FOURTH   ANNUAL   REPORT
ON THE
PUBLIC    SCHOOLS
OF THE  PROVINCE OE
BRITISH   COLUMBIA.
1874-75.
BY THE
SUPERINTENDENT OF EDUCATION.
WITH  APPENDICES.
VICTORIA :
PRINTED BY RICHARD WOLFENDEN, GOVERNMENT PRINTER,
AT   THE   GOVERNMENT  PRINTING  OFFICE,  JAMES1   BAT.
1875.  Education Office, Victoria,
October 15th, 1875.
Sir:
In conformity with the School Act, I have the honor to forward herewith, for
the information of His Excellency the Lieutenant-Governor in Council, my Report
on the Public Schools of British Columbia, for the year ending 31st July, 1875.
Statistical Tables and Appendices are added to the Report, illustrative of the
means which have been adopted by the Board of Education for the promotion of
the educational interests of the Province.
I have the honor to be,
Sir,
Your very obedient servant,
JOHN JESSOP,
Superintendent of Education.
Hon. John Ash, M. P. P.,
Provincial Secretary.  89 Vie. Public Schools Report. 77
PART  I.
GENERAL  REPORT.  FOURTH   ANNUAL  REPORT
OF  THE
SUPERINTENDENT  OP  EDUCATION.
1874-75.
To His Excellency the Honorable Joseph W. Trtjtch,  Lieutenant-Governor of the
Province of British Columbia.
May it please Your Excellency:—
In consequence of important returns from several of the School Districts not being
to hand, I am unable to insert the usual summary of statistical tables at the beginning
of this Report, as heretofore. Those returns will probably be in before long, so that by
the time tho main portion of the general report is in type, this summary, together with
the tables, will be forthcoming, and will be found at the end of Part I. I may here
state that more difficulty has been experienced this year in getting in those returns
from teachers and trustee boards than in any previous year since the inauguration of
the present school system. Unless school authorities throughout the Province attend
to this matter promptly it is impossible for me to get the Annual Report ready at the
time called for by the Public School Act, namely, 1st September in each year, as there
is but one month allowed for its compilation. This difficulty may, however, be obviated
in the future by withholding all payments for educational purposes for month of July
in each district from which returns have not been received at the expiration of that
month. By adopting such a course it is to bo hoped that this delay in tho issuance of
the report will not occur again.
Teachers' Salaries and Regulations respecting them.
While admitting the fact that the salaries of Public School teachers are lower in
this Province than they ought to be, and that they compare unfavourably with the
wages of artisans and skilled labourers ; yet when we take into consideration the many
advantages that teachers have over the other class in the items of sure pay all the year
round, light work in a large majority of the districts, short hours, and consequently
many oi)portunities for mental improvement, they certainly, in this respect, have but little
to complain of. The average monthly salary in British Columbia is, males $66.03,
females $56.11—average salary $61.07. In Oregon, according to Report for year ending
1st April, 1873, the average monthly salary is, for males $47.54, for females $43.79—
average salary $45.66. Those statistics give tho teacher in this Province an average
monthly salary of $15.41 more than that obtained in the comparatively wealthy
State of Oregon, In California the schools are kept open much less than eight months
in the year on the average,—there being, for the year ending June 30th, 1873, 637 80 Public Schools Report. 1875
schools kept open longer than eight months and 825 for shorter periods. The average
salary in that State is, for males $84,28, females $63.37—average salary $73.82. These
figures multiplied by the number of months the schools are kept open give an average
yearly salary of $590.56 as against the average yearly salary in British Columbia of
$732.84, giving our teachers the advantage over those in the immensely wealthy State
of California by $11.85 monthly. According to last Report on Education for Ontario
(1873) the average yearly salary for males was $500, for females $244.50. Reducing
these sums to monthly salaries, we have $41.66 for males and $20.37$ (!) for females.
In New Brunswick during 1874 the salaries were $402.03 and $259.67 respectively per
annum, or $33.50 and $21.64 monthly. In the Empire State of New York, for 1872, the
average salary was $32.12, something more than the average paid in either Ontario or
New Brunswick. Thus we find that salaries are in reality higher in British Columbia
than in Oregon or California, and more than 100 per cent, higher than in Ontario or New
Brunswick, and nearly 100 per cent, in advance of those in the State of New York. In
all the above-mentioned Provinces and States there is proportionately a greater number
of first and second class situations than in this new Province ; in consequence of which
there is a far wider field for superior teaching ability and educational acquirements.
The situations as teachers in our public schools may be classified as follows :—
First class, commanding salaries from $100 to $75, inclusive    6
Second class       „ „ 75 to   60       „   12
Third class „ „ 60 to   50       „   29
Total  47
In the above classification several $60 teacherships in the interior, above Yale, are
put in the third grade in consequence of the greater cost of living ; this sum being considered equivalent to only $50 below that town. Of the 42 teachers holding certificates
from the Board of Education 32 are in actual employment, the other ten having retired
from the profession, or for various reasons are unwilling to accept such situations as are
now offering. Of the eleven certificated first classes six are holding all the first class
situations, and the other five are in the most desirable of the second class situations.
Five more of the second class schools are taught by second class teachers. One of the
remaining two is taught by a certificated male teacher recently from Ontario, and the
other by a young lady who took a high third A at last examination, there being no first
or second class female teachers available at the beginning of August. Six of our second
class teachers are occupying third class situations for the simple reason that no better
positions were obtainable at the commencement of the present school term. As we have
now 47 situations in the Province, and only 32 of them filled by teachers certificated by
the Board of Education, the question will naturally arise as to how the remaining fifteen
schools are provided for. The answer is that three of them are under teachers who
arrived too late for the last teachers' examination, six are under temporary arrangements
until the arrival of more teachers from Ontario or elsewhere, and the other six are
vacant and must remain so till teachers can be provided. It will be seen therefore that
teachers' situations throughout the Province are assimilated as nearly as possible with
the corresponding grades of certificates. The great want, the most serious drawback in
the successful progress of our public school system, has been, and is, the total inadequacy
of the supply of competent teachers for the demands of the Province; and while this
obstacle remains in the way it will be impracticable for the Board of Education to carry
out in their entirety the rules and regulations pertaining to teachers' salaries. Those
rules so far have been found to work satisfactorily. Making the teacher's salary depend
in some measure on his own exertions has a direct tendency to decrease irregular and
non-attendance, and thus reduce very materially the average cost per annum of each
pupil. Of course there is, in keeping a daily and half-daily registry of attendance, a
possibility, on the part of a dishonest teacher, of falsifying his record ; but the ladies
and gentlemen composing this branch of the public service are certainly as honest and
as reliable as those occupying other positions of trust and responsibility in the community ; and therefore there is but little probability of such falsification occurring, or quite
as little of connivance therewith on the part of Trustee Boards. With such a large majority
of small schools, salaries could not be based exclusively on the grades of certificates ;
because with such a classification any Trustee Board might secure the services of a first 39 Vic. Public Schools Report. 81
class teacher, if such teachers were sufficiently numerous, in a school with a small
average attendance of pupils, thus making the cost of each, with incidental expenses,
fourteen or fifteen dollars per month. This would be unobjectionable if the Government
had unlimited resources at their command for educational purposes; but as such is not the
case the salaries pertaining to each school ought to depend as much as possible on the
attendance and not entirely on tho certificate of qualification that the teacher may
possess. The anomaly of a first class teacher occupying a third rate school is not likely
to be of long duration. Vacancies are constantly occurring, and the teacher of superior
ability will soon procure such a situation as his or her acquirements may deserve ; or if
the material for a larger school is in a third class district, a teacher of this description
will not be long in bringing it up to a higher grade, and thus secure a more remunerative salary. I have dwelt on this subject somewhat in detail in consequence of objections
that have been made to this salary basis by anonymous newspaper correspondents
during the last few months : and I may here be pardoned for remarking that the
members of the Board of Education will be ready to alter those rules and substitute
others, when convinced that such a course will bo conducive to the educational
interests of the Province at large. Although, as has been shown, teachers' salaries
are higher here than elsewhere, yet the Province is exceptional in its character
with regard to the inducements held out for teachers to engage in other employments. Farm labourers, if economical, can save much more annually than the
educated teacher at a salary of $50 per month, to say nothing of mechanics, clerks, and
others who, in addition to making higher wages, have a greater chance of increasing
their earnings from year to year. We can hardly expect efficient male teachers to
remain in the profession permanently at $50 per month amid temptations to engage in
mining, merchandise, farming, stock-raising, and before long, it is to bo hoped, numerous
other occupations in connection with railroad construction. Looking at salaries, therefore, from this point of view, and not in comparison with other countries, it becomes a
question for serious consideration as to whether tho school grant should not be increased
so as to enable the Board of Education to raise a majority of them at least 20 per cent.,
in order not only to retain the well-qualified and energetic teachers who are now
employed, but to induce others to engage in the work, and thus keep up the teaching
staff which hitherto has been much too scantily supplied.
Mixed and Graded Schools.
The question of graded schools has, during the past year, been the subject of
considerable correspondence between the Education Office and the Trustee Boards of
Nanaimo and New Westminster. By a "mixed" school, is meant one where the co-education of the sexes is carried on under ono or more teachers. It may or may not bo a
"graded" school. In a graded school, the pupils are grouped together in divisions—each
division under its own teacher—and consisting of ono or more classes, according to tho
number of teachers employed and tho size of such class or classes. Whore children are
sufficiently numerous, a graded school need not necessarily be a mixed school- as for
instance in Victoria, whore there are seven divisions—throe of boys over seven years of
ago, and four of girls, and boys under sevon—each of these divisions consisting of one
or more classes, and from 40 or 50, to 70 or 80 pupils. In this city, therefore, not much
would be gained in teaching power by mixing the sexes above the primary division—
which has all along consisted of boys and girls—because each of the other divisions has
nearly the same standing in point of acquirements, and is quite large enough for one
teacher to manage. But in Nanaimo and New Westminster the conditions are materially
different. In the former city, the average attendance of boys and girls is considerably
more than 100. Keeping the sexes exclusively in separate departments, necessitates
two classes in each branch of study throughout tho entire school curriculum; whereas,
if the two classes—one of boys and the other of girls—be combined for tuition, the gain
in teaching power would bo nearly doubled. Under the graded system, every class
would have a great deal more time for each study, or several studios might be
introduced that must inevitably be excluded so long as the sexes are taught separately
from each other. It is a well-known and universally conceded fact, that two teachers in
a graded school can produce more satisfactory results, with less work, than three can
possibly do in one that is not graded.    I may hero state, that the Board of Education have repeatedly urged upon the trustees of Nanaimo the necessity of grading their
school, so that tho large annual expenditure in that city may do the greatest possible
good to the greatest possible number. An additional teacher has been asked for
there, making a staff of three. These three teachers can only do the work which, could
be done by two, were the school differently organized; or the present teaching staff of
two would bo fully able to carry on the work more efficiently, and with better results,
under the arrangement so often recommended. Looking at the Nanaimo and New
Westminster public schools from the above stand-point, it is very evident that the
results, under present arrangements, cannot be adequate to tho work performed by the
teachers, because such work is to a great extent misdirected; or to the means expended
by the Government, because such means are partially misapplied. The gain accruing
from a system so generally adopted by older and more populous countries is so self-
evident that one can hardly conceive it possible for intelligent communities to throw
obstacles in the way of its adoption. Yet such is the case. The main plea, in fact the
only one with a shadow of plausibility, is that the sexes should be educated apart, in
order that the girls may grow up with that delicacy and refinement of feeling, that
softness and innate modesty so desirable, and so much to bo admired in young women.
That this result would bo interfered with by tho co-education of the sexes, is entirely a
mistaken idea, Where brothers and sisters, relatives and neighbours are together in
class, or "even during all the hours of study, under proper and thorough surveillance, there
is less clanger, if danger there be, of anything reprehensible taking place in their intercourse outside of school hours, while walking to or from their respective homes, than
when the boys and girls are scrupulously kept apart all the day, and then allowed to
mix with each other, more or less, after school lessons aro over—which, of course,
cannot be entirely prohibited. This want of confidence in the ability of girls to take
care of themselves on tho part of some parents, and the imperative injunctions laid upon
them to " keep out of the way " of the opposite sex, do more to defeat the very object they
wish to attain than all other causes combined. In tho prurient desire of such parties to
avoid an evil almost entirely imaginary, the great benefits resulting from educating boys
and girls together by the healthy and vigorous spirit of emulation, which is thus
excited and kept up, are entirely overlooked. They forget that tho boisterousness of
their sons is being constantly moderated; that tho rougher asperities of boyish nature
are undergoing a toning-down process; and that the inherent traits of gallantry,
affability, and desire to please are fostered by daily association with the softer sex in
the public school. A mixed school, also, is moro easily managed, in consequence of
there being'more testability among the boys, and usually moro intellectual life among
tho girls. No ono conversant with the working of those schools in other countries will
dispute tho fact, that tho intimate knowledge of character and disposition gained by
senior pupils of both sexes m class is often of tho greatest possible benefit to them in
after life. Again, if mixed schools are such an unmitigated evil, and have such demoralizing tendencies as their fow opponents argue, an end should be put at once to tho evil
by closing thirty-eight out of tho forty-one schools in the Province. Most of those aro
with difficulty kept in operation when every boy and girl is in attendance. To separate
tho sexes would, therefore, make their continuance almost impracticable. If, then, it bo
granted that country schools, for financial reasons, must consist of boys and girls, it
follows, with equal propriety, that those in towns, where a groat saving of teaching-
labour can bo effected, or where a corresponding increase in efficiency can bo brought
about, should be graded by mixing the sexes, at least in class, in order that the large
annual expenditure incurred may produce tho best possible results. If this principle of
separation be conceded to trustees of public schools, and carried out by thorn in tho two
cases above mentioned, it must also bo extended to the contemplated High School, and
all similar establishments hereafter; and thus the expense of higher education will be
increased a hundred per cent. In every country on this Continent where systems of
education prevail, graded schools are universal; mixed schools, also, aro the rule and
not tho exception. All through the United States " girls and boys attend the same
school," except "in a few of some of the older cities, where tho sexes are educated
together in tho primary schools, but separated in tho grammar and high schools. In
cities of more recent growth, tho co-education of tho soxes prevails from the primary
school up through tho higher grades, and some colleges admit both sexes." In Prince
Edward's Island, tho 489 common schools, the 22 grammar and ono model aro, with one
or two exceptions, all mixed.    Tho 1043 public schools of tho Colony of Victoria are 89 Vic. Public Schools Report. 83
almost exclusively mixed, and'when large enough they are graded.     The same may be
said of New Brunswick and the other Eastern Provinces.
In bringing this subject to a conclusion, it is gratifying for me to state that at a
gathering of the teachers in convention last July, when nearly all of them were present
from every part of the Province, it was discussed at considerable length. The meeting
decided unanimously in favour of "graded schools; " and all who had had any experience
in " mixed schools " were equally as unanimous in favour of them. Such an unmistake-
able expression of opinion, from a body of ladies and gentlemen so well qualified to deal
with the question submitted to them, ought certainly to have great weight in the community, and induce those opposed to this system to give it, at least, a fair trial.
School Prizes and Merit Cards.
The great cost per pupil of our public schools—exceeding in this respect that of nearly
all other countries where the English language is spoken—prevents the Board of Education from recommending expenditure for school prizes and merit cards. The introduction
of these incentives to educational diligence and progress into all our schools, and the
careful management thereof, cannot fail to exorcise a most beneficial influence upon the
entire school career of every pupil. With a view to aid tho efforts of teachers, trustees,
and parents in this direction, a small selection of prize books, &c, was ordered from tho
Education Department, Toronto, in April last. As this experimental parcel did not
reach here till the last week in the spring term, but few of the school trustees could
avail themselves of the opportunity of purchasing these prizes at a low rate—the price
at which they are marked is barely sufficient to cover the cost in Toronto and freight
and charges here. As no profit whatever is expected from these sales, any moro than
from the sale of text books, this "new departure" should bo a great inducement for
teachers, trustees, and parents to encourage their children in their efforts to excel in
good conduct, diligence, punctuality, and recitations. In support of the prize system,
judiciously managed by means of merit cards, I append tho following remarks from the
pen of tho Rev. Dr. Ryerson, Chief Superintendent of Education for Ontario:—
" As noted in my former report, I may remark that in every instance, as far as I can learn,
where the distribution of prizes has not proved both satisfactory and beneficial, the failure may
be traced to the want of intelligence or fairness, or both, in the awarding of them. In some
cases it may be ascribed to the same causes which caused the violation of the law in not holding
public examinations of schools—the want of competence aud industry in teachers—their not
attending to and recording the individual conduct and progress of each pupil, and, therefore,
the absence of data essential to an impartial and intelligent judgment as to tho merits-of pupils.
In other cases, there has been a desire to give something to every pupil without reference to
either conduct or progress, in order that none may complain, thus defeating the very object of
prizes, and rejecting the principle on which the true system of prizes is established, and on
which the Divine Government itself is based, namely, rewarding every oiie according to his works.
I may also here repeat again what I have already remarked on this subject, that the hackneyed
objection as to the distribution of prizes exciting feelings of dissatisfaction, envy, and hatred in
the minds of those who. do not obtain them, is an objection against all competition, and is
therefore contrary to every-day practice in all the relations of life. If tho distribution of prizes
is decided fairly according to merit there can be no just ground for dissatisfaction; and facilities
arc now provided and their employment prescribed, with a view to determine the merit of
punctuality, of good conduct, of diligence, of proficiency on the part of each pupil during each
term of the year—a four-fold motive to exertion and emulation in everything that constitutes a
good pupil and a good school. But the indifferent and flagging teacher docs not wish such a
pressure to be brought to bear upon his every-day teaching and attention to everything essential
to an efficient school • nor docs he desire tho test of a periodical examination of his pupils by an
examining committee to bo applied to his teaching and management.of the school. Tho objection
that the distribution of prizes to deserving pupils excites the envy and hatred of the undeserving
is a convenient pretext to protect and permit incompetence and indifference on the part of the
teacher.
" But the existence of such alleged dissatisfaction is no reason for refusing rewards to
punctuality, to good conduct, to diligence, to proficiency on the part of pupils. There is often
great dissatisfaction on the part of unsuccessful candidates and their friends in the results of
Municipal and Parliamentary elections, and the distribution of prizes by Agricultural and
Horticultural Associations; but this is no argument against the value" of free and elective insti- 84 Public Schools Report. 1875
tutions; nor does it prevent the people generally from honouring with their suffrages those on
whose merits they place most value, even though they may sometimes err in their judgment.
Nor do the managers of Agricultural and Horticultural Societies withhold prizes from the most
successful cultivators of grains and vegetables, and fruits and flowers, because of dissatisfaction
among the envious of the less diligent and less skilful farmers and gardeners.
" It is the very order of Providence, and a maxim of Revelation, that the hand of the
diligent maketh rich, while idleness tendeth to poverty ■ that to him that hath (that is improves
what he hath) shall be given, and the neglecter shall be sent empty away. Providence does not
reverse its order or administration, because some persons are discontented and envious at the
success of the faithful diligence and skill of others: nor does Providence appeal alone to the
transcendental motives of duty, gratitude, immortality, but presents also the motives of the life
that now is, as well as of that which is to come.
