{"http:\/\/dx.doi.org\/10.14288\/1.0060593":{"https:\/\/open.library.ubc.ca\/terms#identifierAIP":[{"value":"cc3be76f-b4e1-42a8-b29d-9ade25ba04d5","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/dataProvider":[{"value":"CONTENTdm","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/alternative":[{"value":"Public Schools Report.","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/isReferencedBy":[{"value":"http:\/\/resolve.library.ubc.ca\/cgi-bin\/catsearch?bid=1198198","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/isPartOf":[{"value":"Sessional Papers of the Province of British Columbia","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/creator":[{"value":"British Columbia. Legislative Assembly","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/issued":[{"value":"2016-03-30","type":"literal","lang":"en"},{"value":"[1876]","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO":[{"value":"https:\/\/open.library.ubc.ca\/collections\/bcsessional\/items\/1.0060593\/source.json","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/extent":[{"value":"Pages misnumbered from 137-152 (skipped page numbers = 138, 139, 142, 143, 146, 147, 150, and 151) HOWEVER, this is a pagination error -- there are no missing content pages.","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/elements\/1.1\/format":[{"value":"application\/pdf","type":"literal","lang":"en"}],"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note":[{"value":" FOURTH   ANNUAL   REPORT\nON THE\nPUBLIC    SCHOOLS\nOF THE  PROVINCE OE\nBRITISH   COLUMBIA.\n1874-75.\nBY THE\nSUPERINTENDENT OF EDUCATION.\nWITH  APPENDICES.\nVICTORIA :\nPRINTED BY RICHARD WOLFENDEN, GOVERNMENT PRINTER,\nAT   THE   GOVERNMENT  PRINTING  OFFICE,  JAMES1   BAT.\n1875.  Education Office, Victoria,\nOctober 15th, 1875.\nSir:\nIn conformity with the School Act, I have the honor to forward herewith, for\nthe information of His Excellency the Lieutenant-Governor in Council, my Report\non the Public Schools of British Columbia, for the year ending 31st July, 1875.\nStatistical Tables and Appendices are added to the Report, illustrative of the\nmeans which have been adopted by the Board of Education for the promotion of\nthe educational interests of the Province.\nI have the honor to be,\nSir,\nYour very obedient servant,\nJOHN JESSOP,\nSuperintendent of Education.\nHon. John Ash, M. P. P.,\nProvincial Secretary.  89 Vie. Public Schools Report. 77\nPART  I.\nGENERAL  REPORT.  FOURTH   ANNUAL  REPORT\nOF  THE\nSUPERINTENDENT  OP  EDUCATION.\n1874-75.\nTo His Excellency the Honorable Joseph W. Trtjtch,  Lieutenant-Governor of the\nProvince of British Columbia.\nMay it please Your Excellency:\u2014\nIn consequence of important returns from several of the School Districts not being\nto hand, I am unable to insert the usual summary of statistical tables at the beginning\nof this Report, as heretofore. Those returns will probably be in before long, so that by\nthe time tho main portion of the general report is in type, this summary, together with\nthe tables, will be forthcoming, and will be found at the end of Part I. I may here\nstate that more difficulty has been experienced this year in getting in those returns\nfrom teachers and trustee boards than in any previous year since the inauguration of\nthe present school system. Unless school authorities throughout the Province attend\nto this matter promptly it is impossible for me to get the Annual Report ready at the\ntime called for by the Public School Act, namely, 1st September in each year, as there\nis but one month allowed for its compilation. This difficulty may, however, be obviated\nin the future by withholding all payments for educational purposes for month of July\nin each district from which returns have not been received at the expiration of that\nmonth. By adopting such a course it is to bo hoped that this delay in tho issuance of\nthe report will not occur again.\nTeachers' Salaries and Regulations respecting them.\nWhile admitting the fact that the salaries of Public School teachers are lower in\nthis Province than they ought to be, and that they compare unfavourably with the\nwages of artisans and skilled labourers ; yet when we take into consideration the many\nadvantages that teachers have over the other class in the items of sure pay all the year\nround, light work in a large majority of the districts, short hours, and consequently\nmany oi)portunities for mental improvement, they certainly, in this respect, have but little\nto complain of. The average monthly salary in British Columbia is, males $66.03,\nfemales $56.11\u2014average salary $61.07. In Oregon, according to Report for year ending\n1st April, 1873, the average monthly salary is, for males $47.54, for females $43.79\u2014\naverage salary $45.66. Those statistics give tho teacher in this Province an average\nmonthly salary of $15.41 more than that obtained in the comparatively wealthy\nState of Oregon, In California the schools are kept open much less than eight months\nin the year on the average,\u2014there being, for the year ending June 30th, 1873, 637 80 Public Schools Report. 1875\nschools kept open longer than eight months and 825 for shorter periods. The average\nsalary in that State is, for males $84,28, females $63.37\u2014average salary $73.82. These\nfigures multiplied by the number of months the schools are kept open give an average\nyearly salary of $590.56 as against the average yearly salary in British Columbia of\n$732.84, giving our teachers the advantage over those in the immensely wealthy State\nof California by $11.85 monthly. According to last Report on Education for Ontario\n(1873) the average yearly salary for males was $500, for females $244.50. Reducing\nthese sums to monthly salaries, we have $41.66 for males and $20.37$ (!) for females.\nIn New Brunswick during 1874 the salaries were $402.03 and $259.67 respectively per\nannum, or $33.50 and $21.64 monthly. In the Empire State of New York, for 1872, the\naverage salary was $32.12, something more than the average paid in either Ontario or\nNew Brunswick. Thus we find that salaries are in reality higher in British Columbia\nthan in Oregon or California, and more than 100 per cent, higher than in Ontario or New\nBrunswick, and nearly 100 per cent, in advance of those in the State of New York. In\nall the above-mentioned Provinces and States there is proportionately a greater number\nof first and second class situations than in this new Province ; in consequence of which\nthere is a far wider field for superior teaching ability and educational acquirements.\nThe situations as teachers in our public schools may be classified as follows :\u2014\nFirst class, commanding salaries from $100 to $75, inclusive    6\nSecond class       \u201e \u201e 75 to   60       \u201e   12\nThird class \u201e \u201e 60 to   50       \u201e   29\nTotal  47\nIn the above classification several $60 teacherships in the interior, above Yale, are\nput in the third grade in consequence of the greater cost of living ; this sum being considered equivalent to only $50 below that town. Of the 42 teachers holding certificates\nfrom the Board of Education 32 are in actual employment, the other ten having retired\nfrom the profession, or for various reasons are unwilling to accept such situations as are\nnow offering. Of the eleven certificated first classes six are holding all the first class\nsituations, and the other five are in the most desirable of the second class situations.\nFive more of the second class schools are taught by second class teachers. One of the\nremaining two is taught by a certificated male teacher recently from Ontario, and the\nother by a young lady who took a high third A at last examination, there being no first\nor second class female teachers available at the beginning of August. Six of our second\nclass teachers are occupying third class situations for the simple reason that no better\npositions were obtainable at the commencement of the present school term. As we have\nnow 47 situations in the Province, and only 32 of them filled by teachers certificated by\nthe Board of Education, the question will naturally arise as to how the remaining fifteen\nschools are provided for. The answer is that three of them are under teachers who\narrived too late for the last teachers' examination, six are under temporary arrangements\nuntil the arrival of more teachers from Ontario or elsewhere, and the other six are\nvacant and must remain so till teachers can be provided. It will be seen therefore that\nteachers' situations throughout the Province are assimilated as nearly as possible with\nthe corresponding grades of certificates. The great want, the most serious drawback in\nthe successful progress of our public school system, has been, and is, the total inadequacy\nof the supply of competent teachers for the demands of the Province; and while this\nobstacle remains in the way it will be impracticable for the Board of Education to carry\nout in their entirety the rules and regulations pertaining to teachers' salaries. Those\nrules so far have been found to work satisfactorily. Making the teacher's salary depend\nin some measure on his own exertions has a direct tendency to decrease irregular and\nnon-attendance, and thus reduce very materially the average cost per annum of each\npupil. Of course there is, in keeping a daily and half-daily registry of attendance, a\npossibility, on the part of a dishonest teacher, of falsifying his record ; but the ladies\nand gentlemen composing this branch of the public service are certainly as honest and\nas reliable as those occupying other positions of trust and responsibility in the community ; and therefore there is but little probability of such falsification occurring, or quite\nas little of connivance therewith on the part of Trustee Boards. With such a large majority\nof small schools, salaries could not be based exclusively on the grades of certificates ;\nbecause with such a classification any Trustee Board might secure the services of a first 39 Vic. Public Schools Report. 81\nclass teacher, if such teachers were sufficiently numerous, in a school with a small\naverage attendance of pupils, thus making the cost of each, with incidental expenses,\nfourteen or fifteen dollars per month. This would be unobjectionable if the Government\nhad unlimited resources at their command for educational purposes; but as such is not the\ncase the salaries pertaining to each school ought to depend as much as possible on the\nattendance and not entirely on tho certificate of qualification that the teacher may\npossess. The anomaly of a first class teacher occupying a third rate school is not likely\nto be of long duration. Vacancies are constantly occurring, and the teacher of superior\nability will soon procure such a situation as his or her acquirements may deserve ; or if\nthe material for a larger school is in a third class district, a teacher of this description\nwill not be long in bringing it up to a higher grade, and thus secure a more remunerative salary. I have dwelt on this subject somewhat in detail in consequence of objections\nthat have been made to this salary basis by anonymous newspaper correspondents\nduring the last few months : and I may here be pardoned for remarking that the\nmembers of the Board of Education will be ready to alter those rules and substitute\nothers, when convinced that such a course will bo conducive to the educational\ninterests of the Province at large. Although, as has been shown, teachers' salaries\nare higher here than elsewhere, yet the Province is exceptional in its character\nwith regard to the inducements held out for teachers to engage in other employments. Farm labourers, if economical, can save much more annually than the\neducated teacher at a salary of $50 per month, to say nothing of mechanics, clerks, and\nothers who, in addition to making higher wages, have a greater chance of increasing\ntheir earnings from year to year. We can hardly expect efficient male teachers to\nremain in the profession permanently at $50 per month amid temptations to engage in\nmining, merchandise, farming, stock-raising, and before long, it is to bo hoped, numerous\nother occupations in connection with railroad construction. Looking at salaries, therefore, from this point of view, and not in comparison with other countries, it becomes a\nquestion for serious consideration as to whether tho school grant should not be increased\nso as to enable the Board of Education to raise a majority of them at least 20 per cent.,\nin order not only to retain the well-qualified and energetic teachers who are now\nemployed, but to induce others to engage in the work, and thus keep up the teaching\nstaff which hitherto has been much too scantily supplied.\nMixed and Graded Schools.\nThe question of graded schools has, during the past year, been the subject of\nconsiderable correspondence between the Education Office and the Trustee Boards of\nNanaimo and New Westminster. By a \"mixed\" school, is meant one where the co-education of the sexes is carried on under ono or more teachers. It may or may not bo a\n\"graded\" school. In a graded school, the pupils are grouped together in divisions\u2014each\ndivision under its own teacher\u2014and consisting of ono or more classes, according to tho\nnumber of teachers employed and tho size of such class or classes. Whore children are\nsufficiently numerous, a graded school need not necessarily be a mixed school- as for\ninstance in Victoria, whore there are seven divisions\u2014throe of boys over seven years of\nago, and four of girls, and boys under sevon\u2014each of these divisions consisting of one\nor more classes, and from 40 or 50, to 70 or 80 pupils. In this city, therefore, not much\nwould be gained in teaching power by mixing the sexes above the primary division\u2014\nwhich has all along consisted of boys and girls\u2014because each of the other divisions has\nnearly the same standing in point of acquirements, and is quite large enough for one\nteacher to manage. But in Nanaimo and New Westminster the conditions are materially\ndifferent. In the former city, the average attendance of boys and girls is considerably\nmore than 100. Keeping the sexes exclusively in separate departments, necessitates\ntwo classes in each branch of study throughout tho entire school curriculum; whereas,\nif the two classes\u2014one of boys and the other of girls\u2014be combined for tuition, the gain\nin teaching power would bo nearly doubled. Under the graded system, every class\nwould have a great deal more time for each study, or several studios might be\nintroduced that must inevitably be excluded so long as the sexes are taught separately\nfrom each other. It is a well-known and universally conceded fact, that two teachers in\na graded school can produce more satisfactory results, with less work, than three can\npossibly do in one that is not graded.    I may hero state, that the Board of Education have repeatedly urged upon the trustees of Nanaimo the necessity of grading their\nschool, so that tho large annual expenditure in that city may do the greatest possible\ngood to the greatest possible number. An additional teacher has been asked for\nthere, making a staff of three. These three teachers can only do the work which, could\nbe done by two, were the school differently organized; or the present teaching staff of\ntwo would bo fully able to carry on the work more efficiently, and with better results,\nunder the arrangement so often recommended. Looking at the Nanaimo and New\nWestminster public schools from the above stand-point, it is very evident that the\nresults, under present arrangements, cannot be adequate to tho work performed by the\nteachers, because such work is to a great extent misdirected; or to the means expended\nby the Government, because such means are partially misapplied. The gain accruing\nfrom a system so generally adopted by older and more populous countries is so self-\nevident that one can hardly conceive it possible for intelligent communities to throw\nobstacles in the way of its adoption. Yet such is the case. The main plea, in fact the\nonly one with a shadow of plausibility, is that the sexes should be educated apart, in\norder that the girls may grow up with that delicacy and refinement of feeling, that\nsoftness and innate modesty so desirable, and so much to bo admired in young women.\nThat this result would bo interfered with by tho co-education of the sexes, is entirely a\nmistaken idea, Where brothers and sisters, relatives and neighbours are together in\nclass, or \"even during all the hours of study, under proper and thorough surveillance, there\nis less clanger, if danger there be, of anything reprehensible taking place in their intercourse outside of school hours, while walking to or from their respective homes, than\nwhen the boys and girls are scrupulously kept apart all the day, and then allowed to\nmix with each other, more or less, after school lessons aro over\u2014which, of course,\ncannot be entirely prohibited. This want of confidence in the ability of girls to take\ncare of themselves on tho part of some parents, and the imperative injunctions laid upon\nthem to \" keep out of the way \" of the opposite sex, do more to defeat the very object they\nwish to attain than all other causes combined. In tho prurient desire of such parties to\navoid an evil almost entirely imaginary, the great benefits resulting from educating boys\nand girls together by the healthy and vigorous spirit of emulation, which is thus\nexcited and kept up, are entirely overlooked. They forget that tho boisterousness of\ntheir sons is being constantly moderated; that tho rougher asperities of boyish nature\nare undergoing a toning-down process; and that the inherent traits of gallantry,\naffability, and desire to please are fostered by daily association with the softer sex in\nthe public school. A mixed school, also, is moro easily managed, in consequence of\nthere being'more testability among the boys, and usually moro intellectual life among\ntho girls. No ono conversant with the working of those schools in other countries will\ndispute tho fact, that tho intimate knowledge of character and disposition gained by\nsenior pupils of both sexes m class is often of tho greatest possible benefit to them in\nafter life. Again, if mixed schools are such an unmitigated evil, and have such demoralizing tendencies as their fow opponents argue, an end should be put at once to tho evil\nby closing thirty-eight out of tho forty-one schools in the Province. Most of those aro\nwith difficulty kept in operation when every boy and girl is in attendance. To separate\ntho sexes would, therefore, make their continuance almost impracticable. If, then, it bo\ngranted that country schools, for financial reasons, must consist of boys and girls, it\nfollows, with equal propriety, that those in towns, where a groat saving of teaching-\nlabour can bo effected, or where a corresponding increase in efficiency can bo brought\nabout, should be graded by mixing the sexes, at least in class, in order that the large\nannual expenditure incurred may produce tho best possible results. If this principle of\nseparation be conceded to trustees of public schools, and carried out by thorn in tho two\ncases above mentioned, it must also bo extended to the contemplated High School, and\nall similar establishments hereafter; and thus the expense of higher education will be\nincreased a hundred per cent. In every country on this Continent where systems of\neducation prevail, graded schools are universal; mixed schools, also, aro the rule and\nnot tho exception. All through the United States \" girls and boys attend the same\nschool,\" except \"in a few of some of the older cities, where tho sexes are educated\ntogether in tho primary schools, but separated in tho grammar and high schools. In\ncities of more recent growth, tho co-education of tho soxes prevails from the primary\nschool up through tho higher grades, and some colleges admit both sexes.\" In Prince\nEdward's Island, tho 489 common schools, the 22 grammar and ono model aro, with one\nor two exceptions, all mixed.    Tho 1043 public schools of tho Colony of Victoria are 89 Vic. Public Schools Report. 83\nalmost exclusively mixed, and'when large enough they are graded.     The same may be\nsaid of New Brunswick and the other Eastern Provinces.\nIn bringing this subject to a conclusion, it is gratifying for me to state that at a\ngathering of the teachers in convention last July, when nearly all of them were present\nfrom every part of the Province, it was discussed at considerable length. The meeting\ndecided unanimously in favour of \"graded schools; \" and all who had had any experience\nin \" mixed schools \" were equally as unanimous in favour of them. Such an unmistake-\nable expression of opinion, from a body of ladies and gentlemen so well qualified to deal\nwith the question submitted to them, ought certainly to have great weight in the community, and induce those opposed to this system to give it, at least, a fair trial.\nSchool Prizes and Merit Cards.\nThe great cost per pupil of our public schools\u2014exceeding in this respect that of nearly\nall other countries where the English language is spoken\u2014prevents the Board of Education from recommending expenditure for school prizes and merit cards. The introduction\nof these incentives to educational diligence and progress into all our schools, and the\ncareful management thereof, cannot fail to exorcise a most beneficial influence upon the\nentire school career of every pupil. With a view to aid tho efforts of teachers, trustees,\nand parents in this direction, a small selection of prize books, &c, was ordered from tho\nEducation Department, Toronto, in April last. As this experimental parcel did not\nreach here till the last week in the spring term, but few of the school trustees could\navail themselves of the opportunity of purchasing these prizes at a low rate\u2014the price\nat which they are marked is barely sufficient to cover the cost in Toronto and freight\nand charges here. As no profit whatever is expected from these sales, any moro than\nfrom the sale of text books, this \"new departure\" should bo a great inducement for\nteachers, trustees, and parents to encourage their children in their efforts to excel in\ngood conduct, diligence, punctuality, and recitations. In support of the prize system,\njudiciously managed by means of merit cards, I append tho following remarks from the\npen of tho Rev. Dr. Ryerson, Chief Superintendent of Education for Ontario:\u2014\n\" As noted in my former report, I may remark that in every instance, as far as I can learn,\nwhere the distribution of prizes has not proved both satisfactory and beneficial, the failure may\nbe traced to the want of intelligence or fairness, or both, in the awarding of them. In some\ncases it may be ascribed to the same causes which caused the violation of the law in not holding\npublic examinations of schools\u2014the want of competence aud industry in teachers\u2014their not\nattending to and recording the individual conduct and progress of each pupil, and, therefore,\nthe absence of data essential to an impartial and intelligent judgment as to tho merits-of pupils.\nIn other cases, there has been a desire to give something to every pupil without reference to\neither conduct or progress, in order that none may complain, thus defeating the very object of\nprizes, and rejecting the principle on which the true system of prizes is established, and on\nwhich the Divine Government itself is based, namely, rewarding every oiie according to his works.\nI may also here repeat again what I have already remarked on this subject, that the hackneyed\nobjection as to the distribution of prizes exciting feelings of dissatisfaction, envy, and hatred in\nthe minds of those who. do not obtain them, is an objection against all competition, and is\ntherefore contrary to every-day practice in all the relations of life. If tho distribution of prizes\nis decided fairly according to merit there can be no just ground for dissatisfaction; and facilities\narc now provided and their employment prescribed, with a view to determine the merit of\npunctuality, of good conduct, of diligence, of proficiency on the part of each pupil during each\nterm of the year\u2014a four-fold motive to exertion and emulation in everything that constitutes a\ngood pupil and a good school. But the indifferent and flagging teacher docs not wish such a\npressure to be brought to bear upon his every-day teaching and attention to everything essential\nto an efficient school \u2022 nor docs he desire tho test of a periodical examination of his pupils by an\nexamining committee to bo applied to his teaching and management.of the school. Tho objection\nthat the distribution of prizes to deserving pupils excites the envy and hatred of the undeserving\nis a convenient pretext to protect and permit incompetence and indifference on the part of the\nteacher.\n\" But the existence of such alleged dissatisfaction is no reason for refusing rewards to\npunctuality, to good conduct, to diligence, to proficiency on the part of pupils. There is often\ngreat dissatisfaction on the part of unsuccessful candidates and their friends in the results of\nMunicipal and Parliamentary elections, and the distribution of prizes by Agricultural and\nHorticultural Associations; but this is no argument against the value\" of free and elective insti- 84 Public Schools Report. 1875\ntutions; nor does it prevent the people generally from honouring with their suffrages those on\nwhose merits they place most value, even though they may sometimes err in their judgment.\nNor do the managers of Agricultural and Horticultural Societies withhold prizes from the most\nsuccessful cultivators of grains and vegetables, and fruits and flowers, because of dissatisfaction\namong the envious of the less diligent and less skilful farmers and gardeners.\n\" It is the very order of Providence, and a maxim of Revelation, that the hand of the\ndiligent maketh rich, while idleness tendeth to poverty \u25a0 that to him that hath (that is improves\nwhat he hath) shall be given, and the neglecter shall be sent empty away. Providence does not\nreverse its order or administration, because some persons are discontented and envious at the\nsuccess of the faithful diligence and skill of others: nor does Providence appeal alone to the\ntranscendental motives of duty, gratitude, immortality, but presents also the motives of the life\nthat now is, as well as of that which is to come.\n\" I prefer the order of Providence, and the principles on which our civil institutions and all\nour associations for public and social improvements are conducted, to the dead-level notions of\nstationary teachers, and the envious murmurings of negligent and unsuccessful pupils and their\ntoo partial friends. Were the true principles, non-personal competition, as laid down in our system\nof merit cards, carried out by teachers, very little objection would ever be heard against the plan\nof awarding prizes in Schools.