{"@context":{"@language":"en","AIPUUID":"https:\/\/open.library.ubc.ca\/terms#identifierAIP","AggregatedSourceRepository":"http:\/\/www.europeana.eu\/schemas\/edm\/dataProvider","AlternateTitle":"http:\/\/purl.org\/dc\/terms\/alternative","CatalogueRecord":"http:\/\/purl.org\/dc\/terms\/isReferencedBy","Collection":"http:\/\/purl.org\/dc\/terms\/isPartOf","Creator":"http:\/\/purl.org\/dc\/terms\/creator","DateAvailable":"http:\/\/purl.org\/dc\/terms\/issued","DateIssued":"http:\/\/purl.org\/dc\/terms\/issued","DigitalResourceOriginalRecord":"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO","FileFormat":"http:\/\/purl.org\/dc\/elements\/1.1\/format","FullText":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","Genre":"http:\/\/www.europeana.eu\/schemas\/edm\/hasType","Identifier":"http:\/\/purl.org\/dc\/terms\/identifier","IsShownAt":"http:\/\/www.europeana.eu\/schemas\/edm\/isShownAt","Language":"http:\/\/purl.org\/dc\/terms\/language","Notes":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","Provider":"http:\/\/www.europeana.eu\/schemas\/edm\/provider","Publisher":"http:\/\/purl.org\/dc\/terms\/publisher","Rights":"http:\/\/purl.org\/dc\/terms\/rights","SortDate":"http:\/\/purl.org\/dc\/terms\/date","Source":"http:\/\/purl.org\/dc\/terms\/source","Title":"http:\/\/purl.org\/dc\/terms\/title","Type":"http:\/\/purl.org\/dc\/terms\/type","Translation":"http:\/\/purl.org\/dc\/terms\/description"},"AIPUUID":[{"@value":"c74ff4ed-fefd-4a80-af8a-a1ee8155e13e","@language":"en"}],"AggregatedSourceRepository":[{"@value":"CONTENTdm","@language":"en"}],"AlternateTitle":[{"@value":"PUBLIC SCHOOLS REPORT, 1926-27.","@language":"en"}],"CatalogueRecord":[{"@value":"http:\/\/resolve.library.ubc.ca\/cgi-bin\/catsearch?bid=1198198","@language":"en"}],"Collection":[{"@value":"Sessional Papers of the Province of British Columbia","@language":"en"}],"Creator":[{"@value":"British Columbia. Legislative Assembly","@language":"en"}],"DateAvailable":[{"@value":"2016-03-07","@language":"en"}],"DateIssued":[{"@value":"[1928]","@language":"en"}],"DigitalResourceOriginalRecord":[{"@value":"https:\/\/open.library.ubc.ca\/collections\/bcsessional\/items\/1.0300572\/source.json","@language":"en"}],"FileFormat":[{"@value":"application\/pdf","@language":"en"}],"FullText":[{"@value":" FIFTY-SIXTH ANNUAL REPORT\nTHE PUBLIC SCHOOLS\nOF  THE   PROVINCE   OF\nBRITISH COLUMBIA\n1926-27\nBY THE SUPERINTENDENT OF EDUCATION\nWITH APPENDICES\nPRINTED BY\nAUTHORITY OF THE LEGISLATIVE ASSEMBLY.\nVICTORIA,  B.C.:\nPrinted by Chasles F. Banfield, Printer to tile King's Most Excellent Majesty,\n1927.  To His Honour Robert Randolph Bruce, LL.D.,\nLieutenant-Governor of the Province of British Columbia.\nMay it please Your Honour :\nI beg herewith respectfully to present the Fifty-sixth Annual Report of the Public Schools\nof the Province.\nj. d. Maclean,\nMinister of Education.\nDecember, 1927.  DEPARTMENT OF EDUCATION.\nMinister of Education:\nHon. J. D. MacLean, M.D., CM., LL.D.\nSuperintendent of Education: Assistant Superintendent of Education:\nS. J. Willis, B.A., LL.D. J. D. Gillis.\nInspectors of High Schools:\nA. Sullivan, B.A., Victoria. J. B. DeLong, B.A., Vancouver.\nInspectors of Elementary Schools:\nL. J. Bruce, Vancouver. W. H. M. May, Victoria.\nF. G. Calvert, Vancouver. A. E. Miller, Revelstoke.\nE. G. Daniels, B.A., New Westminster. H.   H.  Mackenzie,  B.A.,  Vancouver.\nH. C. Fraser, M.A., Prince Rupert. J. M. Paterson, B.A., Nanaimo.\nG. H. Gower, M.A., Prince George. J. T. Pollock, Vancouver.\nT. R. Hall, B.A., Kelowna. P. H. Sheffield, B.A., Nelson.\nV. Z. Manning, B.A., Cranbrook. A. C. Stewart, Victoria.\nA. F. Matthews, ALA., Kamloops.\nSPECIAL OFFICIALS.\nDirector of Elementary Agricultural Education and\nSupervisor of Normal Schools:\n3. W. Gibson, ALA., B.Paed.\nOrganizer of Technical Education: Officer in Charge of Correspondence Courses:\nJohn Kyle, A.R.C.A. James Hargreaves.\nRegistrar: Officer in Charge of Free Text-books:\n3. L. Watson, B.A. J. A. Anderson.\nDirector of Home Economics: Chief Clerk:\nAliss J. L. ALvcLenaghen, B.Sc. George Cruickshank.\nN0RA1AL SCHOOL STAFFS.\nVancouver: Victoria:\nD. M. Robinson, B.A., Principal. D. L. AIacLaurin, B.A.,  Principal.\nA. Anstey, B.A. V. L. Denton, B.A.\nW. P. Weston. H. Dunnell.\nH. B. AIacLean. B. S. Freeman, B.A.\nJ. A. Macintosh, B.A. 0. B. Wood, B.A., M.A.\nA. E. C. AIartin, B.Sc. Aliss G. G. Riddell.\nA. R. Lord, B.A. Miss L- B- Isbister.\nW. G. Black, B.A., ALA. Mlss Isabel Coursier.\nAliss L. A. Burpee. Model School:\nAliss E. AL Coney. Miss Kate Scanlan.\nAliss N. V. Jones, B.A. Miss I. AL F. Barron. TABLE OF CONTENTS.\nPART I. Page.\nSuperintendent's  Report    9\nInspectors' Reports\u2014\nHigh Schools   29\nElementary Schools   30\nAlunicipal Inspectors' Reports\u2014\nNew Westminster   42\nVancouver '.  43\nVancouver, South  46\nVictoria  47\nReports on Normal Schools\u2014\nVancouver  49\nVictoria  50\nReport of the Principal, School for the Deaf and the Blind  53\nReport of the Organizer of Technical Education  55\nReport of the Director of Home Economics  63\nReport of the Director  of Elementary Agricultural  Education  66\nReport of the Director of the Summer School for Teachers  70\nReport of the Officer in Charge of the Free, Text-book Branch  74\nReport of the Secretary,  Local  Committee,   Strathcona  Trust  76\nPART II.      .\nStatistical Returns\u2014\nHigh Schools  (Cities)     2\nHigh Schools  (Rural Alunicipalities)     7\nHigh Schools  (Rural Districts)     10\nSuperior Schools   11\nJunior High Schools   12\nElementary Schools  (Cities)     14\nElementary Schools  (Rural Alunicipalities)     42\nElementary Schools  (Rural Districts)     69\nElementary  Schools   (Assisted)     75\nElementary Schools  (E. & N. Railway Belt)    85\nSummary of Attendance in Rural Schools\u2014Elementary  87\nSummary of Enrolment in. the Schools of each City ,  88\nSummary of Enrolment in the Schools of each Rural Municipality  '.  91\nEnrolment (Recapitulation)    93\nSubjects of Study pursued in High Schools in Cities   94\nSubjects of Study pursued in High Schools in Rural Municipalities   98\nSubjects of Study pursued in High Schools in Rural Districts   102\nSubjects of Study pursued in Superior and Junior High Schools   104\nSummary showing Number of Students pursuing each Subject of Study in High and Superior\nSchools  108\nNames of Schools, Number of Teachers, etc.. in each of the Electoral Districts  110\nPART III.\nHigh School Entrance Examination\u2014Names of Aledal-winners   117\nHigh School Examination\u2014Names of the Winners of Aledals and Scholarships   117\nHigh School Entrance Examination Papers   119\nHigh School Examination Papers\u2014\nGrade IX  131\nGrade X  141\nGrade XL  (Junior Matriculation)    152\nGrade XII.  (Senior Matriculation)    170\nThird-year Course, Commercial   ISO Al 18 PUBLIC SCHOOLS REPORT, 1926-27.\nVancouver, 94 marks; Harry Newman, St. Paul's School, 94 marks; Florence Thomas, Queen\nMary School, North Vancouver, 94 marks; Annie AL Laukkanen, Richmond East School, 93\nmarks.\nInspectorate No. 5: Torrance F. Shook, Alission School, 102 marks; Elsie L. AlcRae,\nAgassiz School, 101 marks; Tony W. Fritz, Rosedale School, Chilliwack, 100 marks; Edith\nHigginson, Sardis School, Chilliwack, 100 marks; Irene Savitsky, Mount Lehman School, 100\nmarks; Mabel Brearley, Dewdney School, 97 marks; Lyle Wicks, Alexander Robinson School,\nMaple Ridge, 97 marks; Annie Zuback, Hammond School, 97 marks; Eric Dunning, Delta\nCentral School, 96 marks.\nInspectorate No. 6: William Dayton, Kerrisdale School, Point Grey, 105 marks; Harry V.\nAstley, Edith Cavell School, Point Grey, 103 marks; Helen M. Reid, Queen Alary School, Point\nGrey, 103 marks; Robert Dunn, Queen Alary School, Point Grey, 102 marks; Cyril Healey,\nEdith Cavell School, Point Grey, 102 marks; Helen Shannon, Prince of Wales School, Point\nGrey, 102 marks; Nancy Carter, Prince of Wales School, Point Grey, 101 marks; Frances A.\nAlunton, Kerrisdale School, Point Grey, 100 marks; Grace Thrower, Lord Kitchener School,\nPoint Grey, 100 marks.\nInspectorate No. 7: Marjorie B. Craig, Selkirk School, South Vancouver, 105 marks; Ross\nHelem, Brock School, South Vancouver, 105 marks; Jack Dowdle, Moberly School, South\nVancouver, 104 marks; Jack Griffiths, Van Home School, South Vancouver, 103 marks; Josie\nLougheed, General Wolfe School, South Vancouver, 103 marks; Peggy Lind, Tecumseh School,\nSouth Vancouver, 102 marks; John Lindsay Thacker, Hope School, 102 marks; Adeline Cantone,\nNorquay School, South Vancouver, 101 marks; William Lang, Brock School, South Vancouver,\n101 marks.\nInspectorate No. 8; Linton D. Harris, Springbrook School, 105 marks; Phyllis L. Dodge,\nMilner School, 104 marks; Robert Larmon, Milner School, 103 marks; Harrison Moxham,\nEdmonds Street School, Burnaby, 103 marks; Eric Richard Parker, Nelson Avenue School,\nBurnaby, 103 marks; Frederick Greer, Otter School, 101 marks; Jack Potkins, Nelson Avenue\nSchool, Burnaby, 101 marks; Earl Enger, Cloverdale School, 100 marks; William Tomkinson,\nEdmonds Street School, Burnaby, 99 marks.\nInspectorate No. 9: John Alan Smith, Darlington School, 103 marks; Jack Richmond,\nStuart Wood School, Kamloops, 101 marks; Arthur, Harold Tyrrel, Zetland School, Kamloops,\n101 marks; Billie Hogg, Stuart Wood School, Kamloops, 97 marks; Douglas Taylor, Stuart\nWood School, Kamloops, 97 marks; Mary Matthews, Stuart Wood School, Kamloops, 94 marks;\nEdward MacKenzie, Stuart Wood School, Kamloops, 94 marks; Lewis Crossley, Stuart Wood\nSchool, Kamloops, 93 marks; Margaret Drage, Lloyd George School, Kamloops, 93 marks.\nInspectorate No. 10: Clarence O. Fulton, Vernon Central School, 105 marks; Fred Crooker,\nKeremeos School, 102 marks; Frank P. Browne, Westbank Townslte School, 101 marks; George\nH. Mossop, Summerland School, 101 marks; Frances Simms, Vernon Central School, 98 marks;\nBetty Brown, Penticton School, 96 marks; Callum Thompson, Penticton School, 96 marks;\nPhilip C. Basham, Westbank Townsite School, 94 marks; John Gibson, Penticton School, 94\nmarks.\nInspectorate No. 11: Bertram Woodland, Revelstoke School, 102 marks; Jean Alargaret\nMcMullan, Salmon Arm School, 98 marks; George Albert B. Aleakins, Glenbank School, 90\nmarks; John Lawrence Monk, Grindrod School, 86 marks; Brenda Wellman, Golden School,\n85 marks; Cecilia Elizabeth Rooney, McAlurdo School, 84 marks; Ruth Lindsay, Revelstoke\nSchool, 83 marks; Jean Alton, Galena School, 77 marks; Alice E. Jones, Revelstoke School,\n77 marks.\nInspectorate No. 12: George Kent, Alaclean School, Rossland, 104 marks; Ian Ritchie,\nNelson Central School, 103 marks; Frank Matovich, Trail School, 99 marks; Lome Stewart,\nNelson Central School, 98 marks; Gerald Boisjoli, Alaclean School, Rossland, 97 marks; Pauline\nHrooshkin, Trail School, 95 marks; Ronald Conway, Nelson Central School, 94 marks; Mildred\nI. Patterson, Grand Forks School, 94 marks;  John Liebscher, Silverton School, 93 marks.\nInspectorate No. 13: Jack Bird, Camp Lister School, 104 marks; Olive L. Norgrove, Cranbrook School, 104 marks; Kathleen Sheppard, Wardner School, 103 marks; Frank Crawford,\nCreston School, 102 marks;   Jessie A. South, Cranbrook School, 100 marks;   Aileen Spratt, PUBLIC SCHOOLS REPORT, 1926-27. Al 17\nElementary-school Pupils.\n(Alarks possible, 130.)\nWinners of the Gold Medals.\u2014William Hodson, Ocean Falls School, 121 marks; Dorothy\nLane, David Lloyd George School, Point Grey, 110 marks.\nWinners of the Silver Medals.\u2014Edgar Maxwell, Prince of Wales School, Point Grey, 117\nmarks; Reggie Kelly, Nanaimo School, 113 marks; Archie J. Thompson, Booth Memorial School,\nPrince Rupert, 113 marks; James J. Gibb, Vernon Park School, 112 marks; John Gibson,\nTecumseh School, South Vancouver, 112 marks; Howard Harding, Nanaimo School, 111 marks;\nDonald J. Cameron, Quesnel School, 111 marks; Ernest Doe, Salmon Arm School, 111 marks;\nJohn Williams, Ocean Falls School, 111 marks; John Blinco, Creston School, 109 marks; John\nScoular, Happy Valley School, 109 marks; Lillian T. Cupit, Grand View School, Vancouver,\n108 marks; Alatteo Diorio, North Ward School, Victoria, 108 marks; Archie Green well, South\nWellington School, 108 marks; Gladys L. Griffin, Vernon Central School, 10S marks; Bob\nHewetson, Prince of Wales School, Point Grey, 108 marks; Douglas James, Lord Kitchener\nSchool, Point Grey, 108 marks; Alex. J. Marling, Tillicum School, Saanich, 108 marks; Christine\nBrew, Ingram Alountain School, 107 marks; Raymond Bromwell, Laura Secord School, Vancouver, 107 marks; John C. Christy, Kerrisdale School, Point Grey, 107 marks ; Donald Duncan,\nJubilee School, Matsqui, 107 marks; Philip J. Forster, Lynn Valley School, North Vancouver\nMunicipality, 107 marks; George Hill, Whonnock School, 107 marks; Gilbert Hooley, Henry\nHudson School, Vancouver, 107 marks; Alargaret Leask, Ocean Falls School, 107 marks; Edwin\nNodder, Brock School, South Vancouver, 107 marks; Violet Thompson, Grand View School,\nVancouver, 107 marks ; Eileen Alahoney, Kelowna School, 106 marks; Dorothy Wilson, St. Ann's\nConvent, Victoria, 106 marks.\nWinners of the Bronze Medals.\u2014Vancouver Centre: Nancy Osbaldston, St. Patrick's School.\n105 marks; Frances Powell, General Gordon School, 104 marks; Jack Hutchings, Florence\nNightingale School, 104 marks; Eunice Freedman, Hastings School, 102 marks; Marjorie\nCoombes, Laura Secord School, 101 marks; Bob Findlay, General Gordon School, 101 marks;\nElizabeth Lalonde, St. Patrick's School, 100 marks; Rosa Lasser, Lord Tennyson School, 100\nmarks;   Alary AL AIcQuarrie, St. Patrick's School, 99 marks.\nVictoria Centre: Sydney Weston, South Park School, 103 marks; Harold Henry Herd,\nMargaret Jenkins School, 102 marks: Aluriel Davenport, South Park School, 101 marks;\nFranklin M. J. Copley, North Ward School, 100 marks.\nNew Westminster Centre: Winifred Al. Hambrook, Lister-Kelvin School, 100 marks;\nCharles E. Doherty, Central School, 96 marks.\nInspectorate No. 1: Robert C. Derrinberg, Saanichton School, Saanich, 104 marks ; Vincent\nButler, Keating School, Saanich, 103 marks; Reg. D. Bristowe, Craigflower School, Saanich,\n101 marks; Douglas AlcKinnell, Craigflower School, Saanich, 9S marks; John E. Merritt, Cedar\nHill School, Saanich, 97 marks; Alona F. McAdoo, Tolmie School, Saanich, 96 marks; Jack\nNeligan, Cloverdale School, Saanich, 96 marks; Geoffrey C. Page, Tolmie School, Saanich, 94\nmarks;  John A. Bulinckx, Alackenzie Avenue School, Saanich, 93 marks.\nInspectorate No. 2: Florence Lemon, Duncan School, 104 marks; David D. Campbell,\nEsquimalt School, 103 marks; Clara E. Hayden, Ladysmith School, 103 marks; Phyllis Ryley,\nEsquimalt School, 101 marks; Gwladys Downes, Monterey Avenue School, Oak Bay, 100 marks;\nAlfred Greenway, Cedar East School, 100 marks; James A. Spragge, Alonterey Avenue School,\nOak Bay, 99 marks; John C. Gornall, The Willows School, Oak Bay, 98 marks; Dora Spurling,\nChemainus School, 97 marks.\nInspectorate No. 3: Charles Barry, Alountain School, 105 marks; Laura Johnstone, Hare-\nwood School, 104 marks; Daniel Bullich, South Wellington School, 103 marks; Jack Egdell,\nNanaimo School, 103 marks; Robert C. W. Roberts, Errington School, 103 marks; Sydney\nRobinson, Nanaimo School, 103 marks; Albert Bain, Nanaimo School, 102 marks; Audrey\nAfcRae, Nanaimo School, 102 marks;   Cora Greig, Hilliers School, 101 marks.\nInspectorate No. 4: Lewis Upton, Bridgeport School, 103 marks; Lewis Faulkner, Bridgeport School, 102 marks; Joseph G. Alachesney, Blue Mountain School, Coquitlam, 102 marks;\nCharlie Ovans, Lynn Valley School, North Vancouver, 99 marks; Ernest W. H. Brown, Queen\nAlary School, North Vancouver, 96 marks; Charles J. Aiilsted, Lynn Valley School, North\nb Muirhead,  of Vancouver.    The second prize of $40 was divided between Gerald Prevost,  of\nDuncan, and Homer Taylor, of Hamilton, Ontario.\nThe following received honourable mention and book prizes: Roy Maconachie, Oak Bay\nHigh School;   Kathleen Hambly, Aldergrove;   and Eleanor J. McNeil, Yarmouth, N.S.\nDIAMOND JUBILEE OF CONFEDERATION.\nThe Diamond Jubilee of Confederation was fittingly celebrated in the elementary and high\nschools of the Province. The late Premier Oliver, just a few months prior to his death, sent\nout an official letter calling upon all the municipalities and the people of British Columbia\ngenerally to take such steps as would ensure a celebration commensurate with the great\nsignificance of the occasion, and this was followed by a letter from the Hon. J. D. MacLean\nto the school principals of the Province, in which he bespoke their hearty support in making\nthe Jubilee celebration one long to be remembered by the boys and girls of British Columbia.\nRecommendations for suitable programmes with the words and music of selected patriotic\nschool songs were supplied to all the teachers of the Province.\nA special booklet bearing a special confederation message from the Hon. the Minister of\nEducation, and giving in concise and attractive form the story of the Canadian Confederation\nand including much interesting information relative to British Columbia's entry into confederation, was sent to the teachers of the Province. This booklet will continue to be of value in\nthe schools on account of the large amount of valuable historical data which it contains.\nThe National Celebration Committee at Ottawa furnished large supplies of confederation\nliterature, most important of which was a teachers' handbook entitled \" Sixty Years of Progress\nin Canada.\" This will also continue to be a valuable source of geographical and historical data\nfor schools for years to come. The National Committee, on behalf of the Dominion Government,\nalso furnished a large supply of bronze souvenir medals commemorative of the Diamond Jubilee\nof the Canadian Confederation. The extremely heavy task of ascertaining the number of\nmedals required for each school in the Province and the dispatching of the same was most\nefficiently carried out by the Provincial Librarian. Many special addresses on confederation\ntopics were given in the schools by prominent men and women in the towns and cities throughout the Province, and these usually formed a part of the special school programmes arranged\nduring the month of June. School celebrations, large and small, held separately or in conjunction with civic celebrations, some of which extended over as many as four days, were carried\nout from the centre to the most remote parts of the Province, and it is safe to say that the\nremembrance of this great national celebration will long remain with every one of the hundred\nthousand boys and girls now attending our British Columbia schools.\nDIAMOND  JUBILEE  CANADIAN HISTORY  COMPETITION.\nThe National Committee for the Celebration of the Diamond Jubilee of Confederation\noffered three medals for competition in Canadian history among the pupils attending the high\nschools, and one hundred and eighty-two medals among the pupils of the elementary schools.\nIn the high-school competition one gold medal was open to the student who obtained the\nhighest mark in the Province, a silver medal to the student who obtained the second highest\nmark, and a bronze medal to the student who obtained the third highest mark.\nIn the elementary-school competition one gold medal was offered to the leading boy in the\nProvince, one gold medal to the leading girl, thirty silver medals to the thirty pupils who made\nthe next best showing, nine bronze medals to the nine pupils leading in Vancouver, four bronze\nmedals to the four pupils leading in Victoria, two bronze medals to the two pupils leading in\nNew Westminster, and nine bronze medals to the nine leading pupils in each of the fifteen\ninspectorates.\nThe names of the winners follow:\u2014\nHigh-school Students.\nJames A. Gibson, Victoria High School, winner of the gold medal, 96 marks; Cecil Hacker,\nPrince Rupert High School, winner of the silver medal, 94 marks; Donald Matheson, King\nEdward High School, Vancouver, winner of the bronze medal, 87 marks. PUBLIC SCHOOLS REPORT, 1926-27. Al 1\u00a3\nagriculture is given by specialists in science and agriculture holding degrees from Canadian\nuniversities, and special attention is given to practical problems belonging to the special branches\nof the agricultural industry as found in British Columbia.\nIn elementary schools agricultural instruction is a development growing out of the courses\nin nature-study. Its practical application may take the form of school or home projects in\ngardening, and this phase of the work has been strengthened by the timely co-operation of\nWomen's Institutes, Community and Parent-Teacher Associations. School fairs, which receive\naid from the Department, are frequently conducted in conjunction with this school agricultural\nproject work, and many of the agricultural and horticultural societies of the Province have\ndisplayed commendable enterprise in stimulating interest in this as well as in other lines of\nschool-work. The school-ground improvement work which the Department has consistently\nencouraged for years has made satisfactory advancement and is deserving of continued support.\nSCHOOL FOR THE DEAF AND THE BLIND.\nThere were eighty-three children in attendance last year, of whom sixty-four were deaf,\nseventeen blind, and two both deaf and blind. A change of some importance was made in the\nmethod of instruction. It was found that some deaf children were not acquiring intelligent\nspeech and were not displaying an aptitude for lip-reading. As their presence in the classes\nretarded the progress of the others, they were formed into a special group and were taught by\nthe Principal chiefly by means of written language.\nAt the close of the year one deaf girl and three blind boys completed the elementary school\ncourse and won Entrance certificates. Aloreover, two blind pupils\u2014one boy and one girl\u2014\nsucceeded in passing the Junior Alatriculation Examinations. Another blind boy received the\nHigh Distinction Certificate in Alusic given by the Associated Boards. It. is well to note also\nthe practical nature of instruction given in the school. The blind children were taught\nbasketry. All girls received training in housekeeping, plain sewing, and fancy-work, and the\nolder girls in dressmaking and millinery. The deaf boys were taught manual training. There\nwas also a class in typewriting. The Principal reports that almost all graduates of the school\nare to-day in earning positions.\nRECOGNITION OF BRITISH COLUA1BIA A1ATRICULATION CERTIFICATES\nBY  THE UNIVERSITIES  OF  OXFORD  AND  CAMBRIDGE.\nIt is most gratifying to learn that the two great universities of the Old Country now give\nrecognition to work done in the high schools of this Province.\nIn 1924 the Council of the Senate of Cambridge University accepted the Junior or the\nSenior Alatriculation certificate of British Columbia as entitling the holders to exemption from :\u2014\n(a.) Part I. of the Previous Examination if the certificate includes two languages other\nthan English, one of which is Latin or Greek, provided that the two languages\nhave been taken on one and the same occasion:\n(&.)  Part II.  of the Previous Examination if the certificate includes  either mathematics or physics or chemistry:\n(o.)  Part III. of the Previous Examination if the certificate includes English.\nIn November, 1927, the Congregation of the University of Oxford, after examination of our\nJunior and Senior Matriculation requirements and after obtaining full information regarding the\nstandard of the examinations and the method of conducting them, decided to accept the Junior\nMatriculation or the Senior Alatriculation certificate in lieu of Responsions   (i.e., Entrance),\nprovided that the holder of the certificate had taken two foreign languages and, in the case of\nthe Junior Alatriculation certificate, had made at least 60 per cent, in each of the two foreign\nlanguages.\nCONFEDERATION PRIZE ESSAY COAIPETITION.\nThis competition, which was arranged by the Imperial Order of the Daughters of the\nEmpire, was open to Canadian boys and girls attending secondary schools. The subject of the\nessay was \" Confederation;   its Social and Ethical Value to Canada.\"\nEssays from all over the Dominion were received and judged by the National Educational\nCommittee, Toronto. This committee selected the best essays, which were sent to Lady Byng\nfor final judging and selection of prize-winners.    The first prize, $100, was won by Alargaret M 14 PUBLIC SCHOOLS REPORT, 1926-27.\nSUMMER SCHOOLS.\nThe interest which is being maintained by the teaching profession in the Summer Schools\nis most gratifying. This year 364 teachers were enrolled in the Victoria Summer School, where\na programme of great variety was offered. The Inspectors report that evidence of the value\nof the Summer Schools is clearly shown in improved service rendered by the teachers on their\nreturn to their schools. Alany teachers also attended the Summer School of the University of\nBritish Columbia, where an enrolment of over 500, composed chiefly of teachers, exceeded all\nprevious records. Aloreover, many teachers, several Normal School Instructors, and Inspectors\ntook advanced courses in educational subjects at Queen's and Toronto Universities, and also at\nthe Universities of Washington, California, Stanford, Chicago, and Columbia. In all, it may\nsafely be stated that over 25 per cent, of the whole teaching force of the Province were taking\ncourses this summer for the improvement of their academic standing and professional training.\nIt is not difficult to see what great impetus will be given to the work in the schools from the\ncontact of the teachers with one another and with the inspiring lecturers found in the Universities and Summer Schools.\nHOA1E ECONOAIICS.\nThis branch of study was provided in the elementary and high schools of twelve cities,\nthree district municipalities, and one rural district. In the City of Victoria it finds a place in\nthe elementary schools only. New centres were opened at Courtenay, Cumberland, and loco.\nThere are fifty-seven centres altogether in the Province, with an enrolment of 2,131 high-school\nstudents and 9,298 elementary-school pupils. A book of recipes for Home Economics classes\nwas prepared by the Provincial Director, was printed by the King's Printer, and made available\nto the children at a cost of 25 cents. In the past much time was lost in the class-room due to\nthe copying of notes and recipes from the blackboard. The possession of this book of recipes\nwill save the girls valuable time. Alore and more emphasis is being given to classes in\nnutrition. The enthusiasm and the hard work of the Provincial Director are giving a great\nstimulus to the teaching of the subject of home economics. The course of study .for both\nelementary- and high-school work in the subject was redrafted during the year with the assistance of specialists.\nHome economics is being received with growing favour on the part of the general public\nand School Boards are selecting teachers with higher qualifications. Of seventeen new instructors appointed this term, fourteen were University graduates having the degree of B.Sc.\nMANUAL TRAINING AND TECHNICAL EDUCATION.\nAll cities of the first class and nearly all cities of the second class have manual-training\ncentres. There are technical schools at Vancouver, New Westminster, Victoria, and Point Grey.\nCommercial studies are carried on in eleven centres. For two years a School of Decorative\nand Applied Arts has been conducted in the City of Vancouver under the direction of Charles\nH. Scott, formerly supervisor of drawing in that city, and has proved a great success. During\nthe past year seventy-six full-time students and twenty-one part-time students attended the\nday classes and 432 the evening classes. Instruction is given in architecture and the kindred\nstudies of interior decoration and furniture design, metalwork in its various branches, clay\nproducts and cement, typography and lithography, dressmaking, costume-designing and millinery.\nAdditions were made to the staff during the year\u2014Mr. F. Horsman Varley, A.R.C.A., being\nappointed instructor in drawing and painting and Air. J. W. E. Macdonald in design. The\nschool should prove of great value to the crafts and industries of Greater Vancouver.\nAttention is drawn to the high standard of work being provided in our commercial high\nschools. In competitions in typewriting open to students of all commercial schools or colleges\nin the Province, the first, second, fourth, and fifth places in the Novice class went to students\nattending the High School of Commerce, Vancouver. In the Senior class three out of five places\nwere won by students of our commercial high schools.\nAGRICULTURAL EDUCATION.\nAgricultural courses were conducted during the year in eight high schools, with a total\nenrolment of 602 students, the largest number recorded since the work began. The courses\nextend over two years and are comparable with other high school science courses in that full\ncredit is given for them towards Normal Entrance and Junior Alatriculation.    Instruction in PUBLIC SCHOOLS REPORT, 1926-27. M 13\nnumber of hours spent in observation of teaching. Towards the end of the year attention was\ngiven to the teaching of a series of related lessons and to the routine of school management.\nThirty-eight schools in the City of Victoria and in the rural municipalities and rural districts\nnear the city were used by the teachers-in-training.\nIn September of this year the staff was strengthened by the appointment of Miss Isabel\nCoursier, of Revelstoke, a graduate of Revelstoke High School, who took part of the University\ncourse at Point Grey and then entered McGill University, where she graduated in the School of\nPhysical Education.    She will have charge of hygiene, folk-dancing, and organized games.\nIn the Vancouver Normal School 198 prospective teachers were enrolled. Of these, 170\ngained standing at the end of the year.\nDuring the year the school had the help of two additional instructors\u2014Wm. G. Black, M.A.,\nwho lectured in educational psychology, history of education, and educational tests and measurements, and Miss Vivian Jones, B.A., who was assigned the work of hygiene, folk-dancing, and\norganized games.\nIn this school, too, there was a large increase in the amount of practice-teaching\u2014eight\nfull weeks, being double the period of any previous year. Twelve city schools and the small\nschools in eleven rural municipalities were used by the teachers-in-training.\nTraining Class, University of British Columbia.\u2014In the training class at the University\nfor University graduates sixty-five students qualified for the Academic Certificate\u2014the highest\ncertificate issued by this Department. Pour of them passed with first-class honours and forty-\ntwo with second-class honours. The course of training extends throughout the whole of the\nUniversity year. These University graduates are qualified to teach in the high schools as well\nas in the elementary schools of the Province.\nCONSOLIDATED SCHOOLS.\nPerhaps the most important event in connection with the schools of Vancouver Island was\nthe establishment of two consolidated schools\u2014one at Sandwick called the Tsolum Consolidated\nSchool and the other at Comox.\nThe Tsolum Consolidated School serves the needs of the children of five rural districts and,\nin addition to the work of the elementary school, instruction is provided in Grades IX. and X.\nof the High School Course.\nAt Comox there was opened in September a consolidated school for the three rural districts\nof Comox, Lazo, and Nob Hill   In this school also some high-school work is carried on.\nBoth schools were formally opened by the Hon. Dr. MacLean, Minister of Education.\nThe ratepayers of these areas are to be congratulated on the educational vision they have\ndisplayed in deciding to unite their districts into large units of administration, so as to provide\nsuperior facilities for their children's education.\nTEXT-BOOKS.\nThe only important addition to the text-books prescribed for use in the high schools is\nProfessor McArthur's High School History of Canada. It will be used by all students in\nGrades IX. and X. For many years there had been a feeling that more attention should be\npaid in the high schools to the history of our own Dominion, but no suitable text-book for school\nuse could be found.\nThe new book ends with a chapter on Canadian literature and art and a bibliography of\nreference-books for the teacher's use and for the school library. It may be mentioned also that\nDickie's fine set of Canadian History Readers has been added to the list of supplementary readers\nfor use in Grades I. to VIII.