{"http:\/\/dx.doi.org\/10.14288\/1.0224418":{"https:\/\/open.library.ubc.ca\/terms#identifierAIP":[{"value":"63563123-d91b-4097-815d-1777ed9f1a51","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":"2016-02-10","type":"literal","lang":"en"},{"value":"[1921]","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO":[{"value":"https:\/\/open.library.ubc.ca\/collections\/bcsessional\/items\/1.0224418\/source.json","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":" FIFTIETH ANNDAL REPORT\nOF\nTHE PUBLIC SCHOOLS\nOF   THE   PROVINCE   OF\nBRITISH COLUMBIA\n1920-21\nBY THE SUPERINTENDENT OF EDUCATION\nWITH APPENDICES\nPRINTED BY\nAUTHORITY  OF  THE  LEGISLATIVE   ASSEMBLY.\nVICTORIA,   B.C.\nPrinted by William H.  Cullin, rrinter to the King's Most Excellent Majesty.\n1921.  To the Honourable Walter Cameron .'Nichol,\nLieutenant-Governor of the Province of British Columbia.\nMay it please Your Honour :\nI beg herewith respectfully to present the Fiftieth Annual Report on the Public\nSchools of the Province.\nj. d. Maclean,\nMinister of Education.\nNovember, 1921.  TABLE OF CONTENTS.\nPart I.\nPage.\nTotal Enrolment in High and Public Schools   9\nNumber of Divisions, Enrolment, etc., in each of the High Schools  10\nNumber of Divisions,'Enrolment, etc., in each of the Oity Elementary Schools  11\nNumber of Schools, Enrolment, etc., in each of the Rural Municipalities  13\nTotal Enrolment in the Rural and Assisted Schools  13\nExpenditure for Education    13\nCost to Provincial Government of each Pupil on Enrolment and on Average Daily Attendance\nduring the Past Ten Years   15\nNumber of School Districts, Aggregate Enrolment, etc  15\nNumber of Teachers employed in the Various Electoral Districts  16\nInspectors' Reports\u2014\nHigh Schools    17\nPublic Schools   20\nMunicipal Inspectors' Reports\u2014\u2022\nVancouver  39\nReports on Normal Schools\u2014 .\nVancouver   44\nVictoria  45\nReport of the Organizer of Technical Education   47\nReport of the Director of Elementary Agricultural Education   51\nSummer School for Teachers   62\nReport of the Officer in Charge of the Free Text-book Branch   66\nThe Strathcona Trust  68\nPart II.\nStatistical Returns\u2014\nHigh Schools    2\nCity Elementary Schools  14\nRural Municipality Elementary Schools   52\nRural and Assisted Elementary Schools   72\nNames of Schools, Number of Teachers, etc., in each of the Electoral Districts  94\nPart III.\nNames of Persons to whom Teachers' Certificates were issued   99\nHigh School Examination\u2014\nNames of the Winners of Medals and Scholarships  104\nNumber of Successful Candidates at each Centre  105\nHigh School Entrance Examination\u2014\nNames of Medal-winners  106\nNumber of Successful Candidates at each Centre  107\nHigh School Entrance Examination Papers    113\nHigh School Examination Papers\u2014\nThird-class Certificate  (Non-professional)     122\nThird-year Course, Commercial    134\nThird-year Course, Household Science   150\nThird-year Course, Technical  154\nUniversity Matriculation (Junior)  163\nUniversity Matriculation (Senior)  177  PART I.\nGENERAL REPORT.  REPORT OF THE SUPERINTENDENT OF EDUCATION,\n1920-1921.\nEducation Office,\nVictoria, B.C., November, 1921.\nTo the Honourable J. D. MacLean, M.D., CM.,\nMinister of Education.\nSir,\u2014I beg to submit herewith the Fiftieth Annual Report of the Public Schools of British\nColumbia for the school-year ended June 30th, 1921.\nI have the honour to be,\nSir,\nYour obedient servant,\nS. J. WILLIS,\nSuperintendent of Education.\nEnrolment.\nThe total enrolment in all the schools was 85,950. The number of boys was 43,442, and of\ngirls 42,SOS. The average actual daily attendance was 68,497. The percentage of regular\nattendance was 79.69.\nNumber of Teachers employed.\nThe total number of teachers employed, including manual-training and domestic-science\ninstructors, was 2,734. Of this number, 251 were employed in the high schools, 1,077 in the city\ngraded schools, 644 in the rural municipality schools, and 762 in the rural and assisted schools.\nThirty-five high and 105 public schools were in operation in the cities; 15 high and 182 public\nschools in the rural municipalities; and 2 high and 607 public schools in the rural and assisted\ndistricts.\nNew Schools.\nThe following is a list of new schools that were established during the year:\u2014\nCariboo District   Miocene;  1.50-Mile House.\nColumbia  District    Parson.\nComox District    Lang Bay; Nimpkish River;  Okeover Arm;  Stillwater;  Suquash.\nCowichan District    Mayo.\nDewdney District  McConnell Creek.\nEsquimau District   Shirley.\nFort George District  Aleza  Lake;   Hulatt;  Orange  Valley;  Penny;   Swan  Lalce;   Tate\nCreek; Taylor's Flats.\nGrand Forks District   Spencer.\nGreenwood District   Norwegian Creek.\n(The)  Islands   .Divide; Thetis Island.\nKamloops District   Adelphi;    Barriere  Valley ;    Floral   Creek ;    Lackenby ;    McLure;\nWire Cache.\nKaslo District   .Gray Creek.\nLillooet District   Blue Ridge;  Forest Grove;  70-Mile House.\nNorth Okanagan District . . Trinity Valley.\nNorth Vancouver District  . .Brackendale: Irvine's Landing; Wilson Creek.\nOmineca  District    Decker Lake;    Driftwood;   Glentanna ;   Lake Evelyn;   Tchesinkut\nLake; Topley ; Wistaria.\nPrince Rupert District .... Buckley Bay;   Firvale;   Hanall;   Lawn Hill;   Queen Charlotte.\nSimilkameen District   Allenby.\nSlocan District   .Bellevue;   Carroll's Landing;   Passmore;   Three Forks.\nSouth Okanagan District .. Bear Creek.\nTrail District Birchbank;  Champion Creek.\nYale District   Gladwin. F 10\nPublic Schools Keport.\n1921\nHIGH SCHOOLS.\nThe enrolment in the high schools during the year was 7,259. Of this number, 3,093 were\nboys and 4,166 were girls.\nThe number of divisions, the total enrolment, the average actual daily attendance, and the\npercentage of regular attendance in each high school are shown in the following table:\u2014\nHigh Schools.\nNumber\nof\nDivisions.\nTotal\nEnrolment.\nAverage\nActual  Daily\nAttendance.\nPercentage of\nRegular\nAttendance.\nAgassiz\t\nArmstrong    \t\nBridgeport    \t\nChilliwack\t\nCourtenay  \t\nCranbrook   \t\nCreston   \t\nCumberland   \t\nDuncan   \t\nEnderby    \t\nEsquimalt   \t\nFernie   \t\nGolden    \t\nGrand  Porks   \t\nGreenwood   \t\nKamloops   \t\nKaslo    \t\nKelowna   \t\n'Ladner    \t\nLadysmith    \t\nLangley   \t\nMaple Ridge\t\nMatsqui  \t\nMission   \t\nNanaimo    :\t\nNelson   \t\nNew Westminster :\nDuke  of  Connaught   .\nT.  J. Trapp Technical\nOak Bay  \t\nPeachland     \t\nPenticton    \t\nPoint Grey :\nKing George V\t\nPrince of Wales\t\nPort  Alberni   \t\nPrince  George   \t\nPrince  Rupert   \t\nRevelstoke    \t\nRossland   \t\nSalmon  Arm   \t\nSlocan   \t\nSummerland   \t\nSurrey   \t\nTrail\t\nVancouver :\nBritannia   \t\nKing Edward  \t\nKing George \t\nKitsilano\t\nCecil  Rhodes\t\nTechnical   \t\nVancouver, North \t\nVancouver, South \t\nVernon \t\nVictoria\t\n2\n1\n3\n3\n1\n3\n1\n5\n2\n3\n2\n3\n2\n2\n2\n3\n4\n8\n11\n7\n3\n1\n2\n4\n1\n1\n3\n4\n3\n2\n1\n2\n2\n3\n15\n17\n14\n8\n6\n10\n7\n13\n4\n28\n41\n52\n12S\n23\n77\n24\n38\n64\n30\n51\n60\n19\n74\n16\n110\n47\n84\n37\n70\n37\n30\n23\n54\n143\n194\n361\n228\n106\n17\n69\n183\n147\n17\n25\n81\n125\n75\n43\n12\n62\n42\n62\n507\n562\n457\n300\n236\n317\n206\n457\n97\n915\n23.12\n36.34\n42.62\n100.72\n18.25\n67.63\n18.55\n34.75\n53.49\n26.63\n4.5.60\n54.57\n14.74\n62.39\n13.13\n98.33\n39.09\n77.83\n33.65\n57.67\n31.99\n24.61\n18.74\n42.55\n123.01\n168.87\n303.90\n168.00\n92.11\n13.04\n\u25a059.99\n159.77\n120.09\n13.91\n18.27\n68.66\n107.59\n66.88'\n34.33\n9.05\n49,47\n32.83\n50.43\n431.53\n476.21\n381,11\n265.62\n194.54\n254.06\n174.63\n393.93\n83.36\n7S0.28\n92.48\n88.63\n81.96\n78.68\n79.34\n87.83\n77.29\n91.45\nS3.58\n88.76\n89.41\n90.96\n77.58\n84.31\n82.06\n89.89\n83.17\n92.65\n90.95\n82.39\n86.46\n82.03\n81.48\n78.79\n86.02\n87.04\n84.18\n73.69\n86.89\n76.70\n86.94\n87.30\n81.69\n81.82\n73.08\n84.76\n86.07\n89.17\n79.83\n75.42\n79.79\n78.16\n81.34\n85.11\n84.73\n83.39\n88.54\n82.78\n80.14\n84.77\n86.19\n8S.94\n85.27 12 Geo. 5\nPublic Schools Eeport.\nF 11\nCITY PUBLIC SCHOOLS.\nof\nThe enrolment in the city public schools was 39,650.    The number of boys was 20,223\ngirls, 19,427.\nThe number of divisions, the total enrolment, the average actual daily attendance, and the\npercentage of regular attendance in each city public school are shown in the following table:\u2014\nSchools.\nNumber\nof\nDivisions.\nAlberni   \t\nArmstrong (Consolidated)\nChilliwack    \t\nCourtenay  \t\nCranbrook :\nCentral   \t\nKootenay Orchards  .\nSouth Ward  \t\nCumberland   \t\nDuncan   (Consolidated)   .\nEnderby\t\nFernie   \t\nGrand Forks\t\nGreenwood   \t\nKamloops\t\nKaslo  \t\nKelowna   \t\nLadysmith\t\nMerritt   \t\nNanaimo :\nMiddle Ward   \t\nQuennell   \t\nSouth Ward   \t\nNelson   \t\nNew  Westminster :\nF. W. Howay  \t\nLord   Kelvin    \t\nLord Lister\t\nRichard McBride . .\nQueensborough    \t\nJohn  Robson   \t\nHerbert Spencer   . ..\nPort  Alberni   \t\nPort Coquitlam :\nCentral   \t\nJames  Park   \t\nPort  Moody   \t\nPrince  George   \t\nPrince  Rupert   \t\nRevelstoke    \t\nRossland   \t\nSalmon Arm\t\nSlocan   \t\nTrail:\nCentral   \t\nTadanac   \t\nEast\t\nVancouver:\nAberdeen    \t\nAlexandria   \t\nBayview   \t\nBeaconsfield   \t\nCentral   \t\nChildren's Home  . . .\nDawson  \t\nCharles Dickens\nFairview \t\nTotal\nEnrolment.\n3\n16\n11\n4\n11'\n1\n2\n12\n14\n'5\n23\n10\n3\n16\n4\n14\n11\n9\n4\n19\n3\n19\n12\n8\n9\n11\n2\n11\n11\n4\n18\n14\n11\n4\n2\n16\n2\n2\n11\n16\n10\n9'\n21\n4\n27\n10\n14\n99\n566\n430\n166\n481\n28\n93\n50.9\n500\n176\n915\n465\n84\n673\n167\n506\n420\n396\n172\n85'5\n147\n767\n514\n304\n346\n430\n77\n420'\n412\n186\n153\n91\n176\n271\n702\n594\n462\n160'\n61\n572\n43\n39\n490\n696\n409\n394\n933\n13S\n1,038\n394\n546\nAverage\nActual Daily\nAttendance.\n8*7.67\n444.23\n321.37\n109.22\n400.74\n21.11\n71.47\n379.74\n381.55\n144.87\n762.63\n366.15\n74.69\n520.61\n132.60\n418.70\n\u25a0357.79\n343.36\n153.89\n735.75\n135.60\n647.73\n410.93\n269.25\n307.60\n372.76\n66.19\n336.89\n341.2S\n148.38\n131.05\n72.86\n140.91\n197.27\n602.26\n515.97\n402.91\n139.84\n51.56\no\n15.42\n32,65\n\u25a035.76\n374,44\n529.62\n350.43\n327.02\n652.94\n111.42\nS'55.53\n345.42\n447.53\nPercentage of\n'Regular\nAttendance.\n88.55\n78.48\n74.73\n65.79\nS3.31\n75.39\n76.80\n74.60\n76.31\n8S.31\n83.34\n78.74\n88.91\n77.36\n79.40\n82.74\n85.18\n86.70\n89.47\n86.05\n92.24\n85.56\n79.94\n88.57\n88,90\n86.6.9\n85.96\n80.21\n82.83\n79.77\n85.65\n80.07\n80.06\n72.79\n85.79\n86.86\n87.21\n87.40\n84.52\n90.11\n75.93\n91.69\n76.42\n76.09\n85.6-8\n83.00\n69.98\n83,77\n82.42\n87.67\n81.96 F 12\nPublic Schools Eeport.\n1921\nCITY PUBLIC SCHOOLS\u2014Continued.\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment.\nAverage\nActual Daily\nAttendance.\nPercentage of\nRegular\nAttendance.\nVancouver\u2014Continued.\nFranklin   \t\nSimon Fraser\t\nGeneral Gordon  \t\nGrandview    \t\nHastings   \t\nHenry Hudson  \t\nKitsilano\t\nLivingstone\t\nModel    \t\nMount Pleasant\t\nMacdonald    \t\nLord Nelson  \t\nFlorence Nightingale   .\nCecil  Rhodes   \t\n'Lord Roberts  \t\nLaura Secord  \t\nSeymour   \t\nStrathcona   \t\nLord  Tennyson   \t\nSchool for the Blind   .\nSchool for the Deaf .\nVancouver North :\nLonsdale   \t\nQueen Mary   \t\nRidgeway   \t\nVernon \t\nVictoria :\nBank Street  \t\nBeacon Hill   \t\nBoys' Central\t\nBurnside   \t\nCook 'Street   \t\nSir James Douglas  . . .\nFernwood   \t\nGirls'   Central   \t\nGeorge Jay  \t\nMargaret Jenkins   ....\nKingston Street  \t\nNorth Ward  ..........\nOaklands\t\nQuadra  Street  \t\nQuadra Primary   \t\nRock Bay   \t\nSouth Park\t\nSpring Ridge   \t\nWest   \t\nChild Study Laboratory\n16\n11\n14\n14\n17\n12\n11\n13\n19\n12\n17\n19\n11\n24\n13\n20\n25\n15\n1\n5\n14\n12\n17\n4\n4\n12\n6\n1\n14\n2\n13\n14\n8\n6\n10\n14\n8\n4\n2\n10\n5\n11\n1\n314\n654\n488\n616\n630\n658\n493\n466\n589\n807\n539\n772\n788\n472\n1,021\n486\n880\n987\n640\n7\n44\n355\n549\n439\n734\n155\n143\n428\n225\n25\n574\n62\n479\n524\n311\n217\n380\n488\n283\n168\n107\n370\n191\n423\n23\n263.90\n553.91\n410.62\n523.58\n537.72\n544.19\n424.86\n400.73\n493.27\n641.66\n455.68\n655.60\n649.28\n396.82\n849.95\n411.23\n716.79\n845.85\n543.29\n6.71\n36.23\n294,57\n444.57\n372.69\n626.35\n129.79\n116.83\n363.94\n196.02\n23.46\n489.59\n60.46\n400.80\n460.22\n261.72\n180.37\n331.40\n428.83\n240.96\n129.36\n50.32\n320.00\n175.32\n376.82\n12.71\n84.04\n8-4.69\n84.14\n84.99\n85.35\n82.70\n86.17\n85.99\n83,74\n79.51\n84.54\n84.92\n82.92\n84.08\n83.24\n84.61\n81.45\n85.69\n84.89\n95.85\n82,34\n80.97\nS4.89\n85.33\n83.73\n81.69\n85.03\n87.12\n97.84\n85.29\n97.51\n83.67\n87.82\n84.15\n83.12\n87.21\n87.87\n85,14\n77.00\n47.02\n86.48\n91.79\n89.08\n55.26 12 Geo. 5\nPublic Schools Keport.\nF 13\nRURAL MUNICIPALITY PUBLIC SCHOOLS.\nThe enrolment in the rural municipality public schools during the year was 22,322. The\nnumber of boys enrolled was 11,521; of girls, 10,801.\nThe following table gives the names of the several municipalities, the number of schools in\neach, the number of divisions, the total enrolment, and the average actual daily attendance:\u2014\nMunicipality.\nNumber\nof\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment.\nAverage\nActual Daily\nAttendance.\nBurnaby   \t\nChilliwack ....\nColdstream   ....\nCoquitlam  \t\nDelta   \t\nEsquimau   \t\nKent\t\nLangley    \t\nMaple Ridge  . . .\nMatsqui\t\nMission   \t\nOak Bay  \t\nPeachland   \t\nPenticton    \t\nPitt Meadows . .\nPoint Grey  ....\nRichmond   \t\nSaanich   \t\nSalmon Arm  . . .\nSumas   \t\nSummerland   . ..\nSurrey  \t\nVancouver North\nVancouver South\nVancouver West\n14\n14\n2\n5\n11\n1\n2\n15\n9\n11\n9\n2\n2\n2\n2\n15\n6\n5\n2\n18\n5\n14\n3\n26\n2\n7-\n15\n15\n5\n25\n17\n18\n17\n14\n4\"\n15\n2\n52\n17\n7\n8\n29\n18\n164\n2,445\n853\n78\n168\n463\n566\n169\n889\n582\n517\n531\n538\n120\n663\n49\n2,019\n627\n1,878\n232\n173\n344\n935\n650\n6,470\n343\n1,886.42\n649.18\n55.20\n132,22\n860.96\n464.07\n140.02\n634.73\n450.47\n379.93\n433.90\n44S.70\n92.03\n55.14\n38.44\n1,677.36\n511.15\n1,546.87\n187.63\n113.95\n282.44\n699.37\n512.59\n4,945,50\n272.97\nRURAL AND ASSISTED SCHOOLS.\nThe total enrolment in these schools for the year was 16,719.    Of this number, 8,605 were\nboys and 8,114 were girls.   '\nEXPENDITURE FOR EDUCATION, 1920-21.\nEducation Office:\nSalaries  9    16,607 10\nExpenses of office\u2014\nBooks   9    160 04\nTelegrams, telephones, etc  943 85\nExpressage    5 95\nPriating and stationer}'         6,961 35\nPostage    '.       1,057 72\nFurniture and repairs   461 75\nEquipment and repairs   374 89\nInsurance     25 50\n  9,991 05\nTravelling expenses  153 60\nCarried foncard     9    26.751 75 F 14 Public Schools Report. 1921\nBrought forward     $    26,751 75\nFree Text-book Branch:\nSalaries    ,  6,066 58\nExpenses of office\u2014\nTelegrams and telephone      $      93 98\nPrinting and stationery         2,902 65\nPostage    \u2022       1,160 24\nSundries     148 96\n 4,305 83\nBooks, maps, globes, etc  96,S65 54\nAgricultural Education:\nSalaries     22,985 80\nOffice supplies    $    814 3S\nTravelling expenses         1,842 17\nGrant in aid         8,694 27\nSummer   school    (total    spent    during   year   $6,740.80,    but\n$5,950.65 was included in report for 1919-20)     790 15\n 12,140 97\nIndustrial Education:\nSalaries     6,350 83\nOffice supplies    $ 1,283 96\nTravelling expenses  1,143 93\nNight-schools  ,  15,607 22\nSummer school    6,256 77\nGrant in aid   38,565 69\nGrant in aid of Technical School, Vancouver  550 00\nGrant in aid of Technical School, New Westminster  12,000 00\n         75,407 57\nInspection of Schools:\nSalaries     43,628 85\nOffice supplies    $ 3,047 23\nTravelling expenses     18,537 51\n         21,584 74\nNormal School, Vancouver:\nSalaries     25,316 45\nOffice supplies   $ 2,118 98\nTravelling expenses   18 10\nFuel, water, and light  2,815 33\nMaintenance and repairs   1,899 92\nStudents' mileage  3,321 35\nAllowance to teachers assisting Normal students  735 00\n 10.90S 68\nNormal School, Victoria:\nSalaries   22,627 50\nOffice supplies   $ 2,955 60\nTravelling expenses  78 70\nFuel, water, and light       3,530 31\nMaintenance and repairs       3,137 12\nStudents' mileage       2,478 85\nAllowance to teachers assisting Normal students  625 00\nIncidentals    52 25\n 12,857 83\nDeaf, Dumb, and Blind:\nSalaries of staff, tuition, maintenance, fares, etc., of students  25,645 46\nPer capita grant to cities   620,551 05\nPer capita grant to municipalities  392,057 60\nPer capita grant to rural school districts  135,924 10\nCarried forward    ,$1,561,977 13 12 Geo. 5\nPublic Schools Eeport.\nF 15\nBrought forward   $1,561,977 13\nSalaries to teachers in assisted schools   425,596 45\nSalaries to teachers in Esquimau & Nanaimo Railway Belt   90,355 35\nSchool buildings, erection and maintenance of    400,083 95\nLibraries     1,210 66\nManual-training equipment  223 03\nExamination of teachers and High School Entrance classes (total spent during\nyear $21,299.33, but $17,239.45 was included in report for 1919-20)  4,059 88\nConveying children to central schools    15,329 78\nScholarships for British Columbia students   1,800 00\nContingencies and incidentals   4,686 03\nGrant to University of British Columbia    426,249 99\n$2,931,572 25\nAmount expended by cities, municipalities, rural and assisted school districts..    4,238,457 25\nGrand total cost of education    $7,170,029 50\nThe following table shows the cost to the Provincial Government of each pupil on enrolment\nand on average daily attendance during the past ten years;\u2014\nYear.\nCost of eacb\nPupil on\nEnrolment.\nCost of each\nPupil on\nAverage Actual\nDaily Attendance.\n1911-12\n1912-13\n1913-14\n1914-15\n1915-16\n1916-17\n1917-18\n1018-19\n1919-20\n1920-21\n$17\n17\n20\n21\n22\n22\n22\n24\n27\n29\n47\n91\n04\n78\n50\n47\n64\n88\n20\n01\n$23 32\n23 85\n25 27\n26 65\n28 56\n27 83\n27 93\n31 59\n36 05\n36 38\nThe gradual growth of the schools, as well as the cost to the Provincial Government of\nmaintaining the same, is shown by the record of attendance and expenditure given in the\nfollowing exhibit:\u2014\nYear.\nNumber\nof  School\nDistricts.\nAggregate\nEnrolment.\nAverage\nActual Daily\nAttendance.\nPercentage\nof\nAttendance.\nGovernment\nExpenditure\nfor  Education.\n1872-73  \t\n1877-78   \t\n25\n45\n59\n104\n169\n213\n268\n189\n359\n575\n582\n636\n665\n1,028\n2,198\n2,693\n6,372\n11,496\n17,648\n24,499\n33,314\n57,608\n67,516\n72,006\n79,243\n85,950\n575.00\n1,395.50\n1,383.00\n3,093.46\n7,111.40\n11,055.65\n16,357.43\n23,195.27\n43,274.12\n54,746.76\n56,692.38\n59,791.39\n68,497.57\n55.93\n63.49\n51.36\n48.54\n61.85\n62.64\n66.76\n69.62\n75.12\n81.09\n78.73\n75.45\n79.69\n$     36,763 77\n43,334 01\n18S2-83   \t\n50,850 63\n1S87-88'   \t\n99,902  04\n1892-93   \t\n1897-98\t\n190,558 33\n247,756 37\n1902-03   \t\n1907-OS   \t\n1912  13\t\n397,003 46\n464,473 78\n1,032,038 60\n1917 IS   \t\n1,529,058 93\n1918-19   \t\n1,791,153 47\n1919 20   \t\n2,155,934 61\n1920 21   \t\n2,931,572 25\n1\n1 F 16\nPublic Schools Eeport.\n1921\nThe following table gives the number of teachers of each sex employed during 1920-21 in\nthe various electoral districts of the Province, and also the number of certificates of each class\nheld by the teachers :\u2014\nElectoral District.\n\u00a9 at\na c3\nAlberni \t\nAtlin ..'\t\nCariboo    \t\nChilliwack   \t\nColumbia   \t\nComox\t\nCowichan\t\nCranbrook \t\nDelta\t\nDewdney\t\nEsquimau    \t\nFernie\t\nFort  George   \t\nGrand Forks  \t\nGreenwood \t\nIslands, The\t\nKamloops\t\nKaslo   \t\nLillooet   \t\nNanaimo  \t\nNelson   \t\nNewcastle \t\nNew Westminster ....\nNorth Okanagan ....\nNorth Vancouver   . . .\nOmineca\t\nPrince Rupert\t\nRevelstoke  \t\nRichmond    \t\nRossland\t\nSaanich\t\nSimilkameen   \t\nSlocan \t\nSouth Okanagan . . .\nSouth Vancouver  . . .\nTrail   \t\nVancouver City ....\nVictoria City \t\nYale \t\nTotals (1920-21)\n(1919-20)\n4\n4\n2\n13\n2\n9\n4\n2\n18-\n11\n9\n3\n11\n3\n18\n3\n11\n7\n5\n14\n21\n9\n151\n29\n1\n-4\n6\n10\n16\n4\n8\n1\n6\n11\n4\n4\n18\n12\n17\n11\n7\n18\n1\n16\n14\n10\n10\n44\n6\n120\n47\n3\n12\n1\n7\n36\n8\n40\n13\n11\n24\n33\n10\n16\nIS\n5\n6\n10\n40\n10\n6\n26\n11\n16\n39\n32\n39\n11\n10\n17\n61\n8\n30\nIS\n17\n23\n96\n34\n199\n76\n18'\n433\n417\n490\n499\n1,105\n976\n-1.2\n4\n5\n16\n4\n18\n7\n8\n28\n18\n8\n12\n9\n30\n9\n6\n11\n1\n6\n9\n18\n18\n6\n6\n6\n21\n35\n12\n2.2\n11\n16\n1\n3\n1\n11\n2\n8\n1\n1\n2\n418\n404\n139\n132\n1\n55\n25\n7\n14\n3\n14\n11\n14\n6\n10\n14\n3\n6\n8\n11\n10\n5\n21\n17\n20\n5\n12\n3\n32\n4\n13\n13\n13\n14\n47\n6\n136\n54\n28\n8\n13\n61\n15\n70\n26\n31\n67\n61\n29\n45\n38\n19\n12\n19\n91\n23\n19\n44\n22\n29\n67\n63\n72\n19\n43\n34\n95\n13\n61\n34\n25\n45\n159\n59\n401\n145\n34\n149\n129\n595\n572\n2,139\n1,985\n36\n11\n20\n75\nIS\n84\n31\n88\n78\n75\n35\n55\n52\n22\n18\n27\n102\n33\n24\n52\n29\n34\n88\nSO\n92\n24\n55\n37\n127\n1-7\n74\n47\n38\n59\n206\n65\n537\n199\n40\n2,734\n2,557 12 Geo. 5 Public Schools Eeport. F 17\nINSPECTORS' REPORTS.\nHIGH SCHOOLS\u2014INSPECTORATE No. 1.\nVictoria, B.C., September 17th, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSib,\u2014I beg to submit the following report on the high schools of my inspectorate for the\nschool-year ending June 30th, 1921:\u2014\nThis inspectorate contains the same schools which I enumerated in my last annual report,\nand in addition the high school at Bridgeport, in Richmond Municipality, which was assigned to\nmy inspectorate at the beginning of the school-year, and the Prince of Wales High School, which\nwas opened last September in the Municipality of Point Grey. The Bridgeport High School has\na staff of three teachers and the Prince of Wales High School a staff of four. Increases in the\nstaffs of other schools were as follows: Kamloops, one teacher; Queen Mary High School, North\nVancouver, two; and in the high schools of Vancouver City that came under my supervision, four\nteachers, apportioned thus : Cecil Rhodes High School of Commerce, one teacher; King George\nHigh School, one teacher; and the Kitsilano High School, two teachers. The total number of\nteachers in this inspectorate, including those in the high schools at Prince George, Prince Rupert,\nand Quesnel, that were reported upon by the resident Public School Inspectors is 130.\nNine of the total number of teachers held commercial specialist certificates and two gave\ninstruction in physical training only. The remaining 119 teachers taught purely academic\nsubjects and all bull three had university degrees. Twenty-four were graduates of universities\nin the British Isles, fifteen having graduated from universities in England, seven from those\nin Scotland, and two from those in Ireland. The remainder were graduates of the following\nCanadian universities:\u2014    \u2022\nAcadia University   12 graduates.\nDalhousie University     11 \u201e :\nManitoba University      8 \u201e\nMount Allison University       1 \u201e\nMcGill University      18\nMcMaster University        2 \u201e\nQueen's University     10 \u201e\nToronto University     19 \u201e\nUniversity of British Columbia       C ,,\nUniversity of New Bfunswick      5 \u201e\nOnly twenty teachers had not received professional training. In view of the fact that up\nto two years ago a graduate in Arts, in Science, or in Literature of a recognized university within\nthe British Empire could obtain an academic certificate by passing a written examination on\nthe art of teaching and the school law of the Province, the percentage of teachers who have not\nreceived any professional training is remarkably small. Now that graduates of recognized\nBritish universities must hold certificates of approved Normal Schools, it will not be long before\nevery teacher who holds an academic certificate will also have training in the art of teaching.\nThis year, for the first time in my experience, I inspected the work of teachers who received\nall their education in the public, high, and normal schools of the Province, and who graduated\nin Arts from the University of British Columbia. Their intimate knowledge of the subject-\nmatter of the lessons taught, as well as the methods used in the presentation of lessons, reflected\ncredit not only upon the teachers themselves, but upon the educational system of which they\nare the finished product. I examined both the academic and professional side of the work of\nthese teachers with profound interest, because our \" schools of to-morrow \" will be taught largely\nby those who receive their elementary education in our public schools and who graduate from\nour high schools, our Provincial University, and our Normal Schools.\nIn erecting new buildings and making provision for additional accommodation many School\nBoards have been slow to act, chiefly on account of stringent financial conditions. In contrast\nto a number of cities that have systematically voted down by-laws for school purposes, the\nB F 18 Public Schools Keport. 1921\nCities of Kamloops and Nanaimo may be mentioned for having carried their money by-laws by\nsubstantial majorities. The Nanaimo School Board has purchased the Agricultural Exhibition\nHall, which will be converted into a high school. This building is commodious, the site is an\nexcellent one, and the grounds are spacious. There are ten high schools in this inspectorate\noccupying buildings in common with public-school classes. While this grouping of public- and\nhigh-school pupils in one building is not conducive to the best results, yet I have found the\nprincipals and teachers of both schools endeavouring to synchronize the times of opening,\nintermission, and closing, so that instruction in one school will be interfered with as little\nas possible by the entrance and exit of pupils in the other. Owing to the large increase in\nattendance at Bridgeport, Cloverdale, Kamloops, and in Point Grey Municipality, it will be\nonly a short time until the buildings now used conjointly at these centres will be occupied\nsolely by high-school pupils.\nTeachers are manifesting a greater interest than heretofore in the organization of school\nlibraries, in the selection of books adapted for the use of their pupils, and in directing their\nreading so that they will become acquainted with standard authors and thereby cultivate an\nappreciation of the best literature. I have observed, too, that teachers who install libraries\nin their schools are themselves lovers of good books and keep abreast of the times in their\nprofessional reading.\n\" The Province of Ontario,\" according to a statement made by its Minister of Education,\n\" has in proportion to population a greater number of public libraries than any country, State,\nor Province in the world.\" In addition to its public and travelling libraries, the library of the\nDepartment of Education at Toronto offers to every teacher in the Province, no matter how\nisolated his school, the best educational works procurable. It contains upwards of 36,000 books\nand 130 American, British, and Canadian monthly educational journals. These books and\nperiodicals refer to subjects taught in the public, high, and normal schools. The library also\nhas collections of pamphlets, reports, and bulletins on the history and development of education,\nas well as samples of standardized tests for determining progress in various school subjects\nand scales for the measurement of intelligence. It has books on science, history, art, agriculture,\npsychology, the social sciences, and vocational, industrial, and technical education. This library\nis at the service of teachers, inspectors, students reading for degrees in pedagogy, and persons\ndoing research-work in educational problems. The books are loaned for a period of two weeks\nand the time may be extended further if there is no other call for the book. The only cost to\nthe borrower is the postage required to mail the book or periodical back to the library.\nThe Department of Education in this Province has been wisely helpful in the financial\nassistance it has given to public- and high-school libraries; for scholarships to British Columbia\nstudents for post-graduate study in Prance; towards Frontier College, Hands Across the Seas\nmovement; and in supplementing amounts expended by Boards of Trustees for high-school\nlaboratories. I can think of no investment, however, that would yield greater returns than the\nestablishment of a library somewhat similar to that in the Ontario Department of Education.\nSuch a library should be a centre from which would radiate new life and inspiration to every\nschool in British Columbia.\nI have, etc.,\nAlbebt Sullivan,\nInspector of High Schools. 1.2 Geo. 5 Public Schools Eeport. F 19\nHIGH SCHOOLS\u2014INSPECTORATE No. 2.\nVancouver, B.C., July 30th, 1.921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg leave to submit the following report on the high and superior schools of my\ninspectorate for the school-year ending June 30th, 1921:\u2014\nThis district now comprises twenty-five high schools (with 123 divisions) and nine superior\nschools. Including a number Of specialists, who did not enroll classes, 153 teachers were\nemployed in these schools, fourteen more than last year. I was able to make 257 visits of\ninspection, having called at all schools at least twice, with the exception of the South Vancouver\nSchool, two large Vancouver schools, and one outlying superior school. These schools were\ninspected only once.\nDuring the year new superior schools were established at loco and Nakusp, while a high\nschool was opened at Slocan City and a technical school at New Westminster. The Port Moody\nSuperior School was closed and the high-school pupils of that city were conveyed by automobile\nto the New Westminster High School.\nTechnical work made noteworthy strides during the year. Since the inauguration of\ntechnical high-school work in Vancouver the classes had been conducted in the King Edward\nHigh School. During the year the Provincial Government purchased the Labour Temple and is\nnow leasing it to the Vancouver School Board for use as a technical school. This building is a\nvery admirable one for the purpose. The move from King Edward School was made on March\n1st and the Vancouver Technical School was formally opened by the Honourable the Minister of\nEducation on the afternoon of April 4th.\nThe Provincial Government presented the City of New Westminster with the building\nformerly used as a gaol. The School Board of that city converted this into a very satisfactory\nschool, remodelling the interior of the building and installing an excellent heating system; thus\ncame into existence the T. J. Trapp Technical School.