" I prefer the order of Providence, and the principles on which our civil institutions and all
our associations for public and social improvements are conducted, to the dead-level notions of
stationary teachers, and the envious murmurings of negligent and unsuccessful pupils and their
too partial friends. Were the true principles, non-personal competition, as laid down in our system
of merit cards, carried out by teachers, very little objection would ever be heard against the plan
of awarding prizes in Schools.
" An explanation of this feature of our school system will be its best justification, and evince
its great importance. I therefore present it again as follows:—
" A comprehensive catalogue of carefully selected and beautiful prize books has been prepared and furnished by the Department to trustees and Municipalities applying for them; and,
besides furnishing the books at the reduced price, the Department adds one hundred per cent,
to whatever amounts may be provided by trustees and Municipal Councils to procure these prize
books for the encouragement of children in their schools. A series of merit cards, with appropriate
illustrations and mottoes, has been prepared by the Department, and is supplied to trustees and
teachers at a very small charge—half the cost—and these merit cards are to be awarded daily,
or more generally weekly, to pupils meriting them. One class of cards is f or punctuality; another
for good conduct; a third for diligence; a fourth for perfect recitations. There are generally three
or four prizes under each of these heads; and the pupil or pupils who get the largest number of
merit cards under each head, will, at the end of the quarter or half-year, be entitled to the prize
books awarded. Thus an influence is exerted upon every part of the pupil's conduct, and during
every day of his school career. If he cannot learn as fast as another pupil, that he can
be as punctual, as diligent, and maintain as good conduct, and so acquire distinction and
an entertaining and beautiful book, for punctuality, diligence, good conduct, or perfect
recitations or exercises, must be a just ground of satisfaction, not only to the pupil, but
also to his or her parents and friends. There are two peculiarities of this system of merit
cards worthy of special notice. The one is, that it does not rest upon the comparative success of
single examinations at the end of the term, or half-year or year, but on the daily conduct and
diligence of each pupil during the whole period, and irrespective of what may be done or
not done by any other pupil. The ill-feeling by rivalship at a single examination is avoided,
and each pupil is judged and rewarded according to his merits, as exhibited in his every day
school life. The second peculiarity is, that the standard of merit is founded on the Holy Scriptures,
as the mottoes on each card are all taken from the sacred volume, and the illustrations on each
card consist of a portrait of a character illustrative of the principle of the motto, and as worthy of
imitation. The prize book system, and especially in connection with that of merit cards, has a
most salutary influence upon the School discipline, upon both teachers and pupils, besides diffusing a large amount of entertaining and useful reading."
With reference to the merit cards spoken of in tho above quotation, I have merely to
add that by substituting the words "British Columbia" wherever the word "Ontario"
occurs, in a small edition that might easily bo printed for this Province, they would be
as suitable for our schools as for those of Ontario. I commend the question of prize books
and merit cards, therefore, to tho favourable consideration of teachers and trustees, with
a view to their introduction, as soon as practicable, into all the public schools of tho
Province.
Want of Teachers.
In last Report, I was obliged to call attention to the scarcity of trained and efficient
teachers. This want is still felt, although seven male and three female teachers have
since arrived, chiefly from Ontario and New Brunswick; and five others, four of them 89 Vie. Public Schools Report. 85
pupils from different public schools in tho Province, qualified at last examination, and all
are at work in various parts of the country. Early last spring, on the recommendation
of the Board of Education, and with the approval of the Local Government, I caused the
following advertisement to be inserted in the Toronto Globe and Mail:—
" School Teachers Wanted.—A limited number of second or third class teachers, male
and female, will find immediate employment in British Columbia, at salaries from $50 to $60
per month. The situations are chiefly in newly formed country districts, at present thinly
peopled. The schools are small, and the teachers must expect, for a time at least, more or less
isolation. Residences are not provided. The cost of board varies from $16 to $25 per month.
Applications to be sent to James Carlyle, Esq., M.D., Normal School, Toronto, who will select
from among the applicants as many as can be provided with situations, and give them instructions for proceeding to British Columbia.  John Jessop, Superintendent of Education for B.C."
With this advertisement I sent the following letter of instruction to Dr. Carlyle,
Second Master in Toronto Normal School, a gentleman well-known and esteemed
throughout the Eastern Provinces as an eminent educationist:—
" Education Office,
"Victoria, April 12th, 1875.
"Jas. Carlyle, Esq., M.D.
" Dear Sir,—I am advertising in Globe and Mail, as you will observe, for teachers, and have
taken the liberty of referring applicants to you. By attending to this matter you will confer a
great favour upon British Columbia, as well as myself.
"We shall not be able to provide situations for more than nine teachers just at present, but
probably in the fall of the year a few additional will be required. Of the above-mentioned nine
it is desirable that five should be females. Should men with families offer it might be advisable
to give them the preference, as families would be quite an acquisition in many of our new country
districts, where there are barely sufficient children to constitute a school.
"The advertisement is not intended to mislead, or to bring parties out to this coast under
false pretences. We have been labouring under serious disadvantages so far for want of a supply
of qualified teachers, and, in the absence of a Normal school, which, however, will be established
as soon as practicable, we must keep up our teaching staff by importations.
" Your charges and any other expenses attending this commission will be defrayed by Post
Office order as soon as I am informed of them.
" Please drop me a line upon receipt of this, with any suggestions you may think of use to
me. "Yours respectfully,
(Signed)       " John Jessop.
"P.S.—Those intending to come should leave Ontario not later than the 15th June, so as
to be here in time for annual examination of teachers early in July. This will enable them to
qualify as the law directs.    J. J."
To this letter I received the subjoined replies:—
" Normal School,
" 1st May, 1875.
" My Dear Sir.—In reply to your letter of the 12th ult., informing me that you were
advertising in the Toronto papers for teachers, and had commissioned me to make a selection for
you, I beg to say that I will do all I can for you. ******
" I do not think there will be many applicants, for teachers are not very plentiful even in
Ontario, and good ones still more difficult to get, as you well know. However I will do what I
can for you, and send the best available material.    Yours very traly.
(Signed)       " James Carlyle.
"John Jessop, Esq.,
"Superintendent of Education, B. C."
" Normal School,
" 7th May, 1875.
" My Dear Sir,—In my last I expressed my fears that I would receive but few applications.
I am agreeably disappointed, for they are coming in rapidly, and J have a number from really
good teachers, but many of them cannot get away as early as you require. Let me know in your
next letter whether I may send some of them later, and now many. Teachers are engaged until
about the middle of July. 86 Public Schools Report. 1875
"I shall not be able to send you as many female teachers as you ask for. I have so far only
received two applications, one of which was made conditionally. It is a long way for females to
go alone " in search of a fortune."
" You say that you may require more in the autumn. If you will let me know early I shall
be able to send you some good ones, from among the applicants.
" I would like to know if your Government does anything in the way of assisting immigrants, for, if it does, I think it would be well to extend the assistance to the teachers, especially
the married ones, for the expense from Toronto will be about $170, rather a large outlay for
many.
" I have letters from many asking for full particulars • some want to know if they can get
a school in a village, others wish to know the very largest salary I can give. It is rather amusing
to read some of the letters. Many who are not teachers conclude that I must be well posted
about the country, and write to ask me the prospects for graduates, doctors, lawyers, &c. I fear
I shall have a long bill against you. I am sorry I cannot find out more reliable information
about the country. * * * *
" I have, &c.
(Signed)       "James Carlyle.
"John Jessop, Esq.,
" Superintendent of Education, British Columbia.'
My next communication on this subject is as follows:—
" Spence's Bridge,
"June 2nd, 1875.
"James Carlyle, Esq., M. D.
"Dear Sir,—Your kind favours of 1st and 7tb ultimo reached me at Cache Creek yesterday. I also got three applications from teachers who had communicated with you; to all such
I shall say, when I reach Victoria, two weeks hence, that you have entire charge of the business.
"It will not be necessary for you to make your selection before the 10th proximo. By that
time, you will hear from me again, after my arrival down, when I shall know how many teachers
will be required for commencing duties hero about 1st August.     Their own certificates will be
quite sufficient till our examination next year.
* * * * # * *
"Yours very truly,
(Signed) "John Jessop."
Several other letters on this subject were written by Dr. Carlyle, and answered by
me. In one of these, he says—" Your advertisements have done a great deal to direct
the attention of a good class to your distant Province; and the indirect advantage in
this way will not be small." It may be sufficient to state here that, from among the
numerous applicants, some twelve or thirteen were, at different times, instructed to
proceed to this Province; but up to this date (17th September) only three of them—one
lady and two gentlemen—have arrived. Various hindrances came in the way, and
excuses were sent, some to Dr. Carlyle, and others to the Education Office, for not complying with instructions after their applications were accepted. I received about thirty
letters—twenty-six of which were answered—from different parts of Ontario and some
of the other Provinces, laying down all sorts of conditions upon which the writers would
come to British Columbia, and asking all sorts of questions about the climate, resources,
and educational requirements of this country. I here insert one, from among twelve or
thirteen similar communications; as a specimen:—
"John Jessop, Esq.,
"Supt. Education, B. C.
"Sir,—In communication'with James Carlyle, M. D., of Toronto, relative to teachers
wanted in B. Columbia, he informed me that, if the attendance at a school averaged fifty pupils,
the salary would be $80 per month. In reply, I expressed my consent to proceed to Victoria in
the month of August, provided a school of that attendance could be guaranteed, but that the
expense of going from here there, and the high price of living in B. O, together with minor
privations which must necessarily exist in a new country, $60 per month would riot be a sufficient
inducement, unless my fare and travelling expenses were paid.
"Mr. Carlyle not being authorized to make such an agreement, advised me to address you
on the matter, therefore I beg to say that I have had fifteen years experience teaching in Ontario,
nine of which were in the same school.     I hold a first class certificate of qualification for this 39 Vie. Public Schools Report. 87
County, and also from the National Model School, Dublin, and am a Protestant of the Presbyterian faith.
" Now, if you are satisfied with such credentials, and can either give me a school that will
assure $80 per month, or if you can refund my travelling expenses on arrival, I will take the
$60 per month, and risk getting a better school afterwards.
" Are teachers paid by a public tax or Government ? Does a teacher's salary depend upon
the average attendance or qualification ?
"Unless immediate services are required I would prefer not to leave here before the latter
part of September or beginning of October.    I have," &c.
*    *    *
In replying to these letters, as much in detail as time would admit of, I could only
say, with regard to such bargaining, that " I was not in a position to negociate terms, or
arrange conditions, with reference to salary or location." Although the effort to obtain
teachers from Ontario has not been as successful as was anticipated, yet tho attention
that has been drawn to this Province, and the knowledge that teachers are still in
demand will, no doubt, enable us before long not only to supply all the schools with
qualified instructors, but to fill vacancies as they may occur from time to time.
Drawing, as a Branch of Public School Instruction.
In this progressive age, free hand or linear drawing is every day becoming more
and more necessary in almost every position in life. As to the supposed difficulty of
acquiring this eminently useful and practical branch of education, a competent authority
says that "whoever can learn to write can learn to draw." The object that should be
aimed at, is not so much to enable boys and girls to " make pretty pictures" as to train
them to construct a passably good outline of any figure that they may see, or the idea
of which may bo presented to their minds. Some of our teachers are quite competent
to give instruction in the rudiments of this subject; and those who are not, can become
so by a little diligent study and practice with the aid of a text book; and the information
thus gained might be profitably used day by day in the school room, to the very great
advantage of both pupils and teacher. As it is not possible to employ drawing masters
in any of our schools, if anything be done in this direction it must be accomplished by
the teachers themselves. I should feel justified, however, in strongly recommending
that at our annual gathering for teachers' examination and convention, when all or
nearly all the teachers are collected together, the services of a competent drawing-
master should be obtained, and a course of practical lessons given that might afterwards
be made use of by every teacher in his or her school room, in their respective districts.
By adopting the course above indicated there would soon be no more necessity for
separate teachers in elementary drawing than in arithmetic or geography; and children
would learn the former with as much facility as either of the latter. The following
quotations from leading educationists will demonstrate the necessity for the general
introduction of this study into our public schools. The Hon. Henry Barnard thus speaks
of the ease with which children can be instructed in drawing:—
" Drawing should be taught in every grade of our Public Schools. The first instinct or inclination of the child is to handle the pencil, and 'draw something.' The sparks of what may be
'that sacred fire,' should not be smothered, but fanned into a flame. Drawing is the alphabet, or
rather the language of art: and when this is understood, the child is the possible sculptor, painter or architect. Instruction in elements of art corrects the taste and gives the hand skill; it
gives the trained, artistic eye which detects the incongruous, the ungraceful, and the ill-proportioned, and which, on the other hand, the graceful, harmonious and symmetrical never escape."
Another eminent authority says:—
" Almost everything that is well made now is made from a drawing. In the construction
of buildings, ships, machinery, bridges, fortifications, nothing is done without drawings. It is
not enough that there be draughtsmen to make the drawings: the workmen who are to construct
the objects required should be able, without help, to interpret the drawings given for their guidance. This they cannot do without instruction that acquaints them with the principles on which
the drawings are made and so trains the imagination as to enable it to form from the given lines
a vivid mental picture of the object required. The workman who lacks this knowledge and this
ability, as it is probable that nineteen-twentieths of American artisans now do, must work under 88 Public Schools Report. 1875
the constant supervision of another, doing less and inferior work and receiving inferior wages.
But it is also essential that the workman himself be able to make at least a rude working-drawing
whenever, as frequently happens, an emergency requires it."
Again, in his valuable work " In the School room" Professor John S. Hart thus
illustrates, by a striking example, the importance of drawing in our public schools:—
" When it comes to skilled labour between the educated and ignorant it is apparent that an
intelligent mechanic is worth twice as much as one ignorant or stupid.
" Many years ago a very instructive fact on this point came under my own personal observation. A gentleman of my acquaintance had frequent need of the aid of a carpenter.
The work to be done was not regular carpentry, but various odd jobs, alterations and adaptions
to suit special wants, and no little time and materials were wasted in the perpetual misconceptions
and mistakes of the successive workmen employed. At length a workman was sent, who was a
German, from the Kingdom of Prussia. After listening attentively to the orders given, and doing
what he could to understand what his employer wanted, Michael would whip out his pencil, and
in two or three minutes, with a few lines, would present a sketch of the article, so clear that any
one could recognize it at a glance. It could be seen at once, also, whether the intention of his
employer had been rightly conceived, and whether it was practicable. The consequence was that
so long as Michael was employed there was no more waste of materials and time, to say nothing
of the vexation of continued failures. Michael was not really more skilful as a carpenter than
the many others who had preceded him; but his knowledge of drawing, gained in a Common
School in his native country, made his services worth from fifty cents to a dollar a day more than
those of any other workman in the shop, and he actually received two dollars a day when others
in the same shop were receiving only a dollar and a quarter. He was always in demand, and he
always received extra wages, and his work, even at that rate, was considered cheap.
" What was true of Michael in carpentry would be true of any other department of
mechanical industry. In cabinet-making, in shoe-making, in tailoring, in masonry, in upholstery,
in the various contrivances of tin and sheet iron with which our houses are made comfortable,
in gas fitting and plumbing, in the thousand and one necessities of the farm, the garden and the
kitchen, a workman who is ready and expert with his pencil, who has learned to put his own
ideas or those of another rapidly on paper, is worth fifty per cent, more than his fellows who
have not this skill." »
Education Office.
As more than three years have elapsed since the machinery of our present school
system was set in motion, it may not be out of place to notice, briefly, the gradual
increase of work connected therewith, as it is indicative of healthy development and
substantial progress. Since the date of my last Annual Report, the item of correspondence amounts to 665 official letters received, and 670 written,—an increase in the former
of 149, and in the latter of 83, over those of the year ending July 31st, 1874. During
the twelve months preceding, the number received and written amounted to 380 and 419
respectively. The correspondence, therefore, has increased nearly 100 per cent, since
presenting my first Report. Importing text books, registers, tablet lessons, maps,
terrestial globes, &c, &c, and supplying the schools with them, form another item
requiring considerable care and attention. The teachers in Victoria and New Westminster only partly supply their schools from the Education Office; but all others in
the Province obtain school books exclusively from this source. A small stock is usually-
kept on hand in each of the schools, and disposed of at even less than Eastern retail
prices. Not only are the children provided with the necessary text books at an exceedingly low figure, as will be seen by reference to Appendix F, but the serious obstacle to
school progress of pupils, having to wait days and even weeks for books that may be
required, is entirely obviated. In addition to correspondence, and the management of
the book depository, there are numerous callers at the Education Office on business;
the disbursement of teachers' salaries from month to month; teachers' examinations;
the compilation of the School Report, returns of various descriptions, &c, &c, &c. Ali
this, besides school visiting throughout the Province, and annual lecturing in the various
districts have, so far, been accomplished without clerical help of any description.
School Inspection.
In consequence of not having made an autumn tour of inspection last year on the
Mainland, I have to report fewer school visits—60 being the total, as against 84 in 1873-74. 89 Vie. Public Schools Report. 89
The East Coast travel, by steamer, last spring, was more than on former occasions, as
I found it much more convenient to spend two or three days in the Education Office,
weekly, attending to routine work, than to go away as formerly for three or four weeks,
and leave office business in abeyance ad interim. The formation of new School Districts
from year to year; the consequent increase of correspondence; and the growing importance
of educational interests, render it more and more difficult to close the Education Office for
lengthened periods: hence the advisability of visiting two or three schools weekly,
wherever practicable, and devoting the other moiety of time to office duties. The accomplishment of these 60 school visits, from Sooke to Comox, on the Island; and from the
mouth of the Fraser to Barkerville and Okanagan, on the Mainland, required more
than 3100 miles of travel—1450 of which were performed on horseback—1300 by
steamer—more than 200 on foot, and 150 by canoe. As school districts increase in number, the results accruing from such an enormous amount of travelling will be
correspondingly greater. In no other country where a system of education is established,
can school districts be found so completely isolated and so far apart as in this large
Province; and I may here repeat what was said two years ago, that "the labour and cost
of inspection would be but little more were the number of schools quadrupled from
Sooke to Comox, and from Burrard Inlet to Barkerville."
Teachers' Convention.
This association completed its first year in July last. Although imperfectly organized
as yet, on account of its being a new thing in this Province, and the great difficulty of
getting its scattered members together for consultation and routine work, yet the movement has taken sufficient root to warrant the assertion that the teachers would not
willingly allow it to be discontinued. Three sessions were held in the Legislative
Assembly Hall, on the evenings of 5th, 6th, and 7th July, when from 20 to 25 teachers,
besides others, took part in the proceedings. The following essays were read:—
"Arithmetic, its importance as a branch of study," Mr. G. Pottinger, Craigflower;
"English Grammar, how I teach it," Mr. James Kaye, Cedar Hill; "Reading, and our
authorized text books," Mr. John Pleace, Victoria; and "Geography," Mr. James A.
