" And you have seen the paw of a dog ? "
" Yesem."
" Well, although the cat's paw seems like velvet,
there is nevertheless concealed in it something that
hurts. What is it ? "
No answer.
" The dog bites," said the teacher, " when he is
in anger, but what does the cat do? "
" Scratches," said a boy.
" Correct," said the teacher, nodding her head
approvingly. " Now, what has the cat got that the
dog hasn't ? "
" Whiskers ! " said a boy on the back seat. — The
Alliance.
Pounding Grammar into Him.
A certain little boy in a village school had fallen
into the habit of saying 'I have wrote' and 'I have
went.'
The teacher tried in several ways to break him of
the habit, but all in vain. So one day she had him
remain after school and write the two phrases one
hundred times each, thinking that in that way he
would surely remember to say 'I have written' and
'I have gone.'
A few minutes before he had finished his task
the teacher was called out of the room. She told
him to remain until she returned. When she re-
turned she found on the desk the phrases correctly
written one hundred times and beside them a note
saying :
' Dear teacher — I have wrote " I have written "
one hundred times and I have went home.' — Judge's
library.
I can see a steady improvement in your valuable
paper. Loyalty to our own schools ought to demand
that our teachers take the Rf.view first.
— Subscriber.
294
THE EDUCATIONAL REVIEW.
May Days.
By Eleanor Robinson.
Victoria Day is our " May Day " in this part of
the world, bringing with it not only thoughts of our
Queen, of happy memory, but also the rejoicing at
the return of spring, celebrated by a rush to the
country of all town dwellers. The May day of
literature, the first day of the month, is, in our
climate, generally more reminiscent of" winter than
prophetic of summer. The trees are still bare,
flowers are hardly to be found, often a snowbank
lurks here and there in spots sheltered from the sun.
We have to shut our eyes to our surroundings in
order to enter into the spirit of the poets of lands
where spring comes earlier, where they sing of
" Sweet May, the month of flowers," " May that
mother is of Moneths glad."
The celebration of the return of warmth, long
days, and vegetation, on or about the first of May,
is a very widespread custom. The Romans had
games in honor of Flora, the goddess of flowers,
beginning late in April and going on to the first few
days of May. The northern Celts had rejoicings
in honor of the return of the sun, which took the
form of lighting fires on the hill tops, and singing
and playing games about them. Among the Eng-
lish, we find the custom prevailing among people of
all classes of going forth to the woods and fields,
either on the night of the 30th of April or early on
May morning, and returning carrying boughs and
flowers, with which they decorated their houses,
especially the doors and windows. The earlier
poets, especially Chaucer, are full of references to
this " doing observance to May." In many places
a May Queen was chosen from among the girls,
usually one noted for beauty and goodness. This
custom is commemorated in Tennyson's " May
Queen," and in one of Maria Edgeworth's stories.
The Maypole, round which dances and games took
place, was a permanent erection in many English
parishes. One of the London churches, St. Andrew,
Undershaft, actually took this name from the fact
that the Maypole raised in front of it overtopped
the church steeple. A very famous Maypole was
that which stood in the Strand, and was 134 feet
high. The Puritans opposed the May day customs,
as they did all games and festivities among the
people. And no doubt abuses had crept in, and
undesirable practices had become part of these
celebrations. Man) Maypoles were destroyed in
Cromwell's time, but the Strand .Maypole was taken
down and kept in safety until the Restoration, in
1660, when it was put back in its place with great
ceremony and rejoicing. In 1717 it was found to
be decaying, so it was taken down and presented to
Sir Isaac Newton.
Pope mentions it in the lines:
"Amidst that area wide they took their stand,
Where the tall Maypole once o'erlooked the Strand."
And a humorous poet of the eighteenth century
writes :
"What's not devoured by Time's all-conquering hand ?
Where's Troy? And where the Maypole in the Strand?"
After the Restoration the May day festivities were
revived, but they gradually fell into disuse among
the better classes, and were celebrated only by vil-
lage children, milk maids and chimney sweeps.
In some places the children dressed a doll as May
Queen, and carried her about in a sort of bower,
singing songs and begging small contributions. This
custom also prevailed in France.
In all the colder countries of Europe, May day
games were usually more or less typical of the
contest between winter and summer. In some parts
of England they were connected with Robin Hood
and his band.
The 29th of May used to be called Oak Apple
Day, and to be celebrated in memory of the Restora-
tion of King Charles the Second, and of his escape
by hiding in an oak tree. After the battle of Wor-
cester, in September, 1651, the King attempted to
escape into Wales, but was forced to lie in hiding
at Boscobel, in Shropshire, where he and one of his
officers spent a whole day among the branches of
an oak, whose thick leaves concealed them from
the parliamentary troopers who were riding about
in search of them. Tennyson, in " The Talking
Oak," speaks of
"That remembered oak
Wherein the younger Charles abode
Till all the paths were dim,
And far below the Roundhead rode,
And hummed a surly hymn."
The 29th of May was the date of King Charles'
entrance into London in 1660. It used to be ob-
served in the church by one of the " state services,"
which were discontinued in 1859. It was a common
custom for men to wear gilded oak leaves or oak
apples on that day. A writer in Blackwood's Maga-
zine, writing as late as 1857, says:
Never forget, if you wish your children and grand-
children to be dutiful and good, to keep the twenty-ninth
of May as a festival in your family, and never let them go
abroad without a gilded oak-apple in their button-holes.
Nature Study for Teachers in Vacation.
By J. Brittain.
In the leafy month of June you must decide where
you will spend the summer vacation. Many will
go to the country, or remain there for a few weeks.
But how to spend your time there is the more im-
portant question.
You will do some reading, but don't do too much,
and let us hope that it will be well chosen. You
will take pleasant drives, and enjoy the country air
and scenery. You will take a friendly interest in
the life and occupations of the country folk. But
if you wish to make the most of your vacation, both
of refreshment and vigor, physical and mental, you
will try to get down close to nature in some of her
forms or phases — see them without being shown,
and interpret them without being told. Select one
or two subjects of investigation, and follow these
up closely, but not to the point of fatigue. You
hear a bird singing in the trees near the house on
several successive mornings. Study this bird. Get
close enough to it to see its colors and their distri-
bution. Find what it eats. Discover its mate and
their nest. Observe the habits of the bird family
till the young leave the nest and depart.
A neighboring pool will furnish interesting studies
in plant or animal life. Many wonderful adapta-
tions to a limited and special environment may be
madq out. The inhabitants of the pool may be
studied as a community, or a few species may be
selected for thorough investigation.
A near-by wood offers an example of an organized
plantt society — the dominant trees, the bark flora,
the undergrowth of herbs, shrubs and young trees,
and the subterranean flora. The interdependence
of these zones or ranks upon each other demands
careful observation and thought. A typical collec-
tion should be made from each. A bog or a marsh
may be studied in the same way. If you cannot
identify some of the animals or plants, send accurate
descriptions of them, or specimens, to your local
Natural History Society, to the Geological Survey
at Ottawa, or to Dr. Fletcher, of the Central Experi-
mental Farms. In the case of a bird, a description
will be quite sufficient.
One such study may be enough for one vacation.
and if pursued in a rational and thorough way must
yield excellent results, both subjective and objective.
The very fact of having a definite and immediate
purpose for which to live and move is bracing and
stimulating to body and mind. You will return to
your school with a keener zest for attainment, and
the research work you have done will make itself
felt in your methods, especially in the nature lessons.
THE EDUCATIONAL REVIEW.
295
Botany in Schools.
By John Waddell.
I have already contributed articles to the
Educational Review on the study and the teach-
ing of botany in our schools, I trust with some good
results ; but I feel that much further improvement
is possible, and should be striven for.
Perhaps one 01 the most notable features of the
papers sent in by candidates in. the examinations of
Grade IX in Nova Scotia is a lack of appreciation
of what is required in the questions. An example
showing this lack in an exaggerated degree was
given in a reply to the request to describe any tree
valuable for its wood under the following heads:
bark, style of branching, leaf, flower and fruit. It
is evident that the character of the wood was not
involved ; but one candidate's entire answer was on
that point, and the information was of a novel kind,
especially in the sentence, "The cedar is some-
times used for coffins, as it will rot easy."
Pupils should be trained to get at the intention
of a question, and then to answer in the best way.
A child that grows up in the country should learn
to distinguish different trees in his neighborhood,
and he should be able to describe the differences.
Any boy or girl in the Annapolis Valley ought to
be able to distinguish an apple tree from a cherry
tree, and should know the main characteristics of
each. In parts of the country where pine and
spruce and fir are found, pupils in the schools ought
to be able to describe these trees.
The subject of botany is too wide for pupils to
cover the whole ground. The questions asked in
Grade IX would constitute a different paper, pro-
vided the whole were to be answered ; but there is
always such a choice given, that the pupil having
done reasonable work would find several questions
that he should be able to answer quite enough to
give him a high mark. Thus teachers are given
considerable latitude, and if they are specially inter-
ested in any particular department of the subject,
they may interest the pupils in that department.
For the most part, flowering plants are taken up in
the schools; but if a teacher is specialty interested
in non-flowering plants, he can devote himself
largely to them. But it is required that the know-
ledge should be definite. If ferns arc studied
something more definite than that they are small
plants with green branching fronds and no flowers
is to be expected. The peculiarities of wood tissue,
the mode of unfolding of leaves, the arrangement
of spore cases, the method of reproduction, and
other characteristics distinctive of ferns should bo
296
THE EDUCATIONAL REVIEW.
thoroughly understood. It is not likely that ferns
will be studied except in places where there are
varieties of ferns, and the differences should be
familiar to the pupils. What has been said about
ferns applies, to a certain extent, to mosses,, lichens
and fungi. What peculiarities has the mushroom
that put it into the class of fungi?
It is hardly safe to depend entirely upon the non-
flowering plants, though last July there were two
questions upon them and fair answers to these,
together with a reasonable reply to one of the three
questions on physics, would ensure the minimum
marks required of teachers, and might even reach
full pass marks. Something should, however, be
learned about the flowering plants, the general
structure or the different tissues, or some of the
important individual plants.