\nThe Municipality of South Vancouver is to be congratulated on its excellent new high school\nbuilt during the year. This building, which was named after the Premier of the Province,\ncontains twelve class-rooms, a large auditorium, and a number of smaller rooms. Classes started\nwork here on January 17th and taxed the capacity of the building to the limit. More class-room\naccommodation will be imperative at the opening of school next year.\nIn some of the schools, more especially in the larger graded schools at the Coast, the work\nof the classes shows improvement from year to year, but I am sorry to report that in many of\nthe smaller schools the standing of the classes is considerably below that of previous years.\nThere is much good teaching in many of these schools, but because of lax grading at the end\nof the first or second year pupils come up to the higher classes who are unable to cope with the\ndifficulties which arise in the different subjects from day to day. These not only fail to grasp\nthe work themselves, but act as a drag on the whole class, and consequently the well-prepared\npupils suffer also. I am firmly convinced that if a high standard of high-school work is to be\nreached and maintained in future, it will be necessary for teachers at least in the smaller schools\nof the Province to ask their first- and second-year pupils to write the Departmental Examination.\nI am informed that it is the intention of the Department to prepare papers for Preliminary and\nAdvanced Junior pupils. While principals will still have the privilege of grading these classes\nif they so desire, I believe it will be the part of wisdom for them to require their pupils to\nsubmit themselves to the Departmental test.\nI have, etc.,\nJ. B. DeLong,\nInspector of High Schools. F 20 Public Schools Eeport. 1921\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 1.\n; Victoria, B.C., September 2nd, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the public schools of Inspectorate No. 1 for\nthe school-year ended June 30th, 1921:\u2014\nThe year just closed showed a slow though steady growth in the number of children of\nschool age within the inspectorate, and with few exceptions the accommodation already provided\nwas ample. At Courtenay an eight-room frame building was erected and one division added to\nthe school; at Cumberland a four-room addition was erected and the staff increased by one\nmore teacher; McGuigan School was reopened; a third division was formed at Union Bay, the\nold school-house being utilized to accommodate it.\nWith few exceptions, the districts in this inspectorate are well provided with excellent\nschool buildings and the children, as a rule, have no long distances to walk to school. From\nthe Tsolum allotments of the Merville Settlement the children were carried to school first by\nmotor-car and afterwards by team, but neither -method was satisfactory, as the children were\ncompelled to walk too great a distance over mud roads to the conveyance. The settlers on the\nDove Creek allotments were empowered to reopen the Nikrap School in their vicinity, but this\nwas not attempted during the year. Until the roads in this new area are completed and rendered\npassable at all times of the year, it will be impossible to formulate any permanent plan for\nthe schooling of the children affected.\nIn passing around the various school districts I have found quite a demand for men as\nprincipals of small graded schools\u2014a demand that is impossible to satisfy because so few young\nmen view the calling of the teacher with any degree of favour. While complaint is heard of\nunemployment and overcrowding of other callings, the schools continue undermanned, but I\nbelieve many a recruit would be obtained if teachers would direct the attention of pupils and\nstudents to the need for male teachers in our public schools.\nPrincipals of schools advancing 60 per cent, of Entrance pupils to high school without\nexamination have not yet in all cases absorbed the spirit of the instruction governing this\nmatter. Whereas in the years before this plan of promotion was adopted a principal would\ninvariably purge the class of all certain failures before the day of examination, at present no\nsuch elimination of certain failures appears to be undertaken before the 60 per cent, is\nstruck, and it is quite within the range of possibility that the 60 per cent, thus advanced upon\nrecommendation contains a greater number of scholars than would have been presented for\nexamination under conditions previously existing.\nI found the class-work usually of a satisfactory character. A noted improvement within\nrecent years is the greater care displayed by teachers in placing work upon blackboards, and\na greater desire on their part to render the class-room more attractive through a more general\nuse of wall pictures and window plants.\nI have, etc.,\nW. H. M. May,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 2.\nVictoria, B.C., August 31st, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014Herewith I beg to submit a general report on the condition of the public schools in\nInspectorate No. 2 for the school-year ending June 30th, 1921.\nThis inspectorial division comprises roughly the islands in the Gulf from Saturna to\nGabriola; the Municipalities of Oak Bay and Esquimau; the west coast of Vancouver Island\nfrom Port Renfrew to Port Alice on Quatsino Sound; the territory from Highland to Jordan\nRiver, and all that country extending north from Victoria along the Esquimau & Nanaimo Railway to Qualicum Beach, including the Cities of Duncan, Ladysmith, and Nanaimo. 12 Geo. 5 Public Schools Report. F 21\nIn the unorganized portion of this territory there are fifty-nine ungraded schools; twelve\ngraded schools of two divisions each, four of three divisions, one of four divisions, and one of\nnine, making forty-nine graded divisions in all. There are, therefore, 108 teachers engaged in\nthe unorganized portion of this inspectorate as at present constituted.\nIn the two suburban municipalities of Oak Bay and Esquimalt there are twenty-eight\ndivisions with twenty-nine teachers; in the former two schools with seven teachers in each, and\nin the latter one large school with fifteen teachers. In the consolidated school at Duncan, to\nwhich are drawn by motor-vans every school-day the children in the North Cowichan Municipality, with the exception of those at Chemainus, Crofton, and Genoa Bay, there are ten divisions,\nwith facilities for the teaching of domestic science and manual training for all pupils in the\nIntermediate and Senior Grades of the elementary schools. The School Board also made provision for the teaching of these subjects to the pupils attending the graded school at Chemainus.\nMention is made here of the facilities provided for the teaching of these subjects for the reason\nthat outside of where consolidation has taken place there are very few rural children who\nenjoy these advantages.\nIn the elementary schools of Ladysmith and Nanaimo there are thirty-seven divisions in\noperation, eleven in the former and twenty-six in the latter, making a total in the whole\nterritory of 184 teachers.\nWith the exception of two schools on the west coast of Vancouver Island, neither of which\npresents any difficulty in visiting, but very difficult to get away from inside of the loss of ten\ndays, I inspected and examined all the others once, a large proportion of them twice, and a\nnumber three times.\nDuring the school-year ending June 30th an assisted school was established and opened on\nThetis Island opposite Chemainus; also one at Mayo, on the Canadian Pacific Railway branch\nline from Duncan to Cowichan Lake, about 9 miles from Duncan; an additional room was added\nto the school at Errington and occupied in the month of October; while at Langford provision\nfor additional accommodation was made before the close of the school-year, and a second division\nwill be in operation there when the schools reopen in September. Early in September, 1920, the\ncrowded condition of the consolidated school at Harewood necessitated the opening of another\ndivision, and a small cottage located on 2% acres recently purchased by the School Board was\nfitted up as a temporary class-room and opened early in October. The teaching staff both at\nDuncan and Nanaimo was added to at the commencement of the present calendar year to meet\nthe increased enrolment.\nAt this particular stage permit me to be reminiscent for a paragraph. It is now sixteen\nyears since I inspected and examined the schools in this territory. In the rural portions the\nschool buildings of that day are gone. The small rural schools with one teacher, such as North\nCedar, Chase River, Harewood, Extension, and Parksville, are now replaced by modern buildings\nof from two to nine divisions; while in places like Cassidy, Diamond Crossing, Brechin, and\nErrington, with two and three divisions, there were no settlements at all. On the islands in the\nGulf, from Saturna to Gabriola, the number of schools has been increased, but in a number of\ninstances the cause of education would have been much better served had there been schools of\ntwo or more divisions established instead of multiplying the number of one-roomed schools.\nWhile there is noticeable a decided improvement in the character of the buildings, equipment,\napparatus, and general facilities for carrying on the work of instruction, much still remains to\nbe done in improving and beautifying the grounds. Much, however, has been accomplished along\nall these lines. The children of to-day, generally speaking, are comfortably housed and very\nhappy in their surroundings and in their school-work. There is little or no coercion. The\nrelations between teacher and pupils are amicable, cordial, and natural. Nearly all schools are\nthe happiest of homes.\nThe increasing number of teachers without experience and the lack of continuity of tenure\nin our rural schools have been deplored in many annual reports. The recent graduates of our\nNormal Schools must get their experience somewhere and in some schools, and until School\nBoards in all instances pay a sufficiently attractive salary our young teachers must in self-\ndefence continue, after the manner of their detractors and defamers, to sell their product in the\nbest available market.\nThe great factor in our public-school education after all is the man or woman behind the\nteacher's desk.   The personality of the teacher is the great national asset, next to which come \u25a0\n.\nF 22\nPublic Schools Report.\n1921\nin importance the interest, sympathy, and co-operation of the community. Considering the\napathy and indifference of many of the communities, the educational progress of the children,\nwhose sole inspiration is the young lady teacher, with an occasional stimulus contributed by a\nsympathetic mother here and there, is nothing less than marvellous.\nLet me conclude my. report with an extract from a recent magazine article:\u2014\n\"Education used to be regarded as a philanthropy. Charitable schools cast their turbid\nshadow on mid-Victorian literature. It was a form of charity which was withheld as far as\npossible from the working-classes, lest it make them restless and dissatisfied, and was given out\nonly in quantities which were expected to add to the usefulness but not to the ambition of the\nlower ranks of society. Deniocracy\"has discredited education as a philanthropy and recognized\nit as the right of every potential citizen, the only insurance against the anarchy of ignorance,\nand the sole safeguard of the institutions of a free people.\n\" The public schools offer to all the children of Canada the opportunity to prepare for\ncitizenship together\u2014the rich and the poor, those with long traditions of culture and those with\nlong traditions of toil\u2014in the atmosphere and under the inspiration of the community institution.\nNo money can return larger dividends in real accomplishment than that added to the budget\nof our public schools; nor can any community interest more certainly strengthen the best\nelements in our civilization than that devoted to the improvement of the public education.\"\nThere is a moral responsibility laid upon every citizen not only to work for the betterment,\nbut to contribute his quota of money and service to the strengthening and improvement of every\ncommunity institution devoted to the public service. The day of exelnsivism is past and that\nof public service and co-operation, let us hope, has succeeded.\nIn concluding a review of last year's work, perhaps the most agreeable in my experience,\npermit me to express my appreciation of the unfailing courtesy and kindness extended to me by\nall with whom it was my privilege to transact business connected with educational work in\nthis inspectorate.\nI have, etc.,\nA. C. Stewart,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 3.\nVancouver, B.C., September 2nd, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the schools of Inspectorate No. 3 for the school-\nyear ended June 30th, 1921:\u2014\nInspectorate No. 3 comprised eleven Coast schools, extending from Gibson Landing to Pender\nHarbour, the public schools of the Rural Municipality of Richmond, and the following public\nschools in Vancouver City: Aberdeen, Beaconfield, Bayview, Children's Home (Grenfell),\nDawson, Charles Dickens, Hastings, Kitsilano, Mount Pleasant, Macdonald, and Strathcona.\nThis inspectorate comprised 173 class-rooms at the beginning of the school-year, but before\nthe end of February ten additional classes were organized in the city schools mentioned above.\nOne visit of inspection was made to each of the 183 class-rooms involved, and as far as time\npermitted a second visit was made to rural schools. Some rural districts were visited the third\nand fourth time in connection with special business.\nOne outstanding feature in connection with school-work during the year under review was\nthe shortage of suitable accommodation. School Boards have faced the situation with courage\nand determination, but their repeated efforts to secure adequate funds have been defeated by a\nsection of ratepayers who are apparently determined to allow the efficiency of our schools to\nsuffer. The burden of taxation necessary during the reconstruction period through which we\nare now passing has led to the repeated defeat of by-laws by which Trustee Boards sought to\nsecure means that would provide suitable accommodation so urgently needed. 12 Geo. 5 Public Schools Report. F 23\nThe voters who defeated the school by-laws may have succeeded in avoiding a slight increase\nin taxes, but they have also been eminently successful in increasing the burdens of the teachers,\nin causing great anxiety to interested parents, and in taxing the ingenuity of those immediately\nconnected with school administration.\nUndoubtedly we are passing through times when economy should be practised to the utmost;\nbut this policy of curtailment is not one of wise economy. There were over 1,400 children working on part-time system and thereby receiving only a portion of the instruction and development\nto which they are entitled. By this curtailment of privileges probably 250 of these children will\nhave to repeat a term's work, thus adding a half-year to the period of their school-life. Primary\nteachers are severely handicapped by the part-time system. Then, too, we should remember\nthat it can hardly be regarded as good business to pay two teachers for a full day's work when\nit is known that they are working under conditions that permit of the production of only half\na day's results, no matter how strenuously the teacher may labour.\nThe building programme for the year was restricted and inadequate, as it provides only\nfor immediate requirements. In the rural districts two one-room buildings were erected, one\nat Pender Harbour and the other at Sechelt. In Richmond a frame building was provided on\nSea Island for an Oriental class, and provision was made for a two-room frame building of\nmodern construction at Steveston. At the Strathcona School in Vancouver City an old brick\nbuilding which had been condemned was torn down, and a new eight-room building erected\nlargely from material obtained from the old structure. This building occupies a large area as\nit is a one-story type. Provision was made for a full basement which will be urgently required\nfor play purposes, as the grounds at this school are altogether too small for the large number\nof pupils attending. When this new building is opened, four classes, that for over two years\nhave occupied rooms in the attic which were dangerous and unsanitary fire-traps, will have\nsuitable quarters.\nIn order to cope with exigencies imposed by financial stress produced by the war the\nVancouver Board has decided to provide a number of cottage class-rooms. Provision has been\nmade for one-room buildings at Aberdeen and Bayview, and two-room buildings at Dawson,\nHastings, Mount Pleasant, and Macdonald. If these new buildings are ready for occupation\nwhen the schools reopen, all classes will be comfortably provided for at the beginning of the\nnew school-year; but part-time classes will again be necessary in February unless more\naccommodation is provided in the meantime.\nThe adoption of the cottage system, occupying as it does so much ground-space, is destroying\nthe usefulness of the playgrounds and detracting from their appearance. In this respect the\nAberdeen, Dawson, Macdonald, and Strathcona Schools are at present the most severely\nhandicapped.\nThe past year has been one of earnest endeavour by the great majority of our teachers.\nIntense application and enthusiasm did much to overcome the disadvantages incident to lack of\nsuitable accommodation. There is at present a decided forward movement in the educational\nworld. Teachers as a rule are displaying keen interest in the welfare of the children placed\nunder their care. The adoption of project methods and socialized efforts are demanding more\nand more attention. Actuated by a spirit of greater service and a desire to increase their own\nefficiency, a large number of our teachers are attending summer schools, and taking special\ncourses during the summer vacations in Washington and in California, as well as in our own\nProvince.\nI was also impressed with the amount of reading that teachers are doing in connection with\nnewer movements along educational lines. Among the writers that seem to receive most consideration are: Adams, Bagley, Cubberly, Dewey, Home, James, Judd, Monroe, Starch, Strayer,\nSuzzalo, and Whipple. The spirit of curiosity and a desire to be more humanitarian are leading\nto a careful study of the investigations of Binet, Ballard, Termen, and Anderson; and a desire\nto render more efficient service and to ascertain to what degree their efforts are up to standard\nhas popularized such names as Curtis, Otis, Woody, Ayres, etc.\nOn some the effect of all this reading is disquieting and creates a feeling of dissatisfaction.\nMany are being benefited, but realize that a royal road to learning has not yet been discovered;\nthat it is still the teacher's duty to study, work, and arouse the child's interest; that the pupils\nmust be led to cultivate, among other good habits, accuracy and the power to make intense\napplication.   We have some earnest and conscientious teachers who believe in rapid and radical F 24\nPublic Schools Report.\n1921\nchanges; they are overanxious to labour in the \" schools of to-morrow.\" Energy and enthusiasm\nfor the new make them so impatient with much that now exists in the present system of\neducation, and they fail to realize that some things are basic and thus essential in all ages.\nTo such teachers I would suggest a careful reading of P. Monroe's \" History of Education,\"\nwith special attention to the last chapter.\nSalaries.\nI am pleased to note the salary increases of the past year. The teachers in both the city\nand the municipality have appreciated this liberal treatment; in the outlying districts your\nDepartment has acted both wisely and generously.\nNo better way of reaching and maintaining a high salary level is within reach of teachers\nthan consistent effort for a higher standard of achievement. Evidently most of our teachers\nare already deserving, as evinced by preceding paragraphs. However, for the sake of the few\nteachers who do not recognize the signs of the time, let me quote one writer's opinion:\u2014\n\" Educational outputs are not to be measured like those of factories; it is the quality, not\nthe amount, of manhood and citizenship that counts. The teacher on her part will command\nrespect in due proportion to her efficiency and the quality of her work. And as she convinces\nthe community of her worth and her labour so she will receive an adequate financial return.\nIt is time, we think, to cease shouting the rights of teachers from the housetops and to merit\nthe present increased salaries by sheer efficiency. The agitator who would have teachers reduce\nthe superintendent's authority and check the legal prerogatives of the School Board had better\nget back to her text-book and supplement her last year's lesson-book with some freshly gathered\nteaching wisdom.\"\nAny salary policy of School Boards who have the welfare of their communities at heart\nmust decidedly rule out the consideration of reductions in salaries and of discontinuance of the\nstated increases provided in existing schedules. In some communities adjustments of schedules\nmust be made in the direction of higher maximums for special merit and experience. And there\nare numbers of smaller communities which are still below a fair schedule that will hold teachers\nfrom going to adjoining towns only by further increase. I am pleased to report that some of the\nassisted schools, where boundaries are defined, have decided to increase the teachers' salaries.\nHelpful Organizations.\nTo those engaged iu educational work it is encouraging to find that the public at large is\ndisplaying an increasing interest in educational work. This has been shown by the actions of\nvarious clubs, chapters of the I.O.D.E., and Parent-Teacher Associations. Certain chapters of\nthe I.O.D.E. have supplied some schools with milk for children whose physical condition required\nspecial attention. One I.O.D.E. chapter supplied over ninety volumes to start a library in one\nof the COast schools situated about 30 miles from the city. The happiness and information\nderived by the pupils of that favoured and favourite locality was to the teacher, before she left\nthe district, ample reward for the efforts she had made in the matter; but many who helped in\nthe good work can only hear of the delight, pleasure, and profit brought to those isolated children\nby so many books rich in picture and story. The Parent-Teacher Associations have encouraged\nmany teachers; they have assisted in enlarging libraries and provided funds to purchase the\ncopy or provide frames for many of the good pictures that now adorn the walls of nearly all\nour schools. The work of a foster Parent-Teacher Association for the Children's Home School\nis deserving of mention.\nThe school as much as the home needs co-operative effort such as expressed in those\norganizations. And the large city school needs it more than small schools in the town or rural\ndistrict. It has been well said by an educator: \" There is no other co-operative agency so much\nneeded by the home. There never was a time when the need was so great for intimate connection\nbetween home and school as at present. The conditions of modern life are so complex, opportunities for good and evil are so numerous, the occupations of the home are so meagre unless\nthey are related to the school, and the work of the school is so abstract unless it has a practical\noutcome in the home that it is imperative for parents and teachers to get together.\" 12 Geo. 5 Public Schools Report. F 25\nSchool-work.\nAs to the charge that our schools are overrun with novelties, what shall we say?\nUnfortunately a casual -survey of elementary education seems to bear out the charge. There\ncertainly are a host of new things being tried on children these days. To mention a few, there\nare the prevocational school, the all-year school, supervised study, socialized recitations, project\nmethod, standard tests, the Dalton plan, etc.\nThe general blanket excuse for all these novelties is that progress means change, that only\nby trying out new ideas can we judge of their value, and thereby ensure the advancement of\nthe school toward higher efficiency. Undoubtedly it is true that progress means change, but\nchange does not necessarily mean progress. There is such a thing as change for the worse,\nand it is possible to have too many and too radical changes. In other words, no educational\nexperiment can be justified merely on the ground that it is different and therefore means\nprogress. On the other hand, without experiments we cannot know the real worth of new\nthings in education, or whether their adoption will spell progress. So thoughtful educational\nadministrators are face to face with a dilemma: they cannot progress without experimenting,\nand they cannot experiment without running the risk of overdoing it. They can, however, learn\nmuch from the experiences and results obtained by overardent experimentors, and experiments\ncan be tried on a scale that will not upset an established system. A recent survey of educational\nmatters in a large neighbouring city found that some recent experiments did not stand for\nprogress and one of the novelties was discarded as worthless. Nevertheless, from some of these\nnovelties we are gaining useful information which will assist in readjusting the curriculum and\nin introducing methods that will more effectively meet the requirements of rapidly changing\nsocial and psychological conditions.\nIn the graded schools the work of the primary classes is conducted with skill and energy\nand in a highly successful manner. There is, however, a tendency to lower the standing in\nspelling. To my mind the general standing of First and Second Reader classes is not satisfactory; and the eighteen-month period spent in covering this section of elementary school-work\ncannot be regarded as a period productive of adequate results. That this portion of the\nprescribed course can be performed satisfactorily and efficiently is demonstrated by the work\nof several capable teachers; but many teachers doing this work are weak and lacking vision.\nHow came they to this particular work which is generally regarded as requiring less skill or\neffort than that required to teach successfully any other portion of the Public School Course?\nAmong them are many teachers who could not come up to the high standards required by a\ncapable primary supervisor, and others who, having neither ability nor aptitude for higher work,\nfailed as Intermediate or Senior Grade teachers. It is true that some of those weak teachers\nwho are doing this work get good results in spelling, reading, and drawing; they even succeed\nin getting their pupils to memorize the multiplication tables, but they fail to develop number-\npower ; they do not introduce geography properly nor continue the good work already started\nin oral and written composition in primary classes. A supervisor for this period of work is\nrequired in order that there may be more uniformity of purpose and that work of a higher\nstandard may be attained. Then pupils upon entering the Intermediate Grade will be better\nequipped to meet the difficulties peculiar to that grade. Proper supervision during this period\nwould also save many young teachers from failure and render unnecessary some painful\ndismissals.\nGenerally speaking, there has been an improvement in the work of Intermediate Grade\nteachers. The first year's work in this grade is arduous; it requires skill, patience, and careful\npreparation on the part of the teacher. Much of this burden would be removed if we had better\nwork in the latter part of the previous grade.\nAs a rule the work of the Senior Grade is satisfactory. There is, however, in some schools\na tendency toward less exact information on the part of the pupil. Some teachers attempt to\njustify this on the ground that the pupils are gaining a broader information. This may be so,\nbut there is danger of this broad information having a shallowness akin to veneer.\nIt may be regarded as an open question whether principals of city schools should have the\nprivilege of promoting all their Entrance pupils to high school without Departmental Examinations;   or whether they should recommend a percentage as is done in large rural municipality F 26\nPublic Schools Report.\n1921\nschools? Most of our principals are using good judgment in this matter, but I have grave\ndoubts regarding the fitness for higher work of some of the pupils recommended from some\nclasses.\nSince the return of the drawing supervisor there has been a decided improvement in\nconnection with this subject. Nature-studies are a source of worry and doubt to many anxious\nand conscientious teachers. In composition-work the average results are rather discouraging.\nOur senior pupils do not, as a whole, display ability in criticizing intelligently their own written\nwork; too many expect the teacher to discover and mark errors in spelling and omissions in\npunctuation.\nI have, etc.,\nJ. T. Pollock,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 4.\nVancouver, B.C., September 2nd, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I have the honour to submit the following report on the schools of Inspectorate No. 4\nfor the school-year ended June 30th, 1921 :\u2022\u2014\nThe following schools comprised this inspectorial district: Public schools in the Rural\nMunicipalities of Maple Ridge; Mission (with rural and assisted schools adjacent); Pitt\nMeadows; and the Cecil Rhodes, Franklin, Florence Nightingale, General Gordon, Grandview,\nLaura Secord, Livingstone, Model, Seymour, Simon Fraser, and Lord Tennyson Schools in\nVancouver City. The total number of class-rooms, including both rural and urban schools,\nwas 189. One visit of inspection was made to each division in the city schools, while two\nvisits of inspection were made to each division in the rural municipality and rural and assisted\nschools. In addition to the regular visits of inspection, a considerable number of special visits\nwere made to the rural districts in connection with the various questions of organization,\nconsolidation, and school administration generally.