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-OF   THE-
Printed hy Richard Wolfenden, I.S.O., V.D., Printer to the King's Most Excellent Majesty.
1904.  3 Ed. 7 Public Schools Repokt. C 3
To His Honour the Honourable Sir Henri Gustave Joly de Lotbiniere, K.C.M.6.,
Lieutenant-Governor of the Province of British Columbia.
May it please Your Honour :
I beg herewith respectfully to present the Thirty-second Annual Report on the Public
Schools of the Province
Minister of Education.
December, 190S.  3 Ed. 7 Public Schools Report. C 5
Public Schools Report.
C 7
Education Office,
Victoria, B.C., December, 1903.
To the Honourable Richard McBride,
Premier and Minister of Education.
Sir,—I beg to submit, for the information of His Honour the Lieutenant-Governor, my
Annual Report of the Public Schools of British Columbia for the school-year ending June
30th, 1903.
By reference to the Statistical Returns, Table A, it will be found that the total number
of pupils enrolled during the year was 24,499, an increase for the year of 596. The average
daily attendance was 16,627.01, an increase of 819.11. The average actual daily attendance
was 16,357.43, an increase of 793.18. The grand total days' attendance made by all the
pupils enrolled was 3,260,975, an increase for the year of 249,539.
Of the total number of pupils (856) enrolled in the High Schools, 316 were boys and 540
were girls. The total enrolment in these schools shows an increase of 72 for the year. High
Schools were maintained in Cumberland, Nanaimo, Nelson, New Westminster, Rossland,
Vancouver, Vernon and Victoria.
The number of divisions, the total enrolment, the total actual daily attendance, and the
percentage of regular attendance in each High School are shown in the following table :—
High Schools.
No. of
of Regular
New Westminster    	
* Is affiliated to McGill University, in so far as regards the work of the first and second years in Arts,
t Is affiliated to McGill University, in so far as regards the work of the first year in Arts. G 8 Public Schools Report. 1903
The reports of the principals of the several High Schools follow :—
.    "Cumberland, B. C, October 7th, 1903.
"Alexander Robinson, Esq.,
" Superintendent of Education.
" Sir,—I beg herewith to submit the first annual report of the Cumberland High School.
"The school opened on September 2nd, 1902, and although conditions have been less
favourable for a good attendance than we expected, the total enrolment for the year was 26,
and the average actual attendance about 16. As the strike here is now settled we expect to
have a larger attendance next year.
" While I think that the first year's examination can hardly be considered a real test of
the work of the High School, the fact that one pupil passed the Intermediate Grade examination, one the Junior and one secured a third class teacher's certificate, would go to show, at
least, that an opportunity for doing good work has been afforded in each department.
"The equipment is in most respects very satisfactory indeed. We have a commodious
class-room, a good microscope and a supply of chemical apparatus, etc., which is adequate for
our present requirements. We have already secured an Encyclopedia Britannica and an
Encyclopedic Dictionary, and hope in the near future to have a valuable reference library in
connection with our High School. The hearty co-operation of trustees, parents and all others
concerned in our work has been most encouraging.
" I have, etc.,
" B. R. Simpson,
" Principal."
"Nanaimo, B. C, November llth, 1903.
"Alexander Robinson, Esq.,
" Superintendent of Education.
" Sir,—I beg to submit my report of the Nanaimo High School for the year ending June
30th, 1903.
" The success that has rewarded the efforts of teachers and pupils has been fairly gratifying.
Our pupils are placed at a great disadvantage, as they cannot receive the attention necessary
to make them keep up an interest in the different subjects. The present curriculum, while it
is superior, in my opinion, to the former, requires more teachers for each school, in order to
make it effective; and until there are four teachers in a High School, one for each group of
subjects, little can be done beyond the intermediate division ; and with an intermediate class
the work becomes too much for two teachers, unless, indeed, the younger pupils are sadly
neglected, and every teacher is aware that the junior classes require the most attention.
"I have, etc.,
"Walter Hunter,
; Nelson, 12th October, 1903.
" Alexander Robinson, Esq.,
" Superintendent of Education.
" Dear Sir,—I beg to submit the annual report of Nelson High School for the year
ending the 30th June, 1903.
" In January the increasing number of pupils and classes necessitated the appointment of
an assistant master. The Trustees, pursuing a policy already determined, advertised for a
specialist in mathematics and science, and were fortunate in securing the services of Mr. C.
McLean Fraser, M. A., of Toronto University. As Mr. Fraser could not come until Easter,
Mrs. Pearcy, of the public school staff, also a graduate of Toronto, was temporarily appointed
and rendered valuable assistance. 3 Ed. 7 Public Schools Report. C 9
" At the end of the year two pupils obtained Intermediate Certificates, four Junior Certificates, and one passed a competitive examination for entrance to the Royal Military College,
" During the year the laboratory has been enriched by gifts of metric weights and
measures, and of a collection of Canadian minerals, both from the Dominion Government,
secured through the efforts of W. A. Galliher, Esq., M. P.
"The Board of Trustees, at my request, have formed the nucleus of a school library, to
which additions have since been made, and have made convenient additions to the laboratory.
The equipment is now creditable and satisfactory.
" Efforts have been made to secure from Toronto University recognition of Provincial
Certificates, or, failing that, a local examination.
" I have no complaints to make or advice to offer. The curriculum is not ideal yet, but
changes are being made with, at least, sufficient rapidity.
" I have, etc.,
" Richard J. Clark, Principal."
New Westminster.
"New Westminster, October 27th, 1903.
"Alexander Robinson, Esq.,
" Superintendent of Education.
"Sir,—I beg to submit herewith my report of New Westminster High School for the
year ended June 30th, 1903.
" Upon the whole, the progress of the school was satisfactory. In the lower divisions the
majority of the pupils did well. There were a few, however, who evidently did not believe
education to be the greatest thing in the world, for they baffled all the attempts of their teachers
to induce them to study. This was especially noticeable in one of the mathematical classes,
where some in attendance showed a marvellous knack of remaining ignorant.
" In the highest division, on account of the small number of pupils, the teacher was able
to compel every one to study. At the beginning of the year the juniors were scarcely qualified
to undertake the work; but by regular attendance, unremitting attention and vigorous
application, all who presented themselves for examination—with the exception of one who
failed in Latin and Geometry—passed the final test on the university papers.
" You may have seen by the returns already sent that 23 pupils were enrolled in the
senior division during the year. Since their enrolment 16 of this number have become junior
and 5 senior matriculants of Dalhousie and the University of Toronto.
" The Royal City High School has a peculiar advantage over some of the more pretentious
institutions of learning in the Province; for without being bound by any ties of affiliation, it
has the powers and privileges of an affiliated college, and so it is able to give its students
second, as well as first, year university standing. At present there are seven undergraduates
in attendance, who are doing the work of these years.
" I am pleased to be able to say that in deportment the pupils were better than those of
the preceding year. This is a hopeful sign, for moral is generally associated with intellectual
" I have, etc.,
"H. M. Stramberg, Principal."
"Rossland, B. C, Sept. 12th, 1903.
"Alex. Robinson, Esq.,
"Supt. of Education.
" Dear Sir,—I have much pleasure in forwarding to you a brief report of work done in
the Rossland High School during the year 1902-03.
"Since this school has been established, scarcely two years, all the students as yet have
been at work in the Junior Grade. Five pupils, who began when the school was first opened,
presented themselves for examination this summer, and all gained the reward of patience and C 10 Public Schools Report. 1903
perseverance by passing successfully, one boy standing highest in this grade in the Province.
Many of the others, who have entered since, are looking forward hopefully to the next
" Several excellent maps of different sections of British Columbia have been obtained and
mounted very conveniently on card board, and a very fine collection of mineral specimens,
procured from the Department of Mines at Ottawa, has been placed in the school for the
benefit of the pupils.
" The greatest drawback has been the fluctuation in the attendance, apparently unavoidable during the unsettled conditions of mining affairs in Rossland. It is hoped that this will
disappear in future.
" I must express my pleasure at the kindness shown to me and the unfailing interest
taken in the success of the school by the trustees.
" I have, etc.,
"H. A. McTaggart,
"Vancouver, B. C, October 17th, 1903.   '
" Alexander Robinson, Esq.,
" Superintendent of Education.
" Sir,—I beg to submit my report of the Vancouver High School and College for the
academic year 1902-3.
" The statistical returns, which appear in Part II. of the Public Schools Report, will show
that the grand total enrolment for the institution is 321, a gain of 9 over that of the preceding-
year, in spite of an unusually small entrance class at Christmas, and indicative thus of fairly
satisfactory numerical growth.
" A comparative analysis of the pass lists for the two years gives further assurance of
growth in the number of candidates presenting themselves at the Junior Departmental and the
University Examinations ; and it shows, withal, a better average of successful candidates at
these examinations. There have passed this year 43 out of 76 in the Junior, 38 out of 46 in
the Matriculation, and 7 out of 11 in the First Year University Examinations, as against 30
out of 41, 15 out of 32, and 8 out of 11, respectively, for the preceding year, making a total
of 133 candidates and an average of 66 per cent, of passes, as against one of 84 and of 63 per
cent., respectively. To this there should be added that in Second Year University work (a
new feature) 4 out of 6 candidates have passed the prescribed examination.
" The increased percentage of passes, it will be seen, is due, however, to the showing made
by the Matriculation Division. Nor is this the only claim of that Division to special mention,
for in the June list of McGill Matriculants its general standing is high, and in the open
competition for seven exhibitions awarded by the University on the result of the Matriculation Examination it furnishes four of the candidates who qualify for nomination.
" Now this success may be attributed in no inconsiderable degree to the good grounding
and to the proper sifting of candidates provided for by a sound previous curriculum and by a
searching examination for promotion. Within the limits of its range of subjects at least, few
that have stood the test of the Junior Departmental Examination are found unequal to the
demands of subsequent study and examinations. It may be accepted unhesitatingly, I would
add, in lieu of the examination set by the universities for Preliminary Matriculation, results
in the case of 50 students of this institution who at the end of the year took both examinations almost simultaneously, showing 28 passes and 6 failures, common to both, but, of failures
in the one only, 11 in the Junior, as against 5 in the Preliminary. It undoubtedly provides
for a solid and liberal non-professional qualification for the third class teacher. It assures the
elements of a satisfactory general education for the ordinary student who may not proceed
beyond this stage.    In the main, too, it meets the needs of most that do proceed farther.
"In a certain direction, however, its range might be extended to the advantage of a
certain minority of students. It fails to make provision for preliminary training in modern
languages and in Greek, which are fundamental subjects for those who have a definitely
scholastic career in view. Doubtless, some attempt at such training may be made in the first
two years of the course ; but it is felt to be at the expense of the curriculum proper, and so 3 Ed. 7 Public Schools Report. C 11
is of no great efficacy. Yet, nowhere, probably, does time ' tell' as it does in the study of
languages ; and nowhere is good grounding more essential. The single year of special preparation for marticulation is certainly too short a period for that unless a fair knowledge of the
elements has been gained previously. Therefore, in the Junior Grade and at the Junior
examination such students might fairly be allowed to substitute the elements of one of these
languages for some one of the less purely scholastic subjects, say physiology. Thus would
existing disabilities be removed, to the obvious strengthening of all-round scholarship.
" The case for languages in general must rest here ; but in view of its recent rehabilitation
as a subject of study and of the conditions which have brought this about, a special word for
Greek should be added. Unstudied in this institution from 1900 to 1902, and with but three
students taking it a year ago, the announcement of a qualifying examination for eligibility to
nomination as Rhodes scholars in which, following the Oxford tradition, Greek should share
with Latin the paramount place, led to the establishment at Easter of a class for beginners in
Greek, recruited in part from Undergraduates but mainly from Juniors; and there are now
taking it three as a first year University subject; two as special students, and 13 prospective
matriculants. The most ambitious and hardworking of our students, these may be expected
to pass, and with distinction, in some cases; but it will be difficult, if not impossible, for them
to acquire the accuracy and the readiness which come of long and full preliminary training,
and which the true scholar as distinguished from the mere pass man must possess. The
revived interest in Greek, then, its equality with Latin on the Oxford curriculum, its difficulty
and its intrinsic value alike emphasise its claim to earlier and fuller study.
" In the meantime the work of the new academic year must simply duplicate that of the
year just ended. For the first term at least the same staff of ten will suffice, as the enrolment
at date is only 6 per cent, in excess of that of a year ago, though a more substanital gain is
anticipated at Christmas. The size of the classes remains practically unchanged except for that
of the first year University, which is about half as large again.
" We are still in the old building, but have an additional class-room fitted up. The contract
has been let, however, for a new High School building of imposing appearance, and of adequate
capacity and equipment It will be built of stone, and will contain 18 class-rooms, besides an
assembly hall, a library, laboratories, and the usual waiting-rooms, etc. The site is a well-
chosen one on Fairview, and the grounds are in keeping with the size of the building. They
cover an area of nearly seven acres, and a plot of 500 feet by 300 has already been graded for
athletic purposes.
" I have, etc.,
" J. C. Shaw, Principal."
"Vernon, B. C, Oct. 28th, 1903.
" Alexander Robinson, Esq.,
" Superintendent of Education.
" I beg to submit herewith the annual report of the Vernon High School.
" Owing to an attempt to cover full matriculation in a year and a half, the results, as
might be expected, were not satisfactory. Five candidates matriculated and twelve completed
Part I. From the proceeds of a school concert a nucleus of a library has been secured. The
new High School building is nearing completion, and with better quarters a more prosperous
year is expected.
" I have, etc.,
" C. Fulton, Principal."
"Alexander Robinson, Esq., "Victoria, B. C, October 27th, 1903.
" Superintendent of Education.
" Sir,—I have the honour to submit the following report on the condition and progress
of the Victoria High School for the year 1902-03 :—
" In my last annual report I informed you that application for affiliation with McGill
University had been made by the Board of School Trustees; and I am now happy to state C 12 Public Schools Report. 1903
that Victoria College has been admitted to affiliation as regards the first year in Arts. But,
while it is gratifying to make this statement, one cannot help regretting that affiliation with
McGill University renders it necessary that the departmental course of study in all grades
higher than the Junior be abandoned, and the University matriculation and first year work
substituted in its stead. In many respects the departmental course is preferable; but the
University offers an advantage which is absent in the departmental examinations, namely, the
privilege enjoyed by a pupil who has failed in one or two subjects only of having an opportunity
of being re-examined on the subjects in which he failed. If this privilege were granted to
candidates for Junior Grade Certificates, I feel sure that the standard of proficiency would
not suffer. It seems unnecessary, as it is discouraging, to compel a pupil to study for another
year, within the same limits, a dozen subjects in which he has been pronounced by the
Department to be proficient, because he has failed to come up to the standard in one or two
subjects quite unconnected, it may be, with the subjects in which he passed.
" The absence in this school of pupils who had matriculated in Arts rendered it necessary
for me to write to McGill to ask for recognition for British Columbia Intermediate Certificates
in lieu of matriculation. To my letter I received an answer from the Registrar informing me
that the Board of Examiners would accept these certificates pro tanto. As a general rule,
they meet with all the requirements at present, but the qualification is introduced lest the
course prescribed by the British Columbia authorities may vary materially from that prescribed
for the University matriculation examinations. I am also informed that in all probabilty the
Junior departmental examinations will be accepted as an equivalent for the preliminary
division, but with the same proviso as in the case of the other certificates, pro tanto.
" In addition to the remarks I have made above in the matter of conditioned students in
the Junior Grade, I would respectfully suggest that, in view of the short period allotted by
the course of study to the subjects of French or Greek for the intermediate and matriculation
examinations, which is one academic year, permission should be given to principals of high
schools to substitute either of these subjects as an option against some subject in the Junior
Grade curriculum which is not required in the matriculation examination.
" A movement is on foot towards establishing a commercial course in the high school,
and I trust that in my next report I shall be able to allude to its establishment as an accomplished fact. You have already informed me verbally that the Department would be willing
to examine pupils on the commercial side of the high schools and grant diplomas to successful
candidates. Such recognition of commercial education in the high schools would not only
encourage such education, but it would also put our students on terms of equality with students
of commercial colleges elsewhere, to which many of our young men are forced to repair owing
to absence of opportunity of business training in Victoria.
" The want of a good reference library is still felt by the faculty of this school. Mr.
Pineo, by his own unaided endeavour, has collected a very respectable scientific library. But,
although the high school is provided with some excellent books of general reference, much is
needed before we can be said to have even the books necessary for the efficient teaching of the
various subjects on the curriculum. Apparatus for the teaching of physics will also have to
be provided at an early date. I feel sure, however, that we shall not have to wait much
longer. The Board of School Trustees are doing all they can to render the high school
efficient, and I believe that it is their intention to place a small amount on the estimates of next
year to meet our most pressing needs in this respect.
" One of the teachers, Mr. Knapp, appointed last January, resigned his position in June,
in order that he might continue his medical studies at Dublin. He was a good teacher and a
gentleman of culture, whose assistance I regretted to lose. Mr. Knapp has been succeeded by
Mr. Andrews, an experienced teacher, who is doing excellent work. The rest of the high
school staff are so well known to you as faithful teachers that I shall only express to you my
indebtedness to them for their kindly support of me during the year under review.
" I have, etc.,
"Edward B. Paul, Principal." 3 Ed. 7
Public Schools Report.
C 13
Under the heading " Graded Schools " are included all schools having a Principal and at
least one assistant teacher. The enrolment in these schools was 16,169, an increase of 325.
Of the total number enrolled, 8,362 were boys, and 7,807 were girls. The actual daily
attendance shows the gratifying increase of 724.03 for the year.
The number of divisions, the total enrolment, the actual daily attendance and the percentage of regular attendance of each graded school will be found in the following table. The
percentage of regular attendance throughout all the graded schools of Victoria was 76.39 ; of
Vancouver, 75.50; of Nanaimo, 72.04; and of New Westminster, 71.79.
The following table gives the names of the several Graded Schools, the number of
divisions in each, the total enrolment, the actual daily attendance and the percentage of
regular attendance :—
Burnaby, West. .
Cedar Hill	
n South
Fort Steele	
Grand Eorks ....
Maple Ridge ....
Nanaimo :
Central    ....
Middle Ward
North Ward.
New Denver	
New Westminster
North Arm	
Sea Island	
Actual Daily
51 36
of Regular
64.81 C 14
Public Schools Report.
Actual Daily
of Regular
Vancouver :
Victoria :
North Ward	
South Park	
41.52 3 Ed. 7
Public Schools Report.
C 15
During 1902-03 new schools were opened at Alkali Lake,
Barnston Island, Boundary Bay,
Boundary Falls, Cortez
Island, Craigellachie, Crofton
, Dolan's
> Corners, Duhamel, Horse Creek,
Mabel Lake, Minto, Nicomen, Penticton, Silver Creek, Summerland and Vancouver, North.
The schools maintained
during the preceding year at Black Mountain, Cayoosh Creek, Lardo,
Rocky Point, Silver King Mine,  Vedder Mountain
and Whitewater, were closed.    In the
following  list  the  names  in  italics  are   " Assisted
" having the  rank  of Common
Cedar, East,
Cedar, North,
Cedar, South,
Chase River,
Alberni, New,
Gabriola, South,
Albert Canyon,
Chemainus Landing,
Galiano, South,
Aldergrove, South,
Chilliwack, East,
Alert Bay,
Alkali Lake,
Anarchist Mountain,
Gordon Head,
Grand Prairie,
Cortez Island,
Granite Siding,
Barnston Island,
Hall's Prairie,
Beaver Creek,
Crescent Island,
Haney, East,
Beaver Point,
Bella Coola,
Cultus Lake,
Harrison Hot Springs,
Bella Coola, Lower,
Harrison River,
Deep Creek,
Hatzic Lake,
Blue Springs,
Hatzic Prairie,
Boundary Bay,
Denman Island,
Boundary Falls,
Departure Bay,
Hope Station,
Bowen Island,
Dolan's Corners,
Horse Creek,
Burgoyne Bay,
Howe Sound,
Cache Creek,
Dunach, South,
Campbell Creek,
Campbell Creek, South,
Elk Lake,
Camp McKinney,
Camp Slough,
Canoe Creek,
Kensington, East,
Cape Scott,
Extension Mine, Slope No. 1,
Kettle River, C 16
Public Schools Report
Kettle River, North,
North Thompson,
North Thompson, West,
Lac la Hache,
Notch Hill,
Silver Creek,
Lac la Hache, North,
Oak Bay,
Okanagan Falls,
Langley, East,
Okanagan Landing,
Langley Prairie,
Okanagan Mission,
Okanagan, South,
Okanagan, West,
Sooke, East,
Lillooet, South,
Otter Lake,
Otter Point,
Spence's Bridge,
Oyster, North,
Spring Brook,
Lytton, North,
Stave River,
Mabel Lake,
Strawberry Vale,
Maple Bay,
Sumas, South,
Pilot Bay,
Sumas, Upper,
Mayne Island,
Port Kells,
Port Moody,
Surrey Centre,
Tappen Siding,
Thomson's Landing,
Three Forks,
Tobacco Plains,
Morris Valley,
Trout Lake,
Read Island,
Mount Lehman,
Rock Creek,
Union Bay,
Mount Sicker,
Rock Mountain,
Valdez Island,
Mud Bay,
Van Anda,
Round Prairie,
Vancouver, North,
Nanaimo Bay,
Saanich, North,
Vancouver, West,
Nanaimo, North,
Saanich, South,
Nanaimo, South,
Saanich, West,
Vesuvius, North,
Newton Road,
Saint Elmo,
Webster's Corners,
Nicola, Lower,
Salmon Arm, East,
Williams Lake,
Salmon Arm, West,
Nicomen, North,
North Bend,
Ymir. 3 Ed. 7 Public Schools Report. C 17
The total number of teachers and monitors employed was 607, an increase of 37. Of
this number 27 were employed in the High Schools, 307 in the Graded Schools, and 273 in
the Common Schools. The percentage of average daily attendance throughout the Province
was 66.76, the highest in the histor}' of our Public School system.
The expenditure for education proper during the year w
Teachers' Salaries $205,676 00
Incidental Expenses  16,740 48
Per Capita Grant to Cities  141,432 34
Grant ro High Schools  7,900 00
Education Office   7,357 57
Inspection of Schools  9,139 16
Normal School  5,549 16
Education of Deaf and Dumb  3,848 65
$397,643 46
Less Fees for Teachers' Examination  640 00
$397,003 46
The cost of construction of new school-houses, furniture, repairs, and improvements
generally to school property for the year was $76,798.83. The total cost to the Provincial
Government for all purposes of education during 1902-3 was :—
Education Proper $397,003 46
Department of Lands and Works      76,798 83
$473,802 29
In addition to this amount the incorporated cities spent the following sums over and
above the per capita grants received from the Treasury :—
Cities of the First Class.
Vancouver $ 49,498 41
Victoria      35,317 86
Cities or the Second Class.
Nanaimo   $    3,184 60
Nelson        5,883 29
New Westminster .,      10,686 27
Rossland        1,661 99
Cities op the Third Class.
Cumberland    $       608 50
Grand Forks        3,353 61
Greenwood        4,418 37
Kamloops  837 05
Kaslo        1,495 27
Phcenix  717 60
Revelstoke        9,939 71
Sandon ,  676 10
Slocan  458 50
Trail  989 45
Vernon  828 99
$130,555 57
Amount expended by Provincial Government    473,802 29
Grand Total Cost of Education $604,357 86
The grand total cost of education for the year 1901-2 was $588,567.72. 0 18 Public Schools Report. 1903
The cost to the Government of Education proper in the several Electoral Districts was :—
Alberni    $ 3,518 70
Cariboo  2,606 30
Cassiar  4,840 00
Comox  11,919 30
Cowichan  9,114 65
Esquimalt  4,431  75
Kootenay, East:
North Riding     6,035 00
South Riding  14,420 20
Kootenay, West:
Nelson Riding  9,156 66
Revelstoke Riding  9,407 30
Rossland Riding  21,031   10
Slocan Riding  8,255 85
East Riding  2,920 00
West Riding  2,212 30
Nanaimo City  14,358 28
Nanaimo, North  6,279 85
Nanaimo, South    16,605 00
New Westminster City  13,308 66
(New) Westminster District:
Chilliwack Riding  14,845  10
Delta Riding  22,319 75
Dewdney Riding  14,358 77
Richmond Riding  14,378 75
Vancouver City  48,018 14
Victoria City  33,234 50
Victoria, North  7,017 04
Victoria, South  10,190 95
East Riding  22,645 69
North Riding  13,584 40
West Riding.  10,734 93
$371,748 92
The following tables, showing the revenue from the Electoral Districts and the expenditure on account of Education proper for the fiscal years 1901-2 and 1902-3, are worthy of the
most careful consideration.    The figures are so startling that comment is unnecessary :— C 19
Showing total Revenue of the Electoral  Districts,  and  Expenditure on account of Education proper, for the fiscal years ending 30th June,  1902, and 30th June,  1903.
$7,671 45
6,867 60
New Westminster City
$62,148 43
37,918 24
$21,330 56
5,060 00
$129,144 57
18,613 60
$300,476 52
52,505 75
247,970 77
$56,626 24
4,782 47
51,843 77
Total Revenue
Electoral Districts.
$1,211,483 06
Total Expenditure for
Expenditure for Education	
$149,174 92
27,263 42
$17,389 31
9,667 35
$18,401 12
4,614 50
$14,397 94
8,375 00
$13,297 14
3,160 53
$14,200 65
11,571   12
$10,302 08
6,693 65,
$58,242 54
14,971 75
$57,260 91
10,964 25
$13,408 58
10,534 56
$72,254 21
62,839 68
$138,051  10
43,963 85
$57,704 79
2,536 00
$342,903 32
Leaving for other purposes
121,911 50
7,721 96
803 85
13,786 62
6,022 94
10,136 61
2,629 53
3,608 43
43,270 79
46,296 66
2,874 02
9,414 53
24,230 19
94,087 25
16,270 56
110,530 97
55,168 79
$868,579 74
In addition to the above expenditure, $72,594.05 is to be added for erection of school buildings, furniture and repairs.
Expenditure for Education . .
Leaving for other purposes.
$98,788 00
33,234 50
65,553 50
$29,279 63
10,190 95
19,088 68
$8,934 39
7,017 04
1,917 35
$27,352 53
4,431 75
22,920 78
$34,911 31
3,518 70
31,392 61
$13,046 93
14,358 28
* 1,311 35
$13,111 01
6,279 85
6,831 16
$51,396 36 $106,052 17
16,605 00 '.  11,919 30
34,791 36
94,132 87
$26,950 39
$82,146 27
65,902 37
16,243 90
$64,725 72
48,018 14
16,707 58
$128,063 82
46,965 02
81,098 80
$23,768 41
5,132 30
18,636 11
{126,009 79
20,455 20
105,554 59
$317,524 02
47,850 91
269,673 11
$48,244 35
2,606 30
45,638 05
$71,726 97
4,840 00
66,886 97
$1,287,828 56
171,748 92:
$916,079 64
* Expenditure over Revenue.
In addition to the above expenditure, $76,798.83 is to be added for erection of school buildings, furniture and repairs. 3 Ed. 7
Public Schools Report.
C 21
The following table shows the cost of each  pupil  on enrolment and on average  daily
ittendance during the past ten years :—
Cost of each
pupil on
Cost of each
pupil on
average daily
$13 40
14 02
14 17
13 97
14 03
14 00
13 29
13 22
15 29
16 20
$21 71
22 95
22 14
22 08
22 40
21 83
21 29
1900-01   ...            	
20 67
23 48
24 27
The gradual growth of the schools, as well as the cost of maintaining the same, is fully
shown by the record of attendance and expenditure given in the following exhibit:—
Comparative Statement of Attendance and Cost of Public Schools from
1872-73 to 1902-03.
of School
Average daily
for education
$ 37,763 77
35,287 59
34,822 28
1875 76	
44,506 11
47,129 63
43,334 01
*22,110 70
1879-80                 ....
47,006 10
46,960 69
49,268 63
50,850 63
66,655 15
71,151 52
79,527 56
88,521 08
99,902 04
108,190 59
122,984 83
136 901 73
160,627 80
190 558 33
169,050 18
189,037 25
204,930 32
220,810 38
247,756 37
268 653 46
284,909 10
312,187 17
365,492 15
397,003 46
'Half-year. C 22
Public Schools Report.
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*■     £        "3 C 24 Public Schools Report. 1903
"Victoria, B. C, June 30th, 1903.
"Alexander Robinson, Esq.,
" Superintendent of Education, Victoria, B. C.
" Sir,—I beg leave to submit the following report on the condition of the public
schools in Inspectorate No. 1 for the school-year ending 30th June, 1903.
" During the year new school buildings were erected in Beaver Creek, Pender Island,
Vesuvius North, and Minto. The architectural design of these buildings is, in every respect,
up to date, and the furniture is sufficient and suitable. The school buildings throughout the
Inspectorate are, generally speaking, in good condition and a large majority of them are kept
clean and well ventilated. Many of the school-rooms are ornamented with coloured crayon
drawings, suitable and properly selected pictures and flowers, while many of the yards contain
ornamental and other shade trees ; in others flowers are cultivated. Some of the teachers have
divided a part of the yard into plots and have given one to each of the larger pupils, who has
authority to engage help, and is held responsible for the cultivation of flowers in his particular
plot. The teacher and pupils of another school have planted, alternately, shade and fruit
trees across the two sides of the yard adjoining the public road ; while the school-house is
surrounded by rose trees and a pleasing variety of flowers, and the pupils vie with each other in
administering to the needs of the plants and flowers. I mention these matters of the decoration of school-houses and premises to show that the ssthetical side of education is receiving
attention by our teachers and pupils, and I hope trustees and other residents will lend a strong
helping hand in this direction. This is as it should be, because direct culture is provided by
beautifying the school-rooms and surroundings, as well as in drawing, singing, poetry and
object lessons; each having an influence on the happiness of the child, and indirectly on its
moral and intellectual condition.
"Children draw much of their enjoyment from externals; theirs, to a great extent, is a
sensuous, not a reflective life, and most of their pleasures, except such as are merely animal,
spring from the activity of their senses. The feeling of beauty, too, is easily excited in children ;
many things that have lost their attractions to older persons have a pleasure-giving charm to
them, because their imagination is more easily stimulated, and, therefore, sees a beauty that
has departed from maturer eyes. On such grounds as these, I claim attention from teachers
and parents for the prevention of everything that would tend to dull the appearance of the
school-room and its immediate environments.
"Two hundred and forty visits were made during the year, two visits to each school and
department, except six schools, which were in operation only one term, and one visit was made
to each of these.
" Of the teachers actively engaged in the Inspectorate, 80 had received a Normal School
training. As a body, with few exceptions, the teachers worked diligently to advance their
pupils, and to a great extent were successful. I am able to say that at the end of the year,
the schools are, generally speaking, in good standing; and, while this is true, it must be
admitted there is ample room for improvement in different directions.
" Permit me to say that the manual work has not received the attention from a large
number of teachers that its importance demands. To secure good writing, and to teach it
with interest, a right estimate of its importance must be formed as a branch of school instruction. This may be obtainad by considering first its influence on the material prosperity of
the school.
"Among the means of judging of a teacher and a school, the writing holds a prominent
place. It registers the amount of work for weeks together ; it exhibits the degree of attention
given to this part of his work by the teacher; it is an index of the nature of his discipline,
and it furnishes a test by which to ascertain his habits of neatness and accuracy.
" Parents and others thus get to look on the writing as a mirror, which faithfully reflects
the character of both teacher and school. Hence the reputation of a school often grows out
of the writing of the pupils; and it is a fact that where the reputation is high, there is 3 Ed. 7 Public Schools Report. C 25
generally no difficulty in filling its classes. It bears directly on the education of a child, by
cultivating its eye, hand and judgment; by furnishing the means of habits of neatness, carefulness and accuracy, and by suggesting ideas of beauty and taste.
" Early success in writing, and to a great extent success at all, depends on the early
mastery of the hand and pen. A knowledge of elementary forms and their combinations may
be obtained, and the eye trained to appreciate beauty of form; but until the hand is disciplined and under control of the will, success must not be expected. A word as to drawing in
our public schools. Drawing is valuable not only in a technical sense but also as a means of
culture; for, when taught through regular gradations, as is the course to be followed in the
authorised drawing books, it leads the pupil to improve the powers of self expression.
" A number of the teachers permitted the pupils to present themselves as candidates at
the High School Entrance Examination held in May and June of this year before they were
prepared for that important work. I can understand an over-zealous young teacher making a
mistake in this direction; but when teachers of long experience send up their pupils almost
completely unprepared, I am unable to understand such a course of action ; and to say the
least it is a mark of carelessness, or a want of good judgment. The result of such a course
injures the pupil, and adds neither to the standing of the teacher nor the school. A pupil
before taking the entrance examination should have a good knowledge of the work as set
forward in the junior, intermediate, and senior grades of the Public School Courses of study,
and should be able to do his work neatly, accurately and expeditiously.
" I am aware that the teacher has not the authority to prevent his pupils from taking the
examination referred to if they choose to do so; but he can advise with them and show them
the futility of attempting work which he is satisfied they are not qualified to do ; and in almost
every case they will take his advice. If, however, they still persist in taking the examination
contrary to his wishes he can exonerate himself from all blame by notifying the examiner that
they have not his permission to attend.
" Someone has said that ' The fundamental matter in the administration of a school lying
back and beneath all other questions is the teacher.' Is it not a fact that the one vital condition of a good school is a good teacher ? That wanting, system, machinery, money, are
fruitless. The school-room, apparatus, classification and supervision are important but wholly
inadequate until vitalised by a living teacher. There is nothing more glorious than a live
worker in a school-room; and teachers should remember that in order to be successful they
must themselves be learners. Their minds should grow daily and the studies that nourish
them should nourish their pupils. If there be any that think that the life of a teacher is one
which cannot give scope to high intellectual attainments they had better grapple more closely
with the material questions, which can always be seen by eyes that can see. Having so
grappled they may find, as wiser men have found before, how much there is in the teacher's
profession for him that has eyes to see and heart to understand; so the model teacher will be
a person not only experienced in one line but a person of wide vision, of general culture, of
large experience, of kind disposition, but earnest and severe in his requirements.
" I beg to remind the trustees that it is their duty to visit the school frequently, to see
that the room is clean, and if not, it should be thoroughly cleansed at once. The stove-pipe
should be frequently emptied of soot, and the stove of ashes ; and both polished. The curtains
should be kept in proper positions at the windows and the maps should be properly hung on
wall. The blackboards should be kept in good condition and plenty of chalk constantly on
hand for use by teacher and pupils. The yard should be kept clean and all doors locked each
evening after school. Plenty of wood or coal must be kept on hand at all times and under
cover. It may be thought that the cleansing and other matters suggested above will be
beyond the power of the trustees; not so, however; they will be able to summon to their aid
the teacher, parents and older pupils. It must be borne in mind that all of this interest in
making the building sanitary and attractive exhibited by the trustees will redound to the
benefit of the district, and materially advance the popularity of the school.
."During the months of May and June, 1903, central high school entrance examinations
were held at Metchosin, Duncans and Sidney centres. Forty-six candidates wrote at these
examinations, fifteen of whom passed the standard required.
" Subjoined you will find a synopsis of the standing of schools in Inspectorate No. 1 for
the school-year ending 30th June, 1903.
" I have, etc.,
"S.  B.   Nethkrby, Inspector of Schools." C 26 Public Schools Report. 1903
" Synopsis of the Standing op the Schools in Inspectorate  No. 1 for the
School-year  1902-03.
"Alberni.—Inspected October 1st, 1902, and April 21st, 1903. Progress since previous
visit satisfactory; good results in all subjects.
"Alberni (Beaver Creek).—Inspected October 2nd, 1902, and April 20th, 1903. Reading
in junior grade satisfactory; general tone good ; arithmetic in senior grade carefully taught.
"Alberni, New.—Inspected April 21st, 1903. This school had lately been opened;
organisation and classification satisfactory.
"Alert Bay.—Inspected October 27th, 1902. Arithmetic poor ; reading fair ; general
tone good.
'■Beaver Point.—Inspected Augurt 25th, 1902, and April 2nd, 1903. Reading in
senior grade good; manual work well taught; pupils are industrious.
"Burgoyne Bay.—Inspected August 25th, 1902, and April 3rd, 1903. Oral work
poor; reading, history and hygiene in senior grade good ; geography poor ; general tone fair.