\n\" An explanation of this feature of our school system will be its best justification, and evince\nits great importance. I therefore present it again as follows:\u2014\n\" A comprehensive catalogue of carefully selected and beautiful prize books has been prepared and furnished by the Department to trustees and Municipalities applying for them; and,\nbesides furnishing the books at the reduced price, the Department adds one hundred per cent,\nto whatever amounts may be provided by trustees and Municipal Councils to procure these prize\nbooks for the encouragement of children in their schools. A series of merit cards, with appropriate\nillustrations and mottoes, has been prepared by the Department, and is supplied to trustees and\nteachers at a very small charge\u2014half the cost\u2014and these merit cards are to be awarded daily,\nor more generally weekly, to pupils meriting them. One class of cards is f or punctuality; another\nfor good conduct; a third for diligence; a fourth for perfect recitations. There are generally three\nor four prizes under each of these heads; and the pupil or pupils who get the largest number of\nmerit cards under each head, will, at the end of the quarter or half-year, be entitled to the prize\nbooks awarded. Thus an influence is exerted upon every part of the pupil's conduct, and during\nevery day of his school career. If he cannot learn as fast as another pupil, that he can\nbe as punctual, as diligent, and maintain as good conduct, and so acquire distinction and\nan entertaining and beautiful book, for punctuality, diligence, good conduct, or perfect\nrecitations or exercises, must be a just ground of satisfaction, not only to the pupil, but\nalso to his or her parents and friends. There are two peculiarities of this system of merit\ncards worthy of special notice. The one is, that it does not rest upon the comparative success of\nsingle examinations at the end of the term, or half-year or year, but on the daily conduct and\ndiligence of each pupil during the whole period, and irrespective of what may be done or\nnot done by any other pupil. The ill-feeling by rivalship at a single examination is avoided,\nand each pupil is judged and rewarded according to his merits, as exhibited in his every day\nschool life. The second peculiarity is, that the standard of merit is founded on the Holy Scriptures,\nas the mottoes on each card are all taken from the sacred volume, and the illustrations on each\ncard consist of a portrait of a character illustrative of the principle of the motto, and as worthy of\nimitation. The prize book system, and especially in connection with that of merit cards, has a\nmost salutary influence upon the School discipline, upon both teachers and pupils, besides diffusing a large amount of entertaining and useful reading.\"\nWith reference to the merit cards spoken of in tho above quotation, I have merely to\nadd that by substituting the words \"British Columbia\" wherever the word \"Ontario\"\noccurs, in a small edition that might easily bo printed for this Province, they would be\nas suitable for our schools as for those of Ontario. I commend the question of prize books\nand merit cards, therefore, to tho favourable consideration of teachers and trustees, with\na view to their introduction, as soon as practicable, into all the public schools of tho\nProvince.\nWant of Teachers.\nIn last Report, I was obliged to call attention to the scarcity of trained and efficient\nteachers. This want is still felt, although seven male and three female teachers have\nsince arrived, chiefly from Ontario and New Brunswick; and five others, four of them 89 Vie. Public Schools Report. 85\npupils from different public schools in tho Province, qualified at last examination, and all\nare at work in various parts of the country. Early last spring, on the recommendation\nof the Board of Education, and with the approval of the Local Government, I caused the\nfollowing advertisement to be inserted in the Toronto Globe and Mail:\u2014\n\" School Teachers Wanted.\u2014A limited number of second or third class teachers, male\nand female, will find immediate employment in British Columbia, at salaries from $50 to $60\nper month. The situations are chiefly in newly formed country districts, at present thinly\npeopled. The schools are small, and the teachers must expect, for a time at least, more or less\nisolation. Residences are not provided. The cost of board varies from $16 to $25 per month.\nApplications to be sent to James Carlyle, Esq., M.D., Normal School, Toronto, who will select\nfrom among the applicants as many as can be provided with situations, and give them instructions for proceeding to British Columbia.  John Jessop, Superintendent of Education for B.C.\"\nWith this advertisement I sent the following letter of instruction to Dr. Carlyle,\nSecond Master in Toronto Normal School, a gentleman well-known and esteemed\nthroughout the Eastern Provinces as an eminent educationist:\u2014\n\" Education Office,\n\"Victoria, April 12th, 1875.\n\"Jas. Carlyle, Esq., M.D.\n\" Dear Sir,\u2014I am advertising in Globe and Mail, as you will observe, for teachers, and have\ntaken the liberty of referring applicants to you. By attending to this matter you will confer a\ngreat favour upon British Columbia, as well as myself.\n\"We shall not be able to provide situations for more than nine teachers just at present, but\nprobably in the fall of the year a few additional will be required. Of the above-mentioned nine\nit is desirable that five should be females. Should men with families offer it might be advisable\nto give them the preference, as families would be quite an acquisition in many of our new country\ndistricts, where there are barely sufficient children to constitute a school.\n\"The advertisement is not intended to mislead, or to bring parties out to this coast under\nfalse pretences. We have been labouring under serious disadvantages so far for want of a supply\nof qualified teachers, and, in the absence of a Normal school, which, however, will be established\nas soon as practicable, we must keep up our teaching staff by importations.\n\" Your charges and any other expenses attending this commission will be defrayed by Post\nOffice order as soon as I am informed of them.\n\" Please drop me a line upon receipt of this, with any suggestions you may think of use to\nme. \"Yours respectfully,\n(Signed)       \" John Jessop.\n\"P.S.\u2014Those intending to come should leave Ontario not later than the 15th June, so as\nto be here in time for annual examination of teachers early in July. This will enable them to\nqualify as the law directs.    J. J.\"\nTo this letter I received the subjoined replies:\u2014\n\" Normal School,\n\" 1st May, 1875.\n\" My Dear Sir.\u2014In reply to your letter of the 12th ult., informing me that you were\nadvertising in the Toronto papers for teachers, and had commissioned me to make a selection for\nyou, I beg to say that I will do all I can for you. ******\n\" I do not think there will be many applicants, for teachers are not very plentiful even in\nOntario, and good ones still more difficult to get, as you well know. However I will do what I\ncan for you, and send the best available material.    Yours very traly.\n(Signed)       \" James Carlyle.\n\"John Jessop, Esq.,\n\"Superintendent of Education, B. C.\"\n\" Normal School,\n\" 7th May, 1875.\n\" My Dear Sir,\u2014In my last I expressed my fears that I would receive but few applications.\nI am agreeably disappointed, for they are coming in rapidly, and J have a number from really\ngood teachers, but many of them cannot get away as early as you require. Let me know in your\nnext letter whether I may send some of them later, and now many. Teachers are engaged until\nabout the middle of July. 86 Public Schools Report. 1875\n\"I shall not be able to send you as many female teachers as you ask for. I have so far only\nreceived two applications, one of which was made conditionally. It is a long way for females to\ngo alone \" in search of a fortune.\"\n\" You say that you may require more in the autumn. If you will let me know early I shall\nbe able to send you some good ones, from among the applicants.\n\" I would like to know if your Government does anything in the way of assisting immigrants, for, if it does, I think it would be well to extend the assistance to the teachers, especially\nthe married ones, for the expense from Toronto will be about $170, rather a large outlay for\nmany.\n\" I have letters from many asking for full particulars \u2022 some want to know if they can get\na school in a village, others wish to know the very largest salary I can give. It is rather amusing\nto read some of the letters. Many who are not teachers conclude that I must be well posted\nabout the country, and write to ask me the prospects for graduates, doctors, lawyers, &c. I fear\nI shall have a long bill against you. I am sorry I cannot find out more reliable information\nabout the country. * * * *\n\" I have, &c.\n(Signed)       \"James Carlyle.\n\"John Jessop, Esq.,\n\" Superintendent of Education, British Columbia.'\nMy next communication on this subject is as follows:\u2014\n\" Spence's Bridge,\n\"June 2nd, 1875.\n\"James Carlyle, Esq., M. D.\n\"Dear Sir,\u2014Your kind favours of 1st and 7tb ultimo reached me at Cache Creek yesterday. I also got three applications from teachers who had communicated with you; to all such\nI shall say, when I reach Victoria, two weeks hence, that you have entire charge of the business.\n\"It will not be necessary for you to make your selection before the 10th proximo. By that\ntime, you will hear from me again, after my arrival down, when I shall know how many teachers\nwill be required for commencing duties hero about 1st August.     Their own certificates will be\nquite sufficient till our examination next year.\n* * * * # * *\n\"Yours very truly,\n(Signed) \"John Jessop.\"\nSeveral other letters on this subject were written by Dr. Carlyle, and answered by\nme. In one of these, he says\u2014\" Your advertisements have done a great deal to direct\nthe attention of a good class to your distant Province; and the indirect advantage in\nthis way will not be small.\" It may be sufficient to state here that, from among the\nnumerous applicants, some twelve or thirteen were, at different times, instructed to\nproceed to this Province; but up to this date (17th September) only three of them\u2014one\nlady and two gentlemen\u2014have arrived. Various hindrances came in the way, and\nexcuses were sent, some to Dr. Carlyle, and others to the Education Office, for not complying with instructions after their applications were accepted. I received about thirty\nletters\u2014twenty-six of which were answered\u2014from different parts of Ontario and some\nof the other Provinces, laying down all sorts of conditions upon which the writers would\ncome to British Columbia, and asking all sorts of questions about the climate, resources,\nand educational requirements of this country. I here insert one, from among twelve or\nthirteen similar communications; as a specimen:\u2014\n\"John Jessop, Esq.,\n\"Supt. Education, B. C.\n\"Sir,\u2014In communication'with James Carlyle, M. D., of Toronto, relative to teachers\nwanted in B. Columbia, he informed me that, if the attendance at a school averaged fifty pupils,\nthe salary would be $80 per month. In reply, I expressed my consent to proceed to Victoria in\nthe month of August, provided a school of that attendance could be guaranteed, but that the\nexpense of going from here there, and the high price of living in B. O, together with minor\nprivations which must necessarily exist in a new country, $60 per month would riot be a sufficient\ninducement, unless my fare and travelling expenses were paid.\n\"Mr. Carlyle not being authorized to make such an agreement, advised me to address you\non the matter, therefore I beg to say that I have had fifteen years experience teaching in Ontario,\nnine of which were in the same school.     I hold a first class certificate of qualification for this 39 Vie. Public Schools Report. 87\nCounty, and also from the National Model School, Dublin, and am a Protestant of the Presbyterian faith.\n\" Now, if you are satisfied with such credentials, and can either give me a school that will\nassure $80 per month, or if you can refund my travelling expenses on arrival, I will take the\n$60 per month, and risk getting a better school afterwards.\n\" Are teachers paid by a public tax or Government ? Does a teacher's salary depend upon\nthe average attendance or qualification ?\n\"Unless immediate services are required I would prefer not to leave here before the latter\npart of September or beginning of October.    I have,\" &c.\n*    *    *\nIn replying to these letters, as much in detail as time would admit of, I could only\nsay, with regard to such bargaining, that \" I was not in a position to negociate terms, or\narrange conditions, with reference to salary or location.\" Although the effort to obtain\nteachers from Ontario has not been as successful as was anticipated, yet tho attention\nthat has been drawn to this Province, and the knowledge that teachers are still in\ndemand will, no doubt, enable us before long not only to supply all the schools with\nqualified instructors, but to fill vacancies as they may occur from time to time.\nDrawing, as a Branch of Public School Instruction.\nIn this progressive age, free hand or linear drawing is every day becoming more\nand more necessary in almost every position in life. As to the supposed difficulty of\nacquiring this eminently useful and practical branch of education, a competent authority\nsays that \"whoever can learn to write can learn to draw.\" The object that should be\naimed at, is not so much to enable boys and girls to \" make pretty pictures\" as to train\nthem to construct a passably good outline of any figure that they may see, or the idea\nof which may bo presented to their minds. Some of our teachers are quite competent\nto give instruction in the rudiments of this subject; and those who are not, can become\nso by a little diligent study and practice with the aid of a text book; and the information\nthus gained might be profitably used day by day in the school room, to the very great\nadvantage of both pupils and teacher. As it is not possible to employ drawing masters\nin any of our schools, if anything be done in this direction it must be accomplished by\nthe teachers themselves. I should feel justified, however, in strongly recommending\nthat at our annual gathering for teachers' examination and convention, when all or\nnearly all the teachers are collected together, the services of a competent drawing-\nmaster should be obtained, and a course of practical lessons given that might afterwards\nbe made use of by every teacher in his or her school room, in their respective districts.\nBy adopting the course above indicated there would soon be no more necessity for\nseparate teachers in elementary drawing than in arithmetic or geography; and children\nwould learn the former with as much facility as either of the latter. The following\nquotations from leading educationists will demonstrate the necessity for the general\nintroduction of this study into our public schools. The Hon. Henry Barnard thus speaks\nof the ease with which children can be instructed in drawing:\u2014\n\" Drawing should be taught in every grade of our Public Schools. The first instinct or inclination of the child is to handle the pencil, and 'draw something.' The sparks of what may be\n'that sacred fire,' should not be smothered, but fanned into a flame. Drawing is the alphabet, or\nrather the language of art: and when this is understood, the child is the possible sculptor, painter or architect. Instruction in elements of art corrects the taste and gives the hand skill; it\ngives the trained, artistic eye which detects the incongruous, the ungraceful, and the ill-proportioned, and which, on the other hand, the graceful, harmonious and symmetrical never escape.\"\nAnother eminent authority says:\u2014\n\" Almost everything that is well made now is made from a drawing. In the construction\nof buildings, ships, machinery, bridges, fortifications, nothing is done without drawings. It is\nnot enough that there be draughtsmen to make the drawings: the workmen who are to construct\nthe objects required should be able, without help, to interpret the drawings given for their guidance. This they cannot do without instruction that acquaints them with the principles on which\nthe drawings are made and so trains the imagination as to enable it to form from the given lines\na vivid mental picture of the object required. The workman who lacks this knowledge and this\nability, as it is probable that nineteen-twentieths of American artisans now do, must work under 88 Public Schools Report. 1875\nthe constant supervision of another, doing less and inferior work and receiving inferior wages.\nBut it is also essential that the workman himself be able to make at least a rude working-drawing\nwhenever, as frequently happens, an emergency requires it.\"\nAgain, in his valuable work \" In the School room\" Professor John S. Hart thus\nillustrates, by a striking example, the importance of drawing in our public schools:\u2014\n\" When it comes to skilled labour between the educated and ignorant it is apparent that an\nintelligent mechanic is worth twice as much as one ignorant or stupid.\n\" Many years ago a very instructive fact on this point came under my own personal observation. A gentleman of my acquaintance had frequent need of the aid of a carpenter.\nThe work to be done was not regular carpentry, but various odd jobs, alterations and adaptions\nto suit special wants, and no little time and materials were wasted in the perpetual misconceptions\nand mistakes of the successive workmen employed. At length a workman was sent, who was a\nGerman, from the Kingdom of Prussia. After listening attentively to the orders given, and doing\nwhat he could to understand what his employer wanted, Michael would whip out his pencil, and\nin two or three minutes, with a few lines, would present a sketch of the article, so clear that any\none could recognize it at a glance. It could be seen at once, also, whether the intention of his\nemployer had been rightly conceived, and whether it was practicable. The consequence was that\nso long as Michael was employed there was no more waste of materials and time, to say nothing\nof the vexation of continued failures. Michael was not really more skilful as a carpenter than\nthe many others who had preceded him; but his knowledge of drawing, gained in a Common\nSchool in his native country, made his services worth from fifty cents to a dollar a day more than\nthose of any other workman in the shop, and he actually received two dollars a day when others\nin the same shop were receiving only a dollar and a quarter. He was always in demand, and he\nalways received extra wages, and his work, even at that rate, was considered cheap.\n\" What was true of Michael in carpentry would be true of any other department of\nmechanical industry. In cabinet-making, in shoe-making, in tailoring, in masonry, in upholstery,\nin the various contrivances of tin and sheet iron with which our houses are made comfortable,\nin gas fitting and plumbing, in the thousand and one necessities of the farm, the garden and the\nkitchen, a workman who is ready and expert with his pencil, who has learned to put his own\nideas or those of another rapidly on paper, is worth fifty per cent, more than his fellows who\nhave not this skill.\" \u00bb\nEducation Office.\nAs more than three years have elapsed since the machinery of our present school\nsystem was set in motion, it may not be out of place to notice, briefly, the gradual\nincrease of work connected therewith, as it is indicative of healthy development and\nsubstantial progress. Since the date of my last Annual Report, the item of correspondence amounts to 665 official letters received, and 670 written,\u2014an increase in the former\nof 149, and in the latter of 83, over those of the year ending July 31st, 1874. During\nthe twelve months preceding, the number received and written amounted to 380 and 419\nrespectively. The correspondence, therefore, has increased nearly 100 per cent, since\npresenting my first Report. Importing text books, registers, tablet lessons, maps,\nterrestial globes, &c, &c, and supplying the schools with them, form another item\nrequiring considerable care and attention. The teachers in Victoria and New Westminster only partly supply their schools from the Education Office; but all others in\nthe Province obtain school books exclusively from this source. A small stock is usually-\nkept on hand in each of the schools, and disposed of at even less than Eastern retail\nprices. Not only are the children provided with the necessary text books at an exceedingly low figure, as will be seen by reference to Appendix F, but the serious obstacle to\nschool progress of pupils, having to wait days and even weeks for books that may be\nrequired, is entirely obviated. In addition to correspondence, and the management of\nthe book depository, there are numerous callers at the Education Office on business;\nthe disbursement of teachers' salaries from month to month; teachers' examinations;\nthe compilation of the School Report, returns of various descriptions, &c, &c, &c. Ali\nthis, besides school visiting throughout the Province, and annual lecturing in the various\ndistricts have, so far, been accomplished without clerical help of any description.\nSchool Inspection.\nIn consequence of not having made an autumn tour of inspection last year on the\nMainland, I have to report fewer school visits\u201460 being the total, as against 84 in 1873-74. 89 Vie. Public Schools Report. 89\nThe East Coast travel, by steamer, last spring, was more than on former occasions, as\nI found it much more convenient to spend two or three days in the Education Office,\nweekly, attending to routine work, than to go away as formerly for three or four weeks,\nand leave office business in abeyance ad interim. The formation of new School Districts\nfrom year to year; the consequent increase of correspondence; and the growing importance\nof educational interests, render it more and more difficult to close the Education Office for\nlengthened periods: hence the advisability of visiting two or three schools weekly,\nwherever practicable, and devoting the other moiety of time to office duties. The accomplishment of these 60 school visits, from Sooke to Comox, on the Island; and from the\nmouth of the Fraser to Barkerville and Okanagan, on the Mainland, required more\nthan 3100 miles of travel\u20141450 of which were performed on horseback\u20141300 by\nsteamer\u2014more than 200 on foot, and 150 by canoe. As school districts increase in number, the results accruing from such an enormous amount of travelling will be\ncorrespondingly greater. In no other country where a system of education is established,\ncan school districts be found so completely isolated and so far apart as in this large\nProvince; and I may here repeat what was said two years ago, that \"the labour and cost\nof inspection would be but little more were the number of schools quadrupled from\nSooke to Comox, and from Burrard Inlet to Barkerville.\"\nTeachers' Convention.\nThis association completed its first year in July last. Although imperfectly organized\nas yet, on account of its being a new thing in this Province, and the great difficulty of\ngetting its scattered members together for consultation and routine work, yet the movement has taken sufficient root to warrant the assertion that the teachers would not\nwillingly allow it to be discontinued. Three sessions were held in the Legislative\nAssembly Hall, on the evenings of 5th, 6th, and 7th July, when from 20 to 25 teachers,\nbesides others, took part in the proceedings. The following essays were read:\u2014\n\"Arithmetic, its importance as a branch of study,\" Mr. G. Pottinger, Craigflower;\n\"English Grammar, how I teach it,\" Mr. James Kaye, Cedar Hill; \"Reading, and our\nauthorized text books,\" Mr. John Pleace, Victoria; and \"Geography,\" Mr. James A.\nHalliday, New Westminster. These essays were all most creditable productions, and\nelicited considerable discussion among those who listened to them. The question of\n\" Graded and Mixed Schools \" was reviewed at some length, and the unanimous conclusion arrived at, that schools should be graded wherever practicable. Other subjects\nwere debated, as far as time would admit of, among which was that of questions for\nteachers' examinations being taken from the authorized text books by the examiners, as\nmuch as possible, so that candidates might have a better opportunity of qualifying themselves, and of utilizing the knowledge thus acquired in their respective schools. Several\ntopics were merely introduced, and laid over for discussion till next year. At the\nmeeting for the election of officers, the retiring President was the recipient of a very\nflattering address, which was all the more gratifying by being entirely unexpected, and\nmanifesting the utmost cordiality and good feeling between the teachers and the Education authorities. The following are the officers for the current year:\u2014President,\nSuperintendent of Education (re-elected); Vice Presidents, Hon. Dr. Ash, Provincial\nSecretary (re-elected), and all the members of the Board of Education; Secretary, Mr.\nJames A. Halliday, New Westminster; Treasurer, duties at present nil, Mr. John Pleace,\nVictoria; Committee of Management, the officers and teachers in Victoria and vicinity,\nand New Westminster and vicinity. The next meeting of the association will be held,\nD. V., in Victoria, during the examination week in July, 1876; when, with better arrangements and more preparation, the proceedings will be of greater interest, not only to the\nmembership, but to the general public.\nSpecial Reports on District Schools.\nVictoria.\u2014Both departments of the public school in this city remain under the\nsame efficient management as at the date of last Report. The average attendance is\nlower than it would have been if the small-pox had not made its appearance, early in\nJune last, in the city; which at once reduced the attendance in each of the departments\nto less than one-fifth of its usual number. The Trustee Board finally considered it\nadvisable to close the schools about a week before the end of the term, without holding\n7 90 Public Schools Report. 1875\nthe half-yearly examinations. Since the commencement of the present school term, the\ndaily attendance in the girls' department has frequently reached 200, and, on some\noccasions, about 210. In the boys' department, the attendance has been equally satisfactory. The gradual increase of pupils in the girls' school necessitated the appointment\nof a teacher for the junior division in August last, which has' enabled the Principal to\ndispense, almost entirely, with monitorial help. The teaching staff now numbers seven,\nan increase of one annually since the opening of the schools in August, 1872. The ratio\nof irregular attendance during the year is 411 per cent. Total sum expended for school\npurposes\u2014irrespective of building grant\u2014$6409.17. The cost per pupil on the registers,\nas having attended some portion of the year, $13.78. Taking the average of 272, and\nthe cost for each during the year was $23.56.\nIt is most gratifying to be able to state that, through the liberality of the Government and Legislature, a large, commodious, and substantial public school building is fast\napproaching completion, situated on the west end of the valuable Reserve of ten acres,\nlying at the head of Yates and View streets, and within easy reach of almost every\nfamily inside the corporate city limits. This edifice is in the Italian style of architecture,\non a stone foundation, and built of well-burnt local red brick, relieved by sandstone\ndressings around the windows and outside doors. It consists of two lofty storeys, in\naddition to which there is a large and well-lighted room in the mansard roof. The\nground floor will be occupied by the boys' department, with an entrance from the east,\nentirely separate from that of the girls, who will use the front or western door, and\nascend a fine staircase to the second flat. On each floor, the main school rooms are\nrather more than 70 feet by 40 feet, having a floor space of 3000 superficial feet. These\nrooms have each ample desk accommodation for 300 children. The desks and settees\nare double, and of most approved description, with revolving seats; passages between\neach row giving the teachers easy access to every pupil. One large school room on each\nfloor was considered preferable to increasing the size or number of gallery rooms; as by\nsuch a plan the entire department can be seated for general purposes, such as opening\nand closing exercises, writing, singing, distribution of prizes, addresses, &c., &c. Another\nreason for this arrangement is, that teachers in training at the High School, about to be\nestablished, should, while engaged in practical work in the public school, be under the\ndirect supervision of the Principal, or one of the assistants, in a room large enough for\nthem to pursue their duties without inconvenience. The class or gallery rooms\u2014four\nin number\u2014are 21 feet by 19J feet, each having a floor space of over 400 feet. When\ngalleried, these rooms will each seat divisions of from 60 to 80 pupils for teaching\npurposes. No room on either floor is less than 16 feet in height. The large rooms will\nbe heated by means of hot air stoves, while the smaller ones have open fire-places,\nprotected by fire-guards. In addition to every window having casements to open, there\nare ventilating flues to each department. Commodious hat and cloak rooms, lavatories,\n&c, are provided for; an arrangement is also made for a supply of pure water. The\nbuilding, when finished next month, will be replete with all the modern requirements of\na well-appointed school. Architect\u2014John Teague, Esq. Builders\u2014Messrs. Smith and\nClark.