\nDuring the school-year under review an assisted school was established at McConnell Creek,\nin the Dewdney Electoral District, and the Rural School District of Dewdney was incorporated\nwith the Mission Municipality School District. The Senior and Intermediate Grade pupils of\nthe Dewdney District are now conveyed daily by motor-van to and from the Mission Central\nSchool.\nAll credit is due to the progressive citizens of Dewdney and Mission Districts, who at\na time when all schemes of consolidating schools were meeting with defeat in neighbouring\nmunicipalities were courageous and public-spirited enough to adopt a policy that cannot fail\nto provide superior facilities for the education of the children of the district.\nIn many respects the work of inspection during the year has been carried on much in the\nsame way as in the year previous. There is little to recount that has not already been written\nand rewritten in reports of this character.\nThere is one dark and disturbing feature of our work that we cannot escape. I refer again\nto the cruel overcrowding of our children in the public schools. The old woman who lived with\nher numerous progeny in a shoe had large, spacious, and luxurious quarters compared to those\nin which thousands of benighted children spend their hours: of school.\nThis theme has been given so much attention of late, both in the press and on the platform,\nthat there is no need to make any lengthy reference to It here. To argue that under existing\nconditions the intellectual progress of the pupils is not being retarded is to give vent to mere\nsophistry, and to state that the health and physical well-being of these children are not being\nimpaired is to ignore the inexorable laws of a universe whose maker and builder is God.\nAs reports on each division of every school included in this inspectorate have been forwarded\nfrom time to time during the school-year, it would be vain repetition to make any detailed\nreference to the actual work observed in the class-rooms. In concluding this brief and general\nreport, I shall therefore refer very briefly merely to one or two features of the work in general. 12 Geo. 5 Public Schools Report. F 27\nIn striking and most pleasing contrast to the discouraging difficulties under which the work\nwas so often carried on was the splendid spirit displayed by the great majority of our teachers\nin both rural and urban communities. As it has been spoken of the pioneers of Canada that\ntheir courage rose with peril, so it may be said of our public-school teachers that they have\nrisen bravely, cheerfully, and uncomplainingly to meet every situation, however beset with\ndifficulties.\nIn the primary classes of the Junior Grade in the Vancouver City Schools very excellent\nwork was accomplished in some cases. This work is under the supervision of a special supervisor. At the end of the fall term it was possible in many schools to promote a considerable\nnumber of pupils from the Receiving class direct to Second Primer, thereby saving a half-year\nat school. In one case at the Cecil Rhodes School it was found possible and advisable to\npromote two supernormal Receiving class pupils direct to First Reader, thus saving for these\npupils a whole year of public-school life.\nThis instance, I believe, affords an argument in favour of the introduction and stressing\nof standardized tests and mental measurements in our schools. It is my opinion that, if\nopportunity were given for the application and scoring of such tests as Whipple, for instance,\nhas designed and prepared for the segregating of gifted, accelerated, or supernormal children\nas they are variously termed, a radical change would follow in the grading and classification in\nour schools. These accelerated pupils would be separated from the normal children as the\nsubnormal pupils have been and would be given work commensurable with their abilities.\nIn the visiting of schools in various parts of this Province for the past ten years the\nconviction has been growing upon me that in the work of the elementary school sufficient stress\nis not being laid upon what are usually termed the essentials. Our Public School Curriculum\nincludes many branches of study. For Entrance to High School pupils are examined in eleven\nsubjects. In addition to these, we have manual training, domestic science, physical drill, music,\nand school-gardening, all of which are necessary and fulfil an important function in the education\nof the child.\nIn arithmetic lack of accuracy and of speed in ordinary computations and calculations is\ncommon to all classes and grades of public schools. In testing Intermediate and Senior Grade\nclasses particularly, I have met with surprisingly poor results.\nIn the primary grades in rural schools objects are not used sufficiently in order to assist\nthe pupils to grasp clear concrete ideas of number. Number is too often taught in the abstract\nonly. Even in schools where the combinations and separations have been well taught in the\nPrimer classes\u2014and this applies to city schools as well\u2014and the extensions of the same have\nbeen taught and tables builded in the First Reader, a weakness develops in the Second Reader\nclass for the simple reason that the work of the previous grades is abruptly, dropped and never\nby any chance reviewed. I find a tendency, all too common in the large graded schools of the\ncity, for the teacher to \" stick to her limit\" and to refrain religiously from reviewing the work\nthat preceded her \" limit.\" In a subject such as arithmetic such a policy is fatal. The retentive\npowers of the children are not strong, and no matter how well foundational work in arithmetic\nmay have been taught by the previous teacher a lasting impression cannot be made upon the\nconscious mind unless there is careful and periodical review. In the Intermediate Grade the\ndenominate numbers are not well taught. Here again there is lack of concreteness. To get\nclear concepts of these things the children must be shown the meaning of and the necessity for\nthe various units of measurement, and they must be set to work to measure things, to make\nactual .measurements, and to compute and to calculate the result of their individual observations.\nIn the Senior Grade there is far too much time spent on written problems and far too little time\ngiven to mental calculations. Assign to the average Senior Grade class a difficult problem on\na certain page of their arithmetic, and probably 90 per cent, of the class will work it out\nbeautifully. Assign to the same class the problem of computing the area of a city lot, and\nanswers will vary from almost zero to hundreds of thousands of acres!\nUnder the caption of English I would, of course, include Reading, Literature, Grammar,\nComposition, and Spelling. If there is one thing more than another that requires stressing in\nour public schools, it is surely the study of English. The necessity for the development of\nlanguage-power must be impressed upon every teacher in the land. The power of expression,\nboth oral and written, attained by our pupils leaves much to be desired.\nThere are several reasons possibly for the rather low standing in English in rural schools\nparticularly.    Too often in such schools the teacher's training in English has been limited.    A much more extensive and intensive course in English for teachers-in-training should be insisted\nupon. Libraries should be installed in every school in the land, so that both teachers and pupils\ncould have access to \" whole treasures of wisdom, bright gems of thought, and golden veins\nof language.\"\nToo often the pupils get little or no opportunity for discussion. Practically all the recognized\ntalking is done by the teachers. In schools where dramatization methods are employed in\nteaching history and literature, and where socialized methods are in vogue whereby pupils take\nthe main part in the discussions, one finds language-power developed to a high degree.\nIn concluding this report, I should like to refer very briefly to the convention of the Fraser\nValley Teachers' Institute held last November at Mission, in this inspectorial district. For a\nnumber of years past the public- and high-school teachers of the Municipalities of Maple Ridge,\nMission, Matsqui, and Sumas have held a convention at Mission City in November of each year.\nThe success which has always attended this convention has been due largely to the enthusiasm\nand untiring efforts of the Mission high- and public-school teachers. A particularly successful\nconvention was held last November. Some very able and helpful addresses were given and\npapers read by visiting teachers from Vancouver and Victoria.\nThe teachers in these rural municipalities take the keenest interest in this institute and\nreceive help and inspiration from the various discussions. In a previous report I have suggested\nthat an institute day might be set aside each school-year for the holding in different portions\nof the Province gatherings of this kind.\nI have, etc.,\nj H. H. Mackenzie,\nInspector of ScJiools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 5.\nVancouver, B.C., August 30th, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Educatiaon, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the public schools of Inspectorate No. 5 for\nthe school-year ended June 30th, 1921:\u2014\nThis inspectorate comprises the following schools in Vancouver City: Alexandra, Central,\nFairview, Henry Hudson, Lord Nelson, Lord Roberts, and School for the Blind; also those in\nPoint Grey Rural Municipality, ten schools in and near Powell River, and the Provincial Oral\nSchool.\nFor various reasons the character of the teaching in the Vancouver schools is well above\nthe average; nearly all the teachers had proved their worth elsewhere before they were\nappointed to the city staff; they are assisted by a number of supervisors who are specialists\nin their own departments; all are directed by a very capable, efficient, and conscientious Municipal\nInspector. But the progress of the pupils depends upon more than the training, ability, and\ndevotion of their teachers and supervisors. Many pupils are retarded by circumstances over\nwhich the individual teacher has no control. The ratepayers still refuse to vote the necessary\nmoney for school accommodation to meet the increase in school attendance, and therefore the\nevils of part-time tuition and overcrowded class-rooms continue. Many parents take little\nintelligent interest in the education of their children. Many children are addicted to the moving-\npicture habit, with its late hours and unhealthy excitement, and have to some extent lost the\npower of becoming interested in mere books and oral instruction. In a few schools the principals\ndo not spend enough time on the \" supervision over the classification, time-tables, exercises,\nmethods, and general discipline pursued in the lower grades.\" But on the whole the progress\nof the pupils, particularly in the primary grades, seems to compare very favourably with the\nprogress made in other places.\nFor some years good work has been done in Vancouver by psychologically testing the younger\npupils to detect the ones who are subnormal; these are removed from the ordinary class-rooms\nand taught in special classes. Not only is the ordinary class no longer retarded by their presence,\nbut the subnormal children themselves make much better progress, attempting only subjects\nwithin their mental powers, and taught by teachers specially selected and trained for this work. 12 Geo. 5 Public Schools Report. F 29\nIt is to be hoped that public opinion will soon permit the School Board's psychologists to undertake a more important phase of their work\u2014the selection of the supernormal pupils and their\nsegregation into special classes. These pupils are at present retarded by being subjected to\nmethods of teaching and a rate of class-progress necessarily planned for the more numerous\nnormal pupils, retarded in much the same way as the normal formerly were by being taught with\nthe subnormal. The progress and training of the supernormal pupil is of far greater importance\nthan that of the subnormal, because it is from that class the leaders of the next generation should\ncome.\nIn 1920 the public schools of Point Grey closed for the midsummer holidays with thirty-\neight divisions and reopened with forty-eight; four more were opened during the school-year.\nTo accommodate the new classes two modern fire-proof school-houses were completed, while two\nothers are now under construction, one of which will be ready for use in September. The ratepayers continue to vote money for the further construction which will be necessary to cope with\nthe rapidly increasing school population, part of which is doubtless attracted to Point Grey by\nthe excellence of its schools and school buildings.\nThe Powell River School has grown during the year from five divisions to seven, and two\nclass-rooms were added to the main building. The district is to be congratulated upon having\na School Board which does not permit the question of salary to stand in the way of obtaining a\ngood teacher. All supplies needed were also generously granted. The results obtained in the\nschool were very satisfactory during the year under review and should be even better during the\ncoming year.\nA division was closed at Vananda and a school was opened at Stillwater.\nAt the beginning of the school-year the Oral School was taken over from the Vancouver\nSchool Board by the Provincial Government and housed temporarily in the Shaughnessy School\nBuilding; it will soon be moved into a permanent and more suitable home. The outstanding\nfeature of the instruction in this modern school for the deaf is that the pupils are not taught\nto converse with their fingers, but are taught lip-reading and audible speech. The progress\nmade by the children in this art is remarkable, particularly in the principal's own class.\nI  have, etc.,\nLeslie J. Bruce,\n; Inspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 6.\nVancouver, B.C., August 31st, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit my annual report on the public schools in Inspectorate No. 6 for the\nschool-year 1920-21.\nThe inspectorate comprises all the public schools in the City of Port Moody and the Municipality of South Vancouver; the assisted schools on Burrard Inlet, Howe Sound, and the schools\non the Pacific Great Eastern as far north as Seton Lake. The number of class-rooms in the\ninspectorate during the year was 181.\nIn September, 1920, the schools of South Vancouver opened with 152 teachers engaged and\nan enrolment of 6,286. In February, 1921, there was an increase of seven teachers and 172\npupils. The Gordon School was opened in February with eight divisions in operation. This\nrelieved the overcrowding at the Mackenzie and Tecumseh Schools. A four-room addition is\nbeing constructed at the Richard McBride School and a four-room frame building is being\nerected at the General Brock School. This building programme promises to care for the increase\nin school population for the coming year at least.\nIn the outlying parts of the inspectorate a new four-room building is being constructed by\nthe Government on the new townsite at loco. The trustees of Sunnyside No. 2 School District\nare enlarging the present small building and making it more comfortable for the children.\nThe High School Entrance Examination results this year indicate that the Course of Study\nis being closely followed and a high percentage of the candidates sitting for the examination\nwere successful.    In the Municipality of South Vancouver 196 candidates were promoted by F 30\nPublic Schools Report.\n1921\nrecommendation. One hundred and fifty pupils sat for the examination and eighty-nine were\nsuccessful. Two schools that were not entitled, under departmental regulations, to promote by\nrecommendation sent up twenty-three candidates and passed them all. These two schools,\nSecord and Sexsmith, are deserving of special mention owing to the high standard of marks\nobtained by their candidates. In the rural part of the inspectorate the results were quite\nsatisfactory, although not equal to the standard obtained by the larger graded schools.\nIn this report I must express my appreciation of the valuable work that is being carried on\nby Miss A. T. G. Reid, primary supervisor in the municipal schools of South Vancouver. Her\nhelpful criticism, careful organization, and the splendid co-operation she has secured from the\nprimary teachers have resulted in increased efficiency on the part of the teachers and a most\nsatisfactory decrease in the number of retarded pupils in the Primer .classes. A creditable\nimprovement has resulted in the handling of all subjects, particularly number-work, penmanship,\nand spelling.\nThe prizes for excellence in physical training under the Strathcona Trust Fund were awarded\nas follows:\u2014\nFirst\u2014Miss H. R. Anderson, 2nd Division, Lord Selkirk School, South Vancouver.\nSecond\u2014Mrs.   Hazel   H.   Jex,   5th   Division,   Sir   Alexander Mackenzie School, South\nVancouver.\nThird\u2014Mr. Geo. Wate, 1st Division, Secord School, South Vancouver.\nA change in the method of carrying on the physical drill has been instituted in a number of\nthe schools. The drill takes place at a given time, when all the divisions march to the playground. The principal supervises the drill carried on by the staff and handles the larger boys.\nI find the plan a good one and it is working out quite satisfactorily. The period is also utilized\nfor games, open-air action-songs, etc.\nRegular reports on the school-work of each teacher have been forwarded to your office from\ntime to time and it is unnecessary to make further comments in this report. The greater part\nof my inspectorate is in the larger centres and the educational facilities are of the best to be\nobtained. Trained and successful teachers are given the preference in selecting new members\nto the different staffs. The careless, indifferent teacher finds that she must give a satisfactory\nreturn or retire. This tends to add strength to the staff and increased efficiency from year to\nyear. Many of the teachers are availing themselves of the opportunity to become more proficient\nand modern in their methods by attending the University summer school here or in the United\nStates. The summer school in Victoria is doing valuable work in training teachers in the\npractical part of teaching by giving them assistance in subjects such as drawing, manual-arts,\npenmanship, and nature-study. That these courses commend themselves to the teachers and that\nthey spend their vacation in self-improvement indicate the high plane on which the greater\nnumber of the teachers place their profession.\nI have, etc.,\nJohn Martin,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 7.\nVancouver, B.C., September 10th, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education,\nVictoria, B.C.\nSir,\u2014I have the honour to submit the following report on the public schools of Inspectorate\nNo. 7 for the school-year ended June 30th, 1921:\u2014\nThis inspectorate embraces all the public schools in the Cities of North Vancouver and Port\nCoquitlam; the Rural Municipalities of Burnaby, Coquitlam, Delta, Kent, North Vancouver, and\nWest Vancouver; and the rural schools in the vicinity of Hope and those on the Coast from\nLund to Cape Scott.   There are in all seventy-five schools with a staff of 192 teachers.\nWith the exception of a few schools in the vicinity of Alert Bay, every class-room received\none inspection during the year. I was assigned to this inspectorate in October and began the\nwork of inspection early in November. Time did not therefore permit of a second visit to any\nof these schools. 12 Geo. 5 Public Schools Report. F 31\nOwing to increased attendance a number of class-rooms were overcrowded. This condition\nprevailed especially in North Vancouver City, Burnaby, and West Vancouver. The Boards\nsucceeded in providing relief by securing temporary quarters, but where this was not possible\ncertain Junior classes were placed on \" double-shift\"\u2014a system that has proven very\nunsatisfactory.\nThe ratepayers of Burnaby carried with a large majority a money by-law making provision\nfor a four-room building at Kingsway West, a similar one at Edmonds, and a four-room addition\nat Nelson Avenue. These are now in the course of construction. When completed they should\nprovide ample accommodation for that rapidly growing section of the municipality. A money\nby-law providing for a central school in West Vancouver failed to carry, although West\nVancouver is in urgent need of more accommodation. In North Vancouver Municipality the\nBoard has completed a splendid four-room brick structure at Lynn Valley.\nIn Kent Municipality consolidation has been in effect for over a year. The pupils from\nthe outlying rural districts are conveyed in motor-vans to the town school. The plan is working\nwell and there is no desire on the part of those concerned to revert to the old order of things.\nIn the Delta consolidation is being discussed. It is to be hoped that this municipality, where\nconditions are ideal for such a plan, will not long delay making provision for its inauguration.\nThe Entrance Examinations in June were conducted at seventeen centres. The results on\nthe whole proved quite satisfactory. In the larger schools where pupils were promoted on\nrecommendation the principals exercised careful discretion. The Governor-General's bronze\nmedal for the district was awarded to Miss Mildred May Townley, of Kingsway West School,\nBurnaby.    Miss Townley also won distinction by obtaining the highest mark for the Province.\nThe prizes for excellence in physical drill this year were awarded as follows:\u2014\nFirst\u2014Miss M. Simmons, 7th Division, Kingsway West.\nSecond\u2014Mr. J. Burnett, 4th Division, Gilmore Avenue.\nThird\u2014Miss Morrow, 3rd Division, Kingsway West.\nThe work in the schools throughout the year was very satisfactory. The great majority\nv of the teachers are earnest, capable, and most painstaking in their efforts. Any suggestions\nmade were generally received in the same kindly spirit in which they were given. The teachers\ngenerally showed a splendid disposition to co-operate in any recommendations suggested for the\nbetterment of their class-room work. The attitude of the teachers as a whole was most praiseworthy. There are a few, however, in the profession whose work, even when viewed in the most\nkindly and sympathetic light, could not be considered as even fair. These people would be\nhappier in some other vocation.\nIn concluding, I wish to testify to the earnest and unselfish service rendered by members of\nSchool Boards. They are to be commended for the sacrifice they make in giving, gratis, many\nhours of their valuable time to serve their community. Their work has not been easy. Their\nhands have been tied, as it were, by the taxpayer, reluctant to vote sufficient money with which\nto carry on the work. While Boards have been handicapped and while teachers have not always\nfound conditions under which they laboured most pleasant, yet it is to be hoped that as this\nyear of reconstruction passes away a brighter future lies before us.\nI have, etc.,\nF. G. Calvert,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 8.\nNew Westminster, B.C., August, 31st, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit report on the public schools of Inspectorate No. 8 for the year 1920-21.\nThis inspectorate comprises the schools of New Westminster, of Chilliwack, and of the Rural\nMunicipalities of Surrey, Langley, Matsqui, Sumas, and Chilliwack; Abbotsford Superior School;\nand the assisted schools of Barnston Island. Cultus Lake, and Popcum. The number of rooms\nin operation during the year increased from 179 to 187; 75 of these are in New Westminster\nand Chilliwack and the remainder in rural schools. \u25a0\nF 32 Public Schools Report. 1921\nBesides making a number of special visits in connection with various details of organization\nand administration, I was able to make one complete inspection of the work in all but two of\nthese schools, and in cases where circumstances demanded I have made two or more inspections\nduring the year. Meetings of teachers', parent-teachers', and farmers' associations in New\nWestminster, Chilliwack, Abbotsford, Rosedale, Cloverdale, and elsewhere have been attended\nand all possible assistance given in discussions on educational matters, and from time to time\nI have been present at the regular meetings of Trustee Boards.\nThe most urgent problem in these rural areas is still that of providing school accommodation,\nand a total increase of eight rooms in this inspectorate by no means indicates the real increase\nin the number of children of school age, many classes having been seriously overcrowded during\nthe year. Owing to the defeat of by-laws to provide large consolidated schools in Surrey,\nLangley, and Chilliwack, the School Boards have been reduced to such temporary expedients as\n\" double-shifts,\" renting disused stores and buildings, and half-time attendance, to the serious\ninconvenience and detriment of educational work. Some alleviation of the situation may be\nexpected during the coming school-year in Surrey and Chilliwack, where the acceptance of\nmoderate building schemes will, at any rate, relieve these Boards of the necessity of turning away\nchildren. And yet these schemes are purely tentative; they are not in line with modern educational ideas, and the normal growth of school population will in a very few years render further\nextensions necessary. The mere addition of a second room to an overcrowded one-room school\ncannot be regarded as more than a temporary makeshift, especially where the location of schools\nand child population and the condition of the roads make feasible a system of better grading by\nmeans of local consolidation. It is to be regretted that these otherwise well-informed and\nenlightened rural communities have so far failed to put themselves in line with any advanced\nand progressive educational policy so far as school buildings and organization are concerned.\nAmbitious and costly schemes are not called for; in these days of high prices a carefully\ndesigned, well-equipped frame building will meet all requirements; but since accommodation\nmust be provided, should we not demand that buildings conform with modern ideas rather than\nresurrect the type of structure that satisfied our fathers and our grandfathers? Luxuri6us barns\nfor cattle, up-to-date silos, demonstrations of electrical appliances for farm-work, are shown at\nagricultural exhibitions; but why not include exhibits of a model school building, a relief-map\nof a consolidated-school district, auto-vans for transportation of the children, charts demonstrating comparative costs and efficiency? Included might also be a specimen van-driver (non-\nsmoker, abstainer, and thoroughly trustworthy), medical statistics showing liability to disease\nof children riding as compared with those trudging on foot, mortality tables showing deaths\n(if any) from accidents to vans en route, etc. A whole-hearted campaign of publicity and\nenlightenment is needed, backed by the most liberal financial inducement to those districts that\nwill adopt and pel-severe with an advanced and progressive policy. Of all men, the Fraser\nValley farmer understands the value of co-operative and up-to-date methods in his farming and\nmarketing operations, though conviction probably came as a result of bitter experience and a\ntedious and costly campaign; he is equally open to conviction in school matters, and he will\nbecome just as loyal and enthusiastic a supporter of such methods in education once he is convinced of their value; his distrust of an education which drove the ambitious country child into\nthe city has not yet been replaced by the knowledge that the best in modern education tends to\nbring the child back to the land.\nTurning to actual work in the schools, detailed reports have been regularly forwarded and\nonly one or two salient features need be referred to here. In the ungraded and partially graded\nschools of country districts\u2014as reported last year\u2014the work attains a surprisingly high level\nwhen account is taken of the difficulties under which it is carried on; in two respects there\nappears to be an improvement over work previously done\u2014the ever present problems of organization and grading are being more effectively dealt with, and many teachers are making a more\ndeliberate and conscious effort to establish the oneness of life inside and outside of the school\nand to utilize the child's home and out-of-school experiences and activities as the basis for\ntraining. Incidentally it may be remarked that considerably larger proportion of children from\nthe one- and two-room schools were successful in the High School Entrance Examinations this\nyear. There were in these schools fewer staff changes than heretofore, and it is satisfactory to\nnote an increasing desire to secure the services of the more highly qualified teachers rather than\nof those possessing the minimum professional standing.    During the last year or so a number of 12 Geo. 5 Public Schools Report. F 33\nuniversity graduates, particularly those of our own University, have engaged in public-school\nwork. This is a welcome sign, for many of these young graduates bring to their duties a wide\nrange of interests, intellectual keenness, a broad outlook and sympathy, as well as readiness to\nlearn, and it is to be hoped that it will be possible to retain some of them permanently in the\nranks of our public-school teachers. Possessing qualifications enabling them to teach in high\nschool, they are looking in that direction for permanent positions, and the cause is not far to\nseek. Owing to the mistaken idea that public-school work is easier and of less importance than\nhigh-school work, with corresponding prejudice against the former (a prejudice originating in\nolder countries, where free education was long regarded as of necessity cheap education), the\nunjustifiable conclusion has been drawn that in the newer countries, where public opinion\ndemands that the State provide the highest educational facilities for all alike, work with the\nyounger children must necessarily be less generously remunerated than that of the higher grades.