"Cadboro Bay.—Inspected September 13th, 1902, and January 23rd, 1903. Junior
grade work good ; oral in intermediate poor; composition in senior grade fair; general tone
"Cedar, East.—Inspected November 6th, 1902, and February 24th, 1903. Classification
good ; manual work poor ; work of junior grade fair only ; reading poor.
"Cedar, North.—Inspected November 7th, 1902, and February 24th, 1903. Reading-
good ; oral work fair; manual work good ; grammar and composition satisfactory.
"Cedar, South,—Inspected November 6th, 1902, and February 23rd, 1903. Good
results in junior grade; work put forward by intermediate and senior grades not satisfactory.
"Chase River.—Inspected November 7th, 1902, and February 26th, 1903. Reading
and arithmetic have improved since previous visit; junior grade is doing good work.
"Chemainus.—Inspected October 9th, 1902, and March 26th, 1903. Junior grade work
good ; intermediate work fair only ; arithmetic is taught with good results ; manual work good.
"Caemainus Landing.—Inspected October 9th, 1902, and March 26th, 1903. Reading
in all classes good; manual work neatly executed; arithmetic good ; accuracy and neatness
the watchword.
"Colwood.—Inspected September 2nd, 1902, and May 19th, 1903. The school is at
present in good standing; all work is progressing in a satisfactory manner.
" Comox.—Inspected September 16th, 1902, and February 4th, 1903. Order lax;
reading in senior grade fairly expressive; grammar, composition and history taught with
good results ; manual work poor.
"Courtenay.—Inspected September 12th, 1902, and February 4th, 1903. Senior grade
work poor; reading in all grades inexpressive and too fast; manual work poor.
"Cowichan.—Inspected December 1st, 1902, and January 29th, 1903. Arithmetic good;
manual work poor; grammar and composition fairly well understood ; geography good.
"Craigflower.—Inspected September 16th, 1902, and January 14th, 1903. All work
correctly and neatly executed ; reading in all classes strong; history and geography good ;
general tone good.
"Cortez Island.—Inspected May 5th and 6th, 1903. This is an assisted school, lately
opened ; well classified; the work put forward was satisfactory.
"Crofton.—Inspected December 5th, 1902, and March 27th, 1903. Attention given'to
the teaching of reading, with good results; arithmetic good; general progress satisfactory.
".Denman Island.—Inspected September llth, 1902, and February llth, 1903. Work
by senior grade good; an improvement in all classes since previous visit; progress satisfactory.
"Departure Bay.—Inspected September 30th, 1902, and March llth, 1903. The work
put forward was satisfactory; the school has improved since previous inspection.
"Elk Lake.—Inspected November 21st, 1902, and January 21st 1903. Reading, fair
only ; the enunciation of the pupils is very poor; manual work poor ; arithmetic in some individual instances good ; nature study is taught with good results.
"Esquimalt.—Inspected September 26th, 1902, and January 14th, 1903. The crowded
state has prevented the progress of this school; however, good work has been done, especially
in grammar and composition.
"Extension Slope No. 1.—Inspected November 12th, 1902. The progress made in this
school, which is now closed, has been satisfactory. 3 Ed. 7 Public Schools Report. C 27
"Gabriola, South.—Inspected September 9th, 1902, and May 14th, 1903. Reading
and literature good ; arithmetic well understood by the pupils ; geography poor ; nature study
and manual work improving.
"Galiano.—Inspected August 28th, 1902, and April 8th, 1903. Senior class work
good ; reading and number work in junior classes good ; manual work in whole school good.
"Galiano, South.—Inspected April 8th, 1903. Reading fair to good; arithmetic
weak; manual work and nature study improving; geography poor ; general tone good.
"Ganges.—Inspected August 26th, 1902, and April 3rd, 1903. Reading in senior
grade, expressive; in other grades fair; arithmetic well understood ; grammar and composition fair to good; general progress satisfactory.
"Gill.—Inspected October 1st, 1902, and April 20th, 1903. Results in arithmetic
good; number work good; fair work in grammar and composition; manual work good ;
general tone good.
"Glenora.—Inspected November 26th, 1902, and January 27th, 1903. Reading weak;
number work good ; grammar and composition poor ; manual work fair to good ; general tone
"Goldstream.—Inspected November 20th, 1902, and May 26th, 1903. Classification
good; the work is elementary; arithmetic fair; reading good; manual work requires more
"Gordon Head.—Inspected November 13th, 1902, and January 23rd, 1903. Reading
good ; arithmetic well taught and well understood; geography good; composition good ;
manual work fair to good.
"Grantham.—Inspected September loth, 1902, and February 5th, 1903. Arithmetic
poor ; manual work fair ; grammar and composition weak ; more attention should be given to
"Harewood.—Inspected November 4th, 1902, and February 20th, 1903. The work of
this school is poor, but under the present teacher will improve. The order and discipline are
now good.    The pupils are being taught to do all work neatly and carefully.
"Hornby Island.—Inspected February 12th, 1903. Reading fairly well understood ;
arithmetic poor ; geography poor ; manual work fair. In consequence of the school having
been closed for a long time, the pupils are backward in their work.
"Lake.—Inspected November 21st, 1902, and January 21st, 1903. The work in all
grades is satisfactory. Classification and tone good. Neatness and accuracy in all work
"Malahat.—Inspected December 2nd, 1902, and January 30th, 1903. Reading carefully taught and fairly well understood ; arithmetic fair only ; manual work carefully executed ;
grammar, composition and literature receive proper attention ; general tone good.
" Maplr Bay.—Inspected November 25th, 1902, and January 28th, 1903. Classification
good ; general improvement noticed ; all work neatly executed ; school in good standing.
"Mayne Island.—Inspected August 27th, 1902, and April 6th, 1903. The work in
this school is entirely elementary ; number work good ; simple rules in arithmetic fairly well
taught; reading fair ; manual work fair only.
"Metchosin.—Inspected September 2nd, 1902, and May 19th, 1903. Reading taught
with good results ; nature study fair; arithmetic requires more attention ; grammar and
composition receive careful attention, with good results.
"Mountain.—Inspected November 10th, 1902, and February 24th, 1903. Work in
junior grade good; more care in teaching in intermediate grade required, especially oral work;
senior grade in good standing.
"Mt. Sicker.—Inspected November 28th, 1902, and March 30th, 1903. Reading
taught with good results ; manual work poor ; arithmetic fair to good ; grammar and composition showing good results.
"Nanaimo, North.—Inspected November 10th, 1902, and February 19th, 1903. Reading fair to good ; arithmetic weak ; grammar and composition fair ; manual work fair ; nature
studj7 poor ; geography poor ; history fair.
"Nanaimo, South.—Inspected August 21st, 1902, and February 20th, 1903. Reading
carefully taught; results pleasing ; arithmetic well understood ; grammar and literature fair ;
composition poor ; nature study improving ; general tone good.
"Nanaimo Bay.—Inspected September 8th, 1902, and February 27th, 1903. The school
is improving under the present teacher, who has secured good order. All subjects are carefully taught; general tone good. C 28 Public Schools Report. 1903
" Nanoose.—Inspected October 7th, 1902, and April 24th, 1903. The work of this school
is entirely elementary; reading carefully taught and fairly well understood by the pupils.
Arithmetic fair to good ; manual work fair; general tone good.
"Oak Bay.—Inspected October 15th, 1902, and January 15th, 1903. The work put
forward by this school was not of a high grade. Reading fair; grammar and composition
poor ; geography fair; manual work poorly executed.
" Otter Point.—Inspected September 4th, 1902, and May 21st, 1903. Reading carefully taught and fairly well understood ; good results in arithmetic and manual work ; nature
study improving ; tone good.
"Oyster, North.—Inspected November 5th, 1902, and February 23rd, 1903. Reading
fair to good ; good results in arithmetic; more attention should be given to grammar and
composition ; geography fair ; manual work poor.
"Parksville.—Inspected October 6th, 1902, and April 7th, 1903. Arithmetic in
senior grade satisfactory ; results in grammar and composition fair to good ; nature study in
all grades good ; manual work should receive more attention; tone of school good.
"Pender Island.—Inspected August 28th, 1902, and April 7th, 1903. Reading in
senior grade strong and expressive; good results in grammar and composition; work in all
grades carefully and neatly executed.
"Prospect.—Inspected October 14th, 1902, and March 5th, 1903. Reading in senior and
intermediate grades fairly expressive; more attention required in handling the junior grade;
grammar and composition weak ; manual work poor.
"Puntledge.—Inspected September 15th, 1902, and February 5th, 1903. Order lax;
reading well taught, with good results; grammar and composition fair to good ; nature study
good ; history weak ; geography fair.
"Quamichan.—Inspected November 25th, 1902, and March 13th, 1903. Results in
arithmetic poor; history poor ; reading dull. The school has suffered from change of teacher
and irregular attendance.
"Read Island.—Inspected October 21st, 1902, and May 5th, 1903. Reading fair,
carelessly taught; arithmetic poor; geography and grammar fair; manual work poor.
" Saanich, North.—Inspected November 17th, 1902, and January 19th, 1903. Reading
requires more attention from teacher ; results in arithmetic poor ; history fair; grammar and
composition fair only ; nature study and manual work poor.
"Saanich, West.—Inspected November 18th, 1902, and January 20th, 1903. Reading
in all classes fair ; results in grammar and composition poor; manual work requires more
attention ; nature study and history poor.
"Saanich, South.—Inspected November 18th, 1902, and January 20th, 1903. Reading-
well taught; results in arithmetic and geography were satisfactory; history and grammar
fair ; manual work fair only.
"Sahtlam.—Inspected November 26th, 1902, and January 27th, 1903. Arithmetic in
senior grade good; grammar and composition fair; nature study poor; junior grade put
forward very good work.
"Shawnigan.—Inspected December 2nd, 1902, and January 30th, 1903. Results in
arithmetic in all grades good ; oral work in school very satisfactory; manual work good;
history fair to good.
"Sidney.—Inspected November 17th, 1902, and January 19th, 1903. Reading in all
classes taught with good results; results in arithmetic inaccurate; grammar and composition
fairly satisfactory; history not well understood ; nature study and manual work require more
careful attention.
" Sooke.—Inspected September 3rd, 1902, and May 20th, 1903. Results in nature study
and hygiene good; great care observed in teaching grammar, composition, literature and
language ; results satisfactory ; general tone excellent.
"Sooke, East.—Inspected September 3rd, 1902, and May 20th, 1903. Fair results in
arithmetic and reading; grammar and composition fair to good; map geography good;
manual work fair to good ; general tone good.
"Somenos.—Inspected November 27th, 1902, and January 28th, 1903. Reading has
improved since previous visit; arithmetic, geography and nature study poor ; grammar, composition and literature are receiving careful attention.
"Southfield.—Inspected November 7th, 1902, and February 26th, 1903. Good results
in grammar, composition and literature ; arithmetic well understood ; the junior grade making-
good progress ; general tone good. 3 Ed. 7 Public Schools Report. C 29
" Strawberry Vale.—Inspected October 14th, 1902, and March 5th, 1903. Reading
caref ully taught; arithmetic well understood by the pupils ; grammar, composition and literature receive proper attention ; general tone good.
"Union Bay.—Inspected September 12th, 1902, and February llth, 1903. Reading-
fair to good in all classes; arithmetic, senior grade, good; grammar, composition and literature fair; nature study requires more attention ; geography carefully taught.
"Valdez Island.—Inspected October 22nd, 1902, and May 4th, 1903. Reading carefully taught—the pupils understand what they read ; grammar and composition receive proper
attention ; the school is in good standing.
"Van Anda.—Inspected October 30th, 1902, and April 30th, 1903. Good results in
grammar, composition and literature; geography receives the necessary attention; manual
work and nature study are carefully taught; general tone good.
"Vesuvius.—Inspected August 27th, 1902, and April 3rd, 1903. All grades receive
proper attention, and in most cases good results follow ; composition and nature study stand
high ; general tone good.
"Vesuvius, North.—Inspected August 26th, 1902, and April 3rd, 1903. Reading
receives proper attention with good results ; arithmetic fair; composition and literature fair
to good ; manual work is improving ; general tone good.
" Graded Schools.
"Alexandria (two divisions).—Inspected September 10th, 1902, and March 10th, 1903.
A proper division of time and subjects is observed. The order in first division is lax; satisfactory results in arithmetic and geography; more care required in grammar and composition.
In second division reading and number work is satisfactory. Manual work in both divisions
fair only.
"Cedar Hill (two divisions)—Inspected October 17th, 1902, and January 13th, 1903.
A proper division of time and subjects. In first division the results in reading, arithmetic
and geography are good; grammar and composition receive close attention. The reading in
junior division requires more attention; number work and arithmetic are well taught and well
understood by the pupils. Manual work in both divisions receive proper attention and is
"Duncan (two divisions).—Inspected November 24th, 1902, and January 26th, 1903.
A proper division of time and-subjects is made. Pupils in both divisions making satisfactory
progress. The reading in this school is strong and expressive. Manual work receives proper
attention; order and discipline good.
"Extension (three divisions).—Inspected November 12th, 1902, and March 25th, 1903.
Each division occupies a separate building situated some distance from each other, in consequence, the Principal cannot supervise the junior divisions closely. In the senior division the
pupils are making good progress. In second division reading is well taught; slate work neat.
Third division, reading is expressive, and the other subjects properly presented. Manual work
in all divisions fair, and in some cases good.
"Ladysmith (seven divisions).—Inspected October 8th, 1902, and March 12th, 1903. Time
and subjects properly distributed. The work put forward by first division fair to good, but
order and discipline weak. Second division, order and discipline good ; subjects presented in
proper manner ; progress satisfactory. Third division, results are favourable ; manual work
in this division good. Fourth division, reading well taught; general proficiency good. Fifth
division making fair progress. Sixth division very slow; better preparation of lessons
required.    Seventh division just opened at time of visit.
"Northfield (three divisions).—Inspected October 7th, 1902, and February 25th, 1903.
Time and subjects properly distributed. Order in first division poor; all work put forward of
a low grade; this division has been closed since visit in October; there are now two divisions
in this school. In first division order and discipline good; and all work put forward during
visit in February was satisfactory. In second division the work was quite satisfactory; more
attention should be given to manual work.
"Tolmie (three divisions).—Inspected September 25th, 1902, and January 12th, 1903.
Time and subjects properly distributed. Work of first division fair only; more black-board
work should be given to the pupils, especially in arithmetic ; accuracy and neatness in all work
should be required. In second division the order is poor; results in all subjects unsatisfactory.
In the third division the pupils are under good control and progress is satisfactory. C 30 Public Schools Report. 1903
" Wellington (three divisions).—Inspected September 29th, 1902, and March 9th and
llth, 1903. Work in first division satisfactory. Grammar, composition and literature carefully taught, with good results. Reading strong and expressive ; second division in satisfactory
condition. The subjects are placed before the pupils in an intelligent manner, results favourable. Third division is making slow progress; the teacher should make a close study of the
work to be presented to the pupils.
" City Schools.
" Cumberland (five divisions).— Inspected September 17th and 18th, 1902, and February
9th and 10th, 1903. Time and subjects properly distributed. Order and discipline in first
division is good, the subjects are placed before the pupils in an intelligent manner, the progress
is therefore satisfactory. In second division the order is a little lax ; the progress is satisfactory. In third division particular attention is given to reading and arithmetic, with good
results. In fourth division the order is poor, the progress is, in consequence, not even and
rapid. Fifth division, the work is progressing favourably. A closer supervision by the
Principal of all work would, perhaps, be beneficial to this important school.
"Nanaimo, Middle Ward (four divisions).—Inspected August 19th, 1902, and May
12th, 1903. First division, work satisfactory ; order and discipline good. In second division
the reading and arithmetic are carefully taught, and the seat work was neatly done. In
third division order and discipline poor ; seat work carelessly executed. In fourth division
the work is satisfactory.    A closer supervision of the different rooms would be beneficial.
"Nanaimo, South Ward (two divisions).—Inspected, August 19th, 1902, and March
24th, 1903. First division, order good ; work put forward satisfactory. Second division,
attention given to seat work as to neatness ; order and discipline good ; class in good standing.
"Nanaimo, North Ward (one room).—Inspected August 20th, 1902, and March 10th,
1903. Order and discipline good; manual work neat and clean; all work satisfactory;
everything in its proper place in this room.
"Nanaimo Central (ten divisions).—Inspected August 18th and 19th, 1902, and
March 13th and 14th, 1903. The first division maintains a high standard of efficiency. In
the second division the work is progressing favourably; grammar, composition and literature
may be mentioned as standing high. In the third division careful and efficient work is being
done. Fourth division, the subjects are studied by the teacher, the result being good class
work. The order in the fifth division is not as good as it should-be ; the work notwithstanding
is progressing steadily. Sixth has improved in order of late and good work is being done. In
seventh division good order and discipline maintain and the work is progressive ; careful
attention is given by this teacher to all subjects, especially to nature study. In the eighth
division there is too much noise, and therefore slow progress. In the ninth division good and
faithful work is being done ; the result of this is a high state of efficiency. The tenth division
is progressing favourably. This teacher studies her work and presents it in a pleasant and
satisfactory manner to her pupils.
"Cumberland High School (one division).—Inspected September 18th, 1902, and
February 10th, 1903. The work put forward in geometry, mensuration and algebra, as well
as literature and history, was satisfactory. The school is furnished with a physical and
chemical apparatus and a small library of reference.
"Nanaimo High School (two rooms).—Inspected November llth, 1902, and May 15th,
1903. Division of time and subjects satisfactory. First division, order and discipline good ;
work put forward in book-keeping, history, geometry and literature satisfactory. In second
division, chemistry, composition, literature, history and geography satisfactory. The school is
furnished with a physical and chemical apparatus and suitable library of reference." 3 Ed. 7 Public Schools Report. C 31
"Vancouver, B. C, July 1st, 1903.
" Alexander Robinson, Esq.,
" Superintendent of Education,   Victoria, B. C.
" Sir,—I herewith beg leave to submit a report on the public schools in Inspectorate No.
2, for the year ending June 30th, 1903.
" Two schools which had been closed for lack of pupils for a number of years were recently
re-opened at Nicomen Island and Boundary Bay.
" During the year just closed new schools erected in the course of the year were opened at
Sunbury and Matsqui Prairie, and an assisted school was established at Barnston, an island in
Fraser River. At the present time new schools are in course of erection at North Vancouver,
Eburne, Vedder Mountain and East Haney.
"On October 25th, 1902,1 was present at a meeting of the Chilliwack Teachers' Association where the following programme was carried out:—
" Introducing  Fractions—A lesson by Mrs. Templer to members of her own class.
" Drawing—E. W. Ogilvie. The writer of the paper exhibited some very good specimens
of drawing, the work of his own pupils.
"Relation of Teacher and Parent—Address by R. H. Cairns, Esq., Principal of the
Chilliwack Public School.
"Your Inspector was requested by the Executive of the Mainland Teachers' Institute to
ask the Teachers' Association at Chilliwack to contribute the following to the programme of
the Institute to be held in the City of New Westminster on January 5th and 6th, 1903 :—
"To make an exhibit of the manual work done by pupils of all grades in the public
schools ; to read a paper on the subject of Ratio, as applied to the solution of problems in the
work of the higher grades ; and to lead the discussion on two other papers, all of which was
taken up and provided for with alacrity and promptitude before the meeting adjourned.
" Chilliwack enjoys the reputation of being the only rural Municipality in this Inspectorate which holds regular meetings of teachers for the purpose of discussing matters pertaining
to the welfare of the schools. It is to be hoped that the teachers of the other municipalities
will not allow it to longer enjoy this unique distinction.
" During the past year there has been considerable progress shown, at least in a few of
the branches laid down in the course of study. The subject of reading, especially in the primary
grades, is receiving much-needed attention in many of the schools. It is a subject, especially
in the rural school, which requires eternal vigilance. Some teachers take it up with much
avidity, teach it well for some time, their classes showing remarkable prograss in the meantime,
but they all at once seem to slacken in their efforts and become weary in well doing, and very
soon the children fall back into the same old sing-song, monotonous tone as before.
" Composition and letter-writing are also receiving more attention than they formerly did,
as is also simpler language work in the junior grades, which may be called the steps which lead
to effective work in composition. There is no subject which more readily appeals to the children
than that of giving form and shape to their thoughts and expressing them either by the oral
or written word. Children should be asked to write upon subjects about which they may be
expected to have some thoughts, and even then only after these thoughts have been brought
out, systemised and arranged, otherwise the teacher is setting them the task of making bricks
without either straw or clay. Since the introduction of the new text book on composition, and
the study of literature as literature, much progress has undoubtedly been made in the subject
of composition. Letter-writing is not yet receiving the attention that its importance demands.
The function of the school is to fit the pupils for life and intelligent citizenship. Every boy
and girl should be able to write a letter correct as to form, spelling, English and construction.
The improvement in spelling naturally keeps pace with that of written expression.
"Judging from the results in arithmetic, it is to be feared the pupils are left much to
their own devices in getting up this subject. There is not the same amount of teaching time
devoted to this subject as to any of the others, although much more of the time of the pupil
is given up to it than any other subject. The pupils are apparently left to dawdle over a text
book, working out problems by some rule of thumb without any understanding of the processes. Further, much of the arithmetic taught is not sufficiently practical. It is too much
dissociated from the pupils' experience, and from the ordinary problems of every day life on
the farm, in the store and the workshop. C 32 Public Schools Report. 1903
" Many earnest and capable teachers complain of the amount of British History laid
down to be studied as a preparation for entrance to a high school. The history course, including Canadian History, is undoubtedly very extensive. The British History, covering the
period from the occupation of Britain by the Romans to the accession of the present sovereign
is in itself, even in bare outline, a very comprehensive subject to be mastered by the average
pupil. And it is a well-known fact to those whose business it is to mark and value the papers
of candidates for admission to high school, that a very large percentage of students fail in this
subject. While an acquaintance with British History is absolutely essential to the student
who would understand and appreciate the institutions under which he lives, yet it is not an
impossible thing so to arrange the limit as not only to enable the pupils to pass successfully
the standard required, but also to give a further impetus to the study of the subject. At
present there is no subject on the course of study, especially in the rural school, which is so
poorly taught, and in which such poor results are obtained. Among the thinking people, and
the friends of education generally, there is much outspoken and considerable unspoken dissatisfaction with the general standing and condition of the rural schools. The number of pupils who
successfully pass the entrance examinations for admission to a high school is usually the standard
by which the success or failure of the school is measured. Aside from that standard, for which,
by the way, much can be said both for and against, I must confess that after going in and out of
the rural schools and inspecting and examining the work and the pupils for two years past, the
impression left on my mind is that the majority of our rural schools fail in their most sacred function—the fitting of men and women for the duties and opportunities of intelligent citizenship.
From the point of view of the citizen who judges the success of a school by the number of
pupils who gain admission to a high school, much can be said. A mastery of the subjects
prescribed for study in the common schools enables the pupil to pass the examination for
admission to a high school. The fact that pupils fail, or are never prepared for that test, is
ample evidence that the course is not thoroughly taught or mastered. A large number of
citizens are anxious that their children should thoroughly master the prescribed course in the
common school in order that they may be able to go on to higher scholarship and a broader
culture by taking advantage of the high school course. The fact is very frequently brought to
the attention of the Inspector, and while too true, it is unfortunately a very unpleasant fact
to contemplate, yet it stands out prominently in the statistics of the Education Department—
the very small percentage of pupils from the rural schools of the Province that pass the
standard required for admission to a high school. It is safe to assume that all, or at least
nearly all, the pupils who think they have a chance to pass that examination try it, and the
number of those is startlingly small, while the number that succeeds is startlingly smaller.
" The question naturally arises whether the small rural school with twenty or more pupils
and one teacher is capable, under ordinary circumstances, with a multiplicity of classes and of
subjects, of accomplishing the work required, and satisfactorily coping with the extensive
course of study now demanded by an imperious public opinion. In this age public opinion
has demanded an extensive public school course. In a mixed school where one teacher has to
teach all the classes, from the little child entering school for the first time to the larger boys
and girls in the entrance class, it is too much to expect that sufficient attention can be given
to the older pupils to make them proficient in all the branches of study, and at the same time
not allow the younger pupils to suffer. There is also another great drawback to progress in
the rural school, and that is the matter of needless irregularity of attendance. Parents do
not realise nor recognise the injury done to the pupil, the school and the teacher by a week,
or even a day's absence from school on the part of their child.
" The insufficiency and inadequacy of the small rural school to provide that education for
the farmer's boy, which is to-day considered necessary in order to qualify him to grapple
successfully with the problems of modern life, have made themselves felt in other parts of the
civilised world, and have forced educationists to seek out a remedy. The inefficiency of
the small isolated rural schools to meet the requirements of modern education has led, in
eighteen States of the American Union, to the movement known as the centralisation or
consolidation of rural schools ; and an experiment along this line is now being inaugurated
in each of the Eastern Provinces of Canada, under the auspices of that great Canadian
benefactor, Sir William C. McDonald, and under the directions of Prof. Robertson, of the
Department of Agriculture. It is all-important in this country, and especially in this
Province, that the rural school should be made as efficient and attractive as possible, and that
the city youth should not possess any greater advantage in education, however complete and
efficient the urban system of public schools might be over that enjoyed by his rural contem- 3 Ed. 7 Public Schools Report. C 33
porary. Indeed, there is every reason and inducement in order to settle our immense rural
areas and to check the present tendency of the population to gravitate to the cities, that the
rural schools should be not one whit behind those of the towns and cities in both equipment
and efficiency.
" Hon. Frank A. Hill, Secretary of the State Board of Education for the Commonwealth
of Massachussetts, writes as follows :—
" ' The number of public schools, when the unit of counting them is a single school with
one head or principal, is 4,305 ; when the unit is a single class-room, the number is less than
it was a year ago by 116 schools, and than it was in 1895 by 285 schools. The inference is
that the process of consolidating schools is still going on—an inference that is confirmed by the
gradually increasing expenditure for conveyance. * * * The process of consolidating small
and expensive schools is still going on. The total expenditure for conveyance, $165,596.91,
exceeds that of the previous year by $13,823.44, and that of a decade ago by $115,006.50.'
"The policy of uniting small schools in larger central ones and conveying the children thereto
has made great strides during the decade. The movement is a wholly voluntary one, the law
authorising but not requiring it. It means, on the whole, better buildings, better appointments,
better grading, better teaching, better results. It brings the children of different sections of
the country together, reduces a certain provincialism that is due to the old-time dispersion and
isolation of the schools, and makes the central school a natural and feasible centre for certain
outside social and educational enterprises that may properly be encouraged in connection with
it. The same expenditure of money goes further under this centralisation. Can the policy of
uniting small isolated rural schools be carried out in this Province 1 In many portions of
British Columbia, I admit, it would be impossible at present, but in the more settled parts,
especially in organised rural municipalities, the experiment would, I believe, be perfectly
feasible. While not wishing to specify any particular locality in this Inspectorate, I have
made a calculation based upon the enrolment and attendance in one of the rural municipalities.
There are at present in operation twelve class-rooms in nine school buildings. The enrolment
of pupils is 340, while the average attendance at date of visit was 240. The amount of money
paid annually for teachers' salaries and incidental expenses is $8,160. Under the present
system of small isolated schools each teacher in this comparatively well settled portion of the
Province teaches upon an average fewer than 20 pupils. Taking the enrolment, each pupil
costs per annum $24, and taking the average attendance, the cost per pupil is $34.
" In a graded school, such as contemplated under the scheme of centralization, each
teacher can more successfully teach an average of 40 pupils than he can 20 in the ungraded
or mixed school. In the graded schools of our cities, the average attendance in each division
frequently exceeds 40 children. By the consolidation of the schools in any rural municipality,
then, it is safe to assume that the teaching staff could be reduced about 40 per cent., or taking
the municipality in question, the work now done by 12 teachers could be done by 7.
Taking a higher standard of salaries than now obtain in rural schools, and allowing a fair
remuneration for the principal of such a school, and after making provision for fuel and a
permanent janitor, out of the amount now contributed by the Province for education in this
municipality, there would be available nearly $3,000 to be applied for the purpose of conveying
the children from a distance to and from the central school. There is at this writing no
available data upon which to base an estimate of the cost of conveying pupils. However, I
think it is reasonable to conclude that the expense will not much exceed the amount now paid
for what is at best only indifferent results, especially in the large majority of rural schools,
while the results in physical comfort of children, social advantages and educational efficiency
would far surpass those of the present system. It is true the initial outlay in providing the
buildings would amount to something; but once inaugurated, the system, I believe, could be
carried on at least as cheaply as the present one, and with far greater benefit to the children
concerned, and infinitely greater returns for the morrey expended. If this system will cost
more, it is because the people, seeing the advantages that accrue from it, will demand that it
be carried to as high a state of perfection as it is possible to bring it. In concluding this
report, permit me to suggest that an experiment along the line of centralization of schools be
tried at as early a date as possible.
" I have, etc.,
"A. C. Stewart,
"Inspector of Schools." C 34 Public Schools Report. 1903
"Abbotsford.—-Inspected January 27th, 1903; present, 21 pupils. The spelling
generally is very poor. Only two pupils in the school spell well. Reading and number work
fairly well taught in the junior grade; very little attention paid to language and composition;
the pupils are not accurate in their knowledge of the tables. The work of the senior pupils is
very unsatisfactory.
"Aberdeen.—Inspected October 8th, 1902; present, 15 pupils. This school is making
good progress.     The subjects are carefully and intelligently taught.
"Agassiz.—Inspected February 12th, 1903; present, 21 pupils. This school shows a
decided advance in work, tone and training. The pupils are developing a capacity and ability
for doing useful work.
"Aldergrove.—Inspected October 9th, 1902; present, 12 pupils. The children are
fairly well trained.    Everything about the school is neat and clean.
"Aldergrove, South.—Inspected October 8th,  1902; present,  14 pupils.    The pupi
have been advanced too rapidly in the readers.    The present teacher is giving much needed
attention to language, composition and reading.
" Anniedale.—Inspected November 6th, 1902; present, 16 pupils. Neatness and
accuracy characterise the work of this school in all its details.
"Atchelitz.—Inspected September 17th, 1902; present, 13 pupils. There is a little
improvement in the work of the lower grades. The senior pupils are weak in grammar and
analysis, while no memory work is done in literature. The reading, though a little improved,
is still lacking in expression. Thoroughness and accuracy in arithmetic have received some
attention.    The school on the whole is in better condition than it was a year ago.
"Barnet.—Inspected November 24th, 1902 ; present, 17 pupils. Families are continually
coming and going, according as employment is plentiful or otherwise, hence classification of
pupils is difficult.    The results on the whole were not highly satisfactory.
"Beaver.—Inspected October 6th, 1902, and May 28th, 1903. There was a decided
improvement in the work of this school during the past six months.
"Belmont.—Inspected September 24th, 1902; present, 18 pupils. Very satisfactory
results in all the subjects; reading especially is well taught.
"Boundary Bay.—Inspected May 18th, 1903; present, 8 pupils. This school has lately
been re-opened; the primary work is fairly well taken.
"Bowen Island.—Inspected September 3rd, 1902; present, 11 pupils. The manual
work in this school is above the average; the reading in the lower grades is lacking in expression, and pupils do not speak out clearly and distinctly. The work in general is fairly
"Burnaby, West (two divisions).—Inspected October 15th, 1902. Fairly good results
in the senior grade. The work in the intermediate grade is weak in language and arithmetic.
The results in the primary department were eminently satisfactory.
"Burnaby.—Inspected November 10th, 1902; present, 18 pupils. With the single
exception of penmanship by the girls of the intermediate grade, the results of the inspection
and examination of this school were very disappointing.
"Brownsville.—Inspected November 27th, 1902; present, 9 pupils. Very satisfactory
work in all the subjects.
"Burton.—Inspected January 28th, 1903; present, 11 pupils. This school is making
good progress under the present teacher.
"Camp Slough.—Inspected September 19th, 1903, and June 10th, 1903. The school is
increasing in numbers and improving in tone and efficiency.
" Centre Road.—Inspected November 12th, 1902 ; present, 26 pupils. The reading in all
the classes is clear and expressive; the spelling, both oral and written, is accurate, and the
lessons are well understood.
"Cheam.—Inspected September 18th, 1902 ; present, 23 pupils. The results in the senior-
grade were fairly satisfactory; in the other grades too much is attempted and too little is
made of language and composition, while the reading is mechanical and lifeless.
"Chilliwack (three divisions).—Inspected October 28th, 1902. There are in the first
division 14 pupils taking High School work, and it is to be feared if this condition of affairs
exists much longer that it may interfere with the progress of the pupils in the senior grade of
the public school who are also taught in this division. The pupils are well prepared in the
second division.    The work in the primary department is not up to the standard. 3 Ed. 7 Public Schools Report. C 35
"Chilliwack, South (two divisions).—Inspected October 29th, 1902. In the first
division, while all the subjects are fairly well taken, the drawing and manual work in general
are deserving of special mention. In the primary department more attention should be given
to the manual work ; reading, number-work and language are fairly well taught.
"Chilliwack, East.—Inspected September 18th, 1902; present, 27 pupils. There is
a decided improvement in the teaching of the subjects peculiar to the lower grades.
"Clayton.—Inspected November 5th, 1902; present, 15 pupils. This school is making
good progress.
"Cloverdale.—Inspected November 7th, 1902, and May 20th, 1903. The work in this
school shows some improvement over that of last year.
"Crescent Island.—Inspected November 19th, 1902, and May 19th, 1903. Very good
results in the work of the junior grade, but very disappointing in the senior classes.
"Delta.—Inspected November 19th, 1902; present, 33 pupils. The primary work is
very crudely done. The senior class does fair work in arithmetic, reads fairly well and has a
fail- grasp of the subjects taught.
"Douglas.—Inspected October 9th, 1902; present 11 pupils. The pupils are diffident
and do not speak well. The copy, drawing and exercise books contain neat work, but the
work on the whole is not up to trie standard of last year.
"Dunach.—Inspected October 7th, 1902; present, 11 pupils. Writing and drawing
fairly good; very satisfactory results in arithmetic ; reading somewhat improved, but still
lacking in expression ; composition, the general language work in all the grades, and also
history, should receive more attention.
"Dunach, South.—Inspected October 7th, 1902; present, 13 pupils. The primary
work is fairly well done. The pupils in the intermediate grade do very fair work in writing
and drawing, while the reading and arithmetic are very unsatisfactory. Senior grade pupils
weak in history and composition.
" English.—Inspected November 17th, 1902 ; present, 22 pupils. The primary work is
well done.    The results in the other grades were very disappointing.
"Fairfield.—Inspected September 17th, 1902; present, 12 pupils. This school made
very little progress during the past year. Under the present teacher the manual work and
reading are very much improved, while the work in language is receiving much needed attention.
"Ferndale.—Inspected October 22nd, 1902, and January 29th, 1903; present, 14
pupils. This school is now in a fair way to do good work. There has been good prcgress
made in the time which elapsed between the two visits.
"Glenvalley.—Inspected January 22nd, 1903; present, 21 pupils. Language, literature and composition are well taught in the higher grades; spelling is a little weak in the
intermediate grade; the senior class is backward in arithmetic, especially in problems. The
teaching has evidently been directed mainly along the line of language, both oral and written
expression being well developed. A strengthening of the mathematical side of the work would
make this a good school.
"Gulfside.—Inspected November 20th, 1902; present, 17 pupils. The pupils of the
senior grade are doing good work. The children in the lower grades are weak in language
and composition.
"Glenwood.—Inspected September 23rd, 1902; present, 13 pupils. The teacher of the
past year did good work in this school, and her successor is not allowing the good work to
cease.    The results were very satisfactory in all the subjects.
"Hall's Prairie.—Inspected November 7th, 1902; present, 12 pupils. There is a
general lack of order, system and cleanliness evident in the school-room. There is, however,
much faithful, honest work being done by the teacher; but with better system even less
labour should produce bettor results. Drawing is the subject best taught. There is a little
improvement in arithmetic, not much advance in reading, but more attention is paid to
language and composition.
"Hammond.—Inspected January 13th, 1903; present, 26 pupils. There is fair work in
literature and composition, but the other subjects are not uniformly kept up.
"Haney.—Inspected February 2nd, 1903; present, 11 pupils. Arithmetic is receiving
due attention, and the results were very satisfactory; the drawing is crudely done; letter-
writing has not been taught; the reading is fair; spelling is weak ; very little memory work
done in literature; the subject of geography is well taken. C 36 Public Schools Report. 1903
"East Haney.—Inspected January 23rd, 1903; present, 10 pupils. This school since
its inception has been under the charge of young and inexperienced teachers, and the work is
correspondingly backward.