\nIt may not be out of place to state here, that this is but one wing of a contemplated\nedifice for Public, High, and Normal School purposes. When it becomes over crowded,\nwhich will probably be in a year or two, another similar wing can be erected for one\nsex or the other; and if the prosperity of the city and Province will admit of it, a central\nportion, with a little more architectural ornamentation than is displayed on the two\nwings. If all this cannot be done at once, the central, High, and Normal School portion\ncan still be left for some future time. The reproach, which the capital of the Province\nhas endured for years, respecting the scantiness and inconvenience of her public school\naccommodation, is now entirely removed; and when the above-mentioned building shall\nhave been completed in all its details, it will be far superior to anything of the kind on\nthe Pacific Coast. True, some of the school edifices in San Francisco are more pretentious in appearance; but none of them have such extensive and beautiful grounds, or\nsuch magnificent views of city, country, and surrounding waters, as the one which will,\nin a short time it is to be hoped, crown the charming elevation known as the\n\"old School Reserve.\"\nCedar Hill.\u2014This efficiently conducted district school is under the same careful\nmanagement that it was a year ago.   The pupils fully maintain their reputation for 89  Vic. Public Schools Report. 91\nadvancement in the several branches taught, two of them having succeeded in obtaining\ncertificates of qualification as teachers at last examination. Irregular attendance interferes considerably with school progress. During the past year it amounted to 43 per\ncent. Further improvements have recently been made about the school buildings, and\na well of excellent water has just been provided for the use of the school.\nIn none of our outlying districts is a teacher's residence more urgently required\nthan here. The acre of fine land attached to the purchased site of the school house\u2014\nthe gift of Dr. Tolmie\u2014is admirably adapted for garden and orchard purposes, and\nought to be utilized in this way as soon as possible. It would be an easy matter for the\nparents, trustees, and teacher to form a sort of joint-stock company and put up a suitable\nhouse, and, if so disposed, to charge a reasonable rent for it, which any teacher, with or\nwithout a family would willingly pay. This rent would meet the interest on a sum of\nmoney sufficient to build a residence, and perhaps something over for a sinking fund, if\nthe trustees saw fit to grapple energetically with the difficulty. People contribute\ngenerally and largely for the erection of places of worship, agricultural halls, &c, and\nsurely the comfort of their school teacher and his family, and the welfare and educational progress of their own children ought to be a sufficient inducement for them to\nengage in a scheme of this description, independently of Government aid ; especially\nwhen the revenue of the Province liquidates every other item of expenditure in connection with the Public Schools. There are several other districts to which the above\nremarks are equally applicable. Wherever these necessary adjuncts to school houses\nare required the people are well able to contribute money, or labour and material, for\nsuch a purpose; and the sooner they learn to depend more upon themselves and less\nupon the public revenue the better it will be for the educational progress and general\nwell-being of the country.\nLake.\u2014The school in this district is still struggling for a bare existence. The attendance is much below the minimum required for its maintenance ; and the Board\nof Education are still suspending their own rules in the hope that the people will\nsoon see the necessity of sending all their children of suitable age to the school.\nNot only are the educational results entirely inadequate to the expenditure, but it is out\nof the question to suppose that a well-qualified, energetic teacher will spend his time\ninstructing seven or eight children, even if content with a salary of $50 per month for\nso doing. Consequently three changes have occurred in the teachership of this school\nsince January last. The present incumbent is a most capable, first class teacher, who\nrecently arrived here from New Brunswick; and it is to be hoped that the parents will\nappreciate his efforts by sending every child of school age in the district, even if it should\ninvolve a little personal sacrifice on their part.\nSouth Saanich.\u2014No change has occurred in the teachership of this important school\nsince April, 1874. Its efficiency is still much impaired by great irregularity in the\nattendance\u201453 per cent, for the year ending July 31st. In justice to the district, however, I am glad to note an improvement in this respect amounting to 15J per cent, since\nlast report. If this ratio of increased attendance be kept up for two years more\nthen one great cause for complaint will be removed. In consideration of the teacher\nholding a first class certificate, and being energetic and painstaking in his duties,\nthe salary has been kept at a higher figure than the attendance warrants; but the\ntrustees and teacher, and through them the parents, have been notified that unless the\nattendance improves, the present rate of salary\u2014$70 per month\u2014must soon be reduced.\nNorth Saanich.\u2014On account of small attendance, this school was closed at the\nbeginning of the autumn term of last year. It has been in operation again since Jan-\nnary last, but with very little improvement in this particular. The chronic difficulty\nbetween the north and south portions of the district respecting the location of the school\nhouse is still unsettled, notwithstanding all the efforts of the Board of Education to effect\na compromise by recommending that a portion of the teacher's time (with an increase of\nsalary) be devoted to the northern part of the district. Had this course been adopted\nthe attendance would have been doubled and all probability prevented of the school\nbeing again closed. This arrangement is opposed by the trustees, who^toe supported\nby all the people in the southern half of the district. One serious obstruction has been\nrecently removed by the cutting of a road through from Union Bay, past the school 92 Public Schools Report. 1875\nhouse, to the East Road. The trustees can now apply the compulsory clause of the\nSchool Act to the district and oblige parents within the three miles limit to send their\nchildren to school, or show sufficient cause why they do not do so. The school house\nis as near the geographical centre of the district as possible, which gives the southern\npeople a plausible pretext for not dividing the teacher's time. The unyielding disposition of the settlers is all that stands in the way of this school being flourishing and\nprogressive.\nThe four schools above-mentioned are in the Electoral District of Victoria. There\nare 137 children\u201475 boys and 62 girls\u2014attending them, the per eentage of irregular\nattendance being nearly 45. The average cost per annum per pupil, for those in attendance during some portion of the year, was $19.07. Taking the average without irregularity, and the cost was $34.60. Total expenditure in Victoria District $2612.75. I have\nno means of ascertaining how many children there are of school age, or the number not\nattending school, as some of the returns under those headings were not filled up as they\nshould have been.\nEsquimalt.\u2014Attendance in this school does not exhibit any improvement since last\nyear. The average is lower, and interest in school matters apparently not on the\nincrease. While such a state of things exists it can hardly be expected that the school\nwill make satisfactory progress. From want of proper training, the teacher is not as\nefficient as is desirable. Both method and manner of teaching are defective, which, m\naddition to low qualification and irregular attendance of pupils, render the status of this\nschool much below what it ought to be. The extensive public works about to be commenced will certainly induce families to locate in this district and with increased attendance increased efficiency in the management of the school must be brought about. There\nhas been no change in the teachership during the year.\n- Craigflower.\u2014It is gratifying to be able to report a very decided change for the\nbetter in school matters here, consequent upon a change of teachers effected in April\nlast. This is manifested by an average attendance of 31J since that time as against 14J\nfor the former part of the school year. The industrious, painstaking exertions of the\npresent teacher have already reduced irregular attendance to about 15 J per cent., and in\na reasonable time I hope to find this important school where it ought to be, namely,\nsecond to none in the Province, exclusive of the cities and towns, with regard to\nefficiency, usefulness, and progress. The school room was well supplied with commodious |double desks a few years ago. These, by some means or other, have all been\ndestroyed, and the old desks, formerly condemned, substituted. Much inconvenience\nconsequently has been experienced since the school filled up, and it must therefore be\nrefurnished with as little delay as possible.\nMetchosin.\u2014In this district the school is now doing remarkably well. The teacher\nin charge during the spring term of this year not having given satisfaction, a change\nwas made at midsummer which has been attended with most beneficial results. The\nchildren are barely sufficient in numbers to keep up the school, but the parents use every\npossible exertion to send them regularly. I have not had an opportunity of visiting this\nschool under its present management; reports, however, from trustees and parents are\nvery favourable.\nSooke.\u2014Sickness among the children in this district and absenteeism of more than\none-third of those of school-going age have reduced the average attendance much below\nwhat might be expected. The pupils are, however, making good progress in their\nstudies, and the general management of the school continues to be very satisfactory.\nNo change has been made in the teachership during the past year.\nThose four districts, with Colwood, where there is not yet a sufficient number of\nchildren to open the school, constitute the Electoral District of Esquimalt. The returns\ngive a school population of 104, which with about six additional children in Colwood make\n110. Of those, 91 are attending school\u201449 boys and 42 girls. Per eentage of irregular\nattendance is less than in Victoria District, being about 40J. The cost for the year of\neach child in attendance was $28.95. Taking the sum of the average and it amounts to\n$49.25.   Educational expenditure in this electoral district, $2,635. 39 Vic. Public Schools Report. 93\nSouth Cowichan.\u2014In this large district it is a troublesome task for the Trustee\nBoard to regulate school matters, on account of the families being so scattered, and the\ndifficulty of access from one portion of it to another. All the teachers employed since\nthe establishment of the school, in the summer of 1869, have been itinerating from place\nto place in their endeavours to bring as many of the children as possible under instruction; sometimes teaching in private dwellings, and at other times in the public school\nhouses. Under such circumstances, the results must of necessity be unsatisfactory.\nParents, as a rule, do all they can to sustain the school; but here, as elsewhere, there\nare many local misunderstandings and differences as to how this desirable end can best\nbe accomplished.\nNorth Cowichan.\u2014The preceding remarks are equally applicable to this district,\nas, like that of South Cowichan, it is spread over a large area of country.\nThe effort to establish a school at the Court House, near the Cowichan River,\nhad to be abandoned at the end of August last, after a trial, at different periods,\nof more than twelve months, the attendance having dwindled down to one or two pupils,\nby the removal of one family, and the transference of another to the Roman Catholic\nschool in the vicinity. The one family remaining, some of them at least, might, if so\ndisposed, roach the Maple Bay school house, and thus enjoy the benefits of full time\ntuition. Self-interest, one would think, to say nothing about consideration for others,\nwould dictate such a course; but, unfortunately, in school matters people will deprive\ntheir children almost entirely of an education, because, in some cases, the school house\nis half-a-mile or so from-where they wanted it; in others, because trustees and education\nauthorities decline to jJay salary for giving instruction to two or three children for as\nmany days in each week; or, in other cases, more trivial still, because of some disagreement with the teacher, or with one or more of the trustees. The attendance at the\nschool house is smaller than formerly, in consequence of some of the pupils having\ngrown up, and the absenteeism of others who ought to be there. An effort must be made\nby the trustees to get all the children of school age under instruction, or the expenses of\nthe school will so far outweigh the results obtained, as to necessitate its discontinuance.\nThe school, for a year past, has been under a well-qualified and practical teacher; but\nhis energies aro cramped for want of material upon which to exercise them.\nBurgoyne Bay.\u2014Want of qualified teachers has interfered with the progress of the\nschool in this district; as the present temporary arrangement can hardly be considered\nsatisfactory. The children are all attending school as regularly as circumstances will\nadmit of, consequently the average is much higher than in a majority of districts\u2014\nirregularity amounting to only about 20 per cent.\nSalt Spring Island.\u2014This district has also suffered on account of the scarcity of\nqualified teachers. The school has not been satisfactorily conducted, either before or\nsince the inauguration of our present school system. Attendance has been small during\nthe past year; and in order to improve it, a house has boon built and a school opened in\nthe northern settlement, tho teacher giving daily instruction in this and the middle\nsettlement. Some parties in tho latter neighbourhood have taken offence at such an\narrangement, being determined to have an all-day school or none. Tho trustees are\npurposing to try the effects of a compulsory By-law.\nCowichan and Salt Spring Island constitute the Electoral District of Cowichan.\nTho amount expended for school purposes, during the year ending July 31st, was $2540.\nNumber of children in the district, 91; of those, 75 have attended school for some portion\nof the year\u201444 boys and 31 girls. Cost per pupil, on the whole attendance, $33.86; on\nthe average, $51.75.   Percentage for irregularity of attendance, 34J.\nNanaimo.\u2014The change brought about in the Principalship of this school, in April last,\nhas been attended with beneficial results, as manifested by greater efficiency, increased\nattendance, and an infusion of life and vigour into both departments, the boys' particularly. A great improvement might yet be made, by the trustees and teachers adopting\nthe graded system, as by so doing they would effect a saving of at least 40 per cent, in\nteaching power. As I have touched upon this subject elsewhere, I shall only say further, 94 Public Schools Report. 1875\nin this connection, that it is a question as to whether the education authorities should\nnot take a more decided stand on this matter, and insist on such a change being brought\nabout. The rapidly increasing importance of this city, by the successful working of old\ncoal-mines, and the opening up of new, ought to induce the trustees to take a lively\ninterest in public school matters, and carry out a system that cannot fail to produce the\nmost satisfactory results.\nWellington.\u2014The school in this rising town was opened last spring (after months\nof delay in getting the building ready), with a large attendance, which has gone on\nincreasing to the present date. As the trustees have been fortunate enough to secure\nthe services of a well-qualified and painstaking lady teacher, there is little doubt that\nthe school is well conducted, and that the pupils are making rapid progress. I have not\nyet had an opportunity of paying it a visit.\nCedar.\u2014With the exception of one or two heads of families, the settlers in this\ndistrict are fully alive to the advantages of their public school, and are doing all they\ncan to keep it in operation. A teacher's residence is being built on the school property,\nwithout expense to the Government, when the children of two families will reside with\nthe teacher, their own places of abode being too remote for them to reach school in any\nother way. There has been no change of teacher here since the school was opened, a\nyear ago last May. The children were then all beginners, and they have since made\nvery satisfactory progress.\nGabriola Island.\u2014An attempt was made early in the past school year to give the\nfew children on the northern part of this island a portion of the teacher's time;' but it\nfailed, in consequence of the settlers not being able to agree upon a site for the second\nschool house. All the children living on the south-eastern extremity are attending school\npretty regularly, and have made tolerable progress. A change of teachers occurred at the\ncommencement of the present term; the former incumbent having gone East on a visit.\nThe electoral division of Nanaimo now contains four school districts, with the\nprobability of another being formed at Harewood before long. As no returns have been\nreceived from Cedar, while those from Nanaimo are very imperfectly filled up\u2014financial\nand book returns being blank,\u2014I can only give a close approximation of the number\nof children and the average attendance. Allowing 20 for Cedar (with an average of ten),\nthere are 331 in the district; of those, about 216 attend the public schools\u2014107 boys\nand 109 girls. A private school in Nanaimo has 30 pupils enrolled, which reduces the\nnumber not attending school anywhere to about 85,\u2014most of these are in the above city.\nAmount expended for educational purposes since the date of last Report, $4566.41. Cost\nof each pupil enrolled, $21.14; cost of each as per average, $29. The school at Wellington\nbeing in operation but three months of tho year, the cost per annum is, in reality, something more than the above.    Percentage of irregularity, about 27.\nComox.\u2014The school here has been gradually increasing in numbers through the\nyear, the average having almost doubled. There is still room for much improvement\nin this direction. No change has occurred in the teachership for more than three years,\nso that Comox has been exempt from one serious drawback to which many of our\ndistricts have been subjected, Considering that irregular attendance still rates high,\nthe pupils have made fair progress. There is but one school as yet in this electoral\ndistrict, but settlers are locating themselves in a north-westerly direction, as well as\nnorth and north-east of the present settlement, so that before long, in all probability,\nanother school district, or even two, will have to be created. Amount expended for this\nschool has been $710 for the year. Cost of each pupil who attended at some period\nduring the year $25.35. Cost per pupil according to average attendance $66.35. Tho\nattendance has been very irregular, amounting to more than 61 per* cent. Parents, and\nall concerned, would do well to note this fact and send their children to school with\nmore regularity in the future. The cost for tuition is double what it ought to be ; or,\nwhat amounts to the same thing, the children are obtaining scarcely 50 per cent, of the\ninstruction which a liberal legislature has placed within their reach. 39 Vic. Public Schools Report. 95\nNew Westminster.\u2014With one of the best teachers in the Province, a large, commodious and well-furnished school house, and rapidly increasing prosperity among the\ncitizens1 of this district, the returns ought to have exhibited a more favourable showing.\nAn average attendance of 37 can hardly be considered satisfactory, or adequate to the\nlarge annual outlay for school purposes, amounting, for the year, to $6.22 per month for\neach pupil, exclusive of vacations. If, however, all the children not attending the public\nschool are acquiring a good education through other sources, and thus preserving the\nrising generation from illiteracy, it does not matter so much where that education is\nobtained. With a view to reducing the cost of tuition, and materially increasing its\nefficiency, the school was graded at the beginning of the year. From some cause or\nother, this system\u2014almost universally adopted wherever it can be carried out\u2014did not\nsucceed as it ought to have done,\u2014not from any lack of teaching ability, for the classes\nin the senior department, at the midsummer examination, compared favourably with\nthose in our best schools elsewhere, and would not have brought discredit upon any\npublic school on this Continent,\u2014but apparently from latent opposition to the change,\non the part of some, from its inauguration. This reform in the organization and management of public schools, like other reforms, will eventually triumph. From Sidney\nSmith's time to the present, there have been \"Dame Partingtons\" who have undertaken\nto stop such movements; but in every instance those contests, like that celebrated lady's\neffort to roll back the Atlantic Ocean with her mop, have been unequal.\nSchool expenditure, in New Westminster City Electoral District for the year, was\n$2301.55. Children, between the ages of five and sixteen, probably number 200. Sixty-\nfive are returned as having attended the public school during the year. Of the other\n135, more than 100 are in attendance at the different private and denominational schools,\nleaving less than 35 not under instruction at school. The cost of each of the 65 children\nin the public school was $35.40. Taking the average of 37, it amounts to $62.20.\nIrregularity of attendance was 451 per cent.\nTrenant.\u2014School opened here at the commencement of present term; after twelve\nmonths delay, occasioned by want of co-operation among the settlers, with regard to\nbuilding the school house. They are far from being unanimous yet, as to how the school\nshall be conducted; some not sending their children because a certain party happens to\nbe connected with the School Board, and this same party withdrawing his children,\nboth somewhat advanced in their studies, on account of the alphabet not being taught\naccording to his peculiar notions. This school ought to be tolerably well attended, as\nfamilies are fast locating on the rich alluvial lands at the mouth of the Fraser, and\nextending across to Boundary Bay and the American Line. I hope, another year will\nwitness a more favourable record from this District.\nGranville.\u2014The school here is progressing very satisfactorily, under the thorough\nand efficient teacher appointed in August, 1874. The attendance too, has improved\nmuch during the past year. Both here, and at Burrard Inlet, across the harbour, the\nschool population is very migratory, shifting from ono milling establishment to the other,\nor moving entirely away to some other place. This interferes with classification, renders\nabortive many of the teacher's plans, and seriously retards educational advancement.\nBurrard Inlet.\u2014In this district the school has been well attended during the year.\nFrom the commencement, it has kept ahead of the, one on the other side in point of\nnumbers. The teacher is most energetic in tho performance of her duties, and exercises\ngreat influence for good over the minds and conduct of the pupils.\nMaple Ridge.\u2014The settlers in this rapidly improving district went vigourously to\nwork, in early spring, about erecting a building and putting a school in operation.\nBut little was done, however, before midsummer in consequence of the teacher deserting\nher post during the first month of her engagement. An active and competent young\nman is now in charge, who is certain to make tho school a progressive and successful\none.\nLangley.\u2014In numbers this school ranks high ; but the children are very backward\nin their studies. Many of them are only beginners, yet five years' constant tuition ought\ncertainly to have raised some of the senior pupils out of the dead level of a primary school. In the matter of scholastic acquirements they compare unfavourably with other\nschools possessing fewer advantages. The usual obstacles in the way of progress\u2014\nirregular attendance and want of interest on the part of parents\u2014are as prevalent here\nas in other districts. These obstacles might be partially removed if teachers were more\nenthusiastic in their profession, and more persevering in looking after irregular attendants and absentees, and urging upon careless, dilatory parents the necessity of putting\nthemselves to some little inconvenience, if requisite, in order that their children may\nobtain at least the rudiments of an education. Until a majority of our teachers are more\nalive to the performance of their outside duties, those impediments will continue to retard\nthe usefulness and progress of the Public Schools.\nPrairie.\u2014This is a new district, created on the 28th November last. The school\nwas commenced on 1st April, in a building erected early in the year at the junction of\nthe Yale and Langley roads. At present, the attendance is small, but there is a fair\nprospect of improvement in this respect, as the settlement partakes largely of the general\nprosperity of agricultural districts on the Lower Fraser. The following are its boundaries :\u2014\" Commencing at a point on the north-east corner of Section 13, Township 8,\n\"New Westminster District; thence in a westerly direction, three miles; thence in a\n\"southerly direction, to the 49th parallel; thence in an easterly direction, six miles along\n\"said parallel; thence in a northerly direction, about nine miles; thence in a westerly\n\"direction, three miles, to the point of commencement.\"\nMatsqui.\u2014A school house was erected here last autumn. The school was opened\nearly in February, with all the children in attendance. As some of those were nearly\ngrown up, it was considered advisable to give them the benefit of a school in advance of\nthe formation of a district, as but two children more were required to make up the\nrequisite number. Although settlers are locating in this part of the New Westminster\nElectoral District, yet, up to this date, they are too remote from Matsqui to attend that\nschool; in consequence of which no district has, so far, been created. The school is\nmaking satisfactory progress.\nYork is a new district, in which the school has just got into successful operation,\nin a commodious building, erected last spring. The children of school age number 17,\nwho reside chiefly around the head of Sumass Lake.\nSumass.\u2014The school here has fallen off in numbers during the year by removal of\nfamilies. Two changes in the teachership have interfered somewhat with educational\nadvancement. It is likely, however, that this lost ground will soon be recovered under\nthe management of a well-qualified teacher, recently appointed; and that the current\nyear will be one of substantial progress.