"4833659c-3697-4548-b225-c3ee98daa66a"@en . "CONTENTdm"@en . "PUBLIC SCHOOLS REPORT."@en . "http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1198198"@en . "Sessional Papers of the Province of British Columbia"@en . "British Columbia. Legislative Assembly"@en . "2016-03-21"@en . "[1919]"@en . "https://open.library.ubc.ca/collections/bcsessional/items/1.0059868/source.json"@en . "application/pdf"@en . " FORTY-SEVENTH ANNUAL REPORT\nTHE PUBLIC SCHOOLS\nor the province of\nBRITISH COLUMBIA\n1917-1918\nBY THE SUPERINTENDENT OF EDUCATION\nWITH APPENDICES\nprinted by\nauthority of the legislative assembly.\nVICTORIA, B.C. :\nPrinted by William H. Ctjllin, Printer to the King's Most Excellent Majesty,\n1919. To His Honour Sir Frank Stillman Barnard, K.C.M.G.,\nLieutenant-Governor of the Province of British Columbia.\nMay it please Your Honour :\nI beg herewith respectfully to present the Forty-seventh Annual Report on the\nPublic Schools of the Province.\nj. d. Maclean,\nMinister of Education.\nDecember 20th, 1918. TABLE OF CONTENTS.\nPast I.\n. Page.\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 Graded City 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 *. 14\nCost to Provincial Government of each Pupil on Enrolment and on Average Daily Attendance during the Past Ten' Years 15\nComparative Statement of Attendance and Cost of Public Schools from 1872-73 to 1917-18 16\nAverage Salary paid Teachers 17\nNumber of Teachers employed in the Various Electoral Districts 17\nInspectors' Reports\u00E2\u0080\u0094\nHigh Schools IS\nPublic Schools 22\nMunicipal Inspectors' Reports\u00E2\u0080\u0094\nVancouver 40\nVictoria 43\nReports on Normal Schools\u00E2\u0080\u0094\nVancouver 47\nVictoria 49\nReport of the Director of Elementary Agricultural Education 52\nReport of the Organizer of Technical Education 65\nReport of the Officer in Charge of the Free Text-book Branch '. 69\nThe Strathcona Trust 76\nTeachers' Examination Results SO\nHigh School Entrance Examinations 84\nHigh School Examinations 84\nChanges in High School Courses of Study S4\nModified High School Entrance Course, 1919 85\nModified High School Course for 1919 87\nNew Text-books authorized 92\nRules and Regulations 92\nAmendments to the \" Public Schools Act\" v 93\nChanges in Boundaries of School Districts 100\nPart II.\nStatistical Returns\u00E2\u0080\u0094\nHigh Schools ii.\nGraded City Schools x.\nRural Municipality Schools xlii.\nRural and Assisted Schools lviii.\nNames of Schools, Number of teachers, etc., in each of the Electoral Districts lxxviii. D 6 Contents. 1919\nPart III.\nHigh School Examination\u00E2\u0080\u0094 Page\nNames of Medal-winners lxxxiii.\nNumber of Successful Candidates at each Centre lxxxiii.\nHigh School Entrance Examination\u00E2\u0080\u0094\nNames of Medal-winners Ixxxv.\nNumber of Successful Candidates at each Centre Ixxxv.\nHigh School Entrance Examination Papers xci.\nHigh School Examination Papers\u00E2\u0080\u0094\nThird-class Certificate (Non-professional), Full Course c.\nAdvanced Course, Junior Grade; and Third-class Certificate (Non-professional) .. ci.\nThird-year Course, Commercial '. cxii.\nIntermediate Grade cxxiii.\nUniversity Matriculation (Junior) cxxxii.\nUniversity Matriculation (Senior) cxlviii.\nSenior Grade -. clxiv.\nSenior Academic Grade clxxv. PART I.\nGENEEAL REPORT. REPORT OF THE SUPERINTENDENT OF EDUCATION.\n1917-1918.\nEnucATioN Office,\nVictoria, B.C., December, 1918.\nTo the Honourable J. D. MacLean, M.D., CM.,\nMinister of Education.\nSir,\u00E2\u0080\u0094I beg to submit the Forty-seventh Annual Report of the Public Schools of British\nColumbia for the school-year ending June 30th, 1918.\nThe total enrolment in all the schools was 67,516. The number of boys was 33,540, and\nof girls 33,976. The grand total actual daily attendance made by all the pupils enrolled was\n10,279,933%. The average actual daily attendance was 54,747. The percentage of regular attendance was 81.08. The total number of teachers employed was 2,246. Of this number, 184 were\nemployed in the high schools, 920 in the city graded schools, 537 in the rural municipality schools,\nand 605 in the rural and assisted schools. D 10\nPublic Schools Report.\n1918\nHIGH SCHOOLS.\nThe enrolment in the high schools during the year was 5,150. Of this number, 2,151 were\nboys and 2,999 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:\u00E2\u0080\u0094\nHigh Schools.\nAgassiz\t\nArmstrong\t\nBridgeport\t\nChilliwaok\t\nCranbrook\t\nCumberland\t\nDuncan\t\nEnderby\t\nEsquimalt\t\nFernie\t\nGolden\t\nGrand Forks\t\nGreenwood\t\nKamloops\t\nKaslo\t\nKelowna\t\nLadner \t\nLadysmith\t\nMatsqui\t\nMission \t\nNanaimo\t\nNelson\t\nNew Westminster.\nOak Bay\t\nPeachland \t\nPenticton\t\nPoint Grey\t\nPort Alberni\t\nPrince George....\nPrince Rupert....\nRevelstoke\t\nRossland\t\nSalmon Arm\t\nSummerland\t\nTrail \t\nVancouver :\nBritannia\t\nKing Edward.\nKing George..\nKitsilano ....\nVancouver, North\nVancouver, South.\nVernon\t\nVictoria\t\nNo. of\nTotal\nDivisions.\nEnrolment.\n1\n24\n2\n40\n3\n36\n3\n105\n2\n38\n2\n37\n2\n40\n1\n26\n3\n47\n2\n41\n1\n12\n3\n72\n1\n20\n4\n75\n2\n38\n2\n47\n2\n42\n2\n55\n2\n21\n2\n27\n4\n120\n6\n170\n10\n335\n3\n73\n1\n15\n2\n43\n5\n141\n1\n15\n1\n9\n2\n37\n3\n71\n3\n51\n1\n19\n2\n35\n2\n47\n13\n466\n25\n899\n11\n351\n5\n165\n4\n119\n9\n321\n2\n47\n24\n758\nAverage\nActual Daily\nAttendance.\n16.37\n33.84\n29.96\n89.24\n31.27\n30.17\n35.99\n19.65\n39.71\n35.95\n7.68\n57.92\n13.40\n63.03\n32.42\n36.62\n32.11\n43.97\n14.87\n19.81\n93.94\n135.56\n270.74\n59.05\n9.89\n32.51\n114.07\n11.27\n7.61\n32.91\n63.41\n46.11\n16.94\n27.90\n34.60\n391.94\n708.99\n301.19\n140.02\n91.66\n267.00\n37.44\n622.24\nPercentage\nof Regular\nAttendance.\n68.21\n84.60\n83.22\n84.99\n82.29\n81.54\n89.97\n75.58\n84.49\n87.68\n64.00\n80.44\n67.00\n84.04\n85.32\n77.91\n76.45\n79.94\n70.81\n73.37\n78.28\n79.73\n80.82\n80.89\n65.94\n75.60\n80.90\n75.13\n84.55\n88.95\n89 31\n90.41\n89.16\n79.71\n73.62\n84.11\n78.86\n85.81\n84.86\n77.02\n83.18\n79.66\n82.09 9 Geo. 5\nPublic Schools Report.\nD 11\nGRADED CITY SCHOOLS.\nA graded school consists of at least two divisions, having as its teaching staff a principal\nand at least one assistant. The total enrolment in graded city schools was 33,286, and the\naverage actual daily attendance 28,098. The number of boys enrolled was 16,613, of girls, 16,673.\nThe following table gives the names of the several graded city schools, the number of\ndivisions in each, the total enrolment, the average actual daily attendance, and the percentage\nof regular attendance:\u00E2\u0080\u0094\nSchools.\nAlberni \t\nArmstrong\t\nChilliwack\t\nCourtenay\t\nCranbrook :\nCentral\t\nKootenay Orchards\nSouth Ward\t\nCumberland\t\nDuncan,\t\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 . .\nNelson\t\nNew Westminster :\nF. W. Howay\t\nLord Kelvin\t\nLord Lister\t\nRichard McBride..\nQueensborough ....\nJohn Robson\t\nHerbert Spencer...\nPhoenix\t\nPort Alberni\t\nPort Coquitlam :\nCentral \t\nJames Park\t\nPort Moody\t\nPrince George\t\nPrince Rupert\t\nRevelstoke:\nCentral\t\nSelkirk\t\nRossland :\nCentral\t\nCook Avenue\t\nSalmon Arm\t\nSandon \t\nSlocan \t\nNumber\nof\nDivisions.\n2\n7\n9\n3\n9\n1\n2\n9\n7\n4\n22\n10\n3\n12\n4\n11\n11\n8\n4\n18\n3\n17\n12\n10\n2\n10\n8\n5\n3\n4\n2\n5\n4\n13\nTotal\nEnrolment.\n74\n255\n311\n108\n361\n18\n69\n3S0\n190\n140\n848\n394\n101\n459\n175\n393\n408\n273\n153\n789\n142\n711\n413\n294\n345\n371\n77\n360\n318\n153\n127\n151\n57\n157\n202\n507\n273\n290\n368\n203\n115\n41\n66\nAverage\nActual\nDaily\nAttendance.\n65.74\n202\n65\n270.97\n79.31\n316\n60\n15\n14\n56\n64\n307\n65\n165\n91\n118\n49\n715\n94\n347\n78\n81\n53\n399.70\n148\n57\n344\n68\n359\n40\n229\n19\n138.22\n658\n81\n126.62\n614\n01\n363\n82\n247.31\n274\n76\n308\n96\n65\n50\n279\n12\n258\n93\n147\n75\n94\n10\n110\n91\n49\n46\n153.02\n127\n69\n396.72\n250\n70\n271\n71\n326\n93\n201\n01\n98.06\n35\n62\n58\n56\nPercentage of\nRegular\nAttendance.\n88.83\n79.47\n87.12\n73.43\n87.70\n84.11\n82.08\n80.96\n87.32\n84.63\n84.42\n88.26\n80.72\n87.08\n84.89\n87.70\n88.08\n83.95\n90.33\n83.49\n89.16\n86.35\n88.09\n84.11\n79.64\n83.27\n85.06\n77.53\n81.42\n96.56\n74.09\n73.45\n86.77\n97.46\n63.21\n78.24\n91.83\n93.69\n88.83\n99 01\n85.26\n86.87\n88.72 D 12\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\u00E2\u0080\u0094Concluded.\nSchools.\nNumber\nof\nDivisions.\nTotal\nEnrolment.\nAverage\nActual Daily\nAttendance.\nPercentage of\nRegular\nAttendance.\nTrail :\nSmelter Hill\t\n12\n2\n2\n9\n14\n7\n5\n17\n4\n24\n8\n15\n. 6\n16\n8\n13\n12\n13\n11\n10\n13\n16\n11\n16\n16\n10\n24\n9\n13\n17\n16\n1\n3\n7\n8\n8\n10\n4\n4\n4\n12\n6\n1\n9\n2\n13\n11\n7\n3\n5\n9\n10\n8\n10\n4\n10\n1\n472\n47\n65\n399\n624\n285\n226\n663\n129\n1021\n308\n574\n222\n621\n360\n551\n482\n564\n450\n389\n513\n663\n462\n685\n727\n390\n971\n371\n588\n678\n633\n7\n28\n255\n349\n347\n415\n159\n178\n148\n462\n239\n29\n414\n72\n504\n400\n237\n133\n202\n319\n364\n298\n373\n170\n391\n20\n435.65\n38.99\n59.18\n307.10\n504.59\n247.43\n172.50\n526.62\n114.11\n839.67\n270.00\n503.91\n179.87\n538.17\n306.96\n469.94\n421.91\n401.72\n394.78\n348.82\n435.27\n565.18\n393.71\n585.75\n615.97\n341.77\n832.96\n328.18\n473.34\n588.15\n553.75\n6.39\n23.64\n207.62\n264-. 83\n266.29\n350.42\n137.24\n149.06\n118.86\n371.30\n. 201.86\n26.60\n307.92\n66.87\n399.38\n347.32\n197.04\n102.00\n164.19\n264.27\n328.52\n257.04\n317.13\n142.91\n325.84\n14.28\n92.29\n82.95\nEast \t\n91. C4\nVancouver :\nAberdeen\t\n76.96\n80.86\n86.81\n76.32\nChildren's Home\t\n79.42\n88.45\n82.23\n87.66\n87.78\n81.02\n86.66\n85.26\n85.28\n87.53\n81.86\nModel\t\n87.72\n89.67\n84.84\n85.24 '\nMacdonald... \t\n85.21\n85.51\n84.72\n87.63\n85.78\n88.45\n80.50\n86.74\n87.48\n91.28\n84.42\nVancouver, North :\n81.41\n75.88\n76.74\nVernon :\n84.43\n86.31\nVictoria :\n83.74\n80.31\n80.36\n84.46\n91.72\n74.37\n92.87\n79.24\n86.83\n83.13\n76.69\n81,28\n82.84\n90.25\nSouth Park . \t\n86.25\n85.02\n84.06\nWest\t\n83.33\n71.40 9 Geo. 5\nPublic Schools Report.\nD 13\nRURAL MUNICIPALITY SCHOOLS.\nThe total enrolment in these schools for the year was 16,282. Of this number, 8,201 were\nboys and 8,081 girls.\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:\u00E2\u0080\u0094\nMunicipality.\nBurnaby \t\nChilliwack\t\nColdstream\t\nCoquitlam\t\nCowichan, North.\nDelta\t\nEsquimalt..\t\nKent\t\nLangley .......\nMaple Ridge\t\nMatsqui\t\nMission\t\nOak Bay..\t\nPeachland\t\nPenticton \t\nPitt Meadows....\nPoint Grey\t\nRichmond\t\nSaanich\t\nSalmon Arm ....\nSpallumcheen ....\nSumas\t\nSummerland , ...\nSurrey\t\nVancouver, North\nVancouver, South\nVancouver, West\nNumber\nof\nSchools.\n15\n14\n2\n5\n7\n11\n1\n4\n14\n9\n10\n8\n2\n2\no\no\n6\n6\n16\n6\n8\n5\n3\n18\n5 .\n14\n3\nNumber\nof\nDivisions.\n42\n26\n2\n7\n9\n15\n14\n6\n21\n17\n16\n13\n13\n3\n11\n2\n32\n13\n46\n7\n8\n6\n7\n24\n13\n124\n5\nTotal\nEnrolment.\n1,557\n698\n59\n106\n171\n397\n568\n178\n629\n422\n393\n333\n478\n93\n397\n52\n1,187\n.409\n1,413\n206\n152\n128\n224\n626\n393\n4,851\n162\nAverage\nActual Daily\nAttendance.\n1,254.88\n528.82\n36.49\n78.88\n131.89\n308.81\n435.99\n130.79\n474.69\n328.77\n299.39\n254.02\n384.06\n73.36\n321.18\n33.48\n991.33\n313.10\n1,134.36\n181 55\n104.37\n88.97\n161.85\n439.68\n314.14\n4,093.40\n115.58\nRURAL AND ASSISTED SCHOOLS.\nThe total enrolment In these schools for the year was 12,798. Of this number, 6,575 were boys\nand 6,223 were girls. D 14 Public Schools Report. 1918\nEXPENDITURE FOR EDUCATION.\nEducation Office:\nSalaries $ 10,594 30\nExpenses of office:\nBooks $ 77 05\nTelegrams and telephone 183 11\nExpressage 1 25\n25,000 cheque forms bound in book form 150 00\nPrinting 6 50\n 417 91\nFree Text-book Branch:\nSalaries ' $ 4,818 55\nTelephone, etc 19 82\nBooks, maps, globes, etc 56,219 43\n 61,057 80\nAgricultural Education:\nSalaries $ 16,185 00\nExpenditure 16,231 83\n 32,416 83\nIndustrial Education:\nSalaries $ 2,760 00\nExpenditure 15,371 32\n 18,131 32\nInspection of Schools:\nSalaries $26,631 65\nTravelling expenses, etc 13,351 17\n 39,982 82\nProvincial Normal School, Vancouver:\nSalaries $18,690 10\nBooks, apparatus, and incidental expenses 1,425 66\nFuel, water, light 341 76\nMaintenance and repairs of buildings, grounds, etc 141 35\nMileage re travelling expenses of students 1,794 35\nAllowance to teachers assisting Normal School students .. 287 50\n 22,680 72\nProvincial Normal School, Victoria:\nSalaries $16,619 10\nBooks, apparatus, and incidental expenses 1,139 26\nFuel, water, light 259 03\nMaintenance and repairs of buildings, grounds, etc 157 72\nMileage re travelling expenses of students 2,138 95\n 20,314 06\nDeaf, Dumb, and Blind :\nTuition, maintenance, and fares 10,952 90\nPer capita grant to cities 505,204 18\nPer capita grant to municipalities 317,739 55\nPer capita grant to rural school districts 109,665 75\nSalaries of teachers in assisted schools 286,954 20\nSalaries of teachers in Esquimalt & Nanaimo Railway Belt 66,429 10\nGrant to libraries 192 45\nGrants in aid of manual-training equipment 2,446 04\nErection, maintenance, and repairs of school buildings 5,507 30\nCarried forward $1,510,687 23 9 Geo. 5\nPublic Schools Report.\nD 15\nBrought forward $1,510,687 23\nExamination of teachers 10,555 95\nEntrance to High School Examination 2,025 70\nConveying children to central schools 2,380 37\nGrant to Reading Camp Association 300 00\nExpenses re Educational Conference held in Victoria 4S6 30\nRents paid for buildings used for school purposes 2,623 38\n$1,529,058 93\nAmount expended by cities, municipalities, rural and assisted school\ndistricts 1,865,218 01\nAmount expended by Department of Works 124,737 67\nGrand total cost of education $3,519,014 61\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:\u00E2\u0080\u0094\nYear.\nCost of each\nPupil on\nEnrolment.\nCost of each\nPupil on\nAverage Actual\nDaily\nAttendance.\n1908-09 \t\n$14 70\n15 36\n15 86\n17 47\n17 91\n20 04\n21 78\n22 50\n22 47\n22 64\n$21 01\n1909-10\t\n1910-11 \t\n21 78\n22 25\n1911-12 \t\n23 32\n1912-13\t\n23 85\n1913-14\t\n25 27\n1914-15\t\n26 65\n1915-16\t\n28 56\n1916-17... \t\n27 83\n1917-18\t\n27 93 D 16\nPublic Schools Report.\n1918\nThe gradual growth of the schools, as well as the cost to the Provincial Government of\nmaintaining the same, is fully shown by the record of attendance and expenditure given in the\nfollowing exhibit: \u00E2\u0080\u0094\nComparative Statement of Attendance and Cost of Public Schools from 1872-73 to 1917-18.\nYear.\nNumber\nof School\nDistricts.\nAggregate\nEnrolment.\nAverage\nActual Daily\nAttendance.\nPercentage\nof\nAttendance.\nExpenditure\nfor Education\nproper.\n1872-73\t\n25\n37\n41\n41\n42\n45\n45\n47\n48\n50\n59\n67\n76\n86\n95\n104\n109\n\u00E2\u0096\u00A0 123\n141\n154\n169\n178\n183\n193\n199\n213\n224\n231\n245\n257\n268\nt252\n+248\nt257\n$167\n189\n197\n211\n\u00C2\u00A7211\n\u00C2\u00A7328\n\u00C2\u00A7359\n\u00C2\u00A7374\n\u00C2\u00A7410\n\u00C2\u00A7419\n\u00C2\u00A7432\n575\n1,028\n1,245\n1,403\n1,685\n1,998\n2,198\n2,301\n2,462\n2,571\n2,653\n2,693\n3,420\n4,027\n4,471\n5,345\n6,372\n6,796\n8,042\n9,260\n10,773\n11,496\n12,613\n13,482\n14,469\n15,798\n17,648\n19,185\n21,531\n23,615\n23,903\n24,499\n25,787\n27,354\n28,522\n30,039\n33,314\n36,227\n39,822\n45,125\n50,170\n57,608\n62,263\n64,624\n64,570\n65,118\n67,516\n575\n767\n863\n984\n1,260\n1,395.50\n1,315.90\n1,293.93\n1,366.86\n1,358.68\n1,383.00\n1,808.60\n2,089.74\n2,481.48\n2,873.38\n3,093.46\n3,681.14\n4,333.90\n5,134.91\n6,227.10\n7,111.40\n7,785.50\n8,610.31\n9,254.25\n9,999.61\n11,055.65\n12,304.32\n13,438.41\n15,098.28\n15,564.25\n16,357.43\n17,060.93\n18,859.41\n19,506.23\n20,017.02\n23,195.27\n25,350.63\n28,094.16\n32,163.24\n37,567.88\n43,274.12\n49,377.70\n52,821.72\n50,870.25\n52,577.12\n54,746.76\n55.93\n61.60\n61.51\n58.39\n63.06\n63.49\n57.19\n52.56\n53.16\n51.21\n51.36\n52.88\n51.89\n55.50\n53.75\n48.54\n54.16\n53.89\n55.45\n57.80\n61.85\n61.72\n63.86\n64.00\n63.29\n62.64\n64.13\n62.41\n63.93\n65.11\n66.76\n66.16\n68.94\n68.39\n66.63\n69.62\n69.97\n70.54\n71.27\n74.88\n75.12\n79.30\n81.73\n78.78\n80.74\n81.09\n$36,763 77\n1873-74\t\n35,287 59\n1874-75\t\n34,822 28\n1875-76\t\n44,506 11\n1876-77\t\n1877-78 \t\n47,129 63\n43,334 01\n1878-79 \t\n*22,110 70\n1879-80 \t\n47,006 10\n1880-81 \t\n1881-82 \t\n46,960 69\n49,268 63\n1882-83 .\n50,850 63\n1883-84\t\n66,654 15\n1884-85\t\n71,151 52\n1885-86\t\n79,527 56\n1886-87 \t\n1887-88\t\n1888-89 \t\n1889-90\t\n88,521 08\n99,902 04\n108,190 59\n122,984 83\n1890-91\t\n136,901 73\n1891-92 \t\n160,627 80\n1892-93\t\n190,558 33\n1893-94 \t\n1894-95 \t\n169,050 18\n189,037 25\n1895-96 \t\n204,930 32\n1896-97\t\n220,810 38\n1897-98 \t\n1898-99\t\n247,756 37\n268,653 46\n1899-1900 '.\t\n284,909 10\n1900-01\t\n312,187 17\n1901-02 \t\n365,492 15\n1902-03\t\n397,003 46\n1903-04 \t\n1904-05\t\n414,383 43\n433,005 17\n1905-06\t\n418,227 97\n1906-07 :\t\n407,937 85\n1907-08 \t\n1908-09\t\n464,473 78\n532,809 84\n1909-10\t\n612,052 74\n1910-11\t\n715,733 59\n1911-12\t\n1912-13\t\n876,415 08\n1,032,038 60\n1913-14\t\n1,248,163 44\n1914-15\t\n1915-16 \t\n1916-17\t\n1,407,990 32\n1,452,999 99\n1,463,405 78\n1917-18 \t\n1,529,058 93\n* Half-year.\nt Including only those in which a school was in operation during the year.\nt- The consolidation of school districts by the formation of rural municipality districts reduced the\nnumber from 257 In 19,05-06 to 167 in 1906-07.\n\u00C2\u00A7 Including assisted schools with defined boundaries. 9 Geo. 5\nPublic Schools Report.\nD 17\nThe following statement shows the average salary paid to the teachers during the year under\neach of the four classes of certificates:\u00E2\u0080\u0094\nCertificate.\nAverage Salary paid.\nMale Teachers.\nFemale Teachers.\n$1,735 92\n1,550 64\n1,290 60\n941 20\n$1,151 40\nFirst Class \t\n1,026 72\n902 40\n860 28 '\nThe average salary paid to the teachers of the Province (male and female) was $1,055.04.\nThe following is a list in tabular form of the number of teachers employed during 1917-18\nin the various electoral districts of the Province; the number of male and female teachers is\nalso shown as well as the class of certificate held:\u00E2\u0080\u0094\nAlberni\t\nAtlin\t\nCariboo\t\nChilliwack\t\nColumbia\t\nComox\t\nCowichan\t\nCranbrook\t\nDelta\t\nDewdney\t\nEsquimalt\t\nFernie\t\nFort George\t\nGrand Forks\t\nGreenwood\t\n(The) Islands\t\nKamloops\t\nKaslo\t\nLillooet\t\nNanaimo\t\nNelson\t\nNewcastle-\t\nNew Westminster\nNorth Okanagan. .\nNorth Vancouver..\nOmineca\t\nPrince Rupert....\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\nAcademic.\nTotal (1917-18)\nTotal (1916-17)\n9\n2\n12\n5\n7\n4\n6\n6\n10\n2\n5\n2\n1\n9\n6\n3\n15\n9\n9\n6\n5\n12\n4\n6\n8\n1\n12\n20\n4\n119\n32\n1\nFirst\nClass.\n5\n2\n4\n9\n4\n5\n8\n3\n11\n11\n7\n12\n5\n7\n3\n3\n11\n5\n4\n8\n2\n4\n21\n9\n14\n2\n11\n7\n19\n15\n8\n12\n5\n21\n14\n126\n42\n4\n372\n380\n463\n466\nSecond\nClass.\n11\no\n35\n3\n27\n8\n6\n21\n22\n11\n14\n5\n6\n3\n10\n33\n4\n3\n19\n11\n18\n26\n21\n18\n1\n11\n13\n42\n11\n29\n11\n4\n17\n76\n20\n143\n64\n14\n796\n740\nThird\nClass.\n11\n6\n3\n12\n7\n17\n6\n12\n24\n20\n6\n13\n12\n8\n9\n7\n23\n3\n6\n11.\n1\n5\n6\n24\n20\n2 '\n9\n6\n13\n3\n12\n7\n8\n9\n23\n12\n16\n14\n14\n420\n393\nTemporary.\n80\n53\nSpecial.\n2\n17\n39\n19\n115\n92\nMale\n9\n2\n1\n8\n5\n16\n5\n6\n8\n8\n6\n9\n11\n4\n5\n4\n7\n7\n2\n8\n19\n7\n12\n1\n12\n6\n17\n3\n6\n8\n10\n7\n30\n5\n107\n41\n3\n436\n468\nFemale.\n23\n7\n15\n63\n14\n47\n23\n26\n57\n56\n26\n41\n16\n23\n12\n19\n77\n16\n14\n41\n19\n25\n55\n64\n53-\n6\n29\n27\n75\n15\n57\n30\n19\n38\n129\n48\n339\n132\n34\nTotal.\n1,810\n1,656\n32\n9\n16\n71\n19\n63\n28\n32\n65\n64\n32\n50\n27\n27\n17\n23\n84\n23\n16\n49\n25\n30\n74\n71\n65\n7\n41\n33\n92\n18\n63\n38\n29\n45\n159\n53\n446\n173\n37\n2,246\n2,124 D 18 Public Schools Report. 1918\nINSPECTORS' REPORTS.\nHIGH SCHOOLS.\nVictoria, B.C., July 27th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit herewith the following report on the work of the high\nand superior schools of the Province for the school-year ending June 30th, 1918:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nForty-three high schools, with 184 divisions, and fifteen superior schools were in operation\nduring the year, giving a total of 199 divisions, with 218 teachers. Included in this number of\nteachers are two specialists in physical drill, one in vocal music, five in technical work, six in\nagriculture, and fifteen in commercial work. The number of pupils in high schools was 5,150,\nwhile upwards of 200 superior-school pupils were taking high-school work. I was able to pay\nat least one visit of inspection to each school, making in all 214 inspections. While a few schools\nwere inspected twice, I found it out of the question to carry out my original plan of visiting all\nthe smaller schools twice during the year. When the first High School Inspector was appointed\nin 1910 there were only eighty-three teachers in the high and superior schools of the Province.\nThe next year there was an increase of six teachers, and during the last six years the average\nincrease has been more than twenty-one, so that at the present time the number of teachers is\nmore than two and a half times the number in 1910.\nThe superior schools at Ashcroft, Chemainus, and Port Moody last year gave no instruction\nin advance of the Entrance Course, but Port Moody will probably reopen the superior division\nnext year. The year just closed saw a superior school established at Phoenix and a high school\nat Prince George, while in Vancouver City the Kitsilano High School, with five divisions, was\nopened to relieve the congestion at King Edward High School.\nTwo new agricultural specialists were appointed during -the year, and classes in Agriculture\nwere opened for the first time in four high schools and one superior school. Two hundred and\ntwenty-seven pupils were enrolled in the Agricultural classes, being distributed among the\nfollowing schools: Armstrong, Chilliwack, Duncan, Enderby, Kelowna, Vernon, and Victoria\nHigh Schools, and Belmont, Cloverdale, and Rutland Superior Schools. A change in the requirements of the Agricultural Course is imperative. This at present is a two-year course, is almost\ninvariably begun in the Preliminary year, and is consequently completed at the end of the\nsecond year, but pupils who wish to matriculate into the Provincial University have to write\nan examination in Agriculture along with the other matriculation papers at the end of their\nthird year. Pupils are thus required to sit for their examination a year after they have dropped\nthe subject or spend their third year in reviewing the work covered during the first two years.\nI am convinced the course for matriculation should be spread over three years or should be\nstarted in the second year.\nDistricts are manifesting a growing appreciation of the excellence of the training received\nin the High School Commercial Course.. At the beginning of the year classes in this work were\nformed for the first time at the Kamloops, Nelson, Oak Bay, and North Vancouver High Schools.\nIn addition to the schools just mentioned, the course is being followed in the following: New\nWestminster, Point Grey, Revelstoke, South Vancouver, Victoria, Britannia, and King Edward\nHigh Schools. In all, 716 pupils followed this course during the year. Next year algebra and\ngrammar will be dropped from the Course of Study for commercial pupils and Canadian history\nand civics substituted.\nRecently the Education Office decided to admit to Normal School pupils who are successful\nin passing the Departmental Examination for third-year commercial pupils. I understand that\nfour Vancouver pupils, who have completed three years of high-school commercial work, are\nplanning on attending Normal School next year. The probability is that in future a number of\nsuch teachers will be sent out from our Normal Schools each year; if so, School Boards will\nnot experience the difficulty they have had in the past in securing commercially trained teachers. 9 Geo. 5\nPublic Schools Report.\nD 19\nNow that the Departmental Examination for second-year commercial pupils has been dons\naway with and thus no diplomas can be granted to such pupils by the Education Office, and since\nthe majority of our commercial pupils leave high school at the end of their second year, it is\nhighly desirable that the different School Boards issue official certificates to those students who\nhave successfully passed their two years' work.\nThe technical work for boys begun two years ago at the King Edward High School, Vancouver, is growing in favour with the pupils and the public. At the time of my visit 137 pupils\nWere enrolled in these classes. A class in Household Arts for girls was opened in this school\nat the first of the year, with twenty-nine pupils enrolled. In addition to the ordinary subjects,\nthese girls received a very excellent course in cooking, canning, kitchen-Work, sewing, and dressmaking. Changes in these two courses are needed. Latin should be replaced by French.\nI question the wisdom of asking the girls of the Household Arts class to cover the geometry\ndemanded of the academic classes. It may be necessary to differentiate between the requirements demanded of those looking ahead to a University course and others, unless we wish to\nshut the doors of the Provincial University against those who choose a Technical High School\nCourse, as the present Course of Study does not meet University matriculation requirements.\nIn my reports to the Vancouver School Board regarding the King Edward High School,\nI have emphasized the. desirability of separating the commercial and technical from the academic\nclasses. It is impossible for one principal to properly supervise the four courses now being\ngiven in this school. I am in hopes that the Commercial classes at least will be housed in a\nseparate building next year. In the near future the Vancouver authorities must provide a\nmodern well-equipped separate building for the Technical classes if they expect to attain the\nhighest success in their technical work.\nI believe that technical work in our high schools should receive every encouragement, not\nin order that it may usurp the place of the academic and commercial courses which have been\ntaught so successfully in the past, but to supplement these and train for future citizenship many\nwho might otherwise be lost to our schools. Technical schools for the most important centres\nin the mining districts, with special attention to mining and mineralogy, cannot long be delayed\nin a Province such as ours.\nImportant changes in connection with High School Examinations came into effect during\nthe year. In cities of the first or second class Entrance pupils were promoted to high school\non the recommendation of their principal. The Departmental Examination for promotion of\nsecond-year high-school pupils was eliminated, pupils being passed to the third year by their\nteachers. It is still necessary, however, for Advanced Junior pupils who wish to enter Normal\nSchool for third-class certificates to write the examination set by the Provincial Board of\nExaminers. This year for the first time the Junior and Senior University Matriculation\nExaminations were conducted by the Departmental Board of Examiners.\nThe number of candidates writing and the number passed in each grade are given below:\u00E2\u0080\u0094\nGrade.\nNo. of Candidates.\nNo. passed.\nNo. granted University\nSupplemental\nExamintion.\nAdvanced and Full Course, Junior Grade, and Third\n220\n121\n4\n21\n6\n601\n25\n190\n113\n4\n17\n4\n306\n12\n152\n4\nTotals.\t\n998\n646\n156\nOf the 998 candidates, 196 failed completely\u00E2\u0080\u0094a percentage of 19.63.\nIt is fitting that special mention should be made in this report of the valuable service\nthe high-school boys and girls have rendered to the national welfare in connection with the\n\" Soldiers of the Soil\" movement. Hundreds of our high-school pupils filled very acceptably\nthe breaches which the pressing military needs of the time had made in the ranks of those D 20 Public Schools Report. 1918\nengaged in food production. The Education Department offered the movement every encouragement. Pupils who had been in regular attendance and whom the principal considered proficient\nin their studies were allowed to leave before the end of the summer term without forfeiting their\nschool-year. The University authorities granted matriculation standing to a number of these\non the recommendation of their principal. I am pleased to report that the main body of our\nteachers were very careful and conscientious and did not recommend pupils unless they showed\nconclusive evidence of being capable of doing next year's work successfully, but unfortunately\nin one or two cases teachers showed considerable laxness in this regard. These pupils have no\ndoubt lost something in their school-work, but they have performed a really valuable service\nto the nation in a time of stress, and have received a training which will stand them in good\nstead in whatever field of endeavour their life-work lies, and which will give them a keener\ninsight into comparative essential values in their outlook on life's activities.\nDuring the Christmas vacation a meeting for the purpose of discussing the High School\nCourse of Instruction and high-school text-books was held at the Education Office. The Honourable the Minister of Education presided over the meeting, at which were present \"the President\nand the majority of the professors of the Provincial University, representatives of the high-school\nteachers from both large and small high schools of the Coast and Interior districts of the\nProvince, as well as the Superintendent of Education and other officials of the Education Office.\nChiefly as a result of this conference the following changes in the Course of Instruction will\nbecome operative at the beginning of the next school-year:\u00E2\u0080\u0094\n(1.) Canadian history and Canadian civics have been added to the list of subjects prescribed\nfor first-year high-school pupils.\n(2.) Pupils are given an option in their first year, being allowed to drop one of the two\nforeign languages formerly compulsory and substitute elementary science in its place.\n(3.) The formal study of English grammar has been dropped from the High School\nCurriculum.\n(4.) Hall and Stevens' Geometry has been adopted in place of Hall and Stevens' Euclid.\nMuch greater responsibility is placed upon the high-school teachers of the Province because\nof the fact that through the curtailment of the Departmental Examinations promotions to the\nsecond and third year are now entirely in the hands of the teachers, and because of the system\nof granting options in the first year. It is to be hoped that teachers will measure up to this\nadded responsibility. First-year high-school pupils are hardly at an age to decide wisely regarding options in their course. Many are inclined to select the subject which apparently presents\nthe least amount of difficulty, whereas the subject discarded may be in reality fundamental and\nnecessary for these pupils in their life-work. Since the agricultural option was established\nthree years ago not a few pupils in their second year have asked permission to take up the\noptional subject discarded in their first year, and have tried to cover two years' work in one,\nas they had begun to appreciate the fact that this subject was absolutely essential for them in\nthe work they had decided to follow after leaving school. It behoves teachers, therefore, to take\nthis matter seriously and direct pupils wisely regarding the selection of options.\nNow that the formal study of English grammar has been dropped from the High School\nCurriculum, it is imperative that teachers .recognize the fact that this subject still demands\nattention. Grammar must still be taught in connection with English composition as well as by\nthe teachers of foreign languages. The only difference is that the host of unprofitable technical\nterms which served to worry and in many cases confuse the pupil will be no more.\nIt was the intention of the Education Department to carry out in toto the recommendations\nof the committee of university professors and high-school teachers\u00E2\u0080\u0094in fact, a new Course of\nInstruction was prepared\u00E2\u0080\u0094but later the Department came to the conclusion that it would be\nunfair to the teachers and pupils to introduce too many changes in text-books this year, because\nof the probability that an agreement would be reached with the Prairie Provinces before the\nend of another school-year regarding a uniform system of text-books,for use in the four Western\nCanadian Provinces, and hence there was the possibility that books prescribed now might be\nchanged in a year's time.\nRepresentatives of the Education Departments of Manitoba, Saskatchewan, Alberta,, and\nBritish Columbia met at Calgary on May 1st and 2nd of this year, when good progress was\nmade towards the unification of the educational systems of these Provinces, and the committee\nadjourned to meet again next August, when it is hoped to reach a final decision regarding this 9 Geo. 5 Public Schools Report. D 21\nimportant question. The chief objects aimed at are the mutual recognition of teachers' certificates and uniformity in text-books and in the naming of grades. Should these objects be\naccomplished, a pupil moving from one Province to another will be able to take up his school-\nwork with the same texts and at the point at which it was left off, and no loss of time will\nresult or extra expense be incurred .\nA change in regard to the high-school work within the borders of our own Province is1 still\nmore urgently needed. At present, if a pupil -who is taking third-year work in a high school\nwhere the Intermediate Course is given moves to a district where the Matriculation Course is\nfollowed, he finds himself confronted with an entirely different .course. As a result, if the change\nwas not made in the early part of the year, he finds it impossible to do the work,, and hence\nloses his year or drops out of school altogether. A combination of the Intermediate and Junior\nMatriculation Courses as well as of the Senior Grade and Senior Matriculation Courses is\nurgently needed. Last year the Intermediate Course was given in the following high schools:\nFernie, Grand Forks, Kamloops, Kaslo, Ladysmith, Matsqui, Nanaimo, Nelson, Prince George,\nRevelstoke, South Vancouver, and Trail.\nI have found the high-school teachers with few exceptions conscientious, hard-working, and\nefficient. Upwards of forty-eight are without Normal training. Some of these are among the\nmost excellent teachers of the Province, and the majority had had considerable teaching, experience before coming to this Province. Efficiency will come with experience, but it is impossible\nfor the teachers with no special training to accomplish what the Normal-trained teachers can\nduring the first few months of their teaching experience. I believe t-he time has come when\nsome professional training should be demanded of our University graduates before they are\ngranted academic certificates. The establishment of a Faculty of Education at our Provincial\nUniversity would be the most satisfactory way of providing this training for our own graduates,\nprovided the students were offered, through some arrangement with the near-by municipalities,\nfacilities for an adequate amount of practical work in teaching during their course, but this\npractice-work in teaching is absolutely essential. Palling the above, graduates should be asked\nto take a short course at one of the Provincial Normal Schools. Graduates from outside\nuniversities should have professional training equivalent to that suggesteri above.\nAs the different subjects of the course were dealt with fully in my reports on the individual\nteachers, I shall refer to them only briefly here. There has been marked improvement in the\nmethods of teaching science. Much more attention was paid to practical work and in most\nschools the teachers insisted upon science apparatus and supplies. Teachers who have learned\nthat experimental work by the pupil is really fundamental in this subject have attained such\nsatisfactory results and have succeeded in awakening so much interest in the subject that there\nis little danger of a return to the old method. May the good work continue until all local school\nauthorities realize that their high school is incomplete without a convenient, well-equipped\nlaboratory. Most of the large high schools at the Coast are well equipped in this respect;\nwhile of the Interior schools, the science laboratories at Kamloops, Kaslo, and Revelstoke are\nworthy of special mention.\nLatin, history, and English literature are as a rule well taught.\nMany teachers, some of- whom are finished French scholars, do little conversational work in\nFrench. The skilful union of oral and written exercises, with the emphasis on the oral, is an\nimportant condition of success in this subject.\nIn algebra and arithmetic teachers must insist on accuracy.\nIn English composition many teachers still assign almost altogether abstract subjects which\ncall up to the pupil no spontaneous vigorous individual thoughts. Topics from the history,\nliterature, and other lessons must be assigned, but we should not forget that the most beneficial\ncomposition exercise is the one based on an actual experience either in thought or fact.\nMethods of presenting botany show little improvement.\nGeometry is still memorized in many schools. In this subject haste should be made very\nslowly. Teachers are often satisfied when some clever member of the class is able to recite the\nproof of a given exercise, even though the teacher must realize that the majority of the pupils\nare listening in bewilderment. This procedure is doing a gross injustice to the very pupils who\nmost need the training geometry provides and is laying up trouble for the future. A pupil seldom\nacquires proficiency in this subject unless he is started properly in solving exercises in his\nearly days. D 22 Public Schools Report. 1918\nPhysical drill is still unsatisfactory. Strathcona Trust prizes in this subject were awarded\nlast year as follows :\u00E2\u0080\u0094\nFirst\u00E2\u0080\u0094Division 1, Oak Bay High School, Mr. H. P. Hope, B.A.\nSecond\u00E2\u0080\u0094Division 2, Kamloops High School, Mr. T. R. Hall, B.A.\nThird\u00E2\u0080\u0094Division 2, Armstrong High School, Miss Ida Tompkins, M.A.\nMany teachers have the mistaken idea that class-questioning and a show of hands should be\nleft behind when pupils enter high schools, and consequently address their questions almost\naltogether to individuals. To be effective in securing concentration of attention, questions\nshould be addressed to the whole class, and all should be expected to take an interest in replying\nand endeavour to get ready to reply.\nSigns are not wanting that the public is beginning to appreciate that the teacher is worthy\nof his hire. More than two-thirds of our high- and superior-school teachers were granted salary\nincreases last year. These increases varied from as high as $50 to $5 a month, but in only five\ncases was the increase less than $10. While the cost of living has increased by fully one-third,\nthe men and women engaged in educational work in many quarters are expected to carry on with\ntheir former salary, although the wages of the working man and woman and the income of\npractically all the other classes of our citizens has been increased in proportion to the increase\nin the cost of-living. Vancouver is one of the few districts to take cognizance of these facts,\nand has made an honest effort to meet present conditions by granting the teachers, in addition\nto the regular increases, a war bonus of $8 a month.\nThis brief survey of our high-school work is to my mind evidence that the year has been\none of progress.\nI have, etc.,\nJohn B. DeLong,\nInspector of High Schools.\nINSPECTORATE No. 1.\nVictoria, B.C., November 2nd, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I beg to submit the following report on the public schools of Inspectorate No. 1 for the\nschool-year ending June 30th, 1918:\u00E2\u0080\u0094\nThe inspectorate comprised the schools within the Municipalities of Alberni, Courtenay,\nCumberland, Port Alberni, Victoria, and Saanich, and the rural and* assisted schools situated\nnear these municipalities. A total of fifty-eight schools were in operation and 219 teachers\nemployed: Urban municipalities, 23 schools, 146 teachers; rural municipality, 14 schools,\n44 teachers; rural and assisted schools, 21 schools, 29 teachers. Of the 21 rural and assisted\nschools, 15 were ungraded, 5 employed two teachers each, and 1 employed four teachers; there\nwas one ungraded school in the Rural Municipality of Saanich.\nNo new school was organized during the year in the rural sections, nor was any school\nclosed; a division was added to the school at North Saanich and one to the school at Sidney.\nIn Saanich Municipality a new four-room building was opened at Tillicum at the beginning of\nthe school-year, with a full enrolment, without, however, relieving the pressure upon the accommodation at the Tolmie School to any appreciable extent; provision has also been made at\nCloverdale for the education of Saanich children attending the Quadra School, Victoria, where\ncongestion was arising. In the urban municipalities only minor changes were made in the\nmatter of accommodation.\nConsolidation has been extended in Saanich by the closing of Cadboro Bay School and\nconveying the children to Cedar Hill School. This municipality has three conveyances on the\nroad at present, two conveying children to Cedar Hill School and one to Royal Oak School;\nother schools could be consolidated with advantage to the children attending them, and it is\nquite possible, since the principle has been accepted by the municipality, that further consolidations will be effected in time. Sidney, after having the matter under consideration for about\nfive years, finally decided against consolidation with North Saanich. No consolidation has yet 9 Geo. 5 Public Schools Report. D 23\nbeen effected amongst the rural and assisted schools, the majority of which are within the\nEsquimalt & Nanaimo Railway Belt, and, as these school districts are under no financial obligation other than that of incidental expenses, it will be difficult to convince the ratepayers that\nthe benefits of consolidation will equal the extra cost that they will of necessity be asked to\nassume. The three rural schools in Alberni Valley are wdthin easy reach of that city, and the\nchildren in the Comox Valley could, without physical discomfort and with educational advantage,\nbe conveyed to the schools at Courtenay and Comox.\nThe attitude of the teachers towards their work has been, almost without exception, most\ncommendable. It was not to be expected that all would be equally successful with the classes\nentrusted to them, this depending much upon the adaptability of- the teacher, but all seemed to\nbe imbued with the necessary enthusiasm. While a- few yet remain who consider their duty\nperformed and responsibility ended with formal instruction in the subjects of the curriculum,\nthe majority are using the Course of Study as a means to an end only, the child and his future\nin society receiving their greater consideration. The rural school appointment is still regarded\nby many teachers as of a temporary character, being permanent only until such time as the\nteacher may obtain an appointment to a city graded school. With such teachers, while the\ninstruction may be good, the interest in the school does not, as a rule, extend beyond instruction\nin some of the subjects of the curriculum; unadorned class-room walls and untidy grounds oftentimes bear evidence of this lack of Interest. The Entrance class is the important feature with\nsuch teachers, for many still believe that their future in the profession depends upon the Entrance\npass-list.\nWith the appointment of an instructor in Agriculture for the Victoria High School, whose\nduties also include the supervision of the school-gardens in Saanich, this branch is being better\norganized and the work taken up with greater enthusiasm than formerly. The care of the\ngardens during the summer vacation has yet to be solved; they were very successfully carried\nover this summer through the devotion of the supervisor, but it is not to be expected that he\nwill always assume this responsibility. There is much need for a general utility official for the\nSaanich schools, one whose duties would embrace repairs to furniture, etc., supervision of\njanitors, attendance of pupils, and to these might well be added the responsibility for the\nsuccessful carrying-over of the gardens during the summer vacation. Only a few of the rural\nschools attempted the work, and there was no extension of the work in Victoria. The gardens,\ngenerally, were very successful, teachers and pupils having the added incentive of \" greater\nproduction.\"; teachers are finding, also, that lessons learned in the garden oftentimes assist\nin other studies.\nManual training and domestic science were not extended to new districts during the year\nunder review. These subjects have been taught in the Victoria schools for some years, but it\nis my opinion that the sewing syllabus might be extended in many schools in the city with much\nbenefit to the girls. It is my opinion, also, that cooking is commenced at too early a stage in\nthe child's life; the girls are too young to practise the art at home or to appreciate the importance of the subject in school; cooking could well be delayed for a year and further time\nconcentrated upon the subject of sewing. In the northern portion of the inspectorate the schools\nare too scattered for organization in these subjects. In Saanich, though the boys have been\nreceiving instruction in manual training for the past six years, no provision has yet been made\nfor the girls to receive instruction in any of the branches of domestic science. It is true that\nsewing is being taught by some teachers with very creditable results, but no attempt has yet\nbeen made to organize the work, and no official recognition has so far been given it by the Board\nof Trustees.\nSinging is a subject that is not receiving the attention which is due to it, except in the\nCity of Victoria, where it has become firmly established and a high standard is being attained.\nIt has been spasmodically attempted by teachers in various other parts of the inspectorate, but\nthese attempts have been without result. I ascribe the reasons for this failure to the inadequate\nknowledge the teachers have of the staff notation, the only notation officially recognized by the\nDepartment, and to the high cost of text-books in this notation. The tonic sol-fa notation is much\nsimpler and therefore better suited for school purposes, and the cost of text-books but a small\nfraction of that required for the staff. The English and Scottish Education Departments have\nalways given the two notations equal consideration, and I would recommend that a similar course\nbe followed in British Columbia by prescribing text-books in both notations. D 24 Public Schools Report. 1918\nWhile the normal child is receiving every assistance towards mental development, very little\nattention has so far been given to the necessities of the sub-normal child. Such children are at\npresent received in the common schools of the Province with little benefit to themselves owing\nto the large size of the classes and consequent impossibility of the teacher giving special attention\nto them; oftentimes they are responsible for much disorder in the school and retardation of\nnormal pupils. Victoria has one teacher specializing in the training of these children, but those\noutside the city are suffering through neglect. With proper education many of these children\nmight be trained to be self-supporting, whereas, without the proper facilities, they will attain\nmaturity a menace to society and a constant charge upon the community.\nThe Saanich Institute met regularly throughout the year, and the Victoria principals met\nthe Municipal Inspector and myself on several occasions when school matters were openly\ndiscussed.\nThe decision of the Department to permit entrance to the high school upon the recommendation of the principal was received with much satisfaction generally. I do not anticipate\na lower standard for entrance in the City of Victoria, for all the principals are tried and\nexperienced in our schools; an extension of this privilege to the smaller schools of the Province\nmight to some extent be safeguarded by requiring the Inspector of the district to endorse the\nrecommendations of the teachers.\nI have, etc.,\nW. H. M. Mat,\nInspector of Schools.\nINSPECTORATE No. 2.\nVictoria, B.C., August 16th, 1918.\nAlexander Robinson, Es(\.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I beg to submit the following report on the public schools of Inspectorate No. 2 for\nthe school-year ending June 30th, 191S :\u00E2\u0080\u0094\nThis inspectorate comprises Oak Bay Municipality, that part of the southern end of Vancouver Island lying west of Victoria City and Saanich Municipality, the west coast of Vancouver\nIsland, and the Esquimalt & Nanaimo Railway Belt as far north as Little Qualicum, excepting\nthe schools near the head of the Alberni Canal. It also includes the islands on the south-western\nside of the Strait of Georgia from Pender to Lasqueti.\nAssisted schools were established at Ecoole, False Bay, Ganges Harbour, Grant Mine, Port\nAlice, and Sylvania. The status of the assisted school at Errington was raised to that of a\nregularly organized school district. The Government erected a one-room school-house at Erring-\nton and a four-room school-house at South Wellington. In order to avoid confusion the name\nof the Malahat School was changed to Shawnigan Lake and that of the Shawnigan School to\nMill Bay. At the end of the school-year there were in the inspectorate eighty-seven schools, with\n173 teachers. With the exception of Quatsino, all the schools that were open during the entire\nschool-year were inspected at least once.\nEarnest attempts were made to effect the consolidation of schools in the vicinity of Duncan\nand Metchosin, but without success. The high cost of transportation, as compared with the low\nsalaries of teachers, makes consolidation difficult at the present time, but the feeling in favour\nof centralization is gaining ground.\nWhile a few School Boards have increased their teachers' salaries, it is to be regretted that\nthe average salary paid in this inspectorate is slightly less than before the commencement of\nthe present war. There seems to be little excuse for this in the cities and rural municipalities,\nand none in the great majority of the rural districts, where the school rate is usually low.\nThis is particularly true in the Esquimalt & Nanaimo Railway Belt, where very few of the school\ndistricts exercise their right to increase the salaries; yet in that portion of the Railway Belt\nlying in this inspectorate the average assessment of a rural school district is about $300,000,\nand in more than two-thirds of these school districts the school rate is less than one-sixth of\none per cent. Because they can often obtain higher wages at other work, good teachers are\nincreasingly difficult to secure. 9 Geo. 5 Public Schools Report. - D 25\nYet the great majority of the teachers continue to do most conscientious work. Particularly\namongst the lady teachers, it has not so often been necessary to ask for greater effort as to warn\nagainst the danger of overwork. Frequently this overwork could be avoided without interfering\nwith the progress of their classes; some of these teachers waste energy in work of doubtful\nvalue, such as the teaching of another class during the writing period, or the marking of written\nwork that is not afterwards corrected nor even looked at by the pupil.\nThe prizes for physical training were awarded as follows:\u00E2\u0080\u0094\nFirst\u00E2\u0080\u0094Miss Vivien Colbert, Somenos Station School, North Cowichan Municipality.\nSecond\u00E2\u0080\u0094Miss Grace E. Gibson, Division 2, Middle Ward School, Nanaimo.\nThird\u00E2\u0080\u0094Miss Maude Knappett, Division 3, Esquimalt School.\nI have, etc.,\nLeslie J. Bruce,\nInspector of Schools.\nINSPECTORATE No. 3.\nVancouver, B.C., October 5th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report on that portion of Inspectorate No. 3\nwhich formed my district for the school-year ending June 30th, 1918:\u00E2\u0080\u0094\nInspectorate No. 3, which was in charge of Inspector Pollock and myself during the past\nyear, embraces the schools within the City of Vancouver, the Rural Municipalities of Burnaby,\nPoint Grey, and Richmond, as well as about forty rural and assisted schools on the Coast Mainland and adjacent islands north of Vancouver. In all, upwards of 500 class-rooms were in\noperation within this inspectorate during the year.\nMy duties were confined for the most part of the year to the schools of Point Grey, Richmond,\na number of Coast schools, and the following in Vancouver City: Beaconsfield, Central, Dickens,\nFairview, Gordon, Grandview, Hudson, Macdonald, Nightingale, Secord, Seymour, and Simon\nFraser. During the latter part of the year, owing to the illness of Inspector Pollock, I was called\nupon to devote some time to several other schools in Vancouver.\nNo permanent new buildings have -been erected during the year, and not a great deal has\nbeen done by way of improving school property generally. Assisted schools were authorized for\nthe Blubber Bay and Eagle River Districts, while the school at Milbrooke Cove was closed.\nA fifth teacher was appointed to the Powell River School, and two additional teachers to the\nPoint Grey staff, one to the Shaughnessy and another to the Magee School. In the Municipality\nof Richmond a further step was made towards consolidation; the School Board, rather than\nreopen the old school on Sea Island, made arrangements whereby the children are transported\ndaily to and from the Bridgeport. Graded School.\nBecause of the large number of teachers within the inspectorate and an unusual amount\nof special work, most class-rooms received but one inspection during the year; in some cases,\nhowever, a second visit was paid. With but few exceptions I found the teachers working' faithfully and with due appreciation of their responsibilities and opportunities. The attitude of the\nteachers generally towards their school-work and towards inspection was very pleasing, and\nI found them ever ready to adopt any suggestion that might lead to better results. I regret,\nhowever, to say that within the district there are a number of very mediocre\u00E2\u0080\u0094in fact, weak\u00E2\u0080\u0094\nteachers who are not giving satisfactory service and under whom children are not receiving\nthe training due them. Altogether too large a number of young and inexperienced teachers are\nfinding their way into the city and rural municipality schools. These beginners, although\nusually enthusiastic and familiar with\" approved methods of teaching, very often fail in the\nmatter of control, and are quite unable to arouse and interest the children under their care.\nMany of the Junior and a few Intermediate classes are afflicted with this type of teacher.\nTrustees in appointing teachers frequently fail to remember that the schools are for the children,\nand that under no condition should any but the best teachers available be appointed to their D 26 Public Schools Report. 1918\nschools. It is very obviously, too, the duty of a School Board, to call for the resignation of\nany teacher in its employ who is not giving satisfactory service and who shows no signs of\nimprovement.\nResults in the various subjects on the Course of Instruction varied largely with the individual\nteacher. Arithmetic is probably the weakest subject, and in not many class-rooms is really\nsatisfactory work being done. In the majority of rooms in which the work in arithmetic was\nobserved and examined I found the pupils slow and inaccurate. In my judgment, altogether\ntoo much book and pencil work is being done in this subject to the exclusion of the oral, and\nuntil our teachers appreciate the true value of oral arithmetic I fear results will continue to\nbe unsatisfactory. The standards, too, of many teachers in this subject, more particularly in\nthe Junior classes, are not sufficiently high. In fact, in many of the so-called Receiving classes,\nnumber is almost an unknown subject.\nAt the close of the school-year 841 pupils in the Vancouver schools were recommended by\ntheir principals for promotion to high school without examination, and eighty-three others wrote\nthe Entrance Examinations, forty-seven of whom succeeded in obtaining High School Entrance\ncertificates. In this connection it is interesting to note that last year, under the old system of\npromotion to high school, but 672 pupils out of 858 who wrote the Entrance tests from the\nVancouver schools .succeeded in obtaining Entrance standing. Very satisfactory Entrance passes\nwere obtained in the schools of Point Grey; eighty-nine out of the ninety-five pupils who tried\nthe examinations were awarded certificates. The Bridgeport School also made a good showing.\nThe three prizes for excellence in physical training were awarded to Vancouver teachers.\nThe standard reached in this department of school-work in the City of Vancouver is high, and\nmuch credit is due the very capable supervisor, Captain A. C. Bundy, for his efforts in this\nconnection.\nThe awards were as follows :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nFirst\u00E2\u0080\u0094Miss E. A. Middlemiss, Division 6, Hudson School.\nSecond\u00E2\u0080\u0094W. R. Fleming, Division 2, Secord School.\nThird\u00E2\u0080\u0094Donald McLean, Division 2, Gordon School.\nI have, etc.,\n, G. H. Gower,\nInspector of Schools.\nINSPECTORATE No. 4.\nVancouver, B.C., October 30th, 1918.\nAlexander. Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report upon the public schools of Inspectorate\nNo. 4 for the school-year ending June 30th, 1918 :\u00E2\u0080\u0094\nDuring the school-year under review this inspectorial district included not only the public\nschools of the Municipality of South Vancouver as formerly, but in addition the schools in the\nCities of North Vancouver and Port Moody, the assisted and rural schools on Burrard Inlet\nand on Howe Sound, and the schools in the Rural Municipalities of North Vancouver, West\nVancouver, Pitt Meadows, Maple Ridge, and Mission (together with four rural schools adjacent).\nIn addition to the above-mentioned schools, visits of inspection were made also to three public\nschools in Vancouver City\u00E2\u0080\u0094viz., Kitsilano, Lord Roberts, and Mount Pleasant. The 261 classrooms represented by these schools were each visited once, and, as far as time permitted, a\nsecond visit of inspection was made.\nTo attempt to give the full time and attention to each and every class-room that any system\nof true and helpful inspection must call for is manifestly impossible when an inspectorial district\ncomprises 261 class-rooms. Nevertheless, when the watchword of the hour is ora et labora in\na truer sense perhaps than ever before, and when every teacher is an outward, living, and visible\nsign of this inward faith and principle, it surely behoves an Inspector, if he is to perform his\ntrue function of real assistant to the teacher, to pray and to work unceasingly.\nOne could not go in and out of the public schools during the past year without imbibing to\nthe full the very spirit and essence of service. Under the dark, lowering shadow of the great 9 Geo. 5 Public Schools Report. D 27\nworld war, the light and brightness of the spirit of self-sacrifice, self-denial, and service shone\nout in the public schools of the land in all its full-orbed radiance. From the little lisping\nbeginners, who, in their bright-eyed, unfeignedly enthusiastic way, proffered their earned pennies\nfor the Prisoners of War box, to the 'teen-age boys and girls of the S.O.S. Army, Canada's second\nline of defence, there was amply demonstrated the fact that the public-school teachers of this\ncountry had succeeded in inculcating in their teaching the highest ideals of patriotism, loyalty,\nand service.\nTo turn aside from a contemplation of what teachers and taught have accomplished in this\nregard in the public schools to any lengthy criticism of the general or particular routine of class\nwork is not my intention. Full detailed reports upon the character of the work accomplished\nin each class-room and upon each school as a unit have been forwarded at regular intervals to\nthe Education Office. Reports, oral and written, have likewise been furnished to the respective\nBoards of School Trustees in order that the trustees might be kept more closely in touch with\nthe school situation.\nOn the completion of a visit of inspection to a graded school, it has been my policy to hold\na meeting of the full teaching staff of the school. At such meetings there was always a full\nand free discussion of methods of instruction, as well as of matters pertaining to. grading and\nclassification and school-management generally. On such occasions it was no uncommon experience to find the staff of a large graded school anxious to remain for, two and even three hours\nafter a hard and exacting day's work in the class-room for the purpose of discussing their\nproblems anil to grasp anything that might in any way be calculated to further improve their\nefficiency as teachers. I cite this merely as a testimony to the earnestness and conscientious\nzeal of the great body of our public-school teachers, who manifest ever a spirit of willingness\nand zeal to give unsparingly and ungrudingly of their time and energy in order that they may\nfit themselves still further to he helpful to others.\nA wider application of the principle involved in these staff meetings is seen in the institute\ngatherings such as are held annually at Mission. In the month of November of each year in\nthe City of Mission the public- and high-school teachers of the municipalities and districts\nadjacent to Mission meet together in a teachers' institute. The convention is usually held on\na Friday, permission being granted by the Education Department for the holding of the meetings\non a regular school-day. Last November it was my privilege to be present and to take part\nin the proceedings of this teachers' convention. A more pleasant, more helpful, and more\nprofitable educational gathering it has not been my lot to attend. I am persuaded that it\nwould be a step in the right direction if a day in each school-year, known perhaps as \" Local\nInstitute Day \" or designated by some more suitable form of nomenclature, were set apart for\nthe holding of local teachers' institutes at different centres throughout the Province. On such\na day the public- and high-school teachers of the Province, grouping themselves at convenient\ncentres, might hold such institutes as are held each year at Mission City. I feel assured that\nsuch gatherings would be found to possess the same stimulating, rejuvenating characteristics as\nthe Mission annual convention. To Mr. D. M. Moore, principal of Mission Public School, and\nhis associates, the credit for this progressive movement is due.\nBefore concluding this report, I wish herein to refer again to several points relating to\nthe presentation of the ordinary school-work, closer attention to which by many teachers would\nensure a greater degree of efficiency being attained. As a preface to such observations, however,\nI \"wish to state emphatically that nowhere in the 261 class-rooms visited did I find work being\ndone that could reasonably be rated as poor. In many cases defects in class-management or in\nthe methods of instruction employed were noted, but in practically all of these the weakness\nwas due entirely to lack of experience, and what these young beginners in the profession of\nteaching lacked in experience they almost invariably made, up for in unbounded enthusiasm\nin and zeal for their work. On the other hand, it was my privilege to observe much excellent\nteaching and to meet with and confer with many of the most successful exponents of the art\nof teaching in our public schools.\nIn the first place, I am persuaded that it is a matter of the first importance that prospective\nteachers should receive a much more extensive training in history (Canadian, British, and\nUniversal), geography, nature-study, and English literature. It is an indisputable fact that\nthe young third-class certificated teacher at least is too often lacking in sufficient knowledge of D 28 Public Schools Report. 1918\nsubject-matter in these subjects to present successfully the work of the Intermediate and Senior\nGrades of the public school.\nIn primary reading there is much evidence of mere word-recognition or word-calling. Often\nthere is but a weak attempt to associate the symbol with the idea-element, the picture-element,\nthe thing symbolized. The child does not see the pictures which the author is endeavouring to\npresent, there is no thought-getting, and as words and phrases are not associated with the thought\nsymbolized, these words and phrases are not added to the child's vocabulary. Thus there is\nlittle development of language-power. This is particularly true of rural schools where teachers\nare inexperienced and where the Child Life Primer is not supplied as the Receiving class reader.\nIn the great majority of schools visited I found a serious lack of sufficient reading material for\nthe pupils of the Junior Grade. The Vancouver City schools afford a marked contrast to such\nconditions, however. Such supplementary reading-matter is vitally essential not only to the\nacquisition of-ideas by the Junior Grade children, but also to the development of language-power\nand of the literary instinct as well. In this regard I wish to take this opportunity to express\nmy admiration and appreciation of the splendid work accomplished in primary education in' the\nVancouver City schools under the direction of Miss E. J. Trembath, supervisor of primary classes\nfor Vancouver City. It is very questionable if a higher standard of proficiency in primary work\nhas been reached anywhere \u00E2\u0096\u00A0 in the public schools of this continent than that attained by the\nVancouver City schools under the supervision of Miss Trembath.\nThe subject in which there seems to be a great lack of continuity of aim and of method is\nlanguage, and under the caption of language I would include grammar and composition. With\nthe possible exception of arithmetic, no subject ranges lower in the average class-room. There\nare many contributing factors to this low standard attained in language-training. Space here\nforbids entering into a padagogical dissertation as to the best methods for developing language-\npower, but I would most earnestly commend to those prospective teachers undergoing a course of\nprofessional training to devote their most earnest attention to a subject the importance of which\nis of the first magnitude. Possibly the introduction of a thoroughly good series of manuals in\nlanguage, composition, and grammar, setting forth a progressive course in English training from\nthe First Reader to the Entrance class, would be of great material benefit to the great majority\nof teachers. I am of the opinion, also, that the introduction of good, well-illustrated History\nReaders and also Geography Readers for the Intermediate Grade pupils would not only be of\ngreat service to teachers in their work of presenting the Third Reader History, but would\nprovide excellent material for language development as well.\nI shall conclude this report with one final observation. In the rural schools for some years\npast, and now since the outbreak of the war, in the urban schools as well, we have witnessed\nthe passing of the male teacher. When the young schoolmasters return from the battle-fields\nof Europe\u00E2\u0080\u0094as God grant they all will\u00E2\u0080\u0094how many will return to their old vocation in the classroom under present living conditions? Does the average rural school with salary and living\nconditions attached hold out any inducements to the returned men? The question which should\nengage the most earnest consideration of the educational authorities in every Province in Canada\nat this very hour is not only how can the position of public- or high-school teacher be rendered\nattractive to the returned men who have been trained for the teaching profession, but how can\nwe also recruit -from the ranks of all returned men prospective schoolmasters who may be\ninduced to fill this breach which threatens to weaken the whole educational structure? The\nwomen who have taken the places left vacant by men of military age are carrying on nobly,\nand reference to their faithful and loyal service has been made in the opening paragraphs of\nthis report. But even women cannot perform miracles. At divers times and in sundry places\nI have observed a spirit of restlessness among the 'teen-age boys in our public schools. Is it\nbecause the red-blooded boy of fourteen or fifteen years of age misses his old leader and teacher\nin outdoor athletic sports? Is it because he cannot become reconciled to a new type of discipline?\nWhatever the cause or combination of causes, there is, questionless, a call from the lusty young\nboys who comprised that second line of defence of Canada for leaders of their own sex. And\nwhy not? If we are to have manly men arid womanly women as the product of the public\nschools, let 'teen-age boys come under the supervision of men and 'teen-age girls under the\nsupervision .of women. And where from the four corners of the earth are we to expect the\nproper type of. men to come, who can fire the imagination of our boys, hold them in check, and\ndevelop the very fibre they need, if not from the ranks of returned heroes? To the average boy, 9 Geo. 5 Public Schools Report. D 29\nin comparison with the real living heroes of Ypres, Vimy Ridge, or Cambrai, the heroes of song\nand saga, the heroes of Intermediate Grade history even, pale into utter insignificance. Is it\nnot possible for Provincial and municipal authorities working in unison to evolve out of their\ninner consciousness some scheme whereby the position of rural schoolmaster may be magnified?\nAs preliminary steps towards such a consummation, I would suggest as part and parcel of the\nstandard equipment of every rural school a modern residence on a reasonably sized plot of\nground, and the guarantee of a respectable salary, not a mere pittance, so that the rural schoolmaster might come with his family and take his proper place in the community, not flitting in\nas a mere sojourner for a season, but a permanent resident and bulwark of the community, the\neducator of its youth, the sage counsellor of the citizens, and at all times the advocate and\nchampion of liberty and democracy.\nI have, etc.,\nH. H. Mackenzie,\nInspector of Schools.\nINSPECTORATE No. 5.\nNew Westminster, B.C., October 18th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report upon the public schools of Inspectorate\nNo. 5 for the school-year ending June 30th, 1918:\u00E2\u0080\u0094\nThe inspectorate for this school-year embraces the City Districts of Chilliwack, New Westminster, and Port Coquitlam; the Rural Municipal Districts of Chilliwack, Coquitlam, Delta,\nLangley, Matsqui, Sumas, and Surrey, as well as the rural school at Abbotsford and the assisted\nschools at Barnston Island, Cultus Lake, Essondale, and Popcum.