I think, and I believe it is the opinion held in the
education department in Nova Scotia, that for the
grade in which botany is the science required,
observation of common plants, with a careful
examination of the similarities and differences, is
of the greatest value ; but if it were found that
some teachers took a special interest in physiological
botany, and were able to interest the pupils in that
part of the subject, in how the root grows and pene-
trates the soil, how sap flows, how the food is
absorbed from soil and air, and how it is changed
into the material of the plant, I feel sure that such
teachers would receive encouragement by questions
of that nature on the examination paper. What is
wanted is that a fairly reasonable ground should
be covered, and covered systematically. In order
that teachers should learn how vague the know-
ledge of pupils frequently is, I know of no better
way than to test them on some of the questions of
the last few years. I should suggest that the class
be given any of the recent papers, and each of the
pupils asked to answer in writing in quarter of an
hour the one question he can answer best. Let the
answers all be examined by the teacher. After-
wards let each of the class answer the same question
as before, but this time using a 1 sources of infor-
mation available ; if in the case of describing a plant,
it will be best of all to have the plant before him,
but let him use books as well. This might be a
home exercise. Then the several questions should
be gone over by the teacher in class, errors being
pointed out and omissions noted. By this time
there should be several questions that the pupils
would know pretty well. Then other questions
might be taken up in a similar manner. If the
papers of the last half dozen years were gone over
in this way, using them as a test, and for the pur-
pose of training in thought and expression, I am
sure that the papers handed in. at the provincial
examination would show a marked improvement.
Don't try to cover the paper. Leave out the
questions that are off the line of the work in the
class. For instance, in a school where flowering
plants are studied, leave, out questions on flowerless
plants. Where definite plants are described, . see
that distinctive characteristics are given.
If any reader imagines that I am providing an
easy mode of passing examinations by cramming
up answers to former examination papers, I may
say that my object is quite otherwise; and in exam-
ining the answers I should try, as far as possible,
to prevent such tactics being successful. But it is
well for the teacher to test his scholars along the
lines on which he will be tested at the provincial
examination, and old examination papers may be
made educative. The thing the education depart-
ment aims at, is that the subject should be properly
studied, and that the pupil who studies properly
should obtain a good standing. Any pupil who
conscientiously went over the last half dozen exam-
ination papers, and tried to learn as much from
them as possible, and who received the help of even
a moderately helpful teacher, would, I venture to
say, have a better knowledge of botany than nine-
tenths of the candidates now have; and I should
hope that at the provincial examinations he would
reap his reward. Only let him not try to guess at
what he will be asked at the next examination, and
strive to learn the smallest amount that will give a
pass. In that case, I trust that he also will reap
his just reward.
Three of the interests which are strongest during
a child's early years at school are the interest in
spoken language, the interest in finding out things,
and the interest in making things, or construction.
If this be so, then we should, during a child's early
years at school, devote more time to narrating to
him the history of his country and tales of adven-
ture, and to getting him to repeat them in his own
words. We should, in every possible way, give the
child a knowledge of the world lying round about
him; and there should be suitable manual occupa-
tions at every stage of the elementary school. —
Alex. Morgan, D. Sc., Edinburgh.
THE EDUCATIONAL REVIEW.
297
Geometrical Drawing-. — V.
By Principal F. G. Matthew, Truro, N. S.
As stated in the December Review, the series of
exercises in Practical Geometry was prepared for
the last four grades of the common school. At the
request of several teachers, who expressed a wish
to carry such work into the first year of the high
school,; so as to form a direct connection with the
study of theoretical geometry, the exercises given
herewith were prepared. They are only samples of
many such, and deal with proportion, areas and the
ellipse.
Fig. 1. To find the fourth proportional to three
given lines. — Let A, B and C be the given lines.
Draw two lines OM and OQ, making any acute
angle. Set off on them ON equal to A, OP equal
to B, and NR equal to C. Join PN. Through R
draw RS parallel to PN. Then PS is the fourth
proportional ; A : B : : C : PS.
Fig. 2. To find the third proportional to tzvo
given lines. — Draw OM and OQ as before. Set off
OP equal to A, and ON and OQ equal to B. Join
PN, and draw QM parallel to PN. Then OM is
the third proportional ; or A : B : : B : OM.
Fig 3. To find the mean proportional between
two given lines. — Let AB and C be the given lines.
Produce AB to D, making BD equal to C. Bisect
AD in O. With centre O, draw the semicircle AED.
At B erect perpendicular BE. Then BE is the mean
proportional; or AB : BE : : BE : C.
Fig. 4. To divide a given line into extreme and
mean ratio. — Let AB be the given line. At B erect
perpendicular BC equal to half AB. Join AC.
With centre C and radius CB, draw arc BD. With
centre A and radius AD, draw arc DE. Then
AB : AE : : AE : EB.
Fig. 5. To divide a line proportionately to a
given divided line. — Draw the two lines parallel to
one another, as AB and CD. Join the ends and
produce these lines to meet in E. Join E with each
division of the divided line El, E2, etc. These
lines crossing Ali divide it proportionately or
similarly to CD.
Fig. 6. To construct an isosceles triangle in
which the angles at the base shall be double the
vertical angle. — Given one of the sides AB. Divide
AB into extreme and mean ratio at E. With B as
centre and radius BA, describe arc AE. With A
as centre and radius AE, describe arc EF. Join AF
and BF. ABF is the triangle required.
This and the following exercise are excellent
examples of the use of dividing a line medially.
(Fig- 4)-
Fig. 7. The same as Fig. 6. — Given the base AB.
Bisect the base AB in C. Erect perpendicular CD
equal to AB. Join BD and produce to E, making
DE equal to half the base. With B as centre and
radius BE, draw arc EF cutting CD produced in F.
Join FA, FB. Then FAB is the -triangle required.
This problem will be recognized as that employed
in the construction of the pentagon. (Fig 20,
Gr. VII).
Fig. 8. To reduce a given triangle to another
triangle of given height, but equal area. — Let ABC
be the given triangle, and D the given height. Draw
EF parallel to AC at a distance from it equal to D.
Produce CB to G. Join GA. Through B draw
BH parallel to GA. Join GH. Then GHC is the
triangle required.
Fig. 9. To construct a rectangle equal in area to
a given triangle. — Let ABC be the given triangle.
Draw perpendicular BD. Bisect BD in E. Through
E draw FG parallel to AC meeting perpendiculars
from A and C. Then AFGC is the rectangle re-
quired.
Fig. 10. To construct a square that shall be equal
to the sum of two squares. — Let AB and C be the
sides of the two given squares. At A draw AD
equal to C and at right angles to AB. Join BD.
Then BD is the side of the square required.
Fig. 11. To construct a square that shall be
equal to the difference of two squares. — Let AB and
C be the sides of the given squares. Bisect AB in
O. From centre O draw semicircle ADB. From
A as centre and radius equal to C, draw arc cutting
at D. Join DB. Then Dl! is the side of the square
required.
Fig. 12. To construct a square equal in area to a
given rectangle. — Let ABCD be the rectangle. Pro-
duce AB to E, making BE equal to BC. On AE
describe a semicircle. Produce P>C to cut the semi-
circle in F. Then BF is one side of the required
square.
Fig. 13. On a given line to construct a rectangle
equal to a given rectangle. . . Let AB be the given
line and ACDE the given rectangle. Join BE.
Through C draw CF parallel to BE. Through F
draw FG parallel to AB, meeting a perpendicular
from B. Then ABGF is the rectangle required.
Fig. 14. To bisect a triangle by a line drawn
parallel to the base. — Let ABC be the triangle.
P>isect AB in O. On AB draw a semicircle ADB.
298
THE EDUCATIONAL REVIEW.
qtOMLTRICAL DRAWING. V .
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F.g.l
P, > S
F,s2.
v, o.
r,s.3
Fis-4.
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Fig 16.
F.<*. 13.
Fia. XO.
THE EDUCATIONAL REVIEW.
299
From O draw OD perpendicular to AB. With B
as centre and BD as radius, draw the arc DE.
Through E draw EF parallel to the base. The line
EF bisects the triangle.
Fig. 15. The Ellipse. — Explanation of terms.
ACBD is called the curve of the ellipse. O is its
centre. Any line passing trhough O terminated at
both ends by the curve is a diameter. AB and CD
bisect each other in O, and are perpendicular to each
other. They are the longest and shortest diameters,
and are called the axes. AB is the major axis or
transverse diameter, and CD is the minor axis, or
conjugate diameter. If the distance AO be taken
as radius, and from C or D as centres, arcs cutting
AB in Fi and ¥2 be drawn, either of these points
is called a focus of the ellipse.
A line like EG at right angles to the transverse,
but not passing through the centre, is called an
ordinate. EH is a double ordinate.
The points A and B are called the vertices. The
distance of the centre from the focus, as OFi, or
OF2, is the eccentricity of the ellipse.
The most important property of the ellipse is that
if any point K be taken in the curve, the sum of
KFi and KF2 is equal to AB the transverse
diameter.
Fig. 16. Given the lengths of the axes to draw
the ellipse. — String and pin method. Draw AB and
CD the given lengths, bisecting each other and
mutually perpendicular. With D as centre and AO
as radius, mark the' foci Fi and F2. Drive a pin
into each of the three points, C, Fi and F2. Tie a
string tightly round the three. Remove the pin at
C and insert in its place a pointed pencil. By carry-
ing the pencil round, keeping the thread tight, the
point will strike an ellipse through the points A, B,
C and D.
Fig. 17. The same as Fig. 16. — Trammel method.
Draw the axes as before. Take a piece of paper
with a straight edge and on it mark EF equal to
CO, and EG equal to AO. Place the strip as in the
figure so that F is on the major axis and G on the
minor. E will then be on the curve. By moving
the strip round, always keeping F and G on the
major and minor axis -respectively, any number of
points in the curve may be found. Sketch the curve
freehand through these points.
Fig. 18. The same as Fig. 16. — Method of inter-
secting arcs. Draw the axes and mark the foci.
Take any number of points between O and Fi or F2,
and number them as in the figure. They should be
close together near the focus and spaced wider near
the centre. Take the distance Ai, and with centres
Fi and F2 describe arcs at a, a, a, a. With dis
tance Bi and the same centres cut the other arcs.