\nChilliwhack.\u2014In this district there has been, during the year, an increase of 14\nchildren of school age. Since 1873, when the school was struggling for a bare existence,\nthe population, between the ages of five and sixteen, has increased from ten or eleven\nto 41. The attendance last year, warranted an increase of ten dollars per month in the\nteacher's salary. There is a fair prospect of another step being made in this direction\nbefore very long. Educational progress and efficiency, under the present teacher, whose\nappointment dates back to August, 1874, have fully kept pace with increasing attendance. Trustees and parents are much interested in school matters; and, in conjunction\nwith the teacher, they allow no opportunity to pass for improving the condition of their\nschool and school property.\nCheam is another new district just getting into working order, with a splendid\nprospect of soon becoming one of our best country public schools, It is adjacent to the\nChilliwhack district, out of which it was formed in November last, with the following\nboundaries :\u2014\" Commencing at a point at the north-east corner of Chilliwhack School\n\" District, on the Fraser River; thence in a southerly direction along said boundary,\n\"passing Elk Creek Bridge, to the Mountain Range; thence in an easterly direction\n\" along said Mountain Range, about seven miles, to a point due south of the Indian\n\"village at Cheam; thence in a northerly direction to the Fraser River at Cheam; thence 89 Vic. Public Schools Report. 97\n\" in a westerly direction down said river to the point of commencement.\" A comfortable school house has been erected in a convenient location, and the trustees have been\nfortunate enough to secure the services of an energetic, well-qualified teacher.\nThe school districts above-mentioned, eleven in number, commencing with Trenant, aro\nin the Electoral District of New Westminster. Seven are intersected by the Yale waggon\nroad, five of them having been formed after that road was completed or located. The sum\nexpended for school purposes during the year ending 31st July, was $6227.75. There\nare, according to the returns, 280 children of school age, of whom 214\u2014116 boys and 98\ngirls\u2014are enrolled on school registers, leaving 66 as not having attended school during\nthe year. Most of those, however, are in newly formed districts, and are, at the present\ndate, under instruction. The cost of each pupil in attendance for the year, has been\n$29.10.    For the average, $51.70.   Percentage for irregular attendance, 44.\nHope.\u2014A qualified and energetic lady teacher took charge of this school on 1st\nAugust; and a decided change for the better is already reported by the Secretary-\nTreasurer of the Trustee Board. For about two years, the school has been held in a\nvery dilapidated, old house, at a rental of five dollars per month, and has been for a long\ntime propped up to prevent its falling. It is, in every respect, uncomfortable and inconvenient. As the future of this place did not look very promising until recently, I have\nnever felt warranted in recommending the erection of a new school house; but the time\nhas fully come now to make this improvement. The increase of travel from Okanagan\nand Similkameen, the opening up of a road to Nicola Valley, and the extension of the\ntrunk road to Yale, with a ferry across the Fraser at this point, will inaugurate a new\nera of prosperity in the once flourishing town of Hope. The school has been maintained\nwith difficulty so far; but, under efficient management, with better business prospects\nfor the people, and with a new school house, which should be erected this autumn, on\ntwo lots belonging to the Government, only two squares from the river, it will be certain\nto make rapid advancement in the future.\nYale.\u2014From various causes this school, during the year, has not kept up its\nattendance, or its reputation for efficiency. The salary, in accordance with rules and\nregulations, should have been reduced to $60 per month at the commencement of the\npresent term; but unwillingness on the part of the\" Board of Education to decrease\nsalaries anywhere, induced them to wait and see what improvement may be made under\na well-trained teacher from Ontario, who recently took charge. The trustees, in the\nmeantime, having been requested to make strenuous efforts to increase the attendance.\nLytton.\u2014The school here is now vacant, on account of scarcity of teachers. As\nsoon as there is one available it will be re-opened.\n.Cache Creek Boarding School.\u2014No returns having come to hand from this establishment, I have not the data for such a report as its importance demands. When visiting\nthe school at the beginning of Juno last, a verbal request was made to the principal and\na verbal promise given that a special report should be prepared and published as an\nappendix in the Annual Report. Having had more than twelve months' experience in\nthat establishment and knowing minutely the educational wants of the interior, as well'\nas tho weak points in the boarding school system, the Government and Legislature ought\nto have a more detailed report from him as to how it is progressing than I could give from\na two days' visit; moro especially when dependence was wholly placed upon the timely\nperformance of a promise, which, considering the large amount of money already expended, and more about to be spent in enlarging the school premises, the public have a\nright to expect. The only excuse received from the principal for the non-fulfilment of\nthis duty is that \" harvest and politics must be held answerable for the delay of our\nreturns, &c.\"\nThe building being found too small last spring for the children occupying it, and\nfor those seeking admission, it is now in course of enlargement so as to provide accommodation for double the original number. This is to bo effected by extending the\npresent front in a southerly direction toward Cache Creek far enough to form a new and\nlarger school-room with a commodious dormitory for boys on the second floor. The old\nschool-room to be converted into a new dining-room.   This arrangement will admit of 98 Public Schools Report. 1875\nall the present dormitory space being devoted exclusively to the use of girls ; and the\nsexes will thus be kept more apart than they have hitherto been. New school-room\nfurniture, new chimneys, and a few other alterations and improvements will render the\nestablishment very complete in all its appointments, and secure for it a new and much\nmore extended sphere of usefulness. Mr. D. Withrow, of New Westminster, who erected\nthe original building, is the contractor for the enlargement, from plans by John Teague,\nEsq., of this city.    The cost will be $5000.\nThe subjoined extract from a report of the midsummer examination and the remarks\nentered in the visitors' book on that occasion, published in the daily papers, will give a\nfair idea of the opinions entertained of the general management of the institution at\nthat time:\u2014\n* * * \" It is now about a year since the school was opened with some eighteen\npupils, most of whom had never seen a school house before, and had to commence at the very\nbottom of the ladder of learning; and to make things still more discouraging, public feeling was\nvery inimical about the success of this system of education, and somewhat disposed to criticise\nthe Government on the expenditure of the requisite funds, but yesterday proved a bright day for\nthe at present many friends of this institution, and the Government that had the courage to\ninaugurate the system, and the liberality to increase the facilities for extended usefulness, have\nerected a noble monument to themselves, and one that the country may look upon with just\npride. The school now numbers some forty pupils\u2014after several of the larger pupils having left\nto assist on farms or at other vocations. The examination was conducted by the Superintendent\nof Education, and was most satisfactory; and the proficiency of the pupils in the several branches\ntaught reflects the greatest credit on the teacher; while the pleasant and tidy appearance of the\npupils speaks equally to the credit of the matron. The school was honored by the presence of\nJudge Crease, Mr. Pooley, and Mr. Dupont, who express their unqualified admiration of the\nsuccess of the school and the accommodations afforded the youth of the country for receiving an\neducation at this establishment. The examination was closed in the evening by the pupils singing several beautiful pieces; after which the school and visitors were addressed by the Superintendent, Mr. Jessop, Mr. Semlin, M. P. P., Mr. Sanford and Mr. Jones. A quiet supper in the\ndining room of the school closed the first formal examination of this popular institution. All\nremarked the crowded state of the building, and were glad to learn that it is the intention of the\nGovernment, at an early date, to considerably increase the accommodation of the building. With\nthe usual curiosity of a correspondent, I gained access to the visitors' book, and take the liberty\nof sending you copies of the remarks of the visitors at the examination, which, for the benefit of\nthe public, I hope you will insert, and believe me, yours sincerely,\n\" A Visitor.\n'\"May 31st, 1875.\n\"' \"V isited the school to-day, and attended the examination of several classes by the Superintendent of Education. We deem it a public duty, both to the Superintendent and the teachers,\nMr. and Mrs. Jones, to express in this manner our appreciation not only of the individual progress of the various scholars, but of the faithful care and industry with which the general system\nof education of the scholars has been carried out. The arrangements for the accommodation of\nthe boarders are exceedingly good. The progress and success of the school is such, that the time\nfor increasing that accommodation has arrived, and particularly for separating the boys from the\ngirls. Personally, we should like to have seen the most important element of all education\u2014\nreligious education\u2014added to the programme; but, nevertheless, we express our hearty approval\nof the school.\n(Signed)       '\"Henry P. Pellew Crease,\n\" 'Judge Supreme Court.\n\"' Chas. E. Pooley,\n'\"C.T. Dupont.'\n'\"May 31st, 1875.\n\"'In Boarding school during the day. Heard classes in reading, spelling, history, arithmetic, geography, dictation, etc., in all of which the recitations were eminently satisfactory.\nThe readers, from the beginning to the fifth book, read slowly, distinctly, and intelligently.\nHistory class particularly distinguished itself, showing that in this branch of study, and, indeed,\nin all the others, too, that great pains had been taken to ground the pupils thoroughly. The\nchildren are attentive to their lessons, and evidently anxious to improve\u2014not only in actual 39 Vie. Public Schools Report. 99\nschool studies, but in behaviour and manners. They seem to be comfortable, happy, and contented. The school is evidently doing good work in this section of country; and the grateful\nthanks of the community are justly due to the indefatigable Principal and Matron, and Miss\nJones, for the praiseworthy exertions, they have been and are making, to render the school a\ncomplete success. With increased facilities for usefulness, the Cache Creek Boarding School will\nextend its influence for good; and future generations will have cause for thankfulness to a liberal\nGovernment and Legislature for placing such an institution within their reach.\n(Signed)        \"'John Jessop, Superintendent.'\n\"'May 31st, 1875.\n\" ' We have this day had the pleasure of listening to the examination of this school in the\nvarious classes, and are happy to express our great satisfaction at the progress evinced since our\nlast visit; and we are pleased to congratulate the community on the evident fitness of the teacher\nand matron of this institution for the various duties devolving on them.\n(Signed)       \"' Chas. A. Semlin,\n\"\u2022Philip Parke,\n\"' W. H. Sanford,\n\"'John Vesay.'\"\nNicola Valley.\u2014It being found impossible to harmonize conflicting opinions as to\nwhere the school house should be located in this district, extending over a distance of\nmore than nine miles, a compromise was effected by putting up one building above the\nlarge Indian Reserve, which is about 1} miles across, at the junction of Cold water with\nthe Nicola, and another below this reserve, in that portion of the district known as the\nWoodward Settlement. Both these school houses were completed in July last, and are\ncomfortable and substantial little buildings, constructed with squared logs. Stoves,\nmaps, terrestrial globes, &c, were forwarded at the time that the teacher went up to\nopen the schools in the month of August. Information has reached the Education Office\nthat he commenced an itinerant system of tuition, half-a'-day in each school alternately,\nunder very favourable auspices. This valley is improving rapidly, and ere long the\npresent school district will be divided into two\u2014the school houses were located with\nthis object in view\u2014and another formed further up at the foot of and along the shores\nof Nicola Lake.\nOkanagan.\u2014The very commodious school-room and teacher's residence at Mission\nValley have been awaiting an occupant since May last. A teacher from California is\nexpected in a few days for this district, and I am yet in hopes that the school will be in\noperation before the close of the present term.\nThe Electoral Division of Yale contains all the school districts reviewed from Hope\ninclusive. Assuming that there are 40 children\u201426 boys and 14 girls\u2014at the boarding\nschool, the other returns would bring up the number to 137. The Kamloops section\nwould likely make a total of about 175. Were all the schools in operation, 140 of those\nchildren would now be under instruction; the actual number in school during some\nportion of the year ending 31st July being 95\u201447 boys and 38 girls. The extension\nof the boarding school, and the creation of the new districts of Nicola and Okanagan,\nwill bring nearly 60 more children within reach of tuition in this large and important\ndivision of the Province than there were a year ago. The total amount expended for\nthe past year is $5614.52. Of this sum, $1750 was spent in the erection of three school\nhouses, and in improvements at the boarding school, which leaves $3864.52 for salaries\nof teachers, incidental expenses, rent, &c, &c. With an attendance in the schools of 95,\nthe cost of each pupil for the year amounts to $40.78. Taking the average number, the\ncost is $51.53. The percentage for irregular attendance is only about 22J. This is\naccounted for from the fact that, at tho boarding school, irregular attendance is nil\u2014\none very decided advantage of the boarding school system over that of day schools.\nLillooet school is vacant on account of scarcity of teachers. The trustees are\nanxiously awaiting its re-opening. All things considered, satisfactory progress has been\nmade here by the pupils during the year; most of them, however, are only beginners;\nand irregular attendance has stood in the way of rapid advancement. 100 Public Schools Report. 1875\nClinton too, has been waiting for a teacher for several months. All efforts so far\nhaving failed in procuring for this district a suitable instructor, or, indeed, one of any\ndescription. I regret this the more, in consequence of parents at a distance having made\narrangements for sending children to the school; and having even sent them in readiness\nfor the re-opening on 1st August. In early summer, the prospects were good for\nobtaining a supply of teachers from Ontario for all the schools in the Province. Expectations regarding this matter not having been realized, the trustees and people in those\nremote districts have been grievously disappointed.\nDog Creek.\u2014A grant of $500 was made at the beginning of the year, for providing\nthe settlers in this locality with the means of instruction for their children, as they\nhave nearly the requisite number for a school district They were, however, too careless and apathetic to take the necessary steps for opening a school; although so doing\nwould not have involved them in either expense or much trouble. The grant was,\nin consequence, transferred to\u2014\nLake la Hache, where the settlers at once set about erecting a school house almost\nentirely at their own expense; and, further, guaranteed to supply a teacher with board\ngratis. This additional inducement secured them the services of a superior teacher\u2014\none of the three sent out from Ontario,\u2014and the school was opened early in August.\nTo secure 15 children of school age, a greater extent of country had to be included in\nthe district than is usually allotted for school purposes. It was created on the 31st\nJuly, with the following boundaries:\u2014\"All that tract of land included in a circle which\n\"maybe described with a radius of six miles in length from the school house, situate at\n\"the 114 mile-post, on the Cariboo Road, as the centre of such circle.\"\nLillooet, Clinton, and Lake La Hache are the only school districts, at present, in\nthe Lillooet Electoral Division of the Province. Of these, Lillooet was the only school\nin operation during the past year. Amount expended for school purposes, $770.50.\nNumber of children, about 75. Of these, 22\u201416 boys and 6 girls\u2014have attended school\nmore or less at Lillooet, leaving 53 not attending school anywhere. With Lake La\nHache school opened, and Clinton again in operation, this number will be reduced to\nprobably 25\u2014most of which are residing in the Dog Creek and Alkali Lake settlements.\nAverage cost of each pupil attending school, $35. Cost on the average, $64.20. Percentage of irregular attendance, 45$.\nBarkerville.\u2014The little school in this mining town has increased in numbers\nduring the year, and fully maintains its efficiency and usefulness. The teacher is\nenergetic and painstaking, and, as might be expected, the pupils, although most of them\nyoung, are making good progress. There will soon be tho required number of children\nat Stanley and Van Winkle, on Lightning Creok, for a school. When this additional\nschool can be put in operation, nearly all the children in the Cariboo mining district\nwill have an opportunity of obtaining instruction. There are still a few children at\nQuesnelle, Soda Creek, and along the Upper Fraser, unprovided for, but the number is\ndiminishing, as several are attending tho Boarding School at Cache Creek.\nBarkerville is the only school in the Cariboo Electoral District at present. There\nare about 60 children of school age scattered over its vast area, of whom probably 20\nare under instruction at Barkerville and Cache Creek, perhaps 10 or 12 at the Roman\nCatholic Mission School, Williams Lake, which leaves 30, approximately, not going to\nschool anywhere. The amount expended for the year is $434.63; making the cost of\neach of the 17 pupils on the Barkerville school register $25.56. Taking the average, it\nis $43.46.    Irregular attendance, 41 per cent.\nIn Table F will be found a statement of expenditure for school purposes in each\nElectoral District, with the number of children between the ages of five and fifteen;\nnumber attending school; average attendance; percentage of irregular attendance,\n&c, &c.\nSynopsis of Tables, $c, fie.\nTable A.\u2014Want of proper census returns, in Victoria, New Westminster, and\nNanaimo, is still an obstacle in the way of ascertaining what the school-going population\nof this Province numbers.     It is also impracticable, at present, to find out how many 39 Vie. Public Schools Report. 101\nchildren are enrolled in the various private and denominational schools in those cities,\nso that the number not attending any school is yet conjectural. Means should be devised\nby the Government, the Municipal authorities, or both, through the police organizations,\nto furnish these most important statistics during the approaching winter, or as soon as\npracticable. This table exhibits a gratifying increase of 158 in public school enrollment,\nsince date of last report; with an increase in the average attendance of 97J. The establishment of schools in seven new districts will add more than another hundred to public\nschool attendance. The sexes now number as follows:\u2014Boys, 781; girls, 622, shewing\nan increase of 31 boys and 127 girls. In the different studies, the numbers are as\nfollows:\u2014First readers, 370; second, 270; third, 292; fourth, 227; fifth, 180; arithmetic,\n974; English grammar, 625; geography, 687; history, 300; book-keeping, 93; mensuration, 37; algebra, 93; Euclid, 28; natural philosophy, 48; vocal music, 759; lineardraw-\ning, 166; writing, 1117; dictation, 730; other studies, 56. The above figures show a\nslight failing off in the fourth reader, on account of Collier's British History being substituted as a reading book in some of the schools. In nearly all the other branches there\nhas been a decided increase\u2014vocal music particularly\u2014there being in this branch an\nexcess of 241 over last year.\nTable B.\u2014We gather from this table that there are now 34 certificated teachers\nemployed in the Province,\u201419 males and 15 females\u2014an increase of 15 over last year.\nThere are still eight not certificated, as against thirteen last year. These figures show\nan improvement, although there is room for still greater in this direction.\" Salaries for\nthis year, amount to $25,291.66, an increase of $3072.16 over last. Highest salary, $100;\nlowest, for qualified teachers, $50.\nTable C shows that there are now 45 school houses in the Province, 39 of which\nare returned as public property, and 6 rented or rent free,\u2014an increase of 11 since last\nyear. Forty of these buildings are frame; and five of squared logs. More interest is\ntaken in the schools by the people, as is evinced by the greater number of visits. I hope\nthis manifestation of interest will increase from year to year, as nothing is more encouraging to teachers and pupils than frequent visitations from trustees, parents, and friends.\nTable D.\u2014The authorized text books are exclusively used in all the schools.\nEvery school-room is now supplied with five or more first-class mural maps and a small\nterrestrial globe. But few school houses are now without that necessary and easily-\nobtained adjunct\u2014a blackboard; while many of them are provided with several.\nTable E.\u2014The synopsis of this table is as follows :\u2014Amount paid for salaries,\n$25,291.66; incidental expenses, including insurance, $2671.93; rent, $408 ; building,\nrepairs, furnishing, &e., &c, $6450.69 ; in hands of Secretary-Treasurers throughout the\nProvince, $1431.39. Total amount exjtended for school purposes in the several districts,\n$34,822.28. This does not include any portion of the sums voted for the erection of the\npublic school building in Victoria, or the extension of the Cache Creek Boarding School.\nTable F is referred to on page 28.\nTable G.\u2014After deducting sums paid for building school houses, furnishing, &c,\u2014\nthe cost of each pupil for the year, taking the average attendance as the divisor, is\n$32.88. The cost of each one that attended school some portion of the year, is about\nthe same as in 1873-74, namely, $21.86. These figures are large; yet British Columbia\ncompares favourably, in this respect, with other new countries on this Continent. In\nIdaho Territory, the cost of each child attending the public schools is $12.30; the average\ncost, $30.50. In Colorado, the corresponding figures are $39.16 and $60.84, which are\nlargely in excess of ours. While the children in many of our school districts remain so\nfew, the cost of each pupil must necessarily be very high. Irregular attendance for the\nProvince amounts to 38 and one-tenth per cent., which, of course, gives 61 and nine-tenths\nas percentage of attendance.\nTable H.\u2014Books, to the amount of $777.61, have been supplied to the various\nschools since the date of my last Report. Value of those remaining on hand in those\nschools on the 30th June last, $287.48. Books sold, amounted to $623.52. Of this sum,\n$606.20 has been paid to Education Office, leaving $17.32 still due. Indigent pupils\nreceived $20.98 worth of school books during the year.     The increase in value of books 102 Public Schools Report. 1875\nsold has been $332.47; and in receipts, $375.89.     Books supplied teachers and trustees\nfor prizes last June, amounting to $61.89, are not included in this table.\nTable K.\u2014An additional sum of $325 has been expended for maps and globes.\nMost of these aro now distributed among the schools. One hundred and twenty-five\ndollars' worth of prize books were obtained at the same time; about one-half of which\nare on hand for winter examinations. Purchases of school books amounted to $486.69.\nFreight, charges, insurance, &c, on maps, globes, prize and school books, $218.15. Total\nexpenditure, $38,869.80. During the year, the sum of $1071.20 was received for books,\nand paid into the Treasury. Nearly one-half of this amount was for books supplied to\nschools previously to September 1st, 1874.\nConclusion.\nThere are a few questions not touched upon to which I would have devoted a\nparagraph had not this report already reached more than the usual length. Among these\nare \"Gymnastics and Military Drill\" for boys, and \"Calisthenics\" for girls, in public\nschools. Closing schools for eight or ten weeks during the winter in thinly settled\ndistricts when the roads are bad, and keeping them open all through the summer ; thus\nmaking one long term, instead of two shorter ones with the month of July intervening\nbetween them as vacation.\nIn addition to what was said in the first paragraph of this report, I must here state,\nfor the information of those particularly concerned, that many of the school district\nreturns were not only late, but they bear the impress of being carelessly and even incorrectly filled up. As those returns are of vital importance, teachers and secretary-\ntreasurers of trustee boards would do well to pay more attention to this matter, and\nobviate all necessity for reference to it in the future.\nAnother year has increased rather than diminished the necessity for a more general\nand workable compulsory clause in the School Act. There are a few other amendments\nrequired, so that, perhaps, the time has arrived for a consolidation of the original Act\nand its several amendments, with the insertion of such other improvements as may seem\ndesirable.\nI have only to say, in conclusion, that with the educational experience of all the\nsister Provinces on the other side of the Rocky Mountains to guide us, in addition to our\nown experience so far, with a school system so happily and successfully inaugurated at the\ncommencement of Your Excellency's career as Lieutenant-Governor, there is certainly\nnothing whatever in the way of making British Columbia second to no other Province\nor country, with equal revenue and population, in the efficiency, general acceptability,\nand usefulness, of that great palladium of liberty and incentive to national progress\u2014\nthe Free, Non-Sectarian Public School.\nI have the honor to be,\nYour Excellency's\nmost obedient, humble servant,\nJOHN JESSOP.\nEducation Office, Victoria,\nWth October, 1875. 39 Vic. Public Schools Report. 108\nPAET   II.\nSTATISTICAL   TABLES. 104\nPublic Schools Report\n1875\nCO\n\u00bb\u2014(\no\no\nid\nm\no\n%\na\nPh\no\n,d\n60\ng\na\nCD\n+3\n+3\nm\nn\n<i\nEH\n\u2022seipmg aeqio\n00\n:   :oJ   :   :   :   :\nec   :   :\n:  jco\n\u2022noijttpiQ!\nlO OS\nMOeta   :   lot*-   *   :   -hooom   : 00 0\n\u2022 t>\n(J11O1O     \u2022    - iH Oi     -    -\u00abOV    \u2022 \"*    *    \u25a0\u25a0*\n0 to   \u2022   ;          :   ;    th   ; -^   :   :\n,h       :   :           \u25a0   :          tco   \u2022   :\n?