\nA teacher's salary, however, should be determined by his qualifications (including, of course,\nprofessional training and successful experience), and local authorities should keep this in mind\nwhen fixing remuneration if they desire to retain in their service the more highly qualified\nteachers.\nIn the larger rural schools and in the graded city schools the usual level of achievement\nhas been reached, and in certain schools and classes the work has been excellent. Some of the\nadvantages enjoyed by larger graded schools are not utilized to the extent they should be;\nstaffed in the main by teachers of experience, regularly supervised by a principal, with their\ncarefully and accurately graded classes, they might provide ideal conditions for work of the\nhighest type. The reasons for undue retardation of individuals, or even of the whole classes;\nthe question of the supernormal child; standardized tests applied to the teaching; intelligence\ntests applied to the grading\u2014these and many other problems are occupying the attention of\ninvestigators, and the principal or teacher imbued with professional spirit will at least inform\nhimself of their conclusions, and satisfy himself that nothing is left undone that can aid in\nhis own professional work. Education is a dynamic subject, dealing with the spiritual and\nintangible, and we teachers can never sit down and say, \" We know it all,\" whether we attribute\nour wisdom to excellent Normal training or to valuable and unparalleled experience. Safety\nlies in progress.\nSchool-gardens are in operation at most schools in this inspectorate, agricultural supervisors\nexercising general oversight in Surrey, Langley, Chilliwack, and New Westminster. This branch\nof activity appears to be intelligently utilized, and most of the teachers recognize the great\neducational value of the school-garden as providing an opportunity to base much of the formal\ntraining upon the interests and activities of the child. In the graded schools increasing attention\nis being paid to organized games and play; in the smaller schools more should be done and the\nchildren are too much left to amuse themselves without any assistance or supervision by the\nteacher. It frequently happens that a majority of the children remain during the noon recess;\nsupervision at that hour is not compulsory, but it is difficult to understand how a conscientious\nteacher who has at heart the moral training of the pupils can afford to neglect this opportunity\nof getting into closer touch with them and of observing and influencing them under out-of-school\nconditions.\nOnly in New Westminster and in Chilliwack City and Township are manual training and\ndomestic science included in the curriculum; in the other municipalities provision should be\nmade for the inclusion of these important branches by establishing centres which children from\nadjoining schools could conveniently attend. Parent-Teacher Associations are increasing in\nnumber and activity throughout the district, and, as focusing the interests and efforts of the\nratepayers so that the local school becomes a live issue to the community, they are doing excellent\nwork. In addition to their primary aim of strengthening the bond between school and home,\ntheir efforts toward the beautifying and laying-out of school-grounds, the provision of play\napparatus, the supply of hot lunches, the supplementing of school equipment by providing piano,\ngramophone, library books, or pictures, and the active support of money by-laws, indicate only\nsome of the directions in which they are making their influence felt.\nI have, etc.,\nArthur Anstey,\nInspector of Schools. F 34 Public Schools Report. 1921\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 9.\nKamloops, B.C., August 30th, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,'\u2014I beg to submit herewith the following report on the public schools of Inspectorate\nNo. 9 for the school-year ended June 30th, 1921:\u2014\nThe following were the number of schools in operation in this inspectorate during the\nyear:\u2014\u25a0\nSchools. Teachers.\nCity municipalities       3 29\nRural municipalities          7 8\nRural   schools         26 36\nAssisted schools        71 71\nTotals    107 144\nEight new assisted schools were established and in operation for the first time during this\nyear. Two new divisions were opened in Kamloops City School, and one each in Merritt, Lillooet,\nClinton, and Fruitlands. Canford School District was lowered to the status of an assisted\nschool. The schools at Rae Lake, Heffley Lake, Copper Creek, and Chase Creek were closed\nthroughout the year.\nThe number of ungraded schools in this inspectorate (90 per cent, of the total number of\nschools), the extent of territory to be covered, and the difficulty of access in very many cases\nrendered the work of inspection somewhat difficult. However, all the schools in operation, with\none exception, were visited once, and a second visit was made to the majority of the schools\nduring the year. I have endeavoured to pay special attention to the schools employing inexperienced teachers, and have confined my work in such cases mainly to assisting the teacher\nin the organization of classes and to instruction in the general work of the school.\nOver 20 per cent, of the teachers employed in this inspectorate during the year under\nreview were in charge of schools for the first time, and a number of others had had no teaching\nexperience previously in this Province. Frequent change of teachers has been a great detriment\nto the advancement of the work in the smaller rural schools, but as the country districts become\nmore thickly settled and living and social conditions improve therein, it is hoped that this\ncondition will in a large measure disappear. I wish here to pay tribute to the courage, perseverance, and tactful ability of the teachers (many of them young girls from city homes) who\nare doing the pioneer work in teaching in the more remote and isolated settlements. Many of\nthese teachers have cheerfully adapted themselves to new living conditions, and wherever they\nhave met with the hearty co-operation of the parents of their pupils they have invariably\nmaintained excellent schools.\nDuring the year just closed the question of providing increased school accommodation has\nbeen a very pressing one with the members of School Boards, especially In the larger centres.\nIn Kamloops City much difficulty has been experienced in finding accommodation to meet the\nincrease in enrolment. A new eight-room school building is now in course of construction which\nwill supply accommodation for the public-school pupils who are at present housed in temporary\nquarters about the city and in the High School building. The old Public School building is\nundergoing extensive repairs with the object of improving the heating and sanitary arrangements\nof the building. Much credit is due the Kamloops Board of School Trustees, and the ratepayers\nas well, for the enterprising spirit they have displayed in the matter of providing every facility\nfor the carrying-on of the work in the schools. Work on the projected addition to the Merritt\nPublic School was not proceeded with this year, but it is hoped that better accommodation will\nbe provided for at least two new divisions during the coming school-year. It has been found\nnecessary also to provide additional accommodation in several of the rural and assisted districts,\nwhere the increase in enrolment has outgrown the old school buildings. On the whole, the\nschool-year just closed has been a period of expansion, and the School Boards throughout the\ninspectorate, with the assistance of the Department, have been generally successful in their\nefforts to provide the additional accommodation necessary to meet the demands of the growing\nschool population. 12 Geo. 5 Public Schools Report. F 35\nThe quality of the work performed in the various schools in this inspectorate has been at\nleast equal to that of the preceding tyear. More attention is being given to the teaching of\nwriting and to inculcating habits of neatness and care in written exercises and note-book work.\nA sincere effort is being made in a large number of the schools to lead the pupil to do his own\nreasoning, and to present the work in such a manner as to appeal to the practical common-sense\nas well as to the imaginative ability of the pupil. In most of the schools visited the arithmetic\nand reading were usually good; history and geography, however, become too often dry and\nlifeless subjects owing to the methods of presentation to the class.\nHigh School Entrance Examinations were held in eleven centres in this inspectorate in\nJune last. The Governor-General's medal for the inspectorate was won by Philip Clark Fraser,\na pupil in the Salmon Arm City School. The quality of the work performed in the Senior\nDivision of this school throughout the year is most commendable, and the high percentage of\nsuccessful candidates from this school in the recent High School Entrance Examination, as well\nas the excellent standing in all subjects, is a fair criterion of the character of the teaching.\nThe prizes awarded for physical training under the provisions of the Strathcona Trust for\nthe past school-year were as follows:\u2014\nFirst\u2014Mr. Horace Hum, 2nd Division, Merritt Superior School.\nSecond\u2014Miss Kathleen Lawrence, 10th Division, Kamloops Public School.\nThird\u2014Miss Margaret Wright, Louis Creek Public School.\nIn closing, I wish to thank the various teachers and members of School Boards throughout\nthe inspectorate for the many courtesies extended to me, and for their hearty co-operation in the\nwork of inspection and in the other duties connected with my work.    As my knowledge of\nconditions in the territory over which I travel increases, the more fully I realize the difficulties\nthat confront the settlers in new districts in providing educational facilities for their children,\nand the more I appreciate their whole-hearted efforts to facilitate in every way the work of the\nDepartment in the establishment and administration of the schools.\nI have, etc.,\nA. F. Matthews,\nInspector of Sclwols.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 10.\nKelowna, B.C., August 23rd, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit herewith my annual report  in respect of the public schools of\nInspectorate No. 10 for the school-year ended June 30th, 1921.\nA steady and considerable growth has been evidenced during the past few years. In 1919\nthere were 129 teachers employed in the various schools of this inspectorate; in 1920 there \u25a0\nwere 146; and for the present year 160. Since last September the schools at Bear Creek and\nWoodville Road have been reopened and a new school established at Trinity Valley; additional\ndivisions have been in operation at Armstrong, Vernon, Woods Lake, Kelowna, East Kelowna,\nSouth Okanagan, Summerland, Penticton, Naramata, Princeton, and Copper Mountain. In\naddition, schools have been authorized and will be in operation during the coming term at\nTrinity Creek, Ewing's Landing, Hill crest, and Oliver. During the past year the division\nof teachers among the various districts was as follows:\u2014\n'Schools. Teachers.\nCity municipality districts      11 54\nRural municipality districts         8 31\nRural schools     21 42\nAssisted schools     32 33\nTotals     72 160\nTo accommodate the increased school population extensive building operations have been\nnecessary.   At Armstrong and Penticton large and fully modern school-houses have been erected; at Vernon, through the generosity of the Provincial Government, the old Court-house is being\nconverted into a very satisfactory four-room school; two-room buildings were completed at\nWoods Lake and at Copper Mountain; while arrangements have been completed for additions\nto the existing buildings at Oyama, East Kelowna, and Westbank, and for a two-room school\nat Oliver. Despite these very considerable improvements, the problem of accommodation is a\ncritical one; in most of the urban districts every available class-room will be filled in September'\nand a number of rural schools will be materially overcrowded.\nThe provision of high-school facilities in rural districts continues to receive a good deal\nof attention, both from parents who are directly concerned and from public-spirited ratepayers\nwho are interested in the development of their* local districts. With this end in view, superior\nschools have been established at Westbank Townsite and at Oyama, while similar arrangements\nare under consideration at other points.\nIn general, conscientious, painstaking, and reasonably efficient class-room work has been\nthe rule. More frequently than in previous years extremes of good and of bad have been met,\nbut this is undoubtedly a coincidence rather than due to any specific reason. In most of the\ngraded schools good results have been secured, while a similar statement is true of a few of\nthe smaller schools, which have been fortunate enough to retain proven teachers or to secure\nunusually capable ones. The constant migration of rural teachers, referred to in earlier reports,\nstill continues, as is evidenced by the presence, during the past year, in the ninety-seven classrooms of the ungraded and semi-graded schools, of 121 teachers, of whom only twenty-two were\nin these schools prior to September 1st last. The salary paid by most of these schools has been\nat least $1,200 per annum, yet teachers remain no longer than when the remuneration was much\nless\u2014a clear indication that the appeal of the graded school does not lie solely or chiefly in\ndollars and cents.\nI have, etc.,\nA. R. LoRn,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 11.\nRevelstoke, B.C., August loth, 1921.\n\u00a3. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit herewith the following report on the public schools of Inspectorate\nNo. 11 for the school-year ended June 30th, 1921:\u2014\nDuring the year the following assisted schools were opened: Bellevue, across the Columbia\nRiver from Burtondale; Birchbank, a few miles north of Trail; Carroll's Landing, about midway between Burtondale and Arrow Park, East; Champion Creek, about 8 miles south of\nBrilliant; Norwegian Creek, between Boundary Falls and the International Boundary-line; and\nSpencer, a few miles to the south and west of Grand Forks. The school at Parson, in the Upper\nColumbia Valley, was reopened, and an additional division was opened in each of the following\nschools: Brilliant, Grand Forks, and Trail Central. The schools at Berrydale and Moberly\nwere not in operation during the year, and the school at Phoenix has been discontinued owing\nto the cessation of mining operations at that point. Two divisions were closed out of the Revelstoke schools, which are now being operated as one school unit under a supervising principal,\nand one division of the Rossland School was also closed during the entire year. In all, there\nwere ninety-five schools in operation in this inspectorate during the school-year, with a total\nstaff of 154 teachers, a net increase over last year of three schools and two teachers. Of these\ntotals, seven were graded city schools with a staff of fifty-six teachers, three were graded rural\nschools with a staff of nine teachers, two were graded assisted schools with a staff of six teachers,\neleven were ungraded rural schools, and the remaining seventy-two were ungraded assisted\nschools.\nFor the first time in three years there was comparatively little interruption due to sickness,\nand a correspondingly higher standard of attainment was thus made possible. A marked\nimprovement ih the results of the Entrance Examinations can also be noted, particularly in the\ncase of candidates presented by the ungraded schools. 12 Geo. 5 Public Schools Report. F 37\nThe percentage of change in the teaching staff, while not so great as last year, is still\nconsiderably above the average, and it is sincerely to be hoped that this veritable menace to\nefficiency may speedily be reduced to a more reasonable minimum.\nI have, etc.,\nA. E. Miller,\nInspector of Schools.\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 12.\ni Nelson, B.C., September 20th, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit a report on the public schools of Inspectorate No. 12 for the year\n1920-21.\nThe assisted schools of Elk Prairie, Standard Mine, and Nine-mile Creek did not reopen\nafter the summer vacation owing to an insufficient number of pupils, and during the year one\ndivision of the Moyie School was closed from the same cause.\nIn Cranbrook, Fernie, Bull River Bridge, Camp Lister, Corbin, Salmo, and Wardner an\nadditional room was added to each school to care for the increasing school population. After\nbeing closed for two years the Gray Creek School was reopened and new schools were established\nat Passmore and Three Forks. One hundred and seventy-five class-rooms were in operation\nduring the year.\nOwing to the large number of schools and the many special trips made to different parts\nof the inspectorate it was not possible for me to make two visits to each class-room, but all\nclasses in continuous operation throughout the year received one inspection, while a few were\ngiven a second visit.\nThe extension of the boundaries of Nelson City to include Fairview brought the Hume\nSchool under the control of the Nelson Board. A careful survey of the results of the June\nEntrance Examinations would seem to indicate that the work being done in the public schools\nof this inspectorate will compare favourably with anything in the Province. With two or three\nexceptions, the rural and assisted schools made a very creditable showing.\nIn many of the schools careful and conscientious work is being done. Wherever there is\nevidence of thoughtful preparation of the work by the teacher the standing of the school is almost\ninvariably satisfactory. Too frequently arithmetic is merely a \" seat-work \" subject, and insufficient mental drill in combinations, separations, and multiplication -tables is resulting in the\n\" counting habit.\" Many teachers complain of the untidiness of the work of the class, but, at\nthe same time, they accept the untidy work. The brighter pupils often get the larger share of\nattention. Teachers should remember that our schools are not Intended to produce intellectual\nphenomena and that the aim should be to assist the slower pupils to a reasonable average of\nattainment.\nThe bridging of the gulf between the standards of the average city school and those of the\naverage rural school is a problem which demands the most careful consideration. The successful\nrural teacher finds little difficulty in obtaining a position in a graded city school at a larger\nremuneration than she would receive in the country.\nFrom the standpoint of national development, there is no other single force in the Province\nwhich determines to such a degree the success of the future as the teaching staff of the elementary\nand secondary schools, and no other influence which should tend to so great an extent to mould\na sane public opinion.\nThe responsibility of the teacher is great\u2014the remuneration should be in proportion to the\nresponsibility. A few teachers are not worth their salary; the majority are worth more than\nthey receive.\nIn many of the rural schools there has been a decided improvement in comfort and equipment\nand -seldom have I found School Boards who were not prepared to recommend to their ratepayers\nan increased budget for the coming year.\nI have, etc.,\nE. G. Daniels,\nInspector of Schools. F 38\nPublic Schools Report.\n1921\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 13.\nPrince Rupert, B.C., August 31st, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I have the honour to submit the following report on the public schools of Inspectorate\nNo. 13 for the year ended June 30th, 1921 :\u2014\nDuring this year the following assisted schools were opened: Firvale, 30 miles up the Bella\nCoola Valley; Lawn Hill, on the east coast of Graham Island, Queen Charlotte; Hanall, 3 miles\neast of Usk; Evelyn, 9 miles west of Smithers; Glentanna and Driftwood Creek, about 8 miles\nnorth-west of Smithers; Topley, 32 miles west of Burns Lake; Decker Lake, 5 miles west of\nBurns Lake; and Tchesinkut Lake, between Burns Lake and Francois Lake. Round Lake and\nBuckley Bay Schools were reopened, and an additional room was opened in each of the following\nschools: Ocean Falls, Granby Bay, Prince Rupert, Kitsumgallum, Usk, and Smithers. The schools\nat Metlakatla and Inverness were not in operation and Skldegate was closed before the end of\nthe year.    In all, there was a net increase of thirteen teachers over the previous year.\nThe following schools have been established and will be in operation next term: Hunter\nIsland, near Bella Bella; Oona River, on Porcher Island; Kitwanga and Quick, on the Grand\nTrunk Pacific; and Uncha Valley and Tatalrose, on the south side of Francois Lake. A large\npercentage of this increase has been in the Omineca District, where the number of teachers this\nnext term will be almost 100 per cent, greater than when I took over the district two years ago.\nThe new school buildings at Granby Bay and Telkwa were ready for occupation at the\nbeginning of the year and were found both creditable and comfortable. Prince Rupert has ready\nfor use this fall a modern twelve-room brick school which will compare favourably with any-\nother school in the Province. This will' relieve the congestion in this city which has been apparent\nfor several years. A three-room addition has been made to the Kitsumgallum School and two\nrooms are being added to the Smithers School.\nEntrance Examinations were held -at seventeen centres, where 109 candidates presented\nthemselves. Of these, 58 pupils, or 53 per cent., were successful. The number of candidates this\nyear marks an increase of 147 per cent, over that of last year, when forty-four candidates wrote\nthe examination. In addition, forty pupils of Prince Rupert schools were granted promotion to\nhigh schools upon recommendation of the principal. This is also an increase of thirty-three\nper cent, over the previous year.\nIn view of this increasing number of pupils passing the Entrance Examination, it is gratifying' to note that a superior school has been established at Smithers and that Granby Bay and\nOcean Falls are taking steps to provide high-school education for pupils who have completed the\nCourse of Studies of the elementary school. The new regulation pertaining to the number of\npupils required for the establishment of high and superior schools effectually meets the demand\nin this district for high-school privileges.\nThe Governor-General's medal for the highest mark in the Entrance Examination in the\nInspectorial Districts of Prince Rupert and Prince George was won by Reid Lewis McLennan,\nBorden Street School, Prince Rupert.\nPrizes awarded under the provisions of the Strathcona Trust were as follows:\u2014\nFirst\u2014Miss Lena Wolfenden, 2nd Division, Ocean Falls.\nSecond\u2014Miss A. M. MacKinnon, 4th Division, Prince Rupert.\nThird\u2014Miss Jessie Rothwell, 3rd Division, Prince Rupert.\nReports upon the schools individually have been forwarded to you from time to time, so\nfurther comment would be superfluous, except to say that on the whole the work of the teachers\nand the spirit in which it was undertaken in the majority of schools was highly commendable\nand satisfactory.\nI have, etc.,\n! J. M. Paterson,\nInspector of Schools. \u25a0\n12 Geo. 5 Public Schools Report. F 39\nPUBLIC SCHOOLS\u2014INSPECTORATE No. 14.\nPrince George, B.C., August 12th, 1921.\n8. J. Wilis, Esq,.\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the schools of Inspectorate No. 14 for the\nSchool-year ended June 30th, 1921:\u2014\nThe boundaries of Inspectorate No. 14 remain unchanged from last year. The inspectorate\ncomprises the schools in the Grand Trunk Railway Belt east of Endako; those in the Cariboo\nand Lillooet Districts as far south as the 100-Mile House; those in the Canadian Northern\nRailway Belt as far south as Blue River;  and those in the Peace River District.\nDuring the past year there has been a steady growth in the school population throughout\nthe inspectorate. Schools were opened for the first time at Aleza Lake, Canim Lake, Hulatt,\nOrange Valley, Miocene, Penny, Swan Lake (Peace River), Tate Creek (Peace River), Taylor's\nFlats (Peace River), and Williams Lake. New schools were authorized and should soon be in\noperation at Bear Head, Meadowdale, Stone Creek, Stuart Station, and Willowvale. Additional\nteachers were appointed to the Prince George and Vanderhoof staffs and the school at Braeside\nwas reopened. The assisted schools at Hartley, Rose Valley, and Stuart River remained closed\nthroughout the year.\nOwing to the large number of new and widely scattered settlements springing up in this\nnorthern section of the Province my work is largely of a pioneer nature. Class-room inspection\nis perhaps the smaller part of my work, a good portion of my time being taken up with organization duties. Practically all the schools, however, have received at least two visits during the\nyear. \u2022\nOn the whole the general standing of the schools within this inspectorate is not of a high\norder. This condition is due in no small measure to the fact that the teachers change so\nfrequently that good results are impossible. In many of the schools a new teacher, very often\na beginner, appears each year, and frequently a change of teacher is effected at the end of each\nterms. A number of the schools in these northern parts are handicapped year after year by the\nemployment of unskilled, temporary certificated teachers, who have little knowledge of our\ncourses, -standards, and methods. Inability to organize the work of their class-rooms constitutes\nthe chief criticism of the teachers in the one-room schools of this inspectorate. Although many\nof the teachers present the individual subjects comparatively well, they are unable to prepare a\nwell-balanced time-table in which each subject in each of the classes receives due consideration.\nAlthough the school accommodation in many of the districts is as yet far from satisfactory,\na gradual improvement is being effected. Nearly half of the districts are now voting assessments\nfor the purpose of providing funds with which to operate the schools and improve school property.\nA number of the assisted districts have recently erected very commendable buildings, and in one\nof them, Willow River, a comfortable teacher's residence has been provided. At Vanderhoof a\nmodern four-room building is in course of erection, and an eight-room building is being provided\nfor in the Prince George District.\nDuring the past year the teachers within this inspectorate have made a greater effort than\nheretofore to teach systematically the prescribed courses in physical training. In some of the\nschools the results in this department of school-work have been very commendable. The prizes\nfor excellence in physical training were awarded as follows:\u2014\nFirst\u2014Miss E. Milligan, 5th Division,\u2022Prince George School.\nSecond\u2014Miss Drina Fraser, Fort Fraser School.\nThird\u2014Miss Marjorie Baker, 2nd Division, McBride School.\nI have, etc.,\nG. H. Gower,\nInspector of Schools. REPORT OF MUNICIPAL INSPECTORS.\nVANCOUVER CITY SCHOOLS.\nVancouver, B.C., August 31st, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the public schools and high schools of this city\nfor the school-year ending June 30th, 1921:\u2014\nStudents and Teaching Staff.\nDuring the year there was an increase of 97S students, but owing to the lack of class-room\naccommodation the net increase in the teaching forces was only fifteen. The changes in the\nvarious staffs are indicated in the following summary:\u2014\nPublic schools ,  from 409 to 416\nGeneral classes   from 392 to 399\nSpecial classes ,       12   \u201e    16\nSchool   for   the   Deaf   (taken  over   by\nGovernment)          \u201e        4   \u201e      0\nSchool for the Blind       \u201e        1  \u201e      1\nHigh schools       \u201e      69   \u201e     78\nGeneral Course   from   46 to   51\nCommercial Course       \u201e      11   \u201e     11\nBoys' Technical Course       \u201e        9   \u201e     13\nHome Economics Course         3   \u201e      3\nManual training   ,      23   \u201e     18*\nDomestic science       12   \u201e     13\nSpecial instructors  :       \u201e        6  \u201e      9\nTotal   from 519 to 534\n* Last year five instructors working in the Technical Department of King Edward High\nSchool were counted in the manual-training group. Since the opening of the Technical School\nthey are grouped with other Technical School teachers. The decrease at this point is therefore\nonly an apparent one.\nSchool Accommodation. i\nIn my report for the school-year 1919-20 I spoke of the unsatisfactory results obtained in the\nprimary grades of the public schools from part-time tuition made necessary by a lack of adequate\nclass-room accommodation. For the first term of the past year an attempt was made to improve\nconditions. Our schools were reorganized with an average enrolment of approximately forty-five\nper class instead of forty as formerly. This resulted in a reduction of fourteen in the teaching\nstaff and reduced the number of part-time classes from thirty-four to two. It led, however, to\novercrowded class-rooms, making effective teaching in many instances extremely difficult\u2014in\nothers impossible. In October, when the enrolment was 17,993, there were seventy-eight classrooms with an enrolment of nearly fifty and twenty-four others with fifty or more each. Notwithstanding these conditions, which were well known to the public, the school money by-laws for\namounts totalling $241,000, submitted to the ratepayers in January, were defeated. Consequently,\nwhen 1,077 more Receiving-class pupils were enrolled in February, to overcrowded classes was\nadded part-time tuition\u2014thirty-four part-time classes having to be organized for the remainder\nof the year.\nThe presence of these two evils, part-time tuition and overcrowded classes, for the last term\nof the year, and the conviction that money could not be secured by submitting money by-laws to\nthe ratepayers, led the Board to decide \" that hereafter no 6-year-old children will be admitted\nto the schools unless money be provided tb erect more class-rooms in which to accommodate them.