\nDuring the year 198 rooms were in operation. The school at Jubilee, in Matsqui Municipality, was closed; an additional room was opened at Sardis, Chilliwack Municipality; and\none at Ladner, Delta Municipality. The school at Annacis Island, Delta Municipality, was\nreopened, and assisted schools were established at Essondale and Popcum. The number of\npublic-school teachers within the inspectorate were allotted as follows: Chilliwack City, 9;\nNew Westminster City, 59; Port Coquitlam, 6; Chilliwack Municipality, 26; Coquitlam Municipality, 7; Delta Municipality, 15 ; Langley Municipality, 20; Matsqui Municipality, 18; Sumas\nMunicipality, 6; Surrey Municipality, 24; rural, 4; assisted, 4.\nThis year a radical change was made by your Department in the regulations governing\nentrance to high school. Principals of schools in the cities of the first and second class were\npermitted to promote pupils into high school by recommendation. The schools affected in this\ninspectorate were those of New Westminster and Chilliwack. The innovation has met with\ngeneral appreciation from both teachers and parents. In my judgment, due care has been taken\nby principals in the above cities to promote only those who were prepared to carry on high-school\nwork. When any doubt was entertained the pupil was required to sit for the High School\nEntrance Examination. Those who wished to compete for the Governor-General's medal had\nto take the regular examination. Under this scheme New Westminster City schools promoted\n123 and Chilliwack City School 17. The Governor-General's medal was awarded to Thomas H.\nMileson, of Chilliwack City School. He was in competition with candidates from all schools\nin the districts from New Westminster to Harrison River, along the north bank of the Fraser\nRiver, and along the south bank to the United States boundary-line from Chilliwack to the\nmouth of the river. D 30\nPublic Schools Report.\n1918\nThe number of candidates who sat for the High School Entrance Examination in the\ninspectorate is as follows:\u00E2\u0080\u0094\nDistrict.\nChilliwack City\t\nNew Westminster City\t\nPort Coquitlam\t\nChilliwack Municipality\t\nDelta Municipality\t\nCoquitlam Municipality\t\nLangley Municipality\t\nMatsqui Municipality ...\nSumas Municipality\t\nAbbotsford (rural)\t\nSt. Ann's Convent, New Westminster\nNo. of Candidates for\nExamination.\n9\n35\n15\n37\n19\n1\n37\n24\n2\n10\nNo, passed.\n2\n16\n7\n21\n6\n29\n15\n1\n10\n4\nNo. recommended.\n17\n123\nThe Municipality of Langley has the highest percentage of promotions (78.37) among the\nrural municipal schools. Special commendation must be given to the schools at Abbotsford and\nLangley Prairie. The principals there passed with- a high average mark all those who sat for\nthe examination. The number of candidates sent up in comparison to the size of the schools is\nworthy of high praise.\nThe prizes for physical drill, awarded by the Local Committee of the Strathcona Trust for\nthe Province, for the school-year 1917-1S were assigned as follows:\u00E2\u0080\u0094\nFirst\u00E2\u0080\u0094A. J. Devereaux, Esq., Division 2, Ladner School, Delta Municipality.\nSecond\u00E2\u0080\u0094W. H. Gray, Esq., Division 2, John Robson School, New Westminster.\nThird\u00E2\u0080\u0094Miss Mary Gladwell, B.A., F. W. Howay School, New Westminster.\nSchool-gardens were carried on under the supervision of district supervisors in all the\nschools of Chilliwack, Langley, and Surrey Municipalities. There were gardens conducted in\nthe majority of other schools throughout the inspectorate under the guidance of the teachers.\nThe proceeds from these gardens were donated to the different patriotic and Red Cross funds.\nSchool-garden competitions were held at the annual Agricultural Fairs at Chilliwack, Langley,\nand Surrey. The judges had nothing but praise for the high standard of the exhibits, and\ncongratulated teachers and children on the practical results obtained from their labours. The\ngardens have added largely to the sum total of agricultural production throughout the district;\nthe children have gained mentally and physically from engaging in the work; while the patriotic\nand Red Cross funds have been increased materially as a result of the sale of flowers and\nvegetables.\nThe school-work in the rural municipal .schools is greatly hampered by the continual change\nof teachers. In some of the municipalities from 50 to 75 per cent, of the .teachers engaged leave\nevery year. Many are anxious to secure positions In the larger graded schools in the cities,\nbut the greatest factor is the low salary paid and the absence of any regular increase when\nsatisfactory service is given. It should be the policy of every progressive School Board to grant\nincreases in salary at least yearly up to a certain maximum without the teachers having to\nbeg for them. Salaries in the rural districts should be higher than in the urban centres.\nTeachers there have to pay transportation; often walk long distances to the school; do\ntheir own janitor-work, including lighting the fires; live in boarding-houses where conveniences\nare few; and endure petty abuse from parents, who do not give them the slightest encouragement or support. It is true that during the past year a few School Boards have recognized their\nduty to the children and have made, in some cases, generous allowances to their teachers. But\nsuch increases have not yet become common. The greatly Increased cost of living during the past\nfour years has not resulted in a proportional increase in the teacher's salary. This condition\nis one that would not be tolerated by any other body of workers.\nDetailed reports dealing with the character of teaching, progress, etc., in the respective\nschools in the inspectorate have been received by your office during the year. It will not be\nnecessary to discuss them further here. I should like, however, to commend the general\nimprovement in penmanship and neatness noticeable in the written exercises throughout the 9 Geo. 5 Public Schools Report. D 31\ninspectorate. This has been brought about by the trustees, supplying the standard exercise-\nbooks and the teachers supervising the work more closely and keeping a higher standard before\nthe children.\nI have, etc.,\nJohn Martin,\nInspector of Schools.\nINSPECTORATE No. 0.\nKamloops, B.C., June 30th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit herewith my report upon the schools of Inspectorate\nNo. 6 for the year ending June 30th, 1918.\nThis district covers the heart of south-central British Columbia. It extends diagonally\nsome 442 miles (by rail) from Harrison Mills, near Vancouver, to Lucerne, in the Yellowhead\nPass, and is roughly some 200 miles across in either direction.\nA year ago, when I took over this district, there were 105 schools actually running,\nemploying 133 teachers. Of four new schools previously authorized, three have since opened.\nTwo new schools have since been authorized; four closed ones, reopened; and one, then open,\nclosed, Kamloops and Merritt have each added a new division to their public schools. There\nare thus actually running, at this date, 113 schools, employing 143 teachers; thirty-six of whom\nare in city or rural municipality schools, thirteen in graded rural schools, and ninety-four in\nungraded rural or assisted schools. In addition, there are seven ungraded schools at present\nclosed and two not yet opened.\nA great deal of restless criticism on educational matters has found vent in the press during\nthe past year; much of it ill-informed as to the facts, or ill-considered as to the true end of\neducation; and some of it not inspired by educational purposes at all, but by less worthy motives\nskulking beneath a show* of civic zeal. Informed and honest criticism, on the other hand, should\nalways be welcomed, for the soul or the institution that cannot receive and profit by it is already\ndead. Insistence has been laid on the suggestion that education should be made more \" practical,\"\nand that, to this end, our curricula should be denuded of all studies not directly convertible into\ndollars and cents. They who urge this do not realize\u00E2\u0080\u0094nor do their dupes\u00E2\u0080\u0094that the most practical\neducation is that which makes the most and the best of the man himself, not that which merely\nputs a tool into his hand by which to earn a living. \" Practical \" studies can be, and should be,\nso taught as to provide a practical training in this higher and truer sense, without loss\u00E2\u0080\u0094nay,\nwith actual gain\u00E2\u0080\u0094to their use as means to a \" living.\" But there are essential elements in the\ndevelopment of the individual which such studies can never supply. The humane and humanizing\nelements which are nourished by a knowledge of the life, the conduct, the struggles, and the\nachievements of men in all times and countries, and which are enshrined in the language,\nliterature, and history of mankind\u00E2\u0080\u0094these are supremely important to the education of the man,\nas man. But\u00E2\u0080\u0094and let the \" practical\" man mark this well\u00E2\u0080\u0094these very subjects, properly presented, will enhance the \" practical\" value of every man; for they will increase his knowledge\nof and his sympathy with men, and his ability to co-operate with or to lead his fellows. Ask the\nmost practical man\u00E2\u0080\u0094at the head of large affairs\u00E2\u0080\u0094at what price they value such qualities as\nthese, and the answer may well give pause to the advocates of the merely practical in education;\nit may well help them to realize that, while their \" practical\" studies have, as well, a certain,\nthough not sufficient, human value, the' \" human \" studies which, as such, they are so apt to\ndespise.have also, as well, a highly important practical value.\nIt is just the absence of these human and humanizing qualities that constitutes the difference\nbetween the merely practical kultur of the German and the culture of the rest of the world;\nit is their loss that has turned the German of to-day into the malignant disease, the cancer of D 32 Public Schools Report. 1918\nhumanity. Consider, as best you can, the awful flood of suffering, shame, and death with which,\nas the result of his merely practical education, the German has deluged the earth, and in which\nhe himself is certain to be engulfed, and then say, O \" practical\" man, what the most wholly\npractical training is worth, unbalanced by those nobler human qualities which it is the prime\nfunction of a true education to reveal and to develop in the child.\nIt will be an imperative necessity in the future for mankind to see-Lhat no nation shall be\nallowed to develop a purely \" practical \" education. But it will be equally essential for each\nnation to see that each individual within its borders shall receive a truly human education, if\nthe evils that afflict and the dangers that threaten all modern societies are to be happily\novercome.\nThe highest moral courage is demanded of those who steer the ship of our education amidst\nthe veering winds and shifting currents of public opinion, in order that she may be held true to\nher course and that the true flag of humanity may not be displaced by one which, spread to the\nbreeze, shall be found to disclose the skull and crossbones of a piratical kultur.\nInsistence has been laid by others on the evils of examinations. The law places the teacher\nin the place of a parent towards the children attending school; it would be, it is, the pride and\nthe joy of the true teacher to fulfil this position. The first requisite is such a love for children\nthat their interests shall be the guiding principle of all the teacher's efforts. The health and\nthe healthy development of the children, physical, mental, and moral, will be the teacher's\nengrossing object^ Physical drill will be systematically and regularly carried on, and the\npersonal habits of the children carefully watched, in order that their bodies may have the best\nchance. Studies will be so presented as to stimulate and develop the children's powers, and to\npromote, aided by the teacher's example, the formation of moral ideals. Children so taught\nwill take a natural joy in their work\u00E2\u0080\u0094in their own activities; children so prepared will not\nbe afraid or nervous at examinations, nor will they, generally, fall. The teacher's reputation\nwill no longer obstruct his own view, as it too often does now, and the consequent criminal\n\" stuffing \" of children at the sacrifice of their health will, happily for all, become a thing of\nthe past. But examinations will not necessarily be done away with. They have been erected\ninto a bugbear\u00E2\u0080\u0094as a consequence of the evil way in which preparation is too often carried on.\nThis will cease. An examination is, or should be, after all, merely a test, a trial, of one's\npowers; the normal child delights in the trial and exhibition of its powers, and will meet such\nan examination with confidence and pleasure if properly trained and prepared.\nThe important step taken by the Education Departments of the four Western Provinces, in\narranging for common standards in respect of curricula, texts, and classification, should prove\nof very great benefit; but if it is fully to secure the end desired it will have to be extended to\nthe limit tables, which regulate the work carried on in the respective grades. Then a pupil\ntransferring during term and bearing a certificate from any grade in any school would have an\nunquestionable right of admittance to the same grade in any other school; whereas, at present,\nowing to their being no co-ordination between the limit tables of the graded schools at different\ncentres, pupils so transferring, even within this Province, are too apt to be put back a grade.\nIt seems very necessary to draw attention again, as I have already done in previous annual\nreports, to the condition of education throughout the country districts. If one endeavours to\nmaintain the true ideal of education and to secure fair standards of what should be attainable,\nit is a depressing experience to go up and down, as an Inspector, through this vast country with\nits scattered communities. The school-house, often locally built, is too often a mere makeshift,\nwith little or no attempt to make it or its surroundings attractive. Little interest is taken in\nits condition by the parents whose children it is to house and influence during a large portion\nof their waking hours. School meetings are ignored, or sparsely attended, unless some local\nquarrel is astir. While, within the school itself, conditions are often hardly better than outside.\nIs it generally realized that there are, in the aggregate, hundreds of children in this Province\nattending such schools who as a result of distance, weather, outside work, physical defects, .\nindifferent teaching\u00E2\u0080\u0094due, sometimes to incompetence, sometimes to the excessive burden imposed\nupon the teacher\u00E2\u0080\u0094are receiving the merest scraps of an education? That there are other\nhundreds who, owing to the scattered nature of the settlements and the fact that it requires\nten children, six to sixteen years of age, to start a school, are receiving absolutely no public\neducation at all? This may seem a black picture; it is a black picture, and the public must\nface its blackness. There will be no improvement until the public, does\u00E2\u0080\u0094since both the cause 9 Geo. 5 Public Schools Report. D 33\nand the cure lie primarily with the public; in the public ignorance and indifference; in the\npublic apathy and inertia; in the slighting recognition awarded, whether in dignity or in dollars,\nto the most fundamental of all its services; and in its readiness to sacrifice this first in any\ntime of stress.\nA great educational campaign is needed to awaken the public to its duty towards itself\nand towards the growing public of to-morrow. The public must demand the best of its men\nand iDomen as its teachers; it must demand the best of its teachers for the teachers of its\nteachers, as normal trainers and inspectors; it must demand the best of these as directors of\nits educational policy and expenditure; it must secure them absolutely against the intrusion\nof politics; it must provide them conditions under which the work can be carried on with true\nefficiency and economy; it must awrard them a recompense commensurate, in dignity and in\nmoney, with the demands it makes and. with the value of the services it receives. Improper or\nuseless buildings, inefficient apparatus, incompetent teachers or officials must be ruthlessly\nscrapped.\nSuch a public campaign would be of immense value, too, in furthering (1) the consolidation\nof adjacent ungraded schools, whether municipal or rural, into central graded schools, and\n(20 the collection of children from similar schools, too widely scattered to admit of so simple\na solution,, as well as of hundreds of children at present uncared for, in fully graded boarding\nor residence schools to be erected by the Government at convenient centres and surrounded by\nsufficient land to provide for ample playgrounds, as well as that elementary agricultural education\nso important for such pupils. Such schools, being fully graded (including provision for manual\ntraining and domestic science adapted to rural needs), would provide the country children with\nthe educational advantages now exclusively enjoyed by city children. The physical defects of\nthe children could be efficiently dealt with in school clinics, and- their physical training and\npersonal habits properly cared for. In association with large numbers of other children, each\npupil would find room for the development of its social instincts and for that training in willingness and ability to co-operate, upon which the welfare of all future societies must ultimately\ndepend.\nThe cost of such a rearrangement, if it exceeded the saving resulting from the closing of\nlarge numbers of small schools in which maximum cost and minimum efficiency are now unhappily\nmarried, might be met by a general school-tax imposed on every resident of the Province, large\nnumbers of whom are at present contributing nothing towards education.\nSome there may be who will laugh at the programme I have sketched as equally beyond the\nvision and the purse of the public. But he who doubts that the public, once aroused in such a\ncause, will both act and pay is an infidel and no true democrat. The time is big with effort.\nShall it be confined to lesser eDds? Or shall it endow this Province with an educational organization that shall establish for ever' its motto, Splendor sine Occasu, and place it among the\nnoblest of human societies in the coming age?\nA year ago, in my report upon the schools of Inspectorate No. 10, I criticized in some detail\nthe teaching of certain of the subjects on the school course; the same remarks apply to this\ninspectorate and it seems unnecessary to recur to them. It may be well, however, for the sake\nof those teachers who may read this report, to illustrate the method of teaching phrasing and\nemphasis in oral reading to which reference was then made.\nAs soon as a few words are immediately recognizable, a short sentence may be written on\nthe blackboard, such as :\u00E2\u0080\u0094\nA cat is on a mat.\nBy simple questions, eliciting well-known facts within the intimate experience of the youngest\nof the children, they may be led to realize (1) that children that are closely related\u00E2\u0080\u0094e.g., brothers\nand sisters\u00E2\u0080\u0094live in the same house, and (2) that the same is true of the words in a sentence.\nThey should then be asked to read the sentence silently and to tell the teacher which words\nin it they think \" live in the same house.\" The children will give, generally, the words \" A cat,\"\nwhich the teacher then puts in the \" same house \" thus :\u00E2\u0080\u0094\nA cat.\nBut they will probably not give the other phrase; which the teacher can, however, easily\nobtain by asking the children, \" Where is the cat? \" To which they will at once reply \" On a\nmat.\" The teacher then puts these words in the \" same house,\" and the sentence stands thus :\u00E2\u0080\u0094\nA cat is on a mat. D 34 Public Schools Report. 1918\nThe children are then drilled individually in reading this sentence, correctly phrased.\nEmphasis may be dealt with similarly. The teacher may write on the board two sentences,\nsuch as:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nCats run.\nBig cats run fast.\nThe children are then asked what the second sentence tells that the first does not. And\nthey will reply that the cats are big, and that they run fast. These words are then underlined\nthus :\u00E2\u0080\u0094\nBig cats run fast.\nThe children are then drilled individually in reading this sentence, correctly emphasized.\nThereafter no sentence should be read aloud by the children until the teacher has satisfied\nherself by questioning the children that (1) each word is instantly recognized; (2) the emphatic\nwords are settled; (3) the phrases determined.\nIt is to be observed (1) that in using this method the teacher is teaching not merely these\nparticular sentences. She is doing that; but she is doing more. She is leading the child to\nextend its knowledge and to perceive new relations through the medium of its own particular\nprevious experience. She is \" opening the door \" for the child's mind. She is letting it see for\nitself, and with its own eyes, why sentences should be read in a certain way. She is leading\nit to use its own powers and to rely upon its own efforts. And the children respond with avidity\nto the opportunity. (2) She is teaching not merely this particular subject. She is doing that;\nbut she is doing far more. For 'a child so trained in one subject is strengthened for all subjects,\nand is being prepared not for its school-life only, but also for its world-life to come. The teacher\nwill observe further (3) that the careful development of this method (a) covers also the more\ndifficult part of the pausing\u00E2\u0080\u0094the pauses that are not marked by punctuation-marks; and (b)\nthus helps to regulate the speed at which a piece should be read. Nor is this all, for (4) this\nmethod prepares the way, by an informal recognition of phrases and qualifying words, for the\nlater and more advanced language-work.\nOther kinds of phrases and emphatic words and the different modes of emphasis\u00E2\u0080\u0094lengthening or shortening the sound, raising or lowering the voice\u00E2\u0080\u0094should be taught similarly as occasion\narises.\nAn honest unflinching facing of the facts is never an easy or a pleasant task; but it is the\nfirst condition of improvement, and never more essential than now. In the course of this report\nI have endeavoured faithfully to fulfil this harder part of my duty, and I cannot close it without\nbearing witness to the earnest and devoted efforts of certain teachers whose classes I have had\nthe pleasure of visiting during the past year. Much of the best of such work is naturally being\ndone in the fully or partially graded schools; though not exclusively so, for there are occasionally to be found in country schools teachers whose intellectual and spiritual qualities enable\nthem to carry on work far beyond what could be expected or demanded of them in view of the\nconditions under which they labour. Such facts, however, must not be allowed to lull us into\nan easy contentment, or to dull our ears to the urgent and insistent needs to which I have called\nattention. On the contrary, they should spur us to a ceaseless endeavour until every child has,\nbeen given, so far as the State is competent, an equal educational opportunity.\nAfter all, it is a matter of ideals. Betrayed, denied, scorned, crucified, ideals still rule.\nIn their own image they create. What, then, is our ideal? For such, and no other, will our\nattainment be.\nI have, etc.,\nA. J. Dove,\nInspector of Schools. INSPECTORATE No. 7.\nVernon, B.C., October 25th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSib,\u00E2\u0080\u0094I beg to submit the following report on the public schools of Inspectorate No. 7 for\nthe school-year 1917-18 :\u00E2\u0080\u0094\nThe school attendance in this district, which includes the Okanagan and Similkameen\nValleys, has varied but little from that of last year; industrial developments around Princeton\nhave rendered necessary the provision of two more schools in that vicinity ; otherwise the\nnumbers of schools in operation and of teachers employed have been practically unchanged.\nOf the 128 teachers in the district (which number does not include manual training, domestic\nand rural science instructors), eighteen hold an academic certificate, twenty-one are first-class\nteachers, forty-eight second, thirty-eight third, while only three hold temporary certificates.\nThe municipal areas (with 'the exception of Armstrong and the Spallumcheen) are provided\nwith modern well-equipped school buildings, and in many of the rural districts (e.g., Mara,\nOyama, Rutland, Naramata, Hedley, and Princeton) the accommodation is also very good.\nIn a few of the smaller rural schools and in a considerable proportion of the assisted schools\nimprovements are urgently required, particularly in such matters as heating and lighting, water-\nsupply, and provision of washing facilities, cloak-room and toilet accommodation, and inadequate\nand unsuitable school-grounds; in many cases it would appear that the omissions were due to\nlack of knowledge on the part of the original trustees, and the Department would render a\nservice to these outlying communities by the issue of a circular embodying practical suggestions\nas to the minimum of modern demands in the sanitation and equipment of a country school,\nincluding advice on such matters as orientation of the building, floor and cubic space, heating\nand ventilation, lighting, water-supply, blackboard accommodation, size and arrangement of\nschool-grounds, and so forth. After buildings have been in use for a few years it is difficult\nto convince the trustees of the advisability of making changes in conditions that have appeared\nto meet the needs of the district more or less satisfactorily.\nReference has been made to the Armstrong School and to the one-room schools of the\nSpallumcheen Rural Municipality; in this district the holding of a series of public meetings\nhas resulted in an agreement between the city and rural municipality to erect a large, modern,\nwell-equipped consolidated school to accommodate the school population of the two areas. It\nis earnestly to be hoped that this project will be carried through at an early date, for the present\nbuildings, both in city and municipality, are inadequate, unsuitable, and entirely unworthy of\ntwo such wealthy and progressive communities.\nA study of educational conditions in the various districts shows that, irrespective of the\nteachers' personality and efforts, there are surprisingly wide variations in the results attained\nby the schools, and that these differences may frequently be traced to the attitude of the local\ntrustees. The School Manual suggests visits to the schools, conference with the teachers, regular\ninspection of buildings and equipment, and\u00E2\u0080\u0094most difficult of all to secure\u00E2\u0080\u0094educational leadership\nin the school district. Where these duties are faithfully carried out the results are obvious and\nunmistakable; the attendance improves, the tone of the school is satisfactory, and the teacher\nis fortified and encouraged by the co-operation of the local leaders of educational opinion. Those\ntrustees who attend the annual convention have an opportunity of comparing notes with others,\nand of ascertaining the aims and accomplishments of progressive Boards elsewhere; but there\nis no apparent reason why local trustee associations should not be formed, so that the various\nBoards from a given area might confer from time to time.\nIt is gratifying to note that in many of the schools the teachers already have the hearty\nsupport of their Board in such matters as the provision of equipment, conference in school\nmatters requiring concerted action, difficulties with parents, and so on. Primary supplies and\napparatus are being more generously provided; school libraries are being discussed and in some\ncases well supported; organ or piano is being supplied and put to daily use; one school has\nintroduced a gramophone for class-singing and musical drill, even a lesson on Scott's Lady of\nthe Lake being enlivened by a musical rendering of some of the famous songs; \" nature-study \"\nis becoming more a study of nature, based upon first-hand observation of plant and animal life D 36 Public Schools Report. 1918\nand of weather phenomena, with records kept by the children; collections of leaves, flowers,\nand insects are being made, not for permanent preservation, but to be repeated next year by\nother children; pictures and prints are making their appearance on the school walls, again not\npermanently, but to be changed from time to time; and in this connection the issue by the\nDepartment of a suitable selection of prints and pictures of educational value might sometimes\ninduce trustees to purchase a supply for their schools.\nAll this is encouraging; but it must be stated that in every .ease where schools were found\nfollowing a live and progressive policy, whether it involve the use of apparatus and equipment,\nschool libraries or successful school-gardening, there without exception was found an earnest\nteacher who had secured the co-operation of sympathetic trustees; in no case under my observation has successful work of this kind been forced upon them merely by outside influence. It is\nnot suggested that outside pressure is destructive to good work of this nature; the point is that\nthere are two desiderata of success\u00E2\u0080\u0094earnest sympathetic effort on the teacher's part and hearty\nsupport from the trustees as representing local opinion.\nIn graded schools, where the principal is usually an experienced teacher, the 'general supervision, games, and playground activities are well cared for, and in some of the smaller schools\nthis is also the case; in others organized play is rarely to be seen, and the children are left\nvery much to their own devices; teachers should recognize the importance of and the splendid\nopportunities for character-training provided by games and playground activities, and should\nallot part of their time each week to a deliberate attempt to control and organize them.\nThe Strathcona drill awards were made as carefully and as fairly as circumstances\npermitted; it is to be regretted, however, that a larger number of schools do not make an\neffort to excel in this matter; the exercises have a recognized educational value; their successful application furnishes opportunity for the exercise, on the teacher's part, of a high degree of\npedagogic skill; in fact (as the Strathcona Syllabus points out, page 25), \"there is no part of\nschool-work in which the spirit and capability of the teacher are so clearly reflected in the\nperformance of the children as in physical exercises.\" The awards were as follows:\u00E2\u0080\u0094\nFirst\u00E2\u0080\u0094Kelowna School, 3rd Division (Miss M. Page).\nSecond\u00E2\u0080\u0094Kelowna School, 11th Division (Miss E. M. Thomson).\nThird\u00E2\u0080\u0094Summerland School, 2nd Division (Miss L. Wolfenden).\nFurther extensions have taken place in regard to instruction in manual training and domestic\nscience, two more centres\u00E2\u0080\u0094Enderby and Summerland\u00E2\u0080\u0094having now made arrangements for this,\nwork; in these, as in the previously established schools at Armstrong, Spallumcheen, Vernon,\nKelowna, and Penticton, provision has been made or is in contemplation w'hereby these facilities\nmay be extended to the schools of the adjacent rural districts. The number of school-gardens\nin the inspectorate is steadily increasing, and at four points\u00E2\u0080\u0094Enderby, Armstrong, Vernon, and\nKelowna\u00E2\u0080\u0094the work is under the control of the district supervisors responsible for the high-school\nagricultural instruction.\nTurning to the ordinary class-room studies, the year's work may be characterized as having\nreached a satisfactory standard. In the Senior and Intermediate Grades many pupils failed to\ncomplete their year's attendance owing to their being engaged in war-work on the land; the\n\" S.O.S.\" movement was well supported, 180 boys being employed in the Okanagan, with the\nhearty cooperation of principals and teachers. Many promotions were based upon the year's\nwork instead of on a final examination, and (on departmental instructions) this principle of\npromoting to high school was put into practice in the city schools of Vernon and Kelowna; its\nadvantages are obvious, but equally obvious is the fact that it will make greater demands than\nheretofore upon the energy, ability, and courage of the public-school principals; these will not\nbe found wanting, and an extension of the privilege to other large graded schools would appear\na natural corollary. The teachers through the district have generally shown themselves earnest,\ncapable, and ready to accept any suggestion making for more efficient work; the graded-school\nprincipals exercise their supervisory duties with marked success, and it has been a privilege to\nco-operate in their efforts to assist some of the less experienced members of the staff.\nAs a result of careful observation and study of conditions in the schools, the following\ncomment is offered on some of the work: Handwriting shows a general improvement, and the\nbest results are being attained in those schools where in each class a definite period (say, ten or\nfifteen minutes daily) is allotted to practice\u00E2\u0080\u0094not as \"busy-work,\" but under the teacher's direct\ninstruction and supervision. An enormous amount of written work is required of the pupils, 9 Geo. 5 Public Schools Report. D 37\nand much of it finds its way very quickly into the waste-paper basket. Complete sets of written\npapers should be kept, and frequently compared to ascertain that progress is being made; when\nchildren know that their written work will ultimately find its way into a filing system they are\nfar more likely to exercise care in its production.\nReading is well taught, especially in the Junior and Intermediate classes; in the Senior\nGrade a higher standard may reasonably be demanded, and some attention should be given to\nthe elocutionary aspect of the exercise. Spelling also shows improvement; most teachers realize\nthe value of a careful assignment of the lesson; difficulties are adequately cleared up and the\npupils' interest is aroused; in those cases where purpose and motivation are lacking the work\nis correspondingly unsuccessful; careful assignment induces purposeful and intelligent study by\nthe class.\nArithmetic usually occupies a prominent position on the time-table, but the amount of time\ndevoted to it is not always justified by the results; in such cases observation frequently reveals\nthe fact that there is too much testing of the work and an insufficient amount of inductive oral\ndevelopment in class. Skilful oral teaching diminishes the necessity for individual attention to\nthe weak pupils, which, though admirable in theory, often entails waste of the teacher's time,\ndissipation of energy, and the destruction of class interest.\nSome good work is being accomplished in geography and nature-study; these branches lend\nthemselves, especially in the early stages, to intelligent methods of development, and in the\nhigher classes may frequently be utilized to establish the scientific habit of observation, comparison, and formulation; outdoor work, pictures, diagrams, and apparatus should be still more\nextensively made rise of. In history-teaching In the Intermediate Grade two causes frequently\noperate to disappoint the teacher of the results that may reasonably be expected\u00E2\u0080\u0094the various\ntopics are not sufficiently connected, the teaching lacking coherence; and, secondly, insufficient\nattention is given to review; for the purpose of the latter the children's written reproductions\nof the stories should be carefully preserved. In the Senior classes the results attained depend\nalmost entirely upon the teacher's development of the subject-matter and on a careful assignment\nof the lesson; few children are so gifted as to be able to study the text-books, or any considerable\npart of them, profitably without careful preparation of the ground by the teacher; co-operative\nwork is needed and rarely fails of success.\nThese suggestions will serve to indicate a few directions in which observation has shown\nthat progress may be accelerated. . *\nI have, etc.,\nArthur Anstey,\nInspector of Schools.\nINSPECTORATE No. 8.\nRevelstoke, B.C., November 25th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I beg to submit herewith the following report on the, public schools of Inspectorate\nNo. 8 for the school-year ending June 30th, 1918:\u00E2\u0080\u0094\nDuring the year assisted schools were opened at Krestova, in the Slocan Valley; at Pass\nCreek, near Robson; at Kinnaird, a short distance from Castlegar; at Outlook, near Grand\nForks; and at Christian Valley, about thirty miles up the main Kettle River from Westbridge.\nThe assisted schools at Ingram Mountain and Myncaster, which had been closed, were reopened.\nIn the Trail School District a new two-room school was opened across the Columbia River from\nthe city proper to accommodate the children living in East Trail and Trail East, while a new\ndivision was opened in the Central School and another in the Smelter Hill School. In Rossland\nthe Central School and the Cook Avenue School had each one division less than last year. The\nassisted schools at Taft, Gerrard, Whatshan, and Columbia Park were not operated during\n1917-18 owing to the lack of a sufficient number of children to keep up the required minimum\nattendance. There were in all eighty-nine schools in operation in this inspectorate during the\nschool-year, with a total staff of 149 teachers, a net increase over last year of four schools and D 38 Public Schools Report. 1918\nsix teachers. Of these, ten were graded city schools with a staff of sixty-four teachers, two\nwere graded rural schools with a staff of six teachers, two were graded assisted schools with\na staff of four teachers, and the remaining seventy-five were ungraded rural or assisted schools.\nThe teachers are maintaining very well the standard of good work noted in previous reports.\nEntrance examinations were held at ten centres in June last, when 123 candidates from the\npublic schools. presented themselves. Of these, ninety-four were successful, a percentage of\n76.42. In addition, eighty-nine pupils of the public schools in cities of the second class (Grand\nPorks, Revelstoke, Rossland) were granted high-school standing without examination on the\nrecommendation of the principals of their respective schools. The Governor-General's bronze\nmedal for this district was won by Phyllis M. Gregory, of the Rossland Central School.\nThe plan of admitting pupils of certain schools to high school without examination was very\nfavourably received, and the principals concerned appear to have used good judgment in making\ntheir recommendations. It is to be hoped that it may be found possible in the near future to\nextend this scheme in such a way as to include within its provisions all schools worthy of the\nprivilege.\nI have, etc.,\nA. E. Miller,\nInspector of Schools.\nINSPECTORATE No. 10.\nPrince Rupert, B.C., October 9th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report in respect of the public schools of\nInspectorate No, 10 for the school-year ending June 30th, 1918:\u00E2\u0080\u0094\nThe boundaries of this district remain unchanged from last year; inclrided within it are\nthe Electoral Districts of Atlin, Prince Rupert, Omineca, Port George, and Cariboo south as\nfar as Soda Creek. During the year sixty-eight schools, employing eighty-eight teachers, were\nin operation ; these consisted of the following :\u00E2\u0080\u0094 Schools Teachers.\nCity municipality districts 2 17\nRural districts 9 14\nAssisted districts '.' 57 57\nNew schools were opened for the first time at Central Pouce Coupe, Usk, Castle Rock,\nNoosatsum, Swanson Bay, and Burns Lake, and an additional division at Ocean Falls; Woden\nRiver and Kundis were closed, while Skidegate was reopened. Schools, have been authorized\nand will be in operation during the present school-year at Dome Creek, Hartley, Beaverly,\nBickle, Braeside, Rose Valley, Cumshewa, Tatalaska Lake, Cedarvale, Sunnyside Cannery, Surf\nInlet, and Surf Inlet Mine.\nMy work during the past year, and more particularly during the spring term, has been\nlargely of an organization character. This has been due to increased activities in various lines\nin Northern British Columbia; along the Coast new canneries, mines, and logging camps have\nopened up; on the Queen Charlotte Islands settlements have been established in connection with\nthe production of aeroplane spruce; in the Interior settlers are arriving in larger numbers than\nat any previous time. The immediate school requirements of these districts have been attended\nto, though in some cases pressure of work in other parts of the inspectorate have necessitated\ndelays which have been a source of irritation to the parents concerned. A more serious result\nhas been the enforced neglect of actual class-room inspection; during the year eight schools\nwere-not visited at all, and not more than eighteen received a second visit. This is incidental\ninspection only and can in no sense be construed as professional supervision of school-work;\nunder existing conditions an Inspector can do no more than interpret to teachers and to trustees\nthe policy of the Department of Education in its generalities.\nAt the close of the fiscal year, March 31st, a readjustment of assisted-school salaries was\nmade. In many of these schools no salary change had occurred since they were first established, 9 Geo. 5 Public Schools Report. D 39\nwhile the teacher's living expenses had radically altered; unfortunately, no uniformity existed\nin respect of this alteration, in some cases a marked decrease being evidenced, and in others a\nconsiderable increase. In arriving at the new salary due consideration was given to such matters\nas the normal local cost of board, the number of pupils enrolled, cost of transportation, isolation\nof the locality, etc., with the result that a reasonable degree of uniformity now exists. A further\nadjustment will be required in the near future to meet the serious advance in the cost of living.\nIn this connection the School Boards of Anyox, Kitsumgallum, and Prince Rupert are deserving\nof commendation; in the first two mentioned substantial increases in salary have been given,\nand in the last a \" war bonus \" of $150 per annum.\nA recent amendment to the \" Public Schools Act,\" by which rural and assisted districts are\nto receive from the Provincial Treasury the full amount voted at their annual meeting, will be\nof distinct value. In the past many districts have been greatly hampered by an inability to\ncollect overdue taxes, and in some cases the resultant financial muddle has been almost incapable\nof solution. The change is a most welcome one, and already an increase in efficiency is a direct\nresult in certain schools.\nThe teaching staff continues to do faithful and, in most cases, efficient work in the classroom, and to take an increasingly important place in the public life of the district. The problems\nof the older and more populous districts of the Province are not the problems of these pioneer\ncommunities, where maintaining the very existence of a school is the primary consideration\u00E2\u0080\u0094a\nschool which shall send out into the world men and women able to solve the problem of their\nfuture well-being and trained to become loyal citizens of the land of their birth or their adoption.\nI have, etc.,\nA. R. Loro,\nInspector of Schools. REPORT OF MUNICIPAL INSPECTORS.\nVANCOUVER SCHOOLS.\nVancouver, B.C., October 24th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report on the Vancouver public schools for\nthe school-year ending June 30th, 1918:\u00E2\u0080\u0094\nSchool AccommodjVtion.\nThe school-year 1917-18 was in many respects fraught with unusual difficulties for the\nVancouver School Board. To provide adequate school accommodation was practically impossible.\nIn 1913 the citizens voted over three-quarters of a million dollars to be' spent chiefly on increasing\nthe school accommodation of that time. For four years, during which the school population\nincreased quite slowly\u00E2\u0080\u0094an averags of a little over 350 per year\u00E2\u0080\u0094the greater part of the moneys\nvoted in 1913 was spent, and the present Board found itself with no capital funds to furnish\nschool accommodation for 1,264 additional pupils\u00E2\u0080\u0094the increase for the school-year 1917-18.\nA small sum of $60,000 out of the total voted in 1913 had been specifically voted for the\nerection of a high-school gymnasium and the installing of a heating plant in the Model School.\nAs the need of these was considered not nearly as pressing as the need of additional class-rooms,\nthe trustees had a by-law submitted to the ratepayers in January, 1918, hoping to have them\nsanction the expenditure of this $60,000 for increasing the class-room accommodation. The\nby-law was defeated, however, and thus all sorts of temporary expedients had to be resorted to\nto provide necessary class-rooms during the year. Basement-rooms were provided at Roberts,\nFlorence Nightingale, and Livingstone Schools. Attics and principals' offices were turned into\nunsatisfactory class-rooms in some schools; while in others Receiving classes attended only\nhalf-time, thus making one room serve two classes. In a few instances the classes had to be\ntoo large for the doing of efficient work, because the accommodation was so limited.\nThe indications are that for 1918-19 the school population will continue to increase much\nas it has for the past year. The necessity, therefore, for the expenditure of a considerable sum\nfor the erection of additions to a number of our schools in the near future is urgent.\nTeaching Staef.\nMany changes took place in the teaching staffs during the year. The large increase in\nenrolment necessitated an increase from 398 teachers on June 30th, 1917, to 444 on June 30th,\n1918.\nThe changes in the various staffs were as follows :\u00E2\u0080\u0094\nPublic schools from 320 to 357\n^ High schools \u00E2\u0080\u009E 50 \u00E2\u0080\u009E 56\nManual training \u00E2\u0080\u009E 15 \u00E2\u0080\u009E 16\nDomestic science \u00E2\u0080\u009E 10 \u00E2\u0080\u009E 11\nSpecial instructors \u00E2\u0080\u009E 3 \u00E2\u0080\u009E 4\n398 to 444\nWhile the increase in the public-school staff seems large, it was only sufficient to keep the\naverage enrolment In normal public-school classes at about forty. The addition of six teachers\nto the high-school staffs, however, reduced the average enrolment in the classes of the four\nhigh schools from thirty-seven to thirty-four. The increases in Manual Training and Domestic\nScience classes were scarcely sufficient to teach satisfactorily the increased numbers of Intermediate and Senior Grade pupils.\nA very large majority of the public-school teachers appointed in August, 1917, and again at\nthe beginning of last term, were young and comparatively inexperienced. They have, however,\nfor the most part done good work. The additions to the high-school staffs were generally\nexperienced and successful teachers. These have greatly strengthened our high-school teaching\nforces. 9 Geo. 5 Public Schools Report. D 41\nRoll of Honour.\nThe following is a list of teachers who were granted indefinite leave of absence for overseas\nservice during the year: William Flett, Central School; W. N. Kemp, Charles Dickens; W. J.\nNesbit, Model; S. F. Moodie, King George; B. H. Howell, Livingstone; G. S. Selman, Britannia;\nPaul L. McCreery, Dawson; A. E. Shearman, Alexandra; D. P. McCallum, Manual Training; S. D.\nMeadows, Florence Nightingale;. W. F. Houston, Tennyson; C. R. Messinger, Lord Roberts;\nW. R. Fleming, Laura Secord; W. T. Abercrombie, Mount Pleasant; I. M. Mullin, Dawson;\nMiss L. M. Ross, Mount Pleasant; Miss M. N. Marlatt, Domestic Science; Miss E. M. Frame,\nSimon Fraser; and Miss E. M. Johnson, Grandview.\nFifteen of these were young men holding very important positions in our schools and doing\nvery satisfactory work. The Board did their best to secure capable teachers to fill their places\nand a good selection of appointees was made. There can be no doubt, however, that our schools\nhave been materially weakened by the temporary withdrawal of these men. In a number of\nthe large schools there is only one male teacher at present. This means a lack of that leadership\nfor boys in sports and other activities that counts for so much in their proper development.\nSupervision.\nNo change was made in the supervising staff for the year, though the need of a change was\ngreater than during the previous year. In both the domestic-science and manual-training staffs\ncertain changes have taken place that call for more supervision of the work. This is especially\ntrue of the manual-training work, which for the time being has to be entrusted in a number of\ncases to men with limited experience and training as instructors.\nWith the extension of school-work along all lines, I have found my own time more and more\ntaken up with administrative duties. Consequently I have had less time to devote to supervision\nwhen more was needed. The School Board, recognizing this unsatisfactory state of affairs, made\nprovision in their estimates for the appointment of an Assistant Municipal Inspector of Schools\nand a Director of Night-schools. Both of these officials have already been appointed.\nNight-schools.\n. The night-schools did good work for the entire session. They opened in October with an\nenrolment of 1,329, an increase of 227 over that of the previous year; and the attendance kept\nup very well till the end of March.\nOf the thirty-eight classes organized in October in charge of twenty-two teachers, not one\nhad to be closed during the session. In February a thirty-ninth class in Physical Drill for\nTeachers was organized. A new departure was also made during the year in the opening of\na class in Naval Architecture and a class for Home-makers. Besides these classes, instruction\nwas given in music, art, English and arithmetic, French, English for foreigners, penmanship\nfor teachers, shorthand, typewriting, book-keeping, commercial English and arithmetic, electrical\nengineering, ignition, mechanical engineering, mathematics, machine construction and drawing,\nnavigation, and dressmaking.\nThe success attending the night-schools for the past year may be attributed mainly to two\ncauses. The teaching staff remained almost unchanged from the previous year. All consequently\nunderstood what was required of them and gave excellent service. The new appointees to the\nstaff also proved themselves capable teachers. The financial and other assistance given by your\nDepartment was much appreciated and made the task of administering the night-schools much\nsimpler.\nCadet-work and Athletics.\nLittle change can be reported in the carrying-on of the cadet-work and school athletics\nduring the year. Greater difficulties than usual were encountered in both. To a dearth of funds\nwas added a scarcity of workers. Those remaining, however, did their best, and much creditable\nwork was done along both lines.\nMedical Inspection and Dental Work.\nVery little change was made in the work of medical inspection. The staff included, as in\nthe previous year, the Chief Medical Officer, giving full time to the work, two lady assistants\non half time, and five nurses on full time. In June Dr. F. W. Brydone-Jack, Chief Medical\nOfficer, resigned after seven years of faithful and efficient service in the schools. D 42 Public Schools Report. 1918\nNo branch of school-work was increased as much during the year as that in the dental\ndepartment. A second clinic was opened in the Florence Nightingale School, equipped for two\ndoctors, who gave half time to the work twelve months in the year. A similar clinic is operated\nin the School Board Office Building.\nIt was with much regret that the Board accepted the resignation of Dr. J. M. Jones early\nin the year. As head of the department he had rendered excellent service. He has been\nsucceeded, however, by Dr. R. L. Pallen, who is taking much interest in the children, and\nunder whom the work in the clinics will, undoubtedly, be well done in the future as it has been\nin the past.\nSpecial Classes.\nThe School for the Blind continued its work throughout the year with the six children\nenrolled in 1917 and an additional child. The teaching is proving very satisfactory, and the\nnecessity for an expansion of the work is apparent. At an early date the Provincial Government\nshould make more adequate provision for the proper training of the blind and others requiring\nspecial instruction.\nAs anticipated, the attendance in our School for the Deaf has materially increased. Three\nteachers were employed last year, and two additional ones were engaged to begin work this\nterm. While the School Board has been fortunate in securing a large private residence as a\ntemporary school for deaf children in this city, there can be no doubt that every year makes the\nneed of a decided forward movement in this Province in the interests of deaf children more\napparent.\nIn February, 1918, the School Board appointed a psychologist to make a special study of\nretarded pupils in our schools and to organize special classes for those who were found to be\nincapable of receiving much benefit from the instruction given in ordinary classes. Only one\nsuch class was organized last term; but it is expected that one or more of these special classes\nwill in time be found in each of our larger schools.\nThis segregation of retarded pupils will greatly increase the cost of education, but, if\nproperly managed, it will do much to increase the efficiency of the schools. It is evident the\nchildren in these small special classes will, under capable and sympathetic teachers, receive\nmuch better training than they possibly could in large normal classes. It is equally apparent\nthat teachers of ordinary classes will be able to do more for their pupils when they are all of\napproximately equal mental ability.\nLibraries.\nFor the year now under review the School Board expended far more than the usual amount\non Supplementary Readers in the schools. In a number of schools, too, substantial Increases\nhave been made in the number of books in the school libraries. In some instances these have\nbeen made by Parent-Teachers' Associations; in others by enterprising teachers and pupils ; and\nin others by the School Board.\nLate in the year a movement was set on foot by the principals to secure increased and more\nsuitable reading for teachers bearing on their professional work. A committee was appointed\nto work out the details of the scheme. About $125 has been raised by teachers' subscriptions to\npurchase suitable books. These have been placed in the Carnegie Library, and the librarian is\ngiving every assistance possible to teachers wishing to do more reading along professional lines.\nFor the guidance of teachers, the library committee has also prepared a list of books with notes\nindicating where information may be secured on the various topics teachers must deal with in\ntheir class-rooms. By this means the general intelligence of the teachers should be greatly\nincreased and the work of the class-room considerably improved.\nI have, etc.,\nJ. S. Gordon,\nMunicipal Inspector of Schools. 9 Geo. 5 Public Schools Report. D 43\nVICTORIA SCHOOLS.\nVictoria, B.C., November 16th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to make the following report on the condition and progress of the\nVictoria City schools for the year 1917-18:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nAttendance.\nThe school attendance and the number of divisions from October, 1917, to the end of\nSeptember, 1918, is shown in the following table:\u00E2\u0080\u0094\n1917\u00E2\u0080\u0094\n1917\u00E2\u0080\u0094 Attendance. Divisions.\nOctober 5,224 150\nNovember 5,272 151 1 extra, Boys' Central.\n_ \ _.\u00E2\u0080\u009E Trof1 \" Oaklands.\nDecember 5,061 153\_ _.\n11 ,, George Jay.\nJanuary 5,366 154 1 \u00E2\u0080\u009E Oaklands.\nFebruary 5,376 154\nMarch 5,242 154\nApril 5,215 154\nMay 5,085 154\nJune 4,874 155 1 \u00E2\u0080\u009E Sir James Douglas.\nSeptember 5,386 155\nThe comparison of attendance has been made hitherto in my reports between the months\nof October in each year. But this year, early in that month, an epidemic of influenza broke out\nin the city, compelling the Government to close the schools. A statement, therefore, of the\nOctober attendance this year would be misleading.\nThere has been an increase of 200 pupils in the attendance in September, 1918, over that\nof the same month of 1917. To that should be added eighty pupils from the Saanich District\nwho attended the Quadra and Burnside Schools last year, and who have now been accommodated\nin a new school established by the Saanich School Board near the northern boundary of the\nCity of Victoria.\nA falling-off will be observed in the attendance during the summer months of this year.\nThis decrease is due largely, if not entirely, to the fact that many of our boys left school to\nassist in agricultural operations as Soldiers of the Soil (S.O.S.), and a large number of schoolgirls gave their services in fruit-picking. Their work was very valuable to the country at a\nvery critical period of its history, the shortage of labour on the fields rendering such work\nessential to the production of the food necessary not only for Canada, but also for the countries\nof Europe allied against German militarism.\nThe decrease in attendance explained in the preceding paragraph necessarily reduced the\nnumbers enrolled in most of the Senior classes, especially in the High School. It was not,\nhowever, considered possible, even if such a step could be reconciled with justice, to reduce the\nteaching staff as a consequence of that decrease, which was spread over about thirty-three\ndivisions. But it will be observed that the number of divisions in September, 1918, was the\nsame as in June of that year, although the attendance in the former month showed an increase\nof more than 500 over the latter.\nChanges in Schools.\nIn previous reports I drew attention to attempts made by the Board to relieve congestion\nin the Sir James Douglas School by diverting some of its pupils to the Margaret Jenkins School,\nand in my last report I stated that the former had been created a girls' school and the latter\na boys' school as far as the Intermediate and Senior grades were concerned. That arrangement\nproved very satisfactory from an educational point of view, and the pupils affected were on the\nwhole contented; but their parents continued to object to sending them to a more distant school\nwhen another school was more conveniently situated. The Board, therefore, anxious to satisfy\ntheir reasonable complaints as far as they could without impairing the efficiency of either school,\nreverted to the old arrangement, and allowed all the pupils of the districts of the schools in D 44 Public Schools Report. 1918\nquestion to attend the nearest school. The growth of the population of the Margaret Jenkins\nDistrict rendered that arrangement more advisable than it was last year, while the extension\nof the boundaries of that district to the north-east, to include the region lying between Foul Bay\nRoad and Richmond Avenue, accomplished the object of diverting pupils from the central schools\n\u00E2\u0080\u0094always approaching the limits of their capacity\u00E2\u0080\u0094to the Margaret Jenkins School, which has\nstill room for more scholars. The effects of the new arrangement on the Sir James Douglas\nSchool are still to be seen, as all its available rooms are now in use and there is no space for\nfurther expansion.\nOrganized Sports.\nThe Victoria City Public Schools Athletic Association, which in the past has done excellent\nwork in connection with the organization and promotion of sports in the schools of this city,\nhas lately enlarged its sphere of activity so as to include the nearest schools of the neighbouring\nmunicipalities of Esquimalt, Oak Bay, and Saanich. The result has been eminently satisfactory.\nHealthy rivalry has not only been a stimulus to the interschool athletic contests, but by bringing\nteachers and pupils of the city and district schools in closer contact has brought about a friendly\nunderstanding among them, which cannot fail to be advantageous not only from a school point\nof view, but also in their future relationship as citizens. The result of organized sports in each\nschool is noticeable not only in the physical but also in the moral development of its pupils.\n\" They cause,\" in the words of one of our principals, \" a very marked improvement in the general\nschool-work, and are especially a help to discipline.\" Realizing that fact, teachers\u00E2\u0080\u0094men and\nwomen\u00E2\u0080\u0094in our schools are doing excellent work in promoting sports, which, although not\nformally prescribed in the curriculum, are nevertheless a most important factor in a child's\neducation.\nCadet Corps.\nI am happy to be able to state that, according to the report of Major Belson, O. & LOG.,\nM.D. No. 11, the cadet corps of Victoria schools were never in a more satisfactory condition,\nand are now in a state of creditable efficiency. This due not only to the indefatigable exertions\nof our supervisor of cadets, but also to the faithful work of the instructors, who were invariably\nsupported by the influence and encouragement of the principals of the schools having cadet corps.\nSchool-gardens.\nI regret that I cannot state here that the school-garden movement has been extended to\nother schools than the four named in my last year's report\u00E2\u0080\u0094Oaklands, Burnside, George Jay,\nand Kingston Street; but there can be no doubt that the work in those schools shows a marked\nimprovement over that of any other year. One can hardly speak in general terms of the\nproduction of foodstuffs in those gardens without using what might appear to you an excess\nof superlatives; but, as a concrete example of the work of one school, I take from a report\nkindly furnished me by Mr. Maclnnes, Principal of the Oaklands School, the statement that\nthe produce raised by the pupils of that school included: \" 800 lb. onions, 1,000 lb. potatoes,\n2,000 lb. carrots, 2,500 lb. beets, 1,500 lb. tomatoes, 300 lb. parsnips, 200 lb. turnips, and 35 lb.\nbean-seed. The greater part of this garden produce has been sold at a very low rate to the\nparents of the pupils. Up to the present time $90 worth has been sold.\"\nThe other three schools have done excellent work, and too much praise cannot be given to\nthe principals and teachers of the schools having gardens for the enthusiasm and energy which\nthey have displayed in this work. That enthusiasm and energy they have inspired into their\npupils, whose lives cannot fail to be benefited by this important training.\nThe principals of many of the other schools have made application for the allotment of part\nof the school-grounds for the purpose of school-gardens, and the grounds on which other schools\nare situated are not suitable for such use. I trust, however, that the time is not far distant\nwhen this important work will be placed within the reach of every pupil in the Victoria City\nschools.\nHigh School.\nI have been favoured with a report from Mr. A. G. Smith, Principal of the High School,\nfrom which I quote the following extracts:\u00E2\u0080\u0094\n\" With regard to your request for information concerning the High School for the Annual\nReport, I am pleased to be able to say that the Victoria High School Cadet Corps had a very 9 Geo. 5 Public Scliools Report. D 45\nsuccessful year, especially in view of the difficulties under which cadet corps labour. The High\nSchool Corps took third place in the Province at the annual inspection held last May. Let me\nagain take this opportunity of emphasizing the value of cadet-training and the debt that Canada\nowes to an organization which has had only a stepmotherly consideration alike from municipal,\nProvincial, and Dominion authorities. It seems to me that this is now the psychological moment\nfor building up a system which will help Canada to take her place and to do her share in the\nwork of a league of nations.\n\" You already have a. report on the patriotic work of the school, which is a matter of credit\nto the school and a source of gratification to me.\n\" With regard to the academic work of the school, I beg to say that the action of the Board\nin restoring the increases due from August, 1914, is very much appreciated by the teachers. I am\nsure that the action will have the effect of stabilizing the personnel of the staff of the High School\nand will save Victoria from the effect of a constant change of teachers, which has been too\ncommon in the past few years. It will thus be possible to build up a reinvigorated system which\nwill help to meet the conditions which will arise now that hostilities have ceased.\n\" With regard to manual training in the High School, I can't say that I am entirely in\nsympathy with it. In any case it could not be included in our present curriculum without\neliminating something else. I would like, however, to see some arrangement made for a technical course for boys, also provision for the teaching of singing and home economics for girls,\nand a somewhat wider course in drawing for both boys and girls. Of course, the present High\nSchool building is quite unsuitable for such work, but there is plenty of space on the grounds\nfor the erection of a building expressly designed for such work.\"\nThere are activities in the High School other than the academic work and those referred to\nby Mr. Smith which deserve mention as showing that teachers in that school are fully alive to\nthe necessity of educating their scholars in subjects not absolutely required by the curriculum,\nbut the importance of which is unquestionable. Such are: Two debating societies, one for\nboys, the Beta Delta, and one for girls, the Portia Club; an orchestra and a choral society; a\ndramatic society; and organized sports. The education derived by the pupils from those\nactivities is so valuable as to render comment unnecessary; but I take this opportunity of\ndrawing them to your attention for the purpose of showing that the teachers of the Victoria\nschools do not confine their time and energy to the academic subjects of the curriculum.\nPatriotic Work in High School.\nThe patriotic work of the High School, alluded to in Mr. Smith's report, has been given me\nin detail in a report by Miss Cann, President of the High School Patriotic Society, which consists\nof all the teachers and pupils of the school. Prom that report I make the following extracts :\u00E2\u0080\u0094\n\" We have taken an active interest in and, to some extent at least, taken part in ten different\nkinds of work. These are:\u00E2\u0080\u0094\n\"(1.) Preparing and sending Christmas boxes to High School masters, girls, and boys\nserving at the Front;\n\"(2.) Writing letters to old boys on active service:\n\"(3.) Assisting in the work of the Canadian Field Comforts Commission:\n\" (4.) Contributing to the Prisoners of War Fund:\n\"(5.) Contributing to the Halifax Relief Fund:\n\"(6.) Contributing to the fund for the High School Honour Roll, a memorial to our\nboys who have given their lives for their country during the present war:\n\"(7.) Contributing to the Red Cross Society through headquarters, Victoria:\n\"(8.) Contributing money to and knitting for the Fernwood Branch of the Red Cross\nSociety:\n\"(9.) Collecting magazines for the Military Hospitals at or near Victoria:\n\"(10.) Buying Victory bonds for the High School.\n\" It was necessary to devise ways and means of obtaining funds to carry on our work, and\nseveral sources of revenue were found available. Teachers and pupils- very generally made a\nmonthly contribution to our Patriotic Fund. Proceeds from a gymnasium display, from an\nentertainment given by the members of the Senior Matriculation class, contributions made by\nteachers and pupils during last March, a. month set apart for special self-denial, and the proceeds\nof a rummage sale gave us altogether a sum exceeding $1,000. We were able to carry on the D 46 Public Schools Report. 1918\nwork which has been outlined and to provide for the present year a large part of the wool\nnecessary for socks to be sent away in the 1918 Christinas boxes.\n\" It has been a great pleasure to take part in this work, in which every member of our\nschool is so closely, indeed personally, interested. If we are in danger of being pleased with\nourselves for what we have done, a moment's reflection upon the part which our boys have\nplayed and are now playing on the Western and other Fronts, a thought of the losses which we\nhave sustained during the past year, serves to restore our balance and make us more determined\nthan ever to do better during the coming year.\"\nPatriotic Work in Public Schools.\nThe Victoria public schools have been quite as active as the High School in their work for\nthe Empire during the trying years of the war now happily concluded. Each school, in proportion to its attendance and grade, has done all that patriotism and sympathy with the men and\nwomen engaged in the more dangerous service of their country could expect. From the small\ntwo-roomed primary school, as well as from the full-graded schools, contributions of work, comforts, and money have for the past four years been made to the different objects detailed in the\nreport on the High School patriotic work. I have before me reports from all the public-school\nprincipals, which are full of interest as showing that their staffs and pupils did not fail to do\ntheir part for the comfort of the boys at the Front.\nSchool Magazines.\nThere are two magazines in connection with the Victoria schools\u00E2\u0080\u0094the Camosun, published\nby the High School, and the Public School Magazine, to which all the public schools of the city\ncontribute. The latter appeared for the first time this year, and has hitherto been a great\nsuccess. It has a large circulation, and there have been considerable profits from its sale, which\nare shared pro rata by the schools. The money thus obtained has been used in various ways,\nsuch as providing cadet uniforms, materials for sports, contributions for patriotic purposes, etc.\nThe Camosun is our old-established High School paper and continues to maintain its well-\nearned popularity.\nBoth papers contain, in addition to the news of the schools, articles and tales, -written by\npupils, of considerable literary merit, which reflect much credit on their editorial staffs and\non their youthful contributors. Their success is also largely promoted by the public spirit of\nthe business men of the city, who assist them by the insertion of advertisements.\nSalaries.