Halliday, New Westminster. These essays were all most creditable productions, and
elicited considerable discussion among those who listened to them. The question of
" Graded and Mixed Schools " was reviewed at some length, and the unanimous conclusion arrived at, that schools should be graded wherever practicable. Other subjects
were debated, as far as time would admit of, among which was that of questions for
teachers' examinations being taken from the authorized text books by the examiners, as
much as possible, so that candidates might have a better opportunity of qualifying themselves, and of utilizing the knowledge thus acquired in their respective schools. Several
topics were merely introduced, and laid over for discussion till next year. At the
meeting for the election of officers, the retiring President was the recipient of a very
flattering address, which was all the more gratifying by being entirely unexpected, and
manifesting the utmost cordiality and good feeling between the teachers and the Education authorities. The following are the officers for the current year:—President,
Superintendent of Education (re-elected); Vice Presidents, Hon. Dr. Ash, Provincial
Secretary (re-elected), and all the members of the Board of Education; Secretary, Mr.
James A. Halliday, New Westminster; Treasurer, duties at present nil, Mr. John Pleace,
Victoria; Committee of Management, the officers and teachers in Victoria and vicinity,
and New Westminster and vicinity. The next meeting of the association will be held,
D. V., in Victoria, during the examination week in July, 1876; when, with better arrangements and more preparation, the proceedings will be of greater interest, not only to the
membership, but to the general public.
Special Reports on District Schools.
Victoria.—Both departments of the public school in this city remain under the
same efficient management as at the date of last Report. The average attendance is
lower than it would have been if the small-pox had not made its appearance, early in
June last, in the city; which at once reduced the attendance in each of the departments
to less than one-fifth of its usual number. The Trustee Board finally considered it
advisable to close the schools about a week before the end of the term, without holding
7 90 Public Schools Report. 1875
the half-yearly examinations. Since the commencement of the present school term, the
daily attendance in the girls' department has frequently reached 200, and, on some
occasions, about 210. In the boys' department, the attendance has been equally satisfactory. The gradual increase of pupils in the girls' school necessitated the appointment
of a teacher for the junior division in August last, which has' enabled the Principal to
dispense, almost entirely, with monitorial help. The teaching staff now numbers seven,
an increase of one annually since the opening of the schools in August, 1872. The ratio
of irregular attendance during the year is 411 per cent. Total sum expended for school
purposes—irrespective of building grant—$6409.17. The cost per pupil on the registers,
as having attended some portion of the year, $13.78. Taking the average of 272, and
the cost for each during the year was $23.56.
It is most gratifying to be able to state that, through the liberality of the Government and Legislature, a large, commodious, and substantial public school building is fast
approaching completion, situated on the west end of the valuable Reserve of ten acres,
lying at the head of Yates and View streets, and within easy reach of almost every
family inside the corporate city limits. This edifice is in the Italian style of architecture,
on a stone foundation, and built of well-burnt local red brick, relieved by sandstone
dressings around the windows and outside doors. It consists of two lofty storeys, in
addition to which there is a large and well-lighted room in the mansard roof. The
ground floor will be occupied by the boys' department, with an entrance from the east,
entirely separate from that of the girls, who will use the front or western door, and
ascend a fine staircase to the second flat. On each floor, the main school rooms are
rather more than 70 feet by 40 feet, having a floor space of 3000 superficial feet. These
rooms have each ample desk accommodation for 300 children. The desks and settees
are double, and of most approved description, with revolving seats; passages between
each row giving the teachers easy access to every pupil. One large school room on each
floor was considered preferable to increasing the size or number of gallery rooms; as by
such a plan the entire department can be seated for general purposes, such as opening
and closing exercises, writing, singing, distribution of prizes, addresses, &c., &c. Another
reason for this arrangement is, that teachers in training at the High School, about to be
established, should, while engaged in practical work in the public school, be under the
direct supervision of the Principal, or one of the assistants, in a room large enough for
them to pursue their duties without inconvenience. The class or gallery rooms—four
in number—are 21 feet by 19J feet, each having a floor space of over 400 feet. When
galleried, these rooms will each seat divisions of from 60 to 80 pupils for teaching
purposes. No room on either floor is less than 16 feet in height. The large rooms will
be heated by means of hot air stoves, while the smaller ones have open fire-places,
protected by fire-guards. In addition to every window having casements to open, there
are ventilating flues to each department. Commodious hat and cloak rooms, lavatories,
&c, are provided for; an arrangement is also made for a supply of pure water. The
building, when finished next month, will be replete with all the modern requirements of
a well-appointed school. Architect—John Teague, Esq. Builders—Messrs. Smith and
Clark.
It may not be out of place to state here, that this is but one wing of a contemplated
edifice for Public, High, and Normal School purposes. When it becomes over crowded,
which will probably be in a year or two, another similar wing can be erected for one
sex or the other; and if the prosperity of the city and Province will admit of it, a central
portion, with a little more architectural ornamentation than is displayed on the two
wings. If all this cannot be done at once, the central, High, and Normal School portion
can still be left for some future time. The reproach, which the capital of the Province
has endured for years, respecting the scantiness and inconvenience of her public school
accommodation, is now entirely removed; and when the above-mentioned building shall
have been completed in all its details, it will be far superior to anything of the kind on
the Pacific Coast. True, some of the school edifices in San Francisco are more pretentious in appearance; but none of them have such extensive and beautiful grounds, or
such magnificent views of city, country, and surrounding waters, as the one which will,
in a short time it is to be hoped, crown the charming elevation known as the
"old School Reserve."
Cedar Hill.—This efficiently conducted district school is under the same careful
management that it was a year ago.   The pupils fully maintain their reputation for 89  Vic. Public Schools Report. 91
advancement in the several branches taught, two of them having succeeded in obtaining
certificates of qualification as teachers at last examination. Irregular attendance interferes considerably with school progress. During the past year it amounted to 43 per
cent. Further improvements have recently been made about the school buildings, and
a well of excellent water has just been provided for the use of the school.
In none of our outlying districts is a teacher's residence more urgently required
than here. The acre of fine land attached to the purchased site of the school house—
the gift of Dr. Tolmie—is admirably adapted for garden and orchard purposes, and
ought to be utilized in this way as soon as possible. It would be an easy matter for the
parents, trustees, and teacher to form a sort of joint-stock company and put up a suitable
house, and, if so disposed, to charge a reasonable rent for it, which any teacher, with or
without a family would willingly pay. This rent would meet the interest on a sum of
money sufficient to build a residence, and perhaps something over for a sinking fund, if
the trustees saw fit to grapple energetically with the difficulty. People contribute
generally and largely for the erection of places of worship, agricultural halls, &c, and
surely the comfort of their school teacher and his family, and the welfare and educational progress of their own children ought to be a sufficient inducement for them to
engage in a scheme of this description, independently of Government aid ; especially
when the revenue of the Province liquidates every other item of expenditure in connection with the Public Schools. There are several other districts to which the above
remarks are equally applicable. Wherever these necessary adjuncts to school houses
are required the people are well able to contribute money, or labour and material, for
such a purpose; and the sooner they learn to depend more upon themselves and less
upon the public revenue the better it will be for the educational progress and general
well-being of the country.
Lake.—The school in this district is still struggling for a bare existence. The attendance is much below the minimum required for its maintenance ; and the Board
of Education are still suspending their own rules in the hope that the people will
soon see the necessity of sending all their children of suitable age to the school.
Not only are the educational results entirely inadequate to the expenditure, but it is out
of the question to suppose that a well-qualified, energetic teacher will spend his time
instructing seven or eight children, even if content with a salary of $50 per month for
so doing. Consequently three changes have occurred in the teachership of this school
since January last. The present incumbent is a most capable, first class teacher, who
recently arrived here from New Brunswick; and it is to be hoped that the parents will
appreciate his efforts by sending every child of school age in the district, even if it should
involve a little personal sacrifice on their part.
South Saanich.—No change has occurred in the teachership of this important school
since April, 1874. Its efficiency is still much impaired by great irregularity in the
attendance—53 per cent, for the year ending July 31st. In justice to the district, however, I am glad to note an improvement in this respect amounting to 15J per cent, since
last report. If this ratio of increased attendance be kept up for two years more
then one great cause for complaint will be removed. In consideration of the teacher
holding a first class certificate, and being energetic and painstaking in his duties,
the salary has been kept at a higher figure than the attendance warrants; but the
trustees and teacher, and through them the parents, have been notified that unless the
attendance improves, the present rate of salary—$70 per month—must soon be reduced.
North Saanich.—On account of small attendance, this school was closed at the
beginning of the autumn term of last year. It has been in operation again since Jan-
nary last, but with very little improvement in this particular. The chronic difficulty
between the north and south portions of the district respecting the location of the school
house is still unsettled, notwithstanding all the efforts of the Board of Education to effect
a compromise by recommending that a portion of the teacher's time (with an increase of
salary) be devoted to the northern part of the district. Had this course been adopted
the attendance would have been doubled and all probability prevented of the school
being again closed. This arrangement is opposed by the trustees, who^toe supported
by all the people in the southern half of the district. One serious obstruction has been
recently removed by the cutting of a road through from Union Bay, past the school 92 Public Schools Report. 1875
house, to the East Road. The trustees can now apply the compulsory clause of the
School Act to the district and oblige parents within the three miles limit to send their
children to school, or show sufficient cause why they do not do so. The school house
is as near the geographical centre of the district as possible, which gives the southern
people a plausible pretext for not dividing the teacher's time. The unyielding disposition of the settlers is all that stands in the way of this school being flourishing and
progressive.
The four schools above-mentioned are in the Electoral District of Victoria. There
are 137 children—75 boys and 62 girls—attending them, the per eentage of irregular
attendance being nearly 45. The average cost per annum per pupil, for those in attendance during some portion of the year, was $19.07. Taking the average without irregularity, and the cost was $34.60. Total expenditure in Victoria District $2612.75. I have
no means of ascertaining how many children there are of school age, or the number not
attending school, as some of the returns under those headings were not filled up as they
should have been.
Esquimalt.—Attendance in this school does not exhibit any improvement since last
year. The average is lower, and interest in school matters apparently not on the
increase. While such a state of things exists it can hardly be expected that the school
will make satisfactory progress. From want of proper training, the teacher is not as
efficient as is desirable. Both method and manner of teaching are defective, which, m
addition to low qualification and irregular attendance of pupils, render the status of this
school much below what it ought to be. The extensive public works about to be commenced will certainly induce families to locate in this district and with increased attendance increased efficiency in the management of the school must be brought about. There
has been no change in the teachership during the year.
- Craigflower.—It is gratifying to be able to report a very decided change for the
better in school matters here, consequent upon a change of teachers effected in April
last. This is manifested by an average attendance of 31J since that time as against 14J
for the former part of the school year. The industrious, painstaking exertions of the
present teacher have already reduced irregular attendance to about 15 J per cent., and in
a reasonable time I hope to find this important school where it ought to be, namely,
second to none in the Province, exclusive of the cities and towns, with regard to
efficiency, usefulness, and progress. The school room was well supplied with commodious |double desks a few years ago. These, by some means or other, have all been
destroyed, and the old desks, formerly condemned, substituted. Much inconvenience
consequently has been experienced since the school filled up, and it must therefore be
refurnished with as little delay as possible.
Metchosin.—In this district the school is now doing remarkably well. The teacher
in charge during the spring term of this year not having given satisfaction, a change
was made at midsummer which has been attended with most beneficial results. The
children are barely sufficient in numbers to keep up the school, but the parents use every
possible exertion to send them regularly. I have not had an opportunity of visiting this
school under its present management; reports, however, from trustees and parents are
very favourable.
Sooke.—Sickness among the children in this district and absenteeism of more than
one-third of those of school-going age have reduced the average attendance much below
what might be expected. The pupils are, however, making good progress in their
studies, and the general management of the school continues to be very satisfactory.
No change has been made in the teachership during the past year.
Those four districts, with Colwood, where there is not yet a sufficient number of
children to open the school, constitute the Electoral District of Esquimalt. The returns
give a school population of 104, which with about six additional children in Colwood make
110. Of those, 91 are attending school—49 boys and 42 girls. Per eentage of irregular
attendance is less than in Victoria District, being about 40J. The cost for the year of
each child in attendance was $28.95. Taking the sum of the average and it amounts to
$49.25.   Educational expenditure in this electoral district, $2,635. 39 Vic. Public Schools Report. 93
South Cowichan.—In this large district it is a troublesome task for the Trustee
Board to regulate school matters, on account of the families being so scattered, and the
difficulty of access from one portion of it to another. All the teachers employed since
the establishment of the school, in the summer of 1869, have been itinerating from place
to place in their endeavours to bring as many of the children as possible under instruction; sometimes teaching in private dwellings, and at other times in the public school
houses. Under such circumstances, the results must of necessity be unsatisfactory.
Parents, as a rule, do all they can to sustain the school; but here, as elsewhere, there
are many local misunderstandings and differences as to how this desirable end can best
be accomplished.
North Cowichan.—The preceding remarks are equally applicable to this district,
as, like that of South Cowichan, it is spread over a large area of country.
The effort to establish a school at the Court House, near the Cowichan River,
had to be abandoned at the end of August last, after a trial, at different periods,
of more than twelve months, the attendance having dwindled down to one or two pupils,
by the removal of one family, and the transference of another to the Roman Catholic
school in the vicinity. The one family remaining, some of them at least, might, if so
disposed, roach the Maple Bay school house, and thus enjoy the benefits of full time
tuition. Self-interest, one would think, to say nothing about consideration for others,
would dictate such a course; but, unfortunately, in school matters people will deprive
their children almost entirely of an education, because, in some cases, the school house
is half-a-mile or so from-where they wanted it; in others, because trustees and education
authorities decline to jJay salary for giving instruction to two or three children for as
many days in each week; or, in other cases, more trivial still, because of some disagreement with the teacher, or with one or more of the trustees. The attendance at the
school house is smaller than formerly, in consequence of some of the pupils having
grown up, and the absenteeism of others who ought to be there. An effort must be made
by the trustees to get all the children of school age under instruction, or the expenses of
the school will so far outweigh the results obtained, as to necessitate its discontinuance.
The school, for a year past, has been under a well-qualified and practical teacher; but
his energies aro cramped for want of material upon which to exercise them.
Burgoyne Bay.—Want of qualified teachers has interfered with the progress of the
school in this district; as the present temporary arrangement can hardly be considered
satisfactory. The children are all attending school as regularly as circumstances will
admit of, consequently the average is much higher than in a majority of districts—
irregularity amounting to only about 20 per cent.
Salt Spring Island.—This district has also suffered on account of the scarcity of
qualified teachers. The school has not been satisfactorily conducted, either before or
since the inauguration of our present school system. Attendance has been small during
the past year; and in order to improve it, a house has boon built and a school opened in
the northern settlement, tho teacher giving daily instruction in this and the middle
settlement. Some parties in tho latter neighbourhood have taken offence at such an
arrangement, being determined to have an all-day school or none. Tho trustees are
purposing to try the effects of a compulsory By-law.
Cowichan and Salt Spring Island constitute the Electoral District of Cowichan.
Tho amount expended for school purposes, during the year ending July 31st, was $2540.
Number of children in the district, 91; of those, 75 have attended school for some portion
of the year—44 boys and 31 girls. Cost per pupil, on the whole attendance, $33.86; on
the average, $51.75.   Percentage for irregularity of attendance, 34J.
Nanaimo.—The change brought about in the Principalship of this school, in April last,
has been attended with beneficial results, as manifested by greater efficiency, increased
attendance, and an infusion of life and vigour into both departments, the boys' particularly. A great improvement might yet be made, by the trustees and teachers adopting
the graded system, as by so doing they would effect a saving of at least 40 per cent, in
teaching power. As I have touched upon this subject elsewhere, I shall only say further, 94 Public Schools Report. 1875
in this connection, that it is a question as to whether the education authorities should
not take a more decided stand on this matter, and insist on such a change being brought
about. The rapidly increasing importance of this city, by the successful working of old
coal-mines, and the opening up of new, ought to induce the trustees to take a lively
interest in public school matters, and carry out a system that cannot fail to produce the
most satisfactory results.
Wellington.—The school in this rising town was opened last spring (after months
of delay in getting the building ready), with a large attendance, which has gone on
increasing to the present date. As the trustees have been fortunate enough to secure
the services of a well-qualified and painstaking lady teacher, there is little doubt that
the school is well conducted, and that the pupils are making rapid progress. I have not
yet had an opportunity of paying it a visit.
Cedar.—With the exception of one or two heads of families, the settlers in this
district are fully alive to the advantages of their public school, and are doing all they
can to keep it in operation. A teacher's residence is being built on the school property,
without expense to the Government, when the children of two families will reside with
the teacher, their own places of abode being too remote for them to reach school in any
other way. There has been no change of teacher here since the school was opened, a
year ago last May. The children were then all beginners, and they have since made
very satisfactory progress.
Gabriola Island.—An attempt was made early in the past school year to give the
few children on the northern part of this island a portion of the teacher's time;' but it
failed, in consequence of the settlers not being able to agree upon a site for the second
school house. All the children living on the south-eastern extremity are attending school
pretty regularly, and have made tolerable progress. A change of teachers occurred at the
commencement of the present term; the former incumbent having gone East on a visit.
The electoral division of Nanaimo now contains four school districts, with the
probability of another being formed at Harewood before long. As no returns have been
received from Cedar, while those from Nanaimo are very imperfectly filled up—financial
and book returns being blank,—I can only give a close approximation of the number
of children and the average attendance. Allowing 20 for Cedar (with an average of ten),
there are 331 in the district; of those, about 216 attend the public schools—107 boys
and 109 girls. A private school in Nanaimo has 30 pupils enrolled, which reduces the
number not attending school anywhere to about 85,—most of these are in the above city.
Amount expended for educational purposes since the date of last Report, $4566.41. Cost
of each pupil enrolled, $21.14; cost of each as per average, $29. The school at Wellington
being in operation but three months of tho year, the cost per annum is, in reality, something more than the above.    Percentage of irregularity, about 27.
Comox.—The school here has been gradually increasing in numbers through the
year, the average having almost doubled. There is still room for much improvement
in this direction. No change has occurred in the teachership for more than three years,
so that Comox has been exempt from one serious drawback to which many of our
districts have been subjected, Considering that irregular attendance still rates high,
the pupils have made fair progress. There is but one school as yet in this electoral
district, but settlers are locating themselves in a north-westerly direction, as well as
north and north-east of the present settlement, so that before long, in all probability,
another school district, or even two, will have to be created. Amount expended for this
school has been $710 for the year. Cost of each pupil who attended at some period
during the year $25.35. Cost per pupil according to average attendance $66.35. Tho
attendance has been very irregular, amounting to more than 61 per* cent. Parents, and
all concerned, would do well to note this fact and send their children to school with
more regularity in the future. The cost for tuition is double what it ought to be ; or,
what amounts to the same thing, the children are obtaining scarcely 50 per cent, of the
instruction which a liberal legislature has placed within their reach. 39 Vic. Public Schools Report. 95
New Westminster.—With one of the best teachers in the Province, a large, commodious and well-furnished school house, and rapidly increasing prosperity among the
citizens1 of this district, the returns ought to have exhibited a more favourable showing.