Take the distance A2 and B2 and form the focal
points, make arcs intersecting at b, b, b, b. Simil-
arly with distances A3 and B3 make arcs at c, c, c, c,
and so on with the rest of the points. Sketch
the curve through the intersecting arcs.
Fig. 19. The same as Fig. 16. — Method of inter-
secting lines. Draw the axes as before. Through
ABC and D draw lines parallel to the axes, to form
the rectangle E, F, G, H. Divide AO and AE into
the same number of equal parts. From C draw
lines to the divisions on AE. From D draw
lines through the divisions in AO until they meet
the former lines, Di meeting Ci, D2 meeting Cc,
and so on. Through these points of intersection
draw the curve CA, which will be one-fourth of the
ellipse. Treat the other quarters in the same man-
ner to complete the ellipse.
Fig. 20. Given the ellipse to find the centre and
axes. — Draw any two parallel chords PQ and RS.
Bisect these in T and U. Through TU draw the
diameter VX and bisect it in O. This is the centre.
From O with any radius to cut the curve draw, a
circle EFGH. By joining these points a rectangle
witl be formed whose sides are parallel to the axes.
Through O draw AB parallel to FG and CD parallel
to EF. AB and CD are the axes.
The softly warbled song
Comes from the pleasant woods, and colored wings
Glance quick in the bright sun, that moves along
The forest openings.
— H. W . Longfellow.
Under the hedge by the brawling brook
I heard the woodpecker's tap,
And the drunken trills of the blackbirds shook
The sassafras leaves in my lap.
— Alice Cary.
The wild things of the wood come out,
And stir or hide, as wild things will,
Like thoughts that may not be pursued,
But come if one is calm and still.
— Edivard R. Sill
All things are new— the buds, the leaves,
That gild the elm-trees nodding crest,
And even the nest beneath the eaves —
There are no birds in last year's nest !
— Henry W. Longfellow
We sit in the warm shade and feel right well
How the sap creeps up and the blossoms swell ;
We may shut our eyes, but we cannot help knowing
That skies are clear and grass is growing.
— fames Russell Lowell
300
THE EDUCATIONAL REVIEW.
Self-Activity the Developing Force of Froebel's
System.
Mrs. C. M. Condon.
Froebel has not only shown us that the recognition
and application of this law of unity to education is
a necessary condition of success, but he has also set
in a very clear light the fact that the child, in con-
formity with its provisions, carries within himself
the means of securing his own development. These
are the natural instincts common to every child,
and they reveal themselves, more 01 less satisfac-
torily, through his own self-activity.
But these instincts are, at first, blind, and often
erring, therefore they need guidance, careful foster-
ing, without undue interference. Nor must the
physical instincts be alone guided, with the sole aim
of first making " a good animal ; " but we must take
to heart the fact that the mental, moral and spiritual
instincts of the child are just as implicit in his
nature, and however dim and uncertain they may
appear, they must receive attention, and be gently
drawn out, and, by exercise, gain the strength neces-
sary to raise them from blind, unreasoning instincts
to conscious intelligence, to spontaneity, and to in-
creasingly happy and fruitful action.
If this achievement by the child were an impos-
sibility, he would be a startling exception to the law
of unity, for every other form of life, vegetable and
animal, can only be successfully reared by adapting
our methods to the natural tendencies of the plant
or animal which we are attempting to bring to per-
fection. Even crystals show their inherent qualities
(inward nature) by their arrangement of planes
and angles to a predestined form.
If, then, this universal fact of inward develop-
ment, by outward manifestation, be true of that
part of the creation which bears the stamp of neces-
sity, what reason have we to doubt that the same
condition holds good in the child, who bears within
himself forces, greater in number, power, diversity
and aim ? But the helplessness of the child blinds
all eyes, but those of love and wise experience, to
the forces that lie dormant, waiting for the impulse
of his own self-activity, which must be gently led
into the right path, until it acts intelligently and
habitually with increasing foresight as to results.
Repeated acts thus form right habits which crystal-
ize into good conduct, and thus produce a noble
character.
The stress laid by Frcebel upon the right training
of the child, from the very earliest period, ought to
seriously engage the attention of our teachers, be-
cause it was the matured judgment of a man who
was gifted with marvellous powers of analysis, and
who had closely and critically studied all the pro-
cesses of education, beginning with schools, and
proceeding to a survey of university methods, and
then, going backward, through every preceding
grade, in order to find out the weak spot in organ-
ized education, of which he was so painfully aware.
His was not a mere outside amateur view, but
that of a teacher with a practical experience, who
had taught in schools, and as a private tutor, who
had been three years with Pestalozzi, then the
cynosure of the educational world, and who in his
own schools, where he had a free hand, so that he
could rectify errors and supply deficiencies. But
there was one obstacle that he saw must be re-
moved, if human education was to justify itself in
its products, not here and there only, but to prove
itself a factor in the elevation of the whole mass of
humanity. The kindergarten was his supreme
effort to remove the obstacle that stood in the way
of progress, by taking the child at a period, when
he was usually left without regular training, being
simply allowed to drift aimlessly until such time as
the school received him to tax the patience and
ingenuity of the teacher. This obstacle — neglect of
early training — can never be entirely removed until
mothers are thoroughly trained to the intelligent
performance of their duty, at once so difficult and
delightful. But the kindergarten bridges the
chasm between home and school, and proves itself,
at the same time, a corrective of many faults caused
by neglect at home, and a most efficient preparation
for the school. The truth of this statement will be
confirmed by those teachers who have ever had
the good fortune to receive their pupils from a well-
conducted kindergarten.
The kindergarten develops the child's inner
nature through and by the most varied methods of
expression, in speech, gesture, song, circle games,
gymnastics, most carefully arranged to exercise, but
not to overtask the child's strength and interest.
The ceaseless activity of childhood is not allowed
to run to waste, nor to display itself in mischief and
destructiveness ; but while the individuality of the
child is most sacredly preserved, conditions are
skilfully prepared and suitable material provided
on which the little one can expend his exuberant
vitality, in building with blocks, from which, in-
cidentally, he is absorbing notions of form, size,
THE EDUCATHONAL REVIEW.
301
number, position, direction, and other qualities of
matter which he is led to see and feel for himself.
In this way he is led to observe, compare, see the
truth of things; and since truth is always beautiful
to the unspoiled nature, he learns to love it and to
express it in accurate speech and little works of
skill; for nothing gives us a more vivid apprehen-
sion of correctness in detail (truth) than the fixing
of a mental image in a visible form in some product
of handwork.
Then Frcebel combines physical training and a
sympathetic outlook by his dramatic games, in which
the child is helped to represent the various activities
of nature and man's work ; thus by play, and in it,
he learns to estimate the value and dignity of labor ;
to gain a sense of human society as one great whole,
in which each must do his part, and he'.p his fellows.
" From every point in nature," says Froebel, " a
pathway leads to God." This deep conviction led
him to bring the child into close and loving relations
with nature, by showing him her beauty, by giving
the little ones each his own garden plot, and teach-
ing him experimentally to care for plants and pet
animals, thus leading him to see not only just how
much he could do, but how much more he must
patiently leave to the great Creator and Preserver
of all things. Reverence and obedience to law must
be the natural outcome of such a training.
The thoughtless may sneer at what they may con-
sider "mere trifling play," but the shrewd observer
who will spend even one session in a genuine kin-
dergarten will descern in even the simplest play the
nascent beginnings of all human culture; and he
may well ask why the free, happy-earned spirit of
the kindergarten should be so foreign to the school,
where an air of constraint, even a spirit of antagon-
ism, is often painfully apparent. As the same
human nature is to be dealt with in both institutions,
one may reasonably enquire why principles and
methods which have worked so well in the kinder-
garten should be discarded in the school? If there
ought to be no sharp divisions in the life of the
individual, no chasms to be bridged in the course of
training and instruction, as we all admit theoreti-
cally, but that each period should be connected with
the preceding stage of culture, and be naturally
joined to that which succeeds, if this theory be true,
and it is, why should we persist in a course that gives
results so disproportionate to the expenditure of
money, time and service?
Morning Talks for May.
Underlying thought — Happy days.
Name of the new month?
How many days has May?
To what season does May belong?
Name the other spring months.
What did March bring?
What did April bring?
What does May bring?
What season comes after spring?
How many summer months?
Name them.
What garden flowers blossom in May?
What wild flowers blossom in May?
Name the color of each.
How do the fields look ?
What birds do we see ?
What are they doing ?
How can we help them?
What do the birds do for us ?
Do we like to see the birds ?
Are we glad when they come back ?
Where do birds build their nests ?
Do all birds build their nests in trees ?
Where does the robin build its nest? The blue-
bird? the swallow? the meadow lark? the wood-
pecker ?
What trees blossom in May?
Are they in full bloom ?
Are any in full leaf?
Any bare?
What is the color of the apple blossoms? cherry
blossoms? pea blossons? peach b'.osFOtns?
How many petals has each?
What is meant by " Arbor Day? "
What is done on Arbor Day ?
Name some large trees.
Name some small trees.
Of what use are the trees to man, to animals ?
What tree do you like best?
Poems : " It Is Not Always May," Henry W.
Longfellow ; "There Is But One May in the Year,"
Christina Rossetti. — Selected.
There was never mystery
But 'tis figured in the flowers;
Was never secret history
But birds tell it in the bowers.
—Ralph Waldo Emerson
302
THE EDUCATIONAL REVIEW.
Van Dyck.
Miss A. MacLean.
Anthony Van Dyck was born at Antwerp in 1599.
In the Flemish school he is surpassed by Rubens
only. At fifteen years of age he entered the studio
of Rubens, and at nineteen he was admitted to the
Painters' Guild of Antwerp — the youngest artist
ever admitted.
Following Rubens, he first turned his attention to
ideal and sublime subjects. But though these show-
ed great precocity, he was not great in composition
and ideality as was Rubens. But when he later
painted portraits, and especially single figures, he
eclipsed Rubens, and many of his portraits are
among the world's masterpieces.
In 1621 he visited Genoa, Rome. Florence, Venice,
Turin and Palermo, and the letters of introduction
he bore from Rubens opened all doors to him. His
beauty, elegance, superior education and superb
gifts made him welcome everywhere, and the best
the world had to give was freely laid at his feet.