\"\nThis drastic, though necessary, resolution brought a measure of temporary relief.   An agreement \u2022\n12 Geo. 5 Public Schools Report. F 11\nwas reached between the Board and the City Council permitting the former to spend a limited\namount of money for school-construction if the amount expended be taken out of the Board's\nrevenue for the year. This will help for a time, but it is by no means a satisfactory solution.\nBy erecting an inexpensive eight-room school on the Strathcona grounds from materials obtained\nlargely from the old school, and providing eighteen rooms in very inexpensive one- or two-room\nframe buildings in districts where they are needed, we expect to have class-rooms for all public-\nschool pupils in September, though some classes may be overcrowded. February of the coming\nyear, however, will again find us with no class-rooms for about 1,000 pupils. Using for the\nerection of new class-rooms moneys urgently needed to keep existing buildings in proper repair\nwill in the end prove an expensive expedient. The sooner, therefore, we have legislation making\nit possible for School Boards to obtain sufficient funds to provide proper class-rooms for an\never-increasing school population, and at the same time keep existing buildings in proper repair,\nthe better.\nThe congestion in the high schools was relieved by the opening of the Vancouver Technical\nSchool on March 1st, 1921, in what was formerly the Labour Temple. This building, purchased\nand remodelled by the Provincial Government and rented to the Board as a technical school, has\nbeen well equipped and will meet the needs of technical students for a few years. The opening\nof it has also left rooms, vacated by the technical students at King Edward School, for additional\nhigh-school students in the coming year.\nSurvey of Sewing in the Grades.\nThere has been practically no supervision of sewing in the Vancouver schools since 1915;\nand, as was to be expected, the work has greatly suffered. From a survey made by one of our\nmost competent domestic-science teachers early in the year, it was found that not more than\n20 per cent, of the teaching could be regarded as satisfactory. This represented a great loss,\nas there were about sixty teachers and over 1,000 girls who should be spending profitably one\nhalf-day a week at sewing. The Board 'has consequently appointed, an expert in needlework to\nbe a teacher of the many lady teachers who enter our schools unprepared to teach sewing.\nPhysical Culture fob High-school Girls.\nAnother forward step taken during the year was the appointment of an instructress in\nphysical culture for high-school girls. The work done along this line already has abundantly\ndemonstrated its importance. It is to be regretted, however, that the lack of proper gymnasium\nfacilities will make it impossible to extend this work for some time to include all high-school\ngirls as it should.\nExtension of Special Class-woek.\nNotwithstanding the difficulties experienced in finding additional class-room- accommodation,\nfour more special classes were opened. It has been found that the removal of special-class\nchildren from the ordinary classes makes it possible to increase the size of the latter and do\nbetter work than could be done in smaller classes handicapped by the presence of subnormal\npupils. The work now being done in Vancouver in the special classes is conceded by experts\nin such work to be of a very high order. I cannot speak too highly of the unfailing devotion\nto duty of the members of the staff who are carrying on this important but trying work.\nThe Work of Supervisors.\nThe supervision of drawing, music, physical training and cadet-work, primary work and\nspecial-class work was carried on throughout the year by supervisors giving full time to\nsupervision.\nIn manual training and home economics, however, the supervisors taught the greater part\nof their time in high schools. The results, in consequence, were not as satisfactory as supervisors and teachers could wish. This was particularly noticeable in the Home. Economics\nDepartment, where there was almost an entirely new staff of teachers, many of whom were\nnew to the work in this Province. I am pleased to report that the present School Board,\nrecognizing this condition, is now prepared to appoint a supervisor to devote full time to the\nwork. F 42 Public Schools Report. 1921\nMedical Inspection.\nThe work of medical inspection was energetically carried on by Dr. Robert Wightman and\nhis staff of two lady doctors and eight nurses. The value of the work done in this department,\nnot only in the immediate prevention of disease but in the education of children, parents, and\nthe public generally along hygienic lines, cannot be overestimated. The campaign being waged\nby the Medical Department of our schools to bring every school-child up to normal physically is\nmeeting with enthusiastic public support.\nThe Dental Clinics.\nAfter seven years of absolutely free dental treatment for children of parents with small\nincomes, it was found that the most of such cases were completed. Last year the work was\nextended to include the children of parents with moderate incomes who could not pay ordinary\ndental fees and would not accept free treatment. Many children of such parents are now cared\nfor in the school clinics on the payment of a nominal fee.\nNight-schools.\nA survey of the year's work would not be complete without reference to the night-schools.\nThe work in these was extended to include Third-year Electrical Engineering, Cabinetmaking,\nPlumbing, Ladies' Tailoring, Salesmanship, Science Course for Teachers, and Mathematics for\nTeachers. Forty-two teachers were employed and the enrolment of students reached a total of\n1,686, distributed as follows :\u2014\nContinuation classes   \u201e   128\nArt and Show-card Work  \u25a0   107\nModern Languages '     52\nMusic  \"  158\nEngineering  \u2022  209\nCarpentry and Cabinetmaking     43\nElectrical Engineering   195\nCommercial Courses   420\nPlumbing     70\nElocution and Speaking     63\nShort-story Writing \u25a0     20\nTeachers' Courses       17\nDomestic Science    204\nThe attendance of the students and the interest taken by them in their classes was most\nencouraging.\nSalabies.\nNo great changes were made in the salary schedule in January, 1921. Salaries ranging from\n$1,800 to $3,200 were increased but little; those ranging from $1,080 to $1,600 were considerably\nincreased, the Board considering the teachers drawing such salaries poorly paid. For the first\ntime, too, in Vancouver, the Board, finding it impossible to secure the services of young men\nfor salaries paid to ladies, made a special salary schedule for male assistants in the public\nschools. This has already had the desired effect of increasing the number of young men teachers;\nbut the indications are that better salaries still will have to be offered if a sufficient number\nof young men of ability are to be attracted to and retained in the teaching profession. Though\nthe present salary schedule seems in the main fairly satisfactory, the experience of the past\nfew months indicates a few further changes which seem desirable. I trust these will be made\nin the coming year.\nSchool Spobts and Athletics.\nThe importance of school sports is being more and more recognized by our teachers and\nan ever-increasing number of them are interesting themselves in the physical well-being of the\nchildren. In the opening term of the past year over 100 of our teachers spent time and money\nto qualify themselves the better to carry on the work of physical training in their classes. This\nwork must necessarily make considerable inroads on the time for study, which is now none too\nlong; but it is valuable and has come to stay. May we not look forward to a six-hour school-day\nin the not-distant future, with one-sixth of it devoted to the physical needs of the children under 12 Geo. 5 Public Schools Report. F 43\nthe direction of teachers well qualified for such work?   It would be a boon to both teachers and\npupils.\nGeneeal Observations.\nNotwithstanding the inconveniences experienced by many engaged in the schools of Vancouver\nduring the past year, school-work was never carried on more enthusiastically. The manner in\nwhich teachers strove to rise superior to adverse circumstances and the endeavours of pupils\nand parents to meet philosophically trying situations rendered the administration of the schools\nmuch easier than it otherwise would have been. The active interest in our schools of influential\npublic bodies was never greater, never more needed, and never more highly appreciated. While\nmany clubs and associations might be mentioned in this connection, the Parent-Teacher Associations are deserving of special commendation. Their efforts on behalf of the schools have been\nincreasing and varied, serving as a stimulus to school workers in all departments.\nI am pleased to report also that for the year just closed our school-life has been characterized\nby a sane, unostentatious patriotism which augurs well for the future. This-patriotism possibly\nfound its highest expression on June 23rd, when nearly 6,000 pupils and teachers met in Stanley\nPark to celebrate the fiftieth anniversary of British Columbia's entry into Confederation.\nIn closing, I wish to express my appreciation of the continued kindly relations that have\nexisted between the Education Department and the Vancouver School Board.\nI have, etc.,\nJ. S. Gordon,\nMunicipal Inspector of Schools. PROVINCIAL NORMAL SCHOOLS.\nVANCOUVER PROVINCIAL NORMAL SCHOOL.\nVancouver, B.C., September 12th, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the report of the work of the Provincial Normal School, Vancouver,\nfor the school-year ended June, 1921.\nAutumn Session.\nThe session opened on September 7th, 1920. The enrolment for the session was 239. Of this\nnumber, 48 were taking the Advanced Course and 191 the Preliminary. During the session 3 of\nthe Preliminary class withdrew, and the session closed with an attendance of 48 Advanced and\n188 Preliminary students. To 46 of the Advanced class Advanced diplomas were granted, while\nthe two remaining members of the class were granted Preliminary diplomas.\nDiplomas were granted to 172 of the Preliminary class, 11 were allowed to enter the\nadvanced session conditionally, and 5 failed.\nThe opening of the session in September saw several changes on the teaching staff. Mr. Wm.\nBurns retired from the position of principal at the end of August, 1920. For twenty years he\nhad served as principal of the Normal School. Hundreds of teachers throughout the Province\nwill bear testimony to his untiring and conscientious work in the Normal School. To them his\nlife and work will always be an inspiration. We were pleased to have Mr. Burns deliver one\nlecture a week to the Advanced class until the close of the session in December.\nMr. A. E. C. Martin joined the staff in September. Mr. Martin brought to his work in the\nNormal School a ripe experience in public- and high-school work in the Province.\nFrom September to March Miss Coney was on leave in England. While there she took a\nCourse in Eurythmics and visited many of the English training-schools. During her absence\nMiss Ida Morris filled the position of music instructress most satisfactorily.\nAdvanced Session.\nFor the first time in several years the Advanced Course only was conducted during the\nwinter session. The change was most welcome. While occasionally good students entered in\nJanuary for the Preliminary Course, this was the exception. Our Preliminary class in January\nwas, as a rule, composed largely of our own failures, together with failures from the University.\nThe total enrolment for the advanced session was 182. Of the 11 who passed conditionally\nin December, 10 returned in January. One of these withdrew, and in February the remaining\n9 were granted Preliminary diplomas. Seven withdrew during the session. Thus we finished\nwith an enrolment of 174. At the close of the session 169 were granted Advanced diplomas\nand 5 failed.\nWork for the next year was apportioned as follows: The Principal\u2014Grammar, classroom management, registers and reports, psychology. Mr. Murphy\u2014History and geography.\nMr. Weston\u2014Drawing and painting. Mr. MacLean\u2014Writing, nature-study, school-gardening,\nhygiene. Mr. Macintosh\u2014Reading, language, composition, literature, spelling. Mr. Martin\u2014\nArithmetic, history of education. Miss Burpee-\u2014Primary work. Miss Coney\u2014Music. Sergt.-\nMajor Instructor Wallace\u2014Physical training.\nAll students in attendance since September, with the exception of two, qualified for the\ncertificate of physical training. I consider that it would be greatly to the advantage of our\nstudents if the Course in Physical Training could be continued throughout both preliminary\nand advanced sessions. It does not seem in the best interests of our students to crowd the\nentire Course of Training into twelve or fifteen weeks. We shall be very pleased if, during\nthe ensuing year, each of the Normal Schools of this Province has an instructor for this very\nimportant branch of training.\nDuring the year our students have had, on an average, thirty-five lessons to teach in the\npractice schools.   I wish to take this opportunity to thank the teachers of the Model and Cecil 12 Geo. 5 Public Schools Report. F 45\nRhodes for their very kindly assistance in this most important department of the training of\nour students.\nWhile our students have given close attention to their professional duties, the literary,\nathletic, and social sides of Normal School life have not been overlooked. The Literary Society\nhas presented many entertaining and instructive programmes during the year. The Athletic\nSociety has fostered basket-ball, badminton, tennis, hockey, and indoor baseball. The usual\nautumn and spring dances, school parties, and picnics have served to develop among the students\nthe best school spirit.\nI have, etc.,\nD. M. Robinson,\nPrincipal.\nVICTORIA PROVINCIAL NORMAL SCHOOL.\nVictoria, B.C., September 26th, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I have the honour to submit the following report on the work of the Provincial\nNormal School at Victoria during the school-year which ended June 30th, 1921:\u2014\nThe number in attendance was:\u2014\nSept. to Jan.  to\nDec, 1920.       May. 1921.\nFor the Advanced Course     14 89\nFor the Preliminary Course   101\nTotals   115 89\nNumber that withdrew during the session       1 2\nNumber that failed to qualify  :       2 5\nNumber awarded diplomas    112 82\nTotals  115 89\nFrom this table it may be noted that the plan of conducting Advanced and Preliminary\nCourses simultaneously was discontinued at the end of the year 1920. In this the Department\nof Education has pursued a most desirable policy. The energy of the Normal School instructors\nmay now be concentrated upon preliminary work in the fall session and upon the more advanced\nwork during the spring session. This will result in more thoroughly trained teachers and hence\nmore efficient work in the elementary schools of the Province. .\nThe personnel of the staff underwent changes during the year. Mr. E. Howard Russell,\nProfessor of Mathematics in the Victoria Arts College, took charge of the instruction in music.\nMr. Russell's ability in this work is so well known that comment is unnecessary. Miss A. M.\nMacfarlane, following the resignation of Miss Lexa Denne In July, 1920, was appointed to the\nDepartment of Household Economics. Miss Macfarlane, who is a graduate of Macdonald\nCollege, St. Anne de Bellevue, Quebec, had given three years of excellent service in the Domestic\nScience Departments of the common and high schools of the Okanagan Valley. The high\nstandard of the work she has done during the year has shown the wisdom of the Department\nof Education in promoting her to the Faculty of this school. In July, 1920, Miss Florence N.\nMaclean was appointed Secretary and Librarian. Miss Maclean, who is a graduate of this\nschool, is a fully certificated teacher. This qualification, combined with her superior ability in\nsecretarial work, has uniquely fitted her for her duties. The apportionment of work among the\nother members of the staff has remained unchanged.\nThe generous policy inaugurated by the Department of Education of assisting members of\nthe staff to attend summer sessions at leading universities was put into effect in this school\nduring the summer of 1920, when Miss Kate Scanlan, Principal of the Model School Department,\nattended the summer session of the University of California at Los Angeles.   New features that .\nF 46 Public Schools Report. 1921\nhave appeared in the already excellent work of this teacher provide but one more instance of\nproof that a true teacher is ever a learner and should be given opportunity periodically to become\na learner.\nIt gives me pleasure to report that it was the unanimous opinion of the Faculty that the\nstudents who were trained in this institution during the year 1920-21 were, with few exceptions,\nadmirably adapted to the work of the teaching. Not only was the work of the year encouraging\nand pleasant, but it was with a feeling of more than usual confidence that diplomas were granted\nto these young teachers permitting them to assume the fuller responsibilities of actual service.\nNevertheless, in spite of the natural aptitude and happy temperament of these young teachers-\nin-training, it was again borne in upon those in charge of their training that a more extensive\nand a more thorough groundwork is necessary in knowledge of the subjects that they are going\nto teach before a professional training in the art of teaching those subjects can be adequately\ngiven. In several of these subjects they have received little, if any, instruction during their\nhigh-school course. Hence the knowledge they have acquired in the elementary school is assumed\nto be a sufficient basis for their professional training. The one-year course of Normal School\ninstruction is hardly long enough to provide both academic and professional training. Further,\nmay I again urge that, with an ever-increasing number of graduates in Arts from our Provincial\nUniversity, the demand for the establishment of a training course for high-school teachers is\nbecoming imperative. Were such a course established, it would provide not only much-needed\ntraining, but it would prove to be an incentive that would turn more and more of these graduates\ninto the teaching profession, and thereby tend to augment a supply that at present is inadequate\nto the demand.\nI cannot conclude this report without once more expressing my thanks to the staffs of the\nModel School, the North Ward School, and the Bank Street School for their helpful co-operation\nin our work, and to all those citizens from outside our profession who by addressing our students\nfrom time to time afforded us inspiration.\nI have, etc.,\nD. L. MacLaurin,\nPrincipal. 12 Geo. 5 Public Schools Report. F 47\nTECHNICAL EDUCATION.\nREPORT OF THE ORGANIZER.\nVictoria, B.C., October 11th, 1921.\nS. J.  Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSib,\u2014I beg to submit the following report on manual training, domestic science, night-\nschools, and technical education for the year 1920-21:\u2014\nManual Training and Domestic Science.\nIt is very gratifying to report that an increasing interest in the above subjects is taken by\nschool principals and teachers generally, as the complete success of the work depends in a great\nmeasure on the way the contents of these courses, which are inseparable from home-life, are\nlinked up with kindred class-room studies.\nThe educational authorities have always maintained that manual-training and domestic-\nscience centres must be an integral part of the school system, and that the activities in the\nworkshops and cookery centres must emphasize the book lessons of the class-rooms, making them\nmore realistic and thus firmly fixing them in the minds of the pupils. For these reasons it is\nsatisfactory to know that there is a growing co-operation between the manual-training teachers\nand the school staff.\nOwing to the conscientious., work of the instructors, manual training is becoming firmly\nestablished throughout the Province. The men invariably display earnestness and enthusiasm\nin' conducting their work, and with very few exceptions show a commendable desire to succeed.\nThe fact that the Province of British Columbia has more manual-training instructors than any\nother Canadian Province except Ontario is conclusive proof that the subject has gained public\nconfidence.\nThirteen men who wish to become manual-training instructors attended the summer-school\ntraining class held in the Vancouver Technical School during the summer holidays. The course\nof study is acknowledged by the Manual Training Teachers' Association to be of such a nature\nas will effectively equip men with the essentials for conducting the manual-training work in an\nelementary school centre. There was no difficulity in securing a class of school-boys of Third\nReader Grade to attend a class in woodwork, and these beginners provided the practical teaching\nproblems for the prospective manual instructors. This course will be followed by a series of\nclasses held on Saturday afternoons, thus providing an opportunity to complete 700 hours'\ntuition, which is the number demanded of all candidates.\nTwelve manual-training instructors from the elementary schools attended a summer school\nto participate in the training which would, qualify them to teach in high schools. A reproduction\nof a group of metal repousse on an adjoining page will show the standard of their work, and\nwill illustrate to some extent the way in which craftsmanship and artistic taste combine to\nform an appreciation which may be worthily considered educational.\nClasses in Manual Training and Domestic Science were conducted in the following cities:\nArmstrong, Chilliwack, Cranbrook, Kelowna, Mission, Nanaimo, New Westminster, Nelson, North\nVancouver, Prince Rupert, Vancouver, Vernon, and Victoria. Similar classes were also held\nin the following municipalities: Burnaby, Chilliwack, Delta, Esquimalt, Maple Ridge, Penticton,\nPoint Grey, Pitt Meadows, Rutland, Saanich, Summerland, and South Vancouver.\nThe following statistics for 1920-21 may be of interest and are here inserted:\u2014\n79 manual-training centres. 51 domestic-science centres.\n62 instructors. -      46 instructors.\n8,349 elementary pupils attending. 6,362 elementary pupils attending.\n1,436 high-school pupils. 1,326 high-school pupils.\nDomestic Science.\nAlthough in this Sphere of activity British Columbia again ranks next to Ontario in the\nnumber of teachers engaged, yet from the foregoing it will be observed that domestic science '\nF 48 Public Schools Report. 1921\nhas not made the same strides as the subject of manual training, nor has it obtained such\na strong hold on public confidence. 'This is regrettable because the subject is one which is\nundoubtedly necessary and worthy of a prominent place in any educational system.\nThe work of training domestic-science teachers in Canada has been somewhat curtailed\nin recent years, and this, together with the growing demand for their services, has led to an\nincreasing difficulty in obtaining instructors. The existing conditions would thus seem to make\nthe organizing of a teachers' training class desirable. One practical way to do this would be\nto select school-teachers who have had previous domestic-science training and provide a Saturday\nmorning class in either Vancouver or Victoria at which they could attend. Work taken at the\nSaturday morning classes, supplemented by courses taken at the summer school, would give an\nopportunity for very effective study to those who wish to become domestic-science teachers.\nSuch classes as are here alluded to have been and are being conducted for men who wish to\nbecome instructors of manual training. An Entrance Examination is held for admission and the\nCourse of Study extends over 700 hours. Even the most sceptical must now concede that this\nmanual-training scheme has been entirely successful; therefore a similar scheme might well\nbe evolved for training domestic-science instructors, and the Province would thus have teachers\nat their command when required.\nTechnical Course.\nTechnical schools are now organized in the Cities of New Westminster, Vancouver, and\nVictoria. The Course of Study is composed of the following subjects: English, citizenship\nand economics, mathematics, mechanics, physics, electricity, drawing and design, woodwork,\nchemistry, sheet-metal work, forge-work, and machine-shop work.\nThe time-table in the Vancouver Technical School showed several classes with periods for\npractical work too short in duration, but a remedy was promised when the staff was increased.\nThere seems to be a decided antipathy to lengthening the school-day in the technical schools.\nWhere practical industrial machine-work is being carried on it is difficult to see why opposition\nshould be made to a gradual increase in the school-day until the usual shop-day of eight hours\nis reached\u2014viz., six hours for the first year, seven hours for the second, and eight hours for\nthe third.\nVancouver City shows indications of being first in the Province to establish intensive trade\ncourses attached to labour organizations in the work of apprenticeship training. Some development along this line may be looked for next year, but a great deal of organizing is required to\nbe done before such can be accomplished. At present it is possible to obtain short courses in\npreparation for the examinations held in navigation and for stationary engineering. Sheet-metal\nworkers and printers may be the next industrial people to become directly connected with the\ntechnical school. It yet remains for a school of design to be organized, and the importance of\nsuch an institution lies at the heart of all workmanship worthy'of the name. The school of\ndesign should be closely associated to the technical school, as design and manufacturing should\nnot be divorced.\nNew Westminster has now a well-equipped school and the coming year will show great\nadvancement in the work of the pupils. The shops are roomy and all that could be desired for\npractical purposes.\nThe workshops in Victoria also are well fitted. The Course of Study for the first year is\nall that could be desired and the boys show remarkable aptitude in their work. The three cities\nnamed have shown commendable economy in establishing and equipping the necessary places\nwherein to train students along technical and industrial lines.\nAs a rule, boys who take the Technical Course aim at obtaining the technical leaving\ncertificate, but those who wish to matriculate to the University of British Columbia are taught\nin a separate class, as it is necessary to rearrange the technical curriculum in the second and\nthird years in order to replace certain subjects by those which give matriculation standing.\nSpecial technical papers in chemistry, physics, and practical mathematics are set for the\nMatriculation Examination, but an extra science subject, together with Latin or French, must\nbe added in order to prepare for the requirements of the University.     ;     Course in free pattern-cutting from the Home Economics class, Summer School. 12 Geo. 5\nPublic Schools Report.\nF 49\nThe following expenditures for technical education were made for the year 1920-21:\nAdministration    $    4,573 66\nCorrespondence classes, etc         3,511 71\nGrants to night-schools, technical schools, commercial classes, etc..      97,231 24\nTotal     $105,316 61\nOf this sum, 50 per cent, has been paid by the Dominion Government.\nHousehold Science Course.\nIn addition to the Technical Course for boys, a Household Science or Home-makers' Course\nfor girls is organized in both Vancouver and New Westminster. The Household Science Course\nconsists of the following subjects: English, civics, arithmetic and mensuration, algebra, chemistry,\nphysics, physiology (including hygiene, child-welfare, and home-nursing), dietetics and cookery,\nneedlework (garment-making and textiles), drawing, design, and household arts, vocal music\nand physical culture. As this course is admirably suited to those students who wish to become\nschool-teachers, the graduates are readily accepted as students of the Normal Schools. The\nUniversity authorities, however, do not accept any of the domestic-science subjects in lieu of\nothers set at the ordinary Matriculation Examinations.\nThere has been a steady improvement in the work accomplished by the girls attending these\nclasses, but lack of accommodation has heretofore handicapped the progress of the Vancouver\npupils. Now that this has been remedied by the departure of the technical students to their own\nschool, we must look for still further progress and for greater adherence to the subject-matter\nof the Course of Study as published by the Department of Education.\nCommercial Courses.\nCommercial subjects also are included under the head of \" Technical Education \" and courses\nare conducted in ten cities in the Province.   The figures  appended will explain clearly the\nattendance at those classes and give some idea of the scope of the work:\u2014\nPlace.\nNew  Westminster\nVancouver\t\nVictoria \t\nKamloops   \t\nLadysmith    \t\nNorth Vancouver .\nNelson  \t\nPoint Grey   ......\nRevelstoke\t\nSouth Vancouver  .\nTotals . . .\nNo. of\nTechnical Students\n68\n2S7\n88\n443\nCommercial.\nUS\n386\n168\n26\n19\n48\n33\n28\n27\n916\nHome\nEconomics.\n16\n66\n82\nNtght-schools.\nNight-schools were conducted in twenty-one cities and municipalities in the Province, with\nan attendance of 3,197 students.    The names of these places with the number of students in\nattendance are as follows:\u2014\nPlace.\nBevan\t\nChilliwack  \t\nCoal Creek \t\nColwood   \t\nDuncan \t\nChemanius   \t\nGranby Bay     221\nHappy Valley  \u2022\t\nStudents.\n19\nCourses of\nStudy.\n2\n45\n6\n10\n1\n11\n1\n77\n3\n15\n1\n221\n10\n16\n1\nCarried foncard\n414 F 50 Public Schools Report. 1921\nPlace.                                                              Students. Co^y.