"Harrison Hot Springs.—Inspected February 13th, 1903; present, 10 pupils. The
manual work is well taken; classes weak in spelling; much memory work done in literature ;
lessons not well understood ; work in grammar and arithmetic very elementary ; singing and
physical drill are special features of school work.
"Harrison River.—Inspected February llth, 1903; present, 25 pupils. This school
shows good work in language.    The general progress is very satisfactory.
"Hatzic Prairie.—Inspected October 21st, 1902; present, 18 pupils. Nearly all the
pupils are of French parentage and speak only the French language when they first come to
school. The children in the junior grade could translate the reading lessons into French,
clearly showing that they understood what they were reading. There is an improvement in
all the subjects taught.    The children have no drawing-books.
"Hatzic Lake.—Inspected October 22nd, 1902; present, 15 pupils. This is a new
school opened in January, 1902. There is a decided improvement in the work and tone of
the school.
"Huntingdon.—Inspected January 27th, 1903; present, 6 pupils. The work of this
school is very unsatisfactory.
"Howe Sound.—Inspected September 12th, 1903; present, 19 pupils. The present
teacher is doing good, faithful work, and satisfactory results may be confidently looked for as
time goes on.
"Jubilee.—Inspected October 30th, 1902; present, 16 pupils. There is a decided
improvement in the manual work, arithmetic, and also the language work of the lower grades.
The senior classes are weak in spelling and composition. There is little or no memory work
flone in literature.
"Junction.—Inspected January 12th, 1903; present, 37 pupils. The discipline is good.
The pupils march in and out, and to and from class recitation with system and precision.
There has been some improvement in all lines of school work, but much still remains to be done.
"Kensington.—Inspected November 3rd, 1902; present, 4 pupils. A decided advance
in the general intelligence of the pupils. More attention should be paid to the teaching and
practice of composition.
"Kensington, East.—Inspected October 10th, 1902; present, 10 pupils. Present
teacher merely hears lessons in a perfunctory way. There is no real teaching, no interest, no
training, no development and no enthusiasm. The pupils have been advanced too rapidly in
the readers.
" Ladner (three divisions).—Inspected February 18th, 1902, and May 18th and 19th,
1903. The tone and general efficiency of the school have improved somewhat during the past
year. The school on the whole, however, is not up to that standard which ought to be the
aim of large graded schools. In the second division the work in reading and language is very
"Langley.—Inspected January 20th and May 29th, 1903. For a time this school lost
ground, but there is now a decided change for the better.
"Langley, East.—Inspected January 21st, 1903; present, 21 pupils. The work of this
school reflects credit on all concerned.
"Langley Prairie.—Inspected September 22nd, 1902 ; present, 10 pupils. The drawing
and general manual work are poorly executed. In composition the pupils have had little or
no training, while the reading and history lessons are imperfectly understood. The results in
arithmetic were a little more satisfactory.
"Lillooet, South.—Inspected January 15th, 1903; present, 24 pupils. This school is
in good standing.
"Lochiel.—Inspected September 23rd, 1902; present, 13 pupils. Very bright children,
eager and anxious to learn, poorly trained and taught; there has been a little improvement in
the reading, and also in the work of the four simple rules; language work, composition and
letter-writing are receiving no attention whatever.
"Lulu.—Inspected November 13th, 1902; present, 15 pupils. Reading is well taught.
The pupils in the intermediate grade have memorized and can recite intelligently many of the
best poems in the readers. The senior pupils have memorized Evangeline as far as they have
studied the poem. All the subjects are well taken except drawing, and also the manual work
in the lower grades. 3 Ed. 7 Public Schools Report. C 37
"Lund.—Visited September 5th, 1902 ; school vacant at the time.
"Maple Ridge (two divisions).—Inspected January 14th, 1903. Very good work done
by the pupils who attend regularly. Many of the larger boys remain away during the summer
and fall. The second division is on the whole well taught, but more attention might, with
advantage to the pupils, be given to language and composition.
" Matsqui.—Inspected October 24th, 1902 ; present, 10 pupils. The classes advanced
under the previous teacher are doing good work. There is at present attending the school a
number of children of foreign origin whose knowledge of English is very limited.
"Mission (two divisions).—Inspected January 28th and 29th, and June 3rd, 1903. In
both divisions of the school there is a noticeable advance in the character of the work done.
" Mt. Lehman.—Inspected October 31st, 1902 ; present, 21 pupils. A decided improvement in reading and composition ; very good results in grammar and analysis ; the manual
work, however, is a little crude; this is on the whole a fairly good school.
"Moodyville.—Inspected November llth, 1902; present, 21 pupils. The pupils of the
senior grade are irregular in their attendance. The work of the lower grades is remarkably
"Morris Valley.—Inspected February 16th, 1903; present, 15 pupils. The work and
progress of this school were upon the whole satisfactory for the past }rear.
"Mud Bay.—Inspected November 4th, 1902 ; present, 18 pupils. This school is making-
fair progress.
"Nicomen Island.—Inspected February 10th, 1903; present, 13 pupils. This school
after being closed for a number of years has lately be re-opened. Thirteen pupils out of the
15 enrolled are doing primary work.
"Nicomen, North.—Inspected February 10th, 1903; present, 12 pupils. The penmanship is exceedingly good. The pupils in the senior grade have a fair but very elementary
knowledge of applied grammar.
"North Arm (two divisions).—Inspected October 13th, 1902, and June 18th, 1903.
Most of the pupils in the senior grade attend only a few months in the winter. The work
done in the first division shows an advance on last year. The primary work of this school is
well done.
"Otter.—Inspected September 25th, 1902; present, 15 pupils. This school has made no
progress during the past year. Pupils have no drawing-books ; knowledge of tables very
inaccurate ; little or no language work done, while pupils in the senior grade have scarcely
any idea of even the structure of the simple sentence.
" Port Kells.—Inspected November 6th 1902 ; present, 14 pupils. This school is
showing up well.
"Port Moody.—Inspected October 3rd, 1902; present, 18 pupils. Reading and writing-
are well taught; in fact there is very uniform work done in all the subjects.
"Prairie.—Inspected September 25th, 1902; present, 20 pupils. This school does not
show much advancement.
"Rosedale.—Inspected September 19th, 1902; present, 34 pupils. The results in the
senior grade were very unsatisfactory in all the subjects. The primary work, however, is fairly
well done. The school is large and the teacher inadequate for the amount of work. The manual
work is slovenly; the pupils have no drawing-books. This section is growing rapidly in
"Sea Island (two divisions).—Inspected February 23rd and June 16th, 1903. There is
little interest or enthusiasm discernable among the pupils; relations between children and
Principal appear strained ; discipline is forced. In the second division the discipline has beerr
much improved during the past few months. This school has not the standing which a graded
school should have, situated as it is in a prosperous agricultural community, and for this I fear
the patrons of the school are probably as much to blame as the teachers.
"Silverdale.—Inspected October 23rd, 1902; present, 24 pupils. Manual work and the
four simple rules of arithmetic have been well taught; language work and composition in a
measure overlooked ; teaching not sufficiently practical; pupils unable to apply their knowledge of tables to the working of problems.
" Spring Brook.—Inspected September 24th, 1902; present, 14 pupils. A decided improvement in reading, arithmetic, composition and letter-writing since last inspected. The
school is now making fair progress.
"Squamish—Inspected September 9th, 1902; present, 12 pupils. Pupils are backward
in reading and arithmetic.    The manual work of the third class is fairly good. C 38 Public Schools Report. 1903
" Stave River.—Inspected February 3rd, 1903; present, 11 pupils. Very satisfactory
results in all the subjects of the course.    The teacher is doing good work.
"Steveston.—Inspected November 14th, 1902, and May 15th, 1903; present, 30 pupils.
A change of teachers has improved the discipline, another change might improve the teaching.
" Sumas.—Inspected September 16th, 1902 ; present, 11 pupils. There is an improvement
in the work of the lower grades. This is very noticeable in reading, the understanding of the
lessons read, oral reproduction, and in the simple rules of arithmetic. The pupils of the senior
grade are very irregular in their attendance, and consequently very backward in their studies.
"South Sumas.—Inspected September 16th, 1902; present, 22 pupils. The teacher is
very thorough in all his work, and the pupils have a good grasp of the subjects taught. The
teaching is very practical.    Very cordial relations exist between teacher and pupils.
"Sumas, Upper.—Inspected January 26th, 1903; present, 15 pupils. In the lower-
grades the pupils are fairly accurate and rapid in the mechanical work of arithmetic, but in
the higher grades the children do not understand the language of arithmetic, and consequently
are unable to solve the simplest problems. In the intermediate grade the pupils read fairly
well, but they do not understand what they read. The reading lessons are not taken up as a
training in language and literature. A few girls in the senior grade have some idea of composition.
"Sunbury.—Inspected November 21st, 1902; present, 11 pupils. With a little more
attention given to language and literature this might be pronounced a very satisfactory school.
" Surrey Centre.—Inspected November 4th, 1902; present, 16 pupils. Much attention
has lately been given to language and composition in the senior class, but both language work
and spelling are weak in the intermediate grade. There is a decided improvement in both
enunciation and expression in reading.    The drawing and penmanship are both crude.
"Trenant.—Inspected November 20th, 1902, and May 20th, 1903. The primary work
is fairly well taken, but the results in the higher grades were very disappointing.
"Tynehead.—Inspected November 5th, 1902; present, 15 pupils. With more attention
given to drawing and composition this school would rank high.
"Vancouver, East (two divisions).—Inspected October 1st, 1902, and June 15th, 1903.
This school is steadily improving.
"Vancouver, South (two divisions).—Inspected October 14th, 1902. The reading and
spelling require more attention ; arithmetic and drawing are well taken ; the language work is
weak, pronunciation faulty, while composition is simply not taught. One pupil in the senior-
grade did very satisfactory work in grammar and analysis. In the second division the number-
work has always been well done, and there is a little improvement irr the reading. The drawing is not well done, nor are the copy-books neatly kept.    The pupils are very noisy.
"Vancouver, West (two divisions).—Inspected September 29th, 1902; present, 27
pupils. The great weakness of this school is the matter of discipline. The work in the lower
grade is very satisfactory.
"Vancouver, North.—Inspected February 5th, 1903; present, 18 pupils. This is a
new school lately opened.
"Webster's Corners.—Inspected February 2nd, 1903 ; present, 7 pupils. The work and
general progress of this school are fairly satisfactory. The teacher is apparently diligent,
persevering and earnest.
"Westham Island.—Inspected November 18th, 1902; present, 16 pupils. Manual
work, language and composition are fairly well taught; pupils weak in arithmetic. The oral
work in history and geography peculiar to the intermediate grade is well taken and made the
basis of much of the work in language and composition.
"Whonnock.—Inspected January 16th, 1903; present, 12 pupils. The work of this
school is well performed by both teacher and pupils.
" New Westminster City Schools.
"Westside School (three divisions).—Inspected February 24th and 25th, 1903. Since
last visited the trustees have provided better and more commodious class-rooms for the
primary departments of this school. This has enabled both teachers and pupils to do better
work with greater ease and increased comfort. The teachers in the 2nd and 4th divisions of
this school have a strong tendency to do too much for their pupils, waiting on them too
assiduously and anticipating their every want. 3 Ed. 7 Public Schools Report. C 39
"Sapperton School (three divisions).—Inspected March 12th and 13th, and June 17th,
1903. Many of the larger pupils are very irregular in their attendonce and good results are
difficult to obtain in the 1st division.    The two primary departments are well conducted.
" Girls' School (eight divisions).—During the past year the teachers have devoted much
attention to the oral work peculiar to the intermediate grade. The school is in good standing-
arid the primary work is in capable hands.
"Boys' School (eight divisions).—Inspected March 5th, 9th, 10th, llth, 1903. Corresponding classes taken alternately with those of the Girls' School. A decided improvement
over that of last year is noticeable in the care and attention given to penmanship and general
neatness in manual work.
" General Remarks.
" The New Westminster School Board is deserving of great credit for the efficient administration of their schools, coupled with economy without parsimony."
"Nelson, B.C., November, 1903.
"Alexander Robinson, Esq.,
" Superintendent of Education, Victoria, B. C.
" Sir,—I have the honour to submit the following report for the school year ending June
30th, 1903:—
" General.
"After a careful review of the condition of educational matters in this inspectorate for
the past year, it is considered quite proper to report a general improvement in many respects.
An examination of the details of inspection appended hereto will show the estimated character
of the work done in each school of East and West Kootenay and a small part of Yale.
" High School Entrance Examinations.
"Examinations for entrance to a high school were held during May and June, 1903, at
the following authorised centres in this inspectorate :—Cranbrook, Fernie, Golden, Grand
Forks, Greenwood, Kaslo, New Denver, Revelstoke and Slocan City.
" The total number of candidates who wrote at these centres was 99, representing 20
schools ; of these 35 were successful in obtaining entrance certificates.
" At the Revelstoke centre, there was but one candidate, a pupil of the Arrowhead school.
It is probable, however, that next year this centre will have a good attendance, including a
large class from Revelstoke itself.
"The usual semi-annual entrance examinations were held at Nelson and Rossland. Five
candidates from other schools took advantage of these opportunities and presented themselves
for examination.
" The subject of high school entrance examinations is considered of so much importance
that it was discussed in a special paper at last meeting of the Provincial Teachers' Institute.
The writer of that paper pleaded for greater thoroughness of training in preparation for
entrance examinations and hoped that the time would be hastened when every pupil of the
public schools would be ashamed to leave school without graduating, that is without successfully
passing the high school entrance examination. It may be added that this examination affords
one of the best tests of the character of the teaching done in our schools, though it is often
allowed to exercise too great an influence in forming a judgmerrt of the teacher's abilit}'.
Indeed, it is very evident that both teachers and pupils are injuriously affected by the anxiety
of parents and trustees for success at this examination. The pressure directly and indirectly
exerted on them may lead to improper methods in preparation, and the real training or culture
that should be aimed at is narrowed by omitting almost everything that will not count at
examination. The result of such training, or rather want of it, is a plant of forced growth
which contrasts very sharply with the one more naturally and carefully developed, tn this
way the conscientious, painstaking teacher is sometimes in danger of being sacrificed to over-
anxiety on the part of parents and trustees who grow impatient for results. C 40 Public Schools Report. 1903
" Teachers' Institutes.
" Two Institutes were held during the year, one at the Coast and the other in the
Interior, both of which I had the opportunity of attending.
"The annual meeting of the Mainland Institute was held in New Westminster on
January 5th and 6th, 1903. The five sessions were well attended, as fully 174 teachers had
enrolled as members. Interspersed with excellent musical selections, the following programme
occupied the time of those in attendance :—
"A Talk to Teachers—Inspector A. C. Stewart.
"Geography of British Columbia—Mr. D. M. Robinson, B. A.
" Ratio in Arithmetic—Mr. R. H. Cairns.
"Address of Welcome—Mayor Keary.
" Address—Mr. Richard McBride, M. L. A.
" Notes on the Teaching of Science in England—Mr. J. G. Lister.
" Primary Arithmetic—Mr. James Beath.
" Mineralogy—Mr. R. W. Suter, B. A., B. Sc.
" Language in the Intermediate Grade—Miss K. Draper.
" Sykes' Composition—Mr. E. H. Murphy.
" The papers themselves, as well as the discussions which followed, were extremely
valuable and helpful. The programme had been arranged with a view to have the discussion
after each paper opened by one or two persons specially assigned to that duty. This plan
proved very successful. Assistance was also rendered in the various discussions by members
of the inspectoral staff and by Messrs. Burns and Buchanan, of the Normal School. A large
exhibit of pupils' work formed another feature worthy of mention. Contributions to this
exhibit were made by both city and rural schools.
"In accordance with the decision reached by the Provincial Teachers' Institute in 1902,
its next meeting was held at Revelstoke, West Kootena}', on April 14th, 15th and 16th, 1903.
It is not too much to say that the convention of this Institute for the first time in the
" Interior" marked an epoch in the educational growth of the Province. The choice of
Revelstoke as a meeting place was a happy one, and proved the determination of our educational leaders to have the teachers of the interior as well as those at the coast enjoy the
benefits conferred by attendance at a Provincial Institute. The enrolment of members did
not quite reach 100, but the small attendance of teachers as compared with that at conventions held in the coast cities was in part made up by the highly enthusiastic and valuable,
character of the various sessions and by the presence of the Superintendent of Education,
three Inspectors, the staff of the Normal School, and the Supervisor of Manual Training.
Nothing was left undone by the Education Department and by the Executive of the Institute
to make the first meeting in the Kootenays a success in every respect, and the unanimous
verdict is that they succeeded most admirably in their undertaking. The exhibit of pupils'
work, contributed principally by the coast cities and chiefly by Victoria, was effectively
arranged in Selkirk Hall and the new public school building, under the direction of Miss E.
G. Lawson, of Kingston Street School, Victoria. The contribution by the students of the
Provincial Normal School was particularly good. Specimens of the work done by the Manual
Training classes of Victoria were also on exhibition, and attracted much attention. The
whole exhibit (which was certainly a most creditable one in every particular) was carefully
studied by both teachers and visitors. To all it must have been a constant source of interest
and profit, in fact it would be well nigh impossible for any person to view such a varied and
comprehensive display of school work with 'unrewarded eye.' At the close of the Institute,
through the courtesy of their coast brethren, this fine exhibit was presented to the teachers
of the interior.
" The programme was framed with special reference to the course of study for graded
and common schools. It was thus sought to supply as much assistance as possible in their
daily work to the teachers who should consider it to their interest to attend. The services
rendered in connection with the programme by the staff of the Normal School were invaluable,
no less than six of the sixteen numbers thereon having been contributed by those gentlemen,
who very ably discussed literature in the senior grade, nature study, ratio in arithmetic, oral
history and geography, and drawing (use of authorised books, and the blackboard as a means
of illustration). The other topics taken up were hand and eye training, geography of British
Columbia, arithmetic for short term pupils, some practical hints on teaching, the education of
teachers, school libraries, the teaching of morality, primary language work and High School 3 Ed. 7 Public Schools Report. C 41
entrance. The paper on Primary Language by Miss M. A. Winter, of Grand Forks, was a
very valuable contribution on a subject which has as yet received too little attention in our
schools. In concluding this report of the Provincial Institute mention must not be omitted of
the hearty welcome to their City given the visiting teachers by His Worship the Mayor and
the School Board of Revelstoke.
"Special Reports.
" Under this head is given a list of places often specially visited for the purpose of dealing
with questions, other than school supervision, connected with the administration of education.
They are as follows :—Anaconda, Arrowhead, Boundary Falls, Brisco, Cascade, Cranbrook,
Eholt, Ferguson, Golden, Goldfields, Horse Creek, Kaslo, Marysville, McGuigan, Morrissey,
New Denver, Paririe (New Westminster District), Phoenix, Rosebery, Salmo, Salmon Arm
(Yale District), Trout lake, Waneta, Wardner, Warm Spring, Windermere, Winlaw.
" The steady development of this Inspectorate is shown by the fact that of the 25 places
therein, just named, 10 had applied for school facilities, 3 for promotion from the assisted class
to that of regular school district, 2 to have schools re-opened, and 1 (Cranbrook) for increased
school accommodation.
" Other special work consisted of reports upon the condition and management of the New
Westminster High School, and upon the claims of Kaslo and Phoenix for an extra grant on
account of the attendance of non-resident pupils at their schools.
" Teachers as Students.
" Under this head is given at the outset an extract from ' World's Work' of last year,
contributed by an American Superintendent of Schools. It is at once an indictment of the
teaching profession as he knows it and a tribute to the elevating influence wielded in every
community by the progressive, earnest, thinking teacher.    These are his words :—
" ' The rank and file of the teaching force from the highest to the lowest positions are non-
studious and non-progressive. Few are close, thoughtful students in any line of education, or
of sound scholarship. Such a condition can only be accounted for on the hypothesis that most
persons who secure positions as teachers have reached their highest ambition, and are content
to spend most of their time in merely holding what they have as the way of living out their
monotonous lives with the least annoyance and friction. They are satisfied if they draw their
salaries. If they read, it is not of the quality of reading that develops mental power or deepens
the sources of knowledge. Their reading is mere mental dissipation. The dense ignorance
displayed by the teaching profession on many subjects directly connected with their own work
is something beyond ordinary comprehension, and can only be parallelled by their disinclination
to make even an effort to learn more in any direction of knowledge or culture. Earnest
workers are few indeed. Could we have five hundred thousand progressive, earnest, thinking
teachers in our schools now, the next generation of men and women would stand on a far
higher level, intellectually and morally, than we do to-day.'
" The problem of arousing and maintaining among teachers interest in professional and
other study has been attacked from many sides. Among the means chiefly adopted are
Teachers' Institutes, Summer Schools and Beading Circles or Courses. Where Reading
Courses have been established by departmental regulation for guidance in professional reading,
it is usual to issue diplomas to those teachers who have satisfactorily read the prescribed books,
the test exacted being the preparation of brief essays based upon topics treated of in such
"Under the regulations for the government of public schools in this Province, it is made
the duty of the principal of every public school to convene at least once a month a meeting of
his assistants for conference on all matters affecting the proper management of each division.
A record of the proceedings of each meeting is required to be kept, and the principal is
instructed to report to the trustees the names of assistants who fail to attend each meeting.
As a result of inquiries made during the past year, it would appear that in this inspectorate
the regulation just quoted had been hitherto somewhat ' more honoured in the breach than
the observance,' that is to say, but a small part of what is really contemplated by the regulation had been achieved. Before the end of the year, however, the principals of the larger
graded schools were successful in making these monthly conferences with their assistants something more than formal gatherings. The questions for discussion were often announced in
advance, with the result that there has been aroused a greater interest in and a better under- C 42 Public Schools Report. 1903
standing of school work. In some schools several meetings were devoted to the study of
McLellan and Ames' Primary Arithmetic, the prescribed guide as to matter and method in
the intermediate grade of the common school course. In connection with this matter, I may
say that early in the year there came under my notice a notable example among the teachers
of the earnest student of education. The student referred to is a primary teacher of no mean
ability who was then reading McLellan and Dewey's 'Psychology of Number,' in connection
with the arithmetic already named. Later on other teachers were induced to read those
chapters in the Psychology of Number which deal with primary number teaching.
" The establishment of small working libraries in the Grand Forks, Nelson and Rossland
schools has placed within reach of the teachers of these cities a number of recent books on
education. It is safe to say that most of them have now read and profited by Miss Sarah L.
Arnold's excellent little book on ' Reading : How to Teach it,' as well as her ' Waymarks for
Teachers.' DeGarmo's ' Essentials of Method,' Parker's ' How to Study Geography,' Scott's
' Nature Study and the Child,' and Hinsdale's ' Art of Study,' have at least been tasted if not
very thoroughly digested. ' There is no other use of time so valuable, within the bounds of
reason, as that devoted to reading or study that has in view personal culture and extended
"Teachers' Meetings.
" On the occasion of each visit made by me during the past year to a graded school, a
teachers' meeting was called at my instance for conference on matters affecting the interests
of the school. In all fully twenty meetings were held. The chief topics brought forward
were as follows : How to secure attention ; accuracy in school work and school returns ; neatness of school work; scope of teachers' meetings (Article 11, Rules and Regulations); school
decoration; use of school library; conduct (manners); course of study; oral work of intermediate grade; manuals of primary work; books of reference for oral and other lessons in
course; work of term in each subject to be outlined by teacher; use of daily study for orderly
presentation of facts of lessons ; educational journals ; professional books now studied ; preparation of annual school returns.
"I have, etc.,
"David Wilson,
"Inspector of Schools."
" City School Districts.
"Grand Forks.—Inspected November 12th, 1902, and June 12th, 1903; 165 pupils
present. Notwithstanding the earlier amalgamation of the two cities of Columbia and Grand
Forks, it was not until March, 1903, that the schools of these cities were united. Thereafter
Columbia School was known as fifth division of Grand Forks School. While in operation as
a separate institution, the former held a good rank as an ungraded school. The Grand Forks
School has made a satisfactory record during the year; order and discipline good; neatness
of manual work aimed at and often secured ; considerable training in language throughout all
divisions ; standing of intermediate classes fair ; primary work of superior character ; tfacher
provided with an excellent outfit of illustrative and other material for lessons ; few teachers in
the Province have a more complete outfit for primary teaching and more skill in using it;
brush drawing, clay modelling and kindergarten metbods introduced. The standing of the
senior grade may, to some extent, be judged fronr the fact that at central examination held in
June last, 17 candidates were presented, and that 11 of these were successful in attaining the
standard required for admission to a high school.
" Greenwood.—Inspected November 10th, 1902 ; 51 pupils present. In June last held
high school entrance examination of this school, at which two pupils were successful in passing
the standard. Attendance compared with enrolment shows improvement over that of last
year: first division made up of senior pupils and part of intermediate grade ; teacher very
painstaking ; oral work not fully taken up ; junior pupils and second reader class form second
division ; considerable progress made ; language to have more attention; number good. A
four-roomed school-house was, during the past school-year, erected in this city. Unfortunately,
the site is limited in area, but the building is well designed in many respects and is a credit to
the district.    At the beginning of 1903 the school was moved to its new quarters. 3 Ed. 7 Public Schools Report. C 43
"Kaslo.—Inspected February 10th, 1903; 91 pupils present. Marked regularity of
attendance in first division ; lessons well taught; work of term in each subject fully outlined ;
geography very carefully and intelligently treated ; intermediate classes in second division
receiving excellent training ; aim of intermediate course well understood by teacher; third
division or junior grade in very creditable condition. The class-rooms are very tastefully
decorated and well furnished. The good conduct as well as the politeness of the pupils of this
school is worthy of comment. Training received in the school gymnasium continues to be an
attractive feature. The benefit derived by the pupils (both boys and girls) from these exercises has in several instances been very marked. Five of the seven pupils presented in May
last at central high school entrance examination were successful in passing the standard.
"Nelson High School.—Inspected November 24th, 1902, February 6th, 1903, and
June 25th, 1903; 35 pupils present. Owing to the largely increased attendance the School
Board found it necessary to appoint a second teacher in January, 1903 ; a temporary appointment was made until Easter, when the Board was fortunate enough to secure the services of
an assistant Jeacher, a specialist in both mathematics and science; the staff is now strong in
every department of the course. The nucleus of a school library was furnished early in the
year; additions to it have since been made. The laboratory has had gifts of metric weights
and measures, and a collection of Canadian minerals; other additions have also been made, so
that the equipment for science teaching is now very creditable. A good amount of work has
been covered by all the classes ; pupils generally orderly and studious ; much written work
exacted, but study of junior and intermediate history seems to have been somewhat neglected.
At the high school examination held in July last, four pupils of this school obtained junior
certificates and two secured intermediate certificates. This does not appear to be, numerically,
a good record, but by comparison with that of other similar schools it is not without credit.
It may not be out of place tti add that only those candidates should be presented for examination who have reasonable hope of success—and this hope founded on frequent written tests
of fitness.
"Nelson Graded School.—Inspected February 4th, 5th and 6th, 1903; 292 pupils
present, of whom 120 belong to the junior, 113 to the intermediate and 59 to the senior grade.
School now under eight teachers, one of whom was added at the beginning of the year (1903);
school under excellent control; senior classes making good progress; an improvement in intermediate grade, which in reality presents even more difficulty than the other grades because it
is the least understood by the majority of teachers ; good primary work generally shown ;
ample material for illustration of lessons ; supplementary reading introduced ; books of school
library freely used by teachers in preparation of lessons; professional reading done to a more
or less extent. Additions have been made to the library and to the stock of pictures for
illustration. The first division of this school has won an enviable reputation for success in
preparing pupils for high school entrance. Ont of 23 candidates presented at the Christmas
and midsummer examinations, 19 were successful.    This is indeed a creditable record.
"Phoenix.—Inspected November llth, 1902, and March 18th, 1903; 74 pupils present.
First division made up of senior and intermediate pupils; literature and arithmetic good;
composition fair; manual work lacking in neatness; oral lessons of intermediate course
omitted in part; pupils of second division belong to junior grade; before second visit a class
had been promoted to intermediate grade; classes making good progress in reading and
number; attention given to language and nature; room rendered quite attractive by means
of Perry pictures and coloured drawings on blackboards.
"Revelstoke.—Inspected December 5th and 8th, 1902, and April 22nd, 1903; 221
pupils present. On occasion of second visit tone of school had been greatly raised; careful
supervision of whole school by principal; improvement in every respect in first division, which
is made up of passed entrance pupils and senior classes; second division in charge of substitute. Senior classes, fair work, but teacher unable to retain attention of pupils; intermediate
classes in third division; good order and careful teaching. Fourth division with intermediate
and junior work in fair condition ; large pupils for advancement. Fifth and sixth divisions
with junior classes only, show progress; teachers endeavouring to make lessons interesting as
well as instructive; supplementary reading introduced. Many of the school-rooms tastefully
decorated with pictures and coloured drawings on blackboards. In January, 1903, the Revelstoke school was moved into a fine brick building, erected on the old school site, which is about
midway between the old and the new town.    This building contains eight class-rooms, and is C 44 Public Schools Report. 1903
not only well constructed but well designed for school purposes. Each room is supplied with
a large closet, or book-case, to hold apparatus and books ; staff already looking forward to
formation of school library and museum.
"Rossland High School.—Inspected November 19th, 1902, and March 30th, 1903; 22
pupils present. Three classes or groups in school, which are combined in some subjects ;
lessons carefully planned and presented ; all prescribed subjects taught; apparatus for physics
and chemistry; a few books of reference. The first examination of this school took place in
July, 1903, and proved not only the excellent material of the class but the thorough character
of the teaching done during the past two years. All the members of the senior class or group
were successful in obtaining junior high school certificates. The highest mark made by the
junior candidates of the various high schools throughout the Province was awarded a student
of Rossland High School.
"Rossland Central School.—Inspected November 17th and 18th, 1902, and March
31st, April 1st and 2nd, 1903 ; 313 pupils present on latter occasion, of whom 171 belonged to
junior, 77 to intermediate and 65 to senior grade. The general condition of the school shows
improvement in many respects; change in assignment of assistants seems to have had a beneficial effect on school; addition of a small working library and supply of illustrative material
for primary and other classes have helped to direct attention of teachers to need of study and
daily preparation. Senior classes well conducted. Intermediate work shows progress, teachers
gaining better grasp of course. Junior classes also show improvement, but the work in every
junior room cannot be described as 'good.' Primary classes now more frequently classified;
rooms more or less tastefully decorated. During the year six pupils of the first division were
successful in passing the high school entrance examination.
"Rossland, Cook Avenue School.—Inspected November 19th, 1902, and March 31st,
1903 ; 107 pupils present on latter occasion. This school has a staff of three teachers; found
all grades represented in March. First division composed of senior grade (promotion made at
Christmas) and an intermediate class; teacher takes great interest in school, and should be
able eventually to secure good progress; fair results shown ; neat manual work aimed at.
Second and third divisions in good condition ; school supplied with material for illustration of
lessons and for teaching primary number, etc. ; rooms nicely decorated.
"Sandon.—Inspected December 1st, 1902; 27 pupils present. School very orderly.
Senior classes weak in several subjects; need of more frequent review; fair results in several
subjects shown by intermediate classes; written arithmetic good ; prescribed oral course for
this grade to be more carefully followed. Junior classes need more instruction in writing and
" Slocan City.—Inspected November 25th, 1902, and May 20th, 1903; 70 pupils present.
Library in course of formation ; School Board making a monthly allowance for the purpose;
much excellent material for the illustration of nature and other lessons ; prescribed text in
nature closely followed and experiments performed by senior pupils. First division under
good control; lessons well taught and illustrated when possible. In May, second division
under different teacher showed great improvement. Good primary and intermediate work ;
sand-table and other material for illustrating lessons ; supplementary reading introduced. At
central examination held in Slocan City three pupils of this school passed the standard for
admission to a high school.
"Trail.—Inspected November 20th, 1902, and April 3rd, 1903; 89 pupils present.
First division chiefly confined to senior work; lessons generally well taught; map-drawing
excellent; marked improvement in language subjects; good writing; second division with
three classes; fair progress made; pupils of third division belong to junior grade; teacher
industrious and painstaking but with limited knowledge of primary teaching. It is to be
trusted that the dirty and untidy appearance of the pupils of third division, on occasion of
visit, is not their normal condition. At midsummer examination a pupil of this school was
successful in passing the standard for admission to a high school.
" East Kootenay, North Riding.
"Athalmer.—Inspected September 23rd, 1902; 8 pupils present—1 senior pupil.
Insufficient time devoted to composition and oral lessons ; fair results shown in many subjects
of study, but work lacks thoroughness. Of the 12 pupils enrolled in this school five come from
the adjoining district of Windermere, three really belong to Golden and two are only four
years of age. 3 Ed. 7 Public Schools Report. C 45
"Beaver Mouth.—Inspected September 30th, 1902; 8 pupils present. All grades
represented ; frequent oral lessons to be given ; classes prematurely promoted ; language
subjects poor ; fair results in primary class.
"Field.—Inspected September 29th, 1902; 12 pupils present. Trustees were asked to
find remedy for irregularity of attendance, which has very much retarded progress of school;
no advanced classes; in some respects condition of school shows improvement since last visit;
composition and writing inferior ; a small amount of oral work attempted with all classes.
"Golden.—Inspected September 16th, 1902, and May 14th, 1903; 73 pupils present.
Held high school entrance examination of 11 pupils of this school, of whom 5 were successful
in obtaining the required percentage. Classes in first division represent senior grade and
part of intermediate grade ; fair to good results shown, but teacher finds it difficult to secure
much home study of lessons assigned; orderly movement of classes should be aimed at;
second division is made up of intermediate pupils ; room has neat appearance with some
attempt at decoration; lessons carefully prepared and presented ; third division embraces
pupils of the junior grade, and occupies separate building; school-room airy and well lighted,
and rendered quite attractive through the efforts of teacher; considerable improvement in
every respect on occasion of second visit; teacher anxious to succeed. Both second and third
divisions are supplied with considerable material for the concrete illustration of lessons.
"Peterborough (Wilmer).—Inspected September 23rd, 1902; 12 pupils present.
Classes very backward for grade; teacher advised to hasten very slowly; more attention to
be devoted to oral and written language ; additional home work to be exacted.
"Windermere.—Inspected September 22nd, 1902; 11 pupils present. Classes generally
backward; prescribed oral lessons to be given ; composition and arithmetic poor; pupils
interested in nature study; good prospect of improvement under present teacher.
" East Kootenay, South Riding.
" Cranbrook.—Inspected October 6th, 1902, February 26th and March 2nd, 1903; 93
pupils present. Small attendance due to sickness in district; school supplied with large,
dictionary and other books, as well as with material for illustration of lessons; first division
embraces senior grade only; pupils still suffering from lack of thoroughness in previous
training; lessons observed fairly well taught; composition, grammar and arithmetic weak ;
second division consists of intermediate pupils ; discipline weak ; oral work of this grade
presents difficulty to teacher ; one class good in arithmetic; written exercises lacking in
neatness; general results hardly satisfactory; third division includes senior section of junior
grade (first reader and second primer); pupils under excellent control; lessons well taught
and good results secured ; fourth division, with primary classes only, making indifferent
progress. At central examination, held in June last, a pupil of this school was successful in
passing the examination for entrance to a high school. The attendance at the Cranbrook
school had so increased that, before the close of the past school-year, it was necessary to
provide additional school accommodation for this growing town.
"Elko.—Inspected October 15th, 1902; 9 pupils present. Training in language to be
made more prominent with aid of prescribed texts ; primary work only fair ; senior reading
and arithmetic well taught; grammar weak; no drawing arrd very little nature study.
"Fernie.—Inspected October 9th and 10th, 1902, and February 18th, 1903 ; 179 pupils
present. In June last held high school entrance examination of five pupils of this school, of
whom one was successful; failures occurred chiefly in history, geography and drawing; the
other subjects of examination apparently having been more carefully studied to the exclusion
of the former. A good deal of attention has been given by the teachers to the work of
making the school-rooms more attractive ; pictures and small flags were used for the purpose.
First division made up of senior classes ; literature and other lessons well taught; classes under
good control ; intermediate grade in second division; improvement in some respects, but
teacher does not fully grasp aim of intermediate course ; manual work lacks neatness ; third
division or senior section of junior grade making creditable progress; nature lessons presented
irr an interesting manner; fourth division, made up of beginners, shows fair work under
" Coal Creek (included in .Fernie District).—Inspected October 10th, 1902, and
February   19th,   1903; 27  pupils present.    One-roomed   school-house  erected   at this   point C 46 Public Schools Report. 1903
during the year; three grades represented; school in charge of different teacher in February ;
condition improved ; classes generally backward ; much effort will be required to raise school
to fair standard of efficiency.