\nThe past year has seen a wonderful interest developed in the study of Canadian history\nand geography. The efforts of the Vancouver Daily Sun, which conducted a very successful\ncompetition in these subjects, are worthy of every commendation, and the celebration of\nCanada's Diamond Jubilee played a large part in arousing the children's interest in the study\nof Canada's progress. With the adoption of the books herein referred to the Department feels\nthat the history of our country will in future receive the attention that its importance demands. M 12\nPUBLIC SCHOOLS REPORT, 1926-27.\nThe following statement shows steady growth in the enrolment at the public schools during\neach of the last ten years. The increase in the percentage of pupils attending the high schools\nis most marked.\nYear.\nEnrolment at\nHigh Schools.\nEnrolment at\nElementary\nSchools.\nTotal\nEnrolment.\nPercentage at\nHigh Schools\nof the Total\nEnrolment.\n1917-18\t\n1918-19\t\n1919-20\t\n1920-21....\t\n1921-22 \t\n1922-23                          \t\n5,150\n5,806\n6,636\n7,259\n8,634\n9,220\n9,889\n10,597\n11,779\n12,906\n62,366\n66,200\n72,607\n78,691\n83,285\n85,668\n86,315\n87,357\n89,909\n92,102\n67,516\n72,006\n79,243\n85,950\n91,919\n94,888\n96,204\n97,954\n101,688\n105,008\n7.62\n8.06\n8.37\n8.44\n9.39\n9.71\n1923-24.       \t\n1924-25 \t\n1925-26\t\n1926-27  \t\n10.27\n10.81\n11.58\n12.29\nIt is evident from a study of the foregoing table that there is a constantly growing appreciation of the value of secondary education. In ten years the attendance at the elementary schools\nincreased 48 per cent., while at the high schools the increase in attendance reached 150 per\ncent.\nJUNIOR HIGH SCHOOLS.\nDuring the year a programme of studies was prepared for junior high schools, four of\nwhich schools are now in operation in the Province. The distinction of being the first district\nto establish a junior high school goes to the Municipality of Penticton, where junior high-school\nwork began with a tentative programme in September, 1926, under the direction of Principal\nA. S. Matheson. In September, 1927, two large junior high schools were opened in Vancouver\u2014\nKitsilano under H. B. King, M.A., and Templeton under H. B. Fitch, ALA. Some junior high-\nschool work was undertaken last year in Point Grey under Principal Allan Bowles and the\nwork is being extended this year.\nThe committee which acted with the Superintendent of Education in framing the curriculum\ncomprised the principals of the junior high schools; the High School Inspectors; Air. W. K.\nBeech, Principal of the High School of Commerce, Vancouver; and Mr. Virgil AlacLeod,\nPrincipal of the North Vancouver High School. Helpful advice and suggestions were received\nfrom many other educationists who had made a study of junior high-school problems. The\ncompletion of the programme of studies which has been authorized for use in the junior high\nschools of the Province and the opening of several junior high schools this year mark an\nimportant change in the educational system of the Province\u2014a change fraught with great\npossibilities for the future.\nIt is well, however, that Boards of School Trustees should not rush hurriedly into the\nestablishment of junior high schools. They should make sure that they already have in their\nservice or can secure principals and teachers who understand the junior high-school ideal and\nare sympathetic with the aims and purposes of the school, and are also conversant with the\norganization and administration of successful junior high schools in other places.\nTEACHER-TRAINING INSTITUTIONS.\nThe enrolment in the teacher-training schools this year showed a considerable decrease\nfrom that of the preceding year.\nIn Victoria Normal School 137 men and women were enrolled, the number being thirty-nine\nless than the previous year. One hundred and twenty-four obtained certificates at the close\nof the term. The standard of academic attainment has advanced, 45 per cent, of the class\nhaving at least one year beyond Normal Entrance. The young men constitute 20 per cent, of\nthe total enrolment. An additional room for the teaching of science was equipped. An\nimportant feature of the past year was the increase in the number of lessons taught and the PUBLIC SCHOOLS REPORT, 1926-27.\nAl 11\nNEW SCHOOLS.\nA new high school was opened at Brechin, near Nanaimo, and superior schools at Ashcroft,\nHope, New Alichel, North Cedar, and Qualicum Beach. Ninety-eight additional class-rooms\nwere opened in graded schools throughout the Province. Besides, schools were opened for the\nfirst time in the following pioneer districts:\u2014\nSchools. Electoral District.\nGreat Central and Holberg Alberni.\nKincolith Atlin.\nChezacut, West Quesnel, and Ten Alile Lake Cariboo.\nAleadowbrook Cranbrook.\nWest Creston Creston.\nSolarium Esquimalt.\nFraser Flats and Salmon River Fort George.\nWillowford Lillooet.\nLily Lake and Marten Lake Omineca.\nTestalinda Creek Similkameen.\nThe following statement shows what percentage of the pupils were enrolled in the different\ntypes of schools:\u2014\nSchools.\nNo. of Pupils\nenrolled.\nPercentage of\nTotal Enrolment\nof the Public\nSchools of the\nProvince.\nHigh schools  (cities)\t\nElementary schools (cities)\t\nHigh schools (rural municipalities) ..\nElementary schools  (rural municipalities)\nHigh schools   (rural districts)\t\nElementary schools (rural districts)\t\nJunior  high   schools\t\nSuperior schools\t\nTotals\t\n8,705\n41,748\n3,723\n30,279\n478\n19,128\n441\n506\n105,008\nPer Cent.\n8.29\n39.76\n3.55\n28.83\n0.45\n18.22\n0.42\n0.48\n100.00\nThe number of children of foreign parentage who attended the public schools of the Province\nduring the year was as follows:\u2014\nNationality.\nBoys.\nGirls.\nTotal.\nChinese..  \t\n773\n451\n90\n261\n26\n815\n1,560\n266\n871\n1,594\n528\n299\n113\n211\n.1\n739\n1,355\n253\n841\n1,590\n1,301\n750\nFrench  \t\n203\n472\n27\n2.915\n519\n1,712\n3,184\nTotals\t\n6,707\n5,930\n12,637 Ai 10\nPUBLIC SCHOOLS REPORT, 1926-27.\nThe number of teachers employed in the different classes of schools and the average number\nof pupils per teacher were:\u2014\nSchools.\nNo. of\nGrade\nTeachers.\nNo. of\nSpecial\nInstructors.\nAverage\nEnrolment\nper Grade\nTeacher.\nAverage Daily\nAttendance\nper Grade\nTeacher.\nHigh schools   (cities)\t\nHigh schools   (rural municipalities)\t\nHigh schools   (rural districts)\t\nJunior high schools\t\nSuperior schools\t\nElementary schools   (cities)  \t\nElementary schools  (rural municipalities)\nElementary schools   (rural districts)\t\nAll schools\t\n260\n123\n24\n12\n25\n1,110\n863\n919\n3,336\n41\n4\n33\n30\n20\n37\n20\n38\n35\n21\n195\n31\n28.08\n25.90\n16.89\n30.54\n17.19\n32.41\n28.18\n17.27\n26.39\nTEACHERS' CERTIFICATES.\nThe following table shows the number of teachers of each sex employed during 1926-27 and\n1925-26, and also the number of certificates of each class held by the teachers:\u2014\nSchools.\nAcad.\nFirst.\nSecond.\nThird.\nTemp.\nSpecial.\nMale.\nB'emale.\nTotal.\n252\nIIS\n24\n7\n116\n30\n13\n16\n1\n*1\n18\n5\n419\n271\n92\n152\n36\n4\n523\n510\n100\n347\n66\n49\n49\n12\n18\n5\n7\n5\n3\n3\n1\n41\n4\n5\n93\n52\n176\n77\n11\n21\n7\n252\n188\n60\n90\n17\n125\n50\n13\n4\n10\n951\n727\n217\n444\n91\n301\n127\nHigh schools (rural districts)\t\n24\n25\n17\n1,203\nElementary schools (rural munic.)\nRegularly organized rural schools..\n915\n277\nE. & N. Railway Belt\t\n108\nTotals, 1926-27\t\n580\n994\n1,610\n133\n19\n195\n899\n2,632\n3,531\nTotals, 1925-26\t\n548\n887\n1,603\n158\n20\n171\n866\n2,530\n3,396\n* Held by a teacher in charge of a Preparatory class in the Technical High School, New Westminster.\nThe comparative cost of education per pupil in the different classes of school districts and\nalso the contribution made by the Government and the districts are shown hereunder:\u2014\nSchools.\nCost per\nPupil for\nYear.\nContribution\nby\nGovernment.\nContribution\nby\nDistricts.\nCost per\nPupil for\neach Teaching-day.\nIn all high schools  \t\nIn high schools  (cities) \t\nIn high schools   (rural municipalities)\t\nIn high schools   (rural districts)\t\nIn all elementary schools\t\nIn elementary schools  (cities)\t\nIn elementary schools  (rural municipalities)\nIn elementary schools (rural districts)\t\n$124.07\n117.13\n.132.64\n183.66\n72.15\n75.06\n64.16\n69.10\n$22.53\n19.67\n23.80\n64.85\n23.74\n17.07\n17.83\n45.53\n$101.54\n97.46\n108.84\n118.81\n48.41\n57.99\n46.33\n23.57\n$0.1\n.61\n.69\n.96\n.38\n.39\n.34\nThe Province met over 34 per cent, of the total cost of the maintenance of the high and the\nelementary schools and also the cost of maintenance of the University, with the exception of\nthe sums received in fees from the students. REPORT OF THE SUPERINTENDENT OF\nEDUCATION, 1926-27.\nEducation Office,\nVictoria, B.C., November, 1927.\nTo the Honourable J. D. MacLean, M.D., CM., LL.D.,\nMinister of Education.\nSir,\u2014I beg to submit herewith the Fifty-sixth Annual Report of the Public Schools of British\nColumbia for the school-year ended June 30th, 1927.\nENROLA1ENT.\nThe enrolment in the schools of the Province increased during the year from 101,688 to\n105,008 and the average daily attendance from 85,293 to 88,306. The percentage of regular\nattendance was 84.09.\nThe number of pupils enrolled in the various classes of schools is shown hereunder:\u2014\nSchools.\nCities.\nRural\nMunicipalities.\nRural\nDistricts.\nTotal.\nHigh schools\t\nJunior high  schools ....\nSuperior schools\t\nElementary schools\t\nTotals for 1926-27..\nTotals for 1925-26..\nIncrease for year\t\n8,705\n213\n25\n41,748\n50,691\n49,761\n930\n3,723\n228\n32\n30,279\n34,262\n31,982\n2,280\n478\n449\n19,128\n20,055\n19,945\n110\n12,906\n441\n506\n91,155\n105,008\n101,688\n3,320\nIn addition to the numbers given above, there were enrolled in the\u2014\nCorrespondence classes       391 pupils.\nNight schools   5,176       ,,\nNormal School, Vancouver       198 students.\nNormal School, Victoria       137       \u201e\nVictoria College       191        \u201e\nUniversity of British Columbia  1,582        \u201e\nTotal  7,675\nThe pupils in attendance were distributed by sex and grade as follows:\u2014\nGrades.\nBoys.\nGirls.\nTotal.\n7,846\n5,612\n5,842\n5,850\n6,041\n5,567\n5,125\n4,850\n3,119\n1,910\n1,043\n97\n7,014\n5,276\n5,362\n5,588\n5,630\n5,338\n5,193\n5,284\n3,607\n2,334\n1,383\n97\n14,860\n10,888\n11,204\n11,438\n11 671\nGrade II.\t\nGrade III              \t\nGrade VI \t\n10,905\n10,318\n10,134\n6,726\n4,244\n2 426\nGrade VII :.\t\nGrade VIII                      \t\nGrade X\t\nGrade XI\t\nGrade XII\t\n194\nTotals\t\n52,902\n52,106\n105,008  PART I.\nGEKEEAL EEPOET. PUBLIC SCHOOLS REPORT, 1926-27.\nAI 19\nCreston School, 100 marks; Bessie J. Vlasak, New Alichel School, 100 marks; Allan C.\nMcCurrach, Cranbrook School, 96 marks;   Aubrey Snow, Fernie School, 94 marks.\nInspectorate No. 14: Minnie Fox, Borden Street School, Prince Rupert, 105 marks; Harold\nC. R. Eld, Granby Bay School, 102 marks; Kennedy McSwan, Ocean Falls School, 100 marks;\nJoe Marchildon, Borden Street School, Prince Rupert, 99 marks; Alargaret B. Windt, Smithers\nSchool, 99 marks; Jimmie Lee, Borden Street School, Prince Rupert, 98 marks; Beth Alutrie,\nBorden Street School, Prince Rupert, 98 marks; Earl R. Gordon, Booth Alemorial School, Prince\nRupert, 96 marks;  Agnes AL Guyan, Booth Alemorial School, Prince Rupert, 96 marks.\nInspectorate No. 15: Patricia Carney, Prince George School, 100 marks; James P. Ratledge,\nQuesnel School, 100 marks; Margaret S. Davidson, Stuart River School, 98 marks; Lois Dixon,\nFort George South School, 92 marks; Clara Wieland, Prince George School, 92 marks; Phyllis\nEllis, Prince George School, 86 marks; Coralie Dale, Quesnel School, 82 marks; Margaret\nNewman, Fort George School, 81 marks;  William Waldron, Fort Fraser School, 73 marks.\nHIGH SCHOOLS\u2014CITIES.\nThe enrolment in the city high schools during the year 1926-27 was 8,705. Of this number,\n4,038 were boys and 4,667 were girls.\nThe number of divisions and the enrolment for 1926-27 and for 1925-26 in each city are\nshown in the following table:\u2014\nCity.\nNumber\nof\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment,\n1926-27.\nTotal\nEnrolment,\n1925-26.\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n2\n1\n1\n1\n1\n1\nI\n1\n1\n1\n1\n6\n1\n1\n1\n3\n8\n3\n7\n3\n2\n5\n3\n8\n2\n4\n4\n1\n9\n8\n21\n2\n1\n1\n3\n5\n5\n4\n4\n1\n6\n90\n11\n6\n35\n81\n266\n69\n169\n51\n75\n38\n133\n94\n221\n42\n119\n80\n54\n276\n252\n705\n57\n39\n14\n77\n150\n136\n99\n99\n11\n148\n3,498\n335\n145\n1,172\n79\n235\n64\n161\n60\n72\n37\n142\n103\n208\n37\n105\n93\n52\n264\n259\n665\n41\n43\nPort Moody\t\n13\n69\n143\n151\n82\n87\n12\nTrail \t\n127\nVancouver\t\n3,149\n317\n158\n1,059\nTotals,  1926-27\t\nTotals, 1925-26                         \t\n37\n37\n268\n251\n8,705\n8,077\n8,077 AI 20\nPUBLIC SCHOOLS REPORT, 1926-27.\nHIGH SCHOOLS\u2014RURAL AIUNICIPALITIES.\nThe enrolment in the rural municipal high schools during the year was 3,723. Of. this\nnumber, 1,627 were boys and 2,096 were girls.\nThe number of schools and of divisions and the enrolment for the year 1926-27 and the\nyear 1925-26 are shown in the following table:\u2014\nMunicipality.\nNumber\nof\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment,\n1926-27.\nTotal\nEnrolment,\n1925-26.\nBurnaby\t\nDelta\t\nEsquimalt.\t\nKent\t\nLangley\t\nMaple Ridge \t\nMatsqui\t\nMission \t\nOak Bay\t\nPeachland\t\nPenticton\t\nPoint Grey\t\nRichmond\t\nSummerland\t\nSurrey  \t\nVancouver,  South \t\nVancouver,  West\t\nTotals,  1926-27.\nTotals, 1925-26.\n21\n21\n13\n4\n3\n2\n3\n4\n2\n3\n7\n1\n5\n32\n4\n121\n108\n441\n91\n75\n33\n87\n82\n60\n68\n216\n21\n142\n1,068\n92\n64\n139\n944\n100\n3,723\n3,304\n404\n82\n62\n36\n68\n68\n60\n67\n205\n16\n162\n854\n88\n70\n123\n855\n84\n3,304\nHIGH SCHOOLS\u2014RURAL DISTRICTS.\nThe enrolment in the rural high schools for the year was 478. Of this number, 210 were\nboys and 268 were girls.\nThe number of schools and of divisions and the enrolment for the years 1926-27 and 1925-26\nare given in the table below:\u2014\nDistrict.\nNumber\nof\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment,\n1926-27.\nTotal\nEnrolment,\n1925-26.\nAbbotsford\t\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n1\n2\n1\n2\n1\n2\n1\n1\n1\n2\n1\n1\n1\n3\n1\nO\n1\n1\n46\n27\n49\n20\n33\n24\n14\n19\n39\n14\n23\n24\n31\n21\n46\n25\n23\n44\n46\n20\n26\n20\n15\n16\n15\n32\n25\nOcean Falls \t\n37\n21\n41\n23\n17\nTotals,  1926-27 \t\n17\n15.\n24\n21\n478\n398\n398\nTotals, 1925-26\t PUBLIC SCHOOLS REPORT, 1926-27.\nM 21\nSUPERIOR SCHOOLS.\nThe enrolment in the superior schools was 506.    The number of boys was 215;  of girls, 291.\nThe following table gives the names of the schools and the enrolment for the school-year:\u2014\nSchool.\nTotal\nEnrolment,\n1926-27.\nSchool.\nTotal\nEnrolment,\n1926-27.\nAshcroft \t\nCassidy\t\nCedar, North ....\nChase \t\nChemainus \t\nCoalmont \t\nDewdney   \t\nGanges Harbour\nGreenwood \t\nHedley\t\nHope \t\nI.mnby \t\nMichel,  New  ....\n13\n29\n15\n32\n20\n10\n18\n16\n25\n15\n28\n23\n24\nOliver\t\nParksville \t\nPitt Meadows ..\nQualicum Beach\nRolla\t\nRutland \t\nSaanich, North .\nSilverton   \t\nSooke   \t\nSquamish \t\nVanderhoof   \t\nWaldo \t\nTotal   .\n22\n12\n25\n14\n20\n18\n23\n18\n22\n19\n18\n506\nJUNIOR HIGH SCHOOLS.\nThe enrolment in the junior high schools was 441. The number of boys enrolled was 218;\nof girls, 223.\nThe following table gives the names of the schools, the number of divisions in each, and the\nenrolment for the school-year :\u2014\nSchool.\nNumber\nof\nDivisions.\nTotal\nEnrolment,\n1926-27.\n5\n1\n5\n193\n35\n213\nTotals\t\n11\n441 M 22                                            PUBLIC SCHOOLS REPORT, 1926-27.\nELEMENTARY SCHOOLS\u2014CITIES.\nThe enrolment in the city elementary schools was 41,748.   The number of boys was 21,288;\nof girls, 20,460.\nThe number of schools, the number of divisions, the total enrolment for 1926-27, and the\nenrolment for 1925-26 in each city are shown in the table below:\u2014\nNumber\nNumber\nTotal\nTotal\nCity.\nof\nof\nEnrolment,\nEnrolment,\n.\nSchools.\nDivisions.\n1926-27.\n1925-26.\nAlberni\t\n1\n4\n119\n120\n1\n13\n501\n496\nChilliwack  \t\n1\n10\n358\n341\n1\n7\n272\n254\nCranbrook\t\n3\n19\n687\n715\nCumberland\t\n1\n13\n503\n505\nDuncan\t\n1\n12\n420\n418\nI\n3\n104\n91\n1\n1\n1\n2\n19\n9\n2\n22\n694\n313\n56\n792\n753\n396\n101\n813\n1\n1\n1\n3\n16\n9\n96\n658\n330\n103\n607\n339\nMerritt\t\n1\n4\n9\n26\n311\n1,008\n350\n1,112\nNelson ....\n2\n26\n961\n954\n.\n5\n67\n2,697\n2,601\n1\n2\n8\n7\n271\n250\n254\n247\nPort Coquitlam\t\n1\n6\n206\n222\nPrince George\t\n1\n10\n377\n364\nPrince Rupert\t\n3\n23\n805\n811\n1\n1\n1     .\n1\n3\n30\n16\n11\n5\n2\n30\n485\n609\n460\n195\n52\n1,091\n19,260\n611\n470\n181\n48\n959\n19,208\n3\n42\n1,545\n1,527\n1\n16\n18\n133\n734\n5,013\n742\n4,971\nTotals, 1926-27\t\n95\n1,085\n41,748\n41,684\n94\n1,081\n41,684\n\\ PUBLIC SCHOOLS REPORT, 1926-2Z.\nM 23\nELEMENTARY SCHOOLS-\nRURAL A1UNICIPALITIES.\nThe number of boys\nThe enrolment in the rural municipal elementary schools was 30,279,\nenrolled was 15,508;   of girls, 14,771.\nThe following table gives the names of the several municipalities, the number of schools\nin each, the number of divisions, the enrolment for the school-year 1926-27, and the enrolment\nfor 1925-26:\u2014\nMunicipality,\nNumber\nof\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment,\n1926-27.\nTotal\nEnrolment,\n1025-26.\nBurnaby\t\n18\n15\n2\n6\n4\n11\n1\n2\n16\n9\n11\n9\n2\n2\n1\n2\n10\n1\n7\n15\n7\n4\n1\n21\n5\n16\n4\n98\n31\n3\n11\n7\n18\n14\n5\n30\n25\n20\n18\n16\n3\n13\nO\n125\n9\n30\n60\n8\n7\n8\n45\n24\n209\n21\n3,875\n959\n101\n261\n190\n492\n470\n190\n929\n859\n572\n550\n659\n61\n500\n114\n4,791\n83\n1,157\n1,925\n254\n207\n306\n1,340\n808\n7,905\"\n721\n3,544\n912\n77\n259\n196\nDelta           \t\n516\n454\n175\n905\n754\n558\n583\nOak Bay\t\nPeachland\t\n614\n62\n643\n126\n4,207\nSchool for Deaf and Blind \t\n79\n1,019\n1,871\n242\nSumas    ....\t\n203\n296\n1,212\n753\nVancouver,  South\t\n7,760\n658\nTotals,  1926-27    \t\n202\n201\n861\n835\n30,279\n28,678\n28,678\nTotals,  1925-26           \t\nELEMENTARY SCHOOLS\u2014RURAL DISTRICTS.\nThe enrolment in the elementary schools, rural districts, was 19,128.   The number of boys\nenrolled was 9,798;  of girls, 9,330.\nSALARIES.\nThe following tables show the highest, lowest, and average salary paid to teachers during\nthe school-year 1926-27:\u2014\nHigh Schools.\nElementary Schools.\nHighest\nSalary.\nLowest\nSalary.\nAverage\nSalary.\nHighest\nSalary.\nLowest\nSalary.\nAverage\nSalary.\nCities.\n$1,400.00\n2,500.00\n2,050.00\n1,800.00\n2,600.00\n2,250.00\n2,000.00\n1,700.00\n3,100.00\n$1,100.00\n950.00\n900.00\n1,140.00\n1,080.00\n900.00\n900.00\n950.00\n1,100.00\n$1,200.00\n$2,400.00\n2,700.00\n2,000.00\n2,650.00\n2,600.00\n2,240.00\n1,800.00\n2,900.00\n$1,800.00\n1,675.00\n1,600.00\n1,600.00\n1,400.00\n1,800.00\n1,600.00\n1,800.00\n$2,000.00\n1,931.25\n1,733.33\n1,907.14\n1,950.00\n2,046.66\n1,700.00\n2,044.00\n1,326.92\nChilliwack....\t\n1,280.00\n1,282.85\nCranbrook\t\n1,267.36\n1,316.66\nDuncan\t\n1,137.50\n1,250.00\n1,501.00 Al 24\nPUBLIC SCHOOLS REPORT, 1926-27\nGrand Forks\t\nGreenwood\t\nKamloops\t\nKaslo\t\nKelowna...\t\nLadysmith... \t\nMerritt\t\nNanaimo\t\nNelson\t\nNew Westminster..\nPort Alberni\t\nPort Coquitlam\t\nPort Moody\t\nPrince George\t\nPrince Rupert\t\nRevelstoke \t\nRossland\t\nSalmon Arm \t\nSlocan\t\nTrail-Tadanac\t\nVancouver\t\nVancouver, North..\nVernon\t\nVictoria \t\nFor all' cities\t\nRural Municipalities.\nBurnaby \t\nChilliwack\t\nColdstream\t\nCoquitlam\t\nCowiehan, North\t\nDelta\t\nEsquimalt..\t\nKent  \t\nLangley.. \t\nMaple Ridge..\t\nMatsqui\t\nMission\t\nOak Bay\t\nPeachland\t\nPenticton -\nPitt Meadows \t\nPoint Grey\t\nRichmond -\t\nSaanich..-\t\nSalmon Arm -\t\nSumas..\t\nSummerland\t\nSurrey\t\nVancouver, North \u2014\nVancouver,  South\t\nVancouver, West\t\nFor all rural municipalities..\nRural Districts\nRegularly organized\t\nAssisted\t\nE. & N. Railway Belt..\nRural districts\t\nSALARIES\u2014Continued.\nHigh Schools.\nHighest\nSalary.\n$2,000.00\n800.00\n800.00\n500.00\n500.00\n800.00\n500.00\n500.00\n500.00\n150.00\n400.00\n950.00\n250.00\n000.00\n.000.00\n.800.00\n.500.00\n600.00\n.100.00\n000.00\n540.00\n600.00\n600.00\n000.00\n3,200.00\n2,600.00\n2,000.00\n1,600.00\n2,300.00\n2,000.00\n1,800.00\n2,240.00\n3,600.00\n1,600.00\n2,750.00\n4,074.00\n2,300.00\n2,500.00\n2,000.00\n4,000.00\n2,880.00\n4,074.00\n3,500.00\n1,600.00\n1,260.00\n3,500.00\nLowest\nSalary.\n$1,700.00\n1,800.0O\n1,500.00\n1,500.00\n1,500.00\n1,700.00\n1,800.00\n1,920.00\n1,550.00\n1,750:00\n1,750.00\n1,800.00\n1,950.00\n1,800.00\n1,700.00\n1,750.00\n1,700.00\n1,650.00\n1,715.00\n1,400.00\n1,700.00\n1,600.00\n1,900.00\n1,200.00\n1,400.00\n1,350.00\n1,500.00\n1,620.00\n1,800.00\n1,740.00\n1,750.00\n1,500.00\n1,600.00\n1,350.00\n1,920.00\n1,800.00\n1,200.00\n1,400.00\n1,400.00\n1,260.00\nAverage\nSalary.\n$1,800.00\n2,125.00\n1,650.00\n1,900.00\n1,875.00\n1,912.50\n2,266.66\n2,559.16\n1,850.00\n1,916.66\n2,316.00\n2,070.16\n2,200.00\n1,975.00\n2,133.33\n2,739.54\n2,308,18\n1,983.33\n2,438.46\n2,384.09\n2,214.28\n1,900.00\n2,133.33\n1,400.00\n1,700.00\n1,612.50\n1,650.00\n1,906.66\n2,483.33\n2,048.33\n2,678.58\n1,875.00\n1,900.00\n1,600.00\n2,581.53\n2,195.00\n2,305.37\n2,019.04\n1,500.00\n1,944.16\nElementaky Schools.\nHighest\nSalary.\n$2,000.00\n1,530.00\n2,400.00\n1,350.00\n2,700.00\n2,100.00\n2,700.00\n2,500.00\n2,900.00\n2,700.00\n1,850.00\n1,400.00\n1,600.00\n2,150.00\n2,540.00\n2,400.00\n1,800.00\n2,200.00\n1,300.00\n2,700.00\n3,360.00\n3,000.00\n2,400.00\n2,775.00\n3,360.00\n2,750.00\n1,450.00\n1,320.00\n1,150.00\n1,700.00\n2,200.00\n2,800.00\n1,200.00\n1,200.00\n1,300.00\n1,250.00\n2,140.00\n3,250.00\n1,400.00\n2,750.00\n1,300.00\n3,360.00\n2,200.00\n2,085.00\n1,350.00\n1,200.00\n2,200.00\n1,400.00\n2,800.00\n3,360.00\n2,500.00\n3,360.00\n2,700.00\n1,650.00\n1,610.00\n2,700.00\nLowest\nSalary.\n$900.00\n1,080.00\n1,100.00\n1,150.00\n1,150.00\n950.00\n1,050.00\n1,060.00\n900.00\n860.00\n1,080.00\n900.00\n950.00\n1,050.00\n1,100.00\n1,000.00\n900.00\n1,100.00\n1,100.00\n1,080.00\n960.00\n1,080.00\n900.00\n1,025.00\n860.00\n800.00\n850.00\n1,200.00\n900.00\n850.00\n900.00\n900.00\n1,000.00\n800.00\n800.00\n850.00\n840.00\n1,000.00\n1,000.00\n950.00\n900.00\n1,020.00\n850.00\n700.00\n1,000.00\n900.00\n1,200.00\n800.00\n960.00\n1,020.00\n960.00\n700.00\n800.00\n900.00\n900.00\n800.00\nAverage\nSalary.\n$1,194.44\n1,260.00\n1,336.36\n1,250.00\n1,363.12\n1,312.44\n1,301.00\n1,394.07\n1,495.37\n1,449.25\n1,235.00\n1,057.14\n1,143.33\n1,315.00\n1,620.13\n1,285.00\n1,245.45\n1,340.00\n1,200.00\n1,289.83\n1,571.07\n1,560.71\n1,355.26\n1,606.67\n1,490.64\n1,213.40\n1,012.90\n1,273.33\n1,031.81\n1,093.75\n1,155.55\n1,300.43\n1,065.00\n090.00\n980.40\n967.50\n1,105.00\n1,679.37\n1,133.33\n1,369.64\n1,087.50\n1,503.12\n1,109.33\n1,155.81\n1,081.25\n1,045.71\n1,397.50\n993.33\n1,509.16\n1,537.59\n1,346.90\n1,304.19\n1,149.16\n1,042.05\n1,046.56\n1,074.97\nThe average salary paid teachers employed in all high schools throughout the Province\nwas $2,338.41, and teachers in elementary schools, $1,302.60. PUBLIC SCHOOLS REPORT, 1926-27. M 25\nEXPENDITURE FOR EDUCATION, 1926-27.\nEducation Office:\nSalaries     \u00a720,021.40\nOffice supplies  6,823.86\nTravelling expenses   1,147.86\nFree Text-book Branch:\nSalaries    4,979.74\nOffice supplies  3,905.06\nText-books, maps, etc  68,657.33\nAgricultural Education:\nSalaries     4,335.00\nOffice supplies  189.96\nTravelling expenses   398.38\nGrants in aid   5,529.04\nIndustrial Education:\nSalaries     $10,314.60\nOffice supplies  2,189.98\nTravelling expenses   2,903.61\nGrants in aid   54,177.36\nNight-schools     30,423.05\n$100,008.60\nLess Dominion of Canada subvention      41,636.94\n         \u00a78,371.66\nInspection of Schools:\nSalaries    54,198.86\nOffice supplies  2,488.80\nTravelling expenses   23,638.22\nNormal School, Vancouver:\nSalaries    $33,399.14\nOffice supplies  2,122.60\nTravelling expenses   356.77\nFuel, light, and water   1,919.89\nMaintenance and repairs  463.13\nStudents' mileage   1,212.64\nIncidentals     868.00\n$40,342.17\nLess Normal School fees          7,590.00\n         32,752.17\nNormal School, Victoria:\nSalaries     $29,190.40\nOffice supplies    3,216.54\nTravelling expenses   296.85\nFuel, light, and water   2,308.90\nMaintenance and repairs   5,753.33\nStudents' mileage   5,140.28\nIncidentals     1,751.06\n$47,657.36\nLess Normal School fees        5,210.00\n 42,447.36\nCarried forward      $329,884.70 M 26\nPUBLIC SCHOOLS REPORT, 1926-27.\nEXPENDITURE FOR EDUCATION, 1926-27\u2014Continued.\nBrought forward      $329,884.70\nSchool for Deaf and Blind:\nSalaries       $22,272.06\nOffice supplies  \u2022.\t\nTravelling expenses \t\nFuel, light, and water \t\nAlaintenance and repairs\nFurniture, fixtures, etc\t\nProvisions  \t\nIncidentals   \t\n1,250.61\n32.95\n1,905.80\n796.00\n1,333.19\n2,951.09\n133.03\n$30,674.73\nLess   Board   and   tuition   of   pupils   from   Alberta   and\nSaskatchewan        3,266.00\nHigh.\nPer capita grant to cities  $149,035.85\nPer capita grant to rural municipalities      79,112.00\nPer capita grant to rural school districts       18,106.40\nSalaries of teachers in assisted schools         5,459.20\nSalaries of teachers in E. & N. Railway Belt        6,216.00\nSchool buildings, erection and maintenance\t\nGrants to libraries \t\nExamination of teachers and High School Entrance classes-\nConveying children to central schools \t\nSummer School \t\nIncidentals\t\nUniversity of British Columbia\t\nLess fees for examination and certificates..\nAmount expended by : High.\nCities    $848,442.76\nDistrict municipalities      405,235.95\nRural school districts        42,110.00\nAssisted school districts        7,190.00\nSchools in E. & N. Railway Belt        7,490.00\nElementary.\n$606,062.64\n523,529.50\n163,379.70\n545,550.50\n113,310.10\n$257,929.45        $1,951,832.44\n27,408.73\n755,098.49\n602,641.50\n181,486.10\n551,009.70\n119,526.10\nElementary.\n$2,421,080.07\n1,587,336.87\n325,204.14\n87,612.67\n38,085.00\n223,720.85\n4,434.40\n32,067.2S\n40,279.89\n19,944.68\n4,188.13\n531,875.00\n$3,423,565.55\n20,624.30\n$3,402,941.25\n3,269,522.83\n1,992,572.82\n367,314.14\n94,802.67\n45,575.00\n$1,310,468.71       $4,459,318.75\nGrand total cost of education\n9,172,728.71 PUBLIC SCHOOLS REPORT, 1926-27.                                            M 27\nThe following table shows the cost to the Provincial Government of each pupil on enrolment\nand on average daily attendance during the past ten years:\u2014\nYear.\nCost of each\nPupil on\nEnrolment.\nCost of each\nPupil on\nAverage\nDaily Attendance.\n1916-17      '..:\t\n$22.47\n22.64\n24.88\n27.20\n29.01\n29.33\n27.92\n27.36\n27.17\n26.09\n26.40\n$27.83\n27.93\n31.59\n36.05\n36.38\n35.70\n34.07\n33.21\n32.17\n31.06\n31.41\n1917-18                              \t\n1918-19                                                       !\t\n1919-20\t\n1920-21                                                     \t\n1921-22                         \t\n1922-23. .  \t\n1923-24                                                          \t\n1924-25                         \t\n1925-26\t\n1926-27       ..                           \t\n'\nThe gradual growth of the schools and also the cost to the Provincial Government of maintaining them are shown in the following exhibit:\u2014\u25a0\nYear.\nNo. of\nTeachers\nEmployed.\nNumber\nof School\nDistricts.\nAggregate\nEnrolment.\nAverage\nDaily\nAttendance.\nPercentage\nof\nAttendance.\nGovernment\nExpenditure for\nEducation.\n1877-78\t\n56\n'     69\n128\n267\n429\n607\n816\n1,597\n2,246\n2,332\n2,557\n2,734\n2,994\n3,118\n3,211\n3,294\n3,396\n3,531\n45\n59\n104\n169\n213\n268\n189\n359\n575   \u2022\n582\n636\n665\n716\n744\n760\n759\n746\n761\n2,198\n2,693\n6,372\n11,496\n17,648\n24,499\n33,314\n'57,608\n67,516\n72,006\n79,243\n85,950\n91,919\n94,888\n96,204\n97,954\n101,688\n105,008\n1,395.50\n1,383.00\n3,093.46\n7,111.40\n11,055.65\n16,357.43\n23,195.27\n43,274.12\n54,746.76\n56,692.38\n59,791.39\n68,497.57\n75,528.38\n77,752.98\n79,262.23\n82,726.14\n85,292.92\n88,306.00\n63.49\n51.36\n48.54\n61.85\n62.64\n66.76\n69.62\n75.12\n81.09\n78.73\n75.45\n79.69\n82.16\n81.94\n82.39\n84.45\n83.88\n84.00\n$43,334.01\n50,850.63\n99,902.04\n190,558.33\n247 756 37\n1882-83\t\n1887-88\t\n1892-93\t\n1897-98\t\n1902-03 .':.\t\n1907-08\t\n1912-13\t\n397,003.46\n464,473.78\n1,032,038.60\n1,529,058.93\n1,791,153.47\n2,155,934.61\n1917-18\t\n1918-19\t\n1919-20\t\n1920-21\t\n2,931,572.25*\n1921-22\t\n3,141,737.95*\n1922-23 \t\n1923-24\t\n1924-25\t\n1925-26\t\n1926-27 -\t\n3,176,686.28*\n3,173,395.26*\n3,223,670.82*\n3,216,209.05*\n3,402,941.25*\n* This amount includes annual grant to  Provincial  University.\nFurther information regarding the work of the schools is given  in the reports of the\nInspectors and other officials.\nI have the honour to be,\nSir,\nYour obedient servant,\nS. J. WILLIS,\nSuperintendent of Education. OTIUM CUM DIGNITATE.\nAt \"the end of the school-year 1926-27 there retired from active service in the teaching\nprofession Edward B. Paul, ALA., LL.D., Principal of Victoria College. Dr. Paul came to British\nColumbia in 1886 and filled the following posts with much success: Teacher, Lillooet School;\nPrincipal, Nanaimo High School; Principal, Esquimalt School; Principal, Victoria High School\nfor sixteen years; Alunicipal Inspector of Schools, Victoria, for twelve years; and Principal\nof Victoria College for seven years. He has thus completed over forty years' service in very\nimportant positions. Dr. Paul has been a valuable member of the Board of Examiners for many\nyears and also a member of the Senate of the University of British Columbia. As Emeritus\nPrincipal of Victoria College he still keeps up his active interest in the college by delivering a\nnumber of lectures on Roman history to students of the first and second years.\nIn recognition of his deep scholarship and wide culture, as well as of the excellent service\nwhich he has rendered over so long a period of time, his Alma Alater, Aberdeen University,\ntwo years ago, conferred upon him the honorary degree of Doctor of Laws. Thousands of\npersons, who attended his classes, many of whom have attained distinction in this Province and\nin other places, recall with gratitude the days spent under Dr. Paul and the inspiration which\nthey received from him.\nHector AL Stramberg, B.A., has retired after a period of service in the teaching profession\nin this Province extending from 1881. He filled posts in several small high schools and for\ntwenty-six years was Principal of New Westminster High School. Alany men who became\ndistinguished in the public and professional life of the Province and of the Dominion attribute\nmuch of their success to the instruction and character-training given by Mr. Stramberg. Before\ncoming to this Province he taught school in New Brunswick, where Bliss Carman and Dr. Charles\nG. D. Roberts attended his classes. Air. Stramberg is the author of some beautiful verses, the\nlatest poem appearing from his pen being a patriotic ode entitled \" O Canada! \"\nPaul Alurray is well known to all the old-timers in the teaching profession. He, too, retired\nat the end of June last. He taught in the Province for forty-three years, being connected with\nthe following schools: Maple Ridge for twenty-six years, Peachland, West Point Grey, Union\nBay, Pitt Aleadows, Brechin, and Elk Bridge. There was no more popular figure at Summer\nSchool and at Teachers' Conventions than Air. Alurray, who maintained enthusiasm for the work\nof teaching right up to the time of his retirement.\nThe Department extends its congratulations to these three great teachers and wishes them\ncontinued good health for many years to come.   INSPECTORS' REPORTS.\nHIGH SCHOOLS\u2014INSPECTORATE No. 1.\nREPORT OF INSPECTOR A. SULLIVAN, B.A., VICTORIA.\nThe number of teachers in this inspectorate is now 252. Additional teachers were appointed\nat the beginning of the school-year at Bridgeport, Chilliwack, Courtenay, Cumberland, Kamloops, Ladner, Ladysmith, Nanaimo, Oak Bay, Alagee, Lord Byng, High School of Commerce,\nand Victoria. On Vancouver Island there are 99 teachers and on the Mainland 153. A high\nschool was established at Brechin near Nanaimo, a new high-school building' of three rooms was\nopened at Esquimalt, and superior schools were established at North Cedar and Qualicum on\nVancouver Island, and at Ashcroft and Hope on the Mainland.