At Venice he was so impressed by Titian and Tin-
toretto that for a time he seemed to lose the influence
of Rubens. Returning to Genoa, where he was
accorded a glad welcome by the patrician families
of that city, he painted the fifty portraits still to be
seen in the galleries there ; portraits which alone
would have made his name immortal had he painted
no others. In 1625 he returned to Antwerp, and
during the next six years he painted in his own
country some of his most important works. In
1632 he went to England. Fortune smiled on him
there as ever; King Charles I at once granted him
permission to paint himself and family, and these
works crowned his reputation. He was appointed
court painter, knighted, given a yearly pension,
apartments at Blackfriars, and a summer residence
at Eltham was placed at his disposal. Accustomed
to the elegant surroundings of Rubens, and having
lived in the palaces of his patrons in Italy, he now
lived in such splendor that his apartments became
the resort of royalty, aristocracy, and the gifted of
the land. The King and Queen employed him con-
stantly, and about thirty-eight portraits of the former
and thirty-five of the latter exist. The equestrian
portrait of the King at Windsor and in the National
Gallery, London, those of the Queen at the galleries
of Windsor, St. Petersburg, Dresden, etc., and the
groups of the royal children at Turin, Windsor,
Berlin, etc., are unsurpassed.
With the exception of a short period in Brussels,
Van Dyck and his pupils worked seven years in
England. Tie painted portraits of all the principal
personages of the court of Whitehall. He followed
Rubens' plan of having his pupils and skilled em-
ployees help him in his paintings. There are over
350 of his works in private galleries of Great Britain,
and no other country can show as fine a collection
of his paintings as England.
Rubens never made a specialty of portraiture, and
is said to have suggested that field to Van Dyck.
Rubens would not give enough attention to an indi-
vidual sitter to enable him to see beneath the surface
and paint a characteristic portrait. Van Dyck
studied his sitters, saw the likeness, and made
characteristic portraits. As compared with Rubens,
he made the figures less stout, indicated fewer bones
and muscles, and gave them less blood. He was
never brutal, never gross, restrained, polished; he
seems to have given to all the people who sat for him
something of the graces of his own person ; a noble
air, a finer style in garments, and hands more
regularly white and handsome. He had a taste for
draperies well put on, silky stuffs, ribbons, jewels,
plumes and ornamental swords. His handling was
rapid and easy, after the manner of Rubens. He
engendered a school, the English school — Reynolds,
Lawrence, Gainsborough, and almost all the genre
and landscape painters.
Percy Randell Head says of Van Dyck's portraits :
" His portraits of men are, as a rule, more successful
than those of women ; he evidently shared the defi-
cient sense of the best characteristics of . woman's
beauty which marks Rubens and all his school."
Jules Guiffrey says of Van Dyck's portraits:
"Seldom or never is there any action. Do not seek
in these impassive faces for any expression of joy
or grief. All are shown preserving that calm, that
imperturable serenity characteristic of the true
Fleming."
Distinction seems to have been the ideal quality
he sought; the quality which formed his indivi-
duality. No matter from what class his sitters came,
they all were endowed by him with a distinguished
mein. He never painted even his most intimate
friends in the familiar unconstraint of daily life.
All posed for their portraits. Van Dyck's order of
precedence in the procession of great artists has
never been accurately determined. He lacked
creative genius, inventive instinct, that which con-
stitutes a powerful individuality. In Rubens' studio
he followed Rubens. In Italy he followed the
Italians. On his return to Antwerp he combined in
his works the best of all he had seen and learned.
In England, more especially in his first years there,
he reached a sureness, a power of execution which
THE EDUCATIONAL REVIEW.
303
makes many of his portraits of Charles I and family
class among the most finished works of art.
There is an illustrative story told of a visit paid
by Van Dyck to Frans Hals at Haarlem. As Van
Dyck admired Frans Hals' portraits, he had made
repeated calls on him, but Frans Hals was rarely to
be found except at a tavern. However, on leaving
word that a stranger wished to have his portrait
painted, Hals arranged to meet him. When they
met, Van Dyck said he wished a portrait of himself,
and that it must be painted in two hours. Hals
agreed, and painted the portrait in the given time.
Van Dyck approved of it, and remarked that painting
portraits seemed a very simple task, and said he
would like to paint Hals' picture. Hals soon per-
ceived that he had before him no ordinary painter.
When he beheld the finished picture, he embraced
Van Dyck, crying, " You are Van Dyck, nobody else
could do as you have just done! "
And now, what shall we say of the man, Van
Dyck? Or is it only of the artist we should speak?
Well/ let Fromentin say what he thought of the
man, Van Dyck.
" It is thus I should imagine a portrait of Van
Dyck, made, as it were, by a rapid sketch with a
broad pencil: A young prince of royal grace, with
everything in his favor— beauty, elegance, magnifi-
cent gifts, precocious genius, a rare education— and
owing all these things to the advantages of birth:
cherished by his master, himself a master among his
fellow-students, everywhere distinguished, every-
where sought for, feted everywhere, in foreign parts
even more than at home, the favorite and friend of
kings, entering thus by right into the most enviable
things of the world, such as talent, renown, honors,
luxury, passions and adventures; ever young at a
ripe age, never staid even in his last days, a libertine,
a gamester, eager, prodigal, dissipated a
man who abused everything, his seductions, his
health, his dignity, his talent, ' ' ' ' a seeker of
adventures, who at the end of his career married
to order, as it were, a charming, well-born maiden,
when he could no longer give her either strength,
or much money, or great charm, or a secure life:
a wreck of a man who. up to his last hour, had the
good fortune, the most extraordinary of all, to pre-
serve his greatness when painting; a man who was
forgiven everything on account of one supreme gift,
one of the forms of genius— grace ; to sum up all,
a Prince of Wales dying upon his accession to the
throne, who was by no means fitted to reign."
Though only forty-two years of age, he died, old
in many experiences, in 1641.
In Canada.
" In fair and growing Canada, that happy Dom-
inion in which it is now my delightful privilege to
live," were the words in which Earl Grey, the
Governor-General, made reference to this country
in his speech at the recent peace conference at New
York. He proceeded to mention the law recently
enacted by the Canadian parliament making it an
offence for the forces of labor and capital to resort
to a lockout or a strike without first having an
investigation into the subject of dispute; and ex-
pressed the hope that the coming Hague Conference
may not be prorogued until k has established rules
which will apply to the conduct of international
disputes the same principle which has been adopted
in Canada to avert industrial war.
It is well for us to realize at times that Canada
is indeed a happy land as compared with others,
and that our free self-government under the British
Crown has enabled us, in some respects, at least, to
make laws for the safety and welfare of our people
which are worthy of imitation.
Comparing our laws and political institutions
with those of our nearest neighbors on this con-
tinent, as is most natural for us to do, we need not
deny to them the right to believe that their own are
best. It is sufficient if we think that ours are bet-
ter for us, and are bringing us better results.
When the United States was separated from
British North America, in 1783, more or less con-
fusion and disorder prevailed until the adoption of
a written constitution as a bond of union. North
of the new boundary line, where loyalty to the
British Empire was the leading political principle,
the only bpnd of union was the Crown, until, two
generations later, the Dominion of Canada was
formed. Inevitably, in developing their jjolitical
institutions, the British Provinces followed British
precedent; and quite as inevitably the independent
states endeavored not to do so. Hence it came
about that when the confederation of the provinces
took place, the principle of responsible government
had long been firmly established with us, while it
has not yet been adopted in the United States. In
Canada, the people rule, and the government of the
day is quickly changed in response to their will.
The president of Canada, or prime minister, when
called to office by the governor-general, must go to
the electors and be by them returned to parliament
as a necessary condition of his holding office. Fail-
ing in that, he must immediately retire. All the
members of his cabinet must in the same way obtain
304
THE EDUCATIONAL REVIEW.
a seat in parliament after their appointment to office.
And this president and his advisors hold office only
so long as they can command the support of parlia-
ment in every measure they propose. The President
of the United States may recommend to congress
a certain measure, the congress does as it pleases
about the matter, and he still remains president.
His secretaries may have opinions, and express them
when and where they will, without 'any effect upon
legislation. When the Canadian cabinet presents a
bill to parliament for some desired legislation, if the
bill fails to pass, the defeated government resigns
without delay, and a new prime minister and cabinet
are chosen ; or parliament is dissolved, if the gov-
ernment believes that the sitting members do not
fairly represent the will of the people, and a new
general election follows. The newly elected parlia-
ment, or newly elected government, as the case may
be, enters at once upon its work. The United
States plan of allowing representatives to keep their
seats in the halls of legislature for a time after they
have been defeated at the polls, or after their suc-
cessors have been chosen, does not commend itself
to Canadians; who look upon it as a restriction of
popular government. Still more are they averse
to the plan of continuing an administration in power
after its policy has ceased to be the policy of the
legislature.
Above the leader of the government, or head of
the ruling party, there is in Canada the King, or
his representative, the Governor-General, who is of
no party, and represents the people as a whole. Of
course there is nothing corresponding to this in the
United States; but Canadians think that it makes
for stability and good government, and helps to
separate the ideas of law and order from those of
party policy and political strife.
Judges and all civil servants represent the Crown,
and not the party in power; therefore they hold
office during good behavior, and not during the term
of the administration, as in the neighboring republic.
Lynch law and mob violence are practically un-
known in Canada, even in the mining regions.
Laws are more swift and sure in their operation,
and therefore life and property are safer than they
are in the United States — or, at least, Canadians
think so.
Our marriage laws are less elastic than those of
the United States.
Military authority overrides civii law in the
United States. In Canada, no officer in charge of
troops could order his men to fire upon a mob, on
penalty of a charge of murder, if anyone were killed
by the firing party, unless a peace officer had first
called upon the mob to disperse. Unless the whole
region has been declared under martial law, the civil
law is supreme. In the United States, troops on
duty in a disturbed district may shoot whoever
opposes them, and no one questions their right to
do so.
In Canada, mines and minerals are always more
or less under government control, and are worked
by lease from the Crown. No one, therefore, can
hold such property for more than a limited time and
refuse to work it.