" Fort Steele.—Inspected October 21st, 1902; 42 pupils present. Senior and intermediate classes in first division; prescribed text in grammar and composition to be procured ;
pupils still backward in some subjects; more oral instruction needed with frequent reviews;
register neatly kept; second division very orderly ; language work improved ; spelling good ;
number and reading weak.
Jaffray.—Inspected February 23rd, 1903; 12 pupils present. More time to be devoted
to primary reading, number and language; lessons to be more carefully taught; other classes
somewhat backward ; teacher doing fair work under circumstances.
"Kimberley.—Inspected February 27th, 1903; 11 pupils present. All grades represented ; intermediate and senior classes backward ; primary pupils making only fair progress ;
teacher to exert further effort to improve condition of school.
"Michel.—Inspected October 17th, 1902; 14 pupils present. Work going on quite
satisfactorily under the circumstances ; lessons taught; required text-books to be procured by
pupils and home lessons prepared.
"Morrissey.—Inspected February 21st, 1903; 21 pupils present. School held in
temporary quarters supplied by Crow's Nest Coal Company ; teacher endeavouring to secure
progress under somewhat difficult conditions.
"Moyie.—Inspected October 22nd, 1902, and March 3rd, 1903; 39 pupils present.
Marked improvement in first division ; manual work excellent; oral part of course to be more
closely followed; condition of second division in March, under another teacher, also showed
advancement; language and number good ; lessons carefully presented. Floor of school-
house should be scrubbed more frequently.
"Tobacco Plains.—Visited October 14th, 1902. School closed; teacher had not
" West Kootenay, Nelson Riding.
" Creston.-—Inspected March 4th, 1903; 27 pupils present. School-house just completed;
primary classes carefully taught; oral work of intermediate grade in part omitted ; neater and
better manual work to be secured; senior classes somewhat backward in language and
arithmetic ; all pupils not supplied with required texts.
"Duhamel (near Nelson).—Inspected June 18th, 1903 ; 12 pupils present. No advanced
classes ; pupils making good progress in reading and number ; language weak ; manual work
"Granite Siding.—Inspected December llth, 1902; 7 pupils present. Pupils much
interested in studies ; composition and writing fair, but lacking in neatness; junior classes
making good progress ; senior pupils not long promoted; some fair senior work shown.
"Hume.—Inspected December 12th, 1902, and March 27th, 1903; 30 pupils present.
Order and discipline improved; progress of junior grade slow; oral history and geography
fair-, but lessons not reproduced ; manual work of school lacks neatness and form ; senior class
making fair progress in some subjects. Floor of school-house should be scrubbed more
"Salmo.—Inspected February 2nd, 1903; 18 pupils present. General standing of
school creditable; intelligent and careful work done; register very neatly and accurately
" Winlaw (near Slocan).—Visited March 24th, 1903. School not in operation ; trustees
had been unable to secure teacher.    Neat school-house provided by residents.
"Ymir.—Inspected February 3rd, 1903; 30 pupils present. Pupils polite and well
behaved ; more time to be devoted to required oral lessons, as well as to drawing; primary
classes backward for time at school; fairly neat manual work; language subjects and
arithmetic only fair; school has prospect of being brought up to higher standard. At high
school entrance examination held in June last, a pupil of this school was successful.
"West Kootenay, Revelstoke Riding.
"Albert Canyon.—Inspected April 21st, 1903; 9 pupils present. School-room neat
and attractive; teacher very painstaking; efforts meeting with considerable success under
circumstances ; no advanced classes. 3 Ed. 7 Public Schools Report. C 47
"Arrowhead.—Inspected December 4th, 1903 ; 11 pupils present. Condition of school
much improved in many respects ; at central examination held in May last, a pupil of this
school was successful in passing the standard for admission to a high school.
"Comaplix.—Inspected April 24th, 1903; 10 pupils present. No senior class; intermediate pupils making fair progress ; composition and arithmetic good ; primary class not long-
in attendance.
"Ferguson.—Inspected May 27th, 1903; 10 pupils present. Good work in many
subjects ; writing and intermediate composition to be improved ; drawing used in connection
with nature study, which continues to be a favourite subject in this school; senior class
preparing for high school entrance examination.
"Illecillewaet.—Inspected April 30th, 1903; 13 pupils present. School-room very
neat; careful work done by teacher; further attention to be given to oral part of course ;
improvement observed in writing and composition ; nature lessons made attractive ; senior-
class still backward for grade.
"Nakusp.—Inspected December 2nd, 1902; 25 pupils present. Intelligent teaching
done ; lessons illustrated as far as possible ; considerable progress made by school; improvement in language ; neater manual work to be secured. During the year a pupil of this school
was successful in passing the examination for entrance to a high school.
"Thomson's Landing.—Inspected April 23rd, 1903; 7 pupils present. Reading of
school fair, but lessons not well understood ; considerable attention to language ; better-
writing and form to be aimed at; arithmetic fair ; oral practice in this subject to be further
utilised ; greater variety to be introduced into lessons.
"Trout Lake.—Inspected May 26th, 1903 ; 31 pupils present. Lessons somewhat slow
and lacking in interest; language subjects weak ; good arithmetic ; prescribed oral lessons
taken in part ; teacher painstaking.
" West Kootenay, Rossland Riding.
"Anaconda.—Inspected January 16th, 1903; 29 pupils present. Commodious school-
house recently erected in this district; large dictionary and other books secured for use of
school through the efforts of teacher ; good results in junior and intermediate classes ; senior
class weak in several subjects and not eager for study; more attention to be given to language
subjects; all manual work to be neater.
"Cascade.—Inspected November 14th and December 19th, 1902; 9 pupils present.
Fair work in some subjects, but little teaching done ; teacher inexperienced and with difficulty
able to control school.
"Deadwood.—Inspected January 19th, 1903; 24 pupils present. Room very neat and
clean; junior or primary work fair; little attention to oral language; intermediate lessons
inferior; manual work of senior pupils good ; lessons to be more carefully planned and
presented; more frequent reviews needed in all subjects.
"Eholt.—Inspected November 7th, 1902, and March 18th and 19th, 1903; 19 pupils
present. Improvement observed on occasion of second visit; school held in new building;
insufficient teaching of lessons; more illustration needed; language subjects somewhat weak;
teacher energetic and industrious, but finds difficulty in dealing with primary work.
"Kettle River.—Inspected January 28th, 1903; 6 pupils present. Low attendance
due to prevalence of an epidemic in district; difficult under circumstances to form correct
estimate of condition of school; more attention should be given to cleanliness of school-room ;
senior and intermediate classes making fair progress; prescribed oral lessons in part omitted.
In June last, a pupil of this school passed the standard for admission to a high school.
During the past three years, this school has a record of seven successful candidates for high
school entrance.
"Kettle River, North.—Inspected January 29th, 1903; 14 pupils present. All
grades represented; language and writing good; creditable results secured in various classes;
course of study carefully followed; five left-handed pupils in this school.
"Midway.—Inspected January 26th, 1903; 27 pupils present; insufficient attention to
writing and mechanics of composition; oral lessons in history and geography somewhat
neglected ; senior work of school generally good ; other classes making fair progress. At
central examination in June last, a pupil of this school was successful in passing the standard
for entrance to a high school. C 48 Public Schools Report. 1903
"West Kootenay, Slocan Riding.
"Ainsworth.—Inspected February llth, 1903; 18 pupils present. Order and discipline
fair ; primary teaching ineffective; lessons of intermediate classes not carefully taught; oral
part of course somewhat neglected; lessons in language to be more frequent; results in this
subject inferior; work of senior class lacks thoroughness; teacher energetic, but lessons
without proper aim.
"New Denver.—Inspected November 27th, 1902, and May 19th, 1903; 45 pupils
present. Good standard of work maintained in first division ; school-room very neat, a few
pictures on walls; second division under different teacher on occasion of second visit; classes
conducted quite satisfactorily. At central examination held in May last, two pupils of this
school were successful in obtaining the percentage required for entrance to a high school.
"Silverton.—Inspected November 28th, 1902; 16 pupils present. Room very neat;
Perry pictures used for decoration ; teacher very industrious, but senior pupils still suffer from
lack of thoroughness in earlier part of training ; fair results in intermediate! and junior grades ;
more repetition needed.
" Three Forks.—Inspected December 1st, 1902; 8 pupils present. One senior pupil;
home lessons in history and geography to be assigned; backward in grammar and arithmetic;
intermediate class making fair progress ; more oral arithmetic needed ; reading and number
of junior class fair, for age and time at school. During the year a pupil of this school was
successful in passing the examination for admission to a high school.
" Yale District.
"Anarchist Mountain.—Inspected January 22nd, 1903 ; 17 pupils present. Difficulty
in securing prescribed text books still continues ; course of study to be more closely followed;
senior arithmetic creditable ; as before, insufficient time devoted to oral work and composition ; indifferent progress in primary classes.
" Camp McKinney.—Inspected January 21st, 1903 ; 9 pupils present. A small school,
but pupils bright and interesting; good progress generally shown; primary work intelligently
" Rock Creek.—Inspected January 23rd, 1903; 10 pupils present. School-room a
model of neatness ; defects of past year to a great extent remedied ; creditable results secured.
"Rock Mountain.—Inspected January 22nd, 1903; 9 pupils present. For enrolment
attendance is small; only large pupils able to attend during winter. Condition of school
improved; more intelligent work shown by teacher; classes weak in language subjects, but
advanced in arithmetic ; progress of primary classes slow.
" Note.—With the exception of Anarchist Mountain, both drawing and nature study have,
to a limited extent, been taught in these isolated schools. If nothing more, these lessons have
at least helped to relieve the monotony of the ordinary school routine."
"Vernon, B.C., October 12th, 1903.
" Alexander Robinson, Esq.,
"Superintendent of Education, Victoria, B.C.
" Sir,—I beg herewith to submit my first annual report on the public schools of Yale,
Lillooet and Cariboo Districts, for the school-year ending June 30th, 1903.
" At the beginning of the year there were 66 schools in Inspectorate No. 4, requiring 75
teachers ; at its close tbere were 72 schools, requiring 84 teachers.
" During the year, assisted schools were opened at Dolan's Corners and Silver Creek, both
south of Salmon Arm; at Summerland and Penticton, on Okanagan Lake ; at Mabel Lake,
33 miles north-east of Vernon; at Alkali Lake, on the Fraser River, north of Lillooet; and
at Craigellachie, about 18 miles north-east of Sicamous.
" Owing to an increase in the school population, an assistant teacher had to be given to
Armstrong, Enderby and Kelowna; while the Black Mountain School, near the latter place,
had to be closed for lack of pupils. 3 Ed. 7 Public Schools Report. C 49
" All the schools in the Inspectorate were open during the year—a very large majority of
them for the whole time-—and satisfactory work was done in most of them. In most cases
the standing of the schools was considerably raised and their tone much improved between
the dates of my first and last visits. The prescribed course of study was generally followed ;
and, in an encouragingly large number of schools, teachers set up the High School entrance as
the goal for their pupils.
" Many schools in the Inspectorate sent up, for the first time in their history, candidates
to write on the entrance examination. Errough of these succeeded not only to encourage
teachers in small rural schools to attempt entrance work, but also to induce younger pupils to
exert themselves and look forward with hope to the time when they too will prove themselves
fit for High School.
"In May and June, 1903, examinations for admission to High School were held at
Enderby, Salmon Arm, Nicola, Pavilion, Lillooet, Ashcroft, Kamloops and Kelowna. Of
those who wrote, the majority were successful, and included representatives from 13 small
rural schools.
"In December, 1902, and June, 1903, the usual semi-annual examinations for High
School entrance were held at Vernon. The pass list on each occasion was disappointingly
small; but here again we find the small rural districts well represented among the successful
" The teachers of what is now Inspectorate No. 4 had little or no opportunity, in past
years, of attending Institute meetings and profiting thereby. However, in April, 1903, the
Provincial Teachers' Institute met at Revelstoke. About one-third of the teachers of
Inspectorate No. 4 attended. Convinced that such meetings are productive of good, they
required only a hint from you to induce them to organise themselves into the Yale-Cariboo
Teachers' Institute, which will hereafter meet at Vernon or Kamloops early in each year that
the Provincial Teachers' Institute meets at the Coast. This Institute should do much in
developing a really professional spirit among its members. It is to be hoped that its meetings
will be well attended, particularly by teachers from sparsely settled districts where the
tendency to get into ' ruts' is unquestionably greater than in more populous centres.
" As to the teaching of special subjects little need be said, unless it be regarding the
comparatively new departures along the line of drawing and nature study.
" In the vast majority of schools, no intelligent attempt is being made to teach drawing.
Too many teachers are satisfied with simply placing the drawing book in the child's hands
and allowing it to work unaided and even unguided. This almost invariably results in the
development of slovenliness instead of neatness in the child. The subject is certainly deserving of more attention, and not till teachers give it earnest thought and endeavour to give
systematic instruction in it can good results be expected.
" In the matter of rrature study, some brave enterprising teachers are finding difficulties
and yielding to the temptation to fly from nature to books dealing with all sorts of natural
objects and natural phenomena. This is frequentl}' defended thus:—'We have to cover so
much ground to make our pupils safe on examination day. Were they simply to study the
natural objects with which they daily come in contact, it might happen that on examination
day they would find the objects beyond the range of their experience and observation the
ones asked about.'
"On the other hand, teachers with less courage and ambition, fearing the same difficulty,
not infrequently give up nature study in despair.
" Now, while one sympathises with the former in their difficulties and regrets even the
existence of the latter, it is evident that both are making a mistake. A careful perusal of
recent examination questions on this subject shows there is no need of either excited panic or
heartless despair. A young student (I care not what his natural surroundings may be), trained
to look carefully at and inquire diligently regarding the objects and phenomena of nature
around him, should have no difficulty in making a creditable pass on any set of questions on
nature study recently given. But, granting a full mark on ordinary sets of questions
impossible, as some affirm, it is well to remember that the endeavour to take a child over the
whole range of nature must result in superficial work certain of falling short of perfection on
examination day. It is also apt to create in the young mind an antipathy towards nature
rather than a love for and appreciation of it.
" What is needed in our schools is a more real face to face study of nature and less
digging into dry  facts  regarding  it   in  printed   books.      To  secure this,  both  from  the C 50 Public Schools Report. 1903
ambitious teacher on the one hand and from the timorous, faint-hearted on the other, it might
be well to have a greater range of questions in each set for examination with several optional
ones. In this way the student from the sea-shore, from the forest, from the prairie or from
among the mountains might be met amid his natural surroundings and encouraged to pursue
his studies there.
"Subjoined you will please find a synopsis of the reports sent you during the year on the
schools in Inspectorate No. 4.
" I have, etc.,
"J. S. Gordon,
" Inspector of Schools."
"City School Districts.
"Kamloops, Division I.—Inspected October 21st, 1902, and May 17th, 1903; average
attendance 24.5. The teacher' has high ideals, which he and his pupils are working well to
"Kamloops, Division II.—Inspected October 24th and November 4th, 1902, and May
20th, 1903; average attendance 35. This division has had three different teachers during
the year; results unsatisfactory.
"Kamloops, Division III.—Inspected November 4th, 1902, and May 19th and 20th,
1903 ; average attendance, 39.5 ; work of the year satisfactory.
"Kamloops, Division IV.—Inspected November 3rd, 1902, and May 19th, 1903; average
attendance 40.5. Good work was done by each of the teachers in charge during the year—
the first excelling in language work, the second in reading and junior arithmetic.
" Kamloops, Division V.—Inspected November 3rd, 1902, and May 18th, 1903 ; average
attendance 48.5. Very thorough work is done. The pupils are arranged in three sections,
each of which is kept constantly busy with work so judiciously varied as not to weary the
little ones. Singing, drawing and nature study are all employed to please and instruct the
pupils. School life in this room is most wholesome, being filled with pleasure and profit for
the children.
" Vernon, Division I.—Inspected November 12th, 1902, and March 26th and 27th, 1903 ;
average attendance 19. Attendance much broken on account of illness. Teacher works
hard but the pupils lack earnestness. More care is needed, particularly in -writing and
"Vernon, Division IL—Inspected November 12th, 1902, and March 24th, 1903;
average attendance 30. The pupils in this division have to think for themselves, and what
they learn they learn well. Arithmetic, reading, literature and composition are well taught;
drawing is poor.
"Vernon, Division III.—Inspected November llth, 1902, and March 24th, 1903;
average attendance 26.5. The teacher is a faithful worker, but closer application to study on
the part of the pupils is essential to best results.
"Vernon, Division IV.—Inspected November llth, 1902, and March 23rd, 1903;
average attendance 34. The teacher works hard and with good effect on those being taught,
but there is a lack of application on the part of children in their seats. Closer supervision
and more rigid insistence on each child doing its best will improve the manual work. Reading
and number work are well taught.
" Vernon High School.—Visited May 10th and June 25th, 1903. On the latter-
occasion there were only 19 pupils present out of 32 enrolled. The school is graded into a
junior and intermediate section. The former have done a good year's work; the latter have
unfortunately undertaken more than they can do well in the allotted time. The school equipment is poor; but with the new High School well equipped and with the experience of this
year, more thorough and satisfactory work may reasonably be expected in future.
"Cariboo District.
"Williams Lake.—Inspected September 24th, 1902, and January 22nd, 1903; average
attendance 11. Good work is being done in the junior grade, but the older pupils are very
backward in most subjects. 3 Ed. 7 Public Schools Report. C 51
" Lillooet District.
"Chasm.—Inspected September 29th, 1902, and January 27th, 1903; average attendance, 7.5.    Both teacher and pupils are earnest workers; some excellent work is being done.
"Clinton.—Inspected September 30th, 1902, and January 28th, 1903; average attendance, 22. The teacher has his work well laid out; works hard and keeps the children busy.
Manual work is good ; reading defective.    There is a lack of enthusiasm in the school.
"Lac la Hache.—Inspected September 26th, 1902, and January 20th, 1903; average
attendance, 11.5. Teacher faithful and ambitious for her pupils. Entrance and all other
work is being well done.
"Lac la Hache, North.—Inspected September 25th, 1902, and January 21st, 1903;
average attendance, 11 ; enrolment 12. The work done in this school is most satisfactory.
Regularity, punctuality and enthusiasm are the encouraging features.
"Lillooet.—Inspected October 2nd and 3rd, 1902, and June llth and 12th, 1903;
average attendance, 39. Manual work, reading, grammar and arithmetic are defective.
Shorter lessons carefully prepared and taught with more attention to review would produce
better results.
"Pachelqua.—Inspected October 3rd, 1902, and June llth, 1903 ; average attendance,
16.    Nothing but junior work is being done.    In it fair progress is made.
"Pavilion.—Inspected October 1st, 1902, and June 4th, 1903. School closed September
30th, 1902, and was not re-opened till February, 1903. In June there were 9 pupils present
and good work was being done.
" Yale District.
"Armstrong (two divisions).—Inspected November 21st, 1902, and March llth and
12th, 1903; average attendance, 68.5. The classification in the first division is good, but
more careful supervision of all manual work is necessary, also more systematic instruction in
composition and drawing. The teacher in the second division is a faithful worker, anxious to
do her best. Consequently in reading and writing, subjects in which the children were
deficient in November, a marked improvement was noticeable in March. Drawing arrd nature
study need more attention.
"Ashcroft (two divisions).—Inspected October 7th, 1902, and January 14th and 30th,
1903; average attendance, 36.5. The teacher in the first division is systematic, energetic and
thorough. While no work is slighted, arithmetic, reading and geography are especially well
taught.    Change of teachers during the year has prevented progress in the second division.
"Blue Springs.—Inspected November 18th, 1902, and May 7th, 1903; average attendance, 11. In November the tone of the school was poor; teacher with too low a standard;
pupils deficient in most subjects. In May progress was noticeable in reading and language
work, but history and geography were neglected.
" Cache Creek.—Inspected October 6th, 1902, and January 15th, 1903 ; average attendance, 15.5. The tone of the school was much better in January than in October ; the children
were more in earnest and were doing better work.
"Campbell Creek.—Inspected October 27th, 1902, and June 17th, 1903; average
attendance, 12. Good work is being done. The marked improvement in reading and
literature during the year indicates what can be done by honest effort. The children's interest
in nature is also a gratifying feature of this school.
"Campbell Creek, South.—Inspected October 27th, 1902, and June 17th, 1903;
average attendance, 9.5. Nothing but jurrior work is being done, as the school has been open
only one year. The tone of the school has improved somewhat during the year ; better manual
work is being done, and nature study is attempted with fair results.
"Canoe Creek.—Inspected September 16th, 1902, and March 3rd, 1903; average
attendance, 12.5. Nothing but primary and intermediate work is being done. In the former
the teacher excels.    The tone of the school is good.
"Coldstream.—Inspected November 19th, 1902; pupils present, 9. Very poor work
was done along all lines while the school was open. It was closed the last half of the year
because of irregular attendance.
"Commonage.—Inspected November 14th, 1902, and March 19th, 1903; average
attendance, 16.5. No redeeming feature could be found in this school; all work badly done ;
no real teaching or study. C 52 Public Schools Report. 1903
"Craigellachie.—Inspected March 5th, 1903; pupils present, 11. This is an assisted
school recently opened. Nothing but primary work is being done. More time should be
given to reading and language work.    In other respects the work done is satisfactory.
"Deep Creek.—Inspected November 24th, 1902, and March 13th, 1903; average
attendance, 10.5. In November the tone of the school was poor ; in March the attendance
was larger, the discipline better, and there was more earnestness displayed in all work.
"Dolan's Corners.—Inspected March 2nd, 1903; attendance, 14. This is an assisted
school opened on above date. Better school accommodation and equipment than are now
provided are essential to good work.
"Ducks.—Inspected September 19th, 1902, and February 19th, 1903; average attendance, 9.5. More careful arrangement of work and more attention to the foundation on which
attempts are being made in senior classes to rear a superstructure are needed. Attendance is
poor ; progress unsatisfactory.
"Enderby.—Inspected November 26th, 1902, and March 10th, 1903; average attendance, 38. There is a manifest lack of thoroughness in senior work, and manual work is
inferior owing to a lack of supervision. As an assistant has recently been appointed, better
work will be looked for in future.
"Fairview.—Inspected September 9th, 1902, and April 3rd, 1903; average attendance,
16.5. Change of teachers, a long vacancy, and irregular attendance of pupils have combined
to produce most undesirable results.
"Glenemma.—Inspected November 25th, 1902, and February 23rd, 1903; average
attendance, 11.5. School poorly equipped; attendance irregular; tone of school poor, but
with indications of improvement when last inspected.
"Grand Prairie.—Inspected September 18th, 1902, and February 24th, 1903; average
attendance, 10. The tone of this school was considerably raised during the year, and fair
progress was made.
" Hope.—Inspected February llth, 1903 ; pupils present, 12. The teacher is enthusiastic,
works hard and displays intelligence in all her work. Neatness, thoroughness and diligence
are the strong features in this school.
"Hope Station.—Inspected February llth, 1903; pupils present, 11. The teacher is
diligent, thorough and systematic in her work. Her enthusiasm and earnestness make the
pupils love school and take pleasure in working. Drawing and nature study are unusually
well taught.
" Keepers.—Inspected October 10th, 1902, and February 5tb, 1903 ; average attendance,
17. This school has improved wonderfully during the year.    Both teacher and pupils work so
well that school-life is a real pleasure for them.
"Kelowna.—Inspected December 3rd and 5th, 1902; average attendance, 37.5 in one
room. Tone of school fair; work in senior grade defective. Kelowna (two divisions) :
Inspected April 23rd and 24th, 1903 ; attendance, 51. In the principal's room the prescribed
work for the intermediate and senior grades was receiving due attention and was being well
done. Close application to study and thoroughness of treatment were the prominent features
in the principal's classes. In the second division fair work was being done ; but greater-
thoroughness was needed in number work, and more careful supervision of slate work.
" Keremeos.—Inspected September 10th, 1902, and April 1st, 1903 ; average attendance
18. The discipline is good and the pupils work well.    Reading, spelling and writing are fairly
well taught, but junior arithmetic needs more attention.    Drawing is neglected.
"Lansdowne.—Inpected November 28th, 1902, and March 9th, 1903; average attendance, 12. Drawing, writing and reading are well taught, while progress is made in all other
"Lytton.—Inspected October 9th, 1902, and February 3rd, 1903; average attendance,
22.5. All primary work is well taught; but the older pupils do not apply themselves properly
to work.
"Lytton, North—Inspected October 9th, 1902, and February 4th, 1903; average
attendance, 11.5. Good work is being done. Trustees, teacher and pupils are all interested
in their school and doing their best.
"Mabel Lake.—Inspected May 6th, 1903 ; 13 pupils present. This is an assisted school
opened in January. The manual work and reading is highly creditable under the circumstances. 3 Ed. 7 Public Schools Report. C 53
"Mara.—Inspected November 27th, 1902, and March 6th, 1903; average attendance,
13.5. In the first half of the school-year good work was done in all grades. Then followed a
vacancy with its bad results quite noticeable in March.
" Nicola.—Inspected October 29th and 30th, 1902, and May 27th and 28th, 1903;
average attendance, 15.5. In October the school was in a very satisfactory condition—both
teacher and pupils doing good work; in May all was different—there had been a change of
"Nicola, Lower.—Inspected October 29th, 1902, and May 26th, 1903; average attendance, 14.5. There was more than one change of teachers during the year. Consequently irr
May the school was in a very unsatisfactory condition. Inaccuracy and lack of thoroughness
prevailed. Shorter lessens better learned and more carefully taught, with frequent reviews,
will raise the tone and standing of this school.
"North Bend.—Inspected October 13th, 1902, and February 6th, 1903 ; average attendance, 22. This school is in excellent condition. It is well graded, due attention is given to
the prescribed work and very satisfactory progress is being made. The people appreciate the
value of the work done, and this in turn stimulates both teacher and pupils to renewed effort.
"North Thompson.—Inspected October 23rd, 1902, and May 22nd, 1903; average
attendance, 12. This is as near a perfect school as can be found. Everything is done excellently.    Parents, children and teacher are much interested in the work of the school.
"North Thompson, West.—Inspected October 22nd, 1902, and May 21st, 1903 ; average
attendance, 17. Much better work was being done in May than in October, more thoroughness and accuracy particularly noticeable. All manual and junior work is well done. That
of the intermediate and senior grades is not so good.
"Notch Hill.—Inspected November 6th, 1902, and March 2nd, 1903; average attendance, 11.5. The work of the school is well laid out and the teacher is endeavouring to bring
the different grades up to the required standard in all subjects. The tone of the school is
"Okanagan.—Inspected December 4th, 1902, and April 27th, 1903; attendance, 25.
In December all senior work and manual work was defective, discipline poor—too much idleness.    In April I found the school closed—teacher ill.
"Okanagan Falls.—Inspected September 8th, 1902, and April 3rd, 1903; average
attendance, 12. The junior work is done satisfactorily, but there is not as good work being
done in the intermediate and senior grades as there might be.
"Okanagan Landing.—Inspected November 13th, 1902, and March 20th, 1903 ; average
attendance, 12. The teacher is kind but firm, deliberate and thorough, carefully suiting his
teaching to even the dullest pupil. He works systematically, keeping all the children constantly employed and giving undivided attention to the class being taught. Most satisfactory
progress marks the year.
" Okanagan Mission.—Inspected December 4th, 1902; 11 pupils present. Attendance
irregular; tone of school poor. A teacher is needed here with energy and ambition enough
to overcome the indifference of parents and pupils in regard to study.
"Okanagan, South.—Inspected December 5th, 1902, and April 27th, 1903; average
attendance, 17.5. Irregularity of attendance makes good grading difficult. However, better
results might be obtained by proceeding more slowly in the intermediate and senior grades.
More attention should be given to manual work.
"Okanagan, West.—Inspected December 9th, 1902, and April 22nd, 1903; average
attendance, 9.5. Poor work is being done. The teacher needs to have his work better-
planned, that he may give his undivided attention to the class being taught while other classes
work independently in their seats.
"Otter Lake.—Inspected December 1st, 1902, March 16th, 1903, and May 4th, 1903 ;
average attendance, 19. There were three different teachers during the year, still there were
indications of progress in May. Language and number work were well taught to juniors.
In intermediate grade, too difficult work was undertaken in a few cases. Drawing should
receive more attention.
"Peachland.—Inspected December 10th, 1902, and April 21st, 1903; average attendance, 29.5; enrolment, 52. Good work is done in the junior and intermediate grades, but
the attendance of the seniors is too irregular. There should be high school entrance pupils in
such a school; until there are it cannot hold first rank. C 54 Public Schools Report. 1903
"Penticton.—Inspected December 10 th, 1902, and April 6th, 1903; average attendance,
12. This is a poorly equipped assisted school, open less than a year.    There have been two
teachers in that time.    Reading has been well taught; arithmetic and manual work are poor.
"Princeton.—Inspected May 30th, 1903; 12 pupils present. In number work the
children are exact but slow ; their reading is fair ; their spelling good ; drawing and literature
need more attention.    Older pupils have been promoted too soon.
"Round Prairie.—Inspected November 24th, 1902, and March 12th, 1903; average
attendance, 15. The teacher proceeds slowly and deliberately with his work, giving the pupils
time to think. This is producing good results. The teacher comes to school prepared for his
day's work, and carefully oversees all work done by the pupils. The progress in this school
has been very marked.
"Salmon Arm, East.—Inspected September 15th, 1902, and May 13th, 1903; average
attendance, 23.5. Two teachers have been in charge during the year. The attendance is not
good and the grading is poor. There is too much idleness among pupils in their seats. This
results in disorder and lack of progress.
" Salmon Arm, West.—Inspected September 16th and 17th, 1902, and March 2nd, 1903 ;
average attendance, 25.5. The teacher is doing good work, particularly with the younger
children, and is making entrance to high school the goal for the older pupils.
"Savona.—Inspected October 24th, 1902, and January 13th, 1903; average attendance,
13. Poor- work is being done.    There is a great lack of system and no thoroughness.   Shorter-
lessons carefully taught, with more attention paid to review, is badly needed.
"Shuswap.—Inspected November 6th, 1902, and February 26th, 1903; average attendance,
25.5, with 27 enrolled. Work well planned and well done by both teacher and pupils. Manual
and junior work unusually good. Discipline has improved and good progrees has been made
during the year.
"Similkameen.—Inspected April 2nd, 1903; pupils present, 11. Entrance work is taken
up under disadvantages. Few children are far advanced. More attention should be paid to
reading, junior arithmetic and drawing.
"Spallumcheen.—Inspected November 22nd and 28th, 1902, and March 17th, 1903.
The teacher works hard, but allows certain pupils to mope over their work. She is thorough
and systematic, giving considerable attention to reviews. More careful oversight of senior
arithmetic is necessary; history and grammar are well taught and manual work is carefully
"Spence's Bridge.—Inspected October 8th, 1902, and February 2nd, 1903; average
attendance, 12. There is manifest carelessness in all work attempted. Inspected June 4th,
1903; only 5 pupils present owing to high water in the Thompson. The new teacher will, if
given a chance, likely do good work.
"Spuzzum.—Inspected October 13th 1902, and February 9th, 1903; average attendance,
10.5. People give neither accommodation nor encouragement to the teacher. All work is
unsatisfactory; attendance irregular.
"Summerland.—Inspected April 8th, 1903; pupils present, 16. This school has been
opened only a few months and is doing very satisfactory work. More care is needed in writing
and drawing.
"Tappen Siding.—Inspected November 7th, 1902, and March 4th, 1903; average
attendance, 8. Both teacher and pupils are working well. The progress in reading and
arithmetic in a few months is very marked.
"Yale.—Inspected October 14th, 1902, and February 10th, 1903; average attendance,
18.5. Progress is being made but there is not that enthusiasm in work essential to best
results." 3 Ed. 7 Public Schools Report. C 55
Report  of  the  City  Superintendent.
"Alexander Robinson, Esq.,
"Superintendent of Education, Victoria, B. C.
" Sir,—I have the honour, as Superintendent of the Victoria City Schools, to submit a
report for the year ending June 30th, 1903.
"It is a pleasure to be able to say that in no former year of my incumbency has the
quality of the teaching been so generally good. The following table shows a higher average
regularity of attendance, smaller average classes, and higher average salaries, in comparison
with 1901-2 :—
1902-3 1901-2
" Number of teachers June 30th        63 57
Total enrolment during the year    3172 3193
Average daily attendance . .'    2423.29        2379.36
Number of pupils enrolled per teacher        50 56
Average daily attendance per teacher             38 42
Average monthly attendance, per centage        89.2 87.9
Average salary per teacher    $745.74        $731.52
" For the current year the class average is not likely to be greater than last year, but the
salary average of $756.36 is a little higher.
" Early in 1903 an effort was made by the Trustees to get authority from the ratepayers
to build two new school-houses, one in Victoria West and one in the Central Ward. Under
the ruling of the City Barrister, a money by-law for school purposes must be conditioned like
other money by-laws on a preliminary ten per cent, petition ; though on this point there is
admittedly a conflict between the Educational Act and the Municipal Clauses Act. The
Trustees were unable to get the petition sufficiently signed and nothing more could be done.
It would be well, perhaps, if the Act were so amended as to enable the Trustees to appeal
at once to the ratepayers whenever a new school-house is needed.
" The exclusion of non-resident children from the City Schools at the beginning of this
term reduced the attendance at the Victoria West School and permitted the transfer of one
teacher therefrom to the North Ward School; two members of this staff are now teaching in
small rooms which were not designed as class-rooms and are not suitable for the purpose.
Otherwise, the housing of the schools is essentially the same as at the beginning of last year.
The grounds of the High School have been neatly graded, and considerable improvement in
the general appearance of several other school yards has been effected.
" In the primary schools, and in some of the intermediate grade classes of the other-
schools, intelligent nature study and various forms of manual training have been given a
definite and satisfactory place.
"The classes in woodwork, which for three years were conducted at the expense of the
McDonald Fund, are continued at the expense of the City ; and at the beginning of this year
classes in cooking were opened for the older girls, under the direction of Miss Winifred
McKeand. The equipment of the kitchen for this purpose was provided at an expense of
about $400, by the Local Council of Women.
" In my report last year I referred generally to the satisfactory results of the adoption of
the new course of study, which discourages the method of the factory in school organisation,
and gives a generous freedom to the individual teacher in determining the sequence and
correlation of the topics of instruction, instead of prescribing, after the traditional fashion,
detailed assignments for each year or half year. Conditions of classification which encourage
the advancement of pupils as individuals rather than in platoons should quicken the pace
through the school course of all above mediocrity, and so lower the general age at high school
admission.    The gradual reduction in the age of the classes offering at the successive entrance C 56 Public Schools Report. 1903
examinations from the Victoria schools since 1899 is, therefore, probably more than a coincidence. In that year 37.9 per cent, of the candidates were under 15 years of age; at the last
examination the percentage had risen to 50 ; while of those who will offer at the examination
next June probably 55 per cent, will be under 15. The percentages for the successive years
are :—
" 1899    37.9 per cent.
1900    41.8        .,
1901    45.4
1902    50.4
1903   50.
1904 (probably)    55.
" It has been a grave defect of the graded school that it makes too little of individuality
and too much of uniformity; and it is to the credit of your Department that its regulations
make it possible to give the single pupil a fair chance. Child-life is too precious to be senselessly sacrificed to the interests of a meretricious system.
" Apropos of the consideration of time-saving, may I suggest that college matriculation
might be easily reached by High School pupils in two years, instead of three, if they were
allowed to begin Latin, and perhaps geometry, in the graded schools, and take in the High
School Junior Grade only the subjects necessary for matriculation. If that modification of
the present course were made optional, the Departmental Intermediate Grade work would be
at once reinstated in the Victoria High School for the benefit of the non-matriculants. For
these, the broader course is, in my opinion, preferable.
" May I respectfully recall a suggestion offered last year that, in the interest of economy,
City school authorities be granted, under suitable conditions and restrictions, the option of
half-time attendance for primary classes. I venture also to make two recommendations in
regard to the High School entrance examinations :—
" 1. That all papers be valued for penmanship and composition, including, of course,
" 2. That the publication of examination marks be discontinued.
" In conclusion, permit me to express my hearty appreciation of the courteous consideration always accorded me by you and your capable staff.
" I have, etc.,
" F. H. Eaton,
" Superintendent  City Schools."
November 27th, 190S. 3 Ed. 7 Public Schools Report. C 57
Report of the Principal.