\nThe subjects of Grade XII. were continued this year in the high schools of Chilliwack,\nDuncan, Kamloops, Ladysmith, Nanaimo, and Salmon Arm. Revelstoke discontinued the teaching of Grade XII. subjects at the end of the past school-year and Duncan also closed its Grade\nXII. division in June. This is a wise policy so far as the latter school is concerned. To teach\nall the subjects of Grades IX., X., XL, and also Grade XII., which corresponds to a first-year\nUniversity course, is too heavy a burden for three teachers and allows too little time for the\nteaching of subjects peculiar to the three high-school grades.\nTo the graduates of our University and teacher-training schools a full measure of praise is\ndue for the industry, zeal, and interest which they manifest in their work. Such qualities stand\nout in clearest relief when these teachers are placed in charge of superior schools where they\nteach not only the subjects of Grades IX. and X., but also those of Grade VIII. This entails\nhours of preparation of lessons out of school and concentrated teaching in school, yet these\nyoung graduates work effectively and teach enthusiastically. Those who complain that the\nspirit of the pioneer and the early teacher is dying out need not be alarmed so long as there are\nyoung people of such sterling quality in charge of our schools.\nThe announcement that a Canadian History has been authorized for study in Grades IX.\nand X. has been received with favour. This is the year in which Canada is celebrating her\nDiamond Jubilee. Never before in our high schools has such an interest been awakened in the\nstudy of Canadian history. The students have taken part in oratorical contests, essay-writing\ncompetitions, and historical pageants which had for their theme, \" Canada's Progress since\nConfederation.\" Their minds are open for the study of the history of their own country, hence\nthe new Canadian History has been authorized at an opportune time.\nA more general interest Is being taken by high-school teachers and students yi games and\nsports. Formerly there were too few taking part in games and proportionately too many looking\non. Full credit should be given those teachers on the staff who train, supervise, and direct the\nphysical activities of their students after school-hours, and on Saturdays when inter-school\ngames are played. The reports of games won or lost and various other performances of the\nstudent body are usually given in full in the \" School Paper,\" which is now becoming a very\ninteresting feature in the social life of the high school. Dramatic societies, literary and debating\nclubs also form a very important part of school-life. The teachers who direct the students in\nthese extra-curricular activities give time, thought, and nervous energy thereto, their chief\nreward being the creation of a better school spirit.\nThe Programme of Studies which has recently been issued for Junior High Schools has been\nfavourably commented upon by those who are especially interested in the mental and physical\ndevelopment of boys and girls between 12 and 15 years of age. The principals, teachers, and\nsupervisors, who assisted in framing this programme, gave their time freely and attended many\ncommittee meetings after school-hours and on Saturdays. Sub-committees also met frequently\nfor the purpose of reading and choosing suitable texts for the consideration of the general committee. The course is modelled after well-known Junior High School Programmes. It also\ncontains practical features not found in other courses of study. The text-books chosen, the time\nallotted to subjects, and the options allowed should meet the needs of those engaged in junior\nhigh-school work during the coming year. The results of practical experience will be the guide\nin making future readjustments of the course, which is a tentative one. M 30 PUBLIC SCHOOLS REPORT, 1926-27.\nHIGH SCHOOLS\u2014INSPECTORATE No. 2.\nREPORT OF INSPECTOR J. B. DbLONG, B.A., VANCOUVER.\nDuring the year I was able to make 242 visits of inspection. All schools were visited once,\nwhile some were inspected a second time and a few received a third visit.\nMichel was raised to the status of a superior school during the year.\nBecause of their proximity to the Provincial University none of the schools of Greater\nVancouver or vicinity gives instruction beyond Grade XL, but there is an ever-increasing demand\nfrom districts of the Interior for Grade XII. work. During the past year Senior Alatriculation\nclasses have been in operation in the following schools of my district: Cranbrook, Enderby,\nKaslo, Kelowna, Nelson, New Denver, Penticton, Rossland, Slocan, Trail, and Vernon.\nWhile the high schools of this district have been steadily improving during the last few\nyears, yet I am convinced that the standard reached last year was more satisfactory than ever\nbefore. Almost without exception the results obtained by the graded high schools on the June\nexaminations were most gratifying. I found all but two of my schools carrying out with care\nand thoroughness the suggestions outlined in the Course of Study regarding experimental work\nin physics and chemistry. I may add that the two exceptions were ungraded schools, where the\nwork was done under unfavourable conditions.\nAmong minor changes in the Course of Study for the present year the following may be\nnoted : A reduction in the limits for Grade XL history and Grade XII. chemistry; the replacing\nof the old text on Virgil by a far more interesting book\u2014\" Slections from Virgil\"; and the\nintroduction of Canadian history into the courses for Grades IX. and X.\nThe publication of a Course of Study for Junior High Schools is worthy of special mention.\nThe Superintendent of Education and the committee working under him spent a good deal of\ntime and thought in the preparation of this course. The foreword not only states the ideals and\npurposes of the junior high school, but refers to the course as only a tentative one and invites\ncriticism from any who have made a thorough study of the junior high school.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 1.\nREPORT OF INSPECTOR W. H. AL MAX, VICTORIA.\nThe district comprised the schools within the Municipality of Saanich, the rural schools on\nthe northern part of Saanich Peninsula, the schools on Saltspring and neighbouring islands, and\nthe schools on the Coast waters between Campbell River and Cape Scott; altogether fifty-five\nschools containing 112 divisions.\nWith the^exception of two outlying schools, all divisions were inspected once and some of\nthem twice within the year;  in all, 159 inspections were made.\nNo high school has yet been established within this district and there are but two superior\nschools; a few small schools on the islands carry one or more Grade IX. pupils. The Municipality of Saanich pays for the education of Grades IX., X., and XL pupils in the City of Victoria,\npresumably beca'use this method is cheaper than the establishment of a high school within the\nmunicipality, but I imagine the full effect of this policy upon the pupils has not been given much\nconsideration. Boards sometimes complain that sufficient thought is not given to the requirements of the rural child when a curriculum is being drawn up, and that the curriculum is\nresponsible for much of the migration from the rural districts to the cities, but no curriculum\nwill be effective in keeping the rural child home while Rural Boards continue to educate their\nchildren in the cities or in large communities. Coming into constant contact with large numbers\nof city pupils, their rural instincts surrender to city ideas, and thus these high-school pupils are\neducated not only in the cities, but also into the cities.\nIn the section to the north of Campbell River the schools are mostly in logging camps, boom\ncamps, and sawmill villages. Conditions are sometimes difficult for the teacher in these places,\nyet, notwithstanding, I found very little poor work in the class-room.\nThe following schools were, in my opinion, most efficient in physical exercises, namely:\u2014\u25a0\nDivision 3, Craigflower, Saanich\u2014Aliss Alargaret M. Coton.\nBeaver Point School\u2014Aliss Ingleborg Dohlmann.\nKaleva School\u2014Air. Douglas W. J. Noble. PUBLIC SCHOOLS REPORT, 1926-27. M 31\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 2.\nREPORT OF INSPECTOR A. C. STEWART, VICTORIA.\nDuring the year just closed there was a change in the territory allocated to this inspectorial\ndivision. The schools on the Saanich Peninsula, including those in the Municipality of Saanich,\ntogether with the school on James Island, became a part of Inspectorate No. 1, while Inspectorate\nNo. 2 was enlarged by taking in a number of additional rural schools situated between Ladysmith and Nanaimo, and also the schools on Quatsino Sound and Hardy Bay. While this\nparticular change in territory resulted in a decrease in the number of class-rooms to be\ninspected and examined, at the same time it greatly increased the area and difficulty of travel.\nThese difficulties are not of a physical character. They arise from the infrequency of boats\u2014\nthe only means of conveyance in certain parts of my district\u2014and as a consequence the time\nconsumed is altogether out of proportion to the number of schools to be visited. For instance,\nthe examination and inspection of eight class-rooms on the Coast occupied thirty days, while by\nfar the greater part of the time was taken up in waiting for boats.\nIt is gratifying, however, to be able to state that the teachers in, at least, some of these\nremote, isolated schools, are able to, and do, cover the curriculum of the elementary schools so\nsuccessfully that they are enabled to prepare pupils for entrance to high school. On San Juan\nInlet are two such small schools, and from these six pupils were successful in the recent\nexamination. The success attained by schools so situated is a measure and also a criterion of\nthe efficiency of our public-school system, and not only that, but also a tribute to the zeal,\ninterest, and enthusiasm of trustees, parents, and more especially the teachers. Where the\nrural schools are measuring up to the standard there needs be little fear for the education of the\ncoming generation, and this desirable consummation can be brought about only by the intelligent\nco-operation of all the elements and factors concerned in the success of the institution designed\nfor this purpose.\nIt is probably needless to observe that local quarrels, bickerings, and dissension over school\nmatters, and frequently unjust criticism of the teacher, her work and methods, are not conducive\nto the best success in the school, but, on the other hand, and on the contrary, are very detrimental and damaging to the progress and training of the children. Then, again, it is frequently\nsaid that teachers are not always all-wise, and very often by their conduct and lack of propriety\nand wisdom add fuel to the flames of criticism.\nIn all other lines of human activity it is the general opinion that more allowance is made\nfor the young and inexperienced than in the teaching profession. This is, I think, generally\ntrue, especially in the rural districts. We all have the same burden of human defects and need\nall the helpfulness, sympathy, and encouragement possible from the community in which we\nserve in order that we may rise in some measure and in some degree to the height of the service\nrequired and demanded of us. Whatever the baffling conditions, whatever the adverse and\napparently unjust criticism, if we honestly and sincerely try and strive we shall at least enjoy\nthe luxury of self-respect. \" Criticism,\" it has been wisely said, \" is a study by which men grow\nimportant and formidable at a very small expense; but every man can exert such judgment as\nhe has upon the work of others; and he whom nature has made weak, and idleness keeps\nignorant, may yet support his vanity by the name of a critic.\"\nAs in former years, during the last week in June, examinations for entrance to high school\nwere held at a number of convenient centres in this inspectorate for candidates who wished to\nwrite. At these centres 219 candidates wrote, of whom 109 were successful, while 148 were\nrecommended for promotion without examination.\nIn this territory no move has as yet been made to apply to the schools the curriculum of the\njunior high school, and unless it is generally applied in the near future in nearly all our\nschools, one can readily foresee grave difficulties and in many cases great hardships as children\nmove from centres where junior high schools are in operation to districts where the old\ncurriculum in both elementary and high schools still holds sway. ELEMENTARY SCHOOLS\u2014INSPECTORATE No. 3.\nREPORT OF INSPECTOR J. AL PATERSON, B.A., NANAIAIO.\nAt the beginning of last year several schools in the extreme south and others in the extreme\nnorth of this inspectorate were transferred to other inspectorates. There were left in this\ndistrict, however, fifty-two schools, with 154 teachers, all of which were visited at least once,\nwith one exception, North Gabriola, where the school-house was burned a few days before the\nend of the school-year. Hilliers, too, lost its school during the year by fire. One new school,\nGreat Central, was established, while Alontrose was reopened.\nA most gratifying movement took place during the past year in the Comox Valley when\nconsolidation was finally effected and the school districts of Headquarters, Grantham, Sandwick,\nAlerville, and Dove Creek were united into one\u2014the Tsolum Consolidated District; while Comox,\nLazo, and Nob Hill joined to form the Comox Consolidated School District. Next term will see\nthe upper grades in the Tsolum District centralized in a new four-room building at Grantham.\nThe two-room building at Comox has been enlarged to four rooms to accommodate the increased\nenrolment at that place. These consolidated districts are purely rural, and this rather remarkable rural movement is, I believe, indicative of the widely spread desire of rural districts to give\ntheir children the superior advantages so long enjoyed by the urban districts. Both these districts will next year have superior schools, so secondary education is being taken right out to\nthe farm. Attention to the details necessary for the smooth running of these consolidations\noccupied a large part of my time during the summer and autumn months.\nThe increasing demand for secondary education is made rather vividly apparent in a review\nof the growth of secondary schools in this district during the past six years. In 1921, when this\ninspectorate was created, it contained eight high-school teachers ; next term there will be in the\nsame territory nineteen high-school teachers and eight superior schools.\nIn addition to this commendable evidence of healthy educational activity outside the school,\nthere is corresponding evidence within, shown by the teachers' attendance at the Summer School\nand at the successful Teachers' Institutes held in the Comox Valley and Nanaimo, and by the\nconstant improvement in the standard of efficiency.\nThe Governor-General's medal for the highest marks obtained in this district in the High\nSchool Entrance Examination was won by George S. Emerick, of Nanaimo, with 428 marks.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 4.\nREPORT OF INSPECTOR J. T. POLLOCK, VANCOUVER.\nInspectorate No. 4 comprises the schools in the City Municipalities of Coquitlam, Port Moody,\nand North Vancouver; the Rural Municipalities of Coquitlam, Richmond, North Vancouver, and\nWest Vancouver; the graded schools at Howe Sound and loco; and eleven assisted schools\nextending along the Coast waters from Lake Buntzen School on the North Arm to Jervis School\non Jervis Inlet.\nDuring the year there was a steady growth in the school population of the cities and\nmunicipalities, necessitating additional accommodation and larger teaching staffs. Two wings\nwere added to the Ridgeway School, North Vancouver, thus providing eight modern class-rooms\nfor this growing city, where, for some time, five classes had been occupying temporary and, in\nsome cases, very unsatisfactory rooms. A one-room modern building was provided at Roche\nPoint, in the District of North Vancouver. A substantial building for the use of high-school\npupils and providing for home economics was recently opened in West Vancouver Municipality,\nwhen four rooms at Hollyburn, which had been used for high-school purposes, became available\nfor public-school use. This enabled the Board to extend consolidation, and the pupils from the\none-room schools at Cypress Park and Whytecliff are now being transported to the large schools\nat Hollyburn, where they have the advantages of closely graded schools. Two new rooms and\ntwo additional teachers were provided for the Millside School, in Coquitlam Municipality.\nIn Richmond Alunicipality two rooms were added to Lord Byng School at Steveston and an\nadditional teacher was engaged. At Bridgeport the accommodation has been overtaxed for some\ntime.    However, the Board has made provision for a new high school which they expect to be completed in October. Then the rooms at present used by high-school classes will be utilized\nto accommodate elementary-school pupils. At loco a room, electrically equipped, was provided\nand Home Economics classes were started in January.\nThe majority of teachers continue to render faithful and efficient service. Alethods of\nteaching continue to improve. With few exceptions, attempts at socialized recitations, project-\nwork, supervised study, and the teaching of silent reading are becoming more general. What\nwere at first rather crude attempts now show in some cases a marked improvement as the aim\nand technique come to be better understood.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 5.\nREPORT OF INSPECTOR II. H. AIacKENZIE, B.A., VANCOUVER.\nThis inspectorial district comprises the rural municipality and rural and assisted schools\n(together with those of Chilliwack City) in the Fraser Valley to the number of 154 divisions.\nIn addition to these schools, eight Vancouver City schools, comprising 141 divisions, are included\nin this inspectorate in regard to departmental examinations, appeals, and all matters that come\nwithin the scope of special departmental administration.\nAll schools outside Vancouver City received one inspection, and so far as time permitted\na second inspection was made. A very considerable amount of time was consumed in the matter\nof special visits to schools or School Board meetings in connection with various matters affecting\nthe departmental administration of the public schools.\nIn the reports submitted periodically throughout the year the standing, general progress,\nand all matters relevant to school administration were reported upon. In rating the various\nskills and performances of pupils in the different subjects of the school curriculum standardized\nachievement tests were employed. The wide range of tests supplied by the Department to the\ninspectorial staff made this work of scientific, objective measurement of school results possible.\nExamination pass-lists, names of prize-winners in physical drill, and various statistical tables\nappear elsewhere in the volume including this form of report.\nIn a retrospective survey of the schools of this inspectorate certain aspects of the work\ncannot fail to give encouragement. In the first instance, I may mention the gradual but sure\ntendency towards consolidation of schools. This movement is not proceeding with any undue\nhaste, it is true, but gradually the people of the rural municipalities are coming to be convinced\nof the inadequacy of the one-room school to meet the educational requirements of the present\nday, and, through their Boards of School Trustees, are inaugurating and extending a policy of\nconsolidation of the higher grades and the transportation of school-children of Grade VII.\nstanding and upwards to central, graded schools. Needless to say, the results of such a policy,\nwherever adopted, are beneficial and immediate. To the children conveyed from the small\nungraded schools, or semi-graded schools, are extended the privileges of a well-organized, graded\nschool, staffed with teachers of experience. The teachers of the smaller schools, relieved of\nthe more arduous work of Grades VII. and VIII., are able to concentrate on the work of the\nelementary grades, and to give a much more just allotment of time and attention to the teaching\nof these grades.\nAgain, the general attitude of our teachers, almost without exception, towards all school\nactivities is most praiseworthy. The great majority of our. teachers make no claim to have\nexhausted all knowledge, but ever display the spirit of a true student and searcher after\nknowledge and truth. The large number of teachers who spend their money and vacation-\ntime in taking up summer courses at home and abroad bears ample witness to this. An ever-\nincreasing number of teachers are becoming students of the new education and are renouncing\nthe old Herbartian method of the past for a teaching technique based on the findings of scientific,\npsychological research.\nI wish to refer very briefly to the standard of achievement, that has been reached\nin the various school subjects. All conclusions in this matter have been arrived at by\na study of the results of the standardized achievement tests given. And just here I wish to\nstate that in a considerable number of schools standard intelligence tests were also given. And\nfrom the results of these tests I would boldly state that our native-born, white children are\nc inferior to none, of whatever race, creed, or colour. The men and women who forced the barriers\nof the Rocky Mountains were no morons, neither are their children nor their children's children.\nAs to achievement made in the school subjects, I am persuaded that in the \" tool subjects \" the\npupils of this Province have reached a very high standard\u2014standards in the fundamentals of\narithmetic, particularly, being high, while spelling and writing maintain the high standard held\nfor some time past. The results in the \" content subjects,\" however, particularly in Grades V.\nand VI., are not so gratifying. Few teachers seem to have any definite aims in their work of\nteaching English, history, and geography in Grades V. and VI. Why work, such as English,\nthat is usually well begun in the primary grades, or history and geography, that are generally\nwell taught in the senior grades, should fall away so absolutely in the intermediate grades is\none of the serious problems of elementary-school work.\nThere is one activity, amply provided for on the curriculum, that is sadly neglected in our\nrural schools, and one that I should fain see given the recognition, time, and attention which\nit so richly deserves, and I refer to music. Growing up in an environment where Nature\nmanifests herself in a thousand harmonious ways, in the music of the running brooks, in the\nmelody of the full-throated songsters, in the soft cadences among the conifers, in the pibroch\nof the \" pipers of Spring,\" why should rural children of all Nature's animate creatures alone\nbe mute?\nSplendid work has been done in Vancouver City in the matter of vocal music in the schools,\nand the musical festival, participated in by the school-children of Vancouver, is a joyful experience that one cannot soon forget. Alany of our rural teachers claim that they are seriously\nhandicapped in the work of teaching music owing to the lack of a piano or of any musical\ninstrument in the class-room. Parent-teacher societies and chapters of the Imperial Order of\nthe Daughters of the Empire have rendered the greatest assistance towards the establishment\nof libraries In our rural schools\u2014a work for which these organizations are deserving of much\npraise. It may be, happily, that these same organizations may come to the assistance of the\nrural-school teacher in the matter of musical instruction in the elementary schools. Just as\nthe library problem in our schools has been solved to a great extent, so will all other problems\nbe happily and satisfactorily solved by the active, unfeignedly interested, and whole-hearted\nco-operation of all who are concerned with the mighty problem of education.\nAnd as one views in retrospect the progress of the past few years in our schools it is\nabundantly evident that from the dissemination of the ideas of the newer education, based\nupon scientific research into the educational processes, a bountiful harvest will, in due season,\nbe reaped, and that it behoves every one associated with the work of education to seek diligently\nthese truths, for, in the words of the ancient chronicler, \" There is a sound of going in the tops\nof the mulberry trees.\"\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 6.\nREPORT OF INSPECTOR LESLIE J. BRUCE, VANCOUVER.\nSince the previous report this inspectorate has been reduced by the transfer of Burnaby to\nInspectorate No. 8, the closing of the schools at Read Island and Refuge Cove, and the closing\nof the 2nd Division at Vananda; on the other hand, Powell River, Westview, and Britannia\nAline have each opened an additional division, and Point Grey has opened fourteen divisions\nbesides adding to its staff two relieving teachers. At the end of the school-year the inspectorate\ncomprised the elementary schools in Point Grey Rural Alunicipality, thirteen schools in or near\nPowell River, eight in or near Lund, five schools on Howe Sound, and the Provincial School for\nthe Deaf and the Blind. It also includes the following schools in Vancouver City: Alexandra,\nCentral, Fairview, Henry Hudson, Lord Nelson, and Lord Roberts; these schools I was not\nrequired to inspect. Not including those in Vancouver, there were in June thirty-six schools,\nwith 173 teachers.    Each teacher received from one to three visits.\nThe steady improvement in the teaching continues. Not only are the Normal Schools\nturning out better teachers, but so many teachers are available that School Boards now have\nthe opportunity to obtain teachers who are likely to do at least fair work. Aloreover, a very\nsatisfactory number of the teachers are improving themselves by attending summer schools and\nby reading educational journals and the latest books on the science of education. ELEMENTARY SCHOOLS\u2014INSPECTORATE No.\nREPORT  OF INSPECTOR  F.  G.  CALVERT,  VANCOUVER.\nThis inspectorate comprises the schools in the Municipality of South Vancouver, also the\nnine rural schools of Boston Bar, Chaumox, Concord, Hope, Keefers, Lytton, North Bend, St.\nElmo, and Yale.    There are twenty-five schools, with a staff of 220 teachers.\nDuring the year 261 inspections were made.\nFive hundred and eighty-one pupils were promoted to high school. Of these, 556 were\ngranted Entrance standing without a final written examination. The Promotion Committee\nbased its judgment regarding a pupil's ability to do high-school work upon the results of a\nseries of tests. Terman Group Test of Alental Ability, Thorndike-AlcCall Reading Scale, Woody-\nAlcCall Alixed Fundamentals, and Alonroe's Standard Reasoning Tests in Arithmetic were given\nto all pupils in Grade VIII. In addition to these scores, the principals gave the average mark\nof the pupil for the year in each subject upon the course of study. How closely these records\nindicate the pupil's ability to do high-school work will be judged more fully when the correlation\nbetween these scores and the pupil's standing at the end of his first year at high school is\nobtained.\nThe work in the primary grades in the South Vancouver schools continues to maintain its\nhigh standard of excellence. This is due largely to the excellent supervision given this work by\nAliss A. G. T. Reid.\nIn South Vancouver the schools are well provided with supplementary readers and other\nmaterials, but in the rural schools in this inspectorate there is a dearth of library readers,\nsupplementary class readers, and other materials which go far in assisting teachers to accomplish\ntheir work with a degree of efficiency.\nThe prizes given by the Strathcona Trust for excellence in physical training were allotted\nthis year as follows :\u2014\nAliss AL A. Batcheler, 3rd Division, Sexsmith School, South A'ancouver.\nAir. W. H. W. Hardwick, 2nd Division, Van Home School, South Vancouver.\nMr. F. P. Lightbody, 2nd Division, Gordon School, South Vancouver.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 8.\nREPORT OF INSPECTOR E.  G. DANIELS, B.A., NEW WESTA1INSTER.\nSince November 2nd, 1926, this inspectorate has included the elementary schools of Burnaby,\nLangley, and Surrey Rural Municipalities, together with those of the Pacific Great Eastern\nRailway Belt to a point about 25 miles above Lillooet, with a total of 186 teachers.\nAll classes have been inspected once during the year, while a considerable number were\nvisited twice and a few three times.\nOf the 455 Grade VIII. pupils who desired promotion to high school in June, 183 were passed\nby the Recommendation Committees, and 102, exclusive of medallists, wrote and passed the\nEntrance Examination.\nIn all districts of this inspectorate school buildings have been maintained in good repair\nand the equipment, especially as regards supplementary reading and books of reference, in many\ncases shows a very commendable increase.\nTo keep pace with the steady growth of population in their municipality, the Burnaby School\nBoard found it necessary to open seven new class-rooms during the year. On January 15th a\nby-law to cover the cost of ten additional class-rooms was passed by the ratepayers with a very\nsatisfactory majority. These were constructed in July and August of this year. Two new\nclass-rooms were added in Surrey Aiunicipality and one in Squamish.\nIn the work of those teachers who attended last year's Summer Schools there is a very\nnoticeable increase in grasp and vision, and in almost every case the quality of service rendered\nshows distinct and definite improvement.\nThe work of a considerable number of teachers who have done good work in the past is\ndeteriorating somewhat, because they are not awake to the fact that Summer School Courses\nand professional reading are necessary in this day of a public demand for increasing efficiency. M 36 PUBLIC SCHOOLS REPORT, 1926-27.\nAlthough a few teachers maintain no professional attitude or deportment either inside or\noutside the schools, the great majority look upon teaching not only as a means of obtaining a\nlivelihood, but as an honourable profession.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 9.\nREPORT OF INSPECTOR A. F. MATTHEWS, ALA., KAA1LOOPS.\nEighty-five schools were in operation in this inspectorate throughout the whole or a part\nof the year just closed. Of these, seventy-nine were rural or assisted schools employing one\nteacher in each, one school of two divisions, three of three divisions, and two city schools with\na total of thirty-two divisions, making a total of 122 class-rooms in operation during the year.\nOne hundred and five visits of inspection on which official reports were given were made\nto schools in this inspectorate during the year. Two visits were made to the great majority\nof the rural schools, and in addition to these a number of visits was made to districts in\nconnection with school administration, adjustment of school district boundaries, and other\nspecial work requested by the Department.\nThe attendance at the various schools in the inspectorate has been well maintained throughout the year. In several of the rural schools, where the average attendance has been very,\nsmall heretofore, the growth in school population has necessitated an increase in the accommodation provided for the pupils. One division has been closed in Chase Superior School owing to\nthe removal of a number of families from that district on the closing of the lumber-mill there,\nand one division was closed in the Merritt schools. The attendance fell off to such an extent\nin the Barriere River School that it was closed for the latter half of the year.\nA new assisted school has been established on the Upper Louis Creek Road in the vicinity\nof Blucher Hall, and the schools at Knutsford and at Westsyde have been authorized to reopen\nat the beginning of the present school-year.\nAn improvement is gradually being made in the accommodation provided for children in the\nvarious rural schools. The improvements to school property carried out at Walhachin, Cache\nCreek, and Spences Bridge are especially commendable, and the same is true of the improvements made to the Green Lake school building. A fine new school building has been erected at\nLackenby to replace the one destroyed by fire, and a new school-house is in course of erection\nat Forest Grove. Better accommodation for pupils should be provided in Sullivan Valley and\nin Campbell Ranch Districts if the schools are to continue in operation. Better accommodation\nfor two or three of the divisions in the Kamloops City schools should be provided at an early\ndate.