\nSince my last report was written the salaries of the employees of the Board have been\nrestored to the figures at which they would have stood had there been no suspension, in 1915,\nof the operation of the schedule; and a new schedule is being drawn up which will, I feel sure,\nwhen adopted, settle this question, which has for some time been a source of irritation to the\nteachers and anxiety to the Board.\nI have, etc.,\nEdward B. Paul,\nMunicipal Inspector of Schools. 9 Geo. 5 Public Schools Report. D 47\nPROVINCIAL NORMAL SCHOOLS.\nVANCOUVER PROVINCIAL NORMAL SCHOOL.\nVancouver, B.C., July 30th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I beg to forward the accompanying report of the Provincial Normal School, Vancouver,\nfor the school-year ending May, 1918.\nAttendance.\nDuring this year our attendance has been less in consequence of most of the students from\nthe Upper Country being required to attend at Victoria Normal School. Our attendance at the\nclose of the respective sessions bas been: December, 1917\u00E2\u0080\u0094Advanced, 46; preliminary, 189.\nMay, 1918\u00E2\u0080\u0094Advanced, 147; preliminary, 38. We have recommended to the Department of\nEducation for teachers' certificates: xidvanced students, 178; preliminary, 194.\nInstruction.\nIn consequence of a change in the staff the following arrangement of our work became\nnecessary: William Burns\u00E2\u0080\u0094Geography, history, psychology. D. M. Robinson\u00E2\u0080\u0094Arithmetic,\ngrammar, school returns. Miss C. McNiven\u00E2\u0080\u0094English subjects. H. B. McLean\u00E2\u0080\u0094Writing, nature-\nstudy, school-gardening. W. P. Weston\u00E2\u0080\u0094Art subjects. Miss L. A. Burpee\u00E2\u0080\u0094Junior Grade\nsubjects. Miss E. M. Coney\u00E2\u0080\u0094Singing and voice-culture. Quartermaster-Sergeant Instructor\nWallace\u00E2\u0080\u0094Physical drill. In addition to teaching the subjects, each instructor was held\nresponsible for the teaching of them by students in the Model School classes.\nBy permission of the Vancouver School Board, we have had twenty rooms placed at our\ndisposal for practice purposes\u00E2\u0080\u0094twelve in the Model School and eight in the Cecil Rhodes School.\nEach student has been required to give weekly lessons in these rooms after having prepared the\nlesson, and a written criticism has been received from one of the Normal School staff or from\nthe teacher in charge in the Model School. This criticism is itself criticized with the student,\nand any useful improvements for the future suggested. In this manner we have endeavoured\nto make practical work the chief consideration. The conclusion of the Faculty as to the teaching\nefficiency of the students has been largely based upon these criticisms when carefully summarized;\nthey have been required to show a gradual improvement in the character and management of\nlessons taught. As the students appointed to any particular room take up the lessons for the\nday in the regular routine, and have had a day in which to prepare the lessons along with any\nassistance and advice requested from the Normal School staff, there is in reality no interference\nwith the routine of the class-work of the rooms. Although occasionally some of the lessons may\nbe not quite as good as those from more experienced teachers, yet, on the other hand, the pupils\nhave the advantage of the best teachers available on the city staff at all other times. The results\nattained by the pupils of these schools in their promotion examinations are ample proof that no\ninjustice is being done to the pupils of our model schools.\nThe instruction in physical drill and its teaching has been continued, and the classes have\nbeen regularly inspected by Major Belson, who expressed himself as well satisfied with the\nprogress and efficiency of the students, and granted \" B \" certificates for proficiency to almost\nall the students examined.\nSchool-gardens.\nDuring the spring we were enabled, by receipt of a grant for the purpose, to prepare and\ncultivate a small portion of our grounds, thus adding \" school-gardening \" to our curriculum.\nA sufficient supply of garden-tools has been procured and a tool-shed made in the east basement.\nStudents have been instructed how to lay out a small piece of ground to the best value, and\nhow to plant and cultivate a vegetable-garden. We hope next year to enlarge still further this\npractical part of our work, not only by cultivating more ground, but also by utilizing the greenhouse during the winter months. Domestic Economy.\nWe are unfortunately still deficient in any means to teach the branches of domestic economy\nand manual training, there being no rooms or apparatus for either of these important branches.\nI would urge upon the Department the necessity for the erection of a building and the supplying\nof the necessary teachers and furniture for instruction of the students in the teaching of these\nimportant practical subjects.\nAdditionj\.l Work.\nIn addition to our regular school-work and outside of regular school-hours, we have carried\non a \" Sock Club \" in order to supply many comforts and remembrances to former students of\nour school now overseas. Concerts and sales of work were held to provide funds for materials\nrequired, and three parcels have been sent to each soldier during the year. Many letters of\nappreciation have been received from recipients \" somewhere \" in France, as well as from some\nof the officials of hospitals to which scrap-books have been sent. Our best thanks are due to all\nwho have given up so much time and labour to this work. The following is a brief abstract of \u00E2\u0096\u00A0\nthe work accomplished: 712 pairs of socks ; 221 personal-property bags ; 76 scrap-books; 191\nparcels sent to boys at the Front.\nOur motive in this work has not been only for its present actual value, great as this is, but\nto show our students how they can interest children in work of value to themselves and to\nothers. I may be permitted to add that with this aim in view we have asked no outside aid,\neither for material or for help, in our concerts and social entertainments\u00E2\u0080\u0094all has been done by\nthe students themselves, thus giving many valuable lessons in organization.\nFirst Aid.\nLectures on \" First Aid\" have been given gratuitously, under the auspices of St. John\nAmbulance Association, by several of the medical men of the city. Six classes were held in\n\" First Aid,\" comprising altogether about 140 students. The value of this knowledge is so\nevident, especially to the teacher in a rural school, away from any immediate medical assistance,\nthat students-in-training might well be required to add this subject to their list of studies.\nWhen we notice how much is now required from an efficient teacher besides mere book-\nknowledge, it is.evident that all this cannot be properly acquired in a short course of four\nmonths. We find that it takes this time alone for the student to become \"at home\" in the\nschool-room before the more psychological aspect of the work can be in any degree grasped. If\nso many other branches are required to be known by the student-teachers, it will be necessary\nto discourage as far as possible the making of the preliminary session anything more than a\npreparation for the advanced, or, in other words, to abolish the granting of any certificate to\nteach until a full Normal School Course has been gone through successfully. Such a requirement would undoubtedly work a hardship on those who attend here merely to obtain a diploma\nentitling them to earn money, but the advantage of a thoroughly trained teacher to the children\nin our schools is the point to be considered. To obtain efficiency at the expense of the children\nwould appear to be poor economy, and this is now frequently the case.\nI cannot close without mentioning that we have now sixty-seven names on our \" Roll of\nHonour,\" and without expressing our deep regrets that, of these, eleven have paid the supreme\nsacrifice to the cause of our Empire. And especially we have to give our sincere sympathy to\nMrs. Spouse and family on their loss of our esteemed friend, Lieutenant John Spouse, who has\nlost bis life in the performance of his duty in France.\nI have, etc.,\nWilliam Burns,\nPrincipal. 9 Geo. 5 Public Schools Report. D 49\nVICTORIA PROVINCIAL NORMAL SCHOOL.\nVictoria, B.C., November 14th, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report of the work done in the Provincial\nNormal School at A^ictoria during the school-year ending June 30th, 1918:\u00E2\u0080\u0094\nWhen the school opened on August 20th, 1917, 104 students were in attendance. Ten were\nenrolled for the Advanced Course and ninety-four for the Preliminary Course. This was an\nincrease of 35 per cent, on the attendance of the previous year. It is probable that the lesser\nattendance of the previous year, 1916-17, was largely due to the fact that under war conditions\nmany students were drawn away from the teaching profession into other pursuits that afforded\nbetter salaries without requiring any special training. It may be assumed that a readjustment\nis now taking place slowly. Of the number enrolled in August, 1917, three withdrew during the\nsession, four failed, and ninety-seven were awarded diplomas. When the next session began on\nJanuary 14th, 1918, eighty-four were enrolled, only six of whom were taking the Preliminary\nCourse. At the completion of this session eighty, were awarded diplomas and four failed to\nqualify. Ninety per cent, of those who obtained diplomas entered the work of teaching. Of the\ntotal number of students attending during the year, slightly less than 45 per cent, came from\nVictoria and the immediate vicinity.\nAs the six who were taking the Preliminary Course from January to May had to do work\nof a grade entirely different from those taking the Advanced Course, it was necessary to form\na separate class for these. This class of six required as much of the instructors' teaching-time\nas an Advanced class of forty, and as much preparation for their lectures on the part of the\ninstructors as the entire seventy-eight in the Advanced Course. As the plan of conducting both\nPreliminary and Advanced Courses simultaneously each session has always occasioned a similar\ndivision of the time and attention of the staff, it is open to question whether such arrangement\nis truly economic. It would seem that the plan formerly in operation of conducting only a\nPreliminary Course in the fall session and only an Advanced Course in the spring session affords\nthe greatest good to the greatest number of students.\nThe personnel of the staff during the year 1917-18 was the same as during the previous year,\nwith one exception. Mr. D. M. Robinson moved to Vancouver and was replaced by Inspector\nV. L. Denton, B.A. Mr. Denton brought to the work the experience gained both as an assistant\nand as a principal in ungraded and graded public-school work, and supplemented by several\nyears' activity as an Inspector .of Public Schools for the Province. The apportionment of work\nremained practically unchanged, as follows: The Principal\u00E2\u0080\u0094Psychology, history of education,\nEnglish literature, English grammar, arithmetic, language, reading, and physical drill. Mr. V. L.\nDenton\u00E2\u0080\u0094History, geography, class management and school law, and physical drill., Mr. Harry\nDunnell\u00E2\u0080\u0094Drawing, writing, manual arts, manual training (woodwork), nature-study, school-\ngardening, and physical drill. Miss Lexa Denne\u00E2\u0080\u0094Cookery, home-nursing, sewing, hygiene, and\nfirst aid to the injured. Miss Ida Morris\u00E2\u0080\u0094Music.\nThe training in practical teaching given to the students formed a part of the year's work,\nto which, as usual, great importance was attached. In addition to the Model School department\nof the Normal School, the following schools of Victoria City assisted gratuitously with this work\nduring the year: Bank Street, George Jay, North Ward, and Spring Ridge. It was with regret\nthat we discontinued the use of the Boys' Central School after having received its faithful\nassistance for two years and a half. Principal Cunningham felt, however, that under the\nexisting conditions he could not continue the work. To him and his staff I wish to express\nonce more my thanks for the helpful work they have done. The work thus discontinued by\nthe Boys' Central Scho.ol was taken up by the George Jay and Spring Ridge Schools. I wish,\ntherefore, to express my appreciation of the work done so willingly during the year by the\nrespective principals, Miss A. M. Paterson, Mr. Harry Cbarlesworth, Mr. J. M. Campbell, and\nMiss Isla Tuck, and their assistants. By the gratuitous assistance of these various schools our\nstudents have been given an opportunity to teach all grades of public-school work. The number\nof lessons taught by each student averaged over thirty-five.\n4 D 50 Public Schools Report. 1918\nAfter having urged continuously since the establishment of this Normal School for the\npayment of the teachers for the extra work entailed in giving this assistance, it gives me peculiar\npleasure to be able to record that this remuneration is now to be given, the cost being borne\nequally by the Department of Education and the City of Victoria. When this agreement was\nentered Into the number of divisions in the city schools that we were to be permitted to use for\nthe practical .teaching of our students was reduced from twenty-seven to fifteen. This I consider\nto be a retrograde step, as the value of a Normal School Course of training bears a direct relation\nto the number of lessons taught by each Normal student. This reduction necessitated that we\nrelinquish the use of two of the city schools. The Bank Street and North Ward Schools now\nremain as the chosen model schools. May I also place on record my regret that the Board of\nSchool Trustees for the City of Victoria thought it necessary to reduce the amount that the\nDepartment of Education suggested should be paid to each of these teachers, whereas the Board\nof School Trustees for the City of Vancouver made no such reduction. I hope that in the near\nfuture the number of divisions available for practical teaching may be restored to what it was\nwhen the work was being clone gratuitously, and that the amount paid to each teacher so engaged\nmay at least equal that paid by the City of Vancouver.\nI wish in this report to make special mention of the work done in the Model School under\nthe direction of Miss Kate Scanlan with the aid of her assistant, Miss I. M. F. Barron. This\nschool of two divisions has all grades from the Receiving class up to and including an Entrance\nclass. To find sufficient time to give instruction to all these classes in the regular wTork of the\nCourse of Study is an achievement, yet much more than this was done. Enough time was found\nto give these pupils special instruction in music, in household science, in manual training, in\nschool-gardening, and in addition to give up two half-days each week to the practical teaching\nof these classes by Normal students. Notwithstanding all this, these pupils were stimulated to\nundertake food production and have successfully cultivated over two acres of land. The money\nmade was given to the fund for Belgian children. None of this extra work was allowed to lower\nthe standard of the regular school-work, as may be judged from the record of the Entrance\nclasses. This two-division school has presented over twenty candidates for Entrance Examination to High Schools during the past three years, and all have passed with, high standings. The-\nModel School has been a source of inspiration to the teacbers-in-training, many of whom have\ngone into the ungraded or semi-graded rural schools.\nTo supplement the work carried on through the regular channels, two excellent courses of\nlectures were delivered to the students during the year. The first was designated \" A Course\nof Library Instruction.\" It comprised the following twelve weekly lectures:\u00E2\u0080\u0094\n(1.) The library as a general tool and its relation to the school:\n(2.) How books are classified:\n(3.) How to find what you want in a library:\n(4.) How to use encyclopaedias and other books of reference:\n(5.) The history of the book:\n(6.) What a Provincial library means to a Province; its resources:\n(7.) The selection and buying of books :\n(8.) The history of books for children :\n(9.) The selection of books for children:\n(10.) Fairy tales and the telling of stories to children:\n(11.) The selection and care of a school library:\n(12.) A general resume.\nIn addition to these lectures, the students were given two laboratory periods in the Victoria\nPublic Library to more fully familiarize them with its organization. The first four, the seventh,\nand the last two of the twelve lectures were given by Miss Helen Stewart, Librarian of the Victoria Public Library. The fifth and sixth were delivered by Mr. E. O. S. Scholefield, Librarian\nof the Provincial Library; while Miss Margaret Clay, of the Children's Department of the\nVictoria Public Library, took the eighth, ninth, and tenth. The second course of lectures,\nthree in number, were delivered to the students in the evening at the Provincial Library by\nMr. Scholefield. His subjects were :\u00E2\u0080\u0094\n(1.) Canada's Pacific Seaboard; a Story of Discovery, Settlement, and International\nComplications:\n(2.) The Colony of Vancouver Island: 9 Geo. 5 Public Schools Report. D 51\n(3.) The Gold Rush of 1858 and the Crown Colony of British Columbia.\nThe three lectures were superbly illustrated by lantern-slides prepared from the archives of\nthe Provincial Library. It would be hard to overestimate the splendid value and the broadening\ninfluence of these two courses. We are deeply indebted to Miss Stewart, Miss Clay, and Mr.\nScholefield.\nSome of the special work undertaken during the year deserves mention. Miss Denne,\nInstructress of Household Science, in addition to her regular duties, undertook after school-\nhours to give instruction to the women of the district in war cookery. A series of war cookery\ndemonstration classes extending over a period of eight weeks was held. The attendance at these\nclasses averaged about forty and a very keen interest was displayed by all. At the conclusion\nof this work Miss Denne compiled a book of \" War-time Recipes \" of 100 pages containing 250\nrecipes. The demand for this book has proven its value. Requests for it have been received\nfrom all parts of Canada, from England, South Africa, the United States, and Honolulu. Under\nher supervision knitting for the soldiers in the trenches was also carried on with most gratifying\nresults. Many boxes of candy were prepared for overseas, and a Christmas parcel was forwarded\nto each ex-student who had enlisted in the service of the Empire. Under the direction of Miss\nMorris the third annual Red Cross concert was held. Much painstaking training of the school-\nchoir was given weekly after school-hours in preparation for this concert. The splendid support\nafforded by the music-loving public and the amount raised thereby for the Red Cross amply\nrewarded Miss Morris for her work.\nIn concluding this report, I consider it a privilege to state that over twenty of the students\nwho have attended since the institution was established in 1915 have enlisted in the service of\nthe Empire. Six of this number, Ronald Graham, Victor Noble, James Pottinger, Scott Rowan,\nDonald Simpson, and Henry Sivertz, have given their lives. One of these, Henry Sivertz, had\nwon the Military Medal with two additional bars-for conspicuous bravery.\nI have, etc.,\nD. L. MacLaurin,\nPrincipal. D 52 Public Schools Report. 1918\nELEMENTARY AGRICULTURAL EDUCATION.\nREPORT OF THE DIRECTOR.\nVictoria, B.C., December 31st, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I have the honour to submit the following report dealing with elementary agricultural\neducation in the Province of British Columbia for the year ending December 31st, 1918:\u00E2\u0080\u0094\nThe Campaign for the Production and Conservation of Food.\nDuring the year a large part of my time was occupied in organization-work for the Canada\nFood Board, as per arrangements made with the Honourable the Minister of Education and\nyourself. Although this additional new work made it impossible for me to visit all of the\nschools where school-gardens were in operation, I was able, nevertheless, to meet a great many\nteachers and pupils, especially in the towns and cities visited. It was most gratifying to find\nalmost without exception the pupils as well as the teachers of the Province entering heart and\nsoul into some phase of war-work.\nAs the food question was of such great importance, it soon became a live topic in a great\nmany schools; and many interesting reports of good work done by the boys and girls, both at\nhome and at school, in the raising of foodstuffs were brought to my attention. It is, of course,\nimpossible to give an accurate estimate of the value of the food raised by the boys and girls of\nthe schools during the past year, but from my own observations, supplemented by the reports\nwhich I have had from teachers in different parts of the Province, I would say that $20,000 is\nnot too high an estimate to place upon the value of the foodstuffs produced in the children's\nschool and home gardens throughout the Province.\nAs an example of what can be accomplished in a school-garden when the teachers and\npupils are really interested and anxious to do something along that line, I would like to quote\nfrom the report of Mr. R. H. Maclnnes, Principal of the Oaklands School, Victoria:\u00E2\u0080\u0094\n\" The school-garden, which was 210 x 70 feet, was occupied by five divisions. The plots\nused were each 8 x 28 feet. The amount of produce grown in the garden this year was as\nfollows:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n1,000 lb. of potatoes.\n1,500 ,, tomatoes.\n2,500 \u00E2\u0080\u009E carrots.\n3,200 \u00E2\u0080\u009E beets.\n800 \u00E2\u0080\u009E onions.\n400 \u00E2\u0080\u009E parsnips.\n200 \u00E2\u0080\u009E turnips.\n35 \u00E2\u0080\u009E dry seed-beans.\n\" In conclusion, I may state that this year has been the most successful in garden-work at\nthis school.\"\nThe value of the above crop, which was grown on one^third of an acre, is not less than $250,\nwhich is more than many experienced gardeners are able to report. Mr. Maclnnes and bis\nassistants have made a success of school-gardening from every standpoint, for the educational\nvalue of the work has received due attention also.\nAnother example of good all-round work in school-gardening is seen in the following\ninteresting account from the Whonnock Public School. The principal, Mrs. Jean Drummond,\nreports as follows :\u00E2\u0080\u0094\n\" This year a fence has been placed around the garden by the boys in the Third Reader\nclass. The pupils applied for and received samples of potatoes from the Experimental Farm\nat Agassiz, and these they planted in their home-gardens. Each pupil has also planted some\nvegetable from which to raise seed. There are community plots of potatoes on some new sod\nground, the original tubers having been grown two years ago on our first garden. frr\n3j3 3/3;\n:\n\u00E2\u0096\u00A0 \u00E2\u0096\u00A0\".\n\u00E2\u0096\u00A0:> ii-ii\n\u00E2\u0096\u00A0\u00E2\u0096\u00A0\u00E2\u0096\u00A0\n-.\n',\nL ;-;.;LLLj:;;\n'\n'-!'.'::\u00E2\u0096\u00A0\"'.:\nI\".\":.'.\" , 9 Geo. 5 Public Schools Report. D 53\n\" The following seeds were shown at the exhibition which was held in conjunction with the\nWhonnock Horticultural Show: Onion, leek, carrot, turnip, kale, salsify, beans, beet, annual\nlupine, pop-corn, and hull-less barley.\n\" There was a general display of such vegetables as cabbage, kale, soy-beans, tomatoes,\ncucumbers, squash, beets, and carrots. The boys and girls each had a plot of potatoes in some\nnew sod ground. Twenty-one potatoes were planted in each. The yield was: Boys' plot, 85 lb.;\ngirls' plot, 100 lb. From the 3-lb. samples obtained from the Experimental Farm the best yield\nwas 85 lb. American Wonder variety.\n\" This fall the pupils have dug over their plots, added barnyard manure, and planned the\nwork for next spring. While the school was closed on account of influenza several pupils did\ngarden-work, and the following trees were planted in front of the school: Two pines, three\ncedars, and one fir. The deciduous trees are to be planted between the evergreens. Seeds have\nbeen collected for next year's planting.\"\nThe boys and girls of the senior divisions of the Victoria Model School, under the energetic\nlead of Miss Kate Scanlan, the principal, and with the assistance of the school janitor, undertook\na gardening project of more than ordinary interest and one that has proved successful. Miss\nScanlan reports as follows:\u00E2\u0080\u0094\n\" The total area under cultivation was 2% acres, which was broken out of sod. About half\nof the block was planted in early potatoes, which were harvested the first week in July and the\nspace planted in beans, which did not mature, although- a large quantity. of green beans was\nproduced. The remainder was planted to a late variety of potatoes, which yielded well. The\nearly potatoes were put in by hand, the Normal students, caretaker, and Model School children\nall helping. The other plot was put in with the plough, the children, aided by the caretaker,\ndropping the seed.\n\" The sum of $48.59 was realized for the early potatoes and $16S.90 for the main crop, making\na total of $217.49 for the entire crop; with ten sacks reserved for seed for 1919. The departmental grant paid for the seed as well as the cultivating and fertilizing of the land. The other\nexpenses for sacks, digging, and sorting amounted to $34.40, leaving a balance of $183.09 and\nten sacks of seed-potatoes.\n\" A donation of $150 was made to the Belgian Orphans' Fund, the sum of $10.20 was paid\nfor the nursing of a returned soldier, leaving a balance on hand of $22.29 and ten sacks of\nseed-potatoes.\"\nOf course, these are but small items when compared with the results of the work of many\nthousands of boys and girls who have carried on, or helped to carry on, the regular family and\nvacant-lot gardens of the Province. It merely represents the economic value of part of the work\ndone by about 8,000 boys and girls who are officially enrolled in connection with school and home\ngardens, and comprising about one-eighth of the pupils of the Province.\nThis campaign for increased food production had a double value. The extra food was very\ngreatly needed. The increased local production in gardens and vacant lots made it possible to\nsend a larger quantity of the essential war foods overseas, and incidentally tended to lessen the\nquantity of foodstuffs that had to be carried by the transportation companies for home consumption. But, in the second place, with the nation at war, food production was a matter of national\nimportance. The boys and girls realized that in the production of food they were in very truth\nhelping to win the war, or, as one little girl was heard to remark, \" helping the King to crush\nthe Kaiser.\"\nIn June last a special report was issued setting forth the results in detail of the 19171\ncampaign on \" Patriotism and Production.\" Returns were received from 170 schools in response\nto the appeal sent out, and it is to the everlasting credit of these schools that they were able,\nthrough the raising of vegetables, poultry, and other food commodities, as well as by the saving\nof waste paper to contribute to the Red Cross and Patriotic Funds, the handsome total of\n$9,359.22. On the recommendation of yourself and of the Honourable the Minister of Education\na contribution of $2,000 was sent to Halifax when the news of the terrible disaster which befell\nthat city was received, with the request that it be used in helping to alleviate the distress of\ninjured and bereaved school-children. Inspired by this prompt and timely action, other schools\nin this Province and in other Provinces followed with donations in aid of the Halifax sufferers. D 54\nPublic Schools Report.\n1918\nSchool-gardening.\nThe past season proved a most trying one on gardens generally throughout the Province,\nand, of course, the school-gardens suffered no less than other gardens. Where adequate provision\nwas made by School Boards for taking care of the gardens during the summer holidays, the\nresults were quite satisfactory, as the exhibits from such gardens at the fall fairs amply proved.\nThe great scarcity of labour and the attractive wages offered to the larger boys of the schools\nmade it more than ordinarily difficult to secure competent assistance in connection with gardening-\nwork.\nThere are yet many ratepayers and also many school trustees that point the finger of\ncriticism at school-gardens, because they do not \" pay.\" The same attitude used to be quite\ncommon when schools were being supplied with blackboards and wall-maps. The school-garden\nas a means of instruction, as an out-of-doors blackboard, where real problems are presented for\nsolution, demanding skill, thought, and constant application on the part of the student, is not\nyet appreciated. Few men outside of the teaching profession would have the temerity to enter\na well-equipped science laboratory and criticize its use as an educational means; but there are\nmany who indulge in the most irrelevant criticism of the school-garden, failing to recognize in\nit a means whereby boys and girls are taught not only the rudiments of horticulture, but, what\nis vastly more important, the fundamentals of good citizenship.\nIn his admirable lecture on \" The School of the Future,\" Professor L. H. Bailey sums up\nin the following passage the great value of the school-garden as an aid to school-work and\ntraining:\u00E2\u0080\u0094\n\" It supplants or, at least, supplements mere book training; presents real problems, with\nmany interacting influences, affording a base for the study of all nature, thereby developing the\ncreative faculties and encouraging natural enthusiasm; puts the child into touch and sympathy\nwith its own realm ; develops manual dexterity; begets regard for labour; conduces to health;\nexpands the moral instinct by making a truthful and intimate presentation of natural phenomena\nand affairs; trains in accuracy and directness of observation; stimulates the love of nature;\nappeals to the art-sense; kindles interest in ownership; teaches garden-craft; evolves civic\npride; sometimes affords a means of earning money; brings teacher and pupil into closer\npersonal touch; works against vandalism; aids discipline by allowing natural exuberance to\nwork off; arouses spontaneous interest in the school on the part of both pupils and parents;\nsets ideals for the home, thereby establishing one more bond of connection between the school\nand the community.\"\nToo many people regard school-gardening as a local and modern innovation. They are not\naware that instruction in gardening was provided for children before the dawn of the Christian\nera in some Eastern countries, and is now used in practically all the leading countries of the\nworld. They are probably not aware that in all European countries school-gardens are established as a part of the school equipment, and that in some of the countries School Boards are\ndenied the regular Government grants if gardens are not provided for the children. British\nColumbia is the last of the Provinces of Canada to adopt a policy of Government financial\nsupport for agricultural instruction in the schools. Fair progress has been made\u00E2\u0080\u0094more, probably, than in any other Province for the same length of time\u00E2\u0080\u0094but we should do better. An\never-increasing number of our teachers are interesting themselves in this branch of education\nand are doing good work in it; but there remains a large number who are disinterested and\ninactive. Lack of specific training in nature-study and elementary agriculture is by far the\ngreatest cause of the failure on the part of so many teachers to undertake this work. This\ndifficulty can be overcome only by the continuance of special summer school courses and by\nproviding adequate training in science and agriculture in our high schools and Normal Schools.\nFollowing is a statement showing the number of teachers and pupils taking up school-\ngardening in 1918:\u00E2\u0080\u0094\nNumber of teachers taking up school-gardening (officially\nenrolled)\t\nNumber of pupils in gardening (all grades, officially enrolled)\nCities.\n82\n2,797\nRural\nMunicipalities.\n164\n3,510\nRural\nand Assisted.\n66\n1,323\n312\n7,630 9 Geo. 5\nPublic Schools Report.\nD 55\nHome-gardening for School-children.\nIt is quite impossible to report with any degree of accuracy the number of pupils who owned\nor operated home-gardens during the year. An attempt will be made during the coming year to\nobtaiii more complete information along this line.\nHome-gardening is carried on under three different plans: (a) In schools where school-\ngardens are not operated; (b) in graded schools where school-gardens are operated by certain\ndivisions only, and where some of the remaining divisions carry on a system of home-gardening;\nand (c) in schools where pupils operate home-gardens in addition to their gardens at school.\nOf the last mentioned we have no authentic record, but, judging from the references to the\ncorrelated home-gardening made by teachers conducting school-gardening, it would appear that\na great many of the boys and girls who receive instruction in school-gardens also carry on\ngardening at home.\nThis is as it should be; indeed, there is something wrong with the method of conducting\nschool-gardening if the young gardeners do not show a greater interest in this department of\nwork at their respective homes. It may be stated here, however, that the pupils who are\nofficially enrolled as taking up school-gardening are not also enrolled as taking up home-\ngardening, although many of them are deeply interested in home-gardening and have\naccomplished very good work along that line.\nFollowing is a statement giving the number of teachers and pupils officially enrolled as\ntaking home-gardening in 1918 and who did not take school-gardening:\u00E2\u0080\u0094\nNumber of teachers taking up home-gardening (officially\nenrolled)\t\nNumber of pupils of all grades under instruction in home-\ngardening \t\n149\nRural\nMunicipalities.\n11\n213\nRural\nand Assisted.\n117\n27\n479\nSchool Fairs.\nAltogether some sixty-eight schools are reported as having taken part in twenty-two school\nfairs. In twelve cases the exhibits were staged in the school building, where the parents and\nfriends of the pupils were invited to attend; and in the remaining ten cases the school fair was\nmade a department of the regular agricultural fair. A great deal of interest has been manifested\nby the people in connection with these school fairs. The exhibits usually included samples of\ngarden vegetables, grains, flowers, and seeds from the school and home gardens, poultry, pigs,\nand other live stock by members of the Boys' and Girls' Clubs, manual-training exhibits by the\nboys, and domestic-science exhibits by the girls; as well as a more general exhibit of class-room\nwork, such as writing, map-drawing, painting and crayon-work, and nature collections\u00E2\u0080\u0094wild\nflowers, insects, weeds, native woods, etc. The rivalry is keen amongst schools as well as\namongst individuals in the same school, and altogether the results are noticeable in the added\ninterest and the stimulus which these friendly contests have helped to bring about. Best of all,\nperhaps, the parents and the public generally are getting considerable first-hand knowledge as\nto the character and scope of the work being done in the schools, and are thus brought more\nclosely into touch with the work of the schools generally.\nThe following extracts, taken from a few of the teachers' reports, serve to indicate more\nexactly the method of conducting a school fair:\u00E2\u0080\u0094\nMiss Jessie Porter, of the Eburne School, in the Municipality of Point Grey, writes: \" We\nheld our fair on September 27th. Mt R. Robinson, a gentleman who is very much interested\nin our work, loaned his public hall for the fair; Mr. John Davidson, of the University of British\nColumbia, judged the best gardens; and Mr. Hornby, who has charge of the Botanical Gardens,\njudged the exhibits and gave talks to the pupils assembled as to what constituted desirable and\nundesirable specimens, how quality could be improved in vegetables, and also how best to handle\nthe soil. Pupils from the other grades who were members of the Home Garden Club also\nexhibited, so that the hall presented quite an attractive appearance. Mr. Hornby had judged\nat the Vancouver Fair, and said that some of the specimens shown here were superior to any\nshown in Vancouver, which greatly pleased the parents present, as well as the children. Mr. D 56 Public Schools Report. 1918\nDavidson said that the Marpole people showed a better attitude towards the movement than\ndid some city parents, for here the children were given the choice places in the gardens instead\nof ' any old corner,' as too frequently happened in the city. To encourage the aesthetic side we\ngave prizes for the best-arranged bouquets, taking into consideration the selection of the flowers\nthat blended and the arrangement of the same. The flowers were piled on two long tables.\nEach division was taken separately, the boys going to one table and the girls to another. This\ncontest created much interest and gave an opportunity to call attention to the most desirable\npoints in a bouquet.\"\nMr. W. T. Fennel, Principal of the Herbert Spencer School, New Westminster, who is one\nof the pioneers in school-gardening in the Province and who has been ably supported by his\nassistant teachers, so planned his school-garden this year as to obtain the highest possible yield.\nHe describes the school fair, which was held on October 4th, as follows: \" In accordance with\nthe plans submitted in March last, the garden was laid out in large plots and longer-maturing\ncrops were planted. The main crops were beans, beets, carrots, and parsnips, but some potatoes,\ncabbage, tomatoes, and cucumbers were grown as well. A large bed was reserved for observation\npurposes, and in this some fifteen different, products were grown. These included radish, lettuce,\nkohl-rabi, different varieties of carrot and parsnip, cucumbers, and field turnips. These crops\nattained good size, were clean and of splendid quality. In addition we had three varieties of\npotatoes\u00E2\u0080\u0094Early Rose, Bermuda, and Eureka\u00E2\u0080\u0094which we grew for seed. From three potatoes of\neach kind we grew some 70 lb. altogether, and we are keeping most of these for seed for next\nyear. Last year this school sent to the School Board Office specimens of our crops, and this\nyear the trustees asked for specimens from all the schools. These were displayed in the Board\nRoom and were open to the public. In addition to this exhibit, Spencer School decided to hold\na public exhibition of its own, the Library Room being used for the purpose. Some 200 of the\nparents and their friends attended, as well as all the members of the Trustee Board. The room\nwas decorated with festoons of ivy and maple leaves, bunches of nasturtiums, etc. We had\nplenty of flowers with which to decorate the tables and were able to make a very good show.\nThough the time was short, we were able to get together a fairly good exhibit of nature drawings\nand composition. Next year New Westminster will probably open the usual agricultural exhibition which has been in abeyance during the period of the war. If this is so, there will in all\nprobability be a school section, and invitations will be issued to the various teachers to send\nexhibits. On the whole, this has been the most successful gardening year we have had.\"\nMiss Margaret Johnston, Principal of the South Wellington School, reports as follows:\n\" Our school fair was held on October 11th. The exhibits consisted of the following varieties\nof vegetables: Potatoes, tomatoes, lettuce, beets, carrots, beans, and peas. Our warmest thanks\nare due to Mr. Hopkins, District Instructor in Agriculture at Duncan, who so kindly judged the\nexhibits and also gave the children a most helpful and encouraging address. Each and every\npupil had a specimen of writing shown, together with a collection of drawings and hand-work\nfrom each division. The attendance was large, and a number of the fathers of the pupils\npromised to assist in the preparing of the new school-grounds before the fall rains commenced.\nThese plans unfortunately had to be postponed owing to the severity of the Spanish influenza\nepidemic.\"\nA newspaper report of this same school fair states that \" The Light Infantry Chapter,\nI.O.D.E., donated $10 in prizes, the trustees made a donation, and the teachers in charge gave\nprizes for the best home-gardens. Tickets of admission were sold, which, added to the regular\nmonthly contribution to the Prisoners of War Fund, netted a total of $21.\"\nWith such a magnificent spirit of co-operation as this prevailing, and under such efficient\nleadership as Miss Johnston and her assistant teachers are supplying, there can be no doubt\nas to the advancement of education in this little Arancouver Island mining town.\nOne of the most popular and without doubt the largest school fair held in the Province was\nthat held in connection with the agricultural fair at Chilliwack, when all of the fifteen schools of\nthe city and municipality were represented. In addition to the regular school-garden and classroom exhibits, which occupied the greater part of the space in the main building, a very fine\nshowing of pigs and poultry was made by the boys and girls belonging to the pig and poultry\nclubs which were organized in co-operation with the Provincial Department of Agriculture.\nAltogether seventy boys and girls entered in the pig-raising contest and fifty-four in chicken-\nraising. Some seventeen of the pig-club competitors also entered at the Vancouver Exhibition,\nand succeeded in carrying off over $200 in prizes. 1\nI Ii;\nI 111\nI IK\nI\nHi\n\u00E2\u0096\u00A0\n\"lI- 9 Geo. 5\nPublic Schools Report.\nD 57\nA mangel-growing contest was also carried on with the assistance of the University of\nBritish Columbia, and had fifty-two entries. Exclusive of the prizes given by the Department\nof Agriculture in connection with the pig and poultry clubs, the prize-list at the Chilliwack School\nFair amounted to $425, which fact alone goes to show that the School Boards, the Agricultural\nAssociations, and the people generally entered heartily into the schools' department of the\nexhibition, under the able management of Mr. J. C. Readey, District Supervisor of Agricultural\nInstruction.\nOne of the most pleasing features in connection with this school fair was the school-\nchildren's parade. About 600 children, under the command of their respective teachers, marched\nthrough the main streets of the city and down to the exhibition grounds, where a pleasing and\nspectacular exhibition of drill and calisthenics was conducted in front of the grandstand.\nTwelve public schools in Saanich Municipality carried on a keen contest for first place in\nschool-gardening, and made an excellent showing at the Saanich Agricultural Fair. Plere, and\nalso at Chilliwack, the gardens were judged and scored twice during the season, 100 points being\nallowed as perfect at each scoring. The school fair awards were then considered in connection\nwith the field scores, in awarding the prizes to the winning schools. The success of the Saanich\nschool-gardens during the past year is in large measure due to the untiring energy of Mr. H. E.\nHallwright, District Supervisor of Agricultural Instruction, who devoted his entire summer to\npersonal supervision of the gardens. Mr. Hallwriglit's great devotion to rural-school interests\nhas done much towards winning the support and co-operation of both teachers and parents\nthroughout the district.\nIn Surrey and Langley Municipalities Mr. E. L.- Small, District Supervisor of Agricultural\nInstruction, has also made very satisfactory progress along this line. He reports as follows:\n\" Local agricultural societies -very willingly set aside a generous space for children's school-\ngarden exhibits, each exhibit including nature note-books as well as garden products. While\nthe major part of each exhibit,consisted of vegetables, flowers were given a place; and a special\nfeature was the display of six named varieties of the Spencer strain of sweet peas grown by\nSenior Grade girls. Several schools Included canned vegetables in their exhibits, while others\nspecialized in vegetable and seed production. Two school fairs were held, one at Milner, at\nwhich nine schools were represented, and the other at Surrey Centre, where twelve schools\nexhibited. A shield was awarded to the winner at each of these fairs. At the Surrey Fair a\nchildren's vegetable-canning contest was held for the purpose of encouraging the children in the\npreservation of vegetables for winter use. Both boys and girls competed. A home project was\nalso represented in the children's mangel-seed-growing contest. Through the co-operation of the\nUniversity of British Columbia selected field roots and root seeds were distributed among forty\nchildren. The seed grown and five selected roots were shown by each pupil, and the ' Boving\nsilver cup ' was awarded to the winner.\"\n- Agriculture.in High Schools.\nNo new high schools have been added to those taking up agriculture since my last report.\nThe work already started in nine high schools is making satisfactory progress in spite of the\nfact that the high schools have suffered a good deal through irregularity of attendance. The\nfollowing table gives the enrolment in the agricultural classes at each of the nine high schools:\u00E2\u0080\u0094\nSchool.\nInstructor.\nNo. in First-year\nAgricultural Classes.\nNo. in Second-year\nAgricultural Classes.\nTotal.\nArmstrong\t\nJ. E. Britton\t\n18\n25\n7\n26\n16\n18\n21\n30\n22\n6\n13\n3\n6\n10\n10\n13\n5\n13\n24\nChilliwack\t\nCloverdale\t\nJ. C. Readey\t\nE. L. Small\t\n38\n10\nDuncan\t\n32\nEnderby\t\nJ. E. Britton\t\n26\nW. J. Austin\t\n28\nVernon\t\nE. L. Small\t\n34\nW. J. Austin\t\n35\nH. E. Hallwright\t\n35\nTotal number of\n262 D 58 Public Schools Report. 1918\nIn view of the fact that we are now entering upon a period of reconstruction following the\nwar, a period of evident social as well as industrial reconstruction, when the only solution of\nour financial difficulties seems to lie in the developing of our natural resources and in increased\nproduction, it is daily becoming more evident that the development of our agricultural lands will\nhave much to do with our future success or failure.\nThe boys and girls who include agriculture in their public and high school courses of\ninstruction will have not only a greater and a more scientific interest in agriculture, but will\nalso possess a good deal of practical knowledge of the various branches of farming. Some of\nthe boys now in our high-school classes will go directly into farming, and many of the girls will\nbecome teachers in our rural schools, where their knowledge of agriculture will be turned to\ngood account in conducting elementary studies in agriculture with their classes. In view of\nthese facts, why should we not have agricultural instruction in nearly all, if not all, of the high\nschools of the Province? Even in many of the so-called mining districts agriculture is becoming\nmore and more important. If, as now appears to be the case, the men engaged in mining,\nlumbering, and the various manufacturing and building industries are to adopt the eight-hour\nwrorking-day, they will certainly have more time and much greater inclination to take up\ngardening, fruit-growing, and the raising of poultry and other live stock.\nWe speak, and quite properly so, of the need of vocational education; but would we not do\nwell to give some consideration to what might be termed \" avocational\" training? A man's\navocation is what he engages in after his regular hours of work; what he does when he is\nhis own boss; what he likes to do and what he not infrequently finds to be profitable as well as\npleasurable and recreative\u00E2\u0080\u0094it is his hobby. People who regularly engage in indoor or underground occupations should, and usually do, adopt an out-of-door hobby or avocation; and what\ncould be more desirable from every standpoint than the beautifying of a home and its surroundings, the cultivating of garden crops, or the raising of poultry and animals? Any moderately\ngood gardener can realize one cent per minute from his work in gardening during his leisure-\ntime for six months of the year; and a trained and skilful gardener can readily exceed that\namount. There can be no doubt but that our courses in agriculture and horticulture for young\npeople in our high schools will prove to be of inestimable value to them in after-life, whatever\nbe the occupation engaged in. Our immediate concern is how to reach a much larger number\nof these young people. This, of course, means increasing our staff of district instructors, which,\nin turn, means a larger appropriation for this work.\nThe following extracts from the reports of the various district supervisors of agricultural\ninstruction will serve to give a fair idea of the advancement that is being made at those centres\nalready established:\u00E2\u0080\u0094\nChilliwack City and Municipality.\n(Mr. J. C. Readey, B.S.A., District Supervisor.)\n\" The year just closing has been the most successful in the history of the work here. Every\ndepartment of the work has been strengthened. The number of students taking agriculture has\nsteadily increased from year to year, the attendance this year being 38 per cent, over the attendance of last year. Not only has there been an increase in attendance, but there has also been\na gratifying increase in the interest on the part of the classes, and a greater esprit de corps is\nnoticeable as the students begin to appreciate the subject. We have had no failures in either\nthe Departmental or Matriculation Examinations since the beginning of the work.\n\"As time goes on the high-school garden offers better facilities for instruction. Representatives of the tree and bush fruits were planted in 1917 and have grown well. A collection of\nthe better-known ornamental shrubs, roses, and perennial flowers is being added each year.\nLast spring a small but suitable house was built for the storage of roots and tubers. For next\nspring storage facilities for the larger implements, stakes, and crates is under contemplation.\n\" The growth of the crops in the garden was satisfactory and produced an abundance of\nmaterial for use in the class-room. Seed-selection in corn, mangels, and onions is being carried\non. So far the seeds of our own growing have given outstanding results when distributed in\nthe district and have won compliments for our work.\n\" Extension-work.\u00E2\u0080\u0094The work this year consists of classes in Farm Management and Farm\nCost Accounting, held under the auspices of the School Board as a part of the night-school\nprogramme. Ten students have enrolled and the work promises well. The course consists of 9 Geo. 5 Public Schools Report. D 59\nthe dissection and posting of day-book entries from actual farm data, and the determination\nof resources and costs of production per unit as well as cost accounting methods.\n\" The Public Schools.\u00E2\u0080\u0094The work of the past year in the public schools consisted of classroom instruction, garden supervision and instruction, harvesting, collecting and marketing of\nthe products, organization of pig and chicken clubs, exhibit of pig-club pigs at the Vancouver\nExhibition, and the organization of the school fair. (See reference to Chilliwack School Fair,\npage 56.)\n.\" This year's gardens have been the best in the history of our work. Gardens were better\nplanned and the plans better executed than hitherto. The chief fault lay in imperfect and\nirregular thinning. Cucumbers were grown as the market crop, and the sales amounted to\n$85.86 up to school opening. From a small plot consisting of about 100 plants in the Chilliwack\nCity School Garden $52.80 worth of green tomatoes were shipped to the Prairies. The work of\ngardening has therefore been very satisfactory. We have not yet reached the place, however,\nwhere the best use is made of garden material for educational purposes.\"\nMunicipalities of Surrey and Langley.\n(E. L. Small, B.S.A., District Supervisor.)\n\"Both high-school gardens (Cloverdale and Murrayville) were entirely experimental. A\nstudy of corn was based upon an experimental plot in which were grown four varieties\u00E2\u0080\u0094viz.,\nQuebec No. 28, North-western Dent, North Dakota, and Golden Glow. The stooling habits,\ncharacter of stover, and ability to mature were compared. Both Quebec No. 28 and Northwestern Dent produced well-matured corn and a fair amount of excellent stover. Quebec No.\n28 reached the -firm dough stage at least two weeks before the North-western Dent. The other\nvarieties tested produced a large quantity of rather coarse stover, and the grain lacked maturity.\n\" Of eight grasses tested, ' tall oat grass' showed the most vigorous growth in the early\nspring, and produced a heavy aftermath. It would appear that this might well be incorporated\nwhere an early pasture mixture is desired.\n\"Aid to Public Schools.\u00E2\u0080\u0094To aid in the teaching of the prescribed nature-study course in\npublic schools, a topical outline for each class was submitted for trial. Each month prepared\ncirculars or helpful bulletins were distributed and a couple of the best nature-books were added\nto the reference library.\"\nArmstrong, Enderby, and Spallumcheen.\n(J. E. Britton, B.S.A., District Supervisor.)\n\" During the year 1918 the Armstrong and Enderby High School classes in Agriculture bave\nhad their first opportunity with agricultural demonstration plots. At Armstrong First- and\nSecond-year classes took part in this work. Individual plots of one two-hundredth of an acre\nwere staked out and a definite project planned for each plot.\n\" The district being famous for potatoes, this crop was grown almost exclusively in the\nplots. Some of the projects were: Testing varieties; testing commercial fertilizers; testing\nthe efficiency of formalin in the control of potato-scab; testing selected seed; testing size of\ncuttings.\n\" Class-work included the work with hotbed and cold-frame, the planting of a perennial\nborder, and the growing of a large plot of potatoes. More land has been cleared -this fall to\nmake space for larger plots, nursery stock, and a greater variety of crops.\n\" Enderby High School started agriculture in September, 1917, with about one acre of land\nploughed. In 1918 about half of this land was placed under crop, and being in a very rough\nand hard condition it was no light task. Only the splendid spirit of the class and the industry\nwith which every pupil worked both in the class-room and the field made the demonstration plots\npossible.\n\" Individual plots measure one one-hundredth of an acre and included in all the following\ncrops: Potatoes, four varieties ; wheat, three varieties ; rye and oats, four varieties; mangels,\ntwo varieties; barley, five varieties; flax, two varieties; peas, two varieties; corn and beans,\nthree varieties; buckwheat, two varieties.\n\" For class-work a large plot of potatoes was grown as a hoe crop to help clean the land\nand prepare it for the next year. When harvested this crop sold for $50. D 60\nPublic Schools Report.\n1918\n\" During the fall the Second-year class purchased and crate-fattened a number of chickens\u00E2\u0080\u0094\none for each member of the class. The feed used was from the school-garden plots, ground by\nthe class in a hand grist-mill. Weights and gains were carefully recorded and tabulated. At\nthe end of the feeding period the chickens were killed by bleeding and braining and dressed and\ntrussed for market, but were taken home to be enjoyed by the pupils.\n\" A basement-room in the school provides excellent facilities for conducting such work,\nincluding plant-propagation and bulb-forcing.\n\" This year one class potted over 100 bulbs of tulips, hyacinths, and daffodils. These should\nbloom in March and will brighten the school-rooms and some of the homes.\n\" The testing of milk and its products receives considerable attention, Tas there is quite a\ndemand for testing the cows of the district. Samples of milk and cream are often sent to the\nschool to be tested.\n\" As the work goes on new phases present themselves and new possibilities, so that the course\nis continually changing, bringing in new features and different methods. There seems to be no\nlimit to the scope of agricultural work.\n\" Experiments.\u00E2\u0080\u0094Experimental work is conducted as demonstrations or tests. The result of\nsome of these tests prove quite interesting, although with growing crops the average of a number\nof tests, under different seasonal conditions, are generally more reliable.\n\" The cereal crops, when harvested, were threshed by hand and the grain cleaned in a small\nfanning-mill. Unfortunately accurate crop yields could not be obtained, but better facilities\nanother year will make this possible and a feature of the work. Probably the yield of a crop\non a small plot is not so valuable as the study of the growing crops and the opportunity to\ncompare varieties, and the later study of them in the class-room. Some of the crops grown\nhad never before been seen by the members of the class. Small sheaves were made at harvest-\ntime and each pupil gathered a small quantity of each kind of seed. Seed will be selected for\nfuture work in the school-garden and any surplus taken by the pupils for planting at home.\n\" The way this work is gradually reaching out from the school into the surrounding district\nis quite obvious; and as it goes it gains momentum.\n\" The records of a few experiments are here given:\u00E2\u0080\u0094\n\" Crate-fattening of Chickens.\u00E2\u0080\u0094Eight cockerels were purchased from a dealer as they were\nabout to be killed and shipped to market. They were taken to the school\u00E2\u0080\u0094fairly well-grown\nbirds of chiefly Plymouth Rock breed.\n\" The chickens were weighed and dusted with insect-powder before being placed in the\nfattening-crates. At the end of one week rthey were weighed and dusted again. At the end of\nthe second week they were weighed and killed. The following table shows the gains made by\neach chicken i\u00E2\u0080\u0094\n\" Total gain in weight for the eight birds was 14 lb. 5 oz., or an average of 1 lb. 12.5 oz.\n\" The feed used was 36 lb. of meal, consisting of 20 lb. oat-chop (sifted), 10 lb. barley-chop,\nand 10 lb. corn-meal. They were fed twice a day, before school and after; each feed weighed\nand mixed with sour buttermilk.\nCost of feed $1 85\nValue of gain at 32 cents per lb 4 58\n\" The quality of the meat was much improved, and chickens properly finished in this way\nusually command a higher price. The \" Victory \" School Fair Parade, COO strong, Chilliwack City and Municipality.\nA scene in the school-children's drill contest in front of the grandstand, Chilliwack\nSchool Fair, 1918. A hundred happy gardeners, Oaklands Public School, Victoria.\nSSHHnKEPf\nSchool-garden class, Richard McBride School. South Vancouver. 9 Geo. 5\nPublic Schools Report.\nD 61\n\" Testing Seed-potatoes with Formalin to prevent Scab.\u00E2\u0080\u0094Scabby potatoes are increasing in\nthis district at an alarming rate. Two plots, of new land were devoted to this experiment.\nSeed-potatoes used showed a very small amount of scab. For one plot the seed was treated\nbefore cutting by immersing for two hours in a solution of 1 oz. of formalin to every 2 gallons\nof water. The seed untreated was planted in the check-plot. At harvest the treated plot was\nabsolutely free from scab, while the untreated plot showed 62 per cent, scabby potatoes. An\nobject-lesson in prevention of plant-diseases.\n\" Variety Test, Potatoes.\u00E2\u0080\u0094Ten varieties were planted, using the same amount of seed for\neach. Yield and quality were the two considerations. The following table shows results when\ncalculated on the acre basis :\u00E2\u0080\u0094\nVariety.\nMillion Dollar . .\nMoney Maker...\nEmpire State ...\nDrought Proof...\nEarly Surprise.. .\nDalmeny Beauty.\nTable Talk ...;.\nRoyal Russet... .\nEarly Northern.*\nEarly Triumph .\nYield per Acre.\nQuality.\nTons.\n18.5\nFair.\n23.5\nCoarse, rough.\n14.3\n. 17.4\nVery good.\nGood.\n21.7\nGood.\n22.6\nGood.\n16.6\n17.4\n23.0\nVery good.\nVery good.\nFair.\n5.4\nSmall, red, deep-eyed.\n\" Seed has been selected from the best of these to be tested another year on larger plots,\nand from there the best seed will be selected for distribution among the pupils.\n\" The following is the cash returns for surplus produce sold from the school-gardens of\nEnderby and Armstrong:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nEnderby High School - $49 25\nArmstrong High School 29 90\nArmstrong Central School 27 20\n\" The past year has placed the work on a good footing for a start, and I believe we have\nmet with considerable success; but we can only say that we are beginning, because a very wide\nfield is as yet unbroken. The district needs agriculture; the school-children are ready to grasp\nthe idea and get new views of school and life; there are no local hindrances. It only remains\nfor us to present the work and the subject in the very best way possible.\"\nVernon and Kelowna.\n(W. J. Austin, B.S.A., District Supervisor.)\n\" One of the most interesting parts of our experimental work for the year was a variety\ntest of potatoes which was carried on by the Vernon Agricultural class. Ten varieties of seed-\npotatoes were supplied by the Summerland Experimental Station. Three pounds of each variety\nwere planted. The rows were 30 inches apart and 33 feet long. Each variety cut to about\ntwenty-six pieces. All varieties treated as uniformly as possible.\nVariety.\n1. Drought Proof. ..\n2. Early Surprise. ..\n3. Table Talk\t\n4. Early Northern..\n5. Dalmeny Beautv.\n6. Million Dollar/.\n7. Empire State\t\n8. Royal Russet....\n9. Mortgage Lifter..\n10. Gold Coin\t\nTotal Yield.\nMarketable.\nTons per Acre.\n'Lb. oz.\nLb.\noz.\n95 4\n94\n4\n25.15\n94 6\n87\n6\n24.9\n88 0\n81\n0\n23.2\n77 0\n70\n0\n20.3\n70 8\n64\n0\n18.6\n58 0\n54\n8\n15.3\n50 0\n45\n0\n13.2\n48 0\n42\n0\n12.6\n23 0\n20\n4\n6.0\n20 0\n18\n0\n5.2\" D 6C.\nPublic Schools Report.\n1918\nDuncan and North Cowichan.\n(S. II. Hopkins, B.S.A., District Supervisor.)\nIn addition to his regular class-room work in connection with the high and public schools,\nMr. Hopkins has been able to give a good deal of attention to outside extension-work in the\ndistrict. During the year he gave addresses at about a dozen farmers' meetings on various\ntopics of interest to them. Last winter Mr. Hopkins conducted an evening course, running\nthrough December and January, at Duncan and also at Somenos Station. Following is the\nprogramme as carried out at each of these places:\u00E2\u0080\u0094\nMonday, Dec. 10th.\nSaturday.\nMonday,\nSaturday\nMonday,\nSaturday\nMonday\nSaturday\nMonday,\nSaturday\nMonday,\nSaturday\n, Dec. 15th.\nDec. 17th..\n, Dec. 22nd.\nDec. 31st. .\n, Jan. 5th..\nJan. 7th....\n, Jan. 12th.\nJan. 14 th..\n, Jan. 19th.\nJan. 21st..\n, Jan. 26 m.\nSubject.\n/Soils and their Improvement \\n\ Liming and Fertilizing J\n/ Dairy Fodders and Feeds\t\n\ Live Stock and Fertility\t\nField Crops, Rotation, Corn, Roots, etc \t\nPoultry, Selection, Feeds for Poultry\t\nWeeds and Weed-seeds : How to know and control them\t\nOther Field Crops, Potatoes, etc.\t\nGarden Crops \\nInsect Pests of Field and Garden )\nSmall Fruits\t\nDiseases of Crops\t\nSwine and Sheep-raising ^\nSome Common Diseases of Cattle and Hogs J\nSomenos Station.\nThursday, Dec. 13th.\nTuesday, Dec. 18 th.\nTuesday, Jan. 1st.\nTuesday, Jan. 8th.\nTuesday, Jan. 22nd.\nTuesday, Jan. 22nd.\nTuesday, Jan. 29th.\nDuring the present winter, if the influenza epidemic does not prevent, Mr. Hopkins purposes\ngiving a similar course with more practical work in the way of stock-judging, drainage-work,\npruning, etc.\nArrangements have just been made with the Department of Agriculture whereby Mr. Hopkins\nwill devote a part of his time to district representative work amongst the farmers of North\nCowichan. In this connection the Department of Agriculture will equip and maintain a district\nagricultural office at Duncan for Mr. Hopkins's use, and as a convenient meeting-place for the\nfarmers of the municipality who may wish to consult with Mr. Hopkins with reference to\nagricultural matters. A tentative arrangement has been entered into whereby Mr. Hopkins's\ntravelling expenses will be met conjointly by the School Board and the Municipal Council of\nNorth Cowichan.\nVictoria City and South Saanich.\n(H. E. Hallwright, B.S.A., District Supervisor.)\n\" A special feature of the work in all school-gardens was the emphasis laid on seed production. Some schools\u00E2\u0080\u0094Keating in particular\u00E2\u0080\u0094did excellent work in this branch of intensive\nagriculture. The results obtained with Golden Bantam corn and cantaloupe were striking and\nvery satisfactory. For the coining season we are planning to concentrate on one or two lines\nof experimental work with each of the high-school classes. The determination of the best dates\nfor sowing and planting for the Victoria District will occupy part of our time. This in connection with seed-production tests will involve a progression of sowing and planting at regular\nintervals, and will show: (\u00C2\u00AB) Time of blooming, dissemination of pollen, and maturing of\nstigmas in relation to date of sowing; (6) safe and rational dates of sowing and planting for\nboth summer and winter gardens in relation to occurrence of frost and other climatic changes.\n\" During the coming season we also plan to demonstrate the use of explosives for purposes\nof subsoiling.\"\nThe most difficult and probably the least satisfactory part of the work of the district supervisors is the supervision of public-school work in elementary agriculture. Although these public\nschools are in the best districts in the Province, very few of the teachers have had any definite\npreparation for the giving of instruction along agricultural lines; and no effort seems to have\nbeen made by the School Boards to secure teachers having such qualifications. Added to this\nthere is the great disadvantage which arises out of the frequent change of teachers in these A'a\n''*;\u00E2\u0080\u00A2;\u00C2\u00BB.-\nr.-7r-L,,,f,:{...-\nTi |\ntt/ffiM r- '.f,..'^,'.:-'f':''.Sv:-'.::.-T::%iy'::: \":.;.V.'r:.-: ^.:.j\nA corner in corn. High School agricultural experiment grounds, Vernon.\nHigh School agricultural grounds and garden-house, jVrmstrong. 9 Geo. 5 Public Schools Report. D 63\nschools. Untrained and inexperienced teachers come into these schools; at the end of the year,\nthrough the help of the district supervisors, many of them have made a very good start in rural-\nscience teaching, but presently they leave for more lucrative positions in the cities or elsewhere\nand the vacancies are once more filled with beginners. After three years, for instance, out of\nthe twenty-six teachers employed in the Municipality of Chilliwack only three of the old staff\nremain ; out of nine in North Cowichan one remains ; out of twenty-one in Langley one remains;\nout of twenty-four in Surrey two remain; out of eight in Spallumcheen, all have changed; and\nout of forty-six in Saanich four remain. That is to say, in six of our finest rural municipalities,\nemploying altogether 134 teachers, only eleven of those employed three years ago are now teaching in these municipalities; in other words, 93 per cent, of the teachers changed inside of three\nyears.\nIt is impossible to secure the best results in the teaching of agriculture, or any other subject,\nas long as such a condition of continuous change of teachers obtains. There are, of course,\nnumerous causes for these very frequent changes amongst the teachers in our rural districts.\nThe teachers themselves may sometimes be to blame, and no doubt School Boards could and\nshould make a greater effort to retain their teachers for a longer period; but is it not time to\nconsider whether our present organization of rural schools is adequate to meet the needs of the\nrural districts of to-day\u00E2\u0080\u0094needs which change with the passing of time? The social and industrial phases of rural life must be considered as well as the educational; or what is perhaps a\nbetter way of stating it, modern rural education must take thought for the social and industrial\nwelfare of the people, as well as for their moral and intellectual improvement. Can it do this\neffectively as rural schools are now organized? Other Provinces and other countries are asking\nthe same question.\nConsolidation of Rural Schools.\nThe formation of rural municipalities in British Columbia, each with its School Board of\nfive members, was undoubtedly a step in advance from the standpoint of business organization\nand economy of administration, and really did much to prepare the way for the unifying of\neducational efforts within the municipalities. But the consummation of the scheme and the\ngreatest single factor making for efficient rural education has as yet remained unaccomplished.\nI refer to the consolidation of rural schools. The most we can say is that the tendency is in\nthat direction. Within the last year or two a few Municipal School Boards have declared themselves in favour of the consolidation of rural schools, and public opinion seems to point more\nand more strongly in that direction. The ungraded rural school has fully demonstrated its\nusefulness under pioneer conditions, but it has had its best day in many parts of this Province\nand must of necessity give place to something better. As a prominent American writer on rural\neducation puts it, \" The farmers of to-day are entitled to a better education; justice to their\nchildren dictates it, and the welfare of the nation demands it.\"\nIt must be borne in mind that the consolidated rural school is not at its best unless its\nenvironment and, most of all, its purpose and its atmosphere are distinctly rural. A city school\nfilled up with boys and girls from the surrounding country who may have been brought there\ndaily in school-vans is not a rural consolidated school. Mr. Julius Arp, Superintendent of\nSchools for Jackson County, Minnesota, in his admirable book, \"Rural Education and the\nConsolidated School,\" touches on a vital point in the following sentences:\u00E2\u0080\u0094\n\" Rural life centres about the country home and in the one great rural industry, agriculture.\nTherefore the farmer's big vital problem is how to make his country home the happiest and best\nplace possible to dwell in while engaged in his life-work, and how to make agriculture profitable,\nenjoyable, and capable of supporting the right kind of a home. That for this reason agriculture\nis the logical subject around which to build the rural school curriculum is self-evident. To\nbegin with, a strong course of nature-study should run through the grades and blend into the\nformal, intensive, and scientific study of agriculture in the eighth grade and the rural high\nschool.