=\nfSa^iJAi\nooritowoM   :   iopci   :   :   ioccoconmov   : cs h< \u00a9 co io   :   :\u00abcsocohh   :ioh   :^\ni-hco    ct-^Hci  :  ;hn   :  ;  :nhh        ,h \u00abh r-t   :        ih eo co   :  ;    h\u00ab    \u00bbh cm  ; co eo   : ih\n5\nCO\nT-4\nH\niH\n-1-3\nCO\n1\u2014t\n\u2022Sutauce .maun\nHJ(\n01\ni  i00\n\"\n^<o   :   :\n:\u00b0o   :  :\nCO\nCO\n'oteupj iijooA\n00   :  :  iiow\n\"*\njlH\nCO\nto\n: to  :  :\nOS\nUS\nfr\nfs\n60\ni\n\u2022jCqdosoiiqj\ni-l\n01-  \u2022  \u2022\nee\n\u2022XJ^oinoaQ\nCD\n00 \u00ab ;\ndot>   |  :\ns\n\u2022TjjqoSjy\n00\nCO     \u2022     ;\n\"\n00 1>     \u2022     ;\nIs ; \\\nCO\n01\n<\u00bb\n*1\n\u2022 noi$B.msa9K\n00CS     ;     |\nSJ\n\u20229uid9a3(-3tooa:\ntH\nIN\neo   :  :\n00 os ; 1\n>h      ;  :\n,*o\nCO\n0)\n3\n\u2022Xjojsih\ne*\nh*    |    j^N    j    :    jeoM\n\u00bb\nWrt     JO!\nco 0 01   :  :\n^*00\nl>\n:\u00abo      :\n\u25a0 \u00bbH\n0\n0\nCO\n5\nA\"qduaSo8Q\nIO(SHNCCO<9     \u25a0     .oO'O    \u2022    \u2022    \u2022 01\u00a9coi\"5CO*cP01l<3     >I>1<00110     \u2022    -NCbNNHf    .COCO     .CO\nih        f-iiH      ::i-ii-h:::i-(\u00ab-h                         :        ih co \u00a9   :  :        m    i-< i-*   :\u00bb      ; \u00abh\n.....                                                           .                                       .     .                                              -M\nCO\ns\no\nPh\nPh\nP\n<i\nP\n&\n1\nM\nPh\nN\np\nP\no\no\njuinraui-o\ni-\u00ab    ih ih          ;  :iHt-t  :  :  :i-<                            :           co\u00a9   :   :        cm        ih   ;io*h   :\n.....                                                            .                                       .     .                                              .CN|\nIS\nM\n=0\n*o$enn#py\nDHVCOOIHO     '     \u25a0CO'-'     \u25a0     \u25a0     IiOOiOOJMHOM    It-VOOH     I    T^oOOWi-fi-*     11-OJ     I\u00a9\nco      cm t ih c-i    :   ;hm    :   :    : ihScm               \u00abrH ih    ;          nmto   :   ;      r-<so      hn    :oh   ;h\n.  :  :                                .                     .  .                        . co\n03\n6\n1\n\u2022BStqo qig\nCO\n:  : 0 w   :  :  jco\nN Tt*\n\u2022*c\u00bb\n01\n'.to  \u2022  :-y\n: to   :  :\nO\nCO\n3\nresuiQ W\n10\nM 0\n\"*   :  :\ni>   :   :   :m\nco eo\n^ tM r-( CO iO 00     :    -iHCOOtMCO**     tio    \u2022    \u25a0\n:           nh  :  :        ih        w   :<-\u00bb   :   :\nfr\u00bb\n0\nM\n\u2022ps\u00abI0 PJ2\nb \u00bbN (O \u00ab \"D N     I    loot-    '    I    IlOCO^'niOOO'J't-     ^USNHliN    \u2022     \u2022\nr-t          :  :          :  :  ;                                :            mn  :   :\n01 CO tH \u2022\u00bb\u00bb< 0*1     -U0O     ^CO\n: 05 ih   ;\n1\n\u202289BI0 pug\nl- IO CO to *f N H     \u2022     :^tiO     I     \u2022     IuOt-\u00bbOrHiMOOTt<00     ItMiH'J'Cft\n\u2022    |W10MiNC\"M     ;COl\u2014    \\*v\n(\u2022jsamoT-)\n\u20228HBI0  *9[\ni-lrHiHi-li-\";;r-H:::                                   iH                   ;i-leO\n\u25a0     j Ol -^ 00 tO C^ 01     .COT*\"     jiH\n0\nCO\nI\ns\nS\n'Slidnj jo eons\n-pnawe oS^J9Ay\nso? xMst \u25a0\u25a0!-! \u00bb*           !^k?    !!     ^    is^j\nWSOHrtOM     .    :o-H     .     . M\u2014rf (ONHMVOCI     .OS*-ll-.-:-l|>    .    .OOVOOOH     .(NM*     -\u25a0*\nHHHNMHH     \u2022     ;hN     :     :0-Hr-li-(i-(rHNiHW     :        i-l        H\u00abl     ;     ;-H        m        HiH     ;        iM     IiH\n:   .           .   . --j-                                                r-*                                      \u25a0 pj       \u2022\n:  :          :   :                                    :                     :  :                        lis      :\n'-\u25a0-1\nCO\nCO\nH-\n\\i9A9ieqAv looqog\na*ub Suiptrajji; ^ou\nuajpixqojo -o&\n^\"*D     t    !h COt< IO     :\u00abo\n:  :        i-<ih  :\nt-\neo\nio co co\ntH        rH\n\u25a0h-m-               ;\nO O ?1 tH CO t-     - <M CO\nocic-ici           ; ih\n0\na\nco -Mcfli-v\n0\nC3\nCO\nCO\n1\nw\nGO\nM\nEH\n'\u00abPTO\ncoiot-v ho\u00ab   :   :n>o   i   :Tcu3t.ioi>i>MOe   Jeoaosw   \u25a0   \u25a0 001* 0 i* o\u00bb r-t   '00   \u25a0 rn\n91\n-M\neo\n4t\n\u2022s^og\nOCOOfOoONOO     i     CCOCO     :     IcOOCOiN-^aHOa     ImiOUiOiM     J     Il>fHi-II>fJ<0     tio^     It*\nHMHtNflrHH     :     IWN     :     INi-lmH               (MiHt-t;                      t-CO     t     I        HM                iH:i>iH:\n....                                                                  .                                      .     .                                              . c^\nCO\nPh\nPh\nPh\nO\nHi\no\no\nW\no\nm\no\n-qooqog Sttipua^u\nboS-b \\\\v jo sixduj\njo joqranu ib;ox\nCDiHl>t^C>N^J'     r     *00CC     ;     ;OiOK)NH<3COCCM     TiHlOWCOiO     \u2022     IiOOOHHMH     ;io^     too\nH W H \u00ab iO M M     ;     .0-1CO     ;     ;ViM N HHHM ntM     ; H H H UJ ffl     .    . H rt m rt \u00ab N     .tXiCO     ;tH\neo\nQ\n'looqog\n9uipn9j:ji} saStj\n.laqio jo s[idud\nN     ;     ;TP\n\u2022       \u2022       \u2022 iHTf\nHlJHCl     ;\n-\nHcq   i  :\n01\n: i*1\nCO\n'tooq^g Suiptia^x?\nU9a;x;9 puB oaij\nii99Miaq 8[idn,j.\noooMjiNci   :   ;t 00   :   lotHSHtosNO   : h ^< h o-i\u00bb  :  :-ocohhhh   rio^f   :o\nrt N H M lO N CM     ;     .C^CO     \u2022     .'S'C-JcMiH'-HiHCOiHC^     .iHiHrHWeO     ;     jHHiO\"rteq     ;<OC0     ;ih\nCO\nCO\nTH\n\u202292b\nJO   8Xti9A~  U99JXI8\npmj 9aij n89Avj9q\nuoijB]ndod   looqag\n++                                                      -f\u2014                                                                                 ++                                 ++                           H-+\nWtJt-iOO'CONOIlHMaoOHt-WOMI'MiOI'eOr'OOClHWWOMaieBOfflt.N\nHCCHCOOWW        MNVHHI'WIMHHHVHMHHtMHir'LIJMMiHtqCOiMHNNWCrjHN\ni-f                                                                                                                                                C-l -H                                                               00\nc-i\nP\nP\nPh\nPh\nw\nEH\nEh\no\ns\na\nP\no\no\nW\no\n1\nI\nP\nC\n1\n_\n\u2022I\nr. -\n> 1\n4\n< 1\ns\n4.\n!\nP\nt\na\n3\n1\nz\ni\n1\n-\n:   :\n0 -\u00bb  b\nill-\nO  0)   c\n^\nE\nr\nr\n:   : \u2022\n<U   C   0  c\nF\nc\ni\n-\n-\n: 1\n! E\nh\n\u25a0\u00bb\n+\nh\n1\n\u00ab\nu\nc3\nW P\nSi\n^5\n1\ns\n1\n) c\n5\n: 1\n5\n1\nt!\n\u25a0a s\nfa. eS\n^ eD a\nc3 \u00ab.-\n3 5.;\n\u25a0< 1\n13\n>  r:  c\na\ntH\n0\nSi\n\u00ab :\n-I\u2014\nIt\nis\n1=1  :\n0   :\nbb :\n<\n1\n4\n1\nEh 39 Vie.\nPublic Schools Report.\n105\n!\u00bb      \"d       S\n^    s   s\n\u25a0S     03\n*<   sr\ncs\n<3     6>\ns s\nbo o\nEH\nI\nW\n*H\nj\na  3\nOJ   t\u00bb\n-\nF\n. <w\n!>->\nd\n3\nrt   to\n\u00ab\nW\nis \u00ab\na f,\nCh\n^\nO\ntH*\n-3  >>\n0>\na\n3     P3\nDO\n2     sT\nc3  o  f-\n\u25a0S J3  3\nCO\nK3\n.13*0\nw  oj    ~\n5 .\u00a7 S '3 S\n\u00bb*;tn\u2122\n'O d        03\ns    ci\nH\nd\neS\nIB\n\"H\no\n.d\nO\n03\n<C\nEH\n\"o\no\n-d\no\nCO\n^2\nPh\nPh\n^H\nPh\nEH\n5-S\nS 0\nH        Ph\n^ rS           ^\n60 ho       \u00a9\n<M ^^\n05 2      5\no o\n3 a\nft\n:       : *\u2022*\"       :\n>         CM lr-\n^     \u00b1- oo       :\ntH\no    \u00b0\u00b0 -t      ;\nir-\n00\ni |2        3        3        HJ        rH\nOJ   o\nmSz;\np.\ns\n93\n--\n: a\nM\na g\nd\n(3\na\n2 **3\n\"a \u00ab\nc3 a\nm\na \u00ab\na\n03O\nd\no   \u201e\n?, \"cS\n- a\nfhM\n13\na o\nS a\nSh\nS    SB    O\n03\nN\nM\n'5     fe\nT3   f-\n3   03\nH\no 106\nPublic Schools Report.\n1875\ns\nis\nis\no\nw\nPh\n\u00a3     \u00ab'     \u00a3\nt. 3 <j\n<a co ^\n\u25a0h 03     ^\n3 o  t.\nco -.a;\no3 Eh k\nt-t >. co\nEh n os\ni J  t3   aj\n>> a \"S  \"h\nn O   g F-H\nH rr,    (-  CT\nCD    CJ\n^ *3\n\"  3\n\u00a9 f***\nco 3\n03   X     ~\n>S   3\n3   S\nu o j;\nn3WC5\na      r.\n3        03\nO       \u2022a\n.    o\nc   <->\n\u00a9 r-\nu       u\n0 \u00a9\nto   . \u00a33\nd   C.   -5\n*}   S^\n03     \u2022   >-, *J\nt-t   \u25a0 -\u2666-\u00bb j*\nO I\u2014,    \u00a9 ^\n\u00a9 tH     O\no _r -^\na a-2^\nr3 E-\n3    -a,\no   a\nbo-a\nH     IS\na\n.3\nK\nO\nPh\na\nco\nC3\n0J\nH\nEh\nrH\nI\ng-3g\nt> H _S\nCD   3CQ    .\nC0\u00b0    _n\n\"1     .   CQ :a\ncd \u2014 \u2014 *a\na W <u \u00a3\n1^1\nco     S\na~a-M\nEh\n\u25a0\nH3\nO\nEh\ni\n\u00a3\nO\ncoo\n9 \u00b0\n'   CO\n03 .\n\u25a0a \u25a0\nh \u00b0   \u2022\n1-5\n\u20223 a^-\u00b0\n|S \u25a0- --, o\n. CO \u00b0 03     -a\nsh aco\nPh    ~^< \u25a0*=> Ci3 \u2014'\n*a   \u2022   -   B\nj \u00a7 \u00a3 5?fe  I\nPh^\no\nHa\n,0\nW\n\u25a0S\nCO\nFh\nSi\na\n03\no\nfclfl\nS\no\nm\n\u00a9\nja\nft\nH\ni\n\"hr\n\u00a9\nt>i\na\ntf\nH\ntn\neg\nha\nC_3\no\nCD\nDO\ncj\nFH\ni\n\u00a9\na\n\u00a9\nPJ\no\nM\n\u00a9\no\nbo^3\no\nW\na\no\na\ncs\nP3\nC\/\nis\nIs)\nPh      EhQ\n^\n^\nI\"\n-^\n*H\nH\ns\no\nrd\no\nc3\nO\nEH\n\"o\no\nrd\n-3\nd\nPh\nPh\nP\nPQ\n<j\nH\n\u2022s a\nS o\nO    r*\n-h a\n\u00b0l\nehS\nH     H    :H\n\"3\nPh\npq\nHHHHHH\nS^.  t^l  =H<  t^.  e^  -H\nO   O   O   o   O   O\n'd \"TZi -a t3 T3 -3\npq M m pq MPh\npq     H     H\nffl     w     w\nHBHHHH\nCtH   *\u2014   t^.   CM   C^-   (4H\n:H   :H\n=5\nPh   i<!     -jJPhO^^-\n.2 H \u00bb\n-3 -a -3\nwig to\n-y- \u00ab\nm\u00ab \u00ab\nM \u2014 Eo\n03   -* h\nO   O o\nP5\n03   03 *2\n^    t.    U    03\nbn M fcc gj\nPQ     -<I\nT3\nOJ\n-3\no o o o o o   \u2022 o\n'd   ti  T3 13  ^J  r^\npq pq pq pa pq pq\npq    <Tpq\"pq\"--Hrpa'\"\u00ab-r i ^\n\"g     tJ-atfO'dij S^\n\u00a3 03   a   03   c3   03   c3 \u25a0 \"   '\n03  03   a\nr^J nj Ti .\n-.a a\nMNN-\nb0 ^\nr2 \u00a3 =3\nm   co\nto   to\no3   c3\nco d\n-H    OJ\n-      fe (S 1*5 S-5\n\u00a9 CJ \u00a9 \u00a9 \u00a9 \u00a9\n+*> +J +J -|J HjO +J   \"S\nw m co to m in i~\n,_! ,-H ,-H rH rH rH   t^\nia\n\u00a3~\n: cq m\n: m\nCO\nrH\nCXI\n^   iH\n*\"\n\"  GO\nro OO\n^3\n^ H rH\n^  -^    tH   rH +T\ng\u00a3    \u00ab?    _, \u00ab   \"\u00a3\nS        .C'rq h   h\nfH    \u00a9    o    \u00ab ^     sTo\n\u00a9   !H  \u00a9   c3 c3   P\na   --\nP.\n2o\u00bb\nIr- \u2014 1*.\n-co    ^J^-\n%   rH    W    tO\n\u00ab H   rH\nri   to   t\nM\na\n.  .\u201eaaaio   _\n1    +3 -^    -^      '\"    I 1     -^\nj (\u00bb    -ia \"Qin    - re\n'   --   .3   -H   -H   ^h   ^3   -H\n' +J .\"^ +J -^ -^> ^ -^\n!    M       J    CO    W    OT   \"    M\n13^3333\nDbo>^bob(lbo>->bD\ni 3 a 3 3 3 o3 3\n! < B <j < < B <!\n: -a o3\n.    CQ  -.-\nj3 -S *a\nto so a\n^ a a\nSfH\na\n- o .a\nr-. CO    o3\na a -a\niS-0 a\n-3   o  H\n.S^co\nss a\nS      s\n\u25bah *3  o\n1-1  bo-3 '\n- a\n: bo^^\n:rS \u00b0 a\ncorj\n- boPn ra s\nbe a   . os \u201e\nkh^1^   CH<!^\n-H ^      \u2022    CD    rr.    CO\n\u201e    co     co\na\na\na-S-a a\na      SH\no \/a\nO ;h     _\n\"MO\nCO    G  r^  r\n4\"H  .\n-^ h   r\nH 03     W)\n-a ^\n.H CD\nB\nS   -\nB\u00a7\n-[s a\nt\u00bb>qq\n^i K h\n' a a g\n! \u201e-<! 5\ni*    -Ph\nr^J    CQ\na\n*= o,\nCC-s1\n-icj\nSB\na\n-3\n'QOs-\nB     B\nH\nB\nW\u00b0Ph\no    .\nSB.S\nOffli\nd\ncoB\na bH\n. 1-5 *>\n\u2022   CO\nfa .2\n!bbb .g\n;pq\n3 fcjQ b0 hQ ^ \u00a9 kO    ;   ou\n^    \u201e    -    ^\u00abh\nCO    CO    w   to '-3 ?\nCO    CO    to    CO    j_, \u00b0\nC3   c3   c3   c3   \u00a9 ,5\nCN\nCI\ncr\nCM CO\nir- i- Jr-\nCO  00  CO\n: ^\nCQ\nOO\n-\"\"'\n'\n1-1\nIQ\n00\nI CO\nft\nis\nO\n>5\nH\nj  a\nhO\n-a\n2     -2\nB\n_ o\n3 S\ncq a\n3\na\n\u00a9\n\u00a9\nis\n\u00a9\n1*5\nC3\nt>\na\ns\na\u00b0.2\n3   t-\n-a 2\n\u00a9Ph\nCO\na\n02\no\na\nCO\nCO\nS3\na\n3\nCO\n\"id  co\no \"cJ 39 Vie.\nPublic Schools Report.\n107\nCO\nm\n%\nO\no\na\nW\nPel\nO\nP\nP\nM\n<\nEH\ni\u00bb\nPh i\nCO\nCD\n\"3M\nv. 9\nraP\"t\nas\nCO   O\nSJ3\n<u .2\n-s>-*\nca Jj\n^ q \"43 2   ~ q ^ \u00a3\n\u00a3 \u00b0 * _3 ^ ;\u00a3 \u25a0-*\n\u201et,*h   \u2022 \u00bb-h   \u201e-* r\u00bb\n\"- 2 \u00ab s \u00a3 8 2\n~\"o3 JB   \u00a7\na - is p =3,20\n\u00a9 cj o \u2022 ta o\nS.SShh.\u00a3\u00a3S\n.g\"-3\u00b0\nto\n\u2022H ^\u00abS \u00a7-aJft \u00bb\"0 g\u201e g\na c-\nJT.    H       \u25a0  tH    ra '\nB gP^S\u00ab)\nis\n>SS\nE a o\ncd ^ .h  ra\nS3   SH\no\n^ a'3\nO   \u00a9 CQ\n.\u201e   \u00a9   \u00a9     \"\n1*^3*\na o >; \u00b0 oj   . c-\n\u2022 3 ..._f . SH\ng\"|\u00abBrt\n0       a   t.        o  fc.\nH= 3 M Sj3 -13\na cd tj .h o m\nPh T3 3 1^ fcsj -g <!\nra  o O h4 \u25a0_\u25a0 \u00a9\na\nB\n.-a\n3-^\nCD   U   O\nSB a -ra.\n\"^ \u00b0Ph -a\n-S 3 \u00a7\ng\u00bb.s \u00ab S ^\nq  \u00a9,q \u00a9^\n\u00bb      Pt,43 M   CrH\n^^gEHCHCOOl^l^H\n0  ra  I     \"\n>cq^'\n-a a\n-Oh^T^   o>  rar\n^T-raPH ^h   \"\ngs^t^-ra^Jj\n\u25a0g S  ra \u00a7jj tf.2\"4 \u00a7 g\na \u2022\u00bb*\nb.as.\na  -\u25a0\u00a3\n\"  kH  \u00b1J\n3 g\n--  ra  >th-5\nCD   t. CO       br\ns-a   . > ~ \u201e\nJx   ~cq cd uj -a\nCO  -\"^ A3 ^ B\n-ChI-i\n3\u00a7\u00a9\n\u25a03 Eh\nH3 EH\nOP3\n2  CD   3\n- -1 <1 e \" a a\n\u25a0 SB\n_3oj^a\u00ab   . <d \"3 .g .a k  ja     ja\no   el^ffl    -(-5*~^_aM   co    \u2022   O   u  CD\ni> a ..- S? \u25a0=.   -ffl -r-H   - '\"Pt -h   \u2022 k\" \u2022\n\u25a0 (-h_t   -   cd  ra    r*\n^3COa~oB33\no \u201eb.2 -a S ^\nM b \u00b0 -3 t\u00a7 al  I\n4|ad2Mt\u00a3-\noT      p3    . ^  ra  ra  O\nS   \u2014Ph r^ \u00a9   \u00ab q\nQMnjU    \u00a9    r>\u00bb CCJ\n^EH-pqS SH.S 2\na BO'S   ; ra   _W\nHad tf^is\n4OSBoS;'i0\n:   -ja\n\u00abE<\ntJH\u00bb\nh \u201e:\n\u00abM    CO\n\u00b0Ph\n^S\nco^\n-o?\u00ab'g>^\n3   tj  ra    .3\na H   *h  ra  3\no   _ja J3 0\nO o-gEH   .\n-i S \u25a0\u00bb -^\n^5   O        CM     \"\n._CO\"3        3\n^istgrS\n3      gc5c5\n&\nK *3 \" a J H\n-h Cj3 \u2014r-** ea '\u2666h\n-\u00bb\u00b0\u00bbaoit3R\na ffi 3   . q +j is\nH   - iS Ph o ?J a\ng fe-.s --S J'S\nr-*s \u00a7.\u2122aH\u00bb\nHf   3   ChW <m CO\n-5-0 a0-\u00b0\ncoB   \u201e\u00abuu\n. hW ..- a\n.S'c-)\na \u00a7\n3 a\nH   CD\n<\"     &\no a\na   \u201e\n\u25a0S'g\ns \u00ab\n2 *\na 0\nCD      .\n3B\nCO\noM\n\"J\n1-3 B\n> a\n5   \u00b0\nO   tj\nEH   O.\n.CO\ng-a\nB\u00a7\nII\nWg\ns\u00ae\n~a\n>.\u00a3\no a\nis\nH g\nB    \u00ab\n3\nCO\nh cq q      j^ft.^ \u00a9\n\u201e a 03 \u00ab a tT^ \u00a7 \u00ab*J .\u00bb\"\u00ab=\u00ab a ij g.\nOOrab0g-Eag>graraQ\u00ab,7:--\no^BH.(S^PhPhH\u00b0B SCAB'S\nm g      a .w       \u00b0   a      t;\n\"-O  ?\n'B \u00bb\n2 n 2 oS \"\" \u00ab m-\n.a 2\nto \"\u00a3   to   CO   to\nSsi-raSte-SacDaaa\nSS-aW^-a a a.\" jh h\nPL,;apq   .   ,cut>3g33\nO     . >\"5 1-5 1-5 W 02   CD   \u00ab \"S\n<^ n h   h\n000\nH     1-5 S-H-felzi\n-r^ ^ W    CO   CD \u2022%\n3 CO b   . bj)Ta^\nm   _ a 1-3 a a ^\n\u25a0pq t-. bb   . a -q hH\nfe j S \"f03 02 -i\n\u00a9 a       \u2022 o\nPJO    B        g\n1 a\n\u25a0gta\nPh  C\nCO .k   \u00b0\n\u2022H\n5|\nboS\n3 3\nK.a\n. o\ntcCO\nB\u00bb\nCO     \u00ab\nrrt    CQ\n1-S\ncog>\nb0W\n\u2022a\na\nfell\n>?^\n3   3\nPhCl,\nP. PH P.\ncj o a\n3 3 3\n333\nPh Ph Ph\ntH\n\u00a9\nS S3\nJh\n\u00a9\nPh\nCm\nOh Oh\nft\nO\nO   O\nO\nt-H\na\nP. P.\nPh\n\u00a9\nO   CD\nO\n,-->\n^3\nrf-5 ^\nrJ->\nq\nq\n3   3\nP\nPh\nPh\nPhPh\nPh\n\u00a9\nCD   CD\n\u00a9\nto\nto\na\na a\na\nc3\na a\na\nJ\nu\nO\n0 0\n0\nS-H\nT3\nrd T3\nts\nO\nO   O\n0\nO\nO   O\n0\nCQ\nis\nis is\n&\n: a\nCD\nja Ph\nja\n\u2022 \u00a9\n' \u00a9\nJ3\na   -\na\na\nacS\n0\n0\na\n: q\na\n>-\u00bb t^ tA f*\u00bb 4J Ph\n!>\nsh   :   :<a\n.                CD   W t^^\nrH\n\u00a9\n\u00a9   \u00a9   \u00a9   \u00a9 tJI\na\n13   CD   CD   aT\nq- p< pn P^'S\n000 0   |   O\np\n<            ftPifto,\n\u20ac\u00bb%\nIh     ^      H     !h                k.\n& & p, p,  \u25a0\u201e _\u00a3\u00bb\nH\n\u25a0r) 0 \u00a9\nT3\n.q^^hO q cd\nUJZ\nq pQ rO q\nq\nP  q  q  q  \u00a9  tH\n' p\n\u00a9\nOn- Ph Cl, Ph Dh Ph\nCh\nPh-PhPhO\nPh\n\u00a9\u00a9\u00a9\u00a9\u00a9\u00a9\n\u00a9\n\u00a9 \u00a9 \u00a9 \u00a9\na a a a s a\na\na a a a\na\nS3\nt-i J-t   Ui   t_(   Ih   t-i\n(+H  *M   'H Ch   MH   HH\nC4H\nC^H   t\u00a3j   MH   <HH\nU     t-t     FH     rH     IH     U\nOOOOOO\nO\nOOOO\n0\nrq  \"^  r*^  r^j  rg  r*q\n\u00bbtj\nrrj t3 ^ ^\nTt\nOOOOOO\nO\nOOOO\nO\nOOOOOO\nO\nOOOO\nO\n*;\n&\nIs\n^ts^\nis\nis Is\nisis\nis\nas\n\u00a9 \u00a9\na a\na a\no o\no o\no o\nis is\n\u00a9    \u00a9    \u00a9\na a a\nc3   c3   03\n.tH   \u201etH   ,tH\n*HHH\ntH     tH     H\nOOO\n\u25a0^ tj ^q\nOOO\nOOO\nis is is\nja 2 S\n\u2022hjcj a\na a\nmm\n.2 o \u20141\nlc\u00a7W\n\"S a -3\na   Sh   CD\no\nja\nSh\nO\niZi\njj\nCJ\na\na\na\n^\nja\n0\ng^\nfs\nts\nS E\n3\n0\n\u25a0a c\nX\nU\n<-\nc\n0\n13\na\nHd\na\nSh\nO\nCD   S.\nood\nm*\nimal\na\n3\n^a a & a 3 c\noOHDffC\nOC\nO\nCJ\nEh\nO\nO\nS S bo .2\n0.^3 a S\nMtHtHhH 108\nPublic Schools Report.\n1875\nJ3\nP3\nO\nw\no\nrd\no\nCO\nd\nPh\nI\nd\nm\np\npq\nEH\n\u00a33 P.\nS   H\n!3\u00a3\nft .2\np-a =\no a\n\u25a0H oj\nas\nn& a\n1*|3\nc3   Sh   *- ,3\n.\"a SB bo\na   r - S\nrS    3\n B\nu  r   h    \u201e\n.2 ^m a\nS pq .\u2022 'a\nn\"\u00b0a a\nf*tSS\nCQ o \u00a3 ,n\n\u00a9 jh CD\nco   O\n.2 \u25ba*\n\u00a9\nCSrW\nH-      O\no o\nMrH\nas\nrH\nrf o\nP4S\na\nco .2\no\njar\n*h->\na\nCD\nIs\na\n13\nS\u00bb\nH\nH l^g\n.\u201el-5      .      _\n\u00ab\u201e-\u00a9 is\nj-H  ,\u2014\u2022       \u201e  0}\n>>H o m\nCD hj .-<\na a~-S   .\ng g-o ra\n\u00a3 m a,jH      a\n^ a co S   . g\n^ r^     -.-H   a\nh    \u201ec, ^m co\n\u2022-rH   \u00ab   \u00bb    I   3\ng~\u00a3a_2rf.5j\nJ    SH      -S!\n.otf-c, \u2022\nO     \u201e\n.H     {_,\n\u00a9\n3   qn3\n:|S\n3   . est\n3>     -\n-     .   3\nB.2\n-4H\nM\nO 'o\ntH pq\nPh t^\n\u2022 o\n.2 qCQ\n3     Sh-S\nBg.g\nH   -2\n\u2022 >\u00bbS\nOo~\n~ Sh    ^\nco a a\n\"C pq J3\n~.2,-;3\na   _ . g\n3  sh    .Z**1\n\u20223 a sh   -\nPh*o\nPh ra\nBS\n\u00b0 a\nH 3\nQpq   h\nH>         rrj\n,_,\n\"\u00a3J\n3    \u2022   3\nl-H\n\u00a9\n\u201e\nbC\nCD     ~\nq\nPh\naH\no\n\u201e\na 2\n\"hh\nq\nCO -j.\n\u2014 a\nc3\n\u00a9\no\nH\nc3 'q\n\u2022~H   r-r\"1\n^q\nPQ\nr\u00bb '7!     \u2022   CD   P   a   \u201e     *   *d r^        -h\n\u00b0C5\u00abn,   OO   =0*. \u00ab\u00a9aB\n'J o   \u201e a -a\n^ph - Sh\npq\u00ab\"\nSh   -j -H\nOh\n3\nCO\n- \"3 Ph       _\ng    CD \u00a3 ^    CD    CD\nJ cd   -bo a M\n5 co -e a\na j\n'CD     .\na Jh\n. a\n*\u25a0\u00a7\n\u25a0i-T a\ni-H    \u00a3D\n3   O ^ O\nJ5-EH   bo  !  j-   \u00b0\nT - a \u00ab IS -\u00a7 o\nr      W\nCD\nO\nco a co\ns:'^r\u00a7\n^   CD Ph\nr*i   Oh\n\"3   3\na -a\n\u00a3 53\nB o<\ns\n'H5C0\nPh   3\n\u2022\"-!\na\nW\n1-5\nir3cO\nr a\n3  (frt\no\n\u25a0-Ph o a.g-a\na M K H S ^\n\u00a9\nB P3\n3 CD    g\nCOfcjpSEH\n\u25a0   \u25a0H\u00bb(\n-3pq   \u201e\nt; \u00a9 \u00ab q\n\u00a9  *^   r\u00ab1   r-H\n\u00bb\"BS\n' a   3   Sh \"t,\no -a cq cd\n- n o.^   -\nSal's00.\nt3\n0\n3\nCO\nO r1 Eh   3 J3 ^ -3\n^, EH cH   cj   0 rH   qj\n**  \u25a0    .tarii^na\nP3  O  CD\nCD    CD\n' CD    SH\na --\nas\nfeirH\n\u25a0\u25a0a(SB 5\na .\u201e -a'\ncd    +n .a\nHf  CM    3    Sh\na    _a  CD  \u201e\n'C 3 h g12 -\no-grqcg-gis^\nfi Ph ^ n\n. o o\nco cot?!?;\nCQ    CD\na   a\n-     T3\n-H S.\na\nS-h     B     !z;\n>.!>\u00bb!>.>>--.\nOOOOO\nO    CD    CD    CD    O\n3 3 3 3 3\n3   3   3   3   3\nPh Ph Ph Ph Ph\nPh\nO\nSh\nPh\n.a\n3\nPh\n>> >. sA lA\nH   -J   H->    H^1\nSh Sh Sh Sh\nCD CD CD CD\nP. C5h P. P.\nOOOO\nSh Sh SH Sh\nP. Oh fl, ^\nOOOO\n3 3 3 3\n3333\nPh Ph Ph Ph\n>> a\n>, >.!>. >-.\"\u00a3 2 r\u00bb>;\n^ p\" w CD Hhjh\nSh Sh Sh Sh o, ^ Sh (\nCD CD CD CD \u2122 Sh CD C\nPh P P. P. g CD p. [\nO    O    O    O    \u00a3. Oh O    <\nOh Oh Oh Ph CD ^ P. !\nCD    O    O    O ^ (j.    CD    !\nassS'\"    3\"\n^a43ja^ a-g^a,!\n3  3 3  3 Oh == 3 :\nPh Ph Ph Ph \u2014        Ph C\nCD    CD    CD    CD    CD\na a a a a\nc3   c3   o3   o3   03\n<rH   ,tH   \u201efH   ,tH   .rH\n(H    (h    Sh    (H    SH\n00000\n\"\u25a0q fo\" tj '\u25a0q -^\nOOOOO\nOOOOO\nIs^ls^ls\no o g g\nHrl^1\"\nCD   CD\nSj    Hrja\nffe^\n\u00a9   cu   co   \u00a9   co\na a a a a\nd      d     Cj     ^      C.\n,fH  ,5h  ,tn    Sh  .tH\ntH      tH      rH      (H      tH\no o o o o\n\u25a0\u25a0q ^ ^3 'q ^\n00000\nOOOOO\nco   \u00a9   \u00a9\na a a\nc3   rf   C3\nli^is-SS     &&&:\na\nK\nrH\nbo\na -a\n0 i\nJi   HH    OhHH    a\n\"3 cd a os a\nt-HrSBSr?\na\na\nt\u00bb\n\u00a9\n\u00a9\nrH\n03\n*   Mi\na a ..- o\nn a.SrM\n0\no\nW\na\na 0\n.3 M .. _\nVhOPhCO\n^a\u00b0 ,\n\u25a0\u00b0   Oh \"1 -g .2\n2co\u00ab 9 C\n\u2022-\u2022 jj a a o\na h-. a a .3\na -H  g  CD  CD\na a a sh .h\nCO CO CO Eh t>\nPi\nPh^\n0 be\n^3 o\nm  to\no\n&\n.g*\na-S \u00ab\nlS>H>H\n3\no\nEH 39 Vic.\nPublic Schools Report.\n.109\n3 J\nr-<  r-l  r-l  C<1  \u2022#\n\u2022 r-  r-t  7-4  *tf r-t\nIflCD      ;lfl^      :\u00bbOC73CD\u00bbOlOlOLO      ;^'H<T^Tj10CD'H'H.cO^H.TtlC^2lninH^C\u00a3)lO-H<rHlfJirjOlOifllO\nto *-'        '\"-' \u2022\"\u2022 r_!\nOh\na\n         a \t\n:\u00a9\n<*3\n=3\n03\nO\nrQ\nr\u00ab\no\n03\ni-H\nm\nOS\nrH\n03\nf-H\nPh\nr\u00ab\nO\no\np?\nPh\nP\nPP\n:-stJ\n:<\na\nS\"H\n3\ns-H\n. 3\n:-H\n3\n:hj\n.   3\n\u2022 <-J\n.  3\n!H\n3\n:<\n.  3\n3\nCD .3\nN a.\n3  O\n:-<ci3\n:<S\n:<1\n3\n:<\n.   3\n3\n<\n:<\na\n:<rj\n3\n3\ns-H\n:<tj\n3\n3\n: -*\"\n3\n<\n3\n:   :\u25a0\u00bb)\n\u25a0\u25a0<\n.   3\n:<1\n:<-<\n3\n3\n\u2022c\nHJ\ns\n\u2022\u25a0a\n, a\na.\n\u2022cot?\npcpq\nHia U*a:\n3 s- omr\n.    S. ga\n.. Sh   cS \"3\n-    a    Sh    CD\nP500\n\u00a3    &    r*\nO   O   o\n300\nd \u00a9 f-t\nC3   rP     C3\n\u00a9 co rq\n:i-3-.\n:,a\n' o\n: a\n\u2022H\n1 a'\n- b\u00bb\na -3\nBra\nOrl\nOOOOO\n^   \u00a3 Oh '\n-^n O    O \u2022**    \u00b0\nuj a\nO    CD ^>\nafe ^\n\u2022cot?\nbo\na\ni -a a cd *a\na c9h a\n--    CO    Sh\nOHO\nOH\nbo \u201e,   : -3 -a s. ra\n\u00a7 | J> -2 .2 CO |\no c3   O   o5   c3 .\u2014hW\nHHr^r^HHrJSS^^ir^i^OpHCQCQCQCQCQ\nbfl#\nq ,i>\nSkis\no a 110\nPublic Schools Report.\n1875\neg h !rf\n*2 2 S.\nj3  L 33;   \"\nNHincoo^iflHW\n**0)\u00abHtN>vlHlOCD\nMWfOttHHWff3\nO\nJifliA co in oo\n,J>NCOIr-CO\na\n8\u00b0\nHH fo\nO\no o ^\nlO CO CO\nlO SO <*\nOirTiOOJ^^OOOOlr-COOifiOO\nCOH^HfOJ^HiniOHCNOCDlOMi-\nJr-i-HCOlr-        lOir-CD-^        W tO \u00a9 o ifl N\no o o\nIh CO CO\nlO \u00a3-\nO O i\u00a3S\nO O CO\nco lO t-\ni-H   O\nO  r-H\nco en\n00\nr?\n&0\ng\n*3\na\no\nrH\n03\nCD\n<B\nrd\nSh Orj\n(Vo  C3   Sh\nSod co.2\ns.S s \u00a3\nS2.3 s\n^5\n\u25a0 oiflia\n; t-H <m Tp\n\u25a0 CM  i\u2014I\n\u2022o o\no o co\no o to\nOOO\n\u2022^ CO\nOlOOOOOOOOOOOOOOO\nOJC-OOOOOOOlOOOOCMOO\nOWOO-fc-OOOOOOOOWOO\nCOCOCDCOCO^iCSlOijQf-HOCOCO CO lO\nI-H\na\no\nfH\np\np\nr\u2014I\no\no\nrO\no\nCO\np\n[1\np\nEH\no o 10      o o \\a in\nco o cm       cm nH t- o\n\"cf  CO ^ .t\u2014 00 -^ CO\n: o o o\n' 00 o o\n: -* co co\nOOOOOO\nOOOOOO\no\nO\nooo\nooo\nooo\nooo\nOOOOOO\nOCO   OlflTJHW\nlO tJH  CO lO -cJ. .t-\no\nCO\nooo\no o CO\nITS  CO\nooo\nid in in\ni\u00a3S        CM\ns\n&5\nooomoooioin r o o o\nOCOoNCO^^l-O \u25a0 co o o\nCMCMCO^TFCMOO'^CD      :^COCO\nlOOOOOOOOOOOOOOOOiOOCDOOOO\nOOOOW^NtDiflOOOfCjLOOOlOiNNCOCOCOCOtD\n:in^C0iO^i>-i-Hr-lC0CN]C0 CN   CO CM  lO Jr- tj< oco\n> i=! n\" ^ \u00ab p *\nI*\ncq'  ra rH j5  g      Ph\nJr-H     \u00a3r-H\np< d^   :   ;\u00ab\nm rv* B\nCQ  ''\nScoQ\nCD    CD\nJ^   bo\nS  CD na\n>..s \u00a7 \"S >\nipqOrq\nbo Hr\na     E   rH   ,\no a\nH\na bonj\n\" a \"\nIMh-3\n^oWo3 3^\u00bb.5g5\n,-hPh\nH^[2ph\n\u00ab -O a\nr-J  .H  rO\n33ls\na a\nH\nS\nJtJO^CS^^rlcjrHW^rH^-H^\n.1  8 ^  8-^\"^  \u00a3 B H' ^ J S   raPq'^   ra Ph'  rag^j|\nSBj-5' S I5 O B 1-5 l-sB SriDgrig\t\na\nCO\nfeet?\na\n~ra is\n*3 i* o\nSh    Sh cr-\nB r.     Sg\nPP     pqpqo\nCD ^-      \"\n:*3\nj a\n\\M\n.   CD\n: a\nm Es g\n2 3 a -g ja \"3 3 a 2 5P 2\nhh a -\nH3 .3   O\nSh    CD    O    O    Sh\ncDooocDO^a^aalacofHaoaa\nOOOOOOOOOOHOcSWu-rl\na\n:H\n_ a ra\ncd -q 2\no \u201e, -a\n5,3 -2\nca a \u00bb\nrlrlS\ng\nOh-h\nM a .\n-2 3<a\nUS a\nco   cc3   ccj\nSSts 39 Vic.\nPublic Schools Report.\nIll\n3 s\n-H    +^\u00bb\n_^     \u00ae\nCq rH\nO\no\no\no\nO\no\no\nr\u2014\no\no\no\nOO\no\no\nCJC\no\no\no\nta\no\ni\u2014i\no\no\no\nCM\no\no\no\no\no\no\nCM\nOi\no\n\u00a9\nJt-\nCM\n\u00ab0\nCM\no\n--.->\n1\u20141\nta\nJ>\nCD\nOS\nCM\nCD\nlO\n1\u20141\nT-p !>* \"^  CI\n00\nCO\nCO\no o\no o\nC)OOj>\nCM O O\nCO *&\nOOO\nid JO tH\ni-H O CO\nooooooooom\nlOlO^OOOCDiC)\u00bbr5J>-CM\nH O 00 CM \u00ab H NH\ne3\nr^H     P   !\n\u00a71'\noh\nis 6=\n:is,\nIID^H\nCO   en *H <S  h.* .^ t>   to 1*2\nra   ra 35    ^fiO^agi\nIh-Q\nOPh\n$\u25a03\n0  3\nCD   O\ncot?\n\u2022a~.a~\no .2 .2\n-\u00ab a a\no a a\no a a\nCO CO CO\no o\nHH   O\nCD ^\nO O O \u00a9 O \u00a9 o\no o H\/ co cm CM o\nCCl   03   CO   O  00  00   rH\n1a\nCD -2\n\u00ab\u00a9\na    Sh\nfS-S\nS-.M\na a\nHta\n'\u00abPh\n'P3H5\ntH  .H\nr^  S\n-3   cd\nSh Ch\nOh\nCO\n-. a\na -3\na s\nh\u00a3\n' o a 112\nPublic Schools Report.\n1875\ng\no\nP\no\no\nPh\nPS\nrH\no>\nC-H\no\na\noT\n\u00ab\na\n03\n-t3\nB\nCD\nO\nrH\nB\n-fH\nB\ncc\nPh\nP\nPh\nP\ntH\nPP\n\u00ab|* H|\u00ab\n\u2022HjN\nO r-t\no cd a\ncJ MO\n4i d  fl\nCO\nQ\nO\n-\u00abS\n\u20229\nd\n-N\nj0         M\n1<        Ki\nCSlO'csHC-'COOfr-OOcMO\n03\nJr-        i>-        O        r*        m        f-\n\u00ab         CO         CM         fr-         i\u2014.         i-H\nCD\n\u00a30\nCM\nrH\ni\u2014I\ng\n9\n>\n<\n^^\ng. .\n\u2022s S\nO r\u00bb\nGOfr-.tnco^ooooooeD\nt-OOiCOrHCOrfrHi.\u2014            OO\nSj*j\nCOC^COCO'-H^inCTiOOO\n\u25a0^\u2022^CMCOCMCMCOCMTiHCOtM\n\u00a9 ,_\nm\nto s2\nO\nCJ\n\"o\no\nsh-I\nJ 00\n\u25a0\u00a7\u00bb\nIT\nr-\nIT\nCC\ncc\nIT\n\u25a0<d\nifi\nCS\nJr-\n9 s\nCC\nco      cr\nfr\nCS\nCD\ncr\nCS\ni-H\n*1\nTt\nr-\nCM\nCS\n\u25a0\nCD\netj\n1?1\nC\nfl'S\n*\nS.00\nC\n*\n*\n*\n*\n\u00a3 os\nt=\nc\nCT\nee\nO\n\u2014\n\u00bbn\nCD\no\nCO\no\n1-\nP\nK   CD\n**\nC\nr-\ni\u2014\noc\nCS\nCC\noc\no\nCO\n+a\nC\n%\nSj\nfl\ns\ns\n\u20229\n*\n\u25a0^c\n5\nC\nc\nC\nCT\nc\nc\nIfi\niT\nO\n\u00a9\nIT\nc\neo\nCM\nc\ncc\nfr\nfr-\nCD\nCm\no\nQC\nCS\nT\u2014\nCO\nCS\nCS\ni\no\nSh\nts\nQ>\ns\nfr-\n>r\nc\no\nC\no\nIT\nes\no\nCO\na>\nj>\nc\no\n\u25a0<*\na\no\nJr-\no\no\nCO-\nft\nM\nffi\nCS\niT\na\nCD\no\nI-H\nIr\nTl\no\n\u25a0\u00ab*\no\nr\u2014\nCff.\nrjl\nCD\no\nes\nJr-\nCO\n\"*\nCO\nCD\nO\nO\nfr-\nCO\nCS\nCD\nI-\nM^\nS\nCO\nCN\nCN\nCM\nTr1\nCM\ncc\no\n\u00a7\n^\n\u25a03\ni>\na\no\nc\n\u25a0g\nt-\nc\np\n>\n5\nq\n0\nc\n\"I\nH-i\ncc\nP\n|\nc\nc\nC\nc\n'3\nc\nc3\nc\nO\nJ\n\"c\nP\nO\na\nIs\nIs\nIs\n\u00a9\n\u00a9\nO\no\nO\no\n*rH\nCfJ\no\noi\nc\n\u00a9\na\nIs\nC3\ni>\n>\nK\nO\n.2.\nC\n\u00a3\nfc\ntH\nk3\nO\na\n2\nI 39 Vic.\nPublic Schools Report.\n113\nbfl'S\nS *\nSS\n8 If\nOH*\nH(M                                          HjN\n\u2022HfMM,'*\nrfc\u00ab\nO CO t-H CM fr- CM O\nrH   TH\ncs *<* a\nN  CO t}< f HJ  CO Tl*\nCO   Tt<\n\u25a0^  CO CM\nlH(0\u00bbH|tM rt!c*H(N.H|M \u00ab!*\nOJr-tr-O O  CO Ci Jr- CO\ncs co co \u25a0#      cocqeMCM^\nCOOCOCOCOfr- i-Hfr-\n\u00ab lO lO  W N ^ -# CM\nCO O CO O fr- o o\nCO O tJ. CO o o o\nOi O\nO OS\nO Ol CO co O ^ 00\n-\u25a0* CO -* CO CO ^ o\nCO o\nCO  CO\nOfr-*--HCNtJ>- CO\u00a9\nIr- CO \u00ab CO CO **<        4*3 CO\no\no\no\nCO\nrH\nCD\nrB\ni-4(rtrH(M iHf_0\nCM  fr-   O   l-H   rH   O   CM\nHHrtMCCHH\nHjSNHJ-N\nO^CDCSHCS^ON\nTHt-Hi-HrHrHrHCMrHi\u2014I\nHfN\u00abI-aH\n_\u201e ^\n\u00abH\nQHt-NN\nOO)  THCOOH\nr-t          rH CO\ni-H          CM          rH H\nir- csj\n\u00b0Jo\nCm \u00a3  O\nOrfrd\nO  ft\nO  O\nCO   r-(\nO Jr-\nCD 00 ^ fr- OS CO\nCO 00 CO rH CO GO\nCO CO Jr- CM Jr- -cf.\nHJfOHH-cHN\nco in\nfr- CO\na\nS3\n?h\nco\nPh\nB\nPh\no\nO\nci\nP\nrH\nPP\n\u00abJ\nEH\nCC>C>Jr-OOC0OJ>'OC^rHJr-OOO.-HJ--C0CDC0Ti*W\nr*H CO  rH CO  O CM CO NW^HH-cHMlNHHH^HNHHNHWONNHNCONHClNinMH\ni-H CM  CM 00\na\n\u20223\nOOCOOOOOOOOOOOcMOOOOOOOOOOOOCOOOOOOOOOOOJr-OO\nOOCOOJr-OOOOOOOOOOOtMOOOOOOOOCMrHOOOOOOOOinOr-tOO\nOO-^OOOOJr-^OOOOJr-OOOiOOJr-OOOOOOOJr-rHOOOOOOOCMOCftOO\nOCOrocX>rHC\u00a3.rHCOfr-rHOOrHC^OCOOCOt-HJr-Jr-COC^\nOCO^Jr-tHcriJr- O fr- CD -^ oaCDCOOOCOJr-iOJ.\u2014 OOJr-COcOC\u00bbOJr-cC)C7iCS|COiniH^Jtr-'^i'\n$& r* C<T CN^CS? CO*\"\n^ p rr-H1\nO   HH   r\u20141\n\u00a9    ^\nf3   TJ     >\n^HtH\nS0 a\nbO f- p^\nH      H     S-t\na *3\nCO  r*5\na~ a\naao-\nSh    O    CD    O\n\"M s*\np  P  o  \u00a9\nM\na s>>\nr5^SS\nO  \u00a9  Od\npqpqsoooo\u00a9\u00a9\u00a9\u00a9\n-a  a -h3\n\u2022a ;a a\nooo\n.__ CD    -j    CD ^\n1   CD 'bop   n   CD '\nh^3 a\n> *h  a\n a\n-3-3r3\nattrS\no o\nto\n.3  r3\nh> c3 a -[\u2014\naj L-. a -t\u2014\n3--1 ** -3 a -fi S -a -a m a a\ncQ^t*o3.a^iaa^aa\n<-;aggc3aoaa-5o3cD\n-  a a s-.ra a v a *s & od .a ^ \u00a3 o a a a a 8 \u2022\" \u00a3 <\">\n--OOWrHr1rlr?rlSar,l5r,r-OrHffllBffllHlB&r'Pr\n! ^ -S\nbO-H-\na ci>\na ,m 114\nPublic Schools Report.\n1875\ncm\nn\nspc\n\u00ab OS\nrfac\nCM\nfci    H\np t-\nPh-\nCD\nO\na c-\n2-3\n\u2014 a\nO\nc3  \"\no\n\u00a9 h->\ncm  c3\no 0\no\nCO\n-M      fcO\n^e\no *\n\u00bbs\nO 3\n^\nfc\ns\neS\n-5.\nCD\na\ncd\nc3\n1\no\nM         \u25a0\nP\nc\nkP\n1\nCD\ntH\nc\nq\nT^\n'.\nS\nCQ\nc3\nc\n0\n-r\u00bb\nO\ncS\nM\nHHJ\neo\nCQ\nt*\n\u25a0<\nP\n,_,\no\n\u2022a-a\no\nrB\nO-TH\n\"*\no\n\u00bb|o\nOS\n02\nihS  O\no ie-P\no\n\u2022                                                                        H-J\n-r=\no\nr                   '5\nB\nCD\nft\no a,\nPh\n:                           --0\n!                                        \u00ab   .   .   .