\nExaminations for entrance to high school were held at seven centres in this inspectorate\nin the month of June. The percentage of successful candidates from the rural schools in this\ninspectorate was smaller than the percentage of successful candidates in the whole Province from\nthe same class of schools. This lowering of percentage was due in a great measure to the\nprevalence of sickness among school-children, weather conditions in outlying districts, and, m\nparticular, to increased attendance in the rural schools, with the consequent multiplication of\nclasses. The graded schools made a much better showing, as was to be expected, owing to\ntheir better facilities for instruction. The Governor-General's medal for this district was won\nby James Wallace Drinkwater, a pupil in the Lloyd George School, Kamloops, and the leader\nin the Canadian History competition for this district was Alan Smith from Darlington Assisted\nSchool. All the other medallists in this competition, with the exception of one from Zetland\nPrivate School, were pupils in the Kamloops City schools.\nThe number of successful candidates for entrance to high school is not always the proper\ncriterion of a teacher's success in a school. Very often circumstances entirely outside of the\nteacher's control militate against successful work with a Grade VIII. class. Nevertheless, better\nresults would be obtained in the Departmental Examinations if more attention were given to\ndetail in the teaching of the various subjects and to inculcating habits of neatness and accuracy\nin all written work. Tests on the work covered should be judiciously applied throughout the\nterm, and every effort made to keep the pupils working up to their full mental capacity.    The teacher should not accept any work from a pupil that is not done to the best of the pupil's\nability. Careful organization of the school routine and careful preparation for each day's lessons\nare essential parts of the teacher's work.\nI believe that, in general, the character of the teaching in this inspectorate is steadily\nimproving. The teachers are, as a rule, genuinely interested in the work they are doing in the\nschools and are continually striving for greater success in this work. One evidence of this is\nthe interest they are taking in their local conventions and in their desire to get something there\nthat will be helpful to them in meeting the problems that are continually arising in the class-*\nroom. The local Teachers' Convention is a fine medium for the interchange of ideas; it is a\nsort of clearing-house for teachers' problems, and a source of information on helpful reading-\nmatter, educational topics, and teaching methods in general. It would be a distinct loss to\nteachers, especially to those in rural districts, if the privilege of attending these conventions were\nwithdrawn from them.\nPrizes for excellence in the teaching of physical training were awarded as follows:\u2014\nSchools of five or more divisions\u2014Airs. Sadie Marshall, 9th Division, Merritt School.\nSchools of two to four divisions\u2014Aliss Jessie Patterson, 1st Division, Clinton School.\nSchools of one division\u2014Aliss Lillian B. Stevens, Duck Range School.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 10.\nREPORT OF INSPECTOR T. R. HALL, B.A., KELOWNA.\nSixty schools, with a total of 157 class-rooms, were in operation during the year. A new\nassisted school was established at Testalinda, 6 miles south of Oliver; Mission Creek, Allenby,\nand Copper Alountain Schools were each increased from one to two divisions; the schools at\nAllen Grove and Hendon were reopened. Kedleston and Sunnyside Schools were closed because\nof lack of attendance.\nTwo hundred and one official visits of inspection were made during the year. In addition, a\nconsiderable number of visits were made with the object of assisting with organization, helping\ninexperienced teachers, etc. I feel that the year has been one of progress. The small assisted\nschool remains the chief problem, for it is here that the less experienced teachers are employed,\nand it is likewise here that there is the greatest difficulty in obtaining supplies and equipment\nrequisite to successful work. I am glad to note, however, that there is from year to year an\nimprovement in the teaching conditions in these schools and that this improvement has been\nabove average during the past year. In regularly organized school districts Boards have for the\nmost part been most generous, while in the larger graded schools teaching conditions are\nexcellent.\nThe commendable enterprise of Principal Alatheson and the Penticton School Board resulted\nin the establishment of the Penticton Junior High School at the beginning of the school-year.\nThe success of what is for this Province a pioneer development along educational lines reflects\ngreat credit on those associated with the work.\nThe new regulations governing promotion to high schools have, in my opinion, proved very\nsatisfactory. This is due in no small measure to the spirit of co-operation manifested by public-\nand high-school principals. Observation and inquiry during the year disclose a very general\nopinion to the effect that the present method of promotion possesses distinct advantages over\nformer methods.\nPrizes for excellence in physical training were awarded as follows:\u2014\nUngraded schools\u2014Air. F. Julian Willway, Stevenson Creek School.\nSmall graded schools\u2014Mrs. A. AlcClymont, 2nd Division, South Okanagan School.\nLarge graded schools\u2014Mr. T. Aldworth,  1st Division,  Armstrong and  Spallumcheen\nConsolidated School.\nThere is increasing recognition of the importance of physical education, especially in a few\nof the larger centres; this important function of the school is not, however, so generally recognized as it should be. Interest in school sports has been greatly stimulated by inter-school\nathletic meets held in both the Okanagan and Similkameen Districts. M 38 PUBLIC SCHOOLS REPORT, 1926-27.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 11.\nREPORT OF INSPECTOR A. E. A1ILLER, REVELSTOKE.\nDuring the year the schools at Galena and Seymour Arm were reopened; a second division\nwas opened at Field, where a very creditable two-room building was erected; and an extra\nteacher, making three in all, was added to the staff of the Athalmer-Invermere School. To offset\nthese increases the schools at Blaeberry and Trout Lake remained closed during the entire year.\nIn all, there were ninety-one schools in operation in this district, with a total staff of 125\nteachers, showing a net gain of two teachers (with no change in the number of schools) as compared with 1925-26. Of these totals, three were graded city schools with a staff of twenty-four\nteachers; seven were rural municipality schools (one graded) with a staff of eight teachers;\nsix were graded rural schools with a staff of fourteen teachers; eight were ungraded rural\nschools ; one was a graded assisted school with three teachers ; and the remaining sixty-six were\nungraded assisted schools.\nThe standards of efficiency noted in previous reports are being well maintained. The\nEntrance Examination results, a little disappointing in a few instances, were, on the whole,\ngood. The system, inaugurated a little over a year ago, of promoting Grade VIII. pupils of the\nlarger public schools to Grade IX. without examination appears to be working out satisfactorily\nin this inspectorate, high-school principals and teachers placing themselves on record as highly\npleased with the material received in this way.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 12.\nREPORT OF INSPECTOR P. H. SHEFFIELD, B.A., NELSON.\nThe boundaries of this inspectorate remained unchanged from the previous year, yet within\nthe district considerable growth and development took place. The assisted school at Blueberry\nCreek was reopened after being closed for several years. An additional division was opened at\nWinlaw in October and one at Slocan Junction in January. At Trail five new divisions were\nadded during the year, while Nelson and Glade each added one division. At Grand Forks one\ndivision was closed on account of decreased school population. The superior division at Robson\ndid not reopen in September. Altogether there were in operation seventy schools, with 157\nclass-rooms, and employing 159 teachers.\nIt is gratifying to note the improvement in school accommodation throughout the district.\nAt Shoreacres a very creditable one-room school was built and made ready for occupation in\nSeptember. The Doukhobor Community erected additional one-room schools, each with residence\nattached, at Glade and Brilliant in the Nelson area, and at Spencer in the Grand Forks area.\nA small school was built at Upper Rock Creek, while additions or improvements were made at\nThrums, Slocan Junction, and Fife. At Trail Central School a creditable unit of eight classrooms and gymnasium was erected in the summer of 1926.\nEvery school in the inspectorate was inspected at least once, most of the rural schools and\nsome few city schools receiving a second inspection. In all, 221 official inspections were made\nand reported upon. In addition, many informal visits were made to advise teachers or trustees,\nor in connection with the routine work of administration.\nIn June 249 Grade VIII. pupils were promoted to high school. Of these, 196 were granted\nEntrance standing upon the recommendation of Promotion Committees and fifty-three others\nwere successful in the Departmental Examinations.\nThis year being the sixtieth anniversary of the Canadian Confederation, patriotic exercises\nwere held in practically every section of the district. To the success of these celebrations the\nteachers contributed very largely, by preparing their pupils for participation in the drills,\npageants, and musical programmes. In connection with the Provincial competition in Canadian\nhistory to commemorate the Diamond Jubilee, the names of the medal-winners are submitted\nelsewhere and need not be noted here. It is sufficient to say that the interest in the competition\nwas widespread and gave considerable impetus to the study of Canadian history. The prizes for excellence in physical training were awarded to: Miss Agnes E. Jerome,\nHume School, Nelson; Aliss Margaret V. Reisterer, Salmo; and Miss Elizabeth AL Page,\nCrescent Valley. In this connection special mention should be made of the physical education\nprogramme of the Trail-Tadanac schools. Here physical training is provided twice each week in\nthe gymnasium for all pupils of the intermediate and senior grades. Special competitive displays of physical exercises, to which all citizens were freely admitted, were held on two\nevenings in June and were highly commended. Sports \" meets \" were held at Grand Forks,\nNelson, Trail, and Alidway. At the one held at Alidway, organized under the auspices of the\nlocal Farmers' Institute, the pupils of some twelve rural schools met in friendly competition.\nThroughout the inspectorate the teachers are manifesting a keen interest in their work and\nin all opportunities for improving their professional efficiency. The Nelson and District\nTeachers' Convention, held in October, was highly successful and well attended, some 220\nteachers being present. Good use is being made, too, of the privileges extended by the Pro-'\nvincial Library and the Nelson Public Library, whereby teachers in remote areas may borrow\nprofessional books that otherwise would not be available. The number of teachers from this\ndistrict who attend one or another of the various summer schools increases from year to year.\nThis commendable attitude on the part of the teachers can only result in increased effectiveness\nof the class-room instruction.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 13.\nREPORT OF INSPECTOR V. Z. MANNING, B.A., CRANBROOK.\nNo change took place in the boundaries of this district, the inspectorate including all the\nschools of the Cranbrook and Fernie Electoral Districts and the schools in the eastern part of\nthe Electoral Districts of Creston and Kaslo-Slocan.\nA comparison with the statistics of five years ago indicates a steady growth. At that time\nI reported 65 schools, 129 teachers, and 3,755 pupils, while during the past year there have been\n3,966 pupils taught by 145 teachers. Alost of this increase has been in the town of Kimberley.\nWith the opening of school last September it was necessary again to open three new class-rooms\nat this point. To accommodate the larger attendance the Board of Trustees had added a four-\nroomed addition to the central school and built a very fine two-roomed building in the Chapman\nCamp area. New schools were opened at Aleadowbrook, near Kimberley, and at West Creston,\nwhile the schools at Curzon and Cooper Creek were reopened. A new room was opened in the\nMichel District and the status raised to that of a superior school. At this place a twelve-roomed\nschool is under construction and its completion is eagerly awaited, so that the present unsatisfactory accommodation may be abandoned. The schools at Echo Lake and Wasa did not open\nduring the year owing to the average attendance falling below the required minimum.\nOf the 129 teachers in 1922, there were fifteen teaching on \" permits \" and thirty with\nthird-class certificates. During the past year it was not necessary to issue any \" permits \" and\nthe number of third-class certificates has decreased to thirteen. The number of male teachers\nhas increased to twenty-nine, and of these sixteen spent the past summer at the Department's\nSummer School or at summer schools conducted by Canadian universities.\nDuring the year I made extensive use of the intelligence and standardized achievement tests\nsupplied by the Department. It is pleasing to note the extent to which standardized methods\nare now being used by many of the principals and teachers in rating and grading their pupils.\nPupils were recommended for high school without examination at the Cranbrook, Creston,\nFernie, and Kimberley Schools, while Entrance Examinations were held at thirteen centres\nthroughout the inspectorate. The number of candidates qualifying for high school by the latter\nmethod, while up to the average for the Province, was below the mark of former years. The\naverages made in the examination subjects in this inspectorate were as follows : Arithmetic, 52;\nspelling, 47 ; geography, 54 ; grammar, 49; drawing, 57; and Canadian history, 62. It will be\nnoted that the results in spelling and dictation are the lowest. A careful inspection of the\n\"answer papers in this subject indicates that more time in the class-room must be given to dicta- tion.    The Governor-General's medal for the candidate receiving the highest standing was won\nby Olive Norgrove, of the Cranbrook Central School, with 413 marks out of a possible 500.\nConventions for the teachers of this district were held at Nelson and Fernie, the teachers of\nthe Kootenay Lake area attending the Nelson Convention and those from the eastern part of the\ninspectorate attending the Fernie Conference. Large attendances were recorded at both\ngatherings, which proved both stimulating and helpful.\nPrizes for excellence in physical training under the provisions of the Strathcona Trust were\nawarded as follows :\u2014\nLarge graded schools\u2014Miss Lena Wolfenden, 1st Division, Fernie School.\nSmall graded schools\u2014Air. Howard Bowes, 2nd Division, Kaslo School.\nUngraded schools\u2014Mr. Earl Marriott, Alice Siding School.\nELEMENTARY SCHOOLS\u2014INSPECTORATE No. 14.\nREPORT OF INSPECTOR H. C. FRASER, ALA., PRINCE RUPERT.\nThe boundaries of this inspectorial district remained unchanged throughout the year and\nthe number of schools varied little from that of the preceding year. There are altogether\nseventy-eight schools, employing 124 teachers. Decker Lake School was closed and the Cedar-\nvale School, which had been closed for four years, was reopened.\nCreditable new buildings were erected at Cedarvale and at Francois Lake. A modern high-\nschool building, large enough to take care of the school population for some years, was erected\nat Ocean Falls, with suitable laboratories and workshops. Manual-training instruction has been\nadopted in this town for the boys, and until better arrangements in household economics can be\nmade a course in sewing has been provided for the girls. The auditorium gymnasium in this\nbuilding is used by both elementary- and high-school classes.\nFor the first time in years the school-work in many districts was appreciably interrupted by\na series of epidemics spreading over the greater portion of the year.\nSchool Boards exercised more than usual care in selecting their teachers. Each year an\nincreasing number of teachers in this inspectorate hold first-class or academic certificates; some\nSchool Boards will engage no one with lower standing and many make inquiries as to whether\nthese teachers show themselves progressive by attending summer schools. In line with this\ndemand for higher academic and professional standing, several of our best male teachers\nresigned to complete their courses at the University.\nExamination results compare favourably with those of the Province as a whole; about 70\nper cent, of the pupils in Grade VIII. secured entrance to high school. A pupil of the Booth\nAlemorial School, Prince Rupert, Archie Thompson, with 426 marks out of 500, was the winner\nof the Gcsvernor-General's medal for this district.\nThe Diamond Jubilee of Confederation was suitably and enthusiastically observed in practically all of our schools; many of the teachers remained in their respective districts to assist\nwith the programme on Dominion Day. A fair proportion of awards for the special examination\nin Canadian history were made to pupils of this district. Cecil Hacker, of the Prince Rupert\nHigh School, won second place among high-school pupils of the Province and was awarded the\nsilver medal. William Hodson, of Ocean Falls Elementary School, has the distinction of winning\nthe gold medal for leading the public-school boys of the Province. Of thirty silver medals for\npublic-school pupils, three were awarded to pupils of this inspectorate.\nThe following teachers won prizes for excellence in physical training:\u2014\u25a0\nLarge graded school\u2014Air. Bergie Thorsteinsson, 3rd Division, Granby Bay.\nSmall graded school\u2014Aliss Camille Peters, 4th Division, Kitsumgallum.\nUngraded school\u2014Air. A. J. McLuckie, Port Clements.\nIn closing this report, I wish to bear testimony to the conscientious, unselfish work that is\ncarried on by many of the teachers working under conditions far from ideal, to the excellent\nshowing in Departmental Examinations by some of the pupils from remote centres, and to the\ncourtesy and co-operation of the various School Boards. ELEMENTARY SCHOOLS\u2014INSPECTORATE No. 15.\nREPORT OF INSPECTOR G. H. GOWER, ALA., PRINCE GEORGE.\nThis inspectorate comprises the schools in the Canadian National Railway Belt east of\nEndako; those in the Cariboo District as far south as Lac la Hache; and those in the Peace\nRiver Block.\nDuring the year the following assisted schools were opened: Quesnel, AVest; Ten Mile\nLake; Lily Lake; Marten Lake; Salmon River; Fraser Flats; Chezacut (Chilcotin). An\nadditional teacher was appointed to the Prince George staff and a second teacher to the Fort\nFraser School. In all, there were ninety-eight schools in operation during all or some portion\nof the year, employing 121 teachers. Of these, one was a graded city school, eight were rural\nschools, and eighty-nine were assisted schools.\nOne hundred and seventy-seven visits of inspection were made during the year, as well as a\nlarge number of special visits to rural districts in connection with matters of departmental\nadministration. It was again my privilege to inspect the high and superior schools within the\nbounds of this inspectorate.\nAlthough there have been no marked changes in this inspectorate since my last report, the\ngeneral tendency has been towards improvement. There were fewer changes among the teachers\nduring the past year than ever before and a larger number of teachers with experience were\nemployed. About 60 per cent, of the teaching staff had two or more years of experience to their\ncredit. In the great majority of cases the attitude of the teachers towards their work has been\ngood.\nIt is pleasing to note the very commendable effort that is being made by certain teachers in\nrural areas to give instruction in the secondary-school subjects to boys and girls who would not\notherwise have an opportunity to cover the high-school courses. At the last high-school examinations eighteen pupils in rural schools completed the departmental requirements for their\nparticular grade, six passed with supplemental, and eight obtained partial standing. M 42 PUBLIC SCHOOLS REPORT, 1926-27.\nREPORTS OF MUNICIPAL INSPECTORS.\nNEW WESTMINSTER CITY SCHOOLS.\nREPORT OF R. S. SHIELDS, B.A., MUNICIPAL INSPECTOR OF SCHOOLS.\nThere was an increase of 162 in pupil attendance over 1925-26; this increase was for the\nmost part in the elementary schools.\nIt was found necessary to remove one of the educational landmarks\u2014The John Robson\nSchool. For nearly half a century this institution of learning served the youth of this city, and\nduring that time there passed through its doors thousands of pupils, many of whom have become\nprominently identified with the public life of British Columbia and of Canada as a whole. On\nJanuary 5th the New John Robson School was formally opened by the Hon. Dr. AlacLean,\nMinister of Education; this school, comprising eleven class-rooms, auditorium, and all necessary\noffices, such as dental, medical, etc., was erected at a cost of $58,000. We feel certain that the\npupils passing through it will ably maintain the traditions of the past.\nThe past year was one of the most successful in the history of our schools ; each department,\nworking at full strength, was well repaid by the progress of the pupils.\nThe departmental system as used in Grades VI. to VIII. in some of the elementary schools\nproved most successful and is being extended to take in all elementary schools.\nThe Alanual Training and Home Economics Departments have had a record year and we\nwish to express our appreciation of the helpful sugge'stions and co-operation of Aliss AlcLenaghen\nand Mr. John Kyle.\nThe physical development of pupils has received every consideration. Inter-class, inter-\nschool, and inter-city sports are well organized and conducted; we recognize the sacrifice of time\nand convenience on the part of many teachers and appreciate their assistance.\nThe Aledical Department, in charge of Dr. D. A. Clarke and Aliss A. Stark, R.N., has, as in\nother years, closely supervised the general health of the pupils and a most satisfactory condition\nhas been maintained.\nCareful attention was paid in all classes to music and the results were gratifying. The\nLister-Kelvin School Choir, led by Aliss E. Milledge, accompanied by Miss AL Richards, won\nsecond place and special mention at the festival held in Vancouver.\nThe present healthy condition of our school system is due to the harmonious, whole-hearted\nco-operation of all its school-workers; to the helpful sympathy of all organizations interested in\nschool-life, and to the efficient and ever-ready assistance of the Board of School Trustees, leaders\nof business, who unstintingly give of their time and energy in order that the youth of our city\nmay have every opportunity so to prepare themselves that when the responsibilities of citizenship\nshall fall upon their shoulders they shall not be found wanting.\nThroughout the year special days were commemorated and to all who assisted we express\nour appreciation. In November a suitable Armistice Day programme was carried out at each\nschool. On Af ay Day perhaps the most picturesque and instructive pageant in the history of the\ncity was put on by over 2,000 of our school-children. \" Confederation \" was the central thought,\nand this, combined with the colourful activities surrounding the crowning of the May Queen\nelect, made it a day not readily forgotten by the thousands of people privileged to attend.\nNear the close of the school term appropriate Confederation programmes were put on at all\ncity schools; we are indebted to the Department of Education for assistance in making these\nexercises most instructive to pupils and parents.\nConsistent with its expressed policy, the School Board has ever been alert to the needs of\nthe pupils of this city. Early in the year a dental clinic in charge of Dr. J. A. Sampson was\nestablished; its need and its value to the health and progress of the youth of our schools need\nnot be enlarged upon in this report.\nIn order that more assistance might be given to girls, the appointment \" Dean of Girls \"\nwas recommended and approved by the Board; appointments were made to the Duke of Con-\nnaught High School, T. 3. Trapp Technical High School, and the Central School; appointments\nat other schools will be made in the near future. PUBLIC SCHOOLS REPORT, 1926-27.\nAi 43\nThe Trapp Technical High School was open two evenings per week from October 1st to\nAlarch 30th for evening school instruction. The courses in woodwork, metalwork, electricity,\ndrawing, mathematics, auto mechanics, commercial courses, china-painting, basketry, home\neconomics, first aid, millinery, etc., were carried on much as usual, with increased numbers\nattending; especially good work was done in teaching English to the non-English-speaking students and to those whose opportunities for the study of English had been confined to evening\nclasses. A pleasing feature of the evening classes was the large number of former day students\nwho came back to pursue further study in special subjects.\nAgain it is my pleasure to report the keen interest shown by our teachers in the various\nSummer School Courses offered. During July and August more New AVestminster teachers\nattended than at any period in the history of our schools;  this condition is most gratifying.\nIn June the City of New Westminster and the schools in particular suffered a very severe\nloss in the death of the Chairman of the Board, Dr. E. J. Rothwell, AI.L.A. For many years he\ndevoted himself unsparingly to the cause of education in this city. His deep, practical interest,\nhis fine personality, and his wide experience, especially fitted him for that most important position which he held.    His very presence was a source of inspiration.\nVANCOUVER CITY SCHOOLS.\nREPORT OF J. S. GORDON, B.A., MUNICIPAL INSPECTOR OF SCHOOLS.\nCHANGES IN ENROLA1ENT AND STAFF.\nThe maximum enrolment for the year\u2014in February, 1927\u2014shows an increase of 678 over\nthat of the preceding year, distributed in the three different types of schools as follows:\u2014\n\u2022     Month.\nPublic\nSchools.\nJunior\nHigh\nSchools.\nHigh\nSchools.\nTotal.\n18,713\n18,404\n184\n159\n3,262\n2,918\n22,159\n21,481\nFebruary, 1926\t\n309\n25\n344\n678\nTo provide for this increased enrolment certain changes in the number of teachers employed\nwere made.    These may be tabulated as follows :\u2014\n1926.           1927. 1926. 1927.\nPublic-school teachers   489 496\nOrdinary classes     467 474\nSpecial classes     22 22\nJunior high-school teachers         7 7\nHigh-school teachers      96 103\nGeneral Course     61 61\nCommercial Course      15 22\nBoys' Technical Course      17 17\nHome Economics Course          3 3\nAlanual-training teachers        22 22\nDomestic-science teachers     17 17\nSpecial instructors or supervisors .-.     11 13\nTotal :  642 658\nIncrease       16\nSCHOOL ACCOA1A10DATION.\nNotwithstanding the increase in school attendance during the year and the consequent need\nof more class-rooms, Vancouver's school accommodation was much better at the close of the\nyear than it was at the beginning.    The improved conditions were effected by the completion\nof the schools referred to in my last annual report. In Franklin District nine temporary, wooden class-rooms were abandoned when the new\nfire-proof reinforced-concrete school, with eleven class-rooms and a good auditorium, was completed early in the second term of the year. Eight rooms of the old Grandview School and two\ntemporary class-rooms were also vacated in February, 1927, when the new Grandview School of\neleven rooms was completed. The first unit of the Templeton Junior High School, containing\nnine modern class-rooms, was not completed till the beginning of the second term of the school-\nyear. As this was not a suitable time to begin junior high-school work, and as the rooms were\nnot urgently needed for other purposes, it was decided not to begin work in it till September,\n1927.\nBUILDING PROGRAA1AIE FOR 1927.\nEarly in the school-year the Board decided to take immediate steps to begin junior high-\nschool work in the south-west portion of the city as well as in the north-east at the beginning\nof the next school-year. They also decided to secure, if possible, a sufficient sum of money to\npurchase suitable school-sites while such could be secured where needed and at reasonable prices.\nThey accordingly appealed to the ratepayers in December for the sums required. These were\nthe following:\u2014\n(1.)  New Junior High School, Twelfth Avenue and Trafalgar Street.... $215,000\nAddition to Templeton Junior High School, Templeton Drive and\nGeorgia Street     125,000\nExcavations for both schools        10,000\nFurniture and equipment of both schools       50,000\n\u00a7400,000\n(2.)  School-sites        50,000\nBoth these by-laws were endorsed\u2014the first by a vote of 5,475 for and 2,189 against; the\nsecond by a vote of 4,958 for and 2,289 against.\nWork has consequently been proceeding on the two schools, and it is hoped they will both be\nready when schools reopen in September.\nBUILDING PROGRAAIME FOR 1928.\nProfiting by past experience, the Board resolved to make its building plans for 1928 early.\nThey accordingly decided in Alay, 1927, to ask for sufficient funds to complete the Laura Secord\nSchool, corner of Lakewood Drive and Broadway, to build a new elementary school at the corner\nof Rupert Street and Twenty-second Avenue, and to build a new technical school at a point to\nbe agreed upon later.\nAfter the usual formalities were observed, two school money by-laws were submitted to the\nratepayers on June 25th. The first was for $365,000, the amount required to erect, furnish, and\nequip a technical school. The second was for $270,000, the amount required to erect, furnish,\nand equip the second unit of the Laura Secord School and a new elementary school in Beacons-\nfield District.\nBoth by-laws were endorsed\u2014the first by a vote of 3,464 for and 2,219 against; the second\nby a vote of 3,745 for and 1,960 against.\nSCHOOL OF DECORATIVE AND APPLIED ARTS.\nThis school has just completed its second year\u2014a very successful one. In fact, its growth\nfor the past school-year has been phenomenal. In October seventy-six full-time students and\ntwenty-one part-time students were attending the day classes, besides the 432 students attending\nthe evening classes. The pressing need for this school now is proper accommodation. The\nteachers and students have been working in very cramped quarters for the past year, which\nshould give place to a school in keeping with the ability of the staff, the number of the students,\nand the importance of the work to be done.\nThe difficulty of staffing this school, referred to in my last annual report, was overcome at\nthe beginning of the school-year by the appointment of two full-time men to the permanent staff.\nIn Mr. F. Horsman Varley, A.R.C.A., we have secured an artist of international repute as\ninstructor in drawing and painting ; and in Mr. J. W. G. Alacdonald we have a man well qualified\nin every way as instructor in design. AVith such men and the talented part-time local instructors,\nit is not surprising that the school is attracting students in such large numbers. >\u25a0 .'ii,\u00ab\u201e;;;<;,.\nFIRST   UNIT,  TEMPLETON JUNIOR HIGH  SCHOOL, VANCOUVER,  OPENED  SEPTEMBER OtH,   1927.\nI\nui\nis Us\ni \"\nL\u00a3L,,i5!. ,s(L;:  'S\u201ei;\nIB   *\nKITSILANO   JUNIOR  HIGH   SCHOOL,   VANCOUVER,   OPENED   SEPTEMBER   6tII,   1927.  CHANGES IN STAFF.