\"\nIt is scarcely possible to carry out such an excellent scheme of rural education as this In\nthe ungraded rural school, but it is easily possible in the consolidated rural school\u00E2\u0080\u0094such a school\nas Mr. Arp so well describes in the following sentences:\u00E2\u0080\u0094\n\" A rural consolidated school means a school whose teachers are rurally minded and in full\nsympathy and harmony with farm life and farm problems, but no less refined and cultured than\ncity teachers; It means that the work of the school must be comprehensive and thorough and D 64 Public Schools Report. 1918\ncapable of awakening in the pupils a feeling of respect and love for school, home, and community;\nit means a bigger school in the sense of a larger enrolment and serving a larger territory than\nthe old one-room school served; it means the employment of enough teachers to secure proper\ndivision of labour, giving ample time for instruction and recitation in every class and affording\nsuitable grading and classification for all pupils; and, finally, it means provision for industrial\nand agricultural training, and high school as well as elementary school privileges for all country\nboys and girls.\"\nJust as soon as the importance of rural education for rural people is appreciated we will\nhave a reorganization of our rural schools. The present type of ungraded rural school will\ndisappear, and in its place will arise a better type of school\u00E2\u0080\u0094one in which the health and\ncomfort of the children is well provided for, where a larger number of children can be properly\ngraded and taught by highly trained and well-paid teachers who may perchance become even\nas Goldsmith's village preacher, \" who ne'er had changed nor wished to change his place.\"\nNothing can be surer than that with the reconstructed rural school, with its natural, ideal,\nrural environment, will come permanency and efficiency amongst rural teachers. Men of ability\nand culture, as well as women, will gladly prepare themselves for the new service of the country\nschool. To a broad academic and professional training will be, added that special scientific\nand agricultural training that will fit these men and women to better understand the fundamental\nprinciples underlying the so-called rural problem, and will make them competent instructors of\nrural children in the class-room, as well as enthusiastic and devoted leaders in the community.\nIn Canada the Province of Manitoba has made most progress in the reorganization and\nconsolidation of its rural schools. They have bad about fourteen years of experience and are\nenthusiastically going forward. The following statement from the 1917 report of the Province\nof Manitoba on Consolidation of Schools shows bow firmly the principle of consolidation has\nbecome established in that Province: \" Consolidation is now past the experimental stage, and\nwe are able to estimate results from experience obtained under our own conditions. Wherever\nconsolidation has been adopted it has come to stay. The resultant benefits are shown by an\nincrease in the enrolment, an increase in average attendance, an increase in the number of days'\nschooling that each child obtained, an increase in the length of time that each child stays in\nschool, and the attainment of a higher grade. These results have been obtained in every case.\"\nThe question should not be approached from the standpoint of money-saving. The Manitoba\nreport states that on the average the new system costs considerably more than did the old. On\nthe other hand, if the old system is not measuring up to the present-day needs of rural life\nand education, it should be abandoned as being \" dear at any price.\" We cannot longer afford\nto sacrifice the very pride and strength of our Canadian democracy\u00E2\u0080\u0094our. rural manhood\u00E2\u0080\u0094for the\nsupposed saving of a few paltry dollars, and it is high time we recognized the fact. Our\nCanadian citizens are now in the making, and on the provision which we now make in our schools\nfor their educational and industrial welfare depends in large measure the future prosperity of\nour Province and the integrity of its inhabitants.\nI have, etc.,\nJ. W. Gibson,\nDirector of Elementary Agricultural Education. Course In design as taught In elementary schools, Applied design as tauglit In high schools. Course in manual training in wood and metal as taught in elementary and high schools. Simple manual-training equipment in use.\nSimple domestic-science equipment in use. 9 Geo. 5 Public Scliools Report. D 65\nTECHNICAL EDUCATION.\nREPORT OF THE ORGANIZER.\nVictoria, B.C., October, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSir,\u00E2\u0080\u0094I beg to submit the following report on manual training, domestic science, night-\nschools, and technical education generally for the year 1917-18:\u00E2\u0080\u0094\nManual Training anb Domestic Science.\nThe educational value of manual training and domestic science is gradually becoming better\nunderstood by the public, and there is now little necessity to justify the addition of these subjects\nto the school curriculum. In almost every city where a centre is not already established the\nschool trustees have such a step under consideration. School consolidation, however, seems to\nbe the only solution of the problem for giving the advantages of such courses (conducted by\nspecially trained teachers) to the children residing in many district and rural municipalities.\nWhere this is impracticable the school trustees will be compelled to rely on the services of grade\nteachers with the necessary training.\nIt is to be regretted that a Federal grant is not at the disposal of the Education Department,\nso that it would be possible to pay a bonus to rural-school teachers who have equipped themselves for teaching manual training and domestic science in addition to the ordinary class\nsubjects. That such a grant will ultimately be given cannot be doubted; therefore rural-school\nteachers who have vision to grasp the future needs of their pupils will do well to take any\nopportunity offered at summer schools to become qualified to teach the subjects referred to.\nIn view of the above the introduction of a Domestic Science Course into the Vancouver Normal\nSchool is respectfully suggested.\nClasses in Manual Training and Domestic Science were conducted in the following twelve\ncities: Armstrong, Chilliwack, Cranbrook, Kelowna, Nanaimo, New Westminster, Nelson, Prince\nRupert, Vancouver, North Vancouver, Vernon, and Victoria. Similar classes were held in the\nMunicipalities of Burnaby, Chilliwack, Delta, Esquimalt, Maple Ridge, Mission, Oak Bay,\nPenticton, Point Grey, Richmond, Saanich, and South Vancouver.\nThe statistics for 1917-1S may be of interest and are here inserted:\u00E2\u0080\u0094\n64 manual-training centres.\n46 instructors of manual training.\n6,255 pupils from elementary schools receiving instruction.\n964 pupils from high schools.\n45 domestic-science centres.\n38 instructors of domestic science.\n4,986 pupils from elementary schools receiving instruction.\n1,263 pupils from high schools.\nManual Training.\nThe members of the Manual Training Teachers' Association of British Columbia have agreed\nupon a syllabus of fundamental operations which must be mastered by their pupils, and at the\nsame time they wisely recommend freedom of action for each instructor in order that a course\nof exercises may be arranged to suit the needs of particular districts. While there is now no\nreason for uniformity in the schemes of work, yet the new conditions demand increased initiative\nin planning suitable exercises with a plentiful supply of alternative problems. It would appear\nat present that the schemes of work are frequently lacking in that repetition which is so desirable\nfor success. Dawdling at the work-bench is too noticeable in some centres, and everything\npossible should be done to prevent the pupils from toying with the file, sandpaper, and scraper.\nSharp tools, clean-cut work, and businesslike methods are ideals that should be set before all\nclasses.\n5 D 66 Public Schools Report. 1918\nThe drawings for the Three-year Course should be kept by each pupil in a folder, and all\nmistake-sheets should be carefully filled in, for it must be distinctly understood that writing as\nwell as lettering are forms of manual training.\nDomestic Science.\nDuring the year Domestic Science Courses have been successfully taught in most of the\ncentres in the Province. Not only has increased attention been paid to knitting and sewing,\nbut at the same time instruction in cooking from war recipes has been receiving well-deserved\nattention.\nMany of the instructors took an active part in the Dominion campaign for the conservation\nof food and did admirable public service in that direction. In consequence of this display of\npublic spirit the position of the domestic-science teacher in the community has now taken on\na new importance. And, Indeed, the lessons given by these instructors in the elementary schools\ncannot well be overestimated. The subject has been described in such fitting and appropriate\nlanguage by Sir Henry Thompson in his well-known book on \" Food and Feeding \" that I cannot\nrefrain from quoting his words :\u00E2\u0080\u0094\n\" I think I shall not be far wrong if I say that there are few subjects which deserve more\ncareful study by man than the selection and preparation of his food. Our forefathers in their\nwisdom have provided by ample and generously endowed organizations for the dissemination of\nmoral precepts in relation to human conduct, and for the constant supply of sustenance to meet\nthe cravings of religious emotions common to all sorts and conditions of men. In these provisions no student of human nature can fail to recognize the spirit of wisdom and lofty purpose.\nBut it is not a sign of ancestral wisdom that so little thought has been bestowed on the teaching\nof what we should eat and drink; or on the relations necessarily existing not only between food\nand a healthy population, but between food and a virtuous life.\"\nIn conducting Domestic Science classes all instructors should have a well-considered course\nmapped out covering the three years' work which they intend to overtake. While it is not to\nbe expected that such a plan would be followed in its entirety, yet the fact of its being in the\nmind of the teacher will be a strong factor in enabling her to marshal a course of lessons\npedagogically sound. It would also add much to the general effectiveness of the teaching if\npupils' note-books were regularly and carefully examined in order that mistakes in spelling\nand grammar may be corrected.\nNight-schools.\nThe night-schools throughout the Province were kept active during the winter of 1917-18 by\nthe enthusiasm of a few school trustees and teachers. It is not yret generally realized, however,\nthat the success of an enterprise of this kind depends upon careful organization and vigorous\nadvertising. Much assistance could be given to school trustees if the Education Department\nwould issue a bulletin wherein full and explicit directions for the necessary propaganda could\nbe found.\nDuring 1917-18 night-schools were held in the following places:\u00E2\u0080\u0094\nBurnaby 51 students, with 1 course of study.\nCoal Creek 15 \u00E2\u0080\u009E 1 ,,\nCumberland 14 \u00E2\u0080\u009E 1 \u00E2\u0080\u009E\nDeadwood 10 \u00E2\u0080\u009E 1 \u00E2\u0080\u009E\nFernie 33 \u00E2\u0080\u009E 1 \u00E2\u0080\u009E\nKelowna 31 \u00E2\u0080\u009E 3 \u00E2\u0080\u009E\nLadysmith 96 \u00E2\u0080\u009E 6\nNanaimo 172 \u00E2\u0080\u009E 5 \u00E2\u0080\u009E\nNelson S4 \u00E2\u0080\u009E 4\nNew Westminster 202 \u00E2\u0080\u009E 11 \u00E2\u0080\u009E\nSaanich 24 \u00E2\u0080\u009E 2\nTrail 30 \u00E2\u0080\u009E 2\nUnion Bay 15 ,, 1 ,,\nVancouver 1,231 \u00E2\u0080\u009E 27 \u00E2\u0080\u009E\nSouth Vancouver 300 \u00E2\u0080\u009E 5 \u00E2\u0080\u009E\nVictoria 556 \u00E2\u0080\u009E 24 \u00E2\u0080\u009E 9 Geo. 5 Public Schools Report. D 67\nAmong the subjects on the night-school syllabus those of the continuation school appealed\nto a great many young men and women. It is very gratifying each year to find an increasing\nnumber of boys and girls fresh from the day-schools attending these night-classes. The attendance, however, could be still further augmented if the attention of the youth of both sexes were\ndrawn to the value of such study by the combined effort of the principals of day-schools and\nthe directors of night-schools.\nCommercial subjects, such as business English, book-keeping, typewriting, shorthand, French,\nSpanish, and Russian, attracted a great number of students, and, indeed, it is hard to conceive\na more desirable course of study for a people living in a maritime Province which is fast\ndeveloping warehouse and shipping facilities.\nEngineering courses\u00E2\u0080\u0094steam, gasolene, and electrical\u00E2\u0080\u0094received due attention and support in\nthe Cities of Victoria, Vancouver, and New Westminster.\nThe Victoria School Board is to be commended for providing effective equipment for giving\ninstruction on the gasolene-engine and electric ignition. Naval architecture and laying-off is\na subject which has drawn a large class of men together in Vancouver. It is to be hoped that\nmany similar classes will be established next year, as it is only at such centres that men can\nhope to learn the intricacies and difficulties of ship designing and draughting.\nClasses in the coal-mining districts of Nanaimo, Ladysmith, Cumberland, and Fernie were\norganized to assist miners to obtain their British Columbia papers as shotlighters, overmen, and\nmine managers. As in former years, the attendance was much interrupted by the three-shift\nsystem under which the miners work. The instructors also seldom remain very long in one\nlocality, the reason being that they are selected for their sound knowledge and experience; their\npromotion therefore is usually rapid. In consequence of these adverse conditions I was led to\nconfer with both Mine Inspectors and workmen in order to discover ways and means of overcoming the difficulties just mentioned. As a result, it would seem advisable to give instruction\nto the working miner through the aid of Correspondence Courses, and study could then be carried\non at a time most convenient to the student. Such Correspondence classes are proving very\neffective in the Province of Alberta, and there is no reason to believe that success would not\nattend similar efforts in British Columbia.\nIn Vancouver preparatory classes in vocal and instrumental music were fairly -successful.\nThese led to a choral society and an orchestra respectively, both of which presented ambitious\nprogrammes to the public during the year.\nClasses in Drawing, Painting, and Design also met both in Victoria and Vancouver. These\nsubjects, inculcating as they do the appreciation of beauty both of form and colour, lie at the\nfoundation of successful industrial production. That beauty has a real economic value is recognized by manufacturers, for the designer is usually one of the highest-paid men in the factory.\nOne of the most effective ways of teaching form and proportion is recognized to be by the means\nof modelling, and it is to be regretted that the class which was so enthusiastically working in\nVancouver at this subject has been unfortunately frozen out of existence in an effort to be\neconomical and saving.\nThe domestic subjects of cookery, dressmaking, and millinery appeal to two distinct classes\nof night-school students\u00E2\u0080\u0094those who seek the knowledge for home use only and those who desire\nto engage in the work as a trade. There are classes suitable for both types of students in\ncharge of instructors well qualified for the tasks allotted to them.\nAs I have previously stated, school trustees might with great advantage take active steps\nto popularize night-schools. A yearly propaganda might well be undertaken in order to direct\nthe attention of citizens to the opportunities provided for their benefit. After all is said and\ndone, the procedure for persuading people to attend a voluntary school course is exactly the\nsame as that employed by the merchant who, after stocking his store with merchandise, proceeds\nto advertise in order that the public may know what excellent goods can be purchased at bis\nparticular place of business.\nHigh School Technical Course.\nThe High School Course of Study arranged specifically for boys and girls intending to enter\nindustrial life was begun in a humble and unpretentious way in King Edward High School,\nVancouver, during 1916-17. That this desirable course met with public favour and approval\nmay be surmised from the fact that the number of students more than doubled during the D 68 Public Schools Report. 1918\nfollowing year. Owing, however, to the lack of adequate workshop facilities at the High School,\nthe manipulative side of the course for boys had insufficient scope, while in the Household\nScience Course for girls the want of a laboratory compelled the instructor to substitute class\ndemonstrations for the more effective individual experimental work.\nThat there is prospect of great development from this technical course cannot be denied,\nsince the fundamentals of English, practical mathematics, science, and draughting forms the\nbasis of an education which, when considered either from an academic or a vocational standpoint, is well fitted to prepare a boy or girl for life both as a citizen and as a worker.\nIf additional subjects should be undertaken with a view to secure matriculation standing,\nthen the lengthening of the course from three to four years should be seriously considered.\nReference might also here be made to the educational value of the Household Science Course\nprovided at the King Edward High School. Students will find it an excellent preparation for\nentrance to the Provincial Normal School, as the subjects upon which attention is focused are\nthose so essential to the school-teacher\u00E2\u0080\u0094namely, English, arithmetic, science, cookery, sewing,\ndrawing, and music.\nTechnical School.\nAlthough the work undertaken by the pupils who attend the High School Technical Courses\nforms the basis for vocational work, it is to be regretted that there is not yet a technical school\ninto which the students can graduate. Such an institution would not only seem to be necessary\nfor day-school students, but would also be of vast Importance to those who attend advanced\nnight-school classes. The technical equipment could thus be in operation both by day and night.\nIn a well-appointed technical school the course deals with three distinct phases of training:\n(a) The manipulative side, which consists mainly of a training in handling materials and tools;\n(&) the scientific side, which consists in the study of principles underlying the practical\noperations carried out; and (c) the academic and economic side, which is concerned with\nthe manufacturing, transportation, and marketing of goods, the study of the regulation of\nindustry in the interests of the general well-being, and the appreciation of the vast Inheritance\nof literature, art, and science which has been handed down through the ages. Who can doubt\nthat such schools would be a great boon to British Columbia?\nJunior Technical Classes.\nAttention was called in last year's report to a leakage of pupils from the grades leading\nto the High School Entrance classes in the elementary schools. Investigation shows that a\nconsiderable number of boys and girls are leaving school when they reach the age of fourteen,\nnotwithstanding the fact that they have not even succeeded in reaching the Senior Fourth Reader\nclass. Experience has proved that a great proportion of such pupils would continue at school\nif a change of study were provided. Therefore the establishment of a junior technical or\nprevocational school, or even of junior technical courses in the elementary schools, would meet\nan apparent need in the community.\nThis type of school is worthy of the consideration of school trustees, as the appealing nature\nof the training provided has' a strong influence in impressing boys and girls with the importance\nof making a thorough preparation for that vocation which will engage their mature years.\nI have, etc.,\nJohn Kyle,\nOrganizer of Technical Education. 9 Geo. 5 Public Schools Report. D 69\nFREE TEXT-BOOK BRANCH.\nANNUAL REPORT.\nEbucation Department, Free Text-book Branch,\nVictoria, B.C., November, 1918.\nAlexander Robinson, Esq.,\nSuperintendent of Education, Victoria, B.C.\nSib,\u00E2\u0080\u0094I beg to submit the following report on the work of the Free Text-book Branch of the\nEducation Department for the school-year ending June 30th, 1918 :-\u00E2\u0080\u0094\nReturns for 1917-18.\nAll the annual reports of free text-books for 1917-18, with very few exceptions, are now\non file. Included in the latter are those of two schools which were not reopened in August,\n1917 (although supplied with books), and that of one which was closed during the year. It\nis probable that the remainder of these returns will be secured during the present term. The\nreports on file (8S1 in number) were prepared in most instances with considerable care, and are\nquite equal to the standard of those submitted for 1916-17. Free text-book records frequently\nsuffer when a change of teacher occurs in any school. Complaints are to be met with in the\nreturns now under review that teachers leave these records (Stock Account and Pupils' Account)\nin such an unfinished condition that their successors have difficulty in determining how many\nbooks have been received, to whom they have been issued, and when.\nUnder this bead, the attention of teachers and particularly of principals is again directed\nto the matter of library books issued to their schools, such as: Syllabus of Physical Exercises;\nCanadian Civics; Teaching Writing, Books 1-4; World Relations and the Continents; Children's\nStory ol the War; Supplementary Readers (free text-books) ; Essentials of Health (retained\nfor the library in common and graded schools) ; The Rhodes Scholarships; Flora of Southern\nBritish Columbia; and Teacher's Handbook to Beginner's Reader. A complete return of all\nsuch books issued to any school is required to be made in annual report. In some instances\nthis was not done, no account having been taken of the library books in the hands of assistant\nteachers. At the close of the school-year all books of this kind issued at any time by the\nprincipal to his assistants should be brought back by them to the library, so that a complete\nreturn of library books may be made in annual report.\nIn addition to the number of books given to pupils during the year and duly recorded in\nPupils' Account of Teacher's Record as per \" giving \" plan in operation since 1912, the annual\nreturns state the number sold to the pupils at night-schools or to those pupils who are required\nto replace lost or destroyed texts, the number missing from the general stock or destroyed for\nany valid reason, as well as how many of the books in reserve stock are in good condition and\nfit to be issued this year. The following summaries of (1) \"Books Given,\" (2) \"Books Sold\nto Pupils,\" (3) \"Books Missing or Destroyed,\" and (4) \"Reserve Stock in Good Condition\"\nhave been compiled from the 881 annual reports for 1917-18 now on file:\u00E2\u0080\u0094\n(1.) Books Given.\u00E2\u0080\u009417,683 Primer (B.C. Beginner's Reader as First Primer and B.C. Phonic\nPrimer as Second Primer) ; 36,600 Reader (B.C. First Reader, B.C. Second Reader, B.C. Third\nReader, B.C. Fourth Reader, N.C. Third Reader, N.C. Fourth Reader, N.C. Fifth Reader) ; 19,822\nArithmetic (First, Second, Third) ; 9,912 Spelling Book; 34 Essentials of Health; 6,061 How\nto be Healthy; 6,049 Elementary Agriculture and Nature Study; 1,939 Latin Lessons; 8,342\nFirst Steps in English; 6,134 History of Canada; 6,046 Public School Grammar; 102 Canadian\nCivics; 333 World Relations and the Continents; 102 Heart of Oak Books, Book One; 102 Art-\nLiterature, a Primer; 107 Art-Literature, Book One; 102 Art-Literature, Book Two; 102 Progressive Road to Reading, Book 3a ; 324 Teacher's Handbook to Beginner's Reader; 101 Teaching\nWriting, Books 1-4; 100 Syllabus of Physical Exercises.\nNote.\u00E2\u0080\u0094Canadian Civics, World Relations, Supplementary Readers (Heart of Oak Books,\netc.), Handbook to Beginner's Reader, Teaching Writing, and Syllabus of Physical Exercises\nwere given to Normal School students.\n(2.) Books Sold to Pupils\u00E2\u0080\u0094S3 B.C. Beginner's Reader; 26 B.C. Phonic Primer; 6 B C.\nFirst Reader; 31 B.C. Second Reader; 80 B.C. Third Reader; 8 B.C. Fourth Reader; 5 N.C. D 70 Public Schools Report. 1918\nFourth Reader; 18 N.C. Fifth Reader; 4 First Arithmetic; 8 Second Arithmetic; 114 Third\nArithmetic,; 41 Universal Spelling Book ; 1 Essentials of Health; 1 How to be Healthy; 1\nElementary Agriculture and Nature Study ; 3 Latin Lessons ; 2 Public School Grammar; 2 First\nSteps in English ; 4 Canadian History : 05 Drawing Book; 7 Writing Book ; 12 Black Diamond\nReader; 3 Heart of Oak Book; 3 Children's Story of the War.\nNote.\u00E2\u0080\u0094The sums received on account of sale of these books are partly included in first\namount mentioned later on in this report under the head of \" Supplies Issued \"\u00E2\u0080\u0094viz., $1,945.58.\nAll sums from this source on account of 1917-18 received after July 1st, 1918, will appear in\nreport for current school-year.\n(3.) Books Destroyed.\u00E2\u0080\u009427 B.C. Beginner's Reader; 102 B.C. Phonic Primer; 19 B.C. First\nReader; 41 B.C. Second Reader; 33 B.C. Third Reader; 21 B.C. Fourth Reader; 7 N.C. Third\nReader; 37 N.C. Fourth Reader; 40 N.C. Fifth Reader; 38 First Arithmetic; 24 Second Arithmetic; 28 Third Arithmetic; 22 Universal Spelling Book; 46 Essentials of Health; 12 How to\nbe Healthy; 5 Elementary Agriculture and Nature Study; 31 Latin Lessons; 2 First Steps in\nEnglish; 15 Canadian History; 4 Public School Grammar; 10 Canadian Civics; 16 World\nRelations and the Continents; 6 Physical Exercises; 1 Flora of Southern British Columbia;\n9 Teaching Writing, Books 1-4; 62 Heart of Oak Book, Book One; 106 Art-Literature, a Primer;\n83 Art-Literature, Book One; 72 Art-Literature, Book Two; 79 Progressive Road to Reading,\nBook 3jA ; 1 Black Diamond Reader; 4 Teacher's Handbook to Beginner's Reader.\n(4.) Reserve Stock in Good Condition.\u00E2\u0080\u00945,228 Primer (B.C. Beginner's Reader and B.C.\nPhonic Primer) ; 6,811 Reader (B.C. First Reader, B.C. Second Reader, B.C. Third Reader,\nB.C. Fourth Reader, N.C. Third Reader, N.C. Fourth Reader, and N.C. Fifth Reader) ; 6,241\nArithmetic (First, Second, Third) ; 2,155 Universal Spelling Book; 1,582 How to be Healthy;\n1,632 Elementary Agriculture and Nature Study; 532 Latin Lessons; 1,834 First Steps in\nEnglish; 1,422 Canadian History; 1,701 Public School Grammar.\nThe reserve stock of bound books for the use of pupils at the various public schools of the\nProvince on June 30th, 1918, summarized under (4) has already been utilized in supplying these\nschools for the present term (1918-19). The printed form of requisition for free text-books\nwhich is required to be used on all occasions (for reasons set forth in Circular of Instructions\nfor preparing free text-book orders) contains a column for the respective numbers of all books\nin reserve as well as for the respective numbers ordered. . There is a third column in requisition\nform for the respective numbers of promotions to the various classes\u00E2\u0080\u0094an important return which\nis only too liable to be overlooked for some unaccountable reason by the makers of requisitions,\nwhose attention is specially directed to the following instructions in latest circular:\u00E2\u0080\u0094\n\" All entries in order column must, therefore, be supported by corresponding promotions or\nby an explanation; otherwise the items thus unsupported will be disregarded.\n\" The number of promotions to be made, or the number of pupils to be provided for, together\ntwith the complete list of books in reserve, should in every instance be stated in all requisitions\npresented at the Free Text-book Branch.\"\nAll the information called for by the printed form of requisition is required to be given.\nNotwithstanding the full instructions supplied, it was necessary to return for completion or\nexplanation some 235 of the 2,007 public-school requisitions presented during 1917-18. This\nnumber represents a little over 11 per cent, of the total number of public-school requisitions\ndealt with during 1917-18, and it is not as good a record as that made in 1916-17. Much annoyance as well as unnecessary delay can always be avoided by a little care on the part of the\nframers of requisitions for free text-books.\nSupplies Issued.\nThe number of public schools (common, graded, superior, high, etc.) furnished with supplies\nof some kind during 1917-18 was 890, or 26 more than in 1916-17. The list is as follows: 2\nProvincial Normal Schools (Vancouver and Victoria), Model School (attached to Provincial\nNormal School, Victoria), Boys' Provincial Industrial School (Vancouver), Girls' Provincial\nIndustrial School (Vancouver), Prisoners of War (Morrissey), 524 rural schools, 198 district\nmunicipality schools, 96 city schools, 42 high schools, 17 superior schools, and 7 night-schools.\nRequisitions to the number of 2,007 were required to be filled in order to meet the needs of these\nschools. This called for the shipment to all parts of the Province of 1,053 cases and 1,517\nparcels, the total weight of which, was 172,449 lb. During the year's transactions only one 9 Geo. 5 Public Schools Report. D 71\npackage of books was lost in transit, but it is satisfactory to be able to report that its value\n($11.40) was promptly refunded by the transportation company concerned. Duly signed receipts\nfor all these shipments (2,007) are with one exception now on file at the Free Text-book Branch.\nBefore this number came to hand duly signed, 324 requests for the return of receipts, had been\naddressed to the Secretaries of School Boards, 145 copies of receipts supplied, and 21 receipts\nreturned to Secretaries for signature. Frequent reference has been made to like experiences in\nprevious years. The period under review lias shown but little change in the matter of business\npromptitude on the part of school officials. With the hope of securing some improvement in this\nregard, the Free Text-book Branch has adopted the plan of supplying an addressed envelope\nwith each advice of shipment. It may not be out of place at this point to remind all concerned\nof the regulation that all required receipts and reports for the term or the school-year must be\non file at the Free Text-book Branch before additional supplies will be issued to any school.\nIn order to obviate unnecessary delay in filling orders later on, as well as to be assured of the\nsafe arrival of supplies, the Free Text-book Branch has found it necessary at some inconvenience\nand expense to continue to remind Secretaries of their duty in regard to the acknowledgment of\nshipments of free text-books. These reminders are mailed from time to time as the necessity\nof the case requires.\nIn addition to the 2,007 requisitions which were filled in order to meet the needs of the\npublic schools in 1917-18, the Free Text-book Branch honoured 343 requisitions for departmental\npurposes and for those who required to purchase school supplies. These orders added 22 cases\nand 356 parcels (weighing in all some 4,038 lb.) to the list of shipments for the year. The sum\nof $1,945.58 was received under this head and paid into the Provincial Treasury. It may be\nexplained that the amount just named includes in part sums received for \" Books Sold to Pupils \"\nduring 1917-18. Refunds on account of overcharges for transportation (70 cents) and of loss\nof package already referred to ($11.40) are also included in this amount ($1,945.5S).\nThe total number of free text-books, etc., issued during 1917-18 to the public schools of the\nProvince was as follows: 9,437 B.C. Beginner's Reader; 351 Teacher's Handbook to Beginner's\nReader; 7,464 B.C. Phonic Primer; 8,153 B.C. First Reader; 9,013 B.C. Second Reader ; 10,541\nB.C. Third Reader; 170 N.C. Third Reader; 6,468 B.C. Fourth Reader; 19 N.C. Fourth Reader ;\n2,449 N.C. Fifth Reader; 47 Black Diamond Readers; 8,411 First Arithmetic; 7,373 Second\nArithmetic; 4,404 Third Arithmetic; 14,865 New Method Writing Pad No. 1; 8,852 New Method\nWriting Pad No. 2; 70,7S6 Writing Book; 51,490 Drawing Book; 1,624 Supplementary Reader\n(Heart of Oak Books, Book One; Art-Literature Reader, a Primer; Art-Literature Reader,\nBook One; Art-Literature Reader, Book Two; Progressive Road to Reading, Book 3a) ; 10,392\nUniversal Spelling Book; 142 Essentials of Health ; 5,964 How to be Healthy; 5,907 Elementary\nAgriculture and Nature Study; 1,974 Latin lessons; 8,388 First Steps in English; 169 Canadian\nCivics; 235 Syllabus of Physical Exercises; 437 World Relations and the Continents; 6,035\nHistory of Canada; 177 Teaching Writing, Books 1-4; 6,052 Public School Grammar; 2 Girls'\nHome Manual; 4 Rhodes Scholarships ; 40 Flora of Southern British Columbia ; 352,690 Drawing Paper; 104 Union Jack; 24 Children's Story of the War, Nos. 1-6; 24 Children's Story of\nthe War, Nos. 7-9; 24 Children's Story of the War, Nos. 10-12; 25 Children's Story of the War,\nNos. 13-15; 25 Children's Story of the War, Nos. 16-18; 211 Children's Story of the War, Nos.\n19-21; 218 Children's Story of the War, Nos. 22-24; 1,445 Children's Story of the War, Nos.\n25-27; 1,181 Children's Story of the War, Nos. 28-30; 29 \" Scrap of Paper \" ; 1,739 \" Fathers of\nConfederation\"; 31 Globe; 33 Map of British Isles; 33 Map of Dominion of Canada; 30 Map\nof World; 36 Map of North America ; 32 Map of British Columbia.\nAt the prevailing retail prices the books and other supplies issued by the Free Text-book\nBranch to the 890 common and other schools already mentioned would have cost the large sum\nof $80,575.68.\nExpenditure.\nThe total expenditure of the Free Text-book Branch for 1917-18 was made up as follows:\u00E2\u0080\u0094\nText-books, etc $49,600 86\nFreight and drayage 3,060 73\nDistribution (freight, boxes, cartage, etc.) 2,338 41\nSalaries of staff 4,798 55\nTemporary assistance 686 59\n$60,485 14 D 72 Public Schools Report. 1918\nAs already stated, the Free Text-book Branch distributed during the past school-year\ntext-books and other supplies which would have cost parents and School Boards $80,575.68.\nTo purchase and distribute these among the various schools of the Province through the Free\nText-book Branch required an expenditure of $59,582.02, made up as follows:\u00E2\u0080\u0094\nText-books, etc. (laid-down cost) $51,758 47\nDistribution (freight, boxes, etc.) 2,338 41\nSalaries of staff 4,798 55\nTemporary assistance 686 59\n$59,582 02\nThe profit on the year's transactions is, therefore, $20,973.66. 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,\" for were this the case the profit for the year would be slightly reduced.\nFree Text-books in Use.\nThe practice of addressing a printed inquiry to teachers about the free text-book system as\napplied in their schools was continued in 1917-18. The list of questions was the same as that\nadopted for 1916-17.\nIn due time, practically all the replies (some 863) came to hand and proved in the majority\nof instances to be quite satisfactory. It was necessary, however, in the case of 165 replies (or\nover 19 per cent, of the total number), again to communicate with the makers. As in former\nyears, important questions bad been left unanswered; records were not available, or were\nincorrect, or had been neglected by former teachers; incorrect views were held as to the\noperation of the \" giving \" plan, which provides free of charge for each pupil but one copy of\nthe same kind of bound book; and free texts prescribed for Senior Grade only had been issued\nto Intermediate Grade pupils. Of the last-named error, 22 cases were noted in 1915-16; in\n1916-17 the number fell to 11; but for the year under review (1917-18) 15 replies under this\nhead showed that the teachers concerned had not been governed by instructions contained in\nthe Course of Study as to the use of text-books by the Intermediate Grade. All important errors\nrevealed by the various replies were promptly reported to the several School Inspectors concerned.\nAccommodation for Free Text-books.\nIn each annual report of free text-books a description is required to be given of the book-case\nor book-cases provided by the School Board (as per agreement with the Education Department)\nfor the accommodation of all free text-books and school supplies furnished by that Department.\nThe circular forwarded with annual report blanks states that by a book-case is meant a suitable\nreceptacle for books which can be locked, and that simple or open shelves for books should not\nbe described as a book-case. Many of the annual reports for 1916-17 showed that School Boards\nhad not, according to the definition of book-case given above, fulfilled agreement entered into\nwhen they accepted the free text-book system. The Education Department, therefore, directed\nthe Free Text-book Branch in October, 1917, to request the Inspectors of Schools to make during\ntheir tours of inspection a careful examination of the free text-book accommodation, and in case\nit was not satisfactory in any instance to notify the offending School Board accordingly, and to\nstate that, unless agreement already entered into was carried out, further supplies of free textbooks would be withheld until such time as suitable book-case was provided.\nAn analysis of the annual reports for 1917-18 gives the following results:\u00E2\u0080\u0094\n(a.) 509 schools with suitable book-cases:\n(6.) 160 with book-cases which cannot be locked:\n(c.) 16 with book-cases the locks of which are out of order or the keys lost:\n(d.) 49 supplied with simple or open shelves:\n(e.) 40 without any accommodation for free text-books:\n(/.) 29 reports without the required information as to number and kind of book-case\nsupplied.\nNight-schools.\nOf the night-schools in operation during the past school-year, 7 were supplied with books\nof some kind by the Free Text-book Branch. 9 Geo. 5 Public Schools Report. D 73\nAlthough the \"giving\" plan of dealing with free text-books has been adopted in the day-\nschools, yet the Education Department found it advisable to continue the \" lending \" plan in\nthe case of night-schools. The books issued to pupils may, however, be purchased by them\nat the prices stated in official price-list; otherwise they are not allowed to be taken away\nfrom the class-room. Teachers, in order to guard against loss of free text-books loaned to\nnight-school pupils, have required a deposit at the opening of the term equal to the value of\nbooks supplied. At the close of the term this deposit is returned to the pupil on receipt of all\nthe books issued to bim.\nIt has been found necessary again to direct the attention of night-school principals and\nteachers to the preceding paragraph, which appeared in the reports of- 1914-15, 1915-16, and\n1916-17.\nNew Price-list.\nThe attention of all concerned is directed to the new price-list (revised August, 1918). At\nthe prices given therein teachers are authorized as before 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. It must be noted that in some cases the prices are a little higher than in the 1917 list,\nand that as before they do not include postage or express charges in case purchases are\nmade directly from the Free Text-book Branch. Copies of revised price-list were on the 22nd\nNovember, 1918, mailed to all teachers and principals throughout the Province.\nExtracts from the Latest Circular of Instructions as to the Preparation of Requisitions\nfor Free Text-books, etc.\nThe following extracts from the latest Circular of Instructions are inserted in this report\nfor general information :\u00E2\u0080\u0094\n\" Only the latest form of printed requisition ivill be accepted at any time; all others should\nbe destroyed. The latest acceptable form of printed requisition may be readily distinguished\nby the spaces for ordering monthly report blanks, the box foot-notes, the B.C. Readers (First,\nSecond, Third, and Fourth), and the three columns respectively headed 'Respective No. of\nPromotions to Various Classes,' ' No. of each Kind of Book in Reserve,' and ' No. of each Kind\nof Book Ordered.'\n\" All entries in order column must, therefore, be supported by corresponding promotions or\nby an explanation; otherwise the items thus unsupported will be disregarded.\n\" The free text-books in History, Nature Study, Hygiene, and Grammar should not be ordered\nfor the use of Third Reader pupils, nor placed in their hands; the temporary use by these pupils\nof any of the books just named which may be in reserve is not permitted. The Course of Study\nalso requires that the text-book in Arithmetic shall not be issued to pupils of the Junior Grade\n(First Primer, Second Primer, First Reader, and Second Reader), except in the case of pupils\nin rural schools (ungraded), and then only in the case of pupils doing the third-year work in\nArithmetic b-utlined for the Junior Grade.\n\" In case of the arrival of new pupils who have left suitable free text-books at other schools\nin the Province, they should be required to secure the return of these books (if needed), and\nfailing in this must supply themselves with other similar books at their oicn expense. Teachers\nshould, therefore, insist upon pupils retaining their free text-books for use in case of attendance\nat other schools in the Province.\n\" Second copies of bound free text-books must not be issued to pupils free of charge without\nthe authority of the Free Text-book Branch.\n\" Each pupil of appropriate advancement is entitled to receive one drawing-book per year.\nIn the case of rural schools (which do not include district municipality schools) this book will\nbe supplemented by an allowance of twenty sheets of practice drawing-paper issued half-yearly;\nthat is, twenty sheets per pupil per term.\n\" Teachers are requested to order a term's supply of monthly report blanks (if required)\nwhen they prepare the half-yearly requisitions for free text-books. The necessary spaces have\nbeen provided in printed form. Monthly reports to parents should be ordered according to the\nenrolment of the school; that is, so many cards and not so many pads. Reports of this kind are\nreferred to as summer or winter term reports, as the case may be, and must be thus distinguished\nin requisition. The summer term extends from August to December and the winter term from\nJanuary to June. D 74 Public Schools Report. 1918\n\"All communications dealing with free text-books should be addressed to 'Free Text-book\nBranch, Education Department, Victoria, B.C.' \"\nDrawing Circular, 1917-18.\nDuring 1917-18 a drawing circular was issued to teachers notifying them of the intention\nof the Education Department in future to issue one drawing-book per year to each pupil of\nappropriate advancement, and in the case of rural schools (which do not include district municipality schools) to supplement it with twenty sheets of practice drawing-paper (6 inches by 9\ninches) per pupil per term. The request was made that both sides of the practice paper should\nbe used and that the completed drawings should be collected and preserved for inspection.\nAdvice was given about the procedure in dealing with the exercises in the various drawing-\nbooks, and a suggested allotment of time for drawing in rural schools was also outlined. Four\npages of suggestions are appended, with examples, for teaching the lessons in design to be found\nin Blair's drawing-books. The closing paragraph is a request that when the teacher leaves his\nschool he will be careful to place the circular in book-case or teacher's desk for the use of his\nsuccessor.\nThe Children's Story of the War.\nThus far all the schools of the Province have been supplied with Nos. 1-42 of \" The Children's\nStory of the War,\" told for young readers by Sir Edward Parrott, M.A., LL.D. Nos. 43-45 have\nbeen received and will be issued at the end of the present term.\nNow that the greatest war of all time has come to an end, it is again urged that early steps\nbe taken by School Boards to have the accumulated numbers of \" The Story \" suitably bound,\nas they will thus form not only a valuable but a permanent addition to the school library. In a\nshort time the opportunity to do so will pass, as the paper-covered numbers are rapidly becoming\nragged and worn and will soon disappear. By way of helpful suggestion, it may be stated that\nNos. 1-10, which make up Vols. 1 and 2, form a handy bound book; Nos. 11-22 (page 400 of\nlatter), which are Vols. 3 and 4, make a second book of the \"same size; a third book to contain\nVols. 5 and 6 consists of Nos. 22-34 (page 1 of former to page 384 of latter) ; and Nos. 34-46\n(page 1 of former to page 384 of latter) comprise Vols. 7 and 8, or the fourth book, which brings\nthe record of 1917 to a close. The cost of binding the four books just described should not exceed\nthe sum of $2 per book, and the school library would be wonderfully enriched as a result of the\nexpenditure. On application, the Free Textbook Branch will be glad to supply School Boards\nand teachers with the names of bookbinders as well as with the prices at which they are prepared\nto do this work.\n\" The Fathers of Confederation.\"\nIn April, 1917, the Education Department, by circular, took occasion to remind all public-\nschool teachers that July 1st, 1917, or the following Dominion Day, would be the fiftieth anniversary of the formation of the Provinces of Canada, Nova Scotia, and New Brunswick into one\nDominion under the name of Canada. It was further stated in this circular that in order to\nimpress more fully the significance of the approaching anniversary upon the future citizens of\nBritish Columbia (which was admitted into the Union in 1871) the Honourable the Minister\nof Education directed that during the following months of May and June special attention be\ngiven in the various public schools to those periods of Canadian history which deal with Confederation and its subsequent expansion. The suggestion was also made that the lessons be\ncoloured and vivified by the constant introduction of biographical sketches of the chief persons\nconnected with this crowning event in our history\u00E2\u0080\u0094namely, of those Canadian statesmen already\nknown to us as \" The Fathers of Confederation.\"\nA further step was soon after considered desirable and necessary in order to foster a lasting\ninterest in this important period of Canadian history. Consequently, by the end of March, 1918,\nthe Education Department had placed in all the schools of the Province reproductions of the\nhistoric painting of \" The Fathers of Confederation \" by Robert Harris, C.M.G., one of the foremost artists of Canada. The following comment on this reproduction by the artist himself may\nbe of interest:\u00E2\u0080\u0094\n\" I think it the most satisfactory of the small reproductions I have seen, especially as regards\nthe likenesses, which on the scale are well preserved.\". . 9 Geo. 5 Public Schools Report. D 75\nThe covering circular contained the special request of the Honourable the Minister of\nEducation that the picture be suitably framed and hung at a convenient height (eye-line) in\nthe school-room, so that it might be always accessible for inspection and study. The concluding\nparagraph of the circular in question is here given:\u00E2\u0080\u0094\n\"A few weeks after the Cbarlottetown Conference (September 1st, 1864), delegates from all\nthe British North American Provinces came together in the ancient city of Quebec to consider\nterms of Confederation. The meetings of the conference were held in an east room of the\nParliament House, built over the ruins of the old Chateau St. Louis. It is here overlooking\nthe lordly St. Lawrence that the artist groups his subjects ('The Fathers of Confederation')\nengaged in those deliberations which resulted in the adoption of seventy-two Resolutions. These\nfamous Resolutions, with some changes, form the basis of the ' British North America Act,' now\nthe Constitution of the Dominion of Canada. The Quebec Conference (October 10th, 1864) must\nbe counted one of the chief events in our history. The date, the far-reaching results, the names\nof those who took part in it should be written by Canadians in letters of gold.\"\nThe following is a brief list of books dealing with the Confederation period:\u00E2\u0080\u0094\n(a.) The Federation of Canada (1S67-1917), consisting of four lectures delivered in\nthe University of Toronto in March, 1917, to commemorate the Fiftieth Anniversary\nof Canada. (Published for the University of Toronto by the Oxford University\nPress, Toronto, 1917; price, about 65 cents; can be obtained from any bookseller.)\n(6.) The Story of Confederation, by R. E. Gosnell. (Price, $1; can be obtained from\nany bookseller.)\n(c.) Confederation and its Leaders, by M. O. Hammond. (Published by McClelland,\nGoodchild & Stewart, Ltd., Toronto; price, $2.50.)\nIn the latest edition of Canadian Civics (B.C. edition), by R. S. Jenkins, will be found brief\nbiographies of \" The Fathers of Cbnfederation.\" This book, which is published by The Copp,\nClark Co., Ltd., Toronto, is now prescribed for First-year, High School Course.\nI have, etc.,\nDavid Wilson,\nOfficer in Charge. D 76 Public Schools Report. 1918\nTHE STRATHCONA TRUST.\nReport of the Secretary, Local Committee, Strathcona Trust, for the\nProvince of British Columbia, for the School-year 1917-18.\nVictoria, B.C., December 12th, 1918.\nInstruction of Teachers in Physical Training, 1917-18.\nDuring the past year, 320 physical-training certificates, Grade B (Strathcona Trust Syllabus),\nwere granted to prospective teachers in attendance at the Provincial Normal Schools (Vancouver\nand Victoria). About 2,725 teachers and prospective teachers of this Province have now qualified\nas physical-training instructors.\nPhysical Training, 1917-18.\nThe list of Strathcona Trust prizes for excellence in physical training for the school-year\n1917-18 is as follows :\u00E2\u0080\u0094\nHigh Schools.\n(J. B. DeLong, B.A., Inspector.)\n1st Prize\u00E2\u0080\u0094H. P. Hope, B.A., 1st Division, Oak Bay High School.\n2nd Prize\u00E2\u0080\u0094T. R. Hall, B.A., 2nd Division, Kamloops High School.\n3rd Prize\u00E2\u0080\u0094Miss Ida Tompkins, M.A., 2nd Division, Armstrong High School.\n1st prize, $21; 2nd prize, $18; 3rd prize, $10; amount expended under this head for\n1917-18, $54.\nCommon and Graded Schools.\nInspectorate No. 1 (W. H. M. May, Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094H. W. Creelman, 3rd Division, Victoria Boys' School.\n2nd Prize\u00E2\u0080\u0094Miss Ada Keast, 3rd Division, Victoria Girls' School.\n3rd Prize\u00E2\u0080\u0094Miss J. C. Roberts, 3rd Division, South Park School, Victoria.\nInspectorate No. 2 (L. J. Bruce, Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss V. Colbert, Somenos Station School.\n2nd Prize\u00E2\u0080\u0094Miss G. E. Gibson, 2nd Division, Nanaimo Middle Ward School.\n3rd Prize\u00E2\u0080\u0094Miss M. L. Knappett, 3rd Division, Esquimalt Central School.\nInspectorate No. 3, Division 1 (G. H. Gower, M.A., Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss E. A. Middlemiss, 6th Division, Henry Hudson School, Vancouver.\n2nd Prize\u00E2\u0080\u0094W. R. Fleming, 2nd Division, Laura Secord School, Vancouver.\n3rd Prize\u00E2\u0080\u0094D. R. McLean, 2nd Division, General Gordon School, Vancouver.\nInspectorate No. 3, Division 2 (J. T. Pollock, Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss M. A. Gray, 2nd Division, Kingsway West School, Burnaby.\n2nd Prize\u00E2\u0080\u0094Miss M. R. Wilson, 3rd Division, Hastings School, Vancouver.\n3rd Prize\u00E2\u0080\u0094Mrs, D. Johnston, 19th Division, Dawson School, Vancouver.\nInspectorate No. 4 (H. H. MacKenzie, B.A., Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss H. Anderson, 2nd Division, Sir Alexander Mackenzie School, South\nVancouver.\n2nd Prize\u00E2\u0080\u0094Miss G. A. Nutt, 6th Division, Queen Mary School, North Vancouver.\n3rd Prize\u00E2\u0080\u0094Miss M. F. Watson, 5th Division, Lynn Valley School, North Vancouver.\nInspectorate No. 5 (John Martin, Inspector)\u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094A. J. Devereaux, 2nd Division, Ladner Central School.\n2nd Prize\u00E2\u0080\u0094W. H. Gray, 2nd Division, John Robson School, New Westminster.\n3rd Prize\u00E2\u0080\u0094Miss M. Gladwell, B.A., 4th Division, F. W. Howay School, New Westminster.\nInspectorate No. 6 (A. J. Dove, M.A., Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss C. Ritchie, 2nd Division, Merritt Graded School.\n2nd Prize\u00E2\u0080\u0094Miss J. F. Parkes, 1st Division, Agassiz Central School.\n3rd Prize\u00E2\u0080\u0094J. A. Chambers, 1st Division, Salmon Arm Central School. 9 Geo. 5 Public Schools Report. D 77\nInspectorate No. 7 (Arthur Anstey, B.A., Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss M. Page, 3rd Division, Kelowna Central School.\n2nd Prize\u00E2\u0080\u0094Miss E. M. Thomson, 11th Division, Kelowna Central School.\n3rd Prize\u00E2\u0080\u0094Miss L. Wolfenden, 2nd Division, Summerland Central School.\nInspectorate No. 8 (A. E. Miller, Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss M. J. Fraser, 9th'Division, Trail Central School.\n2nd Prize\u00E2\u0080\u0094R. W. Ashworth, East Arrow Park School.\n3rd Prize\u00E2\u0080\u0094Miss R. B. McKay, Rock Creek School.\nInspectorate No. 9 (F. G. Calvert, Inspector) \u00E2\u0080\u0094\n1st Prize\u00E2\u0080\u0094Miss E. McK. Fisher, 9th Division, Fernie Central School.\n2nd Prize\u00E2\u0080\u0094R. S. Shields, B.A., 1st Division, Cranbrook Central School.\n3rd Prize\u00E2\u0080\u0094Miss E. M. Doherty, 2nd Division, New Denver School.\nInspectorate No. 10 (A. R. Lord, B.A., Inspector)\u00E2\u0080\u0094 ,\n1st Prize\u00E2\u0080\u0094H. A. Ferguson, Kitsumgallum School.\n2nd Prize:\u00E2\u0080\u0094Miss L. J. Tallander, 13th Division, Prince Rupert Central School.\n3rd Prize\u00E2\u0080\u0094Miss G. R. Cowan, Hilborn School.\n1st prize, $12; 2nd prize, $10; 3rd prize, $8; amount expended under this head for\n1917-18, $330.\nPhysical Training, 1918-19.\n\u00C2\u00BB The terms of the competition for physical-training prizes, 1918-19, have already been\nannounced by circular to all the public-school teachers of the Province. They are similar to\nthe terms for 1917-18. For competition among the high and superior schools the sum of $54\nhas been provided, while the sum of $396 (or $36 for each inspectorial district) has been made\navailable for prizes in the common and graded schools. As before, the teacher to whom an\naward is made shall be entitled to two-thirds of the prize, the other third to be expended for\na picture or some piece of apparatus (suitably inscribed) for the room in which it was won.\nOnly those teachers who are the holders of physical-training certificates granted under the\nStrathcona Trust are eligible to compete.\nMilitary Drill, 1917-18.\nAt the close of the year 1917-18, forty-three of the fifty-nine public-school cadet corps in\nM.D. No. 11 paraded for inspection. The total number of cadets present at the annual inspection, 1917-18, was 2,692 (or 213 more than in 1916-17 and 442 more than in 1915-16). The\ncomparative rank then awarded by the Inspecting Officer is as follows:\u00E2\u0080\u0094\nCorps. Marks.\nNo. 349. Esquimalt 95\nNo. 112. Victoria High School 92\nNo. 101. Vancouver Cadet Regiment\u00E2\u0080\u0094\nLord Tennyson 85\nLord Nelson 85\nCecil Rhodes ..., 85\nFranklin 85\nBritannia High School 85\nNo. 38S. Victoria Cadet Battalion-\nBoys' Central 85\nNo. 530. Connaught (New Westminster) 84\nNo. 360. Kaslo 84\nNo. 101. Vancouver Cadet Regiment\u00E2\u0080\u0094\nKing Edward High School 84\nNo. 388. Victoria Cadet Battalion-\nGeorge Jay 82\nSir James Douglas 82\nNorth Ward 82\nNo. 101. Vancouver Cadet Regiment\u00E2\u0080\u0094\nHenry Hudson 82\nGeneral Gordon 82\nNo. 432. Prince Rupert 82 D 78 Public Schools Report. 1918\nCorps. Marks.\nNo. 125. North Vancouver SO\nNo. 101. Vancouver Cadet Regiment\u00E2\u0080\u0094\nMacdonald 80\nSimon Eraser 80\nCharles Dickens 80\nAlexandra 80\nHastings 80\nFairview 80\nLaura Secord 75\nKing George High School 75\nGrandview 75\nDawson (C) 75\nNo. 388. Victoria Cadet Battalion\u00E2\u0080\u0094\nOaklands 75\nVictoria West 70\nQuadra 70\nNo. 695. Nelson 70\nNo. 101. Vancouver Cadet Regiment\u00E2\u0080\u0094\nStrathcona 70\nModel 70\nKitsilano 70\nDawson (B) 70\nLord Roberts 65\nNo. 693. Fernie 65\nNo. 489. Oak Bay 65\nNo. 388. Victoria Cadet Battalion-\nSouth Park 65\nNo. 531. Van Hofne (South Vancouver) 50\nNos. 725 and 762. Natal and Michel \". 50\nNo. 372. Nanaimo 50\nTwenty-five prizes for military drill were provided in accordance with schedule adopted at\nlast meeting of the Local Committee held on October 11th, 1918, one-half of each prize to be paid\nto the corps and one-half to the instructor, provided he is a public-school teacher qualified as a\ncadet instructor. When an instructor is not a public-school teacher, one-half of prize reverts to\nthe general fund of the Local Committee. The expenditure under this head amounted to $278,\nand was made according to the following schedule:\u00E2\u0080\u0094\n1st prize $25 14th prize $10\n2nd \u00E2\u0080\u009E 20 15th , 10\n3rd \u00E2\u0080\u009E 18 16th \u00E2\u0080\u009E 10\n4th \u00E2\u0080\u009E 18 17th , 10\n5th \u00E2\u0080\u009E 16 18th \u00E2\u0080\u009E 10\n6th \u00E2\u0080\u009E 16 19th \u00E2\u0080\u009E 10\n7th , 14 20th \u00E2\u0080\u009E 10\n8th , 14 21st ,. 10\n9th \u00E2\u0080\u009E 12 22nd , 10\n10th \u00E2\u0080\u009E 12 23rd \u00E2\u0080\u009E 10\n11th , 10 24th , 10\n12th \u00E2\u0080\u009E 10 25th \u00E2\u0080\u009E 10\n13th \u00E2\u0080\u009E 10\nRie'le Shooting, 1917-18.\nProm the grant for rifle shooting, 1917-18, prizes were provided for thirty-four qualified\ncadet corps whose instructors furnished returns\u00E2\u0080\u0094viz., $3.75 to each; this amount to form cash\nprizes for the three best shots in each corps : 1st prize, $1.50; 2nd, $1.25 ; 3rd, $1. The following qualified cadet corps accordingly received grants of $3.75 each for rifle shooting, 1917-18:\nEsquimalt, No. 349; Kaslo, No. 360; Nelson, No. 695 ; Prince Rupert, No. 432; North Vancouver,\nNo. 125; Vancouver, 101st Cadet Regiment (Britannia High School, King Edward High School, 9 Geo. 5 Public Schools Report. D 79\nKing George High School, Alexandra, Charles Dickens, Cecil Rhodes, Dawson (B), Dawson (C),\nFranklin, Fairview, General Gordon, Grandview, Henry Hudson, Hastings, Kitsilano, Laura\nSecord, Macdonald, Model, Nelson, Roberts, Simon Fraser, Strathcona, Lord Tennyson) ; Victoria\nHigh School, No. 112; Victoria Cadet Battalion, No. 388 (Boys' Central, George Jay, Quadra,\nSouth Park, Victoria West). The amount expended under this head was $127.50.\nIn M.D. No. 11 there are 1,799 Ross rifles (D.P.) and 376 Ross Miniature on \"charge\" to\nthe different cadet corps.\nFinancial Statement for 1917-18.\nThe funds at the disposal of the Local Committee for 1917-18 amounted to $1,284.31, and the\nexpenditure for the year to $789.50, leaving an unexpended balance of $494.81. Of this balance,\n$450 has already been voted for physical-training prizes, 1918-19.\nReceipts.\n1917-18. Balance on hand from 1916-17 $ 459 35\nInterest to November 30th, 1917 15 61\nAllowance to Secretary (added to fund) 10 00\nInterest to May 31st, 1918 7 32\nGrant for 1917-18 792 03\n$1,284 31\nDisbursements.\n1917-18. Prizes for physical training, 1917-18 $ 384 00\nPrizes for military drill, 1917-18 278 00\nPrizes for rifle shooting, 1917-18 127 50\n$ 789 50\nBalance on hand . $ 494 81\nThe British Columbia Cadet Corps in the Great War.\nIn the annual report of the Local Committee for 1915-16 there appear the names of 637\ncadets, ex-cadets, and cadet instructors (public-school teachers) who had volunteered and\nactually joined the Canadian Expeditionary Forces in some capacity. According to this list,\nCowichan Valley, No. 429, supplied 38 cadets or ex-cadets; Esquimalt, No. 349, 27 (two of whom\nwere instructors) ; Grand Forks, No. 381, 13; Kaslo, No. 360, 2; Hanalnio, No. 372, 30; Oak\nBay, No. 489, 4 (including an instructor) ; Prince Rupert, No. 432, 4 (including an instructor) ;\nRevelstoke, No. 5S0, 2 (including an instructor) ; Vancouver, 101st Cadet Regiment, 129 (including 12 instructors) ; North Vancouver, No. 125, 31; South Vancouver (Nos. 438, 513, 514, and\n531), 12; Victoria (Nos. 112, 388, 587, 609, 632, and 643), 345 (including 7 instructors).\nThe following appeared in the Victoria Daily Colonist of February 10th, 1918, and as a fine\nrecord of service is included in this report for the information of the military authorities:\u00E2\u0080\u0094\n\"Two hundred and twenty-five ex-cadets (Victoria High School) are serving the Empire\nin different parts of the world in military or naval or aviation work in the Great War. Many\nhave given their lives fighting for their country. There have been won by ' old boys' fourteen\ndecorations, including one D.S.O., nine Military Crosses, and four Military Medals. Several\nother ex-cadets have been mentioned in dispatches and a large number have secured commissions\non the field. These facts give special interest to any measures taken to encourage the work of\nthis very popular oadet organization, which each year gains in influence and good reputation.\nThe present strength of the corps is about 300. Lack of uniforms and proper equipment is felt\nas something of a drawback to the efficiency of the corps, and a plan is\" under consideration to\nadjust this matter. At present only about eighty of the boys have uniforms. The corps has an\nexcellent miniature rifle range and is doing good work in shooting. A drum and bugle band has\nbeen formed and is making good progress. This corps has been and is still one of the foremost\ninterests of the Camosun Chapter, I.O.D.E.\"\nDavid Wilson,\nSecretary, Local Committee, Strathcona Trust,\nfor British Columbia, D 80 Public Schools Report. 1918\nTEACHERS' EXAMINATION, 1918.\nThe annual examination of candidates for certificates of qualification to teach in public\nschools of the Province began on June 24th, 1918, and was held simultaneously in the High School\nbuildings of Agassiz, Armstrong, Bridgeport, Chilliwack, Cranbrook, Cumberland, Duncan,\nEnderby, Esquimalt, Fernie, Golden, Grand Forks, Greenwood, Kamloops, Kaslo, Kelowna,\nLadner, Ladysmith, Matsqui, Mission, Nanaimo, Nelson, New Westminster, Oak Bay, Peachland,\nPenticton, Point Grey, Port Alberni, Prince George, Prince Rupert, Revelstoke, Rossland, Salmon\nArm, Summerland, Trail, Vancouver (Britannia, King Edward, and King George), North Vancouver, South Vancouver, Vernon, and Victoria, as well as at Abbotsford, Belmont, Cloverdale,\nCourtenay, Creston, Maple Ridge, Merritt, and Sidney.\nThe examiners appointed to act with the Superintendent of Education were: E. IT. Archibald, Ph.D.; T. A. Brough, B.A.; Wm. Burns, B.A.; H. Chodat, M.A.; J. B. DeLong, B.A.;\nJ. T. Dunning, M.A.; P. H. Elliott, M.Sc.; J. S. Gordon, B.A.; James Henderson, M.A.;\nJ. K. Henry, B.A.; H. P. Hope, B.A.; R. A. Little, B.A.; S. W. Mathews, M.A.; D. L. Mac-\nLaurin, B.A.; Thomas Pattison, M.A.; E. B. Paul, M.A.; L. Robertson, B.A.; G. E. Robinson,\nB.A.; E. H. Russell, B.A.; A. G. Smith, M.A.; S. J. Willis, B.A.; David Wilson, B.A.; F. G. C.\nWood, B.A.\nThe following are the successful candidates:\u00E2\u0080\u0094\nAcademic Certificates.\n(Names in alphabetical order.)\nAbercrombie, William T., B.A., University of British Columbia.\nAbernethy, Jean Barclay, B.A., University of British Columbia.\nArchibald, Alfred Arnold, B.A., Dalhousie University, Halifax.\nCaldwell, Sada St. Clair, B.A., McGill University, Montreal.\nCameron, Katheriiie J., B.A., University of Manitoba.\nConnor, Charles Frederick, M.A., University of Toronto.\nDurnin, Thomas Orton, B.A., University of Manitoba.\nElderkin, Marguerite G., B.A., Acadia University, Nova Scotia.\nForrester, Gwladys E. F., B.A., University of Toronto.\nForsyth, Henry J. B., M.A., University of Aberdeen.\nFountain, Sarah A., B.A., University of British Columbia.\nGallaway, John Hilliard, B.A., University of Manitoba.\nGibson, Henry James, B.A., University of British Columbia.\nGrant, Rena Victoria Alice.\nGrant, William Ewart, B.A., University of Manitoba.\nGray, Walter Arthur, B.A., University of Saskatchewan.\nGreggor, Agnes Anne, B.A., University of British Columbia.\nHalligan, Thomas W., B.A., University of Manitoba.\nHarrop, Esther Grace, B.A., Queen's University, Kingston.\nJackman, David S., M.A., University of Toronto.\nKeir, Catherine M., L.L.A., University of St. Andrew's, Scotland.\n. Kelly, Wilmer John, B.A., Queen's University, Kingston.\nBanning, Mabel M., B.A., University of British Columbia.\nLee, Annie Winifred, B.A., University of British Columbia.\nLetham, Walter G., B.A., University of Manitoba.\nLogie, Edward S., B.A., University of British Columbia.\nMaynard, Margaret E., B.A., University of British Columbia.\nMiller, Roland M., B.A., University of British Columbia.\nMounce, Marion Jean, B.A., University of British Columbia.\nMuddell, Vera Emily, B.A., University of British Columbia.\nMutrie, Margaret Kathleen, B.A., University of British Columbia.\nMacaulay, Vida Irving, B.A., University of Toronto.\nMcKay, Max Bowlby, B.A., Acadia University, Nova Scotia. 9 Geo. 5\nPublic Schools Report.\nD SI\nAcjIdemic Certificates\u00E2\u0080\u0094Concluded.\n(Names in alphabetical order.)\nMacLachlan,. Catharine Fisher, M.A., University of Toronto.\nMcLean, Daniel Redmond, B.A., Dalhousie University, Halifax.\nMacleod, Jean M., B.A., University of British Columbia.\nMcNaughton,\" Mrs. Janet, B.A., Queen's University, Kingston.\nOrr, Olive May, B.A., University of British Columbia.\nPatterson, G. C, M.A., University of Toronto.\nPeck, Kathleen M., B.A., University of British Columbia.\nPim, Laura May, B.A., University of British Columbia.\nPollock, Thressa Alleta, B.A., University of British Columbia.\nSinclair, James G.\nStirrett, Florence Mabel, B.A., Unversity of Toronto.\nSuggitt, Maizie Anne, B.A., University of British Columbia.\nSwitzer, Olive M., B.A., University of Manitoba.\nTaylor, Edna May, B.A., University of British Columbia.\nThompson, Norah Kathleen.\nTourigny, Mary Clarissa L.\nVining, Arthur Wellesley, M.A., McMaster University, Toronto.\nWaugh, E. A., B.A., University of Manitoba.\nWhite, Helen M., B.A., University of British Columbia.\nWily, Mona L., M.A., University of Toronto.\nWorth, Fulton J., B.A., McGill University, Montreal.\nBent, Raymond E.\nBolton, Lloyd Lawrence.\nBurridge, Margaret Florence.\nCampbell, Lila Catherine.\nCampbell-Brown, Margery.\nCarlson, Olga E.\nCarson, Miriam B.\nChadwick, Beatrice A.\nCook, Margaret Isabel.\nCosgrave, May.\nCox, Stafford A.\nDean, Mary I.\nDrennan, Rose.\nDuffus, Catherine Mary.\nDuke, Alymer Earl.\nFirst-class Certificates.\n(Names in alphabetical order.)\nElliott, Marjorie Louise.\nElsey, Madeline.\nEtter, Harold Clinton.\nFraser, Annie Mary.\nFrost, Elsie.\nGamey, Harold Wesley.\nGamey, Herbert Thomas.\nGilmer, Mrs. Grace.\nHardwick, Jean Rees.\nHoward, A. Josephine.\nHunter, Annie Mary.\nMercer, Alice M.\nMonteith, Jean Ellen.\nMcConnell, Hazel Erma.\nSecond-class Certificates.\n(Names In alphabetical order.)\nO'Connor, Regina Bernadette.\nPhilp, Marion Evelyn.\nRichards, Marjorie F.\nRobson, Gwendolyn.\nRogers, Alice Marguerite.\nRogers, Nellie.\nRoy, Henrietta.\nRoy, Jessie.\nSidney, Ruby G.\nStewart, Edith A.\nThomas, Elizabeth A.\nVerrinder, Regina Ford.\nWatson, Annie Pirie.\nWoodworth, Clifford Allen.\nAnderson, Elise Frances.\nBerto, Josephine L.\nCarter, Audrey Alice.\nApps, Kathleen N. G.\nBickle, Ellenor Vera Sarah.\nCartmell, Arthur William McK.\n1\nAult, Nora Edith.\nBlack, Mary Lindsay.\nCary, Emily R.\nBaker, Marjorie Alice.\nBlankenbach, Mehetabel Maud.\nClarkson, Gladys A.\nBatcheler, Myrtle A.\nBothwell, Jean Beulah.\nCraig, Mary Irene.\nBates, Helen Elizabeth.\nBoucher, Harold Hamlyn.\nCrawford, Alphonse M.\nBattison, Catherine Campbell.\nBoyer, Ethel Maud.\nCrawford, Nina Isabel.\nBeck, Elisa C.\nBrock, Lucy Adelaide.\nColwell, Ethel Blanche.\nBeck, Florence.\nBryson, Jennie Stewart.\nConghlin, Marjorie Isabel.\nBecker, Lucia Chloris.\nCallander, Martha Myrtle Grace Crux, Hilda Louise.\nBell, Georgina A.\nCameron, Margaret.\nCummings, Robert Edgar.\nBell, Margaret Sara.\nCant, George Beattie.\nDainard, Wallace.\nBell, Mary.\nCarlson, Agnes E.\nDavis, Ivy Gladys.\nBell, Veronica Jessie.\n6\nCarlson, Esther Florence.\ni\nDempster, Maud E. D 82\nPublic Schools Report.\n1918\nDennison, Verna Viona.\nDinwoodie, Gladys May.\nDomoney, Violet Mary.\nDriver, Edith.\nDuke, Alzina Irene.\nDunniore, Mary Henrietta.\nDunn, Margaret A.\nDynes, Stella Evangeline.\nEagel, Hazel A. T.\nEason, John S.\nEastman, Louise A.\nEvans, Dorothy May.\nParis, Katherine M.\nFeast, Percy Charles.\nFessant, Stanley Maxwell.\nFlynn, Genevieve L.\nFraser, Jean F.\nPuller, John R.\nSecond-class Certificates\u00E2\u0080\u0094Concluded.\n(Names in alphabetical order.)\nJaynes, Charlotte.\nJenkins, Lily.\nJohnson, Alfhild Charlotte.\nJones, Mary Pauline.\nKittleson, Nora Christina.\nLaidlaw, Jean Helen.\nLaing, Rachel.\nLatimer, Florence Esther.\nLeslie, Alexa Campbell.\nLindsay, Isabel Mary.\nLittle, Helen E.\nLord, Dorothy Mary.\nLott, Mabel Amelia.\nLougheed, Margaret.\nLove, Esther.\nLusk, Marion Lavina.\nLyness, Dora I.\nMagee, Sarah Alma.\nGervan, Elizabeth Grace Jarvis. Mathewson, Mary G.\nGilchrist, Anna M.\nGlanville, Clarice Jessie.\nGodfrey, Thirza Mae.\nGoodchild, Catherine.\nGosse, Sarah Grace.\nGraham, Christina.\nGraham, Helen Margaret.\nGreen, Mary Christina.\nGreenlay, Vivian Muriel.\nHaddow, Eleanor C.\nHalpenny, Vera Gladys.\nHamilton, Frances J. W.\nHardy, Sadie E.\nHenderson, Winnifred C.\nHewton, Ina E, H.\nHill, Caroline.\nHinder, Hilda Florence.\nHodgson, Helen Moffatt.\nHoward, Eva Charlotte.\nHunter, Marjorie May.\nHurry, Bessie Mabel.\nHutchison, Edith Helen.\nJakes, Constance V. E.\nAbey, Olive Valentine.\nAlbhouse, Dora.\nAnderson, Bernice Emma\nAshton, Nora E.\nBaxter, Ada Elizabeth.\nBell, Winifred Raye.\nBickle, Olive Lillian.\nBothwell, Jean Beulah.\nBowser, Mrs. Mildred L.\nBuhner, Mary Lucinda.\nMillington, Mabel Victoria.\nMitchell, Ruth E.\nMontgomery, George Rae.\nMorin, Ellen Marcella.\nMuir, Bertha C. N.\nMunro, Mary A.\nMurtagh, Irenice E.\nMcDonald, Florence A.\nMcDonald, Irene E. M.\nMacDonald, Mhora M.\nMacdonald, Verna Beryl.\nMcGown, Jessie Hoey.\nMcKenney, Madeline Louise.\nMcKie, Daisy A.\nMcKinnon, Mary Heaney.\nMcManus, Glenna Helen.\nMcWilliams, Jean.\nNairn, Elizabeth J.\nNewby, Vivian E.\nNicholson, Grace Leone.\nOpie, Alice M.\nOsterhout, M. Mildred.\n\u00E2\u0080\u00A2 Page, Annie Celeste.\nThird-class Certificates\u00E2\u0080\u0094Valid for\n(Names in alphabetical order.)\nBurgess, Oleavia Blanche.\nBurnett, John Napier.\nCame, Agnes E.\nCarson, Kathleen A.\nCoughlan, Helen.\nCreeden, Irrna.\nCrighton, Jean.\nDewar, Helen Alice.\nDuke, Alzina Irene.\nElder, Marjorie Elizabeth.\nPalmer,\" Sarah.\nParkinson, Katie Maude.\nPeebles, Augusta Brownie.\nPhilp, Geraldine Thelma.\nPickard, Laurel.\nPirie, Ada Lois.\nPotter, Agnes.\nRatledge, Minnie I.\nRaynier, Ruby E. M.\nRobb, Lome Howe.\nRobinson, Ada Lillie.\nRobinson, Evelyn Amelia.\nRoots, Winifred May.\nScott, Irene M.\nSevers, Olive.