These are some of the points in which we like to
believe our laws are better than those of our neigh-
bors. Our banking laws and our treatment of the
Indians are admittedly better, and there are many
others in which we think that we have the advan-
tage.
Wireless Message on Atlantic Coast Received
in California.
On Sunday, March 10, A. J. Millison, the operator at
the wireless telegraphy station on Point Loma, in southern
California, observed his apparatus intercepting a message.
On investigation he asertained that a message was being
sent from Washington, D. C, to Pensacola, Fla. He
adjusted his instruments, which are the most delicate used
by the United States government, and caught the whole
message. At about the same time part of a message to
the battleship "Connecticut" from Washington was clearly
on the instruments at Point Loma.
Highly gratified, the operator sent messages to the
Atlantic coast, and received answers from the operators
at Washington and Pensacola. Later he wrote out copies
of the messages that he intercepted on the Atlantic coast
and sent them, with letters, to the operators there.
The distance from Pensacola to San Diego in an air
line is about 1,800 miles, and from Washington to San
Diego is about 2.400 miles. The matter has been reported
to Commander H. C. Gearing, Chief of the Equipment
Department at Mare Island navy yand, California. The
messages sent by the operator at Point Loma to Wash-
ington were only faintly recorded on the instruments, but
the messages between Washington and Florida and part
of a message from Washington to the battleship "Con-
necticut." 600 miles out in the Atlantic Ocean, were record-
ed clearly. The new appartus is partly the invention of
Mr. Millison, and has been installed in the Point Loma
station only few months. Some time ago the Point Loma
operator succeeded in communicating with Tacoma, Wash. —
Scientific American.
Such a starved bank
Till that May morn;
Blue ran the light across —
Violets were born. — Browning
Gold cups o'er filling on a thousand hills
A calling honey-bee.— Helen Hunt Jackson.
THE EDUCATIONAL REVIEW.
305
British Empire Statistics.
By London Board of Trade.
The Board of Trade does its best, with limited
resources and with little encouragement, to perform
some of the work which ought to be done regularly,
by a well-equipped census department, permanently
established to be the eyes and ears of the govern-
ment. Amongst its latest efforts is the excellent
" Statistical Abstract of the British Empire," which
has now reached its third annual issue. This valu-
able publication is the first attempt which has been
made to give a statistical account of the British
empire as a whole. It bristles with facts.
The volume opens with figures for area and popu-
lation. It is fairly well known that the British
empire has about 400,000,000 peop'.e in its 1 1 ,000,000
square miles. It is not so well known, and the
Abstract does not tell us, that the total white popula-
tion of the British empire is only about 56,000,000,
or less than the population of Germany. The
Abstract tells us nothnig also of the races within the
empire, but it ought to do so, for the questions in-
volved are of tremendous importance, and those
who rule an empire do well to remind themselves of
the facts.
We are given, however, tables relating to the
empire's chief cities, and there is no more extraordin-
ary fact in the whole book than that about one-third
of Australia's small population is crowded into four
towns :
Population of Australia, 1905.
Total population 4.057,000
Sydney 530.000
Melbourne 512,000
Adelaide 173000
Brisbane 128,000
Thus outside of these four urban areas the en-
ormous continent of Australia contains but 2,714,-
000 people in its habitable fringe. Other great
empire cities are Montreal with about 290,000
people, Toronto with about 220,000 people, Cape-
town with 156,000 people. These, with Hong Kong
and Singapore, are the enly towns which rank with
the great urban congregations of the home country.
The reader may be reminded that London Council
had in 1905 4,721,000 people, while Liverpool had
739,000, and Glasgow 836,000 people.
An Empire's Trade.
The Board of Trafle show us the commerce of the
British empire with foreign countries. That is to
say, they eliminate all trade done between different
constituents of the empire, and take only imports
into the empire from foreign countries and exports
from the empire to foreign countries. Here is the
result compared with the commerce of the United
Kingdom only :
Commerce of (1) the United Kingdom with all
places outside it; and (2) the British empire, with
all places outside; it, in 1905 :
Imports. Exports.
Mill. i. Mill. £.
British Empire 563 449
United Kingdom 565 330
At first sight it may surprise the reader to find
that the empire's imports are no larger than those
of the United Kingdom ; but in calculating the
empire's trade the large imports into the United
Kingdom from British possessions are, of course,
excluded.
The Empire's Minerals.
A wise man who handles this Abstract will
quickly turn to the question of natural resources,
and in particular coal.
We have at home but 121,000 square miles; the
empire has 11,300,000 or so. But when it comes to
coal, the mother country is first and the big empire
nowhere.
The British Empire's Coal Production, 1905.
Tons.
United Kingdom 236,000,000
British India 8,400,000
Australia 7,500,000
Natal 1,100,000
New Zealand 1,600,000
Canada 7,800,000
Transvaal 2,300,000
Total above and all other 265,000,000
So long as industry depends on cheap coal so long
there cannot be any very great industrial develop-
ments in the lands with little or no coal. Canada
cannot rival the United States without more coal or
an efficient substitute for it. Iron figures, of course,
are dependent on the foregoing coal figures. We
need not, therefore, be surprised to find that the pig-
iron at present produced in the British empire out-
side these is'.ands amounts to only 471,000 tons.
Here is an interesting table of the chief mineral
productions of the empire in 1905:
Mineral Production.
Coal (tons) 265,000,000
Iron ore (tons) 15,600.000
Pig Iron (I) 10.079,000
Diamonds (£) 6,769,000
Gold (I) 46,600,000
Silver (£) T,374.ooo
Copper (£) 4,184,000
Tin ( £) 8,700,000
306
THE EDUCATIONAL REVIEW.
The coal and iron are almost entirely of Great
Britain. The diamonds are South African. The
gold is chiefly South African and Australia. (The
United Kingdom produced £21,222 worth of gold
and £19,419 worth of silver in 1905). The silver
is chiefly Canadian, anc^ the copper is chiefly South
African. The Malay States account for nearly all
the tin.
The great diversity of production which charac-
terizes the various British possessions in respect of
minerals is as conspicuous when we consider other
products: Here is the imperial wheat production
(ICP5):
Empire's Wheat Production.
Mill. Bushels.
Canada 106
United Kingdom 60
India 319
Australia 69
New Zealand 7
Cape of Good Hope and Natal
Orange Colony O 1-2
Cyprus 2
It is impossible to survey these pages without a
growing wonder that a few men chiefly drawn from
the United Kingdom should have accomplished so
much. Here we have a record of over 11,000.000
square miles of territory, containing some 350,000,-
000 people of hundreds of races and languages, ad-
ministered and developed by a relative handful of
white men only some 12,000,000 in number.
The Natural History Museum, Union street, is to be
congratulated on the fact that the private collection of
insects made by the curator, Mr. William Mcintosh, has
been added to its other treasures. This represents the
work of twelve busy years and is very valuable. As far
as the insects of New Brunswick are concerned it is the
largest collection in the world and it is much the largest
in the Maritime Provinces. There are more than 20,000
specimens in the collection and many of them very rare
specimens.
5,000 Facts About Canada.
A remarkable little booklet has been compiled under the
above self-explanatory title by Frank Yeigh of Toronto.
the well known writer and lecturer on themes Canadian.
Perhaps no one in the Dominion is better qualified to
make such a compilation. Its value is, as claimed, "worth
its weight in Yukon gold or Cobalt silver." The idea is
a clever one, viz. : a fact ii> a sentence, giving a wonderful
mass of information in the smallest compass on every phase
of our commercial and industrial life and our natural
resources. The booklet is sold for 25c. and may be had
from newsdealers or from the Canadian Facts Publishing
Co., ''07 Spadina Avenue, Toronto.
Empire Day Selections.
He serves his country best
Who lives pure life, and doeth righteous deed,
And walks straight paths, however others stray
And leaves his sons as uttermost bequest
A stainless record which all men may read.
— Susan Coo'.idge.
Our country is a whole, my Publius,
Of which we all are parts ; nor should a citizen
Regard his interests as distinct from hers;
No hopes or fears should touch his patriot soul
But what affect her honour or her shame.
E'en when in hostile fields he bleeds to save her,
'Tis not his blood he loses, 'tis his country's;
He only pays her back a debt he owes.
— William Cowper.
There's a flag that waves over every sea,
No matter when or where;
And to treat that flag as aught but the free
Is more than .the boldest dare.
For the lion spirits that tread the deck
Have carried the palm of the brave;
And that flag may sink with a shot-torn wreck,
But never float o'er a slave.
Its honour is stainless, deny it who can;
And this is the flag of an Englishman.
— Eliza Cook.
Land of our Birth, our Faith, our Pride,
For whose dear sake our fathers died;
O Motherland, we pledge to thee,
Head, heart and hand through the years to be.
— Rudyard Kipling.
Play the Game.
There's a breathless hush in the close tonight —
Ten to one and the match to win — .
Pumping pitch and a blinding light.
" An hour to play and the last man in.
And it is not for the sake of a ribboned coat
Or the selfish hope of a season's fame,
But his captain's hand on his shoulder smote —
"Play up, play up! and play the game!"
The sand of the desert is sodden red,
Red with the wreck of the square that broke —
The Gatling's jammed and the colonel dead,
And the regiment blind with dust and smoke.
The River of Death has brimmed its banks,
And England's far, and Honor a name;
But the voice of a schoolboy rallies the ranks :
"Play up, play up! and play the game!"
This is the word that year by year,
While in her place the school is set;
Every one of her sons must hear
And none that hears it dare forget.
This they all with joyful mind,
Bear through life like a torch in flame,
And falling fling to the host behind.
"Play up, play up! and play the game!"
— Henry NnvboH.
THE EDUCATIONAL REVIEW.
307
The Review Question Box.
G. C— In the grammar used in Nova Scotia Schools, on
page 33, it says: "An intransitive verb is made transitive
by the addition of a preposition so closely united with it
as to become a part of itself." Another authority states
that a preposition is never put with the verb in analysis,
but the preposition and phrase following it were put in
extension. Kindly give your opinion in Review.