\nThe number of changes in the teaching staff throughout the year was comparatively small;\nbut there were seven of these that we report with profound regret. These were claimed by\ndeath after terms of very faithful service, ranging from a single term to thirty-six years. Those\nwho thus left us were: Miss H. L. AlacDonald, of Dawson School, after 16 years' service;\nMr. Leo. B. Brown, B.Sc, of King Edward School, after 4% years' service; Airs. Edith Baron,\nof Livingstone School, after 13 years' service; Miss L. E. Frith, of the Psychological Department,\nafter 21 years' service; Mr. Henry J. Francis, Alanual Training Instructor, after a term's\nservice; Aliss AL A. B. Pope, of Fairview Junior High School, after 5 years' service; and\nAliss Bessie Johnston, A'ice-Principal of Strathcona School, after 36 years' service.\nBUREAU OF MEASUREMENTS.\nAt the beginning of January, 1928, the Board opened, for the first time, a Bureau of Aleasure-\nments, placing as its director Air. Robert Straight, B.A., who, by virtue of his twenty years of\nvery efficient service in the elementary schools of the city, as assistant, vice-principal,' and\nprincipal, and also by virtue of his fine record as a student of educational problems, had fully\nmerited promotion. Air. Straight was selected for this position from a large number of promising applicants from various Canadian and United States cities, and in the opening term of the\nschool-year was given leave to visit other cities and make a careful study of such problems as\nhe would have to deal with in his new sphere of work.\nThe Bureau has been in operation only six months ; but in that time it has done good work,\ngiving promise of abundantly warranting its existence. By establishing reasonably high\nstandards in the various subjects for the different grades, and keeping the different schools\nposted as to how their students rank in comparison with others, it is hoped that a higher\nstandard will be attained in many instances. Valuable assistance is also looked for and may\nreasonably be expected for principals, particularly of junior high schools and high schools, in\ngrouping their new students according to mental strength. Much time and careful study was\nconsequently given toward the close of the year to students who were to pass from the elementary schools to either junior high schools or high schools.\nORGANIZATION FOR JUNIOR HIGH SCHOOLS.\nFor over a year junior high-school building operations have constituted the greater part of\nthe Board's building programme. Much thought has also been given to the equally, if not more\nimportant, task of organizing the staffs for the two schools to be opened in September. Both\ntasks, being new, have naturally presented unusual difficulties; but the latter more than the\nformer.\nGiven a sufficient sum of money, the erection of fairly satisfactory junior high-school buildings is a comparatively simple undertaking; and year after year the undertaking tends to become\nmore simple. The difficulties encountered and overcome one year will not likely give much\ntrouble when encountered later.\nIt is quite different, however, in the matter of staff organization. It presents difficulties\nwhich even a more lavish expenditure of money than seems warranted or possible to secure\ncannot permanently overcome. The School Board has already experienced much difficulty in\nselecting the teaching force we deem indispensable to the highest success in the new type of\nschool. Indeed, we have found it almost impossible to secure the limited number of special\ninstructors in art, music, health education, and household arts that we require for two schools\nwith a combined enrolment of less than 2,000. It must also be apparent that the staffing of\nthese two schools in 1927 will make it more difficult to staff equally well other schools later,\nunless something is done in the meantime to train the teachers required, but not now available,\nfor certain work.\nOne is justified in entertaining high hopes for the success of junior high schools in this\nProvince only to the extent a proper teaching personnel can be secured. But from Vancouver's\nexperience in organizing two junior high-school staffs of twenty-six and twenty-eight teachers\nrespectively, one may be pardoned for entertaining fears that each new venture along similar\nlines, year after year, may find the schools with weaker and weaker staffs, owing to the fact\nthat the better material for staffing such schools will have been previously selected. Better\nsalaries alone will not secure the teachers required.    They will have to be trained in advance; M 46\nPUBLIC SCHOOLS REPORT, 1926-27.\nand this should not be a difficult matter. There are many bright young teachers in this Province\nto-day unable to secure teaching positions because there is a surplus of teachers prepared to\nteach just what they can teach. If some of these, and others holding teaching positions, with\nspecial aptitudes for the new subjects that are to be specially emphasized in junior high schools,\nwould only undertake to prepare themselves for the teaching of these subjects, it would prove\nbeneficial both for them and for the schools of the Province.\nSOUTH VANCOUVER SCHOOLS.\nREPORT OF ALEX. GRAHAAI, MUNICIPAL INSPECTOR OF  SCHOOLS.\nENROLA1ENT.\n1925-26. 1926-27.\nElementary schools   7,737 7,895\nHigh schools      853 944\nTotals  8,590 8,839\nGirls    4,432\nBoys     4,407\nDuring the school-year the accommodation in elementary schools has been increased by\naddition of twelve class-rooms. Wings of six class-rooms each were built to the Aloberly and\nVan Home Schools. An auditorium room was provided for in the basement of each of the\nschools mentioned above. An annex of eight class-rooms was built on the High School site to\nrelieve overcrowding in that school. The manual-training centre for this school was moved\nfrom the Gordon School to the High School site and established in an annex building. It is\nestimated that this added class-room accommodation will be sufficient to take care of the increase\nin school population until the end of the school-year 1927-28.\nThe staff at the end of June, 1927, was made up as follows:\u2014\nMale.\nFemale.\nTotal.\nHigh-school teachers\t\nElementary-school teachers....\nManual-training teachers\t\nDomestic-science teachers\t\nSupervisor   (primary  grades)\nDoctor\t\nNurses  \t\nInspector\t\nAttendance officers.-.-\t\nTotals\t\n17\n40\n26\n214\n70\n195\nThis staff, very ably assisted by Inspector F. G. Calvert, of the Department of Education,\nhas completed a satisfactory year's work. Principals, teachers, supervisors, and health officials\nhave given of their best to the work. Close co-operation on the part of all has been manifest\nthroughout the year, making good results possible.\nOur teachers are more and more coming to look upon teaching as not a mere means of\nearning a livelihood, but as a noble profession, calling for much self-sacrifice and the best effort\nthey are capable of.\nOur teachers are in general giving more attention to the preparation of lessons and the\norganization of the daily programme, with the result that more and better work is being done\nto-day than ever before.\nExtra-curricular activities in our schools now call for a great deal of self-sacrifice on the\npart of all teachers on a well-organized staff. School sports are well organized and conducted\nwith a view to character-building and training in self-discipline. Aluch credit is due to the\nteachers who devote time out of teaching-hours to this branch of educational work. A health-inspection staff of one doctor and two nurses has been able to take care of all\nhealth situations and to cope with epidemics quite satisfactorily. Greater efficiency in this\ndepartment of school-work can only be attained by increasing the nursing staff.\nThe work in the primary grades has received careful direction at the hands of the primary\nsupervisor, who has worked unceasingly to improve the class of work done in these grades.\nThe work in the manual training and domestic science has been carefully supervised throughout the year and results have been up to expectation.\n. The physical training of the pupils has been given due attention, and through physical\ntraining physical comfort is improved, thus enabling the pupils to do better work and to do\nthat work with less effort.\nIn conclusion, I wish to thank the Department of Education, the Provincial Inspector of\nSchools, the members of the staff, and the members of the Board of School Trustees, individually\nand collectively, for unfailing courtesy and unstinted support in the work throughout the school-\nyear.\nVICTORIA CITY SCHOOLS.\nREPORT OF GEORGE II.  DEANE, MUNICIPAL INSPECTOR OF SCHOOLS.\nThe sum of $596,183 was expended for school purposes in the calendar year 1926. Of this\namount, the taxpayers of the city contributed $455,278 (76 per cent.), which was 29 per cent,\nof the total civic expenditures for all purposes.\nA substantial grant from the Provincial Government enabled the School Board, with the\nco-operation of the City Council, to purchase at a very reasonable figure the \" Craigdarroch \"\nproperty, which has accommodated Victoria College for several years. The building is located\non one of the most beautiful sites in the city and with comparatively small expenditures\nsurrounding lecture-rooms should provide ample college accommodation for years to come. In\nsuch connection it is interesting to note the steady growth of this institution. In September,\n1920, the enrolment at Victoria College was 73;  in September, 1927, 227.\nWhile the total enrolment of pupils in all schools has varied but slightly during the last\nfive years, there has been a marked increase in the number of pupils attending Victoria High\nSchool. In September, 1921, there were enrolled 852; in September, 1927, 1,206. Any further\nsubstantial increase will create a serious situation surrounding accommodation.\nThe year's work in the class-rooms resulted in a good measure of achievement. Too much\nemphasis cannot be placed upon the necessity of careful preparation with definite objectives for\neach lesson. The skilful teacher will direct and compel the pupil to put forth a mental effort,\nwithout which there can be little intellectual development. This cannot be accomplished in our\nhigh schools by \" lecture \" methods and in our lower grades by merely entertaining the pupils\nduring the lesson period. The pupil must be trained to think and to apply himself diligently to\nhis tasks.    These habits will have the greatest influence on his future success as a citizen.\nOne of the most difficult problems the Victoria School Board has to solve is to administer\nthe schools so as to secure the highest efficiency according to modern standards at a minimum\ncost to the taxpayer. As the great majority of our pupils never reach the University, the main\nfunction of our public schools is to provide opportunities for securing that training which is\nbest adapted to the pupil's future career as a useful citizen. In view of the public demand to\nkeep the tax rate low, improvements such as the organization of middle schools involving large\nexpenditures surrounding new buildings and equipment must be postponed to some future date.\nAt present the Board, as far as it is financially able, is pursuing the policy, with the approval \u2022\nof the Department, of including in the programme for graded schools some of the courses which\nare prescribed for junior high schools. As the majority of Grade VIII. pupils continue their\nstudies at the high school, the courses offered in our high school must influence to a large extent\nthe foundational work necessary in Grades VII, and VIII. Additions to the graded-school\nprogramme, however, should not in any way jeopardize the main objectives of elementary-school\neducation and should not place an unreasonable burden on either pupil or teacher.\nA notable event in the year was the Schools Pageant celebrating Canada's Diamond Jubilee\nwhich was staged on July 2nd at the Willows Park by the schools of Victoria District, comprising\nthe Municipalities of Esquimalt, Oak Bay, Saanich, and Victoria City.    The highest commen- M 48 PUBLIC SCHOOLS REPORT, 1926-27.\ndation is due all who assisted to make this the most spectacular and pleasing feature of Victoria's\ncelebration.\nThe decision of Principal Paul to retire from active duty as Principal of Victoria College at\nthe end of the academic year was deeply regretted by the Board, his associates, and his many\nfriends in the community at large. Dr. Paul has been for so many years connected with\neducational effort in this city, as Principal of Victoria High School, Alunicipal Inspector, and\nPrincipal of Victoria College since its establishment, that he is looked upon almost as an integral\npart of our educational system. However, as Principal Emeritus, he will deliver a special course\nof lectures during the present academic year, thus enabling the students to continue to benefit\nfrom his ripe scholarship and impressive personality.\nThe Victoria High School suffered a severe loss by the recent death, of one of its most\ncompetent teachers, Aliss Jenny Alacleod, who was held in the highest esteem by her pupils\nand fellow-teachers. PUBLIC SCHOOLS REPORT, 1926-27.\nM 49\nPROVINCIAL NORMAL SCHOOLS.\nPROVINCIAL NORMAL SCHOOL, VANCOUVER.\nREPORT OF D. M. ROBINSON, B.A., PRINCIPAL.\nThe session opened on September 14th, 1926. During the preliminary term, September to\nDecember, 188 students\u2014161 young women and 27 young men\u2014were in attendance. At the close\nof the term in December, two students with previous Normal School training and teaching experience in Eastern Canada were granted diplomas;  four students discontinued the course.\nAt the opening of the advanced term in January, 182 of those attending during the preliminary term returned. These were joined by nine students with previous Normal School training.\nIn February a teacher from the Mother Country was allowed to attend for six weeks to qualify\nas a teacher in this Province. Thus the total enrolment for the advanced term was 192. The\nteacher from the Mother Country finished at the end of March. At Easter nine students were\nadvised to discontinue their course because of unsatisfactory work. Thus the enrolment at the\nclose of the session was 182.\nThe following will show clearly the enrolment and results of the session:\u2014\nYoung Women.\nYoung Men.\nTotal.\nRegular students\t\nTeacher taking short course\t\nTotal enrolment....\t\nWithdrew, work unsatisfactory\t\nDiscontinued course\t\nFailed\t\nRecommended for interim certificate\n169\n1\n170\n8\n4\n14\n144\n28\n28\n1\n1\n26\n197\n1\n198\n9\n4\n15\n170\nWe were very pleased that the Department of Education made two additional appointments\nfor the session opening in September, 1926. Mr. William G. Black was placed in charge of instruction in the subjects of educational psychology, the history of education, and educational\ntests and measurements. Miss N. Vivian Jones was assigned the work in hygiene, folk-dancing,\nand organized games. Both Mr. Black and Aliss Jones have done exceptionally good work during\ntheir first year on the staff.\nThe instruction in physical training was conducted by Sergeant-Major Wallace and\nSergeants Ward and Frost. Excellent work was done in this department. Of the 182 students\nexamined, 179 qualified for Grade B certificate.\nDuring the session of 1926-27 the students had abundant practice-teaching. During the\nterm, September to December, the following schools in the City of Vancouver were used in\npractice-teaching schools: Seymour, Hastings, Nelson, Grandview, Laura Secord, and Florence\nNightingale. During the term, January to June, the following schools in the Municipality of\nSouth Vancouver were used: Wolfe, Carleton, Selkirk, MacKenzie, Tecumseh, and Gordon. At\nall of these schools we met with the most kindly assistance\u2014principals and teachers were most\nanxious to help in every possible way. During the session students were engaged in practice-\nteaching for eight full weeks\u2014more than double the practice-teaching of any previous session.\nIn addition to this observation and practice-teaching in graded municipal schools, each student spent a week in some small school in an adjoining municipality. Small schools in Burnaby,\nRichmond, North Vancouver, West Vancouver, Delta, Surrey, Alatsqui, Sumas, Chilliwack,.\nCoquitlam, and Alaple Ridge were visited and here students acquired considerable experience in\nteaching and managing small ungraded schools. We wish to thank the teachers of these small\nschools for their hearty co-operation in this most important branch of teacher-training.\nWe are still of the opinion that existing observation and practice-teaching facilities should'\nbe supplemented by the establishment of a school in which the members of the staff should be in\nthe closest co-operation with the Normal School in the matters of organization, methods, and!\nD management. For purposes of observation and experimentation by students such a school is an\nessential in teacher-training.\nDuring the closing days of the session students visited the following points of interest: The\nbotanical garden and stockyards at the University, the Indian village of Musquiam, the sawmills of the Alberta Lumber Company, the B.C. Fir and Cedar Company, and the Vancouver\nLumber Company, the Harbour Commissioners' grain-elevator, the Burrard elevator and the\nTerminal elevator, the news plant of the Province and Sun, Ross and Howard Foundry, the\nArancouver Engineering Works, Shelly's Bakery, and the Fraser Valley Dairy. These visits\nproved both interesting and instructive to the students and we wish to thank the managers of\nthese establishments for their courtesy and kindly assistance during these tours.\nThe session of 1926-27 was a most satisfactory one. The enrolment was not as heavy as in\npast years and consequently classes were not too large: staff and students were in most hearty\nco-operation and an excellent school spirit was strongly in evidence.\nPROVINCIAL NORMAL SCHOOL, VICTORIA.\nREPORT OF J. W. GIBSON, ALA., B.PAED., ACTING-PRINCIPAL.\nIn accordance with the amended regulations respecting the lengthening of the Normal School\nsession, the annual session covered by this report began on September 14th and closed on June\n17th, with the usual school holidays at the Christmas and Easter seasons.\nThe total enrolment for the year was 137, which was thirty-nine less than the previous year.\nThe following table gives further details of enrolment:\u2014\nWomen.\nMen.\nTotal.\nNumber of students granted interim standing\t\n100\n2\n7\n1\n24\n1\n2\n124\nNumber who discontinued during the year\t\nNumber who failed\t\n3\n9\nAttended part time without credit\t\n1\nTotals\t\n110            '               27\n137\n\u25a0\nOf the number who left at the end of the fall term, two were Arts graduates and continued\ntheir professional training in the Department of Education of the University of British Columbia.\nOf those who were granted interim standing, four had had previous training and completed their\nwork at the end of the fall term, while three who had also had previous training entered in\nJanuary and finished in June. Of the total number to whom interim standing was granted,\ntwelve passed with honours.\nAs Principal AlacLaurin was unable to resume his duties at the beginning of the year, the\nwork of instruction was organized as follows : Air. J. W. Gibson (Acting-Principal)\u2014Psychology,\nscience of education and school management, history of education, physiology, and hygiene (for\nmen only). Air. V. L. Denton\u2014History, geography, and school law. Air. Hy. Dunnell\u2014Art and\nwriting. Air. B. S. Freeman\u2014Literature, nature-study, and school-gardening. Air. C. B. Wood\u2014\nArithmetic, reading and spelling, grammar and composition. Miss G. G. Riddell\u2014Alusic and\nprimary-grade work.    Miss L. B. Isbister\u2014Household science and hygiene.\nAliss Kate Scanlan, as principal of the Alodel School and teacher of the senior division, conducted the work during the entire year in a highly efficient manner. On account of illness Aliss\nI. Barron, who for eleven years had been teacher of the junior division, was granted leave of\nabsence, her place being filled satisfactorily by Mrs. AL Clifford, a teacher of mature experience\nin primary-grade work. Aliss Barron was able to resume her regular work again in December\nand to continue throughout the winter and spring terms.\nAt the end of April Aliss AL A. Lucas, who for nearly four years had given faithful and\nefficient service as secretary and librarian, resigned, and was succeeded by Aliss Olive Piercy.\nThe course in physical training was conducted by Sergeant-Alajor Bain during the first term\nand by Sergeant-Alajor Frost and Sergeant Ward during the second term. Altogether 123 students were awarded Strathcona B certificates. In addition to the usual course offered in physical training, classes in swimming were\norganized and conducted at the Crystal Garden natatorium by Mr. W. Gordon Brandreth and\nMrs. Brandreth. Approximately seventy of the lady students attended these classes, twenty-six\nof whom made such progress as to qualify for the diploma of the Royal Life-saving Society. The\nstudents were able to secure swimming privileges at the Crystal Gardens at reduced rates and\nthose who participated thoroughly enjoyed the training as well as the recreation afforded.\nMuch credit is due to Aliss Isbister in connection with the inauguration of this most excellent\nform of training and for the encouragement and supervision given to the young ladies during the\nyear. Training in swimming and life-saving is of value under any circumstances, but to have\nthe opportunity of enjoying this instruction under such exceptionally delightful conditions as are\nto be found at the Crystal Garden is in itself a rare opportunity that every student should take\nadvantage of. To Air. I. W. Awde, Manager of the Crystal Garden, our thanks are due for many\ncourtesies and for continuous effective co-operation during the year.\nAn examination of the personnel and qualifications of the students entering the school in\nrecent years reveals the fact that a higher standard of academic or non-professional attainment\nis steadily being reached. No less than 45 per cent, of the students of this year's class have\nhad at least one additional year in work of college grade, which means that the number of\nteachers holding first-class certificates is increasing. This movement towards higher qualifications on the part of our young teachers is most commendable and is bound to result in a higher\nstandard of teaching efficiency throughout the Province. It is also gratifying to find that the\nnumber of young men entering upon the teaching profession is increasing. This year the young\nmen students constituted 20 per cent, of the total enrolment and 67 per cent, of them held higher\nthan Normal Entrance standing.\nSome improvements were carried out inside the building so as to facilitate the work of\nteaching. An additional room for the teaching of science is being equipped, so that the students\nwill be able to do more and better work in that subject.\nThe improvement-work on the Normal School grounds has made satisfactory progress.\nDuring the spring months I was able personally to supervise the work of grading and planting.\nIn the course of a few more years these grounds will be more nearly in keeping with the fine\nquality of the building, but much still remains to be done.\nThe need for a larger area for school games and exercises out-of-doors necessitated the\nremoving of the demonstration gardens from the front section of the grounds. By purchasing\ntwo additional lots on the opposite side of the building a very much better site for the gardens\nhas been provided and also a much-needed playing-space for the children of the Alodel School.\nThe need of increased accommodation for pupils wishing to attend the Alodel School has\nbecome urgent; in fact, a much more efficient scheme than that now in operation ; a scheme\nmutually advantageous to Saanich Municipality and to the Provincial Government should now\nhe considered. It should be kept in mind that the great majority of the students attending the\nVictoria Normal School come from the great rural areas of the Province and from towns situated\nin agricultural districts. No greater service could be rendered in the interests of improved\nrural education than to give the teachers that are being trained for service in those districts a\nfirst-hand knowledge of the most efficient type of rural school and to instruct them objectively in\nthe best rural-school procedure. Our present Model School of two overcrowded divisions is\nentirely inadequate. It is true that we have available for practice-teaching several of the\nSaanich schools, but we are able to use them only to a very limited extent during the year.\nWhat we now need is a well-organized practice-school of from six to eight divisions, in effect\na model rural consolidated school, which would include all of the regular elementary grades and\nGrade IX. as well, located in not less than 5 acres of ground convenient to the Normal School\nand under its immediate direction. Such a school established as a joint undertaking of the\nAlunicipality of Saanich and the Provincial Government would not he merely a graded city\nschool located in the country, nor even a graded suburban school, but a thoroughly efficient rural\nschool with a modern rural curriculum such as is to be found in hundreds of progressive rural\ndistricts all over America. Such a model training-school as this, fully equipped to offer the best\ntype of training along modern lines and having a staff of carefully selected teachers, thoroughly\nalive to the unrivalled educational possibilities of the country, sympathetic towards its conditions, and well informed as to its needs, would be of inestimable value to the Province. Such\na practice-school operated in conjunction with the Normal School would do a great deal towards\nthe general improvement of rural education through the better training of the young men and women who attend here in preparation for their work as teachers. No amount of lecturing and\nreading about improved rural education could possibly equal direct observation of and participation in the exercises of such a school. The establishing of this size and type of model training-\nschool would not in any way affect the relationship of the Normal School to the schools of the\nCity of Victoria and of the adjoining municipalities. It would merely afford to the teachers-in-\ntraining who come from the outlying districts\u2014\" east of Yale and north of the 50th parallel and\non Vancouver Island \"\u2014a much-needed opportunity of becoming thoroughly acquainted with the\nfinest type of rural school organization and instruction, and would at the same time adequately\nprovide for all of the children of the Alunicipality of Saanich from the city limits to Cadboro\nBay and Gordon Head in Grades I. to IX.\nThe lengthening of the Normal School term has proved beneficial to the students-in-training,\nhaving made it possible to provide for more practice-teaching. The number of lessons taught\nand the number of hours spent in the observation of teaching have been almost doubled, and\nmore attention is being given to the teaching of series of related lessons and to the routine of\nschool management. During the month of May practice-teaching was carried on in the Saanich\nschools and in the most convenient rural schools, the students being assigned in pairs to the\nvarious class-rooms and becoming responsible, under the guidance of the regular teachers, for\nthe entire school programme for a period of two weeks. This continuous teaching and management has enabled the students-in-training more fully to appreciate the composite nature of the\nteacher's task and to apply their knowledge of educational principles to its best accomplishment.\nIt has also afforded a valuable opportunity for the staff of the Normal School more fully to\nevaluate the ability and resourcefulness of the young teachers. Aluch credit is due to Mr. V. L.\nDenton for the successful management of this scheme for practice-teaching in the rural schools,\nas well as for able support in other lines of administration. The problem of arranging for the\ndaily transportation of the students to and from these outlying schools necessitated much\ncareful planning, and I am glad to say that Air. Denton arranged it all in a most satisfactory\nmanner.\nAltogether thirty-eight schools were used during the year for student ohservation and\npractice-teaching, and the relationship which existed between the teachers in these schools,\napproximately 200 in number, and the Normal students was highly satisfactory. To the\nprincipals of all these schools we owe much for the unfailing courtesy shown by them at all\ntimes and for their hearty co-operation during the period of observation and practice-teaching.\nThe thanks of the school are due to Mr. George H. Deane, Alunicipal Inspector of Schools for\nVictoria, and to Inspectors A. C. Stewart and W. H. May for much advice and assistance in\norganizing this important work of practice-teaching in the schools of their inspectorates.\nIn conclusion, I wish to state that it has been a real pleasure to have had the opportunity\nonce again of participating in the training of young men and women for the teaching profession,\nand to have been associated with such a capable and loyal corps of workers as comprise the\nstaff of this school. Their assistance at every turn was cheerfuly given; in fact, so much was\ndone by them throughout the entire year that my own duties were rendered wholly pleasant and\ncomparatively easy.    I wish to thank them all. SCHOOL FOR THE DEAF AND THE BLIND, POINT GREY.\nREPORT OF S. H. LAWRENCE, PRINCIPAL.\nThe enrolment for the year was eighty-three, of whom sixty-four were deaf, seventeen blind,\nand two both deaf and blind.\nThe school-work was conducted along general lines, similar to those of former years. The\nmost marked departure was the formation of a special class, composed of children eliminated\nfrom all the grades. These children were not acquiring intelligent speech and were not showing\nan aptitude for lip-reading. Their advancement was so slow that they were retarding the\nprogress of the other children in their respective classes. I took charge of them myself and\ntaught them chiefly by means of written language, and the results obtained have already\njustified the experiment.\nThe school as at present constituted has been in operation for seven years, and the question\nmight very properly be asked, AVhat is it doing to justify the expenditure made each year to\nmaintain it?    I shall therefore, as briefly as possible, mention some of its accomplishments.\nAt the close of the year that ended last June one deaf girl and three blind boys received\nEntrance Certificates, granted on the recommendation of Air. L. J. Bruce, Inspector of Schools.\nTwo blind pupils, a girl and a boy, wrote the Grade XL Junior Alatriculation Examination and\nboth were successful in obtaining a creditable pass with some margin to spare. Another blind\nboy received the Higher Distinction Certificate, given by the Associated Board of the Royal\nAcademy of Alusic and the Royal College of Music, while two other boys received their\nelementary certificates.\nOur efforts were not confined wholly to literary and musical attainments. Instruction was\ngiven along vocational lines. The blind were taught basketry, and both blind and deaf girls\nreceived lessons in economic housekeeping, plain sewing, and fancy work. The older girls were\ntaught dressmaking and millinery, and the garments made by them reflected both neatness and\nfinished style.\nTwenty deaf boys were instructed in manual training and turned out models that would\nbear close critical inspection.\nDuring the spring and autumn months the boys were given instruction in gardening and\ngeneral work done about a farm.\nA class in typing was continued throughout the year and commendable progress was made\nin that branch. Typing is very essential for the blind as very few people are able to read\nanything written in braille.\nThe school does not pretend to send out its pupils with so complete a knowledge of any\ntrade and skill that they can compete with experts, but it aims to lay such a foundation as will\nfit the child for good citizenship and become an asset to the State.