\nShaw, Emma Corinna.\nSimister, Margaret V.\nSimpson, Eleanor Maud.\nSimpson, Isabelle.\nSjolander, Agues.\nSleightholm, Marion V.\nSmethurst, Lillian Bertha.\nSrnirl, Myrtle V.\nSmith, Annie Elizabeth.\nSmith, Annie Marie.\nSprinkling, Ivy Gladys.\nSteele, Marion Morrison.\nTallander, Louise J.\nTaylor, Annie.\nThompson, Edith E.\nThomson, Harriet Ellen.\nThorlakson, Anna.\nThornton, Cosy May.\nTowell, Albert Seymour.\nTownsend, Agnes Madeline.\nTribe, Clara Mills.\nTurner, Alma Mary.\nWalsh, Moya Howard.\nWatson, Nettie Kerr.\nWhitworth, Frances Marion.\nWilliams, Myrtle Evelyn Irene.\nLife.\nEnos, Mary Catherine.\nFraser, Lillian Gladys.\nGawley, Dorcas Ada.\nGee, William H.\nGlass, Thomas Alexander.\nHaviland, Ida I.\nHicks, Mrs. Laura Mary.\nHughes, Ruth Dorothy.\nHutchinson, Robina Burns.\nJones, Harold Kingsnorth. 9 Geo. 5\nPublic Schools Report.\nD 83\nThibd-cljVss Certificates\u00E2\u0080\u0094Valid for Lifi\n\u00E2\u0080\u0094Concluded.\n(Names in alphabetical order.)\nLaxton, Margaret Frances.\nMcKeown, William S.\nRuffell, Mrs. Bessie M.\nLove, Margaret E.\nMcLean, Florence.\nShillingford, Rosalie.\nLynch, Florence Dell.\nMcManus, Edith Mildred.\nStewart, Bertha Grace.\nMalcolm, Mabel.\nMcVicar, Flossie G.\nStewart, Eva Elizabeth.\nMathewson, Mabel H.\nNorth, Anna Elizabeth.\nTaylor, Henry Hall.\nMilley, Elfreda.\nO'Connell, Charlotte.\nTaylor, Ruth.\nMorrison, Effie Louise.\nOlson, Elsie Amy Johanna.\nTeeple, Mary Hilda.\nMuir, Jean Fortune.\nPotter, Elsie.\nWillcox, Mrs. Mabel.\nMclnnes, Marjorie.\nRear, Edna F.\nWyles, Florence Margaret.\nMackenzie, James J.\nRobson, Marjorie Doll.\nThird-class Certificates.\n(Names in alphabetical order.)\nAbbott, Myrtle Hilda.\nHarrison, Margaret.\nNicholson, Ethel L.\nAllan, Mabel Ruth.\nHarwood, Marian Harland.\nNoble, Mary Katharine.\nAtkinson, Lyle A.\nHay ton, Charles H.\nParadis, Caroline.\nBevier, Norma Grace.\nHealey, Ellen Mary.\nPaterson, Margaret Willa.\nBlair, Annie Nell.\nHorswill, Mary Louise.\nPetrie, Willa F.\nBrethour, Olive St. John.\nHutcherson, Myrtle E.\nPullinger, Percy.\nButters, Kate E.\nJohnson, Guy Algernon.\nRees, Jean.\nClarke, Denis.\nKeller, Beatrice L.\nRenwick, Jean Annie O.\nCollins, Erin C.\nMarshall, Isabella Margaret.\nRichardson, Christina Gertrude.\nCripps, Maude Victoria.\nMoore, Blanche.\nSmith, Elizabeth C.\nDavis, Violet A.\nMowat, Elizabeth.\nSmith, Fred. John.\nDowding, Annie Dora.\nMurphy, Frances Rosamond.\nSmith, Harry.\nEaton, Hilda Haliburton Evans\n. MacArthur, Rena.\nStringer, Harold.\nElliott, Jennie May.\nMcCallum, Jane Macbeth.\nThompson, Esther Letitia.\nFrame, Emma Geddes.\nMcCallum, Ulric Bernie.\nThompson, Grace Ellen.\nFreeman, Kathleen S.\nMcCusker, Dorothy Victoria.\nThomson, Jennie B.\nFrew, Ellen.\nMclntyre, Minnie Isabelle.\nTrembath, Ethel Agnes.\nGillis, Jean Evan.\nMacLean, Effie Priscilla.\nTunbridge, Dorothy Nellie.\nGordon, Dorothy I.\nNewman, Elizabeth Marjory.\nWallis, Lillian Frances.\nHale, Winnifred Kathleen.\nNichols, Jennie Mabel.\nWebb, Pauline E.\nThird-class Certificates\u00E2\u0080\u0094Renewed for\nOne Year.\n(Names in alphabetical order.)\nBell, Etta L.\nGibson, Grace E.\nMacKenzie, Mrs. Lena B.\nBooth, Annie.\nGibson, Margaret.\nMcLennan, Annie.\nBowell, Bertha J.\nGodson, Grace A.\nMcMartin, Jane.\nBradley, Emily.\nHaarer, Isabel K.\nPlaxton, Elsie D.\nBrethour, Helen.\nHall, Carrie.\nPringle, Lena S.\nBrethour, Margaret M.\nHardie, Violet.\nRamsay, Margaret.\nBrown, Elizabeth E.\nHolmes, Mary H.\nRamsay, Mary G.\nCameron, Bertha I.\nHowell, Ada M.\nRead, Ellen R.\nCarson, Ellen M.\nHume, Mrs. Ada W.\nRobertson, Margaret M.\nCarter, Louise J.\nKennedy, Mrs. Margaret N.\nSharpe, Phoebe O.\nChristensen, Carl B.\nKing, John.\nShrapnel, Elsie S.\nCrawford, Dora.\nLawrence, May.\nStarret, Mrs. Clara P.\nCreech, Mary M.\nLeighton, Annie L.\nSullivan, Margaret M.\nDarbyshire, Mrs. Jane.\nLister, Ellen.\nThomson, James W.\nEastman, Bessie G.\nLovell, Elizabeth S.\nToop, M. Ida.\nFord, Mabel R.\nMarsden, Sarah.\nVannetta, Annie E.\nFrame, Margaret M.\nFraser, Hattie.\nGibson, Frances.\nMellard, Carrie E.\nMcDonald, Christina J.\nMackenzie, John K.\nWilliams, Mrs. Bibianne.\nWoodman, Annie M. D 84 Public Schools Report. 19.18\nHIGH SCHOOL ENTRANCE EXAMINATIONS.\nPupils of Entrance classes in the public schools of cities of the first and the second class\nwill be promoted hereafter on the recommendation of their respective principals and teachers.\nIn order to decide the winners of the medals donated annually by His Excellency the Governor-\nGeneral of Canada, the leading pupils in the public schools of these cities will be required to\nwrite the examination set for entrance to high schools. Pupils of these schools who fail to\nreceive promotion on recommendation and who feel that they are capable of taking up high-\nschool work will be permitted to write on the High School Entrance papers set by the Education\nDepartment. Pupils attending schools in cities of the third class, rural municipalities, rural\nand assisted districts, as well as those attending private schools throughout the Province, will\nbe required, before being admitted to high schools, to pass the examination set by the Department\nof Education for entrance to high schools.\nHIGH SCHOOL EXAMINATIONS.\nThe examinations which were held annually by the Department of Education to determine\npromotion in the high schools have been abolished. Hereafter examinations will be held only\nfor students who wish to gain admission to the Normal School or the University.\nCHANGES IN HIGH SCHOOL COURSES OF STUDY.\nCanadian history and Canadian civics have been added to the list of subjects prescribed for\nfirst-year high-school pupils and also for second-year commercial pupils.\nThe formal study of English grammar has been discontinued.\nAlgebra is no longer a subject of study for Commercial classes.\nFirst-year students may substitute elementary science for one of the foreign languages.\nHall and Stevens' Geometry has been substituted for Hall and Stevens' Euclid. 9 Geo. 5 Public Schools Report. D 85\nMODIFIED HIGH SCHOOL ENTRANCE COURSE, 1919.\nReading.\nFourth Reader.\nLiterature.\nScott's Lady of the Lake and the following selections from the Fourth Reader: Recessional,\nJacques Cartier, The Vision of Mirza, Sir Galahad, A Dirge, Westminster Abbey, The Patriotic\nDead, To a Water-Fowl, The Daffodils, The Lady of Shalott, The Chambered Nautilus, The Red\nRiver Voyageur, The Loss of the Brig.\nMemorization\u00E2\u0080\u0094Lady of the Lake: Canto 1, sections 9, 11, 12, 14, 15, and 18; Canto 2,\nsection 19; Canto 3, sections 2, 14, and 16; Canto 5, the last eight lines of section 30; Canto 6,\nthe last three stanzas of the Canto, beginning, \" Harp of the North, farewell! \"\nFourth Reader: Recessional, the last eight lines of \" The Sermon on the Mount,\" any three\nconsecutive stanzas of \" The Elegy in a Country Churchyard,\" Lead Kindly Light; nine lines\nbeginning, \" But I hope . . . without boasting \" from \" The Duty of Canadians,\" page 108;\nThe Chambered Nautilus, The Sea Shell, The Evening Cloud, Portia's Appeal to Shylock, The\nTwenty-Third Psalm; three lines begininng, \" Blessed is he . . . follow it! \" from \" Labour,\"\npage 282.\nArithmetic.\nMilne, Book III., with the following omissions: Pages 116 to 134, inclusive; pages 152 to\n157, inclusive; from beginning of section 273 on page 160 to the end of page 174; pages 177, 178,\nand page 179 to the end of section 315; pages 182 and 183; pages 202 and 203; the problems\non page 206; pages 231 to 234, inclusive; pages 237 to 241, inclusive; from beginning of section\n407 on page 245 to end of page 247; the last eleven problems on page 249; pages 255 to 257,\ninclusive; pages 265 to 296, inclusive; pages 302 to 312, inclusive; from the beginning of section\n564 on page 314 to end of section 573 on page 316; from beginning of page 319 to the end of the\nbook. J\n(To secure clearness of reasoning and accuracy of statement much oral teaching is necessary.\nAt least twenty minutes of the time devoted daily to this subject should be taken up with oral\nclass instruction.)\nGrammar and Composition.\n' British Columbia Public School Grammar (Lang). Omit pages 144 to 165, inclusive. (No\nformal parsing nor analysis of greatly involved sentences required.)\nSykes' Elementary Composition, pages 1 to 109, inclusive; omit the memorization exercises,\nthe Stories (Themes) ; loose, periodic, and compromise sentences; balanced sentence, continuity,\nexplicit reference, parallel construction, transition, proportion, rhythm, and climax.\nCompositions on topics selected from prescribed work and from other sources. (The work\nshould be carefully discussed and planned in class before the pupils are asked to write. Unless\nthis is done and unless the subjects are well chosen, it is useless to expect good results.)\nGeography.\nA general knowledge of the Geography of the Continents and Oceans; Geography of British\nColumbia and Canada more particularly. Sketch-maps of British Columbia, Canada, and North\nAmerica.\n(Although the pupils should read carefully the subject-matter of the text-book, they should\nnot be expected to retain in their memories anything but essential facts. To teach non-essentials\nwill result only in crowding out more important matters. More time might with profit be spent\non a study of \" geographical relations\" and in developing \" geographical reasoning.\" Unless\nevery opportunity to bring reason to the aid of memory is taken advantage of, the lessons\nbecome little more than memorization exercises. A study of latitude, nearness of large bodies\nof water, and of the prevailing winds of a country will enable pupils to draw reasonably exact\ninferences with regard to its moisture, climate, vegetation, and products. They should also be\nable to infer the probable occupations of the people as well as the commerce of the country.\nThen, again, the \" regional method \" of teaching geography might be emphasized more. There D 86 Public Schools Report. 1918\n* \u00E2\u0096\u00A0\nare over 60 \" natural regions \" or divisions. These, however, may be reduced to 13 or 14 types.\nThe study of any one type of region enables the pupils to come to fairly accurate conclusions\nin regard to the geography of other parts of the world in which similar climatic conditions are\nfound. An attempt should be made to think out the reasons for differences that may appear.\nGreat accuracy in drawing sketch-maps is not expected. The ability, however, to draw quickly\neven fair maps calls for careful training and practice. The drawing of elaborately finished maps\nat home is of little value and can in no way take the place of the training which the teacher\nshould provide through blackboard illustration and class-room instruction. These maps should\nshow such matters as the chief coast features, drainage basins and divides, the locations of large\nseaports, and of other important centres of population. Geographical statistics might also be\ngiven. For example, the map of North America might indicate the large wheat-growing area,\nthe corn belt, the cotton belt, and one or two other important areas with the products for which\neach is noted.)\nBritish History.\nTudor, Stuart, and Hanoverian periods.\nCanadian History.\nThe Period of British Rule.\nNature Lessons.\nHow to be Healthy, omitting chapters 7, 9, 11, 27, 28, and 32.\nBrittain's Elementary Agriculture and Nature Study, pages 1-184, omitting chapters 4, 5,\n9, 10, 18, 19, 20, 21, and 28 in the first year's work, and chapters 1, 2, 3, 4, 5, 6, 8, 10, and 11 in\nthe second year's work.\nDictation and Spelling.\nDictation from the Fourth Reader. Spelling from the work herein indicated (words rarely\nused to be omitted).\nWriting.\nFree movement, good form, and legibility to be aimed at in all written work.\nDrawing.\nBlair's Canadian Drawing Series :\u00E2\u0080\u0094\nBook IV. (Third Edition)\u00E2\u0080\u0094Freehand Drawing from Objects: Examples 5, 16, 17, 18, and 19.\nFreehand Drawing from Nature and Design: Examples 6, 7, 10, 11, 14, and 15.\nBook IVa. (Third Edition)\u00E2\u0080\u0094Practical Plane Geometry: Problems 1, 2, 3, and 4. Scale\nDrawing: Example 20.\nPattern Drawing: Simple patterns such as numbers 1, 2, 5, and 6 in example 13. 9 Geo. 5 Public Schools Report. D 87\nMODIFIED HIGH SCHOOL COURSE FOR 1919.\nPRELIMINARY COURSE, JUNIOR GRADE.\nA.\u00E2\u0080\u0094 English.\n1. Reading and Orthoepy\u00E2\u0080\u0094As assigned.\n2. Writing and Spelling\u00E2\u0080\u0094As assigned.\n3. English Literature\u00E2\u0080\u0094A careful study of the Fifth Reader; Scott's Ivanhoe. Selections\nto be omitted to be left to the discretion of the principal.\n4. Composition\u00E2\u0080\u0094Sykes' Elementary Composition, as assigned.\n5. History and Civics\u00E2\u0080\u0094As assigned.\nB.\u00E2\u0080\u0094Mathematics.\n1. Arithmetic\u00E2\u0080\u0094Pure and commercial arithmetic, as in Milne's Arithmetic, Book III.,\nomitting all exercises and examples on Exchange awl Partial Payments.\n2. Algebra\u00E2\u0080\u0094The first sixteen chapters of Hall and Knight's Elementary Algebra, omitting\nall sections and exercises marked with an asterisk;\nOr\nCrawford's Ontario High School Algebra. The work to be based on the requirements of\nHall and Knight's Elementary Algebra.\n3. Geometry\u00E2\u0080\u0094Hall and Stevens' School Geometry, pages 1 to 34, inclusive. Problems, pages\n69 to 79, inclusive.\nC.\u00E2\u0080\u0094Science.\nThe preliminary pupils substituting Elementary Science for one foreign language will be\nrequired to study the assigned limits.\nD.\u00E2\u0080\u0094Classics. 1\n1. Latin\u00E2\u0080\u0094Robertson and Carruthers' Latin Lessons for Beginners, Lessons I. to XXXII.,\ninclusive.\n2. Greek\u00E2\u0080\u0094White's First Greek Book, Lessons I. to XXX., inclusive.\nOr\n2. French\u00E2\u0080\u0094Either Fraser and Squair's New High School French Grammar, 33 lessons,\nas assigned, the last exercise in each lesson to be omitted; or Siepmann's Primary French Course,\nPart I., as assigned.\nOr\n2. German\u00E2\u0080\u0094As assigned.\nE.\u00E2\u0080\u0094Drawing.\nDrawing\u00E2\u0080\u0094As assigned.\nADVANCED COURSE, JUNIOR GRADE.\nA.\u00E2\u0080\u0094English.\n1. Reading and Orthoepy\u00E2\u0080\u0094Oral reading, with special attention to expression and pronunciation. Prescribed text, as in English Literature.\n2. Writing and Spelling\u00E2\u0080\u0094As assigned.\n3. English Literature\u00E2\u0080\u0094Select Poems, ed. Alexander. Course as assigned, with the exception of Byron's Childe Harold's Pilgrimage, Canto IV. About one-third of this selection will be\nrequired. The portions omitted to be left to the discretion of the principal. Alternative questions\nwill be set in the Departmental Examinations.\n4. Composition\u00E2\u0080\u0094As assigned.\nB.\u00E2\u0080\u0094Mathematics.\n1. Algebra\u00E2\u0080\u0094Hall and Knight's Elementary Algebra, as assigned, omitting all exercises and\nexamples marked with an asterisk.\n2. Geometry\u00E2\u0080\u0094Hall and Stevens' School Geometry, Part I., pages 1 to 98, inclusive, London\nEdition; or Hall and Stevens' School Geometry, pages 1 to 100, inclusive, Canadian Edition. D 88 Public Schools Report. 1918\nC.\u00E2\u0080\u0094Science.\n1. Physiology\u00E2\u0080\u0094As assigned.\n2. Physics and Chemistry\u00E2\u0080\u0094As assigned.\n3. Botany\u00E2\u0080\u0094The examination will be based on the work contained in Chapters 1 to 13,\ninclusive, and Chapters 15 to 20, inclusive (Groom).\nPupils are expected to recognize such common and well-marked families as Ranunculacea?,\nCruciferse, Papilionacese, Rosace;e, Composite, Liliacere, Scrophulariaceffi.\nD.\u00E2\u0080\u0094Classics.\n1. Latin\u00E2\u0080\u0094As assigned, but omitting pages 351 to 360, inclusive.\n2. Greek\u00E2\u0080\u0094As assigned.\nOr\n2. German\u00E2\u0080\u0094As assigned.\nOr\n2. French\u00E2\u0080\u0094Either Fraser and Squair's New High School French Grammar, Lessons 1 to 60\n(omitting last exercise in each lesson), together with Bedolliere's La Mere Michel et son Chat\n(Heath & Co.) ; or Siepmann's Primary French Course, Part I., together with Bedolliere's\nLa Mere Michel et son Chat, as assigned.\nINTERMEDIATE GRADE.\nA.\u00E2\u0080\u0094English.\n1. Reading and Orthoepy\u00E2\u0080\u0094As assigned.\n2. Writing and Spelling\u00E2\u0080\u0094As assigned.\n3. Composition\u00E2\u0080\u0094As assigned.\n4. English Literature\u00E2\u0080\u0094\n(a.) Prose\u00E2\u0080\u0094Either Addison's The Sir Roger de Coverley Papers, Parts I. and II., or\nMacaulay's Essay on Milton.\n(&.) Poetry\u00E2\u0080\u0094The prescribed selections from any four of the five assigned poets.\nB.\u00E2\u0080\u0094History and Geography.\n1. British History\u00E2\u0080\u0094Wrong's The British Nation, pages 1 to 350, inclusive.\n2. Grecian History\u00E2\u0080\u0094Botsford's Ancient History for Beginners, pages 1 to 178, inclusive.\n3. Geography\u00E2\u0080\u0094Tarr's Physical Geography, chapters bearing on the following topics: The\nEarth, The Universe, The General Features of the Air, The Sun's Heat, The Temperature of\nthe Earth's Surface, The Winds, Storms, Moisture in the Atmosphere, Light, Electricity and\nMagnetism.\nC.\u00E2\u0080\u0094Mathematics.\n1. Algebra\u00E2\u0080\u0094Hall and Knight's Elementary Algebra, Chapters 1 to 31, inclusive, omitting in\nChapter 29 all sections, paragraphs, and examples marked with an asterisk, and also omitting\nChapter 31 on Surds.\n2. Geometry\u00E2\u0080\u0094Hall and Stevens' School Geometry, pages 1 to 232, inclusive (London Edition),\npages 192 to 218 to be omitted; or Hall and Stevens' School Geometry (Canadian Edition), Parts\nI., II., and III., i.e., pages 1 to 202, inclusive, but omitting pages 187 to 202, inclusive.\nD.\u00E2\u0080\u0094Science.\nChemistry \u00E2\u0080\u0094 Waddell's School Chemistry. Assignment, the first eleven chapters and\nChapter 14.\nE.\u00E2\u0080\u0094Classics.\n1. Latin\u00E2\u0080\u0094Henderson and Fletcher's First Latin Book and Reader (omitting in Part II.\nthe selections from Nepos and the exercises based on Nepos, as well as Cffisar, Book V.). Cffisar,\nBook IV. Virgil's ^Eneid, Book I., lines 1 to 493, inclusive.\n2. Greek\u00E2\u0080\u0094White's First Greek Book, as assigned.\nOr\n2. French\u00E2\u0080\u0094Either Fraser and Squair's New High School French Grammar (omitting pages\n218 to 232), together with Voltaire's Histoire de Charles XIL, Book I; or Siepmann's Primary\nFrench Course, Part II., 22 lessons, with sight reading.\nOr\n2. German\u00E2\u0080\u0094As assigned. 9 Geo. 5 Public Schools Report. \u00E2\u0080\u00A2 D 89\nSENIOR GRADE.\nA.\u00E2\u0080\u0094English.\n1. Reading and Orthoepy-\u00E2\u0080\u0094As assigned.\n2. Writing and Spelling\u00E2\u0080\u0094As assigned.\n3. Composition\u00E2\u0080\u0094As assigned.\n4. English Literature\u00E2\u0080\u0094\n(a.) Prose\u00E2\u0080\u0094Any two of the three prose works assigned.\n(6.) Poetry\u00E2\u0080\u0094Prescribed selections from any five of the eight assigned poets,\n(c.) History of English Literature\u00E2\u0080\u0094Stopford A. Brooke, as assigned.\nB.\u00E2\u0080\u0094History and Geography.\n1. Roman History\u00E2\u0080\u0094Botsford's Ancient History for Beginners, pages 254 to 426, inclusive.\n2. Geography\u00E2\u0080\u0094Tarr's Physical Geography, chapters bearing on the following topics: The\nGeneral Characteristics of the Ocean, Ocean Waves and Currents, Tides, The Crust of the Earth,\nDenudation of the Land, River Valleys (including Waterfalls and Lakes), Glaciers, The Coast\nLine (Sea and Lake Shores), Plateaus and Mountains, Volcanoes, Earthquakes and Geysers.\nC.\u00E2\u0080\u0094Mathematics.\n1. Algebra\u00E2\u0080\u0094Hall and Knight's Elementary Algebra, Chapters 1 to 38, inclusive.\n2. Geometry\u00E2\u0080\u0094Euclid, Books IV., V. (definitions), and VI. No questions will be set on\nBooks I., II., or III.\n3. Trigonometry\u00E2\u0080\u0094Hall and Knight's Elementary Trigonometry, pages 1 to 210, inclusive,\nomitting Chapter XIL, and pages 151 to 163, inclusive, and pages 168 to 183, inclusive.\nOr\nThe equivalent sections in Murray's Plane Trigonometry.\nD.\u00E2\u0080\u0094Science.\n1. Physical Science\u00E2\u0080\u0094Gage's Introduction to Physical Science, omitting chapters on Sound\nand Light. Candidates will have the following options:\u00E2\u0080\u0094\n(a.) Chapters 1, 2, 3, 4. Introduction, Fluid Pressure, Dynamics and Heat.\nOr\n(6.) Chapters 1, 2, 3, 7, 8. Introduction, Fluid Pressure, Dynamics and Electricity.\nOr\n(c.) Chapters 1, 4, 7, 8. (Introduction, Heat, Electricity.)\nE.\u00E2\u0080\u0094Classics.\n1. Latin\u00E2\u0080\u0094Cicero, Pro Lege Manilla, and either Virgil, Book II., or Horace, Odes, Book I.\nThe questions in the Latin Composition will be based largely on Cicero, Pro Lege Manilla.\n2. Greek\u00E2\u0080\u0094As assigned.\nOr\n2. French\u00E2\u0080\u0094Either Fraser and Squair's New High School Grammar, together with Daudet's\nTrois Contes Choisis, Alexandre Dumas' Napoleon, and Edmond About's Le Roi des Montagnes,\n.as assigned, or Siepmann's Primary French Course, Part III.\n(a.) Literature\u00E2\u0080\u0094Siepmann's Primary French Course, Third Part. Lessons 1 to 12,\ninclusive. Corneille, Racine, Moliere, La Fontaine, Boileau, Rousseau, Voltaire,\nChateaubriand, Sand.\n(6.) Language\u00E2\u0080\u0094The passages from the above-mentioned authors and the exercises\nthereon.\nThe work as outlined in (6), page 49 of the Calendar of the University of British\nColumbia, 1918-19, to apply to the above-mentioned authors only,\n(c.) Conversation\u00E2\u0080\u0094As assigned.\nOr\n2. German\u00E2\u0080\u0094As assigned.\nJUNIOR MATRICULATION.\nEnglish.\nA. Composition and Reading\u00E2\u0080\u0094Poetry: As assigned. Prose: One of the prescribed authors\nto be selected.\nB. Literature\u00E2\u0080\u0094Shakespeare, Merchant of Venice, or Henry V.; Poems of the Romantic\nRevival (Copp, Clark Co.). Candidates may offer for examination all selections of any three\nof the following, poets: Keats, Wordsworth, Shelley, Browning, Tennyson. D 90 Public Schools Report. 1918\nHistory and Historical Geography.\nThe essentials of European history, ancient, mediaeval, and modern, as presented by Breasted\nand Robinson in their \"Outlines of European History,\" Part I., pages 1 to 437 (Ginn & Company).\nThe geography required will be that relating to the history prescribed.\nMathematics.\n1. Algebra and Arithmetic\u00E2\u0080\u0094Algebra: Hall and Knight's Elementary Algebra, Chapters 1\nto 31, inclusive, omitting in Chapter 29 all sections, paragraphs, and examples marked with an\nasterisk; and also either Chapter 31 on Surds or graphical work of Articles 411 to 428, inclusive.\nThe examination paper in 1919 will contain mo questions on Arithmetic.\n2. Geometry\u00E2\u0080\u0094Hall and Stevens' School Geometry, pages 1 to 232 (London Edition), omitting\npages 192 to 21S, inclusive.\nPhysics.\nThe general principles of Physics as given in any standard text-book of High School Physics.\nThe examination will be based on the Ontario High School Physics (Marchant & Chant), and will\nconsist of fifteen questions, distributed as follows: Mechanics and Wave-motion, 4; Heat, 3;\nSound, 2 ; Light, 2; Electricity and Magnetism, 4. Seven questions will constitute a full paper.\nLatin.\nTexts\u00E2\u0080\u0094Either Caesar, De Bello Gallico, Book II., and Ovid, as assigned, or Cresar, De Bello\nGallico, Chapters 20 to 38, inclusive, Book IV., and Ciesar, De Bello Gallico, Book V., Chapters\n. 1 to 13, inclusive, and Virgil, Book II., lines 1 to 505, inclusive.\nGrammar\u00E2\u0080\u0094As assigned.\nComposition\u00E2\u0080\u0094As assigned.\nGreek.\nWhite's First Greek Book, Lessons 1 to 40, inclusive.\nFrench.\nSiepmann's Primary French Course, Part II. Lessons 1 to 22, inclusive, and sight translation.\nGerman,\nAs assigned, omitting Allen, German Life.\nChemistry.\nWaddell's, A School Chemistry, the first eleven chapters and Chapter 14.\nBotany.\nA. Plant Structures and the part taken by each in carrying Life Processes, as assigned.\nB. Plants in Relation to their Environment, as assigned.\nC. Classification of Plants, as assigned.\nThe Botany paper will consist of nine questions on the above assignment. Any six questions\nwill constitute a full paper.\nAgriculture.\nSoil Studies\u00E2\u0080\u0094Origin and classification; water, air, and bacteria in soil; drainage; physical\nanalysis; composition; plant-foods; humus and fertilizers.\nSoil Management\u00E2\u0080\u0094Tillage, manuring, and rotation of crops; humid and dry farming.\nVegetable Gardening\u00E2\u0080\u0094Hotbeds and cold-frames; their preparation and use; selection of\ngarden seeds; choice of varieties; cultural methods.\nSmall Fruits\u00E2\u0080\u0094Soil and cultural requirements.\nLandscape Gardening\u00E2\u0080\u0094Plans for beautifying home and school grounds; making and care\nof lawns, walks, and flower-beds; best adapted ornamental trees, shrubs, and flowering plants.\nOrcharding\u00E2\u0080\u0094Adaptability of standard varieties; location, planting, and management.\nInsect Study\u00E2\u0080\u0094Identification and life-history of field, garden, and orchard insects; remedial\nmeasures.\nField Crops\u00E2\u0080\u0094Selection, cultivation, harvesting.\nLive Stock\u00E2\u0080\u0094Necessity of live stock in good farming; adaptability, and management of the\nprincipal classes.\nPoultry\u00E2\u0080\u0094Breeds, housing, feeding, and management. 9 Geo. 5 Public Schools Report. D 91\nSENIOR MATRICULATION.\nEnglish.\n1. Literature\u00E2\u0080\u0094\n(a.) Two of the following to be selected:\u00E2\u0080\u0094 ,\n(1.) Chaucer's \"Prologue\" to the Canterbury Tales.\n(2.) Spenser's \"Faerie Queene,\" Book I.\n(3.) Milton's \" Comus.\"\n(6.) Halleck's History of English Literature, pages 1 to 261, as assigned.\n2. Composition\u00E2\u0080\u0094As assigned.\nHistory.\nRobinson and Beard's \" Outlines of European History,\" Part 2, pages 1 to 526, inclusive.\nMathematics.\nAlgebra\u00E2\u0080\u0094Hall and Knight's Elementary Algebra, Chapters 1 to 38, inclusive, or the same\nsubject-matter in similar text-books.\nPlane and Solid Geometry\u00E2\u0080\u0094Hall and Stevens' School Geometry (London Edition), omitting\npages 311 to 346 and pages 383 to end of book.\nTrigonometry\u00E2\u0080\u0094Hall and Knight's Elementary Trigonometry, pages 1 to 210, inclusive,\nomitting Chapter XIL, and also omitting pages 151 to 163 and pages 168 to 183, inclusive.\nPhysics.\nOntario High School Physics, omitting the whole of Part V., and also omitting Chapter 30,\nPart VI., Chapters 37, 38, 39, 40, Part VII., and Chapter 50, Part VIII.\nChemistry.\nGeneral Chemistry for Colleges (Alex. Smith), Chapters 1 to 37, inclusive (omitting Chapters\n22, 23, 24), also pages 626 to 631, inclusive.\nFrench.\n(a.) Literature\u00E2\u0080\u0094Siepmann's Primary French Course, Third Part. Lessons 1 to 12, inclusive. Corneille, Racine, Moliere, La Fontaine, Boileau, Rousseau, Voltaire, Chateaubriand, Sand.\n(y.) Language\u00E2\u0080\u0094The passages from the above-mentioned authors and the exercises thereon.\nThe work as outlined in (&), page 49 of the University Calendar, 1918-19, to apply to the\nabove-mentioned authors only.\n(c.) Conversation\u00E2\u0080\u0094As assigned.\nGerman.\n(a.) Composition, Conversation\u00E2\u0080\u0094As assigned.\n(6.) Reading\u00E2\u0080\u0094As assigned, omitting Moser, Der Bibliothekar.\nGreek.\nLectures\u00E2\u0080\u0094Either Lucian, Extracts, or Euripides, Alcestis.\nComposition and Grammar\u00E2\u0080\u0094As assigned.\nHistory\u00E2\u0080\u0094As assigned.\nLatin.\nTexts\u00E2\u0080\u0094Cicero, De Senectute, and either Virgil, Georgic IV., or Ovid, Elegiac Selections.\nComposition\u00E2\u0080\u0094As assigned.\nHistory\u00E2\u0080\u0094As assigned. D 92 Public Schools Report. 1918\nNEW TEXT-BOOKS.\nThe Council of Public Instruction has been pleased to prescribe the following books for use\nin the schools of the Province:\u00E2\u0080\u0094\nFor Commercial classes in the high schools: \"Dictation Course in Business Literature,\" by\nRaigner, and published by the H. M. Rowe Co., Baltimore, Md.\nFor the use of commercial teachers: \" Effective Business Letters,\" by Edward Hall Gardner,\nand published by the Ronald Press Co., New York; \" Business English,\" by Hotchkiss and Drew,\nand published by the American Book Co., New York; \" A New Practical Course in Touch Typewriting,\" by G. M. James, B.A., L.L.B., and published by the Ontario Publishing Co., Belleville,\nOnt.\nFor use in the Junior Grade of the public schools: Field and Young's Literary Readers,\nBooks 1, 2, and 3, as well as the Teachers' Manual, published by Ginn and Company.\nRULES AND REGULATIONS.\nArticle 1 of the Rules and Regulations has been revised, and now reads as follows:\u00E2\u0080\u0094\n\" Clause 1.\u00E2\u0080\u0094The hours of teaching shall be from 9 a.m. to 12 m. and from 1 p.m. to 3.30 p.m.\nfrom March to October, inclusive; and from 9.30 a.m. to 12 m. and from 1 p.m. to 3 p.m. from\nNovember to February, inclusive. There shall be a recess of fifteen minutes, extending from\n10.45 to 11 o'clock, in each morning's work during the whole year, and a recess of ten minutes,\nextending from 2.30 to 2.40 o'clock, in each afternoon's work from March to October, inclusive.\n\" Clause 2.\u00E2\u0080\u0094The Board of School Trustees of any municipal school district who may deem\nit desirable to have a uniform time for opening and closing the schools of the district throughout\nthe whole school-year shall have the power of fixing, by resolution, the time of assembling and\ndismissing the schools as well as of determining the duration of the noon intermission. In every\nsuch municipal district the schools shall be in session five hours each day (including a recess\nof fifteen minutes in the forenoon), and shall not be assembled before 9 a.m. nor remain in\nsession later than 4 p.m. There shall be an intermission, beginning at 12 m., of at least one hour\nbetween the morning and the afternoon sessions.\n\" Clause 3.\u00E2\u0080\u0094First and Second Primer classes may, at the discretion of the Boards of School\nTrustees, be dismissed at 2.30 p.m.\n\" Clause 4-\u00E2\u0080\u0094(a.) Each pupil shall be allowed the full time allotted for recess.\n\"(6.) In no case shall a pupil be detained after school-hours for a longer period than half,\nan hour.\n\" (c.) ' Home ' lessons should be assigned with great care and discretion. Such work should\nbe confined to the language subjects (memorization of stanzas of poetry, preparation of spellings,\netc.), review-work in history and geography, collecting nature-study material, and getting information or illustrations about topics to be taken up for study in the class-room. Problems in\narithmetic and exercises in analysis and parsing, as well as map-drawing, can be conducted\nprofitably only under the direction and guidance of the teacher, and should not therefore form\na part of the work assigned for home preparation. Few, if any, written exercises should be\ngiven to do out of school-hours. Home study should not be demanded of Junior Grade pupils.\nHow far such work is practicable in the higher classes must depend on the circumstances of\nthe individual pupil. Household and other tasks call for a share of the time and attention of\nmany children. It is suggested that Intermediate Grade pupils be not required to devote more\nthan one hour and Senior Grade pupils not more than one hour and a half to the preparation of\nhome tasks each day.\"\nArticle 3 (a) has been revised, and now reads as follows:\u00E2\u0080\u0094\n\" In all schools throughout the Province the summer vacation shall extend from the last\nFriday in June to the Tuesday immediately following the first Monday in September.\" 9 Geo. 5 Public Scliools Report. D 93\nAMENDMENTS TO THE \"PUBLIC SCHOOLS ACT.\"\nSince the publication of the School Report for 1916-17 the following amendments were made\nto the \" Public Schools Act \" :\u00E2\u0080\u0094\nSection 6 is amended by adding thereto the following clause:\u00E2\u0080\u0094\n\"(r.) On the application of the respective Boards of School Trustees of two or more adjoining school districts, to unite such districts into one school district for the purpose of\nestablishing one or more central graded schools with at least two teachers each and\nof consolidating the schools of such districts: Provided, however, that no rural school\ndistrict shall be so united unless a majority of the ratepayers of such rural school\ndistrict, present at a meeting regularly called to consider the advisability of so uniting\ntheir district, agree to the proposed union of such districts.\"\nSection 9 is amended by striking out clause (e) of said section, and substituting therefor\nthe following:\u00E2\u0080\u0094\n\"(e.) To report to the Superintendent of Education the schools which in his opinion are\nentitled during the ensuing year to pass from the status of assisted schools to that\nof regularly organized school districts, and also to report what assisted schools\nwithout defined boundaries should in his opinion be changed to assisted schools with\ndefined boundaries.\"\nClauses (a), (b), and (c) of section 13 are amended to read as follows:\u00E2\u0080\u0094\n\" Municipal school districts shall be further divided into the following sub-classes:\u00E2\u0080\u0094\n\"{a.) City school districts of the first class, including all incorporated cities or towns\nwherein the average actual daily attendance of pupils attending public schools equals\nor exceeds one thousand for the school year:\n\"(6.) City school districts of the second class, including all incorporated cities or towns\nwherein the average actual daily attendance of pupils attending public schools equals\ntwo hundred and fifty, but does not exceed nine hundred and ninety-nine, for the\nschool year:\n\"(c.) City school districts of the third class, including all incorporated cities or towns\nwherein the average actual daily attendance of pupils attending public schools falls\nbelow two hundred and fifty for the school year.\"\nSection 14 is amended to read as follows:\u00E2\u0080\u0094\n\" Where any territory has been included within a municipal school district in accordance\nwith subsection (6) of section 6, or where the territory of any rural school district has been\nunited with a municipal school district in accordance with clause (r) of said section, the\nprovisions of this Act respecting public schools in cities and district municipalities shall apply\nthereto, and such territory for all school purposes shall be deemed to be united to such municipal\nschool district, and all property situate in such territory shall be liable to assessment for school\npurposes, in the same manner and to the same extent as if the same were included in the limits\nof the incorporated city, town, or district municipality:\n\" Provided that the value for purposes of assessment placed on any property in such territory\nby the Municipal Assessor shall not in any case exceed the assessed value of that property as\nshown on the last revised Provincial assessment roll.\"\nSection 15 is amended by adding thereto the following subsection:\u00E2\u0080\u0094-\n\"(3.) Notwithstanding anything contained in this Act, the respective Boards of School\nTrustees of two adjoining municipal school districts may enter into such agreements as they\nthink proper for the interchange of pupils and for the accommodation in either district of pupils\nresident in the other, and may determine the schools at which such pupils may respectively\nattend.\"\nSection 18 is amended by striking out subsection (2) of said section, and substituting\ntherefor the following:\u00E2\u0080\u0094\n\"(2.) All other items of fixed and current expenditure shall be provided for by district or\nlocal assessment, and the purchase of school-houses and lands and the erection of school buildings may be provided for by loan extending over a period not exceeding forty years in the case\nof schools in municipal school districts, and not exceeding twelve years in the case of all other D 94 Public Schools Report. 1918\nschools: Provided, however, that the said periods of forty and twelve years respectively may in\nany case be extended by special order of the Lieutenant-Governor in Council.\"\nSection 19 is amended to read as followrs:\u00E2\u0080\u0094\n\" A per capita grant of three hundred and sixty dollars for cities of the first class, four\nhundred and twenty dollars for cities of the second class, four hundred and sixty-five dollars for\ncities and towns of the third class, and four hundred and eighty dollars for district municipalities,\nper annum, based on the actual number of teachers and manual training and domestic science\ninstructors employed in the public schools, including high schools, of such cities, towns, or district\nmunicipalities, shall be paid by the Minister of Finance out of the Public School Fund quarterly\nto each of the municipal corporations of the city school districts of the first, second, and third\nclass, and in ten equal instalments, one at the end of each month except the months of July\nand August, to the municipal corporations of district municipalities, respectively: Provided that\nthe schools have been conducted in accordance with the rules and regulations prescribed by the\nCouncil of Public Instruction, and that each public school and high school building and its\nequipment be satisfactory to the said Council.\"\nSection 20 is amended to read as follows:\u00E2\u0080\u0094\n\" A per capita grant of four hundred and eighty dollars for rural school districts per annum,\nbased on the actual number of teachers and manual training and domestic science instructors\nemployed in the public schools of such rural school districts, shall be paid in ten equal instalments, one at the end of each month except the months of July and August, by the Minister\nof Finance out of the Public School Fund to each of the teachers and manual training and\ndomestic science instructors employed in such public schools: Provided that the schools have\nbeen conducted in accordance with the rules and regulations prescribed by the Council of Public\nInstruction, and that each public school building and its equipment be satisfactory to the said\nCouncil.\"\nSection 21 is amended to read as follows:\u00E2\u0080\u0094\n\" In the event of the salary of any teacher or manual training or domestic science instructor\nemployed in the public or high schools of the municipal school district being increased by the\nBoard of School Trustees, a supplementary per capita grant of half the amount of such increase\nshall also be paid by the Minister of Finance out of the Public School Fund quarterly, on the\nlast days of March, June, September, and December, in city school districts, and in ten equal\ninstalments, one at the end of each month except the months of July and August, in district\nmunicipality school districts, to each of the municipal corporations; but in no case shall such\nsupplementary grant so to be paid aforesaid by the Minister of Finance exceed the sum of one\nhundred dollars per annum.\"\nSection 22 is amended to read as follows :>\u00E2\u0080\u0094 ,\n\" A further per capita grant of one dollar for every dollar by which the salary of any teacher\nor manual training or domestic science instructor employed in the public schools in rural school\ndistricts shall be increased by district assessment shall also be paid by the Minister of Finance\nout of the Public School Fund in ten equal instalments, one at the end of each month except\nthe months of July, and August, to each of such teachers or manual training or domestic science\ninstructors; but in no case shall such supplementary grant so to be paid as aforesaid by the\nMinister of Finance exceed the sum of one hundred dollars per annum.\"\nSection 25 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\"(1.) In the case of all. assisted schools the building in which the school is held, as well as\nthe furnishings, shall be supplied by the voluntary contributions of parents and others interested,\nand where such school is one having defined boundaries the incidental expenses in connection\nwith its maintenance shall be met by local assessment.\n\"(2.) The salaries of teachers employed in assisted schools shall be an annual salary fixed\nby the Legislature, and payable from the Provincial Treasury in ten equal instalments, one\ninstalment at the end of each month except the months of July and August.\"\nSection 28 is repealed.\nSection 29 is repealed, and the following is substituted therefor :\u00E2\u0080\u0094\n\" All the provisions of this Act in respect of the qualification of voters, the holding of\nmeetings for the voting of money to be raised in the school district, the assessment of property,\nand the levy and collection of taxes, in the case of rural school districts shall mutatis mutandis\napply in the case of assisted schools having defined boundaries.\" 9 Geo. 5 Public Schools Report. D 95\nSection 31 is amended to read as follows:\u00E2\u0080\u0094\n\" The Board of School Trustees for each municipal school district shall be elected, in the\nmanner hereinafter provided, by the votes of the electors possessing the qualifications prescribed\nin the ' Municipal Elections Act' for electors entitled to vote for Mayor or Reeve, and when\npreparing the animal voters' list in the cities where the said Act does not apply to the election of\nMayor, or in municipalities wherein outside territory has been included for school purposes under\nsubsection (b) of section 6 of this Act, or in municipalities with which any rural school district\nhas been united under clause (r) of said section, a list of the names of those entitled to vote\nfor school trustees, but not included in the municipal annual voters' list as entitled to vote for\nMayor or Reeve, shall be added thereto.\"\nSection 36 is amended to read as follows:\u00E2\u0080\u0094\n\" Subject to the provisions of section 95 hereof, for each of the city school districts of the\nfirst class there shall be seven trustees; for each of the city school districts of the second class\nthere shall be five trustees; for each of the city school districts of the third class there shall be\nthree trustees; and for each of the district municipality school districts there shall be five\ntrustees. These shall constitute a Board of School Trustees for each city or district municipality\nschool district respectively, and each of such Boards shall be a body corporate in relation to all\nthe powers and duties conferred upon it by virtue of this Act, and shall be styled \" The Board\nof School Trustees of Victoria \" (or as the case may be) ; the organization, rights, powers, duties,\nand liabilities of each of which said Boards shall be as herein defined.\"\nSection 44 is amended to read as follows:\u00E2\u0080\u0094\n\"(1.) The salaries of teachers employed in the public schools in all incorporated cities,\ntowns, and district municipalities shall be fixed at the discretion of the respective school trustees\nof such incorporated cities, towns, and district municipalities; and such salaries, and all other\nexpenses for the purchase and lease of school-sites, erection, enlargement, or rent of school\nbuildings, for furniture and repairs, and all other incidental expenses whatsoever incurred by\nthe Boards of School Trustees in the respective cities, towns, and district municipalities, shall\nbe borne and paid by the municipal corporations of the said cities; towns, and district municipali:\nties respectively.\n\"(2.) The salaries of teachers to be fixed under this section shall be by way of an annual\nsalary, and shall be payable in ten equal instalments, one at the end of each month except the\nmonths of July and August.\"\nSection 47 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" Where the Board of School Trustees of any rural school district or of any municipal school\ndistrict provides suitable accommodation, in connection with any school under its jurisdiction,\nfor a course of instruction in manual training, or in domestic science, or in commercial courses,\nthere shall be granted by the Council of Public Instruction to the Board of School Trustees of\nthe rural school district or to the Municipal Council of the municipal school district, as the case\nmay be, a sum not exceeding one-half of the total initial amount expended for the necessary\nequipment, and in no case to exceed the sum of five hundred dollars in respect of any one such\ncourse of instruction.\"\nSubsection (1) of section 50 is amended to read as follows:\u00E2\u0080\u0094\n\"(1.) The Board of School Trustees shall, on or before the fifteenth day of February in\neach year, cause to be prepared and laid before the Municipal Council a detailed estimate of the\nsums required by the said Board for the current year's ordinary expenses of maintaining the\nschools, which sums shall be paid over from time to time as required, upon the order of the said\nBoard, by the municipal treasurer, to the several persons to whom such moneys are payable; and\nlikewise detailed estimates of the sums required to meet the special or extraordinary expenses\nof the Board, which sums, if approved by the Municipal Council, shall be paid over in like\nmanner, either from the ordinary municipal revenue or from the proceeds of the sale of\ndebentures, as the Municipal Council shall determine.\"\nSection 52 is amended to read as follows:\u00E2\u0080\u0094\n\" The Board of School Trustees shall, on or before the fifteenth day of February in each\nyear, cause to be prepared and laid before the Superintendent of Education a detailed statement\nof the number of teachers and manual training and domestic science instructors to be employed\nin the schools for the ensuing year, and the salaries to be paid to each of such teachers, and\nmanual training and domestic science instructors, and shall thereafter, on or before the last D 96 Public Schools Report. 1918\ndays of March, June, September, and December in each year, submit to the Superintendent of\nEducation a statement of all appointments of teachers and manual training and domestic science\ninstructors made during the preceding quarter, setting forth clearly therein the date of each\nappointment and the amount of salary to be paid to each of such teachers and manual training\nand domestic science instructors.\"\nSection 65 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" It shall be the duty of the Board of School Trustees of each rural school district, forthwith\nafter the holding of any meeting of such district having power to vote money and at which\nmoney is voted, to furnish to the Provincial Assessor a statement of the amount determined\nupon at such meeting to be the amount to be raised in the school district, which statement shall\nbe in the Form No. 2 in the Schedule hereto, and certified to by the secretary of the said Board,\nand also to furnish at the same time a list of the names of persons in such school district who\nare exempt from assessment under section 68 of this Act.\"\nSection 66 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" It shall be the duty of each Provincial Assessor to prepare a school assessment roll for\neach school district within his assessment district, according to the Form No. 1 in the Schedule\nhereto, and to fill into such draft from his district assessment roll and such other information\nas may be available to him the names and addresses of all persons liable to be rated and assessed\nin such rural school district for real or personal property.\"\nSection 68 is amended to read as follows:\u00E2\u0080\u0094\n\" Persons unable to pay, or persons resident on islands too sparsely populated to maintain\na school and too distant from the mainland to permit children to attend school thereon, may be\nby the annual meeting exempted either in whole or in part from the district rate, and the trustees\nshall return to the assessor a list of such exemptions. To secure exemption under this section\napplication shall be made therefor to the Board of School Trustees not less than two weeks before\nthe date of the annual meeting.\"\nSection 72 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\"(1.) It shall be the duty of each Provincial Assessor, upon being furnished by the Board\nof School Trustees of any rural school district within or partly within his assessment district\nwith the certified statement and list of exemptions provided for by section 65 of this Act, and\nhe is hereby empowered:\u00E2\u0080\u0094\n\"(a.) To complete the assessment roll by excluding therefrom the'names of all persons who\nare exempt from assessment as set forth in the list of exemptions (if any), and by\nsetting opposite the name of each person in such assessment roll the amount on which\nhe is liable to be taxed under this Act, whether for real or personal property :\n\"(&.) To apportion the amount to be raised in the following manner: The sum to be raised\nshall be levied on real and personal property by a fair apportionment according to the\nvaluation contained in the above-mentioned assessment roll, no one class or property\nassessed being charged a higher rate than another.\n\"(2.) Persons assessed as the owners of real estate in the assessment district shall until\nthe filing of the next assessment list be deemed to be the owners thereof for the purposes of\nrural school district assessment.\"\nSection 76 is amended to read as follows:\u00E2\u0080\u0094\n\" Where school taxes become delinquent in respect of any lands added to a municipal school\ndistrict from the adjoining territory outside the boundaries of any municipality, in virtue of\nsubsection (6) of section 6 of this Act, or in respect of any lands within the area of a former\nrural school district which has been united with any municipal school district in virtue of clause\n(r) of said section, the municipal Board of School Trustees shall request the Collector under the\n' Taxation Act' in whose assessment district said lands may be situate to add to his list of lands\nfor sale for unpaid taxes under the ' Taxation Act' the said lands and the amount of school taxes\ndelinquent thereon, and shall cause to be sent to such Collector a certificate by the municipal\nclerk or treasurer of the amount of the school taxes delinquent, and a description of the lands\nand the name of the assessed person against whom the said school taxes are delinquent; and\nthe Collector shall thereupon add such lands and taxes to his first annual tax-sale list, and the\nsaid lands shall thereupon become subject to the proceedings under the ' Taxation Act' the same\nas if the said delinquent school taxes had been originally delinquent taxes under the ' Taxation\nAct.' The Deputy Minister of Finance, on receipt of a certificate from the Provincial Assessor 9 Geo. 5 Public Schools Report. D 97\nof the amount of the school taxes delinquent upon the said lands to be recovered by him under\nthe ' Taxation Act,' is hereby authorized to pay over said amount to the said Board.\"\nSection SO is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\"(1.) Upon the order of the Superintendent of Education, the Minister of Finance shall pay\nover to the Board of School Trustees of each rural school district and of each assisted school\nhaving defined boundaries the full amount voted at any meeting having power to vote money,\nand assessed pursuant to this Act, to be raised in the school district or in the area in which the\nassisted school having defined boundaries is situate respectively. Such payments shall be made\nin equal quarterly instalments on the last days of September, December, March, and June in each\nschool year.\n\" (2.) xill payments authorized by this section shall be made out of the Consolidated Revenue\nFund, and all taxes and moneys assessed and collected under this Act in respect of each rural\nschool district and in respect of the area of each assisted school having defined boundaries shall\nbe paid into the Consolidated Revenue Fund.\"\nSection 80a is repealed.\nSection 84 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" An annual meeting for the election of school trustees shall be held in all rural school\ndistricts and assisted schools on the second Saturday in July in every year, commencing at\nseven o'clock in the afternoon, the nomination closing at eight o'clock, and the poll (if any) at\nhalf-past nine o'clock of the same day.\"\nSection 86 is amended by inserting after the word \" wives,\" in the fourth line of said section\n(third line in section 86 of Manual of School Law), the words \" and the husbands.\"\nSection 87 is amended by inserting after the word \" wife,\" in the fourth line of said section\n(third line in section 87 of Manual of School Law), the words \"or the husband.\"\nSection 88 is amended by striking out the words \" assisted school meeting,\" and substituting\ntherefor the words \" school meeting of an assisted school without defined boundaries \"; and by\ninserting after the word \" wife \" the words \" or the husband \" ; and by striking out the words\n\" in the locality \" in the fifth line of said section (fourth line in section 88 of Manual of School\nLaw), and substituting therefor the words \"within seven miles in a direct line from the school-\nhouse of such assisted school \"; and by adding to said section the following subsection:\u00E2\u0080\u0094\n\"(2.) Any person who resides within seven miles of more than one such school building shall\nbe entitled to vote only at the school meetings of that school the school-house of which is nearest\nhis place of residence by the shortest passable road.\"\nSection 89 is amended to read as follows:\u00E2\u0080\u0094\n\" At all meetings a majority of the ratepayers of the district present shall elect from their\nnumber a chairman to preside over the meeting, who shall decide all questions of order, and\nshall take the votes of the qualified voters only, deciding according to the majority of votes,\nand shall himself have but one vote, and that only in case of a tie. The secretary of the Board\nof School Trustees shall act as secretary of the meeting, and when there is no secretary of the\nsaid Board, or he is not present, the meeting shall elect a secretary of the meeting. The minutes\nof the meeting shall be read to the meeting before its close, and shall be signed by the chairman\nand the secretary and transmitted to the trustees immediately after the meeting; such minutes\nshall be preserved by the trustees and be open at all reasonable times to the inspection of the\nratepayers.\"\nSection 91 is amended to read as follows:\u00E2\u0080\u0094\n\" If any person offering to vote at an annual or other school meeting shall be challenged as\nunqualified by any legal voter, the chairman presiding at such meeting shall require the person\nso offering to make the following declaration:\u00E2\u0080\u0094\nI do declare and affirm that I am a ratepayer of this district, and that I have paid all\ndistrict school rates imposed upon me within the last twelve months, and that I am legally\nqualified to vote at this meeting.\nOr\nI do declare and affirm that I am the wife or the husband (as the case may be) of a ratepayer of this district, and that my husband or my wife (as the case may be) has paid all\ndistrict school rates imposed upon him or her (as the case may be) within the last twelve\nmonths, and that I am legally qualified to vote at this meeting.\n\" Whereupon the person making such declaration shall be permitted to vote upon all questions\nproposed at such meeting; but if any person refuse to make such declaration, his or her vote D 98 Public Schools Report. 1918\nshall be rejected; and if any person wilfully makes a false declaration of his or her right to\nvote, he or she shall, on a summary conviction thereof, be liable to a fine not greater than one\nhundred dollars.\"\nSection 92 is amended by adding thereto the following subsection:\u00E2\u0080\u0094\n\"(2.) The salaries of teachers employed in rural school districts shall be by way of an\nannual salary, and shall be payable in ten equal instalments, one at the end of each month\nexcept the months of July and August.\"\nSection 95 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\u00E2\u0080\u00A2\n\"(1.) A city school district and a district municipality school district or a city school district\nand a rural school district united under clause (r) of section 6 hereof to form one school district\nshall, for all purposes of this Act, be deemed to be a city school district. A district municipality\nschool district and a rural school district united under said clause to form one school district\nshall, for all purposes of this Act, be deemed to be a district municipality school district.\n\"(2.) Where a rural school district has been united with a municipal school district to form\none school district under clause (r) of section 6 hereof, any male or female, being a British\nsubject and of the full age of twenty-one years, who is the assessed owner of land or real\nproperty in the area of such rural school district, according to the last revised assessment roll\nthereof, up to five clear days before the day of voting on the by-law hereinafter mentioned, shall\nhave the right to vote on any school by-law passed by the municipality in which such municipal\nschool district is situate and submitted to the electors of the municipality for their assent.\n\"(3.) The first election of trustees to constitute the Board of School Trustees of a school\ndistrict which has been formed by uniting two or more adjoining school districts under clause (r)\nof section 6 hereof shall be held as directed by a special order of the Lieutenant-Governor in\nCouncil, and upon such trustees being elected the terms of office of all trustees of the respective\nschool districts so united shall cease and determine.\n\"(4.) For each school district so formed by the union of two municipal school districts there\nshall be six trustees, three of whom shall, after the first election, be elected from each municipality in like manner as if each municipality comprised a separate school district. For each\nschool district so formed by the union of a municipal school district and a rural school district\nthere shall be five trustees elected at large from the school district so formed, and by the votes\nof the electors whose names appear on the voters' list prepared pursuant to section 31 hereof.\n\"(5.) The detailed estimates required under subsection (1) of section 50 hereof shall, in\nthe case of every Board of School Trustees of a municipal school district which is created by\nthe union of two or more municipal school districts under clause (r) of section 6 hereof, be\nsubmitted to the Municipal Councils of the respective municipalities; and all sums to be raised\nfor school purposes each year shall be levied and raised by the respective municipalities either\nin the ratio of their respective assessments or in the ratio of their respective enrolments, as\nagreed on at the time of the application for the union of the districts by the Boards of School\nTrustees of such municipal school districts, or according to any other method agreed on by such\nBoards at the time of such application.\n\"(6.) Wherever two or more adjoining school districts have been united under clause (r)\nof section 6 hereof into one school district, the Board of School Trustees of such united school\ndistrict shall provide for the conveyance to and from school of the children living at a considerable distance therefrom. To every such Board of School Trustees there shall be granted from\nthe Provincial Treasury a sum not exceeding one-half of the total expense incurred on account\nof such conveyance.\"\nSection 96 is amended to read as follows:\u00E2\u0080\u0094\n\" There shall be three trustees for each rural school district, who shall be British subjects\nand qualified voters and residents of the school district, or the wives or the husbands of qualified\nvoters and residents of the school district (except that the husband or wife of an acting trustee\nshall not be eligible for election), and the trustees of each district shall be a body corporate,\nunder the name of ' The Trustees of Esquimalt (or as the case may be) School District'; and\nno such corporation shall cease by reason of the want of trustees.\"\nSections 124, 125, and 126 are repealed.\nSection 127 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" Where it appears that in any school district there are twenty or more persons of the age\nof fourteen years and upwards desirous of obtaining instruction in technical education, manual 9 Geo. 5 Public Schools Report. D 99\ntraining, domestic science, commercial training, or in the ordinary branches of an English\neducation, the Board of School Trustees may establish, under regulations issued by the Council\nof Public Instruction, night-schools for their benefit.\"\nSection 134 and the words \" Board of Examiners \" immediately preceding said section are\nrepealed, and the following words and section are substituted therefor:\u00E2\u0080\u0094\n\" Teachers' Certificates.\n\" The Board of Examiners shall have authority to grant certificates, the designation and\nvalidity of which shall be as follows:\u00E2\u0080\u0094\n\"(a.) Academic, valid for life:\n\"(5.) First class, valid for life:\n\"(c.) Second class, valid for life:\n\"(d.) Third class: If applicant holds a preliminary certificate from the Provincial Normal\nSchool, or from any other normal school approved by the Council of Public Instruction,\nvalid for three years; or if applicant holds both the preliminary and advanced certificates from the Provincial Normal School, or from any other normal school approved\nby the Council of Public Instruction, valid for life.\"\nSection 137 is repealed, and the following is substituted therefor:\u00E2\u0080\u0094\n\" Graduates in arts, in science, or in literature of recognized Canadian, British, or colonial\nuniversities who have proceeded regularly to their degrees may on application be granted\nacademic certificates, provided they hold certificates of Canadian normal schools, or of other\nnormal schools approved by the Council of Public Instruction; or provided they satisfy, by a\nwritten examination, the Board of Examiners as to their knowledge of the art of teaching,\nschool discipline and management, and the school law of the Province.\"\nSection 138 is repealed.\nThe Schedule is amended by striking out the figures \" 66 \" in the fourth line of Form No. 2\nin said Schedule, and substituting therefor the figures \" 65.\" D 100 Public Schools Report. 1918\nSCHOOL DISTRICTS.\nSince the publication of the School Report for 1916-17 the Honourable the Council of Public\nInstruction has made changes in the boundaries of the following school districts, and has also\ncreated school districts with limits as herein stated:\u00E2\u0080\u0094\nRural School Districts.\nAlert Bay.\u00E2\u0080\u0094May 1st, 1899. Boundaries altered and redefined September 2Sth, 1918:\nAll that tract of land known as Cormorant Island, Rupert District.\nBeresford.\u00E2\u0080\u0094April 20th, 1909. Boundaries altered and redefined July 28th, 1911; September\n14th, 1911; April 15th, 1913; January 19th, 1915; November 25th, 1916; May 4th, 1918;\nand August 29th, 1918 :\nCommencing at the north-west corner of Section 15, Township 19, Range 17, Kamloops\nDivision of Yale District; thence due east to the north-east corner of the North-west Quarter\nof Section 13 of said township; thence due south to the south-east corner of said quarter-\nsection ; thence due east to the north-east corner of the South-east Quarter of Section 18,\nTownship 19, Range 16; thence due south to the south-east corner of Section 6 of said\ntownship; thence due west to the north-east corner of Section 36, Township 18, Range 17;\nthence due south to the south-east corner of the North-east Quarter of Section 25 of said\ntownship; thence due west to the western boundary-line of Section 27 of said township;\nthence due north to the north-west corner of Section 34 of said township; thence due west\nto the south-west corner of the South-east Quarter of Section 3 of Township 19, Range 17;\nthence due north to the north-west corner of said quarter-section; thence due west to the\nsouth-west corner of the North-east Quarter of Section 4 of said township; thence due north\nto the north-west corner of the North-east Quarter of Section 9 of said township; thence\ndue east to the north-east corner of said quarter-section; thence due north to the point of\ncommencement.\nEdith Lake.\u00E2\u0080\u0094August 1st, 1906. Boundaries altered and redefined; raised to the status of a\nregularly organized school district; name changed from \" Jacko Creek \" to \" Edith Lake \"\nApril 9th, 1910. Boundaries altered and redefined April 15th, 1913; January 19th, 1915;\nOctober 19th, 1917; May 4th, 1918 ; and August 29th, 1918 :\nCommencing at the north-east corner of Section 30, Township 19, Range 17, Kamloops\nDivision of Yale District; thence due south to the south-east corner of Section 19 of said\ntownship; thence due east to the north-east corner of Section 17 of said township; thence\ndue south to the south-east corner of said section; thence due east to the north-east corner\nof the North-west Quarter of Section 9 of said township; thence due south to the southeast corner of the North-west Quarter of Section 4 of said township; thence due west to\nthe south-west corner of the North-east Quarter of Section 5 of said township; thence due\nsouth to the south-east corner of the South-west Quarter of said section; thence due east\nto the north-east corner of Section 31, Township 18, Range 17; thence due south to the\nsouth-east corner of the North-east Quarter of Section 30 of said township; thence due west\nto the south-west corner of the North-west Quarter of Section 27, Township 18, Range 18;\nthence due north to the north-west corner of Section 34 of said township; thence due west\nto the south-west corner of Section 4, Township 19, Range 18; thence due north to the\nnorth-west corner of said section; thence due east to the north-east corner of the North-west\nQuarter of said section; thence due north to the north-west corner of the South-east Quarter\nof Section 16 of said township; thence due east to the western boundary-line of Section 14\nof said township ; thence due north to the north-west corner of Section 26 of said township;\nthence due east to the point of commencement.\nGanges Harbour.\u00E2\u0080\u0094April 3rd, 1917. Boundaries altered and redefined May 29th, 1918. Raised\nto the status of a regularly organized school district September 11th, 1918:\nCommencing at the south-east corner of Section 14, Range 6 east, Saltspring Island, being\na point on Ganges Harbour; thence due west to the south-west corner of said section; 9 Geo. 5 Public Schools Report. D 101\nthence due north to the south-west corner of Section 15, Range 6 east; thence due west to\nthe middle point of the southern boundary of Section 15, Range 5 east; thence due north\nto the middle point of the southern boundary of Section 16, Range 5 east; thence due west\nto the south-west corner of Section 16, Range 4 east; thence due north to the south-west\ncorner of Section 18, Range 4 east; thence due west to the south-west corner of Section 18,\nRange 3 east; thence due north to the south-east corner of Lot 25; thence due west to the\nsouth-west corner of Lot 30, being a point on the sea-shore at Stuart Channel; thence following the shore-line in a northerly direction to the south-west corner of Lot 16; thence due\neast to the north-west corner of Section 3, Range 3 east; thence due north to the north-west\ncorner of Section 5, Range 3 east; thence due east to the middle point of the northern\nboundary of Section 5, Range 3 east; thence in a south-easterly direction, following the\nGovernment Roadway, to a point in the eastern boundary of Section 5, Range 3 east, crossed\nby this roadway; thence due north to the north-west corner of Section 5, Range 4 east;\nthence due east along the northern1 boundaries of Sections 5 to a point in the western\nboundary of Lot 8; thence due north along the western boundary of Lot 8 to the sea-shore\nat Trincomalie Channel; thence by the right following the shore-Hue in a southerly direction\nto the point of commencement.\nLong Lake.\u00E2\u0080\u0094January 27th, 1911. Boundaries altered and redefined July 28th, 1911; September\n14th, 1911; November 25th, 1916; May 4th, 1918 ; and August 29th, 1918 :\nCommencing at the north-west corner of the South-west Quarter of Section 27, Township\n18, Range 18, Kamloops Division of Yale District; thence due east to the north-east corner\nof the South-west Quarter of Section 29, Township 18, Range 17; thence due south to the\nsouth-east corner of said quarter-section; thence due east to the south-west comer of the\nSouth-east Quarter of Section 2S of said township; thence due north to the north-west\ncorner of said quarter-section; thence due east to the north-east corner of said quarter-\nsection ; thence due south to the south-east corner of Section 28, Township 17, Range 17;\nthence due west to the south-west corner of Section 27, Township 17, Range 18; thence due\nnorth to the point of commencement.\nMill Bay.\u00E2\u0080\u0094May Sth, 1884. Boundaries altered and redefined August 21st, 1885; December 18th,\n1905; May 21st, 1900; July 15th, 1913. Name changed from \" Shawnigan \" to \" Mill Bay \"\nand boundaries altered and redefined May 29th, 1918:\nCommencing at the north-east corner of Section 16, Range 9, Shawnigan District, being\na point on the sea-shore; thence due west to the north-west corner of said section; thence\ndue south to the south-west corner of Section 12, Range 9; thence due west to the north-west\ncorner of Section 11, Range 8; thence due south to the south-west corner of Section 10,\nRange 8; thence due west to the north-west corner of Section 9, Range 6; thence due south\nto the north-west corner of Section 4, Range 6; thence due east to the north-east corner\nof Section 4, Range 8; thence due south following the eastern boundary-line of said Range\n8 to the channel of Mill Creek; thence following the channel of Mill Creek in an easterly\ndirection to the sea-shore; thence following the sea-shore in a northerly direction to the\npoint of commencement.\nNakusp.\u00E2\u0080\u0094June 27th, 1894. Boundaries altered and redefined December 18th, 1905; May 21st,\n1909; July 21st, 1.910; and January 9th, 1919 :\nCommencing at the south-west corner of District Lot 398, being a point on the eastern\nshore of Upper Arrow Lake; thence due east 40 chains; thence due north to Nakusp Creek;\nthence following said creek in a westerly direction to the point where it crosses for the\nsecond time the southern boundary of Sub-lot 3 of D.L. 39S; thence due west to the Nakusp\n& Slocan Railway; thence following said railway to the point where it crosses the western\nboundary of Sub-lot 11 of D.L. 397; thence due north to Koos-ka-nax Creek; thence following\nsaid creek in a north-easterly direction to the western boundary of Pre-emption 824; thence\ndue north to the north-west corner of said pre-emption; thence due west to the eastern shore\nof Upper Arrow Lake; thence following said shore in a southerly direction to the northwest corner of Lot 11721; thence south along the western boundary-line of said lot to the\nsouth-west corner of said lot; thence following along the southern boundary-line of said lot\nin an easterly direction to the south-east corner of said lot; thence in a straight line to D 102 Public Schools Report. 