"Normal School, Vancouver, B. C, May, 1903.
" Alexander Robinson, Esq.,
" Superintendent of Education, Victoria, B. C.
" Sir,—I have the honour to submit the following report on the Provincial Normal School
for the past twelve months.
"There has been no special change made from the work of last year. Our classes still
occupy the rooms in the Roberts School Building, so generously put at our disposal by the
Vancouver Board of Trustees.
" Some unavoidable changes have taken place in the staff of the Model School; the
teachers now employed are :—
" Normal School:
William Burns, B. A., Principal, Instructor in Psychology and Pedagogy.
J. D. Buchanan, Instructor in Methods.
D. Blair, Instructor in Drawing.
" Model School:
T. Leith, Principal.
Miss A. M. Newsom.
Miss R. McK. Macfarlane.
Miss M. B. Johnstone.
Miss N. Macken.
" Our library has been enlarged by the addition of a few works of reference and of books
for general information; but a liberal increase in the sum of money devoted to this purpose is
much needed.    The books we have are in constant use by teachers and students, and have
been a valuable aid to all in the preparation of their work.
"Two sets of geological specimens have been added. One was presented by the Geological
Survey Department at Ottawa, and has proved valuable in illustrating the chief rocks and
minerals of Carrada; the other collection has been used to explain the lessons given on mineralogy, founded on Crosby's ' Common Rocks and Minerals.' By the aid of these specimens,
and of others obtained for this special purpose, some practical knowledge of mineralogy has
been gained by our students.     A small chemical laboratory has also been purchased.
" During our last session we obtained a supply of plasticine for modelling and for making
relief-maps; the usefulness of these models in teaching nature-study, and of these maps in
teaching continent-structure, has amply repaid us for the trouble and expense incurred.
"Summer Session, 1902.
"The Summer Session extended from July 4th to September 25th, 1902. There was an
enrolment of 61 students, 57 of whom received diplomas at its termination. The same difficulty
was met as at the preceding summer session, in providing and supervising sufficient practical
work for so many students during the few weeks at our disposal between the commencement
of the public schools and the close of this session. It was very evident that after theories of
education had been explained, practical and repeated application of these theories under proper
supervision was the only means of ensuring that they were fully understood. Teachers of several
years' standing necessarily acquire certain routine habits of thought or manner, not always
advantageous ; unless these defects are first pointed out, and then corrected by practice, merely
teaching the theory of better methods is useless.
"Winter Session, 1902-3.
" The Winter Session commenced on October 6th, 1902, and terminated on April 3rd,
1903; 37 students attended this session, all of them new to the work of teaching.    Of this C 58 Public Schools Report. 1903
class 32 became entitled to their diplomas at its close. These students did faithful and excellent
work, and showed marked improvement, especially in their practical work while teaching in
the Model School classes.
"The hindrance mentioned in my last year's report regarding elementary science was still
more evident during this session. Nature study, for example, has to be taught—fully one-
third of these students knew nothing whatever of botany; another third had learned a little
of this subject, and the knowledge of all in other elementary science branches was very meagre;
yet, as teachers, they are required by the curriculum to instruct their pupils in the subject-
matter of Brittain's Nature Lessons.
" The students attending took also a short course in clay-modelling and cardboard work
at the Manual Training School, under the instruction of S. Northrop, Esq.
" General Suggestions.
"In my report on the Normal School for 1901-2, some points were mentioned in which it
seemed necessary that changes should be made. Another year's experience has shown this
necessity still more strongly. I, therefore, beg to embody in these general suggestions my
views as to what improvements are required, and how these can best be made in the interest
of education in British Columbia—from the point of view of Normal School work.
" Exemptions from Examination.
" Graduates of recognised Universities, who are holders of Normal School certificates, are
at present exempted from any examination. The requirement of section 70 of the School
Act, in regard to examination in the school law of the Province, should be rigidly enforced.
This examination could be held, either orally or in writing, by any official of the Education
Department, at any convenient time or place, so that no inconvenience would be caused to the
candidate for a teacher's certificate. The exemption of holders of third class certificates from
attendance at a Normal School should not be permitted. These are the students for whom
such training is found to be most necessary. As holders of higher grade non-professional
certificates are permitted to teach on third class certificates, this regulation is acting injuriously
in every way. Even with the present regulations, all holders of certificates higher than third
class should be compelled to attend a Normal School, so that at the end of three years there
would be a supply of permanent teachers, trained in some degree at least, to take the places of
those retiring compulsorily; and thus this endless chain of untrained teachers would be
ultimately broken.
" Grades of Normal School Diplomas.
" At present only one grade of diploma can be given. We find many students who are
specially good at primary grade work to be quite unable to take senior grade work satisfactorily.
These students must either be refused diplomas altogether, or they must receive diplomas
entitling them to hold the highest positions in any graded schools. It would be manifestly
unjust to our schools to refuse diplomas, as many excellent primary grade teachers would thus
be entirely shut out, and their very valuable services lost to the Province. On the other
hand, by being the holders of Normal School diplomas, some teachers with more self-confidence
than judgment, have obtained positions which they are unable to fill, and have consequently
brought discredit upon our Normal School. This fault could be remedied by issuing at least
two grades of Normal School diplomas, as suggested in my last year's report.
" Should this plan not be considered advisable, another scheme for grading- Normal School
diplomas might be adopted, namely, that of issuing three grades of diplomas on this basis :—
"1. A candidate applying for a third class teacher's certificate must be the holder of a
third class Normal School diploma, obtainable by a three months course.
" 2. A candidate applying for a second class teacher's certificate must be the holder of a
second or first class Normal School diploma, obtainable by a nine months course.
" 3. A candidate applying for a first class teacher's certificate must be the holder of a
first class Normal School diploma, obtainable by a nine months course.
" It will not be possible to carry this latter scheme out until the present summer sessions
are ended. As soon as this can be done, I would suggest that a nine months session be
instituted. The first three months of this session should be devoted chiefly to junior grade
work, and the student should be at liberty to retire at the end of these three months, but
obtaining thereby a diploma valid for three years only. When a life diploma is desired, then
the additional six months course must be taken to obtain such diploma. 3 Ed. 7 Public Schools Report. C 59
"Summer Sessions.
" As the above suggested changes involve the abolition of summer sessions, I would recommend that a circular be issued to all teachers interested, stating that no summer session will
be held after July, 1904. The number of students who are eligible for 1905 and 1906 is
rapidly decreasing ; thus in 1905 there will not be a class of probably above 30 students, and
in 1906 there cannot be a class of more than 10 students. If the Normal School course is of
any educational value, these teachers should be urged to take it as soon as possible, for the
benefit of themselves and of their pupils. It also appears absurd to delay improvements in
our Normal School course for so few students, when their attendance can be avoided in those
years, not only without any hardship, but with actual benefit to our schools.
" In regard to these changes, I am quite aware that the expense of attending is urged as
an excuse why exemption should be granted. It is this very excuse which lowers the teaching
profession in public estimation, when it is contrasted with other professions.
" One portion of the work of our high schools is the preparation of future teachers in the
non-professional side of their work. Their attainment of this requisite knowledge is then
proved by ability to pass either a departmental or a university test. By present regulations,
it is quite possible for a student to obtain a non-professional standing without any knowledge
of biology or of mineralogy ; and yet such student, when a teacher, is required to be proficient
enough in these subjects to impart some knowledge of them to others. In the university
matriculation examinations there are options. The options taken up by the candidates who
are desirous of becoming teachers should be in those subjects which will be required to be
afterwards taught by them in the public schools. A knowledge of these additional subjects
could be enforced by the Education Department before permission is given to attend the
Normal School and there enter on professional studies. For example, under present conditions it
seems to be unjust to refuse a diploma to a student for want of sufficient knowledge of plant-life
to enable a good lesson on that subject to be given, as required by the public school curriculum ;
and yet a diploma certifies to the possession of this ability—the real reason for this inability
being that the student was not permitted to study the rudiments of the science during the
non-professional course. The same argument applies with still greater force and frequency to
the subject of mineralogy.
"Even in geography and history we have found the students deficient in knowledge, and
this more especially in the higher grades, among those who are University matriculants. A
matriculation examination is designed to test ability to gain knowledge, rather than accuracy
of knowledge gained ; whereas it is this latter quality that is most required in the public
school teacher. Further, University examiners do not seem to take the character or legibility
of the candidate's handwriting irrto consideration. The writing, in case of most of our High
School pupils, is very poor; yet they are allowed to matriculate and then can enter the
Normal School, where they are expected to first learn and then to be able to teach a clear,
legible style of handwriting—in addition to other subjects—in the short space of three or six
" From these remarks, founded on my own actual observation during the past two yeasr'
work in this Normal School, it will readily be seen why I consider that, in the interests of
education, no exemptions from Normal School training should be granted. If students cannot
become entirely satisfactory teachers after six months' hard work, what is to be expected of
those who pass direct from the desk of the scholar to that of the teacher ?
" I conclusion, I have again to thank the Board of Trustees of Vancouver City for its
continued readiness in meeting every request made to them on behalf of the Normal School.
"I have, etc.,
" William Burns,
" Principal." C 60
Public Schools Report.
The annual examination of candidates for certificates of qualification to teach irr the
Public Schools of the Province began on July 4th, 1903, and was held simultaneously in
Victoria, Nanaimo, Vancouver, New Westminster, Vernon, Nelson, Rossland and Cumberland.
The Examiners appointed to act with the Superintendent of Education were J. W.
Church, M.A., Frank H. Eaton, M.A., Edward B. Paul, M.A., James C. Shaw, M.A., and
David Wilson, B.A.
The list of successful candidates appeared in the British Columbia Gazette of July 30th,
1903, as follows:—
Academic Certificates.
Fraser, Charles McL-, B.A., University of Toronto.
Gray, James, M.A., University of Toronto.
Little, David, B.A., University of Toronto.
Muir, Peter D., B.A., McGill University, Montreal.
McNaughton, Elizabeth, M.A., Queen's University, Kingston.
Phalen, M. A., B.A., St. Francis Xavier University, Nova Scotia.
Potts, Georgina, B.A., Trinity College, Toronto.
Shaver, Florence, B.A., University of Manitoba.
Simpson, Francis S., B.A., Dalhousie University, Halifax.
Smith, Edward W., M.A., University of Edinburgh.
Stephen, John, M.A., University of Aberdeen, Scotland.
Vroome, Claude, B.A., Mount Allison University, New Brunswick.
Watson, Margaret M., B.A., University of Toronto.
Wilson, Grace A., B.A., University of Toronto.
Bajus, Kathleen L.,
Campbell, Jessie L.,
Coburn, Lila M.,
Bailey, Adelaide S.,
Halliday, James A.,
First Class Certificates.
Martin, John,
Mowat, Lilian M.,
Paul, Margaret A.,
Tarbell, Ellen G.
Renewal Certificates for Length of Service.
Acheson, William C,
Archibald, Margarette S.,
Black, Emma G.,
Blackwell, Laura A.,
Blair, William,
Clement, Samuel B.,
Colquhoun, Josephine D.,
Davidson, Augusta J.,
Hardie, Cecil,
Henderson, Eleanor M.,
Hobbs, Eveleen B.,
Howitt, John,
Leamy, Lila,
Lord, Clara E.,
Lucas, Mary,
McDougall, Archena J.,
Second Class Certificates.
Marchant, Harold B.,
Mebius, Lucy A.,
Montgomery, Clara B.,
Morrison, Florence E.,
Macfarlane, Minnie J.,
McBride, Ethel M.,
McDowell, Mary,
McNutt, Margaret McL.,
McPhail, Archibald A.,
Offerhaus, Marion M.,
Patterson, Garda M.,
Plaxton, Robert J.,
Pullen, Henry F.,
Randall, Orville F.,
Sinclair, James W.
Redfern, Alice M.,
Robinson, Grace,
Sharpe, Rhoda,
Shaw, Alexander,
Sloan, Marjorie,
Smith, Mary,
Snider, Bertha M.,
Snider, Emma S.,
Snider, William S.,
Springer, Ruby M.,
Stevenson, Roberta E. L.,
Sweet, Violet E. M.,
Taylor, Mrs. Jennie,
Wright, John. 3 Ed. 7
Public Schools Report.
C 61
Akenhead, Mary E.
Archibald, Helen T.
Atkinson, Emily.
Bennett, Allan.
Black, Annie N.
Broe, Lawrence.
Burris, Grace D.
Calvert, Franklin G.
Carss, Bella M.
Carss, Alice C.
Cartwright, Evah M.
Cowan, Evangeline.
Crawford, Mary J.
Currie, Mabel A.
Dickinson, Bessie M.
Donnan, Emma C.
Durham, Mabel T.
Third Class Certificates.
Elder, Ethel B.
Elliott, Amy S.
Haslam, Elizabeth E.
Hill, Nora J.
Leask, Elizabeth M.
Leighton, Lillian E.
Lister-, John G.
Lowell, Margaret.
Macken, Leon C.
Marsden, Marion.
Martin, Alexander.
Miller, Mabel M.
Mogee, Jeannie D.
Moore, David M.
Morrison, Florence D.
Morrison, James, M.A.
McCrimmon, Frederick M.
McKinnon, Laura L.
MacNutt, Margaret McL.
Pringle, Nainie J.
Ramsay, Jessie V.
Rear, Mary E.
Richards, Jennie M.
Robinson, Grace.
Shaw, Marion.
Smith, Hilda K.
Smith, Laura I.
Spencer, Evalena.
Stephen, Alexander M.
Stuart, Celina E.
Van Allen, Olive P.
Whillans, Mary L.
White, Florence M.
Alexander Robinson, B.A.,
J. W. Church, M.A.,
F. H. Eaton, M.A.,
E. B. Paul, M.A.,
J. C. Shaw, M.A.,
David Wilson, B.A.,
Board of Examiners. C 62 Public Schools Report. 1903
Since the publication of the last edition of the Manual of School Law and School
Regulations in 1901, the Honourable the Council of Public Instruction has made changes in
the boundaries of the following School Districts, and has also created School Districts with
limits as herein stated :—
Alberni—26th April, 1886.    Boundaries altered and re-defined 27th May, 1901, 21st August,
1902, and 4th August, 1903 :
Commencing at Fish-house Point, on Somas River, Alberni District; thence in a
straight line to the south-west corner of Lot 12 ; thence north, east, south and west to a
point where the northern boundary of Lot 45, if produced, touches the sea-shore of Stamp
Harbour, and including Lots 12, 13, 14, 15, 16, 17, 19, 92, 93, 95, 96, 97, 100, 103, 135,
136, 137, 138, 142, 143, 146 aud 152.
Alberni, New—4th August, 1903 :
Commencing at the mouth of the Somas River at a point due west from the northwest corner of Lot 45, Alberni District; thence due east along the northern boundaries
of Lots 45, 48 and 117, for a distance of five miles; thence due south five miles; thence
due west five miles to the shores of Alberni Canal; thence following the shore line of
said Canal to the point of commencement.
Atlin—3rd November, 1902 :
All that tract of land in and around the Town of Atlin, Cassiar District, embraced
within a circle whose centre shall be the Government school-house in Atlin, and whose
radius shall be a distance of five miles from such centre.
Barnet—12th February, 1902 :
Commencing at the north-east corner of Lot 31, Burnaby Municipality, Westminster
District, being a point on the shore of Burrard Inlet; thence due south to the south-east
corner of Lot 15 ; thence due west to the south-west corner of Lot 131 ; thence due north
to the shore of said Inlet; thence east along the shore-line to the point of commencement.
Beaver Creek—30th May, 1902 :
Commencing at the south-west corner post of Lot 82, Alberni District; thence east
to the north-east corner post of Lot 168; thence north-westerly along the foot of the
Beaufort Range to the north-east corner post of Lot 77 ; thence west to the north-west
corner post of Lot 164 ; thence south to Stamps River; thence following the bank of the
said river to the forks ; thence easterly to the point of commencement, and including the
following lots:—82, 162, 163, 25, 166, 154, 107, 176, 56, 156, 161, 26, 27, 28, 29, 123,
115, 129, 116, 31, 32, 50, 51, 75, 78, 79, 128, 102, 77, 76, 164, 195, 71, 72, 73, 74, 54,
55, 80, 101, 30, 160, 165, 33, 158, 83, 123, 106.
Burnaby—3rd May,   1903.    Boundaries altered and re-defined 13th May,  1896, and 12th
February, 1902.
Commencing at the south-west corner of Lot 131, Burnaby Municipality, Westminster District; thence in a direct line south to the North Arm of Fraser River; thence
easterly and northerly following the boundaries of Burnaby Municipality to the southeast corner of Lot 15 ; thence due west to the point of commencement.
Chemainus—23rd May, 1883.    Boundaries altered and re-defined 21st August, 1902 :
All that tract of land in Chemainus District lying south of the southern boundary
line of Chemainus Landing School District, and not included in Crofton School District.
Chilliwack, East—14th April, 1890.    Boundaries altered and re-defined 17th March, 1903.
Commencing at the north-east corner of section 20 ; thence due north one and one-
half miles to the middle point of the eastern boundary line of Section 32 of said Township ; thence due east four miles to the eastern boundary line of Section 36 ; thence south
two and one-half miles to the south-east corner of Section 24 ; thence due west one and 3 Ed. 7 Public Schools Report. C 63
one-half miles to the middle point of the southern boundary of Section 23 ; thence due
north one mile; and thence due west two and one-half miles to the point of commencement.
Chilliwack, South—19th July, 1883. Name changed 27th October, 1884, from "Lower
Chilliwack" to "Chilliwack." Boundaries altered and re-defined llth May, 1892, and
17th March, 1903.    Name changed to " South Chilliwack" 18th October, 1893 :
Commencing at the middle point of the northern boundary line of Section 20, Township 26, Westminster District; thence in a direct line south to the township line; thence
due west 1\ miles to the south-west corner of Section 1, Township 23 ; thence due north
to the southern boundary of Lot 76 ; thence east to the south-east corner of said lot;
thence north to the south-west corner of Lot 260 ; thence east to the Luck-a-kuck River ;
thence clown said river to its junction with Chilliwack River; thence in a direct line
east to the point of commencement.
Columbia—23rd May, 1899.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Columbia.
Comox—8th May, 1884. Boundaries altered and re-defined 21st July, 1884, and 5th September, 1903.    Name changed from "North Comox " to "Comox," 18th October, 1893 :
Commencing at the south-west corner of Section 9, Comox District ; thence northeasterly along the western boundary line of said section to its north-west corner; thence
in a direct line to the north-west corner of Lot 83 ; thence due east to the north-east
corner of said lot; thence due south to the north-west corner of Lot 77 ; thence following
the northern boundary lines of Lots 77, 71, 194 and 195, to the north-east corner of Lot
195; thence due east to the southern boundary line of Lot 146; thence following the
southern boundary line of said lot to its south-east corner; thence following said boundary-
line of Lot 146 produced to the sea-shore; thence southerly and westerly, following the
sea-shore to the point of commencement.
Courtenay—30th July, 1870. Boundaries altered and re-defined 8th May, 1884; 7th April,
1885; 2nd October, 1890; and 5th September, 1903. Name changed from "North
Comox" to "Courtenay," 18th October, 1893 :
Commencing at the south-east corner of section 10, Comox District; thence northeasterly along the eastern boundary line of said section to its north-east corner ; thence in
a straight line to the north-west corner of Lot 83; thence in a direct line to the centre of
the southern side of Lot 145; thence south-westerly in a straight line to the western
corner of Lot 192 ; thence southerly in a direct line to the southern corner of Lot 126;
thence in a straight line to the north-west corner of Lot 152 ; thence following the
northern boundary lines of Lots 152, 153 and 82 to the sea-shore ; thence westerly and
northerly, following the shore-line to that point on the northern boundary line of Section
68 just opposite the point of commencement.
Creston—12th February, 1902 :
AJ1 that tract of land embraced in Sections 34, 35 and 36, Township 7, and in
Sections 1, 2, 3, 10, 11, 12, 13, 14, 15, 22, 23 and 24, Township 8, West Kootenay.
Crofton—21st August, 1902 :
Commencing at the north-east corner of Section 2, Range 10, Chemainus District,
being a point on the sea-shore ; thence due west to the north-west corner of Section 2,
Range 9, of said District; thence due south, following the range lines to the south-west
corner of Section 18, Range 1, Comiaken District; thence due east to the south-east
corner of Section 18, Range 5, of said District; thence northerly and westerly, following
the shore line to the point of commencement.
Cumberland—17th April, 1890.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Cumberland.
Delta—8th May, 1888.    Boundaries altered and re-defined 30th May, 1902 :
Commencing at the south-west corner of Section 30, Township 3, Westminster
District, being a point on the shore of Boundary Bay; thence due north to the northwest corner of Section 7, Township 4 ; thence due east to the north-east corner of
Section 9 of said Township; thence due north to the north-west corner of Section 15 of C 64 Public Schools Report. 1903
said Township; thence due east to the north-east corner of Section 13 of said Township ;
thence due south to the sea-shore; and thence along the shore line to the point of
Eburne—21st January, 1903 :
Commencing at the south-west corner of Lot 311, Group 1, New Westminster
District; thence westerly along the North Arm of the Fraser River to the south-east
corner of the Indian Reserve; thence north and east, following the boundary lines of
Lot 314, to the south-west corner of Lot 321 ; thence easterly alorrg the Magee Road to
the intersection of said road with the Vancouver Road; thence in a line due east to the
westerly boundary of the North Arm School District; and thence in a southerly direction
along the said westerly boundary of the North Arm District to the point of commencement.
Eholt—13th November, 1902 :
All that tract of land in and around Eholt, Osoyoos Division of Yale District,
included within the circumference of a circle whose centre shall be the plot of land used
as a school site at Eholt, and whose radius shall be at a distance of three miles from such
Gill.—27th May, 1901.    Boundaries altered and re-defined 30th May, 1902 :
Commencing at the north-west corner of Lot 40, on Somas River, Alberni District;
thence easterly, southerly and westerly, to the Fish House Point; thence following up
the Somas River northerly to point of commencement, and including the following Lots :
3, 7, 8, 9, 10, 11, 20, 21, 22, 23, 24, 40, 42, 88, 94, 108, 144, 145, 151, 167, 168.
Grand Forks, 18th May, 1897.    Boundaries altered and re-defined 23rd May, 1899, and 7th
December, 1901 :
All that area embraced within the corporate limits of the City of Grand Forks.
Grantham—7th April,   1885.    Name  changed  from   "Courtenay"  to   "Grantham,"   18th
October, 1893.    Boundaries altered and re-defined 5th September, 1903 :
Commencing at the intersection of Brown's River with the eastern boundary line of
section 17, Township 9, Comox District; thence due north to the sea-shore; thence
southerly and easterly, following the shore-line to the north-western corner of Puntledge
School   District;   thence south-westerly in a straight line to the point of commencement.
Haney—8th May, 1888.    Boundaries altered and re-defined 27th June, 1894, and 27th May,
Commencing at the middle point of the western boundary line of Section 29, Township 12, Westminster District; thence due east one and a half miles ; thence north to the
township line; thence east to the north-east corner of Section 36 ; thence in a direct line
south to the middle point of the eastern boundary of Section 13 ; thence due west three
and a half miles ; thence due south one-half mile; thence due west one-half mile to the
south-west corner of Section 16 of said Township ; thence due south to Kanaka Creek ;
thence following the shore-line of Kanaka Creek and the Fraser Biver to the south-west
corner of Lot 401 ; and thence true north to the point of commencement.
Haney, East—27th May, 1903 :
Commencing where the western boundary of Section 16, Township 12, Westminster
District, if extended, would touch the right bank of Kanaka Creek; thence north to the
south-west corner of Section 16; thence east one-half mile; thence north one-half mile;
thence due east three and one-half miles to the middle point of the eastern boundary of
Section 13 of said Township; thence due south to the Fraser River; thence along the
bank of the Fraser River to the mouth of Kanaka Creek; and thence up Kanaka Creek
to the point of commencement.
Kamloops—llth May, 1886.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Kamloops.
Kaslo—18th April, 1893.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Kaslo. C 70 Public Schools Report. 1903
It is now three years since the Provincial Normal School was opened at Vancouver, and
during all that time the Government has been indebted to the School Board of that city for
temporary accommodation. When this school was established in January, 1901, there was a
tacit understanding that a Normal School building would be erected in the near future. I
beg again to press upon you, therefore, the urgent necessity for the erection of a Normal School
I have the honour to be,
Your obedient servant,
Superintendent of Education. 3 Ed. 7 Public Schools Report. C 69
perhaps, by the knowledge that two Rhodes scholarships were granted annually to each State
and Territory of the United States. When the full text of the will was published, however,
it was found that large discretionary powers had been vested in the trustees of the will,
and these gentlemen, acting, no doubt, under the advice of Dr. Parkin, who had previously-
been chosen as advisor of the trustees, announced that they had decided to increase the
number of Canadian scholarships by granting an additional scholarship annually to each of
the Maritime Provinces, to Manitoba, to the North-West Territories and to British Columbia.
These scholarships are each of the annual value of £300. Arrangements have already
been made to distribute the colonial and foreign students among the several colleges at Oxford,
in order to lessen as much as possible the demand for increased accommodation necessary from
the influx of so many students. It is expected that the elected scholars will commence residence at Oxford in October, 1904.
All candidates for the British Columbia scholarship must fulfil the following conditions :
(1.) He must have passed the Responsions Examinations, so called, the requirements of
which are as follows :—
(a.) Arithmetic—the whole. *
(6.) Either Algebra.
Addition,   Substraction, Multiplication,   Division,   Greatest   Common   Measure,   Least
Common Multiple, Fractions, Extraction of Square Root, Simple Equations containing one or
two unknown quantities, and problems producing such equations.
Or Geometry.
Euclid's Elements, Book I., II. t Euclid's axioms will be required, and no proof of any
proposition will be admitted which assumes the proof of anything not proved in preceding
propositions of Euclid.
(c.) Greek and Latin Grammar.
(d.) Translation from English into Latin prose.
(e.) Greek and Latin authors.
Candidates must offer two books, one Greek and one Latin, or Unseen Translation. The
following portions of the under-mentioned authors will be accepted .-—
Demosthenes: (1) Philippics, 1-3, Olynthiacs 1-3, or (2) De Corona.
Euripides, any two of the following plays : Hecuba, Medea, Alcestis, Bacchae.
Homer (1) Iliad 1-5, or 2-6 ; or (2) Odyssey 1-5 or 2-6.
Plato, Apology and Crito.
Sophocles, Antigone and Ajax.
Xenophon, Anabasis 1-4 or 2-5.
Caesar, De Bello Gallico 1-4.
Cicero: (1) the first two Philippic Orations; or (2) the four Catiline Orations, and In
Verrem, Act I. ; or (3) the Orations Pro Murena and Pro Lege Manilia ; or (4) the treatises
De Senectute and De Amicitia.
Horace :  (1) Odes 1-4 ; or (2) Satires ; or (3) Epistles.
Livy, Books XXI and XXII.    (After Michaelmas, 1903, Books V. and VI.)
Virgil: (1) the Bucolics, with Books 1-3 of the Aeneid; or (2) the Georgics ; or (3) the
Aeneid, Books 1-5, or 2-6.
* Candidates are expected to be able to do correctly sums in Vulgar and Decimal Fractions, Practice,
Proportion and its applications, Interest (Simple and Compound), Square Measure and Square Root,
t Candidates should be careful to answer questions in both books.
2. He must have reached, at least, the end of his Sophomore or second year at some
recognised degree-granting University or College of Canada.
3. He must be unmarried, must be a British citizen, and must be between 19 and 25
years of age.
4. He may elect whether he will apply for the scholarship of the Province in which he has
acquired the above-mentioned qualification, or for that of the Province in which he has his
ordinary private domicile, home, or residence. He must be prepared to present himself for
examination in the Province he selects.    He cannot compete in more than one Province.
In British Columbia the committee of selection of the Rhodes scholar consists of the
Lieutenant-Governor, the Chief Justice, and the Superintendent of Education. Fuller
information may be obtained regarding these scholarships by addressing the last mentioned,
who has been appointed secretary of the committee. C 68 Public Schools Report. 1903
The Honourable the Council of Public Instruction has approved of the following regulation in addition to those already made and established for the government of Public Schools
in this Province :—
Clause 1. All children of school age residing in the vicinity of and outside a City School
District, but within a Rural District having a graded school, or within reach of the same,
shall be required to attend such school.
Clause 2. Senior grade pupils of a Rural District with one teacher and adjacent to a
City District may, with the consent of the Board of School Trustees of that city, be allowed
to attend the senior classes of the city schools.
Clause 3. With the exception noted in clause 2 of this article, all pupils must attend the
school or schools in the district in which their parents respectively reside.
Note.—Nothing in this article is intended to conflict with the right of parents residing
in a district which is without a High School to send their children elsewhere, throughout the
Province for High School training.
As the School Act stands at present, the Government allowance in aid of City Schools
consists of a per capita grant of $13 for cities of the first class, $15 for cities of the second
class, and $20 for cities of the third class, based on the average actual daily attendance of
public school pupils. The total cost of education proper in the City of Vancouver during
the past year was $81,981.51, of which the Government contributed the sum of $48,018.14,
leaving only $33,963.37 to be made up in taxes levied on Vancouver City property. Similarly,
in Victoria the Government grant was $33,234.50, while the city contributed only $25,816.71.
New Westminster contributed only $8,683.62, while the Government grant was $13,308.66.
This discrepancy is even more striking in the case of Nanaimo. The Government grant to
Nanaimo was $14,358.28, while the support from the citizens amounted only to $1,960.29.
In the face of these facts, it would appear almost unnecessary for me to point out that
the per capita grant is altogether too large. The total cost of education will soon absorb a
larger proportion of the provincial revenue than any other single service in the Estimates.
As a matter of fact, it is now exceeded by one item only, viz., the interest on the public debt.
It is quite impossible to cut down the cost of supporting our rural schools, especially those in
the isolated parts of the Province. The other votes, such as those for supporting the Education
Office, Inspection of Schools.. Normal School, and Education of the Deaf and Dumb, cannot
fail to increase slowly from year to year. It becomes imperative, therefore, that a change be
made at once in the policy heretofore followed of pouring out money so lavishly to populous and
comparatively wealthy centres such as Vancouver, Victoria, Nanaimo and New Westminster.
Considerable disappointment was felt some two years ago when the first draft of the
terms of the will of the late Cecil J. Rhodes was made known, that the only Provinces of
Canada likely to benefit from the princely generosity of the South African millionaire were
the Provinces of Ontario and  Quebec.    This  feeling  of  disappointment was  accentuated, 3 Ed. 7 Public Schools Report. C 67
Sunbury—30th May, 1902 :—
Commencing at the north-west corner of Lot 135, Township 4, Westminster District,
being a point on Tilbury Island, in the Fraser River; thence due seuth to the south-west
corner of Section 18 of said Township ; thence due east to the south-east corner of Section
16 of said Township; thence due north to the north-east corner of said Section; thence
due east to the south-east corner of Section 24 of said Township ; thence due north to the
north-east corner of Section 36 of said Township; thence due west to the Fraser River;
thence along the channel of the Fraser River to the point of commencement, and including
Annacis Island.
Trail—13th May, 1896.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Trail.
Union Bay—27th June, 1898.    Boundaries altered and re-defined 21st August, 1902 :
All that tract of land known as Nelson District, Vancouver Island, except that
portion included in Minto School District.
Vancouver, North—9th September, 1902 :
Commencing at the south-east corner of Lot 274, being a point on the north shore of
Burrard Inlet; thence west along the shore line of said inlet to the mouth of the Capilano
River; thence northerly, following the course of said river to its intersection with the
northern boundary of Lot 595 ; thence due east to the western boundary of Lot 577 ;
thence due north to the north-west corner of said lot; thence due east along the northern
boundaries of Lots 577, 578, 882 and 802 to the north-east corner of Lot 802 ; thence
south along the eastern boundaries of Lots 802 and 787 to the south-east corner of Lot
787 ; thence due west to the north-east corner of Lot 546 ; thence due south to the southeast corner of said Lot; thence due east to the north-east corner of Lot 550 ; thence due
south to the south-east corner of said lot; thence west along the Keith Road to the
north-west corner of Lot 273 ; and thence due south to the point of commencement.
Vernon—23rd  May,   1883.    Name changed  16th May,   1888, from  "Priest's Valley" to
" Vernon."    Boundaries altered and re-defined 12th June, 1886, and 7th December, 1901:
All that area embraced within the corporate limits of the City of Vernon. C 66 Public Schools Report. 1903
Nanoose—8th April, 1891.    Boundaries altered  and re-defined  8th June,   1896,  and  2nd
October, 1903 :
Beginning at the north-east corner of Lot 40, Nanoose District, being a point on the
sea-shore; thence south in a direct line to the southern boundary line of said district;
thence east along said boundary line to its eastern extremity; thence due north to the
sea-shore; thence westerly following the shore-line to the point of commencement.
Notch Hill—30th May, 1902 :
All that tract of land in and about Notch Hill, Kamloops Division of Yale District,
embraced within the circumference of a circle whose centre shall be the Canadian Pacific
Railway station house, and whose radius shall be a distance of three miles from such
Parksville—8th April, 1891 :    Boundaries altered and re-defined 8th June, 1896; and 2nd
October, 1903:
Commencing at the north-east corner of Lot 40, Nanoose District, being a point on
the sea-shore ; thence south in a direct line to the southern boundary line of said district;
thence in a direct line west to the eastern boundary line of the Qualicum School District;
thence due north following said boundary line to the sea-shore; thence easterly, following
the shore-line to the point of commencement.
Phcenix—4th July, 1900.    Boundaries altered and re-defined 7th December, 1901 :
All that area embraced within the corporate limits of the City of Phoenix.
Pilot Bay—30th May, 1902 :
All that tract of land included within a circle having a radius of two miles, the said
radius to commence at the central point of Block 7, in the town (so called) of Pilot
Bay, West Kootenay.
Puntledge—2nd October, 1890.    Boundaries altered and re-defined 5th September, 1903 :	
Commencing at the western corner of Lot 192, Comox District; thence north-easterly
in a straight line to the eastern corner of Lot 145 ; thence following this line produced to
the sea-shore ; thence westerly and northerly along the shore-line to the point at which the
boundary line between Lots 28 and 29, produced in a north-easterly direction, cuts the
shore-line ; thence south-westerly, following said line produced to Brown's River ; thence
in a direct line to the point of commencement.
Qualicum—8th June, 1896.    Boundaries altered and re-defined 14th January, 1903 :	
Commencing at the north-west corner of Lot 49, Nanoose District; thence due south
to the southern boundary line of said district; thence west along the southern boundary
line to the south-west corner of said district; thence north to the sea-shore • thence
easterly, following the shore-line, to point of commencement.
Revelstoke—22nd March, 1890.    Boundaries altered and re-defined 7th December, 1901 :	
All that area embraced within the corporate limits of the City of Revelstoke.
Salmo—16th February, 1903 :—
All that tract of land in and around Salmo, West Kootenay, embraced within the
circumference of a circle whose centre is the centre of Block 6, Salmo Townsite and
whose radius is a distance of four miles from such centre.
Sandon—18th May, 1897.    Boundaries altered and re-defined 7th December, 1901 .-	
All that area embraced within the corporate limits of the City of Sandon.
Slocan—21st July, 1897.    Name changed from " Brandon-SIocan " to " Slocan."    Boundaries
altered and re-defined 7th December, 1901 :—
All that area embraced within the corporate limits of the City of Slocan.
Sumas, Upper—31st July, 1874.    Name changed 21st May, 1897, from "York " to " Upper
Sumas."    Boundaries altered and re-defined 14th January, 1903.
All that portion of Township 19, New Westminster District, not included in Majuba
Hill School District.
Summerland—27th August, 1903 :—
Commencing at a point where Trout Creek empties into Okanagan Lake; thence
west five miles following the course of Trout Creek; thence due north five miles ; thence
in a direct line east to Okanagan Lake; thence southerly along the shore-line of said lake
to the point of commencement. 3 Ed. 7 Public Schools Report. C 65
Kimberley—12th February, 1902 :
All that tract of land in and arourrd the Town of Kimberley, East Kootenay,
embraced within the circumference of a circle whose centre shall be the C. P. R. Station in
the Town of Kimberley, and whose radius shall be a distance of two miles from such centre.
Lotbiniere—17th March, 1903 :
Commencing at the middle point of the northern boundary line of Section 20, Township 26, Westminster District; thence in a direct line south to the township line; thence
east three miles along the township line to the middle point of Section 2 of said township ; thence north in a direct line to the middle point of the northern boundary line of
Section 23 of said Township ; thence west three miles in a direct line to the point of commencement.