\nOf the number who have gone out from the school, all but a very small percentage are to-day\nin earning positions. One boy has been with the Canadian Pipe Company in Vancouver for four\nyears, and so satisfactory are his services that he has been retained in slack periods when others\nhave been temporarily laid off. Two other boys are earning good wages at printing, one in\nVancouver and the other with the Vernon News, A'ernon, B.C. Two are doing farm-work in\nthe Okanagan, while another is employed with the Coca Cola Company in Vancouver.\nThree girls are employed at dressmaking in A'ancouver, three others have positions in a\nlaundry, and two more work in a paper-box factory. They all like their work and try to give\ngood return for the pay they receive.\nThe general health of the school was good throughout the year. We had an outbreak of\nGerman measles in the early spring, but this was almost unavoidable when the whole city was\nfilled with the disease. The class-work was seriously interfered with for a few weeks, but no\ncomplications resulted from the disease.\nIn June two pupils contracted real measles when they were out for the week-end with\nfriends, but the watchfulness of the matron and the supervisors detected the symptoms before\nthe pupils affected mingled with the rest of the school and the infection did not spread. As the disease was very prevalent in the city and we were receiving children from the city\ndaily, the doctor advised closing the school earlier than the appointed time to avoid any further\noutbreak.    We were thus able to get the children all home free from infection.\nI regret to report that at the close of the term three of the teachers resigned. They were\nall experienced and efficient and with the other members of the staff laboured assiduously in the\ninterests of their respective classes. Aliss Thompson left to accept a more remunerative position\nin New York City, Aliss Aliller resigned to get married, and Miss AlcConnell was compelled to\ngive up on account of ill-health. I was able to fill these vacancies with three new teachers who\ncome very highly recommended, and I feel confident that the coming year will be one of\nprogress also.\nI cannot close this report without expressing to you, Sir, and to the Honourable the Alinister\nof Education, my deep appreciation of your kindly advice and helpful support at all times, and,\nfurther, to record how keenly we all feel the death of the late Premier. The whole school had\nlearned to look upon him as a tender-hearted and loving father. 3 ;\u2022-:-.\u2022\u2022 .\nW2\n\u201e i,     \u25a0\u25a0\u201e'   \u25a0\u25a0\u25a0'\u25a0'.\u25a0.\u25a0.     '.,\u25a0\u25a0.,     ..,.;\u25a0'.\u2022...,\u25a0\u2022       ^\n: :     :\nSCHOOL  FOR THE  DEAF  AND THE BLIND.  POINT  GREY.\nCLASS AT BASKETRY   (SCHOOL FOR THE DEAF AND THE BLIND, POINT GREY).  TECHNICAL EDUCATION.\nREPORT OF JOHN KYLE, A.R.C.A., ORGANIZER.\nA1ANUAL TRAINING.\nClasses in the above subject are conducted in the following cities: Armstrong, Chilliwack,\nCourtenay, Cranbrook, Cumberland, Kelowna, Nanaimo, New Westminster, Nelson, North Vancouver, Prince Rupert, Port Aloody, Rossland, Trail, Vancouver, Vernon, and Victoria. Similar\nclasses are also held in the following municipalities: Burnaby, Chilliwack, Esquimalt, Alaple\nRidge, Penticton, Point Grey, Pitt Meadows, Richmond, Summerland, South Vancouver, Surrey,\nWest Vancouver, and in the Rural Districts of Rutland, Harewood, and South Wellington.\nA summary of manual-training statistics from these places is as follows :\u2014\nAlanual-training centres         86\nManual-training instructors  78\nElementary-school  pupils  attending  11,133\nHigh-school pupils attending     1,910\nIt will be noted that the centres mentioned are situated in both urban and rural districts;\nconsequently considerable latitude is given to the instructors in drawing up courses suitable to\ntheir special conditions. All courses, however, must be sanctioned by the Department of Education and are built up from an understanding of educational principles. Thus it is that we have\na Province rich in varied types of manual-training and educational hand-work. We also have\nexcellent examples of manual-training workshops and community centres built entirely by the\nmanual-training pupils. The instructors as a class are progressive and eager to improve their\nstandard of teaching, and they who are fortunate enough to be within reach of the Vancouver\nTechnical School attend classes in advanced work each Saturday morning. The elementary-\nschool manual teacher receives instruction in the subjects required for high-school manual\ntraining and for junior high-school industrial arts departments, while those holding high-school\nqualifications are prepared as instructors for technical or vocational schools. Instructors outside\nof the Greater Vancouver area have the privilege of attending Summer School courses. So long\nas we keep this line of advancement intact we shall not want for teachers in junior high and in\ntechnical or vocational schools.\nThe number of centres and instructors in the Province keep gradually increasing and all\ncities of the first class and all cities of the second class except six now provide instruction in\nmanual training.\nThe Department of Education has decided to discontinue granting special manual-training\ndiplomas to pupils, as it has had an effect of making people imagine that manual training is an\nextra subject on the school curriculum instead of being an integral part of school education.\nUnder the new junior high-school idea the old name manual training is termed \" industrial\narts,\" and woodwork is brought into partnership with metalwork, the whole being enriched with\nthe subjects of electricity and home mechanics. This advancement, however, tends to throw\nfurther into the background those communities that have not yet adopted a good measure of\nhand-work. It is to be hoped that at least most of the cities of the second class will definitely\ndecide to install equipment during the coming year and give their students the same opportunities\nthat they would receive in a city of the first class.\nTECHNICAL EDUCATION IN DAY-SCHOOLS.\nTechnical high schools are established in New Westminster, Vancouver, Victoria, and Point\nGrey; commercial courses only in Burnaby, Delta, Kamloops, Nelson, North Vancouver, Oak Bay,\nPrince Rupert, Revelstoke, South Vancouver, Surrey, and West Vancouver. AI 56\nPUBLIC SCHOOLS REPORT, 1926-27.\nThe total number of students attending number 3,272 and they are distributed as follows:\nCentre.\nTechnical.\nHousehold\nScience.\nCommercial.\nArt.\nBurnaby\t\nDelta\t\nKamloops\t\nNelson\t\nNew Westminster.\nNorth Vancouver..\nOak Bay\t\nPoint Grey\t\nPrince Rupert\t\nRevelstoke\t\nSouth Vancouver..\nSurrey\t\nVancouver\t\nVictoria\t\nWest Vancouver....\nTotals\t\n147\n530\n163\n48\n19\n211\n100\n24\n41\n38\n100\n78\n31\n129\n32\n25\n170\n27\n870\n268\n32\n134\n895\n278\n1,065\n134\nThese figures show an increase of 1,628 students over those of last year, and yet this is but\na fraction of the number that should be expected.\nPROPOSED NEW TECHNICAL SCHOOL, A'ANCOUAHSR.\nA great addition to the attendance of industrial students will undoubtedly be made when a\ntechnical school for Greater Vancouver is built, as it will be at this school where the finishing\nvocational courses will be provided. This technical school will form a link between the high\nschools and industrial occupations. The Vancouver Board of School Trustees has purchased\n25 acres of land in Hastings Townsite and plans are rapidly being completed for a building to\nhouse classes whereat preparation and training may be received for some of the most important\nindustries of British Columbia. When this proposed technical school wins public confidence,\nand when it is understood that a thorough training for industrial life is emphasized, a steadily\nincreasing stream of students will result. Care should be taken, however, to guard the technical\nschool for Greater Vancouver from becoming merely a technical high school and to preserve its\nidentity as a pre-eminently technical or vocational school. The high school of the future will\nundoubtedly include a technical course as well as courses in academic, commercial, home\neconomics, and in some cases agricultural subjects; moreover, such a composite high school\nwith its parallel courses will do a great deal to prove the foolishness of the idea that one course\nis inferior to another. The technical or vocational school for Greater Vancouver, however,\nwill mainly cater to the needs of students who have completed the technical high school course,\nor to those who have found their aptitudes through the exploratory courses at the junior high\nschools and have an intelligent idea of the occupation in which they desire to engage. Two\njunior high schools are established in Vancouver and it is safe to predict that a good percentage\nof the pupils will prove themselves more capable in the line of craftsmanship than in an academic\nway. If these pupils do not intend to proceed to the university, the technical or vocational\nschool will be the most desirable institution to attend. On the other hand, if the students 'desire\nto attend the science course at the university, a technical course at a composite high school\nshould be their avenue of approach. It would seem to be reasonable to expect the university\nauthorities to acknowledge such an educational development as a composite high school, and to\nincrease elective subjects at the matriculation examination so as not to work a hardship on\nthose students who elect to take the technical or home economics courses at the composite high\nschool. The great amount of shop-work in technical courses, which develops effectively the\ninitiative, ingenuity, industry, taste, skill, and self-expression of a student, should surely count\nfor something in admission to the university.\nThe overcoming of this matriculation difficulty will probably come simultaneously with a\ndecision to transform some of the larger high schools into composite high schools, for. one may\neasily imagine the day when high schools in South Vancouver, Burnaby, and North Vancouver\nwill be impelled to enrich and increase their courses of study, while the technical or vocational PUBLIC SCHOOLS REPORT, 1926-27. M 57\nschool of Greater Vancouver will continue to work in close co-operation with industry and the\nApprenticeship Council of Vancouver.\nPoint Grey already possesses a junior high and composite high school at Magee, and pupils\nafter they pass through the junior high exploratory courses may take any of the four high school\ncourses provided\u2014academic, technical, commercial, or home economics. The technical department has excellent equipment and the energetic and capable staff understand thoroughly what is\nrequired to prepare a boy to become a manly, self-supporting citizen.\nIn the Vancouver Technical School it was found to be a mistake to divide attention between\nthe work for matriculation to university and direct preparation for industrial life; consequently\nit was decided to dispense with matriculation subjects. This decision made no appreciable\ndifference to the total student enrolment in the school. Nevertheless, the bright, ambitious young\nmen in the technical or vocational school should be encouraged to go to university and be assisted\nby a committee of the staff organized for the special purpose of giving vocational guidance.\nSuch a group of students could carry the additional load of a foreign language together with\nhistory, and find their way to the university at the end of the fourth year, if not at the end of\nthe third. Their technical training, moreover, would equip them well to earn their living and\npay their way through university, and would prepare them particularly well for the work of the\napplied science course in the university.\nVANCOUVER SCHOOL OF DECORATIVE AND APPLIED ARTS.\nThe Vancouver School of Applied Design, which was opened last year, has been an\nunqualified success. The enrolment far exceeded all expectations and there is no doubt that\nthe good work done will be found helpful to the crafts and industries of Greater Vancouver.\nDue attention is being paid to architecture and the kindred studies of interior decoration and\nfurniture design, metalwork in its various branches from wrought iron to the precious metals,\nclay products and cement, typography and lithography, dressmaking, costume design, and\nmillinery.\nVictoria City might well follow the example of Vancouver in this respect, for the public\nappreciation of both art and music in the Capital City is very pronounced and a serious effort\nto establish a school of applied art would meet with an eager response. The City of Victoria\nhas made no educational progress during the past year in a technical way. It has not yet been\npossible to give more than a two-year high-school technical course and none but those who\nhave passed the entrance to high school are admitted to the course. Considering the overwhelming advantages which are given to those pupils who wish to sit the matriculation examination in order to attend university, it is unfortunate that more is not attempted for those\npupils who are compelled to participate in industrial occupations without completing a high\nschool course. Victoria High School with its commodious grounds is one of those high schools\nwhich is particularly well suited for the requirements of a composite high school. A technical\ncourse in such a school and the inauguration of a school of applied art would provide the\nnecessary educational facilities for many students from all parts of Vancouver Island.\nHIGH SCHOOL COMMERCIAL COURSES.\nGood work is being accomplished in the commercial courses throughout the Province and we\nhave been dependent entirely upon the commercial teachers trained in British Columbia for\nsupplying vacant positions. This makes the commercial condition doubly satisfactory, and to\nshow how the high school commercial students measure up with those from private commercial\nschools the following statement of awards is appended:\u2014\nAWABDS  WON BY   STUDENTS  AND  EX-STUDENTS  OP  THE  HIGH   SCHOOL   COMMERCIAL   COURSES\nDURING THE YEAR 1926-27 AT VANCOUVER AND VICTORIA.\nAt the Canadian Typewriting Contest held during the spring of 1927 in Vancouver there\nwere three classes into which contestants were grouped:\u2014\n(a.)  The Novice class, the contestants of which must not have begun the study of typewriting earlier than August 1st of the preceding year.\n(6.)  The Intermediate class, the contestants of which must not have begun the study of\ntypewriting earlier than August 1st two years previous to the contest,\n(c.)  The Senior class, open to any typist living in Canada. The contestants of the Novice class came from students attending the local business colleges\nand from the high schools. Since most of the business-college students remain in such schools\nless than one year, their representatives were near the graduating stage. The high-school students were only the beginning classes. Yet, in this contest, the high-school students demonstrated their superiority most emphatically, as follows:\u2014\nFirst place:  Aliss Dorothy Colpitts, High School of Commerce, Vancouver.\nSecond place:  Miss V. M. Campbell, High School of Commerce, Vancouver.\nThird place:  Aliss M. IL Stevens, St. Anne's Academy, Vancouver.\nFourth place:  Aliss AL E. Desrosiers, High School of Commerce, Vancouver.\nFifth place:   Aliss C. AL Difiin, High School of Commerce, Vancouver.\nIn the Senior or Open class the victory was equally as great.    In this division the five cups\nwere won by high-school or ex-high-school students, as follows :\u2014\nChampionship Cup:   Aliss M. Hobbs, Britannia High School, Arancouver.\nRunner-up Cup:   Mr. T. Alsbury, Magee High School, Point Grey.\nAccuracy Cup:   Aliss D. E. Whiles, High School of Commerce, Vancouver.\nUnderwood Cup:   Aliss L. Alarchese, Britannia Lligh School, Vancouver.\nRemington Cup:   Miss B. Blewett, High School of Commerce, Vancouver.\nBoth Miss Hobbs and Aliss Marchese were claimed by the Sprott-Shaw School, but their real\ntraining was obtained at Britannia High School, where they were known as distinguished typists\nbefore they left that school.\nThat accuracy is of more importance than speed in typewriting operation is the unanimous\nopinion of all who employ stenographers, and it is a remarkable testimony of the thoroughness\nof the high-school training to point out that in this contest the only two perfect papers were\nhanded in by high-school students. In the Senior Division, Miss D. E. Whiles, of the High\nSchool of Commerce staff, wrote 1,994 words in 30 minutes without a single error. Miss Whiles\nreceived her only training in typewriting during the school-year 1924\u201425 at the High School of\nCommerce, Vancouver. She won, in this contest, the Senior Accuracy Championship of Canada,\nbeating every contestant from all Canadian schools and colleges. In the Intermediate Division,\nMiss A. AlcKibhen, a student in the second year of Britannia High School, Vancouver, wrote 832\nwords in 15 minutes without a single error, winning the Intermediate Accuracy Championship\nfor all of Canada. Aliss McKibben received her only training in typewriting at Britannia\nHigh School.\nVancouver Exhibition Typing Contest, August, 1927.\u2014First prize, Britannia High School,\nAlay Patterson;  second prize, Britannia High School, Annie AIcDonald.\nDuring the school-year 1926-27 the High School of Commerce, Vancouver, won many special\nawards, among which are :\u2014\n(1.) Typewriting Atvards.\u2014Over 450 medals, certificates, gold pins, etc., from the Remington, Underwood, Royal, and L. C. Smith Companies, for proficiency and speed in typewriting.\nOne Remington typewriter for accuracy at sixty words per minute for fifteen minutes. Senior\nAccuracy Championship for all of Canada, the student having written for thirty minutes at\nsixty-six words per minute without a single error.\n(2.) Shorthand Certificates.\u2014Over 150 shorthand certificates issued by the Isaac Pitman\nCompany for speeds up to 150 words per minute. In these tests the examiners are outside\npeople acceptable to the Isaac Pitman Company and the papers are set by Pitman examiners.\n(3.) Dominion Civil Service Certificates.\u2014Twenty students passed the Dominion Civil\nService Stenographers' Examinations, one winning third place in all Canada. Alost of these\nyoung people are now employed in Dominion Government \u00a9ffices.\n(4.) Provincial Civil Service Examinations.\u2014Fifteen students passed the Provincial Civil\nService Stenographers' Examinations, one winning second place in British Columbia. In both\nthe Dominion and Provincial examinations the age-limit prevents many of our best students\nfrom writing.\n(5.) First-class Certificates for Wireless Operators.\u2014Eight young men passed the Federal\nWireless Examinations, many of whom are now employed in that work. One young man after\neight months of study passed the highest in Canada.\n(6.) Where our Students are employed.\u2014During the past eight years over 2,000 of our\ngraduates have gone directly from our class-rooms into local business offices as accountants,\nsecretaries, stenographers, etc. Alany of these are now holding highly paid positions with the\nfirms with which they are employed. In the 1927 typing competition conducted by the United Typewriter Company in Victoria,\nthirty-three high-school typists entered for the Senior and Intermediate- classes, but there were\nno entries for the Novice class.\nIn the final official report from Toronto ten of these contestants received standing in the\nSenior and one obtained the accuracy prize by writing 68.8 words per minute for half an hour\nwith only eight errors. In the Intermediate class six contestants received standing and one was\nthe runner-up for the speed prize and wrote 55.9 words per minute for fifteen minutes with\ntwelve errors.\nWhen one considers that there were sixty-nine A'ictoria entrants in all three classes, one\nmust admit that the standard of typewriting in Victoria High School must be highly satisfactory\nand that it merits public confidence; in fact, the high school commercial work in British\nColumbia conducted under the direction of the Department of Education is excellent in character.\nThe teachers are well trained for their positions and the results are meeting the demands of\nthose who require office assistants.\nEven the smaller high schools have their list of honours. Alagee High School, Point Grey,\nfor instance, obtained certificates, bronze, silver, and gold awards from the various typewriter\ncompanies. Nine students passed directly from school into the Provincial and Dominion Civil\nService, and in the Dominion examination Miss Alice Dearden secured fifth place in all Canada.\nWhile the high school commercial course is of three years' duration, it might be advisable to\nprovide a one-year intensive course for those who must, through economic reasons, become wage-\nearners as soon as possible. From such a number there would surely be a fair number encouraged by success to carry on for a second year. At all events, the only way a one-year course\ncan be obtained at present is at private business schools set up to supply a pronounced demand\nfrom the people, and those who cannot afford to attend more than one year at high school are\nthe very people who most require educational assistance.\nCommercial courses are an important part of the technical education programme because\nof the extensive nature of the work of warehousing and merchandizing. More people are at\npresent engaged in this line of activity than in manufacturing, and with the awakening of the\nOrient and the settlement of Russia distributing warehouses will increase rapidly on the Pacific\nCoast. We must guard, however, against the claim that has been made by some teachers that\nthe French language should become obligatory in the commercial course. In South Vancouver\nthe Board has taken this step and all commercial students are compelled to include French in\ntheir course, notwithstanding the fact that there is no business need for it in British Columbia.\nThe same cannot be said of Chinese, Japanese, Russian, or Spanish, and the commercial importance of these languages is recognized on the Pacific Coast. The need for them will become\ngreater with the years and their commercial importance will increase with the growth of\ntrading facilities. \u2022\nThe total sum expended on day technical courses, July 1st, 1926, to June 30th, 1927, was\n867,835.57, of which sum 50 per cent, was reimbursed by a grant from the Dominion Government.\nNIGHT-SCHOOLS.\nNight-schools were conducted in thirty-nine cities, municipalities, and rural districts in the\nProvince, with an attendance of 5.176 students.    The distribution of classes was as follows:\u2014\nCities of the first, second, and third class: Chilliwack, 12; Courtenay, 28: Kelowna, 38;\nLadysmith, 39 ; Nanaimo, 71: Nelson, 53 ; New Westminster, 459 ; Port Coquitlam, 17; Prince\nGeorge, 28 ;  Trail, 24 ;   Vancouver, 2,713;   Victoria, 842.\nRural municipalities : Burnaby, 405 ; Chilliwack, 21; Esquimalt, 15 ; Kent, 34; Langley,\n12; Maple Ridge, 111; Penticton, 30: Saanich, 70; Summerland, 43 ; Surrey, 49; North Vancouver, 56;   South Vancouver, 576;   West Vancouver, 40.\nRural districts : Brilliant, 12; Britannia Beach, 32 ; Britannia Alines, 44; Coal Creek, 15;\nGranby Bay, 58; Greenslide, 13 ; Kimberley, 20 ; Aialcolm Island, 25 ; Alichel, 28; Ocean Falls,\n223 ;  Powell River, 52 ;   Qualicum, 25;   Spencer, 14;   Tsolum, 19.\nThe undermentioned subjects were included in the night-school courses: English, English\nfor foreigners, subjects for Civil Service examinations, subjects for pharmaceutical examinations,\nsubjects for junior matriculation, citizenship and economics, mathematics, mechanics, physics,\nmachine construction and drawing, pattern-making, forging, machinists' work, steam engineering,\nautomotive ignition system, magnetism and electricity, electrical engineering, chemistry, metallurgy, coal-mining, building construction, carpentry and joinery, architectural design, estimating. navigation, forestry, paper-making, printing, commercial English, typewriting, stenography,\naccounting (elementary and advanced), commercial languages (i.e., Spanish, Russian, Japanese,\nChinese, French), salesmanship, drawing and design, modelling, metal repousse, wood-carving,\nembroidery, pottery, china-painting, show-card writing, dressmaking, millinery, costume-designing, laundering, bread-baking, canning, cookery, music (instrumental and choral), elocution, and\npublic speaking.\nIt is becoming more and more important that courses of work be drawn up for night-school\ninstructors; not that such courses should be adhered to in their entirety, but in order that\ninstructors may have a guide in arranging their subject-matter for effective teaching. This step\nwas unanimously agreed to at a recent conference held at Calgary of representatives of the four\nWestern Provinces of the Dominion. Each Provincial representative agreed to compile four\ncourses, and Alanitoba has already forwarded one course in electricity and one in forge-shop\npractice. British Columbia has almost completed a course in building construction, furniture\ndesign for cabinetmakers, sheet-metal work, and machine-shop practice. The desire to provide\ncomplete courses for junior high school at the commencement of the school-year prevented the\ncompletion of the night-school courses in this Province, but during the coming year we hope to\nkeep up the pressure and have on hand as fine a supply of technical material for night-schools\nas can be obtained anywhere.\nIt has been gratifying to be of service to the members of Women's Institutes through assisting them to conduct educational work at night-schools. The teaching courses referred to would\nbe invaluable to Women's Institutes, for they are often compelled to engage instructors who have\nlittle teaching experience and no teaching devices or equipment ready for the work they\nundertake.\nThe splendid foundational work of the Apprenticeship Council of the Building Trades\nAssociation should not be overlooked. Although expansion has been retarded owing to labour\ntrouble, yet in the near future there will be considerable expansion. The carpenters were the\nfirst group to work with the council, but the sheet-metal workers, painters, plumbers, and\nplasterers will soon take the final step. When the technical or vocational school in Vancouver is\nerected and the workshops are being operated, then the Building Trades Association will have\nan educational centre to place their indentured apprentices for that technical training which is\nnecessary to supplement the work in which they are engaged during the day.\nThe total expenditure on night-schools from July 1st, 1926, to June 30th, 1927, was\n$30,447.05, and the Province obtained a Dominion grant of 50 per cent, of this sum.\nTEACHER-TRAINING   IN   PREPARATION   FOR   POSITIONS   IN   TECHNICAL\nSCHOOLS, JUNIOR HIGH  SCHOOLS, A1ANUAL TRAINING\nSCHOOLS, AND COMMERCIAL SCHOOLS.\nIt is gratifying to report on the complete success of the system of teacher-training which\nwas begun some years ago in the Vancouver Technical School and to have the work highly\ncommended by the Dominion Director of Technical Education. It has been the custom as far as\npossible to graduate instructors for technical schools from the ranks of those manual instructors\nwho previous to their entering the teaching profession had been craftsmen. As long as we can\ncontinue to do this there need be no fear for the success of technical education, for the instructors are both expert craftsmen and teachers. It was also extremely satisfactory to be\nfound prepared for the educational advancement in junior high schools and to have instructors\nwell trained in industrial arts.\nThirty members were enrolled in these classes, some of whom were normal-trained schoolmasters and some craftsmen. The instructors in charge of the classes have been educated in a\nvery exacting way as educational hand-workers and they are well experienced in teacher-training.\nIt would seem to be advisable to continue this work of teacher-training, for we were unable\nto fill all the vacant positions this year, and as far as we know there are no qualified manual\ninstructors out of employment in British Columbia at the present time.\nThe training of first-class certificated teachers as instructors in commercial subjects is undertaken at Summer School in Vancouver and by a further correspondence system which links up\nthe Summer School courses and permits the members to continue their studies wherever they\nmay be teaching in the Province. For this correspondence service the student is charged $20,\nwhile the Department pays a similar amount if the report from the instructor is satisfactory. PUBLIC SCHOOLS REPORT, 1926-27. M 61\nThe system has provided the Department of Education with an adequate supply of commercial\nteachers for all new positions, and as all qualified teachers are at present engaged, the training\nclass should be continued. The total sum spent on teacher-training for the year July 1st, 1926,\nto June 30th, 1927, amounted to $3,923.18, of which the Dominion Government paid 50 per cent.\nCORRESPONDENCE CLASSES.\nLessons on Elementally School Subjects to Pupils who live beyond the\nReach of School.\nThis work proceeds with great regularity and for the year 1926-27 the enrolment numbered\n184 girls and 207 boys, or 391 pupils in all. The number of lessons corrected and dispatched in\nthis period was 3,689.\nSince 1919, when the classes started, until 1927 the enrolment of pupils numbered 1,580.\nThe staff works diligently under obscure conditions, but the result of their labours reach the\nfurthermost corners of the Province. The arrival of the lessons must be an important incident\nin the lives of the pupils and their parents and we have many expressions from them of their\nappreciation. Nevertheless, there is an almost unavoidable monotony in the work of learning\nby correspondence and the necessity arises of introducing brightness and variety into the studies\nby sending forth supplementary lessons. This has been accomplished by sending to these homes\neach month a copy of the little school magazine called \" School Days,\" published in Vancouver.\nThe additional contact cannot fail to be a great boon and incentive to further effort. These\npioneer families require all the assistance which can be given them to compensate for the hardships and disadvantages of their lives.\nWhile there are many disadvantages when children do not meet their fellows at school, while\nthe enthusiasm of numbers and competition is missing, and the education which comes from\nsocial intercourse is lost, yet the pupils of the correspondence courses have some advantages,\nwhich may be enumerated as follows :\u2014\n(a.)  Each child is in a class by itself;  the instruction therefore is more personal than\nin a class at school.\n(6.)  The pupil may go rapidly or slowly as time or ability will permit.    The slow pupil\nis not hurried along to keep up with the rest of the class, nor is the fast pupil\nretarded,\n(c.)  If illness or any other cause compels a pupil to lay aside his studies for a time, he\nmay resume.where he left off when the cause of delay has been removed.    He does\nnot miss several lessons as he would if attending a regular school.\n(d.)  Questions not understood are repeatedly explained until the difficulties are cleared\naway, which is not always the case in the class-room.\nLessons in Coal-mining and AIine Surveying.\nThis work is conducted to prepare men for the examinations demanded by the Department\nof Mines in the interest of public safety.\nThe courses embrace the following:\u2014\nNo. 1. Preparatory mining course for boys over 15 years of age who have left school.\nNo. 2. Course in mathematics.\nNo. 3. Course for fireboss, shiftboss, shotlighter's papers  (third class).\nNo. 4. Course of overman's papers (second class).\nNo. 5. Course in mine-manager's papers.\nNo. 6. Course in mine-survey work.\nFor Course No. 1 the charge is $5 per section and for Course No. 2, $10.\nThese two courses form a fundamental preparation to an intelligent attack on Courses 3,\n4, 5, and 6.    Children who complete their correspondence-work in elementary-school subjects\nwould be well advised to proceed to No. 1 preparatory mining course, as it will be found to be of\nhigh-school standard and of excellent educational value.\nThe fees charged for Course No. 3 amount to $15; Course No. 4, $25; Course No. 5, $35;\nand Course No. 6, $35.