1918\nthe south-west corner of Lot 11720; thence following along the southern boundary-line of\nsaid lot in an easterly direction to the south-east corner of said lot; thence north along the\neastern boundary-line of said lot to the north-east corner of said lot, being a point on the\neastern shore of Upper Arrow Lake; thence following said shore in a south-easterly direction\nto the point of commencement. :\nPrinceton.\u00E2\u0080\u0094September 15th, 1904. Boundaries altered and redefined June 5th, 1918, and\nDecember 28th, 1918:\nCommencing at the north-west corner of Lot 517, Kamloops Land Division; thence due\neast to the north-east corner of Lot 1194; thence north to the north-west corner of Lot 42;\nthence east to the north-east corner thereof; thence south to the north-west corner of Lot\n1040; thence east to the north-east corner thereof; thence south to the south-east corner\nof Lot 967; thence to the middle point of the south boundary thereof; thence south to the\nsouth-east corner of Lot 2134; thence in a straight line to the north-west corner of Lot 404,\nfollowing the north and east boundaries to the south-east corner thereof; thence in a\nstraight line to the north-east corner of Lot 344 (S.) ; thence south to the south-east corner\nof Lot 15S4 (S.) ; thence west to the south-west corner of Lot 360 (S.) ; thence in a straight\nline to the north-east comer of Lot 408, following the east and south boundaries thereof as\nfar as the east boundary of Lot 1825;\" thence south to the south-east corner thereof; thence\nwest to the east boundary of Lot 628 (S.) ; thence south to the south-east corner thereof;\nthence west to the south-west corner of Lot 3367; thence north to the south boundary of\nLot 2263 (S.) ; thence west to the south-west corner thereof; thence north to the south-east\ncorner of Lot 709 ; thence west to the right bank of the Similkameen River ; thence following\nsaid bank southwards to the point where it is crossed by the east boundary of Lot 102;\nthence south to the south-east corner thereof; thence west to the south-west corner of Lot\n300; thence north to the south-east corner of Lot 3S9; thence west to the south-west corner\nthereof; thence north to the south-east corner of Lot 96S; thence west to the south-west\ncorner of Lot 969; thence north to the south-east corner of Lot 86 C.L.; thence west to\nthe south-west corner thereof; thence north to the north-west corner of Lot 699 C.L.; thence\neast to the north-east corner thereof; thence north to the south boundary of Lot 140; thence\nwest to the south-west corner thereof; thence north to the south-west corner of Lot 139,\nfollowing the west and north boundaries to the north-west corner thereof; thence east to\nthe west boundary of Lot 518; thence north to the north-west corner thereof; thence in a\nstraight line to the south-west comer of Lot 517; thence north to the point of commencement.\nShawnigan Lake.\u00E2\u0080\u0094April 18th, 1893. Boundaries altered and redefined August 20th, 1895;\nDecember 18th, 1905; and July 15th, 1913. Name changed from \" Malahat\" to \" Shawnigan\nLake\" May 29th, 1918.\nSmithers.\u00E2\u0080\u0094November 10th, 1914. Raised to the status of a regularly organized school district\nDecember 2nd, 1916. Boundaries altered and redefined October 16th, 1918:\nCommencing at the north-west corner of Section 3, Township 1a, Range 5, Coast District;\nthence due east to the north-east corner of Section 5, Township 2a ; thence due south to the\nsouth-east corner of Section 20, Township 4; thence due west to the south-west corner of\nsaid section; thence due south to the south-east corner of Section 18; thence due west to\nthe south-west corner of Lot 4264; thence due north to the southern boundary-line of Lot\n4265; thence due west to the south-west corner of said lot; thence due north along the\nwestern boundary-lines of Lots 4265 and 5427 to the south-east corner of Lot 5425; thence\nfollowing the southern and western boundary-lines of the said Lot 5425 to the south-east\ncorner of Lot 5424; thence following the southern and western boundary-lines of the said\nlot and the western boundary-line of Section 3 to the point of commencement.\nVesuvius.\u00E2\u0080\u0094August 18th, 1SS5. Boundaries altered and redefined April 26th, 1892; December\n18th, 1905; April 3rd, 1917; and May 29th, 1918:\nCommencing at the south-west corner of Lot 16, Saltspring Island, being a point on the\nsea-shore at Vesuvius Bay; thence due east to the south-east corner of Section 4, Range 2\neast, Saltspring Island; thence due north to the south-east corner of Section 6, Range 2 east;\nthence due east to the middle point of the southern boundary of Section 6, Range 3 east; 9 Geo. 5 Public Schools Report. D 103\nthence south-easterly following the Government roadway to a point in the eastern boundary\nof Section 5, Range 3 east, crossed by this roadway; thence due north to the south-east\ncorner of Section 6, Range 3 east; thence due east along the southern boundaries of Section\n6 to a point in the western boundary of Lot S ; thence due north along the western boundary\nof Lot 8 to a point on the sea-shore at Trincomalie Channel; thence following the shore-line\nin a north-westerly direction to the eastern extremity of the line separating Sections 11 and\n12; thence due west along the line separating Sections 11 and 12 to a point on the sea-shore\nat Stuart Channel; thence following the shore-line in a southerly direction to the point of\ncommencement.\nAssisted Schools.\nAllen Grove.\u00E2\u0080\u0094June ,21st, 1915. Boundaries altered and redefined November 18th, 1915, and\n. March ISth, 1918 :\nCommencing at the north-east corner of Lot 3589, Osoyoos Division of Yale District;\nthence following the western boundary of Indian Reserve No. 1 to the south-east corner\nof Lot 201 (S.) ; thence due west to the south-west corner of Lot 1801 (S.) ; thence following\nthe western boundary of said lot to its north-west corner; thence due north to a point due\nwest of the north-east comer of Lot 3589; thence due east to the point of commencement.\nAnderson Creek.\u00E2\u0080\u0094May 4th, 1918. Boundaries altered and redefined August 29th, 1918:\nCommencing at the north-east corner of the South-west Quarter of Section 3, Township 19,\nRange 17, Kamloops Division of Yale District; thence due south to the south-east corner\nof said Quarter-section; thence due east to the north-east corner of Sectioh 33, Township\n18, Range 17; thence due south to the south-east corner of the North-east Quarter of Section\n28 of said township; thence due west to the south-west corner of said quarter-section;\nthence due south to the south-east corner of the South-west Quarter of said section; thence\ndue west to the south-west corner of the South-east Quarter of Section 29 of said township;\nthence due north to the north-west corner of said quarter-section; thence due west to the\nwestern boundary-line of said section; thence due north to the north-west corner of Section\n32 of said township; thence due west to the south-west corner of the South-east Quarter\nof Section 5, Township 19, Range 17; thence due north to the north-west corner of said\nquarter-section; thence due east to the point of commencement.\nBamfield.\u00E2\u0080\u0094October 23rd, 1918:\nCommencing at the point where the northern boundary-line of Lot 415, Barclay District,\nprojected westward, reaches the sea-shore at Eastern Channel; thence east to the centre\nof Section 34; thence south to the centre of Section 10; thence west to the western boundary\nof Section 8; thence south to the south-west corner of said Section 8; thence west to the\neastern boundary of Lot 11; thence south to the south-east corner of said Lot 11; thence\nwest to the south-west corner of said Lot 11; thence south to the south-east corner of Lot\n424; thence west to the sea-shore; thence westerly and north-easterly following the shoreline to the point of commencement, except such portions of the above-defined area as are\ndesignated \" Indian Reserve.\" This school district shall also include Dixon Island and the\nislands in Bamfield Creek.\nBig Eddy.\u00E2\u0080\u0094June 16th, 1913. Boundaries altered and redefined September 23rd, 1918:\nCommencing at the north-west corner of Section 31, Township 23, Range 2, west of the\n6th meridian; thence due east to the right bank of the Columbia River; thence following\nsaid bank in a southerly direction to the point where it meets the southern boundary-line\nof Section 28 of said township; thence due west to the south-west corner of L.S. 2 of said\nsection; thence due north to the south-west corner of L.S. 7 of said section; thence due\nwest to the eastern boundary-line of the South-west Quarter of Section 29 of said township;\nthence due south to the south-east corner of said quarter-section; thence due west to the\nsouth-west corner of said quarter-section; thence due south to the south-east corner of\nSection 19 of said township; thence due west to the south-west corner of said section;\nthence due north to the point of commencement.\nBowie.\u00E2\u0080\u0094September 19th, 1918:\nAll that parcel or tract of land comprised in Sections 21, 22, 23, 24, 25, 26, and 27, Township 22, Range 7, west of the 6th meridian. D 104 Public Schools Report. 1918\nCampbell Range.\u00E2\u0080\u0094May 4 th, 1918 :\nCommencing at the south-east corner of the South-west Quarter of Section 8, Township\n19, Range 15, being a point in the Kamloops Division of Yale District; thence due south\nto the southern boundary of said township; thence due east to the north-east corner of\nSection 31, Township 18, Range 15; thence due south three miles, west three miles, and north\nthree miles to the northern boundary of Township IS, Range 16; thence due west to the\nsouth-west corner of the South-east Quarter of Section 2, Township 19, Range 16; thence\ndue north one mile and due east three miles to the point of commencement.\nCortes Island.\u00E2\u0080\u0094October 8th, 1912. Boundaries altered and redefined March 25th, 1914, and\nFebruary 18th, 1918:\nCommencing at the north-east corner of Lot 860, being a point on the east shore of Cortes\nIsland, south of Squirrel Cove; thence west to the north-west corner of said Lot 860; thence\nsouth to the northern boundary-line of Section 26, being the north-east corner of L.I. 122535;\nthence west to the eastern boundary-line of Lot 739; thence north to the north-east corner\nof said Lot 739; thence west to the north-west corner of said Lot 739; thence south to the\nnorth-east corner of P.R. 3104; thence west to the eastern boundary-line of P.R. 1099; thence\nnorth to the north-east corner of said P.R. 1099; thence west to the north-west corner of\nsaid P.R. 1099; thence north to the north-east corner of A.P. 29565; thence west to the\nnorth-west corner of said A.P. 29565; thence south to the south-west corner of P.R. 1116;\nthence west to Gorge Harbour; thence by the left following the sinuosities of the shore-line\nin a westerly and southerly direction to Reef Point; thence northerly and easterly to Turn\nPoint; thence northerly to the point of commencement (exclusive of Indian reservation) ;\nand including Twin Islands and Mary Island.\nCranberry Marsh.\u00E2\u0080\u0094October 9th, 1918 :\nCommencing at the north-west comer of Lot 31, Saltspring Island, being a point on the\nsea-shore at Stuart Channel; thence east to the north-east corner of Lot 39; thence south\nto the north-west corner of Lot 23; thence east to the north-east corner of Lot 23 ; thence\nsouth to the south-west corner of Section 14, Range 4 east; thence east to the middle point\nof the northern boundary of Section 85 ; thence due south to the centre of Section 79; thence\nwest following the centre lines of Sections 79, 80, and 81 to the sea-shore; thence following\nthe sea-shore in a north-westerly and northerly direction to the point of commencement.\nEagle Valley.\u00E2\u0080\u0094September 19th, 191S :\nCommencing at the point where the northern boundary-line of the South-west Quarter\nof Section 10, Township 22, Range 8, west of the 6th meridian, meets the eastern shore of\nShuswap Lake; thence due east to the north-east comer of the South-east Quarter of Section\n12 of said township; thence due south to the south-east corner of said quarter-section;\nthence due east to the north-east corner of Section 5, Township 22, Range 7; thence due\nsouth to the south-east corner of Section 20, Township 21 of said range; thence due west\nto the eastern shore of Mara Lake; thence following the eastern shore of Mara Lake\n(through Sicamous Narrows) and the eastern shore of Shuswap Lake in a northerly\ndirection to the point of commencement.\nGaliano, North.\u00E2\u0080\u0094August 20th, 1918 :\nCommencing at the point where the western boundary-line of Section 73, Galiano Island,\nreaches the sea-shore; thence north to the north-west corner of said section; thence east\nto the north-east corner of said section; thence north to the north-west corner of Section 69;\nthence east to the sea-shore; thence north-westerly, westerly, and south-easterly following\nthe shore-line to the point of commencement.\nHazelton, New.\u00E2\u0080\u0094June 26th, 1918:\nCommencing at the north-east corner of Lot 319, being a point on the Bulkley River,\nHazelton Land Recording District; thence due west to the north-west corner of said lot;\nthence due south to the north-east corner of Lot 863; thence due west to the north-west\ncorner of said lot; thence due south and following the western boundary of Lots 863, 890,\nto the south-west corner of Lot 890; thence clue east and following the southern boundary 9 Geo. 5 Public Schools Report. D 105\nof Lots 890, 1576, 1577, to the south-east corner of Lot 1577 ; thence due north to the northwest corner of Lot 2115; thence due east to the south-west corner of Lot 1586; thence due\nnorth and following the eastern boundary of Lots 1577, 796, S85, and 8S4, to the south bank\nof the Bulkley River; thence following the meanderings of the said river and in a westerly\ndirection to the point of commencement.\nHouston.\u00E2\u0080\u0094October 10th, 1918 :\nCommencing at south-east corner of Lot 3441, Hazelton Land Recording District; thence\ndue north to the north-east corner of said lot; thence due west to the north-west corner of\nsaid lot; thence due north and following the eastern boundary of Lots 3435, 3434 to south\nbank of the Bulkley River; thence in a westerly direction and following the meanderings\nof the said river to the north-east corner of Lot 1158; thence due north to the north-east\ncorner of Lot 3447; thence due west and following the northern boundary of Lots 3447,\n3448, 2608, 2107 to the north-west corner of Lot 2107; thence due south to the south-west\ncorner of said lot; thence due west to the north bank of the Bulkley River; thence in a\nsoutherly direction and following the meanderings of the Morice River to the south-west\ncorner of Lot 2123; thence due east to the north-west corner of Lot 2120; thence due south\nalong the western boundary of Lots 2120, 2105, 2103, 2101, 2093 to the south-west corner of\nLot 2093; thence due east to the south-east corner of Lot 2102a; thence due south to the\nsouth-west corner of Lot 2092; thence due east along the southern boundary of Lots 2092,\n2091, 2097 to the south-east comer of Lot 2097; thence due north to the north-east corner\nof said lot; thence due east to the south-east corner of Lot 2096; thence due north to the\nsouth-west corner of Lot 3443; thence due east to the south-east corner of said lot; thence\ndue north to the south-west corner of Lot 3441; thence due east to the point of commencement.\nLac du Bois.\u00E2\u0080\u0094January 23rd, 1918:\nCommencing at the south-west comer of Section 31, Township 20, Range 18, Kamloops\nDivision of Yale District; thence due east to the south-east corner of Section 35 of said\ntownship; thence due north to the north-east corner of Section 35, Township 21, Range 18;\nthence due west to the eastern boundary of Tranquille Forest Reserve; thence south and\nwest following the eastern boundary of said reserve to the north-west corner of Section 18,\nTownship 21, Range 18; thence due south to the point of commencement.\nLandry.\u00E2\u0080\u0094August 20th, 1918:\nAll that tract of land included in Sections 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,\n17, 18, 19, 20, 21, 22, 23, 24, Township 79, Range 14; Sections 5, 6, 7, 8, 17, 18, 19, 20,\nTownship 79, Range 13; all west of 6th meridian.\nMagna Bay.\u00E2\u0080\u0094October 2nd, 1918 :\nCommencing at a point on the north shore of Shuswap Lake where the centre line between\nSections 10 and 11, Township 23, Range 10, west of the 6th meridian, intersects the lake;\nthence north to the north-west corner of Section 23 of said township; thence due east to\nthe north-east corner of Section 22, Township 23, Range 9, west of the 6th meridian; thence\ndue south to the shore of Shuswap Lake; thence west along the shore of Shuswap Lake to\nthe point of commencement.\nParson.\u00E2\u0080\u0094May 29th, 1918:\nCommencing at the point where the southern boundary-line of Section 16, Township 24,\nRange 19, west of 5th meridian, meets the right bank of the main stream of the Columbia\nRiver; thence due east to the south-east corner of the South-west Quarter of Section 15 of\nsaid township; thence due north to the northern boundary-line of Section 34 of said township ; thence due west to the north-west corner of Section 31 of said township; thence due\nsouth to the right bank of the main stream of the Columbia River; thence following said\nbank in a south-easterly direction to the point of commencement.\nPouce Coupe, Central.\u00E2\u0080\u0094October 5th, 1917. Boundaries altered and redefined August 20th, 1918 :\nAll that tract of land included in Sections 7, 8, 9, 10, 11, 14, 15, 16, 17, 18, 19, 20, 21, 22,\n23, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, Township 78, Range 14; Sections 25, 26, 35, 36,\nTownship 78, Range 15 ; Sections 1, 2, Township 79, Range 15; all west of the 6th meridian.\n8 D 106 Public Schools Report. 1918\nRed Lake.\u00E2\u0080\u0094January 16th, 1919:\nCommencing at the north-east corner of Section 20, Township 23, Range 20, Kamloops\nDivision of Yale District; thence south five miles; thence west one mile; thence south one\nmile; thence west four miles; thence north six miles to the north-west corner of Section 22,\nTownship 23, Range 21; thence east to the point of commencement.\nRetreat Cove.\u00E2\u0080\u0094June 5th, 191S:\nCommencing at the north-west corner of Section 30, Galiano Island, being a point on the\nsea-shore; thence south to the south-east corner of Section 36; thence west to the south-west\ncorner of said section; thence south to the sea-shore; thence north-westerly following the\nshore-line to the western boundary-line of Section 73; thence north to the north-west corner\nof said section; thence east to the north-east corner of said section; thence north to the\nnorth-west corner of Section 69; thence east to the sea-shore; thence south-easterly following the shore-line to the point of commencement.\nRobin's Range.\u00E2\u0080\u0094November 6th, 1917. Boundaries altered and redefined May 4th, 1.91S:\nCommencing at the north-west corner of the North-east Quarter of Section 8, Township 19,\nRange 15, being a point in the Kamloops Division of Yale District; thence due east to the\nnorth-west corner of L.S. 15 of Section 12 of said township; thence due south 20 chains and\neast 20 chains to the south-east corner of said L.S.; thence due south to the south-west\ncorner of L.S. 1 of said section; thence due east to the eastern boundary of said township;\nthence due south to the northern boundary of Township IS, Range 15; thence due east to\nthe eastern boundary of said township; thence due south three miles, west five miles, and\nnorth three miles to the southern boundary of Township 19, Range 15; thence due west to\nthe south-west corner of the South-east Quarter of Section 5 of said township; thence due\nnorth to the point of commencement.\nSahtlam.\u00E2\u0080\u0094August 21st, 1918. Boundaries altered and redefined September 13th, 1918:\nCommencing at the north-east corner of Section 8, Range 8, Seymour District; thence due\nwest to the western boundary-line of Seymour District; thence due south to the left bank\nof the Cowichan River; thence following the left bank of the Cowichan River down-stream\nto the eastern boundary-line of Sahtlam District; thence north to the point of commencement.\nSaturna Island.\u00E2\u0080\u0094September 20th, 1918 :\nAll those areas known as Saturna Island and Samuel Island.\nShuswap, North.\u00E2\u0080\u0094June 6th, 1914. Boundaries altered and redefined June 12th, 1918:\nCommencing at a point where the eastern boundary of Section 10, Township 23, Range 10,\nKamloops Division of Yale District, meets the north shore of Shuswap Lake; thence due\nnorth to the north-east corner of Section 22 of said township; thence due west five miles\nand a half; thence due south one mile, east one mile; thence due south to the north shore\nof Shuswap Lake; thence in an easterly direction following the north shore of Shuswap\nLake to the point of commencement.\nSicamous.\u00E2\u0080\u0094September 19th, 1918 :\nCommencing at the point where the southern boundary-line of the North-west Quarter of\nSection 24, Township 21, Range 8, west of the 6th meridian, meets the western shore of Mara\nLake at extreme low-water mark; thence due west to the western boundary-line of Section\n22 of said township; thence due north to the extreme low-water mark of the southern shore\nof Shuswap Lake; thence following the line of extreme low-water mark in an easterly\ndirection along the southern shore of Shuswap Lake and (passing through Sicamous\nNarrows) along the western shore of Mara Lake in a southerly direction to the point of\n, commencement.\nSproat.\u00E2\u0080\u0094November 14th, 1918:\nCommencing at the point where the northern boundary-line of L.S. 8, Section 13, Township\n21, Range 1, west of the 6th meridian, meets the right bank of the Columbia River; thence\ndue west to the western boundary-line of said section; thence due south to the south-west\ncorner of Section 36, Township 20, of said range; thence due east to the south-east corner\nof said section; thence due south to the southern boundary-line of Section 31, Township 20, 9 Geo. 5 Public Schools Report. D 107\nRange 29, west of the 5th meridian; thence due east to the right bank of the Columbia\nRiver; thence following up said bank in a northerly direction to the point of commencement.\nSquirrel Cove.\u00E2\u0080\u0094February 18th, 1918:\nCommencing at the south-east corner of Lot 861, being a point on the eastern shore of\nCortes Island, south of Squirrel Cove; thence west to the north-east comer of P.R. 223;\nthence south to the south-east corner of said P.R. 223; thence west to the south-west corner\nof P.R. 16; thence north to the south-east corner of Lot 864; thence west to the eastern\nboundary-line of P.R. 3058; thence south to the south-east corner of said P.R. 3058; thence\nwest to the eastern boundary-line of P.R. 1099; thence north to the north-east corner of\nsaid P.R. 1099; thence west to the eastern boundary-line of A.P. 29565 ; thence north to the\nnorth-east corner of said A.P. 29565 ; thence west to the north-west corner of said A.P. 29565 ;\nthence north to the north-west corner of Lot 903; thence west to the north-west comer of\nLot 904, being a point on the west shore of the island; thence by the right following the\nsinuosities of the shore-line in a northerly direction to Bullock Point; thence southerly to\nthe point of commencement (exclusive of Indian reservation).\nSylvania.\u00E2\u0080\u0094May 29th, 1918:\nCommencing at the north-west corner of Section 4, Range 6, Shawnigan District; thence\ndue east to the north-east corner of Section 4, Range 8; thence due south following the\neastern boundary-line of said Range 8 to the channel of Mill Creek; thence following the\nchannel of Mill Creek in an easterly direction to the sea-shore; thence following the seashore in a south-easterly direction to the western boundary-line of the Malahat Indian\nReserve; thence due south to the south-east corner of Lot 72, Malahat District; thence due\nwest to the eastern boundary-line of Lot 113; thence due south to the south-east corner of\nsaid Lot 113; thence due west to the south-west corner of said Lot 113; thence due north\nto the south-east corner of Lot 49; thence due west to the southern projection of the range-\nline between Ranges 5 and 6, Shawnigan District; thence due north to the point of\ncommencement.\nTonkawatla.\u00E2\u0080\u0094September 23rd, 1918 : <\nCommencing at the point where the northern boundary-line of Section 21, Township 23,\nRange 2, west of the 6th meridian, meets the right bank of the Columbia River; thence due\nwest to the north-east corner of L.S. 14 of said section; thence due north to the north-east\ncorner of L.S. 3 of Section 28 of said township ; thence due west to the north-west corner\nof L.S. 2 of Section 29 of said township; thence due south to the north-west corner of\nL.S. 15 of Section 20 of said township; thence due west to the north-west corner of said\nSection 20; thence due south to the south-west, corner of said section; thence due east to\nthe north-west Corner of L.S. 15 of Section 17 of said township; thence due south to the\nsouth-west corner of L.S. 10 of Section 8 of said township; thence due east to the south-west\ncorner of L.S. 12 of Section 9 of said township; thence due south to the south-west comer\nof said Section 9; thence due east to the right bank of the Columbia River ; thence following\nsaid bank in a northerly direction to the point of commencement.\nWaterloo.\u00E2\u0080\u0094August 20th, 191S :\nCommencing at the point where the southern boundary-line of Lot 15, Bright District,\nintersects the right bank of Haslam Creek; thence east, south, and east following the\nboundaries of said Lot 15 to the eastern boundary-line of Bright District; thence north\nto the south-west corner of Section 1, Range 1, Cedar District; thence east to the south-east\ncorner of said section; thence north to the north-east corner of Section 2, Range 1; thence\nwest to the north-west corner of said section; thence north to the north-west corner of\nSection 3, Range 1; thence west to the right bank of Haslam Creek; thence following the\nright bank of Haslam Creek up-stream to the point of commencement.\nWhaletown.\u00E2\u0080\u0094November 1st, 1911. Boundaries altered and redefined March 25th, 1914;\nSeptember 18th, 1916; and February 18th, 1918:\nCommencing at the north-west corner of Lot 904, being a point on the north-west shore\nof Cortes Island, north of Carrington Bay; thence east to the north-east corner of A.P.\n31881, being the point where the northern boundary-line of the Whaletown School District D 108 Public Schools Report. 1918\nintersects the western boundary-line of the Squirrel Cove School District; thence south to\nthe south-east corner of A.P. 31825; thence west to Gorge Harbour; thence by the right\nfollowing the sinuosities of the shore-line in a westerly and southerly direction to Stevens\nPass; thence northerly and easterly to the point of commencement; and including Camp\nIsland, Coulter Island, and Hill Island.\nI have the honour to be,\nSir,\nYour obedient servant,\nALEXANDER ROBINSON,\nSuperintendent of Education. 9 Geo. 5 Public Schools Report. D i.\nPART II.\nSTATISTICAL KETTJKNS. D ii.\nPublic Schools Report.\n1918\nHIGH SCHOOLS.\nd\no\n33\nd\n73\nA.\u00E2\u0080\u0094\n-English.\n33\nc\n33\nbo\nc\nai\n\u00C2\u00A7\n>\no\n331\nc\n0)\na\nj=5\np.\no\nO\ncj\n0)\n\u00C2\u00A3\n'S\n33\nto\n<\nO)\no\ncj\nO\nU\n0J\nu\nO\ns\no\nto\n\"C\nt-\n\u00E2\u0080\u00A2-\n1\n01\na\nc\nOJ\nH\no>\n'3\nm\ncj\njr.\"\nCm\n73\na\nCO\n\u00E2\u0096\u00A0&\u00C2\u00A3\nis.\nm o\n\u00E2\u0096\u00A0\u00E2\u0080\u0094 >\n>>\nH\no\nre\n.5\nCO\n33\n01\nS-\nO\njc:\nCJ\n33\nc\ncO\nto\nq\n\"33-\n33\n333\n333\n0\n0\n>>\nsi\nft\nto\n0\na\nCJ\nti\n3\n+3\nft\nOJ\n&'\n- 1\n3i 33\nW d\nIS\nc33\nto O\nv >\n\u00E2\u0096\u00A0a%\nto\nc\n's\n'5\nH\n\"cO\nL3\na\ns\n0\na\nOJ\n'S\nCO\na\nB\n0\na\ncj\ns\nto\n<\n\u00E2\u0096\u00A00\n03 jT\nJJ>-\n33 '0\n+T L3\n\u00E2\u0096\u00A0JJ c\ncr oj\nto\n0\n.cj\n\"3\no3\n>\nfc.\nO\n-m\nE\ncr\n03\nO\n\u00C2\u00A9\nto\n5\n'3\ncj\nO\no\noo\n\u00C2\u00A3\nToo\nOJ\na\nCJ\nft\n03\nto\no\nCJ\ne\ncj\nOJ\n6\n<\n03\nSi\n.3\n>>\n01\ns\n0\nCJ\nis\n-u\n0J\nB\n0\ncr\n0\n.\u00C2\u00A7>\n'1\n0J\noj\n0\ncr\n'0\nCO\n\"3\n73\ngp\nIf\na\n03\n0\nm\na\n03\nM\n3\n0\na\nCJ\ncr\n03\n\u00C2\u00A3\nOJ\na\nto\ncr\n%\nCJ\nM\nA\n0\n0\npa\n.33\n\u00C2\u00A7\u00E2\u0080\u00A2\n0\ncr\nCJ\n-Id\nCO\ntb\ncr\nft\nC*s\nH\n(S 03\nZ =\n02 O\nII\nre\nti\n'3\n'S\n%,\nH\ncr\n03\ns\noj\n0\ncr\nCJ\n'0\nCO\nCJ\nj3\nCO\nCJ\ns\n0\n0\noj\n_CJ\n-J-\nto\n<1\n-a\ncr .\na >,\nSo\n\"\u00E2\u0096\u00A03 \u00C2\u00A33\ncj 0\ncr oj\n1*3\nto\n(5\nO\n\"B\nOJ\n9\n9\n9\n17\n26\n27\n27\n'\"7\n7\n6\n8\n14\n25\n17\n42\n28\n27\n55\n14\n7\n21\n19\n8\n27\n28\n28\n36\n28\n120\n30\n36\n25\n25\n27\n20\n169\n36\n35\n44\n39\n13\n42\n85\n35\n14\n42\n335\n16\n28\n29\n73\n15\n25\n18\n43\n34\n37\n20\n41\n9\n141\n15\n9\n25\n17\n42\n28\n27\n56\n14\n7\n21\n19\n8\n27\n28\n28\n36\n28\n120\n30\n36\n25\n25\n16\n25\n25\n17\n42\n28\n27\n55\n14\n21\n19\n8\n27\n28\n26\n36\n28\n118\n31\n36\n25\n25\n-\n25\n17\n42\n28\n27\n14\n21\n19\n8\n27\n28\n26\n36\n28\n118\n31\n36\n25\n25\n7\n5\n12\n-\n17\n17\n12\n12\n\u00E2\u0080\u0094\n3\n13\n9\n9\n16\n3\n3\n13\n13\n5\n16\n15\n15\n9\n1111\n25\n12\n12\n9\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n13\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n27\n27\n13\n3\n13\n5\n16\n5\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\t\n>\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n5\n--\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n7\n5\n6\n5\n6\n-\n5\n6\n9\n13\n\u00E2\u0080\u0094\n9\n18\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n1\t\n\t\n9\n1\n10\n10\n7\n17\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n5\n7\n8\n8\n\t\n4\n24\n6\n6\n28\n4\n6\n24\n13\n4\n28\n2\n13\n28\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n94\n36\n28\n64\n-\n36\n28\n4\n2\n24\n28\n32\n2\n36\n2\n28\n36\nIll\nIll\n\u00E2\u0080\u0094\n4\n2\n24\n28\n111\n28\n30\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n94\n64\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\"-\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n98\n25\n25\n27\n26\n103\n36\n35\n25\n25\n11\n11\n15\n13\n50\n14\n14\n12\n13\n63\n27\n26\n53\n27\n26\n53\n27\n26\n63\n1111\n9R\n2\n28\n36\n. 35\n30\n36\n35\n116\n36\n36\n44\n39\n13\n42\n35\n35\n2\n\u00E2\u0096\u00A028\n30\n35\n\"l2\n38\n1111\n36\n117\n36\n35\n44\n39\n13\n42\n35\n35\n117\n36\n35\n44\n39\n13\n42\n35\n35\nH\n50\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n44\n39\n1\n44\n39\n1\n12\n12\n13\n42\n35\n35\n14\n42\n252\n16\n4\n29\n49\n7\n7\n18\n15\n34\n42\n35\n35\n12\n10\n12\n30\n25\n23\n14\n42\n56\n1\n4\n7\n12\n14\n42\n56\n1\n4\n7\n12\n14\n42\n56\n1\n4\n12\n14\n83\n13\nS3\n13\n\t\n279\n13\n24\n22\n59\n15\n25\n18\n43\n34\n37\n3\n83\n13\n84\n24\n84\n24\n279\n13\n24\n22\n59\n15\n25\n18\n43\n34\n37\n-\n279\n13\n24\n22\n59\n15\n25\n18\n43\n34\n37\n-\n112\n14\n1\n4\n5\n34\n78\n\t\n\u00E2\u0080\u0094\n'.' 22\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n13\n13\n3\n1\n1\n13\n34\n24\n8\n25\n25\n37\n\t\n24\n8\n17\n17\n37\n. 22\n7\n\t\n3\n6\n8\n14\n13\n27\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n1\n7\n8\n\u00E2\u0080\u0094\n-\n18\n1\n111\n7\n34\n8\n34\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n18\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n20\n'20\n20\n\"20\n14\n9\n20\n2\n45\n9\n7\n18\n6\n40\n20\n41\n9\n104\n10\n4\n41\n41\n41\n41\n9\n29\n9\n29\n9\n29\n20\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\t\n1\n34\n3\n34\n3\n1\n112\n16\n9\n-\n34\n3\n1\n37\n5\n4\n1111\n37\n5\n4\n112\n15\n9\n-\n112\n15\n9\n-\n41\n\t\n1\n7\n4\n\u00E2\u0080\u0094 D vi.\nPublic Schools Report.\n1918\nHIGH SCHOOLS.\nSchool.\nPrince Rupert,\nRevelstoke,\nRossland,\nSalmon Arm.\n1st Div.\n2nd ii\n1st Div.\n2nd ii\n3rd ii\n1st Div.\n2nd ii\n3rd ii\nSummerland,\nTrail,\n1st Div.\n2nd i,\n1st Div.\n2nd .,\nVancouver:\nBritannia, Principal...\n\u00E2\u0080\u009E 1st Div.\n2nd \u00E2\u0080\u009E\n.. 3rd ii\nii 4th ii\n5th \u00E2\u0080\u009E\n6th ,,\n7th n\n8th .,\n\u00E2\u0080\u009E 9th \u00E2\u0080\u009E\ni. 10th \u00E2\u0080\u009E\n11th n\nii 12th \u00E2\u0080\u009E\nii 13th ,,\nKing Edward, Principal\nii 1st Div.\n2nd \u00E2\u0080\u009E\n,i 3rd \u00E2\u0080\u009E\n4th \u00E2\u0080\u009E\n,, 5th ,.\n6th \u00E2\u0080\u009E\n,i 7th m\n8th n\n9th ,,\n10th \u00E2\u0080\u009E\n11th i,\n12th \u00E2\u0080\u009E\n13th ,.\ni, 14th i,\n15th \u00E2\u0080\u009E\n,i 16th i,\n17th m\ni, 18th \u00E2\u0080\u009E\n19th ii\n20th ,.\n\u00E2\u0080\u009E 21st \u00E2\u0080\u009E\nii 22nd ,i\n23rd \u00E2\u0080\u009E\ni, . 24th \u00E2\u0080\u009E\n25th i,\nJ. C. Brady -\t\nMissM. V. McLenaghen, B.A.\nT. W. Halligan, B.A\t\nMiss A. W. Eaton, B.A..\nMissC. Smith, B.A\t\nCarroll H. Corkum, B.A.\nMiss E. E. Deroche, B.A.\nMissN. C. Lingle, B.A..\nMiss O. E. J. Cousins, B.A.\nD. II. Mcintosh, B.A.\nC. D. Denton, B.A...\nAcademic..\nG. Hindle, B.A\t\nMissG. E. Rogers, B.A.\nT. A. Brough, B.A\t\nJ. Dunning, M. A\t\nF. J. Mayers, B.A\t\nMiss M. k Gienfell, B.A\t\nW. J. Fee, B.A\t\nW. Putnam, B.Sc\t\nL. W. Taylor, B.A\t\nMiss K. Macdiarmid, B.A...\nMissN. McL. Bentley, B.A.\nI. Crombie, M.A \t\nMiss M. McjViven, B.A.\t\nA. R. Evans, B.A \t\nG. S. Selman, B.A\t\nMiss L. B. W. Browne, M.A\nS. W. Mathews, M.A\t\nR. W. Suter, B.Sc\t\nMiss Annie B. Jamieson, B.A\nMiss C. A. Cameron, B.A....\nDavid Ogilvie, M.A\t\nA. W. Ross, B.A\t\nM. B. Saunders\t\nG. J. McAdam, B.A\t\nW. G. Armstrong, M.A\t\nA. B. Tait, M.A.\t\nA. B. Maggs, B.A\t\nMiss K. H. McQueen, B.A...\nJ. G. Gordon, M.A\t\nMiss A. E. Fraser, B.A\t\nJ. Marr, M.A\t\nS. L. Miller, B.A \t\nJ. H. Hall, B.A\t\nW. Woods, B.A\t\nWm. H. Morrow, B.A\t\nJ. G. Sinclair\t\nW. K. Beech, M.A\t\nMiss C. M. Bridgman \t\nMissE. M. Munn, B.A\t\nMiss M. Jones \t\nA. W. Vining, M.A\t\nS. P. Judge\t\nCommercial\nAcademic.\nCommercial\nAcaden.\nArt ...\n165 00\n107 08\n150 -00\n110 00\n100 00\n126 00\n125 00\n100 00\n125 00\n105 00\n145 00\n95 00\n230 00\n218 00\n208 00\n173 00\n183 00\n158 00\n211 00\n123 00\n103 00\n208 00\n133 00\n158 00\n150 00\n123 00\n250 00\n218 00\n198 00\n188 00\n153 00\n208 00\n208 00\n203 00\n193 00\n153 00\n203 00\n183 00\n153 00\n148 00\n178 00\n183 00\n203 00\n203 00\n173 00\n203 00\n208 00\n153 00\n133 00\n88 00\n158 00\n118 00\nl'.r.U\n193.!\n193.',\n1985\n193$\nISS.i\nISSi\n188$\n188.!\nISSi\n188$\n188$\n188$\n188,!\nISSi\nlssi\n193$\n193$\n193$\n19L!i\n1984\n188$\n193$\n188$\n188$\n188$\n188$\n188$\n1SS.!\n188$\n188$\nISSi\nISSi\nissi\nlss.l\nISSi\n188.S\n188$\n18&\nlssi\n188\n193\n16.63\n16.28\n28.85\n20.46\n14.10\n13.64\n9.76\n22.71\n46.11\n16.94\n12.26\n15.64\n1*\n19\n33\n22\n16\n14\n10\n27\n51\n19\n16\n19\n18\n19\n33\n22\n16\n14\n10\n27\n51\n19\n16\n19\n16\n16\n33\n22\n14\n10\n27\n51\n19\n16\n19\n18\n19\n33\n22\n16\n14\n10\n27\n51\n19\n7.79\n26.81\n9\n38\n47\n38\n38\n9\n38\n9\n38\n30.11\n25.26\n28.06\n34.69\n25.97\n21.97\n21.36\n26.76\n35.79\n36.22\n30.55\n36.92\n3S.28\n34\n29\n32\n39\n30\n28\n26\n33\n43\n43\n39\n44\n46\n32\n89\n30\n28\n26\n33\n43\n43\n89\n44\n46\n34\n29\n32\n39\n30\n28\n26\n33\n43\n43\n39\n44\n46\n34\n29\n32\n39\n30\n28\n26\n33\n43\n43\n39\n44\n46\n391.91\n24.46\n26\n28.69\n25.67\n32.58\n29.21\n29.85\n23.95\n27.8'\n28. S6\n29.90\n28.46\n27.33\n27.75\n25.91\n21.64\n36.08\n32.88\n33.51\n30.74\n25.84\n33. IS\n35.60\n35.88\n6.48\n30\n33\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n16\n30\n33\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n38\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n16\n37\n37\n80\n31\n38\n33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n30\n33\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n16\n30\n33\n-33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n'44\n16 9 Geo. 5\nPublic Schools Report.\nD vii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nB.\u00E2\u0080\u0094History and\nGEOGRAI'HT.\nC\n.\u00E2\u0080\u0094Mathematics. \u00E2\u0096\u00A0\nD.\u00E2\u0080\u0094Science.\nE.\u00E2\u0080\u0094Classics.\nF.\nto\nl\nG.\u00E2\u0080\u0094COMMER-.\nCLACn.\nH.\u00E2\u0080\u0094Technical.\nu\no\nre\no\nK\ne\n3\n>3\nS-\nO\ncr\n'o\n33\nO\no\nE\ncr\nOJ\nts\nft\nto\no\n9\n6\nCJ\na\n<\n03\n\u00E2\u0096\u00A0s\nto\nCJ\no\nO\nOJ\nO\ncr\no\nbo\nH\n3-'\nS\nO\nOJ\nCJ\ncr\nOJ\n'o\nCO\n\"ol\nCJ\n73\ncr\no3\n\u00E2\u0080\u0094- >.\n33 OC\n+3 \u00C2\u00B0\nCO O\n33'VI\nIS\nre\n03\nre\nM\nCJ\nS\nsi\n33\ncr\nCJ\ncr\nOS\n0J\n0\nti\n=\n'ft\nOJ\noj\nM\no\n.9\n.fl\n' a1\nto\no\ncr\nOJ\nCO\nto\n'rLT\n3.\n7-\nH\n73 -\n= !,\nv Z3\n\u00C2\u00A3 a\nore\n\u00C2\u00BB o\nCJ j.\n\u00E2\u0096\u00A0||\nre\nto\nc\n'\u00C2\u00A3\n'o3\n\u00E2\u0096\u00A0ol\nfl\n03\ncj\nCD\ncr\nCJ\nCO\nOJ\no\np\nu\n_0J\nto\nT3\nli\n13 O\nto\n'o3\nQ\n^OJ\n'\u00C2\u00A3\n33\nCJ\nOJ\n3\n9\n9\n9\n19\n28\n.22\n16\n38\n14\n18\n19\n37\n33\n22\n16\n71\n14\n10\n27\n51\n19\n16\n19\n35\n9\n38\n47\n18\n19\n37\n33\n22\n18\n9\n18\n19\n37\n33\n22\n-\n18\n19\n37\n33\n22\n19\n19\n6\n6\n13\n13\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n14\n9\n9\n14\n-\n14\n18\n19\n\u00E2\u0080\u0094\n9\n19\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n14\n22\n16\n16\n16\n16\n16\n16\n4\n4\n14\nin\n14\n14\n14\n14\n55\n14\n10\n27\n51\n19\n16\n19\n35\n9\n38\n47\n-\n14\n14\n19\n\t\n19\n55\n14\n10\n27\n51\n19\n16\n19\n35\n9\n\u00E2\u0096\u00A0 38\n47\n-\n55\n14\n10\n27\n51\n19\n16\n19\n35\n9\n38\n47\n11\n22\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n10\n10\n27\n41\n12\n16\n3\n19\n2i\n21\n-\n27\n27\n\t\n\u00E2\u0080\u0094_\n\t\n14\n14\n-\n14\n10\n7\n1111\n10\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n ;\n12\n16\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n\u00E2\u0096\u00A0\t\n\t\n3\n6\n3\n3\n3\n3\n9\n3\n3\n3\n3\n6\n6\n16\n16\n3\n17\n20\n'\u00E2\u0080\u0094.\n16\n16\n\"l7\n17\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n16\n\t\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n6\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n21\n21\n6\n3\n6\n111\n9\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n1111\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n\t\n\t\n31\n29\n34\n29\n34\n29\n1\n34\n29\n32\n39\n30\n28\n26\n33\n43\n43\n39\n44\n46\n466\n34\n29\n32\n39\n30\n28\n29\n34\n29\n31\n39\n30\n29\n29\n31\n39\n30\n6\n15\n16\n17\n17\n10\n13\n13\n14\n22\n20\n32\n39\n30\n32\n39\n30\n1\n28\n26\n33\n43\n43\n39\n44\n46\n366\n28\n26\n28\n2(1\n28\n26\n28\n26\n43\n43\n39\n33\n43\n43\n39\n33\n43\n43\n39\n33\n43\n43\n39\n13\n17\n22\n15\n18\n18\n178\n20\n26\n21\n24\n26\n26\n225\n44\n46\n144\n44\n46\n144\n44\n46\n144\n54\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n\t\n63\n63\n322\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094-\n101\n\u00E2\u0080\u0094\u00E2\u0080\u0094\n101\n321\n5\n316\n6\n159\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\nSO\n33\n33\n37\n30\n33\n33\n37\n30\n33\n33\n37\n30\n83\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n883\n30\n33\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n32\n31\n46\n49\n44\n30\n33\n33\n37\n30\n33\n11\n37\n37\n37\n36\n31\n38\n33\n35\n'33\n33\n34\n32\n31\n45\n30\n24\n33\n37\n37\n37\n36\n31\n38\n33\n35\n33\n33\n34\n9\n22\n37\n37\n36\n31\n38\n9\n22\n37\n37\n36\n31\n38\n2\n1\n1\n.33\n35\n33\n33\n34\n32\n31\n45\n49\n44\n43\n30\n42\n43\n44\n16\n720\n33\n35\n33\n33\n34\n32\n9\n10\n9\n11\n11\n24\n25\n24\n22\n23\n32\n32\n31\n.45\n49\n44\n32\n31\n45\n49\n44\n31\n45\n49\n44\n31\n45\n49\n44\n31\n45\n49\n44\n43\n30\n45\n49\n44\n49\n44\n43\n30\n42\n43\n44\n16\n218\n43\n30\n42\n48\n44\n16\n218\n43\n30\n42\n43\n44\n16\n218\n\u00C2\u00BB'\n42\n681\n-\n133\n411\n32\n210\n659\n-\n471\n-\n200\n16\n227\n\"\n~:\n133\n133\n262\n153\n169\n169\n169 D viii.\nPublic Schools Report.\n1918\nHIGH SCHOOLS.\nCertificate.\nA.\u00E2\u0080\u0094English.\n.g\nd\no\n|\n03\n03\na\nJ3\ntf\n<%\nts\nP\nbo\neS\nU\nto\na\ncr\nH\no\nO\nVancou\nKing\nver~ Concluded .-\nGeorge, 1st Div.\n2nd ,i\n3rd ,,\n4th ,,\n5th \u00E2\u0080\u009E\n6th m\n7th ii\n8th \u00E2\u0080\u009E\n9th ii\n10th ii\n11th n\n1st Div\n2nd ,i\n3rd ii\n4th ,i\n5th ii\nD. B. Johnston, B.A\t\nB. J. Wood, B.Sc\t\nT. H. Roberts, B.A\t\nMiss E. B. Bell, M.A\t\nJ. R. Sanderson, M.A.\t\nMissS. St. Clair Caldwell, B.A.\nMrs. F. A. Coombs, B.A\t\nW. H. Webber, B.Sc\t\nMiss G. D. Burris, M.A\t\nMiss A. Creelman, B.A\t\nG. W. Clark, M.A\t\nNorth,\nVictoria,\n1st Div\n2nd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\n4th \u00E2\u0080\u009E\n1st Div\n2nd n\n3rd ii\n4th ii\n5th n\n6th \u00E2\u0080\u009E\n7th i,\n8th ,i\n9th i.\n1st Div.\n2nd ,i\nPrincipal\n1st Div.\n2nd .,\n3rd n\n4th ii\n5th \u00E2\u0080\u009E\n6th \u00E2\u0080\u009E\n7th .,\n8th n\n9th ,i\n10th ,,\n11th ii\n12th >i\n13th h\n14th ii\n15th \u00E2\u0080\u009E\n(closed) 16th \u00E2\u0080\u009E\n17th ,,\n18th ii\n19th n\n20th n\n21st n\n22nd \u00E2\u0080\u009E\n23rd i,\n24th ,,\n25th ,i\nGrand total for High\nD. C. Little, B.A\t\nC. F. Connor, M.A\t\nW. F. Mackenzie. B.A.\nA. Sutherland, M.A\t\nMiss M. E. Dewis, B.A.\nD. W. Campbell, B.A..\nJ. V. MacLeod, B.A....\nA. n. Hotchkiss, M.A.\nA. H. Scriven, B.A....\nJ. T. E. Palmer, B.A\t\nMiss J. J. MacKenzie, M.A.\nG. W. MacKinnon, B.A\t\nH. W. L. Laffere, B.A\t\nMiss H. McArthur, B.A. ...\nG. A. Macdonald, B.Sc\t\nMiss F. Moule, B.A\t\nMiss A. S. MacKenzie, B.A.\nF. W. Harvey, M.A\t\nAcademic..\nW. H. Hudson, B.A\t\nMiss L. J. Stewart, B.A.\nA. G. Smith, M.A\t\nMiss J. A. Cann, B.L\t\nE. W. Hamilton-Smith, M.A.\nMiss E. Henry, M.A\t\nJ. A. Armstrong, M.A\t\nJ. L. Cranston, B.A\t\nF. Andrews, M.A\t\nMiss A. Macleod, M.A\t\nW. E. Cook, B.Sc\t\nP. 0. Coates, B.Sc\t\nH. L. Smith, B.A\t\nMissE. A. R. Davies, B.A.:\nMiss M. W. Hamilton, B.A.\nI. Dilworth, B.A\t\nMiss J. I. Macleod, B.A\t\nE. W. Clarke, B. A\t\nT. Steward, B. L\t\nMiss I. J. McCuIloch, M.A..\nT. W. Cornett, B.A \t\nMiss C. F. Maclachlan, M.A.\nMiss V. G. Adams\t\nJ. E. Hamilton, B.A\t\nMiss A. C. Corrv, B.A\t\nMiss E. F. Roberts, L.L.A..\nW. E. Grant, B.A\t\nSchools, 1917-1918.\n1916-1917.\n228 00\n218 00\n208 00\n148 00\n163 00\n118 00\n143 00\n148 00\n158 00\n118 00\n160 00\n218 00\n138 00\n163 00\n143 00\n110 00\n210 00\n160 00\n150 00\n165 00\n240 00\n170 00\n160 00\n160 00\n130 00\n130 00\n150 00\n130 00\n140 00\n145 00\n110 00\n220 00\n160 00\n160 00\n160 00\n150 00\n135 00\n180 00\n135 00\n115 00\n115 00\n135 00\n105 00\n110 00\n130 00\n110 00\n170 00\n130 00\n105 00\n135 00\n85 00\n90 00\n118 75\n90 00\n95 00\n125 00\n193,\n193,!\nISSi\nISSi\nISSi\nISSi\n188,\n188$\n1SS,\n188,\n116\nISSi.\nISSi\nISSi\nlssi\nUS'\n1.94J\n1944\nIS! H\nISO,!\nI94J\n1.91$\n189$\nISO,\n189i\n189.;\nISO.!\n1S9,!\n189.!\n5150\n4841\n16\n9\n21\n15\n21\n11\n13\n15\n11\n329\n2151\n2074\n30.73\n21.82\n30.83\n29.84\n26.42\n24.20\n31.55\n28.47\n27.79\n28.07\n21.47\n301.19\n29.97\n25.49\n26.25\n28.53\n140.02\n19\n20.98\n31.\n19.97\n91.66\n29.75\n21.10\n23.55\n31.37\n16.82\n38.46\n34\". 23\n35.12\n36.61\n2707\n267.00\n18.43\n19.01\n24.45\n27.27\n20.96\n21.04\n30.39\n25.81\n25.83\n25.88\n25.31\n26.32\n22.58\n26.05\n26.28\n25.88\n24.63\n27.05\n22.32\n24.52\n23.25\n22.51\n25.13\n28.22\n24.55\n25.50\n20.51\n622.24\n4200.97\n3998.05\n758 758\n5150\n4841\n5150\n4841\n607\n41SS\n4000\n32\n22\n27\n37\n39\n38\n32\n38\n33\n31\n30\n22\n30\n40\n27\n119\n33\n25\n26\n36\n24\n46\n42\n45\n44\n321\n24\n23\n32\n30\n37\n31\n34\n32\n32\n30\n31\n31\n32\n35\n33\n29\n31\n28\n31\n31\n32\n33\n42\n5150 5150\n4821 4824 9 Geo. 5\nPublic Schools Report.\nD ix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 Concluded.\nB.\u00E2\u0080\u0094History and\nGeography.\nC.\u00E2\u0080\u0094Mathematics.\nD.\u00E2\u0080\u0094Science.\nE \u00E2\u0080\u0094Classics.\nF.\nto\nc\n03\nU\nfl\nG \u00E2\u0080\u0094Commercial.\nH.\u00E2\u0080\u0094Technical.\no\n\u00E2\u0080\u00A27)\nE\n'E\nre\na\ncr\n03\nO\nsi\no\nE\ncr\n\"cj\nfc.\nO\no\nE\nH'\ncr\nOJ\nO\nSi\na,\n03\nti)\n\u00C2\u00A9\n33\ncj\nOJ\ns\nS3\nu\n<\n03\nS3\n0J\nto\n0\nB\no\nCJ\no\n1\no\ncr\no\n&o\nH\n1\nOJ\n.fl\nO\noj\ncr\n'o\nCO\n\"c3\n\u00E2\u0096\u00A0CJ\n>i\nS3\nre\nor\nc3\ns a\n_rc o\nco\"o\n0J*t\u00C2\u00AB\ns- >-.\n3-fl\ntire\n\u00E2\u0080\u00A2A\nc\nc3\nO\nre\nre\nCJ\nO\nrfl\nCLi\nCJ\nH\nc\n03\nB\nu\noj\nO\nti\ncr\n'&\nCJ\nCJ\nM\no\nO\ncq\n>>\nS3\n33\nb.\nto\no\ncr\nCJ\nCO\nti\nfl\nfl.\n>,\nH\n13 M\nn\nii\n5 a\nIi\n'|re\na\nto\nc\n'fl\n'S\nH\n\"ol\nfl\nC\no3\nOJ\nCJ\ncr\nOJ\n'3\nCO\nfl\nc\nQ\nfl\n. 3\ncj\nbo\n\u00C2\u00AB.\nc\no\n5\nfl\n_o\n\"53\no\nCO\n_C\nCO\ni\n\"o\nO\n-fl\nCJ\nCO\ni\n'3\nfl\nCJ\nto\n03\n<\nOJ\na\nre\nire\n5j\nre\n\u00E2\u0080\u00A20\na\n0\nCQ\nOJ\nT3\n03\nre\nu\n0J\nT3\n03\nre\n-flee\n0\nCJ\nCO\nCJ\n-c\n03\n0J\nS5\n-c\ns-\nj=\nH\nAlberni, 1st Division ..\nn 2nd 11\n2nd Class....\n2nd \u00E2\u0080\u009E ....\n$ 90 00\n65 00\n125 00\n85 00\n70 00\n70 00\n75 00\n70 00\n80 00\n160 00\n125 00\n150 00\n80 00\n70 00\n65 00\n75 00\n70 00\n60 00\n60 00\n70 00\n125 00\n110 00\n110 00\n80 00\n65 00\n145 00\n95 00\n75 00\n75 00\n75 00\n70 00\n70 00\n75 00\n90 00\n70 00\n75 00\n70 00\n85 00\n115 00\n75 00\n62 50\n55 00\n60 00\n55 00\n62 50\n60 00\n62 50\n125 00\n80 00\n72 50\n65 00\n65 00\n00 00\n60 00\n193\n192\n194\n194\n194\n194\n193\n194\n194\n30\n44\n74\n12\n17\n29\n18\n27\n45\n29. OS\n36.66\n15\n15\nN. C. Gilchrist\t\nMiss A. S. Cavers\t\nMiss K. J. Brett ,\t\nMiss H. S. Kittlesou\t\nMiss 0. McPherson \t\nMiss L. G. Fraser\t\nMrs. E. P. Dimock\t\nC. White\t\nMiss A. B. Marcellus ....\nP. H. Sheffield\t\nMrs. M. Williams\t\n14\n14\n7\n7\n7\n7\n16\n16\n65.74\n36\n30\n38\n32\n38\n38\n43\n13\n15\n22\n14\n14\n20\n24\n23\n15\n16\n18\n24\n18\n19\n27.24\n32.58\n28.18\n32.48\n28.11\n30.16\n, 2nd \u00E2\u0080\u009E\ni 3rd ii\n4th ii ..\n, 5th ,,\n6th .. ..\n7th\n1st Class .\n3rd ,, .\n2nd ,, .\n2nd ,i .\n3rd \u00E2\u0080\u009E .\n2nd ,, .\n38\n32\n\"43\n15\n23\n\"38\nManual Training Inst....\nDomestic Science Inst...\nDom. Science\n194$\n195\n195\n195\n194$\n195\n195\n195\n195\n255\n38\n39\n41\n38\n31\n40\n24\n27\n33\n122\n133\n24\n23\n19\n17\n19\n17\n11\n12\n12\n43\n16\n23\n38\n70\n41\n38\n202.65\nChilli!\n'ack, 1st Division..\n, 2nd ,i\ni 3rd ,i ..\n4th ,, ..\n5th ,, ..\n6th ,, ..\n7th \u00E2\u0080\u009E ..\n8th n ..\n9th\n1st. Class .\n1st ,i .\n2nd ii .\n1st i, .\n1st \u00E2\u0080\u009E .\n2nd ,i .\n2nd ii .\n3rd ,i .\n2nd ., .\n14\n16\n22\n21\n12\n23\n13\n15\n21\n32.32\n34.45\n38.91\n33.02\n28.09\n38.44\n21.19\n21.66\n22.89\nMiss M. E. Jackson\t\nMiss A. E. Bradley\t\niMiss E. M. Cawley\niMiss M. Johnston\t\nMiss M. B. Marshall\nA. Campbell\t\nMiss G. M. Coughlan ...\nA. P. Carter, B.A\t\nMiss E. J. Gibson\t\nR. S. Shields, B.A\t\nMissS. D. White\t\nMiss M. L. Cartwright...\nMiss B. J. O'Brien\nMiss M. Simpson\t\nMiss E. M. Macdonald. ..\nMiss E. B. Paterson\t\nMrs. M. E. Lees\t\nMiss A. J. Howard\t\nMiss M. A. O'Neil........\nMiss J. E. Robertson....\nMiss A. Potter\t\nMiss A. L. Reese\t\nMiss E. G. Bickle\t\nMiss IT. Harrison\t\nVV. Star:ev '.\t\nMiss E. M. Weismiller. .\nMiss B. S. Dickinson ....\nMiss L. M. Smith\t\n31\n40\nS3\n27\n24\nManual Training Inst....\nDomestic Science Inst...\nCourtenay, 1st Div. (Sup.)\n,i 2nd ,i\n3rd \u00E2\u0080\u009E\n- Cranbrook :\nCentral, 1st Division..\n2nd\nDom. Science\nAcademic ...\n2nd Class....\n2nd ,, \t\n187\n193\n190$\n195\n195\n195\n195\n195\n195\n195\n194\n195\n190\n194\n195\n194i\n194$\n194i\n194$\n194$\n194i\n194$\n194$\n194$\n193i\n186$\n185.1\n1851\n185 J\n185i\n50\n311\n20\n38\n50\n108\n39\n43\n32\n44\n42\n34\n43\n44\n40\n361\n18\n29\n40\n154\n14\n20\n26\n60\n33\n27\n24\n71\n79\n26\n26\n157\n6\n18\n24\n48\n21\n. 18\n16\n23\n24\n18\n23\n21\n24\n188\n8\n14\n22\n270.97\n14.40\n29.00\n35.91\n23\n23\n1\n1\n12\n12\n14\n14\n79.31\n18\n25\n16\n21\n18\n16\n20\n23\n16\n37.42\n32.79\n1st Class .\n2nd ,i .\n3rd i, .\n3rd \u00E2\u0080\u009E .\n1st ii .\n3rd i, .\n1st ,, .\n3rd\n, 3rd ii\ni 4th n\ni 5th ,,\n, 6th . ,,\n7th\n8th ii\n9th\n25.34\n41.34\n39 99\n44\n42\n30.67\n37.22\n37.46\n34.37\n34\n\u00E2\u0080\u00A2 >\n\"40\n40\n44\n43\nKootenay Orchards....\nSouth Ward, 1st Div...\n2nd .. ..\nManual Training Inst..\nCumberland, 1st Division\n2nd i,\n3rd\nii 4th ,,\n5th \u00E2\u0080\u009E\nii 6th ,,\n,i 7th ,,\n,i 8th\n9th ,,\n- Duncan, 1st Division....\nii 2nd ii\nii 3rd n \t\nii 4th ,,\nn 5th ,i\nii 6th a\nii 7th \t\n2nd i, ....\n2nd ,i .\n1st \u00E2\u0080\u009E ....\nMan. Train ..\n44\n3\n8\n43\n4\n7\n34\n2\n22\n86\n7\n173\n10\n316.60\n15.14\n26.95\n29.69\n25\n15\n18\n69\n31\n27\n42\n49\n38\n54\n39\n42\n58\n380\n30\n29\n22\n26\n34\n24\n25\n190\n36\n33\n26\n8\n7\n22\n\"7\n56.64\n1st Class .\n1st ,, .\n2nd ,i .\n2nd \u00E2\u0080\u009E .\n2nd ii .\n2nd .1 .\n2nd \u00E2\u0080\u009E .\n2nd ,, .\n2nd ., .\n13\n16\n22\n18\n21\n25\n21\n25\n29\n190\n16\n10\n11\n15\n11\n14\n14\n91\n18\n11\n20\n31\n17\n29\n18\n17\n29\n190\n14\n19\n11\n11\n23\n10\n11\n99\n29.11\n23.52\n35 50\n34.70\n39.95\n30.22\n34.12\n44.34\n\u00E2\u0096\u00A0 42\n49\n34\n58\n92\n14\n8\n14\n25\n38\n40\n1st \u00E2\u0080\u009E \t\n22\n39\n7S\n91\n307.65\n29.63\n2nd ,. .\n2nd ,, .\nAcademic\n3rd Class .\n3rd i, .\nTemporary\n28.16\n21.24\n25.74\n25.03\n18.46\n17.65\n22\n25\n47\n\"l7\n9\n26\ni7\n6\n23\n9\n9\n18\n17\n17\nMiss L. C. Henderson. ..\nMiss A. A. Hackett\n165 91\n\u00E2\u0099\u00A6 9 Geo. 5\nPublic Schools Report.\nD xi.\nSCHOOL-YEAR ENDING JUNE 30th, 1918.\nNumber of Pupils in each Reader and in each Subject of Study.\no'er\ns &\nO 3 \u00C2\u00ABf\nO CJ\n'\u00C2\u00A3\u00C2\u00A7-\u00E2\u0080\u009E\n* 1\nO ^ 0J\n\u00E2\u0096\u00A0 <\nAmount paid by District\nin addition to Expenditure by Government.\nOJ\n-fl\n03\nOJ\nm\n\u00E2\u0096\u00A0\u00E2\u0080\u0094\no\n-fl\no3\nOJ\nOh\nfl\ns\nc c\nin \u00C2\u00AB\neS -\n\"So\n\u00E2\u0080\u009E-p4*|\n\u00E2\u0096\u00A0E SO\n6 '\nCJ\n'S3\n'\u00C2\u00A3\n\u00E2\u0096\u00A0<\nB3\no3\nC\no\nCJ cj\nre c\nOJ\ng'g\ncore\nbo\no\njfl\nbo\nO\nOJ\nCS\n>. o\n||\nS3\nIS f->\nO ol\nc3\nCO\nCS\nss\n\"bo\nK\nc3\nU\nCJ\n.fl\nbo\nfl\nH\ncj\n0J\n'5\nOJ\nX\nw\n_CJ\n-fl\nre\nbo\nfl\n'c\n'o3\nt-\nH\nJjl\n3\nC\np *\nII\n.2\n3\n3%\no3\nS3\n0J\nbO\n1\nO\nCJ\na\nsi\nrfl\nCJ\nfl\n\"3\nan\n-fcj\no\n\u00E2\u0080\u0094\n30\n44\n30\n44\n74\n36\n30\n38\n32\n38\n38\n43\n30\n44\n74\n36\n30\n38\n32\n38\n38\n43\n30\n44\n74\n36\n30\n38\n32\n38\n38\n43\n30\n16\n46\n36\n30\n38\n32\n38\n30\n30\n15\n30\n44\n74\n36\n30\n38\n32\n38\n38\n43\n$1,130 00\n$1,473 39\n13\n15\n23\n15\n44\n44\n.30\n36\n30\n88\n32\n30\n36\n30\n38\n32\n15\n36\n30\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\t\n74\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n$6,120 85\n36\n36\n30\n38\n32\n38\n38\n43\n$6,087 98\n30\n'\n255\n38\n39\n41\n38\n31\n40\n24\n27\n33\n255\n174\n38\n39\n41\n38\n31\n40\n136\n136\n38\n39\n41\n38\n66\n255\n28\n38\n-24\n23\n19\n\t\n\t\n66\n255\n255\n38\n39\n41\n38\n31\n40\n24\n27\n33\n\t\n\t\n38\n38\n39\n41\n38\n31\n40\n24\n27\n33\n38\n39\n41\n38\n31\n40\n24\n27\n33\n38\n39\n41\n38\n38\n39\n38\n39\n41\n38\n31\n40\n24\n27\n33\n14\n16\n22\n$6,240 00\n$12,406 00\n39\n24\n27\n33\n-\n-\n311\n9\n38\n50\n97\n39\n43\n32\n44\n42\n34\n43\n44\n40\n361\n18\n29\n40\n311\n15\n38\n50\n227\n9\n38\n14\n61\n39\n43\n32\n44\n42\n34\n156\n20\n38\n77\n20\n12\n311\n20\n38\n50\n10S\n39\n43\n32\n44\n42\n34\n43\n44\n40\n301\n18\n29\n40\n52\n66\n84\n\u00E2\u0080\u0094\n77\n11\n11\n311\n311\n16\n38\n50\n103\n156\n9\n38\n11\n11\n11\nn\n5\n5\n$2,404 98\n9\n12\n20\n38\n50\n$1,695 00\n47\n39\n43\n32\n44\n42\n58\n39\n43\n32\n44\n42\n32\n39\n43\n32\n21\n18\n16\n23\n24\n\t\n\t\n11\n11\n11\nn\n\"\u00C2\u00AB\n\"5\n\t\n21\n108\n39\n43\n32\n44\n42\n34\n43\n44\n40\n103\n39\n43\n32\n44\n42\n34\n43\n44\n40\n39\n39\n43\n32\n44\n42\n34\n43\n44\n40\n361\n18\n29\n40\n$7,800 00\n$12,928 29\n43\n25\n21\n18\n43\n32\n44\n32\n34\n43\n234\n11\n29\n200\n9\n200\n9\n7\n114\n2\n102\n64\n196\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n-\n\t\n114\n361\n361\n18\n29\n40\n\t\n\t\n\t\n2\n18\n\t\n\t\n29\n\t\n\t\n\t\n---\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n29\n40\n111\n69\n69\n31\n27\n42\n49\n38\n54\n39\n42\n58\n380\n30\n29\n22\n20\n34\n24\n25\n190\n7\n31\n27\n42\n49\n7\n31\n27\n42\n49\n31\n\t\n\t\n29\n\t\n69\n31\n27\n42\n49\n38\n54\n39\n42\n58\n69\n31\n42\n49\n38\n54\n39\n42\n58\n380\n30\n29\n22\n26\n34\n24\n25\n29\n31\n27\n42\n49\n3S\n40\n69\n\t\n\t\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n$6,144 74\n31\n31\n27\n42\n49\n38\n54\n39\n42\n58\n31\n27\n42\n49\n38\n54\n39\n42\n58\n380\n30\n29\n22\n26\n34\n24\n25\n190\n$9,378 75\n27\n~\n1111\n58\n58\n-\n227\n30\n29\n22\n17\n149\n30\n29\n22\n149\nso\n29\n22\n58\n80\n29\n '\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n58\n380\n30\n29\n22\n26\n34\n24\n25\n380\n\u00E2\u0080\u0094 -\n44,989 20\n30\n30\n29\n22\n26\n\ 34\n24\n25\n190\n$6,711 79\n29\n34\n25\n123\n25\n106\n25\n59\n\t\n\t\n34\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n59\n190\n190\n106\n' D xii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nSchool.\nCertificate.\nEnderby, 1st Division.\n,i 2nd ii\n,, 3rd ii\n4th\ne, 1st Division.\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\n11th\n12th\n13th\n14th\n15th\n16th\n17th\n18th\n19th\n20th\n21st\n22nd\nGrand Forks, 1st Division\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\nGreenwood, 1st Division.\nii 2nd ii\nii 3rd ,,\nKamloops, 1st Division\n,i 2nd ,,\n,', 3rd\n4th ,i\n,, 5th ii\n6th ii\n\u00E2\u0080\u009E 7th n\n\u00E2\u0080\u009E 8th ii\nii 9th ,i\ni. 10th ii\nii 11th\nii 12th n\nKaslo, 1st Division\nn 2nd n\n\u00E2\u0080\u009E 3rd ,i\nI, 4th ii\nKelowna, 1st Division.\nn 2nd n\n,. 3rd ,,\nMissM. V. Beattie.. .\nMiss H. Rae\t\nMiss P. D. Faulkner ..\nMiss E. A. Carlson ....\nE. G\nM\nM\nM\nM\n11\nM\nM\nII\nII\nMi\n11\nM\nM\n11\nM\n11\nM:\nM\nMi\nII\nM\nDaniels, B.A...\nE. M. Hocran....\nA. M. Bruce ... .\nE. N.Walls\t\nE. C. Stott \t\nA. E. O'Hearn...\nF. Macdonald...\nB. M. Pye\t\nE. McKl Fisher.\nM. L. Wade . ..\nA. E. Imlah\nB. K. Hamill....\nA. Hartt\t\nE. M. Bell\t\nN. F. Crocker..\nF. B. Morrison ..\nI. Dicken\t\nF. G. McVicar ..\nA. Ellev\t\nM. C. Elliott\nJ. Elliott\t\nF. E. Hamill....\nH. A. Glaspell\t\nMiss S. II. Kenton, L.L. A.\nMiss A. McEwen\t\nMiss H. McEwen\t\nMiss M. L. Corbett, B.A..\nMiss J. A. Stewart\t\nMiss E. M. Etter\t\nMiss M. Harridan\t\nMiss C. M. Hall\t\nMiss C. R. Munro\t\nR. B. Masterton\nMiss A. L. Kerr\t\nMiss E. M. Ferjruson .\nMiss E. Beattie\t\nM. W. Mitchell\t\nMiss L. E. Dundas\t\nW. E. Graham \t\nMrs. B. B. Gordon\t\nMiss A. F. Howell\t\nMiss E. M. Green, B. A...\nMrs. M. D. Bird\t\nMiss I. Crawford\t\nMiss M. H. Dandy\t\nMiss E. R. Austin\t\nMissR. O. Stewart, B.A.\nF. L. Murphy, B.A\nMiss M. B. McLean\nMiss C. M. Bell ...\nMiss W. Corcoran.\nJ. Gordon, M.A...\nC. Caldwell, B.A..\nMiss M. Page .\n2nd CI\n1st\n1st\n2nd\nAcademic\n1st Class.\n2nd\n3rd\n1st\n2nd\n1st\n1st\n3rd\n2nd\n2nd\n2nd\n1st\n2nd\n1st\n3rd\n3rd\n3rd\n3rd\n1st\n1st\n2nd\n1st II .\nj\cademic\n2nd Class\n3rd \u00E2\u0080\u009E\nAcademic\n2nd Class\n2nd ..\n3rd \u00E2\u0080\u009E\n3rd ,,\n2nd ,,\n1st\n2nd\n3rd\n1st i\n2nd i\n2nd i\n3rd ,\n2nd i\n2nd ,\nAcademic\n2nd Class\n2nd i,\n2nd ..\n1st ..\nAcademic\nAcademic\n1st Class .\n1st i. .\n1st ii .\nAcademic .\n2nd Class..\n8100 00\n70 87\n65 00\n70 00\n175 00\n110 00\n77 50\n77 50\n75 00\n77 50\n90 00\n76 00\n75 00\n75 00\n75 00\n85 00\n82 50\n75 00\n82 50\n77 50\n82 50\n75 00\n. 85 00\n85 00\n85 00\n75 00\n140 00\n90 00\n75 00\n77 50\n75 00\n80 00\n75 00\n75 00\n77 50\n85 00\n120 00\n75 00\n70 00\n145 00\n110 00\n70 00\n90 00\n70 00\n75 00\n70 00\n75 00\n75 00\n70 00\n70 00\n70 00\n125 00\n75 00\n75 00\n75 00\n140 00\n90 00\n75 00\n101\n195\n195\n190\n195\n192*\n193$\n194i\n193$\n193.!\n191 i\n194$\n194\n195\n195\n1S9i\n193$\n195\n195\n195\n195\n192$\n195!\n192$\n192$\n188\n190\n192$\n1.92$\n192$\n192$\n1911\n192$\n97\n193$\n190$\n192$\n193\n1!U$\n189$\n194$\n24.77\n31.74\n32,00\n29.98\n118.49\n11\n23\n19\n23\n17\n23\n17\n17\n15\n28\n12\n24\n229\n27\n36\n16\n13\n715.94\n27.80\n34.28\n35.73\n35.11\n37.86\n35.08\n37.15\n31.97\n37.99\n34.81\n347.78\n20.69\n30.56\n30.28\n81.53\n26.92\n32.09\n32.23\n34.37\n33.16\n31.31\n36.05\n29.75\n36.42\n38.05\n39.93\n29.42\n40.33\n49.75\n28.69\n29.80\n148.57\n23\n44\nio\n1\n41\n18\n37\n42\n28\n7\n14\n39\n35\n35\n9\n37\n35\n40\n40\n42\n28\n37\n138\n16\n39\n41\n39\n27\n23\n18\n46\n44\n19\n.109\n19\n19\n18\n17\n121..\n12 10\n35\n28\n140\n61\n27.48\n28.00\n32.34 9 Geo. 5 . Public Schools Report.\nD xiii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader and in each Subject of Study.\nAmount paid by Government on account of\nTeachers' Salaries, etc.\n1\n.2-3\nis fl\n\u00E2\u0096\u00A0g BJ \u00E2\u0096\u00A0\n3 * fl\na 2\n>\u00E2\u0096\u00A0 1\nS3 O A\nCJ\n-fl c >\n\u00E2\u0096\u00A05 0\u00C2\u00B0\na-scs\n33 -a\nfl 03 OJ\nfir!\n0.\n-fl\n03\nOJ\nPA\nrfl\nfl\no\n-fl\n03\n\u00C2\u00AB\n-fl\nWriting, Dictation\nand Spelling, and\nComposition.\ncj\nOJ\ns\nfl\n<\nfl\no3\nfl\nO\noj oj\nS'So\n\u00E2\u0096\u00A0gffi\nS5\nti\nfl\ns\nn\nS3\nas\nto\no\nCJ\no\n1-2\n|n\nc \u00E2\u0096\u00A0*\u00C2\u00A7\n!\u00C2\u00AB\n\u00C2\u00AB c\nQ 03\n\u00E2\u0080\u00A2C3\nB\nS\nc3\nels\nS3\nbo\nC\nH\noj\nerj\nOJ\n-fl\n111\n\"to\nH\n'o\nOJ\n33\nH\n*c3\nfl\nfl\n(Tj\nti\nn\n'c\n\"c3\nH\n\"co\nfl\nfl\n03\n9, cj\nit\n'5-cc-\nro |\n\u00C2\u00AB5\noj cj\nre cj\n\u00C2\u00A75\na\n^cj\nfl\na\n03\nS3\nOJ\nto\n<\n0J\ns\no\nOJ\na\nCO\nl3\n.fl\n0\nfl\noj\n\u00E2\u0096\u00A0En\nOJ\n'3\nCO\na.\nc\nCO\nO\n-\n9 ...\n9 ...\n1 ....\nI ...\n4 ...\n6 ...\n4 .. .\n9 ...\n3 ...\n29\n35\n37\n39\n29\n35\n37\n39\n140\n41\n81\n84\n37\n35\n40\n40\n42\n39\n39\n3S\n39\n37\n42\n43\n42\n44\n29\n38\n40\n41\n37\n848\n34\n39\n41\n39\n43\n39\n45\n40\n39\n35\n394\n29\n35\n87\n39\n140\n41\n31\n34\n37\n36\n40\n40\n42\n39\n39\n38\n39\n87\n42\n43\n42\n44\n29\n38\n40\n41\n37\n848\n34\n39\n41\n39\n43\n39\n45\n40\n39\n35\n394\n29\n35\n37\n39\n140\n29\n35\n25\n29\n35\n9\n29\n35\n9\n29\n29\n36\n37\n39\n140\n41\n31\n34\n37\n35\n40\n40\n42\n39\n39\n38\n39\n37\n42\n43\n42\n44\n29\n38\n40\n41\n37\n848\n34\n39\n41\n39\n43\n39\n$2,825 00\n$5,127 01\n73\n\u00E2\u0096\u00A0 41\n31\n34\n37\n36\n40\n40\n42\n28\n30\n29\n41\n31\n34\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n140\n89\n41\n31\n34\n37\n36\n40\n40\n42\n39\n39\n38\n21\n73\n41\n31\n34\n37\n35\n40\n40\n42\n28\n30\n\t\n\u00E2\u0080\u0094\n\u00E2\u0096\u00A0f\n\u00E2\u0080\u0094\n41\n31\n34\n37\n35\n40\n40\n42\n39\n39\n38\n39\n37\n42\n43\n42\n44\n29\n38\n40\n41\n37\n41\n31\n34\n37\n35\n40\n40\n42\n39\n39\n38\n39\n37\n42\n43\n42\n44\n29\n38\n40\n41\n37\n848\n112,350 00\n$21,961 22\ns\n31\n39\n39\n38\n\t\n42\n22\n37\n496\n1111\n1111\n37\n226\n358\n34\n39\n41\n39\n27\n358\n34\n39\n41\n39\n27\n106\n34\n39\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\nir\n84S\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n$6,716 65\n34\n39\n41\n39\n43\n39\n45\n40\n39\n35\n34\n39\n41\n39\n43\n39\n45\n40\n39\n35\n34\n39\n41\n39\n43\n39\n$10,838 91\n41\n45\n40\n39\n35\n394\n45\n39\n235\n27\n37\n9\n73\n29\n40\n38\n39\n35\n35\n39\n19\n180\n73\n27\n\t\n\u00E2\u0080\u0094\n125\n7\n394\n394\n27\n37\n37\n101\n180\n27\n30\n\t\n$2,260 00\n2\n9 ...\n0 ...\n9 ...\n6 ...\n6 ...\n2 ...\n4 ...\n6 ...\n27\n37\n37\n101\n29\n40\n38\n39\n35\n35\n39\n42\n36\n46\n44\n36\n459\n27\n37\n37\n27\n37\n37\n27\n30\n27\n37\n37\n101\n$4,346 35\n57\n29\n40\n38\n39\n35\n28\n27\n29\n40\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n101\n29\n40\n38\n39\n35\n35\n39\n42\n36\n46\n44\n36\n101\n57\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n$7,886 65\n2\n29\n40\n38\n39\n35\n35\n39\n42\n36\n46\n44\n36\n459\n29\n40\n38\n39\n35\n35\n39\n42\n36\n46\n44\n36\n29\n40\n88\n39\n35\n28\n29\n40\n38\n39\n35\n35\n39\n42\n36\n46\n44\n36\n459\n46\n61\n37\n31\n175\n32\n34\n36\n$19,883 43\n4\n42\n36\n46\n44\n-\n-\n\t\n\t\n274\n46\n61\n27\n209\n\"209\n69\n46\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094'\n6\n459\n459\n46\n61\n37\n31\n168\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u00947\n\t\n--\n4\n46\n61\n37\n31\n175\n46\n61\n37\n31\n175\n46\n61\n37\n81\n46\n61\n46\n61\n$4,290 00\n$4,811 08\n107\n46\n32\n34\n36\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\t\n4\n175\n175\n134\n107\n\t\n21\nn\n16\n19\n$13,964 82\n3\n32\n34\n36\n32\n34\n36\n32\n34\n36\n32\n34\n36\n32\n34\n36\n32\n34\n36\n32\n34\n36\n$6,456 65\n3\n.... 18\n3\n- D xiv.\nPublic Schools Report.\n1918\nGRADED CITI7 SCHOOLS.\nTeacher.\n\"o3\nCO\n-fl\nfl\nO\nfl\n_o\nCO\nfl\nOJ\n03\npr\n\"o\no\nS3\no\nCO\n1\np\n-fl\nCJ\n\"o\nt.\nfl\nOJ\n\u00E2\u0096\u00A013\n'S.\n0\nd\ncoca.\n3\ncj\nfl\n03\n\u00E2\u0080\u00A2B\nc\n?\n'5\na\nto\n<\nSchool.\nCertificate.\nu\nOJ\nS\nti\nCJ\nB\n&\n-fl\nc\n0\nOJ\nCJ\nCO\n-fl\nft\n\u00E2\u0096\u00A0\u00C2\u00A7\n03\n0J\n\u00C2\u00AB\n-fl\nC\nO\nCJ\nOJ\nCO\ns-L\n-fl\noO\nOJ\nPS.\n-fl\ni\nMiss J. M. Mcintosh\t\nMiss M. I. Renwick\t\nMrs. M. L. Bowser\t\nMiss H. M. Ritchie \t\nMiss E. M. Davies\t\nMiss D. M. Bullock\t\nMissM. V. Wood\t\nMiss E. M. Thomson\t\nW. Mitchell\t\nMiss A. Macfarlane . ...\nH. Martin\t\nMiss M. F. Glen\t\nMiss D. P. Coburn\t\nMiss J. C. Dunse\t\nMiss G. C. Coulter\nMiss E. A. Wille\t\nMiss K. M. Hill\t\nMissE. W. M. Bauld....\nMrs. N. J. Halhed\t\nMiss I. S. Christie. . , .\nMiss E. Croston\t\nMiss C. Ritchie\t\nMissC. M. Batten\t\nMiss B. T. Ball \t\nHiss E. I. Pentland\nMiss E. II. Gavelin\t\nMiss J. Thompson\t\nMiss E. M. Brett\t\n3rd Class....\n$ 65 00\n65 00\n65 00\n65 00\n70 00\n70 00\nSO 00\n70 00\n155 00\n130 00\n125 00\n75 00\n63 00\n58 50\n54 00\n54 00\n60 00\n54 00\n54 00\n58 50\n63 00\n150 00\n65 00\n- 66 00\n65 00\n70 00\n65 00\n70 00\n72 50\n80 00\n75 00\n70 00\n75 00\n135 00\n100 00\n85 00\n80 00\n100 00\n65 00\n60 00\n75 00\n65 00\n55 00\n75 00\n75 00\n75 00\n75 00\n75 00\n75 00\n75 00\n55 00\n75 00\n65 00\n70 00\n105 on\n85 00\n180 00\n100 00\n194$\n194\n194$\n194\n193$\n194$\n192$\n98\n36\n39\n37\n38\n35\n38\n28\n40\n15\n23\n18\n20\n15\n20\n16\n14\n21\n16\n19\n18\n20\n18\n12\n26\n35.51\n33 65\n36\n11 5th ii\n2nd .,\n3rd\n2nd\n2nd\n2nd\n\u00E2\u0080\u00A22nd\n3rd\nMan. T\n32 13\n37\n,i 7th i,\n8th n\n,, 9th ..\n30.23\n32.58\n33.90\n23.80\n35.56\ni\n28\n9\n37\n21\n26\n17\nii 10th ,i\nii 11th ,,\nManual Training Inst.\n30\n10\nDom. Science\n29\n194\n194\n194\n194\n190\n194\n194\n180\n180\n177\n168\n189\n194\n193\n194\n194\n194\n194\n194\n193$\n193$\n193$\n193$\n193i\n193$\n103$\n193$\n19:!$\n193$\n193$\n193$\n193$\n193$\n193$\n193$\n193i\n193$\n193$\n103$\n193$\n193$\n193$\n193$\n193$\n393\n31\n39\n.39\n32\n42\n36\n37\n35\n36\n40\n41\n408\n25\n37\n32\n36\n40\n38\n35\n30\n273\n32\n36\n89\n46\n153\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n44\n44\n47\n39\n47\n43\n789\n51\n40\n51\n206\n12\n24\n24\n19\n22\n14\n18\n19\n18\n20\n25\n46\n47\n47\n187\n19\n15\n15\n13\n20\n22\n19\n16\n18\n20\n16\n193\n12\n14\n15\n18\n19\n15\n18\n15\n344.68\n122\nLadysmith, 1st Division.\n,, 2nd\n1st Class...\n2nd i, ..\n29.00\n33.32\n27.66\n26.29\n36.24\n31.82\n33.11\n30.73\n35.74\n34.93\n40.56\nn 3rd ,i\nii 4th ii\n1st\n2nd\n2nd\n2nd\n3rd\n2nd\n2nd\n2nd\n2nd\n28\n32\n,, 5th ,i\n,, 6th ii\n42\n36\n\u00E2\u0080\u009E 7th ii\n,, 8th\n,. 9th ii\nM 10th \u00E2\u0080\u009E\n\"40\n41\n81\n12\n24\n37\n35\nii 11th n\n12\n24\n72\n215\n13\n23\n17\n18\n21\n23\n17\n15\n147\n17\n20\n20\n18\n75\n21\n18\n22\n26\n21\n25\n25\n20\n17\n20\n23\n26\n23\n21\n30\n14\n27\n18\n397\n359.40\n138\n1st ,\n2nd\n2nd\n2nd\n1st\n2nd\n2nd\n2nd\n15.03\n29.30\n27.71\n29.41\n35.27\n34.39\n28.31\n29.77\n,, 2nd\nn 3rd ii\n32\n,i 4th ii\n36\n5th\nii 6th ii\nii 7th ii\n8th ii\n20\n30\n56\n9\n22\n40\n16\n3rd ..\n9\n22\n56\n32\n36\n68\nNanaimo :\n126\n229.19\n68\n15\n16\n19\n. 28\n78\n9\n14\n22\n23\n19\n20\n35\n23\n20\n27\n25\n24\n21\n23\n17\n25\n20\n25\n392\n30.56\n31.91\n34.62\n41.13\nii 2nd .1 ..\nMissG. E. Gibson.\nMiss D. Fisher\t\nMiss I. S. Irvine\t\nJ. W. Hughes\t\nMiss L. A. Mebius\t\nMiss M. Woodman\t\nMissE. .1. Dick\t\nMiss M. P. Haarer\t\nMiss E. K. Rogers\t\nMiss F. C. Lawrence ..\nMiss E. M. Anderson....\nMissR. D. Peto\t\nMiss K. I. Parrott\t\nMiss A. V. Mills\t\nMiss V. L. Gordon\t\nMiss I. K. Haarer\t\nMissE. Manifold\t\nMiss J. Mercer\t\nMiss A. A. Rowa\t\nMiss M. M. Steele\t\nMiss C. McEwen.\t\nMiss M. W. Mercer\t\nMiss E. H. Gardiner\t\nT. Spencer\t\nMiss M. G. Davidson ....\nH. McArthnr\t\nMiss E. E. Knight\t\n3rd .. ....\n1st l, ....\n1st \u00E2\u0080\u009E ....\n1st \u00E2\u0080\u009E ....\n3rd .. ..\n4th ii ..\n\"46\n46\n24\n24\n16\n15\n138.22\n26.99\nii 2nd i\n2nd i\n2nd\n2nd ,\n2nd\n1st\n3rd\n2nd\n2nd\n2nd\n3rd\n,i 3rd ,\n38.86\n43.28\n33.64\n39 39\n34.42\n34.80\n38 79\n39.28\n38.12\n40 53\nii 4th i\nii 5th ,\n,, 6th i\n7th i\nii 8th i\n2\n60\n43\nii 9th i\n37\ni, 10th .\nii 11th i\nii 12th i\n47\n48\n50\nii 18th .\nTemp. Celt\n3rd Class..\n2nd .. ..\n2nd i, . .\n3rd ., ..\n2nd- \u00E2\u0080\u009E ..\n44\n44\n\u00E2\u0080\u009E 14th .\n., 15th i\ni, 16th .\n34.43\n41.47\n38.25\n39.58\n35.49\n658.81\n45.90\n35.51\n45.21\n'.'47\n43\n90\n39\n'47\nii 17th ,\n.. 18th ,\n2nd ,, ....\n2nd \u00E2\u0080\u009E ...\n2nd u ....\nMan. Train..\nDom. Science\n1st Class. ...\n2nd \u00E2\u0080\u009E ....\n39\n47\n88\n51\n287\nSouth Ward, 1st Div..\n24\n25\n28\n27\n15\n23\n2nd ., ..\n3rd n ..\n\"si\n22\n18\nManual Training Inst..\n194\n194\n142\n34\n37\n51\n22\n18\n51\n77\n65\n126.62\n12\n16\n22\n21\n31.89\n33.10\n2nd ,i . .. 9 Geo. 5\nPublic Schools Report.\nD xv.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNUMBEa OF\nPupils in EAcn Reader\nAND IN EACH SUBJECT OF STUDY.\nc c\nQJ CJ\n\u00C2\u00A3 a \u00C2\u00AB\no s\n>, a .S\n-^SoO\nIfl-\n111\n<\nllro\nh fl\n0>\n\u00E2\u0080\u0094\nei\n0)\n\u00C2\u00AB\nS3\na\no\nfa\nOJ\nCO\n\u00E2\u0096\u00A0fl\nft\nCO\no c\ne3 \u00C2\u00AB\no ^n\nSS'J\n- Ph O\n.3o,fl\nrH c a\ns-. co O\nCJ\nS\na\n\u00E2\u0096\u00A0fl\ncr\n=0\nO\nCJ tt)\na fl\nCJ\n\u00C2\u00A3'5\nti\n_s\nor\nCO\na\n>!\nS3\nfl.\no3\nto\nO\nCJ\nCS\nO jJ\n*3 CO\n\u00E2\u0096\u00A03 a\nS3\n'\u00E2\u0096\u00A0%&\nO o3\nti\nc3\nfl\nCO\na\nS3\n\"to\nC\noj\ntH\noo\nCJ\n-fl\n%\nC\nm\nt.\nOJ\nX\nH\nTJ\nCJ\n>-.\nS3\n0,\nto\nc\n'fl\n'el\nH\n-J3\na\noj cj\n0J\u00C2\u00AB\nEC 0J\n0J -\n\u00E2\u0096\u00A0SM\n\u00E2\u0096\u00A0\u00C2\u00BB fl\n\u00E2\u0096\u00A0j!\nSi5\na-'\nfl\nod\nOJ\nto\nr*i\nOl\nO\nCJ\ncs\n_fl\nCO\n-fl\nCJ\nfl\nOJ\n\u00C2\u00A3\noj\nCJ\nc\nCJ\nCO\nos\"\nCJ\n-fl\nPh\nfl'\no\n>> a\n^ o a\nCD\n5 = >\nP.V32S\n\u00C2\u00A3\u00C2\u00A7\u00C2\u00A3\nfl 03 OJ\n5cfl\n36\n39\n37\n38\n35\n38\n28\n40\n36\n39\n37\n38\n35\n38\n28\n40\n36\n39\n37\n38\n35\n38\n28\n40\n36\n39\n37\n38\n35\n38\n28\n40\n36\n39\n37\n17\n36\n39\n37\n36\n39\n37\n36\n39\n37\n38\n35\n38\n2S\n40\n3\n36\n9\n38\n28\n40\n10\n10\n11\n393\n31\n39\n39\n32\n42\n36\n37\n35\n36\n40\n41\n408\n393\n31\n39\n39\n32\n42\n36\n37\n35\n36\n40\n41\n408\n- 21\ns37\n32\n36\n40\n38\n35\n30\n269\n32\n36\n39\n46\n153\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n44\n44\n47\n39\n47\n43\n789\n393\n271\n31\n39\n39\n32\n42\n36\n37\n35\n224\n31\n39\n39\n32\n42\n36\n224\n102\n31\n39\n11\n393\n31\n39\n39\n32\n42\n36\n87\n35\n36\n40\n41\n111\n59\n1111\n55\n\t\n\u00E2\u0080\u0094\n-\"\n\u00E2\u0080\u0094\n393\n31\n39\n39\n32\n42\n36\n37\n35\n36\n40\n41;\n408\n21\n37\n32\n38\n40\n38\n35\n30\n269\n102\n\t\n\u00E2\u0080\u0094\n-\n31\n31\n39\n39\n32\n42\n36\n37\n35\n36\n40\n41\n408\n31\n39\n39\n32\n42\n36\n$6,760 00\n$7,555 40\n291\n14\n37\n32\n36\n40\n16\n219\n14\n37\n32\n36\n219\n81\n\u00E2\u0096\u00A025\n37\n\t\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n81\n408\n26\n37\n32\n36\n40\n38\n35\n30\n273\n32\n36\n39\n46\n\t\n\t\n\t\n11\n11\n11\n11\n4\n4\n25\n37\n32\n36\n40\n38\n35\n30\n14\n37\n32\n36\n40\n38\n85\n30\n262\n32\n36\n39\n46\n153\n30\n32\n44\n49\n40\n45\n60\n43\n37.\n47\n48\n50\n44\n44\n47\n39\n47\n43\n21\n87\n32\n36\n$4,520.00\n$6,990 40\n175\n32\n30\n119\n126\n62\n\t\n\t\n11\n11\n11\n11\n4\n4\n11\n273\n32\n36\n39\n46\n32\n36\n39\n46\n153\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n44\n44\n47\n39\n47\n43\n789\n51\n40\n51\n$16,800 00\n$20,383 69\n-\n68\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n44\n44\n\t\n30\n32\n44\n49\n40\n43\n\t\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n-\n153\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n153\n30\n32\n44\n49\n40\n45\n00\n43\n37\n47\n48\n50\n44\n44\n47\n39\n47\n43\n789\n51\n40\n51\n9\n14\n22\n23\n19\n20\n21\n18\n22\n26\n21\n25\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\t\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n50\n44\n44\n47\n39\n47\n43\n789\n30\n32\n44\n49\n40\n45\n60\n43\n37\n47\n48\n60\n32\n49\n43\n20\n27\n17\n20\n24\n26\n44\n47\n178\n196\n43\n134\n613\n51\n525\n238\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n238\n789\n51\n40\n51\n525\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n-\n51\n40\n61\n51\n40\n51\n111\n142\n142\n34\n37\n34\n37\n34\n37\n142\n34\n37\n12\n16\n22\n\u00E2\u0080\u00A2'1\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n-\n\t\n142\n142\n51\n34\n37\n34\n37\n34\n87\n34\n37\n34\n37\n34\n37\n$12,696 65\n$27,233 81 D xvi.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\n-.-\nTeacher.\no3\nCO\njfl\nc\nc\nS3\nfl\n_o\nCJ\nCO\nfl\nCO\nis\n\"o\no\nS3\n33\nCO\nd\n\u00E2\u0096\u00A06\nCJ\nO\nS-\nC\n'S,\nPs\no\n6\noj\no'\nn\n3\no\nor\n03\nT3\nfl\nOJ\n<\n>>\nCO\nR\nOJ\nto\nCO\nCJ\n<\nSchool.\nCertificate\nOJ\nft\n1\n-c\no\nCJ\nCJ\nW\n-fl\nOJ\n-fl\n00\noj\nK\n\u00E2\u0096\u00A0c\nfl\n0\n0\nCj\nCO\nCJ\nCi\nCJ\n\u00C2\u00BB\n-fl\nH\n. P. T. D. Celle\t\n. Miss M. Irvine\t\n. Miss M. I. Gibson\t\n. Miss D. A. Wolverton...\n. Miss 0. M. Bealhv\n. Miss P. G. Whitebread...\n. Miss E. M. Long\t\n. Miss C. E. Wallach\n. Miss H. M. Hodgson ....\n. Miss E. Ferguson\t\n. Miss EL J. Tait, B.A\t\n. Miss M. L. Astlev\t\n. Miss M. E. McArthur . ..\n. Mrs. M. H. MacEwen....\n. J. W. Bennett \t\n. Miss E. St. Claire Pike ..\n. L. Lambert, B.A\t\n. iMiss B. Beddie \u00E2\u0080\u00A2\n. Miss F. Eickhoff\t\n. MissM. Gladwell, L.L.A.\n. Miss B. M. Bournes\t\n. MissL. M. Lane; B.A....\n. Miss M. S. Homer\t\n. Miss M. Godson\t\n. Miss R. Ashhurne\t\n. Miss E. C. Street\t\n. Miss V. M. Fisher\t\n. Miss C. G. Moseley\n. Miss J. F. Rowan\t\n. Miss L. 11. Hood \t\n. Miss B. T. Evans\t\nMiss M. G. VVilkie\t\n. Miss I. Oliver .......\n. Miss B. J. Bow-ell.\t\n. Miss J. P. Davidson '\n. Miss M. Lougheed\t\n. F. 0. Canfleld\t\n. J. F. Tupper\t\n. MissT. Reid, B.A\t\n. Miss It. S. Gillev\t\n. Mrs. A. S. Larnder\t\n. Miss B. G. Kirkland\n. Miss C. M. Hennie\t\n. Miss G. E. Banford ....\n. Miss P. Dockrill \t\n. G. S. Summers\t\nW. T. Arthurs\t\nMiss A. M. Mercer\t\nMiss I. B. Bond\t\nMiss M. H. Anderson....\nMiss J. Oswald\t\nMiss A. M. Ireland\t\nMiss A. P. Bowell\t\nMiss A. B. Peebles\t\nMiss A. Tavlor\t\n. Miss E. M. Grav\t\nMiss M. d'Easum\t\n2nd Class...\n2nd ., ...\n2nd .1 ...\n2nd \t\n2nd .. ...\n3rd ii ...\n2nd ,. ...\n2nd ,, ...\n2nd u ...\nAcademic ..\n2nd Class. ..\nAcademic...\n2nd Class...\n1st \t\nMan. Train.\nDom. Scienc\nAcademic ..\n1st Class ...\n2nd \u00E2\u0080\u009E ...\nAcademic ..\n1st Class ...\nAcademic . .\n2nd Class...\n2nd \u00E2\u0080\u009E ...\n1st \u00E2\u0080\u009E ...\n2nd \u00E2\u0080\u009E ...\n2nd \u00E2\u0080\u009E ...\nTemporary\n. t 85 00\n75 00\n75 00\n70 00\n70 00\n62 50\n62 50\n60 00\n60 00\n67 50\n7a 00\n60 00\n75 00\n80 00\n70 00\n125 00\ne 85 00\n160 00\n90 00\n75 00\n75 00\n65 00\n60 00\n80 00\n80 00\n80 00\n80 00\n60 00\n60 00\n110 00\n65 00\n75 OO\n70 00\n70 00\n70 00\n80 00\n65 00\n150 00\n97 50\n70 00\n70 00\n75 00\n70 00\n75 00\n75 00\n70 00\n140 00\n102 50\n65 00\n65 00\n70 00\n75 00\n65 00\n75 00\n60 00\n05 00\n80 00\n70 00\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n184\n98\n44\n44\n39\n45\n46\n46\n41\n43\n42\n89\n45\n35\n45\n52\n34\n23\n20\n20\n19\n33\n26\n21\n25\n29\n17\n23\n16\n26\n22\n20\n21\n24\n19\n26\n13\n20\n20\n18\n13\n22\n22\n19\n19\n30\n14\n35.87\n40.01\n36.41\n36.57\n40.24\n41.18\n35.59\n37.52\n35.81\n36.39\n35.75\n32.13\n36.84\n37.50\n31.21\n4th ,\t\n\u00E2\u0080\u009E 5th ii \t\n39\n,, 6th .1 \t\n45\ni, 7th ii \t\n,, 8th n \t\n46\n9th ,i\nn 10th ,i\n41\n43\n42\nii 12th ,,\n,, 13th ii\n., 14th ,\t\n\u00E2\u0080\u009E 15th ,i\nii 16th ,,\n,, 17th ii \t\ni9\n30\n52\n45\n1\n' 15\n39\n15\n34\nManual Training; Inst. ..