This is one of the grammatical questions on which
authorities differ. West, in his " Elements of Eng-
lish Grammar," says : " Prepositions following in-
transitive verbs may be regarded as forming with
them compound verbs which are transitive. Thus,
' I laughed (intrans.) at him.' Where the preposi-
tion at takes an objective case him, becomes ' I
laughed at (trans.) him,' where the him is the object
of the verb. The passive construction can then be
employed, and we can say, ' He was laughed at.'
So, ' we arrived at this conclusion ' becomes in the
passive, ' this conclusion was arrived at.' ' They
came to this decision ' becomes ' this decision was
come to.' "
But Mason, in his " English Grammar," contra-
dicts West's statement in the following way :
The direct object of the verb is not indicated by
prepositions. A substantive preceded by a preposition
always constitutes either an attributive adjunct or an ad-
verbial adjunct.
This statement is not invalidated by the remarkable free-
dom of English in the use of the passive voice. "I am
speaking of you" is precisely analogous to the French
"Je parle de vous," and the Latin "Loquor de te." Nobody
would for a moment admit that loquor de makes a com-
pound transitive verb, and that de has ceased to be a prepo-
sition and become an adverb united to the verb.
Mason, then, agrees with the second authority
quoted in the question, and would put the preposi-
tional phrase in the extension. He disposes of the
argument from the construction of the passive voice
as follows :
The word that is the object of the active verb must be
the subject of the passive. In the strict sense of the above,
only transitive verbs could properly be used in the passive
voice, and only the direct object of the active verb could
become the subject of the passive verb. This is in fact the
usage in Latin and German. Hut English has blended the
accusative and the dative in one case, the 'objective', and
as a consequence of this allows (in most cases) the
objective of either kind of object to become the subject of
the passive. I told him the news, becomes either he was
told the news, or the news was told him.
This is an interesting point in grammar, and we
shall be glad to hear arguments on either side.
Mason's seems the simpler rule to put in practice;
for, who is to decide whether or not the preposition
is " so closely united with (he verb as to become a
part of itself? "
Esperanto: A correspondent from Steeves Mountain,
N. B., writes in answer to Mr. Garland's question in our
April issue: "Esperanto— in Twenty Lessons, with vocab-
ulary, by C. S. Griffin, can be secured from A. S. Barnes
& Co., New York; price 55 cents by mail."
The following questions have been sent in for solution:
I odhunter and Loney's Algebra. Ex. 39, No. 25 ; and Ex
37, No. 27.
I. 4*2— 6>— (9y2-fr-)
=4-r2— (9y'2+6yz+z2)
= (2X — 3y — g) (2*+3y+z)
9f— (4-r2— 4-^+~2)
= (3v — 2x+z) (3y+2.r — z)
--— (4-r-+i2-i-.y+9r)
= 0 — 2X — 33O (s+2*+3v)
L. C. M.= (2.i-+3y+r)(2.v— 3.v— ^)(3v+2.r— -)
2. a- xs+as— 2abx*+b2 .r:i+a;i b2— 2a4 b
=x3(a2—2ab+b2)-\-a:i(a2—2ab+b2)
= (xs+a3) (a2—2ab+b2)-.
= (x+a) (x*—ax+a2) (a—by2
2d2 x4— 5a4 .r2+3(;«»— 2b- .r4+ 5a2 b2 x2—
la* b'2
=2.i-,(a2—b2)—5a2x2(a2—b2)+2ai(a2—b2)
= (2.i-*— 5a2 -t'2+3<'4) (a+b) (a—b)
(Apply $126).
= (2.r2— 3a2) (x2—d2) (a+b) (a—b)
= (2.r2— 3a2) (x—a) (.r+«) (a+b) (a—b)
H. F. C. (x+a) (a—b).
R. E. Fraser, Kouchibouguac. What is the least num-
ber that can be subtracted from 60, that it may be divided
by 6£{ without remainder?
60 reduced to fourths=240
6^4 reduced to fourths=27
240-^-27=8 times and 24 fourths over=6
60 — 6=54
54—6=8 times.
Therefore 6 is the least number.
A thoughtful subscriber, desirous of severing his
connection with the Review, writes: "As I see by
the last issue of my paid-up subscription expires
with number 239. I would ask you to discontinue
sending it, as I am not teaching now. I write this
as 1 notice that you wish to he notified whether a
continuance of the paper is desired or not." Some-
times our subscribers neglect this simple act of
notification, and the result is loss and confusion.
Dandelions dressed in gold,
Give out echoes clear and loud,
I o the oriole's story, told
With gay poise and gesture proud.
— Lucy Larcotn
308
THE EDUCATIONAL REVIEW.
The Last Poem of Dr. Drummond.
Dr. Drummond's last public appearance in Montreal
was at the annual dinner of St. Patrick's Society of Mon-
treal, held at the Windsor Hotel, on the evening of Mon-
day, March 18th. The well-known writer was received
with great applause on that occasion, and told his audience
a number of good stories, and finished by reading a poem
which he had composed for St. Patrick's Day, and which
was very warmly received. The poem is as follows :
We're Irish Yet.
What means this gathering to-night,
What spirit moves along
The crowded hall, and touching light
Each heart among the throng
Awakes as though a trumpet blast
Had sounded in their ears
The recollections of the past,
The memories of the years?
O 'tis the spirit of the west,
The spirit of the Celt,
The breed that spurned the alien breast,
And every wrong has felt —
And still tho' far from fatherland,
We never can forget
To tell ourselves with heart and hand,
We're Irish yet! We're Irish yet!
And they, outside the Clan of Conn,
Would understand, but fail,
The mystic music played upon
The heart-strings of the Gael —
His ear, and his alone can tell
The soul that lies within,
The music which he knows so well,
The voice of Kith and Kin.
He hears the tales of old, old days,
Of battle fierce by ford and hill,
Of ancient Senachie's martial lays,
And race unconquered still —
It challenges with mother's pride
And dares him to forget
That tho' he cross the ocean wide,
He's Irish yet! He's Irish yet!
His eye may never see the blue
Of Ireland's April sky,
His ear may never listen to
The song of lark on high,
But deep within bis Irish heart
Are cloisters, dark and dim,
No human hand can wrench apart,
And the lark still sings for him.
We've bowed beneath the chastening rod,
We've had our griefs and pains.
But with them all, we still thank God,
The Blood is in our veins :
The ancient blood that knows no fear,
The Stamp is on us set.
And so however foes may jeer,
We're Irish yet! We're Irish yet!
Nature Quotations for May.
Arranged by Annetta F. Armes in "Popular Educator."
Onward and nearer rides the sun of May;
And wide around, the marriage of the plants
Is sweetly solemnized.
— Ralph Waldo Emerson.
The voice of one who goes before to make
The paths of June more beautiful, is thine.
— Helen Hunt Jackson.
Hebe's here, May is here!
The air is fresh and sunny;
And the miser bees aTe busy
Hoarding golden homey.
—T. B. Aldrich.
Now the bright morning star, day's harbinger,
Comes dancing from the east and leads with her
The flowery May, who from her green lap throws
The yellow cowslip, and the pale primrose.
— Milton.
And hark ! how bright the throstle sings !
He, too, is no mean teacher.
Come forth into the light of things
Let Nature be your teacher.
— Wordsworth.
Among the changing months, May stands contest
The sweetest, and in fairest colors dressed.
— Thomson.
Spring's last born darling, clear-eyed, sweet,
Pauses a moment, with white twinkling feet,
And golden locks in breezy play,
Half teasing and half tender, to repeat
Her song of May.
— Susan Coolidge.
The scarlet maple keys betray
What potent blood hath modest May.
— Ralph Waldo Emerson.
All day in the green, sunny orchard,
When May was a marvel of bloom,
I followed the busy bee-lovers
Down paths that were sweet with perfume.
— M. E. Songster.
The robins sang in the orchard, the buds into blossoms
grew,
Little of human sorrow the buds and the robins knew!
— /. G. Whitti.r
And hark! and hark! the woodland rings;
There thrilled the thrush's soul ;
And look! that flash of flamy wings —
The fire-plumed oriole.
—O. W. Holmes.
And every little bird upon the tree,
Ruffling his plumage bright, for ecstacy,
Sang in the wild insanity of glee.
— Phoebe Cary.
And the swaying yellow bird,
Trilling, thrills each hollow stem,
Until every root is stirred,
Under their dropped diadem.
— Lucy Larcom.
THE EDUCATIONAL REVIEW.
309
Canada Forever.
When our fathers crossed the ocean
In the glorious days gone by,
They breathed their deep emotion
In many a tear and sigh—
Tho' a brighter lay before them
Than the old old land that bore them,
And all the wide world knows now
That land was Canada.
So line up and try us,
Whoever would deny us
The freedom of our birthright, •
And they'll find us like a wall—
For we are Canadian— Canadian forever,
Canadian forever — Canadian over all.
Our fathers came to win us
This land beyond recall —
And the same blood flows within us
Of Briton, Celt, and Gaul-
Keep alive each glowing ember
Of our Sineland, but remember
Our country is Canada
Whatever may befall.
So line up and try, etc.
Who can blame them, who can blame us
If we tell ourselves with pride
How a thousand years to tame us
The foe has often tried —
And should e'er the Empire need us,
She'll require no chains to lead us,
For we are Empire's children —
But Canadian over all.
Then line up and try us, etc.
— William Henry Drummond.
Echoes From a Boy's Garden.
Louise Ki.kin Milt.fr in N. Y. School Journal.
(Concluded.!
A few weeks later :
"Can you tell me what is the matter with my
squash vine?" said Carl, coming with a large, bril-
liant orange blossom in his hand. "1 have hoed it,
put some commercial fertilizer around it, and picked
off every -squash bug I could find, and only a few of
the blossoms have squashes on them."
"That is a very natural question to ask. Who
planted cucumbers ?"
"I did," answered Hugo.
"Will you please %(> to your garden and see if
you can find any difference in your cucumber blos-
soms. James, examine your pumpkin vims."
In a short time the boys returned with the differ-
ent kinds of flowers, much to the gardeners
astonishment.
"Robert, you may bring me. the small cornstalk
from your garden. We will examine the squash,
cucumber and pumpkin blossoms first. Joe, put
your finger in the blossom which has no squash.