\n:                                                                         SrSrSrS\nr\u00ae\nSB\n\u2022w          \u00a3\nks\n\u25a0el\no\nI   1\nCD\n\u00a3\nCD               \u2014\neg\n'a\na\nCO\nrH\nc\no     rt\nB\nCD\nH                                                rP           \u00b0            ct!   m   m\ns>     .5 el d el c\n-;     3 o o o o\nB\nfc\n%  ^aaae\nf-j\noOOljO\ne3\na\np\n\"8\n\u20223\n.         ,D    0   \u00a3    5   \u00a3\n\u00bb     .+3         a   0\u00ab (O-w\nrH\nCD\n=j2-h  \u2022 a a fl a p\na g Ih-- s \u00ae 3 \u00a9 \u00ab\nfttH %m0oooo\n&o \u00a3 o-ana \"3ra^\n-\nPh\nCM\no\nCO\nr-H\nft\nCs.\nc\n>\nO\no\n\u2022s\nDQ\no\n\u00ab H-H^c^*   H-.\u00ab\nPh\nHH\no\n*e\nH-3\nCD\n*C3\nCQ\nO\no\n1\n\u00ab\nCD\nft\nH\no\no\na\nCN\nJr-\nC\\\nCn\n1\n-S\nCS\na\n6\nd\nO\ncr\n\"\np\na\n<f\nN\np\npp\n<3\n\"\nH\nIE\nDQ\nA\n*o\no\npi\no\nost\ncc\ns.;\n<\nC\n^\n\u00a9*\nC3\ni\nr- 39 Vie.\nPublic Schools Report.\n115\n10\n00\nB\n1-9\nCO\n60\nB\n\u25a0\u2022a\nfl\nCD\n\u2022h\n03\nCD\nr*\nCD\nrB\nH->\nrH\n+5\nfl\nB\nO\nCD\nO\n\u00abH\nhM\nO\no\nPh\nP\nP\nP\nPP\n<\nEH\na\nHH  (S\ns 2\neg\naw\nH\n\u00abr>\nl0O\u00a9C0\u00a9l0\u00a9iO\u00a93>C0\u00bbO\u00a9iO\nrHCC!*-\u00a3-OOCniOHHlOlOCDCOCOiO\nCOOiPOrHcMCOcOCOcMCOCvicDQOJt-\n._ CM ^ rH CO CO -H\nCMC0lf3iO\u00a9\u00a9\u00a9\u00bbO\u00a9\u00bbO\u00a9<MC0\u00a9CCt\u00a9\n(MCM\u00bb3CCJ00CO\u00a9XOCMCO\u00a9CDCD\u00a9O3\u00a9\n\u25a0^i>\u00bbC0CDCOC0O5rH-^COH^rH\u00a9Cq001?-\n\u25a0\"* CO cq        r-t r-l o\nm\nCSI\no m\nO <M\nrH \u25a0*\no o\nO CO\nCO\nO\no\n<*\nO\nO\nto\nCO\nooocoocMOinofr-ooooin\n\u25a0-HtMfr-fr-\u00ab\u00bb00-^iOOCOCOCOO\nCOCSCO^CMCOeClCDNCOCSlCOOOfr-\n\u201e,- N-cJIH rH COCOrH\no\no\nCO\no\nO\no\nfr-\no\nO fr-     *\n\u25a0-H o   :\nt-h os   ;\nrH  i\u2014(      ;\noioocooomoocscomoo\n^Oi-HOooosas^Jr-oco^fr-o\nlncncoocsieo^co-^ir-eMrHfr-\nrH  -c}\u00ab HrtlOMN\nWP \u00ab\nO   c3   P\nbop ,y\nMl     iH      En\npqpqpq\n.a ja\na\nCO !\na\"\na\n-a.\n~  cS  l  '\nCD   rH\nO ffi\nqa\nto\nCD  hj\nracS^s^H\ncMcoininoooinooincsicoocMO\nNNiawcooooiowncoto^^roo\n^NrtWCOCOClH^CO-^HOCOCOfr'\n^ CO CM r~\\ i\u2014f O\nooMinoocoinoT^coinococo\nCQWJr-C^inrHCO^fr-JHOSOSCOrHOO\nWr-ojr-c^csicoini-HcococoinNcM\nrH CMOrH i-H t-H  OS rH  CM\no\np\n**&\nHJ   H-J    CO\nd    HH\nOO\nCO 1*5\nH3 h3\n. bO\n>. HJ  *C0  CJ5  \"H\n5?\u00bb o~ s ate cd\n- <\u2014   O jrj   CD   pH'H r- .h   s^\ns.a3asHCDMoo'3raa..a.M^\n.a a co sh a ca a S o>^a & a ,cd sh o a a\nbo\n\u00ab> a .a co\nj   cl  .\u00a3 ,-P   \u00a9\nS   H   o   \u00a9 h\nMi\u00a900\u00a9o^c3cQ^^e3t3.73\u00a9(SdctJ\u00a9MiOo3o3cS   3-h fT   e3 116\nPublic Schools Report.\n1875\nTABLE K.\nEducation Branch of Provincial Secretary's Department.\nExpenditure for the Year ending 31st July, 1875.\nSalary of Superintendent of Education\t\nTravelling Expenses of do.  ,\nAdvertising ,\t\nPostage\t\nTelegrams\t\nDrayage of School Books\t\nStationery (Hibben & Co.)\t\nSundries\u2014Repairing Terrestrial Globes, &c\nSchool Requisites.\nMaps, Terrestrial Globes, and Prize Books.,\nFreight, Charges, Insurance, &c, &c\t\nSchool Bo-oks ,\nFreight, Charges, Insurance,  &c,  &c, $182 32,  less $44 50 refund from\nHibben & Co\t\nAmount expended in Public Schools\t\nTotal Expenditure.,\n$2,000\n00\n705\n88\n131\n40\n44\n67\n14\n10\n6\n50\n8\n75\n6\n38\n425 00\n80 33\n486 69\n137 82\n2,917 68\n1,129 84\n34,822 28\n$38,869 80 39 Vic. Appendix\u2014Pubiie Schools Report. 117\nPART   III.\nAPPEJSTDICES.  39 Vie. Appendix\u2014Public Schools Report. 119\nAPPENDIX A.\nNo. 16.\nAN ACT EESPECTING PUBLIC SCHOOLS. A- D- m2-\n[Assented to 11th April, 1872.]\nWHEEEAS it is expedient that provision should be made for the p\u2122h>\u00bbm\u00ab>.   \u25a0\nestablishment, maintenance, and management of Public Schools\nthroughout the Province of British Columbia :\nTherefore, Her Majesty, by and with the advice and consent of the\nLegislative Assembly of the Province of British Columbia, enacts as\nfollows:\u2014\n1. \" The Common School Ordinance, 1869,\" and \" The Common School R\u00abp?al8 school\nAmendment Ordinance, 1870,\" are hereby respectively repealed. r manoe8-\n2. On the 1st day of April, A. D. 1872, there shall be set apart by thep,lblioSolloolI'und-\nOfficer in Charge of the Treasury for the time being, out of the General\nEevenue of the Province, the sum of forty thousand dollars for Public\nSchool purposes, and in each subsequent year such sum shall be set apart\nas aforesaid as may be voted by the Legislative Assembly for the purposes aforesaid, and the said sums of money shall be called' the \" Public\nSchool Fund.\"\nBoard of Education.\n3. The Lieutenant-Governor in Council may, by Letters Patent under tto>n\u00b0BoaTtofEdu'\nthe Seal of the Province, appoint six fit and proper persons to be a Board\nof Education for the Province of British Columbia, and the persons so\nappointed shall respectively hold office during the pleasure of the Lieutenant-Governor ; in the event of any one or more of the persons so appointed, resigning, dying, or being removed from office, the vacancy or\nvacancies so occasioned may be filled up by new appointments in manner\naforesaid.\nSuperintendent.\n4. The Lieutenant-Governor in Council may appoint a Superintendent Appointment of\nof Education for the Province of British Columbia, who shall be ex-officio s^elintenAent-\nChairman of the Board of Education, and such Superintendent shall\nhold office during the pleasure of the Lieutenant-Governor, and shall\nreceive as an annual salary the sum of two thousand dollars, together\nwith such additional allowance or remuneration as' the Lieutenant-\nGovernor in Council may grant for travelling expenses. And when,\nand so often as a vacancy shall occur in the office of Superintendent,\nthe Lieutenant-Governor in Council may appoint a fit and proper person to the office so vacated, and such person shall hold office during the\npleasure of the Lieutenant-Governor. Provided, always, that no person\nshall be eligible for Superintendent unless he has been an experienced\nand successful Teacher of at least five years' standing, and holds a first\nclass certificate from some College, School, or Board of Examination in\nsome other Province or Country where a Public School System has been\nm operation.\nSchool Districts.\n_  5. All School Districts existing at the date when this Act shall come Existing Districts.\ninto operation shall continue until altered-as hereinafter provided. 120 Appendix\u2014Public Schools Report. .1875\nA. D. 1872. 6. It shall be lawful for the Lieutenant-Governor in Council from\nN.wDistrlcT timetotime-\n(1.) To create School Districts, in addition to those already existing,\nand to define the boundaries thereof, and from time to time to\nalter the boundaries of existing, or hereafter created Districts.\nProvided that no School District shall be created wherein there\nshall not be at least fifteen children of school age between five\nand sixteen years of age :\nWaste Lands. (2.) To set apart in every School District such a quantity of the waste\nlands of the Crown as in his opinion may be necessary for school\npurposes in such District:\nMoney Grants. (3.) rp0 grant; 0n the application of the School Trustees of any such\nSchool District, endorsed by the Superintendent of Education,\nsuch sum or sums of money as may be required by them to pay\nthe salary of the School Teacher in such School District; to defray the cost of erecting a School House or providing a house or\nroom within which the Public School of such District may be\nheld ; the cost of all furniture and apparatus necessary for the\nuse of any such school, and the current expenses connected therewith.\nDitto. (4.) To grant such sum as he shall think proper in aid of the estab\nlishment of a School in any part of the Province not being a\nSchool District, and not having less than seven, and not more\nthan fourteen children, between the age of five and sixteen years,\nresident therein.\nDuties of Board of Education.\nDefines duties of Educa-     7. It shall be the duty of the Board of Education\u2014\ntion Board. ,\n(1 ) To meet not less than once in every three months, and they shall\nhave power to determine the times and places of their meetings,\nthe order of their proceedings and the manner of recording them:\n(2.) To cause to be made and kept a proper record of their proceedings :\n(3.) To adopt all such lawful means in their power, as they deem expedient, to advance the interests and usefulness of Public Schools:\n(4.) To select, adopt, and prescribe a uniform series of text books to\nbe used in the Public Schools of the Province, and to authorize\nthe purchase and distribution thereof, by the Superintendent,\namong the different Public Schools, in such numbers and quantities as they may think fit:\n(5.) To make and establish rules and regulations for the conduct of\nPublic Schools:\n(6.) To examine and give certificates of qualification to Teachers of\nPublic Schools. Such certificates shall be of three classes, viz:\u2014\na first class certificate, a second class certificate, and a third class\ncertificate. A first class certificate shall be deemed good until\nrevoked by the Board of Education ; a second class certificate\nshall be deemed good for three years, and no longer ; and a third\nclass certificate shall be deemed good for one year, and no longer,\nunless renewed as hereinafter provided:\n(7.) Every such certificate of qualification shall have the signature of\nat least three members of the Board of Education, but no such\ncertificate shall be given to any Teacher who does not furnish\nsatisfactory proof of good moral character: (8.) To appoint the Teacher or Teachers, in any School District, and       A. D. 1872.\nto fix the salary or salaries of such Teacher or Teachers; and, \t\nupon good cause shown, to remove the same:\n(9.) To take charge of and keep safely all apparatus to be purchased\nas hereinafter provided for school purposes in this Province, and\nto furnish, on the application of the Trustees of any District, endorsed by the Superintendent of Education, such apparatus as\nmay be required for the School or Schools in such District:\n(10.) To purchase such apparatus as in their judgment may be neces-   .\nsary for the use of the Public Schools in the Province:\n(11.) To establish a separate School for females in any District where\nthey may deem it expedient so to do ; and such School, when so\nestablished, may be presided over by a Female Teacher or Teachers, but otherwise shall be subject to the same obligations and\nregulations as Public Schools generally under this Act:\n(12.) To establish a High School in any District where they may\ndeem it expedient so to do, wherein the classics, mathematics,\nand higher branches of Education shall be taught; and such\nSchool shall be subject to the same obligations and regulations as\nPublic Schools generally:\n(13.) At a meeting of the Board of Education three shall constitute a\nquorum for examining and giving certificates of qualification to\nPublic School Teachers, and five shall constitute a quorum for the\ntransaction of any other business.\nDuties of Superintendent.\n8. It shall be the duty of the Superintendent\u2014 SSeZnt!\"\" \u00b0f Super\"\n(1.) To visit each Public School within his jurisdiction, once in each\nyear at least, unless oftener required by the Board of Education,\nor for the adjustment of disputes :\n(2.) To examine, at each yearly visit, the state and condition of the\nSchool, as respects the progress of the pupils in learning, the\norder and discipline observed, the system of instruction pursued,\nthe mode of keeping the school registers, the average attendance\nof pupils, the character and condition of the buildings and premises, and to give such advice as he may judge proper:\n(3.) To deliver, in each School District, at least once a year, a public\nlecture on some subject connected with the objects, principles,\nand means of practical education ; and to do all in his power to\npersuade and animate parents, guardians, trustees, and teachers\nto improve the character and efficiency of the Public Schools,\nand to secure the sound education of the young generally :\n(4.) To see that the schools are managed and conducted according to\nlaw, to prevent the use of unauthorised, and to recommend the\nuse of authorised, books in each school:\n(5.) To suspend the certificate of qualification of any Teacher granted\nby the Board of Education, for any cause which may appear to\nhim to require it, until the ensuing meeting of the Board of Education, of which meeting due notice shall be given by the said\nSuperintendent to the Teacher suspended \u2022 and the Board of Education shall confirm or disallow the action of the Superintendent\nin suspending such Teacher, as a majority of the members of the\nBoard present at such meeting shall think proper- and the cancellation or suspension of a Teacher's certificate, when confirmed\nby the Board of Education, shall release the School Trustees of\n9 D. 1872. the District in which such Teacher may be employed from any\n  obligation to continue to employ him as such Teacher:\n^6.) To give any candidate, on due examination by him, according to\nthe programme authorised for the examination of Teachers, a\ncertificate of qualification to teach any School, the Teacher of\nwhich may have had his certificate of qualification suspended\nunder the provisions of the next preceding clause, until (but no\nlonger than) the next ensuing meeting of the Board of Education :\n(7.) To make annually, on or before the 1st day of September, a report of the actual state of the Public Schools throughout the\nProvince, showing the number of pupils taught in each School\nDistrict, over the age of 5 years and under the age of 16, the\nbranches taught and average attendance, the amount of moneys\nexpended in connection with each school, the number of visits\nmade by him, the Salaries of Teachers, the number of qualified\nTeachers, their standing and sex, together with any other information that he may possess respecting the educational state and\nwants and advantages of each school and district in the Province,\nand such statements and suggestions for improving the Public\nSchools and school laws and promoting education generally, as\nhe may deem useful and expedient:\n(8.) To be responsible for all moneys paid through him on behalf of\nthe Public Schools, and to give such security as the Lieutenant-\nGovernor may require :\n(9.) To prepare suitable forms and give such instructions as he may\njudge necessary and proper for making all reports and conducting all proceedings under this Act, and to cause the same, with\nsuch general regulations as may be approved of by the Board of\nEducation for the better organization and government of Public\nSchools, to be transmitted to the officers required to execute the\nprovisions of this Act :\n(10.) Within twenty days after any complaint shall be made to him\nrespecting the mode of conducting any election of Trustees (as\nhereinafter provided for) to investigate such complaint and according to the best of his judgment, confirm or set aside such\nelection \u25a0 and in the latter case he shall appoint the time and\nplace for a new election in such District.\nSchool Trustees.\nNumber of Trwtees. 9. For each School district there shall  be three Trustees,  each of\nwhom, after the first election of Trustees, shall hold office for three\nyears and until his successor shall have have been elected.\nExistingTrust\u00ab\u00abB. 10. The School Trustees in any District existing at the time this Act\nshall come into force, shall continue to hold office until the annual election of Trustees in 1873, and no longer unless re-elected.\nAnnual Meeting. H. An annual meeting for the election of School Trustees, shall be\nheld in all School Districts in the Province on the second Wednesday in\nJanuary in each year, commencing at twelve of the clock noon.\nSubstituted Trustees. 12. Any Trustee elected to fill an occasional vacancy shall hold office\nonly for the unexpired term of the person in whose place he has been\nelected.\nNo superintendent   or    13, n0 Trustee shall hold the office of Superintendent or Teacher\nTeacher Trustee. -tffofa the DMvict of wMch he js a Trugtee.\nNew Districti. 14. Immediately after the formation of any new School District or Dis- 39 Vic. Appendix\u2014Public Schools Report. 123\ntricts, pursuant to the provisions of this Act, the Superintendent of      A. D. 1872.\nEducation shall prepare notices in writing describing such District or \t\nDistricts respectively, and appoint a time or place for the first school\nmeeting for the election of Trustees, and shall cause copies of such\nnotices to be posted in at least three public places in each of such School\nDistricts at least ten days before the time of holding the meeting ; and\nthe Trustees elected at any such meeting shall respectively hold office\nup to the next annual meeting for the election of Trustees and no longer.\n15. The proceedings at any school meetings held under the authority S*001 Meetings,\nof the next preceding section of this Act shall be conducted in all respects in the manner hereinafter provided with respect to annual meetings in School Districts for the election of Trustees.\nAnnual School Meetings.\n16. The voters of a School District, present at any school meeting Annual Meetings,\nheld under the authority of this Act, shall elect one of their own number to preside over the proceedings of such meeting, and shall also appoint a Secretary, who shall record all proceedings of the meeting.\n17. The Chairman of such meeting shall decide all questions of order, Chairman,\nsubject to an appeal to the meeting, and in case of an equality of votes,\nshall give the casting vote, but he shall have no vote except as Chairman.\n18. The Chairman shall take the votes by a show of hands unless he Voting,\nbe requested by any two electors present to grant a poll, for recording\nthe names of the voters, in which case he shall grant such poll, and the\nnames of the voters shall be recorded by the Secretary. At the first\nschool meeting held in any District under this Act, the electors present\nshall, by a majority of votes, elect from the voters in such District three\nTrustees.\n19. The Trustees so elected at the first annual school meeting in any Period of holding office.\nDistrict shall respectively hold office as follows :\u2014\n(1.) The person first elected, or in case of a poll, the person receiving\nthe largest number of votes shall continue in office for two years,\nto be reckoned from the annual school meeting next after his\nelection, and from that time onward until his successor shall have\nbeen elected:\n(2.) The second person elected, or in case of a poll, receiving the next\ngreatest number of votes shall continue in office one year to be\nreckoned from the same period and until his successor shall have\nbeen elected:\n(3.) The third or last person elected, or in case of a  poll, the person\n<    receiving the least number of votes shall continue in office until\nthe next ensuing annual school meeting in such District and until\nhis successor shall have been elected:\n20. A correct copy of the proceedings of such first, and of every annual, Proceedings at Meetings.\nand of every special School District meeting in such District, signed by\nthe Chairman and Secretary, shall be forthwith transmitted by the Secretary in such School District to the Superintendent of Education.\n21. A Trustee shall be elected to office at each ensuing annual school Election of Trustee\nmeeting in place of any Trustee whose term of office is about to expire; annua--y\u2022\nand the same individual, if willing, may be re-elected; but no School\nTrustee shall be re-elected, except by his own consent, during the four\nyears next after his going out of office.\n22. At every annual school meeting the report of the Trustees,  as Report of Trustees,\nrequired by the 30th Section of this Act, shall be received and decided\nupon. 124\nAppendix\u2014Public Schools Report.\n1875\nA. D. 1872.\nVoters.\nDeclaration of challenged\nvoter.\nFalse declaration a\nmisdemeanor.\nDesignation of Trustees.\nAnnual Meeting.\nResignation of Trustees\nDefines duties of\nTrustees.\n23. Any male householder or freeholder resident in a School District\nshall be entitled to vote at any school meeting held in such School District.\n24. If any person offering to vote at an annual or other school meeting is challenged as unqualified by any legal voter, the Chairman presiding at such meeting shall require the person so offering to make the\nfollowing declaration:\u2014\nI do declare and affirm that I am a householder [or freeholder as the\ncase may 6e] in this School District, and that I am legally qualified\nto vote at this meeting.\nAnd every person making such declaration shall be permitted to vote\non all questions proposed at such meeting; but if any person refuse to\nmake such declaration his vote shall be rejected.\n25. Any person willfully making a false declaration of his right to\nvote shall be guilty of misdemeanor, and on a summary conviction thereof before a Justice of the Peace shall be sentenced therefor to imprisonment for any period not exceeding three months, or to a fine not greater\nthan one hundred dollars.\nTrustees, their powers, responsibilities, and duties.\n26. The Trustees of any School District duly elected, shall be a corporation, under the name of \"The Trustees of the School\nDistrict.\"\n27. It shall be the duty of the Trustees of such School District to appoint the place of each annual school meeting of the voters of the District,\nor of a special meeting for the filling up of any vacancy in the Trustee\nCorporation occasioned by death, removal, or other cause, and to cause\nnotices of the time and place to be posted in three or more public places\nof such District, at least ten days before the holding of such meeting,\nand to specify in such notices the object of such meeting; they may also'\ncall and give like notices of any special meeting, for any school purpose\nwhich they may think proper, and each of such meetings, shall be organized and its proceedings recorded in the same manner as in the case of\na first school meeting.\n28. In case, from the want of proper notices, or from any other cause,\nany annual school meeting, required to be hold for the election of\nTrustees, shall not be held at the proper time, any two voters in such\nDistrict may, within twenty days after the time at which such meeting\nshould have been held, call a meeting by given ten dayf notice, to be\nposted in at least three public places in Buch School District, and the\nmeeting then called shall possess all the powers and perform all the\nduties of the meeting in the place of which it is called.\n\u2022     29. Any person chosen as Trustee may resign, with the consent, expressed in writing of his colleagues in office and of the Superintendent.\n30. It shall be the duty of the Trustees of each School District to appoint one of themselves to be Secretary and Treasurer to the Corporation,\nwho shall give such security as may be required by a majority of the\nTrustees, for the correct and safe keeping and forthcoming, when called\nfor, of the papers and moneys belonging to the Corporation, and for the\ncorrect keeping of a record of their proceedings in a book procured for\nthat purpose, and for the receiving and accounting for all school moneys\nwhich shall come into his hands, and for the disbursing of such moneys\nin the manner directed by the majority of the Trustees. The Trustees\nshall take possession and have the custody of and safe keeping of all\nPublic School property, which has been acquired or given for Public\nSchool purposes in such District; and shall have power to acquire and 39 Vic. Appendix\u2014Public Schools Report. 125\nhold as a Corporation, by any title whatsoever,   any land, moveable       A. D. 1872.\nproperty or income for school purposes, and to apply the same accord- \t\ning to the terms on which the same were acquired or received; to do\nwhatever they shall judge expedient, with regard to tho building, repairing, renting, warming, furnishing, and keeping in order the District\nSchool House or Houses, and the furniture and appendages belonging\nthereto, and the School lands and inclosures held by them \u2022 to pay tho\nTeacher or Teachers employed in their district the salary or salaries of\nsuch Teacher or Teachers; to visit, from time to time, each School under\ntheir charge, and see that it is conducted according to the authorised\nregulations, and that such school is duly provided with a register ; to\nsee that no unauthorised books are used in the school, and that the\npupils are duly supplied with a uniform series of authorised text\nbooks, sanctioned and recommended by the Board of Education ; to exercise all the corporate powers vested in them by this Act ; to cause to\nbe prepared and read at the annual meeting of their District their annual school report for the year then terminating ; and such report shall\ninclude, among other things, a full and detailed account of the receipt\nand expenditure of ail school money received and expended in behalf\nof such District, for any purpose whatever, during such year \u2022 to prepare and transmit annually, on or before the fifteenth day of January,\na report to the Superintendent of Education, signed by a majority of\nthe Trustees, and shall specify therein\u2014\n(1.) The whole time the school in their District was kept by a qualified Teacher, during the year ending the 31st day of December :\n(2.) The amount of money received for the School District, and tho\nmanner in which such money shall have been expended :\n(3.) Tho whole number of children residing in the School District over\nthe age of five years and under sixteen ; the number of children\ntaught in the school or schools respectively in such District, distinguishing the sexes and the average attendance of pupils in\nboth winter and summer :\n(4.) The branches of Education taught in the school; the number of\npupils in each branch ; the text books used; the number of public school examinations, visits, and lectures, and by whom made\nor delivered, and such other information as may be required.\n31. No steps shall be taken by the Trustees of any School District for site for school\nprocuring a site on which to erect a school house, without calling a\nspecial meeting of tho voters of their District, to consider the matter ;\nand in case of a difference of opinion, as to the site of the school house,\nbetween a majority of the Trustees and a majority of the voters in such\nDistrict, at such special meeting, each party shall choose an arbitrator,\nand the Superintendent of Education, or, in case of his inability to attend, any person appointed by him to act in his behalf, shall be a third\narbitrator, and such three arbitrators, or a majority of them, shall finally\ndecide the matter.\n32. Whenever, from the scattered nature of the population in any School hRld in dift-OTent\nSchool District, tho Trustees shall think it advisable to have the school parte, of District.\nof such District held part of the year in one part of the District, and\nduring tho remainder of the year in another part of such District, they\nshall have power to order the same to be done by the Teacher or Teachers in such District.\n33. No person shall be appointed as a Teacher in any Public School, Teacher to hold\nunless he shall hold a first, second, or third class certificate of qualifica- 0-rtincate-\ntion from the Board of Education.\nPublic School Teachers and their Duties.\n34. It shall be the duty of every Teacher of a Public School\u2014 Sn!\"\"8 \u00b0f 126\nAppendix\u2014Public Schools Report\n1875\nA. D. 1872.\n(1.) To teach diligently and faithfully all the branches required to be\ntaught in the school, according to the terms of his engagement\nwith the Trustees, and according to the rules and regulations\nadopted by the Board of Education :\nAll Schools non-\nsectarian.\nPenalty on disturbing\nSchool.\nPenalties leviable by\ndistress.