Majuba Hill—14th January, 1903 :
Commencing at the south-west corner of Section 2, Township 19, New Westminster
District, being a point on the International Boundary Line ; thence in a direct line north
to the shore of Sumas Lake; thence east and north-east along the shore of said lake to its
intersection with the northern boundary of Lot 30, Township 22 ; thence due east to the
north-east corner of Lot 28 of said Township; thence due south to the International
Line; and thence due west to the poirrt of commencement.
Malcolm Island—22nd December, 1902 :
All that tract of land knowrr as Malcolm Island.
Maple Bay—16th June, 1870. Boundaries altered and re-defined, and name changed from
" .North Cowichan " to " Maple Bay." Re-defined 2nd February, 1885, and 21st August,
All that tract of land known on the official map as Comiaken District, except such
portion as is included in Crofton School District.
Matsqui—30th May, 1902 :
Commencing at the north-west corner of Lot 413, Township 17, Westminster
District, being a point on the south bank of the Fraser River; thence due south to the
south-west corner of Section 5 of said Township ; thence due east to the south-east corner
of Section 1 of said Township; thence due north to the Fraser River ; and thence along
the south bank of said river to the point of commencement.
Minto—21st August, 1902:
Commencing at the north-east corner of Lot 82, Comox District, being a point on the
sea-shore; thence westerly, following the boundary lines of Lots 82, 153 and 152, to the
north-west corner of Lot 152, of said District; thence south to the southern boundary
line of Township 11, Nelson District; thence east along said boundary line to the seashore ; thence northerly and westerly along the shore line to the point of commencement.
Moodyville—27th June, 1870.    Boundaries altered and re-defined 9th September, 1902 :
Commencing at the south-west corner of Lot 273, being a point on the north shore of
Burrard Inlet; thence north to the north-west corner of said lot; thence east along the
Keith Road to the south-east corner of Lot 550 ; thence north along the eastern boundary
of Lot 550 to the north-east corner of said lot; thence west one-eighth of a mile, more or
less, to the south-east corner of Lot 546 ; thence due north to the north-east corner of said
lot; thence east to the south-east corner of Lot 787 ; thence north along the eastern
boundary of Lots 787 and 802 to the north-east corner of Lot 802 ; thence due east along
the northern boundary of Lots 1,265a, 1,265 and 855 to Seymour Creek; thence north
following the course of Seymour Creek to its intersection with the northern boundary of
Lot 1,419 ; thence east to the north-east corner of Lot 1,559 ; thence due south, following
the eastern boundary of Lots 1,559, 900, 828, 827, 826, 867, 1 and 621, to the south-east
corner of Lot 621 ; thence west to the south-west corner of said lot; thence south to
Burrard Inlet; and thence west, following the shore-line of Burrard Inlet, to the point
of commencement.
Morrissey—12th February, 1902 :
Commencing at the junction of Morrissey Creek with Elk River, East Kootenay
District; thence due east 4 miles ; thence in a direct line north 4 miles ; thence due west
to Elk River; thence southerly following the east bank of said river to point of commencement. C c. Public Schools Report. 1903
Central Examinations, 1902.
Shepherd, Elsie W Burnaby, West, School.
Thomas, Ivor Cedar, South n
Astori, Angelo Extension n
Haws, Bessie Okanagan Landing n
Hirst, Elizabeth A I
Rath, Lily V Parksville n
Rath, May j
Baynes, Caroline Port Kells n
Johnston, Adam S Port Moody m
Graham, Donald      Spallumcheen h
Hodgson, Constance M Whonnock n
Special Examinations, 1902
Erickson, Archibald W Alberni      School.
Woollacott, May L Alert Bay     n
Rood, Kenneth A    1 -,,   .     .
Tremblay, Phoebe M jEssmgton      „
Wood, Roland S Gill
Bechtel, Arthur	
Coram, Phcebe J LT
oi_ v       i        i.L ^Vancouver
Skaling, J eanetta	
Stevens, Dorothy	
Beanlands, Dorothy G	
Eberts, Lorna [-Victoria
Eberts, Phyllis	
Midsummer Examinations, 1903.
Cumberland School.
Collis, Douglas P., McKnight, Sarah E.,
Dowdall, Ethel U, McDonald, Jennie,
Grant, Albert, Patton, Bertha,
Hill, Katharine M., Smith, Charles O.,
Letvinoff, Lena, Tanaka, Tsnuezo.
Mounce, Charlotte A.,
Nanaimo, Central School.
Anderson, William H., Mercer, William B.,
Anthony, John A., Morrison, Mary B.,
Bryant, William E., McGregor, Archibald M. W..
Gibson, Victoria L. M., Quennell, Edythe,
Hardy, Nettie H., Wallace, Mary J.,
Hughes, Katie E., Wilson, Horace.
Manson, Ernest L.,
Nelson, Central School.
Allison, Grace, MacKay, Christine,
Brown, William, MacKay, Ivan,
Ebbs, Wilfred, McNally, Daniel,
Jackson, Lloyd, Weir, Kenneth.
Johnstone, Betty, 3 Ed. 7 Public Schools Report. C ci.
New Westminster, Boys' School.
Baker, Edgar E., Purdy, Duncan O.,
Burnett, Robert K, Richmond, Gordon,
Burr, Henry B., Rousseau, Harry J.,
Gilley, Albert M., Spring, Gordon A.,
Johnson, Lawrence A., Trapp, Thomas D.
Macdonald, John A.,
New Westminster, Girls' School.
Bourne, Josephine A., Gilley, Vera C,
Crake, Helena F., Leamy, Florence A.,
Davison, May, Peebles, Jane M.,
Dunlop, Louise S., Thomson, Marjorie A.
Forrester, Jeanie D.,
New Westminster, Westside School.
Adams, Lloyd L., O'Connor, Leslie.
Rossland, Central School.
Ashby, Roland, Griffith, Charles D.,
Buchanan, Archibald, O'Hearn, Leopold F.,
Cooper, Alice,
Vancouver, Central School.
Beatty, William R., Nyman, Annie E.,
Burns, John R., Ockerman, Alfred,
Dillabough, Norman, Paterick, Grace H.,
Ferguson, Wilfred J., Percival, Pearl,
Grant, Harold D., Simpson, Margaret,
Gun, Grant, Smith, Anna C,
Johnson, Emily, Sparling, Ellen M.,
Leonard, Colin A., Steele, Marian,
McKeen, Mabel H., Strauz, George,
McPhail, John, Tracy, Thora.
Murray, Margaret E.,
Vancouver, Dawson School.
Anstie, Fannie, McLean, Adelaide,
Bajus, Helen, McLeod, Hazel,
Blackmore, Flossie M., McMullen, Mabel G.,
Chew, Valma G., Newmarch, John C,
Chew, Edna E., Nicholson, William E.,
DeWolf, Thomas, Percival, Constance A.,
Dixon, Emily, Purdy, Frederick,
Donaldson, Wesley, Roedde, Emma M.,
Ellis, William, Saul, Edna,
Ex tense, Harry, Shaw, Irene,
Ferbrache, Henrietta, Shaw, Hazel,
Findlay, Ivan, Simpson, James,
Fisher, Stanford, Smith, Reginald S.,
Gott, Alice, Smith, Arthur J.,
Hunt, William, Stewart, Carroll,
Jenkins, Gertrude C, Stone, Mabel,
.Kerr, Lucie, Swift, Frank,
Kerr, Ruby, Taylor, Sidney L.,
Leek, Verna E., Todd, Albert,
Malcolm, L. Irene, Underhill, F. Clare,
Martinson, Bengta E., Weber, J. Louise E.,
Mills, Thomas S., Wiseman, Homer L.,
Macfarlane, Marguerite E., Woodward, Jessie.
McLaren, Elsie, C cii.                                      Public Schools Report.                                        1.903
Anderson, Janet J.,
Cunningham, George T.,
Aske, Vivian,
Donaaghty, Oscar.
Armstrong, Annie E.,
McKee, Florence E.,
Boyes, David A.,
Mitchell, Elizabeth M.,
Hamilton, Duncan A.,
Morrison, William J.,
Ervine, Jennie,
Owens, Evo V.,
Lipsett. Ella B. V.,
Paterson, Margaret,
McGeer, Gerald G.,
Urquhart, Nellie.
McGuigan, Daniel,
Vancouver, Strathcona
Carver, Ernest J.,
McDonald, Christina M.
Cherry, Louise,
McLellan, Robert B.,
Costello, Agnes,
Price, Harold,
Crow, Frances M.,
Simpson, Ada C,
Duclos, Adolphus A.,
Stuart, Agnes,
Durham,  Godfrey,
Stuart, Mabel G.,
Fooshee, Floy I.,
Vicars, Gilbert,
Howey, Winnifred,
Watson, Myrtle K,
MacDonald, Emma B.,
Woodward, Percival A.
Loveridge, William,
Smith, Bessie,
Reinhard, Gustave F.,
Twiddle, Alice H.
Boys' School.
Baker, Hugh,
Morley, Henry A.,
Carson, Francis A.,
McLelan, Archibald W.,
Hartnell, George E.,
McLelan, T. Gregor,
Hartnell, William,
Sargison, Harry B.,
Herbert, James D.,
Selman, Gordon S.,
Hiscocks, Robert H.,
Shier, Morley H.,
Johnston, William H.,
Taylor, Frederick G.,
King, Alfred N.,
Therriault, Frank E.,
Lawson, Herbert R.,
Walker, Frederick P.
Liddiard, Thomas P.,
Wilby, William J.
Morgan, Hannsjoachim F
. M
Girls' School
Barker, Alice G.,
Jay, Constance K.,
Cameron, Elizabeth,
Maloney, Virginia P.,
Futcher, Florence E.,
Moss, Alice M.,
Foxall, Winnetta M.,
Nicholles, Emily,
Grant, Olive E.,
Rauche, Mabel H.,
Harris, Lena O,
Vigelius, Pearl E.,
Hendry, Anna E.,
Webster, Elizabeth.
Andrew, Winnifred A.,
Ewer, Anne F.,
Dinsdale, Alfred E.,
Lemon, Leonore.
Driver, Margaret I.,
Brown, Mildred M.,
Belyea, Marie L.,
Brown, Barbara C,
Bennett, Allan McL.,
Black, Flora C,
Cameron, Walter C, 3 Ed. 7
Public Schools Report.
G ciii.
Victoria South Park School.—Concluded.
Emery, John R.,
Green, Ethel M.,
Gray, Clarice M.,
Hammond, Thomas,
Holland, William,
Joule, Susan E.,
Jones, Julia H. E.,
Kelly, Lavinia M.,
Miller, Mabel T.,
Victoria, West School.
Atkins, Herbert T.,
Bailey, Frederick K,
Gladding, Horace W.,
Mclntyre, William H.:
Nairne, Reginald,
Newlands, Jessie G,
Robson, Bertram G.,
Rome, Alfred C,
Schnoter, Conchita A.,
Starr, Geraldine,
Sweet, Mildred A. E.,
Woodward, John.
Prevost, Filfred C,
Ramsay, George D.,
Sedger, Cyril G.,
Sedger, Ralph T.
Central   Examinations,   1903.
Gallant, Ravmond A     ™ .        x      ,.
-.r      •       rn      i   ti (Jhemamus Liandms.
Menzies,   Frank R J b
McPherson, Margaret , Cowichan.
Clarke, Mildred     1 _
a    'IL   -if    ,■ yDuncans.
omrtn, xVlartin      J
Peatt, Stanhope      ) „ ,        ,
Cli.   x.t!      TV/r -rt VColwOOd.
Stubbs, Mona P j
Litchwood, Jennie G Ym t h    '
Trenchard, Marion J
Stevens,   Angela Beaver Point.
Collins, Edwin Ganges.
Brydon, Jane D Lake.
Robertson, Janet        Parksville.
Munroe, William A \q-rl
Roberts, Jessie A j '■*'
Manning,  Viril      Aberdeen.
McVey, Lulu B Beaver.
Benny, Edith \„ ,
Hagelstein, Herman        /
Bruskey, Chester J Douglas.
Thompson, Arthur , Mount Lehman.
Bell, Amelia "1
Newby, Edith        n, ....   .     ,
-r>  i •            t i VChilliwhack.
Kobinson, John     	
Wilmot,  Lemuel A J
Maynard, Elbrita    \ „, ....   ,     ,    „     ,,
Rexford, Roy    jChrlhwhack, South.
Bell, Kate iFairfi ld
McSween, Christina /
Weaver, Nina Morris Valley.
Arnold, Frank W Sumas.
Chadsey, Elsie   Sumas, South,
Dales, Mabel H I „.    .
Willshire, Daisy E jClayton.
Carter, Minnie O Langley.
Hamilton, Florence R    , lp      „ -,,
Yeomans, Josephine B J c
Public Schools Report.
Central Examinations, 1903.—Continued.
Wade, Leslie C. . . .
Edge, Verno W. . . .
Ferguson, Peter M.
Laity, John R.
Mclvor, Angus	
Menzies,  Isabella	
Murray, William G. . .
Abbott, Cephas	
Cox, Clemina	
Gibbard, Nellie	
Parrott, Katie I	
Thomas, Owen J	
Winslow, Lilian N. . . .
Anderson, Orville B. .
McDougall, Thomas. . .
Whitehead, Muriel. . . .
Wright, EllaB	
Christian, Leon	
Blair, George F	
Currie, Marguerite K.
Harrison, Maud	
Morrison, Ross M . . . .
Pearse, Lilian M	
Taylor, Lulu M	
Walkley, Denzel S. . . .
Winters, Bessie	
Hunter, Gertrude E . .
McMillan, John L . . .
Weddell, Edwin C . . . .
Weddell, Rose I	
Thomson, Hattie E. . .
Thomson, Louise B . . . .
Murray, George L. . . .
Johnston, William P. .
Harris, Sophie M	
Salo, Matthew A	
Slater, Stanley	
Johnson, Gordon
Blakley, John S	
Griffith, Edgar W	
Mills, Arthur S	
McAber, Eva	
Parson, John	
Russell, Charles	
Winnett, Earle	
Melville, Walter	
Bowell, Mabel B	
Carter, Nellie	
Cook, Richard T	
Disney, Dorothy A.. . .
Donnan, Stella	
Henderson, John B . . .
La Barre, Forest L.. . .
McCallum, Daniel P. .
Stuart, Winnifred C...
Stuart, Jessie A	
Wells, Phila	
. . Surrey Centre.
[-Lillooet, South.
Maple Ridge.
. . Ashcroft.
VLac la Hache.
, . North Bend.
. , Enderby.
. . Lansdowne.
V Kamloops.
[-Okanagan, South.
. Nicola.
. Nicola, Lower.
.Salmon Arm, West.
. Notch Hill.
. Cranbrook.
. Fernie.
. . Midway.
Grand Forks. 3 Ed. 7 Public Schools Report. C ch
Saying—" That is all I bring ye
From the bravest in the land !
Ay ! ye may look upon it	
It was guarded well and long,
By your brothers and your children,
By the valiant and the strong.
One by one they fell around it,
As the archers laid them low,
Grimly dying, still unconquered,
With their faces to the foe."
8. Quote from memory Psalm XXIIL, beginning " The Lord is my shepherd."
9. Write a short composition on one of the following :—
(a.) The Death of Leonidas.
(b.) Perseus and Medusa,
(c.)  David and Goliath.
(d.) Little Red Riding-Hood.
Dictation and Spelling.    (Time, 1 hour.)
1. Write the following passages dictated by the Examiner (Fourth Reader, 20th Century
Edition,   page  275,  paragraph  beginning   " They  are  all  satisfied");   also,  first
stanza on page 64 of same Reader.
2. Write the following forty words at the dictation of the Examiner.
3. What is the abstract noun corresponding to each of the following verbs :—serve, hate,
obey, choose, move, see, please, laugh, think, free ?
4. Write the following stanza in clear prose :—
Rock of Ages ! cleft for me,
Let me hide myself in Thee.
Let the water and the blood,
From Thy riven side that flowed,
Be of sin the double cure,
Cleanse me from its guilt and power.
British History.    (Time, 1 hour.)
1. Write short but comprehensive notes on the following :—
(a.) The Holy Alliance. (e.)  The Gunpowder Plot.
(6.) The Chartists. (f) The Act of Supremacy,
(c.) The Stamp Act. (g.) The Statute of Labourers.
(d.) The Act of Settlement. (h.) Magna Charta.
2. Tell what you know of the ancient Britons.    In what part of the British Isles are
descendants of these people yet to be found ?    Do they speak English 1    Explain.
3. Sketch the chief events of the Seven Years' War, 1756-63.    What treaty brought the
war to a close 1    What were its chief terms ?
4. What changes in the English laws, language, habits and customs did the Normans
introduce ?     Who were the Normans ?     When did the English and Normans
finally become one people ? C cl. Public Schools Report. 1903
Greek.    (Time 3 hours.)
[Note.—The translation from Greek should be into idiomatic English.]
A.  (a.) Translate—
To Se <Tvp,irav SiyAos fjv KCpos <os o~irevS<i>v Tracav ttjv oSbv Kai ov SiaTplBuiv ottov jury
eTrKTirKT/jLov eveKa fj Tiros aXXov dvayKaiov eKade^eTO, vop<ltf>v, ocra p.ev Oarrov
eX.0oi, roirovTixt arrapatTKevoTepta fiao'iXei. p.o.yfio'dai, 6V(0 Se tryoXaiTepov, too-ovtiij
rrXeov (rvvayeipeo~dai pWrtAet aTpdrevpa. Kal ervviSeiv S' fjv t(j) wpoo-e)(oVTi tov
vovv fj /3ao-tAecos «PX1) TtXyjOeL pev v/opas Kal dvOptoTrcov tcrvypa oittra, rots Se
/xr/Keo'i tS>v oSwv Kai tisj SteoTracrt9at Tcts 8vvdp.eis ao"t9evrjs, et Tts Sta Ta-^eoiv tov
iroXepov eiroieiTO. irepav Se tov Erjc/jparou TTOTap,ov Kara tov<s epfjp-ovs o'raOp.ov's
yjv T7oXi<s ev8a.ip.u>v Kai p,eydXr), ovoua Se Xapp.dv8r} ■ ex ravTrj<s ol o'TpaTiwTo.i
fjyopafov Ta e7TtT?)Seta, crv_e8tats Sta/^atyorTes 5Se. Sicjj9epa<s as et^or (TKeirdiT/jhara
ewi/XTrXacrav f(6pTOV Kovcpov, etra (Tvvfjyov Kal o-vveo~n-(Dv, u>s p,fj dmeo-Qai ti}s
Kap^>??s to vSeop • eVt ToiVtor Stepatrov Kat eXappavov rd e7TtT?ySeta, otVor T€ ex
tvjs fiaXdvov ireiroirjpevov Trjs dwb tov <£otVtKos Kat o~ltov /xeAtV^s- toiSto -yap fjv
ev ttj ~xf>pa irXelo-Tov.
1. SiJAos ijv Kiipas (is awevSaiv o-weo-Trcor, (os fti) dirTeo-dai.    Comment on these
two uses of ws.
2. ocra .... too-ot;t(o.     Give the Latin.
3. <rvvi8eiv S' fjv. . . .fj /3acriA.e<os apx1).... to-y/opa oJcra.    Account for this construc
tion, and change to the ordinary form.
4. Write a grammatical  note on the use of touto in the last sentence of the
5. Decline 7roAts, iiStop, o-itov.
6. Write in the other degrees of comparieon  Qdrnov,  luyiypd,  do-Oevijs, evSatpojv,
(b.) Translate—
Kat ovKeri Tpla fj TiTTapa craSta Stet^eTiyv t(o t/xxAa-yye air' dXXy\o>v fjviKa eirai-
dvi£6v Te ot 'EAAiyres Kal ijpyovTO avTioi levai rots iroA.e/xtots. ws Se iropevopevutv
e^eKvpaive ti ttjs tpdXayyos, to OToAet7ro^tei'oi' fjp^aTO &p6p.(r> deiv Kal dfxa
i<f>6ey£avT0 irdvTe<s olovirep t(o 'VtwaXuf eXeXi^ovcri, Kal irdvTes Se edeov. Aeyowt
Se Tti/es (OS Kat Tats do~7rio~i 7rpbs to, SopaTa iSovirigirav <£opW irotovvTes Tots t7r7rots.
Trplv Se To£et>yU.a e^iKveltrdaL IkkXivovo'iv oi XdpBapoi Kal <j>evyovo~i,. Kal (.VTavda
Sf) eSttoKor fev Kara KpaTos oi "EAA^res, iBocov Se aXXr/XoLS pf) Ouv Spo/uo, dXX'
ev Taj^ei eVeo"t9at. Ta S' dpp.o.To. etfiepovTo Ta p.ev St' auTtov tu>v TroXepltav, to, Se
Kai Sta tuiv 'EXXrjvoiv Keva fjvto^rigv.
1. Explain the significance of eiraidvi,(ov, e^eKvpaive, IXeXl^ovo-i.
2. What is peculiar to the use of dvTioi ?
3. Ta 'VivvaXug.    Comment on the name.
4. p.f) 9eiv.    When is this form of the negative used 1
5. Point out a peculiarity of concord in the last sentence of the extract.
6. Give the principal parts of Stei^er??!', 8eiv, e(iKvelo-9ai,, eireo-Oai, e<f>epovTO.
(c.) Translate—
Eu(9i'S p.ev jietpaKiov &v eireOvpei yeveo~da.L dv7]p to. pieyaXa irpaTTeiv tKaros- Kat Sta
Tairr^v T-r)v ewiOvfiiav e'StuKe Top-yta apyipiov T(o KeovTivio. eirel Se crui'eyei'eTO
eKeivw, tKaros fjSn royatVas eTvat Kat dp^eiv Kal <£tAos S)v Tots TrptoTOts uirj fjTTa.o-6ai
evepyeTwv, rjXOev ets TaijTas Tas (rvv KiSpto ir payees- Kal (oeTO KT-r]crecrdai eK tovtusv
ovofia pkya Kal 8vvap.i.v p.eydXrjv Kal ■^pyp.aTa TroXXd- toctovto>v S' eiri8vp.S>v
(rcjioSpa eVS^Aov av Kal tovto etver, OTt ToiJTtor ouSev dv OeXoi KTao-Qai jiteTa
aStKtas,   dXXd  o-vv  Tia   StKatw  Kat   KaAtu  wcto  Setv  tovtwv  Tvyydveiv,   dvev   Se
TOVTIOV jXTj. 3 Ed. 7 Public Schools Report. C cli.
'Apvyti/ Se KaAoiv pev Kal dyado>v SwaTOS yv, ou fieVTOi ovt atStu tois tTTpaTiw-
Tats eaiiToC oi'Te fyofiov tKarbs epjjroifjo-ai, dXXd Kai tna-yyvero paXXov tovs CTpaT-
t(OTas )') ot dp^o/jievoi eKeivov Kal (f>of3ovp.evo'S paXXov fjv <ftavepb<s to direyddvevQai
rots o-TpaTtojTais fj ol orTpaTiu>Tai to diricrTeiv eKetVw. oieTO Se dpKeiv 7rpos to
dpy/iKov etVat Kat SoKetr tov /uev KaAaJs irowvvTa eiraiveiv, tov Se dStKoilvTa ptrj
1. Who is described in this extract?
2. eStoKe Topyia. dpyvpiov t«j AeoimVto.    What is meant ?    Write an explanatory
note on Topyia Tto AeorTtVto.
3. fj ol d,pyop.evoi eKeivov.     Explain the case of eKeivov.
4. (poBovpevos jmXXov fjv tpavepbs to dire){ddve<rdai.     Why is the article used 1
5. Show the dependence of the infinitives in the last sentence of the extract.
6. " What strikes us most in Xenophon's genius is his many sidedness.    Illustrate
from the Anabasis.
B.   1.  What is the Greek equivalent of the Latin ablative of time when, of specification,
of degree of difference, of price, of manner ?
2. "There are three ordinary uses of avTos."    Give them, with meanings and Latin
3. What is the essentia] difference between the verbs in -fu and those in -to ?    Illus
trate by paradigms, with explanatory comments.    How far does the difference
extend 1
French.    (Time, 3 hours.)
A. Translate—
(a.) Ce Tistet Vedene etait, dans le principe, un effronte galopin, que son pere, Guy
Vedene, le sculpteur d'or, avait ete oblige de chasser de chez lui, parce qu'il ne
voulait rien faire et debauchait les apprentis. Pendant six mois on le vit trainer
sa jaquette dans tous les ruisseaux d'Avignon, mais principalement du cdte de la
maison papale; car le dr61e avait depuis longtemps son idee sur la mule du
pape, et vous allez voir que c'etait quelque chose de malin..... Un jour que Sa
Saintete se promenait toute seule sous les remparts avec sa bete, voila mon
Tistet qui l'aborde, et lui dit en joignant les mains d'un air d'admiration : " Ah
mon Dieu ! grand Saint-Pere, quelle brave mule vous avez la !. . . .   Laissez un
peu que je la regarde     Ah !   mon pape, la belle mule !. . . .    L'empereur
d'AUemagne n'en a pas une pareille."—Et il la caressait, et il lui parlait douce
ment comme a une demoiselle : " Venez ca, mon bijou, mon tre'sor, ma perle fine.
. . , ." Et le bon pape, tout emu, se distait dans lui-meme : Quel bon petit
garconnet!. . . . Comme il est gentil avec ma mule !" Et puis le lendemain
savez-vous ce qu'il arriva? Tistet Vedene troqua sa vielle jaquette jaune contre
une belle aube de dentelles, un camail de soie violette, des souliers a boucles, et
il entra dans la maitrise du pape, oil jamais avant lui on n'avait recu que des
fils de nobles et des neveux de cardinaux. Voila ce que c'est que l'intrigue !. . .
Mais Tistet ne s'en tint pas la.
(b.) Dimitri redescendit vers Athenes ; le moine remonta vers ses abeilles; nos nou-
veaux maitres nous pousserent dans un sentier qui conduisait au camp de leur
roi. Mme Simons fit acte d'independance en refusant de mettre un pied devant
l'autre. Les brigands la menacerent de la porter dans leurs bras; elle declara
qu'elle ne se laisserait pas porter. Mais sa fill© la rappela a des sentiments plus
doux, en lui faisant esperer qu'elle trouverait la table mise et qu'elle dejeunerait
avec Hadgi-Stavros.
Sur les onze heures, un aboiement feroce nous annoncja le voisinage du camp.
Dix  ou  douze  chiens  enormes,  grands   comme   des  veaux,  frises  comme  des C clii. Public Schools Report. 1903
moutons, se ruerent sur nous en montrant toutes leurs dents. Nos protecteurs
les recurent a coups de pierres, et apres un quart d'heure d'hostilite's, la paix se
fit. Ces monstres inhospitaliers sont les sentinelles avancees du Roi des mont-
agnes. Ils flairent la gendarmerie comme les chiens des contrebandiers flairent
la douane. Mais ce n'est pas tout, et leur zele est si grand qu'ils croquent de
temps a autre un berger inoffensif, un voyageur egare, ou meme un compagnon
d'Hadgi-Stavros. Le Roi les nourrit, comme les vieux sultans entretenaient
leurs janissaires, avec la crainte perpetuelle d'etre devor&
(c.) II etait six heures du soir lorsque le grand canot de la Fancy nous mit tous a
bord. On porta le Roi des montagnes jusque sur le pont; il ne se soutenait
plus. Photini se jeta dans ses bras en pleurant. C'etait beaucoup de voir que
tous ceux qu'elle aimait avaient survecu a la bataille, mais elle trouva son pere
vieilli de vingt ans. Peut-etre aussi eut-elle a souffrir de l'indifference de
Harris. II la remit au Roi avec un sans-facon tout americain en lui disant:
" Nous sommes quittes. Vous m'avez rendu mon ami, je vous restitue mademoiselle. Donnant, donnant. Les bons comptes font les bons amis. Et
maintenant, auguste vieillard, sous quel climat beni du ciel irez-vous chercher
qui vous pende ?    Vous n'eites pas homme a vous retirer des affaires ?
— Excusez-moi, re'pondit-il avec une certaine hauteur: j'ai dit adieu au
brigandage, et pour toujours. Que ferais-je dans la montagne? Tous mes
hommes sont morts, blesses ou disperses. J'en pourrais lever d'autres; mais
ses mains qui ont fait ployer tant de tetes me refusent le service. C'est aux
jeunes a prendre ma place ; mais je les de"fie d'egaler ma fortune et ma renommde.
Que vais-je faire de ce restant de vieillesse que vous m'avez laisse? Je n'en sais
rien encore; mais soyez surs que mes derniers jours seront bien remplis. J'ai
ma fille a etablir, mes memoires a dieter. Peut-Stre encore, si les secousses de
cette semaine n'ont pas trop fatigue mon cerveau, consacrerai-je au service de
l'Etat mes talents et mon experience. Que Dieu me donne la sante de l'esprit:
avant six mois je serai president du conseil des ministres."
(d.) Ces paroles etaient a peine prononcees que le cri de "Vive Pempereur !" s'elance
de toutes les bouches. L'aide de camp ordonne une seconde fois de faire feu;
mais sa voix est etouffee au milieu des clameurs; en meme temps, et tandis que
quatre lanciers polonais se mettent a sa poursuite, les soldats se debandent,
s'elancent en avant, entourent Napoleon, tombent a ses pieds, lui baisent les
mains, et tout cela avec des oris, des acclamations, un delire qui font venir les
larmes aux yeux de leur ancien general. Bient6t il se rappelle qu'il n'y a pas
un instant a perdre, il ordonne de faire demi-tour a droite, prend la tete de la
colonne, et, precede de Cambronne et de ses quarante grenadiers, suivi du
bataillon qu'on a envoye pour lui fermer le passage, il arrive au haut de la
montagne de Vizille, d'oii il voit, une demi-lieue plus bas, l'aide de camp, toujours
poursuivi par les quatre lanciers sur lesquels il gagne, grace a son cheval frais,
s'enfoncer dans la ville, puis bientot reparaitre a l'autre extremite, et ne leur
echapper qu'en prenant un chemin de traverse ou leurs chevaux, ^erases de
fatigue, ne peuvent pas le suivre.
(e.) — Mon cher docteur, lui dit-il, apres ma mort, qui ne saurait etre eloignee, je veux
que vous fassiez l'ouverture de mon cadavre; mais j'exige qu'aucun medecin
anglais ne mette la main sur moi. Je souhaite que vous preniez mon cceur, que
vous le mettiez dans de l'esprit-de-vin, et que vous le portiez a ma chere Marie-
Louise : vous lui direz que je l'ai tendrement aimee, et que je n'ai jamais cesse
de l'aimer ; vous lui raconterez tout ce que j'ai souffert; vous lui direz tout ce
que vous avez vu; vous entrerez dans tous les details de ma mort. Je vous
recommande surtout de bien examiner mon estomac, et d'en faire un rapport
precis et detaille que vous remettrez a mon fils. Puis, de Vienne, vous vous
rendrez a Rome; vous irez trouver ma mere, ma famille; vous leur rapporterez
ce que vous avez observe relativement a ma situation ; vous leur direz que
Napoleon, celui-la meme que le monde a appele le Grand, comme Charlemagne
et comme Pompee, est mort dans l'etat le plus deplorable, manquant de tout,
abandonne a lui-meme et a sa gloire. Vous leur direz qu'en expirant, il legue a
toutes les families regnantes l'horreur et l'opprobre de ses derniers moments. 3 Ed. 7 Public Schools Report. C cliii.
B. Translate into French—
Little Frantz was late that morning, and he was afraid of being scolded, and he
did not know the first word about the participles. The weather was so warm
that the thought came to him to play truant. But he had the strength to
resist, although (bien que with subj.) the blackberds were whistling in the woods,
and he ran to school. As he was passing the mayor's office, he saw people who
were reading the notices. And he thought without stopping, "What is the
matter ? Is there bad news again 1" The blacksmith and his apprentice shouted
to him, as he was running across the square, not to (de ne pas) be in such a
hurry, that he would get to school soon enough. But Frantz thought the blacksmith was making fun of him, and he entered the school yard. Generally you
could hear (impf. ind.) out into the street the noise that was made, but that day
everything was still. They (on) were not repeating their lessons out loud, and
the master was not striking the table with his ruler. The little boy's comrades
were already in their places, and the master was going up and down with his
ruler under his arm, and Frantz had to enter in the midst of that calm.
French.    (Time, 3 hours.)
(Fraser and Squair.)
A. Translate—
(a.) Lorsque le Chat eut ce qu'il avait demande, il se botta bravement, et, mettant
son sac a son cou, il en prit les cordons avec ses pattes de devant, et s'en alia
dans une garenne ou il y avait grand nombre de lapins. II mit du son et des
lacerons dans son sac, et, s'etendant comme s'il eut 6te mort, il attendit que
quelque jeune lapin, peu instruit encore des ruses de ce monde, vint se fourrer
dans son sac pour manger ce qu'il y avait mis. A peine fut-il couche, qu'il eut
contentement; un jeune etourdi de lapin entra dans son sac, et le maitre Chat,
tirant aussitdt ses cordons, le prit et le tua sans misericorde. Tout glorieux de
sa proie, il s'en alia chez le roi et demanda a lui parler. On le fit monter a
l'appartement de Sa Majesty, ou etant entre, il fit une grande reverence au roi,
et lui dit: "Voila, sire, un lapin de garenne que M. le marquis de Carabas
(c'etait le nom qu'il prit en gre de donner a son maitre) m'a charge de vous
presenter de sa part.—Dis a ton maitre, repondit le roi, que je le remercie, et
qu'il me fait plaisir." Une autre fois, il alia se cacher dans un ble, tenant
toujours son sac ouvert, et lorsque deux perdrix y furent entries, il tira les
cordons et les prit toutes deux. II alia ensuite les presenter au roi, comme il
avait fait du lapin de garenne. Le roi recut encore avec plaisir les deux
perdrix, et lui fit donner pour boire. Le Chat continua ainsi, pendant deux ou
trois mois, de porter de temps en temps au roi du gibier de la chasse de son
maitre. Un jour qu'il sut que le roi devait aller a la promenade sur le bord de
la riviere, avec sa fille, la plus belle princesse du monde, il dit a son maitre :
" Si vous voulez suivre mon conseil, votre fortune est faite; vous n'avez qu'a
vous baigner dans la riviere, a l'endroit que je vous montrerai, et ensuite me
laisser faire."
(b.) D'abord tout alia a merveille; je m'etonnai mSme du peu d'impression que me
causait le froid, et je riais tout bas de tous les contes que j'en avait entendu
faire; j'etais, au reste, enchante que le hasard rn'eiit donne cette occasion pour
m'acclimater. Neanmoins, comme les deux premiers ecoliers chez lesquels je me
rendais n'etaient point chez eux, je commengais a trouver que le hasard faisait
trop bien les choses, lorsque je crus remarquer que ceux que je croisais me
regardaient avec une certaine inquietude, mais cependant sans me rien dire.
Bientdt un monsieur, plus causeur, a ce qu'il parait, que les autres, me dit en
passant: Noss ! Comme je ne savais pas un mot de russe, je crus que ce n'etait
pas la peine de m'arreter pour un monosyllabe, et je continuai mon chemin. Au
coin de la rue des Pois, je recontrai un cocher qui passait ventre a terre en con- C cliv. Public Schools Report. 1903
duisant son traineau ; mais, si rapide que flit sa course, il se crut oblige de me
parler a son tour et me cria : Noss ! Noss I Enfin, en arrivant sur la place de
I'Amiraute, je me trouvai en face d'un moujik qui ne me cria rien du tout, mais
qui, ramassant une poignee de neige, se jeta sur moi, et avant que j'eusse pu me
debarrasser de tout mon attirail, se mit a me debarbouiller la figure et a me
frotter particulierement le nez de toute sa force.
(c.) Bizarre coincidence numerique, vingt-six bataillons allaient recevoir ces vingt-six
escadrons. Derriere la crilte du plateau, a l'ombre de la batterie masquee,
l'infanterie anglaise, formee en treize carres, deux bataillons par carre, et sur
deux lignes, sept sur la premiere, six sur la seconde, la crosse a l'epaule, couchant
en joue ce qui allait venir, calme, muette, immobile, attendait. Elle ne voyait
pas les cuirassiers et les cuirassiers ne la voyaient pas. Elle ecoutait monter
cette maree d'hommes. Elle entendait le groississement du bruit des trois mille
chevaux, le frappement alternatif et symetrique des sabots au grand trot, le
froissement des cuirasses, le cliquetis des sabres, et une sorte de grand souffle
farouche. II y eut un silence redoutable, puis, subitement, une longue file de
bras leves brandissant des sabres apparut au-dessus de la crete, et les casques, et
les trompettes, et les etendards, et trois mille tetes a moustaches grises criant:
vive l'empereur ! Toute cette cavalerie deboucha sur le plain, et ce fut comme
l'entree d'un tremblement de terre.