An average attendance of 37 can hardly be considered satisfactory, or adequate to the
large annual outlay for school purposes, amounting, for the year, to $6.22 per month for
each pupil, exclusive of vacations. If, however, all the children not attending the public
school are acquiring a good education through other sources, and thus preserving the
rising generation from illiteracy, it does not matter so much where that education is
obtained. With a view to reducing the cost of tuition, and materially increasing its
efficiency, the school was graded at the beginning of the year. From some cause or
other, this system—almost universally adopted wherever it can be carried out—did not
succeed as it ought to have done,—not from any lack of teaching ability, for the classes
in the senior department, at the midsummer examination, compared favourably with
those in our best schools elsewhere, and would not have brought discredit upon any
public school on this Continent,—but apparently from latent opposition to the change,
on the part of some, from its inauguration. This reform in the organization and management of public schools, like other reforms, will eventually triumph. From Sidney
Smith's time to the present, there have been "Dame Partingtons" who have undertaken
to stop such movements; but in every instance those contests, like that celebrated lady's
effort to roll back the Atlantic Ocean with her mop, have been unequal.
School expenditure, in New Westminster City Electoral District for the year, was
$2301.55. Children, between the ages of five and sixteen, probably number 200. Sixty-
five are returned as having attended the public school during the year. Of the other
135, more than 100 are in attendance at the different private and denominational schools,
leaving less than 35 not under instruction at school. The cost of each of the 65 children
in the public school was $35.40. Taking the average of 37, it amounts to $62.20.
Irregularity of attendance was 451 per cent.
Trenant.—School opened here at the commencement of present term; after twelve
months delay, occasioned by want of co-operation among the settlers, with regard to
building the school house. They are far from being unanimous yet, as to how the school
shall be conducted; some not sending their children because a certain party happens to
be connected with the School Board, and this same party withdrawing his children,
both somewhat advanced in their studies, on account of the alphabet not being taught
according to his peculiar notions. This school ought to be tolerably well attended, as
families are fast locating on the rich alluvial lands at the mouth of the Fraser, and
extending across to Boundary Bay and the American Line. I hope, another year will
witness a more favourable record from this District.
Granville.—The school here is progressing very satisfactorily, under the thorough
and efficient teacher appointed in August, 1874. The attendance too, has improved
much during the past year. Both here, and at Burrard Inlet, across the harbour, the
school population is very migratory, shifting from ono milling establishment to the other,
or moving entirely away to some other place. This interferes with classification, renders
abortive many of the teacher's plans, and seriously retards educational advancement.
Burrard Inlet.—In this district the school has been well attended during the year.
From the commencement, it has kept ahead of the, one on the other side in point of
numbers. The teacher is most energetic in tho performance of her duties, and exercises
great influence for good over the minds and conduct of the pupils.
Maple Ridge.—The settlers in this rapidly improving district went vigourously to
work, in early spring, about erecting a building and putting a school in operation.
But little was done, however, before midsummer in consequence of the teacher deserting
her post during the first month of her engagement. An active and competent young
man is now in charge, who is certain to make tho school a progressive and successful
one.
Langley.—In numbers this school ranks high ; but the children are very backward
in their studies. Many of them are only beginners, yet five years' constant tuition ought
certainly to have raised some of the senior pupils out of the dead level of a primary school. In the matter of scholastic acquirements they compare unfavourably with other
schools possessing fewer advantages. The usual obstacles in the way of progress—
irregular attendance and want of interest on the part of parents—are as prevalent here
as in other districts. These obstacles might be partially removed if teachers were more
enthusiastic in their profession, and more persevering in looking after irregular attendants and absentees, and urging upon careless, dilatory parents the necessity of putting
themselves to some little inconvenience, if requisite, in order that their children may
obtain at least the rudiments of an education. Until a majority of our teachers are more
alive to the performance of their outside duties, those impediments will continue to retard
the usefulness and progress of the Public Schools.
Prairie.—This is a new district, created on the 28th November last. The school
was commenced on 1st April, in a building erected early in the year at the junction of
the Yale and Langley roads. At present, the attendance is small, but there is a fair
prospect of improvement in this respect, as the settlement partakes largely of the general
prosperity of agricultural districts on the Lower Fraser. The following are its boundaries :—" Commencing at a point on the north-east corner of Section 13, Township 8,
"New Westminster District; thence in a westerly direction, three miles; thence in a
"southerly direction, to the 49th parallel; thence in an easterly direction, six miles along
"said parallel; thence in a northerly direction, about nine miles; thence in a westerly
"direction, three miles, to the point of commencement."
Matsqui.—A school house was erected here last autumn. The school was opened
early in February, with all the children in attendance. As some of those were nearly
grown up, it was considered advisable to give them the benefit of a school in advance of
the formation of a district, as but two children more were required to make up the
requisite number. Although settlers are locating in this part of the New Westminster
Electoral District, yet, up to this date, they are too remote from Matsqui to attend that
school; in consequence of which no district has, so far, been created. The school is
making satisfactory progress.
York is a new district, in which the school has just got into successful operation,
in a commodious building, erected last spring. The children of school age number 17,
who reside chiefly around the head of Sumass Lake.
Sumass.—The school here has fallen off in numbers during the year by removal of
families. Two changes in the teachership have interfered somewhat with educational
advancement. It is likely, however, that this lost ground will soon be recovered under
the management of a well-qualified teacher, recently appointed; and that the current
year will be one of substantial progress.
Chilliwhack.—In this district there has been, during the year, an increase of 14
children of school age. Since 1873, when the school was struggling for a bare existence,
the population, between the ages of five and sixteen, has increased from ten or eleven
to 41. The attendance last year, warranted an increase of ten dollars per month in the
teacher's salary. There is a fair prospect of another step being made in this direction
before very long. Educational progress and efficiency, under the present teacher, whose
appointment dates back to August, 1874, have fully kept pace with increasing attendance. Trustees and parents are much interested in school matters; and, in conjunction
with the teacher, they allow no opportunity to pass for improving the condition of their
school and school property.
Cheam is another new district just getting into working order, with a splendid
prospect of soon becoming one of our best country public schools, It is adjacent to the
Chilliwhack district, out of which it was formed in November last, with the following
boundaries :—" Commencing at a point at the north-east corner of Chilliwhack School
" District, on the Fraser River; thence in a southerly direction along said boundary,
"passing Elk Creek Bridge, to the Mountain Range; thence in an easterly direction
" along said Mountain Range, about seven miles, to a point due south of the Indian
"village at Cheam; thence in a northerly direction to the Fraser River at Cheam; thence 89 Vic. Public Schools Report. 97
" in a westerly direction down said river to the point of commencement." A comfortable school house has been erected in a convenient location, and the trustees have been
fortunate enough to secure the services of an energetic, well-qualified teacher.
The school districts above-mentioned, eleven in number, commencing with Trenant, aro
in the Electoral District of New Westminster. Seven are intersected by the Yale waggon
road, five of them having been formed after that road was completed or located. The sum
expended for school purposes during the year ending 31st July, was $6227.75. There
are, according to the returns, 280 children of school age, of whom 214—116 boys and 98
girls—are enrolled on school registers, leaving 66 as not having attended school during
the year. Most of those, however, are in newly formed districts, and are, at the present
date, under instruction. The cost of each pupil in attendance for the year, has been
$29.10.    For the average, $51.70.   Percentage for irregular attendance, 44.
Hope.—A qualified and energetic lady teacher took charge of this school on 1st
August; and a decided change for the better is already reported by the Secretary-
Treasurer of the Trustee Board. For about two years, the school has been held in a
very dilapidated, old house, at a rental of five dollars per month, and has been for a long
time propped up to prevent its falling. It is, in every respect, uncomfortable and inconvenient. As the future of this place did not look very promising until recently, I have
never felt warranted in recommending the erection of a new school house; but the time
has fully come now to make this improvement. The increase of travel from Okanagan
and Similkameen, the opening up of a road to Nicola Valley, and the extension of the
trunk road to Yale, with a ferry across the Fraser at this point, will inaugurate a new
era of prosperity in the once flourishing town of Hope. The school has been maintained
with difficulty so far; but, under efficient management, with better business prospects
for the people, and with a new school house, which should be erected this autumn, on
two lots belonging to the Government, only two squares from the river, it will be certain
to make rapid advancement in the future.
Yale.—From various causes this school, during the year, has not kept up its
attendance, or its reputation for efficiency. The salary, in accordance with rules and
regulations, should have been reduced to $60 per month at the commencement of the
present term; but unwillingness on the part of the" Board of Education to decrease
salaries anywhere, induced them to wait and see what improvement may be made under
a well-trained teacher from Ontario, who recently took charge. The trustees, in the
meantime, having been requested to make strenuous efforts to increase the attendance.
Lytton.—The school here is now vacant, on account of scarcity of teachers. As
soon as there is one available it will be re-opened.
.Cache Creek Boarding School.—No returns having come to hand from this establishment, I have not the data for such a report as its importance demands. When visiting
the school at the beginning of Juno last, a verbal request was made to the principal and
a verbal promise given that a special report should be prepared and published as an
appendix in the Annual Report. Having had more than twelve months' experience in
that establishment and knowing minutely the educational wants of the interior, as well'
as tho weak points in the boarding school system, the Government and Legislature ought
to have a more detailed report from him as to how it is progressing than I could give from
a two days' visit; moro especially when dependence was wholly placed upon the timely
performance of a promise, which, considering the large amount of money already expended, and more about to be spent in enlarging the school premises, the public have a
right to expect. The only excuse received from the principal for the non-fulfilment of
this duty is that " harvest and politics must be held answerable for the delay of our
returns, &c."
The building being found too small last spring for the children occupying it, and
for those seeking admission, it is now in course of enlargement so as to provide accommodation for double the original number. This is to bo effected by extending the
present front in a southerly direction toward Cache Creek far enough to form a new and
larger school-room with a commodious dormitory for boys on the second floor. The old
school-room to be converted into a new dining-room.   This arrangement will admit of 98 Public Schools Report. 1875
all the present dormitory space being devoted exclusively to the use of girls ; and the
sexes will thus be kept more apart than they have hitherto been. New school-room
furniture, new chimneys, and a few other alterations and improvements will render the
establishment very complete in all its appointments, and secure for it a new and much
more extended sphere of usefulness. Mr. D. Withrow, of New Westminster, who erected
the original building, is the contractor for the enlargement, from plans by John Teague,
Esq., of this city.    The cost will be $5000.
The subjoined extract from a report of the midsummer examination and the remarks
entered in the visitors' book on that occasion, published in the daily papers, will give a
fair idea of the opinions entertained of the general management of the institution at
that time:—
* * * " It is now about a year since the school was opened with some eighteen
pupils, most of whom had never seen a school house before, and had to commence at the very
bottom of the ladder of learning; and to make things still more discouraging, public feeling was
very inimical about the success of this system of education, and somewhat disposed to criticise
the Government on the expenditure of the requisite funds, but yesterday proved a bright day for
the at present many friends of this institution, and the Government that had the courage to
inaugurate the system, and the liberality to increase the facilities for extended usefulness, have
erected a noble monument to themselves, and one that the country may look upon with just
pride. The school now numbers some forty pupils—after several of the larger pupils having left
to assist on farms or at other vocations. The examination was conducted by the Superintendent
of Education, and was most satisfactory; and the proficiency of the pupils in the several branches
taught reflects the greatest credit on the teacher; while the pleasant and tidy appearance of the
pupils speaks equally to the credit of the matron. The school was honored by the presence of
Judge Crease, Mr. Pooley, and Mr. Dupont, who express their unqualified admiration of the
success of the school and the accommodations afforded the youth of the country for receiving an
education at this establishment. The examination was closed in the evening by the pupils singing several beautiful pieces; after which the school and visitors were addressed by the Superintendent, Mr. Jessop, Mr. Semlin, M. P. P., Mr. Sanford and Mr. Jones. A quiet supper in the
dining room of the school closed the first formal examination of this popular institution. All
remarked the crowded state of the building, and were glad to learn that it is the intention of the
Government, at an early date, to considerably increase the accommodation of the building. With
the usual curiosity of a correspondent, I gained access to the visitors' book, and take the liberty
of sending you copies of the remarks of the visitors at the examination, which, for the benefit of
the public, I hope you will insert, and believe me, yours sincerely,
" A Visitor.
'"May 31st, 1875.
"' "V isited the school to-day, and attended the examination of several classes by the Superintendent of Education. We deem it a public duty, both to the Superintendent and the teachers,
Mr. and Mrs. Jones, to express in this manner our appreciation not only of the individual progress of the various scholars, but of the faithful care and industry with which the general system
of education of the scholars has been carried out. The arrangements for the accommodation of
the boarders are exceedingly good. The progress and success of the school is such, that the time
for increasing that accommodation has arrived, and particularly for separating the boys from the
girls. Personally, we should like to have seen the most important element of all education—
religious education—added to the programme; but, nevertheless, we express our hearty approval
of the school.
(Signed)       '"Henry P. Pellew Crease,
" 'Judge Supreme Court.
"' Chas. E. Pooley,
'"C.T. Dupont.'
'"May 31st, 1875.
"'In Boarding school during the day. Heard classes in reading, spelling, history, arithmetic, geography, dictation, etc., in all of which the recitations were eminently satisfactory.
The readers, from the beginning to the fifth book, read slowly, distinctly, and intelligently.
History class particularly distinguished itself, showing that in this branch of study, and, indeed,
in all the others, too, that great pains had been taken to ground the pupils thoroughly. The
children are attentive to their lessons, and evidently anxious to improve—not only in actual 39 Vie. Public Schools Report. 99
school studies, but in behaviour and manners. They seem to be comfortable, happy, and contented. The school is evidently doing good work in this section of country; and the grateful
thanks of the community are justly due to the indefatigable Principal and Matron, and Miss
Jones, for the praiseworthy exertions, they have been and are making, to render the school a
complete success. With increased facilities for usefulness, the Cache Creek Boarding School will
extend its influence for good; and future generations will have cause for thankfulness to a liberal
Government and Legislature for placing such an institution within their reach.
(Signed)        "'John Jessop, Superintendent.'
"'May 31st, 1875.
" ' We have this day had the pleasure of listening to the examination of this school in the
various classes, and are happy to express our great satisfaction at the progress evinced since our
last visit; and we are pleased to congratulate the community on the evident fitness of the teacher
and matron of this institution for the various duties devolving on them.
(Signed)       "' Chas. A. Semlin,
"•Philip Parke,
"' W. H. Sanford,
"'John Vesay.'"
Nicola Valley.—It being found impossible to harmonize conflicting opinions as to
where the school house should be located in this district, extending over a distance of
more than nine miles, a compromise was effected by putting up one building above the
large Indian Reserve, which is about 1} miles across, at the junction of Cold water with
the Nicola, and another below this reserve, in that portion of the district known as the
Woodward Settlement. Both these school houses were completed in July last, and are
comfortable and substantial little buildings, constructed with squared logs. Stoves,
maps, terrestrial globes, &c, were forwarded at the time that the teacher went up to
open the schools in the month of August. Information has reached the Education Office
that he commenced an itinerant system of tuition, half-a'-day in each school alternately,
under very favourable auspices. This valley is improving rapidly, and ere long the
present school district will be divided into two—the school houses were located with
this object in view—and another formed further up at the foot of and along the shores
of Nicola Lake.
Okanagan.—The very commodious school-room and teacher's residence at Mission
Valley have been awaiting an occupant since May last. A teacher from California is
expected in a few days for this district, and I am yet in hopes that the school will be in
operation before the close of the present term.
The Electoral Division of Yale contains all the school districts reviewed from Hope
inclusive. Assuming that there are 40 children—26 boys and 14 girls—at the boarding
school, the other returns would bring up the number to 137. The Kamloops section
would likely make a total of about 175. Were all the schools in operation, 140 of those
children would now be under instruction; the actual number in school during some
portion of the year ending 31st July being 95—47 boys and 38 girls. The extension
of the boarding school, and the creation of the new districts of Nicola and Okanagan,
will bring nearly 60 more children within reach of tuition in this large and important
division of the Province than there were a year ago. The total amount expended for
the past year is $5614.52. Of this sum, $1750 was spent in the erection of three school
houses, and in improvements at the boarding school, which leaves $3864.52 for salaries
of teachers, incidental expenses, rent, &c, &c. With an attendance in the schools of 95,
the cost of each pupil for the year amounts to $40.78. Taking the average number, the
cost is $51.53. The percentage for irregular attendance is only about 22J. This is
accounted for from the fact that, at tho boarding school, irregular attendance is nil—
one very decided advantage of the boarding school system over that of day schools.
Lillooet school is vacant on account of scarcity of teachers. The trustees are
anxiously awaiting its re-opening. All things considered, satisfactory progress has been
made here by the pupils during the year; most of them, however, are only beginners;
and irregular attendance has stood in the way of rapid advancement. 100 Public Schools Report. 1875
Clinton too, has been waiting for a teacher for several months. All efforts so far
having failed in procuring for this district a suitable instructor, or, indeed, one of any
description. I regret this the more, in consequence of parents at a distance having made
arrangements for sending children to the school; and having even sent them in readiness
for the re-opening on 1st August. In early summer, the prospects were good for
obtaining a supply of teachers from Ontario for all the schools in the Province. Expectations regarding this matter not having been realized, the trustees and people in those
remote districts have been grievously disappointed.
Dog Creek.—A grant of $500 was made at the beginning of the year, for providing
the settlers in this locality with the means of instruction for their children, as they
have nearly the requisite number for a school district They were, however, too careless and apathetic to take the necessary steps for opening a school; although so doing
would not have involved them in either expense or much trouble. The grant was,
in consequence, transferred to—
Lake la Hache, where the settlers at once set about erecting a school house almost
entirely at their own expense; and, further, guaranteed to supply a teacher with board
gratis. This additional inducement secured them the services of a superior teacher—
one of the three sent out from Ontario,—and the school was opened early in August.
To secure 15 children of school age, a greater extent of country had to be included in
the district than is usually allotted for school purposes. It was created on the 31st
July, with the following boundaries:—"All that tract of land included in a circle which
"maybe described with a radius of six miles in length from the school house, situate at
"the 114 mile-post, on the Cariboo Road, as the centre of such circle."
Lillooet, Clinton, and Lake La Hache are the only school districts, at present, in
the Lillooet Electoral Division of the Province. Of these, Lillooet was the only school
in operation during the past year. Amount expended for school purposes, $770.50.
Number of children, about 75. Of these, 22—16 boys and 6 girls—have attended school
more or less at Lillooet, leaving 53 not attending school anywhere. With Lake La
Hache school opened, and Clinton again in operation, this number will be reduced to
probably 25—most of which are residing in the Dog Creek and Alkali Lake settlements.
Average cost of each pupil attending school, $35. Cost on the average, $64.20. Percentage of irregular attendance, 45$.