\n(2.) To keep the daily, weekly, and monthly registers of the school:\n(3.) To maintain proper order and discipline in his school, according\nto the authorised forms and regulations :\n(4.) To keep a visitors' book (which the Trustees shall provide) and\nenter therein the visits made to his school, and to present such\nbook to such visitor, and request him to make therein any remarks suggested by his visit :\n(5.) At all times, when desired by them, to give to Trustees and\nvisitors access to the registers and visitors' books appertaining to\nthe school, and upon his leaving the school to deliver up the same\nto the order of the Trustees :\n(6.) To have at the end of each half-year public examinations of the\nschool, of which he shall give due notice to the Trustees of the\nschool, and through his pupils to their parents and guardians :\n(7.) To furnish to the Superintendent of Education, when desired, any\ninformation which it may be in his power to give respecting any\nthing connected with the operation of his school, or in anywise\naffecting its interests or character.\nGeneral Provisions.\n35. All Public Schools established under the provisions of this Act,\nshall be conducted upon strictly non-sectarian principles. The highest\nmorality shall be inculcated, but no religious dogmas or creed shall be\ntaught. All Judges, Clergymen, Members of the Legislature, and others\ninterested in education, shall be school visitors.\nPenal Clauses.\n36. Any person who wilfully disturbs, interrupts, or disquiets the\nproceedings of any school meeting authorised to be held by this Act, or\nany school established and conducted under its authority, or interrupts\nor disquiets any Public School by rude or indecent behaviour, or by\nmaking a noise either within the place where such school is kept or\nheld, or so near thereto as to disturb the order or exercises of such\nschool shall, for each offence on conviction thereof before a Justice of\nthe Peace, on the oath of one credible witness, forfeit and pay, for Public\nSchool purposes, to the School District within which the offence was\ncommitted, such sum not exceeding twenty dollars, together with tho\ncosts of the conviction, as the said Justice may think fit.\n37. All fines, penalties, and forfeitures mentioned in this Act may be\nsued for, recovered, and enforced, with costs, by and before any Justice\nof the Peace having jurisdiction within the School District in which\nsuch fine or penalty has been incurred, and if any such fine, or penalty\nand costs be not forthwith paid, the same shall, by and under the warrant of the convicting Justice, be enforced, levied, and collected, with\ncosts of distress, and sale of the goods and chattels of the offender, and\nshall by such Justice be paid over to tho Treasurer of tho School District ; and in default of such distress, such Justice shall by his warrant\ncause tho offender to be imprisoned for any time not exceeding thirty\nday?, unless the fine and costs, and the reasonable expenses of endeavouring to collect the same, be sooner paid.\n38. This Act may be cited for all purposes as the\nAct, 1872.\"\n: Public School 39 Vic. Appendix\u2014Public Schools Report. 127\nNo. 8.\nAn Act to amend and extend the provisions of the \" Public School      A. D. 1873.\nAct, 1872.\" \t\nH\n[Assented to 21st February, 1873.]\nEE Majesty, by and with the advice and consent of the Legislative\nAssembly of the Province of British Columbia, enacts as follows:\u2014\n1. This Act shall be read with and form part of the \" Public School Construction.\nAct, 1872.\"\n2. The Trustees of any School District shall, from time to time, make Compulsory Education.-\nBy-Laws for their District for all or any of the following purposes, (but\nsuch By-Laws shall not be enforced until approved of by the Superintendent of Education):\u2014\n(1.) Eequiring the parents or guardians of children of such age, not\nless than seven nor moro than fourteen years, as may be fixed by\nthe By-Laws, to cause such children (unless there is some\nreasonable excuse) to attend School:\n(2.) Determining the time during which such children are so to attend\nSchool:\n(3.) Imposing penalties upon parents or guardians for the breach of\nany By-Laws:\n(4.) Eevoking or altering any By-Laws previously made.\n3. Any of the following reasons shall be a reasonable excuse:\u2014\u25a0 Excuse for not attending\nSchool.\n(1). That the child is under instruction in some other manner satis-    -\nfactoiy to the Trustees:\n(2.) That the child has been prevented from attending School by\nsickness or any unavoidable cause:\n(3.) That there is no Public School open which the child can attend\nwithin such distance not exceeding three miles, measured according to tho nearest passable road from the residence of such child\nas the By-Laws may prescribe.\n(4.) That such child has reached a standard of education of the same or\nof a greater degree than that to be attained in such Public School.\n4. Any proceedings to enforce any By-Law may be taken, and any rroceeding to enforce\npenalty may be recovered by and in the name of the Trustees in aBy_Law-\nsummary manner, before any Justice of the Peace; but no penalty imposed for the broach of any By-Law, shall exceed such amount as, with\nthe costs, will amount to Five dollars for the first, and Ten dollars for\nany subsequent offence.\n5. Sub-section 6 of Section 7 of the said Act is hereby amended by Sub-section 6 amended,\nadding   after the  word   \"renewed,\"  tho  words   \"by the  Board  of\nEducation.\"\n_   6. Sub-Section 8 of Section 7 of tho said Act is hereby repealed, and s\u201eb.section 8 repealed,\nin lieu thereof tho following shall bo substituted:\u2014\n\"To fix the salary or salaries of the Teacher or Teachers in any Board to fix salaries of\nSchool District.\" Teachers.\n7. The Trustees of any School District may from time to time, select Trustees to appoint\nand   appoint   (from  amongst  those  persons  properly  qualified)  thewitrcoMentofBoarf'88\nteacher or teachers in the School District of such Trustees, and may, \u2122    \u00b0Men \u00b0\nwith the consent of a majority of tho Board of Education, remove and\ndismiss such teacher or teachers. 128\nAppendix\u2014Public Schools Report.\n1875\nA. D. 1873. 8. Sub-Section 13 of section 7 of the said Act is hereby amended by\nsub.sectio'niramended: striki):ig out the word \" five \" and substituting \" four\" in lieu thereof.\nSub-sectioni amended.      9. Sub-section 1 of section 30 of the said Act shall be and is hereby\namended by striking out the word \"December,\" and substituting \"July\"\nin lieu thereof.\nSection 32 amended.\nSection 6 amended.\nShort Title.\n10. Section 32 of the said Act is hereby amended by inserting the\nwords \" day or \" before the word \"year \" wherever such word \"year \"\noccurs in such Section.\n11. That in clause 6 sub-section 3 of the Principal Act after the word\n\"Education\" in the third line, there shall be inserted the words \" or by\nsuch person as the Lieutenant-Governor in Council may in the absence\nof the said Superintendent appoint.\"\n12. This Act may be cited as the \"Public School Amendment Act,\n1873.\"\nNo. 8.\nA. D. 1874\nAn Act respecting the Management of Public Boarding Schools.\nH\n[Assented to 2nd March, 1874.]\nEE Majesty, by and with the advice and consent of the Legislative\nAssembly of the Province of British Columbia, enacts as follows:\u2014\nTrustees of school Dis. 1. The Trustees of any School District created under the \" Public\noTOCrPuburBSai3intro1 School -A-ctJ 1872,\" shall not have, exercise or perform, with respect to\nSchool?   \u00b0 \u00b0a ins     any Public Boarding School within their District-, any of tho rights,\npowers, or duties given, conferred, or imposed by the said Act, or by\nthe \"Public School Amendment Act, 1873.\"\nAppointment of Trustoes\nof Public Boarding\nSchool.\n2. The Lieutenant-Governor in Council shall, upon the establishing of\nany Public Boarding School by the Government within the Province,\nappoint three or more persons to bo Trustoes of such Boarding School,\nand such Trustees shall be a Corporation under the namo of \"the\nTrustees of the {naming the title) Boarding School.\"\nDuties of such Trustees. 3. It shall be the duty of such Trustees to appoint one or more of\nthemselves to be Secretary and Treasurer to the Corporation, who shall\ngive such security as may be required by the Lieutenant-Governor in\nCouncil, for the correct and safe-keeping and forthcoming when called\nfor, of the papers and moneys belonging to the Corporation, and for the\ncorrect keeping of a record of their proceedings in a book procured for\nthat purpose, and for the receiving and accounting for all school moneys\nwhich shall come into his hands, and for the disbursing of such moneys\nin the manner directed by the majority of the Trustees. It shall be the\nduty of the Trustees to take possession and safe custody of the Boarding School buildings, and of the furniture and grounds belonging thereto, and keep the same in good order and repair, when deemed by them\nrequisite ; to furnish and warm tho buildings when necessary ; to pay\nthe Teachers, Servants or Employes of such School \u25a0 to visit the School\nfrom time time ; and see that no unauthorised books are used therein,\nthat a Eegister is duly kept, and that the School is conducted according\nto the Eegulations duly prescribed ; to see that tho pupils are supplied\nwith a uniform series of authorised text books, sanctioned and recommended by the Board of Education\u2022 to exercise all the corporate powers\nvested in them by this Act; to see that proper and healthful board and &c.\nlodging are furnished and supplied for the scholars ; to prepare and       A. D. 1874.\ntransmit annually on or before the 31st day of July, a report to the \t\nSuperintendent of Education, signed by a majority of the Trustees, and\nshall specify therein\u2014\n(1.) The amount of money received for such School, and the manner\nin which such money shall have been expended.\n(2.) The whole number of children residing at such School.\n(3.) The branches of education taught in the School, the number of\npupils in each branch, the text books used, the number of Public\nSchool examinations, visits, and lectures, and by whom made or\ndelivered, and such other information as may be required.\n4. Such Trustees shall make By-laws fixing the fees to be paid for the aX*Z^o?lLe.\nboard, lodging, and other necessaries (if any) of the children, and the\nmanner and time of payment of such fees, and shall have power to sue\nfor, recover, and receive the same.\n5. Such Trustees shall hold office at the pleasure of the Lieutenant-Tenure of office of\nGovernor in Council, and upon a vacancy occurring by death, resigna- Trustees.\ntion, removal or otherwise, the Lieutenant-Governor in Council shall\nfrom time to time, as occasion shall require, appoint a person or persons\nto fill such vacancy or vacancies.\n6. Such Trustees shall have the power of appointing (from amongst Appointment and dis-\npersons properly qualified) the Teacher or Teachers in such Boarding savants.\nSchool and also of dismissing them, and shall also have the power of appointing and dismissing the servants or employes engaged or employed\nat such Boarding School, and of fixing the amount of salary or wages to\nbe paid to such servants or employes.\n7. All agreements or contracts made between the Corporation and Agreements and con-\nany person shall be in writing, and shall bo signed by the Secretary oftractB-\nthe Corporation as such, and by tho other contracting party. Such\nsignature of the Secretary shall be sufficient and shall have the same\nlegal effect as if the Seal of the Corporation were attached to any\ndocument so signed.\n8. Save as hereinbefore is provided, the Board of Education and the Board of Education and\nSuperintendent of Education shall have and perform all the powers and ceX^powIrs'.'\u00b0 h\"\u00b0\nduties with reference to such Boarding Schools, as are vested in them\nrespectively by the \" Public School Act, 1872,\" and the '\u2022 Public School Public Boarding school\nAmendment Act, 1873,\" and the provisions of clause 35 of the \"PuMic *<> \"e non-sectarian.\nSchool Act, 1872,\" shall form part of this Act.\n9. This Act may be cited for all purposes as the \"Public Boarding Short Title.\nSchool Act, 1874.\" 130 Appendix\u2014Public Schools Report. 1875\nAPPENDIX B.\nRULES AND REGULATIONS FOR THE GOVERNMENT OF PUBLIC\nSCHOOLS IN THE PROVINCE OF BRITISH COLUMBIA.\n1. The hours of teaching in each School shall be from 9 A. M. to 12 M., and from 1 P. M. to\n3.30 p. m., from April to September, inclusive; and from 9.30 A. m. to 12 M., and from 1 P. M.\nto 3 p. M., from October to March, inclusive.\n2. Every Saturday, Good Friday, Easter Monday, Queen's Birthday, Dominion Day, and\nPrince of Wales' Birthday shall be a Holiday in each School. There shall be a recess of fifteen\nminutes in the middle of each morning's work.\n3. There shall be two vacations in each year; the first, or Summer vacation, shall continue\nfor one month from the first Monday in July or August, at the option of the Trustee Board in\neach School District; the second, for two weeks, at Christmas and New Year.\n4. Young Children, not being pupils of the school, shall not be allowed to accompany teachers or pupils, as such a practice tends to the interruption of the regular business of the School.\n5. No teacher shall be deprived of any part of his or her salary on account of observing allowed holidays and vacations.\nRegulations foe Teachees' Salaeies.\nWhereas it is desirable that salaries should be equalized by placing them on the basis of average attendance, and that teachers, trustees, and parents, should have a direct interest in securing as large an attendance as possible, therefore be it resolved :\u2014\n1. That from and after the 1st August, 1874, the salaries of all duly qualified Public School\nTeachers in the employ of the Education Department, when the average attendance of pupils is\nfrom 10 to 20 inclusive, shall be $50 per month \u25a0 from 20 to 30 inclusive, $60 per month; from\n30 to 40 inclusive, $70 per month \u2022 and from 40 to 50 inclusive, $80 per month. As soon as\nthe average attendance in any school shall exceed 50, such School shall be entitled to an assistant teacher \u2022 the average shall be calculated annually from the attendance for the year preceding\n1st August, excluding vacations and public holidays.\n2. The teacher at Yale, and those teachers further inland, shall receive $10 per month each\nin addition to the salaries to which they are entitled by the above scale, as compensation for the\nincreased cost of living.\n3. In districts where the average attendance for the year falls below ten, the schools may be\ntaught by teachers preparing to qualify, at a lower rate of salary than $50 per month; but if\nconsidered advisable by the Board such schools may either be kept open for a portion of the year\nor be entirely closed.\n4. The above mentioned re-adjustment shall not apply to schools when more than one teacher\nis employed in the same department.\nPublic School Teachees and theie Duties.\nIt shall he the duty of every Teacher of a Public School\u2014\n1. To teach diligently and faithfully all the branches required to be taught in the School,\naccording to the terms of his engagement with the Trustees, and according to the rules\nand regulations adopted by the Board of Education :\n2. To keep daily, weekly, and monthly registers of the School:\n3. To maintain proper order and discipline in his School, according to the authorised forms\nand regulations:\n4. To keep a visitor's book (which tho Trustees shall provide) and enter therein the visits\nmade to his School, and to present such book to such visitor, and request him to make\ntherein any remarks suggested by his visit:\n5. At all times when desired by them, to give to Trustees and visitors access to the registers and visitor's book appertaining to the School, and upon his leaving the School to deliver up the same to the order of the Trustees : 39 Vic. Appendix\u2014Public Schools Report. 131\n6. To have, at the end of each half-year, public examinations of his School, of which he\nshall give due notice to the Trustees of the School, and through his pupils to their parents\nand guardians:\n7. To furnish to the Superintendent of Education, when desired, any information which it\nmay be in his power to give respecting anything connected with the operation of his\nschool, or in anywise affecting its interests or character:\n8. To classify the pupils according to their respective abilities:\n9. To observe, and impress upon the minds of the pupils, the great rule of regularity and\norder,\u2014a time and place foe everything, and everything in its peopee time\nAND PLACE :\n10. To promote, both by precept and example, cleanliness, neatness, and decency. To\npersonally inspect the children every morning, to see that they have their hands and faces\nwashed, their hair combed, and clothes clean. The school apartments, too, should be\nswept aud dusted every evening :\n11. To pay the strictest attention to the morals and general conduct of the pupils; to omit\nno opportunity of inculcating the principles of teuth and honesty; the duties of respect to superiors, and obedience to all persons placed in authority over them :\n12. To evince a regard for the improvement and general welfare of the pupils; to treat\nthem with kindness, combined with firmness; and to aim at governing them by their affections and reason rather than harshness and severity:\n13. To cultivate kindly and affectionate feelings among the pupils ; to discountenance quarrelling, cruelty to animals, and every approach to vice :\n14. To practice such discipline in school as would be exercised by a judicious parent in the\nfamily, avoiding corporal punishment, except when it shall appear to him to be imperatively necessary\u25a0 and then a record of the offence and the punishment shall be made in\nthe school register for the inspection of trustees and visitors:\n15. No teacher shall compel the services of pupils for his own private benefit or convenience:\n16. For gross misconduct, or a violent or wilful opposition to authority, the teacher may\nsuspend a pupil from attending school, forthwith informing the parent or guardian of the\nfact, and the reason of it \u2022 but no pupil shall be expelled without the authority of the\ntrustees:\n17. When the example of any pupil is very hurtful, and reformation appears hopeless, it shall\nbe the duty of the teacher, with the approbation of the trustees, to expel such pupil from\nthe school; but any pupil under the public censure, who shall express to the teacher his\nregret for such a course of conduct, as openly and explicitly as the case may require, shall,\nwith the approbation of the trustees and teacher, be re-admitted to the school.\nDuties or Pupils, Paeents, and Guardians.\n1. Pupils must come to school clean and neat in their persons and clothes, and be present-\nat the commencement of each day's work :\n2. No pupil shall, without the teacher's consent, depart before the time appointed for closing the school:\n3. A pupil absenting himself or herself from the school, except on account of sickness, or\nother urgent reasons satisfactory to the teacher, forfeits his or her standing in the class,\nand must undergo such other punishment as the teacher may deem necessary :\n4. The parents or guardians of all pupils shall furnish their children with the authorised\ntext books, to be obtained from the teachers of the respective schools, who are to charge\ntherefor the prices agreed upon by the Board of Education ; but, in case of inability to\ncomply with this rule, the teacher may, under special circumstances, supply the necessary\nbooks free of cost; but every such case must be reported to the Superintendent of Education. 132 Appendix\u2014Public Schools Report. 1875\nOpening and Closing Exercises.\nWith a view to secure the Divine blessing, and to impress upon the pupils the importance\nof religious duties, and their entire dependence on their Maker, it is recommended that the daily\nexercises of each Public School be opened and closed by prayer. The Lord's Prayer alone, or\nthe forms of prayer hereto annexed, may be used; but the Lord's Prayer should form part of\nthe opening exercises, and the Ten Commandments be taught to all the pupils, and be repeated\nat least once a month; but no pupil shall be compelled to be present at these exercises against the\nwish of his or her parent or guardian, expressed in writing to the teacher.\nForms of Prayer.\nMorning.\nLet us Pray:\n0 Lord our Heavenly Father, Almighty and everlasting God, who has safely brought us to\nthe beginning of this day; defend us in the same by thy mighty power: and grant that this\nday we fall into no sin, neither run into any kind of danger; but that all our doings may be\nordered by thy governance, to do always that is righteous in thy sight, through Jesus Christ\nour Lord.    Amen.\n0 Almighty God, the giver of every good and perfect gift, the fountain of all wisdom,\nenlighten we beseech thee our understanding by the Holy Spirit; and grant that whilst with all\ndiligence and sincerity we apply ourselves to the attainment of human knowledge, we fail not\nconstantly to strive after that wisdom which maketh wise unto salvation: that so through thy\nmercy we may daily be advanced both in learning and Godliness to the honour and praise of thy\nname, through Jesus Christ our Lord.    Amen.\nOur Father, which art in heaven, hallowed be thy name. Thy kingdom come. Thy will\nbe done in earth, as it is in heaven. Give us this day our daily bread. And forgive us our\ntrespasses, as we forgive them that trespass against us. And lead us not into temptation : But\ndeliver us from evil. For thine is the kingdom, the power and the glory, For ever and\never.    Amen.\nThe grace of our Lord Jesus Christ, and the love of God, and the fellowship of the Holy\nGhost, be with us all evermore.    Amen.\nEvening Prayer.  -\nLet us pray:\nMost merciful God, we yield thee our humble and hearty thanks for thy fatherly care and\npreservation of us this day, and for the progress which thou hast enabled us to make in useful\nlearning\u2022 we pray thee to imprint upon our minds whatever good instructions we have received,\nand to biess them to the advancement of our temporal and eternal welfare: and pardon, we\nimplore thee, all that thou hast seen amiss in our thoughts, words, and actions. May thy good\nprovidence still guide and keep us during the approaching interval of rest and relaxation, so\nthat we may be prepared to enter on the duties of the morrow with renewed vigour both of body\nand mind; and preserve us we beseech thee now and for ever, both outwardly in our bodies and\ninwardly in our souls, for the sake of Jesus Christ, thy son, our Lord.    Amen.\nLighten out darkness, we beseech thee, O Lord: and by thy great mercy defend us from all\nperils and dangers of this night; for the love of thy only Son, our Saviour, Jesus Christ.   Amen.\nOur Father, which art in heaven, hallowed be thy name. Thy kingdom come. Thy will\nbe done in earth, as it is in heaven. Give us this day our daily bread. And forgive us our\ntrespasses, as we forgive them that trespass against us. And lead us not into temptation : But deliver us from evil.    For thine is the kingdom, the power and the glory, For ever and ever. Amen.\nThe grace of our Lord Jesus Christ, and the love of God; and the fellowship of the Holy\nGhost, be with us all evermore.   Amen. 39 Vie. Appendix\u2014Public Schools Report. 133\nAPPENDIX C.\nRULES FOE THE EXAMINATION OF PUBLIC  SCHOOL  TEACHEES   AND\nTHE ISSUANCE OF CEETIFICATES OF  QUALIFICATION.\nThat in order to secure as far as possible uniformity and the utmost fairness to candidates in\ntheir examination and the issuance of certificates to them according to their respective degrees of\nmerit, the following Eules shall guide the proceedings of the Board of Education in those\nimportant matters.\n1. Due notice of the time and place at which an examination is to be held shall be given to\nall applicants for certificates; and during the examination, the Superintendent, and, if possible,\none or more of the other members of the Board shall be present to afford the candidates such\nexplanations and proper facilities as may be required. Should it be desirable at any time to hold\nan examination of candidates at a distance from Victoria, where a member of the Board cannot\nbe present, the Board will make such other suitable arrangements in each case as shall ensure a\nproper examination.\n2. To each branch or subject of examination there shall be attached an invariable standard\nor number of marks of value; and the proportionate value of the answers given by candidates\nshall be ascertained and determined (as hereinafter mentioned in Rules 8 and 9) upon that\nstandard exclusively.\n3. The subjects or course of examination, and the standard number of marks attached to\nthem severally, shall be the following, or such selection therefrom as the Board may from time\nto time consider sufficient and necessary; and such selection, if and when made, shall form the\nfull course of examination on that particular occasion, and apply equally in every respect to all\ncandidates then to be examined:\u20141. Spelling, (200 marks); 2. Reading, (200); 3. Writing,\n(200); 4. Composition, (200); 5. Grammar, (200); 6. Arithmetic, (200); 7. Book-keeping,\n(200); 8. Geography, (200); 9. History, (200); 10. Mathematics, (100) for each branch;\n11. Latin, (100); 12. French, (50); 13. Drawing, (50); 14. Music, (50). N.B.\u2014These marks\nare merely arbitrary, and only for the sake of convenience, definiteness, and precision; and\nwithout any reference whatever to the relative importance of the different subjects. The subjects\nmay be increased or diminished at the pleasure of the Board.\n4. Individual candidates shall choose for their examination such and as many of the above\nsubjects as they may respectively consider themselves qualified to undertake; bearing in mind\nthat the standing of each as a scholar\u2014and which shall be recorded in his or her certificate, if\nsuch be granted\u2014shall be in just proportion to his or her attainments, as shown by the examination; and that therefore it is desirable, for their own credit, to acquit themselves as well as\npossible on every subject, or part of a subject, within their knowledge. Under any circumstances,\nsubjects 1 to must be part of the examination. N.B.\u2014Candidates should be advised of the\nabove before entering on their examination, as an incentive to them to do their best.\n5. The minimum percentage of answers to questions (i.e. marks of value awarded) that\nshall entitle a candidate to obtain a certificate of the 1st, 2nd, or 3rd class, graduated as undermentioned, shall be respectively the following per eentage of the standard marks of value attached\nto the total subjects forming the prescribed curriculum or course for examination as above set\nforth in Rule 3, namely\u2014    \u2022\nFirst Class A     80 per cent.\nFirst Class B   70\nSecond Class A  60\nSecond Class B ,  50\n\"  Third Class A   40\nThird Class B   30 134 Appendix\u2014Public Schools Report. 1875\n6. There shall be used at each examination one set of papers, complete in itself (a paper to\na subject), embracing all the subjects that compose the course of examination as above prescribed,\nand which as a whole shall be open to all competitors indiscriminately. The standard number\nof marks of value that shall be attached to papers in the higher branches or subjects shall be on\na diminished scale (as shown in Rule 3, and in the annexed table), in order that the absence of\nany one or more of such higher branches or subjects in the case of any candidate who shall be\nunfit to compete therein may cause as little disturbance as possible in the equilibrium of the\naverage per eentage awarded for the other or more ordinary branches, in which all candidates\nalike should be, and are expected to be, proficient.