" It is covered with yellow dust," exclaimed foe.
" Can you, find yellow dust in the other flower? "
I asked, watching him make, the trial.
" No," he responded, " the inside of the (lower
is a different shape and it is sticky."
" Shake the yellow dust or pollen into that flower.
What happens ? "
" It sticks fast. What is that for ? " opening his
eyes in astonishment.
" The flower that bears the yellow dust is called
the staminate flower. These little things that hold
the pollen are the stamens. The other is the pistil-
late flower, and has the parts that will develop into
seeds. We will cut through the flower 'that has
the squash.' "
" Look at the little seeds ! " cried Henry.
" Oh, they're not seeds," said Mike. " Would
you like to plant them? No use. They wouldn't
grow. They are not ripe."
" You are quite right. They are not seeds, but
ovules which will develop into seeds. Do you see
that bee coming from that flower with his legs and
body covered with pollen? Watch him."
" I wonder if he will find a flower with a squash
Yes, there he goes," said Fred.
" Let us go and watch him," said Robert, much
excited. " Don't frighten him away. He seems to
know just where to find the honey. See how he
crawls over the sticky surface ! "
" Off he goes ! " said .Mike.
"Ah, there it is — the yellow dust he dropped!"
exclaimed Dick.
" All that was very simple, but now the wonder
begins."
"What is that?" inquired James, with eager,
listening eyes.
"When a pollen grain drops on the stigma of
tlie pistil, as the sticky surface is called, it begins to
germinate, or grow, and send down a pollen tube
to one of the little ovules which you sec, giving it
me help it needs to make it develop into a perfect
seed. A little plantlet is formed in each seed, and.
while the seed ripen, these parts begin to thicken to
form a protection for the growing seeds. Hand me
some beans. Alike, please. Each of you take one
and carefully remove the seed coat and examine the
inside."
"Just look at the little plantlet!" said Fred.
"Isn't it wonderful?" said Henry, seriously.
Does each ovule need the help of a pollen grain
to make it a seed ? "
310
THE EDUCATIONAL REVIEW.
" Yes, think of all the seeds that will be found in
the garden this summer. All flowers are not alike.
Each has its own secret, which is worth finding out."
" I suppose there is something interesting about
this cornstalk," said Carl, looking at it.
" Who can find the pollen ? " I asked, shaking the
stalk.
" I know," exclaimed Dick ; " in the tassel at the
top."
" The ovules are all covered with these husks.
How do they get the help from the pollen ? " A
queer expression was on the face of the boys.
" Let us remove the husks and "
" Look at the silk ! " interrupted Robert. " Why,
each grain has a piece of silk. Oh, I know ; the
silk grows out beyond the husk and the pollen grain
drops on the end of the silk," which was very good
reasoning for Robert.
" But what a long pollen tube would have to grow
to get down to some of the ovules," said Henry.
"Do you see any ovules that have not developed ?"
I asked, holding the ear up to view.
" Just look at the little grains around the top of
the ear," said Carl, amused. " The silk was so short
it could not get out of the husk, and did not get the
pollen. Well, that is interesting."
" All go to your gardens and examine the flowers
and pods of your peas and beans, and see if they
have anything to tell you.
" You did good work while I was away, boys.
The gardens look very well. They show who are
the good workers."
" We have had such a good time and learned so
many things," said Henry.
"Did you have any trouble with insects?" I in-
quired.
" Insects ! " he exclaimed. " I should think so.
We made a collection of the different ones we
found — fifty-three."
" Which gave you most trouble ? "
" Potato bugs, but we put ' bug death ' on the
vines and that finished them," he said, with great
satisfaction.
" We find, if you want to destroy insects, you
must know something of the way in which they
take their food," said Joe, repeating some informa-
tion lie had recently acquired.
"What do you mean?" I inquired.
" \\ ell, a potato bug has biting mouth parts and
eats the leaves. If you put poison on the leaves
they eat it, too, and that kills them."
"Hut," continued James, "a squash bug is differ-
ent. He has a little sucking tube he puts into the
leaf and sucks the sap, and would not get the poison.
He has to be -killed in another way."
" Are you interested in insects, John ?" observing
him listening to our conversation.
" Very much, and we have found so many differ-
ent kinds. The lovely ground beetles, we were told,
are predaceous, because they destroy wire worms
and many bugs."
" Will you please look at my beets and carrots ? "
said Fred, from a distant garden. " I think they
are fine ! "
"What do you think of my squashes?" asked
Henry, with pride.
" What have you done with all the vegetables you
have raised?" I inquired, with interest.
" Ate some, sold some, gave some away, and these
good things we are going to take to the fair," said
Joe.
" I should like a list of the flowers and vegetables
you raised, and one of the insects you found."
" Are we to have an exhibit at the fair ? " inquired
Dick.
" Yes, some special prizes are to be given for the
products of the Boys' Garden. That will end the
work for the year. Do any of you want a garden
next year ? "
" Yes, indeed ! " " We all do." " May I have my
same garden ? " " About twenty more boys want
gardens," was the hearty response.
CURRENT EVENTS.
The new Province of Superior is as yet only a suggestion.
It is not very probable that it will ever be more; but it
expresses a wish of some of the residents of the northern
part of Ontario to have that great province divided, setting
off as a separate province the present districts of Nipissing,
Algoma, Thunder Bay and Rainy River. This aiea, now
often called New Ontario, has a population of about
125,000, and comprises about three-fourths of the area of
the present Province of Ontario.
Next year will bring the three-hundredth annivensary of
the founding of Quebec; but the executive committee of
the proposed tercentenary celebration have decided to post-
pone it to July, 1909, to give more time for the necessary
preparation.
In the new battleship Aki, recently launched in Japan,
the Japanese have the greatest battleship in the world,
exceeding the British ship Dreadnought by IJOO tons.
Commander Peary will make another attempt this year
to reach the North Pole. His crew will consist entirely of
young Newfoundland fishermen who are members of the
colonial naval reserve.
THE EDUCATIONAL REVIEW.
311
Beginning next year, a new direct line of steamers will
run from Vancouver to Great Britain by way of New
Zealand and Australia. This will divert to Vancouver
much traffic that has formerly passed through San Fran-
cisco.
The Department of the Interior has issued a new atlas
of Canada which is said to be the most complete publi-
cation of its kind ever produced in any country. Only one
other country has issued an atlas giving such a diversity
of information, and that country is Finland. This may be
surprising information to many of us, who are inclined to
think of Finland as many think of Canada, only as a
country of ice and snow. Equally surprising will be the
news that Finland is the first country in the world in
which women have been elected to seats in the national
legislature. There are nineteen women in the Finnish
Diet
One-fourth of the people of British East Africa depends
upon the cotton crop for their living. ,Not only will
British possessions in Africa soon supply all the cotton
needed in the mother country, but will supply it at a price,
it is hoped, that may enable British manufacturers to sup-
ply the American market.
The Wakamba, a Bantu tribe of Uganda, are the most
highly civilized black race in Africa. When first visited
by white men, they had a decimal system of calculation
and understood the working of iron.
Potasimite is a new explosive in use in Mexico. It is
pronounced safer, cheaper and more powerful than dyna-
mite ; and, still more important for mining operations, it
produces no noxious gas.
The supposition that the gold of Ophir, with which
Solomon enriched the temple in Jerusalem^ came from
Mashonaland, in South Africa, is discredited by late
investigators. The distance is said to be far too great ;
and the architectural ornaments found in the abandoned
gold mines are too crude to have been made by the work-
men of King Solomon.
The new railway recently opened for traffic across the
Isthmus of Tehuantepec reduces the distance from New
York to Honolulu to five thousand seven hundred miles —
nearly a thousand miles less than by way of Panama.
The Russians and the Japanese have completed the
evacuation of Manchuria, and the vast region is again
under the government of China. The policing of the
country and the repression of the Chinese bandits have
been turned over to Chinese troops.
In calling the second Hague Conference, the Russian
government has proposed the following subjects for dis-
cussion : The settlement of international disputes by an
international court ; the laws and customs of warfare on
land, especially as to the opening of hostilities and the
rights of neutrals; the laws and customs of maritime war-
fare, and the adaptation to maritime warfare of the prin-
ciples of the Geneva Convention of 1864.
It is remarkable that at the colonial conference in Lon-
don both Canada, the premier* colony of the Empire, and
the Transvaal, the youngest colony, are represented by
men belonging to races formerly not owing allegiance t<>
the British Crown. Roth Sir Wilfrid Laurier and General
Botha have been enthusiastically received. The former,
though British born, as we all know is of French-Canadian
descent; the latter, born in the British colony of Natal, is
of Dutch and French Huguenot origin. Sir Wilfrid
represents six million Canadians; Alfred Deakin, premier
of the Australian Commonwealth, represents our four mil-
lion fellow subjects in Australia; Dr. Jameson, two and a
half million in Cape Colony; Gen. Eouis Botha, more than
half that number in Transvaal ; Premier Moor, over a
million in Natal, and Sir Joseph Ward nearly as many in
New Zealand; while Sir Robert Bond represents about a
quarter of a million inhabitants of the ancient colony of
Newfoundland. The message which Gen. Botha brings
from the Transvaal is that the new colony wishes to
strengthen the bonds of co-operation and love and unity
of the Empire; and Dr. Jameson expressed the hope that
the next conference would see all South Africa ranged
with the Dominion and the Commonwealth, and represent-
ed by one federal minister. A practical outcome of the
conference is the creation of a general staff to take com-
mand of all the military forces of the Empire.
On the 26th of April, three hundred years ago, three
small vessels cast anchor on the coast of Virginia, bring-
ing the few persons who later founded Jamestown and
established there the first permanent English settlement on
this continent. On the same date this year, the fleets of
the leading nations of Europe were anchored near the spot,
to celebrate the tercentenary anniversary of that event, as
the guests of the great American nation that has sprung
from that beginning. The British squadron is the most
powerful of the visiting fleets. After taking part in the
opening ceremonies of the Jamestown exhibition, it will
visit Quebec, where it will arrive on the 12th of June and
remain until the 24th.