Barkerville.—The little school in this mining town has increased in numbers
during the year, and fully maintains its efficiency and usefulness. The teacher is
energetic and painstaking, and, as might be expected, the pupils, although most of them
young, are making good progress. There will soon be tho required number of children
at Stanley and Van Winkle, on Lightning Creok, for a school. When this additional
school can be put in operation, nearly all the children in the Cariboo mining district
will have an opportunity of obtaining instruction. There are still a few children at
Quesnelle, Soda Creek, and along the Upper Fraser, unprovided for, but the number is
diminishing, as several are attending tho Boarding School at Cache Creek.
Barkerville is the only school in the Cariboo Electoral District at present. There
are about 60 children of school age scattered over its vast area, of whom probably 20
are under instruction at Barkerville and Cache Creek, perhaps 10 or 12 at the Roman
Catholic Mission School, Williams Lake, which leaves 30, approximately, not going to
school anywhere. The amount expended for the year is $434.63; making the cost of
each of the 17 pupils on the Barkerville school register $25.56. Taking the average, it
is $43.46.    Irregular attendance, 41 per cent.
In Table F will be found a statement of expenditure for school purposes in each
Electoral District, with the number of children between the ages of five and fifteen;
number attending school; average attendance; percentage of irregular attendance,
&c, &c.
Synopsis of Tables, $c, fie.
Table A.—Want of proper census returns, in Victoria, New Westminster, and
Nanaimo, is still an obstacle in the way of ascertaining what the school-going population
of this Province numbers.     It is also impracticable, at present, to find out how many 39 Vie. Public Schools Report. 101
children are enrolled in the various private and denominational schools in those cities,
so that the number not attending any school is yet conjectural. Means should be devised
by the Government, the Municipal authorities, or both, through the police organizations,
to furnish these most important statistics during the approaching winter, or as soon as
practicable. This table exhibits a gratifying increase of 158 in public school enrollment,
since date of last report; with an increase in the average attendance of 97J. The establishment of schools in seven new districts will add more than another hundred to public
school attendance. The sexes now number as follows:—Boys, 781; girls, 622, shewing
an increase of 31 boys and 127 girls. In the different studies, the numbers are as
follows:—First readers, 370; second, 270; third, 292; fourth, 227; fifth, 180; arithmetic,
974; English grammar, 625; geography, 687; history, 300; book-keeping, 93; mensuration, 37; algebra, 93; Euclid, 28; natural philosophy, 48; vocal music, 759; lineardraw-
ing, 166; writing, 1117; dictation, 730; other studies, 56. The above figures show a
slight failing off in the fourth reader, on account of Collier's British History being substituted as a reading book in some of the schools. In nearly all the other branches there
has been a decided increase—vocal music particularly—there being in this branch an
excess of 241 over last year.
Table B.—We gather from this table that there are now 34 certificated teachers
employed in the Province,—19 males and 15 females—an increase of 15 over last year.
There are still eight not certificated, as against thirteen last year. These figures show
an improvement, although there is room for still greater in this direction." Salaries for
this year, amount to $25,291.66, an increase of $3072.16 over last. Highest salary, $100;
lowest, for qualified teachers, $50.
Table C shows that there are now 45 school houses in the Province, 39 of which
are returned as public property, and 6 rented or rent free,—an increase of 11 since last
year. Forty of these buildings are frame; and five of squared logs. More interest is
taken in the schools by the people, as is evinced by the greater number of visits. I hope
this manifestation of interest will increase from year to year, as nothing is more encouraging to teachers and pupils than frequent visitations from trustees, parents, and friends.
Table D.—The authorized text books are exclusively used in all the schools.
Every school-room is now supplied with five or more first-class mural maps and a small
terrestrial globe. But few school houses are now without that necessary and easily-
obtained adjunct—a blackboard; while many of them are provided with several.
Table E.—The synopsis of this table is as follows :—Amount paid for salaries,
$25,291.66; incidental expenses, including insurance, $2671.93; rent, $408 ; building,
repairs, furnishing, &e., &c, $6450.69 ; in hands of Secretary-Treasurers throughout the
Province, $1431.39. Total amount exjtended for school purposes in the several districts,
$34,822.28. This does not include any portion of the sums voted for the erection of the
public school building in Victoria, or the extension of the Cache Creek Boarding School.
Table F is referred to on page 28.
Table G.—After deducting sums paid for building school houses, furnishing, &c,—
the cost of each pupil for the year, taking the average attendance as the divisor, is
$32.88. The cost of each one that attended school some portion of the year, is about
the same as in 1873-74, namely, $21.86. These figures are large; yet British Columbia
compares favourably, in this respect, with other new countries on this Continent. In
Idaho Territory, the cost of each child attending the public schools is $12.30; the average
cost, $30.50. In Colorado, the corresponding figures are $39.16 and $60.84, which are
largely in excess of ours. While the children in many of our school districts remain so
few, the cost of each pupil must necessarily be very high. Irregular attendance for the
Province amounts to 38 and one-tenth per cent., which, of course, gives 61 and nine-tenths
as percentage of attendance.
Table H.—Books, to the amount of $777.61, have been supplied to the various
schools since the date of my last Report. Value of those remaining on hand in those
schools on the 30th June last, $287.48. Books sold, amounted to $623.52. Of this sum,
$606.20 has been paid to Education Office, leaving $17.32 still due. Indigent pupils
received $20.98 worth of school books during the year.     The increase in value of books 102 Public Schools Report. 1875
sold has been $332.47; and in receipts, $375.89.     Books supplied teachers and trustees
for prizes last June, amounting to $61.89, are not included in this table.
Table K.—An additional sum of $325 has been expended for maps and globes.
Most of these aro now distributed among the schools. One hundred and twenty-five
dollars' worth of prize books were obtained at the same time; about one-half of which
are on hand for winter examinations. Purchases of school books amounted to $486.69.
Freight, charges, insurance, &c, on maps, globes, prize and school books, $218.15. Total
expenditure, $38,869.80. During the year, the sum of $1071.20 was received for books,
and paid into the Treasury. Nearly one-half of this amount was for books supplied to
schools previously to September 1st, 1874.
Conclusion.
There are a few questions not touched upon to which I would have devoted a
paragraph had not this report already reached more than the usual length. Among these
are "Gymnastics and Military Drill" for boys, and "Calisthenics" for girls, in public
schools. Closing schools for eight or ten weeks during the winter in thinly settled
districts when the roads are bad, and keeping them open all through the summer ; thus
making one long term, instead of two shorter ones with the month of July intervening
between them as vacation.
In addition to what was said in the first paragraph of this report, I must here state,
for the information of those particularly concerned, that many of the school district
returns were not only late, but they bear the impress of being carelessly and even incorrectly filled up. As those returns are of vital importance, teachers and secretary-
treasurers of trustee boards would do well to pay more attention to this matter, and
obviate all necessity for reference to it in the future.
Another year has increased rather than diminished the necessity for a more general
and workable compulsory clause in the School Act. There are a few other amendments
required, so that, perhaps, the time has arrived for a consolidation of the original Act
and its several amendments, with the insertion of such other improvements as may seem
desirable.
I have only to say, in conclusion, that with the educational experience of all the
sister Provinces on the other side of the Rocky Mountains to guide us, in addition to our
own experience so far, with a school system so happily and successfully inaugurated at the
commencement of Your Excellency's career as Lieutenant-Governor, there is certainly
nothing whatever in the way of making British Columbia second to no other Province
or country, with equal revenue and population, in the efficiency, general acceptability,
and usefulness, of that great palladium of liberty and incentive to national progress—
the Free, Non-Sectarian Public School.
I have the honor to be,
Your Excellency's
most obedient, humble servant,
JOHN JESSOP.
Education Office, Victoria,
Wth October, 1875. 39 Vic. Public Schools Report. 108
PAET   II.
STATISTICAL   TABLES. 104
Public Schools Report
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Public Schools Report.
1875
TABLE K.
Education Branch of Provincial Secretary's Department.
Expenditure for the Year ending 31st July, 1875.
Salary of Superintendent of Education	
Travelling Expenses of do.  ,
Advertising ,	
Postage	
Telegrams	
Drayage of School Books	
Stationery (Hibben & Co.)	
Sundries—Repairing Terrestrial Globes, &c
School Requisites.
Maps, Terrestrial Globes, and Prize Books.,
Freight, Charges, Insurance, &c, &c	
School Bo-oks ,
Freight, Charges, Insurance,  &c,  &c, $182 32,  less $44 50 refund from
Hibben & Co	
Amount expended in Public Schools	
Total Expenditure.,
$2,000
00
705
88
131
40
44
67
14
10
6
50
8
75
6
38
425 00
80 33
486 69
137 82
2,917 68
1,129 84
34,822 28
$38,869 80 39 Vic. Appendix—Pubiie Schools Report. 117
PART   III.
APPEJSTDICES.  39 Vie. Appendix—Public Schools Report. 119
APPENDIX A.
No. 16.
AN ACT EESPECTING PUBLIC SCHOOLS. A- D- m2-
[Assented to 11th April, 1872.]
WHEEEAS it is expedient that provision should be made for the p™h>»m«>.   ■
establishment, maintenance, and management of Public Schools
throughout the Province of British Columbia :
Therefore, Her Majesty, by and with the advice and consent of the
Legislative Assembly of the Province of British Columbia, enacts as
follows:—
1. " The Common School Ordinance, 1869," and " The Common School R«p?al8 school
Amendment Ordinance, 1870," are hereby respectively repealed. r manoe8-
2. On the 1st day of April, A. D. 1872, there shall be set apart by thep,lblioSolloolI'und-
Officer in Charge of the Treasury for the time being, out of the General
Eevenue of the Province, the sum of forty thousand dollars for Public
School purposes, and in each subsequent year such sum shall be set apart
as aforesaid as may be voted by the Legislative Assembly for the purposes aforesaid, and the said sums of money shall be called' the " Public
School Fund."
Board of Education.
3. The Lieutenant-Governor in Council may, by Letters Patent under tto>n°BoaTtofEdu'
the Seal of the Province, appoint six fit and proper persons to be a Board
of Education for the Province of British Columbia, and the persons so
appointed shall respectively hold office during the pleasure of the Lieutenant-Governor ; in the event of any one or more of the persons so appointed, resigning, dying, or being removed from office, the vacancy or
vacancies so occasioned may be filled up by new appointments in manner
aforesaid.
Superintendent.
4. The Lieutenant-Governor in Council may appoint a Superintendent Appointment of
of Education for the Province of British Columbia, who shall be ex-officio s^elintenAent-
Chairman of the Board of Education, and such Superintendent shall
hold office during the pleasure of the Lieutenant-Governor, and shall
receive as an annual salary the sum of two thousand dollars, together
with such additional allowance or remuneration as' the Lieutenant-
Governor in Council may grant for travelling expenses. And when,
and so often as a vacancy shall occur in the office of Superintendent,
the Lieutenant-Governor in Council may appoint a fit and proper person to the office so vacated, and such person shall hold office during the
pleasure of the Lieutenant-Governor. Provided, always, that no person
shall be eligible for Superintendent unless he has been an experienced
and successful Teacher of at least five years' standing, and holds a first
class certificate from some College, School, or Board of Examination in
some other Province or Country where a Public School System has been
m operation.
School Districts.
_  5. All School Districts existing at the date when this Act shall come Existing Districts.
into operation shall continue until altered-as hereinafter provided. 120 Appendix—Public Schools Report. .1875
A. D. 1872. 6. It shall be lawful for the Lieutenant-Governor in Council from
N.wDistrlcT timetotime-
(1.) To create School Districts, in addition to those already existing,
and to define the boundaries thereof, and from time to time to
alter the boundaries of existing, or hereafter created Districts.
Provided that no School District shall be created wherein there
shall not be at least fifteen children of school age between five
and sixteen years of age :
Waste Lands. (2.) To set apart in every School District such a quantity of the waste
lands of the Crown as in his opinion may be necessary for school
purposes in such District:
Money Grants. (3.) rp0 grant; 0n the application of the School Trustees of any such
School District, endorsed by the Superintendent of Education,
such sum or sums of money as may be required by them to pay
the salary of the School Teacher in such School District; to defray the cost of erecting a School House or providing a house or
room within which the Public School of such District may be
held ; the cost of all furniture and apparatus necessary for the
use of any such school, and the current expenses connected therewith.
Ditto. (4.) To grant such sum as he shall think proper in aid of the estab
lishment of a School in any part of the Province not being a
School District, and not having less than seven, and not more
than fourteen children, between the age of five and sixteen years,
resident therein.
Duties of Board of Education.
Defines duties of Educa-     7. It shall be the duty of the Board of Education—
tion Board. ,
(1 ) To meet not less than once in every three months, and they shall
have power to determine the times and places of their meetings,
the order of their proceedings and the manner of recording them:
(2.) To cause to be made and kept a proper record of their proceedings :
(3.) To adopt all such lawful means in their power, as they deem expedient, to advance the interests and usefulness of Public Schools:
(4.) To select, adopt, and prescribe a uniform series of text books to
be used in the Public Schools of the Province, and to authorize
the purchase and distribution thereof, by the Superintendent,
among the different Public Schools, in such numbers and quantities as they may think fit:
(5.) To make and establish rules and regulations for the conduct of
Public Schools:
(6.) To examine and give certificates of qualification to Teachers of
Public Schools. Such certificates shall be of three classes, viz:—
a first class certificate, a second class certificate, and a third class
certificate. A first class certificate shall be deemed good until
revoked by the Board of Education ; a second class certificate
shall be deemed good for three years, and no longer ; and a third
class certificate shall be deemed good for one year, and no longer,
unless renewed as hereinafter provided:
(7.) Every such certificate of qualification shall have the signature of
at least three members of the Board of Education, but no such
certificate shall be given to any Teacher who does not furnish
satisfactory proof of good moral character: (8.) To appoint the Teacher or Teachers, in any School District, and       A. D. 1872.
to fix the salary or salaries of such Teacher or Teachers; and, 	
upon good cause shown, to remove the same:
(9.) To take charge of and keep safely all apparatus to be purchased
as hereinafter provided for school purposes in this Province, and
to furnish, on the application of the Trustees of any District, endorsed by the Superintendent of Education, such apparatus as
may be required for the School or Schools in such District:
(10.) To purchase such apparatus as in their judgment may be neces-   .
sary for the use of the Public Schools in the Province:
(11.) To establish a separate School for females in any District where
they may deem it expedient so to do ; and such School, when so
established, may be presided over by a Female Teacher or Teachers, but otherwise shall be subject to the same obligations and
regulations as Public Schools generally under this Act:
(12.) To establish a High School in any District where they may
deem it expedient so to do, wherein the classics, mathematics,
and higher branches of Education shall be taught; and such
School shall be subject to the same obligations and regulations as
Public Schools generally:
(13.) At a meeting of the Board of Education three shall constitute a
quorum for examining and giving certificates of qualification to
Public School Teachers, and five shall constitute a quorum for the
transaction of any other business.
Duties of Superintendent.
8. It shall be the duty of the Superintendent— SSeZnt!"" °f Super"
(1.) To visit each Public School within his jurisdiction, once in each
year at least, unless oftener required by the Board of Education,
or for the adjustment of disputes :
(2.) To examine, at each yearly visit, the state and condition of the
School, as respects the progress of the pupils in learning, the
order and discipline observed, the system of instruction pursued,
the mode of keeping the school registers, the average attendance
of pupils, the character and condition of the buildings and premises, and to give such advice as he may judge proper:
(3.) To deliver, in each School District, at least once a year, a public
lecture on some subject connected with the objects, principles,
and means of practical education ; and to do all in his power to
persuade and animate parents, guardians, trustees, and teachers
to improve the character and efficiency of the Public Schools,
and to secure the sound education of the young generally :
(4.) To see that the schools are managed and conducted according to
law, to prevent the use of unauthorised, and to recommend the
use of authorised, books in each school:
(5.) To suspend the certificate of qualification of any Teacher granted
by the Board of Education, for any cause which may appear to
him to require it, until the ensuing meeting of the Board of Education, of which meeting due notice shall be given by the said
Superintendent to the Teacher suspended • and the Board of Education shall confirm or disallow the action of the Superintendent
in suspending such Teacher, as a majority of the members of the
Board present at such meeting shall think proper- and the cancellation or suspension of a Teacher's certificate, when confirmed
by the Board of Education, shall release the School Trustees of
9 D. 1872. the District in which such Teacher may be employed from any
  obligation to continue to employ him as such Teacher:
^6.) To give any candidate, on due examination by him, according to
the programme authorised for the examination of Teachers, a
certificate of qualification to teach any School, the Teacher of
which may have had his certificate of qualification suspended
under the provisions of the next preceding clause, until (but no
longer than) the next ensuing meeting of the Board of Education :
(7.) To make annually, on or before the 1st day of September, a report of the actual state of the Public Schools throughout the
Province, showing the number of pupils taught in each School
District, over the age of 5 years and under the age of 16, the
branches taught and average attendance, the amount of moneys
expended in connection with each school, the number of visits
made by him, the Salaries of Teachers, the number of qualified
Teachers, their standing and sex, together with any other information that he may possess respecting the educational state and
wants and advantages of each school and district in the Province,
and such statements and suggestions for improving the Public
Schools and school laws and promoting education generally, as
he may deem useful and expedient:
(8.) To be responsible for all moneys paid through him on behalf of
the Public Schools, and to give such security as the Lieutenant-
Governor may require :
(9.) To prepare suitable forms and give such instructions as he may
judge necessary and proper for making all reports and conducting all proceedings under this Act, and to cause the same, with
such general regulations as may be approved of by the Board of
Education for the better organization and government of Public
Schools, to be transmitted to the officers required to execute the
provisions of this Act :
(10.) Within twenty days after any complaint shall be made to him
respecting the mode of conducting any election of Trustees (as
hereinafter provided for) to investigate such complaint and according to the best of his judgment, confirm or set aside such
election ■ and in the latter case he shall appoint the time and
place for a new election in such District.
School Trustees.
Number of Trwtees. 9. For each School district there shall  be three Trustees,  each of
whom, after the first election of Trustees, shall hold office for three
years and until his successor shall have have been elected.
ExistingTrust««B. 10. The School Trustees in any District existing at the time this Act
shall come into force, shall continue to hold office until the annual election of Trustees in 1873, and no longer unless re-elected.
Annual Meeting. H. An annual meeting for the election of School Trustees, shall be
held in all School Districts in the Province on the second Wednesday in
January in each year, commencing at twelve of the clock noon.
Substituted Trustees. 12. Any Trustee elected to fill an occasional vacancy shall hold office
only for the unexpired term of the person in whose place he has been
elected.
No superintendent   or    13, n0 Trustee shall hold the office of Superintendent or Teacher
Teacher Trustee. -tffofa the DMvict of wMch he js a Trugtee.
New Districti. 14. Immediately after the formation of any new School District or Dis- 39 Vic. Appendix—Public Schools Report. 123
tricts, pursuant to the provisions of this Act, the Superintendent of      A. D. 1872.
Education shall prepare notices in writing describing such District or 	
Districts respectively, and appoint a time or place for the first school
meeting for the election of Trustees, and shall cause copies of such
notices to be posted in at least three public places in each of such School
Districts at least ten days before the time of holding the meeting ; and
the Trustees elected at any such meeting shall respectively hold office
up to the next annual meeting for the election of Trustees and no longer.