\u00b0f\nBrought forward  41.4\nMerritt    28 3\nMichel    \u2022  17 2\nMission    76 5\nMetchosin     13 1\nNanaimo   \u2022  42 6\nNew Westminster  107 8\nNorth Vancouver   86 6\nRevelstoke    60 3\nSaanich  87 3\nSouth Vancouver \u2022  261 8\nThrums    10 1\nVancouver     1,436 29\nVictoria  564 21\nTotal   \u2022 3,201\nThe Course of Study embraces the following subjects: English, French, Spanish, journalism,\nbook-keeping, typewriting, stenography, accounting, economics, salesmanship, draughting and\nmachine construction, mathematics, mechanical and steam engineering, building construction,\ncarpentry and joinery, cabinetmaking, naval architecture, navigation, electrical engineering,\ntelegraphy, drawing and design, dressmaking, millinery, cookery, music (choral and orchestral).\nIn last year's report attention was called to the importance of appointing advisory committees to assist school trustees in directing night-school classes in trade subjects to the best\nadvantage. So far, no such step has been taken by the Boards conducting technical work in\nthis Province, and co-operative effort between manufacturers and educators is thus weakened.\nThe system of calling in assistance from men directly connected with the industries concerned\nis one which is universal in character and is recognized as responsible for the best results.\nCorrespondence Classes in Coal-mining and Mine-surveying.\nSuccess continues to attend the above classes, with an enrolment of 135 students. When, in\naddition, however, to receiving instruction by correspondence, a student enrols in a night-school\nand obtains the assistance of a thoroughly qualified instructor as a tutor, success is doubly\nassured. Experience has proven conclusively that this tutorial and correspondence method is\nthe only satisfactory way of dealing with classes composed of men who work on the three-shift\nsystem. The Canadian Collieries (Dunsmuir), Limited, and the Canadian Western Fuel Company, Limited, have shown confidence in the correspondence courses by enrolling and paying fees\nfor several boys in their employment. This gracious act was much appreciated by twenty-eight\npupils employed by the former company and sixteen pupils from the latter. The preliminary\nfundamental courses for boys and young men between the ages of 15 and 23 are of primary\nimportance, because it is not until they reach the latter age that they are permitted to sit fo:\ntheir first examination.\nWhen, however, young mine-workers pursue their studies each year after leaving school, no\ngreat difficulty need be found to prevent them passing successfully the Government examinations\nto qualify as shotlighters, overmen, or even mine managers. It is interesting to know that at\nthe May examinations the only first-class mine manager's certificate awarded was obtained by a\nstudent of the Correspondence School.\nLessons by Correspondence to Children who live in Isolated Parts of the Province.\nThese lessons are conducted in conjunction with the mining course mentioned above, and the\npupils include those who live beyond reach of any school and the children of the lighthouse-\nkeepers. For many years no attempt was made to offer opportunities to those who undertook\nthe pioneer work of the Province; now, however, we have the satisfaction of reporting that\n300 pupils are participating in the benefits presented.\ni I have, etc.,\nJohn Kyle,\nOrganizer of Technical Education.\n* 12 Geo. 5 Public Schools Report. F 51\nELEMENTARY AGRICULTURAL  EDUCATION.\nREPORT OF THE DIRECTOR.\nVictoria, B.C., September 30th, 1921.\nS. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSib,\u2014I have the honour to submit the following report dealing with elementary agricultural\neducation for the year ending September 30th, 1921 i\u2014\nAs this report is being prepared two months earlier than usual, and as it has not been\npossible to obtain information from all of the schools so soon after the summer holidays, it\nwill be found incomplete as to schools and' pupils reported as taking part in school and home\ngardening.\nReports to date show that school-gardening was conducted in 119 schools by 194 teachers\nwith 6,199 pupils in public-school grades, and that school-supervised home-gardening was conducted in 56 schools by 77 teachers with 721 pupils. Other home projects of an agricultural\ncharacter, such as the rearing of poultry, pigs, and calves, have been carried on to a much\ngreater extent than in former years, especially in those districts served by District Supervisors\nof Agricultural Instruction.\nDuring the year school-gardens were discontinued in a number of schools in favour of\nsupervised home-gardens, whilst in others they were discontinued on account of unfavourable\ngardening conditions or on account of expense. On the other hand, new school-gardens were\nestablished, or old gardens enlarged to include additional divisions, at the following schools:\nAlberni, Armstrong, Chemainus, Enderby, Nanaimo, County Line, Glenwood, Langley Prairie,\nMurrayville, Peardonville, Ruskin, Albion, Trites, Summerland, Chu Chua, Cobble Hill, Arrow\nPark, One-mile Creek, Rexmount, and Williams Lake. Similarly, supervised home-gardens were\nreported for the first time from the following schools: Armstrong Consolidated School District,\nChilliwack Central School, Vernon Central, eight schools in Chilliwack Municipality, six schools\nin Langley, three in Surrey, two schools in South Vancouver, also Cobble Hill, Cowichan,\nFauquier, Grantham, Happy Valley, Merville, One-mile Creek, Royston, Sandwick, and Williams\nLake. Notwithstanding the difficulties that the long summer vacation entails in operating\nschool-gardens, the fact remains that where the teachers are in thorough sympathy with the\nwork and have a complete grasp of its significance as an educational means, the gardens have\nbeen completely successful from a horticultural as well as from an educational standpoint.\nOn account of the very late season the gardens were late in getting started, but in most cases\nthe work was well managed and the results quite satisfactory.\nHorticultural success in school-gardening is always to be desired and should be aimed at,\nbut educational values are vastly more important. To estimate the value of the school-garden\nin terms of the amount of produce raised would be foolishness indeed, and yet some people do\nthis very thing. Others regard it as a means of training boys and girls in the principles\nand practice of gardening\u2014in other words, teaching them how to make and care for gardens.\nUseful as such a training might be, that is a mere incident in connection with school-gardening.\nIts greatest values have to do with the development of personal ability and character. It\nprovides for constructive activity with a directive purpose. It encourages independence in\nthinking and in doing. It develops initiative and resourcefulness. Its interests are stimulating\nand wholesome. It provides a daily challenge to new activity and new conquest. It teaches\nthe thoughtless boy to be mindful of his fellows' interests whilst in the pursuit of his own.\nIt engenders the spirit of fairness and of co-operation for the common good. It fosters a pride\nin one's ability to control and develop things and forces in his own wonderful environment of\nnature. It teaches respect for labour and engenders habits of thrift and economy. It tends to\nmake a boy stronger in body, keener in intellect, self-reliant, and courageous. It makes boys and\ngirls more sensitive to the beauties and harmonies of nature and more reverent in their attitude\ntowards the sacredness of life itself. F 52 Public Schools Report. 1921\nAs an educational instrument, the skilful teacher will use it continuously as a means to\ngiving concreteness and reality to many school lessons and class exercises. The experiences\narising out of school-gardening are so numerous and so varied that practically every subject\non the curriculum will find a vitalizing and stimulating relationship in them. Garden plots,\ngarden observations, garden activities, and even garden products provide the best possible\noccasion and much suitable material for effective work in arithmetc, reading, story-writing,\ndrawing and colour work, geography and other subjects, and for any teacher to say that the\nschool-garden hinders or obstructs his teaching in any of these branches is at once an admission\nof ignorance on his part of the first principles of the science of education. Surely school-\ngardening would be well worth while if for no other reason than that just mentioned\u2014its\nvitalizing effects upon the teaching of the older subjects of the curriculum. The great need\nof the hour is a body of teachers not only skilful in the management of the school-garden,\nbut also\u2014and this is of greater importance\u2014capable of using it to the best advantage from an\neducational standpoint.\nHome Projects in Agriculture.\nOn account of limited area and bad gardening conditions it is not practicable to establish\nschool-gardens in a great many schools in British Columbia, and for this reason school-supervised\nhome-gardening and the home project in agriculture are being urged as supplementary to or as\nan alternative with school-gardening. A new circular dealing with this branch of the work was\nissued during the year and a fair commencement made. Whilst lacking some of the educational\nadvantages of the school-garden, such as regular and direct class-instruction under the teacher\nand the constant stimulus of competition and comparison of results, it also possesses some\noutstanding advantages. The home project in gardening and agriculture tends to associate\nhome activities with school interest, to the obvious advantage of both. The project method of\nstudy may seem new in school-work, but it is as old as human experience. It is the method\nby which all progress towards individual as well as social betterment has been made. It\nconsists mainly in fixing upon certain worth-while things to be investigated or to be done, and\nthen in a purposeful and orderly way to work\u2014mentally and manually\u2014towards the realization\nor accomplishment of those things. It is the embodiment of educational purpose, of interest,\nand of achievement. It harmonizes the interests of the two greatest and most democratic\norganizations of all time\u2014the home and the school. The project method of study is as appli\ncable to other subjects in the school curriculum as it is to agricultural subjects. It is really\na great working principle in all human endeavour, including education. Every teacher could\nand should make use of it as a matter of good method in teaching. The agricultural home\nproject has great possibilities in cities as well as in rural communities, and if properly conducted\nwould do much to offset the vicious and growing tendency, so apparent amongst boys and girls\nof public- and high-school age, to seek mere pleasurable entertainment and gratification rather\nthan personal improvement and service.\nAgrictjltural Clubs.\nIt has been found advantageous to bring together in occasional conferences boys and girls\nhaving a common interest in certain lines of agricultural and home-project work. This has been\naccomplished best by having them organized in clubs, in which case they appoint their own\nofficers, draw up their own regulations, and conduct their own meetings. Such organization\naffords valuable practice in the rules of procedure in organized bodies, and also develops self-\ncontrol and habits of correct expression in public speaking. Although these clubs may give\nspecial attention to some particular out-of-school interest or enterprise, such as gardening or\nthe raising of live stock, their aim is more broadly educational. Varied programmes are carried\nout especially during the winter months with a view to the personal improvement of the\nmembers and the maintenance of interest in school-work generally. The District Supervisors\nof Agricultural Instruction are mainly concerned with these organizations and are finding them\nof considerable value in their respective districts.\nSchool Fairs.\nSchool fairs are being held in different parts of the Province this year, but it is not possible\nat this time to give the exact number.    It has been the custom in British Columbia to hold the  Dudley Durrance, West Saanich, winner in the vegetable-seed-growing contest, 1921.\nThe Tanner Bros.. Junior, Keating. B.C.. successful competitors in the vegetable-seed-growing\ncontest, 1921. 12 Geo. 5 Public Schools Report. F 53\nschool fair in conjunction with the general agricultural fair, and in most cases this has been\nfound satisfactory. Practically every agricultural fair in British Columbia has its children's\nor schools' department, and in not a few cases the schools' section provides the chief attraction\nof the fair. Occasionally in districts where -agricultural fairs are not held the teachers organize\nschool fairs as separate school functions. The school fair serves a useful purpose, educationally\nand socially. It, at least once in the year, serves to focus the attention of the parents and of\nthe general public upon the nature and quality of the work being accomplished in the schools.\nSmall grants have been made towards the prize-list in connection with these school fairs and\nfurther consideration is now being given to the question with a view to establishing these grants\non a percentage basis. The largest and most successful school fairs are being held in the districts\nserved by District Supervisors, and the best results are obtained in those districts where the\nteachers stand together in support of the undertaking. The School Boards in these districts\nwhere school fairs are held co-operate with the agricultural associations and teachers' associations in providing prizes. In some cases private individuals have given very generous support\nby offering special prizes.\nThe competitions are of two kinds, school or class contests and individual contests. The\nformer include school-garden exhibits, manual-training exhibits, domestic science, writing,\ndrawing, and primary grade hand-work, and the latter such exhibits as chickens, rabbits, calves,\nand pigs, which usually come under club management, and such individual projects as may be\nincluded under sewing, cooking, wood-working, and home-garden exhibits.\nThis year the Jersey Breeders' Association has given most valuable assistance in the\norganization of Boys' and Girls' Jersey Calf Clubs. Three strong clubs were organized\u2014one\nat Chilliwack, one at Salmon Arm, and one at Armstrong\u2014and three clubs of eight members each\nin the Comox District. In arranging and financing the purchase of pure-bred Jersey calves for\nthe different club members, invaluable assistance has been rendered by the managers of local\nbanks at these points\u2014Mr. L. W. Smith, of the Merchants' Bank at Chilliwack; Mr. S. K.\nCampbell, of the Bank of Commerce at Salmon Arm; Mr. W. Smith, of the Bank of Hamilton;\nand Mr. C. B. Winter, of the Bank of Montreal at Armstrong. In a more general way the\nCanadian Bankers' Association has for several years been offering special prizes at most of\nthe fall fairs for different classes of live stock owned and raised by boys and girls.\nThe chief difficulty experienced this year was that of securing a sufficient number of purebred calves to meet the demand. The results this year have been so satisfactory that the\ndifficulty referred to will probably be even greater next year. This year it was found necessary,\nafter securing all the available animals from local breeders, to import a car-load from the\neastern townships of Quebec. So far not a single case has been reported where Calf Club\nmembers have fallen down on their project of calf-raising. On the other hand, the boys and\ngirls have not infrequently won honours in open competition with the best stockmen exhibiting\nat the fall fairs.   These clubs were all officially registered under the Department of Agriculture.\nIn some cases the school fair includes a series of athletic contests. At the Surrey Fair this\nyear a programme of sports was splendidly carried out by a committee of energetic citizens.\nEvery one of the numerous athletic events was keenly contested and the entire afternoon was\nspent in a very interesting manner. Councillor Joe Brown did much to assist the committee in\npromoting interschool contests by offering two handsome silver cups\u2014one for the graded school\nwinning the greatest number of points in the sports contests and the other for the ungraded\nschool winning the most points. At this fair the midway faker was conspicuous by his absence,\nyet no one was heard to express any regret, nor did any one seem to miss this very questionable\nform of attraction.\nSchool sports also formed an important part of the programme at the Langley Fair, which\nwas held at Milner.\nJunior Stock-judging Competitions.\nAs a further development of this work and with a view to encouraging the careful study of\nfarm animals, arrangements were made with the executives of the three largest fairs\u2014Vancouver,\nNew Westminster, and Victoria\u2014for the holding of competitions in the judging of farm animals.\nVery generous prizes were offered and the response was most gratifying. In addition to the\nregular open contests in stock-judging for adults, and for boys and girls under 21 years of age,\ncompetitions amongst teams of three\u2014boys or girls under 18 years of age\u2014were arranged, at F 54 Public Schools Report. 1921\nVancouver and New Westminster.   Six teams entered the competition at the Vancouver Fair,\nthe winners being as follows:\u2014\nFirst prize ($100)\u2014Won by a team of boys from Kamloops, coached by George Hay,\nB.S.A., District Agriculturist.\nSecond prize ($60)\u2014Won by a team of girls from Chilliwack, coached by J. C. Readey,\nB.S.A., District Supervisor of Agricultural Instruction.\nThird prize ($40)\u2014Won by a team of boys from Comox, coached by S. H. Hopkins,\nB.S.A., District Supervisor of Agricultural Instruction.\nFourth prize ($30)\u2014Won by a team of boys from New Westminster, coached by A. M.\nMcDermott, B.S.A., District Supervisor of Agricultural Instruction.\nFifth prize  ($20)\u2014Won by a team composed of two boys and one girl from Victoria,\ncoached by H. E. Hallwright, B.S.A., District Supervisor of Agricultural Instruction.\nIn the individual stock-judging competition at the Vancouver Fair, in which some twenty-five\ncontestants took part, the awards were as follows: First, Harry Drake, Kamloops; second,\nThos. Hopkins, Courtenay; third, Frank Frolek, Kamloops; fourth, Jean Thompson, Chilliwack;\nfifth, James Wright, Kamloops,\nAt New Westminster the competition was even more keen than at Vancouver, no less than\neleven teams entering the contest and forty-seven boys and girls in the contest for individual\njudging for those under 21 years.   The winners were as follows:\u2014\n(1.) For boys or girls under 21 years of age making the highest score in the judging of\nheavy horses, dairy cattle, and beef cattle: First, Lorna Ramsay, Victoria; second, Jean Thompson, Chilliwack; third, George Hodgson, New Westminster ;  fourth, Ernest Brooke, Salmon Arm.\n(2.) For teams of three\u2014boys or girls under 18 years of age\u2014winning the highest number\nof points in the judging of the same three classes of live stock, 50 points being allowed for correct\nplacing of animals and 50 points for written reasons. The first prize, which consisted of a\nchallenge cup presented by the British Columbia Stock-breeders' Association and a gold medal\nto each member of the team presented by the Royal Industrial and Agricultural Society of\nBritish Columbia, was won by the Kamloops team, composed of Harry Drake, Frank Frolek,\nand James Wright, coached by George Hay, B.S.A., District Agriculturist. The second prize,\na silver medal to each member of the team, was won by the Armstrong team, composed of\nEdward Patten, Dudley Pritchard, and Hector Ford, coached by J. B. Munro, B.S.A., District\nSupervisor of Agricultural Instruction. The third prize, a bronze medal to each member of the\nteam, was won by the Chilliwack girls' team, composed of Bessie Macfarlane, Jean Thompson,\nand Constance Barton, coached by J. C. Readey, B.S.A., District Supervisor of Agricultural\nInstruction, Chilliwack.\nA special cash prize of $30, donated by the British Columbia Dairymen's Association, for\nthe team making the highest score in the judging of dairy cattle was won by the Comox team,\ncomposed of Tom Hopkins, Harry McQuillan, and Clive Davis, coached by S. H. Hopkins, B.S.A.,\nDistrict Supervisor of Agricultural Instruction at Courtenay.\nA special prize of $12 for first place and $8 for second, donated by A. M. Paterson, M.L.A.,\nfor the highest score in the judging of heavy horses was awarded as follows: First, Jack Berry,\nLangley;  second, Violet Grant, Enderby.\nA special prize of $10, donated by Dean Clement, of the Provincial College of Agriculture, for\nthe highest score made in the judging of beef cattle went to Harry Drake, Kamloops.\nAt the Victoria Fair the contests were altogether for individuals, with a sweepstakes contest\nopen to boys or girls who had won first or second place in any previous judging contest in the\nProvince.   The results were as follows:\u2014\nBoys or girls under 21 years of age (cash prizes) : First, Herbert Warren, Victoria: second,\nAlfred Clark, Victoria;   third, Harry Doyle, New Westminster;   fourth, Cecil Dick, Victoria.\nBoys or girls under 18 years of age (cash prizes) : First, Harry Drake, Kamloops; second,\nLorna Ramsay, Victoria; third, George Hodgson, New Westminster; fourth, Alfred Clark,\nVictoria.\nSweepstakes for boys or girls under 18 years of age: First, gold medal and $15, Harry\nDrake, Kamloops; second, silver medal and $10, Jack Berry, Langley Prairie; third, bronze\nmedal and $5, James Wright, Kamloops.\nAs the competitors came from different districts in the Province and as their selection as\nmembers of their respective teams is determined by their proficiency in this particular branch 12 Geo. 5 Public Schools Report. F 55\nof their agricultural studies\u2014-most of the competitors being members of High School Agricultural\nclasses in the Province\u2014these contests in stock-judging serve to stimulate interest during the\nyear in agricultural studies. The exhibition executives of these three large fairs are deserving\nof praise for the very generous and enthusiastic support given to these stock-judging contests\nfor young people engaged in agricultural studies. The executive of the Provincial Fair at New\nWestminster could not have done more than they did to make the stock-judging contests successful, and also to give the youthful contestants a thoroughly good time during their visit to this\nsplendid exhibition. Not only did they pay the transportation of the contesting teams to the\nfair, which they had promised to do, but they also granted free admission to the fair, provided\nmeals and lodging during their stay, and finished by tendering a complimentary banquet to the\nteams and their coaches and to many others who had been actively interested in the competitions.\nReferring to the banquet and to the junior stock-judging competitions, the British Columbian,\nof New Westminster, in an excellent editorial in the issue of September 17th, made the following\nstatement:\u2014\n\" There have been banquets and banquets at the exhibition, but the gathering of young men\nand maidens who took part in the junior stock-judging competition with the officials of the fair,\nthe University men intimately connected with agriculture, and the District Agricultural Supervisors from various sections of the Province, was one of those really stimulating and inspiring\naffairs which will 'have an influence far afield. The junior stock-judging competition was one of\nthe successes of the exhibition and, as President Nelson expressed it, one of the most practical\nfeatures.\"\nOne of the interesting things about these contests was that country-bred and city-bred boys\nand girls were brought together as competitors on what might appear to be rather unequal\nterms. It was shown, however, that although the highest score was awarded to a team composed\nof the sons of prominent stockmen and coached by a man of recognized ability as a stock judge,\nsome of the honours were won by boys and girls in the city who are students in High School\nAgricultural classes. The showing made by agricultural students in the Victoria and New\nWestminster High Schools would help to substantiate my own contention that agricultural\nscience can be made a real success as a high-school subject in any high school in British\nColumbia, whether rural or urban.\nIn reporting the results of the junior stock-judging competition held at the Vancouver Fair,\nthe Vancouver Province, under date of August 20th, made the following very complimentary\nstatement with reference to agricultural instruction in British Columbia and the ability displayed\nby the young competitors in stock-judging:\u2014\n\" There has been no better indication recently of the value of agricultural fairs nor no more\nhopeful sign for the agricultural future of the Province than the scene in the pavilion on Friday\nof six district teams of boys and girls under 18 years of age in a stock-judging competition.\n. . . The young agriculturists, all students of British Columbia high and public schools, judged\nhorses, sheep, cattle, and swine. The written reports of the entrants in the competition showed\na versatile knowledge and a familiarity with what is required in pure-bred animals that augurs\nwell for the improvement of live stock in the Province.\"\nReferring to the value of high-school instruction as carried on in British Columbia, the\nreport in the Province continues:\u2014\n\"That this teaching is invaluable to the agricultural development of the Province is the firm\nconviction of every one who has had any contact with the work. The children's practical as well\nas theoretical instruction and how well they have progressed was strikingly illustrated at the\nexhibition yesterday morning when confronted with several departments of stock and widely\nseparated types of each breed they gave judgments such as might be expected only of those who\nhave spent many years in the business. One of the teams, that from Chilliwack, was entirely\ncomposed of girls. The students were selected by the elimination process in each district. It was\na decidedly interesting sight in the pavilion to see dainty young school-misses stepping around\nthe animals with appreciative and calculating eye picking out their weak points almost as readily\nas a veteran stockman.\"\nAgriculture in High Schools.\nThe regular Two-year Course in Agriculture is now being taught in fourteen high schools to\napproximately 400 students, fully half of whom are girls.   That girls can profit by these courses \u25a0\nF 56\nPublic Schools Report.\n1921\nas well as boys and can make as good a showing is being demonstrated daily in these high\nschools. The very creditable standing taken by the girls who entered the stock-judging contests\ncame as a distinct surprise to many\u2014perhaps all but their instructors. When it comes to teaching elementary agriculture and nature- study in our public schools, these young women will\ncertainly be on familiar ground, and will not betray the weakness and almost helplessness in\nthe teaching of this subject now commonly met with amongst teachers who have had no such\npreparatory training in their Public and High School Courses. Every teacher should have a\ngood training in science subjects in the high school, and where possible in agricultural science\nas well. Very commendable alterations have been made in the Course of Study for High Schools\nin recent years which permit of a more thorough grounding in the sciences, for intending\nteachers particularly, but a great many boys and girls on entering high school with a view to\npreparing themselves to teach are not made aware of the benefits to be derived from a study of\nthe science subjects as an important part of a teacher's training.\nIn the report of a committee composed of eighteen of the leading educationists in England,\nappointed by the Prime Minister to investigate the teaching of science under the educational\nsystem of Great Britain, the following conclusions bearing on this question are worth considering : \" It is not easy to exaggerate the importance of some scientific knowledge for all\nteachers, for it enables them to link up their daily lessons with the facts with which all children,\nin town and country alike, are in natural and continual contact. It is extremely desirable that\nthere should be a much larger number of teachers in elementary schools qualified to give instruction in science and that all possible steps should be taken to increase the supply.\"\nAs suggested by this committee, one of the great values to a teacher in having a good science\ntraining rests in the fact that it enables him to interpret to his pupils their complex natural\nenvironment and to make more meaningful to them their daily observations and experiences.\nAgriculture as taught in the high schools of this Province is closely linked up with natural\nand experimental science, and can only be at its best educationally when taught in conjunction\nwith the sciences. It provides a wealth of opportunity for applying the principles of physics,\nchemistry, and biology, and might almost be defined as science applied to the soil and its products\nas seen in plant and animal life. As taught in our high schools it is an educational rather than\na vocational subject. Its vocational aspects must be regarded as secondary or incidental. The\ncourses are not conducted with a view to producing farmers, but rather for the purpose of helping\nto develop responsible and resourceful citizens having some special knowledge of such fundamental things as the scientific production of the people's food and the economics of rural life\nand industry. Vocational courses in agriculture emphasize agriculture methods in the daily\npractice of farming, and can only be taught successfully in a well-equipped farm school. The\nProvince of Alberta has about half a dozen of these agricultural schools and there are four or\nfive in Eastern Canada. These are truly vocational schools where boys and girls may come to\nreceive further instruction and direct practical training in the latest methods of farming and\nof home management. As would be expected in such vocational schools of agriculture and home\neconomics, most of the time is spent on purely agricultural subjects, whilst the remainder is\ndevoted to such subjects as English, history and civics, and science. In the fourteen high schools\nin this Province where agricultural courses are offered the class time allowed so far Is approximately three hours per week. If this allotment of time could be doubled it would certainly\nhelp greatly in making the subject the success which its importance justifies, but even with the\nvery limited time allowed the courses are improving and are steadily gaining in popularity.