Tout a coup, chose tragique. a la gauche des Angluis, a notre droite, la tete
de colonne des cuirassiers se cabra avec une clameur effroyable. Parvenus au
point culminant de la crcite, effrenes, tout a leur furie et a leur course d'exter-
mination sur les carres et les canons, les cuirassiers venaient d'apercevoir entre
eux et les Anglais une fosse, une fosse.    D'etait le chemin creux d'Ohain.
L'instant fut epouvantable. Le ravin etait la, inattendu, beant, a pic sous
les pieds des chevaux, profond de deux toises entre son double talus; le second
rang y poussa le premier, et le troisieme y poussa le second ; les chevaux se
dressaient, se rejetaient en arriere, tombaient sur la croupe, glissaient les quatre
pieds en l'air, pilant et bouleversant les cavaliers, aucun moyen de reculer, toute
la colonne n'etait plus qu'un projectile, la force acquise pour ecraser les anglais
ecrasa les frangais, le ravin inexorable ne pouvait se rendre que comble; cavaliers et chevaux y roulerent p^le-m§le se broyant les uns les autres, ne faisant
qu'une chair dans ce gouffre, et quand cette fosse fut pleine d'hommes vivants,
on marcha dessus et le reste passa. Presque un tiers de la brigade Dubois
croula dans eet abime.
(d.) Une jeune chimere, au levres de ma coupe,
Dans l'orgie, a donne' le haiser le plus doux;
Elle avait les yeux verts, et jusque sur sa croupe
Ondoyait en torrent l'or de ses cheveux roux.
Des ailes d'epervier tremblaient a son epaule;
La voyant s'envoler, je sautai sur ses riens;
Et, faisant jusqu'a moi ployer son cou de saule,
J'enfongai comme un peigne une main dans ses crins.
Elle se demenait, hurlante et furieuse,
Mais en vain.    Je broyais ses flancs dans mes genoux;
Alors elle me dit d'une voix gracieuse,
Plus claire que l'argent: Maitre, oil done allons-nous ?
Par dela le soleil et par dela l'espace,
Ou Dieu n'arriverait qu'apres l'eternite;
Mais avant d'etre au but ton aile sera lasse :
Car je veux voir mon reve en sa realite.
(e.) Le chene un jour dit au roseau :
Vous avez bien sujet d'accuser la nature;
Un roitelet pour vous est un pesant fardeau ;
Le moindre vent qui d'adventure
Fait rider la face de l'eau
Vous oblige a baisser la tete ; 3 Ed. 7 Public Schools Report. C clix.
Greek.    (Time, 3 hours.)
[Note.—The translation from Greek should be into idiomatic English.]
A.  (a.) Translate—
" Kai ypei<s toi dv9po>woi rerjAuSes ecrpev, S trdrep, atrrto crKat^et irptayv KaTawo6eVTe<s.
trpotjXOopev Se vvv fiovXopevoi p.a9eiv Ta ev Ty vXy (iis e)tei. iroXXij yap Tts Kat
Aao"tos etjjaiveTO. Saiptav Se Tts, ('os eoiKev, yp,d<; rjyaye, ere Te ofopievovs Kai eirropj-
erous 6Vt py povoi ev TaiSe Ka9eipyjxe9a tco 9ypiu>- dAAd t^pdaov yp.iv Tqv ueavTov
Tv\yv, ocrTts Te &v Kal 6V(os Serpo eio~fjX9t'S." 6 Se oi) irpoTepov e(f>y epeiv ovSe
irewecrQai trap' ypStv, irplv ^eviiav tS>v 7rapoVT0>v pieTaSovvai- Kal Xa/3oiv fyia<s
ijyev eiri T>)v oiKiav, (e7re7rot^TO Se avTapKy, Kal o-Tt/3d8as evwKoSopyTO, Kal TaXXa
e^yjpTKTTof irapa0el<; Se tjpv Aayara Te Kat aKpoSpva Kal l\8vs eVt Se Kai otVor
ey^eas, exetSi) tKartos eKop'eo~9ypev, eirvv9dveTO a eireTrov9eip.ev Kayw 7rai/Ta e^c
Siyyyo-dpyv, tov Te yet/Mora Kal ra er t>; v/ycra Kai tof er tm dept 7rAoi>r Kat toi-
7roAe/xoi' Kai TaAAa, /aeypt Ty<s es to ktJtos KaTaSiVews. o 8' VT7ep9avp.dtTa<s Kal
at'Tos er p'epei Ta Ka(9' o.vtov Sie^yei, Xeyttov, "To /ier yeros etyiti, ai £evoi, Kwrptos*
6ppy9el<s Se KaT' epjiropiav a7rb t»}s 7raTptSos /xcto, iratSos, or opare, Kal dXXwv
woXXttiv oiKeTtav eirXeov ets TTaAtar, ttoik'iXov cpopTov Kopifav eirl yews peydXys,
yv eirl (TTopaTi tov Kirovs SiaXeXvpevyv tircos eotpaKaTe. peypt yaer oSr StKeAtas
et>TUY_(os 8ie7rXevcrapev eKeWev Se dpTa.<r9'evTe<i dvep.0) o'cftoSpd) TpiTaioi es Tor
'flKearor arryveiy9ypev, ev9a tco KyTei TrepiTV)/6vTe<s Kal ai'TavSpoi KaTairot9evTes
Suo i)p,ets, tw dAAoiv aTTOt^aroi'TOji', eati9ypev."
1. Give the derivation of rerjAvSes.
2. aijTa crKacf>ei.    What is this dative called ?    Mention other idiomatic uses of
3. Give the principal parts of KaTa7ro#erTes, pa0eiv, 7reixrecrt9at, eKopeo-9ypev, opp,y9efs,
eirXeov, eai!>6yp,ev.
4. iraVTa e^y<s Siyyyo'dp.yv, toV Te yeipwva Kai Ta ev Ty vfjcrtt) Kal tov ev tw dept irXovv
Kai tov iroXepov.    Describe these experiences briefly.
5. Point out two " late " constructions in the extract.
(6.) Translate—
"Oti pev yap ovSe ti«/>Aos yv, o Kat avTO irepl avTOv Xeyovtriv, avTiKa yiricrTapyv
etapa yap, wore ovSe irvv9dveo-9ai eSeopyv woXXaKis Se Kat dAAoTe toCto eiroiovv,
et 7TOTe aTJTor tr)/oXfjv dyorTa euipuiv. irpoo-uov yap ti eirvvOavo/xyv avTOv, Kal os
TTpo8vp.<j>'S irdvTa direKpiveTO, Kal p.dXio-Ta peTa T-^r SiKyv, eireiSy eKpo.Tycrev yv
yap Tts ypacj>y KaT' avTov ewevr/veypevy vBpeors virb QepaiTOv, eeff ots avTOv ev Ty
iroiytrei eiTKwfe, Kal ev'iKycrev "Opiypos 'OSiifrcretos crvvyyopovvTO'S. KaTa Se toijs
avTov<s yporous d(f>iKeTO Kal Tlv9ayopas o Sd^atos, OTTaKts dAAayeis Kai ev Tocrov-
Tots {'wots /JtoTei'o-as Kat eKTeXeiras Ttjs fv^fj-s Tas TreptoSons- yv Se ypvo-oCs oAor
to Sector ypiTopov. Kai eKpi9y pfev o'vpjKoXiTevev6ai ar>Tots, ereSotd^eTo Se eVt
TTOTepov TLv9ay6pav fj JLvepopftov yp»j aTJTor ovopd^eiv. o pevTOi 'Ep,7reSoKAiys
yX9e pfev Kai oStos, irepie<p9os Kal to o"(o/xa oAor dnrTypevos' ov pyv ira.pe8e^8y ye
KaiTOi TroXXd iKeTeviav.
1. Write a grammatical note on Kat os.
2. 'OSuo-o-etos irvvyyopovvTos.    Why was this fitting 1
3. Give the derivation of yphopov and of eVeSotd^eTo.
4. Explain the point of each of the statements made about Pythagoras and
5. What is Lucian's contribution to the " Homeric Question " 1 3 Ed. 7 Public Schools Report. C civ.
Cependant que mon front, au Caucase pareil,
Non content d'arreter les rayons du soleil,
Brave l'effort de la tempete.
Tout vous est aquilon, tout me sernble zephyr.
Encor se vous naissiez a l'abri du feuillage
Dont je couvre le voisinage,
Vous n'auriez pas tant a souffrir,
Je vous defendrais de l'orage :
Mais vous naissez le plus souvent
Sur les humides bords des royaumes du vent,
La nature en vers vous me semble bien injuste.
Votre compassion, lui repondit l'arbuste,
Part d'un bon naturel; mais quittez ce souci:
Les vents me sont moins qu'a vous redoutables,
Je plie, et ne romps pas.    Vous avez jusqu'ici
Contre leurs coups epouvantables
Resiste sans couber le dos;
Mais attendons la fin.    Comme il disait ces mots,
Du bout de l'horizon accourt avec furie
Le plus terrible des enfants
Que le nord eut portes jusque-la dans ses flancs.
L'arbre tient bon; le roseau plie.
Le vent redouble ses efforts,
Et fait si bien qu'il deracine
Celui de qui la tete au ciel etait voisine,
Et dont les pieds touchaient a l'empire des niorts.
B.  Translate into French—
Little Frantz was late that morning, and he was afraid of being scolded, aud he did
not know the first word about the participles. The weather was so warm that the
thought came to him to play truant. But he had the strength to resist, although
(bien que with subj.) the blackbirds were whistling in the woods, and he ran to
school. As he was passing the mayor's office, he saw people who were reading the
notices. And he thought without stopping, " What is the matter ? Is there bad
news again ?" The blacksmith and his apprentice shouted to him, as he was
running across the square, not to (de ne pas) be in such a hurry, that he would get
to school soon enough. But Frantz thought the blacksmith was making fun of
him, and he entered the school yard. Generally you could hear (impf. ind.) out
into the street the noise that was made, but that day everything was still. They
(on) were not repeating their lessons out loud, and the master was not striking the
table with his ruler. The little boy's comrades were already in their places, and
the master was going up and down with his ruler under his arm, and Frantz had
to enter in the midst of that calm. C clvi
Public Schools Report.                                        1903
Senior Academic Grade.
English Literature.    (Time, 3| hours.)
Ivanhoe, Henry Esmond, Sesame and Lilies and Silas Marner.
Compare  Scott  and   Thackeray as  delineators  of  female  character.      Illustrate  by
reference to prescribed works.
Give Thackeray's sketch of Addison.    Discuss Addison's connection with Thackeray's
Under what influences, literary and general, did Ruskin write 1   What are his opinions
on words?
Show that Silas Marner " is a remarkable illustration of construction in accordance
with artistic principles."
Chaucer and Holes's Longer English Poems.
Describe the " povre persoun of a toun."    Quote the description of one of the other-
pilgrims (at least 20 lines).
Explain the following passages, and assign them to their context:—
(a.)  " He was a janglere and a goliardeys."
(b.)  " Draweth cut, er that we ferrer twynne."
(c.)   " Y-wympled wel."
(d.) "A lymytour."
(«.)   " A trewe swynkere."
(f.) "And yet he had a thombe of gold, pardee."
(g.)  "Parvys."
(h.)  " Wonderly deliver."
(i.)   " Algate he wayted so in his achat."
(j.) " He rood al of the newe jet."
Compare the Cotter's Saturday Night and On Receipt of my Mother's Picture.     To
what extent are these poems characteristic of their authors ?
It has been said that Lycidas may be used as a touchstone of appreciation of poetry.
Show the truth of the statement.
Stopford Brooke.
"The flood-tide [of literature] which began in 1579 was preceded by a very various,
plentiful, but inferior literature, in which new forms of poetry and prose-writing
were tried, and new views of thought opened."    Give an account of the " new
forms" and "new views of thought."
Write an appreciation of Stopford Brooke's English Literature. 3 Ed. 7 Public Schools Report. C clvii.
Latin.    (Time, 3 hours.)
[Note.—The translation from Latin should be into idiomatic English.]
A. (a.) Translate:—
Hine ad capessandos magistratus in urbem digressus, Domitiam Decidianam, splen-
didis natalibus ortam, sibi iunxit: idque matrimonium ad maiora nitenti decus ac
robur fuit: vixeruntque mira concordia, per mutuam caritatem et invicem se ante-
ponendo; nisi quod in bona uxore tanto maior laus, quanto in mala plus culpse est.
Sors quajsturse provinciam Asiam, proconsulem Salvium Titianum dedit: quorum
neutro corruptus est; quamquam et provincia dives ac parata peccantibus, et proconsul in omnem aviditatem pronus, quantalibet facilitate redemturus esset mutuam
dissimulationem mali. Auctus est ibi tilia, in subsidium et solatium simul: nam
filium ante sublatum brevi amisit. Mox inter quresturam ac tribunatum plebis
atque ipsum etiam tribunatus annum quiete et otio transiit, gnarus sub Nerone
temporum, quibus inertia pro sapientia fuit. Idem pratura tenor et silentium :
nee enim iurisdictio obvenerat. Ludos et inania honoris medio rationis atque
abundantias duxit, uti longe a luxuria, ita famse propior. Turn electus a Galba ad
dona templorum recognoscenda, diligentissima conquisitione fecit, ne cuius alterius
sacrilegium respublica quam Neronis sensisset.
1. filium ante sublatum brevi amisit.    Explain the meaning of sublatum.
2. nee enim iurisdictio obvenerat.    How was this 1
3. Give and explain a variant reading in the sentence beginning " Ludos."
4. fecit, ne cuius alterius sacrilegium respublica quam Neronis sensisset.    What prac
tice is referred to 1    Account for the tense of sensisset.
5. Note a characteristic  example  (a)  of  Tacitean  " Variety"  and  (b)  of  Tacitean
" Ellipsis " in the first sentence of the extract.
(b.) Translate—
Si novaa gentes atque ignota acies constitisset, aliorum exercituum exemplis vos
hortarer; nunc vestra decora recensete, vestros oculos interrogate. Ii sunt, quos
proximo anno, unam legionem furto noctis aggressos, clamore debellastis : ii ceter-
orum Britannorum fugacissimi, ideoque tarn diu superstites. Quomodo silvas
saltusque penetrantibus fortissimum quodque animal contra ruere, pavida et inertia
ipso agminis sono pelluntur, sic acerrimi Britannorum jam pridem ceciderunt:
reliquus est numerus ignavorum et metuentium, quos quod tandem invenistis, non
restiterunt, sed deprehensi sunt novissimi: ideo extremo metu corpora defixere in
his vestigiis, in quibus pulchram et spectabilem victoriam ederetis. Transigite
cum expeditionibus: imponite quinquaginta annis magnum diem : approbate
reipublicse nunquam exercitui imputari potuisse aut moras belli aut causas
1. Quomodo .... penetrantibus .... animal contra ruere.    Write a grammatical note
on penetrantibus and on ruere.
2. pulchram et spectabilem victoriam ederetis.    What suggested the use of the word
ederetis in this connection ?
3. quinquaginta annis.    Give the exact number.    When and under whom did the
subjugation of Britain begin and end ?
4. ii ceterorum Britannorum fugacissimi;  and  quos quod tandem invenistis, non
restiterunt.    Explain these peculiar constructions, give the ordinary forms, and
state their source.
5. What reference does Tacitus make in the Agricola to other literary works of his?
B. (a.) Translate—
Seu Libra seu me Scorpios adspicit
formidulosus, pars violentior
natalis horae, seu tyrannus
Hesperiae Capricornus undae, C clviii. Public Schools Report. 1903
utrumque nostrum incredibili modo
consentit astrum : te Iovis impio
tutela Saturno refulgens
eripuit volucrisque fati
tardavit alas, cum populus frequens
laetum theatris ter crepuit sonnm
me truncus inlapsus cerebro
sustulerat, nisi Faunus ictum
dextra levasset, Mercurialium
custos virorum.    Reddere victimas
aedemque votivam memento;
nos humilem feriemus agnam.
1. Explain the astrology of the extract.
2. cum populus frequens laetum theatris ter crepuit sonum.    What was the occasion
referred to ?
3. Comment on the mood of crepuit and of sustulerat in the third stanza.
4. Mercurialium virorum.    Explain.
(b.) Translate—
Delicta maiorum immeritus lues,
Romane, donee templa refeceris
aedesque labentis deorum et
foeda nigro simulacra furno.
dis te minorem quod geris, imperas :
hine omne principium, hue refer exitum.
di multa neglecti dederunt
Hesperiae mala luctuosae.
iam bis Monaeses et Pacori manus
non auspicatos contudit impetus
nostros et adiecisse praedam
torquibus exiguis renidet.
paene occupatam seditionibus
delevit urbem Dacus et Aethiops,
hie classe formidatus, ille
missilibus melior sagittis.
1. non auspicatos contudit impetus nostros.    Give the meaning and the particular
2. Write a full historical note on the last stanza of the extract.
3. Scan the second stanza, noting a peculiarity.
4. Discuss the political import of certain of the Odes of Horace.
C.   1.  " Latin often uses the indirect question where English uses an abstract or verbal noun."
2. Translate into Latin—
Discovering this, the Caledonians, with a sudden change of plan, made a night attack
in force on the ninth legion as being the weakest, killed the sentinels, who were
asleep or in confusion, and forced their way into camp. Agricola had got exact
information of the enemy's route from his scouts, and was on their track, but he
came up with them only to find the camp itself by that time the scene of a fierce
conflict. He orders his men to raise a shout; their standards glitter, too, in the
dawning light; the Caledonians are in a state of panic at the danger before and
behind them; while the hard-pressed Romans take heart again, fighting not just
for life but for glory now. After a stubborn struggle the enemy were driven out,
and fled for refuge to the marshes and woods. C clx. Public Schools Report. 1903
B. (a.) Translate—
'AAAd o"Ot, « pey dvatSe's, dp,' ecrirop.e9'', dcppa crv yalpys,
Tipjqv dpvvpevoi MeveAdto o"ot Te, Kwunra,
7rpbs Tp(o(ov.     tiov ov Ti p,eTO.Tpeiry ovS' dAeyt^ets-
Kai St; /tot yepas auTOS d<f)aipyo-eo~8ai direiXeis,
5. eiri 7rdAA' ep.6yyo~a, Sbcrav Se p.01 vle<s 'Amateur.
oi pyv (toi irore lerov eyto yepas, ot-jtot' 'Ayatot
Tpwwv eKirepcraxr' ev vaiopevov TTToX'ieOpov
aAAd to pev irXeiov iroXvdiKos iroXep.oio
yetpes ep,at Sieirovo'', aTap fjv iroTe Sacr/xbs iKyTai,
(roi to yepas iroXv pei^ov, ey(o S' dAtyov Te (piXov Te
ep^op' eytov eirl vrjas, eirei Ke Ka/x(o iroXepi^iav.
vvv S' etjttt <&9iyvS', eirel fj iroXv cpepTepov eariv
otKaS' tyaev £vv vyvo-l KoptrtViO'iv, ovSe o"' ot(0
ev9dS' aTipos etor acpevos Kal ttXovtov d<j>v£eiv.
1. o<f>pa crv Y_aipgs.    Discuss the dependence of this clause.
2. to yepas.    Give the other Homeric uses of the article.
3. oi5Se o-' olio.    Comment on the form cr', and write it in full.
4. Decline, after Homer, vijas and eyw.
5. Write in the other degrees of comparison dvatSes, tb-ov, ev, oAtyov, <f>[Xov.
(b.) Translate—
'S2s ecpaT, eSeicrev Se (SoS/iris iroTvia "Hpy,
Kai p   aKeovcra Ka9fjo-To, eiriyvdpfarra cpiXov Kyp-
(by/dycrav S' dvd SStpa Atbs #eot Oijpavttoves.
Toto-tv S' "Hc^ato"TOS KAvTOTeyyTjs ypX  dyopeveiv,
jxyTpl <feiXy eirl ypa (pepwv, XevKtoXevo) "Hpy.
" y 8y Aotyta epya TaS' ecrcreTat, oijS' er' dveKTa,
et Si) (T(pa> eveKa dvyTwv eptSatveTOv (&8e,
ev Se 9eoi(ri KoAtobv JAaweTov   ovSe Tt SatTOs
ecrt9A?;s earai y&os, eirel Ta yepetova vtK^i.
pjqrpi S' eyto 7rapd(pypi, Kal avry irep voeovery,
iraTpi (piXbi eirl ypa (f>epeiv Att, beppa py at'Te
veiKeiyct iraTrjp, crvv S' fjptiv SatTa Tapd^y.
ei irep yap k' WeXyo'iv 'OXvpirw; do-TepoiryTy<s
e£ eSpetov o-Tv(f>eXi£ai-   o yap iroXv <f>epTaTos ecrTiv.
dAAd (TV tov eiree(T(Ti Ka6diTTeo~9ai paXaKoicriv
afjtTiK' eirei9' t'Aaos 'OAi'p,7rtos ecrcreTai fj/xiv."
1. et 7rep yap k' eOeXyo-iv .... (TTV(f>eXi£ai.     Supply the apodosis.
2. dAAd crv tov y' eireeo-i Ka9dirTe(r9ai.     Write a note on the mood.
3. Scan the verse, beginning irwrpi <£tAu>.
4. Give the Attic for all the Epic verb-forms in the extract.
5. " It will account for the sudden introduction in the Iliad of characters as of
men already well-known."    Explain, and illustrate.
C. 1.  Give the syntax of ews, comparing it with that of its Latin equivalent.
2. Translate into Greek, marking the accents—
On hearing this I asked the old man what their apparent numbers were. " More
than a thousand," said he, " but the only weapons they have are fish-bones."
"Would it not be best," said I, "—for we have weapons at least—to return
to the ship and get ready to do battle with them ?" This course was
approved of. 3 Ed. 7 Public Schools Report. C clxi.
French.    (Time, 3 hours.)
A. Translate—
(a.) L'envie lui avait pris, en passant si pres de Dresde, d'aller rendre une visite au
roi Auguste : il etait entre a cheval dans la ville, suivi de trois ou quatre officiers
generaux. On leur demanda leur nom a la barriere : Charles dit qu'il s'appelait
Carl, et qu'il etait draban; chacun prit un nom suppose. Le comte Flemming,
les voyant passer dans la place, n'eut que le temps de courir avertir son maitre.
Tout ce qu'on pouvait faire dans une occasion pareille s'etait deja presente' a
l'idee du ministre : il en parlait a Auguste; Charles entra tout botte dans la
chambre avant qu'Auguste eut eu meme le temps de revenir de sa surprise. II
etait malade alors et en robe de chambre; il s'habilla en hate. Charles dejeuna
avec lui comme un voyageur qui vient prendre conge de son ami, ensuite il
voulut voir les fortifications. Pendant le peu de temps qu'il employa a les par-
courir, un Livonien proscrit en Suede, qui servait dans les troupes de Saxe, crut
que jamais il ne s'offrirait une occasion plus favorable d'obtenir sa grace : il
conjura le roi Auguste de la demander a Charles, bien sur que ce roi ne refuse-
rait pas cette legere condescendance a un prince a qui il venait d'dter une
couronne, et entre les mains duquel il etait dans ce moment. Auguste se
chargea aisement de cette affaire. II £tait un peu eloigne du roi de Suede, et
s'entretenait avec Hord, general suedois. " Je crois, lui dit-il en souriant, que
votre maitre ne me refusera pas.—Vous le ne connaissez pas, repartit le general
Hord; il vous refusera plutot ici qu'ailleurs." Auguste ne laissa pas de
demander au roi, en termes pressants, la grace du Livonien : Charles la refusa
d'une maniere a ne se la pas faire demander une seconde fois. Apres avoir
passe quelques heures dans cette etrange visite, il embrassa le roi Auguste, et
partit. II trouva, en rejoignant son arm^e, tous ses generaux encore en
alarmes ; ils lui dirent qu'ils comptaient assieger Dresde, en cas qu'on eut retenu
sa majeste prisonniere. " Bon ! dit le roi, on n'oserait." Le lendemain, sur la
nouvelle qu'on regut que le roi Auguste tenait conseil extraordinaire a Dresde :
"Vous verrez, dit le baron de Stralheim, qu'ils deliberent sur ce qu'ils devaient
faire hier." A quelques jours de la, Renschild etant venu trouver le roi, lui
parla avec etonnement de ce voyage de Dresde. " Je me suis fie, dit Charles,
sur ma bonne fortune : j'ai vu cependant un moment qui n'etait pas bien net.
Flemming n'avait nulle envie que je sortisse de Dresde sitot."
(b.) A l'embouchure du fleuve Tistedal, pres de la Manche de Danemark, entre les
villes de Bahus et d'Anslo [Opslo], est situee Frederickshal, place forte et
importante, qu'on regardait comme la chef du royaume. Charles en forma le
liege au mois de decembre. Le soldat, transi de froid, pouvait a peine remuer
la terre endurcie sous la glace ; c'etait ouvrir la trenchee dans une espece de
roc; mais les Suedois ne pouvaient se rebuter en voyant a, leur tete un roi qui
partageait leurs fatigues. Jamais Charles n'en essuya de plus grandes : sa constitution, eprouvee par dix-huit ans de travaux penibles, s'etait fortifiee au point
qu'il dormait en plein champ en Norvege, au cceur de l'hiver, sur de la paille ou
sur une planche, enveloppe seulement d'un manteau, sans que sa sante en flit
alteree. Plusieurs de ses soldats tombaient morts de froid dans leurs postes; et
les autres, presque geles, voyant leur roi qui souftrait comme eux, n'osaient
proferer une plainte. Ce fut quelque temps avant cette expedition qu'ayant
entendu parler en Scanie d'une femme, nommfe Johus Dotter, qui avait vecu
plusieurs mois sans prendre d'autre nourriture que de l'eau, lui qui s'etait etudie
toute sa vie a supporter les plus extremes rigueurs que la nature humaine peut
soutenir, voulut essayer encore combien de temps il pourrait supporter la faini
sans en etre abattu : il passa cinq jours entiers sans manger ni boire ; le sixieme
au matin il courirt deux lieues a cheval, et descendit chez le prince de Hesse,
son beau-frere, oil il mangea beaucoup, sans que ni une abstinence de cinq jours
l'eut abattu, ni qu'un grand repas a la suite d'un si long jeune l'incommodat.
B. Translate—
(a.) La maison qu'il habitait se composait, nous 1'avons dit, d'un rez-de-chaussee et
d'un seul etage: trois pieces au rez-de-chaussee, trois chambres au premier, au- C clxii. Public Schools Report. 1903
dessus un grenier. Derriere la maison, un jardin d'un quart d'arpent. Les
deux feinmes occupaient le premier. L'eveque logeait en bas. La premiere
piece, qui s'ouvrait sur la rue, lui servait de salle a manger, la deuxieme de
chambre a coucher, et la troisieme d'oratoire. On ne pouvait sortir de eet
oratoire sans passer par la chambre a coucher, et sortir de la chambre a coucher
sans passer par la salle a manger. Dans 1'oratoire, au fond, il y avait une
alcdve fermee, avec un lit pour les cas d'hospitalite. M. l'eveque offrait ce lit
aux cures de campagne que des affaires ou les besoins de leur paroisse amenaient
a Digne.
(b.) C'etait un homme d'environ cinquante ans, qui avait Fair preoccupe et qui etait
bon.    Voila tout ce qu'on en pouvait dire.
Grace aux progres rapides de cette industrie qu'il avait si admirablement
remaniee, Montreuil-sur-Mer etait devenu un centre d'affaires considerable.
L'Espagne, qui consomme beaucoup de jais noir, y commandait chaque annee
des achats immenses.—Montreuil-sur-Mer, pour ce commerce, fasait presque
concurrence a Londres et a Berlin. Les benefices du pere Madeleine etaient
tels que, des la deuxieme annee, il avait pu batir une grande fabrique, dans
laquelle il y avait deux vastes ateliers, l'un pour les hommes, l'autre pour les
femmes. Quinconque avait faim pouvait s'y presenter, et etait sur de trouver
la de l'emploi et du pain. Sa venue avait ete un bienfait, et sa presence etait
une providence. Avant l'arrivee du pere Madeleine, tout languissait dans le
pays; maintenant tout y vivait de la vie saine du travail. Une forte circulation echauffait tout et penetrait partout. Le chomage et la misere etaient
inconnus. II n'y avait pas de poche si obscure ou il n'y eut un peu d'argent,
pas de logis si pauvre ou il n'y eut un peu de joie.
(c.) Ce vertige, cette terreur, cette chute en ruine de la plus haute bravoure qui ait
jamais etonne l'histoire, est-ce que cela est sans cause ? Non. L'ombre d'une
droite enorme se projette sur Waterloo. C'est la journee du destin. La force
au-dessus de l'homme a donne ce jour-la. De la, le pli epouvante des tetes ; de
la, toutes ces grandes ames rendant leur epee. Ceux qui avaient vaincu l'Europe
sont tombes terrasses, n'ayant plus rien a dire ni a faire, sentant dans l'ombre
une presence terrible. Hoc erat in fatis. Ce jour-la, la perspective du genre
humain a change. Waterloo, c'est le gond du dix-neuvieme siecle. La dispari-
tion du grand nomme etait necessaire a l'avenement du grand siecle. Quelqu'un
a qui on ne replique pas s'en est charge. La panique des heros s'explique.
Dans la bataille de Waterloo, il y a plus que du nuage, il y a du meteo're. Dieu
a passe.
A la nuit tombante, dans un champ pres de Genappe, Bernard et Bertrand
saisirent par un pan de sa redingote et arreterent un homme hagard, pensif,
sinistre, qui, entraine jusqe-la par le courant de la deroute, venait de mettre
pied a terre, avait passe sous son bras la bride de son cheval, et, l'ceil ^gare, s'en
retournait seul vers Waterloo. C'etait Napoleon, essayant encore d'aller en
avant, immense somnambule de ce reve ecroule.
(d.) —Ah ! criait-il, je vous retrouve enfin, monsieur le philanthrope ! monsieur le
millionaire rape ! monsieur le donneur de poupees ! vieux jocrisse ! Ah ! vous
ne me reconnaissez pas ! non, ce n'est pas vous qui etes venu a Montfermeil, a
mon auberge, il y a huit ans, la nuit de Noel 1823 ! ce n'est pas vous qui avez
emmene de chez moi l'enfant de la Fantine, l'Alouette ! ce n'est pas vous qui
aviez un carrick jaune ! non ! et un paquet plein de nippes a la main, comme ce
matin chez moi! Dis done, ma femme ! c'est sa manie, a ce qu'il parait, de
porter dans les maisons des paquets pleins de bas de laine ! vieux charitable, va !
Est-ce que vous etes bonnetier, monsieur le millionnaire ? vous donnez aux
pauvres votre fonds de boutique, saint homme ! quel funambule ! Ah ! vous ne
me reconnaissez pas ? Eh bien, je vous reconnais, moi! je vous ai reconnu tout
de suite des que vous avez fourre votre mufle ici. Ah ! on va voir enfin que ce
n'est pas tout roses d'aller comme cela dans les maisons des gens, sous pretexte
que ce sont des auberges, avec des habits minables, avec Fair d'un pauvre, qu'on
lui aurait donne un sou, tromper les personnes, faire le genereux, leur prendre 3 Ed. 7 Public Schools Report. C clxiii.
leur gagne-pa in, et menacer dans les bois, et qu'on n'en est pas quitte pour
rapporter apres, quand les gens sont ruines, une redingote trop large et deux
mechantes couvertures d'hopital, vieux gueux, voleur d'enfants !
C.  Translate—
(a.)        M. Simon.    Oui, monsieur, c'est un jeune homme qui a besoin d'argent; ses
affaires le present d'en trouver, et il en passera par tout ce que vous en prescrirez.
Har. Mais croyez-vous, maitre Simon, qu'il n'y ait rien a pericliter ? et
savez-vous le nom, les biens et la famille cle celui pour qui vous parlez ?
M. Simon. Non. Je ne puis pas bien vous en instruire a fond, et ce n'est
que par aventure que l'on m'a adresse a lui; mais vous serez de toutes choses
eclairci par lui-meme, et son homme m'a assure que vous serez content quand
vous le connaitrez. Tout ce que je saurais vous dire, c'est que sa famille est
fort riche, qu'il n'a plus de mere deja, et qu'il s'obligera, si vous voulez, que son
pere mourra avant qu'il soit huit mois.
Har. C'est quelque chose que cela. La charite, maitre Simon, nous oblige a
faire plaisir aux personnes lorsque nous le pouvons.
M. Simon.    Cela s'entend.
La Fleche bas, d Cleante, reconnaissant maitre Simon. Que veut dire ceci ?
Notre maitre Simon qui parle a votre pere !
Cleante, bas, a La Fleche. Lui aurait-on appris pui je suis? et serais-tu pour
ine trahir?
M. Simon, a La Fleche. Ah ! Ah ! vous etes bien presses ! Qui vous a dit
que c'etait ceans ? (A Harpagon.) Ce n'est pas moi, monsieur, au moins, qui
lour ai decouvert votre nom et votre logis : mais a mon avis, il n'y a pas grand
mal a cela; cc sont des personnes discretes, et vous pouvez ici vous expliquer
(6.) M. Jac. Monsieur, quisque vous le voulez, je vous dirai franchement qu'on se
moque partout de vous, qu'on nous jette de tous cdtes cent brocards a votre
sujet, et que l'on n'est point plus ravi que de vous tenir au cui et aux chausses,
et de faire sans cesse des contes de votre lesine. L'un dit que vous faites
imprimer des almanachs particuliers, ou vous faites doubler les quatre-temps et
les vigiles afin de profiter des jeiines ou vous obligez votre monde; l'autre, que
vous avez toujours une querelle toute prete a faire a vos valets dans le temps
des etrennes ou de leur sortie d'avec vous, pour vous trouver une raison de ne
leur donner rien. Celui-la conte qu'une fois vous fites assigner le chat d'un de
vos voisins, pour vous avair mange un reste d'un gigot de mouton; celui-ci que
l'on vous surprit, une nuit, en venant derober vous-meme 1'avoine de vos
chevaux; et que votre cocher, qui etait celui d'avant moi, vous donna, dans
Pobscurite, je ne sais combien de coups de baton dont vous ne vouliites rien
dire. Enfin voulez-vous que je vous dise ? On ne saurait aller nulle part, oii
l'on ne vous entende accommoder de toutes pieces. Vous etes la fable et la rise'e
de tout le monde; et jamais on ne parle de vous que sous les noms d'avare, de
ladre, de vilain et de fesse-mathieu.
victoria, b. c. :
Printed by Richard Wolfenden, I.S.O., V.D., Printer to the King's Most Excellent Majesty.
1903. 3 Ed. 7 Public Schools Report. C cv.
Central Examinations, 1903.—Concluded.
Murray, Archibald Kettle River.
Blackmail, Hazel E	
Bruce, Helen M	
Bruce, Douglas H	
Giegerich, Elizabeth	
Green, Cecilia R.   , ,	
Brett, Constance      Nakusp.
Blumenauer, John L 1-^      p.
Vallance, William R /
Cameron, Victoria M Three Forks.
Kellett, May Arrowhead.
Bull, Florence 1
Montgomery, Annie V VSlocan City.
McCallum, John A J
Pritchard, John Comox.
Nixon, Harper C Denman Island.
Carwithen, Louie Puntledge.
Grieve, Thomas S \ Alberni
Swartout, Ninetta M     /
Hills, Percy A Gill.
Thomas, Edith O Cedar, South.
Hutchison, Etta Ladysmith.
Clark, John ~| -.XT -,,.     .
-n i     .    -mi             -rn ^Wellington.
Roberts, Florence E J n
Shrum, Birdie M   Ymir.
Hay, Arthur Barnet.
Hodder, Robert , Barnston.
Oliver, Robert Delta.
Mason, James S Gulfside.
Miller, Watson kadner
Scott, Etta j-badner.
Martin, James E   Tynehead.
Dewine, Louisa L \ St. Ann's Convent
Mecredy, Adrienne /(New Westminster).
Langford, Isaac B    Trail.
Chandler, Constance E. E North Arm.
Dalton, Arthur F ~1 Private School
Philip, William J (Vancouver.)