15. The proceedings at any school meetings held under the authority S*001 Meetings,
of the next preceding section of this Act shall be conducted in all respects in the manner hereinafter provided with respect to annual meetings in School Districts for the election of Trustees.
Annual School Meetings.
16. The voters of a School District, present at any school meeting Annual Meetings,
held under the authority of this Act, shall elect one of their own number to preside over the proceedings of such meeting, and shall also appoint a Secretary, who shall record all proceedings of the meeting.
17. The Chairman of such meeting shall decide all questions of order, Chairman,
subject to an appeal to the meeting, and in case of an equality of votes,
shall give the casting vote, but he shall have no vote except as Chairman.
18. The Chairman shall take the votes by a show of hands unless he Voting,
be requested by any two electors present to grant a poll, for recording
the names of the voters, in which case he shall grant such poll, and the
names of the voters shall be recorded by the Secretary. At the first
school meeting held in any District under this Act, the electors present
shall, by a majority of votes, elect from the voters in such District three
Trustees.
19. The Trustees so elected at the first annual school meeting in any Period of holding office.
District shall respectively hold office as follows :—
(1.) The person first elected, or in case of a poll, the person receiving
the largest number of votes shall continue in office for two years,
to be reckoned from the annual school meeting next after his
election, and from that time onward until his successor shall have
been elected:
(2.) The second person elected, or in case of a poll, receiving the next
greatest number of votes shall continue in office one year to be
reckoned from the same period and until his successor shall have
been elected:
(3.) The third or last person elected, or in case of a  poll, the person
<    receiving the least number of votes shall continue in office until
the next ensuing annual school meeting in such District and until
his successor shall have been elected:
20. A correct copy of the proceedings of such first, and of every annual, Proceedings at Meetings.
and of every special School District meeting in such District, signed by
the Chairman and Secretary, shall be forthwith transmitted by the Secretary in such School District to the Superintendent of Education.
21. A Trustee shall be elected to office at each ensuing annual school Election of Trustee
meeting in place of any Trustee whose term of office is about to expire; annua--y•
and the same individual, if willing, may be re-elected; but no School
Trustee shall be re-elected, except by his own consent, during the four
years next after his going out of office.
22. At every annual school meeting the report of the Trustees,  as Report of Trustees,
required by the 30th Section of this Act, shall be received and decided
upon. 124
Appendix—Public Schools Report.
1875
A. D. 1872.
Voters.
Declaration of challenged
voter.
False declaration a
misdemeanor.
Designation of Trustees.
Annual Meeting.
Resignation of Trustees
Defines duties of
Trustees.
23. Any male householder or freeholder resident in a School District
shall be entitled to vote at any school meeting held in such School District.
24. If any person offering to vote at an annual or other school meeting is challenged as unqualified by any legal voter, the Chairman presiding at such meeting shall require the person so offering to make the
following declaration:—
I do declare and affirm that I am a householder [or freeholder as the
case may 6e] in this School District, and that I am legally qualified
to vote at this meeting.
And every person making such declaration shall be permitted to vote
on all questions proposed at such meeting; but if any person refuse to
make such declaration his vote shall be rejected.
25. Any person willfully making a false declaration of his right to
vote shall be guilty of misdemeanor, and on a summary conviction thereof before a Justice of the Peace shall be sentenced therefor to imprisonment for any period not exceeding three months, or to a fine not greater
than one hundred dollars.
Trustees, their powers, responsibilities, and duties.
26. The Trustees of any School District duly elected, shall be a corporation, under the name of "The Trustees of the School
District."
27. It shall be the duty of the Trustees of such School District to appoint the place of each annual school meeting of the voters of the District,
or of a special meeting for the filling up of any vacancy in the Trustee
Corporation occasioned by death, removal, or other cause, and to cause
notices of the time and place to be posted in three or more public places
of such District, at least ten days before the holding of such meeting,
and to specify in such notices the object of such meeting; they may also'
call and give like notices of any special meeting, for any school purpose
which they may think proper, and each of such meetings, shall be organized and its proceedings recorded in the same manner as in the case of
a first school meeting.
28. In case, from the want of proper notices, or from any other cause,
any annual school meeting, required to be hold for the election of
Trustees, shall not be held at the proper time, any two voters in such
District may, within twenty days after the time at which such meeting
should have been held, call a meeting by given ten dayf notice, to be
posted in at least three public places in Buch School District, and the
meeting then called shall possess all the powers and perform all the
duties of the meeting in the place of which it is called.
•     29. Any person chosen as Trustee may resign, with the consent, expressed in writing of his colleagues in office and of the Superintendent.
30. It shall be the duty of the Trustees of each School District to appoint one of themselves to be Secretary and Treasurer to the Corporation,
who shall give such security as may be required by a majority of the
Trustees, for the correct and safe keeping and forthcoming, when called
for, of the papers and moneys belonging to the Corporation, and for the
correct keeping of a record of their proceedings in a book procured for
that purpose, and for the receiving and accounting for all school moneys
which shall come into his hands, and for the disbursing of such moneys
in the manner directed by the majority of the Trustees. The Trustees
shall take possession and have the custody of and safe keeping of all
Public School property, which has been acquired or given for Public
School purposes in such District; and shall have power to acquire and 39 Vic. Appendix—Public Schools Report. 125
hold as a Corporation, by any title whatsoever,   any land, moveable       A. D. 1872.
property or income for school purposes, and to apply the same accord- 	
ing to the terms on which the same were acquired or received; to do
whatever they shall judge expedient, with regard to tho building, repairing, renting, warming, furnishing, and keeping in order the District
School House or Houses, and the furniture and appendages belonging
thereto, and the School lands and inclosures held by them • to pay tho
Teacher or Teachers employed in their district the salary or salaries of
such Teacher or Teachers; to visit, from time to time, each School under
their charge, and see that it is conducted according to the authorised
regulations, and that such school is duly provided with a register ; to
see that no unauthorised books are used in the school, and that the
pupils are duly supplied with a uniform series of authorised text
books, sanctioned and recommended by the Board of Education ; to exercise all the corporate powers vested in them by this Act ; to cause to
be prepared and read at the annual meeting of their District their annual school report for the year then terminating ; and such report shall
include, among other things, a full and detailed account of the receipt
and expenditure of ail school money received and expended in behalf
of such District, for any purpose whatever, during such year • to prepare and transmit annually, on or before the fifteenth day of January,
a report to the Superintendent of Education, signed by a majority of
the Trustees, and shall specify therein—
(1.) The whole time the school in their District was kept by a qualified Teacher, during the year ending the 31st day of December :
(2.) The amount of money received for the School District, and tho
manner in which such money shall have been expended :
(3.) Tho whole number of children residing in the School District over
the age of five years and under sixteen ; the number of children
taught in the school or schools respectively in such District, distinguishing the sexes and the average attendance of pupils in
both winter and summer :
(4.) The branches of Education taught in the school; the number of
pupils in each branch ; the text books used; the number of public school examinations, visits, and lectures, and by whom made
or delivered, and such other information as may be required.
31. No steps shall be taken by the Trustees of any School District for site for school
procuring a site on which to erect a school house, without calling a
special meeting of tho voters of their District, to consider the matter ;
and in case of a difference of opinion, as to the site of the school house,
between a majority of the Trustees and a majority of the voters in such
District, at such special meeting, each party shall choose an arbitrator,
and the Superintendent of Education, or, in case of his inability to attend, any person appointed by him to act in his behalf, shall be a third
arbitrator, and such three arbitrators, or a majority of them, shall finally
decide the matter.
32. Whenever, from the scattered nature of the population in any School hRld in dift-OTent
School District, tho Trustees shall think it advisable to have the school parte, of District.
of such District held part of the year in one part of the District, and
during tho remainder of the year in another part of such District, they
shall have power to order the same to be done by the Teacher or Teachers in such District.
33. No person shall be appointed as a Teacher in any Public School, Teacher to hold
unless he shall hold a first, second, or third class certificate of qualifica- 0-rtincate-
tion from the Board of Education.
Public School Teachers and their Duties.
34. It shall be the duty of every Teacher of a Public School— Sn!""8 °f 126
Appendix—Public Schools Report
1875
A. D. 1872.
(1.) To teach diligently and faithfully all the branches required to be
taught in the school, according to the terms of his engagement
with the Trustees, and according to the rules and regulations
adopted by the Board of Education :
All Schools non-
sectarian.
Penalty on disturbing
School.
Penalties leviable by
distress.
(2.) To keep the daily, weekly, and monthly registers of the school:
(3.) To maintain proper order and discipline in his school, according
to the authorised forms and regulations :
(4.) To keep a visitors' book (which the Trustees shall provide) and
enter therein the visits made to his school, and to present such
book to such visitor, and request him to make therein any remarks suggested by his visit :
(5.) At all times, when desired by them, to give to Trustees and
visitors access to the registers and visitors' books appertaining to
the school, and upon his leaving the school to deliver up the same
to the order of the Trustees :
(6.) To have at the end of each half-year public examinations of the
school, of which he shall give due notice to the Trustees of the
school, and through his pupils to their parents and guardians :
(7.) To furnish to the Superintendent of Education, when desired, any
information which it may be in his power to give respecting any
thing connected with the operation of his school, or in anywise
affecting its interests or character.
General Provisions.
35. All Public Schools established under the provisions of this Act,
shall be conducted upon strictly non-sectarian principles. The highest
morality shall be inculcated, but no religious dogmas or creed shall be
taught. All Judges, Clergymen, Members of the Legislature, and others
interested in education, shall be school visitors.
Penal Clauses.
36. Any person who wilfully disturbs, interrupts, or disquiets the
proceedings of any school meeting authorised to be held by this Act, or
any school established and conducted under its authority, or interrupts
or disquiets any Public School by rude or indecent behaviour, or by
making a noise either within the place where such school is kept or
held, or so near thereto as to disturb the order or exercises of such
school shall, for each offence on conviction thereof before a Justice of
the Peace, on the oath of one credible witness, forfeit and pay, for Public
School purposes, to the School District within which the offence was
committed, such sum not exceeding twenty dollars, together with tho
costs of the conviction, as the said Justice may think fit.
37. All fines, penalties, and forfeitures mentioned in this Act may be
sued for, recovered, and enforced, with costs, by and before any Justice
of the Peace having jurisdiction within the School District in which
such fine or penalty has been incurred, and if any such fine, or penalty
and costs be not forthwith paid, the same shall, by and under the warrant of the convicting Justice, be enforced, levied, and collected, with
costs of distress, and sale of the goods and chattels of the offender, and
shall by such Justice be paid over to tho Treasurer of tho School District ; and in default of such distress, such Justice shall by his warrant
cause tho offender to be imprisoned for any time not exceeding thirty
day?, unless the fine and costs, and the reasonable expenses of endeavouring to collect the same, be sooner paid.
38. This Act may be cited for all purposes as the
Act, 1872."
: Public School 39 Vic. Appendix—Public Schools Report. 127
No. 8.
An Act to amend and extend the provisions of the " Public School      A. D. 1873.
Act, 1872." 	
H
[Assented to 21st February, 1873.]
EE Majesty, by and with the advice and consent of the Legislative
Assembly of the Province of British Columbia, enacts as follows:—
1. This Act shall be read with and form part of the " Public School Construction.
Act, 1872."
2. The Trustees of any School District shall, from time to time, make Compulsory Education.-
By-Laws for their District for all or any of the following purposes, (but
such By-Laws shall not be enforced until approved of by the Superintendent of Education):—
(1.) Eequiring the parents or guardians of children of such age, not
less than seven nor moro than fourteen years, as may be fixed by
the By-Laws, to cause such children (unless there is some
reasonable excuse) to attend School:
(2.) Determining the time during which such children are so to attend
School:
(3.) Imposing penalties upon parents or guardians for the breach of
any By-Laws:
(4.) Eevoking or altering any By-Laws previously made.
3. Any of the following reasons shall be a reasonable excuse:—■ Excuse for not attending
School.
(1). That the child is under instruction in some other manner satis-    -
factoiy to the Trustees:
(2.) That the child has been prevented from attending School by
sickness or any unavoidable cause:
(3.) That there is no Public School open which the child can attend
within such distance not exceeding three miles, measured according to tho nearest passable road from the residence of such child
as the By-Laws may prescribe.
(4.) That such child has reached a standard of education of the same or
of a greater degree than that to be attained in such Public School.
4. Any proceedings to enforce any By-Law may be taken, and any rroceeding to enforce
penalty may be recovered by and in the name of the Trustees in aBy_Law-
summary manner, before any Justice of the Peace; but no penalty imposed for the broach of any By-Law, shall exceed such amount as, with
the costs, will amount to Five dollars for the first, and Ten dollars for
any subsequent offence.
5. Sub-section 6 of Section 7 of the said Act is hereby amended by Sub-section 6 amended,
adding   after the  word   "renewed,"  tho  words   "by the  Board  of
Education."
_   6. Sub-Section 8 of Section 7 of tho said Act is hereby repealed, and s„b.section 8 repealed,
in lieu thereof tho following shall bo substituted:—
"To fix the salary or salaries of the Teacher or Teachers in any Board to fix salaries of
School District." Teachers.
7. The Trustees of any School District may from time to time, select Trustees to appoint
and   appoint   (from  amongst  those  persons  properly  qualified)  thewitrcoMentofBoarf'88
teacher or teachers in the School District of such Trustees, and may, ™    °Men °
with the consent of a majority of tho Board of Education, remove and
dismiss such teacher or teachers. 128
Appendix—Public Schools Report.
1875
A. D. 1873. 8. Sub-Section 13 of section 7 of the said Act is hereby amended by
sub.sectio'niramended: striki):ig out the word " five " and substituting " four" in lieu thereof.
Sub-sectioni amended.      9. Sub-section 1 of section 30 of the said Act shall be and is hereby
amended by striking out the word "December," and substituting "July"
in lieu thereof.
Section 32 amended.
Section 6 amended.
Short Title.
10. Section 32 of the said Act is hereby amended by inserting the
words " day or " before the word "year " wherever such word "year "
occurs in such Section.
11. That in clause 6 sub-section 3 of the Principal Act after the word
"Education" in the third line, there shall be inserted the words " or by
such person as the Lieutenant-Governor in Council may in the absence
of the said Superintendent appoint."
12. This Act may be cited as the "Public School Amendment Act,
1873."
No. 8.
A. D. 1874
An Act respecting the Management of Public Boarding Schools.
H
[Assented to 2nd March, 1874.]
EE Majesty, by and with the advice and consent of the Legislative
Assembly of the Province of British Columbia, enacts as follows:—
Trustees of school Dis. 1. The Trustees of any School District created under the " Public
oTOCrPuburBSai3intro1 School -A-ctJ 1872," shall not have, exercise or perform, with respect to
School?   ° °a ins     any Public Boarding School within their District-, any of tho rights,
powers, or duties given, conferred, or imposed by the said Act, or by
the "Public School Amendment Act, 1873."
Appointment of Trustoes
of Public Boarding
School.
2. The Lieutenant-Governor in Council shall, upon the establishing of
any Public Boarding School by the Government within the Province,
appoint three or more persons to bo Trustoes of such Boarding School,
and such Trustees shall be a Corporation under the namo of "the
Trustees of the {naming the title) Boarding School."
Duties of such Trustees. 3. It shall be the duty of such Trustees to appoint one or more of
themselves to be Secretary and Treasurer to the Corporation, who shall
give such security as may be required by the Lieutenant-Governor in
Council, for the correct and safe-keeping and forthcoming when called
for, of the papers and moneys belonging to the Corporation, and for the
correct keeping of a record of their proceedings in a book procured for
that purpose, and for the receiving and accounting for all school moneys
which shall come into his hands, and for the disbursing of such moneys
in the manner directed by the majority of the Trustees. It shall be the
duty of the Trustees to take possession and safe custody of the Boarding School buildings, and of the furniture and grounds belonging thereto, and keep the same in good order and repair, when deemed by them
requisite ; to furnish and warm tho buildings when necessary ; to pay
the Teachers, Servants or Employes of such School ■ to visit the School
from time time ; and see that no unauthorised books are used therein,
that a Eegister is duly kept, and that the School is conducted according
to the Eegulations duly prescribed ; to see that tho pupils are supplied
with a uniform series of authorised text books, sanctioned and recommended by the Board of Education• to exercise all the corporate powers
vested in them by this Act; to see that proper and healthful board and &c.
lodging are furnished and supplied for the scholars ; to prepare and       A. D. 1874.
transmit annually on or before the 31st day of July, a report to the 	
Superintendent of Education, signed by a majority of the Trustees, and
shall specify therein—
(1.) The amount of money received for such School, and the manner
in which such money shall have been expended.
(2.) The whole number of children residing at such School.
(3.) The branches of education taught in the School, the number of
pupils in each branch, the text books used, the number of Public
School examinations, visits, and lectures, and by whom made or
delivered, and such other information as may be required.
4. Such Trustees shall make By-laws fixing the fees to be paid for the aX*Z^o?lLe.
board, lodging, and other necessaries (if any) of the children, and the
manner and time of payment of such fees, and shall have power to sue
for, recover, and receive the same.
5. Such Trustees shall hold office at the pleasure of the Lieutenant-Tenure of office of
Governor in Council, and upon a vacancy occurring by death, resigna- Trustees.
tion, removal or otherwise, the Lieutenant-Governor in Council shall
from time to time, as occasion shall require, appoint a person or persons
to fill such vacancy or vacancies.
6. Such Trustees shall have the power of appointing (from amongst Appointment and dis-
persons properly qualified) the Teacher or Teachers in such Boarding savants.
School and also of dismissing them, and shall also have the power of appointing and dismissing the servants or employes engaged or employed
at such Boarding School, and of fixing the amount of salary or wages to
be paid to such servants or employes.
7. All agreements or contracts made between the Corporation and Agreements and con-
any person shall be in writing, and shall bo signed by the Secretary oftractB-
the Corporation as such, and by tho other contracting party. Such
signature of the Secretary shall be sufficient and shall have the same
legal effect as if the Seal of the Corporation were attached to any
document so signed.
8. Save as hereinbefore is provided, the Board of Education and the Board of Education and
Superintendent of Education shall have and perform all the powers and ceX^powIrs'.'° h"°
duties with reference to such Boarding Schools, as are vested in them
respectively by the " Public School Act, 1872," and the '• Public School Public Boarding school
Amendment Act, 1873," and the provisions of clause 35 of the "PuMic *<> "e non-sectarian.
School Act, 1872," shall form part of this Act.
9. This Act may be cited for all purposes as the "Public Boarding Short Title.
School Act, 1874." 130 Appendix—Public Schools Report. 1875
APPENDIX B.
RULES AND REGULATIONS FOR THE GOVERNMENT OF PUBLIC
SCHOOLS IN THE PROVINCE OF BRITISH COLUMBIA.
1. The hours of teaching in each School shall be from 9 A. M. to 12 M., and from 1 P. M. to
3.30 p. m., from April to September, inclusive; and from 9.30 A. m. to 12 M., and from 1 P. M.
to 3 p. M., from October to March, inclusive.