\nNew Appointments.\nIn July last two new appointments were made. Mr. Wm. H. Grant, B.S.A., a graduate of\nthe Ontario Agricultural College and a teacher of experience, was appointed District Supervisor\nof Agricultural Instruction for Salmon Arm City and Municipality. Mr. Grant has made a good\nbeginning in his work in the Salmon Arm District and we are fortunate in being able to secure\nhim for this position.\nMr. Tom H. Jones, B.S.A., also a graduate of the Ontario Agricultural College and a specialist\nin horticulture, has been appointed District Supervisor for the Penticton and Summerland\nDistrict. As fruit-growing is the leading industry in this part of the Province, Mr. Jones will\nbe able to put his technical knowledge of horticulture to good use in conjunction with his teaching\nin the district. Winners in the Chilliwack Jersey Calf Club, 1921.\nA few of the members of the Armstrong Jersey Calf Club. Bd\nO O\n> u\ng'3\n\u25a0S'Sa-\n, &J3fl\n60\np.\"\n-P\n\u00ab|\nL^ :\n* 0)\nat* 12 Geo. 5 Public Schools Report. F 57\nVery promising high-school classes in agriculture have already been formed in the high\nschools in these districts and a lively interest in the new work is being manifested generally.\nNotes from the Reports of District Supervisors of Agricultural Instruction.\nFrom J. C. Readey, B.S.A., Chilliwack District :\u2014\n\" Number of students enrolled in Advanced Junior Grade Agriculture, IS; and in Matriculation Agriculture, 5. In general science thirty-two pupils are enrolled. All students who wrote\nadvanced agriculture last June were successful in passing.\n\"This year home projects were added to the work required of the students in agriculture,\nwith very satisfactory results. The parents as well as the students themselves have been deeply\ninterested in the work.\n\" Supervision-work includes fifteen public schools in which classes are conducted in twenty-\nnine class-rooms. The garden-work and the nature-study teaching was better than in any\npreceding year. No less than 130 pupils availed themselves of the offer of the choice of five\nkinds of seed for home-gardening. These gardens were planned as supplementary to the family\ngarden. At the School Fair seventy-three exhibits were made, special prizes being offered by\nthe Chilliwack Parent-Teacher Association. The School Fair continues to grow. This year there\nwas a total of 731 entries, covering many branches of school-work, with a prize-list of $580.\nThe exhibit of home-garden produce and the live-stock exhibits of Jersey calves, Yorkshire pigs,\ngrade bacon pigs, and poultry made substantial and attractive addition this year to the features\nof previous fairs.\n\" The organization of live-stock clubs in this district has been very successful and promises\nwell. In co-operation with the Provincial Department of Agriculture, the Jersey Breeders'\nAssociation, the Dominion Poultry Association, and the Merchants' Bank of Canada, I have been\nable to organize the following clubs: A Poultry Club of 120 members; a Jersey Calf Club of\n23;   a Yorkshire Pig Club of 15;  and a Bacon Pig Club of 15, the latter having 54 animals.\n\" In conjunction with the Department of Agriculture, an office has been opened in the Courthouse in connection with the work of farm cost accounting. The field-work entailed by this,\ntogether with the club-work, helps to bring me into intimate and practical touch with the\nagricultural practice of the community, which greatly aids in the work of instruction in\nagriculture in the schools and especially in the High School. This work will make available\nmost valuable first-hand information in the matter of production costs.\n\" The schools of this district were represented at the Provincial Fair at New Westminster\nin the Pig Club and Jersey calf contests and by a district school-garden exhibit. A stock-judging\nteam composed of three girls\u2014members of last year's High School class\u2014entered the competitions in stock-judging both at Vancouver and New Westminster, winning second place at the\nformer fair and third place at the latter, with eleven teams competing. A very creditable showing has been made by the district in all contests this year.\"\nFrom E. L. Small, B.S.A., Surrey Municipality:\u2014\n\" In connection with the High School work this year the following projects were developed:\n(1) Planning and operating of a home vegetable-garden; (2) variety and yield test for potatoes;\n(3) construction and care of hotbeds; (4) home improvement by means of flowers, shrubs, and\nlawns; (5) tests and records for dairy herds. The High School classes taught are as follows:\nFirst-year Agriculture, 12 students; Second-year Agriculture, 12; General Science, 17. The\neighteen public schools of the municipality were visited regularly every two weeks. Aid was\ngiven by teaching type lessons, providing current publications, bulletins, and by the use of\nlantern-slides. Fourteen of the schools conducted successful school-gardens, with experimental\nwork for the advanced classes. Home projects in the growing of seeds, potatoes, corn, home\nvegetable-gardens, and poultry-raising were organized in each school, and the produce was\nshown at the Surrey School Fair, and later at the Provincial Exhibition at New Westminster.\n\" I was pleased to be able to aid in the formation of the Surrey Parent-Teachers' Association,\nwhich did excellent work in establishing warm lunches for school-children. A local Teachers'\nAssociation and reading circle has also been formed for the coming term.\n\" I wish to thank the Department of Education for the educational course which I was\nallowed to attend at the Northern Normal and Industrial School Aberdeen, S.D., during the\nsummer months. I was particularly interested and benefited by the courses in rural leadership,\nrural sociology, vitalized agriculture, and by special educational lectures delivered by prominent lecturers in the United States. Such a course must necessarily be of great help to one engaged\nin rural educational work.\"\nFrom J. M. Shales, B.A., B.S.A., Langley Municipality:\u2014\nThe work here has made favourable progress during the year. Eight students are taking\nthe Advanced Course in Agriculture and thirteen the First-year Course. This year our demonstration plots gave splendid proof of the value of the drainage system planned by the class last\nfall and installed during the winter. The experiments carried out by the pupils have given\nsome very practical and definite results of value to the district, particularly those concerned with\ncertain insect-controls and chemical fertilizers. The fifteen public schools of the municipality\nwere visited once in two weeks for the purpose of assisting the teachers in nature-study and\nschool-gardening. Over 300 pupils were furnished with garden seeds and other materials for\ncarrying on home projects in agriculture. The results of these as well as the products of the\nschool-garden were exhibited at the School Fair at Milner, making up the largest exhibition\never held here. A district school-garden exhibit was staged at the Provincial Exhibition and\nwon first prize. A stock-judging team was trained for the competitions held at New Westminster\nand Victoria Fairs.\"\nFrom A. M. McDermott, B.S.A., New Westminster:\u2014\n\"During the year work carried on included: (1) Instruction in agriculture for High School\nclasses, 29 enrolled; (2) instruction for night classes, 19 enrolled; (3) special class in agriculture\nfor young men attending the Technical School, 14 enrolled; (4) assistance in the teaching of\nphysics and chemistry in the Technical School; (5) supervision of agricultural instruction in\nthe city schools.\n\" Upwards of 3 acres of land are at our disposal for practical work. This was surveyed\nin the early spring and planned to give practice in the best methods of soil-treatment, crop\nrotation and management, seed production, and landscape-gardening. Demonstration-work\nincluded milk-testing, incubation of eggs and care of poultry to early maturity, treatment and\nselecting of seed for ordinary field and root crops, including potatoes for certified seed, also\nexperiments in the growing of grains, grasses, sugar-beets, and garden vegetables.\n\" During January, February, and March evening classes were held, when short courses were\ngiven in the following branches: Soils, dairying and dairy products, poultry and live stock.\nClasses were held from 7.30 to 9.30 on Tuesday and Thursday evenings, with an average of\nnineteen in actual attendance. Grateful appreciation is hereby expressed to Professor Lloyd, of\nthe University of British Columbia; J. Benton, Head Nurseryman, Essondale; Dr. Chester,\nProvincial Veterinarian at New Westminster; and C. Tice, B.S.A., Provincial Department of\nAgriculture, for valuable assistance rendered during the course.\n\" Live-stock-judging teams were trained for competition at the exhibitions at Vancouver,\nNew Westminster, and Victoria. Both boys and girls took part and did very creditable work,\nwhich seemed a fitting response to the efforts of the committees in charge of this new feature\non the programmes of the various exhibitions.\n\" During the year an earnest endeavour was made to fill a worthy place in the great work\nof teaching, to enhance the enjoyment of life on the part of the growing youth, and by leading\nyoung men and women through educational agriculture to properly interpret the ' natural'\nworld and as grown citizens to exert a corrective influence on ' unnatural' tendencies.\"\nFrom J. B. Munro, B.S.A., Armstrong and Enderby:\u2014\n\" All the first-and second-year students in the High School completed their Courses in\nGeneral Science and Preliminary Agriculture in June\u2014fifteen students in the former class and\nten in the latter. This term eight matriculation students and ten in the second year are pursuing\ntheir studies in agriculture.\n\" A School Fair was held last month in which both teachers and pupils took a keen interest,\nEvery school pupil had at least one exhibit entered. The fair was well attended by parents\nand others interested. Frequent stock-judging demonstrations were held at the leading ranches\nfor the benefit of the students in the Agricultural class, from which a stock-judging team\ncomposed of three girls was selected for the competition at the New Westminster Fair. I was\nably assisted in this work by Dr. C. M. Henderson; Mr. Charles Hardy, manager of the Stepney\nRanch; and Mr. George Smedley, a poultry judge of Enderby.\n\" Armstrong District.\u2014All the students of the Armstrong High School have chosen agriculture in their second and third years, general science having been taken during the first year, 12 Geo. 5 Public Schools Report. F 59\nand very keen interest in the work is being displayed. Eight matriculation and nineteen second-\nyear students are enrolled in the classes.\n\" In addition to the class-room, garden, and laboratory studies, frequent visits have been\nmade to greenhouses, creamery, dairy-farms, brickyard, market-gardens, ranches, and other\nplaces where practical first-hand information can be secured through direct observation. The\nstudy of live stock has been the basis of our work during the spring and summer, teams of\nhorses, herds of cattle, and flocks of sheep being secured for nearly every lesson in the judging\nand handling of animals.    Many ranchers and townsmen assisted in the work.\n\" Two live-stock clubs formed this year are now in existence among pupils of high and\npublic schools. The Berkshire Pig Club has sixteen members, eleven of whom showed pairs of\npigs at the recent Northern Okanagan Exhibition. Twelve boys and girls are members of the\nJersey Calf Club, and ten of these showed their animals at the same fair at Armstrong. In\nopen competition with animals owned and shown by adults, some of these calves were winners.\n\" A team of boys competed at the Vancouver Fair and also one at the New Westminster\nFair, where they succeeded in winning second place. The stock-judging demonstrations and\ncompetitions have had a splendid effect on students and adults in this district.\"\nFrom H. E. Hallwright, B.S.A., Victoria District:\u2014\n\" The value of agriculture as a subject of general education, even when carried on in an\nurban environment, is coming to be recognized more and more. The peculiar character of the\nsubject itself, its intimate and essential relationship to the every-day experience, even of boys\nand girls living in an urban or suburban environment, seems to justify its having a place in\ncity high schools, and city people are coming more and more to recognize it as a balancing and\nco-ordinating factor in any course of instruction. In some rural districts, on the other hand,\nthere is a tendency to#withhold from the children that training which is so essential to intelligent\nfarm practice to-day. This Is owing to an idea that so-called ' white collar ' jobs carry with them\nmore distinction and also greater remuneration than the tilling of the soil or the raising of\nlive stock, however ' honourable' such occupations might be. Agricultural instruction in Saanich\n\u2014especially that part which had to do with school-gardening\u2014has, for several reasons, partly\neconomic, suffered a reverse, and the chief work carried on there during the season consisted of\nhome-project work in seed production. The boys and girls of Saanich have responded to this\nhome-project work with enthusiasm. Systematic instruction in the method of raising seed and\nin arranging of exhibits for the Saanichton Fair has been carried out. Prizes consisting of\ngold, silver, and bronze medals for first, second, and third prizes and a garden-cultivator for fourth\nhave been provided for the winners in the seed-growing contest, and a good exhibit is assured.\n\" Special attention has been given to the work under way in the Victoria High School. The\nstimulus towards the study of live stock resulting from the junior competitions in stock-judging\ninstituted by the executives of the Vancouver, New Westminster, and Victoria Fairs has been\ntaken advantage of, and although facilities for demonstration and practice work are not all\nthat could be desired in the vicinity of Victoria, yet the students in agriculture, mostly drawn\nfrom the Matriculation class, distinguished themselves beyond all expectation.\n\" The present Matriculation class in Agriculture numbers twelve students\u2014six boys and six\ngirls\u2014and may yet have a few more added to the number. The Junior class is the largest we\nhave ever had since the work was started, no less than thirty-three students\u2014fourteen boys and\nnineteen girls\u2014having enrolled. This is the limit of our present accommodation and a few of\nthe late-comers had to be denied admission to the class. The predominance of girls taking the\njunior year may be traced to the recognized advantages to be derived from this course by those\nwho are aiming to become public-school teachers, as most of the girls taking the course are\nlooking forward to entering the teaching profession.\n\" Plans are under way for conducting evening classes in Agriculture during the winter\nmonths. These classes, which have been very successful in former years, are again being\norganized for the benefit of young men and women who are unable to attend high school,\nbut who are desirous of obtaining technical instruction in certain branches of agriculture.\"\nFrom J. E. Britton, B.S.A., Kelowna District:\u2014\n\" During the school-year from September, 1920, to July, 1921, the work in Kelowna High\nSchool consisted of teaching and general instruction-work in agriculture for a class of eighteen\u2014\ntwelve boys and six girls. In addition to this, the General Science Course as outlined was taught\nwith the Preliminary class, and the Botany Course with the Advanced Junior class. '\nF 60 Public Schools Report. 1921\n\" Commencing with the school term, September, 1921, two classes were enrolled for agriculture. In the Advanced Junior class there are twenty-one, consisting of ten boys and eleven\ngirls. The Senior class has ten boys and four girls completing the work in agriculture for\nmatriculation. To assist the teaching staff, the Course in General Science is again being taught\nby the Supervisor, with thirteen boys and nine girls. Assistance is also given in the Botany\nCourse, particularly in the laboratory work for the two classes taking the subject.\n\" By arrangement with the Department of Agriculture, the Supervisor devotes half of his\ntime to work in the district as Agricultural Representative for that Department. This leaves\nthe first three days of the week for strictly school-work. There are many advantages in this\narrangement, but often one branch of the work claims more attention than its allotted half-\ntime allows, and while one helps the other in many ways, it is not always easy to turn from the\nplanning and thought in one department to a consideration of the other.\"\nFrom V. B. Robinson, B.S.A., Vernon District:\u2014 ,\n\" Under the co-operative scheme existing between the Department of Education and the\nDepartment of Agriculture, I devote half of my time to the interest of each department.\n\" The High School work has made satisfactory progress. There is an enrolment of twenty-\none in the first year and six in the second. The idea that a Course in Agriculture need not\nnecessarily be vocational, and that it is as valuable, from a citizenship point of view, to the\nboy or girl not strictly connected with the farm, but who lives in a rural district, as it is to one\nliving on the farm, is commencing to be appreciated. An intelligent understanding and appreciation of the work will tend to make it more popular.\n\" The instruction commenced last year with the teachers of the public school will be\ncontinued. Time cannot be spared to give class-room instruction to each of the upper grades\nin the public schools, and this method is taken to reach the maximum number of pupils. Six\nteachers undertook school-gardening this past season and the same number of gardens will be\nconducted the coming year.\n\" My duties as Agricultural Representative have been chiefly concerned with a study of\nOkanagan soil conditions and problems. Last winter I outlined the necessary procedure for\nestablishing a number of demonstration plots to show the uses and values of certain cover-\ncrops and various fertilizer treatments. In the spring these were established in several orchards\nin the district. During the coming winter I expect to devote the major portion of my time to\ncollecting data from representative growers regarding orchard yields and methods of soil\nmanagement.\n\" This practical work has been of immense value to me in my teaching, permitting me to\ngive a local application to the most of my class-room work. I find it, however, very difficult\nto maintain a proper balance between these two united and yet dissimilar fields of activity, as\nthere is sufficient work in either to engage one's entire time.\"\nFrom W. M. Fleming, B.S.A., Duncan District:\u2014\n\" During the first term ending June 20th, 1921, I had nine students in Junior Agriculture,\nthree in Senior, eight in First-year General Science, and nineteen in Botany. All of the students\nwho took general science in their first year are taking agriculture this year. The classes at the\npresent time are as follows: Junior Agriculture, 8 students; Senior Agriculture, 5 students;\nand General Science, 28 students.\n\" This year the following schools under my supervision had school-gardens : Duncan Central\n(five rooms), Cowichan Station, and Glenora. Seven pupils at Cowichan also had supervised\nhome-gardens. Very creditable progress was made at Glenora this year. This school won the\nfirst prize at the Fall Fair, seven schools competing, for best exhibit from gardens planted at\nthe school.\n\" Plans are being prepared for improvement of the school-grounds at Chemainus, and it is\nhoped that some progress will be made before the end of the year.\n\" As in 1920, the Education Division of the Fall Fair was specially emphasized in my work.\nThis section, which this year had 752 entries, now attracts the attention of many visitors and\nis a feature of the exhibition.    A Pig Club having nine members is carrying on successfully.\n\" Extension classes were held at Somenos one night per week from December 1st to March\n15th, with an average attendance of seventeen.\n\" My work at Duncan is divided, half-time being given to teaching and supervision and half\nto Agricultural Representative work.   An office has been established in the Agricultural Hall. Section of flower-border in the High School experimental grounds at Vernon.\nJunior stock-judging competition at Vancouver Fair, 1921.  12 Geo. 5 Public Schools Report. F CI\nA record has been kept of visitors to the office, and an average of 170 persons per month visits\nthis office for information and advice.\n\" During the past year satisfactory progress has been made and prospects are bright for\ncontinued success in all lines of work.\"\nFrom S. H. Hopkins, B.S.A., Comox District :\u2014\n\" My work in connection with the school has been chiefly concerned with the organizing and\nsupervising of home-project work in home-gardening and competitions in the raising of chickens,\npigs, and calves. These have been very successful. Five schools entered the competitions in\nhome-gardening, each holding its own School Fair. These schools also sent exhibits to the Fall\nFair at Courtenay.\n\" In the chicken-raising competitions there were seventy-five competitors, whilst in calf-\nraising there were twenty-four and in pig-raising ten. The judging in these competitions, with\nthe exception of the chickens, was done by myself. The exhibits in nearly all cases were of very\nhigh grade and keen interest was shown by the children taking part in them. As poultry-\nraising is a phase of farming somewhat neglected in this district, these competitions are very\nimportant, as they help to arouse a keener interest in the industry and at the same time serve\nto distribute good strains of poultry over the farms of the district. As yet no class-work in\ngeneral science and agriculture has been started in the Courtenay High School, as the School\nBoard has not yet provided the necessary equipment for teaching these subjects. I hope to have\nthese classes under way, however, within a few weeks.\"\nAs Mr. Grant, District Supervisor of Agricultural Instruction in the Salmon Arm District,\nand Mr. Jones in the Penticton-Summerland District have scarcely more than begun their work,\nno report has been received. Everything seems to indicate, however, that an excellent beginning\nhas been made in each of these districts.\nI have, etc.,\nJ. W. Gibson,\nDirector of Elementary Agricultural Education. F 62 Public Schools Report. 1921\nSUMMER SCHOOL FOR TEACHERS.\nVictoria, B.C., September 30th, 1921.\n8. J. Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit herewith a report on the summer school for teachers held in Victoria\nfrom July 4th to August 5th, 1921. \u2022   .\nAs in former years, most of the classes were held in the Victoria High School, where every\nfacility for good work is provided for all classes, excepting those in Manual Training and\nDomestic Science. Accommodation was provided for the Domestic Science classes at the Central\nSchool, whilst the Manual Training courses were conducted in the Vancouver Technical School,\nchiefly on account of the fact that the great majority of students taking these courses, and the\ninstructors as well, live in or near Vancouver.\nThe Provincial University summer school was in session from July 4th to August 13th and\nattracted a somewhat larger number of student teachers than last year, the total enrolment\nbeing 134. This year, as last, the Department of Education paid the transportation of teachers\ntaking the courses in Vancouver as well as in Victoria.\nThe enrolment by classes in the Provincial Department of Education summer school was as\nfollows:\u2014\nRural Science      35\nPrimary Grade \u2022     60\nArt      35\nManual Training       25\nHome Economics       17\nMusic     15\nChildren's Literature and School Libraries     20\nTotal   207\nAs will be seen from the enrolment, the largest class of all was that established for Primary\ngrade teachers. This course proved to be highly successful in every way, due chiefly to the very\nexcellent instruction given. Professor Fred E. Coombs, M.A., who holds a high reputation in\neducational circles in the East for his outstanding ability as Professor of Principles and Methods\nin Primary Education in the Ontario College of Education, took full charge of the first part of\nthe course, which dealt with the educational basis and method of Primary Grade work. His\nthorough and scholarly treatment of this important and rather difficult subject, as well as his\nown fine enthusiasm and personality, will not soon be forgotten by those who had chosen this\ncourse. The second or Manual Arts part of the course, which dealt with Primary Grade handwork, was conducted by Mr. Arthur E. Hutton, who is instructor in that branch in the Calgary\nNormal School. Mr. Hutton, in the very limited time allowed, gave his students not only a new\nconception of the educational bearing of Manual Arts work in the primary school, but also a\nhigh standard of efficiency in handling it.\nThe third part of the Primary Grade Course consisted in the giving of instruction in\nchildren's stories and dramatization and in daily demonstrations in methods of teaching and in\nthe routine of class-room management. This part of the course was conducted by Miss Belle\nDirimple, B.A., Principal of the Crown Hill Primary School, Seattle, Wash., who brought to this\nwork extensive experience and high personal ability. One of the class-rooms in the High School\nwas specially fitted up as a Primary Grade class and observation-room, where Miss Dirimple had\ncharge of a class of small boys and girls from 10 to 12 o'clock daily.\nA new course dealing with a study of children's literature for school and home use and\nthe organization and management of the school library was included this year and proved to\nbe of real value. The course was co-ordinated with the Primary Grade teachers' course.\nInstruction was given by Miss Gertrude Andrus, of Seattle, who has made a special study of\nchildren's literature, and by Miss Ellen Howe, Assistant Reference Librarian and Special Lecturer\nin Library Economy in the University of Washington.    The course included a careful first-hand 12 Geo. 5 Public Schools Report. F 63\nstudy of children's books in the special children's department of the Victoria City Library from\none to two hours daily, in addition to lecture periods conducted at the High School. The success\nwith which this new course was carried out is in no small measure due to the enthusiastic\nco-operation and assistance given by Miss Helen Stewart, Librarian at the Victoria Public\nLibrary, and also by Miss Clay* of the Children's Department of the Library. Mr. Killam,\nOfficer in Charge of the Travelling Libraries in British Columbia, also gave valuable assistance\nin connection with this course.\nTwo special or part-time courses were conducted this year. The Penmanship Course was\ntaken by 126 students and the Course in Physical Training by fifty students. Mr. H. B. MacLean,\nwho has just completed a new writing course for the schools, was in charge of the Summer\nSchool Course in Penmanship, and was assisted by Mr. R. W. MacKenzie, who conducted these\nclasses a year ago. A special course of lectures and demonstrations in writing covering one\nweek was also given by Mr. Frank II. Arnold, Supervisor of Writing in the schools of Spokane,\nWash. The Course in Physical Training, which included gymnasium calisthenics, folk dances,\ngames, swimming, hygiene, and corrective work, was conducted by Miss Margaret L. Brackett,.\nPhysical Director at Macdonald College, Montreal, and was highly successful. It is to be hoped\nthat these special courses will be continued and that they will include even larger numbers of\nstudents as years go by.\nAs in previous years, Courses in Rural Science, Art, Vocal Music, and Household Economics\nwere conducted, the result obtained being highly satisfactory. These courses are outlined in\ndetail in the \" General Announcement of Summer School Courses,\" published by the Department\nand distributed to the teachers previous to the opening of the school. The subjects included in\nthe above courses and the instructors in charge were as follows:\u2014\u25a0\nSchool-gardening and Poultry-study\u2014A. M. McDermott, B.S.A., New Westminster.\nHome-project Work, School Fairs, and Club Organization\u2014V. B. Robinson, B.S.A., Vernon.\nSoil-study and Field Husbandry\u2014J. C. Readey, B.S.A., Chilliwack.\nHorticulture and Floriculture\u2014J. E. Britton, B.S.A., Kelowna.\nPlant-studies\u2014George B. Rigg, A.M., Ph.D., Professor of Botany, University of Washington, Seattle.\nInsect-studies\u2014R. C. Treherne, B.S.A., Entomologist in British Columbia for the Dominion\nGovernment.\nAnimal Husbandry and Bird-study\u2014W. M. Fleming, B.S.A., Duncan.\nDairying and Bee-keeping\u2014J. B. Munro, B.S.A., Armstrong.\nAgricultural Chemistry and Bacteriology\u2014J. M. Shales, B.A., B.S.A., Murrayville.\nPreliminary  Art  Course,  Nature  and  Object  Drawing,  Lettering,  and   Design\u2014W.P.\nWeston, Art Master, Vancouver Normal School.\nAdvanced Art Course, Drawing and Painting from Objects, Applied Design, and Lettering\u2014John  Kyle,  A.K.C.A.,  Art  Master,  and Miss  Adeline  Baxter,   Supervisor of\nDrawing, Winnipeg, Manitoba. ,\nManual  Training,   Pedagogics,   Theory   and   Class-teaching,   Drawing,   Mechanics,   and\nDesign\u2014Alexander S. Hamilton, Supervisor of Manual Training, South Vancouver.\nMetalwork  Course\u2014Harry A.  Jones,  Instructor  in  Metalwork,   Vancouver  Technical\nSchool.\nPreliminary Home Economics\u2014Miss Grace Dutcher, Vernon.