\nThe enrolment in the mining courses number 209, but the actual numbers who send in\nlessons fluctuate with trade conditions. We should do well to extend the correspondence courses which we so happily began and\nwhich are well established. There is very little reason, for instance, why we should not launch\nboldly into the work so ably conducted in Nova Scotia, New Brunswick, Ontario, Manitoba, and\nAlberta. We have now the courses and machinery for taking students in commercial subjects\nsuch as book-keeping, typewriting, and stenography. We are nearly prepared to give electricity,\ncarpentry and joinery, sheet-metal work, drawing and design. In fact, an opportunity might\nwell be given students to prepare for all examinations demanded by the Provincial Government\nfor stationary engineers, electricians, etc.\nThe establishment of these correspondence or home-study courses would give the Department\nof Education the teaching material and equipment necessary to give instruction in some high-\nschool branches to pupils living in sparsely populated districts where it is impossible to expect\nsuperior schools. Moreover, it will make possible the introduction of the \" Benton Harbour \"\nscheme, whereby the scope of work in small high schools may be broadened and an almost\nunlimited range of studies may be taken by correspondence. The lessons, however, would be\nsupervised during school-hours by the high-school teacher, thus eliminating the most objectionable feature of correspondence-work. Any high school can introduce the system regardless of\nsize.\nAt Benton Harbour twenty-two different courses are offered, in some of which only one\nstudent is enrolled. With the exception of two courses, there is not a sufficient number registered\nfor any one of the courses to justify hiring teachers for them. It seems obvious from this that\nthe correspondence plan is not designed to take the place of or to conflict with the regular high-\nschool work, but rather to supplement it with such material and subjects as cannot profitably\nbe offered because of the small number electing them. One of the most interesting features of\nthe plan is its range of influence. Out of the ninety-one students taking courses, seventy were\nregular high-school students, while the remainder were drawn from various walks of life.\nThe total cost of the correspondence-work of the Province from July 1st, 1926, to June 30th,\n1927, was $4,373.35, 50 per cent, of which was met by a grant from the Dominion Government.\nEXPENDITURE.\nThe total expenditure from July 1st, 1926, to June 30th, 1927, on day technical classes,\nnight-schools, teacher-training for technical and commercial work, correspondence or home-study\ncourses, and expenses of administration amounted to $113,361.85, and of that sum $56,680.43 was\npaid as a grant from the Dominion.\nAccording to the latest report from the Dominion Director of Technical Education, the\nProvince of British Columbia, while ranking fifth for the cost of administration, stands second\nin the Dominion for the number of day technical classes, second for the number of night-schools,\nthird for the total number of pupils, and second for the work of teacher-training. PUBLIC SCHOOLS REPORT, 1926-27. Al 63\nTECHNICAL EDUCATION\u2014HOME ECONOMICS.\nREPORT OF A1ISS JESSIE McLENAGHEN, B.Sc, DIRECTOR.\nClasses in both elementary and high schools were conducted in the following cities : Armstrong, Chilliwack, Courtenay, Cumberland, Kelowna, Nanaimo, New AVestminster, Port Moody,\nPrince Rupert, Vancouver, North Vancouver, and Vernon. Similar classes were also held in the\nfollowing municipalities: Penticton, Point Grey, and South Vancouver, and in the Rural District\nof loco. Classes in elementary schools only were held in the- City of Victoria and in the\nMunicipalities of Burnaby and Esquimalt.\nThe development during the year is shown in the opening of new centres at Courtenay,\nCumberland, and loco in February. Fernie and West Vancouver have completed plans for\nopening new departments with the beginning of the fall term, while Vancouver City has introduced well-organized departments in both the junior high schools. Point Grey has plans complete for adding two additional teachers in September, leaving the supervisor free from the\nclass-room. The centre at Rutland closed owing to the fact that the teacher's full time was\nrequired at Kelowna.'\nThe following is a summary of the statistics from these centres:\u2014\nNumber of home-economics centres       57\nNumber of home-economics teachers (including   supervisors)        59\nNumber of high-school pupils attending  2,131\nNumber of public-school pupils attending :  9,298\nHome economics as presented in the schools during the past year has been varied both in\ncontent and in method of presentation. Generally speaking, it is first introduced as clothing in\nGrade VI. and is taught either by the grade-teacher, under a supervisor, or by a home-economics\nspecialist. This work throughout the Province has been confined to hand-sewing, so that the\nnumber and the type of problems selected have been limited. The choice was not always determined by the interest of the child, but more directly because it served as means of teaching certain\nstitches which it was deemed advisable that the students should know. Where larger articles\nwere selected, the limitation to hand-sewing resulted in these problems stretching over a period\nso drawn out as to result in weariness and general lack of interest on the part of the child. It is\nno longer considered essential that a class have complete control of all hand processes before\nmachine-sewing is introduced. The relative simplicity of machine technique makes it possible\nfor a girl to start early on garment-construction. This means not only an increase in the\npractical value of the course, but also an increase in the number of problem-solving situations\nthat can be developed.\nThrough experiments conducted this year we have convinced those in doubt of the advisability of introducing machine-sewing in Grade VI. classes. In each instance it has resulted\nin a decided increase in interest and in greater pride in achievement. The \" cut\" shows a\nGrade VI. class taught by Aliss Ella Smith, Kitsilano Public School, Vancouver. Each girl\nmade a gingham dress at a cost of less than $1. This introduction of machine-sewing in the\ngrades necessitates additional expenditure for machines, but it is an expenditure which pays\ngood returns.\nIn Grades VII. and VIII. the programme has been more varied, but it has been largely\nconfined to cooking and sewing. An attempt was made in many instances to broaden out the\ncourse to include more than mere technical processes. A study of materials from the standpoint of suitability of colour, texture, durability, and cost was introduced effectively by several\nteachers. Originality of design was encouraged. However, in several instances garment-\nconstruction was not introduced at all in the elementary grades.\nIn the food-work in the grades an effort has been made to develop a broader understanding\nof foods beyond the mere development of technique. The logical procedure\u2014i.e., the preparation\nof carbohydrate foods, protein foods, etc.\u2014has been displaced gradually by the psychological,\nin which each dish is prepared because of its relation to a definite meal. Greater attention has\nbeen given to actual meal preparation, but this branch of the work can yet be extended. The\npreparation of individual quantities of foods is gradually being replaced by the preparation of M 64 PUBLIC SCHOOLS REPORT, 1926-27.\nfamily quantities, but as this change necessitates new equipment, larger in size, and demands a\nmarket for the products, it is necessary that we \" make haste slowly.\"\nTeachers have been encouraged, when possible, to teach by experiment new underlying\nprinciples in food-study. This method stimulates inquiry and encourages investigation. Home\npractice-work has been slightly encouraged, but this phase of the work is yet in need of more\nthorough attention. Both parents and teachers must realize that constant practice is essential\nfor efficiency and that the home is the natural laboratory for that practice. The display of\nunsupervised problems made by some of the schools is worthy of consideration by those not yet\ninterested.\nUnfortunately, many teachers have been handicapped owing to the loss of time in the classroom due to the necessity of copying notes and recipes from the board. This difficulty has been\neliminated by the publication by this Department of a recipe-book for the use of elementary and\njunior high-school classes, which is to be sold to the pupils at a cost of 25 cents. It is to be\nhoped that this book will not only save time in the class-room for more valuable work, but that\nit will also be a means of stimulating greater effort in home practice. By its very entrance into\nthe home it should help to secure the interest and co-operation of the parents\u2014something\nabsolutely vital to the success of any home-economics programme.\nNutrition-work is gradually receiving greater emphasis. The teaching of facts in nutrition\nis not sufficient; the only real benefit received is that which results in changed habits in the\nlives of the children. A definite check is necessary, and to facilitate this the Department of\nEducation, with the co-operation of the Department of Health, has provided for the use of the\nhome-economics classes the Baldwin-Wood Height-Weight Chart. It is fully recognized that\nweight for height and age is not the only factor to be considered in determining a child's\nphysical condition, but that when used in conjunction with the diagnosis of the school doctor or\nnurse it proves a great stimulus to general health improvement.\nThe work in the high schools in the Province varies greatly. Only three high schools are\ngiving the special course in home economics which extends over three years\u2014namely, King\nEdward High School, Vancouver; T. J. Trapp Technical School, New Westminster; and Magee\nHigh School, Point Grey. The heaviness of the course, together with the general desire for\nmatriculation, bars many students from electing home economics. Four students this year have\ntaken the home economics course combined with the matriculation course, extending it over a\nperiod of four years. When home economics is placed on the curriculum as an elective science\nmany of the difficulties which have to be faced will be eliminated. In most instances home\neconomies in the high school is given as a two-year general course. In some cases clothing alone\nis offered. The time allowed is frequently very limited, but the achievement is in proportion to\nthe time allotted.\nSchool libraries have been strikingly lacking in reference-books on home economics. It is\napparent that a cook-book and a book on simple stitches were considered all sufficient. School\nBoards have responded most generously to an appeal for the most essential books, and I hope\ngradually to see each centre well equipped. A beginning has been made toward placing books\nin the hands of the students. \" Foods\u2014Preparation and Serving,\" by Bailey; \" The Mary\nBrooks Picken Method of Modern Dressmaking \"; and \" Human Physiology,\" by Ritchie, have\nbeen authorized as text-books for senior high-school classes. I hope the time is not far distant\nwhen students of home economics will be sufficiently independent to get a great deal of information from the printed page as is done by students of other academic subjects. Too long have\nteachers been satisfied to \" pour in \" the desired information. Many students have already been\nencouraged to begin a home economics library of their own, made up largely of clippings from\ncurrent magazines and free bulletins. Greater use of illustrative material is encouraged\ngenerally. Public exhibits of work have been given generally throughout the Province for the\nbenefit of the public. In the majority of cases the exhibits were a credit to the teacher.\nCostumes, together with proper accessories, exhibited on the person for whom intended, are of\nmuch greater interest than those exhibited on hangers and made available for close inspection.\nThis method of display will be more generally adopted in another year.\nEfforts were made to stimulate interest in the newer ideas in home-economics education\nand to broadcast the best ideas of the various teachers by providing for class-room visiting, by\nthe publication of a news-letter in February, by the circulation of books from the home economics\nlibrary, and by the visits of the Director of Home Economics to each centre. The convention at\nEaster offered an opportunity for open discussion of problems and the attendance and enthusiasm BBWtHlfflHIiniiiBi'  :'\n'\u2666Si\"****'1\ni'v\nmm\nJ\\ _->\/:.J|\ndressmaking class (school for the deaf and the bund, point grey).\nPUPILS OF MISS ELLA SMITH, K1TSILAN0 PUBLIC  SCHOOL, VANCOUVER.     EACH GRADE VI   PUPIL\nHAS MADE A GINGHAM DRESS FOR HERSELF AT A COST OF LESS THAN $1.  were gratifying. Courses in home economics, for which credit is given at Columbia University,\nwere provided for at the Summer School. Almost 50 per cent, of the home-economics teaching\nbody in the Province attended, indicating that, generally speaking, the teachers are eager for\nopportunities for self-improvement.\nOwing to the lack of uniformity in the work offered throughout the Province it was deemed\nadvisable to call together a committee of leading home-economics teachers to redraft the course\nof study. This committee met in Vancouver in February, and as a result a new public school\ncourse and general high school course were outlined in considerable detail and the special course\nfor high schools was brought up to date. Later in the year a second committee drew up a\nsuggested programme for junior high schools. In each instance these courses are to act merely\nas a guide to the teacher and should be adapted to the special needs of the community.\nThe work in the Provincial Normal Schools presents considerable contrast. In the Victoria\nNormal the work is ably conducted by an efficiently trained specialist. The aim of the work is,\nfirst, to give the teachers-in-training an appreciation and knowledge of the subject which would\nenrich their lives and enable them to be intelligent regarding the relation of nutrition to health.\nSecond, to give training in such phases of the work as can be taught by the grade-teacher in a\nrural or urban school where it is not possible to secure the services of a specialist. Special\nemphasis is laid on industrial arts, noon lunch, elementary sewing, and nutrition. The final\nexhibit made at the close of the term indicated the breadth of the interest stimulated. In the\nVancouver Normal, home economics does not appear on the course of study as such and no\nspecialist is engaged. A little elementary sewing and nutrition is taught by interested members\nof the Faculty, but no unity is given to the programme.\nThe outlook for home economics in the future appears more promising. The interest of the\ngeneral public has been greatly stimulated. Trustees are more interested in the type of work\npresented and are demanding better-trained teachers. It is interesting to note that out of\nseventeen new instructors appointed this summer, fourteen had secured their B.S. degree in home\neconomics from recognized universities. This in itself spells success. No subject can reach its\nmaximum efficiency without the best teachers. The Alargaret Sayward Bursary of $100, presented by the Women's University Club, Arictoria, this year, is a stimulus to girls to take a\nuniversity course in home economics. AI 66\nPUBLIC SCHOOLS REPORT, 1920-27.\nELEMENTARY AGRICULTURAL EDUCATION.\nREPORT OF J. W. GIBSON, ALA., B.PAED, DIRECTOR.\nAly duties as Acting-Principal of the Victoria Normal School during the past year made it\nimpossible for me to give much time to the work of organization or inspection of agricultural\ninstruction throughout the Province. Regular instruction in agriculture was begun in the\nCourtenay High School and satisfactory work accomplished under the new instructor, Mr. H. L.\nBuckley, B.S.A. The high schools now offering instruction in agriculture, the instructors, and\nthe number of students enrolled during the year are as follows:\u2014\nSchool.\nInstructor.\nBoys.\nGirls.\nTotal.\nChilliwack\t\nF. J. Wetland, B.S.A.\n33\n20\n25\n17\n14\n30\n17\nf\n\\      100\n67\n30\n22\n50\n26\n29\n23\n99\n100\nH. L. Buckley, B.S.A  ..-..\n,T. E. Britton, B.S.A\t\nA. M. McDermott, B.S.A \t\nV. B. Robinson, B.S.A.....\t\nW. H. Grant, B.S.A\t\n50\n47\n67\n40\n59\nII. 0. English, B.A., B.S.A\t\nG. V. Van Tausk, M.A., B.Sc.   .\n40\nVictoria\t\n199\nTotals\t\n256\n346\n602\nWhilst these instructors are technically qualified as specialists in science and agriculture,\nthey are usually called upon to teach other high-school subjects as well. Perhaps the chief\ndanger from the standpoint of efficiency of instruction in agriculture, or other science subjects,\nlies in the fact that the time of these instructors is too completely occupied in class-room\ninstruction. If the teaching of agriculture is to be saved from the barrenness and futility of\nmere book-learning and lecture-work it must include a great deal of field and laboratory study.\nIn order to reach its maximum value the study must maintain vital contact with the practical\nagricultural problems of the Province and of the local community. For this reason, if an\ninstructor is to do justice to the subject, he must have a reasonable amount of school-time free\nfor the planning and preparation of excursions, for garden-work, and for laboratory experimentation. This is a matter which every science-teacher appreciates and which every high-\nschool principal should carefully consider in the allotment of class periods.\nAGRICULTURAL INSTRUCTION IN ELEMENTARY SCHOOLS.\nDuring the last three years no special inducement has been offered to teachers in elementary\nschools towards the conducting of practical work in elementary agriculture and no special\nreports from teachers have been called for. For this reason accurate information relative to the\ncharacter and extent of the work done is not available. Alany teachers conduct practical work\nin gardening and other agricultural projects as a matter of improved method and without\nreporting it officially. Grants are allowed towards operating expenses of these projects only\nwhen 50 per cent, or more of the pupils enrolled in the division take part in the work and when\napplication for recognition is made through the School Board. During the past year grants of\nthis character were paid out to the following School Boards on work done in thirty different\nschools: Grand Forks, Lazo, North Arancouver Alunicipality, New Westminster, Salmon Arm\nCity and Alunicipality, Spring-house, Summerland, Surrey, and Victoria. A few schools maintain\nvery creditable school-gardens and turn them to valuable educational use, but in too many cases\ndemonstration-work in school-gardens has been completely abandoned. Grants to School Boards\nto meet one-half the cost of operating school-gardens are still available, but only a few continue\nto qualify for these grants. There is nothing compulsory about it, and unless the teachers themselves believe in the educational advantages to be gained and take the lead school trustees can\nhardly be expected to do very much. In some cases local organizations such as Women's\nInstitutes,  Parent-Teacher and  community  associations  have  sponsored  the  work  and  have PUBLIC SCHOOLS REPORT, 192G-27. Al 67\nrendered highly efficient service. Although the project method of instruction, that so many\nteachers profess to believe in and which some are following with a fair measure of success,\nreally began in connection with school and home gardens and other forms of direct agricultural\ninstruction, it has come to be applied more of late to other subjects of the curriculum where\nvarious forms of manual construction can be utilized.\nHOA1E-GARDEN CLUBS AND SCHOOL FAIRS.\nHome or out-of-school projects in gardening are being followed successfully in a number of\ndistricts and are steadily gaining in favour. During the past year some very successful home-\ngarden clubs were reported from the districts already mentioned. As a further encouragement\nto home-project work and as a stimulus to all departments of school-work the holding of school\nfairs is encouraged and special grants allowed. A school fair may be held separately or in\nconjunction with a regular district or agricultural fair. This public exhibition of children's\nwork helps to give them a greater interest in their own school achievement. It has an additional\nvalue in that it helps to place before the parents and the public generally tangible evidence pertaining to the character and excellence of the work accomplished in the schools of the districts\nrepresented. The school fair is held under the auspices of the School Boards concerned or of\nsome local organization approved by them. Alost agricultural fairs have children's sections and\nfind them advantageous as added attractions. During the past year grants, were paid to school\nfairs held at Ashcroft, Burns Lake, Chilliwack, Fort Langley, Grand Forks, Lazo, Lynn Valley,\nRolla, Salmon Arm, Surrey, and Valdes Island. Some of the larger fairs also include competitions for boys and girls of school age in the judging of fruit, field crops, poultry, and live stock.\nThe management of the A'ancouver Fair and of the Provincial Fair at New Westminster give\nspecial inducement to junior judging teams from all parts of the Province by paying their railway transportation to the fair in addition to the giving of valuable prizes. Valuable trophies\nfor annual competition have been provided by the British Columbia Stock-breeders' Association,\nthe British Columbia Poultrymen's Association, and the British Columbia Agronomists' Association. To show how widespread the interest in these competitions has become some of the awards\nrecently made at the Provincial Fair at New Westminster are given. In the judging of five\nclasses of live stock the team from Ladner came first, one from Natal second, and one from\nGolden third. In the judging of poultry the team from Natal came first, with New Westminster\nsecond. In the judging of field crops the team from Kelowna came first, Ladner second, Golden\nthird. Natal fourth, New Westminster fifth, and Prince George sixth, whilst the highest individual- was from Richmond. In former years teams from other Interior points, such- as\nChilliwack, Kamloops, Langley, Summerland, Penticton, Cranbrook, Salmon Arm, Armstrong,\nAlerritt, and Peace River, have participated. In every case the boys and girls composing these\nteams are specially trained by volunteer coaches, who usually organize classes locally and select\nthree of the best to represent their respective districts. It is a noteworthy fact that not Infrequently the girls have outdistanced the boys in these judging competitions. Much remains to be\ndone towards the better organization of suitable junior agricultural clubs and judging-work\nthroughout the Province, much of which could be linked up with agricultural instruction in high\nand superior schools.\nIMPROVEMENT IN  SCHOOL-GROUNDS.\nSome progress is being made in the improvement of school-grounds in different parts of the\nProvince, and although it takes years to make a really good school-ground, there is a constantly\ngrowing number of such grounds in the Province. Some rural districts are surpassing the cities\nin this matter. The aesthetic value of good school buildings and grounds, as well as their\npractical utility, is more and more coming to be recognized. \" School-houses are not only the\ntemples we erect to the god of childhood,\" said Dr. Claxton, late Commissioner of Education for\nthe United States, \" they are also the homes of our children for a large part of the day through\nthe most plastic years of their lives, the years in which they are most responsive to impressions\nof beauty or of ugliness and when their environment is, therefore, most important.\" This is\nalso true, of course, of the school-grounds. The establishing of a Provincial Schools Nursery has\nalready meant a great deal to the schools of British Columbia, and if adequately maintained\nwill help to place the Province in the enviable position of having the best-kept school-grounds\nin Canada. Yet there are School Boards that are negligent in this matter and that need to be\nconstantly urged to make even the most necessary improvements.    The education of school- Al 68 PUBLIC SCHOOLS REPORT, 1926-27.\nchildren is no longer confined to the class-room. The whole school plant is involved in their\ntraining and development. For this reason certain standards in school-grounds and equipment\nshould be insisted on. Satisfactory school-sites should be assured, for instance, before Government grants are paid towards the cost of school buildings or before plans of buildings are\napproved. Mistakes in the selecting of school-sites, and also in the locating of school buildings\non school-sites, are often as irremediable as they are expensive, and the time has come when the\nservices of a trained specialist in modern school administration as relating to both rural and\nurban schools, one thoroughly conversant with modern school requirements and practices, should\nbe made available. Indeed, modern educational procedure calls for the services of the specialist\nat every step in the interests of economy as well of educational efficiency.\nThe school of the future, whether in city or country districts, must be built to suit the work\nwhich is to be conducted in it, and the school programme is changing\u2014has already changed.\nOur best rural districts are making real progress in improved school accommodation. One of the\nmost modern school buildings in the Province is the Delta Central School, opened last month at\nLadner. It is located at the south side of the village and opened in September, 1927, and is one\nof the most modern school buildings in British Columbia. The exterior of the building is stucco\nlaid on hollow tile; the roofing is an asbestos base covered with crushed red slate; the furnace-\nroom is lined with asbestos and sheet metal, so that the building is almost fire-proof.\nThe lower floor is on a level with the ground-line, so that there is no excavated basement,\na very desirable feature in most school buildings, as the rooms on that floor can then be constructed and lighted as well as any others in the building. The entrance to the lower floor is by\na doorway at either end of the building, and leading to a long, well-lighted corridor, on one side\nof which are four excellent class-rooms and on the other the play-rooms, one in each wing, well\nlighted and heated and with concrete floors, rough walls, and ceiling. Leading from each playroom on one side is an entrance to toilets and on the other an entrance to a well-lighted and\nheated lunch-room, which is provided with tables and benches. Situated in the centre between\nthe two play-rooms on this ground floor is the furnace-room, with its two cross-connected hot-\nwater furnaces, heated by an automatic oil-heating system, a clock-switch lighting the Are in the\nmorning and turning it off in the evening, while a thermostatic control regulates the temperature\nof the entire building.    The electric motor and ventilating-fan are also located here.\nOn the upper floor there is also a central corridor with four.large class-rooms on the front\nof the building corresponding to those on the ground floor below. On the opposite side of this\ncorridor and in the centre of the building is the entrance to the auditorium or assembly-hall,\nwhich extends back to the rear of the building and is capable of seating 250 people. The\nentrance to the auditorium communicates by a stairway with the front entrance of the building\nand at the opposite end are two fire-escapes (see cut on opposite page). The principal's office\nis located on one side of the entrance to the auditorium and the teachers' room on the other.\nOff this upper corridor there are also two class-rooms, one in either wing and immediately above\nthe two play-rooms. All class-rooms are well lighted, each having five large windows on the\npupils' left and reaching almost to the ceiling. The blackboards are of Sterling slate, which is\nnext best to real slate. The wardrobes take very little additional room, being located in the\nwalls at the back of each class-room. A partition comes down from the ceiling to within 7 feet\nof the floor, and this 7-foot section in covered while the classes are in session by pulling down\nsolid, weighted shutters, the fronts of which are used as pinning-boards or as additional blackboards. An opening is left at the bottom of each shutter, through which warm air, drawn by the\nfan ventilating system, ascends and dries any damp clothing as it passes out into ventilating-flues\nin the walls above. The building is well placed in a good ground containing between 4 and 5\nacres, and ample provision has been made for a sports-field, for recreation-grounds for girls,\nand for lawns and decorative planting.\nI am indebted to Air. G. H. Campbell, principal of the school, for much of the above information, and to Air. Taylor, of the Ladner Studio, for the photographs from which the accompanying\ncuts were made.\nTwentieth-century education, both in theory and practice, is radically different from that\nof the nineteenth and calls for different equipment. Every means for safeguarding the health\nof teachers and school-children, for promoting educational growth and social adaptability, and\nfor bringing young people to an intelligent appreciation of the leading vocations of the people\nshould be made use of in both city and country.    They must be given a chance to engage in more [\n\u25a0\u25a0 \u25a0    \u25a0\u25a0\n\u2022 . \u25a0 ,    ,r':':.\n:u   ^:\u25a0^s^:::::*::;f:.:::\u00ab ^:^M\n: \u25a0      \"'\n.\u25a0t-Ml-\nIIh \u00bb8*\nIB tit-\nMi\nHHIHhh^^HhI\n~\" \u2122w\"*'\"\" \u25a0=s,si\u00a3a\u00ab\u00ab^ -\u00ab\nEXTREME  varied activities than in the past. The day of the single class-room, with its stationary un-\nadjustable desks, blackboard, and a teacher's table as the sole working equipment, has passed.\nBesides the regular class-room, the improved one-teacher school now includes a small library-\nroom, which may also serve as a teacher's room, a work-room for boys or girls, or for both, and\na lunch-room provided with a stove where the hot noonday lunch can be prepared. As has been\nstated, the school is really the child's home during a large part of the day and should provide\ngood living conditions as well as facilities for both work and play. The old-fashioned school\ndoes not do this and our modern society must see to it that the school of the future will not\nimpose any unnecessary handicaps to the fullest and best development of children. The school-\nlife of the child must be an ever-abounding life\u2014life at its best at progressive stages, physically,\nintellectually, aesthetically, morally, and socially; and the whole school plant\u2014rooms, grounds,\nand equipment\u2014must be made applicable and adequate to his growing needs.\nAgricultural education is of value in both city and country, but the challenge of the country\ndemands more than mere instruction in things agricultural; it calls for equal educational opportunity for its future citizens, and that can be brought about only through sane educational\nreorganization. M 70 PUBLIC SCHOOLS REPORT, 1926-27.\nSUMMER SCHOOL FOR TEACHERS.\nREPORT OF JOHN KYLE, A.R.C.A., DIRECTOR.\nThe Provincial Summer School for Teachers was held in Victoria from July 4th to August\n5th, 1927. The school consisted of a student body of 364, together with a staff of thirty-four\ninstructors. A Demonstration School was also organized, having 230 pupils and a staff of nine\ninstructors.    The courses offered and the number enrolled in each are enumerated below:\u2014\nNature-study       22\nSocial Science _       6\nPhysical Training     13\nHealth     14\nFolk-dancing _     68\nPrimary Grade     94\nArocal Music     38\nChoral Singing  ..._     69\nMusic Supervisors' Course     17\nArt Courses (including Applied Art)      98\nEnglish Literature and Expressional Reading     45\nHome Economics, Clothing, Nutrition, and Elementary Sewing     33\nHistory       41\nGeography  _     52\nPenmanship  :     75\nAlanual Training  '     27\nDemonstration School    230\nOf the number in attendance, 310 were women and 54 men. A further classification may be\nmade as follows :\u2014\nFrom cities in British Columbia  108\nFrom rural municipalities  89\nFrom rural and assisted schools   84\nUnclassified and without schools  65\nFrom points outside of British Columbia  18\nTotal  364\nAmong the instructors were Dr. H. M. Leppard, University of Chicago, and Miss Lillian\nLocke, Teachers' College, Columbia University, New York. The former gave lectures in the\nsubject of geography and the latter in the subject of clothing.