2. Every Saturday, Good Friday, Easter Monday, Queen's Birthday, Dominion Day, and
Prince of Wales' Birthday shall be a Holiday in each School. There shall be a recess of fifteen
minutes in the middle of each morning's work.
3. There shall be two vacations in each year; the first, or Summer vacation, shall continue
for one month from the first Monday in July or August, at the option of the Trustee Board in
each School District; the second, for two weeks, at Christmas and New Year.
4. Young Children, not being pupils of the school, shall not be allowed to accompany teachers or pupils, as such a practice tends to the interruption of the regular business of the School.
5. No teacher shall be deprived of any part of his or her salary on account of observing allowed holidays and vacations.
Regulations foe Teachees' Salaeies.
Whereas it is desirable that salaries should be equalized by placing them on the basis of average attendance, and that teachers, trustees, and parents, should have a direct interest in securing as large an attendance as possible, therefore be it resolved :—
1. That from and after the 1st August, 1874, the salaries of all duly qualified Public School
Teachers in the employ of the Education Department, when the average attendance of pupils is
from 10 to 20 inclusive, shall be $50 per month ■ from 20 to 30 inclusive, $60 per month; from
30 to 40 inclusive, $70 per month • and from 40 to 50 inclusive, $80 per month. As soon as
the average attendance in any school shall exceed 50, such School shall be entitled to an assistant teacher • the average shall be calculated annually from the attendance for the year preceding
1st August, excluding vacations and public holidays.
2. The teacher at Yale, and those teachers further inland, shall receive $10 per month each
in addition to the salaries to which they are entitled by the above scale, as compensation for the
increased cost of living.
3. In districts where the average attendance for the year falls below ten, the schools may be
taught by teachers preparing to qualify, at a lower rate of salary than $50 per month; but if
considered advisable by the Board such schools may either be kept open for a portion of the year
or be entirely closed.
4. The above mentioned re-adjustment shall not apply to schools when more than one teacher
is employed in the same department.
Public School Teachees and theie Duties.
It shall he the duty of every Teacher of a Public School—
1. To teach diligently and faithfully all the branches required to be taught in the School,
according to the terms of his engagement with the Trustees, and according to the rules
and regulations adopted by the Board of Education :
2. To keep daily, weekly, and monthly registers of the School:
3. To maintain proper order and discipline in his School, according to the authorised forms
and regulations:
4. To keep a visitor's book (which tho Trustees shall provide) and enter therein the visits
made to his School, and to present such book to such visitor, and request him to make
therein any remarks suggested by his visit:
5. At all times when desired by them, to give to Trustees and visitors access to the registers and visitor's book appertaining to the School, and upon his leaving the School to deliver up the same to the order of the Trustees : 39 Vic. Appendix—Public Schools Report. 131
6. To have, at the end of each half-year, public examinations of his School, of which he
shall give due notice to the Trustees of the School, and through his pupils to their parents
and guardians:
7. To furnish to the Superintendent of Education, when desired, any information which it
may be in his power to give respecting anything connected with the operation of his
school, or in anywise affecting its interests or character:
8. To classify the pupils according to their respective abilities:
9. To observe, and impress upon the minds of the pupils, the great rule of regularity and
order,—a time and place foe everything, and everything in its peopee time
AND PLACE :
10. To promote, both by precept and example, cleanliness, neatness, and decency. To
personally inspect the children every morning, to see that they have their hands and faces
washed, their hair combed, and clothes clean. The school apartments, too, should be
swept aud dusted every evening :
11. To pay the strictest attention to the morals and general conduct of the pupils; to omit
no opportunity of inculcating the principles of teuth and honesty; the duties of respect to superiors, and obedience to all persons placed in authority over them :
12. To evince a regard for the improvement and general welfare of the pupils; to treat
them with kindness, combined with firmness; and to aim at governing them by their affections and reason rather than harshness and severity:
13. To cultivate kindly and affectionate feelings among the pupils ; to discountenance quarrelling, cruelty to animals, and every approach to vice :
14. To practice such discipline in school as would be exercised by a judicious parent in the
family, avoiding corporal punishment, except when it shall appear to him to be imperatively necessary■ and then a record of the offence and the punishment shall be made in
the school register for the inspection of trustees and visitors:
15. No teacher shall compel the services of pupils for his own private benefit or convenience:
16. For gross misconduct, or a violent or wilful opposition to authority, the teacher may
suspend a pupil from attending school, forthwith informing the parent or guardian of the
fact, and the reason of it • but no pupil shall be expelled without the authority of the
trustees:
17. When the example of any pupil is very hurtful, and reformation appears hopeless, it shall
be the duty of the teacher, with the approbation of the trustees, to expel such pupil from
the school; but any pupil under the public censure, who shall express to the teacher his
regret for such a course of conduct, as openly and explicitly as the case may require, shall,
with the approbation of the trustees and teacher, be re-admitted to the school.
Duties or Pupils, Paeents, and Guardians.
1. Pupils must come to school clean and neat in their persons and clothes, and be present-
at the commencement of each day's work :
2. No pupil shall, without the teacher's consent, depart before the time appointed for closing the school:
3. A pupil absenting himself or herself from the school, except on account of sickness, or
other urgent reasons satisfactory to the teacher, forfeits his or her standing in the class,
and must undergo such other punishment as the teacher may deem necessary :
4. The parents or guardians of all pupils shall furnish their children with the authorised
text books, to be obtained from the teachers of the respective schools, who are to charge
therefor the prices agreed upon by the Board of Education ; but, in case of inability to
comply with this rule, the teacher may, under special circumstances, supply the necessary
books free of cost; but every such case must be reported to the Superintendent of Education. 132 Appendix—Public Schools Report. 1875
Opening and Closing Exercises.
With a view to secure the Divine blessing, and to impress upon the pupils the importance
of religious duties, and their entire dependence on their Maker, it is recommended that the daily
exercises of each Public School be opened and closed by prayer. The Lord's Prayer alone, or
the forms of prayer hereto annexed, may be used; but the Lord's Prayer should form part of
the opening exercises, and the Ten Commandments be taught to all the pupils, and be repeated
at least once a month; but no pupil shall be compelled to be present at these exercises against the
wish of his or her parent or guardian, expressed in writing to the teacher.
Forms of Prayer.
Morning.
Let us Pray:
0 Lord our Heavenly Father, Almighty and everlasting God, who has safely brought us to
the beginning of this day; defend us in the same by thy mighty power: and grant that this
day we fall into no sin, neither run into any kind of danger; but that all our doings may be
ordered by thy governance, to do always that is righteous in thy sight, through Jesus Christ
our Lord.    Amen.
0 Almighty God, the giver of every good and perfect gift, the fountain of all wisdom,
enlighten we beseech thee our understanding by the Holy Spirit; and grant that whilst with all
diligence and sincerity we apply ourselves to the attainment of human knowledge, we fail not
constantly to strive after that wisdom which maketh wise unto salvation: that so through thy
mercy we may daily be advanced both in learning and Godliness to the honour and praise of thy
name, through Jesus Christ our Lord.    Amen.
Our Father, which art in heaven, hallowed be thy name. Thy kingdom come. Thy will
be done in earth, as it is in heaven. Give us this day our daily bread. And forgive us our
trespasses, as we forgive them that trespass against us. And lead us not into temptation : But
deliver us from evil. For thine is the kingdom, the power and the glory, For ever and
ever.    Amen.
The grace of our Lord Jesus Christ, and the love of God, and the fellowship of the Holy
Ghost, be with us all evermore.    Amen.
Evening Prayer.  -
Let us pray:
Most merciful God, we yield thee our humble and hearty thanks for thy fatherly care and
preservation of us this day, and for the progress which thou hast enabled us to make in useful
learning• we pray thee to imprint upon our minds whatever good instructions we have received,
and to biess them to the advancement of our temporal and eternal welfare: and pardon, we
implore thee, all that thou hast seen amiss in our thoughts, words, and actions. May thy good
providence still guide and keep us during the approaching interval of rest and relaxation, so
that we may be prepared to enter on the duties of the morrow with renewed vigour both of body
and mind; and preserve us we beseech thee now and for ever, both outwardly in our bodies and
inwardly in our souls, for the sake of Jesus Christ, thy son, our Lord.    Amen.
Lighten out darkness, we beseech thee, O Lord: and by thy great mercy defend us from all
perils and dangers of this night; for the love of thy only Son, our Saviour, Jesus Christ.   Amen.
Our Father, which art in heaven, hallowed be thy name. Thy kingdom come. Thy will
be done in earth, as it is in heaven. Give us this day our daily bread. And forgive us our
trespasses, as we forgive them that trespass against us. And lead us not into temptation : But deliver us from evil.    For thine is the kingdom, the power and the glory, For ever and ever. Amen.
The grace of our Lord Jesus Christ, and the love of God; and the fellowship of the Holy
Ghost, be with us all evermore.   Amen. 39 Vie. Appendix—Public Schools Report. 133
APPENDIX C.
RULES FOE THE EXAMINATION OF PUBLIC  SCHOOL  TEACHEES   AND
THE ISSUANCE OF CEETIFICATES OF  QUALIFICATION.
That in order to secure as far as possible uniformity and the utmost fairness to candidates in
their examination and the issuance of certificates to them according to their respective degrees of
merit, the following Eules shall guide the proceedings of the Board of Education in those
important matters.
1. Due notice of the time and place at which an examination is to be held shall be given to
all applicants for certificates; and during the examination, the Superintendent, and, if possible,
one or more of the other members of the Board shall be present to afford the candidates such
explanations and proper facilities as may be required. Should it be desirable at any time to hold
an examination of candidates at a distance from Victoria, where a member of the Board cannot
be present, the Board will make such other suitable arrangements in each case as shall ensure a
proper examination.
2. To each branch or subject of examination there shall be attached an invariable standard
or number of marks of value; and the proportionate value of the answers given by candidates
shall be ascertained and determined (as hereinafter mentioned in Rules 8 and 9) upon that
standard exclusively.
3. The subjects or course of examination, and the standard number of marks attached to
them severally, shall be the following, or such selection therefrom as the Board may from time
to time consider sufficient and necessary; and such selection, if and when made, shall form the
full course of examination on that particular occasion, and apply equally in every respect to all
candidates then to be examined:—1. Spelling, (200 marks); 2. Reading, (200); 3. Writing,
(200); 4. Composition, (200); 5. Grammar, (200); 6. Arithmetic, (200); 7. Book-keeping,
(200); 8. Geography, (200); 9. History, (200); 10. Mathematics, (100) for each branch;
11. Latin, (100); 12. French, (50); 13. Drawing, (50); 14. Music, (50). N.B.—These marks
are merely arbitrary, and only for the sake of convenience, definiteness, and precision; and
without any reference whatever to the relative importance of the different subjects. The subjects
may be increased or diminished at the pleasure of the Board.
4. Individual candidates shall choose for their examination such and as many of the above
subjects as they may respectively consider themselves qualified to undertake; bearing in mind
that the standing of each as a scholar—and which shall be recorded in his or her certificate, if
such be granted—shall be in just proportion to his or her attainments, as shown by the examination; and that therefore it is desirable, for their own credit, to acquit themselves as well as
possible on every subject, or part of a subject, within their knowledge. Under any circumstances,
subjects 1 to must be part of the examination. N.B.—Candidates should be advised of the
above before entering on their examination, as an incentive to them to do their best.
5. The minimum percentage of answers to questions (i.e. marks of value awarded) that
shall entitle a candidate to obtain a certificate of the 1st, 2nd, or 3rd class, graduated as undermentioned, shall be respectively the following per eentage of the standard marks of value attached
to the total subjects forming the prescribed curriculum or course for examination as above set
forth in Rule 3, namely—    •
First Class A     80 per cent.
First Class B   70
Second Class A  60
Second Class B ,  50
"  Third Class A   40
Third Class B   30 134 Appendix—Public Schools Report. 1875
6. There shall be used at each examination one set of papers, complete in itself (a paper to
a subject), embracing all the subjects that compose the course of examination as above prescribed,
and which as a whole shall be open to all competitors indiscriminately. The standard number
of marks of value that shall be attached to papers in the higher branches or subjects shall be on
a diminished scale (as shown in Rule 3, and in the annexed table), in order that the absence of
any one or more of such higher branches or subjects in the case of any candidate who shall be
unfit to compete therein may cause as little disturbance as possible in the equilibrium of the
average per eentage awarded for the other or more ordinary branches, in which all candidates
alike should be, and are expected to be, proficient.
7. The papers respectively (one paper for each branch or subject—always excepting, however, such branches or subjects as have to be judged of viva voce or otherwise than by written
papers, such as reading and spelling, &c.,) shall be set or furnished by individual members of
the Board, whom the Board shall from time to time select or appoint for the purpose. Each
paper or subject shall consist of such number of questions, not being less than twelve, as the
member furnishing it may think proper; and shall have attached to it, invariably, the standard
number of marks of value fixed in Rule 3, and in the table annexed hereto; which total or
standard number of marks shall, when the paper is furnished, or before it is put into the hands
of a candidate, be subdivided or apportioned by the member of the Board who furnished it,
according to his judgment, pro rata among the several questions contained in the paper. He
shall, also, then fix a reasonable time to be allowed for answering the paper in full—that is sufficient time to admit of the paper being answered correctly by one having such a knowledge of the
subject as would be necessary for an efficient teacher of it.
8. Each paper answered, or returned as answered, by a candidate, shall, as soon as convenient
thereafter, be scrutinized by the member of the Board who furnished it, or in his absence, or at
his request, by the Superintendent or any other member or members of the Board, instead of or in
conjunction with him (the member who furnished the paper); and he or they so acting in his
stead, or in conjunction with him, shall, subject to the inspection or revision of the Board, and
before the issuance of a certificate to a candidate, determine by marking on the candidate's paper
the proportion of marks to be awarded to each answer given, such as it shall be, but of course
not exceeding in any case the number previously apportioned (as in Rule 7) to the particular
question to which it has been given as an answer; and shall, also, subject as aforesaid, ascertain
and determine, and mark on the paper, in like manner, the per eentage or proportion per cent,
which the total marks thus awarded to a candidate on each subject shall bear to the standard
maximum number of marks pertaining to that particular subject.
9. The Board, collectively, or by committee, shall finally determine, in manner aforesaid,
the total number of marks awarded, or to be awarded, to the several candidates on each and all
the branches or subjects that formed the course of examination; and also the per eentage or
proportion per cent, which that total bears to the standard number of marks pertaining to the
whole of those branches or subjects.
10. Certificates shall not be issued for at least one week after the examination of candidates,
during which period it shall be open to the several members of the Board to satisfy themselves
fully as to the merits of all or any of the candidates, by inspection of their answers to the examination papers, and the marks awarded, or proposed to be awarded, in respect of such answers.
11. For the satisfaction of candidates as well as of the Board, and for the general convenience in any future reference that may be necessary or desirable, each certificate issued shall exhibit in parallel columns (as in the table subjoined)—
(1.) The standard or invariable number of marks pertaining to each branch or subject, and
the total of these :
(2.) The number of marks awarded on each subject to the bearer of the certificate, and the
total thereof:
(3.) The per eentage or proportion per cent, of the marks awarded on each subject to the
standard number of marks pertaining to that subject:
(4.) The per eentage or proportion per cent, which the total marks awarded on the whole
branches or subjects bear to the total standard number of marks pertaining to all the subjects that formed the course of examination. 39 Vic.
Appendix—Public Schools Report.
135
(5.) A series of numbers in a separate column, indicating the standing or scholarship of the
bearer of the certificate on the several subjects of examination.
The precise scope and signification of these indicative numbers are to be defined as follows,
namely:—
From 0 to 20 per cent, inclusive  0
„ 20 per cent, up to 30 per cent 10
„ 30 „ 40       „        9
„ 40 „ 50       „        8
>, 50 ,, 55       „       7
„ 55 „ 60       „       6
,, 60 „ 65       ,,       5
„ 65 „ 70       „        4
„ 70 „ 75       „        3
„ 75 „ 80       „        2
„ 80 „    and upwards          1
TABLE
Exhibiting the particulars referred to in the foregoing Rules 2, 3, 6, 7, 8, 9, and 11 respectively,
and being an example of the form or order in which the several particulars are to be embodied in the certificate to be granted to successful candidates :—
SUBJECTS OF EXAMINATION :
Ordinary Subjects more or less essential :
Spelling	
Reading	
Writing	
Composition	
Grammar	
Arithmetic 	
Book-keeping	
Geography 	
History	
Extraordinary Subjects less or more non-essential
Mathematics, for each branch 	
Latin ,'.
French 	
Drawing 	
Music ," ,	
Total	
o
3
si
3
3
a
SI
X >
S
Marks awarded.
c-3  fl    .
a.j-3
■3-gS
= §■■2
°«I
«M _
if       -73
fl —< ®
91 <? X
S§5
P4
No.
II
™   fl
S m
gs
as
1
2
3
4
200
200
100
200
180
90
200
180
90
200
150
75
200
180
90
200
180
90
200
120
60
200
100
50
200
100
50
100
80
80
100
70
70
50
20
40
50
10
20
50
30
60
U 3-1
2,150
1,600 136
Appendix—Public Schools Report.
1875
DEPARTMENT OF EDUCATION, BEITISH COLUMBIA.
This is to Certify, that
having been carefully examined in the several branches
named in the margin, is hereby granted a
Certificate of Qualification, as a Public School
Teacher, in virtue of the powers vested in us by subsection 6 of section 7 of the "Public School Act,
1872," which Certificate shall be valid in any part of
the Province of British Columbia, until revoked by
this Department.
ra a
a 5
H Q
H fxj   -
* fa
3 O
Dated, at the Education Office, Victoria, this
day of , One thousand eight hundred
and seventy-
Superintendent of Education for B.C.
Eegistered in Certificate Register A,
of the Department, No.
Standing in the different Branches.
Subjects
of
Examination.
>
O
Ja
u
V.
3
J
02
M
S
Marks
awarded.
•*-D
"^
1*
O   Hr-'
£8,5
M^fH
rt   £
HJ   rt 13
e.H a
Oh
S-° «
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a§°
'£"£ fl
as     05
No.
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•
History and English Liter-
Education    and     art    of
Animal     and    Vegetable
^
APPENDIX D.
EXAMINATION PAPEES.
No. 1—English Grammar:   Mr. A. J. Langley.
Time 3 hours.
Total Marks, 200.
1. What does English. Grammar signify?
2. Define Orthography, Etymology, and Syntax.
3. Define the following, simply but fully, Noun, Adjective, Verb, Preposition, Conjunction, giving examples of each.
4. Name the parts  of which a sentence may consist, and the different kinds of
sentences.
5. What is a Proposition in Logic, and of how many parts does it consist?  Point them
out in the following sentence:
" Virtue alone is hairiness below."
6. Name the following parts of the Verb, To read; Imp. Potential; Plural Imperative;
First Future Indicative; third Plural Imp. Subjunctive?
7. Define a Participle and a Participial Adjective.    Is the Participial Form ever used
for the Infinitive Mood? 8. What is meant by Inflexion?   Of what may Inflexions consist?