\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n97\n77\n194\n194\n194\n194\n194\n194\n194\n194\n194\n1-94\n194\n194\n194\n194\n194\n194\n97\n194\n194\n194\n194\n194\n194\n194\n194\n194\n97\n194\n194\n711\n89\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n413\n42\n30\n43\n30\n31\n40\n38\n40\n294\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n371\n41\n36\n77\n368\n16\n11\n11\n13\n19\n23\n14\n15\n24\n10\n16\n14\n343\n23\n25\n20\n25\n18\n19\n17\n18\n12\n18\n13\n19\n101\n61\n54\n126\nNew Westminster:\n614.01\n210\n, 2nd ,, .\n, 3rd i, .\n, 4th \u00E2\u0080\u009E .\n, 5th \u00E2\u0080\u009E .\n, 6th i, .\n, 7th \u00E2\u0080\u009E .\n, Sth \u00E2\u0080\u009E .\n, 9th \u00E2\u0080\u009E .\n10th ,, .\n11th i, .\n, 12th ,, .\n31.97\n30.11\n36.15\n38\n37\n37.36\n30.02\n31.17\n82.31\n22.63\n24.86\n22.93\n42\nis\n28\n23\n33\n31\n29\n41\n\"40\n38\n40\n118\n23\n31\n33\n30\n\"30\n33\n64\n42\n43\n186\n227\n363.82\n146\nLord 1\nfelvin, 1st Div.\n2nd i, .\n, 3rd ., .\n, 4th i, .\n, 5th ., .\n, 6th \u00E2\u0080\u009E .\ni 7th ., .\nSth ,, .\n2nd CI\n2nd\n1st\n3rd\n3rd\n3rd\n1st\n3rd\nass...\n19\n13\n21\n12\n15\n25\n21\n21\n147\n14\n13\n16\n19\n18\n27\n22\n15\n14\n158\n13\n17\n16\n17\n21\n20\n18\n25\n12\n10\n169\n17\n20\n23\n17\n22\n18\n16\n15\n17\n19\n147\n27\n16\n25\n18\n25\n23\n21\n21\n11\n187\n15\n20\n17\n23\n15\n31\n25\n21\n21\n14\n34.07\n25.70\n32.59\n28.68\n30.73\n35.49\n31.19\n28.86\n1st ,, ...\n1st \u00E2\u0080\u009E ...\nAcademic...\n1st Class ...\n2nd i, ...\n2nd \u00E2\u0080\u009E ...\n2nd i, ...\n1st i, ...\n2nd \u00E2\u0080\u009E ...\n1st \u00E2\u0080\u009E ...\n1st ,, ...\n2nd ,, ...\n2nd ,, ...\n2nd ,, ...\n2nd ,, ...\n1st \t\n2nd \u00E2\u0080\u009E ...\n2nd \u00E2\u0080\u009E ...\n2nd \u00E2\u0080\u009E ...\n1st \u00E2\u0080\u009E ...\n1st ,, ...\n31\n60\n85\n247.31\n33.99\n24.06\n32.17\n29.47\n33.33\n30.75\n34.80\n20.62\n\u00E2\u0080\u009E 2nd ., .\n,. 3rd ,i .\n,, 4th \u00E2\u0080\u009E .\n,. 5th ., .\n43\n6th ., .\nii 7th i,\n50\n43\n,, 8th i,\n30\n,i 9th i, .\n-111\n26\n\t\n\t\n\t\n274.76\n197\nRichard McBride, 1st 11\n25.27\n34.08\n31.70\n32.94\n32.19\n31.68\n35.49\n35.86\n27.14\n22.61\n,, 2nd ..\n\u00E2\u0080\u009E 3rd ii\n33\n\u00E2\u0080\u009E 4th ,\n40\n,, 5th i\n36\n6th ii\n,, 7th \u00E2\u0080\u009E\n8th ,,\n9th ,.\n\"27\n33\n\"l9\n43\n61\n10th \u00E2\u0080\u009E\n10\n60\n19\n43\n51\n15\n15\n202\n24\n16\n308.06\n119\nQueensborough, 1st D\n,, 2nd i,\n36.10\n29.40\n26\n15\n15\n9\n9\n12\n12\n37\n40\n65.50\n26 9 Geo. 5\nPublic Schools Report.\nD xvii.\nSOHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 continued.\nNumber of Pupils in Each Reader and in each Subject of Study.\nco \u00E2\u0096\u00A0\n3- \u00E2\u0080\u00A2\nC5S cocci CJ\n>i?rt\n*\u00C2\u00A7 s\n\u00E2\u0080\u0094 a\n-fl CO\n'3 c.\nOJ\nggl\n' |o3\nSh'\nOJ\n-D\no3\nOJ\n\u00C2\u00AB\nfl\nO\nft\nFifth Reader.\nWriting, Dictation\nand Spelling, and\nComposition.\nCJ\n1\n.a\n<\nfl\n03\nC\nO\nCD OJ\n\u00C2\u00A3\u00E2\u0080\u00A2&\n2 >i\nco *\u00E2\u0096\u00A0\u00E2\u0080\u00A2\nto\n03\na\n\u00C2\u00AB\no\n\u00C2\u00A7:!\nD 1\nu\n03\nB\n8\na\nO\n-fl\n\"to\nfl\na\ns\nto\nCJ\n3\n.a\nto\nc\nm\nOJ\n1/3\n'o\ntH\nH\n\"el\nCJ\n>)\nS3\nto\nC\n'fl\n'3\nS\n-jo\nfl\nfl\ne3\no\nCJ w\ns-a\n'3 o\nCO -s\nfl \u00E2\u0080\u0094\n\u00E2\u0096\u00A0^ \u00E2\u0080\u0094\n-O CJ\nSz\n0\ncj\nfl\nIS\n03\nIH\nS3\nCJ\n_tf\n<\n>>\n=\ncecal\nC5\n.2\n3\no\nc\no\na\n_qj\n'8\nif:\n1\na\nC\npq\n^ a >\n-c'S i^\n\u00C2\u00A3 (3 CD\ns.S-S\n\u00C2\u00AB1\n44\n44\n89\n45\n46\n46\n41\n43\n42\n39\n45\n35\n45\n52\n34\n44\n44\n39\n45\n46\n46\n41\n43\n42\n39\n45\n35\n45\n52\n34\n44\n44\n39\n45\n46\n46\n41\n43\n42\n39\n45\n35\n45\n52\n34\n44\n44\n39\n45\n46\n46\n41\n43\n42\n39\n45\n35\n45\n52\n34\n44\n44\n39\n45\n46\n46\n41\n43\n42\n44\n44\n39\n45\n46\n46\n44\n44\n39\n45\n46\n46\n44\n44\n44\n44\n39\n45\n46\n46\n41\n43\n42\n39\n45\n35\n45\n52\n34\n23\n20\n20\n19\n21\n24\n19\n26\n34\n34\n34\n711\n39\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n413\n369\n39\n36\n81\n38\n37\n42\n369\n39\n36\n31\n38\n37\n42\n159\n39\n36\n31\n711\n39\n36\n31\n38\n87\n42\n31\n33\n36\n28\n29\n33\n110\n16\n11\n11\n13\n19\n70\n14\n13\n16\n19\nIS\nSO\n13\n17\n16\n\"io\n56\n133\n23\n25\n20\n25\n18\n111\n27\n16\n25\n18\n25\n111\n15\n20\n17\ni4\n66\n4\n4\n39\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n413\n42\n30\n43\n30\n31\n40\n38\n40\n294\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n159\n-:\n711\n711\n39\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n413\n711\n39\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n413\n42\n30\n48\n30\n31\n40\n38\n40\n294\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n371\n495\n39\n36\n31\n38\n37\n42\n31\n33\n36\n28\n29\n33\n39\n36\n31\n38\n37\n42\n31\n$32,928 30\n$77,004 25\n29\n33\n316\n42\n. 29\n552\n29\n106\n\t\n\t\n413\n252\n413\n42\n30\n43\n30\n31\n40\n38\n40\n294\n41\n29\n41\n37\n48\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n371\n41\n36\n77\n\t\n42\n30\n43\n30\n31\n40\n38\n40\n42\n30\n43\n30\n31\n40\n38\n40\n294\n41\n29\n41\n37\n43\n50\n43\n36\n25\n42\n30\n43\n80\n31\n40\n38\n40\n294\n43\n85\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n51\n\t\n\t\n\t\n294\n41\n29\n41\n37\n43\n50\n43\n36\n25\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n41\n29\n41\n37\n148\n28\n37\n<\t\n41\n29\n41\n37\n43\n50\n43\n36\n25\n41\n29\n41\n37\n43\n50\n43\n36\n25\n345\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n37\n_'_\n\t\n345\n345\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n371\n345\n28\n37\n33\n40\n36\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n28\n37\n33\n40\n36\n51\n43\n46\n33\n24\n371\n37\n14\n24\n249\n24\n198\n26\n24\n14\n79\n-\n-\n79\n371\n371\n198\n26\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n\t\n41\n36\n41\n36\n77\n4]\n36\n77\n41\n36\n41\n41\n36\n77\n41\n26\n26\n\t\n\u00E2\u0080\u0094\n-\n-\n'77\n77\n1 1 D xviii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nTeacher.\nCertificate.\nco\n\"To\nCO\ns\nfl\no \u00E2\u0096\u00A0\n%\nfl\no\nCO\nCO\nd\noo\n\"o\no\nCJ\nCO\nd'\nfl\n\"Sh\n-3\n6\n521\npq\n3\nOJ\nCJ\nfl\nd\n-fl\nOJ\n<\n*d\nfl\n0J\nto\nd\nCJ\n<\nSchool.\nCJ\n'C\nft\n\u00E2\u0096\u00A00\ns\no\nOJ\nCO\nti\nOJ\n-fl\nd\nM\nJO\nft\nti\n\"fl\nd\nIS\n-fl\no\nOJ\n0J\nCO\nOJ\nTOCO\nOJ\nPh\nSh\n-=\nH\nNew Westminster.\u00E2\u0080\u0094Concluded.\nVV. C. Goatham \t\n1st Class.....\n1st ii ....\n1st .. ....\n1st .. ....\n3rd ,. ....\n2nd n ....\n2nd .. ....\n2nd i\t\n2nd .. ....\nAcademic....\n1st Class ....\n2nd .. ....\n1st H ....\n3rd ii ....\n2nd\t\n1st ..\n2nd .. ....\n2nd ., ....\nMan. Train ..\nMan. Train ..\nDom. Science\nDom. Science\nMusic\t\n1st Class ....\n2nd .. ....\n1st \t\n2nd ii ....\n3rd \u00E2\u0080\u009E ....\nAcademic.. ..\n2nd Class....\n1st ii ....\n1st .. ....\n1st ll ....\n3rd i, ....\n2nd ., \t\n1st ii ....\n3rd \t\n2nd ii ....\n1st ii ....\n3rd \u00E2\u0080\u009E ....\n2nd \t\n3rd H ....\nAcademic....\n3rd Class....\n2nd ., ....\n1st ,i ....\nAcademic....\n1st Class \t\n3rd ii ....\n$150 00\n112 50\n80 00\n80 00\n75 00\n70 00\n75 00\n70 00\n80 00\n85 00\n150 00\n97 50\nSO 00\n70 00\n80 00\n75 00\n80 00\n80 00\n137 50\n115 00\n95 00\n80 00\n110 00\n135 00\n80 00\n70 00\n70 00\n70 00\n90 00\n70 00\n70 00\n125 00\n75 00\n60 00\n65 00\n85 00\n65 00\n125 00\n90 00\n75 00\n70 00\n75 00\n125 00\n100 00\n95 00\n95 00\n150 00\n110 00\n87 OS\n87 08\n194\n194\n194\n194\n194\n194\n194\n194\n194\n193J\n194\n194\n194\n194\n194\n194\n194\n194\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n360\n35\n46\n36\n35\n40\n41\n45\n40\n24\n23\n19\n17\n17\n22\n22\n26\n24\n19\n213\n12\n21\nIS\n17\n21\n21\n27\n20\n21\n22\n17\n15\n10\n12\n10\n14\n19\n7\n147\n23\n25\n18\n18\n19\n20\n18\n20\n36.87\n34.77\n28.36\n26.93\n25.37\n27.59\n28.30\n27.28\n23.67\n19.98\nW. H. Gray\t\n3rd ii ..\nii 4th ii ..\nMiss M. E. Mack\t\nMiss M. M. Wilson\t\nMiss M. L. Derbyshire ..\nMiss C. E. Maxwell .\nMiss M. I. Calbick \t\nMissG. M. Wells\n3\n32\nii 5th ii ..\n27\nii 6th ii ..\n34\nii 7th .. ..\n. 32\nii 8th ,, ..\n43\n5\n48\n21\n19\n.1 9th ii\nMiss G. L. Flvnn\t\nJ. Stuart, B.A \t\nW. T. Pennell\t\nW. T. Plaxton\t\nMiss H. P. Davidson ....\nMissM. R. Hood\t\nMiss L. Leamv..........\nMiss N. E. Dockrill\nMissM. L. Abercrombie.\nJ. M. Peebles\t\nW. Nelson\t\nW. Steele\n10th ,1 ..\n21\n7\n26\n14\n46\n279.12\n96\nHerbert Spencer, 1st I).\n29.35\n33.10\n33.48\n30.39\n36.08\n32.77\n82.98\n30.78\nii 3rd ii\n36\nii 4th ii\n35\nii 5th..\n6th ..\nii 7th..\nii 8th ii\n\"io\n26\n11\n19\n24\n30\n16\nManual Training Inst..\nMiss M. J. Govenlock ...\nMiss L. B. Mowat\t\nP. T. C. Wickett\t\nA. S. Matheson\t\n.1. S. R. Donaldson\t\nMiss E. A. Thomas\t\nMiss G. H. McManus\t\nMiss E. A. J. Olson\nMissL. A. St. James, B.A.\nSupervisor of Music...\n193\n194\n195\n193\n195\n190\n193\n195\n187\n19U\n19H\n191j\n1921\n193\n195\n195\n195\n180\n97\n193\n193\n193\n193\n192\n191J\n1911\n191J\n318\n22\n27\n29\n39\n36\n153\n29\n51\n47\n127\n26\n83\n45\n47\n161\n25\n32\n57\n36\n27\n30\n38\n20\n157\n44\n45\n50\n63\n157\n11\n11\n17\n24\n25\n88\n161\n40\n26\n30\n54\n258.93\n87\n11\n16\n12\n15\n11\n65\n16\n25\n22\n63\n15\n18\n20\n19\n72\n11\n19\n20.00\n26.19\n28.65\n'38.39\n34.52\nii 2nd ii\n13\n29\n4th ,,\n5th ii\n28\n28\n1\n8\n9\n15\n15\n23\n23\n147.75\n42\n13\n.26\n25\n64\n11\n15\n25\n28\n79\n23.21\n36.12\n34.77\n8\nii 2nd ii\n33\n33\n18\nn 3rd\nMiss A. L. Noble\t\nJ. W. Harris\t\nMiss A. E. Irvine\t\nMiss M. Bowden\t\nMiss A. K. Chisholm ....\nMiss E. M. Cox\t\nMiss E. W. Maxwell\nMiss M. M. L. Johnston.\nMiss G. A. MacKenzie...\n25\n25\n15\n15\n7\n7\nPort Coquitlam:\n94.10\n26\n20.57\n26.94\n30.36\n33.04\n27\n3rd\nii 4th\n34\n34\n13\n13\ni3\n13\n7\n7\n14\n14\n6\n6\n31\n31\n5\n6\n11\n110.91\n27\nJames Park, 1st Div..\n2nd ,i ..\n14\n13\n21.83\n27.63\n12\n#\u00E2\u0096\u00A0\n27\n17\n11\n14\n17\n17\n30\n19\n16\n16\n21\n9\n49.46\n34.27\n26.07\n29.36\n37.79\n25.53\n12\ni, 2nd ii\n27\nii 3rd ii\n\"38\n13\n17\nii 4th i,\n,i 5th ii\nMiss J. McEwen \t\nNiss W.L. Hammond, B.A.\n13\n30\n13\n38\n13\n-3\t\n70\n14\n20\n26\n37\n81\n30\n25\n24\n26\n153.02\n40\nPrince George, 1st Div..\n24 09\n33.44\n35.72\n34.44\n65\n16\nS\n24\n20\n13\n14\n32\nii 3rd ii ..\nMrs. C. H. Warner\nD. McD. Hunter\t\nJ. V. MacDonald, B.A...\nMiss J. Rothwell\t\nMiss G. M. Macdonald...\n20\n27\nPrince Rupert, 1st Div...\nn 2nd ii ..\n202\n36\n34\n30\n36\n97\n.14\n15\n17\n18\n105\n22\n19\n13\n18\n127.69\n44\n29.20\n25.51\n26.90\nii 3rd ii ..\n30\nii 4th ii\n36\n\t 9 Geo. 5\nPublic Schools Report.\nD xix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 Continued.\nNumber of\nPupils in each Reader as'D in each Subject of Study.\nAmount paid by Government on account of\nTeachers' Salaries, etc.\nstrict\nendi-\nt.\nOJ\nPS\nU\ns\n0\nEn\na\nm\nS3\nc-o\no c\n11:\n5'1'S\nCJ \"co\n., a o\nU-T3 fl.\ng_. a\nj3 _ o\n\u00E2\u0096\u00A0foD\nF\ncj\nj-o\n1\nAT\n<\n-fl\n.c\nd\nfl\no\ncj oj\nJg\n2'&\nc\nd\n0h\nfl\n0-j\nS3\nPh\nd\nSh\nbe\no\ncj\nCJ\nho\nm\nfll^\nin\nh\nd\na\ns\nd\n0\nAT\n\"bo\nE\nEd\noj\nfl\nd\nu\nOJ\n3\n\"be\nc\nH\nCO\nOJ\n'5\ntH\nOJ\na\np\nS3\n\u00E2\u0096\u00A0 Ph\nbe\n'fl\n'd\nS\nd\nfl\nfl\nd\n9\ncj .3\nc .\n\u00C2\u00A3\u00C2\u00A3\n\u00C2\u00B0 cu\n0) a,\nj; at\ne\ncj\nfl\ns\nCO\nJr\n\u00E2\u0080\u00A2 <\nt-\nOJ\n0\nOJ\nCS\nrt\n$\n0\na\nQi\nZ>\nB\nCJ\nj3\nw\n13\nCJ\nI\nft\na\nd\n0\npq\nfl y. oj\n_H S\na c fl\ng.2C5\nfl-JJ\nc ^\n0 \u00C2\u00AB fl\nSec 3\n<\n\u00E2\u0080\u0094\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n360\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n360\n35\n46\n36\n35\n40\n41\n45\n40\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n360\n45\n45\n36\n32\n27\n34\n32\n45\n45\n36\n32\n27\n34\n45\n45\n36\n32\n27\n34\n45\n45\n33\n45\n45\n36\n32\n27\n34\n32\n40\n43\n26\n360\n35\n\"46\n36\n35\n40\n41\n45\n40\n24\n23\n19\n17\n12\n21\n22\n17\n15\n45\n45\n36\n32\n27\n32\n40\n43\n14\n265\n35\n46\n36\n35\n40\nSO\n219\n35\n46\n36\n35\n16\n123\n35\n46\n95\n12\n21\nIS\n75\n23\n25\n18\n300\n35\n46\n35\n40\n41\n45\n40\n\t\n\t\n\u00E2\u0080\u0094\n\t\n-\n-\n360\n35\n46\n36\n35\n40\n41\n45\n40\n219\n35\n46\n36\n35\n16\n\t\n\t\n\u00E2\u0080\u0094\n\t\n-\n35\n46\n36\n35\n40\n41\n45\n40\n\u00E2\u0096\u00A035\n46\n36\n35\n40\n41\n45\n40\n8\n222\n14\n27\n29\n23\n168\n14\n27\n29\n81\n22\n14\n318\n22\n27\n29\n39\n36\n51\n66\n282\n\t\n318\n22\n27\n29\n39\n30\n318\n22\n27\n29\n39\n36\n153\n318\n14\n27\n29\n39\n36\n145\n29\n51\n47\n127\n318\n168\n8\n8\n8\n8\n82,825 00\n22\n27\n29\n39\n36\n22\n27\n29\n$4,831 15\n39\n-1\n93\n29\n51\n70\n29\n18\n78\n29\n18\n36\n21\n39\n8\n8\n8\n8\n\u00E2\u0080\u0094\n\t\n8\n153\n153\n153\n29\n51\n47\n127\n26\n33\n45\n47\n151\n25\n32\n57\n36\n27\n30\n38\n26\n157\n44\n45\n50\n63\n202\n36\n34\n30\n36\n\u00E2\u0080\u0094\n-\n21\n29\n51\n47\n29\n51\n47\n29\n51\n47\n127\n26\n33\n45\n47\n$2,260 00\n$3,080 40\n80\n23\n33\n31\n47\n23\n33\n47\n26\n33\n21\n26\n6\n-\n-\n3\n3\n127\n127\n26\n33\n45\n47\n\t\n\t\n\t\n3\n8\n3\n. 3\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n$3,390 00\n26\n33\n45\n47\n23\n33\n45\n47\n$4,524 28\n87\n25\n6\n31\n56\n20\n32\n8\n3\n29\n151\n25\n32\n151\n25\n32\n148\n151\n59\n20\n25\n3\n3\n3\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n25\n32\n25\n32\n57\n36\n27\n30\n38\n26\n157\n44\n45\n50\n63\n202\n36\n34\n30\n36\n20\n36\n27\n20\n36\n27\n8\n36\n1111\n1111\n25\n-\n-\n57\n57\n57\n36\n2\n36\n27\n30\n38\n26\n36\n27\n30\n38\n26\n36\n27\n30\n38\n26\n36\n27\n17\n$2,542 45\n$4,251 06\n27\n26\n106\n42\n45\n14\n13\n76\n42\n32\n13\n76\n36\n32\n\u00E2\u0096\u00A01L.\n\u00E2\u0080\u0094\n27\n\u00E2\u0080\u0094\n\t\n\t\n\t\n-\n-\n\t\n36\n157\n157\n44\n45\n50\n63\n202\n86\n34\n30\n36\n157\n42\n45\n50\n63\n200\n36\n34\n30\n36\n2\n\"1\n9\n2\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n$2,542 50\n44\n45\n50\n63\n44\n32\n$5,955 00\n14\n15\n17\n18\n22\n19\n13\n18\n50\n63\n113\n74\n36\n34\n30\n36\n76\n36\n34\n30\n36\n32\n36\n34\n2\n2\n2\n2\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n2\n202\n101\n-\n\u00E2\u0080\u0094\n$8,883 30\n36\n36\n34\n30\n36\n36\n34\nso\n36\n$22,564 86\n34\n36 D xx.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nCertificate.\nPrince Rupert, 5th Div.\n6th ,,\n7th ,,\n8th n\n9th ii\n10th ,i\n11th ii\n12th ii\n13th ii\nManual Training; Inst. .\nDomestic Science Inst.\nRevelstoke:\nCentral, 1st Div\n2nd\n3rd\n4th\nSth\n6th\n7th\n8th\nSelkirk, 1st Div\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\nRossland:\nCentral, 1st Division\n2nd ii\n3rd ii\n4th ii\n5th ,,\n6th\n7th i,\n8th ,,\n9th \u00E2\u0080\u009E\nCook Avenue, 1st Div.\n2nd\n3rd\n4th\n5th\n6th\nSalmon Arm, 1st Division\nii 2nd ii\nii 3rd\nSlocan, 1st Division.\nii 2nd ii\nTrail':\nCentral, 1st Division\n2nd ii\n3rd\n4th\n5th\n6th\nMiss H. L. Crux\t\nMrs. M. A. McMaster...\nMiss J. B. Eason.......\nMiss L. E. King;\t\nMiss S. L. Stone \t\nMiss A. L. Ting-ley\t\nJohn S. Eason\t\nMiss B. Macleod\t\nMiss L. J. Tallander....\nR. Shockley\t\nMiss O. M. Hayes\t\nW. J. Eades\t\nMrs. M. H. Telfer\t\nMiss E. J. Jenkins\t\nMiss H. Freeman\t\nMiss.L. M. Creelman ...\nMiss H. II. Montgomery\nMissL. E. Moran\t\nMiss J. I. Hyatt\t\nI. Bassett\t\nMiss G. L. Urquhart . ..\nMiss D. 6. Burrell\t\nMiss E. F. Rear\t\nMiss F. L. McDiarmid..\nMrs. B. Martin........\nMiss G. M. Penzer\t\nMiss E. Creelman\t\nJ. C. Robson\t\nMiss L. F. Jewell\t\nMiss H. M. Trembath.\nMiss A. E. Malcolm . .\nMiss M. M. Gregory ..\nMiss G. M. York\t\nMiss A. E. Twaddle . .\nMiss F. E. Allen\t\nMiss G. F. Martin\nJ. E. Jay, B.A\t\nMiss F. J. S. Eraser..\n(closed) \t\nMiss E. S. DeBou....\nMiss M. Stanton. .. .\nMrs. I. Embleton\t\n2nd Class\n1st ,i\n3rd ,i\n2nd .,\n1st ,i\n1st \u00E2\u0096\u00A0 .,\n2nd .,\n1st i,\n2nd ,,\nMan. Train\nDom. Science\n1st Class,\n2nd\n1st\n2nd\n1st\n2nd\n2nd\n2nd\n1st Class,\n2nd ,.\n1st .,\n1st ,i\n2nd ,,\n2nd ii\n3rd ii\n1st ii\n2nd\n2nd\n2nd\n2nd\n2nd\n2nd\n2nd\n3rd\n3rd\nAcademip.\n2nd Class.\nJ. A. Chambers....\nMiss C. M. McKay.\nMiss M. I. Clingan .\nR. T. Pollock..\n2nd Class.\n3rd \u00E2\u0080\u009E\n2nd ii .\n2nd\n3rd\n1st\nTemporary\nMiss J. G. Leggett.\nMiss M. B. Carson..\nMiss E. Thorn \t\nMiss J. L. Munro...\nMrs. C. Mitchell...\nMiss E. J. Kerr .\nMiss V. A.-Stanton.\nMiss G. A. Gregory.\n1st Class.\n2nd ii\n2nd\n2nd\n1st\n2nd\n2nd\n2nd\n$87 OS\n87 08\n80 00\n92 08\n82 08\n82 08\n87 08\n87 08\n87 08\n125 00\n110 00\n125 00\n75 00\n65 00\n65 00\n65 00\n65 00\n65 00\n70 00\n140 00\n85 00\n70 00\n70 00\n65 00\n65 00\n65 00\n75 00\n150 00\n80 00\n70 00\n70 00\n70 00\n65 00\n65 00\n67 50\n80 00\n120 00\n70 00\n72 50\n67 50\n80 00\n95 00\n65 00\n65 00\n85 00\n70 00\n135 00\n85 00\n75 00\n70 00\n75 00\n75 00\n191,1\n19H\n191*\n191*\n192*\n193!\n193*\n193*\n30.83\n31.78\n32.34\n33.84\n22.44\n30.34\n32.09\n34.19\n36.06\n193*\n193*\n1S3A\n193*\n198*\n193\n191*.\n96*\n193*\n187*\n193*\n185 J\n198*\n198*\n193*\n190*\nISO\n194*\n192*\n19::*\n198*\nin;;*\n198*\n192*\n1981\n250\n396.72\n29.40\n36.22\n30.36\n31.12\n35.31\n29.67\n35.82\n22.80\n250.70\n25.88\n33.64\n39.72\n32.87\n32.07\n36.13\n32.64\n38.76\n271.71\n23.00\n31.65\n38.26\n36.20\n35.92\n37.96\n38.67\n42.68\n42.59\n326.93\n31.92\n33.73\n22.79\n30.74\n41.22\n40.61\n107\n201.01\n25.54\n39.87\n32.65\n34.83\n24.23\n58.50\n26.32\n31.21\n32.13\n38.44\n35.10\n35.71\n46\n11\n17\n4\n31\n\"6\n'li>\n7\n24\n1\n'33 *\n31\n36\n22\n25\n28\n20\n20\n10\n13\n41\n85\n15\n28\n31\n39\n38\n40\n14\n22\n20\n24\n33\n19\n39\n33\n33\n20\n20\n5\n5\n5\n24\n24\n49\n3i\n31\n5\n11\n11\n46\n36\n19 9 Geo. 5\nPublic Schools Report.\nD xxi.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader and in each Subject of Study.\npfl\nOJ cj\nofl\"S\n\u00C2\u00B0%i\n-7-1- \"^\n?=?\ng,0 co\n- a\nc -go\nA ?, d\n0 S cj\nS CH\n.S'-3\njS a\n-\u00C2\u00A3 oj .\n.02 \u00C2\u00A3j+^\nfl x fl\nAT 0 fl\nOJ\nIII\nsi*\n3 d oj\nMl\n\u00E2\u0096\u00A0H)\n53\n-fl\ncO\nOJ\n\u00C2\u00BB\n-HO\nfl\nO\nti\n03\nd\nOJ\nP3\nS3\nft\nfl-fl\nfl C\nif*\nO'l-S\n0J--H\ntin g\n-+3tJ 9\nr s o\ncj\nfl\n.fl\n-fl\nc\nd\n00\nC\no\no3 OJ\niJ \u00C2\u00B0\n\u00E2\u0080\u0094< oj\n\u00C2\u00A3'bc\n!\u00C2\u00AB\nti\nc\n'\u00C2\u00A3\nS\nfl\nS3\nfl.\nd\n0.\nbe\nfl\nOJ\nO\nO CO\nb'M\nD13\n00\nfl\ng\nO\nS3\n'bC\nH\n0-\n3\nd\nOJ\nA3\ns\nOJ\n-Jl\n'cj\nu\nOJ\nf<\nm\n'd\n33\nA?\nPh\nti\n'co\n*d\nfl\nC\nr-TJ\n0 -p\na *>\nM\nin 0\no|\na -oj\nI5\nc3\na\ncd\njfl\nOJ\nbo\n<\n0\nOJ\nsS\n~d\nS3\nCJ\n0J\noj\nCJ\nfl\n03\n'G\nCO\n\"^rr\nCJ\n'03\nS3\nft\n>-.\nfl\n0\nM\n45\n42\n48\n46\n29\n32\n40\n43\n46\n45\n42\n48\n46\n29\n32\n40\n43\n46\n45\n42\n4S\n46\n29\n32\n40\n43\n46\n45\n42\n48\n46\n29\n32\n40\n43\n46\n45\n42\n45\n45\n45\n42\n48\n46\n29\n32\n40\n43\n46\n15\n21\n17\n45\n42\n48\n46\n29\n8\n32\n40\n24\n1\n32\n33\n1\n32\n33\n\"32\n46\n111\n507\n507\n34\n39\n31\n36\n36\n30\n39\n28\n507\n327\n34\n39\n31\n36\n36\n12\n247\n34\n39\n31\n36\n22\n247\n102\n34\n39\n507\n34\n39\n31\n36\n36\n30\n39\n28\n273\n27\n35\n41\n35\n34\n38\n33\n47\n290\n25\n41\n39\n38\n40\n42\n- 40\n46\n57\n368\n100\n89\n292\n\t\n.....\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n102\n507\n34\n34\n39\n31\n36\n36\n30\n39\n28\n34\n39\n31\n36\n36\n30\n39\n28\n34\n39\n31\n36\n36\n30\n39\n28\n34\n39\n81\n36\n22\n$9,620 00\n$15,274 73\n39\n162\n27\n35\n41\n35\n15\n73\n27\n35\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n73\n273\n278\n273\n27\n35\n41\n35\n34\n38\n33\n47\n290\n273\n188\n27\n35\n41\n35\n84\n38\n162\n27\n35\n41\n35\n15\n\t\n\t\n\t\n27\n27\n35\n41\n35\n34\n38\n33\n47\n27\n35\n41\n35\n34\n38\n33\n47\n290\n25\n41\n39\n38\n40\n42\n40\n46\n57\n368\n34\n39\n37\n41\n49\n203\n32\n47\n36\n115\n41\n37\n29\n66\n27\n35\n41\n35\n34\n38\n33\n47\n290\n25\n41\n39\n38\n40\n42\n40\n46\n57\n368\n35\n41\n\t\n\t\n47\n88\n153\n25\n41\n39\n38\n40\n14\n62\n25\n41\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n62\n290\n200\n168\n25\n41\n39\n38\n40\n14\n\u00E2\u0096\u00A0\t\n$9,143 35\n25\n111\n25\n41\n39\n38\n40\n42\n40\n46\n57\n25\n41\n39\n38\n40\n42\n40\n46\n57\n25\n41\n39\n38\n40\n42\n31\n$15,775 46\n41\n266\n34\n39\n37\n20\n197\n66\n15\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n-\n\u00E2\u0080\u0094\n66\n368\n368\n34\n39\n37\n44\n49\n197\n34\n39\n8\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n15\n34\n39\n37\n44\n49\n34\n39\n37\n44\n49\n34\n39\n8\n34\n39\n37\n44\n49\n203\n32\n47\n36\n115\n41\n37\n29\n66\nV\n81\n32\n16\n81\n15\n23\n23\n8\n18\n18\n32\n36\n 11\n\t\n49\n49\nT\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n15\n111\n203\n203\n32\n47\n36\n203\n32\n47\n36\n130\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n23\n32\n47\n36\n32\n47\n32\n16\n$2,212 90\n$3,238 51\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n\t\n-\n\u00E2\u0080\u0094\n23\n1\n115\n41\n37\n29\n115\n40\n37\n29\n66\n115\n41\n37\n29\n79\n23\n37\n13\n50\n32\n36\n34\n46\n36\n48\n48\n19\n37\n\u00E2\u0096\u00A02\n39\n32\n36\n84\n46\n36\n19\n1\n1\n1\n1\n11\n\u00E2\u0080\u0094\n7\n\u00C2\u00BB18\n37\n2\n41\n$866 88\n$964 62\n18\n$1,130 00\n$1,208 25\nL7\n\"\n29\n\t\n\t\n18\n66\n66\n32\n36\n34\n46\n36\n39\n32\n36\n34\n46\n36\n29\n\t\n\t\n\u00E2\u0080\u0094\n\t\n-\n32\n32\n36\n34\n46\n36\n36\n32\n36\n34\n46\n36\n36\n32\n36\n34\n46\n36\n36\n32\n36\n34\n46\n36\n$9,510 80\n$16,264 85\n36\n36 36 19\n... I 36\n...I...I...\n I\t D xxii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nTeacher.\nCertificate.\nd\nd\nCO\n2\nfl\nO\nfl\no\nOJ\nCO\nfl\nor\n*o\no\nAT\nfl\nCO\n1\nn\nod\nOJ\n\"o\nS-\nC\n\u00E2\u0096\u00A0&\ns\nd\n1?\no'\n3\noj\nCJ\nc\nd\n-fl\nfl\nOJ\n'd\nO\nOJ\nbe\nd\nf-\n0J\n>\n<\nSchool.\nti\n33\n't-\ns\nCO\n33\nB\np\nPh\n\u00E2\u0096\u00A0fl\n0\nCJ\nCO\nOh\nCJ\n-fl\nd\nOJ\nPh\nti\nOJ\n1\nM\n-fl\nfl\nCJ\nCO\n0.\nOJ\n-fl\nd\nOJ\nP?\n\u00E2\u0096\u00A0fl\nAT\nH\nTrail.\u00E2\u0080\u0094Concluded.\nCentral, 7th Div\n,i Sth\n9th\nii 10th\n.. Miss R. D. Newman\t\n.. Miss M. J. Fraser\t\n.. Miss J. I. MacKenzie....\n.. Miss W. E. Haves\t\n.. Miss B. M. Gilpin\t\nDiv.. Mrs. S. I. Simpson, B.A.\n. n .. Miss G. E. Thompson\t\niv.... Mrs. M. McDowall\t\nii Miss M. L. Black\t\n1st Class ....\n3rd ,, ....\n2nd ., ....\n1st ,, ....\n1st ., \t\n2nd i, ....\nAcademic ...\n3rd Class ....\n1st \u00E2\u0080\u009E \t\n2nd ,i ....\n1st ,i ....\nAcademic....\n2nd Class....\n2nd \t\n1st \u00E2\u0080\u009E ....\n2nd i. \t\n1st \u00E2\u0080\u009E ....\n2nd i, ....\n1st \u00E2\u0080\u009E ....\n1st ,, ..\n1st ,, ....\n2nd \" ....\n2nd \u00E2\u0080\u009E ....\n2nd \u00E2\u0080\u009E \t\n2nd i, ....\nAcademic.. ..\n1st Class ....\n2nd \u00E2\u0080\u009E ....\n2nd \u00E2\u0080\u009E ....\n3rd i, \t\n2nd i, ....\n1st ,, ....\n1st i, ....\nAcademic....\n2nd Class\t\n1st ,. ....\n2nd \u00E2\u0080\u009E ....\n1st ii- ....\n2nd ii ....\n1st 11 ....\n1st ,, ....\n2nd ii ....\n2nd i, ....\n2nd \u00E2\u0080\u009E ....\n2nd \t\nAcademic....\n1st Class ....\n1st n ....\n1st .. ....\n2nd ,, ....\n1st i, ....\n1st .. ....\n3rd ii ....\n|76 00\n70 00\n75 00\n80 00\n85 00\n70 00\n80 00\n70 00\n85 00\n70 00\n188 00\n65 00\n80 50\n65 00\n103 00\n103 00\n103 00\n108 00\n100 50\n218 00\n131 00\n105 50\n80 60\n90 50\n80 50\n80 50\n78 00\n73 00\n103 00\n69 00\n90 50\n78.00\n80 50\n158 00\n69 00\n95 50\n75 50\n103 00\n103 00\n90 60\n158 00\n70 00\n90 50\n65 00\n95 50\n218 00\n95 00\n108 00\n95 50\n75 50\n108 00\n100 50\n73 00\n193*\n193*\n193*\n192*\n1941\n190\n191\n193\n116\n116\n193*\n193*\n192*\n193*\n193*\n193*\n193*\n193*\n174*\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n193\n193\n194\n194\n194\n194\n194\n194\n194\n194\n194\n39\n38\n37\n46\n56\n36\n472\n24\n23\n47\n26\n39\n65\n37\n48\n44\n49\n43\n52\n35\n60\n31\n399\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n624\n18\n22\n21\n23\n30\n16\n225\n14\n10\n24\n21\n16\n16\n23\n26\n20\n247\n36.90\n35.10\n36.18\n44.53\n51.71\n32.32\n46\n56\n102\n3\n3\n22\n22\n37\n39\n38\nn 12th ,\n36\n36\n7\n7\n2\n2\n37\n7\n7\n9\n9\n94\n6\n6\n8\n6\n14\n435.65\n135\nSmelter Hill, 1st\nII 2lK\n10\n13\n23\n20.17\n18.82\n13\n38.99\n13\nTrail, East, 1st I\n,i 2nd\n8\n18\n26\n18\n21\n39\n24.90\n34.28\n18\nVancouver:\n69.18\n18\n15\n24\n22\n28\n22\n31\n20\n30\n19\n211\n22\n24\n22\n21\n21\n21\n15\n30\n; 12\n188\n35\n31\n22\n25\n22\n20\n23\n26\n27\n29\n17\n27\n20\n14\n338\n28.12\n35.50\n,, 2nd\n,i 3rd\n., 4th\nn Miss M. E. Maynard, B.A.\nii Miss N. K. Watson\t\nii Miss J. Patterson\t\nn Miss D. 0. Eldridge.\n48\n44\n49\n., 5th\n36.75\n37.60\n33.26\n33.95\n24.44\n307.10\n33.96\n37.58\n34.54\n40.33\n31.76\n38.91\n37.22\n36.31\n39.53\n33.03\n3S.93\n31.70\n28.89\n43\n,i 6th\nn 7th\n\"(SO\n29\n89\n35\n52\nit 8th\nii 9th\n\u00E2\u0080\u009E Miss C. E. Butler\t\n2\n37\n52\n43\n141\n9\n25\n17\n19\n20\n24\n17\n16\n14\n20\n25\n24\n29\n27\n286\n\u00E2\u0080\u009E 2nd\nii Miss N. D. Evans\t\nii Miss M. A. Amos\t\nii Miss E. A. Clark\t\nii 3rd\nii 4th\n0\nii 5th\n4-2\n6th\n44\n.1 7th\nii Miss 0. Buchanan \t\nii Miss A. F. Wilkinson ...\nii Miss F: I. Donaghy\t\nn Miss I. B. Alexander ....\n40\n,i 8th\n42\n9th\nii 10th\nii 11th\n\"49\n41\n90\n51\n\"is\n42\n41\n31\ni, 12th\nii MissL F. Carruthers... .\nii Miss M. A. Allen\t\nii 13th\n,i 14th\nision.. W. L. Rand, B.A\t\n.. Miss A. M. Reid \t\n.. Miss B. A. Maclntyre ...\n.. Miss P. M. Howard\t\n.. Mrs. M. E. N. Lee\n51\n60\n72\n504.59\n170\nBayview, 1st Div\nii 2nd ' .\n31\n36\n43\n48\n39\n40\n48\n2S5\n32\n50\n49\n49\n46\n226\n38\n45\n37\n41\n36\n44\n42\n56\n18\n17\n20\n28\n19\n17\n21\n140\n13\n26\n23\n27\n- 27\n116\n13\n19\n23\n20\n20\n23\n27\n145\n19\n24\n20\n22\n19\n28.75\n32.47\n36.28\n40.25\n36.57\n37.15\n35.96\n,, 3rd i\n43\n4th i\n48\n5th i\n., 6th ,\nii 7th ,\n\"48\n\"i7\n\"23\n39\n17\n23\n39\n247.43\n48\n91\n26.94\nii 2n\n1 \u00E2\u0080\u009E .. Miss E. M. Ward\t\n50\n,. 3rt\n37.94\n36.24\n36.63\n\"\u00C2\u00AB\n46\n17\n16\n27\n16\n22\n., . 4tl\nn 5tl\ni ii .. Miss J. F. Fraser\t\n.. H. W. Gamey \t\ni .. Miss G. MacKenzie \t\n.. Miss M. E. Loughead....\ni .. Miss W. A. Grant\t\ni .. Miss E. H. Luscomhe\t\ni .. Miss G. H. Patrick\t\n17\n16\n43\n110\n172.50\n30.51\n33.00\n31.15\n72\n.Central, 1st Div\ni, 2nd\n19\n21\n19\n25\n17\n21\n14\n32\n19\n24\n18\n16\n19\n23\n28\n24\n3rd\n4th\n, 5th\n6th\n7th\n, 8th\n2\n35.72\n42.03\n41\n36\n44\n39.99\n40.12\n42\n66 9 Geo. 5\nPublic Schools Report.\nD xxiii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils is each Reader and in each Subject of Study.\nAmount paid by Government on account of\nTeachers' Salaries, etc.\n.23\n1* V*3\nt3\n.\n\"d -^\nbe\nc\n%\nd\na\nbe\no\nO\nt>i o.\nS- O\n\u00C2\u00B0V\n\u00E2\u0080\u00A2\u00E2\u0096\u00A0^\nflS\nrflfi\n03 -TH\nfl c\nD s\nti\nd\nB\no\n-fl\n%\n&\noj\n0.\n\"d\nOJ\n3\nAT\nbfl\nG\n&\nCJ\n03\n'3\nCJ\ny,\nH\n\"d\nAJ\nPh\n5?\n'a\n*d\nEh\n\"d\nfl\nd\no\nOJ +j\na cj\nfl H\nCJ-io:\nO Hi\n11\ns&\na\n-_!\n\u00C2\u00AB\n-fl\nOJ\nbe\n53\n\u00E2\u0080\u0094'\nOJ\n|\no\nCJ\nS5\nfl\nId\nAT\nCJ\nfl\nCJ\no\nfl\n0J\n*s\nCO\n\"d\nfl'\nd\nfl\nEP\nAmount paid by Di\nin addition to Exp\nture by Governmei\n39\n38\n37\n46\n56\n36\n39\n38\n37\n46\n66\n36\n472\n24\n23\n47\n39\n38\n87\n46\n56\n36\n472\n24\n23\n47\n26\n39\n65\n37\n48\n44\n49\n43\n52\n35\n60\n31\n39\n38\n37\n46\n56\n36\n39\n38\n39\n38\n37\n46\n56\n36\n472\n24\n23\n47\n26\n39\n65\n37\n48\n44\n49\n43\n52\n35\n60\n31\n\u00C2\u00BB\n37\nllll\n_____\n36\n73\n24\n23\n47\n297\n203\n24\n203\n24\n68\n11\n472\n472\n24\n23\n47\n\t\n\u00E2\u0080\u0094\n24\n23\n24\n6\n30\n26\n6\n32\n11\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n11\n47\n24\n18\n24\n'\"is\n\t\n26\n39\n66\n37\n48\n44\n49\n43\n52\n35\n60\n31\n26\n39\n65\n26\n39\n-\n18\n37\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\t\n\t\n-\u00E2\u0096\u00A0\n\u00E2\u0080\u0094\n\t\n65\n37\n48\n44\n49\n43\n52\n35\n60\n31\n399\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n624\n31\n36\n43\n48\n39\n40\n48\n18\n15\n24\n22\n24\n37\n48\n44\n49\n43\n52\n35\n60\n31\n399\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n624\n31\n36\n43\n48\n39\n40\n48\n285\n32\n50\n49\n49\n46\n226\n38\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n37\n37\n48\n44\n49\n43\n52\n35\n60\n31\n399\n37\n48\n44\n49\n43\n37\n48\n44\n49\n87\n48\n44\n49\n$195,960 00\n$624,347 63\n178\n44\n56\n39\n44\n42\n44\n40\n42\n351\n31\n36\n43\n48\n37\n44\n66\n39\n42\n39\n15\n25\n.17\n19\n20\n46\n29\n31\n22\n25\n22\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n399\n399\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n624\n31\n36\n43\n48\n39\n40\n48\n285\n221\n44\n56\n39\n44\n42\n44\n40\n42\n41\n31\n178\n\u00E2\u0096\u00A044\n56\n39\n44\n42\n44\n40\n42\n351\n31\n30\n43\n48\n899\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n61\n49\n41\n624\n31\n36\n43\n48\n39\n. 40\n48\n285\n32\n50\n49\n49\n46\n226\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n44\n56\n39\n44\n42\n44\n40\n42\n41\n49\n42\n51\n49\n41\n624\n31\n36\n43\n48\n39\n40\n48\n285\n32\n50\n49\n49\n46\n226\n38\n45\n37\n41\n36\n44\n42\n56\n56\n181\n31\n36\n96\n18\n17\n129\n13\n19\n\t\n\t\n\t\n\t\n~\n\u00E2\u0080\u0094\n624\n423\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n31\n36\n43\n48\n39\n40\n48\n31\n36\n43\n48\n39\n36\n158\n32\n50\n22\n67\n32\n35\n13\n26\n39\n19\n21\n19\n26\n17\n32\n19\n24\n43\n19\n24\n18\n16\n19\n-\n\u00E2\u0080\u0094\n285\n285\n32\n50\n49\n49\n46\n226\n38\n45\n37\n41\n36\n44\n42\n56\n197\n158\n\t\n32\n32\n50\n49\n49\n46\n32\n50\n49\n49\n46\n226\n38\n45\n37\n41\n36\n44\n42\n56\n. 32\n50\n49\n16\n32\n50\n22\n104\n38\n45\n37\n41\n36\n44\n104\n38\n45\n37\n41\n36\n44\n32\n38\n45\n35\n\u00E2\u0080\u0094\n-\n-\n226\n147\n38\n45\n37\n41\n36\n44\n42\n56\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n~\n38\n45\n37\n41\n36\n44\n42\n56\n38\n45\n37\n41\n36\n44\n42\n56\n37\n41\n36\n44\n42\n56 D xxiv.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nTeacher.\nCertificate.\n\"d\nCO\n_-\n4_\nfl\no\nc\n_o\nc\u00C2\u00BB\nd\nS_\n<3\no\na:\nCO\nr.\nd\nQ\n-fl\nc\nOJ\n'p.\nfi\n\u00E2\u0096\u00A03\nd\n>-.\no\nPP\n3\noj\nfl\nfl\nOJ\n.\n'd\nfl\nOJ\n\u00C2\u00A3\n<\nSchool.\nOJ\n8\n'_!\nfa\nto\n-a\n0\nCJ\nCJ\nQ_\nOJ\nc0\nOJ\n0J\n-fl\nd\n33\n\u00C2\u00BB\n-fl\nc\n0\n0\nOJ\n-_\nCj\n-fl\nd\n0J\nP.\nV\nt\nVanco\nCent\naver.\u00E2\u0080\u0094Conti\nral, 9th Div\n10th ,\n11th i\n12th\n13th\n14th ,\n15th\n16th ,\nlued\nsion\n. Miss E, B. Dixon\t\n. MissE Wicket., B.A...\n. Miss A. B. Elmsly\n. J. A. Stuart, B.A\t\n. Mrs. M. Good\t\n. Miss F. Stern\t\nI) Miss A. J. Dauphinee\t\n). Miss F. Warne\t\ni Miss J. Sheepy\t\nMiss E. V. Hawe\t\nMiss Z. B. Wilson\t\nJ. R. Pollock\n2nd Class....\n1st \u00E2\u0080\u009E ....\nAcademic.. ..\nAcademic....\n1st Class\t\nTemporary ..\n2nd Class....\n1st ii ....\nAcademic....\n3rd Class ....\n2nd ,i ....\n1st ii \t\n1st Class\t\n1st \u00E2\u0080\u009E ...\nAcademic..\n1st Class ...\n1st i. ....\nAcademic....\n2nd Class...\n1st \u00E2\u0080\u009E ...\n2nd \u00E2\u0080\u009E ...\n1st i\t\n2nd ,i ...\n1st i, ...\n2nd \u00E2\u0080\u009E ...\n2nd ii ...\n1st ii ...\n1st i, ...\n2nd ,, ...\n1st ii ...\n2nd ,, ...\n1st i. ...\nAcademic...\n2nd Class.. .\n2nd ,, ...\n1st Class .. .\n1st \u00E2\u0080\u009E ...\nAcademic.. .\n2nd Class.. .\n1st \t\n1st \u00E2\u0080\u009E ...\n2nd ii ...\n2nd i, ...\n1st ., ...\n1st i, ...\n2nd \u00E2\u0080\u009E ...\nAcademic..\n2nd Class.,.\n2nd \u00E2\u0080\u009E ...\n1st \u00E2\u0080\u009E ...\n1st i, ...\n2nd i, ...\n2nd ,i ...\n2nd ti ...\nAcademic...\n2nd Class.,.\n1st .. ...\nAcademic...\n$ 69 00\n95 60\n103 00\n108\" 00\n108 00\n80 00\n75 00\n65 00\n118 00\n78 00\n108 00\n73 00\n73 00\n219 00\n151 00\n80 50\n108 00\n105 50\n100 50\n100 50\n108 00\n108 00\n73 00\n95 50\n73 00\n10S 00\n100 50\n103 00\n90 50\n90 50\n75 50\n73 00\n85 50\n108 00\n108 00\n65 00\n75 50\n156 00\n90 50\n69 09\n73 00\n65 00\n100 50\n73 00\n.-_> 00\n218 00\n151 v00\n108 00\n65 00\n80 60\n95 50\n90 50\n100 50\n103 00\n108 00\n80 50\n75 50\n103 00\n103 00\n65 00\n194\n194\n194\n194\n194\n193*\n198*\n97*\n77i\n194\n194\n193\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n190\n194\n97*\n97*\n194\n194\n194\n194\n194\n1934.\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n97*\n42\n45\n46\n53\n68\n13\n11\n46\n22\n20\n25\n36\n68\n9\n20\n25\n21\n17\n4\n4\n19\n35.90\n86.28\n55.59\n34.39\n36.46\n9.33\n7.10\n38.86\n5.60\n1\n46\n53\n8\n7\n44\n40\n2\n9\n2\n2\n18\n6\n1\n22\n5\n1\n40\n663\n21\n40\n34\n34\n129\n38\n40\n37\n41\n53\n39\n46\n33\n41\n45\n43\n41\n48\n47\n44\n46\n39\n53\n37\n39\n49\n42\n44\n36\n1021\n46\n43\n33\n36\n35\n41\n44\n30\n308\n42\n31\n36\n44\n50\n43\n48\n47\n37\n47\n35\n34\n36\n8\n36\n574\n382\n281\n116\n44\n53\n125\n526.62\n197\nChildren's Home, 1st I\nii 2nd\n5\n17\n20\n18\n60\n16\n37\n19\n24\n16\n20\n20\nIS\n25\n21\n20\n22\n28\n20\n21\n15\n26\n20\n24\n26\n19\n17\n21\n16\n23\n14\n16\n13.93\n36.85\n32.88\n30.45\n40\nii 3rd\nii 4th\n18\n0\n10\n34\n69\n114.11\n18\n6\n10\n34\n40\n38\n24\n'\"22\n29\n23\n26\n13\n23\n20\n22\n21\n26\n19\n24\n25\n24\n27\n17\n15\n23\n23\n27\n15\n33.22\n35.72\n32.30\n29.72\n33 33\n2nd\n. I. M. Mullin \t\n. MissLMcL. Howell,M.A.\n. P. L. McCreery, B.A ...\n. Miss H. L. MacDonald...\n. Miss E. D. Ross\t\n. Miss C. M. Sterns, B.A..\n. Miss A. M. Lewis\t\n. Miss N. Bain\t\nMiss J. McIIeffey\t\n. Miss B. M. Bigney . ..\n. Miss L. I. Brundrett\t\n. Miss E. A. LeEeuvre....\n, 3rd\n4th\ni 5th\n6th\n7th ,\n8th\n9th\n10th\n11th\n12th\n13th\n, 14th\n, 15th\n, 16th\n, 17th\n, 18th\n, 19th\n, 20th\n, 21st\n, 22nd\n, 23rd\n, 24th\n34.11\n34.83\n27.52\n37.86\n35.33\n36.87\n38.60\n36.55\n37.87\n34.43\n35.70\n33.67\n38.27\n36.03\n36.08\n33.30\n37.55\n39.81\n31.60\n41\n45\n43\n41\n48\n47\n\"_9\n49\n42\n37\n53\n44\n46\n39\n. Miss C. T. Murray\t\n. Mrs. E. M. Lee .\t\n. Miss J. I. Wilson\t\n. Mrs. D. Johnston\t\n. Miss L. J. U. Laul-sen ...\n. Miss I. M. Van Blaricom,\n. Miss F. E. Latimer.[B.A.\n. Miss N. M. Morgan\t\n). J. Dunbar\t\ni Miss E. S. Brinton\t\ni Miss S. A. Fountain, R.A\n, Miss F. W. Clark\t\n, Miss H. McNeill\t\n, Miss B. E. Ward\t\ni Miss A. M. Macphail ....\n, Miss D. M. Lord\t\nn A. Clark .\n44\n130\n37\n53\n36\n165\n495\n21\n22\n22\n1.5\n20\n22\n21\n22\n526\n25\n21\n11\n21\n15\n19\n23\n8\n839.67\n309\nCharles Dickens, 1st I\n\u00E2\u0080\u009E 2nd\n36.36\n33.18\n32.46\n35.20\n34.15\n35.66\n35.89\n27.10\n19\n33\nii - 4th\n36\n5th\nii 6th\nii 7th\n44\nSO\n74\n\"l9\n\"22\n35\n19\n22\n35\n165\n22\n16\n14\n14\n18\n16\n24\n30\n18\n26\n14\n22\n20\n7\n16\n143\n270.00\n33.17\n27.32\n33.50\n38.26\n41.14\n42 30\n41.10\n39.38\n34.39\n33.09\n33.56\n32.75\n7.69\n31.02\n88\n20\n15\n22\n30\n32\n27\n24\n17\n19\n21\n21\n12\n16\n1\n20\n297\n2nd\nii 3rd\n\u00E2\u0080\u009E 4th i\nMiss M. P. Sinclair\t\nMiss M. J. Mounce, B.A.\nMiss M. P. Fallowes\nMiss H. W. Brown\t\nMiss A. G. Perkins\t\nMiss A. M. Loggie\t\nMiss E. E. Fletcher\nMiss D. Cow perthwaite .\nMissL. G. Bollert, B.A..\n44\n\u00E2\u0080\u009E 5th i\n6th i\nii 7th i\n3\n47\n37\n50\n43\n45\nn 9th\n10th\n11th ,\n,, 12th i\n14\n35\n34\n13\n1\n97\n33\n8\n1\n12\n54\n9\n1\n24\n34\n6\n. 1\n94\n,i 14th\n15th\nMrs. J. P. Leach\t\nMiss A. A. Greggor, B.A.\n4\n277\n503.91\n186 9 Geo. 5\nPublic Schools Report.\nD xxv.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 Continued.\nNumber of\nPupils in each Reader and in each Subject of Study.\ncoo\nfrg\n__ fl -\nhO_\n= -C\n-fl\n_-,-.\noj J\nH fl\n\u00E2\u0080\u00A2j-_ d\nd\nO-B\nd\n\u00E2\u0096\u00A033\n1 be\noj _i_\nI'o.l\nre\n\u00E2\u0096\u00A0s\n_.\n'-1-2\nCO\nfl\no\nCO\nK\nfl\nd\nd\n_.\nOJ\n\u00E2\u0096\u00A08 a\n'- c\nOJ .fl\nomestic Scien\n(Needlework,\nusic.\n\u00E2\u0096\u00A0O\n\"3 a.\n3 c 0\nd flO\na\nAS\n-fl\nS3\noj'5:\n_ fl-o\n_r.x fl.\nSIS\n-fl\noj OJ\n_P A\nCJ\n\u00C2\u00A3\u00E2\u0096\u00A0__\n-3-S'\nd \"\nbe\n_H\nd\nA3\nOi\n_c\no\noo'E\nrga\nd-H\nc -\nd \u00C2\u00A3\na\nS3\n%\nAT\n\"be\nc\nlysical E\nanual Tr\n_S\nfl\nOJ\n_-\u00C2\u00B0\n0\nc\na\n0\na\n1\nn\nIll\nS SB\np-_- ,\n\u00E2\u0096\u00A0B-2-\u00C2\u00B0'\ns d 0\nfl _ fl\ngS-S\n_H\n-\n_p\n<\nfe\nfl\nO\nB\nH\nPh S\nQ 1 a\n<\nO\ni-l\nI*\nFn\nw\n<\n<\n42\n42\n42\n42\n2\n42 ....\n42\n45\n45\n45\n45\n45 ....\n46\n46\n46\n46\n46 ....\n46\n53\n53\n53\n53\n53 ....\n11\n68\n13\n11\n68\n13\n11\n68\n13\n11\n68\n13\n11\n51\n11\n\u00E2\u0096\u00A0j\n33\n5\n1\n33\n5\n1\n11\n68 ....\n13 ....\n11 ....\n46\n46\n46\n46\n46\n46\n46\n46 ....\n46\n129\n21\"\n663\n663\n21\n663\n663\n21\n451\n21\n326\n21\n326\n129\n21\n663 101\n21 5\n96 428\n16 21\n11__1\n\u00E2\u0080\u00A2;:\n-:\n1_.1___11___1__1\n21\n21\n21\n40\n40\n40\n40\n40\n40\n40\n40 17\n23 40\n34\n34\n34\n34\n34\n34 ....\n34\n21\n38\n\u00E2\u0080\u0094\n84\n34\n34\n34\n34 ....\n129 22\n38 ....\n34\n'\"'\".\"\"\"\n95\n38\n61\n38\n61\n38\n21\n38\n129\n129\n129\n129\n89 129\n38 38\n~\n38\n38\n38\n38\n40\n40\n40\n40\n40\n40\n40\n40\n40\n40 16\n24 40\n37\n37\n37\n37\n37\n37\n37\n37\n87\n37 37\n37\n41\n41\n41\n41\n41\n41\n41\n41\n41\n41 19\n22 41\n53\n53\n53\n53\n53\n53\n53\n53\n53\n53 24\n29 53\n39\n39\n39\n39\n39\n39\n39\n39\n39\n39 16\n23 39\n46\n46\n46\n46\n46\n46\n46\n46\n46\n46 20\n26 46\n33\n33\n41\n45\n43\n41\n48\n47\n33\n41\n45\n43\n41\n48\n47\n33\n41\n45\n43\n41\n48\n47\n33\n41\n45\n43\n\"41\n48\n47\n33\n41\n45\n43\n41\n48\n47\n33\n41\n45\n43\n41\n48\n47\n33\n41\n45\n43\n41\n48\n47\n33\n33 20\n41 18\n45 25\n43 ....\n41 ....\n48 ....\n47 ....\n13 33\n23 41\n20 45\n43\n41\n48\n47\n44\n46\n39\n53\n37\n39\n49\n42\n44\n36\n44\n46\n39\n53\n37\n39\n49\n42\n44\n36\n44\n46\n39\n53\n37\n39\n49\n42\n44\n36\n44\n46\n39\n53\n37\n39\n49\n42\n44\n36\n44\n46\n39\n44\n36\n\" 44\n44\n44 ....\n46 ....\n39 ....\n53 ....\n87 ....\n39 ....\n49 ....\n42 ....\n44 ....\n36 ....\n.... 44\n46\n39\n53\n37\n39\n49\n42\n 44\n36\nIf\n327\n1021\n1021\n1021\n1021\n801\n636\n636\n327\n1021 195\n218 1021\n16\n46\n46\n46\n46\n46\n46\n46\n46\n46 21\n25 46\n24\n43\n33\n36\n35\n41\n44\n43\n33\n36\n35\n41\n44\n43\n33\n36\n35\n41\n44\n43\n33\n36\n35\n41\n44\n43\n33\n36\n35\n43\n33\n36\n43\n33\n36\n24\n43 22\n33 ....\n36 ....\n35 ....\n41 ....\n44 ....\n21 43\n33\n36\n35\n41\n44\n70\n42\n-1\n30\n30\n30\n308\n42\n30\n308\n30 ....\n308 43\n42 22\n46 278\n20 42\n____!\n-\n-\nii__:ii_______i\n193\n42\n158\n158\n42\n70\n42\n308\n308\n42\n42\n42\n42\n31\n31\n31\n31\n31\n31\n31\n31\n31\n31 16\n15 31\n36\n36\n44\n50\n43\n48\n47\n37\n47\n35\n34\n36\n8\n36\n44\n50\n43\n48\n47\n37\n47\n35\n34\n36\n8\n36\n44\n50\n43\n48\n47\n37\n47\n35\n34\n36\n8\n36\n44\n50\n43\n48\n47\n37\n47\n35\n34\n36\n8\n36\n44\n50\n43\n48\n47\n36\n44\n50\n43\n45\n36\n44\n50\n43\n45\n36\n36 14\n44 14\n50 18\n43 ....\n48 ....\n47 ....\n37 ....\n47 ....\n35 ....\n34 ...\n36 ....\n8 ....\n22 36\n30 44\n32 50\n.... 43\n'.'.'.. \"47\n37\n47\n35\n34\n36\n8\n6\n5\n4\n\u00E2\u0096\u00A0 4\n36\n36\n36\n36\n36 -....\n36\n109\n574\n574\n574\n574\n389\n295\n295\n109\n574 84\n119 526\n' D xxvi.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nVancouver.\u00E2\u0080\u0094Continued.\nFranklin, 1st Div\n2nd\n3rd\n4th\n5th\n6th\nSimon Fraser, 1st Div-.\n,i 2nd .,\n3rd ii\n4th \u00E2\u0080\u009E\n5th ,i\n6th ii\n., 7th ,i\n8th ,i\n,i 9th m\nii 10th ii\n11th ,i\n12th ii\nii 13th \u00E2\u0080\u009E\n\u00E2\u0080\u009E 14th ii\n,i 15th ii\nn 16th ,,\nGeneral Gordon, IstD.\n,, 2nd,.-\n3rd ii\n4th ,,\nn 5th ,.\nn 6th ii\nii 7th ,i\nii 8th \u00E2\u0080\u009E\nGrandview,\n1st Div\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\n11th\n12th\n13th\nngs, 1st Division.\n2nd ii\n3rd ,i\n4th\n5th ii\n6th\n7th\n8th\n9th\n10th\n11th ,,\n12th ,,\nHenry Hudson, 1st D\nn 2nd ii\ni. 3rd ii\n,. 4th \u00E2\u0080\u009E\n5th \u00E2\u0080\u009E\nH. D. Herd\t\nMiss L. E. Findlay\t\nMrs. M. M. Jarret't\t\nMiss C. S. Everett .\nMrs. D. Bradbury\t\nMiss E. E. White\t\nE. Caspell\t\nH. L. Paget\t\nMiss A. R. McPherson . ..\nMiss 0. H. McFarland,\nMiss E. M. Cowan..[B.A.\nMiss K. E. Buckerfleld...\nMiss N. M. Jones\t\nMiss M. I. Morrison .....\nMissM. S. Neill\t\nMiss E. L. Ford;\t\nMiss E. M. Frame\t\nMiss S. II. Munro, B.A..\nMiss C. Chad wick\t\nMiss J. R. Hardwick.. .\nMiss K. M. Faris\t\nMiss R. Kerr\t\nJ. E. Brown, B.A\t\nD. R. McLean \t\nMrs. E. B. S. Neill\t\nMiss J. Beaty \t\nMiss II. M. Cahill\t\nMiss S. Mills\t\nMiss E. M. Marshall\t\nMiss M. G. McKay\t\nH. B. Fitch, M.A\t\nJ. Beath\t\nMiss M. Taylor\t\nMiss J. J. Anderson, B.A.\nMiss J. C. Turner\t\nMiss E. M. Johnson\t\nMiss M. A. Annand\t\nMiss E. L. George\t\nMiss I. R. Russell\t\nMiss E. M. Simpson\t\nMiss L. Bampton\t\nMiss B. Cave-Brown-Cave\nMiss I. E. Hewton......\nE. W. Reid, B.A\t\nC. Logan\t\nMiss M. R. Wilson\t\nMiss M. II. Moody, B.A..\nMiss M. R. MacMillan. ..\nMiss A. M. Balkwill\t\nMiss E. H. Webber \t\nMiss A. A. Eaton, B.A...\nMiss M.A. Warner\t\nMiss Z. C. Hawe\t\nMiss A. I. Vermilyea, B.A.\nMrs. A. L. Webber \u00E2\u0080\u00A2\t\nF. C. Wilson, B.A\t\nT. V. Clarke\t\nMiss M. A. Suggitt, B.A.\nMissM. Ferguson, B.A..\nMissE. A. Mlddlemiss.\nAcademic.\n2nd Class\n3rd ,,\n1st II\n2nd i.\n2nd ..\n1st .\n1st i\n1st i\nAcademic\n2nd Class\n2nd ii\n2nd ii\n2nd ,,\n2nd .i\n2nd ,,\n1st i.\nAcademic.\n1st Class\n1st .,\n3rd ii\n2nd .,\nAcademic.\nTemporary\n1st Class\n2nd \u00E2\u0080\u009E\n1st \u00E2\u0080\u009E\n1st \u00E2\u0080\u009E\n2nd ,i\n2nd i,\nAcademic\n2nd Class\n1st Class\nAcademic.\n1st Class\n2nd i,\n1st\n2nd ii\n2nd ,i\n2nd i.\n1st\n1st\n2nd ii\nAcademic\n1st Class\n1st il\nAcademic\n2nd Class\n2nd i.\n2nd i,\nAcademic.\n2nd Class\n1st ..\nAcademic.\n2nd Class\nAcademic..\n1st Class ..\nAcademic..\n2nd Class. .\n$151 00\n73 00\n105 50\n70 00\n70 (10\n75 50\n218 00\n151 00\n105 50\n10S 00\n100 50\n73 00\n69 00\n90 60\n75 50\n95 50\n103 00\n80 50\n103 00\n65 00\n65 00\n118 00\n166 00\n108 00\n108 00\n80 50\n95 50\n95 50\n90 50\n108 00\n176 00\nUS 00\n85 50\n69 00\n90 50\n90 50\n90 50\n103 00\n75 00\n78 00\n78 00\n90 50\n65 00\n158 00\n116 00\n95 50\n108 00\n75 50\n100 50\n73 00\n95 50\n88 00\n73 00\n80 50\n70 00\n213 00\n153 00\n65 00\n95 50\n75 50\n194\n194\n194\n194\n194\n194\n194\n198*\n194\n194\n194\n194\n194\n97*\n97*\n52*\n25.67\n32.74\n31.34\n35.61\n34.96\n19.55\n37\n39\n24\n31\n179.87\n32.86\n33.50\n34.12\n33.47\n32.35\n38.30\n40.26\n36.31\n37.22\n38.19\n33.59\n34.93\n34.45\n35.33\n31.02\n12.27\n538.17\n44\n45\n34\n35\n40\n12\n1\n34.51\n34.53\n39.13\n46.80\n43.35\n42.03\n34.60\n31.92\n306.96\n21\n39\n1\n41\n11\n24\n5\n28\n54\n24\n32.08\n33.73\n30.16\n87.73\n43.38\n38.67\n33.34\n43.26\n36.20\n36.82\n32.42\n35.17\n36.98\n41\n47\n3\n35\n1\n20\n275\n12\n19\n14\n24\n23\n16\n25\n14\n22\n18\n21\n23\n29.20\n31.40\n34.40\n36.92\n40.51\n37 49\n34.54\n34.39\n37.97\n37.30\n36.59\n31.20\n3\n47\n44\n421.91\n28.84\n38.07\n36.79\n38. SI\n35.15\n29\n43\n39 9 Geo. 5 Public' Schools Report. D xxvii.\nSOHOOL-YEAR ENDING JUNE 30th, 191S\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader and in each Subject of Study.\nB O\nfl c\u00C2\u00B0\nts- 3 _r\nO O)\n*!'\u00C2\u00A7\nrc-i ^\n&o \u00C2\u00A3\nc -^\"%\no \u00C2\u00A7 g\n<\nAmount paid by District\nin addition to Expenditure by Government.\nFourth Reader.\nti\n-fl\nd\nOJ\n\u00C2\u00BB\nS3\n-H\nc-fl\nfl fl\n__ d -\n3 to\" \u00E2\u0096\u00A0\nflflg\na~-__\n\u00E2\u0080\u009E\u00E2\u0096\u00A0&_!\nOIL-- fl.\n_.\u00E2\u0096\u00A0\"!\nfl c \u00C2\u00B0\ns- dO\nPP\ncj\nOJ\njfl\n.\nbe\n'%\nO\n3\nP.\nd\nbo\no\ns\nO.co\nS_a\n_r__\nd.fl\nrfl o.\n~ __\nfl-fl\nD 1\nd\nB\nd\n5\nS3\n1_0\nC\nH\noj\n0.\nd\ntH\n33\n3\nAT\nbij\nfl\nH\no .\nS .\ny c\nU\n. \u00C2\u00B0>g\nf gOJ\nr .2^-\n- cj S-\n3 _Q 9\n-I O _\nr li^\nr gS\nI si5\ni o\ncj.\n9\nd\n<\nS\no\nOJ\na\nd\nAT\nCJ\nfl\n33\n6-\n0.\n\"o\n00\no\n'w\nJ=\nAh\na\nO\n05\n2\n_\na\n4\n4\n4\nIt\na\na\ni\na\n8 ...\n28\n37\n40\n43\n43\n31\n28\n37\n40\n43\n43\n31\n222\n28\n37\n40\n43\n43\n31\n222\n28\n37\n40\n43\n43\n31\n222\n28\n37\n40\n31\n28\n37\n39\n28\n37\n39\n28\n28\n37\n40 ..\n43 ..\n43 ..\n12 If\n17 21\n28\n37\n40\n43\n31 ..\n29 3(\n16 2;\n19 r\n19 21\n23 21\n14 2A\n17 2'\n15 15C\n19 1!\n18 2C\n20 25\n30 24\n87 8f\n15 21\n22 IS\n19 11\n15 2\u00C2\u00AB\n71 81\n12 21\n19 IS\n14 21\n24 2S\n23 21\n31\n136\n104\n38\n46\n40\n45\n38\n44\n45\n104\n38\n46\n40\n45\n38\n44\n45\n28\n38\n46\n40\n45\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n8 ...\n8 ...\n6 ...\n0 ...\n5 ...\n222\n222\n38\n46\n40\n45\n38\n44\n45 ..\n42 ..\n41 ..\n43 ..\n34 ..\n35 ..\n40 ..\n40 .\n86 ..\n14\n621 1\n38\n38\n42\n54\n53 ..\n54 ..\n42\n39 ..\n360\n36\n40\n35\n41\n47 ..\n49 ..\n35 ..\n58 ..\n41 ..\n44 ..\n39 ..\n45 ..\n41 ..\n551\n33\n37\n35\n47\n44\n42\n45\n38 ..\n179\n38\n46\n40\n45\n38\n44\n45\n42\n41\n43\n34\n35\n40\n40\n36\n\u00E2\u0080\u0094\n38\n46\n40\n45\n33\n44\n45\n42\n41\n43\n34\n35\n40\n40\n36\n14\n.38\n46\n40\n45\n38\n44\n45\n42\n41\n43\n34\n35\n40\n40\n36\n14\n621\n38\n38\n42\n54\n53\n54\n42\n39\n360\n36\n40\n35\n41\n47\n49\n35\n58\n41\n44\n39\n45\n41\n38\n46\n40\n45\n38\n44\n45\n42\n41\n43\n34\n35\n40\n40\n36\n14\n621\n38\n38\n42\n54\n53\n54\n42\n39\n360\n36\n40\n35\n41\n47\n49\n35\n58\n41\n44\n39\n45\n41\n38\n46\n40\n45\n38\n44\n45\n42\n41\n43\n34\n35\n40\n40\n36\n14\n621\n38\n38\n42\n54\n53\n54\n42\n39\n38\n46\n. 40\n45\n38\n44\n45\n1\n41\n40\n24\n10\n412\n38\n38\n42\n54\n53\n20\n29\n29\n5\n5\n330\n169\n38\n38\n14\n607\n38\n38\n42\n54\n53\n54\n42\n39\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n9 ...\n8 ...\n8 ...\n4 ...\n0 ...\n621\n330\n38\n38\n42\n54\n24\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n-\n38\n38\n42\n54\n53\n54\n42\n39\n38\n38\n42\n54\n24\n196\n36\n40\n35\n41\n47\n3\n35\n196\n36\n40\n35\n41\n47\n3\n35\n90\n36\n40\n35\n\u00E2\u0080\u0094\n360\n860\n245\n36\n40\n35\n41\n47\n49\n35\n43\n40\n360\n\u00E2\u0080\u0094\n3\n4\n3\n11\n3\n3\n3\n10\n3\n4\n1\n6 ...\n0 ...\n5 ...\n1 ...\n3 ...\n7 ...\n2 .. .\n2 ...\n5 ...\n4 ...\n1 ...\n36\n40\n35\n41\n47\n49\n35\n58\n41\n44\n39\n45\n41\n651\n36\n40\n35\n41\n47\n49\n35\n58\n41\n44\n39\n45\n41\n36\n40\n35\n41\n47\n49\n35\n58\n41\n44\n39\n45\n41\n\u00E2\u0080\u00A2\n40\n40\n366\n277\n111\n33\n37\n32\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n551\n551\n551\n277\n33\n37\n35\n47\n44\n551\n33\n37\n35\n47\n44\n42\n45\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n-\n-\n33\n37\n35\n47\n44\n42\n45\n38\n41\n41\n39\n40\n33\n37\n35\n47\n44\n42\n45\n38\n41\n41\n39\n40\n482\n33\n37\n35\n47\n44\n42\n45\n38\n41\n41\n89\n40\n33\n37\n35\n47\n44\n42\n45\n38\n41\n41\n39\n40\n33\n37\n35\n47\n44\n42\n2\n33\n37\n35\n47\n44\n41\n41\n41\n41 .\n41 ..\n39\n40\n4 7\n96 111\n14 21\n24 2C\n21 19\n17 2t\n41\n41\n39\n40\n444\n35\n44\n40\n43\n39\n40\n11\n11\n248\n102\n_____\n482\n482\n482\n321\n248\n482\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n40\n43\n39\n35\n44\n11\n35\n44\n40\n43\n39 .. D xxviii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nVancouver.\u00E2\u0080\u0094Continued.\nHenry Hudson, 6th D.\nii 7th\n,i 8th\nn 9th\nn 10th\n,, 11th\nii 12th\n,, 13th\nKitsilano, 1st Division.\n2nd\n3rd\n4th\n6th\n6th\n7th\n8th\n9th\n10th\n11th\nLivingstone, 1st D:\n2nd\n3rd\n4th\n5th\n6th\n7th\nSth\n9th\n10th\nModel, 1st Div:\nii 2nd\n., 3rd\n,i 4th\n,, 5th\n,, 6th\nii 7th\n,i 8th\nii 9th\n,i 10th\n\u00E2\u0080\u009E 11th\n\u00E2\u0080\u009E 12th\n,i 13th\nMount Pleasant, 1st D.\nii 2nd ,.\n,, 3rd .,\n4th ,i\n- 5th ii\n,, 6th \u00E2\u0080\u009E\n7th \u00E2\u0080\u009E\n,i 8th ,i\n\u00E2\u0080\u009E 9th ii\n,i 10th ,i\n,, 11th ,.\nn 12th ii\n13th n\n,, 14th ii\n,i 15th \u00E2\u0080\u009E\n\u00E2\u0080\u009E 16th ,,\nMacdorfald,\n1st Div.\n2nd ii\nMiss E. H. Reveley ..\nMiss V. M. Brown ...\nMiss G, A. Patrick...\nMiss M. W. Stone ....\nMiss E. B. Bate\t\nMiss E. S. Snider ....\nMiss K. Laidlaw\t\nMiss G. E. Macdonald\nT. W. Woodhead\t\nS. O. Harries\t\nMiss E. M. Beckman\nMiss G. E. Stevens\t\nMissF. McRae\t\nMiss N. T. Stables\t\nMiss L. M. Simpson\t\nMissF.M.S. Howard, B.A.\nMiss C. E. Stewart\t\nMrs. E. J. Livingstone ..\nMiss N. K. Thompson...\nR. F. Co-dwell, B.Sc...\nA. E. Duke\t\nMiss V. M. Lewis\t\nMiss M. E. Splan .\t\nMiss G. I. Ward\t\nMiss V. M. Bissett\t\nMrs. E. Baron\t\nMiss A. M. McLean\t\nMiss M. M. McCarthy ...\nMiss A. L. Chattel-ton ..\nF. H. Dobson, B.A...\nW. J. Nesbitt\t\nMiss A. Spencer\t\nMrs. A. C. Huggard .\nMiss L. E. Frith\t\nMiss E. L. Roberts...\nMiss C. G. Langley . .\nMiss J. L. Campbell. .\nMiss E. L. Stewart...\nMiss M. G. Jacks \t\nMiss D. Cattell\t\nMiss E. M. McPougall\nMiss J. E. R. Fisher .\nG. E. McKce, B.A \t\nMrs. J. Templer\t\nW. T. Abercrombie, B.A\nMiss C. A. McKenzie ...\nMiss M. E. Maxwell\t\nMiss M.A. Brockwell.B.A\nMiss G. H. McGregor...\nMiss E. G. B. Gibbs\t\nMrs. E. C. Leith \t\nMissC. I. Elliott, B.A..\nMiss G. J. Macintosh...,\nMiss V. A. McCartney..\nMrs. F. P. McNanghton,\nMissS. I. Cowan...[B.A\nMiss M. Bower\t\nMiss E. M. Pearson\t\nE. A. Hemsworth\t\nW. McDonagh :\n2mi Class\n1st\n2ml\n1st\n2nd\n2ml\n2nd\n1st\nAcademic\n1st Class\nAcademic\n1st Class\n2nd ,.\n2nd .,\n1st \u00E2\u0080\u009E\nAcademic.\n1st Class\n3rd ,i\nAcademic.\nAcademic\n1st Class\nAcademic.\n3rd Class\n1st\n2nd\n2nd\n2nd\n2nd\n2nd\nAcademic\n1st Class\n1st \u00E2\u0080\u009E\n1st H\n2nd .,\n1st ..._\nAcademic\n1st Class\n1st ii\n2nd ii\n1st ,,\n3rd .,\n2nd ,i\nAcademic\n1st Class\nAcademic.\n1st Class\"\n1st ,\nAcademic.\n2nd Class\n3rd i.\nAcademic\n2nd Class\n2nd ii\nAcademic\n2nd Class\n2nd ,,\n2nd ii\n1st\n1st\n$ 90 50\n93 00\n75 50\n83 00\n90 50\n103 00\n75 50\n95 60\n196 00\n100 00\n100 50\n80 50\n73 00\n95 50\n95 50\n95 60\n90 50\n75 60\n65 00\n158 00\n95 00\n73 00\n90 50\n80 50\n73 00\n95 50\n73 00\n65 00\n65 00\n230 50\n154 35\n113 85\n116 35\n116 35\n103 85\n116 35\n111 35\n111 35\n111 35\n111 35\n98 85\n111 35\n218 00\n148 00\n95 00\n73 00\n108 00\n75 50\n75 50\n73 00\n108 00\n73 00\n85 50\n73 00\n70 00\n108 00\n80 50\n100 50\n193 00\n148 00\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n97J\n194\n194\n194\n194\n194\n194\n194\n194\n97J\n97i\n194\n194\n194\n194\n194\n194\n193i\n194\n194\n194\n193i\n194\n194\n194\n194\n194\n16\n20\n19\n23\n18\n13\n22\n23\n22\n19\n194\n15\n21\n23\n17\n16\n25\n18\n22\n25\n17\n15\n18\n21\n16\n24\n19\n312\n12\n34.11\n36.27\n37.39\n32.79\n36.86\n36.97\n32.77\n39.40\n401.72\n32.77\n23. OS\n36.32\n35.01\n39.49\n42.02\n40.74\n38.01\n38.44\n34.05\n34.85\n894.78\n32.43\n37.50\n37.41\n38.07\n37; 68\n32.57\n36.18\n33.04\n33.69\n30.25\n348 82\n31.37\n31.76\n38.20\n32.34\n32.48\n32.96\n33.44\n35.63\n33.41\n34.84\n31.19\n34.95\n32.70\n435.27\n36.60\n32.25\n32.53\n34.43\n33.71\n34.12\n34.43\n37.79\n37.67\n37.55\n36.09\n34.68\n38.48\n35.96\n35.74\n33.15\n22\n45\n39\n41\n24\n31\n29\n47\n19\n36\n42\n43\n39\n37\n43\n17\n11\n41\n39\n42\n37\n40\n42\n82\n39\n24\n43\n43\n43\n17\n42\n43\n505.IS\n58\n29.19\n39.89 9 Geo. 5\nPublic Schools Report.\nD xxix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader\nAND IN EACH SUBJECT OF\nStudy.\nCO\no cj\nO H O\nrt-_5\n\u00E2\u0080\u00A2P rH50\n0)\n= -!_\u00E2\u0096\u00A0\u00C2\u00A7\ngs\u00C2\u00AB\n\u00C2\u00A9 T3\n.52 &+=\nQ * ?\nW %\n>. c\na>\n\u00E2\u0096\u00A0d - t>\np <3 a;\n|.al\n<\na\na;\np.\nS3\n_.\nS\n0\n--\n_.\n01\n-fl\nd\nM\nAT\ni\nfl-fl\nO fl\n_3 d\nd - .\no- -x ~\nr-fl-S I\nQ_=_3\nOJ'ao\n_ fl- o\n_C-_ P.\n\u00E2\u0096\u00A0EflE\nS3 c ,c\npp\n_cj\n4-\nCJ\na\nS3\n\u00E2\u0096\u00A03\nd\nC\nO\noj oJ\n\u00E2\u0096\u00BAHg\n\u00C2\u00A3'&\nfl r\u00C2\u00BB\n1_M\nbe\nfl\n'>\nd\n0\nA3\n_T\n__\no\nCJ\nO\nfljS\n\u00E2\u0080\u00A2Is\nfl-J_\nd.t_\ni\u00C2\u00AB\nc-fl\nd s_\nO 5\nd\ns\ns\nd\nffl\n_=\n\u00E2\u0080\u00A2__\nfl\nm\noj\nfl\n-u\nd\n_.\na>\n13\nS3\nlii\nfl\nH\nCO\n'3\na)\nH\n'd\ncj\n-.\nS3\nOh\nbe\nc\n'c\n'd\nSh\nH\n-3\nfl\nfl\nd\n9. cj\nit\n'So*\n\u00C2\u00ABS\nol\nIr-fl\noj oj\nrjr oj\n\u00C2\u00A75\n\u00C2\u00AB\ncj\n3\ns\nd\n_.\nS3\nbe\n<\n_H\nOl\n\u00E2\u0096\u00A0S\no\nOJ\nCS\n'd\n-_\n_=\nCJ\nfl\n0J\n\u00C2\u00A3\noj\nCJ\nfl\n33\n'cj\na_\n*d\nAT\nP-\nfl\nd\n+_-\nO\nP5\n41\n46\n45\n39\n49\n47\n49\n47\n41\n46\n45\n39\n49\n47\n49\n47\n564\n38\n29\n38\n36\n42\n47\n46\n52\n46\n39\n37\n41\n46\n45\n39\n49\n47\n49\n47\n564\n41\n46\n45\n39\n49\n47\n49\n47\n564\n41\n46\n45\n39\n41\n24\n41\n24\n41\n46\n45\n39\n49\n47\n49\n47\n664\n38\n29\n38\n36\n42\n47\n46\n52\n46\n39\nS7\n450\n36\n39\n43\n39\n41\n33\n37\n43\n41\n37\n389\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n49\n37\n42\n43\n663\n33\n47\n76\n17\n14\n17\n17\n65\n15\n20\n19\n86\n21\n15\n21\n19\n76\n21\n19\n24\n64\n20\n21\n22\n24\nas\n23\n15\n143\n28\n24\n17\n19\n22\n18\n41\n46\n45\n39\n49\n47\n49\n47\n564\n38\n29\n38\n36\n42\n47\n46\n52\n46\n39\n37\n372\n38\n29\n38\n36\n42\n47\n19\n266\n38\n29\n38\n36\n42\n266\n38\n29\n38\n36\n42\n90\n38\n29\n38\n9(\n) ...\n...\n...\n...\n564\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n3\n88\n29\n38\n36\n42\n47\n46\n52\n46\n39\n37\n38\n29\n38\n36\n42\n47\n46\n52\n46\n39\nm\n450\n38\n29\n38\n36\n42\n47\n46\n52\n46\n39\n37\n9c\n3t\n37\n286\n36\n39\n43\n39\n41\n37\n220\n37\n220\n36\n39\n43\n39\n105\n36\n39\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n10.\n...\n450\n450\n450\n36\n39\n43\n39\n41\n33\n37\n43\n41\n37\n389\n450\n\t\n3<\n36\n39\n43\n39\n41\n33\n37\n43\n41\n37\n86\n39\n43\n39\n41\n83\n37\n43\n41\n37\n36\n39\n43\n39\n41\n33\n37\n43\n41\n\u00E2\u0096\u00A0 37\n389\n36\n39\n43\n39\n36\n39\n43\n39\n41\n33\n37\n43\n41\n37\n389\n3!\n41\n11\n260\n32\n35\n43\n41\n39\n42\n37\n46\n42\n24\n24\n181\n32\n35\n43\n41\n39\n42\n181\n32\n35\n43\n41\n39\n42\n37\n75\n32\n35\n43\n54\n12\n14\n21\n17\n21\n19\n22\n126\n15\n21\n23\n17\n16\n\t\n11\n389\n389\n\t\nSi\n3f\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n49\n37\n42\n43\n663\n33\n47\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n49\n37\n42\n43\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n49\n37\n42\n43\n663\n33\n47\n32\n35\n43\n41\n39\n42\n37\n46\n42\n39\n36\n43\n38\n513\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n\u00E2\u0080\u00A2\n\t\n--\n357\n43\n45\n40\n36\n38\n43\n43\n43\n49\n89\n24\n269\n269\n110\n43\n46\n40\n14\n\t\n43\n43\n45\n40\n36\n38\n43\n43\n43\n49\n39\n37\n36\n49\n37\n42\n43\n43\n45\n40\n36\n38\n43\n43\n43\n17\n43\n45\n40\n36\n38\n43\n43\n43\n17\n40\n11\n117\n12\n30\n128\n21\n17\n37\n42\n43\n614\n33\n47\n443\n33\n47\n348\n33\n47\n348\n33\n47\n142\n83\n47\n\u00E2\u0080\u0094\n-\n149\n663\n663\n33\n47\n\t\n--\n\t\n\u00E2\u0080\u0094\n-\n-\n33\n33\n47\n17 D xxx.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nCertificate.\npri\n\u00E2\u0096\u00A0a\nVancouver.\u00E2\u0080\u0094Continued.\nMacdonald, 3rd Div.\n4th ii\n5th ,i\n6th ,i\n7th ii\n8th ,i\n9th n\n10th ,,\n11th \u00E2\u0080\u009E\nLord Nelson, 1st D:\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\n11th\n12th\n13th\n14th\n15th\n16th\nFlorence Nightingale.\n1st Div\n2nd \u00E2\u0080\u009E\n3rd i,\n4th ,i\n5th ,,\n6th i,\n7th \u00E2\u0080\u009E\nSth ii\n9th \u00E2\u0080\u009E\n10th ii\nHth ,,\n12th i,\n13th \u00E2\u0080\u009E\n14th ii\n15th ,,\n16th .,\nCecil Rhodes, 1st Div.\n2nd ,i\n3rd \u00E2\u0080\u009E\n4th \u00E2\u0080\u009E\n5th ii\n6th ii\n7th \u00E2\u0080\u009E\n8th ,i\n9th ii\n10th ii\nLord Roberts, 1st Div\n2nd \u00E2\u0080\u009E\n3rd ii\n4th \u00E2\u0080\u009E\n5th \u00E2\u0080\u009E\n6th ii\n7th ,,\n8th ,,\n9th ,,'\n10th ,,\n11th ,,\nMiss M. Macpherson\t\nMiss M. C. Hooper \t\nMissE. P. Duthie\t\nMiss R. M. Macfarlane...\nMiss i). J. McCallum\t\nMiss L. G. Brown\t\nMiss W. E. Mellish\t\nMiss K. C. JVIcLeish.\nMiss I. C. Calbick\t\nF. A. Jewett, B.A\t\nL. B. Code, B.Sc\t\nMiss A. J. Cole\t\nMiss A. R. Rines\t\nMiss II. E. Macleod, B.A.\nMiss P. A. Green, B.A...\nMissF. I!. Chapin, B.A..\nMiss E. E. Thompson....\nMiss B. M. Kelly\t\nMiss II. Cromhie\t\nMiss J. M. Abel\t\nMiss E. iMunro\t\nMiss J. A. Harvie\t\nMiss M. E. Jukes\t\nMiss J. Watson\t\nMiss M. H. MacKay\t\nG. W. Jamieson\t\nS. D. Meadows, B.A\t\nMiss G. A. Taylor\t\nMiss J. J. Colter, B.A...\nMiss O. J. Holden\t\nMissU. F. Hall\t\nMiss F. J. Close\t\nMiss L. L. Close\t\nMiss A. E. McCallum ..\nMiss E. M. Law-rence...\nM issB. M. Carruthers, B. A\nMiss H. M. McDonald ..\nMiss E. L. Howard\t\nMiss S. Hewton\t\nMiss S. McAtpine..\t\nMiss J. A. Davidson ...\nC. R. Evans\t\nG. Bruce \t\nMiss E. D. Perkins, B.A.\nMiss L. F. Davidson\t\nMissE. A. Faunt \t\nMiss A. M. Sinclair, M.A.\nMiss M. Cattell\t\nMiss E. B. Murphy...\nMiss F. M. Currie....\nMiss I. A. Bodie, B.A\nC. R. Messinger, B.A....\nW. C. Keith, B.A\t\nMrs. J. M. H. Harding..\nMiss A. L. Bigney\t\nMiss E. Evans\t\nMiss A. M. Sherrin\t\nMiss E. D. Estabrooke,\nMissG. F. Jones. ...[B.A\nMissK. A. Dyke\t\nMiss E. J. Laird\t\nMiss E. L. Burpee \t\n2nd Class.\n2nd i, .\n2nd \" .\n1st i. .\n2nd ii .\n1st i. .\n1st II\n1st ii .\n1st ., .\nAcademic.\n1st Class.!\n1st ii .\nAcademic.\n2nd Class.\n\u00E2\u0096\u00A02nd .. .\n1st ,i .\n2nd ,, .\n2nd ii .\n2nd ii .\n2nd ii .\n3rd .. .\n2nd n .\n1st .. .\nAcademic.\n1st class..\n1st ii .\n1st ,i .\n1st .. .\n2nd .1 .\n2nd .. .\nAcademic.\n2nd Class.\n1st i. .\n2nd ii .\n2nd ii .\n1st ,, .\n1st Class\n1st \u00E2\u0080\u009E\nAcademic.\n1st Class\n1st i,\nAcademic\n2nd Class\n1st ..\n2nd ..\nAcademic.\n2nd Class..\n1st ii ..\n1st ii ..\n1st .. ..\nAcademic..\n1st Class .,\n2nd ., ..\n1st ii . .\n1st .. . .\nS 75 60\n69 00\n73 00\n103 00\n69 00\n90 50\n73 00\n95 50\n65 00\n206 00\n151 00\n108 00\n95 50\n95 50\n73 00\n73 00\n69 00\n85 50\n85 50\n80 50\n80 50\n69 00\n100 50\n73 00\n09 00\n218 00\n148 00\n10S 00\n100 50\n75 00\n73 00\n95 50\n95 50\n103 00\n90 50\n65 00\n73 00\n75 00\n103 00\n108 00\n100 50\n215 50\n134 35\n116 35\n116 35\n98 85\n108 85\n108 85\n98 85\n116 35\n80 50\n193 00\n151 00\n100 50\n108 00\n108 00\n108 00\n95 50\n90 50\n10S 00\n108 00\n108 00\n194\n194\n194\n191\n194\n1LI4\n194\n194\n194\n97,}\n37.25\n39.05\n34.80\n33.44\n38.73\n35.91\n32.72\n35.77\n86.90\n898.71\n375 615.9;\n30.30\n39.33\n35.84\n37.70\n34.45\n34.81\n33.00\n31.06\n28.82\n36 46\n341.77\n42\n43\n37\n10\n25\n63\n33\n17\n35\n13\n43\n40\n92\n1\n46\n40\n45\n37\n44\n47\n39\n41\n14\n47\n51\n54\n45\n47\n36\nso\n85\n71 13 27\n41\n42\n37 9 Geo. 5\nPublic Schools Report.\nD xxxi.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 Continued.\nNumber of Pupils in each Reader and in each Subject, of Study.\nCO\n_.\n>__,-_-\n33 33 33\nS_ co\"\nO O\n\u00C2\u00A3\u00C2\u00A7!\nd 9-\np.\u00C2\u00B0 t\nOJ\n= 4_-fl\nfl e CJ\nSiS\nS AH\n.srg\ni_ fl\nQ rTfl\n>\u00C2\u00ABs\n._? 0 s\n-*-= Si\n\n-_o__\ndJ-H\nbe\n\u00C2\u00BB\nA\n0\nc.\nS3\nP_\nd\nfci\no\nOJ\na\n!>>_.\n03 A\nO +-\na'w\nS3\nfl-i_\n_o3.t_\n\u00E2\u0096\u00A0fl C_j\nC-fl\nD d\nti\nd\n5\nS\nd\n5\n_p\nyi\n\u00E2\u0096\u00A0fee\nfl\n__\nEnglish Literature.\nPhysical Exercises.\nbe\nfl\n'c\n'd\n\"d\nfl\nd\nCJ 0\nCJ __\n-, cj\n\u00E2\u0096\u00A0\u00C2\u00A7\u00E2\u0080\u00A2_.\n-_ 5\n\u00E2\u0096\u00A0j!\nOJ oj\nas\nSis\ncj\n*c_\nfl\n__\nCO\n_.\nS3\nbe\n<\n>1\n_.\n0J\nfl\nfl\nV\nO\n'_c\nd\nJP\n0\nfl\n0\nj_\n0J\n0\nfl\n.9\n\"0\n-_\n-3\nCJ\n>i\nS3\nPh\nfl\nd\nO\nm\n80 ...\n42\n43\n88\n41\n48\n38\n37\n56\n39\n42\n43\n38\n41\n48\n- 38\n37\n56\n39\n462\n42\n43\n38\n41\n48\n38\n37\n56\n39\n462\n42\n43\n38\n41\n48\n38\n37\n56\n39\n462\n42\n43\n38\n41\n42\n43\n37\n42\n43\n37\n42\n43\n38\n41'\n20\n21\n83\n10\n24\n24\n23\n28\n3\n22\n22\n82\n24\n20\n20\n23\n18\n42\n43\n38\n41\n48\n38\n37\n56\n39\n462\n40\n44\n44\n46\n46\n48\n40\n45\n43\n48\n38\n37\n56\n21\n265\n202\n202\n39\n80 462\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n462\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n40 ...\n44, ...\n44 ...\n45 ...\n40\n44\n44\n46\n46\n48\n40\n45\n43\n40\n35\n46\n38\n42\n44\n44\n40\n44\n44\n46\n46\n48\n40\n45\n43\n40\n35\n46\n38\n42\n44\n44\n685\n41\n46\n42\n39\n37\n44\n48\n47\n39\n47\n51\n53\n41\n53\n54\n45\n727\n33\n44\n41\n47\n36\n39\n40\n36\n35\n39\n40\n44\n44\n46\n46\n48\n40\n45\n43\n40\n35\n46\n38\n42\n44\n44\n40\n44\n44\n46\n46\n48\n40\n45\n43\n40\n35\n46\n38\n42\n44\n44\n40\n44\n44\n46\n46\n48\n40\n45\n43\n40\n'\"ii\n480\n41\n46\n42\n39\n37\n44\n48\n47\n39\n47\n51\n481\n33\n44\n41\n47\n36\n39\n40\n44\n44\n46\n46\n48\n- 40\n46\n\"35\n388\n41\n46\n42\n39\n37\n44\n48\n47\n39\n3S3\n40\n44\n44\n46\n46\n48\n40\n45\n\"35\n388\n41\n46\n42\n39\n37\n44\n48\n47\n39\n383\n33\n44\n41\n47\n36\n27\n40 40\n44 44\n44 44\n45 46\n46\n48\n40\n45\n43\n40\n35\n46\n38\n42\n44\n44\n73 685\n41 41\n46 46\n42 42\n39 39\n37\n44\n48\n47\n39\n47\n61\n53\n41\n53\n64\n45\n68 727\n33 33\n44 44\n41 41\n47\n36\n39\n40\n118\n13\n19\n20\n19\n18\n21\n105\n28\n27\n22\n\u00E2\u0096\u00A020\n19\n23\n35\n46\n38\n42\n44\n44\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n-\n173 ...\n41 ...\n46 ...\n42 ...\n39 ...\n685\n685\n685\n645\n\u00E2\u0080\u0094\n41\n46\n42\n39\n37\n44\n48\n47\n39\n47\n51\n53\n41\n53\n' 54\n45\n41\n46\n42\n39\n37\n44\n48\n47\n39\n47\n51\n53\n41\n53\n54\n45\n727\n33\n44\n41\n47\n36\n39\n40\n36\n85\n39\n390\n41\n46\n42\n39\n37\n44\n4S\n47\n39\n47\n61\n53\n41\n53\n54\n45\n46\n42\n39\n37\n44\n48\n47\n39\n47\n51\n53\n41\n110\n14\n22\n24\n30\n90\n15\n22\n22\n22\n22\n17\n15\n17\n28\n27\n24\n139\n19\n22\n17\n17\n75\n20\n13\n25\n21\n16\n25\n30\n18\n13\n15\n13\n54\n45\n633\n33\n44\n41\n47\n36\n39\n40\n36\n35\n39\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n168 ...\n33 ...\n44 ...\n41 ...\n118 ...\n35 ...\n35 ...\n47 ...\n48 ...\n38 ...\n42 ...\n' 727\n727\n33\n44\n41\n47\n36\n39\n40\n30\n35\n39\n390\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n\t\n33\n44\n41\n47\n36\n39\n40\n36\n35\n39\n33\n44\n41\n47\n36\n27\n36\n35\n39\n279\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37\n39\n228\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37\n228\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37\n\u00E2\u0096\u00A0J\n18 390\n35 35\n35 35\n47 47\n43 43\n38 38\n42 42\n45\n35\n41\n42\n37\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n390\n390\n390\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n35\n35\n47\n43\n38\n42\n45\n36\n41\n42\n37\n35\n35\n47\n43\n38\n42\n45\n85\n41\n42\n37\n35\n35\n47\n43\n38\n42\n45\n35\n41\n42\n37 D xxxii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nTeacher.\nCertificate.\nO\n01\nbe\nVancouver.\u00E2\u0080\u0094Continued.\nLord Roberts, 12th Div.\n13th ii\n14th \u00E2\u0080\u009E\n15th ii\n16th ii\n17th i.\n18th ii\n19th ,,\n20th i,\n21st i,\n22nd \u00E2\u0080\u009E\n23rd \u00E2\u0080\u009E\n24th \u00E2\u0080\u009E\nLaura Secord,\n1st Div\n2nd i,\n3rd \u00E2\u0080\u009E\n4th .,\n5th n\n6th \u00E2\u0080\u009E\n7th \u00E2\u0080\u009E\n8th ,,\n9th \u00E2\u0080\u009E\nSeymour, 1st Division.\n\u00E2\u0080\u009E 2nd\n,, 3rd\ni, 4th\nii 5th\n\u00E2\u0080\u009E 6th\n7th\n8th\n,i 9th\n,i 10th\n,, nth\n,, 12th\n13th\nStrathcona, 1st Div.\n2nd ,.\n3rd ,.\n4th ii\n5th -i,\n6th ,.\n7th \u00E2\u0080\u009E\n8th \u00E2\u0080\u009E\n9th \u00E2\u0080\u009E\n10th i,\n11th ,.\n12th \u00E2\u0080\u009E\n13th ,,\n14th ,,\n15th i,\n16th ,,\n17th \u00E2\u0080\u009E\nLord Tennvson, 1st Div.\n,i \" 2nd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\nii 4th ii\n\u00E2\u0080\u009E 5th \u00E2\u0080\u009E\n6th \u00E2\u0080\u009E\n,, 7th \u00E2\u0080\u009E\n8th \u00E2\u0080\u009E\nii 9th ,i\nii 10th \u00E2\u0080\u009E\n11th ii\nMiss M. E. Love\t\nMiss I. I. Haviland\t\nMiss E. McWhinney\t\nMissC. M. Duffus\t\nMiss R. A. Harvey\t\nMiss V. I. Macaulay, B.A\nMiss C. Macdonald\t\nMiss E. L. Stephens\t\nMiss K. E. Watson\t\nMiss L. M. Thompson . ..\nMiss H. E. McNeely, M.A\nMiss A. M. Gilchrist\t\nMiss A. B. G. Herd\t\nW. Ramage, B.A\t\nW. R. Fleming\t\nMiss J. B. Simpson \t\nMiss A. V. Hall\t\nMrs. S. M. Bermingham\nMissM. E. Story...[B.A,\nMiss E. Roy\t\nMiss M. McKinnon\t\nMiss V. M. Domoney.. .\nR. S. Sherman\t\nW. H. Brown\t\nMiss J. E. M. Williamson\nA. M. Stephen\t\nMiss H. C. Harold\t\nMiss E. C. McDonald. .. .\nMiss M. A. C. Dorman ..\nMiss M. C. Astle\t\nMiss F. M. Kent\t\nMiss M. E. Salter\t\nMiss M. Elliott\t\nMrs. A. G. Shine\t\nMiss R. M. Menzies\t\nA. Rines \t\nMiss B. Johnston\t\nMrs. M. C. Johnston ....\nMissE. C. Matheson\t\nMiss A. A. McCallum....\nMiss K. Cairns \t\nMissR. L. Greggs, B.A..\nMiss M. Cairns \t\nMiss J. L. E. McTavish..\nMiss A. M. Townsend ...\n,Miss G. Bolton, B.A\t\nMiss B. C. A. Sanders. ..\nMiss E. M. Hearns\t\nMiss L. A. Ross\t\nMiss M. Truswell\t\nMrs. H. C. Fairev\t\nMiss M. C. Noble\t\nR. Straight\t\nW. F. Houston\t\nMiss A. J. G. Purdie, B.A.\nMiss L. J. Brunton\t\nMiss K. M. Peck, B.A....\nMiss E. J. Blair\t\nMiss W. M. Tucker\t\nMiss M. Whitworth\t\nMiss J. E. Tucker\t\nMiss E. A. Carter\t\nMiss B. E. Trembath\t\n3rd Class\n3rd .,\n2nd .1\n1st ii\n1st\nAcademic,\n2nd Class\n1st ,i\n2nd ,,\n1st ..\nAcademic.\n2nd Class\n3rd n\nAcademic\n1st Class\n2nd \u00E2\u0080\u009E\nAcademic\nn\n1st Class\n2nd i,\n2nd ii\n2nd \u00E2\u0080\u009E\n1st .\n2nd ,\n2nd i\nTemporary\n3rd Class\n2nd ii\n2nd i,\n2nd ,,\n3rd ,i\n2nd ,,\n2nd i,\n2nd ,,\n2nd ii\n1st ,\n1st\n2nd ,\n2nd ,\n2nd ,\n2nd .\n.Academic\n\"2nd Class\n3rd ,,\n2nd \u00E2\u0080\u009E\nAcademic.\n2nd Class\n2nd ,,\n2nd i,\n1st .,\n1st ,i\n2nd ,i\n1st ,\n2nd ,\nAcademic\n2nd Class\nAcademic\n1st Class\n2nd i,\n2nd ,,\n1st ,i\n1st ii\n1st ,,\n$ 65 00\n73 00\n73 00\n65 00\n73 00\n65 00\n100 50\n103 00\n103 00\n88 00\n98 00\n65 00\n73 00\n163 00\n111 00\n65 00\n69 00\n90 50\n90 50\n73 00\n108 00\n65 00\n218 00\n108 00\n85 50\n100 00\n65 00\n103 00\n73 00\n103 00\n70 00\n103 00\n103 00\n108 00\n73 00\n203 00\n148 00\n90 50\n85 50\n73 00\n108 00\n75 50\n85 50\n73 00\n65 00\n85 50\n73 00\n80 50\n100 50\n103 00\n80 00\n65 00\n216 00\n128 00\n96 50\n108 00\n65 00\n100 50\n73 00\n73 00\n95 50\n73 00\n80 50\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n194\n97i\n97J\n194\n194\n194\n193;\n194\n1931\n194\n194\n194\n194\n194\n194\n97*\n21\n21\n28\n24\n23\n17\n23\n29\n25\n20\n13\n19\n22\n516\n18\n17\n20\n21\n21\n25\n20\n29.83\n38.11\n42.29\n37.47\n37.08\n39.23\n37.13\n37.93\n32.00\n29.80\n24.20\n32.41\n32.23\n882.96\n31.53\n35.85\n35.91\n34.49\n44.44\n38.61\n38.53\n34.87\n33.95\n32s.is\n30.33\n40 31\n36.65\n35.95\n39.55\n40.01\n42.37\n37.31\n37.87\n35.59\n30.44\n26.19\n40.7'\n473.34\n30.33\n33.26\n29.01\n34_57\n36.57\n36.71\n35.96\n34.17\n37.04\n36.83\n37.38\n36.52\n29.31\n34.32\n30.34\n39.71\n36.12\n588.15\n30.05\n29.21\n33.75\n41.90\n39.02\n37\n32.65\n39.68\n37.31\n37.38\n33.03\n1\n_6\n48\n52\n44\n40\n30\n1\n49\n24\n38\n35\n13\n16\n44\n45\n42\n54\n55\n36\n42\n45\n42\n38\n42\n41\n31\n51\n158\n38\n33\n43\n40\n14\n51 9 Geo. 5\nPublic Schools Report. D xxxiii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in Each Reader and in each Subject of Study.\n_sS\nO 3 _J\nO 0J\ni&i'S\n'a b,\n(0\n<\n|'-3\n1,0 03 .\n3 K c\n6. S\nt. s\nS3 A H\n_H 0\n-fl 3 >\nd 0\u00C2\u00B0\nKS-\n~\u00C2\u00A7,s?\n_1\u00E2\u0080\u009E\ngflfl\n<\nti\n-fl\nd\nOJ\nP5\n-fl\n0\n-fl\nd\nOJ\nM\nS3\n\u00C2\u00A3\nWriting, Dictation\nand Spelling, and\nComposition\ncj\nOJ\ns\nS3\n<\n-fl\ncr\nd\nfl\no\n33 03\n\u00C2\u00A3\u00E2\u0096\u00A0\u00E2\u0080\u00A2&\nGo W\nbe\n.a\n%\nd\nO\n_=\na\nd\n_.\n1\nOJ\no\n>._-\n||\n&3____\neS .\"___.\n!\u00C2\u00BB\nd r-\nD d\nti\nd\n1\n1\nd\n_.\nCS\n*-_\nfl\nH\ns\nd\n03\n3\n-fl\n.\"__\nfl\noj\nw\nO\nSh\nOJ\ny.\n&_\n__ f\nd\n_CJ\n>,\n-A\nPh 5\nCJ\ni 8 \u00C2\u00AB\n- o o\n2 \u00C2\u00BB *\n* CJ __\n0 \u00C2\u00A3 OJ\n5 SS_\n3 O--'\n3 fl\ncj\n3\nCO\nS3\n03\nbe\n<\na\no\nOJ\nd\n3\nrf3\no\nb\n\u00E2\u0096\u00A0 \u00C2\u00A3\n~\nCD\n'c-\n_/:\n\u00E2\u0096\u00A0\u00E2\u0080\u00A2-3\n'_c\n>.\nc\n\u00C2\u00A7\no\nM\n. . .\n...\n35\n39\n48\n53\n44\n40\n39\n49\n40\n30\n31\n41\n42\n35\n39\n48\n53\n44\n40\n39\n49\n40\n- 80\n31\n41\n42\n85\n39\n48\n53\n44\n40\n39\n49\n40\n30\n31\n41\n42\n971\n37\n40\n38\n35\n51\n45\n43\n44\n38\n371\n35\n39\n48\n53\n44\n40\n39\n49\n40\n30\n31\n41\n42\n\u00E2\u0080\u00A235\n39\n48\n52\n44\n34\n39\n34\n39\n35\n39\n48 ..\n53 ..\n40\n39 .\n49 ..\n40\n30\n31\n41 ..\n42 ..\n971 2\n37\n40\n38\n36 ..\n45 ..\n43\n44\n38 ..\n35\n39\n48\n53\n13 18\n44 227\n18 19\n17 23\n40\n39\n49\n40\n30\n31\n41\n42\n927\n37\n40\n38\n35\n31\n31\n31\n31\n31\n689\n544\n37\n40\n38\n35\n544\n37\n40\n38\n35\n271\n37\n16\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n271\n971\n37\n40\n38\n35\n51\n45\n43\n44\n38\n971\n37\n40\n38\n35\n61\n45\n43\n44\n38\n371\n971\n37\n40\n38\n35\n51\n45\n43\n44\n38\n371\n36\n50\n44\n45\n42\n54\n55\n47\n42\n42\n38\n43\n50\n\t\n.7.\n~\n3\"\nIf\n37\n40\n38\n36\n51\n35 42\n18 18\n22 28\n21 23\n20 25\n81 94\n20 14\n22 18\n19 17\n14 22\n23 19\n25 20\n16 26\n45\n43\n44\n38\n320\n36\n60\n44\n42\n54\n55\n47\n42\n42\n88\n43\n60\n543\n34\n40\n36\n36\n42\n45\n42\n36\n38\n44\n38\n42\n42\n41\n31\n51\n40\n38\n239\n36\n50\n44\n45\n42\n54\n38\n188\n36\n50\n44\n45\n42\n38\n188\n53\n36\n50\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\nK\n371\n371\n36\n50\n44\n45\n42\n54 ..\n55\n47\n42\n42\n38 ..\n43 .\n50 ..\n588\n34\n40\n36\n38\n42\n45\n42\n86 ..\n38 ..\n44 ..\n38 ..\n42 ..\n42 ..\n41 ..\n31 ..\n51 ..\n40 ..\n678 1\n33\n33\n42\n50\n43 ..\n40 ..\n34\n51 ..\n43\n38 ..\n38 .\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n31\n36\n50\n44\n45\n42\n54\n55\n47\n42\n42\n3S\n43\n50\n36\n50\n44\n45\n42\n54\n56\n47\n42\n42\n38\n43\n50\n588\n36\n50\n44\n45\n42\n54\n55\n47\n42\n42\n38\n43\n50\n86\n50\n44\n45\n42\n5(\n55\n. 1\n50! 60\n50\n86\n34\n40\n36\n376\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n8_\n588\n34\n40\n86\n36\n42\n45\n42\n36\n38\n44\n38\n42\n42\n41\n31\n51\n40\n588\n588\n267\n267\n34\n40\n36\n36\n42\n45\n42\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n34\n4C\n34\n40\n36\n36\n42\n45\n42\n36\n38\n44\n38\n42\n42\n41\n81\n51\n40\n678\n33\n33\n42\n50\n43\n40\n34\n51\n43\n38\n38\n34\n40\n36\n36\n42\n45\n42\n36\n38\n44\n38\n42\n42\n41\n31\n51\n40\n34\n40\n36\n36\n42\n45\n42\n36\n38\n44\n38\n42\n42\n41\n31\n51\n40\n34\n40\n36\n36\n42\n45\n42\n36\n38\n44\n34\n40\n36\n36\n42\n45\n42\n3t\n40\n275\n33\n33\n42\n50\n48\n40\n14\n51\n110\n33\n33\n42\n17\n39 136\n16 17\n17 16\n15 27\n!7 23\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n.-+\n-\n\t\n110\n678\n678\n678\n4331 275\n678\n33\n33\n42\n50\n43\n40\n34\n51\n43\n33\n33\n42\n50\n43\n40\n14\n51\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n33\n33\n33\n33\n42\n50\n43\n40\n34\n51\n43\n38\n38\n33\n33\n42\n50\n43\n40\n34\n51\n43\n88\n38\n33\n33\n42\n50\n43\n40\n34\n51\n43\n38\n38\n33\n42\n50\n43\n40\n34\n51\n43\n38\n38\n42\n17\n3 D xxxiv.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nCertificate.\n-3\nC_\n_-\nH\no\nifl\no\no\n__\nc\nd\n00\n\u00E2\u0096\u00A0o\nO\nS3\nO\nC-\n>1\nd\nfl\n3\n\"o\nS\n'fl.\nPs\n\u00C2\u00B0o\nd\nPP\n3\nal\no\nc\nd\n-fl\noj\n5\n\u00E2\u0080\u0094\n25\n34\n51\n44\n33\n38\n30\n25\n34\n61\n44\n33\n38\n30\n255\n25\n34\n51\n44\n33\n38\n30\n255\n25\n34\n51\n44\n33\n38\n30\n25\n34\n51\n44\n17\n25\n34\n\u00E2\u0080\u00A261\n28\n25\n34\n51\n28\n25\n34\n25\n34\n51\n44\n33\n38\n30\n255\n34\n47\n48\n47\n45\n35\n40\n53\n349\n10\n21\n25\n13\n69\n17\n28\n24\n23\n8\n15\n13\n26\n20\n74\n17\n19\n24\n24\n29\n$15,180 00\n$32,756 59\n34\n51\n38\n30\n119\n59\n34\n47\n171\n34\n47\n48\n47\n45\n22\n138\n34\n47\n48\n47\n16\n59\n34\n47\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n255\n255\n138\n34\n47\n48\n47\n16\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n34\n47\n48\n47\n45\n35\n40\n53\n349\n34\n47\n48\n47\n45\n35\n40\n53\n349\n34\n47\n48\n47\n45\n35\n40\n53\n349\n34\n47\n48\n47\n45\n35\n40\n53\n349\n47\n45\n40\n243\n192\n81\n81\n100\n113\n132\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n192 D xxxvi.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nTeacher.\n>>\nd\n\"d\nB\nO\ns\no\n0J\n0_\nfl\nCO\nd\n_:\n'o\no\nS3\no\n_-\n1\nfl\n-fl\n\"o\n_.\nfl\nOJ\n'P-l\n\u00C2\u00A3\n\u00C2\u00B0o\nd\no\nPP\n3\nd\nTP\nC\nO\n<\n\"d\nfl\nOJ\n-G\nd\n_.\nOJ\nSchool.\nCertificate.\nOJ\n'tH\nPh\n\u00C2\u00A3\nB\nO\no\n__\nOJ\n-fl\nd\no\nPP\n0J\n\u00E2\u0096\u00A0fl\nd\nOJ\npp\n-fl\nfl\no\no\nOJ\n-5\n5\n\u00E2\u0096\u00A0fl\nd\nOJ\ner\n-c\nH\nVancouver, North\u00E2\u0080\u0094Concluded.\nRidgeway, 1st Division.\n1st Class ....\n3rd ii\n$180 00\n80 00\n80 00\n80 00\n80 00\n65 00\n65 00\n90 00\n194}\n194.;,\n194,7\n10-4.J\n1944\n194,1,\n192*\n193}\n37\n37\n42\n48\n49\n46\n40\n48\n16\n15\n17\n21\n24\n24\n21\n28\n21\n22\n25\n27\n25\n22\n19\n20\n30.57\n30.55\n37.02\n37.79\n36.78\n36.54\n28.08\n28.96\nMiss R. McLeman\t\nMissC. Black\t\nMiss F. M. Punch\t\nMiss K. P. Duncan\t\nMiss L. I. Bull \t\n,i 3rd\n,i 4th ii\n2nd i, ....\n3rd i, ....\n2nd ., \t\n1st ii ....\n2nd ii ....\n2nd \u00E2\u0080\u009E ...\n32\n26\n42\n48\n17\n,. 6th n\nii 7th ii\n48\n24\n20\n16\n8th\nManual Training Inst .\nMiss G. H. Patrick\t\nC. Fulton, B.A\t\nAcademic....\n2nd Class....\n2nd ,, ....\n-2nd \u00E2\u0080\u009E\nTemporary ..\n2nd Class....\n3rd \t\n2nd ,i ....\n2nd ,, ....\n2nd \u00E2\u0080\u009E ....\n1st ,, ....\n1st ., ....\n1st ,, \t\n140 00\n80 00\n90 00\n80 00\n70 00\n75 00\n70 00\n70 00\n80 00\n85 00\n80 00\n80 00\n75 00\n65 00\n195\n195\n189\n195\n193\n195\n195\n193\n195\n195\n195\n195\n195\n195\n347\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n415\n34\n44\n41\n40\n166\n48\n24\n36\n58\nVernon :\n181\n266.29\n107\n19\n17\n18\n24\n23\n26\n16\n22\n28\n25\n218\n15\n18\n21\n21\n23\n15\n28\n24\n10\n22\n28.01\nMiss E. M. Best\t\nii 3rd ii\n32.52\n35.10\n34.47\n38.32\n39.16\n40.91\n36.48\n36.06\n,i 4th ii\nMiss A. McL. McKinnon\nMiss K. C. McLeod....