Becker, Francis J .
Dunne, Kathleen   .
Hamill,  Robert P.
Hunter, Floyd ....
Matheson, Sarah B Deep Creek.
Finlayson, William K 1 .-,, T      -,.
TT      J t>. i      ,   . > Okanagan .Landing.
Haws, Richard A , . .. J & &
O'Keefe, Thomas L Otter Lake.
Bowell, Emma L    \ Round Prairie
Burnett, John M jKound Prairie.
McCurdy, Daniel G Similkameen.
Hill, Laura B Spallumcheen.
McRae, Isabel A \p  ,     tj.,.
Palmer, Rose M /
Strachan, Catherine M Gordon Head.
Armstrong. C cvi. Public Schools Report. 1903
Special   Examinations,   1903.
Anderson, Alan McT Cumberland.
Uren, Inglis Lillooet.
Brown, Walter E   \p    ...
Carson, Edith L ....       /
Brennan, William  . . . 1 ,r
Tr  ,     TT     , } Vancouver.
Kyle, Hazel J
McCoy, O Vernon.
Number of candidates examined      1101
ii successful candidates        496 3 Ed. 7 Public Schools Report. C evii.
English Literature.    (Time, 1| hours.)
A. 1.  Explain the references in the following :—
(a.) "Away to the northward
Blomidon rose."
(b.)  " Such as the peasants of Normandy built in tlie reign of the Henries."
(c.)   " Sprinkled with holy sounds the air, as the priest with his hyssop
Sprinkles the congregation."
(d.) "And the restless heart of the ocean
Was for the moment consoled."
(e.) " The forget-me-nots of the angels."
(/.) " And the Ave Maria
Sang they."
(g.)  " Veiled the light of his face, like the Prophet descending from Sinai."
(h.) "Where the Father of Waters
Seizes the hills in his hands."
(i.) "Like a silent Carthusian."
(j.) " In that delightful land which is washed by the Delaware's waters."
2. Name Longfellow's chief works.
3. An outline map of Nova Scotia,  locating  Louisburg,  Beau  Sejour,  Port  Royal,
Halifax and Grand Pre.
4. Quote Longfellow's description of Evangeline, beginning  " Fair was she to behold,
that maiden of seventeen summers."
5. What does the word " Evangeline " mean ?
B. 1.   Name the play from which each of the following is taken :—
(a.) " Look how the floor of heaven
Is thick inlaid with patines of bright gold :
There's not the smallest orb which thou behold'st
But in his motion like an angel sings,
Still quiring to the young-eyed cherubims."
(b.)   "This wide and universal theatre
Presents more woeful pageants than the scene
Wherein we play in."
(c.) " Under the greenwood tree
Who loves to lie with me,
And tune his merry note
Unto the sweet bird's throat,
Come hither, come hither, come hither :
Here shall he see
No enemy
But winter and rough weather." C cviii. Public Schools Report. 1903
(d.)  " Hark, Hark !
The watch-dogs bark :
Hark, hark ! I hear
The strain of strutting chanticleer
Cry, Cock-a-diddle-dow."
(e.) "Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything."
2. Write as fully as you can the story of Ophelia.
3. Quote Portia's speech, beginning " The quality of mercy is not strained."
4. Name at least twelve of Shakespeare's plays.
5. A short account of Shakespeare's life.
6. In  what play  does  each  of  the  following  characters  occur:—Laertes,  Shylock,
Sebastian, Ganymede, Ariel ?
7. Tell what you know of Mary Lamb.
English Grammar and Composition.    (Time, 2 hours.)
A nightingale that all day long
Had cheered the village with his song
Nor yet at eve his note suspended,
Nor yet when eventide was ended,
Began to feel, as icell he might,
The keen demands of appetite;
When, looking eagerly around,
He spied far off upon the ground,
A something shining in the dark,
And knew the glow-worm by his spark.
1. Analyse the above extract.
2. Parse the italicised words.
3. Reverse the meaning of each of  the following words by adding a prefix :—happy,
possible, rational, contented, valid, noble, sense.
4. Convert from the Direct to the Indirect Speech the following :—
The robber said to Alexander, "I am thy captive: I must hear what thou art
pleased to say, and endure what thou art pleased to inflict. But my soul is
unconquered; and if I reply at all to thy reproaches, I will reply to thee as a
free man."
5. Write the possessive cases, singular and plural, of singer, monkey, thief, mistress, he.
6. Write a letter of application in reply to the following advertisement:—
Junior clerk wanted, in wholesale office. Boy leaving school preferred. Address,
stating qualifications, references, age, and salary expected, Box 75, Victoria, B.C.
7. Reproduce the following in clear prose :—
Right bitter was the agony
That wrung that soldier proud :
Thrice did he strive to answer,
And thrice he groaned aloud.
Then he gave the riven banner
To the old man's shaking hand, C ex. Public Schools Report. 1903
5. Name in order the Sovereigns of England, beginning with Henry VII., and give the
opening and the closing dates of the reign of each.
6. Sketch the history of Mary, Queen of Scots.
7. Write notes on—
(a.) Dunstan. (e.)  John Wesley.
(b.) Todleben. (/.) Judge Jeffreys.
(c.) Warren Hastings. (g.) Thomas More.
(d.) John Wilkes. (h.) Harry Hotspur.
Canadian History.    (Time, 1-J hours.)
1. Canada under French rule :—
(a.) When  the  French   came  to  Canada they  found   three  great   Indian   tribes  in
possession.    Name and locate them.
(b.) Jacques Cartier made three voyages of discovery.    Give the dates and the points
touched at in each voyage,
(c.)  The  French  gained   their  knowledge  of  the  Indians  of  the interior  from  the
missionaries and the fur-traders.    Where were the chief mission stations and
the chief fur-trading posts established ?
(d.) Write a comprehensive account of Braddock's expedition.
(e.)  What is meant  by the Conspiracy of Pontiac?    What was the outcome of this
conspiracy ?
2. Canada under British rule :—
(a.) Four dates are especially important during this period, viz., 1774, 1791, 1812-15,
and 1840.    Assign events to each of these.
(b.)  Describe in detail the Battle of Queenston Heights.
(c.)   Sketch with some fulness the causes that led to the Rebellion of 1837.
(d.) The chief terms of the Ashburton Treaty.
3. Canada since Confederation :—
(a.) State the chief causes that brought about Confederation.    What provinces first
formed the Dominion?    Give the date on which each of the others joined.
(b.) What  were the chief causes,  events and  results of the North-West Rebellion
(c.) Who is now Premier of Canada ? Governor-General? Premier of British Columbia ?
Lieutenant-Governor ?
Geography.    (Time, 1-j- hours )
1.  Answer the following questions relative to the geography of this Province :—
(a.) What was the population of the Province (correct as to thousands), and similarly
of each of its six largest cities, according to the census of 1901 ?
(b.) What forms the southern, eastern and northern boundaries, respectively, of British
Columbia ?
(c.) What States touch this Province on the south? What Territories on the east ?
on the north ? 3 Ed. 7 Public Schools Report. C cxi.
(d.) What are the names of the electoral districts into which the Province is divided
by the Redistribution Act of 1902, and how many members does it provide
for each constituency ?
(e.) What are the names of the eighteen incorporated cities of British Columbia?
2. (a.) Give the political divisions of Europe, with their respective capitals.
(b.) Locate, precisely, the following cities of Europe:—Glasgow, Liverpool, Belfast,
Lyons, Hamburg, Geneva, Florence, Amsterdam, Lisbon, Rome.
(c.)  A short description of the surface, soil and climate of Russia.
3. When was the Commonwealth of Australia formed ?    Name the colonies that consti
tute this commonwealth, with their respective capitals. Where did the first
Federal Parliament meet ? Who is the Premier at present ? What is the Federal
Capital ?
4. Name the British colonies in South Africa, with their respective capitals.    What are
the chief industries, exports and imports of these colonies? Describe, briefly, the
soil and climate of any one of them.
5. Give the boundaries of—
(a.) The North Atlantic Ocean.
(b.) The North Pacific Ocean.
(c.)  The Indian Ocean.
(d.) The Mediterranean Sea.
6. An outline map of  England and  Wales,  marking  the chief mountain ranges,  and
locating the rivers Thames, Severn, Tyne and Tweed, and the cities of London,
Liverpool, Bristol, Oxford, Cambridge, Canterbury, Birmingham, Manchester,
Swansea and Cardiff.
Arithmetic and Book-keeping.    (Time, 1J hours.)
A, B, C, D formed a partnership with a capital of $30,000. A furnished $6,000, B
$7,000, C $8,000, and D the remainder. They gained 18% of the joint stock.
What was each partner's share of the profit ?
Make out a Detailed Account of the following sales :—
Mrs. James Jones bought of John Burns, of Toronto, on Feb. 17, 1899, f doz. linen
napkins, @ $1.75; 2-} doz. damask towels, @ $4.50; 3 bath towels, @ $2.40 a
doz.; 2 tableclochs, @ $5.50; 1 piano cover, @ $5; 7 yd. cambric, @ $0.12|■; 2
pair lace curtains, @ $2.50 a pair.    Receipt the bill.
3. Simplify—
8f-7| + 5f-4J
X fr of 365.
13-11^ + 10^-9^    "
4. A room 24 ft. long, 20 ft. wide, and 10 ft. high, contains 2 doors, each 7 ft. by 4 ft.,
and four windows, each 51 ft. by 4 ft.    Find how many yards of paper 2 ft. wide
will be required to paper it.
5. A note for $200, payable 90 days after its date, the 25th day of May, was discounted
at a bank on the 22nd of June at 8 %.    Find the net proceeds of the note.
6. Divide 93456780123 by 89657.    (Answer of no value if not exactly correct.)
7. What is the compound interest of $2,400 for 1J years @ 10% per annum, paid half-
yearly ; and at what rate, simple interest, would it amount to the same sum in the
same time ? C cxii.
Public Schools Report.
Write down neatly the following statement of six weeks' cash receipts; add the
amounts vertically and horizontally, and prove the correctness of your work by
adding your results :—
Nature Lessons and Hygiene.    (Time, 1 hour.)
1. Give the common name of at  least  three evergreen trees found  in  this  Province.
Name at least five deciduous trees.
2. Name  the   principal   parts  of   a flower.      Are  these  parts  found  in  every  flower ?
Explain.    Name a plant which has no flower.
3. Explain the process by which soil is formed.    What is the distinction between barren
soils and fertile soils ?
4. Where are the chief coal-fields of this Province found ?    Explain, briefly, how coal is
mined.    How has coal been formed ?
5. Describe the circulation of the blood.
6. Why should  we  keep our  bodies  clean?     Name  some  diseases  that  are due  to
7. What are the chief functions of the bones ?    Name a creature whose bones are on the
outside of its body.
Algebra.    (Time, 1^ hours.)
1. Simplify llm + 2w— \im-[7n- (8m+9»- 3p)] j-.
2. Divide a3 + 63 - c3 + 3abc by a + b-c.
3. If the sum of two expressions is 3a2 — 1, and one of them is 6a2 — 3a+ 5, what is the
other ?
4. Find the sum of m2 + n2 - p2 - mn, 3m2 + 2p2 - 2mp, 2m2- 3n2 + 2mn, 2n2 + ip2 - inp,
- 4m2 - 3p2 + 3mp + np, 2m2 - 3p2 + 3np.
5. Find the continued product of x2 - ax + a2, x2 + ax + a2, and x2 - a2.
6. If a =2, 6 = 8, c= -5, find the value of—
J(a2b2 + 27c)- »/j
ab)(2a -2b- 3c) + (ab + ac- be)2. 3 Ed. 7 Public Schools Report. C cxiii.
English Literature.    (Time, 2 hours.)
1. Give the meaning of the following words and phrases:—-flagons, missal, gable, casement,
tocsin, vigil, clement, pallet, the silken floss of the maize, the s/iards and thorns of
existence, the loom and the wheel are still busy.
2. Who speak the following ?—
(a.) "Feeling is deep and still; and the word that floats on the surface
Is as the tossing buoy that betrays where the anchor is hidden."
(b.) "This is the house of the Prince of Peace, and would you profane it
With violent deeds and hearts overflowing with hatred ?"
(c.)   " Must we in all things look for the how, aud the why, and the wherefore?
Daily injustice is done, and might is the right of the strongest."
(d.) " Up and away to-morrow, and through the red dew of the morning
We will follow him fast."
(e.)  " Once in an ancient city, whose name I no longer remember,
Raised aloft on a column, a brazen statue of Justice
Stood in the public square."
3. (a.) Study extract (a), question 2, and explain why words are like  "a tossing buoy."
What figure of speech is used here ?
(b.) Who is the Prince of Peace referred to in 2 (b)1
(c.)  Was the injustice spoken of in 2 (c) all on one side?    Explain.
(d.) Explain "red dew" in 2 (d).
4. Tell the story referred to in 2  («),  or, give the history of Evangeline as a Sister of
Lambs' Tales.
5. Give the meaning of the following words and phrases :—dappled, sonnets, hazard, un-
filial, cue, ducats, wise saws, a little scrubbed boy, the event of the trial, harpy.
6. From which of the Tales or Plays are the following passages taken 1   Give the speaker
of each.
(a.)  " How like a God he looked !   the curls of Apollo, the forehead of Jupiter, the
eye of  Mars, and  a posture like to Mercury newly lighted on some heaven-
kissing hill."
(b.)  " But he that has a little tiny wit,
With heigh ho, the wind and the rain !
Must make content with his fortunes fit."
(c.)   " 0 wise and upright judge !    A .Daniel is come to judgment ! "
(d.) "I, neglecting all worldly ends, buried among my books, did dedicate my whole
time to the bettering of my mind."
(e.)   " She pined  in thought, and with a green  and yellow melancholy, she sat like
Patience on a monument, smiling at Grief."
7. Quote ten consecutive lines from Shakespeare.    Scan the first line quoted.
8. In the preface to the Tales, Lamb expresses the hope that his young readers may find
in the Plays of Shakespeare lessons " of all sweet and honourable thoughts and
actions, to teach courtesy, benignity, generosity, and humanity." Connect the
names of Celia, Orlando and Antonio with some such virtues, and give reasons
for your choice. G cxiv. Public Schools Report. 1903
Grammar and Composition.    (Time, 2 hours.)
Life ! I know not what thou art,
But know that thou and I must part;
And when, or how, or where we met
I own to me's a secret yet.
1. (a.) Life— case?    why?
I know—        object of this transitive verb ?
what— kind of pronoun ?    case ?
art— kind of verb ?
must part—    person and number ?
when— modifies ?
met— transitive or intransitive ?    Explain.
me's = me is—what is the subject of is ?
secret— case ?    why ?
yet— modifies ?
(b.) Give the clauses in the last two lines, beginning with  "when" and ending with
" yet."    State kind and relation,
(c.) Decline Life and /.
(d.) Art—Give this verb in the same person and number (as in the above passage) in
all the tenses of the Subjunctive Mood.
2. Give the principal parts of lie, lay, rise, raise, meet, know.
3. (a.)  What is Inflection ?   What parts of speech are inflected \    Illustrate your answer.
(b.) Write three short  sentences in which the nominative, possessive and objective
cases of who, used as a conjunctive pronoun, respectively occur.
4. Draw up a formal outline preparatory to writing an essay on any one of the following :
The Finding of Moses.
The Tar-Baby.
The Death of Leonidas.
The Story of the Prodigal Son.
The Country Mouse and the Town Mouse.
5. (a.) Reduce the following group of sentences to one compact long sentence :—
I parted with the old angler.
I enquired after his place of abode.
I happened to be near the village.
It was a few evenings later.
I had the curiosity to seek him out.
(b.) Turn  the following  declarative sentence (1) into an interrogation;  (2) into an
exclamation :—"We have had a delightful visit."
(c.) Re-write as a good loose sentence-—"When we consider the magnitude of the
prize we contended for, the doubtful nature of the contest, and the favourable
manner in which it has terminated, we shall find the greatest possible reason
for gratitude and rejoicing."
(d.) Re-write as a periodic sentence:—"The hunters came with their load, down the
leaf-strewn forest road, past the drawbridge, to the castle, in the dull October
6. Quote from memory the ode beginning " How sleep the brave who sink to rest."
7. Write in the form of a letter to a friend an account of the happiest day you ever
spent. 3 Ed. 7 Public Schools Report. C cxix.
Composition.    (Time, 2 hours.)
1. Explain the terms :—Topic sentence, explicit reference, parallel construction, climax
2. Criticise the choice of words in the following sentences :—
(a.) I never remember seeing him before.
(b.) Brown made us a proposal which we weren't prepared to accept.
(c.) The members had certain rights not accorded to outsiders.
(d.) I had never seen such an old man before.
(e.) His remarks seem to infer that they were mistaken.
(fi) I beg to acknowledge the receipt of your letter.
(g.) We anticipate that he will be very successful.
(h.) This medal was donated by the Prince of Wales.
(i.) How long does the train stop for refreshments?
(j.) He called him up by phone and asked him if the photos were ready.
3. " His Highness," says Whitelocke, " was in a rich but plain suit—black velvet, with
cloak of the same; about his hat a broad band of gold." Does the reader see
Irim ? A rather likely figure, I think. Stands some five feet ten or more; a man
of strong, solid nature, and dignified, now partly military carriage : the expression
of him valour and devout intelligence—energy and delicacy on a basis of simplicity.
Fifty-four years old, gone April last; brown hair and moustache are getting gray.
A figure of sufficient impressiveness—not lovely to the man-milliner species, nor
pretending to be so. Massive stature; big, massive head, of somewhat leonine
aspect; wart above the right eyebrow ; nose of considerable blunt aquiline proportions ; strict yet copious lips, full of all tremulous sensibilities, and also, if need
were, of all fiercenesses and rigours; deep, loving eyes—call them grave, call them
stern—looking from under those craggy brows, as if in life-long sorrow, and yet
not thinking it sorrow, thinking it only labour and endeavour: on the whole, a
right noble lion-face and hero-face ; and to me royal enough.
(a.) Who wrote the extract?    From what volume of his works is it taken ?
(b.)  To what class of composition does it belong?
(c.)  Indicate the method followed in the development of the theme.
(d.) Note general peculiarities of style.
(e.)   Do these peculiarities contribute to the force, clearness or beauty of the treatment
or otherwise?    Explain.
(fi) Comment on the use of says, same, likely, noio partly, of him, gone, man-milliner,
strict, copious, if need were, fiercenesses, right.
(g.)  Describe Cromwell's personal appearance in your own words, using the plan and
details of the extract as a model.
4. Write, in the form of a letter to a friend, a description of the natural scenery in the
neighbourhood of your home, or of some other picturesque landscape which has
impressed itself on your memory. C cxl. Public Schools Report. 1903
French.    (Time, 3 hours.)
A. 1. In  French  the attributive adjective   generally  follows  its  noun.      Name   those
adjectives of common occurrence that nearly always precede their nouns.
2. The principal parts of the following verbs :—aller, mourir, hair, venir, boire, croire,
faire, lire, recevoir, savoir.
3. Write the feminine forms of  the following  words :—loup,  vieillard,  empereur,
dindon, canard, coq, oncle, dieu, due, abbe.
4. Write, in all persons and both numbers, the present and imperfect subjunctive of
the verb avoir.
5. Express in French :—What o'clock is it ?    It is half-past two o'clock.—How old
are you?    I am twenty.—The first of May.    Charles the First.—Give me some
apples, please.—Five days ago.—I gave it to him.
6. Regular verbs are for convenience, in French, divided into three classes or conjuga
tions.    Explain how  you  decide  to what  conjugation a given verb  belongs.
Give the first person singular, imperfect tense, of donner, finir and rompre.
7. What tenses of the French verb are formed from each of its " principal parts " ?
8. State fully under what circumstances the pleonastic ne is used.    Illustrate your
answer by writing a French sentence in each case.
B. Translate into French—
He will never read that book.— He is seventy; he was born before the death of
Napoleon.—Is that book yours or your brother's?—Let us go for a walk in that
beautiful forest.—Here are two watches; yours is of gold and mine is of silver.—
I have two brothers, John and Robert; the former is taller than I, the latter,
smaller.—The snow was falling, the north wind was blowing, and the robin was
hungry.—In spring the snow melted, and the hedges were covered with leaves
and flowers.
German.    (Time, 3 hours.)
[Note.—Equal values given to A and B.]
Express in idiomatic German the following :—
1. Which of these books have you had ? 2. Tell me, if you please, where that gentleman lives. 3. I have not used the book you sent me. 4. I was working the
whole day yesterday. 5. The house has been built. 6. The dinner was served
when we arrived. 7. The soldier had been wounded by a ball. 8. There was a
great deal of dancing yesterday evening. 9. He cannot be trusted. 10. That
can be done easily. 11. The days in June are the longest in the year. 12. The
days are shortest in December. 13. He who is contented is happy. 14. I shall
tell your father that you are diligent. 15. A man gets tired when he works too
long. 16. Everybody's business is nobody's business. 17. Every man is the
architect of his own fortune. 18. He was born twenty-five years ago. 19. I have
seen him only once. 20. I esteem him highly. 21. He has not been here for a
long time. 22. I saw your friend to-day; he wishes to be remembered to you.
23. I have been in the city for the last three days. 24. One must think first and
then speak. 25. He would do it with pleasure. 26. Will you be so good as to
lend me your pen? 27. He said that he had been obliged to do it. 28. He ought
to have gone. 29. He is said to be very sick. 30. Which do you prefer, French
or German ? 3 Ed. 7 Public Schools Report. C cxli.
1. Give rules for the accentuation of German words.
2. The following prepositions govern what case or cases, respectively :—Aus, von, bis,
durch, an, vor, wegen, statt ?    Illustrate.
3. (a.) Give tables showing the endings of the various forms of substantive declension.
(b.) Decline throughout der Sturm, die Stadt, das Auge, der Glaube, das Schafi.
4. (a.) Give the third person singular of each of the compound tenses of haben and fallen,
(b.) Give the principal parts of the German equivalents of the verbs resemble, seize,
yield, sink, hold, sleep, run.
5. Compare neu, angenehm, lang, geliebt, gross, edel, gut, hoch, viel.
Senior Grade.
Composition and Rhetoric.    (Time, 2 hours.)
1. Distinguish between exposition and narration or description.
2. Enumerate and describe, as to purpose and form, some of the varieties of expository
3. Paraphrase the following :—
Hamlet. Such an act
That blurs the grace and blush of modesty,
Calls virtue hypocrite, takes off the rose
From the fair forehead of an innocent love
And sets a blister there, makes marriage-vows
As false as dicers' oaths; O, such a deed
As from the body of contraction plucks
The very soul, and sweet religion makes
A rhapsody of words :  heaven's face doth glow,
Yea, this solidity and compound mass,
With tristful visage, as against the doom,
Is thought-sick at the act.
Queen. Ay me, what act,
That roars so loud and thunders in the index?—(index = prologue.)
Hamlet. Look here, upon this picture, and on this,
The counterfeit presentment of two brothers.
See, what a grace was seated on this brow :
Hyperion's curls ; the front of Jove himself;
An eye like Mars, to threaten and command;
A station like the herald Mercury
New-lighted on a heaven-kissing hill;
A combination and a form indeed,
Where every god did seem to set his seal,
To give the world assurance of a man.
4. Write an argumentative essay on one of the following topics :—
(1.) Free High School Education.
(2.) Domestic Economy in the Public Schools.
(3.) Woman Suffrage.
Note.—The essay must consist of introduction, thesis, proof and conclusion. G cxlii. Public Schools Report. 1903
English Literature.    (Time, 3 hours.)
Composition from Models, De Coverley Papers and Autocrat of the Breakfast-Table.
1. Assign the following to their respective authors :—
(a.) " Horace's rule, si vis me flere, is applicable in a wider sense than the literal one."
(b.)   "It is commonly said that Canada produces more politics to the acre than any
other country."
(c.)   "There have been times in which men of letters looked, not to the public, but to
the Government, or to a few great men, for the reward of their exertions."
(d.)  "The shepherd in Vergil grew at last acquainted with Love, and found him a
native of the rocks."
2. Narrate, in the style of a Spectator paper, an imaginary walk with Sir Roger de Cover-
ley along a modern city street.
3. Within the limits of about a page, give some idea of the manner and matter of the
Autocrat of the Breakfast-Table.
4. Write notes on the following :—
(a.)  " Literary Prince Rupert's drops."
(b.)  " I think it was Bulwer who said you could separate a page in the Rambler into
three distinct essays."
(c.)   " Shriek like a mandrake as it broke its hold."
(d.) " Sylva Novanglica."
(e.)   "Machiavellian astuteness."
(fi.) "A clearer note
Than ever Triton blew from wreathed horn."
(g.)  "Did Sir Isaac think what he was saying when he made his speech about the
ocean ?"
(h.) "That glorious Epicurean paradox, uttered by my friend the Historian."
Select Poems and Julius Caesar.
1. Give the substance of Scott's Epistle to Erskine.    Illustrate the views Scott here
expresses by general references to his works.
2. It has been said that Julius Caesar is the greatest name in history.    Indicate the
grounds for this assertion. Write a character sketch of the Julius Caesar of the
3. Give the Shakespearean meaning of prevent, indifferent, dear, of force, respect, several,
censure, apprehensive.
" If I have veiled my look,
I turn the trouble of my countenance
Merely upon myself.    Vexed I am
Of late with passions of some difference,
Conceptions only proper to myself,
Which give some soil, perhaps, to my behaviours."
Stopford Brooke.
1. "The flood-tide [of literature] which began in 1579 was preceded by a very various,
plentiful, but inferior literature, in which new forms of poetry and prose-writing
were tried, and new veins of thought opened." Give an account of the " new
forms " and " new views of thought."
2. The rise of the English Novel. 3 Ed. 7 Public Schools Report. C cxliii.
British History.    (Time, 2 hours.)
1. England's Foreign Relations (1689-1702).
2. Development of the Cabinet System (1693-1721).
3. Whigs and Tories Contrasted (1700-14).
4. Walpole's Political Career (1721-42).
5. The Abolition of the Slave Trade (1783-1807).
6. The Continental System (1806-07).
7. Colonial Expansion (1815-74).
8. Catholic Emancipation (1829).
9. Parliamentary Reform (1831-2).
10. Free Trade Legislation (1842-6).
Write comprehensively, but concisely and definitely, on not less than five of the foregoing
Canadian History.    (Time, 2 hours.)
1. "As we look back over the century that had passed between the Treaty of Paris, which
ceded Canada to England in 1763, and the Quebec Convention of 1864, we can
see that the struggles of the statesmen and people of British North America had
won from England for all the Provinces the concession of the following principles,
which lie at the foundation of our whole political structure." Enumerate these
2. Distinguish between the terms Representative Government and Responsible Govern
ment.    Explain the maxim " The King can do no wrong."
3. Who are eligible to be—Senators ?  Members of Parliament ?   Members of the British
Columbia Legislature? Mayors of British Columbia Cities? In what way may a
Member of Parliament become a Cabinet Minister with portfolio ? without portfolio ?    What is the relation between the Cabinet and Privy Council 1
4. In British Columbia what differences are there between  the voting qualifications in
Dominion, Provincial and Municipal Elections, respectively ?
5. What is the maximum life of a Canadian Federal Parliament ?    In what ways may its
life terminate ? How often must sessions occur ? Distinguish between prorogation and dissolution. How is the Speaker selected ? What are his duties ? What
is the Budget ? Distinguish between Private and Public Bills. Who introduces
Bills providing for expenditure of money? What are the stages through which a
Bill must pass before it becomes an Act ? What is a want of confidence vote ?
What may happen in consequence ?
6. In what way do the people of British Columbia contribute to the Dominion revenues ?
The Provincial revenues ? Has the Province any other source of revenue ? Would
it be possible or expedient for the Government of this Province to add to its income
by imposing a duty on beef from the United States or silk from China ?    Explain.
7. How are Judges and Sheriffs respectively appointed ?    By whom paid ?    Explain the
terms Common Law, Criminal Code, Assize, Speedy Trial, Extradition, Habeas
Corpus. Distinguish between Courts of Inferior Jurisdiction and Courts of
Superior Jurisdiction. C cxliv. Public Schools Report. 1903
Grecian History.    (Time, 1 hour.)
1. Enumerate some of the chief results of Alexander the Great's conquests.
2. Explain what is meant by the " Sacred War."    In what way did Philip of Macedon
interfere in this war ?
3. Write notes on the following :—
(a.) The Four Hundred.
(b.) The Mutilation of the Hermae.
(c.)  The Practice of Ostracism.
(d.) The Olympian Games.
4. Describe the military, social and political systems of the Ancient Spartans.
5. A short but succinct account of the Battle of Marathon.
Geography.    (Time, 2 hours.)
1. "Islands are either new land built up in the sea or else remnants of old land partly
destroyed."    Explain fully.
2. The Rockies, Andes, Alps and Himalayas are all young mountains.    Prove this state
ment, and name a mountain system of North America that is old.
3. Write a short but succinct note on the cause of volcanic action.    Explain why some
cones, such as Fusiyama, are narrow at the base but very steep, while others, as
Mauna Loa, while possessing a very high cone, are moderately sloping.
4. "Rivers are the mortal enemies of lakes."    Explain this statement and discuss fully.
State, also, why deltas are not always found at the mouths of large rivers.
5. Point out  some of the effects of  the  great  glacier  that once covered  Canada and
northern United States.
6. Name the various ways by which the land is being worn away.     Describe, shortly,
each process.
7. State clearly the causes of ocean tides.    Explain, also, the meaning of the following :—
spring tide, neap tide, perigee, apogee.
8. Explain the following terms :—chinook, moraine, consequent course, longitude, crevasse,
denudation, fauna, horse latitudes, ox-bow cut-offs, rejuvenated rivers.
Algebra.    (Time, 3 hours.)
1. Form the quadratic equation whose roots are 5± ^6.
If the roots of x2 - px + q = 0 are two consecutive integers, prove that p2 - 4q - 1 = 0.
2. There are 9 books, of which 4 are Greek, 3 are Latin, and 2 are English ; in how many
ways could a selection be made so as to include at least one of each language ?
3. If n be an integer, shew that 72"+1 + 1 is always divisible by 8.
4. Express as a whole number— 3 Ed. 7 Public Schools Report. C cxlix.
C. (a.) Translate—
Teucer Salamina patremque
cum fugeret, tamen uda Lyaeo
tempora populea fertur vinxisse corona,
sic tristes affatus amicos :
' quo nos cumque feret melior fortuna parente,
ibimus, o socii comitesque !
nil desperandum Teucro duce et auspice Teucro :
certus enim promisit Apollo
arnbiguam tellure nova Salamina futuram.
o fortes peioraque passi
mecum saepe viri, nunc vino pellite curas :
eras ingens iterabimus aequor.'
1. patremque cum fugeret.    Why?
2. Lyaeo.    Name the figure.    Show the peculiar significance of this epithet.
3. populea fertur vinxisse corona.    Why populea 1
4. arnbiguam tellure nova Salamina futuram.    Explain the point.    What was
the tellus nova ?
(b.) Translate—
Integer vitae scelerisque purus
non eget Mauris iaculis neque arcu
nee venenatis gravida sagittis,
Fusee, pharetra,
sive per Syrtes iter aestuosas
sive facturus per inhospitalem
Caucasum vel quae loca fabulosus
lambit Hydaspes.
namque me silva lupus in Sabina,
dum meam canto Lalagen et ultra
terminum curis vagor expeditis,
fugit inermem,
quale portentum neque militaris
Daunias latis alit aesculetis
nee Iubae tellus generat, leonum
arida nutrix.
1. Write geographical notes on the extract.
2. Explain the genitives and the ablatives in the first stanza.
3. Scan this stanza, and name the metre.
4. What facts of a personal nature may be gathered from  the scene and the
circumstances of Horace's adventure?
D. 1.  Indicate the main uses of qui with the subjunctive.
2. " Where in English an adverb or an adverbial phrase occurs, Latin frequently uses
an adjective, a noun, or a change of construction."    Illustrate.
3. Translate into Latin—
How was it, fellow-citizens, that Mithridates got away from his kingdom of
Pontus? His was just such a flight as that of Medea, who, the poets tell us,
fled from Pontus too in the days of old. For, killing her brother and scattering his limbs where her father should see them, she escaped while he stopped
in his hot pursuit to gather them up; and so vast a quantity of silver and
gold and of beautiful objects of every description did Mithridates leave behind
that he was quite out of their reach when our soldiers had got it all collected. 3 Ed. 7 Public Schools Report. C cxlv.
5. How much are pears a gross when 120 more for a sovereign lowers the price 2a". a
score ?
6. Find the square root of—
a6 + .J__6(ai+—1 + 15(0?+—1-20:
a6       i a*) { a2)
also the cube root of the result.
7. If b — a is a harmonic mean between c — a and d- a, shew that d—c is a harmonic
mean between a - c and b - c.
8. Find a geometrical progression of which the sum of the first two terms is 2|, and the
sum to infinity 4£.
9. Find the H. C. F. and L. C. M of 20a;4 + x2 - 1, 25x4 + 5xs - x - 1, 25a;* - 10a;2 + 1.
10.  If    fa+Il2 = 3, prove that a3 + i = 0.
v.        a ) a3
Geometry.    (Time, 3 hours.)
1. The perpendiculars drawn from the vertices of a triangle to the opposite sides are
2. Construct a triangle, having given a vertex, the orthocentre, and the centre of the
circumscribed circle.
3. Given the bisector of the vertical angle of a triangle, the median bisecting the base,
and the difference of the angles at the base; construct the triangle.
4. Circumscribe a circle about a given triangle.
5. Find a mean proportional between two given straight lines.
6. Inscribe a circle in a given pentagon.
7. The area of a regular hexagon inscribed in a circle is three-fourths of that of  the
corresponding circumscribed hexagon.
8. The opposite angles of any quadrilateral inscribed in a circle are together equal to two
right angles.
9. Two similar triangles have areas in the ratio 529 ; 361.    What is the ratio of any two
of its homologous sides ?
Trigonometry.    (Time, 2 hours.)
1. The angles of a triangle are as 4:5:6.    Express them in radians.
The fly-wheel of an engine makes 35 revolutions in a second : how long will it take to
turn through 5 radians ?
2. For each of the following angles state which of  the three principal trigonometrical
functions are positive :
470°, -230°, Hi,   -Hi.
'6 6
3. Express as functions of A, sec (A — 180°), cot (270° - A), and write in its simplest form
the value of cos (90° + A) + sin (180° - A) - sin (180° + A) - sin ( - A).
4. Find the values of tan 75°, tan 15° and sin 54°. C cxlvi. Public Schools Report. 1903
sin 2A
5. Prove that  = tanA.
1 + cos 2A
6. Express in the form of products—
sin C + sin D, sin C - sin D, cos C + cos D and cos C - cos D.
7. Given b = 7, c = 6, A = 75°31' and cos 75°31' = .25, find a.
8. Find the numerical value of—
2 1og¥-logi% + 3 1ogf
9. a = 9, 6 = 6, C = 60°, find A and B; given log 2 = .30103, log 3 = .4771213, L. tan 19°6
= 9.5394287 and L. tan 19°7' = 9.5398371.
Chemistry. (Time, 2 hours.)
1. Distinguish between Physical and Chemical changes, giving examples of each.   Describe
briefly experiments which prove respectively that—
(a.) Contact of substances is sometimes sufficient to produce chemical changes.
(6.)  Chemical changes may be produced by heat,
(c.)   Chemical changes may be aided by solution.
2. What is meant by combining weight 1    Give the combining weights, respectively, of
Hydrogen, Nitrogen, Oxygen, Sulphur, Chlorine. Explain clearly the meaning of
the symbols H.jS04, NaN03, respectively, and calculate the weight of each element
in 50 grams of the former compound.
3. Interpret the formula CuO + 2H = H,0 + Cu.     Sketch and describe the apparatus by
which the reaction indicated may be experimentally obtained. Define Oxidation
and Reduction, respectively.
4. Nitrogen combines with Oxygen in five different proportions;  give the names and
symbols of these compounds, and explain how the series illustrates the law of
multiple proportions. How do the properties of Nitrous oxide and Nitric oxide
respectively differ ?
5. Enumerate some of the chemical properties of Chlorine.    Interpret the formula 2NaCl
+ H.jSOftj = Na.,S04 + 2HC1. Describe an experiment, with sketch of apparatus,
by which the reaction indicated may be experimentally obtained.
6. Define the terms Acid, Base, Salt, and explain the system of nomenclature by which
substances of these three classes are respectively designated.
7. Complete and interpret the formula CaC03 + 2HCl= .     Compare, as to