\n7. The papers respectively (one paper for each branch or subject\u2014always excepting, however, such branches or subjects as have to be judged of viva voce or otherwise than by written\npapers, such as reading and spelling, &c.,) shall be set or furnished by individual members of\nthe Board, whom the Board shall from time to time select or appoint for the purpose. Each\npaper or subject shall consist of such number of questions, not being less than twelve, as the\nmember furnishing it may think proper; and shall have attached to it, invariably, the standard\nnumber of marks of value fixed in Rule 3, and in the table annexed hereto; which total or\nstandard number of marks shall, when the paper is furnished, or before it is put into the hands\nof a candidate, be subdivided or apportioned by the member of the Board who furnished it,\naccording to his judgment, pro rata among the several questions contained in the paper. He\nshall, also, then fix a reasonable time to be allowed for answering the paper in full\u2014that is sufficient time to admit of the paper being answered correctly by one having such a knowledge of the\nsubject as would be necessary for an efficient teacher of it.\n8. Each paper answered, or returned as answered, by a candidate, shall, as soon as convenient\nthereafter, be scrutinized by the member of the Board who furnished it, or in his absence, or at\nhis request, by the Superintendent or any other member or members of the Board, instead of or in\nconjunction with him (the member who furnished the paper); and he or they so acting in his\nstead, or in conjunction with him, shall, subject to the inspection or revision of the Board, and\nbefore the issuance of a certificate to a candidate, determine by marking on the candidate's paper\nthe proportion of marks to be awarded to each answer given, such as it shall be, but of course\nnot exceeding in any case the number previously apportioned (as in Rule 7) to the particular\nquestion to which it has been given as an answer; and shall, also, subject as aforesaid, ascertain\nand determine, and mark on the paper, in like manner, the per eentage or proportion per cent,\nwhich the total marks thus awarded to a candidate on each subject shall bear to the standard\nmaximum number of marks pertaining to that particular subject.\n9. The Board, collectively, or by committee, shall finally determine, in manner aforesaid,\nthe total number of marks awarded, or to be awarded, to the several candidates on each and all\nthe branches or subjects that formed the course of examination; and also the per eentage or\nproportion per cent, which that total bears to the standard number of marks pertaining to the\nwhole of those branches or subjects.\n10. Certificates shall not be issued for at least one week after the examination of candidates,\nduring which period it shall be open to the several members of the Board to satisfy themselves\nfully as to the merits of all or any of the candidates, by inspection of their answers to the examination papers, and the marks awarded, or proposed to be awarded, in respect of such answers.\n11. For the satisfaction of candidates as well as of the Board, and for the general convenience in any future reference that may be necessary or desirable, each certificate issued shall exhibit in parallel columns (as in the table subjoined)\u2014\n(1.) The standard or invariable number of marks pertaining to each branch or subject, and\nthe total of these :\n(2.) The number of marks awarded on each subject to the bearer of the certificate, and the\ntotal thereof:\n(3.) The per eentage or proportion per cent, of the marks awarded on each subject to the\nstandard number of marks pertaining to that subject:\n(4.) The per eentage or proportion per cent, which the total marks awarded on the whole\nbranches or subjects bear to the total standard number of marks pertaining to all the subjects that formed the course of examination. 39 Vic.\nAppendix\u2014Public Schools Report.\n135\n(5.) A series of numbers in a separate column, indicating the standing or scholarship of the\nbearer of the certificate on the several subjects of examination.\nThe precise scope and signification of these indicative numbers are to be defined as follows,\nnamely:\u2014\nFrom 0 to 20 per cent, inclusive  0\n\u201e 20 per cent, up to 30 per cent 10\n\u201e 30 \u201e 40       \u201e        9\n\u201e 40 \u201e 50       \u201e        8\n>, 50 ,, 55       \u201e       7\n\u201e 55 \u201e 60       \u201e       6\n,, 60 \u201e 65       ,,       5\n\u201e 65 \u201e 70       \u201e        4\n\u201e 70 \u201e 75       \u201e        3\n\u201e 75 \u201e 80       \u201e        2\n\u201e 80 \u201e    and upwards          1\nTABLE\nExhibiting the particulars referred to in the foregoing Rules 2, 3, 6, 7, 8, 9, and 11 respectively,\nand being an example of the form or order in which the several particulars are to be embodied in the certificate to be granted to successful candidates :\u2014\nSUBJECTS OF EXAMINATION :\nOrdinary Subjects more or less essential :\nSpelling\t\nReading\t\nWriting\t\nComposition\t\nGrammar\t\nArithmetic \t\nBook-keeping\t\nGeography \t\nHistory\t\nExtraordinary Subjects less or more non-essential\nMathematics, for each branch \t\nLatin ,'.\nFrench \t\nDrawing \t\nMusic ,\" ,\t\nTotal\t\no\n3\nsi\n3\n3\na\nSI\nX >\nS\nMarks awarded.\nc-3  fl    .\na.j-3\n\u25a03-gS\n= \u00a7\u25a0\u25a02\n\u00b0\u00abI\n\u00abM _\nif       -73\nfl \u2014< \u00ae\n91 <? X\nS\u00a75\nP4\nNo.\nII\n\u2122   fl\nS m\ngs\nas\n1\n2\n3\n4\n200\n200\n100\n200\n180\n90\n200\n180\n90\n200\n150\n75\n200\n180\n90\n200\n180\n90\n200\n120\n60\n200\n100\n50\n200\n100\n50\n100\n80\n80\n100\n70\n70\n50\n20\n40\n50\n10\n20\n50\n30\n60\nU 3-1\n2,150\n1,600 136\nAppendix\u2014Public Schools Report.\n1875\nDEPARTMENT OF EDUCATION, BEITISH COLUMBIA.\nThis is to Certify, that\nhaving been carefully examined in the several branches\nnamed in the margin, is hereby granted a\nCertificate of Qualification, as a Public School\nTeacher, in virtue of the powers vested in us by subsection 6 of section 7 of the \"Public School Act,\n1872,\" which Certificate shall be valid in any part of\nthe Province of British Columbia, until revoked by\nthis Department.\nra a\na 5\nH Q\nH fxj   -\n* fa\n3 O\nDated, at the Education Office, Victoria, this\nday of , One thousand eight hundred\nand seventy-\nSuperintendent of Education for B.C.\nEegistered in Certificate Register A,\nof the Department, No.\nStanding in the different Branches.\nSubjects\nof\nExamination.\n>\nO\nJa\nu\nV.\n3\nJ\n02\nM\nS\nMarks\nawarded.\n\u2022*-D\n\"^\n1*\nO   Hr-'\n\u00a38,5\nM^fH\nrt   \u00a3\nHJ   rt 13\ne.H a\nOh\nS-\u00b0 \u00ab\n\u2022d so 2\nE fflH\nS fl ^\na\u00a7\u00b0\n'\u00a3\"\u00a3 fl\nas     05\nNo.\no\nS'g\na a\n\u00b0 3\nbaza\n1 S\n\u00ab\nPh\n\u2022\nHistory and English Liter-\nEducation    and     art    of\nAnimal     and    Vegetable\n^\nAPPENDIX D.\nEXAMINATION PAPEES.\nNo. 1\u2014English Grammar:   Mr. A. J. Langley.\nTime 3 hours.\nTotal Marks, 200.\n1. What does English. Grammar signify?\n2. Define Orthography, Etymology, and Syntax.\n3. Define the following, simply but fully, Noun, Adjective, Verb, Preposition, Conjunction, giving examples of each.\n4. Name the parts  of which a sentence may consist, and the different kinds of\nsentences.\n5. What is a Proposition in Logic, and of how many parts does it consist?  Point them\nout in the following sentence:\n\" Virtue alone is hairiness below.\"\n6. Name the following parts of the Verb, To read; Imp. Potential; Plural Imperative;\nFirst Future Indicative; third Plural Imp. Subjunctive?\n7. Define a Participle and a Participial Adjective.    Is the Participial Form ever used\nfor the Infinitive Mood? 8. What is meant by Inflexion?   Of what may Inflexions consist?\n9. What is meant by Cases? Define them, giving an example of each.\n10. In the sentence \" And they feared when they heard that they were Eomans,\"\nwhat part of speech is when?    Give the reason.\n11. Correct the errors in the following sentences: \" The path of truth is a plain and\na safe path.\" \" That he might be Lord both of the dead and living.\" \" We sorrow not\nas them that have no hope.\" \" They divide their time between milliner's shops and\ntaverns.\" \"He found his wife's clothes on fire and she just expiring.\" \"Although I\nknew it to be him.\" \" Who does it belong to?\" \" Not without the authors being fully\naware.\"    \" Which do not contain nor are not binding.\"\n12. Parse verbatim:\u2014\n\" Of man's first disobedience, and the fruit\nOf that forbidden tree, whose mortal taste,\nBrought death into the world, and all our woe,\nWith loss of Eden, till one greater man    ,\nEestore us and regain the blissful seat.\"\n13. Analyze the following:\u2014\n\u2022- Thou hast most traitorously corrupted the youth of the realm in erecting a\nGrammar school: And whereas, before, our forefathers had no other books but the score\nand the tally, thou hast caused printing to be used; and contrary to the King, his\ncrown, and dignity, thou bast built a paper mill.\"\n14. Make the common changes of construction of which the above two quotations\nadmit.\nNo. 2.\u2014Education.   Superintendent of Education.\nTime 2 hours.    Total Marks, 100.\n1. What is meant by moral culture?\n2  Why is it injudicious to punish children by additional lessons, or by confinement in\nschool?\n3. What branch or department of education is neglected when the school room and\nfurniture are allowed to remain in a neglected state?\n4. What is the best method of educating the thinking powers of children?\n5. How would you proceed to organize a school for the first time?\n6. State the influence for good or evil of competitive school examinations.\n7. State the comparative advantages or disadvantages of a system of Ward schools for\ncities, or a single Central school with conveniently placed Primary schools.\n8. Is it necessary to close schools during the prevalence of contagious epidemics, such\nas small pox?   If so, give your reasons.\n9. State how you would proceed in each of the following cases:\u2014\n(a.) A pupil frequently comes late to school;\n(6.) A pupil habitually neglects the home preparation of his lessons, and his parents\nare unable or unwilling to remedy the evil.\n(c.) A big boy has been ill-using a litle one.\n(d.) Unseen you over-hear two pupils plotting truancy from school for some subsequent day.\n10 140\nAppendix\u2014Public Schools Report.\n1875\nNo. 3.-\n-Spelling: Mr. A. Munro.\nTime, J an hour.\nTotal Marks, 200.\n[8 Marks to be deducted for each word returned misspelt oi\npassed over.]\nCorrect, where necessary, the spelling of the following:\u2014\nAker,\nEnnamel,\nIncorigable,\nEefrane,\nAppropo,\nEnnormus,\nJudissius,\nEeskew,\nAprentice,\nEvapperate,\nAproach,\nMandarine,\nSubstraction,\nFalasy,\nMassaker,\nSuteable,\nBarberous,\nFertillity,\nMeezles,\nBennediction,\nTretcharous,\nBoyancy,\nGrammer,\nPrelimmenary,\nGrimmace,\nPermisable,\nUnannimous,\nConcushion,\nPrepair,\nUntryed,\nContinnew,\nHypocricy,\nDestracted,\nEapsody,\nVehiment,\nDispondancy,\nImmoveabel,\nImpune,\nEeferance,\nVihikle-\nNo. 4.\u2014Arithmetic: Mr. R. Williams, M. A., Cantab.\nTime, 3 hours.    Total Marks, 200.\n[N. B.\u2014Gentlemen are to omit the first six questions.]\nIs Express in figures, and add together\u2014\nNine hundred millions nine thousand nine hundred;\nSeventy-six millions eighty-two thousand and two;\nFive millions five hundred thousand six hundred and seventy;\nFour hundred and six millions seven thousand and eight.\n2. Express in writing, and add the numbers\u2014\n406709098, 98060060, 680980209, 77078964.\n3. From 10789600496543071\ntake   2969710507634073.\n4. When the divisor is 7380, and the quotient 463098; what is the dividend?\n5. The product of two numbers is 7313243616, and one of the factors is 7876; what is\nthe other factor?\n6. Divide 123456789098765100 by 9 and 8 respectively.\n7. Supposing a sovereign to weigh 123 grains; what is the weight of \u00a31000 in gold?\n8. A pint will contain 9000 barleycorns, and 3 of these placed one after the other\nwould reach an inch; how far would they all reach?\n9. Multiply 3oz. 5dwt. 15 grains by 240.\n10. Divide 5 years 200 days 16 hr. 59min. 42 sec. by 79.\nR.     P.   eq. yds. furl.   po.   yds.\n11. From   3     2   25 From   7   21   0\ntake   2   35   28} take   5   36   3J\n12. I want to cut off an acre of land from a long, narrow field, whose breadth is 55\nyards; what length must 1 take of it?\n13. Multiply 8 ft. 2' 2\" by 2 ft. 2' 4\"\n14. Eeduce to their lowest terms\n3300\nand\n1407\n4235 4422\n15. Find the L. C. M. of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9.\n16. Find the value of\n*n~\n17. Express five-ninths of a pole as a fraction of a fathom; and 18} days as a decimal\nof a year. 39 Vie. Appendix\u2014Public Schools Report. 14\u00bb\n18. Find the value of 8.9X-007X30.02X5000.\n19. Divide 19.304 by 7600, and 19304000 by .076.\n20. Find the vulgar fraction equivalent to .227; and reduce u to a decimal.\n21. If the 8d. loaf weighs 48 oz. when wheat is 54s. per quarter;  what would be the\nprice of wheat when the 6d. loaf weighs 32 oz. 8 dwt.?\n22. If $1250 amount to $1500 in 1$ years; what is the rate per cent, per annum?\n23. A merchant sold a cargo of rice for $1500, which was 12J per cent, less than cost;\nwhat was the cost?\n24. A person transfers $11000, from the 4 per cents at 92, to the 5 per cents at 110;\nwhat is the difference in his income?\n25. Find the true present value of $2351 25, due in one year, without grace, and\nbearing an interest of 4\\ per cent.\n26. A plate of gold, 3 inches square and J of an inch thick, is extended by hammering\nso as to cover a surface of 7 square yards; find its present thickness.\n27. If, either 5 oxen or 7 horses will eat up the grass of a meadow in 87 days; in\nwhat time will 2 oxen and 3 horses eat up the same?\n28. Extract the Square Boot of 4376464 ; also the Square Eoot of .3 to four figures.\nNo. 5.--Geography: Mr. M. W. T. Drake.\nTime, 2| hours,    lotal Marks, 200.\n1. Describe the Isothermal lines.\n2. Give tho boundaries of the Eoman Empire, and name its principal Provinces.\n3. Give the principal divisions of Ancient Greece.\n4. How are clouds, hail, rain, snow, and dew, caused ?\n5. Name the Countries of Europe (giving the position of each) washed by the Atlantic\nOcean and Mediterranean Sea.\n6. What is the difference in length between the polar and equatorial diameters of the\nearth; and what is the cause of that difference?\n7. Describe the tropics and the polar circles, and suggest a change in the position of\nthe earth which would cause them to disappear.\n8. Name the principal countries of Asia, with their relative positions.\n9. Of what use is the property of reflection in the atmosphere ?\n10. Name the rivers running into the Mediterranean, the Black, and the Caspian Soas.\n11. What is meant by the crust of the earth?\n12. State the principal materials of which it is composed.\n13. Name the Counties of Ontario; state the principal lakes and water courses.\n14. Describe the Physical features of British Columbia, including its water systems.\nNo. 6.\u2014Music: Superintendent of Education.\nTime, 1J hours.    Total Marks, 50.\n1. Is music a science ; and under what head in Natural Philosophy arc its elementary\nprinciples treated ?\n2. State the order of construction of the diatonic and chromatic scales, their number\nof sounds and names of intervals.\n3. Explain and represent tho stave, bar lino, and double bar;   and the treble, tenor,\nand bass cleff.\n4. Explain the various times in common use with their corresponding signs.\n5. Write down the table of signatures, with sharps and flats, to five each. 144 Appendix\u2014Public Schools Report. 1875\nNo. 7.\u2014History and English Literature: Dr. Tolmie.\nTime, 3 hours.    Total Marks, 200.\n1. Give an account of the dispute between Henry II. of England, and Thomas a Becket,\nArchbishop of Canterbury, and of its immediate results.\n2. When was the law of Praemunire passed; and what were its provisions?\n3. Describe briefly the manners and customs of the people of England, as pictured in\nChaucer's Canterbury Tales.\n4. Who was the last Plantagenet, and the first Tudor, Monarch of England?\n5. Sketch the career of Cardinal Wolsey.\n6. Give a brief account of the history of England under the two last Stuart monarchs.\n7. Trace the descent of Queen Victoria from the Stuarts.\n8. What were the provisions of the Act of Settlement; and when was it passed?\n9. When did Canada become a British Possession;   and under what leading circumstances?\n10. Describe the civil disturbances that occurred in England a few years after the\nbattle of Waterloo.\n11. When, and by whom, in England, was the Anti-Corn-Law League originated?\nWhat were its objects; and when were those attained?\n12. In what year was the great Postal Eeform effected in England;   and through\nwhose instrumentality?\n1. When did Chaucer flourish, and what was his great work?\n2. Give some account of Butler, Bunyan, and Baxter, and their times.\n3. State briefly what you know of the historians Humo, Eobertson, Gibbon, and\nMacaulay.\n4. Name some of the most prominent living authors of the British Empire.\n5. Name a few of the most widely esteemed living  authors of the United States of\nAmerica.\nNo. 8.\u2014Natural Philosophy: Superintendent of Education.\nTime, 2 hours.    Total Marks, 100.\n1. Give illustrations of the extreme minuteness of tho parts into which matter is\ncapable of being divided, so as thence to infer the inconceivable minuteness of ultimate\natoms.\n2. Name the different varieties of attraction.\n3. Describe the barometer, also thermometer.\n4. Tho mercury in a barometer at the summit of a mountain stands at tho height of 12\ninches, while that of another barometer at its base stands at the height of 29 inches;\nrequired the height of the mountain.\n5. Give and explain the law by which density, &c, of the atmosphere decreases as we\nascend into the higher regions.\n6. Assuming, that 100 cubic inches of atmospheric air at the surface of the sea weighs\n32 grains; what would be the weight of 100 cubic inches^taken from a height of, say, 27\nmiles above the surface of the earth?\n7. Describe tho syphon, and explain the cause of its action.\n8. Explain what is meant by the Hydrostatic Paradox.\n9. Explain the structure of the Fire Engine, and tho principle on which it acts.\n10. Describe the production of sound,\u2014the circumstances upon which the pitch and\nintensity depend; state tho rapidity with which sounds travel, and the circumstances\ndetermining the distance to which they may bo heard. 39 Vic. Appendix\u2014Public Schools Report. 145\nNo. 9.\u2014Mensuration: Superintendent of Education.\nTime, 1J hours.    Total Marks, 50.\n1. A circular garden is to be formed, so as to contain as much land as an equilateral\ntriangle whose side is 56 chains: required the diameter of the circular garden, and also\nits area.\n2. What must be the depth of a pentagonal cistern which contains as much water as\na circular cistern 8 feet in diameter and 4J feet deep; and a rectangular tank 7 feet long,\n5 feet wide, and 3J feet deep,\u2014one side of the pentagonal cistern being 5 feet?\n3. Find the area of an elliptical field, whose diameters are 1500 and 230 links\nrespectively.\n4. Eequired the solidity and surface of a sphere, whose diameter is 25 inches.\nNo. 10.\u2014Algebra: Mr. R. Williams, M.A., Cantab.\nTime, 3 hours.    Total Marks, 100.\n1. Divide re4\u20144xy?'-\\-3yi by x2\u20142xy-\\-y2.\n2. Divide a3\u2014&3-f c3+3aic by a\u2014b-\\-c.\n, 25\u00ab2i2 . c\"   babe2\n3. Find the Square Eoot of'\n4. Eesolve into elementary factors 8xz\u201427.\n5. Find the G.C.M. of 2tf\u201410^+12y and 3yi\u201415y'i-\\-24y2\u201424.\n6. Simplify \u00b0-\u00b1^ + ^and l\/\u00ab~ V<\/^\"\na\u2014x     a-\\-x v\na-\\-x     a\u2014x\na-\\-x\n1\n7. Multiply -c2-f-a*-f-l by\nx\n8. Show that  -I is equal to 2x.\ntf+yV-\u20141    x\u2014yV-\u2014 1\n9. Solve tho following Equations :\u2014\n(a.) 6s+13     3x+5 _ 2x\n15        bx\u201425 ~ IT\n(&.) i-t-1\/iq^_1\/i+a;+x\/I^==0\n(c.) z2-}-25z+100=0\n(<?.) x+y=2     I (<>.) y+z= -1\na?+f=&6 } z+x= \u20142\nx+y=5\n10. Form the Equation whose Boots are 0, f, and \u2014 \u00ab\n11. In the Indeterminate Equation lla;-fl32\/=:190, find all the values of-sandy in\npositive integers.\n12. Sum the following series :\u2014\n1\u20141\u20143\u2014[-5\u2014j- to n terms\n?j-t-1--+-\u00a5-!- to infinity.\n13. Expand (1\u20143*)-2 to 4 terms.\n14. Insert 3 numbers between land 9 so that the whole may form a geometric series.\n15. When are quantities said to bo in Harmonic Progression ?   Find the Harmonic\nMean between a and b. 148 Appendix\u2014Public Schools Report. 1875\n16. The number of Permutations of n things taken 4 together is equal to 6 times the\nnumber taken 3 together. How many different sums may be formed with a guinea, half-\nguinea, crown, half-crown, a shilling, and a sixpence ?\n17. A horse was sold at a loss for 40 guineas, but- if it had been sold for 50 guineas\nthe gain would have been three-fourths of the former loss ; find its real value.\n18. The sum of two numbers divided by thoir difference gives the same quotient as it\nthe greater number were divided by the less.    Find tho quotient.\n19. Find three numbers A, B, C, such that A with half of B, B with a third of C,\nC with a fourth of A may each be 1000.\nNo. 11.\u2014Book-keeping: Mr. A. Munro.\nTime, 2 hours.    Total Marks, 200.\n1. By how many methods may Books of Account bo kept, as founded on distinct\nprinciples?\n2. Explain the difference between single and double entry.\n3. Mention the principal Books composing a set in double entry.\n4. Give the rulo by which you distinguish the Drs. and Crs. in a transaction, in order\nto make the Journal entry.\n5. What is the use of the Journal?\n6. What is meant by Ledgerizing; and what is its object?\n7. What does the Bill-Book shew?\n8. What is meant by a Bill?   How many kinds of Bills are there?    Describe them.\n9. Explain the method of drawing out a Trial Balance.\n10. What is meant by balancing the Ledger?\n11. How are personal accounts balanced?\n12. How is the account of House Expenses closed?\n13. How is Stock Account closed?\n14. What does the Balance Account contain on its Dr. and Or. sides; and what does\nthe difference represent?\n15. Which two Accounts will shew the Net Capital when tho Books arc balanced?\nNo. 12.\u2014Geometry: Superintendent of Education.\nTime, 2 hours.    Total Marks, 100.\n1. What is meant by the vertex of an angle?\n_2. What different kinds of angles and triangles are there with regard to each other?\n3. Define adjacent, vertical, and alternate angles, and give examples from I. Book Euclid.\n_ 4. Distinguish between a direct and indirect demonstration; number all the propositions of Book I. and II., which involve the indirect demonstration.\n5. Triangles upon the same base and between the same parallels arc equal to one\nanother.\n6. Name, in order, the  different axioms, postulates,   and propositions   used in tho\nconstruction and demonstration of Proposition XL VII., Book I.\n7. To describe a square that shall bo equal to a given rectilineal figure (XIV., Book II.)\n8. To bisect a given arc.\n9. To describe a circle about a given equilateral and equiangular pentagon. 89 Vie. Appendix\u2014Public SchooWReport. 149\nNo. 13.\u2014Animal and Vegetable Physiology: Superintendent of Education.\nTime, If hours.    Total Marks, 50.\n1. Describe the structure and functions of the skin.\n2. Describe the course taken by the blood in the circulation.\n3. Describe the physiology of the processes of respiration and digestion.\n4. State some of the practical lessons in regard to the condition of the physical well-\nbeing of his pupils which the teacher of youth ought to learn from the study of Physiology.\n5. Describe the phenomena of the generation and growth of plants.\n6. Describe the nature of sources of organic and also the inorganic food of plants. In\nwhat manner and state do the several substances named find an entrance into the interior\nof growing plants.\n7. Give the theory of the several processes of ploughing, subsoiling, fallowing, manuring, draining, and rotation of crops.\nNo, 14.\u2014English Composition: Mr. Edgar Marvin.\nTime, 2 hours.    Total Marks, 100.\nGentlemen.\u2014What influence has the discovery of gold, in California and Australia,\nexerted upon existing civilization?\nLadies.\u2014Give your opinion as to the good results which may follow the present\nagitation on the subject of \" Woman's Eights.\"\nAPPENDIX E.\nLIST  OP  DULY   QUALIFIED  TEACHERS,  AND DATES  OF   CEETIFICATES.\nFirst Class, Grade A.\nValid until revolted by Board of Education.\nColin C. McKenzie, M.A., July, 1873.\nJames A. Halliday, July, 1874.\nSarah Hayward, July, 1874.\nLetitia M. Caldwell,    \u201e\nFirst Class, Grade B.\nValid until revoked by Board of Education.\nEobert M. Clemitson, July, 1873.\nJohn Pleace, ,,\nMargaret J. Baxter, \u201e\nJames Kaye, July, 1874.\nJoseph T. Jones, July, 1875.\nJoseph P. Planta,        \u201e\nJohn Mundell. \u201e\nSecond Class, Grade A.\nValid for three years.\nSamuel F. Crawford, July, 1873.\nMartha Glyde, \u201e\nAugusta L. Mahood, \u201e\nEdward Mallandaine,        \u201e\nMary J. D. MoWha, \u201e\nAchena J. McDougall, July, 1874.\nSarah Redfero, July, 1874.\nJames Thompson, July, 1875.\nDonald McMillan, \u201e\nJohn Lane Phillips,      \u201e\nFrances E. Herring,     \u201e 152 Appendix\u2014Public Schools Report. 1875\nAnnie Lindsay, July, 1873.\nElizabeth'Young,       ,,\nWm. H. Burr, \u201e\nCharles N. Young,     \u201e\nJ. B. H. Hewitt, July, 1875\nJames W. Sinclair,      \u201e\nDonald Stewart, \u201e\nEmma A. Stark, July, 1875.\nEllen Edwards, \u201e\nCatherine Bay ley,        \u201e\nSecond Class, Grade B.\nValid for three years.\nThos. H. Mathers, July, 1875.\nJane Mills, \u201e\nCatherine Cordiner,       \u201e\nArchibald Irwin, \u201e\nThird Class, Grade A.\nValid for one year.\nMary E. Polley, July, 1875.\nAnnie Bailey, ,,\nChristina Irvine,       \u201e\nThird Class, Grade B.\nValid for one year.\nAnnie J. Polley, July, 1875.\nJane Ann Scott, \u201e\nFrances Coulthard,     \u201e\nAPPENDIX F.\nLIST OF AUTHORIZED TEXT BOOKS.\nFixed Price.\n$ cts.\nCanadian First Header\u2014Part I  05\nCanadian First Reader\u2014Part II  10\nCanadian Second Reader  25\nCanadian Third Reader ,  40\nCanadian Fourth Reader  50\nCanadian Fifth Reader  60\nCanadian Advanced Reader  60\nCanadian Spelling Book   25\nLennie's Grammar  10\nEasy Lessons in Geography (Hodgson)   50\nModern Geography and Atlas (Campbell)   175\nElementary Arithmetic (Smith & McMurchy)  25\nAdvanced Arithmetic (Smith & McMurchy)  50\nOutlines of General History (Collier)  75\nBritish Empire (Collier)     1 00\nBritish History (Collier)   50\nAlgebra\u2014Part I. (Colenso)  50\nEuclid\u2014Book I. (Young)....  12J\nEuclid\u2014Book II. (Young)  12J\nFulton & Eastman's Book-keeping   40\nAPPENDIX G.\nBOAED OF EDUCATION.\nProvincial Secretary's Office.,\n4th May, 1872.\nHis Excellency the Lieutenant-Governor in Council has been pleased to appoint the\nfollowing gentlemen to be a Board of Education for the Province of British Columbia,\nunder the \"Public School Act, 1872:\"\u2014\nW. F. Tolmie, Esq., A. J. Langley, Esq., E. Williams, Esq.,\nM. W. T. Drake, Esq.,       A. Munro, Esq., E. Marvin, Esq.\nBy Command.\nA. Eocke Eobertson, Provincial Secretary.","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/hasType":[{"value":"Legislative proceedings","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/identifier":[{"value":"J110.L5 S7","type":"literal","lang":"en"},{"value":"1876_14_073_152","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/isShownAt":[{"value":"10.14288\/1.0060593","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/language":[{"value":"English","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/provider":[{"value":"Vancouver : University of British Columbia Library","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/publisher":[{"value":"Victoria, BC : Government Printer","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/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","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/source":[{"value":"Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/title":[{"value":"FOURTH ANNUAL REPORT ON THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA. 1874-75. BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES.","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/type":[{"value":"Text","type":"literal","lang":"en"}],"http:\/\/purl.org\/dc\/terms\/description":[{"value":"","type":"literal","lang":"en"}]}}