9. What is meant by Cases? Define them, giving an example of each.
10. In the sentence " And they feared when they heard that they were Eomans,"
what part of speech is when?    Give the reason.
11. Correct the errors in the following sentences: " The path of truth is a plain and
a safe path." " That he might be Lord both of the dead and living." " We sorrow not
as them that have no hope." " They divide their time between milliner's shops and
taverns." "He found his wife's clothes on fire and she just expiring." "Although I
knew it to be him." " Who does it belong to?" " Not without the authors being fully
aware."    " Which do not contain nor are not binding."
12. Parse verbatim:—
" Of man's first disobedience, and the fruit
Of that forbidden tree, whose mortal taste,
Brought death into the world, and all our woe,
With loss of Eden, till one greater man    ,
Eestore us and regain the blissful seat."
13. Analyze the following:—
•- Thou hast most traitorously corrupted the youth of the realm in erecting a
Grammar school: And whereas, before, our forefathers had no other books but the score
and the tally, thou hast caused printing to be used; and contrary to the King, his
crown, and dignity, thou bast built a paper mill."
14. Make the common changes of construction of which the above two quotations
admit.
No. 2.—Education.   Superintendent of Education.
Time 2 hours.    Total Marks, 100.
1. What is meant by moral culture?
2  Why is it injudicious to punish children by additional lessons, or by confinement in
school?
3. What branch or department of education is neglected when the school room and
furniture are allowed to remain in a neglected state?
4. What is the best method of educating the thinking powers of children?
5. How would you proceed to organize a school for the first time?
6. State the influence for good or evil of competitive school examinations.
7. State the comparative advantages or disadvantages of a system of Ward schools for
cities, or a single Central school with conveniently placed Primary schools.
8. Is it necessary to close schools during the prevalence of contagious epidemics, such
as small pox?   If so, give your reasons.
9. State how you would proceed in each of the following cases:—
(a.) A pupil frequently comes late to school;
(6.) A pupil habitually neglects the home preparation of his lessons, and his parents
are unable or unwilling to remedy the evil.
(c.) A big boy has been ill-using a litle one.
(d.) Unseen you over-hear two pupils plotting truancy from school for some subsequent day.
10 140
Appendix—Public Schools Report.
1875
No. 3.-
-Spelling: Mr. A. Munro.
Time, J an hour.
Total Marks, 200.
[8 Marks to be deducted for each word returned misspelt oi
passed over.]
Correct, where necessary, the spelling of the following:—
Aker,
Ennamel,
Incorigable,
Eefrane,
Appropo,
Ennormus,
Judissius,
Eeskew,
Aprentice,
Evapperate,
Aproach,
Mandarine,
Substraction,
Falasy,
Massaker,
Suteable,
Barberous,
Fertillity,
Meezles,
Bennediction,
Tretcharous,
Boyancy,
Grammer,
Prelimmenary,
Grimmace,
Permisable,
Unannimous,
Concushion,
Prepair,
Untryed,
Continnew,
Hypocricy,
Destracted,
Eapsody,
Vehiment,
Dispondancy,
Immoveabel,
Impune,
Eeferance,
Vihikle-
No. 4.—Arithmetic: Mr. R. Williams, M. A., Cantab.
Time, 3 hours.    Total Marks, 200.
[N. B.—Gentlemen are to omit the first six questions.]
Is Express in figures, and add together—
Nine hundred millions nine thousand nine hundred;
Seventy-six millions eighty-two thousand and two;
Five millions five hundred thousand six hundred and seventy;
Four hundred and six millions seven thousand and eight.
2. Express in writing, and add the numbers—
406709098, 98060060, 680980209, 77078964.
3. From 10789600496543071
take   2969710507634073.
4. When the divisor is 7380, and the quotient 463098; what is the dividend?
5. The product of two numbers is 7313243616, and one of the factors is 7876; what is
the other factor?
6. Divide 123456789098765100 by 9 and 8 respectively.
7. Supposing a sovereign to weigh 123 grains; what is the weight of £1000 in gold?
8. A pint will contain 9000 barleycorns, and 3 of these placed one after the other
would reach an inch; how far would they all reach?
9. Multiply 3oz. 5dwt. 15 grains by 240.
10. Divide 5 years 200 days 16 hr. 59min. 42 sec. by 79.
R.     P.   eq. yds. furl.   po.   yds.
11. From   3     2   25 From   7   21   0
take   2   35   28} take   5   36   3J
12. I want to cut off an acre of land from a long, narrow field, whose breadth is 55
yards; what length must 1 take of it?
13. Multiply 8 ft. 2' 2" by 2 ft. 2' 4"
14. Eeduce to their lowest terms
3300
and
1407
4235 4422
15. Find the L. C. M. of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9.
16. Find the value of
*n~
17. Express five-ninths of a pole as a fraction of a fathom; and 18} days as a decimal
of a year. 39 Vie. Appendix—Public Schools Report. 14»
18. Find the value of 8.9X-007X30.02X5000.
19. Divide 19.304 by 7600, and 19304000 by .076.
20. Find the vulgar fraction equivalent to .227; and reduce u to a decimal.
21. If the 8d. loaf weighs 48 oz. when wheat is 54s. per quarter;  what would be the
price of wheat when the 6d. loaf weighs 32 oz. 8 dwt.?
22. If $1250 amount to $1500 in 1$ years; what is the rate per cent, per annum?
23. A merchant sold a cargo of rice for $1500, which was 12J per cent, less than cost;
what was the cost?
24. A person transfers $11000, from the 4 per cents at 92, to the 5 per cents at 110;
what is the difference in his income?
25. Find the true present value of $2351 25, due in one year, without grace, and
bearing an interest of 4\ per cent.
26. A plate of gold, 3 inches square and J of an inch thick, is extended by hammering
so as to cover a surface of 7 square yards; find its present thickness.
27. If, either 5 oxen or 7 horses will eat up the grass of a meadow in 87 days; in
what time will 2 oxen and 3 horses eat up the same?
28. Extract the Square Boot of 4376464 ; also the Square Eoot of .3 to four figures.
No. 5.--Geography: Mr. M. W. T. Drake.
Time, 2| hours,    lotal Marks, 200.
1. Describe the Isothermal lines.
2. Give tho boundaries of the Eoman Empire, and name its principal Provinces.
3. Give the principal divisions of Ancient Greece.
4. How are clouds, hail, rain, snow, and dew, caused ?
5. Name the Countries of Europe (giving the position of each) washed by the Atlantic
Ocean and Mediterranean Sea.
6. What is the difference in length between the polar and equatorial diameters of the
earth; and what is the cause of that difference?
7. Describe the tropics and the polar circles, and suggest a change in the position of
the earth which would cause them to disappear.
8. Name the principal countries of Asia, with their relative positions.
9. Of what use is the property of reflection in the atmosphere ?
10. Name the rivers running into the Mediterranean, the Black, and the Caspian Soas.
11. What is meant by the crust of the earth?
12. State the principal materials of which it is composed.
13. Name the Counties of Ontario; state the principal lakes and water courses.
14. Describe the Physical features of British Columbia, including its water systems.
No. 6.—Music: Superintendent of Education.
Time, 1J hours.    Total Marks, 50.
1. Is music a science ; and under what head in Natural Philosophy arc its elementary
principles treated ?
2. State the order of construction of the diatonic and chromatic scales, their number
of sounds and names of intervals.
3. Explain and represent tho stave, bar lino, and double bar;   and the treble, tenor,
and bass cleff.
4. Explain the various times in common use with their corresponding signs.
5. Write down the table of signatures, with sharps and flats, to five each. 144 Appendix—Public Schools Report. 1875
No. 7.—History and English Literature: Dr. Tolmie.
Time, 3 hours.    Total Marks, 200.
1. Give an account of the dispute between Henry II. of England, and Thomas a Becket,
Archbishop of Canterbury, and of its immediate results.
2. When was the law of Praemunire passed; and what were its provisions?
3. Describe briefly the manners and customs of the people of England, as pictured in
Chaucer's Canterbury Tales.
4. Who was the last Plantagenet, and the first Tudor, Monarch of England?
5. Sketch the career of Cardinal Wolsey.
6. Give a brief account of the history of England under the two last Stuart monarchs.
7. Trace the descent of Queen Victoria from the Stuarts.
8. What were the provisions of the Act of Settlement; and when was it passed?
9. When did Canada become a British Possession;   and under what leading circumstances?
10. Describe the civil disturbances that occurred in England a few years after the
battle of Waterloo.
11. When, and by whom, in England, was the Anti-Corn-Law League originated?
What were its objects; and when were those attained?
12. In what year was the great Postal Eeform effected in England;   and through
whose instrumentality?
1. When did Chaucer flourish, and what was his great work?
2. Give some account of Butler, Bunyan, and Baxter, and their times.
3. State briefly what you know of the historians Humo, Eobertson, Gibbon, and
Macaulay.
4. Name some of the most prominent living authors of the British Empire.
5. Name a few of the most widely esteemed living  authors of the United States of
America.
No. 8.—Natural Philosophy: Superintendent of Education.
Time, 2 hours.    Total Marks, 100.
1. Give illustrations of the extreme minuteness of tho parts into which matter is
capable of being divided, so as thence to infer the inconceivable minuteness of ultimate
atoms.
2. Name the different varieties of attraction.
3. Describe the barometer, also thermometer.
4. Tho mercury in a barometer at the summit of a mountain stands at tho height of 12
inches, while that of another barometer at its base stands at the height of 29 inches;
required the height of the mountain.
5. Give and explain the law by which density, &c, of the atmosphere decreases as we
ascend into the higher regions.
6. Assuming, that 100 cubic inches of atmospheric air at the surface of the sea weighs
32 grains; what would be the weight of 100 cubic inches^taken from a height of, say, 27
miles above the surface of the earth?
7. Describe tho syphon, and explain the cause of its action.
8. Explain what is meant by the Hydrostatic Paradox.
9. Explain the structure of the Fire Engine, and tho principle on which it acts.
10. Describe the production of sound,—the circumstances upon which the pitch and
intensity depend; state tho rapidity with which sounds travel, and the circumstances
determining the distance to which they may bo heard. 39 Vic. Appendix—Public Schools Report. 145
No. 9.—Mensuration: Superintendent of Education.
Time, 1J hours.    Total Marks, 50.
1. A circular garden is to be formed, so as to contain as much land as an equilateral
triangle whose side is 56 chains: required the diameter of the circular garden, and also
its area.
2. What must be the depth of a pentagonal cistern which contains as much water as
a circular cistern 8 feet in diameter and 4J feet deep; and a rectangular tank 7 feet long,
5 feet wide, and 3J feet deep,—one side of the pentagonal cistern being 5 feet?
3. Find the area of an elliptical field, whose diameters are 1500 and 230 links
respectively.
4. Eequired the solidity and surface of a sphere, whose diameter is 25 inches.
No. 10.—Algebra: Mr. R. Williams, M.A., Cantab.
Time, 3 hours.    Total Marks, 100.
1. Divide re4—4xy?'-\-3yi by x2—2xy-\-y2.
2. Divide a3—&3-f c3+3aic by a—b-\-c.
, 25«2i2 . c"   babe2
3. Find the Square Eoot of'
4. Eesolve into elementary factors 8xz—27.
5. Find the G.C.M. of 2tf—10^+12y and 3yi—15y'i-\-24y2—24.
6. Simplify °-±^ + ^and l/«~ V</^"
a—x     a-\-x v
a-\-x     a—x
a-\-x
1
7. Multiply -c2-f-a*-f-l by
x
8. Show that  -I is equal to 2x.
tf+yV-—1    x—yV-— 1
9. Solve tho following Equations :—
(a.) 6s+13     3x+5 _ 2x
15        bx—25 ~ IT
(&.) i-t-1/iq^_1/i+a;+x/I^==0
(c.) z2-}-25z+100=0
(<?.) x+y=2     I (<>.) y+z= -1
a?+f=&6 } z+x= —2
x+y=5
10. Form the Equation whose Boots are 0, f, and — «
11. In the Indeterminate Equation lla;-fl32/=:190, find all the values of-sandy in
positive integers.
12. Sum the following series :—
1—1—3—[-5—j- to n terms
?j-t-1--+-¥-!- to infinity.
13. Expand (1—3*)-2 to 4 terms.
14. Insert 3 numbers between land 9 so that the whole may form a geometric series.
15. When are quantities said to bo in Harmonic Progression ?   Find the Harmonic
Mean between a and b. 148 Appendix—Public Schools Report. 1875
16. The number of Permutations of n things taken 4 together is equal to 6 times the
number taken 3 together. How many different sums may be formed with a guinea, half-
guinea, crown, half-crown, a shilling, and a sixpence ?
17. A horse was sold at a loss for 40 guineas, but- if it had been sold for 50 guineas
the gain would have been three-fourths of the former loss ; find its real value.
18. The sum of two numbers divided by thoir difference gives the same quotient as it
the greater number were divided by the less.    Find tho quotient.
19. Find three numbers A, B, C, such that A with half of B, B with a third of C,
C with a fourth of A may each be 1000.
No. 11.—Book-keeping: Mr. A. Munro.
Time, 2 hours.    Total Marks, 200.
1. By how many methods may Books of Account bo kept, as founded on distinct
principles?
2. Explain the difference between single and double entry.
3. Mention the principal Books composing a set in double entry.
4. Give the rulo by which you distinguish the Drs. and Crs. in a transaction, in order
to make the Journal entry.
5. What is the use of the Journal?
6. What is meant by Ledgerizing; and what is its object?
7. What does the Bill-Book shew?
8. What is meant by a Bill?   How many kinds of Bills are there?    Describe them.
9. Explain the method of drawing out a Trial Balance.
10. What is meant by balancing the Ledger?
11. How are personal accounts balanced?
12. How is the account of House Expenses closed?
13. How is Stock Account closed?
14. What does the Balance Account contain on its Dr. and Or. sides; and what does
the difference represent?
15. Which two Accounts will shew the Net Capital when tho Books arc balanced?
No. 12.—Geometry: Superintendent of Education.
Time, 2 hours.    Total Marks, 100.
1. What is meant by the vertex of an angle?
_2. What different kinds of angles and triangles are there with regard to each other?
3. Define adjacent, vertical, and alternate angles, and give examples from I. Book Euclid.
_ 4. Distinguish between a direct and indirect demonstration; number all the propositions of Book I. and II., which involve the indirect demonstration.
5. Triangles upon the same base and between the same parallels arc equal to one
another.
6. Name, in order, the  different axioms, postulates,   and propositions   used in tho
construction and demonstration of Proposition XL VII., Book I.
7. To describe a square that shall bo equal to a given rectilineal figure (XIV., Book II.)
8. To bisect a given arc.
9. To describe a circle about a given equilateral and equiangular pentagon. 89 Vie. Appendix—Public SchooWReport. 149
No. 13.—Animal and Vegetable Physiology: Superintendent of Education.
Time, If hours.    Total Marks, 50.
1. Describe the structure and functions of the skin.
2. Describe the course taken by the blood in the circulation.
3. Describe the physiology of the processes of respiration and digestion.
4. State some of the practical lessons in regard to the condition of the physical well-
being of his pupils which the teacher of youth ought to learn from the study of Physiology.
5. Describe the phenomena of the generation and growth of plants.
6. Describe the nature of sources of organic and also the inorganic food of plants. In
what manner and state do the several substances named find an entrance into the interior
of growing plants.
7. Give the theory of the several processes of ploughing, subsoiling, fallowing, manuring, draining, and rotation of crops.
No, 14.—English Composition: Mr. Edgar Marvin.
Time, 2 hours.    Total Marks, 100.
Gentlemen.—What influence has the discovery of gold, in California and Australia,
exerted upon existing civilization?
Ladies.—Give your opinion as to the good results which may follow the present
agitation on the subject of " Woman's Eights."
APPENDIX E.
LIST  OP  DULY   QUALIFIED  TEACHERS,  AND DATES  OF   CEETIFICATES.
First Class, Grade A.
Valid until revolted by Board of Education.
Colin C. McKenzie, M.A., July, 1873.
James A. Halliday, July, 1874.
Sarah Hayward, July, 1874.
Letitia M. Caldwell,    „
First Class, Grade B.
Valid until revoked by Board of Education.
Eobert M. Clemitson, July, 1873.
John Pleace, ,,
Margaret J. Baxter, „
James Kaye, July, 1874.
Joseph T. Jones, July, 1875.
Joseph P. Planta,        „
John Mundell. „
Second Class, Grade A.
Valid for three years.
Samuel F. Crawford, July, 1873.
Martha Glyde, „
Augusta L. Mahood, „
Edward Mallandaine,        „
Mary J. D. MoWha, „
Achena J. McDougall, July, 1874.
Sarah Redfero, July, 1874.
James Thompson, July, 1875.
Donald McMillan, „
John Lane Phillips,      „
Frances E. Herring,     „ 152 Appendix—Public Schools Report. 1875
Annie Lindsay, July, 1873.
Elizabeth'Young,       ,,
Wm. H. Burr, „
Charles N. Young,     „
J. B. H. Hewitt, July, 1875
James W. Sinclair,      „
Donald Stewart, „
Emma A. Stark, July, 1875.
Ellen Edwards, „
Catherine Bay ley,        „
Second Class, Grade B.
Valid for three years.
Thos. H. Mathers, July, 1875.
Jane Mills, „
Catherine Cordiner,       „
Archibald Irwin, „
Third Class, Grade A.
Valid for one year.
Mary E. Polley, July, 1875.
Annie Bailey, ,,
Christina Irvine,       „
Third Class, Grade B.
Valid for one year.
Annie J. Polley, July, 1875.
Jane Ann Scott, „
Frances Coulthard,     „
APPENDIX F.
LIST OF AUTHORIZED TEXT BOOKS.
Fixed Price.
$ cts.
Canadian First Header—Part I  05
Canadian First Reader—Part II  10
Canadian Second Reader  25
Canadian Third Reader ,  40
Canadian Fourth Reader  50
Canadian Fifth Reader  60
Canadian Advanced Reader  60
Canadian Spelling Book   25
Lennie's Grammar  10
Easy Lessons in Geography (Hodgson)   50
Modern Geography and Atlas (Campbell)   175
Elementary Arithmetic (Smith & McMurchy)  25
Advanced Arithmetic (Smith & McMurchy)  50
Outlines of General History (Collier)  75
British Empire (Collier)     1 00
British History (Collier)   50
Algebra—Part I. (Colenso)  50
Euclid—Book I. (Young)....  12J
Euclid—Book II. (Young)  12J
Fulton & Eastman's Book-keeping   40
APPENDIX G.
BOAED OF EDUCATION.
Provincial Secretary's Office.,
4th May, 1872.
His Excellency the Lieutenant-Governor in Council has been pleased to appoint the
following gentlemen to be a Board of Education for the Province of British Columbia,
under the "Public School Act, 1872:"—
W. F. Tolmie, Esq., A. J. Langley, Esq., E. Williams, Esq.,
M. W. T. Drake, Esq.,       A. Munro, Esq., E. Marvin, Esq.
By Command.
A. Eocke Eobertson, Provincial Secretary.