King Edward's visit to Spain is said to mark the con-
clusion of an agreement between the two nations by which
British ships shall have the use of Spanish ports, and
British squadrons guarantee the security of Spanish coasts.
It is understood that an arrangement has been made
between Great Britain and Canada whereby British news-
papers and periodicals will come to Canada at greatly
reduced postal rates.
The custom of flying the national flag over school build-
ings is one that we have learned from our New England
neighbors. The provincial board of education is to urge
upon trustees the desirability of flying the Canadian flag
over every school building in New Brunswick. If the
school district can not afford to buy a flag, the board of
education will assist.
An amusing and rather significant incident in connection
with the recent little war in Central America was that a
party of United States marines compelled the leader of an
insurgent band to apologize for an insult to the British
flag.
SCHOOL AND COLLEGE.
Walter W. White, M. D., has been appointed a member
of the Senate of the University of New Brunswick, in
room of Hon. L. J. Tweedie, resigned.
At a meeting of the Board of Education in Fredericton,
on April 13th, the sub-committee appointed to investigate
the cost of text books for schools, composed of Dr. Inch,
Chancellor Jones, and Solicitor-General Jones, submitted a
report, in which they recommended that text hooks be sup-
312
THE EDUCATIONAL REVIEW.
plied to pupils free of charge. Consideration of the report
was deferred until a future meeting.
Fredericton is to have a new normal school building,
as the present quarters are overcrowded. The new build-
ing will be three stories high, and will be fitted with all
modern improvements, with facilities for manual training,
domestic science, and nature study. Provision will be
made in the grounds, which are to be enlarged, for school
gardens.
On May 3rd, Dr. Inch will sail for England, and on the
24th will attend an educational conference, which will be
held in London under the auspices of the League of the
Empire. The leading spirit in the league is Lord Meath,
and its purpose is announced to be the closer union of all
countries subject to King Edward. The League of the
Empire is best known in this country by its work in pro-
moting correspondence among school children of widely
separated British colonies. There are many schools in this
city and province, the scholars of which are writing to the
children of far-away Australia or South Africa. In a
recent annual report, Dr. Inch said : "The League of the
Empire is an association of prominent statesmen and edu-
cationists who are aiming to bring into closer relation all
schools, colleges and universities of the British Empire for
purposes of co-operation and mutual benefit. The presi-
dent of the league is Canada's high commissioner, the
Right Hon. Lord Strathcona and Mount Royal, G. C. M.
G. Its vice-presidents and members represent every part
of the empire." Besides its correspondence branch, which
numbers many thousands among its members, the league
employs a large staff of practical lecturers, who give
lectures on the colonies in schools and public halls through-
out England. Exhibitions representing the schools of the
empire have been held in the Crystal Palace at which all
kinds of school work are shown. Time tables and photo-
graphs, presented by the colonies, are on exhibition in the
league's headquarters, Caxton Hall, Westminster. During
his stay in England, Dr. Inch will visit different classes of
schools with a view of acquiring ideas to be applied in his
work here. He will in a measure return the visit of the
English school teachers who visited New Brunswick
schools in December.
McGill University, and through her the whole Dominion,
have suffered heavy and irreparable losses by fire during
the last month. Within two weeks fnom the occurrence of
the fire which destroyed the fine science buildings, the
medical building of the University was burned. In both
cases, much has been destroyed that can never be replaced,
and while the money loss in the destruction of the build-
ings themselves is very severe, it is comparatively nothing
beside the loss of the museum. The collections contained
many priceless specimens, which have been collected dur-
ing three-quarters of a century. Also, Dr. Sheppard's
anatomical collection, which was famous throughout
America, and represented a life time's work, was entirely
destroyed. It is a matter for congratulation that the
magnificent medical library escaped the flames.
RECENT BOOKS.
Psychology and Philosophy in Wellesley College (price
$2.50 net). Also an "Elementary English Composition,"
by T. F. Huntingdon, a book that will certainly hold its
own by its many excellences, among the many good text-
books on this subject. We are glad to notice that a good
deal of space is given to oral composition, and especially
that the importance of practice in pronunciation is insisted
upon (price 60 cents net.)
Ginn & Co. are well known for their co-operation in the
movement for the better teaching of English. Their
attractive editions of English classics are a great aid to the
teacher. We haVe received from them copies of Scott's
"Quentin Durward," (504 pages, mailing price 60 cents),
and Goldsmith's "Deserted Village," (pp. 32, mailing price
30 cents), both issued in their "Standard English Classics"
series. Hudson's edition of Shakespeare's plays is too well
known to need comment here, but Ginn & Co. are now
bringing out a new and revised Hudson's Shakespeare for
school use. "As you Like It," and "The Merchant of
Venice," have already appeared. The introductory matter
is valuable and not too diffuse, and the chronological
chart is a useful addition. The notes are good and have
the advantage of appearing at the foot of the page. We
can heartily recommend these little volumes. (Mailing
price 55 cents.)
The same publishers send us two laboratory guides, one
on zoology, to accompany Linville & Kelly's "Text-book in
General Zoology," and the other "Exercises in Chemistry,"
by McPhcrson and Henderson, to accompany their
"Elementary Study of Chemistry;" (mailing price 45 cents
each). The former hand-book would be useful to the
younger members of our Natural History Societies, and
to the teachers whose nature study lessons include forms
of animal life.
Messrs. Geo. Philip & Son, London, publish "A Junior
Course of Comparative Geography," to be used with their
"Progressive Atlas." The very full sets of questions and
exercises and the use of plates and pictures, are noticeable
features of this attractive volume (price 2S. 6d.)
Messrs. Geo. Philip & Son, 32 Fleet Street, London,
E. C, publish a handy volume Atlas of the World, price
3s. 6d., with very plain maps and much valuable statistical
matter carefully revised to date.
RECENT MAGAZINES.
From the Macmillan Company of Canada, we have re-
ceived: "The Persistent Problems of Philosophy," an
•luced t<> metaphysics through the study of modern
systems, by Mary Whiton Calkins, Professor of
The Delineator for May sets a great variety of reading
before its subscribers, as well as the usual number of pages
devoted to fashions and household matters. Two delight-
ful serials are running in this magazine. "The Chauffeur
and The Chaperon," and "Fraulein Schmidt and Mr.
Anstruther," a story which quite sustains the reputation
of the author of "Elizabeth and Her German Garden."
The Living Age can be relied upon to furnish interest-
ing reading on the affairs of foreign nations, and on topics
of the day. For instance, the issue for April 6th contains
an article on "The Second Duma" and one on the situa-
tion in Germany, while that for April 13th has a most
readable and informing paper on "The State Children of
Hungary," and one by Lord Dunraven on the "Reform of
the House of Lords."
The University Magazine, published by the Macmillan
Co., is a continuation of the McGill University Magazine;
THE EDUCATIONAL REVIEW.
313
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314
THE EDUCATIONAL REVIEW.
W rkii/ KM ^» r^ c- i DOMINION OF CANADA, Showing New Provinces of Alberta and Saskatchewan.
[lCW [VlaPS ' BRITISH EMPIRE, by Sir Howard Vincent.
WORLD IN HEMISPHERES. Shows all New Changes.
Write for Special Prices.
BriaTey Kindergarten Material.
Send for Sptclal
Catalogue.
Send 15 cents for small box 12 assorted Dust less Colored Crayons, postpaid.
Headquarters for everything in School Furnishings, including Hylo Plate Blackboards.
The STEINBERGER HENDRY CO., 37 Richmond st, we.t, Toronto, ont
School of Science for Atlantic Provinces of Canada.
21ST SESSION, JULY 2ND TO 19TH, 1907.
HT RIVERSIDE, NEW BRUNSMICK-
Courses in Physical and Biological Sciences, English, Drawing, Cardboard Work
and Photography.
Excursions to Many Points of Interest. Tuition for all Courses only $2.50
For Calendar containing full information, apply to
J. D. SEAMAN, Charlottetown, P. E. I.
its main purpose is avowed to be that of expressing an
educated opinion upon questions immediately concerning
Canada. Accordingly, we find in the February issue, an
interesting paper entitled "What will the West do with
Canada," and an article on Canadian Art and Artists. All
the papers are of a high order of literary merit, and the
whole appearance and tone of the magazine are admirable.
Educational Department New Brunswick.
OFFICIAL NOTICES.
Examinations for Superior School License will be held
both at the June and July examinations.
For further details in regard to the Departmental Ex-
aminations, see School Manual, Regulations 31, 32, 45 and
46.
Close of Term.
The number of Teaching Days in present Term is 121,
except in the City of Saint John, where the number is 120.
The last teaching day of the Term is Friday, June 28th.
The First Teaching Day of next Term will be Monday,
August 12th, except in Districts having eight weeks' sum-
mer vacation, in which Districts the schools will open
August 26th.
Department Examinations, 1907.
(a) The High School Entrance Examinations will be-
gin at all Grammar and Superior Schools on Monday, June
17th.
At these examinations the Lieutenant-Governor's Medals
are to be competed for, in accordance with instructions
issued from the Education Office.
(b) The Normal School Closing Examinations for
License will be held at the Normal School, Fredericton,
and at the Grammar School buildings, Chatham and St.
John, beginning on Tuesday, June nth, at nine o'clock,
a. m.
(c) The Normal School Entrance Examinations and
Preliminary Examinations for Advance of Class, the High
School Leaving Examinations and the University Matricu-
lation Examinations will be held at the usual stations
throughout the Province, beginning at nine o'clock, va. m.,
on Tuesday, July 2nd.
r7o: ': 53 69
English Literature For High Schools, 1907-8.
Grade IX. Selections from Reader No. V, and Scott's
Lady of the Lake.
Grade X. Macaulay's Lays of Ancient Rome.
Hawthorne's Tanglewood Tales, Part I, Scott's Ivanhoe
for Supplementary Reading.
Grade XL Shakespeare's Henry V. Milton's Lycidas,
II Penseroso and L'Allegro. Dickens' Tale of Two Cities
for Supplementary Reading and Essay Work.
The Literature for Grade XI will be used in examina-
tions for Candidates for First Class, Matriculation and
Leaving Examinations in 1908.
J. R. Inch,
Chief Superintendent of Education.
Education Office,
April 25th, 1907.
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