\nCOURSES OF STUDY, WITH THEIR CONTENT AND AIM.\nHealth Education.\u2014The aims of this course may be briefly stated as giving teachers the\nknowledge which will enable them to instruct children and parents to conserve and improve their\nhealth and to establish right habits and principles of living in order that abundant vigour and\nvitality may be assured. The subject-matter was thoroughly checked by Dr. H. W. Hill, Head of\nthe Department of Nursing and Health at the University of British Columbia, and by Dr. Young,\nProvincial Department of Public Health. In accordance with this idea the work was divided\ninto three parts: (a) The Child Health Programme, embracing first-aid, home-nursing, and a\nstudy of preventive measures; (b) folk-dancing, physical exercises, and playground games;\n(c) aquatics. An important part of the health programme was the folk-dancing. Here could\nbe seen exercise, co-ordinate muscular action, and recreative mental stimulus at its 'best. The\nlessons proved conclusively that nothing could be more wholesome, lovely, and conducive to\nperfect physical well-being than folk-dancing.\nPhysical Training.\u2014Physical education was attacked from a slightly different angle this\nyear, postural training being the key-note of both theoretical and practical work. Stress was\nlaid upon preventive exercises to combat common school deformities which handicap children in\ntheir fight for good health.    In addition to this, Swedish exercises, club, and general gymnastics PUBLIC SCHOOLS REPORT, 1926-27. AI 71\nperformed to music were undertaken each day. A class in swimming and life-saving met\nregularly at the Crystal Gardens and a number of teachers passed the test for the certificate and\nbronze medallion of the Royal Life Saving Society, London, England.\nHome Economics.\u2014Under this head the course was divided into the following: (a) Clothing\nand Nutrition Course for Elementary School Teachers and (6) Clothing Course for Teachers of\nHome Economics. In the latter the aim was to stimulate rigid self-criticism on the part of the\nindividual teacher: First, of her own methods of .teaching this phase of home economics, and,\nsecondly, the content of the course as she is offering it. The subject was considered from two\nangles\u2014namely, appreciation and technique. In teaching appreciation the endeavour was to\narouse an interest to improve standards of dressing from the standpoint of beauty, practicability,\ndesirability, health, and economy.\nCourse in Teaching Methods and Manual Arts for Elementary School Teachers.\u2014The students in this course obtained a survey of recent developments in educational theory and the\nsignificant results of experimentation in the elementary field. The work was organized chiefly\naround the common school subjects and an effort was made to interpret theoretical principles in\nterms of method. Considerable attention was given to curriculum studies and the newer types\nof school organization and class procedure. Observation in the Demonstration School was an\nimportant feature of the course.\nThe object of the Manual Arts Course was to prepare teachers to handle successfully various\nmaterials which will help them to develop self-expression, artistic taste, and manual dexterity\nin their pupils. Teaching projects suitable for Grades I. to VI. were carefully planned, using\nmaterials which are accessible to teachers. A special effort was made to correlate art, language,\nreading, nature-study, and number-work.\nNature-study.\u2014The purpose of this course was to give teachers a sympathetic understanding\nof those natural phenomena with which the child comes into frequent contact. These were\nmainly plant- and animal-life studies, though underlying principles and fundamental natural\nlaws were also treated. Discussions were engaged in regarding the life-histories and habits of\nplants and animals commonly found in different parts of the Province where teachers work,\nshowing what lessons can be drawn from such studies and in what way the plants and animals\nare of economic importance, thus providing teachers with subject material wherever they may be\nlocated. In general the aim was to show the teachers what to teach, how to teach, and how to\nobtain the necessary information.\nEnglish Literature.\u2014An appreciation of the essential qualities of good literature was developed and applications showing the fundamental principles were studied. These were considered in relation to the teaching of poetry and prose selections.\nReading and Expression.\u2014This subject should have been termed \" The Foundations of\nExpression.\" Exercises were undertaken to develop correct speech and right and enduring use\nof the voice. No imitations, rules, nor conventional artificialities were allowed. An endeavour\nwas made to secure ease, precision, and harmony within themselves and to understand the\nestablishment of health, voice, and normal adjustment of body.\nVocal Music.\u2014The work of this class included the subjects of voice-culture, sight-singing,\nrhythmic work, the artistic interpretation of songs, as well as the study of the growth of music\nfrom early times, and also the study of great composers with illustrations of their works; in\nfact, it embraced the full vocal course as indicated in the Programme of Studies. Students were\nthus enabled to obtain a comprehensive knowledge of the important subject of singing in schools,\nof the requirements of the various grades, and also of becoming familiar with the New Music\nSeries recently prepared for the use of the schools in the Province.\nChoral Singing.\u2014This class dealt specifically with group singing of a more advanced type\nand with the organization and conducting of the school choir. Emphasis was placed on imagination, picturization, atmosphere, word-painting, tone colour. A comprehensive programme of\nsongs suitable for school use was carefully selected.\nMusic Supervisors' Course.\u2014Alore advanced training was undertaken in obtaining the finer\nqualities of choral singing generally and interpretation particularly. The problems, aims, and\nideals of the music supervisor were discussed and much was accomplished to make music\nbeautiful, attractive, and inspirational.\nArt Courses.\u2014The First-year Art Course was primarily a refresher course and dealt entirely\nwith the public-school drawing and design. Blackboard-work, the teacher's best means of\nillustration, formed an important part of the course.    The teachers were encouraged to work in M 72 PUBLIC SCHOOLS REPORT, 1926-27.\nvarious mediums to stress accuracy of observation in object-drawing and to develop an orderly\nsense of arrangement and knowledge of colour-harmonies in design.\nThe Second-year Art Course dealt with high-school work, nature-studies in water-colour,\npastels, pen-and-ink, and still-life\u2014groups of fruits, vegetables, etc.\nThe Third-year Course was arranged to suit those who wished to supplement the knowledge\nof art and design gained in the First- and Second-year Courses. By outdoor sketching the students were enabled to see the harmonizing of colour in nature's great colour schemes. Such\npoints of interest as Beacon Hill Park, Alount Douglas Park, and the wharves were visited for\nthat purpose.    Figure-drawing, picture composition, and poster art were all studied.\nIn Applied Art stencilling was undertaken, block-printing, fabric design, posters, Christmas\ncards, and cover designs for practical use. The arts of pottery-making and weaving were\nfeatured. These crafts could be followed from the simple clay forms built by hand to the more\nbeautiful shapes thrown on the wheel. Glazing and firing were practised and a most complete\ncourse from the crude clay to the perfected product was carried out. In a similar way wool-\nweaving from simple cardboard looms made by children to the full-sized hand-loom was followed\nand a complete demonstration of carding, spinning, and weaving was seen. The same idea could\nbe carried out in paper-making; from pulp to the complete book and in copper, silver, and gold.\nEach of these deal with the natural resources of British Columbia and lend themselves to the\nmost recent ideas of teaching geograx>hy.\nArt Appreciation lectures were regularly delivered on art and craft work from the earliest\nperiods to the present.\nSocial Science.\u2014The Course in Social Science was designed to assist the members of the\ngroup in acquiring greater familiarity with their social, political, and economic environments.\nAn organized training in appreciation of all phases of community life qualifies the teacher for\nintelligent leadership in the school district. Aloreover, equipped with a broad understanding of\nlife\u2014its ideals, its handicaps, its achievements, its failures\u2014the teacher is enabled the better\nto correlate all subjects in the Course of Study to every-day life and to become a wise counsellor\nto the pupil not only in the economic problem of how to make a living, but in the wider field of\nhow to plan a well-ordered, useful, and happy life.\nGeography.\u2014The Course in Geography was given in the light of the most modern teaching\nmethods, for the nature of the subject has changed radically during recent years. The traditional study of rivers and mountains, the exports and imports, are grudgingly but surely giving\nway to a study of human affairs in their relation to the natural environment. The purpose of\ngeography was described and explained, the relations between human activities on the one hand\nand the natural scenes of such activities on the other; between man's travelling, playing, building, earning a living, and the natural environment of lake and river, forest and prairie, soil and\nmineral, rain and sunshine. It was pointed out that with such an aim the geographic study of\nBritish Columbia, for example, deals with what the people of the Province are doing or may do,\nwith how they are doing it, with where they are doing it, and emphatically with why they are\ndoing these things.\nHistory.\u2014The students taking the Course in History covered in brief review the main\nperiods of British history. Lessons in the Demonstration School on Roman Britain, Saxon\nEngland, and Norman England were observed and large projects in flour, salt, and colour were\nworked by the pupils to illustrate Roman roads, a Saxon village, and the manorial system.\nSome of the main points in the colonization of North America were also dealt with during the\nsession and altogether a highly instructive course was given.\nPenmanship.\u2014The Penmanship Course gave teachers systematic daily practice in handwriting and a comprehensive course in the pedagogy of the subject. Emphasis was placed on\nthe ability to write legibly, rapidly, and beautifully. A few of the phases .of the subject which\nwere discussed were methods of developing and maintaining interest and enthusiasm among\npupils, socialization of the writing lessons, the use of standard scales and measurements.\nManual Training Courses.\u2014These courses were held in Vancouver Technical School and the\nstudents were composed of elementary-school manual-training instructors who were either preparing for the High School Alanual Training Certificate or preparing to teach in a Junior High\nSchool. While most of the work was at the bench, yet each day a study and conference period\nwas held whereat works on educational psychology were studied. Amongst the various activities\nof the men, courses of work in metal and electricity were prepared for the Junior High School. PUBLIC SCHOOLS REPORT, 1926-27. M 73\nLibrary.\u2014The Victoria High School library was augmented by well over a thousand books\nfrom other sources, the collection comprising the best material on every subject in the school\ncurriculum. Displays were made in the library of material for teaching these subjects and\nexhibits from various publishing-houses were arranged. Pictures for art appreciation and as\naids to the teaching of history and geography were also on view and a most encouraging response\nfrom the student body was the result.\nDemonstration School.\u2014This school, which was in charge of seven teachers, proved a great\nboon to the Summer School students. Never before has such extensive use been made of the\nclass-rooms for observation, and each day classes of children were taken to a lecture-room set\naside for the purpose, where demonstration lessons were given in geography, history, English,\nsinging, etc. The good derived from these lessons was inestimable and praise was heard on all\nhands from the student body. A manual-training centre was equipped in which projects were\ncarried out connected with history, geography, and other lessons. Singing, folk-dancing, and\norganized school games were taught daily. Classes of children were organized in piano-playing\nto prove the claim that lessons could be successfully given by the class method. This was ably\ndemonstrated by the instructor and the pupils made undoubted progress.\nConcerts, Lectures, Sports, and Pastimes.\u2014The weekly entertainments were opened by an\nexcellent dramatic recital by Mr. Harold Nelson Shaw, B.A., assisted by Mrs. Arthur Dowell and\nMiss Dorothy Alorton as accompanist. Following this a song recital by Mr. Gideon Hicks and\nAliss Dorothy Letitia Hicks, with Mrs. Clifford Warn as accompanist, was much enjoyed. The\nthird week's concert was purely instrumental and in the form of a chamber music concert, with\nAliss Una Calvert at the piano, Miss Joy Calvert as violinist, and Miss Freda Setter at the\ncello. Their repertoire captivated the audience. An instructive lecture was given by Aliss\nLillian Locke on '\u2022' Principles of Good Dressing \"; one on \" Esperanto \" by Airs. Alice Wicks;\nand one on \" The League of Nations \" by Air. A. S. Averill.\nEvery Wednesday night the students met in the gymnasium in a social capacity, when\ndancing was engaged in.\nThe school picnic was held at the Dominion Experimental Farm, Sidney, and we were much\n' indebted to Mr. E. AL Straight and his assistant, Mr. E. R. Hall, for many favours which added\nto the enjoyment of the party.    We were also indebted to Mr. I. W. Awde, Alanager of the\nCrystal Gardens, for special season tickets, which made it possible for our students to visit and\nenjoy regularly the salt-water bathing.\nTennis again proved alluring to a great body of teachers and competitions were keen and\nfull of good play. The following competitions were keenly contested: The ladies' doubles, mixed\ndoubles, men's singles, and ladies' singles.\nThe closing exercises of the pupils attending the Demonstration School were held in the\nafternoon, and consisted of class singing, scenes from early pioneer life in the Province, a historical play, demonstration by the class in pianoforte-playing, folk-dancing, etc. The auditorium\nand gymnasium were full to capacity.\nA similar capacity audience gathered to see the closing exercises of the Summer School\nstudents at night. The Vocal Music class provided the first part of the programme. The class\nstudying \" Foundations of Expression \" provided the second and the Choral and Music Supervisor's class provided the third part. The audience then dispersed to the gymnasium, where an\nexcellent colourful display of folk-dancing was witnessed.\nThe success of the Summer School and of these school functions was due to the wholehearted devotion of the staff and to the assistance of the various student committees, who were\nalways ready to render the necessary help. To the Board of School Trustees, who freely placed\nthe magnificent and commodious school at our disposal, and to the Alunicipal Inspector, School\nPrincipal, and officials of the school, we owe our sincere thanks. M 74 PUBLIC SCHOOLS REPORT. 1926-27.\nFREE TEXT-BOOK BRANCH.\nREPORT OF J. A. ANDERSON, OFFICER IN CHARGE.\nThe total number of free text-books, etc., issued during 1926-27 to the public schools\n(elementary, superior, high, night, etc.), and in connection with the Correspondence Course for\nchildren in isolated districts where there are no schools in operation, was as follows: 14,167\ncopies Canadian Reader, Book I.; 10,892 Canadian Reader, Book II.; 10,916 Canadian Reader,\nBook III.; 11,341 Canadian Reader, Book IV.; 11,933 Canadian Reader, Book V.; 7,041\nNarrative English Poems ; 10,746 First Arithmetic ; 10,329 Second Arithmetic ; 9,975 Gammell's\nHistory of Canada; 10,187 Lang's Introductory Grammar; 1,352 How to be Healthy ; 2,980\nLatin Lessons for Beginners; 15,108 Spelling for the Grades; 82 Trees and Shrubs, Food,\nMedicinal, and Poisonous Plants of British Columbia; AlacLean Aiethod Writing Books\u20149,86S\nCompendium No. 1; 9,724 Compendium No. 2; 10,266 Compendium No. 3; 12,441 Compendium\nNo. 4; 10,889 Senior Manual; 1,076 Commercial Manual; 327 Teachers' Alanual; 644 Supplementary Readers (Heart of Oak, Book One; Art-Literature Primer; Art-Literature, Book One;\nArt-Literature, Book Two; Progressive Road to Reading, Book 3a ; Robin Hood Reader; B.C.\nPhonic Primer; B.C. First Reader; B.C. Second Reader; B.C. Third Reader) ; 1,316 Citizenship\nin B.C.; 69 Syllabus of Physical Exercises; 40,446 sheets Drawing Paper, 9 by 12 inches;\n944,831 sheets Drawing Paper, 9 by 6 inches; 185 Union Jacks (3-yard Jack) ; 19 Flora of\nSouthern B.C.; 37 Alaps of the Dominion of Canada; 36 Maps of the World; 39 Maps of\nBritish Columbia; 39 Maps of North America; 30 Alaps of the British Isles; 16 \" Scrap of\nPaper \" ;  16 Fathers of Confederation ;  194 Teachers' Manual of Drawing and Design.\nTwo thousand nine hundred and nine requisitions were filled by this Branch during the past\nschool-year for free text-books and supplies. In addition to these, 1,230 orders were filled for\nteachers and pupils from the outlying districts who wished to purchase text-books, other than the\nones supplied free, which could not be obtained in their vicinity, and for private institutions\ndesirous of purchasing books supplied free to the public schools. The sum of $5,549.04 was\nreceived from this source and paid into the Treasury for the credit of Vote 81, \" Text-books,\nMaps, etc.\"\nThe supplies distributed free by the Free Text-book Branch during the school-year would\nhave cost the parents and School Boards $99,289.30 at prevailing retail prices. To purchase and\ndistribute these among the schools of the Province through the Free Text-book Branch required\nan expenditure of $65,776.04, made up as follows:\u2014\nText-books (laid-down cost)      $53,334.83\nDistribution (freight, boxes, etc.)       2,895.33\nSalaries of staff       4,406.76\nTemporary assistance  748.50\nOffice supplies      4,390.62\nTotal      $65,776.04\nThe saving on the year's transaction to the school-children of the Province is, therefore,\n$33,513.26.\nOnly one new text-book was added  to  those  on  the curriculum  during  the  school-year\n1926-27.    This was Citizenship in B.C., and copies of it were placed in the various schools for\nthe use of the teachers in charge of Grades VII. and VIII. pupils.\nDuring the past school-year the Free Text-book Branch was requested by several schools\nto purchase library books for them.    These were dealt with and the books supplied at cost.    It\nwould be of great assistance in dealing with such requests if the teacher or secretary who\nsubmits an order for library books would insert the name of the publisher after the title of\neach book on the list.\nNIGHT-SCHOOLS.\nThree of the night-schools in operation during the past school-year were supplied with textbooks of some kind by the Free Text-book Branch on the same conditions as in former years. RETURNS FOR 1926-27.\nThe annual reports of free text-books for the school-year 1926-27 are now on file, with one\nor two exceptions. As in former years, these returns show that in some cases the teachers and\nprincipals are not recording the number of books which they received from the Branch, nor are\nthey keeping an accurate record of the ones issued to the pupils. These records should be kept\nin order, for the teacher or principal is expected to submit an accurate annual report at the\nclose of the school-year. M 76 PUBLIC SCHOOLS REPORT, 1926-27.\nTHE STRATHCONA TRUST.\nREPORT OF J. L. WATSON, B.A.,  SECRETARY, LOCAL COA1A1ITTEE.\nINSTRUCTION OF TEACHERS IN PHYSICAL TRAINING, 1926-27.\nA total of 303 students have qualified for Grade B physical-training certificates since last\nreport, as under:\u2014\nNormal School, Vancouver      173\nNormal School, Victoria      123\nCadet Instructors' Course, Victoria  ,        7\nThe number of such certificates issued shows a decrease of 107 as compared with the number\nissued in 1925-26. This decrease is due to the reduced number of students attending the Normal\nSchools during the past year.\nAbout 6,542 teachers and prospective teachers in this Province have now qualified as\nphysical-training instructors.\nThe gold medals awarded by the Local Committee at the close of the session in June last to\nthe student, at each of the Provincial Normal Schools, holding the first rank in instructional\nability in physical training were won by Miss Helen AlcGowan, Vancouver, and Miss Harriette\nB. Harrison, Victoria. The Local Committee has arranged to make similar awards at the close\nof the Normal School session in June, 1928.\nPHYSICAL TRAINING, 1926-27.\nThe list of winners of Strathcona Trust prizes for excellence in physical training is as\nfollows:\u2014\nHigh Schools.\nP. C. Tees and J. P. G. AlacLeod, King Edward High School, Vancouver; Aliss AL E. Gilley,\nDuke of Connaught High School, New Westminster.\nGraded Schools (Five Divisions or more).\nMiss E. B. Murphy and S. J. Bryant, Cecil Rhodes School, Vancouver; Miss Elizabeth AL\nCrake, Division 13, Prince of Wales School, Point Grey; Aliss AL A. Batcheler, Division 3,\nSexsmith School, W. H. W. Hardwick, Division 2, Van Home School, F. P. Lightbody, Division 2,\nGordon School, South Vancouver; Aliss A. AL Cameron, Division 6, Lister-Kelvin School, New\nWestminster; B. Thorsteinsson, Division 3, Granby School, Anyox ; Miss Eliza Milligan, Division\n8, Central School, Prince George; T. Aldworth, Division 1, Consolidated School, Armstrong;\nMiss Lena Wolfenden, Division 1, Central School, Fernie; Airs. Sadie Marshall, Division 9,\nCentral School, Merritt; T. Prescott, Division 1, Central School, Salmon Arm; H. A. Eckardt,\nDivision 1, Central School, Alission; E. N. Longton, Division 1, Central School, Haney; Miss\nVivian J. Aspesy, Division 4, Central School, Cumberland; J. AL McLean, Division 7, Queen Mary\nSchool, North Vancouver; Aliss Agnes E. Jerome, Division 5, Hume School, Nelson; Aliss\nDonella Willing, Division 10, Lampson Street School, Esquimalt.\nSmall Graded Schools (Two to Four Divisions).\nF. H. Johnston, Division 2, Douglas Road School, Burnaby; Miss Camille Peters, Division 4,\nKitsumgallum School, Terrace; Aliss Gertrude E. Alouat, Division 1, Fort George School; Mrs.\nA. McClymount, Division 2, South Okanagan School; Howard Bowes, Division 2, Kaslo School;\nAliss Jessie Patterson, Division 1, Clinton School; Aliss Margaret AL Coton, Division 3, Craigflower School, Saanich; Miss Erica I. Gillam, Division 3, Alberni School; J. A. Stevenson,\n\"nivision 2, Millside School, Coquitlam; Aliss Alargaret V. Reisterer, Division 2, Salmo School;\nAliss Winnifred McGibbon, Division 3, Sooke Superior School.\nUngraded Schools.\nAliss Peggy C. Lucas, Annie Bay School;   Aliss H. Dragan, South Otter School, Langley;\nA. J. AlcLuckie, Port Clements School; Noel G. Duclos, Bouchie Lake School;  F. Julian Willway, PUBLIC SCHOOLS REPORT, 1926-27. M 77\nStevenson Creek School; Earl Marriott, Alice Siding School; Miss Lillian B. Stevens, Duck\nRange School; Miss E. L. Wilby, North Enderby School; Miss I. Dohlmann, Beaver Point School;\nDouglas W. J. Noble, Kaleva School; Miss Elizabeth M. Page, Crescent Valley School; Miss\nM. A. Brackett, Oyster School.\nThree prizes of $10 each awarded to each of the seventeen inspectorates; amount expended\nunder this head, $450;   six prizes not awarded.\nPHYSICAL TRAINING, 1927-28.\nFor competition among the various schools during 1927-28 the sum of $30 has been granted\nto each of the seventeen inspectorates. This sum is to be divided into three prizes of $10 each.\nFor purposes of competition and inspection the schools are to be divided into three groups or\nclasses, namely : Group A, of five divisions or more; Group B, of two to four divisions, inclusive;\nGroup C, of schools containing only one room or division. In any inspectorate where this classification is found to be unsatisfactory the matter of dividing the schools into three groups or classes\nfor the purpose of awarding three prizes of equal value is to be left to the discretion of the\nInspector in charge.\nThe full amount of the award is to be expended for a picture or some piece of apparatus\n(suitably inscribed) for the room in which the prize was won. Only those teachers who are the\nholders of physical-training certificates granted under the Strathcona Trust are eligible t6\ncompete.\nSCHOOL CADET CORPS, 1926-27.\nThe following report on the activities of the school cadet corps during 1926-27 was submitted to the Local Committee by Captain J. AL Gumming, Inspector of Cadet Services:\u2014\n\" Number of cadets between the ages of 12 and 18 years trained during the\nyear 1926-27    5,961\nNumber present at annual inspection    5,483\nNumber of cadet corps, active  65\n\" The above shows a slight increase in the number of cadets trained and inspected over the\ntotals of the previous year.\n\" The Department of National Defence provided the necessary funds for three very excellent\ncadet camps, which were held at the following places: North Vancouver, 16 instructors, 530\ncadets ;  Victoria, 6 instructors, 142 cadets ;  Crescent Beach, 2 instructors, 46 cadets.\n\" The above camps were from six to eight days' duration and proved to be very popular with\ninstructors and cadets.\n\" Two courses for cadet instructors authorized and paid for by the Department of National\nDefence were held at Iiodd Hill, Victoria, an ideal situation for courses of this nature; a\nqualifying course (six weeks), held from July 18th to August 20th, was attended by twenty-five\nprospective instructors drawn from various centres throughout the Province; a refresher course\n(two weeks), held from August 1st to August 13th, was attended by twenty qualified cadet\ninstructors.\n\"Practically every cadet corps in the Province carried out a vigorous programme of rifle\nshooting during the year. A very satisfactory number of entries was received for all Provincial\nand national competitions, in many of which British Columbia units gained high places.\"\nHereunder is a list of the various cadet corps in order of merit as at their last annual\ninspection, June, 1927:\u2014\n(Possible marks, 1,000.)\n388. North Ward School, Victoria     885\n388. Boys' Central School, Victoria     860\n101. King Edward High School, Vancouver     855\n101. Technical High School, Arancouver    850\n530. T. J. Trapp Technical School, New Westminster     850\n101. Britannia High School, Vancouver     845\n388. Sir James Douglas School, Victoria     835\n101. Alexandra School, Vancouver     815\n101. Kitsilano High School, Vancouver     800 M 78 PUBLIC SCHOOLS REPORT, 1926-27.\n101. Cecil Rhodes School, Vancouver  790\n388. Victoria West School, Victoria  790\n388. South Park School, Victoria  790\n530. Alission Cadet Corps, Mission  785\n101. Central School, Vancouver  755\n101. Aberdeen School, Vancouver \u2014 755\n938. Gilmore Avenue School, Burnaby  755\n101. General Gordon School, Vancouver  725\n530. Duke of Connaught High School, New AVestminster  725\n388. George Jay School, ATictoria  710\n101. Laura Secord School, Vancouver _  710\n101. Technical High School, Vancouver  700\n101. Simon Fraser School, Vancouver  695\n101. Charles Dickens School, Vancouver  690\n101. King George High School, Vancouver  6S0\n101. Hastings  School, Vancouver  680\n101. Livingstone School, Vancouver _ 680\n101. Dawson School, A Co., Vancouver...  660\n112. ATictoria High School, Victoria  650\n101. Dawson School, B Co., Vancouver  650\n101. Fairview School, Vancouver _ 645\n101. Beaconsfield School, Vancouver  640\n101. Lord Tennyson School, Vancouver  640\n1126. Armstrong and Spallumcheen, Armstrong  630\n1169. Sexsmith School, South Vancouver  630\n388. Quadra Street School, Victoria  625\n101. Lord Nelson School, A'ancouver  620\n101. Macdonald School, Vancouver ,  620\n101. Model School, Vancouver  615\n101. Strathcona School, Vancouver  610\n388. Burnside School, Victoria  580\n388. Oaklands School, Victoria  575\n1244. Quennell School, Nanaimo  560\n101. Kitsilano School, Vancouver  550\n388. Margaret Jenkins School, Victoria _  540\n101. Lord Roberts School, C Co., Vancouver  510\n101. Lord Roberts School, F Co., Vancouver  510\n101. Henry Hudson School, Arancouver  510\n101. Grandview  School,  Vancouver  510\n892. Vernon Cadet Corps, Vernon  510\n695. Nelson Cadet Corps, Nelson  510\nTwenty-six prizes were awarded in accordance with the schedule adopted at the last meeting\nof the Local Committee held October 26th, 1927, one-half to be paid to the corps and one-half to\nthe instructor provided he is a public-school teacher qualified as a cadet instructor. When the\ninstructor is not a public-school teacher, one-half of the prize reverts to the general fund of the\nLocal Committee.\nThe expenditure under this head for 1926-27 amounted to $337, and was made according to\nthe following schedule: 1st prize, $25; 2nd prize, $20; 3rd, 4th, and 5th prizes, $18 each; 6th\nand 7th prizes, $16 each; 8th and 9th prizes, $14 each; 10th to 13th prizes, inclusive, $12 each;\n14th to 26th prizes, inclusive, $10 each.\nRIFLE SHOOTING.\nFrom the grant for rifle shooting, 1926-27, prizes were provided for fifty qualified corps or\nunits specified in returns\u2014namely, $3.75 each; this amount to form cash prizes for the three\nbest shots in each corps or unit (1st prize, $1.50;  2nd prize, .$1.25;  3rd prize, $1).\nThe expenditure under this head for 1926-27 amounted to $187.50. PUBLIC SCHOOLS REPORT, 1926-27. . M 79\nFINANCIAL STATEMENT FOR 1926-27.\nThe funds at the disposal of the Local Committee for 1926-27 amounted to $1,559.97 and the\nexpenditure for the year $1,007.50, leaving a balance of $552.47. Of the latter sum, $510 has\nalready been voted for physical-training prizes for 1927-28.\nReceipts.\n1926-27. Balance on hand from 1925-26  $530.56\nInterest to November 30th, 1926  17.79\nInterest to May 31st, 1927 ;  8.22\nAllowance to Secretary (added to fund)  10.00\nGrant for 1926-27  983.40\nUncashed cheque paid into funds  10.00\n$1,559.97\nDisbursements.\n1926-27. Gold medals for Normal Schools  $33.00\nPrizes for physical training  450.00\nPrizes for cadet-training  337.00\nPrizes for rifle shooting  187.50\n$1,007.50\nBalance on hand     $552.47","@language":"en"}],"Genre":[{"@value":"Legislative proceedings","@language":"en"}],"Identifier":[{"@value":"J110.L5 S7","@language":"en"},{"@value":"1928_V02_03_M1_M79","@language":"en"}],"IsShownAt":[{"@value":"10.14288\/1.0300572","@language":"en"}],"Language":[{"@value":"English","@language":"en"}],"Notes":[{"@value":"Note non-consecutive page numbering for the M sections. Pages M_1 to M_79 is PART I. PUBLIC SCHOOLS REPORT; Pages M1 to M113 is PART II. STATISTICAL RETURNS; Pages M115 to M199 is PART III. APPENDICES.","@language":"en"}],"Provider":[{"@value":"Vancouver : University of British Columbia Library","@language":"en"}],"Publisher":[{"@value":"Victoria, BC : Government Printer","@language":"en"}],"Rights":[{"@value":"Images provided for research and reference use only. For permission to publish, copy or otherwise distribute these images please contact the Legislative Library of British Columbia","@language":"en"}],"SortDate":[{"@value":"1928-12-31 AD","@language":"en"},{"@value":"1928-12-31 AD","@language":"en"}],"Source":[{"@value":"Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia","@language":"en"}],"Title":[{"@value":"FIFTY-SIXTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1926-27 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES [PART I. GENERAL REPORT]","@language":"en"}],"Type":[{"@value":"Text","@language":"en"}],"Translation":[{"@value":"","@language":"en"}],"@id":"doi:10.14288\/1.0300572"}