\nAdvanced Home Economics\u2014Miss Edith Bowman, B.Sc, Technical High School, Edmonton, Alta.\nVocal Music and Elocution\u2014Miss Ethel M. Coney, Music Mistress, Vancouver Normal\nSchool.\nIt is a matter of some regret that a larger number of our public-school teachers do not avail\nthemselves of the splendid opportunity offered in these summer courses.   Those who attend from\nyear to year will testify as to the value derived from the summer courses, but these represent\nonly about 10 per cent, of the teachers of the Province.   A Public School Inspector in an Eastern\nProvince was recently reported as having stated, in reply to an inquiry regarding his supply of\nteachers, that he had some good ones and some mechanical ones, and that most of the good ones\nwere taking summer courses, while none of the mechanical ones were.   With only one out of\nevery ten of our teachers in British Columbia attending summer school, one might seem justified\nin asking whether a large number were not becoming too mechanical in their profession.   If the F 64\nPublic Schools Report.\n1921\nsummer courses provided are not those which the majority of our public-school teachers desire,\nwe would do well to alter those courses, or add to them that which may perchance make an\nappeal to a larger number. Certain it is that no teacher can cease to be a student and long\nremain successful in his work. With a view to having the 1922 summer school serve a larger\nnumber of our teachers, I would recommend that additional courses be offered. It has been the\nusage for years in this as in other Provinces to limit summer-school instruction to the newer\nsubjects in education, such as nature-study, manual training, agriculture, domestic science, music,\netc., on the assumption that teachers generally were less familiar with these, and therefore needed\nspecial instruction in them rather than in the older subjects. This situation is changing, however, and with it the function of the summer school. Without doubt there is still need of giving\nspecial attention to the teaching of these newer subjects, and more particularly to the educational\nunity which calls for the intimate correlation of these newer subjects with the older, more formal\nsubjects of the curriculum, but there is also need of further instruction in methods pertaining to\nthe older subjects themselves. The \" educational waste \" sometimes referred to in connection\nwith the teaching of the newer subjects on the curriculum, if carefuly looked into, might be\ntraced rather to obsolete methods in connectiou with the teaching of the older subjects.\nThe Normal Schools do well in the limited time at their disposal to give their youthful\ngraduates a reasonably good start along the line of general educational principles and of special\nmethod, but this preparation needs subsequent development which practice in teaching alone\ncannot give. It remains for the teachers' summer school or the summer session of the University\nto supplement and develop the professional training so well begun in the Normal School\u2014a sort\nof post-graduate course in the science and practice of education, not limited merely to a few of\nthe newer subjects, but broad and generous in the courses offered.\nAs in former years, arrangements were made for a series of Friday evening lectures, when\nthe students and the public generally were privileged to listen *to lecturers of ability from\noutside points. The first of these was given by Dr. Jas. W. Robertson, C.M.G., Dominion Commissioner of Boy Scouts and Chairman of the Red Cross Society in Canada, who delivered a\nmost illuminating and forceful address on \" National Movements for Good Health and Good\nCitizenship,\" the Honourable the Minister of Education presiding. The three following weekly\nlectures were given by Dr. Coleman, Dean of the Faculty of Arts and Science in the University\nof British Columbia, on \" Poetry and Childhood \" ; by Dr. Weir, Principal of the Provincial Normal\nSchool at Saskatoon, Sask., on \" An Educational Outlook \" ; and by Dr. Haggerty, Dean of the\nFaculty of Education in the University of Minnesota, on \" Some Children I Have Known.\"\nThese open lectures were well attended by the students as well as by the people of the city.\nThe social life of the school was never better. The splendid \" school spirit\" which existed\nthroughout was a matter of frequent comment amongst the Instructors, and whether at work or\nat play enthusiasm and good-fellowship were everywhere in evidence. Occasional class picnics\nand excursions, together with the weekly at home and dance, helped to bring the students together\nin pleasant and beneficial association. The annual summer-school picnic was again held at the\nExperimental Farm at Bazan Bay, as the social and entertainment committee were a unit in\nfavouring this point. As in previous years, the return trip included a most delightful hour or\ntwo at the beautiful Butchart gardens and also a basket supper at Observatory Hill, after which\na visit was paid to the observatory before returning to the city.\nOn Tuesday evening of the last week the students of the Music class, under the direction of\ntheir instructor, Miss E. M. Coney, Music Mistress in the Vancouver Normal School, gave a very\npleasing and interesting programme in the Assembly Hall, and on Thursday evening an exhibition\nof summer-school work was arranged in the various class-rooms of the High School. The quality\nof the work displayed certainly gave ample testimony as to the skilful and painstaking work of\nboth students and instructors. The exhibits of work in the Manual and Art Departments were\nparticularly good and were greatly admired by the large number of visitors that attended.\nThe formal closing took place in the Assembly Hall during the same evening, Mr. S. J. Willis,\nSuperintendent of Education, presiding. An address was given by the Hon. John Oliver, Premier\nof British Columbia, in which he expressed hearty commendation of the work of the students and\ntheir instructors, and expressed the hope that still further branches of study might be included\nin these summer courses for teachers. Immediately on the close of the meeting in the Assembly\nHall the large audience was treated to a very delightful programme of folk dances and music, 12 Geo. 5 Public Schools Report. F 65\nwhich was carried out in the gymnasium by the pupils of the Physical Training class under the\ndirection of their instructor, Miss Brackett, assisted by local musical talent.\nThe summer-school classes closed at 3 p.m. on Friday, August 5th, amidst many expressions\nof appreciation from the students on behalf of the school in general and in praise of the fine\nwork of the instructors in particular. Certainly the 1921 summer school has set a standard for\ngood work on the part of both the students and instructors that will be difficult to surpass in\nfuture schools.\nI have, etc.,\nJ. W. Gibson,\nDirector of Summer School. I\nF 66 * Public Schools Report. 1921\nFREE TEXT-BOOK BRANCH.\nEducation  Department, Free Text-book Branch,\nVictoria, B.C., September 30th, 1921.\n8. J.  Willis, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u2014I beg to submit the following report on the work of the Free Text-book Branch for\nthe school-year ending June 30th, 1921:\u2014\nSupplies issued.\nThe total number of free text-books, etc., issued during 1920-21 to the public schools\n(common, graded, superior, high, night, etc.), and in connection with the Correspondence Course\nestablished for children in isolated districts where schools cannot be maintained, was as follows:\n13,087 B.C. Beginner's Reader; 2S3 Teacher's Handbook to Beginner's Reader; 12,133 B.C. Phonic\nPrimer; 11,270 B.C. First Reader; 11,230 B.C. Second Reader; 11,681 B.C. Third Reader; 9,859\nB.C. Fourth Reader; 972 N.C. First Primer; 1,276 N.C. Second Reader; 3,257 N.C. Fifth Reader;\n20,705 First Arithmetic; 17,201 Second Arithmetic; 10,986 New Method Writing Pad, Part I.;\n6,471 New Method Writing Pad, Part II.; 56,218 Writing Book; 46,549 Drawing Book; 4,118\nSupplementary Reader (Heart of Oak, Book I.; Art-Literature Primer; Art-Literature, Book I.;\nArt-Literature, Book II.; Progressive Road to Reading, Book 3a; Robin Hood Readers) ; 68\nEssentials of Health; 8,154 How to be Healthy; 2,071 Latin Lessons for Beginners; 175\nCanadian Civics ; 192 Syllabus of Physical Exercises ; 561 World Relations and the Continents;\n8,148 History of Canada; 340 Teaching Writing, Books 1\u20144; 567,320 sheets Drawing Paper,\n9 by 6 inches; 24,269 sheets Drawing Paper, 9 by 12 inches; S,009 Public School Grammar;\n158 Union Jacks (3-yard Jack) ; 196 Flora of Southern British Columbia ; 36 \" Scrap of Paper \" ;\n38 \" Fathers of Confederation \" ; 1,904 copies Children's Story of the War; 10 Globes; 39 Maps\nof British Isles; 42 Maps of Dominion of Canada; 51 Maps of World; 38 Maps of British\nColumbia;  50 Maps of North America.\nAt prevailing retail prices the books and other supplies issued would have cost $130,436.32.\nRequisitions to the number of 3,507 for the above supplies issued were required to be filled.\nThis called for a shipment to all parts of the Province of 698 cases and 2,786 parcels, the total\nweight of which was 203,296 lb.    No shipment was lost in transit.\nIn addition to 3,507 requisitions filled in 1920-21 to meet the needs of the public schools\nand pupils taking Correspondence Courses, the Free Text-book Branch honoured 475 requisitions\nfor departmental purposes and for those who required to purchase school supplies. These orders\nadded 8 cases and 478 parcels (weighing in all 3,556 lb.) to the list of shipments for the year.\nThe sum of $1,650.22 was received under this head and paid into the Provincial Treasury.\nExpenditure.\nThe chief expenditure of the Free Text-book Branch was made up as follows:\u2014\nText-books, etc  $69,733 66\nFreight and drayage   4,294 88\nDistribution (freight, boxes, etc.)    2,950 89\nSalaries of staff  5,427 09\nTemporary assistance   506 69\nTotal    $82,913 21\nAs already stated, the Free Text-book Branch distributed during the past school-year textbooks and other supplies which would have cost parents and School Boards $130,436.32. To\npurchase and distribute these among the various schools of the Province through the Free Textbook Branch required an expenditure of $86,512.39, made up as follows:\u2014\nText-books (laid-down cost)      $77,627 72\nDistribution (freight, boxes, etc.)          2,950 89\nSalaries of staff  \u25a0       5,427 09\nTemporary assistance    506 69\nTotal   $86,512 39 12 Geo. 5 Public Schools Report.      . F 67\nThe saving on the year's transactions is, therefore, $13,923.93. It may be explained, however,\nthat the outlay for postage on parcels of free text-books to various points is not included in\n\" Distribution.\" A similar remark applies to other items, such as office supplies, etc. Were these\nincluded the saving for the year would be slightly reduced.\nIt may be added that a considerable stock of supplies from the previous year was on hand\nat the commencement of the past school-year. This will account for the apparent discrepancy\nbetween $74,028.54 ($69,733.66 plus $4,294.88), the amount expended to purchase and lay down\nsupplies for 1920-21, and $77,627.72, the amount of the laid-down cost of supplies distributed\nduring that period.\nNight-schools.\nOf the night-schools in operation during the past school-year, seven were supplied with textbooks of some kind by the Free Text-book Branch. Supplies were issued to pupils attending\nthese schools on the same conditions as outlined in report of 1918-19.\nReturns for 1920-21.\nAll the annual reports of free text-books for the school-year 1920-21 are now on file, with\nthe exception of those from five schools. One of these schools has been closed and is therefore\nunable to make this return. The present teachers of the other four schools have been requested\nto advise the Free Text-book Branch as to the number of books on hand when the school opened\nat the beginning of the school-year 1921-22.\nThe majority of the annual returns show that care has been taken to keep an accurate\nrecord of all supplies received from this office. In some cases, however, it is quite noticeable that\nlittle or no attempt has been made by the teacher to account for the books in his or her charge.\nThis is especially true of schools where there has been a change of teachers at the Christmas\nvacation. It was necessary for several teachers to apply to the Free Text-book Branch to\nascertain what books had been supplied to their schools during the term before Christmas.\nThis would have been unnecessary if the teacher for the first half of the year had entered\nthe various books received at the school in the Teacher's Record Book. When the Principal's\nRecord and Teacher's Record Books have not been accurately kept it makes it almost impossible\nfor the teacher to submit the annual report.\nIn some instances the teachers have stated that they were unable to find several of the books\nreported on hand in the schools by the former teachers. This might be obviated in future if\nthe teachers will count the actual number of books on hand at the close of the school-year and\nverify the numbers given in their annual reports.\nWhile the majority of the teachers in the schools appear to be taking care of the Supplementary Readers, it is evident that some of them are not looking after these books as they\nshould. A number of these Readers are reported missing and many are reported as unfit for\nfurther use before they have been used for more than two or three years. These books should\nlast at least five years if used only in the class-room and care is taken that the pupils do not\ndisfigure them unnecessarily.\nIn the case of a few schools it was necessary to withhold their supplies until the annual\nreport was received. This delay could be avoided if the Secretaries of the various School Boards\nmade a point of securing this return from the teacher at the close of the school-year before he\nor she left the district, and of then forwarding it to the Free Text-book Branch.\nFree Text-books in Use.\nThe practice of addressing a printed inquiry to teachers about the free text-book system \"as\napplied to their schools was continued in 1920-21.   All important errors revealed by the various\nreplies received attention and.any information asked for supplied.\nNew Price-list.\nThe price-list is being revised and a copy of the new list will be forwarded to every school.\nAt the prices given therein teachers will be authorized to supply from the reserve stock (if\nany) second copies of free text-books to pupils who may require to replace lost or destroyed\ntexts. The amounts obtained are to be remitted to the Free Text-book Branch at the time of\nsale.\nI have, etc.,\nJ. A. Anderson,\nOfficer in Charge. .\nF 68 Public Schools Report. 1921\nTHE STRATHCONA TRUST\nReport of the Secretary, Local Committee, Strathcona Trust, for the\nProvince of British Columbia, for the School-year 1920-21.\nVictoria, B.C., October, 1921.\nSir,\u2014I have the honour to report as follows on the work of the Local Committee for the\nschool-year 1920-21:\u2014\nInstruction of Teachers in Physical Training, 1920-21.\n*\nDuring the past year, 299 physical-training certificates, Grade B (Strathcona Trust Syllabus),\nwere granted to prospective teachers in attendance at the Provincial Normal Schools (Vancouver\nand Victoria). About 3,591 teachers and prospective teachers of this Province have now qualified\nas physical-training instructors.\nPhysical Training, 1920-21.\nThe list of Strathcona Trust prizes for excellence in physical training for the school-year\n1920-21 is as follows :\u2014\nHigh and Superior Schools.\nInspectorate No. 1  (A. Sullivan, B.A., Inspector)\u2014\u25a0\n1st  Prize\u2014Gordon Downes, B.A., 3rd Division, Oak Bay High School.\n2nd Prize\u2014J. Grahame Darling, B.Sc, 1st Division, Bridgeport High School.\n3rd Prize\u2014Miss E. M. Cadow, B.A., 3rd Division, Nanaimo High School.\nInspectorate No. 2 (J. B. DeLong, B.A., Inspector) \u2014\n1st   Prize\u2014H. M. Robertson, B.A., 2nd Division, Cranbrook High School.\n2nd Prize\u2014T. J. Barron, B.A., 1st Division, Nakusp Superior School.\n3rd Prize\u2014Not awarded.\nCommon and Graded Schools.\nInspectorate No. 1 (W. H. M. May, Inspector) \u2014\n1st  Prize\u2014Miss Edith Chandler, Nob Hill School.\n2nd Prize\u2014Mrs. Kate Ford, 2nd Division, Beacon Hill School, Victoria.\n3rd Prize\u2014Miss Isabel B. Scobie, 2nd Division, Merville School.\nInspectorate No. 2  (A. C. Stewart, Inspector) \u2014\n1st   Prize\u2014'Miss S. E. Hardy, 14th Division, Quennell School, Nanaimo.\n2nd Prize\u2014Miss Maud Knappet, 4th Division, Lampson Street School, Esquimalt.\n3rd Prize\u2014Miss Agnes Waugh, 2nd Division, South Wellington School.\nInspectorate No. 3  (J. T. Pollock, Inspector)\u2014\n1st  Prize\u2014H. L. Paget, 2nd Division, Aberdeen School, Vancouver.\n2nd Prize\u2014Miss E. M. Pearson, 4th Division, Mount Pleasant, Vancouver.\n3rd Prize\u2014'Miss M. A. Williams, 14th Division, Dawson School, Vancouver.\nInspectorate No. 4 (H. H. MacKenzie, B.A., Inspector) \u2014\n1st  Prize\u2014R. Straight, 1st Division, Lord Tennyson School, Vancouver.\n2nd Prize\u2014H. B. King, 1st Division, General Gordon School, Vancouver.\n3rd Prize\u2014H. A. Eckardt, 2nd Division, Mission City School.\nInspectorate No. 5  (L. J. Bruce, Inspector) \u2014\n1st  Prize\u2014Miss Edith A. Middlemlss, 6th Division, Henry Hudson School.\n2nd Prize\u2014Miss Dorothy M. Martin, 3rd Division, Magee School, Point Grey.\n3rd Prize\u2014Miss Maizie A. Suggitt, 4th Division, Henry Hudson School, Vancouver.\nInspectorate No. 6 (John Martin, Inspector)\u2014\n1st  Prize\u2014Miss H. R. Anderson, 2nd Division, Lord Selkirk School, South Vancouver. 12 Geo. 5 Public Schools Report. F 69\nInspectorate No. 6\u2014Continued.\n2nd Prize\u2014Mrs. Hazel M. Jex, 5th Division, Sir Alexander MacKenzie School,  South\nVancouver.\n3rd Prize\u2014George S. Wate, 1st Division, Secord School, South Vancouver.\nInspectorate No. 7 (F. G. Calvert, Inspector) \u2014\n1st   Prize\u2014Miss M. Simmons, 7th Division, Kingsway West School, Burnaby.\n2nd Prize\u2014J. Burnett, 4th Division, Gilmore Avenue School, Burnaby.\n3rd Prize\u2014Miss M. C. Morrow, 3rd Division, Kingsway West School, Burnaby.\nInspectorate No. 8  (Arthur Anstey, B.A., Inspector) \u2014\n1st   Prize\u2014W. T. Fennell, 1st Division, Herbert Spencer School, New Westminster.\n2nd Prize\u2014R. S. Shields, B.A., 1st Division, F. W. Howay School, New Westminster.\n3rd Prize\u2014Miss F. L. Whitworth, 1st Division, Murrayville School.\nInspectorate No. 9 (A. F. Matthews, M.A., Inspector) \u2014\n1st  Prize\u2014H. S. Hum, 2nd Division, Merritt Superior School.\n2nd Prize\u2014Miss Kathleen Lawrence, 10th Division, Central School, Kamloops.\n3rd Prize\u2014Miss Margaret Wright, Louis Creek School.\nInspectorate No. 10 (A. R. Lord, B.A., Inspector)\u2014\u25a0\n1st   Prize\u2014T. Aldworth, 1st Division, Central School, Armstrong.\n2nd Prize\u2014Miss Lillian Johnson, Okanagan School.\n3rd Prize\u2014Miss Dorothy Leckie, 6th Division, Central School, Kelowna.\nInspectorate No. 11 (A. E. Miller, Inspector)\u2014\u25a0\n1st   Prize\u2014Miss Hazel M. Trembath, 3rd Division, Central School, Rossland.\n2nd Prize\u2014Miss Rebecca Johnston, Cascade School.\n3rd Prize\u2014Mrs. Edna H. Macpherson, Trout Lake School.\nInspectorate No. 12  (E. G. Daniels, B.A., Inspector) \u2014\n1st   Prize\u2014Miss Katheriue Wallach, Sth Division, Central School, Nelson.\n2nd Prize\u2014Miss J. N. Corbett, 1st Division, Canyon City School.\n3rd Prize\u2014Thomas Prescott, 1st Division, Coal Creek School.\n.   Inspectorate No. 13 (J. M. Paterson, B.A., Inspector) \u2014\n1st  Prize\u2014Miss Lena Wolfenden, 2nd Division, Ocean Falls School.\n2nd Prize\u2014Miss Ann M. McKinnon, 4th Division, Central School, Prince Rupert.\n3rd Prize\u2014Miss Jessie Rothwell, 3rd Division, Central School, Prince Rupert.\nInspectorate No. 14 (G. H. Gower, M.A., Inspector)\u2014\n1st  Prize\u2014Miss E. Milligan, 5th Division, Prince George School.\n2nd Prize\u2014Miss Drina Fraser, Fort Fraser School.\n3rd Prize\u2014Miss Marjorie Baker, 2nd Division, McBride School.\n1st  prize,  $12;    2nd  prize,  $10;    3rd  prize,   $8;    amount  expended  under  this  head  for\n1920-21, $472.\nPhysical Training, 1921-22.\nFor competition among high and superior schools during 1921-22 the sum of $27 has been\ngranted to each of the two inspectorates. This sum is to be divided into three prizes of $9 each.\nFor the purposes of competition and inspection the schools are to be divided into three groups\nor classes, viz.: Group A, of five divisions or more; Group B, of two to four divisions, inclusive;\nGroup C, of superior schools and high schools containing only one division.\nFor competition among public schools the sum of $432 has been granted\u2014i.e., $27 (to be\ndivided into three prizes of $9 each) for each of the sixteen inspectorates. For the purpose of\ncompetition and inspection the schools in each inspectorate are to be divided into three groups\nor classes, viz.: Group A, of five divisions or more; Group B, of two to four divisions, inclusive;\nGroup C, of all ungraded schools. As the inspectorates are divided geographically rather than\nwith regard to the size and classification of schools, it is realized that the above arrangement\nmay not completely meet the conditions in a few cases. In any inspectorate, therefore, where\nthis classification is found to be wholly unsatisfactory, the matter of dividing the schools into\nthree groups or classes for the purpose of awarding three prizes of equal value is to be left\nto the discretion of the Inspector in charge. In all cases, however, the teacher and the class\nare to be considered as the unit in making comparisons for granting the awards. As before, the\nteacher to whom the award has been made shall be entitled to receive two-thirds of the prize;\nthe other one-third to be expended for a picture or some piece of apparatus (suitably inscribed) F 70 Public Schools Report. 1921\nfor the room in which it was won.    Only those teachers who are the holders of physical-training\ncertificates granted under the Strathcona Trust are eligible, to compete.\nMilitary Drill, 1920-21.\nIn June thirty-eight public-school cadet corps paraded for the annual inspection, 1920-21.\nThe number then present was 3,658 out of a total enrolment of 4,157 boys of cadet age. Although\nthe report of 1919-20 shows 3,S55 cadets as present at the annual inspection, the difference is\naccounted for by the elimination of all cadets not over 12 years of age at the inspection in 1920-21.\nThere were 5,300 cadets trained during 1920-21\u2014a considerable increase over the number trained\nduring 1919-20.\nThe comparative rank awarded by the Inspecting Officer at the annual inspection for 1920-21\nis as follows :\u2014\nRank\nCorps. awarded.\nNo. 101. Vancouver Cadet Regiment\u2014\nKing Edward High School  ?       1\nNo. 112. Victoria High School         2\nNo. 101. Vancouver  Cadet Regiment\u2014\nBritannia High School        3\nKing George High School        4\nNo. 530. Connaught High School (New Westminster)         5\nNo. 388. Victoria Cadet Battalion-\nBoys' Central School         6\nNo. 101. Vancouver Cadet Regiment\u2014\nLord Tennyson School        7\nCecil Rhodes School        8\nNo. 388. Victoria Cadet Battalion-\nNorth Ward School         9\nNo. 101. Vancouver Cadet Regiment\u2014\nAberdeen  School     10\nNo. 3SS. Victoria Cadet Battalion-\nGeorge Jay School    11\nSir James Douglas   12\nNo. 101. Vancouver Cadet Regiment\u2014\nGeneral Gordon School    13\nLord Nelson School   14\nFairview School   15\nAlexandra  School     16\nGrandview School    17\nFranklin School   18\nNo. 388. Victoria Cadet Battalion-\nQuadra School    19\nMargaret Jenkins     20\nNo. 101. Vancouver Cadet Regiment\u2014\nLaura Secord School    21\nNo. 372. Nanaimo School  22\nNo. 360. Kaslo School  ... . \u2022 '  23\nNo. 903. Kelowna  School     24\nNo. 101. Vancouver Cadet  Regiment\u2014\n. Dawson School (A)     25\nNo. 388. Victoria Cadet Battalion-\nVictoria West School   26\nNo. 101. Vancouver Cadet Regiment\u2014\nModel School  27\nMacdonald School  28\nLord Roberts School  29\nHenry Hudson School   30 12 Geo. 5 Public Schools Report. F 71\nCorns Eank\nC01ps- awarded.\nNo. 388. Victoria Cadet Battalion\u2014\nOaklands School        31\nNo. 101. Vancouver Cadet Regiment\u2014\nCharles Dickens School      32\nNo. 854. Chilliwack School      33\nNo. 101. Vancouver Cadet Regiment\u2014\nDawson School (B)     34\nSimon Fraser School   ,     35\nStrathcona School      36\nHastings School       37\nNo. 902. Cranbrook School      38\nTwenty-five prizes were awarded in accordance with the schedule adopted at the last meeting\nof the Local Committee held on October 24th, 1921, one-half of each prize to be paid to the\ncorps and one-half to the instructor, provided he is a public-school teacher qualified as a cadet\ninstructor. When an instructor is not a public-school teacher, one-half of the prize reverts to\nthe general fund of the Local Committee. The expenditure under this head for 1920-21 amounted\nto $305, and was made according to the following schedule:\u2014\n1st prize     $25 14th prize    $10\n2nd    ,;           20 15th     \u201e           10\n3rd    ,     18 16th     \u201e           10\n4th     \u201e           18 17th     ,     10\n5th     \u201e           16 ISth     \u201e           10\n6th     \u201e           16 19th     \u201e           10\n7th     \u201e           14 20th          10\nSth     \u201e           14 21st     \u201e           10\n9th     ,     12 22nd         10\n10th     \u201e           12 23rd    .,           10\nUth     \u201e     10 24th     ,     10\n12th     ,     10 25th     ,     10\n13th     \u201e           10\nComments by the Organizing and Inspecting Officer (Lieut.-Col. W. H. Belson) in his annual\nreport to the Local Committee are here noted:\u2014\n\" The efficiency of the cadets is steadily improving\u2014the improvement being specially noticeable in the larger centres such as Victoria and Vancouver.\n\" There were four cadet camps held in the district\u2014at Sidney, Kelowna, Kaslo, and Cranbrook\u2014with a total attendance of twenty-eight instructors and 1,009 cadets. This number could\nhave been greatly increased if funds had permitted. The camps proved an unqualified success\nand both instructors and cadets were well pleased with the work carried out and the arrangements made for their comfort.\n\" The allowance to cadet instructors has been increased from $1 to $2 for the first fifty\ncadets trained and $1 for the remainder.\n\" A school for qualifying teachers as cadet instructors was held at Victoria for six weeks\nduring the summer holidays, fifty-four teachers taking the course. Highly complimentary letters\nwith regard to benefits derived from the course and the treatment received from the school staff\nhave since been received from some of the teachers who attended.\"\nRifle Shooting.\nFrom the grant for rifle shooting, 1920-21, prizes were provided for thirty-nine qualified\ncorps or units specified in returns\u2014viz., $3.75 each; this amount to form cash prizes for the\nthree best shots in each corps or unit (1st prize, $1,50; 2nd prize, $1.25; 3rd prize, $1).\nThe following accordingly received grants of $3.75 each for rifle shooting, 1920-21: Vancouver\n101st Cadet Regiment (King Edward High School A and B, King George High School, Britannia\nHigh School, Henry Hudson, Alexandra, Cecil Rhodes, Charles Dickens, Lord Nelson, Simon\nFraser, Model, Laura Secord, Grandview, Hastings, Lord Tennyson, Aberdeen, Lord Roberts,\nDawson A and B, General Gordon, Strathcona, Macdonald, Fairview, Franklin, Kitsilano) ;\nVictoria No. 388 Cadet Battalion  (George Jay, Sir James Douglas, Oaklands, Quadra, South F 72\nPublic Schools Report.\n1921\nPark, Boys'  Central, Victoria West,  Margaret Jenkins, North Ward) ;   Victoria High School,\nNo. 112 A and B;  Penticton, No. 788 A and B;  Chilliwack, No. S54.\nFinancial Statement for 1920-21.\nThe funds at the disposal of the Local Committee for 1920-21 amounted to $1,412.76 and\nthe expenditure for the year $923.25, leaving a balance of $489.51. Of the latter sum, $486 has\nalready been voted for physical-training prizes for 1921-22.\nReceipts.\n1920-21. Balance on hand from 1919-20  :  $   489 46\nInterest to November 30th, 1920   14 00\nEncashed cheques (paid into fund)    12 98\nInterest to May 31st, 1921   7 57\nAllowance to Secretary (added to fund)     9 85\nGrant for 1920-21   878 00\n$1,412 76\nDisbursements.\n1920-21. Prizes for physical training    $   472 00\nPrizes for military drill          305 00\nPrizes for rifle shooting         146 25\n$  923 25\nBalance on hand   $  4S9 51\nLocal Aid to Cadet Corps.\nAuthority has now been given by Statute to School Boards to make expenditures from school\nfunds in aid of cadet corps and of an extension of physical training. This is contained in\nsection 129a, \"Public Schools Act\" (consolidated for convenience in 1921), and is as follows:\u2014\n\" The Board of School Trustees of any school district may establish and maintain an\nadvanced course in physical training, including gymnastic exercises or cadet instruction, or\nboth, and the entire cost of all necessary equipment and of maintenance shall be defrayed by\nthe Board of School Trustees; but where the time of any teacher is devoted wholly to such\ncourse, that teacher shall be included in the number of teachers on which the per capita grant\npayable to that school district by the Minister of Finance pursuant to section 19 or 20 of this\nAct is based.\"\nI have, etc.,\nJ. L. Watson,\nSecretary,, Local Committee, Strathcona Trust,\ni for British Columbia.","type":"literal","lang":"en"},{"value":"Note non-consecutive page numbering for the F sections. Pages F_1 to F72 is PART I. GENERAL REPORT; Pages F1 to F96 is PART II. STATISTICAL RETURNS; Pages F97 to F193 is PART III. APPENDICES.","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":"1921_V03_07_F1_F72","type":"literal","lang":"en"}],"http:\/\/www.europeana.eu\/schemas\/edm\/isShownAt":[{"value":"10.14288\/1.0224418","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":"FIFTIETH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1920-21 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES [PART I. GENERAL REPORT]","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"}]}}