\n45\nii 5th ii\n46\nii 6th ii\n41\n\"38\n47\n85\ni9\n44\n27\n,, 8th\nii 9th ii\nMiss W. A. Highinan....\nMiss D. G. Chandler.\nMiss E. S. Scales\t\nMiss A. M. Hunter\t\nMiss M. E. Bigland\t\n19\n71\n______\n197\n350.42\n132\n21\n-23\n21\n24\n13\n21\n20\n16\n29.14\n39.32\n35.54\n33.24\n44\nii 3rd ii\n41\n40\n4th\nManual Training Inst..\nMiss A. J. Perry\t\nC. White\t\nMiss A. B. Marcellus....\nMiss A. M. Paterson ....\nMiss M. E. Blankenbach.\n2nd\nMan. '\nDom.\n2nd Class\t\n2nd \u00E2\u0080\u009E ....\n2nd ,, \t\n1st ,, ....\n2nd ., ....\n2nd \u00E2\u0080\u009E ....\n3rd ,, ....\n1st ,, ....\n1st ii \t\nAcademic....\n3rd Class ....\n3rd \u00E2\u0080\u009E ....\n3rd \u00E2\u0080\u009E ....\n1st ,i ....\n2nd ii ....\n2nd \u00E2\u0080\u009E ....\n1st \u00E2\u0080\u009E ..\n2nd \u00E2\u0080\u009E ....\n3rd ., ....\n2nd ,i ....\nAcademic.. ..\n1 st Class ....\n2nd \u00E2\u0080\u009E ....\n1st i, ....\n2nd ii \t\n2nd \u00E2\u0080\u009E ....\n95 00\n70 00\n65 00\n80 75\n70 00\n65 00\n80 75\n104 50\n159 15\n85 00\n90 00\n85 50\n57 00\n70 00\n60 00\n76 00\n57 00\n65 00\n85 50\n60 00\n125 00\n85 00\n71 25\n65 00\n65 00\n57 00\n192}\n192,1\n102 J.\n192}\n192}\n192,\n1921\n192}\n192}\n1924\n1921\n192.1\n192,1,\n192_\nl-._'_\n1.921\n192.1\nI92i\n190.1\n135}\n192}\n192}\n192}\n1921\n192.1\n192}\n159\n41\n39\n45\n53\n178\n33\n41\n36\n38\n148\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n00\n26\n462\n37\n30\n45\n46\n40\n\u00E2\u0096\u00A041\n239\n70\n11\n53\n70\n\"36\n36\n1\n13\n81\n41\n20\n89\n137.24\n34.61\n33.21\n39.85\n41.39\n149.06\n28.49\n32.34\n30.88\n27.15\n44\nVictoria:\nBank Street, 1st Div...\nii 2nd ., ..\n21\n25\n26\n26\n20\n14\n19\n27\n, 80\n14\n19\n17\n16\n,i 4th ,, ..\nMiss E. W. McMurray. ..\nMiss M. E. Moir\t\n1\n40\n17\n67\n33\n\u00E2\u0096\u00A024\n98\n19\n22\n19\n22\n82\n____:\nii 2nd ii ..\nMrs. K. E. Ford\t\nMiss L. V. Hardie\t\nii 4th ii .\n38\n38\nJ. A. Cunningham\t\nMiss N. M. McKillican...\nMrs. L. B. Mackenzie...,\nMiss D. E. Durick\nMiss B. J. Hinds\t\nMiss S. N. King\t\n17\n57\n66\n118.86\nBoys' Central, 1st Div.\nii 2nd ii\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n60\n26\n30.80\n26.14\n30.56\n32.28\n28.01\n34.24\n33.44\n36.34\n33.94\n31.07\n33.70\n20.78\nii 3rd ..\n,i 4th ii\n,i 5th ii\n36\n33\nii 6th n\n38\n., 7th \u00E2\u0080\u009E\nii 8th i,\nMiss L. M. Sylvester\t\n45\n23\n,, 9th ii\n10\n60\n33\n22\nii 10th \u00E2\u0080\u009E\nii 11th ,,\nMiss L. Johnson\t\nii 12th ii\nMissL. M. Rolfe\t\nR. L. Horning, B.A,\nM iss K. Coates\t\nMiss M. F. Stewart\t\nMiss L. 0. Townsend....\nMissE. G. Smith\t\n70\n33\n22\n68\n462\n14\n17\n21\n22\n21\n17\n23\n13\n24\n24\n19\n24\n371.30\n145\n33.44\n27.72\n38.19\n35.54\n32.55\n34.42\n2nd n\nii 3rd ..\n30\n45\n,i 4th\n5th\n.1 6th ii\n6\n41\n47\n19\n15\n46\n19\n15\n46\n112\n127\n201.86\n75 9 Geo. 5\nPublic Schools Report.\nD xxxvii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader\nand in each Sub\niec'I of Study.\nflfl\nQJ CJ\n_ O.S\n\u00E2\u0080\u00A2*_ a s-\nua 5 ei\nCD\n\u00C2\u00A3 c \u00C2\u00B0\n13 S. cS\n<\n$'\u00E2\u0096\u00A03\n__ a\nCD\no\ncS\nQJ\nP3\nPITS\nO H\n\"_P e3\nc3 ,.\n111\ngccO\noj\n33\na\n.a\n<\n-fl\nc\nd\nc\no\nfl fl\n-* 03\n\u00C2\u00A3'5_\nfl r*.\nbe\n33\n't\nd\nfl\njfl\nP.\nd\n_.\nbe\no\nQJ\nO\n_. \u00C2\u00B0\no 1_\nSa\nS_p\n2\nflp_\nd _.\nrflPP\nd -h\ng A\nd\nfl\n|\n5\n\"^\nH\nQJ\nfl\nd\nOJ\nfl\nS3\n\"fab\nfl\nfl\no\n_.\nQJ\ny.\nE-\n'd\no\n_='\nPh\nbe\nc\n'd\nSh\nH\nfl\nc\nd\nOJ CJ\ngl\nM\nzn o\n\u00E2\u0080\u00A2s|\nO CD\nQ QJ\nG\nfl\nr-5\nd\nJO\nQJ-\nSO\n03\nO\n0J\nCS\nc\nd\nfl\n_3\nO\noi\no\nfl\nOJ\nPQ\n\"d\nO\nS3'\nPh\nfl'\nd\no\nfl\nfl y a\nflp\n-=35\na.\nC\"fl\nfl d oj\ns \u00E2\u0080\u009Es\n\u00E2\u0096\u00A031\n37\n37\n37\n42\n48\n49\n46\n40\n48\n37\n37\n42\n48\n49\n46\n40\n48\n37\n' 37\n42\n48\n49\n46\n40\n48\n37\n37\n42\n48\n49\n46\n40\n48\n37\n37\n42\n48\n49\n26\n37\n37\n42\n48\n17\n37\n37\n42\n48\n17\n37\n37\n37\n37\n42\n48\n49\n46\n40\n48\n16\n15\n17\n21\n7\n21\n22\n25\n27\n25\n37\n37\n42\n48\n49\n46\n40\n48\n\u00E2\u0080\u0094\n347\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n415\n347\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n415\n239\n34\n35\n39\n46\n46\n41\n181\n74\n34\n36\n39\n76\n19\n17\n18\n120\n15\n18\n21\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n347\n347\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n415\n181\n34\n35\n39\n45\n46\n41\n347\n347\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n34\n\u00E2\u0080\u0094\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n34\n35\n39\n46\n46\n41\n34\n35\n39\n45\n46\n41\n44\n46\n38\n47\n415\n34\n44\n4]\n40\ni.8,320 00\n117,722 23\n35\n44\n54\n21\n54\n13\n38\n47\n240\n34\n44\n41\n40\n240\n34\n44\n108\n34\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0096\u00A0\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n108\n415\n240\n164\n\t\n\t\n34\n34\n44\n41\n40\n34\n44\n41\n40\n34\n44\n41\n40\n34\n44\n41\n40\n34\n44\n34\n44\n41\n40\n\u00E2\u0080\u0094\n159\n41\n39\n45\n53\n178\n33\n41\n36\n38\n148\n159\n41\n26\n78\n78\n34\n169\n. 41\n39\n45\n53\n21\n13\n\u00E2\u0080\u0094\n34\n159\n159\n41\n39\n45\n53\n178\n33\n41\n36\n38\n159\n41\n39\n45\n53\n159\n41\n39\n45\n53\n41\n39\n$76,973 30\n$170,962 19\n\t\n\t\n34\n31\n33\n33\n38\n_.__;\n53\n133\n33\n41\n36\n38\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n178\n178\n33\n41\n86\n38\n67\n33\n24\n178\n33\n41\n36\n38\n\t\n\u00E2\u0080\u0094\n-\n-\n33\n41\n36\n38\n57\n34\n31\n33\n36\n33\n38\n38\n45\n23\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n148\n148\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n60\n26\n462\n37\n30\n45\n46\n40\n41\n239\n148\n148\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n60\n26\n462\n37\n30\n45\n46\n40\n41\n239\n148\n34\n31\n33\n36\n33\n38\n38\n34\n31\n33\n36\n33\n38\n38\n34\n31\n38\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n34\n34\n31\n83\n36\n33\n38\n38\n45\n45\n43\n60\n26\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n60\n26\n34\n31\n33\n36\n33\n38\n38\n45\n45\n43\n60\n26\n462\n34\n31\n33\n36\n33\n38\n38\n45\n43\n26\n26\n337\n37\nSO\n45\n46\n26\n26\n20\n124\n37\n26\n231\n14\n14\n23\n23\n26\n324\n37\n30\n45\n46\n40\n41\n239\n\u00E2\u0080\u0094\n124\n462\n37\n30\n45\n46\n40\n41\n239\n462\n269\n269\n37\n30\n45\n\u00E2\u0080\u0094\n37\n37\n30\n45\n46\n40\n41\n239\n37\n30\n45\n46\n40\n41\n239\n37\n30\n45\n158\n112\n112\n37\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n-\n-\n37 D xxxviii.\nPublic Schools Report.\n1918\n'\nGRADED CITY SCHOOLS.\nTF.ACIIER.\nCertificate.\n.3\nOP\n_-\nfl\nO\ni\n3\n33\nDP\nd\n~o\nc\nAT\nO\n02\n>.\nd\no\n-fl\nOJ\n\"p\nfl\nfl\nPh\n\u00C2\u00B0o\nd\no'\nra\noj\n3\noj\no\nC\nd\n\u00E2\u0096\u00A0c\nC\n<;\n'd\nfl\nQJ\nbo\nd\nQJ\n<\nSchool.\nQJ\nS\nfl\n3,\na\n\u00C2\u00A3\n\u00E2\u0096\u00A0a\na\n0\nCJ\nQJ\nPC\nCJ\n\u00E2\u0096\u00A0fl\nd\nQJ\nfl\nfl\ntH\n03\n-fl\nd\nQJ\nfl\nO\nQJ\nOh\n0\n-fl\nd\nOJ\n\u00C2\u00AB\n-fl\nH\nVictoria\nCook\n.\u00E2\u0080\u0094Continued.\nMiss M. W. Hanna\nE. Campbell\t\nMiss A. F. Gardiner\t\nMiss V. Watson\t\nMiss B. T. Ramsay\t\nMiss M. H. Sanson\t\nMiss H. A. T. Eagel\nMiss W. Greig\t\nMiss R. George\t\nMiss C German \t\nMiss L. M. Stiff\t\n2nd Class. .. .\nS 70 00\n159 15\n97 40\n76 50\n60 00\n65 00\n57 00\n54 00\n76 00\n80 75\n70 00\n63 00\n135 00\n99 75\n97 40\n97 40\n75 00\n76 00\n85 50\n66 50\n65 00\n60 00\n60 00\nSO 75\n85 50\n150 00\n90 00\n80 00\n80 00\n80 00\n80 75\n70 00\n60 00\n60 00\n60 00\n54 00\n125 00\n86 00\n100 00\n65 00\n75 00\n60 00\n75 00\n70 00\n99 75\n54 00\n65 00\n65 00\n54 00\n65 00\n109 25\n159 15\n99 75\n193\n188}\nlssi\n188.,\n1884\nISSi\n188}\n18s}\nISSi\n188}\n192}\n192}\n192}\n192}\n192}\n192}\n192.1\n192}\n187.1\n192}\n192}\n192}\n192;\n192}\n192J\n192}\n102}\n192}\n192\",\n192}\n192}\n192}\n192.1\n192}\n192.1\n115}\n192\n192\n192\n192\n192\n192\n192\n192}\n192}\n192}\n192}\n1 \u00E2\u0096\u00A0>_.'-\n192.1\n192}\n192}\n192}\n192.1\n29\n42\n88\n38\n46\n37\n56\n42\n50\n65\n414\n28\n44\n72\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n62\n504\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n29\n32\n40\n34\n26\n34\n42\n237\n43\n48\n42\n19\n10\n26.60\n8\n5\n6\nio\n38\n40\n37\nSir J as. Douglas, 1st D.\n,, 2nd,,\nii 3rd ii\n15\n27\n24\n33\n38\n42\n38\n38\n46\n22\n29\n18\n17\n27\n33.90\n32.68\n37.55\n33.59\n42.41\n27.85\n34.42\n33.53\n1st\n2nd ,\n1st\n2nd ,\n2nd\n2nd\n2nd\nn 4th ii\nii 5th ii\n\u00E2\u0080\u009E 6th n\n,i 7th ,,\n8th \u00E2\u0080\u009E\nii 9th ii\ni_\n65\n78\n\"28\n28\n1\n37\n41\n56\n2nd \t\n1st i, ....\n1st\n38\n\"ie\n16\n41\n10\n56\n18\n121\n137\n14\n28\n42\n10\n12\n23\n1 21\n' 12\n19\n16\n20\n20\n13\n19\n185\n29\n32\n40\n34\n17\n19\n23\n194\n277\n14\n16\n30\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n504\n23\n22\n20\n19\n20\n18\n22\n15\n18\n23\n15\n215\n307.92\nFernwood, 1st Division.\nii 2nd ,i\n27.30\n39.57\n66.87\nMiss M. Williams\t\nMiss E. A. F. Barron....\nMiss A. Keast \t\nMiss S. A. Robinson ....\nMiss W. M. Fox \t\nMiss E. MacNaughton. .\nMiss M. 1. Gladstone....\nMiss M. S. Croft\t\nMiss E. M. Mason\t\nMissD. W. Sherwood....\nH. Charlesworth\t\nMrs. E. E. Menkus\t\nMiss B. F. Westwood....\nMiss C. L. Harris\t\nMissE. M. Dalby .'.\nMiss J. D. Ramsay\t\nMissF. McNeill\t\nMiss L. S. Christie\t\nMiss G. M. Havercroft.. .\nW. II. Gee\n10\n18\n\u00C2\u00A34.93\n29.18\n28.44\n37.89\n33.34\n35.47\n33.72\n32.72\n30.83\n24.66\n29.53\n32.52\nii 2nd ii\n1st\n1st\n1st\n1st\n3rd\n2nd\n\u00E2\u0096\u00A02nd\n1st\n3rd\n1st\n1st\n2nd\n3rd ,,\nii 4th n\nii 5th ii\n42\n39\n45\n37\n37\n200\nii 6th ii\nii 7th n\nii 8th ii\nii 9th ,i\n10th ,,\nnth ii\n\u00E2\u0080\u009E 12th ,i\n,, 13th ii\n2\n52\n54\n\"38\n38\n21\n21\n33\n14\n47\n399.38\nGeorge Jav, 1st Div.\n2nd ,,\n29.75\n31.84\n31.81\n34.09\n30.41\n29.34\n33.90\n32.48\n34.21\n31.88\n27.61\n1st\n1st\n2nd\n2nd\n2nd\n1st\n3rd\n2nd\n2nd\n2nd\ni 3rd ii\n, 4th .,\n, 5th \u00E2\u0080\u009E\n, 6th ,,\n, 7th ,i\ni 8th n\n, 9th n\n, 10th ,,\n11th ,,\n37\n38\n35\n38\n34\n182\n36\n\t\n\u00E2\u0080\u0094\n\t\n36\nTemporary .\n347.32\nMargt. Jenkins, 1st D.\ni, 2nd ii\n9\n15\n19\n26.82\n30.08\n34.44\n28.66\n24.74\n25.44\n26.86\n197.04\nMiss J. Thompson\t\nR. E. Collis, B.A\t\nMiss A. E. Andrews\t\nMiss B. O'Keiffe\t\nMiss G. Field\t\nAcademic\n2nd Class\n1st \u00E2\u0080\u009E\n2nd i,\n1st \u00E2\u0080\u009E \u00E2\u0096\u00A0\n40\n34\n74\nii 4th n\n,, 5th \u00E2\u0080\u009E\n6th ,,\nii 7th i,\n\"28\n28\n\"27\n27\n14\n14\n\"21\n42\n63\n22\n22\n37\n26\n12\n38\n6\nMrs. A. C. Thain\t\n2nd ,, ...\n2nd ,, ...\n2nd \u00E2\u0080\u009E ...\n2nd \t\n2nd \u00E2\u0080\u009E\nAcademic...\n2nd Class ..\n1st \u00E2\u0080\u009E ...\n2nd \t\n1st ,, ...\n43\n26\n21\n20\n67\n21\n13\n27\n25\n30\n116\nKing's Road, 1st Div..\nii 2nd n\n17\n27\n22\n33.59\n35.23\n33.18\nii 3rd n ..\nMiss K. M. Sehl\t\nMiss 0. G. Cameron\t\nMiss E. J. Jackson, B.A..\nMiss E. G. Lawson\t\n37\n6\n34\n32\n_____\n133\n34\n32\n39\n43\n54\n202\n27\n27\n66\n13\n19\n12\n18\n24\n86\n7\n14\n102.00\nKingston St., 1st Div..\n,i 2nd ii ..\n3rd ,i ..\nii 4th ii ..\n30.21\n28.78\n32.55\n33.85\n38.80\n\"23\n54\n77\n4\n20\n35\nii 5th ii ..\n24\n' 35\n.66\n164.19\nNorth Ward, 1st Div..\n20\n13\n24 49\nii 2nd ,. ..\n22 84\n1 9 Geo. 5\nPublic Schools Report.\nD xxxix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber op\nPupils in each Reader and in each Subject of Study.\nfl\u00C2\u00B0j_\n0 OJ\n!\u00C2\u00AB_,-\nOS.\nsM\n\u00E2\u0096\u00A0^ d d\n\u00E2\u0096\u00A0a op\n'a a.\nftog\nCD\n5*.\nfl Sj d\n0 \u00C2\u00A3 oj\nflflH\n<\n.HtP\nh fl \u00E2\u0080\u00A2\n1. oj _c\nd\n5\nOl\nPS\nS3\ns-\no\nfl\nOJ\n-fl\nfl\n_:-fl\n.2 c\nd -\nbi.m ;___.\n\u00E2\u0096\u00A0Ill\nS3\n'_.\n-SI\nX3\nd\nfl\no\ns'|\n-j\" lTJ\ndrt\nSp\nhi\nfl\nd\n_.\nO\n0.\nS3\nft\nd\nbe\no\n0J\nas\nS- O\nO +=\n.+__ to\n.d'E\n\u00C2\u00A3PP\n|-fl\n6\u00C2\u00A7\nd\ng\nd\n5\nS3\n'__\nfl\noj\nfl\nol\nOl\n;*_\nS3\n\"be\nfl\nfl\n0J\n'o\nSH\nOJ\ny\nfl\n\"d\n>.\nS3\nbe\nc\n'c\n\"d\n_.\n-3\nC\nd\n3\ncj\nOJ _J\no oj\nG .\n0J__\nn\nO OJ\n'5 T3\ng c.\n\u00C2\u00A75\na\ncj\n3\n03\njfl\nOJ\nbe\n5\nP.\ns\n0\nOl\nti\na\nd\nfl\n_3\n0\nfl\nOJ\noj\n0\nG\n'0\nop\n*d\nO\n.fl\nfl\nd\nO\nP3\nfl* %\n**\u00E2\u0080\u00A2-. a\n\u00E2\u0096\u00A03$ a>\nSo.\nd Or.\nftS c_.\n\u00C2\u00BBflfl\nc ^r\n3\u00C2\u00AB\nfl _ rr\ng.S-E\n<\n___:\n29\n29\n42\n38\n38\n46\n37\n56\n42\n50\n65\n29\n42\n38\n38\n46\n37\n56\n42\n50\n65\n414\n28\n44\n72\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n504\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n29\n42\n38\n38\n46\n87\n56\n42\n50\n65\n10\n42\n38\n38\n46\n37\n56\n29\n42\n38\n38\n46\n37\n56\n42\n50\n65\n414\n28\n44\n72\n42\n38\n38\n46\n164\n29\n42\n38\n38\n46\n37\n56\n42\n50\n65\n42\n38\n38\n46\n37\n42\n38\n\t\n42\n42\n38\n38\n46\n37\n50\n42\n50\n65\n42\n88\n38\n46\n37\n38\n257\n18\n201\n80\n\t\n\u00E2\u0080\u0094\n\t\n80\n414\n414\n414\n28\n44\n72\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n504\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n29\n32\n40\n34\n26\n34\n42\n237\n43\n48\n42\n201\n414\n\t\n28\n44\n28\n44\n72\n28\n18\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n14\n32\n34\n36\n42\n42\n89\n45\n87\n37\n32\n34\n36\n42\n10\n12\n23\n21\n12\n19\n16\n20\n20\n158\n29\n32\n40\n101\n7\n14\n32\n34\n36\n42\n42\n39\n45\n37\n37\n\"35\n379\n23\n22\n20\n19\n20\n18\n22\n15\n18\n23\n15\n215\n'\"9\n9\n13\n13\n20\n13\n28\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n72\n32\n34\n36\n42\n42\n39\n45\n37\n37\n\t\n\u00E2\u0080\u0094\n\t\n\t\n-\n\u00E2\u0080\u0094\n32\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n32\n84\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n504\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n604\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n29\n32\n40\n34\n26\n34\n42\n237\n43\n48\n42\n133\n34\n32\n39\n43\n54\n32\n34\n36\n42\n42\n39\n45\n37\n37\n33\n35\n40\n52\n34\n36\n42\n391\n33\n34\n43\n40\n32\n37\n38\n35\n38\n38\n34\n344\n33\n34\n43\n40\n82\n37\n38\n35\n38\n144\n33\n34\n43\n40\n32\n\t\n144\n504\n344\n33\n34\n43\n40\n32\n37\n38\n35\n38\n504\n33\n34\n43\n40\n32\n37\n38\n35\n38\n36\n34\n400\n29\n82\n40\n34\n26\n34\n42\n237\n43\n48\n42\n133\n34\n32\n39\n43\n54\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n33\n33\n34\n43\n40\n32\n37\n88\n35\n38\n36\n34\n34\n43\n40\n32\n34\n364\n34\n182\n29\n32\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n182\n400\n400\n364\n29\n32\n40\n34\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n29\n29\n32\n40\n34\n26\n34\n42\n237\n29\n32\n40\n34\n26\n34\n42\n257\n45\n48\n42\n133\n34\n32\n39\n43\n54\n202\n27\n27\n29\n32\n40\n34\n26\n34\n42\n237\n43\n48\n42\n133\n29\n32\n40\n34\n26\n12\n29\n32\n40\n34\n32\n135\n135\n61\n\t\n61\n173\n\t\n\u00E2\u0080\u0094\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n43\n48\n42\n6\n6\n34\n32\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n-\n^\n133\n133\n\t\n34\n32\n39\n43\n54\n34\n32\n39\n43\n54\n202\n27\n27\n34\n32\n39\n43\n54\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\t\n\t\n-\n\u00E2\u0080\u0094\n202\n202\n27\n27\n66\n27\n27\n202\n202\n27\n27\n27\n27\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n-\n-\n27\n27\n27\n27\n27\n27\n27\n27\n27\n27 D xl.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\nCertificate.\nfl\nfl\n-fl\nc\n0\n61\nOP\nVictoria\u00E2\u0080\u0094Continued.\nNorth Ward, 3rd Div\n4th\n5th\n6th\n7th\n8th\n9th\nOaklands, 1st Div\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\nQuadra Street, 1st Div.\n2nd\n3rd\n4th\n5th\n6th\n7th'\n8th\nSouth Park, 1st Div\n2nd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\n4th 1,\n5th ,,\n6th \u00E2\u0080\u009E\n7th 11\n8th \u00E2\u0080\u009E\n9th ,,\n10th \u00E2\u0080\u009E\nSpring Ridge, 1st Div\n\u00E2\u0080\u009E \u00E2\u0096\u00A0 2nd ,1\n11 3rd it\n\u00E2\u0080\u009E 4th ..\nWest, 1st Div\n2nd\n3rd\n4th\nSth\n6th\n7th\n8th\n9th\n10th\nChild Study Laboratory\nManual Training Instruc\ntors.\nMiss S. J, Murton . .\nW. D. Knott\t\nMiss B. B. Douglas..\nMiss M. M. Miller ...\nMiss E. C. Cessford..\nMiss K. F. Ede\t\nMiss J. Freeman. .. .\nR. H. Maclnnes\t\nMrs. G. L. Dixon\t\nMiss A. E. Hendry\nMiss H. M. Wheeler...\nMiss B. Brynjoifson...\nMiss M. Lane\t\nMissG. Y. Pauly\t\nMiss E. L. Vantreight .\nMiss M. B. Hastie\t\nMiss N. K. Edwards. ..\nD. J. Thomas\t\nMrs. S. McMartin ...\nMiss J. M. Duncan . .\nN. B. Pollock\t\nMiss E. M. Leigh\t\nMiss A. M. Winkel'. .\nMiss I. H. Mcintosh.\nMiss M. C. Frank ...\nA. A. Campbell\t\nMiss C. M. Long\t\nMiss J. C. Roberts .. .\nR. W. MacKenzie ....\nMiss C. Stoddart... .\nMiss J. G. Roberts ...\nMiss J. M. Gordon. . .\nD. A. Fraser\t\nMiss I. C. Aird\t\nMiss L. M. Archibald.\nMiss I. Tuck\t\nMiss M. O'Rourke ,..\nMissC. M. Martin. ..\nMiss B. H. Sargent .\nJ. F. Sallaway\t\nE. Butterworth\t\nMiss M. A. B. Pope..\nMiss E. LeClercq... .\nMiss N. M. Rigby ...\nMiss L. A. Carson ...\nMiss V. M. Davies ...\nMiss D. A. Fox\t\nVlissV. M. Walker...\nMiss A. N. Anderson\nMiss B. Winn\t\nG. Anstey\t\nF. W. Ball\t\nW. H. Binns, Supervis'r\nD. S. Cameron ....\nA. H. Marrion\t\nW. Plenderleith... .\n1st Class\n2nd\n1st\n2nd\n3rd\n3rd\n3rd\n1st 1\n2nd ,\n2nd ,\n3rd 1\n1st ,\n3rd ,\nAcademic\n2nd Clas:\n2nd 11\n2nd ,,\n2nd ,1 ..\n1st ,. ..\n2nd \u00E2\u0080\u009E ..\nTemporary\n2nd Class..\n2rd M \u00E2\u0080\u00A2.\n3rd ,1 ..\n2nd ,1 ..\n1st .\n1st ,\n1st\n1st I\n2nd ,\n2nd ,\n2nd 1\n2nd ,\n1st\nAcademic.\n2nd Class.\n1st \u00E2\u0080\u009E .\n2nd \u00E2\u0080\u009E .\n2nd \u00E2\u0080\u009E .\n1st\n1st\n2nd\n1st\n2nd\n2nd\n2nd\n1st\n2nd\n2nd\nSpecial....\nMan. Train\n: 97 40\n85 00\n75 00\n65 00\n70 00\n54 00\n75 00\n140 00\n85 00\n80 76\n60 00\n80 00\n60 00\n60 00\n75 00\n60 00\n54 00\n125 00\n85 00\n76 00\n90 00\n60 00\n54 00\n70 00\n70 00\n159 15\n90 00\n80 00\n90 00\n80 00\n75 00\n60 00\n104 50\n70 00\n54 00\n95 00\n65 00\n75 00\n54 00\n159 15\n100 00\n90 00\n75 00\n60 00\n60 00\n60 00\n65 00\n60 00\n80 75\n125 00\n123 50\n100 00\n159 15\n123 50\n105 00\n85 00\n192}\n192,1\n192}\n192,1\n192}\n192,}\n192}\n192.1\n192}\n192,1\n192,1\n192}\n192,'\n1921\n192}\n115}\n82}\n192i\n192}\n192}\n192.1\n192.1\n192.1\n192}\n192}\n187}\n187}\n187}\n1871\n187}\n187..\n187}\n187}\n18-r\n192}\n192}\n192}\n192.1\n192}\n192.\n192}\n192}\n192,1-\n192,\n192.1\n1 92.1\n192,\"\n192i\n192}\n194}\n22.88\n24.96\n34.91\n31.44\n32.45\n34.89\n35.91\n264.27\n21.06\n80.04\n32.53\n36.82\n33.89\n36.56\n36.67\n38.49\n32.13\n80.33\n328.52\n19.23\n31.88\n35.07\n32.55\n33.75\n34.17\n32.61\n37.88\n257.04\n32.50\n29.33\n32.45\n29.13\n31.94\n86.22\n34.08\n30.74\n32.72\n28.02\n317.13\n38.50\n34.33\n33.68\n36.40\n1-12.91\n22.9S\n25.18\n30.52\n28.61\n35.69\n35.83\n34.14\n37.34\n37.\n37.\n196\n13\n325.84\n14.28\n36\n40\n40\n44\n38\n34\n35\n72\n22\n42\n10\n16\n39\n32\n34\n41\n33\n69\n5 9 Geo. 5 Public Schools Report. D xli.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Header and-in bach Subject of Study.\nc*o\n0 a \nCJ\nfl -g-i\ng S S\n<\ns'4\n*H fl\nCD\n=3s|\n(MB 0\n^Sh=\ng ^r\nH d g\n0 a 3\n<\na\nCD\n_p\nS3\n_.\nO\ni\n\u00E2\u0096\u00A0jc\ncr-fl\nO G\n\u00E2\u0080\u00A2a d\nd ~ .\nflSfc\nS5-2\n.HI\n-c-J p.\n.___\n\u00E2\u0096\u00A0fl fl \u00C2\u00B0\n'_. dO\nd\nOJ\ns\nS3\n<\n\u00E2\u0080\u00A2fl\nfl\nd\no\nQJ 0J\nfl A\noj\n_.'__\nfl >1\ne_W\nbe\n|\nd\n0\nS3\nP_\nd\nbe\nO\nQJ\no\n||\nW_=\nfl-j\u00C2\u00A7\nfl-fl\nd c\nD d\nd\na\nB\nd\nOS\n.fl\n00\nfl\n__\nQJ\nU\n4-\nd\n0J\n3\nS3\nbe\nfl\nfl\n03\n'5\nQJ\ny.\nH\n\"d\nO\n-fl\nfl\n_D\n_G\n'fl\n'\u00C2\u00A7\nE-i\n*d\nfl\n-3\nOJ cj\no \u00E2\u0096\u00A0_>\nEC OJ\nQJ -\n\u00E2\u0080\u00A2S3 __\nCO g\nflg\nIrg\n\u00C2\u00A7__\ncj\nfl\n-3\n03\nU\nS3\nbe\n<\n[>_\n1\n0\nQJ\nO\nd\nfl\njfl\nO\nfl\nOJ\noj\n0\n=\n0\n'0\n-_\n-3\np\nP.\n\u00E2\u0080\u0094\nfl\nfl\nd\n15\nfl\n28\n\u00E2\u0080\u0094\n28\n29\n36\n40\n40\n44\n48\n319\n28\n29\n36\n40\n40\n44\n48\n319\n28\n29\n36\n40\n40\n44\n48\n28\n29\n36\n40\n40\n44\n48\n28\n29\n36\n40\n40\n44\n48\n319\n28\n29\n36\n40\n40\n44\n28\n29\n36\n40\n40\n44\n23\n29\n28\n29\n36\n40\n40\n44\n48\n13\n18\n17\n69\n11\n14\n16\n13\n17\n15\n11\n19\n16\n94\n13\n21\n22\n25\n17\n28\n29\n36\n40\n40\n44\n48\n29\n-\n271\n25\n35\n38\n38\n34\n271\n111\n25\n35\n\t\n\t\n '\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n319\n319\n319\n25\n35\n38\n38\n34\n37\n41\n46\n35\n35\n364\n319\n25\n35\n38\n38\n34\n37\n41\n46\n\u00E2\u0080\u0094\n-\n25\n25\n35\n38\n38\n34\n37\n41\n46\n35\n35\n364\n25\n35\n38\n38\n34\n37\n41\n46\n35\n35\n364\n25\n35\n38\n38\n34\n37\n41\n46\n35\n35\n364\n22\n38\n42\n38\n38\n39\n35\n46\n298\n25\n35\n38\n38\n34\n37\n41\n46\n35\n35\n25\n35\n\u00E2\u0096\u00A0 38\n38\n34\n37\n25\n35\n38\n38\n34\n35\n242\n71\n9\n17\n3\n29\n16\n15\n19\n16\n19\n26\n27\n28\n22\n20\n208\n98\n13\n21\n20\n\"23\n16\n93\n21\n19\n19\n21\n17\n17\n12\n10\n17\n12\n165\n14\n17\n35\n329\n22\n38\n42\n38\n38\n39\n35\n46\n298\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n373\n_____\n170\n22\n38\n42\n38\n19\n170\n22\n38\n42\n38\n19\n60\n22\n16\n60\n364\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\t\n22\n22\n38\n42\n38\n38\n39\n35\n46\n22\n38\n42\n38\n38\n39\n35\n46\n22\n38\n42\n38\n38\n39\n35\n46\n22\n38\n42\n38\n38\n29\n22\n38\n42\n38\n38\n39\n35\n46\n298\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n373\n41\n39\n44\n46\n16\n207\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n373\n41\n159\n159\n38\n37\n34\n38\n37\n36\n182\n\t\n38\n298\n298\n298\n37\n34\n38\n37\n36\n43\n39\n38\n39\n22\n373\n\t\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n37\n\u00E2\u0080\u0094\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n373\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n373\n37\n34\n38\n37\n36\n43\n39\n38\n39\n32\n34\n38\n37\n36\n\t\n\t\n182\n873\n373\n373\n\t\n\t\n\t\n\u00E2\u0080\u0094-\u00E2\u0080\u00A2\n\u00E2\u0080\u0094\n-\n41\n39\n44\n46\n41\n39\n44\n46\n170\n41\n39\n44\n46\n41\n39\n44\n46\n170\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n391\n41\n13\n16\n22\n10\n17\n78\n31\n13\n16\n17\n24\n24\n21\n11\n126\n46\n87\n-'\n-\n41\n\t\n170\n170\n170\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n391\n20\n26\n32\n39\n31\n41\n33\n26\n32\n\t\n\t\n\t\n\u00E2\u0080\u0094\n-\n-\n\t\n26\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n26\n32\n39\n34\n41\n40\n39\n23\n26\n32\n39\n34\n41\n33\n26\n32\n39\n34\n41\n40\n39\n48\n43\n49\n391\n32\n205\n58\n\t\n\t\n\t\n\u00E2\u0080\u0094\n-\n-\n58\n\u00E2\u0080\u0094\n391\n391\n391\n274\n5\n205\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\t\n20\n20\n20\n20\n20\n1\n' D xlii.\nPublic Schools Report.\n1918\nGRADED CITY SCHOOLS.\n\u00E2\u0080\u00A2\nTeacher.\nCertificate.\nw\nB\nO\n<3\nd\no\nCD\nen\nB\n|S\n\"3\no\n\u00E2\u0096\u00A0fl\no\nm\ntS\nQ\n\u00C2\u00A9\n5\nCD\np\nPh\n\"o\n6\niz.\no\n\"j3\n<_J\nO\na\ncS\nfl\nCD\n<\n\u00C2\u00A3_\n'rf\nG\n\n__<\na3\no\na\n\"G\n02\nc\nO\n__:\n36\n49\n33222\n32215\n33270\n32234\n22285\n21479\n16980\n15857\n7215\n6770\n4744\n4894\n5592\n5902\n23459\n234S1\n36\n49\n36\n49\n36\n49\n36\n49\n9\n23\n9\n23\n7179\nf.7^1\n33286\n32264\n33277\n32241\n17012\n15902\n33286\n32264\n\u00C2\u00A9505,204 18\n$1,211,979 25\nSCHOOL-YEAR ENDING JUNE 30th, 1918.\n20\n12\n$25,036 70 D xliv.\nPublic Schools Report.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nSchool.\nCertificate.\np\no\n\u00E2\u0096\u00A0n\nZTi\nB\nt_L\na\nc\na\nm\nPm\nfl\ns.\nQ\nto\nChilliwack:\nAtchelitz, 1st Division.\n,i 2nd ii\n,i 3rd\nCamp Slough, 1st Div.\n., 2nd n\nCheam, 1st Division ...\n\u00E2\u0080\u009E .2nd ..\nChilliwack, East, 1st D.\n2nd n\nFairfield Island\t\nLotbiniere, 1st Division\n2nd n\nParson's Hill\t\nPromontory Flats .....\nRosedale, 1st Division.\ni, 2nd\n3rd ,,\nSardis, 1st Division...\nii 2nd n\n,i 3rd ,.\n\u00E2\u0080\u009E 4th\nStrathcona, 1st Div...\nii 2nd ii ..\nSumas\t\nVedder Creek\t\nYarrow\t\nManual Training Inst.\nColdstream;\nColdstream\nLavington .\nCoquitlam :\n'Blue Mountain, 1st Div\nii 2nd u\nCoquitlam, East\t\nThe Glen\t\nMillside, 1st Division..\n2nd ii\nSilver Valley\t\nCowichan, North.\nChemainus, 1st Div.\n.1 2nd ii\n3rd ii\nCrofton\t\nMaple Bay\t\nQuamichan\t\nSomenos\t\nSomenos Station\t\n\"VVestholme\t\n* Delta:\nAnnacis Island\t\nAnnieville \t\nBoundary Bay \t\nCanoe Pass\t\nDelta, East\t\nInverholme\t\nLadner, 1st Division\n,i 2nd ,,\nii 3rd ,,\n,, 4th\n5th\nScott Road\t\nSunbury \t\nTrenant\t\nWestham Island\t\nManual Training Inst.\nDomestic Science Inst.\nMiss F. M. Whitworth...\nMiss M. A. Macdonald.. .\nMiss I. G. Davis\t\nMiss G. J. Gervan\t\nMiss F. C. Mercer\t\nMiss A. M. Rogers\t\nMiss A. Anderson\t\nH. H. Boucher ,.\t\nMiss C. Johnston\t\nMiss L. M. Nowlan, B.A.\nMiss G. Ii. Brett\t\nMiss A. H. Taylor\t\nMiss C. E. Minckler\t\nMiss G. A. Clarkson\t\nG. S. Ford\t\nMiss E. Bradley\t\nMiss B. N. Smith .......\nVV. Robertson\t\nMiss T. R. Grafton\t\nMiss E. B. Newby\t\nMiss I. E. Ross\t\nMiss C. M. Bailey\t\nMiss Ellen O'Hearn\t\nMiss M. V. Sleightholm..\nMiss D. Albliouse\t\nMrs. H. Fraser\t\nA. Campbell\t\nMrs. M. E. Soule.\nMiss E. Warren..\nMiss E. O. Robertson ..\nMiss F. S. Hailey.\t\nMiss M. F. Lang\t\nMiss I. Bolton .......\nMiss E. Love\t\nMiss O. St. J. Brethour\nMiss L. Pickard,\t\nG. Nutt \t\nMiss M. M. Beattie....\nMiss A. M. Wilson ....\nMiss M. A. MacDonald.\nMiss S. Hardwick\t\nMiss M. Bonsall\t\nMissL. E. Parlett\t\nJliss M. V. Colbert....\nMiss C. F. MacKenzie .\nMiss A. Blackberg\nMiss A. Fenton\t\nMiss G. M. Dinwoodie.\nD. jMcCormick\t\nMiss G. M. Hinsley...\nMiss M. Martin\t\nG. H. Campbell\t\nA. J. Devereaux\t\nMiss J. M. Hutchison.\nMiss D. L. Cook\t\nJ. A. Alexander\t\nMiss E. Frew\t\nMiss 0. M. Alexander\nMrs. C. Streeter\t\nMiss G. M, Devereaux\nA. Cantell\t\nMiss M. McDougall...\n2nd Class..\n3rd ,i ..\n2nd ,i ..\nnd ii\n3rd i. ..\n1st i. ..\n2nd i. ..\n2nd .. ..\n2nd .. ..\nAcademic..\n2nd Class..\n2nd \u00E2\u0080\u009E ..\n2nd \u00E2\u0080\u009E ..\n2nd ,i ..\n2nd i, ..\n2nd i, ..\n2nd ,i ..\n2nd \u00E2\u0080\u009E .\n2nd ii ..\n2nd i, ..\n1st ll ..\n2nd \u00E2\u0080\u009E ..\n3rd i. ..\n2nd ii ..\n3rd ,i ..\n3rd ,, ..\nMan. Train\nTemporary .\n1st Class ...\n2ntl\n2nd\n3rd\n2nd\n2nd\n3rd\n2nd\n1st i\n2nd .\n1st i\n1st l\nAcademic.\n2nd Class\n3rd ,i\n3rd ,i\n1st .,\n2nd ii\n3rd ii\n2nd ,,\nTemporary\n2nd Class\n2nd ii\n1st ii\n1st i.\n3rd i,\n2nd ,i\nTemporary\n3rd Class\n2nd .,\n1st .1\n3rd ,,\nMan. Train .\nDom. Science\nS 80 00\n70 00\n55 00\n70 00\n56 00\n70 00\n65 00\n70 00\n60 00\n80 00\n70 00\n60 00\n55 00\n55 00\n90 00\n70 00\n65 00\n90 00\n60 00\n60 00\n65 00\n70 00\n65 00\n55 00\n55 00\n55 00\n75 00\n75 00\n70 00\n65 00\n65 00\n70 00\n70 00\n65 00\n65 00\n90 00\n70 00\n65 00\n80 00\n60 00\n75 00\n65 00\n65 00\n75 00\n60 00\n75 00\n65 00\n75 00\n70 00\n60 00\n150 00\n85 00\n80 00\n75 00\n100 00\n56 65\n60 00\n65 00\n65 00\n195\n195\n195\n195\n195\n196\n1944\n195\n195\n195\n194\n195\n187\n195\n184\n194\n1:18.1\n195\n195\n195\n98\n195\n194\n180\n189\nisc,\n183J\n183\"\n1914\nid;;;\n192J\n192,'\n186,\n1914\n102.1.\n192\n182,\n183\n193,\n194\n193\n194\n10\n9\n11\n2\n13\n1\n7\n\"2\n'l9\n13\n13\n_6\n'ii\nis\n16\n\"2\n8\n11\n1\n3\n1\n528.82\n17.98\n18.51\n127\n86.49\n14.98\n13.20\n8.60\n11.73\n8.31\n14.59\n7.47\n78. S3\n15.34\n19.55\n15.36\n15.93\n5.88\n11.54\n14.68\n14.14\n19.47\n9.41\n22.65\n19.98\n29.77\n14.12\n13.76\n23.74\n27.38\n27.97\n28.45\n25\n13.83\n12.56\n22.96\n16.59\n308.81\n17\n7\n3\n\".\ni\n18\n10\n2\n1\n1\n1\n1\n17 31 38\n2\n4\n7\n15\n3\n13\n11\n24\n7\n4\n5\n5\n74 104\nI 9 Geo. 5\nPublic Schools Report.\nD xlv.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in bach Reader\nAND IN EACH SUB\niect of Study.\nCOO\n0 0J\n\u00C2\u00B0\"fl \u00C2\u00AB.\nO-S\n. 8'C\n_S'a__:\n\u00E2\u0096\u00A0\u00C2\u00B0 83\n\u00E2\u0080\u00A2s ro\n'_! C\ncog\nfl*-g\nm\n<\nstrict\nendi-\nt.\nt-_\n<_.\n\u00C2\u00AB\n3\nCD\nB\n.3\nfl\no\n03\no d\n\u00E2\u0080\u00A2_S =3\nd ..\nSl'J\n.P^O\nbi'J- \u00C2\u00A3-\n-_; c fl\nft\nCj\n+_\ng\n\u00E2\u0080\u00A2fl\n<\n-fl\nc\ncS\nfl\nO\nc\u00C2\u00A3 oj\n__\u00E2\u0096\u00A0 fl\n^ 01\nt'be\nto\nti\nc\n%\n\u00E2\u0080\u00A2 .3\n__\nft,\n\u00C2\u00A7\no\nfl\n\u00E2\u0080\u00A2 a\nflfl.\nST-\n_.\nS3\n_.\no\nS3\nbe\na\n01\n_.\nhj\nc3\nH_\n3\nS3\nb~\nfl\ns\nOJ\n03\ny.\nH\n-3\nO\nS3\nP-\nbe\nfl\n'c\n'3\n_.\n-3\nfl\nfl\n30\n9\n0\nQJ _J\nO 03\nc ..\n31 34\nH\n__, OJ\n'u.-A\n\u00C2\u00A3 S\ns__\n00\n0\nrrrj\n_.\n.fl\nOJ\nbe\n5|\n>3\nS\n03\nH\nS3\n0\nC\n0)\n\u00C2\u00A3\n0\na\n'3\n__\n~.\n\u00E2\u0096\u00A0_\n-='\nPh\nfl\n03\n_J\nO\nPQ\niaS's\n. H s\n\u00E2\u0096\u00A0\u00C2\u00B0S 1\n\u00E2\u0096\u00A03% a S\nj_2-fl\nc^r\nrr c. oj\nfl=l\n-\u00C2\u00BB> \"-\n22\n33\n22\n21\n24\n28\n39\n28\n28\n44\n34\n34\n10\n14\n17\n38\n36\n32\n24\n35\n38\n32\n27\n11\n17\n10\n22\n33\n22\n21\n24\n28\n39\n28\n28\n44\n34\n34\n10\n14\n17\n38\n36\n32\n24\n35\n38\n32\n27\n11\n17\n10\n22\n33\n22\n21\n24\n28\n39\n28\n28\n44\n34\n34\n10\n14\n17\n38\n36\n32\n24\n35\n38\n32\n27\n11\n17\n10\n22\n33\n22\n21\n24\n28\n39\n28\n28\n44\n34\n34\n10\n14\n17\n38\n36\n32\n24\n35\n38\n32\n27\n11\n17\n10\n22\n33\n22\n13\n22\n13\n15\n22\n33\n22\n21\n24\n28\n39\n28\n28\n44\n34\n34\n10\n14\n17\n38\n36\n32\n24\n35\n38\n32\n27\n11\n17\n10\n. 15\n8\n\"9\n3\n\"l5\n7\n15\n$15,261 60\n$15,175 94\n33\n22\n8\n21\n12\n28\n11\n28\n10\n34\n34\n7\n3\n12\n17\n38\n21\n21\n8\n24\n12\n28\n28\n12\n11\n21\n28\n44\n12\n28\n28\n12\n7\n26\n34\n25\n34\n7\n18\n18\n1\n3\n10\n17\n19\n3\n10\n17\n19\n1\n2\n17\n2\n6\n4\n\"ie\nii\n5\nie\nis\n14\n17\n32\n32\n24\n32\n24\n32\n24\n32\n27\n32\n4\n7\n8\n8\n11\n32\n32\n11\n12\n\u00E2\u0080\u00A2j\n6\n6\n5\n6\n6\n5\n2\n3\n2\n11\n3\n2\n\u00E2\u0080\u0094\n698\n28\n31\n698\n28\n31\n59\n19\n17\n11\n17\n13\n21\n8\n, 452\n142\n8\n6\n14\n5\n8S\n83\n197\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n142\n698\n28\n31\n698\n28\n31\n59\n19\n17\n11\n17\n13\n21\n8\n326\n16\n9\n25\n19\n325\n698\n28\n31\n59\n19\n17\n11\n17\n13\n21\n8\n106\n19\n22\n16\n22\n9\n17\n18\n20\n28\n8\n22\n15\n37\n19\n7\n9\n13\n16\n9\n6\n$1,160 40\n$1,522 51\n\t\n\t\n\t\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n14\n59\n59\n19\n17\n11\n17\n13\n21\n8\n106\n19\n22\n16\n22\n9\n17\n18\n20\n28\n171\n11\n32\n25\n37\n21\n17\n24\n35\n36\n30\n38\n19\n20\n30\n22\n25\n19\n34,060 20\n5\n19\n17\n11\n17\n13\n21\nS\n106\n19\n22\n16\n22\n9\n17\n18\n20\n28\n$3,349 13\n4\n9\n6\n4\n9\n6\n1\n2\n11\n2\n_____\n_____\n13\n21\n8\n4\n5\n60\n19\n22\n4\n42\n19\n11\n4\n42\n4\n12\n19\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n12\n106\n19\n22\n16\n22\n9\n17\n18\n20\n28\n171\n11\n32\n25\n37\n21\n17\n24\n35\n36\n30\n38\n19\n20\n30\n22\n106\n19-\n22\n16\n22\n9\n17\n18\n20\n28\n171\n11\n32\n25\n37\n21\n17\n24\n35\n36\n30\n38\n19\n20\n30\n22\n53\n\u00E2\u0080\u0094\n-\n19\n19\n11\ns?5,220 00\n$6,086 96\n16\n15\n14\n13\n16\n19\n11\n6\n13\n7\n14\n13\n11\n6\n13\nt\n14\n13\n7\n2\n9\n3\n7\n9\n2\n9\n3\n7\n9\n_____\n!____\n\t\n\t\n66\n171\n125\n94\n2\n11\n9\n15\n15\n12\n24\n22\n94\n2\n11\n9\n15\n15\n12\n24\n22\n56\n1\n3\n1\n9\n8\n5\n24\n171\n11\n32\n25\n37\n21\n17\n24\n35\n36\n30\n38\n19\n20\nSO\n' 22\n16\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n11\n32\n25\n37\n21\n17\n24\n35\n36\n30\n38\n19\n20\n30\n22\n4\n15\n16\n30\n18\n14\n24\n35\n11\n$9,038 35\n$10,194 71\n3\n1\n9\n8\n7\n8\n\"9\n11\n18\n11\n20\n17\n24\n36\n30\n14\n38\n11\n11\nIS\n12\n38\n10\n6\n11\n8\n38\n10\n6\n11\n8\n14\n3\n2\n6\n3\n3\n2\n6\n3\n3\n22\n.\"\n397\n397\n397\n257\n183\n183\n79\n897\n46\n56\n105\n\t\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n79\n397 D xlvi.\nPublic Schools Eeport.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nTeacher.\nCertificate.\nM\n-3\n0_\nO\nc\no\n__\nsi\ns\no\no\nIII\na\na\n-fl\n31\n\"o\n_.\nfl\nQJ\n&\nc\nto\no\n5\n03\n33\n03\n\u00E2\u0096\u00A0a\nc\n<\n'3\na\nbe\nrt\nOJ\n>\n<\nSchool.\ns-\n1\nOh\n4-\nOJ\n_.\n_H\n!_\nQJ\ng\n'_!\nPh \u00E2\u0080\u00A2\n\u00E2\u0096\u00A0a\n3\n_j\nOJ\n__\nQJ\n-fl\nc3\nOJ\nH\nQJ\n&\n-0\nC\nfl\n__\nQJ\n\u00E2\u0096\u00A0s\n33\nQJ\nPS\n-fl\n_.\n'__\nEH\nEsquimalt:\nEsquimalt, 1st Division\nii 2nd ,,\n2nd Class....\nAcademic.. ..\n2nd Class....\nAcademic....\n3rd Class\t\n1st ii ....\n3rd \u00E2\u0080\u009E ....\n1st i. ....\n3rd ii ....\n1st ,\t\n1st i, ....\n2nd n ....\n2nd ,.i ....\n2nd \t\nMan. Train..\nDom. Science\n2nd Class. .. .\n2nd ii ....\n3rd ,i ....\n3rd \u00E2\u0080\u009E ....\n2nd ,, ....\nTemporary ..\n2nd Class....\n3rd ii ....\n2nd ,, ....\nAcademic....\n2nd Class....\n3rd i. ....\n3rd ,. ...\n3rd \u00E2\u0080\u009E ....\n2nd ii ....\n2nd i. \t\n3rd .. ....\n2nd ,i ....\n2nd .. ....\n2nd i, ....\n2nd \" ....\n3rd i. ....\n1st\t\n2nd ii ....\n3rd i. ....\n$150 00\n100 00\n80 00\n70 00\n70 00\n70 00\n60 00\n70 00\n70 00\n70 00\n80 00\n75 00\n70 00\n80 00\n140 00\n70 00\n75 00\n75 00\n70 00\n60 00\n60 00\n60 00\n75 00\n65 00\n65 00\n110 00\n75 00\n65 00\n65 00\n65 00\n76 00\n65 00\n65 00\n65 00\n75 00\n65 Of!\n66 00\n65 00\n75 00\n65 00\n65 00\n65 00\n65 00\n05 00\n75 00\n60 00\n100 00\n80 00\n65 00\n65 00\n110 00\n75 00\n65 00\n75 00\n60 00\n75 00\n\" 65 66\n75 00\n65 00\n125 00\n188 J\n192j\n192^\niau\n192A\n102,5\n192J\n192*\n192 i\n192J\n192*\n192,\nl!)2.i\n192i\n48\n37\n40\n88\n42\n35\n40\n48\n46\n38\n39\n45\n37\n40\n22\n23\n18\n16\n22\n16\n26\n22\n21\n18\n19\n20\n21\n21\n26\n14\n22\n22\n20\n19\n14\n21\n25\n20\n20\n25\n16\n19\n35.22\n28.33\n33.93\n28.82\n27.80\n29.28\n29.21\n34.51\n37.47\n30.69\n32.22\n31.08\n29.28\n28.15\nR. G. Dunbar, B.A\nMiss L. M. Knappett. ..\nMiss C. P. MacKinnon ..\nMiss L. Severs\t\nMiss D. F. Boyden\t\nMips E. Col lister\t\nMiss A. W. Johnson\t\nMiss D. MacKav\t\nMiss P. E. Spragge\t\nMiss J. S. Thomson ....\nMiss F. Smith\t\nMiss M. T. Morrison\nMiss E. M. Hardie\nF. Waddington\t\nMiss A. C. Mackinnon. ..\nMiss J. F. B. Parkes\t\nMiss R. E. Smith\t\nMiss M. F. McCorkell . ..\nMiss J. M. McCallum\t\nMiss W. Cruikshank ....\nMiss N. Green\t\nMiss C. B. Mclnnes . ...\nMiss R. V. Hector\t\nMiss E. M. Montgomery,\nMiss R. E. Agar.. ..[B.A.\nMiss M. G. Stein\t\nMissR. B. Hutchinson..\nMiss J. L. Dougherty . ..\nMiss J. D. Forrester ....\nMiss M. L. Traves\t\nMiss M. E. Coulter\t\nMiss J. S. Bryson\t\nMiss II. F. Gilley\t\nMiss E. D. Brice\t\nMiss M. E. Fletcher\nMiss M. Mclnnes\t\nMiss R. M. Gregg\t\nMiss M. Blacklock\t\nG. F. Hagelstein\t\n,, 4th\n38\n42\n35\n40\nSth ,,\n9th ii\nii 10th ,,\n\u00E2\u0080\u009E 11th \u00E2\u0080\u009E\n37\n40\n19\n45\n38\n20\n48\n46\n,, 13th ,,\nManual Training Inst.\n194\n193 i\n193\n193\n194<5\n185\n192J\n192\n183\n188\n189\n183*\n193\n193\n179\n179,\n1791-\n192\"\n194\n194\n193\n194\n194\n194\n193\n193\n193\n186\n193\n193\n193\n194\n192 i\n191\n193\n193\n193\n190*\n178*\n194\n66\n190\n193\n193\n568\n29\n85\n41\n13\n28\n32\n178\n23\n38\n32\n33\n32\n44\n33\n17\n22\n29\n31\n23\n37\n58\n16\n15\n25\n26\n34\n32\n29\n629\n30\n30\n37\n12\n43\n28\n14\n23\n25\n38\n22\n25\n17\n9\n20\n25\n24\n286\n17\n17\n16\n4\n15\n15\n84\n12\n21\n15\n10\n14\n24\n20\n12\n9\n15\n20\n12\n18\n33\n8\n5\n12\n10\n14\n13\n17\n314\n16\n13\n16\n6\n23\n12\n3\n5\n13\n19\n10\n9\n10\n11\n8\n16\n283\n12\n18\n25\n9\n13\n17\n94\n77\n10\n1\n5\n7\n23\n64\n13\n\"2\n4\n19\n58\n8\n3\n4\n15\n89\n10\n10\n5\n8\n33\nKent:\nAgassiz, 1st Division ..\n,i 2nd i,\nn 3rd \u00E2\u0080\u009E\nHarrison Hot Springs..\nHarrison River\t\n435.99\n155\n24.01\n29.38\n32.86\n11.61\n13.25\n19.68\n130.79\n25\n3\n3\n13\nLangley:\nAklergrove. 1st Div...\n2nd ii . .\nBeaver\t\nBelmont, 1st Div. (Sup)\n\u00E2\u0080\u009E 2nd ii\ni, 3rd ii\n44\n11\n17\n17\n23\n18\n20\n13\n5\n13\n14\n11\n11\n19\n25\n8\n10\n13\n16\n20\n19\n12\n315\n14\n17\n21\n6\n20\n16\n11\n18\n12\n19\n12\n16\n7\n4\n9\n17\n8\n18.40\n31.78\n25.95\n25.35\n26.67\n31.96\n20.19\n12.98\n16.88\n22.03\n22.25\n15.17\n30.27\n40.91\n12.79\n12.59\n20.74\n19.97\n24.16\n24.59\n19.06\n12\n13\n7\n19\n2\n3\n8\n2\n9\n5\n3\n7\n1\n8\n1\n10\n5\n8\n12\n2\n\"6\n\"l8\nLangley, 1st Division..\n2nd n\n7\n6\n23\n5\n20\n5\n5\n8\n3\n5\n2\n10\n7\n12\nLangley Prairie, 1st 11.\n,i 2nd ..\nLangley, West\t\nLochiel\t\n1\n9\n1\n2\n1\n24\n1\n5\n7\n21\n'\"3\n2\n10\n2nd ,i \t\nOtter\t\n12\n2\n8\n131\n6\n5\n5\n2\n' 1\n58\n4\n4\n3\n8\n50\n3\n7\n6\n6\n99\n1\n6\nSpringbrook\t\nMiss A. 0. Muftord \t\nMiss J. M. Elliott\t\nMissJ.B. Abernethy,B.A-\nMiss E. A. Trembath\t\nJ. H. Price\t\n2nd ii ....\n3rd \t\nAcademic....\n3rd Class....\n1st .. ....\nAcademic.. ..\n2nd Class\t\n2nd i. ....\n1st \u00E2\u0080\u009E ....\n2nd .1 ....\n3rd ii ....\n2nd ,i ....\n3rd ii ....\nAcademic....\n3rd Class....\n3rd n ....\nAcademic....\n3rd Class\t\nMan. Train..\n8\n474.69\n138\nMaple Ridge ;\nAlbion\t\n16.66\n23.94\n29.82\n9.70\n28.77\n25.75\n11.56\n19.55\n20.81\n31.10\n15.78\n16.81\n14.59\n6.00\n16.49\n7\n14\n,i 2nd ii\nHaney, 1st Div., (Sup.)\n8\n4\n12\n13\nC. Croft, B.A\t\n11\n2\n4\n9\n2\n4\n2\nn 3rd ,.\nMaple Ridge, 1st Div.\nMiss E. L. Berry \t\nMiss I. Lindsa}'\t\nMiss M. W. Robertson...\nMiss E. A. Robinson ....\nMiss A. Hanipt, ,n\t\nMiss A. J. McDougall . ..\nMiss C. L. McLeod\nA. M. Maxwell, B.A\nMiss A. R. Fraser\t\nMiss M. W. Paterson....\nMrs. J. S. Drummond,\nMiss M. A. Gaunt..[M.A.\n\"3\nMaple Ridge, 2nd Div.\nii 3rd ii\nAlex. Robinson, 1st D.\n2nd \u00E2\u0080\u009E\n\"l3\n\"io\n\"5\n\"5\n5\n'\"7\n\"i,5\n\"3\n15\n' ii\n10\nti 2nd ii (closed)\nWebster's Corners\t\n3\n7\n1\n2\n3\n4\n'\u00E2\u0096\u00A0\",\nii 2nd ,, ...\nManual Training Inst.\n21.16\n5\n5\n4\n10\n422\n195\n227\n328.77\n65\n28\n47\n52\n97 9 Geo. 5\nPublic Schools Eeport.\nD xlvii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\njMUM\nBER OF\nPupils in e\n\cn Reader\nAND IN EACH SUBJECT OF STUDY.\nc fl\n0 -fl\n'S c\n5 c- \"\nO fl _,-\nO 0>\nJo g 3\nC T3\nO fl\n__ 03\nc\no3\ncs i\n_,\n03\n0)__\nS S\"g\n. H fl\n-fl 0 fl\n-fl\ni-\n-fl\nQr-r'-S\nQJ\nO\nQJ 03\nc s S\nB 1\nfl +JJ\n.S* _=\n\u00E2\u0080\u00A2flap .3\nc-A be\n__\n03\n03\ny\nfl\n'fl\n'3\n03 |JT\n33 333\n-_ P\nc\n\"5 CO\n3 g,\n&0 cp\n\u00E2\u0096\u00A0\" u\nIII\nP.\nfl\nOJ\nPh\n-fl\n_o-o\nM-- fl.\nfl__, fl\n'fl fl 5\n_\u00E2\u0096\u00A0 _S O\nOJ\nfl.\n-fl\n__\n_. H\n03\n_.'-_\nfl >-\n3\u00C2\u00AB\nbe\n'5\nS3\n_.\nft.\n_3\nfcc\n0\nS3\nbe\n-3\n_-\n~C3\nfl\nfl\n_S\nO QJ\n\u00E2\u0096\u00A0rf \"fl\n1\n6\n_3\nS3\nOJ\nbe\nOJ\n0\na\n__\nfl\n03\n\u00E2\u0096\u00A0_!\nV\nr\nr*.\nc\nOS\n-P\nO\n5 S 03\nA fl 0J\nS Sh\nS-5 5\nfc.\n(-.\n<\nto\n\u00C2\u00AB\n0\nOS H\nM\nPh\nS3\nQ\nS\nO\n_S\n._.\nIS,\nP.\n<1\n<\n48\n48\n48\n48\n48\n48\n48 48\n48\n48\n22\n26\n48\n$10,826 80\n,20,526 26\n37\n37\n37\n37\n37\n37\n87 37\n37\n37\n23\n14\n37\n46\n40\n40\n40\n40\n49\n40 40\n40\n40\n18\n22\n38\n38\n38\n38\n38\n38 38\n38\n16\n22\n38\n42\n42\n42\n42\n42\n42 42\n42\n22\n20\n42\n35\n85\n35\n35\n35\n35 35\n35\n16\n19\n35\n40\n40\n40\n40\n40\n40 40\n40\n26\n14\n40\n43\n43\n43\n43\n43\n43\n43\n46\n46\n46\n46\n46\n46\n46\n38\n38\n38\n38\n38\n38\n39\n39\n39\n39\n39\n45\n45\n45\n45\n46\n45\n37\n37\n37\n37\n37\n87\n40\n40\n40\n40\n40\n40\n125\n\u00E2\u0080\u0094\n568\n568\n29\n568\n29\n568\n369\n29\n280 280\n29 29\n125\n29\n568\n29\n143\n137\n489\n\u00E2\u0080\u0094\n-\n\u00E2\u0096\u00A0~\n29\n29\n29\n$4,050 00\n$3,416 50\n35\n35\n35\n35\n35\n25 25\n35\n41\n13\n41\n13\n41\n13\n41\n13\n10\n9\n41\n13\n41\n13\n6\n9 9\n6\n9\n28\n32\n28\n32\n178\n23\n28\n32\n178\n28\n32\n178\n23\n17\n21\n12 12\n13 13\n88 88\n9\n44\n11\n28\n32\n178\n23\n_____\n_____\n28\n32\n114\n23\n\u00E2\u0080\u0094\n44\n\u00E2\u0080\u0094\n178\n121\n11\n23\n23\n23\n23 23\n$12,180 00\n$11,404 36\n38\n38\n38\n38\n10\n38\n3S\n11\n32\n32\n32\n32\n22\n17 17\n11\n32\n32\n33\n33\n18\n25\n18\n 33\n33\n38\n33\n33\n10\n33\n15\n16\n14\n32\n44\n33\n32\n44\n33\n32\n44\n33\n32\n44\n33\n32\n8\n25\n32 32\n14\n32\n44\n33\n'\n5\n13 13\n5\n2\n17\n17\n17\n17\n11\n9 9\n2\n17\n5\n17\n16\n22\n29\n31\n23\n22\n29\n31\n23\n22\n29\n31\n23\n22\n29\n31\n23\n22\n19\n22 22\n12 12\n16\n22\n29\n31\n23\n6\n14\n13 13\n6\n16\n87\n58\n10\n37\n58\n16\n37\n58\n16\n37\n68\n16\n37\n24\n8\n37 37\n16\n37\n58\n16\n'\"58\n4\n7 7\n4\n1\n15\n15\n15\n15\n8\n3 3\n1\n15\n15\n25\n26\n34\n25\n26\n34\n25\n26\n34\n25\n26\n34\n25\n5\n19\n25 25\n15\n25\n26\n34\n6\n12 12\n6\n7\n32\n32\n32\n32\n25\n19 19\n7\n32\n82\n6\n33\n29\n29\n614\n29\n621\n29\n614\n20\n357\n14 14\n6\n153\n29\n629\n5\n200\n120\n629\n258 291\n33\n33\n10\n33\n15\n15\n9\n30\n30\n30\n30\n17\n16 16\n9\n30\n10\n$9,570 00\n$9,298 75\n16\ni-2\n23\n30\n37\n12\n43\n28\n14\n23\n25\n38\n22\n25\n17\n9\n20\n25\n24\n30\n37\n5\n43\n28\n14\n16\n25\n38\n22\n25\n17\n9\n20\n25\n24\n30\n37\n43\n28\n14\n25\n38\n22\n25\n17\n9\n20\n\u00E2\u0096\u00A0 25\n24\n30\n37\n5\n43\n28\n14\n8\n25\n38\n22\n25\n17\n9\n20\n25\n24\n30\n13\n30 30\n3 9\n43 43\n16\n12\n28\n30\n37\n12\n43\n28\n14\n23\n25\n38\n22\n25\n17\n9\n20\n25\n24\n13\n6\n23\n12\n12\n12\n12\n7\n4\n'8\n43\n4\n10\n25\n15\n22\n3\n17\n4\n9\n25\n10\n5\n8 8\nS 15\n25 25\n\"22 \"22\n5\n23\n10\n11\n3\n13\n\"io\n23\n23\n23\n23\n15\n7\n10\n\"_2\n38\n11\n7\n17 17\n7\n11\n9\n9 9\n25 25\n2\n10\n5\n8\n3\n10\n24\n..--\n35\n408\n400\n247\n206 219\n133\n102\n15\n62\n35\n35\n35\n85\n22\n11\n98\n422\n387\n422 D xlviii.\nPublic Schools Report.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nCertificate.\n\u00E2\u0080\u00A20\no\n\u00C2\u00A7_\n-\n0,\nPh\nO\nfe\nP3\nMatsqui:\nAberdeen, 1st Division.\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\nBradner, 1st Division..\n2nd ,i\nClayburn, 1st Division.\nii 2nd ,,\nDunach\t\nGlenmore\t\nJubilee (closed)\t\nMatsqui, 1st Division..\n,i 2nd\nMount Lehman, 1st\nDivision (Superior)...\nMount Lehman, 2nd D.\nPeardonville\t\nPoplar\t\nRidgedale, 1st Division.\n,, 2nd\nMission;\nFerndale\t\nHatzic, 1st Division....\n,i 2nd ,i\nMission, 1st Division...\nii 2nd ,,\n\u00E2\u0080\u009E 3rd \u00E2\u0080\u009E\nii 4th ,i\n5th\nSilverdale\t\nSilverhill\t\nStave Falls \t\nStave Gardens\t\nSteelhead\t\nManual Training Inst.\nDomestic Science Inst.\nMrs. J. B. McRae\t\nMiss E. M, Healey\t\nN. Auburn\t\nMiss W. M. Roots\t\nMissM. O. Snider\t\nMiss M. I. Dorer\t\nMiss E. P. MacLean\t\nMiss R. Turnbull\t\nMissD. M.Lee\t\nMiss A. Stewart. \t\nMiss T. 2. elson\t\nMiss G. E. F. Forrester,\nB.A\t\nMissM. O. Carter\t\nMiss E. E. Stewart\t\nMiss M. P. Jones\t\nMiss E. Sidney\t\nMiss A. C. Page\t\nOak Bay :\nMonterey\n1st Div\n2nd \u00E2\u0080\u009E\n3rd ,,\n,, 4th ,,\n,, 5th ,,\ni, 6th ,,\n,i 7th \u00E2\u0080\u009E\n8th \u00E2\u0080\u009E\nUows, 1st Division\n2nd ,,\n3rd ,,\n, 4th \u00E2\u0080\u009E\ni 5th i,\nPeachland:\nPeachland, 1st Division\n2nd ,i\nTrepanier\t\nPenticton:\nEllis, 1st Division,\n2nd i,\n3rd\n4th ,,\n5th\n6th\n7th ,,\n8th\n9th\n10th ,,\nPoplar Grove\t\nManual Training Inst\nDomestic Science Inst\nMiss K. N. G. Apps ....\nMiss M. S. Watts\t\nMiss F. E. Verchere....\nD. M. Moore\t\nMiss M. Verchere\t\nMiss C. E. Murray\t\nMiss E. A. Catherwood.\nMiss K. M. Portsmouth.\nMiss H. Whistler\t\nMissM. H. Abbott\t\nMiss D. L. Laxton\t\nMiss M. M. S. Taylor. ..\nMiss Z. K. Topper\t\nC. Illingworth\t\nMiss G. M. Coughlan. . .\nW. E. Hoadley\t\nMiss I. Cathcart\t\nMiss M. E. Bailey\t\nMiss E. A. Suttaby.. ..\nMrs. L. White\t\nMiss M. Robertson....\nMiss A. B. Roberts.. ..\nMrs. A. V. Wollaston..\nMrs. A. L. Rhodes ....\nMiss M. R. McGillivray\nMiss M. A. Dunn \t\nMiss A. M. Brown\t\nMiss A. B. Cooke......\nMiss H. M. White, B.A..\nMiss A. E. Elliott\t\nMiss J. C. Kincaid\t\nT. H. Calder, M.A\t\nMiss M. K. Currie\t\nMiss E. MacLachlan\t\nMiss M. E. Moser\t\nMiss F. M. Robbins\t\nMiss H. Frame\t\nMiss M. A. Offerhaus\t\nMiss O. D. Y. Pitblado\nMissA. Creighton[L.L.A.\nMiss I. A. II. Huntley ...\nMiss M. R. Layton\t\nW. Mitchell\t\nMiss A. Macfarlane \t\n2nd Class\n3rd i,\n1st \u00E2\u0080\u009E\n2nd ,,\n2nd ,,\n2nd \u00E2\u0080\u009E\n3rd 11\nTemporary\n2nd Class\n1st ,.\n2nd \u00E2\u0080\u009E\nAcademic\n1st Class\n3rd i,\n2nd .,\n2nd \u00E2\u0080\u009E\n3rd i,\n2nd i\n1st .\n3rd ,\n2nd ,\n3rd ,\n1st ,\n3rd ,\n2nd ,\n2nd ,\n3rd ,\n2nd i\n2nd ,\n2nd ,\nMan. Train\nDom. Science\n1st Class\n2nd n\n2nd \u00E2\u0080\u009E\n1st ,,\n3rd ,,\n1st\n1st ,,\n2nd ,,\n2nd ,,\n2nd ,,\n2nd ,,\n2nd ..\n2nd ti\nAcademic .\n1st Class.,\n2nd \u00E2\u0080\u009E .\nAcademic\n1st Class.\n1st ,, .\n2nd \u00E2\u0080\u009E .\n1st \u00E2\u0080\u009E .\n2nd ii .\n2nd ,,\nAcademic\n1st Class.\n3rd ,, .\n2nd ,i .\nMan. Train..\nDom. Science\n$65 00\n55 00\n80 00\n55 00\n70 00\n60 00\n55 00\n55 00\n''75 00\n60 00\n80 00\n70 00\n55 00\n55 00\n70 00\n65 00\n55 00\n70 00\n60 00\n110 00\n65 00\n70 00\n65 00\n65 00\n60 00\n55 00\n55 00\n55 00\n55 00\n79 00\n193\n38J\n192\n192\n195\n195\n192\n193*\n77\n183\n1844\n193*.\n187\n194\n184*\n197\n194\n52\n193\n193\n185\n193\n193\n188\n193\n191*\n185*\n192\n1864\n175\n150 00\n100 00\n75 00\n70 00\n70 00\n66 00\n75 00\n66 00\n80 00\n66 00\n60 00\n60 00\n66 00\n80 00\n65 00\n18s*\n194,\n65 00 190\n140 00\n85 00\n80 00\n80 00\n80 00\n75 00\n75 00\n85 00\n75 00\n75 00\n65 00\n17\n21\n15\n15\n21\n15\n28\n26\n14\n17\n1-7\n15\n228\n21\n20\n11\n26.59\n19.41\n15.01\n17.48\n19.63\n24.34\n11.40\n19.78\n4.71\n22.54\n26.41\n8.71\n23.64\n13.60\n6.88\n20.90\n18.36\n299.39\n6.44\n18.17\n13.15\n27.12\n36.52\n26.56\n32.70\n29.39\n24.40\n13.14\n8.04\n7.60\n10.79\n28.69\n30.25\n14.42\n78.36\n20.33\n28.25\n32.62\n31.96\n29.75\n33.35\n33.81\n35.30\n37.31\n27.78\n10.72\n22\n4\n6\ni\n3\n14\n2\n3\n1\n48\n5\n20\n2\nio\n10\n7\n2'\n11\n13\nIS\n27\n24\n39\n36'\n35\n15\n22\n25\n14\n19\n4\n23\n40\n44\n39\n45\n20\n40\n28\n5\n\u00E2\u0080\u0094-_- 9 Geo. 5\nPublic Schools Report.\nD xlix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader and in each Subject of Study.\nfl \u00C2\u00B0j_\nQJ QJ\n>_-\no_S\n-.\u00C2\u00A711\n-a o-\n\u00E2\u0096\u00A0_j c\np,og\n03\nfl^-g\n111\n-S'-fl\nJ_ A ,;\n-!j- oj -_J\nQJ\n-fl\n03\nQJ\n(S\nS3\nfl\nO\nft\n\"3\no3\nK\n-fl\nh-l\nO B\nCS .,\nSB .S c\nft3_S\n.S-aS\n-- cr\u00C2\u00B0~i\n\u00E2\u0096\u00A0s\np\nOl\nB\nS3\n<\n-fl\nfl\no3\nC\nO\noj QJ\n__ A\n\" 33\n\u00C2\u00A3\u00E2\u0080\u00A2&\nc3-^\nto\n_ic\nfl\nT_\no3\n5\nS3\nfl,\n03\ns_\nbe\no\nOJ\no\n>.c\ns- O\n\u00C2\u00B0 M\nw|\nflj_,\n-ffl\nii\nrj a\nti\n03\n_.\na\nS3\n\"__\nfl-\n_>\n03\nQJ\n\"bo\nfl\nm\nOJ\nQJ\n_.\n. fl\n|\n1\nbe\n'rt\nH'\n\"_i\nfl\nfl\ni_\n$\nc\nQJ QJ\nfl _\nW |\no oj\n~-33\n03 31\nfl*\nP\no\nfl\n03\n-0\n>>\no\nO\nO\n_fl\nS3\n03\nC\nQJ\n_.\n_\nCJ\nC\n__\n'__\nQJ\n_rr\nAh\nfl\n03\no\n__\nW c\n>> fl\n\u00E2\u0096\u00A0fl__ S\n-fl H fl\n\u00E2\u0096\u00A03.2-3\nrj 0- <-J\nUs\n<\n1\n27\n21\n22\n24\n27\n30\n19\n27\n27\n21\n22\n24\n27\n30\n19\n27\n27\n21\n22\n24\n27\n30\n19\n27\n27\n21\n22\n24\n27\n30\n19\n27\n23\n18\n18\n7\n27\n21\n22\n24\n27\n30\n19\n27\n27\n21\n$10,190 00\n$9,161 10\n22\n9\n27\n7\n14\n17\n22\n27\n22\n27\n17\n7\n7\n6\n12\n11\n12\n11\n6\n4\n4\n13\n7\n24\n36\n13\n32\n21\n15\n28\n27\n24\n36\n12\n32\n21\n15\n28\n27\n24\n36\n6\n32\n21\n15\n28\n27\n24\n36\n12\n32\n21\n15\n28\n27\n24\n9\n6\n16\n13\n12\n28\n3\n24\n24\n13\n24\n30\n13\n32\n21\n15\n28\n27\n393\n7\n27\n21\n39\n44\n37\n34\n36\n28\n19\n. 9\n6\n6\n11\n9\n8\n28\n13\n11\n9\n8\n28\n13\n1\n2\n6\n17\n1\n7\n7\n7\n1\n1\n1\n2\n6\n17\n27\n27\n27\n75\n176\n1\n27\n183\n1\n27\n93\n13\n1\n7\n7\n7\n1\n1\n86\n393\n392\n7\n27\n21\n39\n44\n37\n34\n36\n28\n19\n9\n9\n23\n386\n27\n21\n39\n44\n37\n34\n36\n28\n19\n9\n9\n23\n392\n7\n27\n21\n39\n44\n37\n34\n36\n2S\n19\n9\n9\n23\n230\n7\n27\n21\n39\n44\n37\n34\n36\n28\n19\n9\n9\n23\n3\n27\n10\n89\n44\n37\n18\n$9,430 80\n$8,169 52\n20\n\"is\n17\n9\n7\n\"24\n27\n9\n21\n39\n39\n44\n24\n30\n44\n24\n39\n17\n17\n44\n37\n'6'\n4\n36\n28\n16\n6\n4\n3\n12\n10\n8\n2\n9\n10\n2\n3\n2\n9\n4\n....\n3\n1\n9\n23\n9\n23\n3\n\u00E2\u0080\u0094\n._\n333\n333\n333\n35\n40\n39\n36\n45\n39\n51\n44\n17\n25\n29\n37\n41\n478\n77\n35\n40\n333\n35\n40\n39\n36\n45\n39\n51\n44\n17\n25\n29\n37\n41\n478\n36\n36\n21\n93\n26\n35\n40\n44\n39\n45\n42\n45\n40\n28\n14\n67\n71\n198\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n77\n333\n219\n161\n161\n35\n40\n39\n36\n35\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n-\n35\n35\n40\n39\n36\n45\n39\n51\n44\n17\n25\n29\n37\n41\n36\n40\n39\n36\n45\n39\n51\n44\n17\n26\n29\n37\n41\n478\n36\n36\n21\n\u00E2\u0080\u00A293\n35\n40\n39\n36\n45\n39\n51\n44\n17\n25\n29\n37\n41\n478\n36\n36\n21\n93\n25\n35\n40\n44\n39\n45\n42\n45\n40\n28\n14\n35\n40\n39\n30\n45\n39\n35\n40\n39\n36\n35\n$9,506 65\n$27,252 75\n40\n36\n45\n39\n\u00E2\u0096\u00A0 61\n17\n17\n25\n29\n. 22\n17\n25\n14\n17\n25\n14\n17\n17\n29\n37\n92\n17\n____\n____:\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n92\n478\n327\n36\n15\n15\n241\n36\n241\n36\n294\n17\n36\n36\n21\n36\n36\n21\n$2,320 20\n$2,684 61\n8\n12\n48\n25\n35\n40\n44\n39\n12\n48\n8\n25\n25\n35\n\t\n\u00E2\u0080\u0094\n\t\n25\n93\n93\n25\n35\n40\n44\n39\n45\n42\n45\n40\n28\n14\n66\n25\n35\n40\n44\n39\n45\n20\n6\n20\n19\n19\n15\n21\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n25\n25\n35\n40\n44\n39\n45\n42\n45\n40\n28\n14\n25\n35\n40\n44\n39\n45\n42\n45\n40\n28\n14\n25\n35\n40\n44\n39\n$8,700 00\n$12,817 11\n35\n45\n2\n9\n6\n6\n2\n14\n-\n397\n397\n257\n189\n62\n45\n55\n59\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n62\n397\n397\n189\n397 D 1.\nPublic Schools Report.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nCertificate.\nJ3\n\u00E2\u0096\u00A0_!\nm\nIfl\na\nc\n__\n_fl\n<_\u00E2\u0096\u00A0\no3\n\u00E2\u0096\u00A0fl\nO\nS3\nOl\n>>\n03\nfl\n-fl\nQJ\n*o\n_.\nfl\nQJ\n'fl.\ns\n\"o\nfl\nto\no'\n3\no\nG\n03\n\u00E2\u0096\u00A0fl\nC\n<\n>3\n'3\nfl\nQJ\n- s?\n>\n<\nSchool.\n. Teacher.\nQJ\n=\nft\n8\n'ti\nPh\n-fl\n0\n0\nQJ\n__\nti\nQJ\n\"fl\n03\n\u00C2\u00A3\n-_\n-fl\nOJ\nf-S\n-fl\n0\n\u00E2\u0080\u00A233\nw\nQJ\nl\nS\n-fl\n'__\n_H\nPitt Meadows:\nPitt Meadows\t\nRichardson\t\nR. E. Sisson\t\nMrs. C. A. Eddington. ..\nA. M. McDonald\t\nMissF. Mulloy\t\n1st Class\t\nTemporary ..\n1st Class\n2nd \t\n1st ,, ...\n2nd ii ...\n1st ,, ...\n3rd \u00E2\u0080\u009E ...\n2nd ,, ...\n2nd ,i ...\n2nd .. ...\n2nd .. ...\n3rd ,i ...\n2nd i. ...\n2nd \u00E2\u0080\u009E ...\n3rd \u00E2\u0080\u009E ...\n1st \t\n1st \u00E2\u0080\u009E ...\n3rd i, ...\n$75 00\n65 00\n160 00\n90 00\n80 00\n70 00\n80 00\n70 00\n80 00\n140 00\n65 00\n90 00\n80 00\n70 00\n110 00\n70 00\n70 00\n135 00\n70 00\n65 00\n65~00\n70 00\n135 00\n70 00\n65 00\n75 00\n80 00\n150 00\n95 00\n65 00\n80 00\n70 00\n90 00\n65 00\n100 00\n110 00\n95 00\n70 00\n110 00\n80 00\n70 00\n76 00\n70 00\n70 00\n65 00\n76 00\n65'00\n90 00\n65 00\n70 00\n65 00\n109 33\n94 33\n196\n193\n194*\n194.;\n194.',\n194*\n194J\n194*\n187*\n194J\n194s\n194A,\n1941\n194J\n194J\n194J\n194*,\n191J\n194J\n194*;\n182.',\n98\n194J\n194*\n194*\n1941\n184\n194*\n194*\n194*,\n194 J\n194\n1941\n98\n39\n13\n52\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n34\n41\n36\n28\n43\n43\n41\n45\n42\n36\n20\n19\n6\n2S.53\n7.95\n4\n2\n4\n1\n6\n3\n3\n2\n13\n3\nPoint Grey :\nEburne, 1st Division...\nii 2nd ii\n27\n25\n33.48\n6\n5\n9\n5\n16\n14\n2o\n23\n20\n20\n20\n32\n15\n22\n18\n27\n25\n13\n13\n24\n14\n20\n20\n15\n14\n12\n21\n10\n19\n19\n13\n24\n27\n26\n19\n24\n23\n16\n12\n18\n\u00E2\u0096\u00A0 22\n16\n21\n16\n19\n23\n15\n17\n17\n14\n15\n12\n22\n19\n11\n12\n21\n12\n21\n18\n22\n17\n15\n19\n16\n15\n26\n18\n13\n28.45\n31.40\n33.90\n35.13\n82.50\n83.22\n'33.05\n28.08\n32.23\n_7.84\n33.29\n27.45\n21.96\n25.53\n26.21\n29.41\n32.05\n28.49\n26.10\n29.12\n22.32\n34.26\n32.36\n32.77\n31.62\n27.34\n37.77\n39.65\n38.54\n32.58\n34.14\n32.67\nii 3rd ii\n41\n\u00E2\u0080\u009E 4th\n,, Sth \u00E2\u0080\u009E\n., 6th ii\nMiss E. M. Lvness\t\nMiss J; Porter\t\n\"is\n23\n18\n36\n42\ni, 7th ,i\nKerrisdale, 1st Division\ni, 2nd i,\nii 3rd ii\nMissE. B. Park\t\nMiss G. E. McGeer \t\n\"l8\n31\n45\n\u00E2\u0080\u009E 4th ii\n6th ,i\nMiss C. II. Anderson ...\nMissH. C. Allan\t\nP. 0. Feast\t\n29\n\"i_\n13\n20\nii 2nd ii\n10\n9\n18\n3rd ,,\nMagee, 1st Division...\nMiss N. M. Layeoek\nII. McDonald\t\n6\n9\n12\n39\n\u00E2\u0080\u009E 3rd\nii 4th ii\nMiss F. A. McQueen ....\nMiss M. C. Honeyman. ..\nMiss M. Fessant\t\nB. K. Harvey\t\nMiss G. C. Schwesinger,\nMiss A. L. Pirie....[B.A.\nMiss L. M. Simpson\t\nMiss A. C. Russell\t\n(1 H. Grn.v \t\n2nd ,i ...\n2nd ,i ...\n2nd n ...\n1st ,, ...\nAcademic...\n2nd Class...\n1st ,i ..\n2nd ,, ...\n1st i, ...\n1st ,i\n2nd ii ...\n3rd ,, ...\n3rd i, ...\n2nd ,i ...\n2nd \u00E2\u0080\u009E ...\n\"27\n8\n15\n8\n,, 5th\nQueen Mary, 1st Div...\nii 2nd ii ..\n16\n19\n28\n3rd ii ..\n\u00E2\u0080\u009E 4th ,i ..\nii 5th ii ..\n\"32\n\"4\n11\nSO\n34\nShaughnessy, 1st Div..\ni. 3rd ii .\n43\nii 4th n .\nMiss J. M. McKay \t\n41\n5th ., ..\ni, 6th i,\nMiss E. J. Carlisle\n42\n26\n19\nManual Training Inst.\nDom. Science\n2nd Class...\nAcademic...\n2nd Class...\n1st ,, ...\n3rd i, ...\n1st ,, ...\n2nd i, ...\n1st .. ...\n2nd ,i ...\n2nd ,, ...\n3rd ,, ...\n3rd ,, ...\n3rd ., ...\nMan. Train.\nDom. Scienc\nMiss N. W. Spencer\t\n195\n195\n195\n195\n195\n193\n189\n195\n1921\n194\n195\n194\n193*,\n1187\n23\n42\n41\n38\n49\n29\n26\n15\n35\n32\n35\n28\n16\n637\n11\n22\n20\n24\n36\n17\n14\n11\n18\n11\n22\n19\n7\n550\n12\n20\n21\n14\n13\n12\n12\n4\n17\n21\n13\n9\n9\n184\n83\n88\n199\nRichmond :\"*\n991.33\n380\n16.17\n32.75\n37.35\n29.57\n30.50\n25.59\n22.64\n12.06\n24.89\n24.11\n23.49\n21.08\n12.90\n,, 2nd ii\nMiss H. Estabrooks, B.A.\nMiss P. L. McKay \t\n23\nii 3rd n\n41\ni, 4th ii\n\"37\n\"i2\n8\n30\nSth ,,\nEnglish, 1st Division...\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\nLulu\t\n17\nMiss M. Hartin\t\nH. Bayley\t\nMiss S. Palmer\t\nMiss M. J. Crawford\t\nMiss M. 0. Buckingham.\n8\n5\n11\n8\n1\n5\n1\n1\n10\n3\n11\n3\nMitchell\t\n11\n22\n\" 2nd \u00E2\u0080\u009E\n12\n4\n16\n1\n12\n23\n3\n5\nManual Training Inst.\nA. Cantell .,\t\n77\n192*\n102*\n192*\ni...i\n191\n191\n191\n194*;\n19-J\n192\n193J\n409\n77\n33\n30\n77\nSaanich:\n232\n177\n313.10\n122\n11.72\n19.88\n27.89\n21.00\n31.88\n18.57\n25 69\n26.91\n19.93\n18.52\n17.64\n25.76\n2nd Class ..\n2nd \t\nAcademic...\n3rd Class...\n1st \u00E2\u0080\u009E ...\n1st II ...\n3rd ii ...\n2nd \u00E2\u0080\u009E ...\n2nd .. ...\n2nd .1 ...\n3rd ii ...\n90 00\n60 00\n65 00\n75 00\n100 00\n75 00\n65 00\n75 00\n65 00\n75 00\n65 00\n25\n37\n31\n39\n25\n33\n38\n25\n24\n22\n35\n12\n23\n21\n25\n12\n19\n24\n12\n8\n8\n17\n13\n14\n10\n14\n13\n14\n14\n13\n16\n14\n18\n37\n11\n23\n3\n16\ng\n12\nMiss G. M. Ledingham\nCraigflower, 1st Div..\nii 2nd i, .\n16\n5\n7\n9\n10\n24\nii 3rd i. .\n10\n2nd ,i.\nKeating, 1st Division.\ni, 2nd \u00E2\u0080\u009E\nMiss H. McNaughton .\nMrs. A. C. Wright\t\n6\n7\n10\n7\n22\n10\nMiss M. M. MacKenzie. 9 Geo. 5\nPublic Schools Report.\nD li.\n-\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094 Continued.\nNumber of\nPufils in each Reader and in each Subject of Study.\nCO\n-L. d\no\"c \"\u00C2\u00A3\n^\u00C2\u00A7 \u00C2\u00BB\nO \d\ni3-.CD.r-\n03 A.\na\u00C2\u00B0 g\n12-_5\n_1\u00E2\u0080\u009E\nO A QJ\n<\n-2^\n____ c\ns. 0J \u00E2\u0096\u00A0\nQ X c\n1\u00E2\u0080\u00941 ri QJ\n\u00E2\u0096\u00BA\u00C2\u00BB fl\n*$\u00C2\u00A3\nQJ\nS fl S\n(-.\u00E2\u0096\u00A0430\n\u00E2\u0096\u00A05 ti V\nfl.al\n< \"\n_.*\n03\nS3\no\nft\nQJ\n-fl\n03\nO\nf-1\nS3\nfl-fl\nO fl\n__ 03\n03 _\na _?B\n3=-J\n_.&__\n111\n\u00E2\u0096\u00A0- xO\nIS\noj\nQJ\ns\nS3\n\u00C2\u00AB1\n\u00E2\u0096\u00A0fl\ns\nfl\np\nQj QJ\nh-3 fl\nw _>\n\u00C2\u00A3\u00E2\u0080\u00A2__\nfl >.\n03 *H\nto\nbe\na\n33\n03\n_.\no\nfl.\n03\n_b\no\nQJ\no\n>>C\n||\ngW\nS3\nfl;3\n(_ rH\n-fl q3\nfl^!\nJ. c\nO 03\ns_\nc3\na\na\n?r\nC5\n-fl\nTe\nfl\n__\noj\n_.\n-u\nOS\nQJ\nS3 \u00E2\u0096\u00A0\n.3\n&c\nfl\nft\nQJ\n'5\nQJ\ny\nft\n.3\np\n_.\njfl\nPh\nbe\nfl\n'fl\n'cl\n_.\nH\n.3\nfl\n03\nS\nQJ _>\nO __\nfl 03\n03 -\n\u00E2\u0096\u00A0BM\n02 O\nal\nQJ QJ\nfl 'QJ\n\"to\n6\nfl\n-_\n03\n_.\nS3\nbe\n<\nQJ\na\n0\n0\n_S\n\u00E2\u0096\u00BA_i\nS3\nCJ\nO\nft\nCD\nO\nB\nX.\nPh\nB\nai\n\u00E2\u0080\u0094\n39\n13\n39\n13\n39\n13\n52\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n34\n41\n36\n28\n48\n43\n41\n45\n42\n36\n39\n13\n25\n32\n30\n37\n41\n42\n36\n22\n5\n27\n30\n37\n41\n42\n22\n5\n27\n9\n2\n11\nso\n37\n39\n18\n14\n25\n23\n20\n15\n22\n8\n16\n12\n18\n22\n19\n23\n9\n'39\n13\n52\n$1,160 40\n$988 20\n2\n11\n52\n52\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n84\n41\n36\n28\n43\n43\n41\n45\n42\n36\n52\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n34\n41\n36\n28\n43\n43\n41\n45\n42\n36\n52\n\t\n--\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n34\n41\n36\n28\n43\n43\n41\n45\n42\n36\n30\n87\n41\n42\n30\n37\n41\n42\n36\n41\n48\n34\n45\n33\n44\n42\n27\n28\n36\n36\n39\n31\n27\n35\n24\n42\n84\n41\n36\n28\n43\n43\n41\n45\n42\n36\n$23,006 55\n$79,644 94\n37\n36\n41\n48\n34\n34\n45\n33\n31\n34\n45\n15\n34\n46\n15\n34\n13\n8\n14\n20\n\"6\n12\n21\n16\n14\n10\n22\n19\n\"_3\n12\n21\n18\n42\n27\n28\n36\n7\n27\n28\n9\n36\n39\n8\n27\n18\n27\n18\n7\n36\n36\n39\n38\n39\n36\n39\n31\n27\n35\n24\n42\n34\n30\n19\n24\n42\n34\n19.\n24\n42\n34\n\"24\n14\n24\n14\ni3\n24\n27\n23\n15\n19\n16\n13\n36\n28\n28\n43\n43\n41\n28\n43\n43\n28\n43\n43\n28\n43\n43\n41\n45\n42\n36\n36\n36\n1187\n1187\n23\n42\n41\n38\n49\n29\n26\n15\n35\n32\n35\n' 28\n16\n832\n23\n42\n41\n30\n633\n23\n42\n41\n633\n23\n42\n41\n253\n23\n19\n324\n11\n22\n20\n311\n12\n20\n21\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n253\n1187\n1187\n1187\n519\n\u00E2\u0080\u0094\n23\n23\n42\n41\n38\n49\n29\n26\n15\n35\n82\n35\n28\n16\n23\n42\n41\n38\n49\n29\n26\n15\n35\n32\n35\n28\n16\n23\n42\n41\n38\n49\n29\n26\n15\n35\n32\n35\n28\n16\n23\n42\n41\n38\n49\n29\n26\n15\n35\n32\n36\n28\n16\n$10,440 00\n$16,965 76\n19\n12\n29\n10\n9\n22\n32\n23\n29\n29\n12\n11\n\"s\n3\n11\n7\n....\n8\n21\n26\n3\n6\n11\n32\n6\n11\n32\n3\n\"io\n10\n35\n3\n8\n8\n8\n3\n409\n409\n409\n269\n192\n192\n70\n409\n81\n90\n61\n_____\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n-\n\u00E2\u0080\u0094\n70\n~\n409\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\t\n-\n\u00E2\u0080\u0094\n$24,974 25\n$40,193 36\n25\n25\n37\n31\n39\n25\n33\n38\n25\n24\n22\n35\n25\n37\n31\n39\n25\n33\n38\n25\n24\n22\n35\n25\n37\n31\n39\n25\n33\n38\n25\n24\n22\n35\n25\n37\n31\n39\n25\n33\n38\n25\n24\n22\n35\n25\n37\n12\n25\n37\n25\n37\n25\n25\n87\n31\n39\n25\n33\n38\n25\n24\n22\n35\n8\n23\n13\n14\n25\n37\n12\n19\n13\n14\n39\n25\n25\n33\n10\n25\n22\n22\n25\n24\n25\n24\n25\n15\n25\n25\n15\n12\n\"s\n24\n14\n25\n24\n14\n36\n12\n22\n22\n12\n1\n- \u00E2\u0080\u00A2\nD Hi.\nPublic Schools Report.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nSchool.\nTeacher.\nCertificate.\n>-.\na\n.3\n-_\n_>>\n_-\n4-\nfl\no\ns\nfl\no\n03\n__\na\n03\n\"o\no\n__\n-2\n1\nfl\nT_\n\"fl\n_.\nc\nQJ\n'5\nPh\n\"o\nd\nto\no\nP.\n3\noj\nfl\n03\n-fl\n'5\nfl\n0J\nIf\nQJ\n_r\nQJ\n\u00C2\u00A3\nPh\n_.\nE\nOJ\na\n\u00C2\u00A3\n\u00E2\u0080\u00A2A\na\no\no\nQJ\nCO\n-a\n03\n0J\nP.\nE\"\nti\n-fl\n03\nQJ\nP3\n-fl\nfl\n0\nCJ\n-_\n_.\nQJ\n-fl\n03\nOJ . '*\nPh\n-fl\n_.\nSaanich\u00E2\u0080\u0094Concluded.\nModel, 1st Division....\n2nd ii\nMacKenzie Ave., 1st D.\nii 2nd ii\nii 3rd n\n,. 4th ,,\nNorth Dairy, 1st Div...\nii 2nd n ..\n3rd ,, ..\n,i 4th ,, ..\nProspect Lake\t\nRoyal Oak, 1st Div....\nn 2nd ii ....\nSaanichton, 1st Div....\n2nd n ....\nSaanich, West, 1st Div.\n,, 2nd ii\nStrawberry Vale, 1st D.\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\nTillicum Road, 1st Div.\nii 2nd n\nii 3rd ,i\nn 4th ii\nTolmie, 1st Division...\n,i 2nd ii\n,, 3rd ,,\nii 4th ,,\nii 5th \t\nii 6th ii\n,i 7th \t\nM 8th ,i\nn 9th ,,\nii 10th \t\nii 11th\nManual Training Inst.\nSalmon Arm:\nMiss K. Scanlan\t\nMiss I. M. F. Barron\t\nJ. 0. Welch\t\nMiss M. P. Kinnaird.\nMiss II. Ballantyne\t\nMiss N. A. Berton\t\nMiss M. K. Offerhaus\nMiss J. E. Dunnett\t\nMiss S. L. Finland\t\nMiss M. V. Bradshaw....\nMiss D. Jones\t\nMissN. L. Dill\t\n2nd Class....\n2nd ,i ....\n1st \u00E2\u0080\u009E ....\n1st |, ....\nSrd i, ....\nAcademic.. ..\n2nd Class....\n2nd \u00E2\u0080\u009E \t\n2nd i, \t\n2nd i, ....\n2nd ,i ....\n1st i, ....\n2nd ,i ....\n2nd ii ...\n2nd \t\n1st \u00E2\u0080\u009E \t\n2nd ,, ....\n3rd ,i \t\nSrd \u00E2\u0080\u009E ....\n1st \u00E2\u0080\u009E \t\n1st l, \t\n3rd ,i ....\n3rd ,, ....\n1st ,i ....\n1st .. ....\n3rd \u00E2\u0080\u009E ....\n2nd \u00E2\u0080\u009E \t\n2nd i, \t\n2nd \u00E2\u0080\u009E ....\n2nd ,, ....\n1st ,1 ....\nAcademic.. .\n3rd Class....\n3rd ., ....\nMan. Train ..\n2nd Class....\n2nd \u00E2\u0080\u009E ....\n$135 00\n100 00\n110 00\n75 00\n65 00\n60 00\n90 00\n75 00\n60 00\n60 00\n70 00\n76 00\n60 00\n75 00\n60 00\n75 00\n60 00\n75 00\n65 00\n110 00\n75 00\n65 00\n65 00\n150 00\n90 00\n75 00\n60 00\n70 00\n60 00\n60 00\n60 00\n05 00\n70 00\n60 00\n130 00\n65 00\n.65 00\n193*;\n108*\n193*\n1931\n193*\n193*\n193*\n193*\n193*\n58\n193*\n194\n194\n191*\n191-i\n194\n194\n193*\n193A\n193*\n198\n193*\n193,1\n193\n191\n192,',\n192*\n192\n193\n193\n193\n194\n193\n58\n40\n43\n18\n17\n20\n10\n19\n16\n20\n9\n23\n13\n15\n13\n17\n21\n7\n10\n16\n13\n10\n22\n11\n11\n21\n24\n13\n19\n11\n17\n14\n16\n26\n17\n12\n23\n10\n23\n23\n8\n17\n21\n19\n9\n7\n9\n11\n10\n8\n9\n11\n16\n16\n12\n15\n19\n18\n24\n19\n21\n14\n17\n21\n11\n26\n18\n19\n18\n20\n22\n12\n32.73\n37.28\n12.40\n25.93\n30.93\n24.45\n13.84\n23.11\n21.22\n23.31\n17.52\n18.98\n22.53\n9.38\n22.61\n26.91\n19.97\n19.29\n28.19\n23.98\n29.02\n35.14\n33.74\n20.25\n29.23\n27.19\n21\n36\nn\n16\n16\n37\n39\n18\n30\n22\n26\n23\n25\n30\n18\n26\n32\n25\n25\n41\n29\n35\n40\n45\n27\n36\n32\n28\n40\n34\n45\n35\n32\n45\n22\n31\n8\n16\n21\n30\n\"i2\n15\n\"i2\nio\ni2\n\"16\n35\n17\n1\n5\n....\n16\n2\n10\n4\n6\n3\n7\n14\nMiss A. Sjolander\t\nMiss E. 0. Shaw\t\nMiss K. C. Halliday\nMiss J. E. Anderson ....\nMiss E. F. Forster\t\nMiss J. D. Brydon\t\nW. O'Neill...'\t\nMiss __. J. Ozard\t\nMiss E. M. Harte\t\nMrs. A. W. Hume \t\nJ. O'Neill\t\n5\n6\n8\n7\n10\n16\n7\n6\n4\n9\n4\n10\n40\n28\n17\n32\n28\n40\n34\nMiss I. IT. Gordon\t\nMiss M. G. Service\t\nMiss E. R. Sparling\t\nMrs. J. Darbvsbire\t\nMiss A. E. Carne\t\n27.75\n37.26\n29.36\n33.48\n27.92\n26.33\n37.67\n20.07\n46\n45\n13\n32\n9\n35\nMiss V. G. Halfpenny....\nMiss H. E. Cunningham.\n71\n191\n116\n193\n192\n194\n193*\n194\n192*\n194\n194\n193\n194\n187*;\n193\n191\n194\n189*\n193\"\n194\n192\n190i\n194J\n194J\n194J\n194i\n194|\n1413\n20\n43\n717\n9\n12\n696\n1134.36\n246\n9\n10\n125\n4\n6\n135\n231\n1\n9\n414\n3\n6\n11\n31\n16.01\n37.91\n21.41\n22.93\n18.01\n24.26\n22.72\n18.30\nCanoe Creek, N., 1st D.\n,, 2nd,,\nCanoe Creek, South....\nDolan's Corners\t\nGleneden \t\nSalmon Arm, W., 1st D.\nn 2ndi,\nSpallumcheen:\n3rd Class ....\n1st \t\n2nd .1 \t\n1st ll \t\n2nd ,, \t\n3rd \u00E2\u0080\u009E ...\n3rd \u00E2\u0080\u009E ....\n3rd \u00E2\u0080\u009E ....\n3rd \u00E2\u0080\u009E ....\n2nd \t\n3rd \u00E2\u0080\u009E ....\n3rd \t\n3rd \u00E2\u0080\u009E ....\nAcademic ...\n2nd Class....\n3rd \u00E2\u0080\u009E ....\n3rd ,, ....\n3rd \t\n2nd i, ....\nAcademic ...\n1st Class ....\n1st |, ....\n2nd \u00E2\u0080\u009E ....\n2nd \u00E2\u0080\u009E \t\n65 00\n65 00\n65 00\n80 00\n65 00\n70 00\n75 00\n70 00\n70 00\n70 00\n70 00\n70 00\n75 00\n90 00\n65 00\n65 00\n60 00\n60 00\n60 00\n125 00\n80 00\n75 00\n76 00\n70 00\n32\n27\n33\n26\n25\n206\n20\n23\n27\n7\n18\n10\n24\n23\n152\n25\n23\n20\n24\n11\n25\n128\n51\n51\n39\n39\n16\n13\n10\n20\n12\n12\n19\n17\n13\n14\n13\n118\n16\n10\n9\n2\n12\n8\n13\n10\n5\n7\n2\n2\n3\n2\n4\n5\n7\n11\n6\n10\n14\n50\n6\n7\n11\n4\n3\n1\n4\n6\n42\n13\n....\n9\n6\n7\n42\n51\n9\n3\nMiss A. E. Scales\t\nMiss E. F. Ireland\t\nMissE. S. Scales\t\nMiss A. E. Fowler\t\nMiss P. McL. Abbott....\nMiss F. Brash \t\nMiss L. M. Burnham....\nMiss E. G. Corson\t\nMiss E. A. 0'Hearn\t\nMiss A. R. Graham\t\nMissB. Elderkin, B.A...\n9\n47\n7\n6\n3\n1\n5\n3\n4\n7\n36\n3\n17\n1\n4\n'\"2\n3\n2\n3\n15\n4\n9\n3\n1\n1\n1\n2\n1\n\"3\n- 12\n9\n35\n2\n3\n1\n4\n2\n8\n1\n21\n88\n181.55\n12.18\n18.38\n16.32\n6.36\n9.04\n9.93\n17.50\n16.66\n4\n13\n18\n6\n6\n2\n11\n13\nKnob Hill\t\nPleasant Valley\t\nSumas:\nHuntingdon, 1st Div...\n2nd \u00E2\u0080\u009E ..\n72\n9\n9\n13\n15\n6\n10\n61\n80\n104.37\n16\n14\n7\n9\n\u00C2\u00AB\n15\n67\n25\n28\n21\n24\n4\n18.34\n20.67\n13.08\n15.95\n7.76\n13.17\n6\n7\n3\n2\n3\n21\n3\n3\n2\n8\n2\n\"4\n3\n9\n12\n2\n2\n1\n8\n25\nMiss J. M. Wright\t\nMrs. R. L. Paterson ....\nMiss E. C. Collins\t\nMiss A. E. Smith\t\nC. W. Lees, B.A\t\nSummerland:\nCentral, 1st Division...\nii 2nd ii\nii 3rd ii\n,i 4th ,i\n5th ,,\n88.97\n26\n23\n18\n15\n12\n35.27\n38.06\n28.74\n24.65\n12.55\nMiss L. Wolfenden\t\nMrs. C. G. Lister \t\nMiss H. M. E. Brown\t\n30\n'\"6\n18\n4\n12\n1\n9\n2\n- 9 Geo. 5\nPublic Schools Report.\nD liii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader and in each Subject of Study.\nc'o -\nQJ .TJ\n> __ QJ\nfl c\nO a \u00E2\u0080\u009E-\nO OJ\n\u00E2\u0096\u00A0\u00C2\u00B0 \u00C2\u00AB__.\n\u00E2\u0080\u0094 oo\np m\ne_.\u00C2\u00B0!\n._\u00C2\u00BB\nS =H\n.\nS3\nfl.\nc3\nbe\no\n_5\nffi-fl\nA-.E\n-fl CQ\nO i\nti\n03\nfl\ns\n03\n5\nS3\n\"__\nfl\nH \u00E2\u0096\u00A0\n_.\nfl\n03\nbe\nc\nH\nQJ\ny,\nm\n.3\no\n>.\nS3\nPh\n_'_\n33\n'c\n'5\n\u00C2\u00A7\n'o.\nfl\na\n03\n_3\nCD \u00C2\u00AE\n_'\nQJ ^\nX ?\n*? \"C\na\np\n_i\nS3\nbe\nOJ\nS\no\nQJ\nO\nfl\n'_3\no3\n--\nCJ\nC\nE\no\nfl\nfl\n_)\n'3\n_\u00C2\u00A7\n1\nS3\n-C\nPh\nfl'\n03\nO\n19\n40\n43\n18\n36\n37\n39\n18\nSO\n22\n26\n23\n25\n30\n18\n26\n32\n25\n25\n41\n29\n35\n40\n45\n.27\n36\n32\n28\n40\n34\n45\n36\n32\n45\n22\n40\n43\n18\n36\n37\n39\n18\n30\n22\n26\n23\n25\n30\n18\n26\n32\n25\n25\n41\n29\n35\n40\n45\n27\n36\n32\n28\n40\n34\n45\n35\n32\n45\n22\n40\n43\n18\n36\n37\n39\n18\n30\n22\n26\n23\n26\n30\n18\n26\n32\n25\n25\n41\n29\n35\n40\n45\n27\n36\n32\n28\n40\n34\n45\n35\n32\n\u00E2\u0096\u00A045\n22\n49\n43\n18\n36\n37\n39\n18\n30\n22\n26\n23\n25\n30\n18\n26\n32\n25\n26\n41\n29\n85\n' 40\n45\n27\n36\n32\n28\n40\n34\n45\n35\n32\n45\n22\n40\n16\n18\n36\n21\n40\n40\n19\n40\n43\n18\n36\n37\n39\n18\n30\n22\n26\n23\n25\n30\n18\n26\n32\n25\n25\n41\n29\n35\n40\n45\n27\n36\n32\n28\n40\n34\n45\n35\n32\n46\n22\n17\n10\n36\n9\n23\n8\n40\n43\n18\n36\n37\n39\n18\n18\n18\n36\n18\n36\n18\n18\n18\n30\n18\n30\n18\n30\n18\n10\n19\n25\n14\n18\n7\n32\n4\n26\n10\n29\n85\n40\ns\n15\n25\nis\n15\n25\n'\"l8\n3\n10\n6\n8\n10\n7\n\"i6\n\"io\nii\nn\n\"i_\n19\nn\n17\n14\n6\n15\n11\n21\n\"'tis\n24\n10\n25\n18\n26\n32\n6\n'\n22\n32\n25\n32\n25\n22\n13\n13\n25\n41\n29\n13\n29\n35\n29\n35\n13\n40\n45\n27\n27\n27\n36\n32\n28\n40\n34\n45\n27\n36\n32\n28\n40\n34\n27\n36\n32\n28\n40\n34\n27\n36\n21\n11\n26\n32\n28\n40\n35\n32\n45\n22\n6-\n\u00E2\u0080\u0094\n1413\n20\n43\n907\n676\n262\n3\n12\n301\n280\n972\n20\n\t\n'\n1413\n1413\n1413\n20\n43\n676\n6\n18\n1413\n20\n43\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n-\n$4,011 85\n3\n20\n43\n20\n43\n7\n27\n6\n18\n$3,250 00\n12\n7\n__.:\n32\n27\n33\n26\n25\n32\n27\n33\n26\n25\n206\n20\n23\n27\n7\n18\n10\n24\n23\n152\n25\n23\n20\n24\n11\n25\n128\n51\n51\n39\n39\n16\n32\n27\n33\n26\n25\n32\n27\n33\n26\n25\n206\n22\n18\n24\n26\n9\n133\n9\n16\n19\n5\n9\n3\n18\n10\n18\n13\n17\n26\n18\n13\n17\n26\n7\n7\n12\n32\n27\n26\n25\n206\n20\n23\n27\n7\n18\n10\n24\n23\n7\n33\n12\n25\n78\n98\n7\n13\n18\n5\n5\n1\n10\n9\n98\n7\n13\n18\n5\n5\n1\n10\n9\n48\n1\n6\n1\n2\n6\n3\n26\n12\n\"i\n4\n2\n4\n23\n51\n\u00E2\u0080\u0094\n-\n-\n\t\n48\n206\n206\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n-\n$4,591 60\n1\n20\n23\n27\n18\n10\n24\n23\n152\n20\n23\n27\n7\n18\n10\n24\n23\n20\n23\n27\n7\n18\n10\n24\n23\n152\n$8,231 45\n6\nis\n4\n1\n\"i\n23\n7\n1\n2\n'3\n6\n4\n4\n26\n2\n3\n12\n3\n23\n46\n\t\n\u00E2\u0080\u0094 \u00E2\u0096\u00A0\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n26\n152\n89\n68\n68\n152\n\t\n\t\n\t\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n12\n25\n23\n20\n24\n11\n25\n25\n23\n20\n24\n11\n25\n25\n23\n20\n24\n11\n25\n128\n25\n12\n10\n15\n9\n19\n90\n51\n51\n39\n25\n\"s\n13\n8\n11\n65\n51\n51\n9\n25\n\"8\n13\n\u00E2\u0096\u00A0 8\n11\n25\n23\n' 20\n24\n11\n25\n128\n51\n61\n39\n39\n16\n$3,480 00\n$2,713 13\n\t\n\t\n23\n20\n24\n11\n25\n103\n1\n4\n2\n4\n\u00E2\u0080\u0094\n-\n23\n128\n128\n61\nSI\n39\n39\n16\n65\n51\n51\n9\n\t\n\u00E2\u0080\u0094\n51\n51\n51\n39\n39\n16\n51\n51\n39\n39\n16\n$5,220 00\n$7,086 01\n51\n39\n9\n3\n3\n16 D liv.\nPublic Schools Report.\n1918\nRURAL MUNICIPALITY SCHOOLS.\nSchool.\nCertificate.\nSummerland\u00E2\u0080\u0094Concluded.\nGarnett Vallej;\t\nTrout Creek \t\nSurrey :\nAnniedale\t\nClayton \t\nCloverdale, 1st D. (Sup.)\n2nd,, \t\nIi 3rd ii \t\nii 4th i, \t\nCrescent Beach\t\nHall's Prairie, 1st Div.\nii 2nd ,i\nHjorth Road\t\nJohnston Road\t\nKensington, East\t\nKensington Prairie,\n1st Div.\n,i 2nd Div.\nMud Bay\t\nNewton\t\nPort Mann\t\nSpringdale\t\nStrawberry Hill\t\nSurrey Centre\t\nTynehead\t\nWestminster, South ...\nWhite Rock, 1st Div...\n2nd ii ..\nancouver, North:\nCapilano, 1st Division\n2nd ii\nKeith Lynn, 1st Div .\n,, 2nd ,,\nLynn Valley, 1st Div.\nii . 2nd ii\n3rd ii\n,. 4th \u00E2\u0080\u009E\n5th \u00E2\u0080\u009E\nNorth Star, 1st Div..\n,, 2nd ii ..\n3rd ii ..\nRoche Point\t\nVancouver, South:\nBrock, 1st Division.\n2nd ,,\n3rd ,,\n4th ,,\n5th n\n6th ,,\n7th\n8th\nCarleton, 1st Division\nii 2nd ii\nii Srd ,i\n4th .1\nii 5th \u00E2\u0080\u009E\nii 6th ii\n,i 7th ,i\nn 8th ,i\nii 9th ii\n10th ,i\nii 11th n\n12th \u00E2\u0080\u009E\n., 13th \u00E2\u0080\u009E\nChamplain\t\nConnaught, 1st Div..\n,i 2nd ,i ..\nMoberly, 1st Division.\nMiss A. R. Dale...\nMiss A. N. Blair .\nMrs. M. E. Fife\t\njMiss H. M. Smith.\t\nR. H. L. Girling, B.A ..\nMiss B. M. Gibson\t\nMissR. I. Elliott\t\nMiss L. G. Davis\t\nMiss G. E. M. Hardacre.\nH. L. Webb\t\nMiss M. E. Philp\t\nMiss F. R. Murphy\t\nMiss J. Herd\t\nMiss II. Draper\t\nMrs. J.\nMiss M\nMiss E.\nMiss R.\nMiss I.\nMrs. A.\nMiss N.\nMiss J.\nMiss E.\nMiss R.\nMrs. A.\nMiss B.\nLewis\t\n. E. Willoughby.\nC. Buettner....\nD. Hughes\t\nL. Bennett\nM. Mitton\t\nM. Carr\t\nF. Muir\t\nE. Bournes\nShillingford....\nL. Thompson ..\nA. Chadwick...\n1st Class.\n3rd h .\n1st\n2nd\nAcademic,\n3rd Class\n3rd\nMiss M. A. Fraser....\nMiss A. M. Hamilton\nMiss M. McCoy\t\nMiss K. M. L. Neate...\nA. W. Brown, B.A....\nMiss S. J. Forrest. .. .\nMiss A. M. Shore\t\nMiss A. Allen\t\nMiss M. F. Watson\t\nMiss E. A. Watson\nMrs. M. K. Parsons ..\nMiss J. S. Angus, M.A\nMiss B. G. Stewart ..\nJohn A. Clarke\t\nMiss E. B. Robertson.\nMiss F. M. White ....\nMissO. F. Miller\t\nMiss A. White\t\nMiss S. G. Gosse\t\nMiss D. E. Peck\t\nMiss M. M. Hunter...\nA. E. C. Martin, B.Sc\nMissL. E. Hindle....\nH. C. Etter '.\nMiss S. Davis\t\nMiss M. Scurrah\t\nMissN. Hadfleld\t\nMiss A. F. Wilbers\nMiss A. E. A. Jacks ..\nMrs. A. T. Smith..:..\nMiss A. W. Paddon ..\nMiss R. I. R. MacRae\nMiss S. V. Ferguson..\nMiss J. M. Bowness ..\nMiss G. P. Fox\t\nMiss M. B. Frame....\nMiss V. M. Smith ....\nMiss E. M. Dickieson.\n2nd i\n3rd ,\n2nd i\n1st ,\n3rd ,\n3rd ,\n1st ,\nTemp. Cert\n3rd Class\n3rd \u00E2\u0080\u009E\n3rd ,,\n2nd ,,\n1st ,,\n1st .,\n3rd ,i\n3rd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\n1st \u00E2\u0080\u009E\n2nd i\n2nd ,\n1st ,\n3rd ,\nAcademic.\n3rd Class\n2nd ,i\n3rd \u00E2\u0080\u009E\n3rd ,,\n1st \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\nAcademic.\n3rd Class\n1st\n2nd\n2nd\n2nd\n2nd\n2nd\n1st\n2nd\nAcade:\n1st Class\n2nd\n2nd\nSrd\n2nd\n2nd\n2nd\n1st\n2nd\n2nd\n2nd\n3rd\n3rd\n2nd\n3rd\n1st\n11C\n$65 00\n65 00\n65 00\n65 00\n120 90\n75 00\n70 00\n75 00\n65 00\n70 00\n65 00\n65 00\n65 00\n65 00\n70 00\n65 00\n65 00\n65 00\n65 00\n70 00\n65 00\n65 00\n65 00\n70 00\n65 00\n70 00\n88 00\n71 50\n93 50\n71 50\n143 00\n77 00\n71 50\n77 00\n82 50\n110 00\n77 00\n82 50\n71 50\n150 00\n100 00\n95 00\n75 00\n65 00\n65 00\n70 00\n65 00\n180 00\n100 00\n100 00\n95 00\n85 00\n85 00\n80 00\n70 00\n85 00\n80 00\n80 00\n80 00\n65 00\n65 00\n90 00\n70 00\n180 00\n194\n189*\n186\n190\n190\n176\n188\n192\n192\n179*\nJ.SS>\n192*\n194\n192\n179\n189\n192*\n193\n193\n193\n186\n193\n193\n193\n1931\n194\n194*\n191*\n1941,\n194*\n194*\n194*\n194*\n191*\n191*\n194'.\n175\n194*\n194*\n194*\n194*\n194*\n194*,\n194J\n58\n194*\n191*\n194*\n194*\n194*\n194*\n194i\n194*\n194i\n194*\n191*\n194J-\n41\n1941\n194*\n194*\n194*\n10.57\n12.11\n161.85\n14.39\n12.86\n14.45\n18.96\n29.05\n22.19\n16.28\n20.01\n20.94\n6.34\n23.31\n8.93\n20.08\n14.90\n22.27\n16.25\n9.11\n25.83\n20.33\n15.79\n15.35\n18.67\n26.31\n27.08\n9\n1\n14\n3\n5\n7\n10\n9\n2\n6\n4\n13\n\"i\n'l3\n5\n10\n6\n1\n1\n7\n4\n6\n7\n8\n20\n439.,\n189\n10\n20\n23\n16\n24\n18\n18\n14\n18\n24\n14\n22\n20\n17\n23\n21\n23\n14\n24\n21\n20\n8\n\u00E2\u0080\u00A216\n18\n7\n16.49\n19.31\n13.41\n19.26\n21.14\n38.16\n31.01\n29.67\n32.66\n20.37\n80.08\n28.75\n13.83\n12\n3\n17\n6\n23\n\"2\n1\n10\n43\n13\n13\n13\n314.14\n10\n47\n40\n38\n37\n45\n35\n12\n23\n22\n43\n6\n15 9 Geo. 5\nPublic Schools Report.\nD lv.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupil\nin each Reader\nand in each Subject of Study.\ncoo\nt*_ W _3\n\u00C2\u00A3 0,3\nV, m\n\u00E2\u0096\u00A0_3 n \u00E2\u0080\u009E\nQJ\nS_jr\nrr c \u00C2\u00B0\nfl SB\n<\n.2 .3\nE fl \u00E2\u0096\u00A0\n\"oj \u00C2\u00B03\nti\n03\ne3\n0)\nPS\nS3\nfl\no\n._,\nU\nCD\na\nV\nm\neta\nO B\n_3 e3\nc3 -\nPS'J\nSf \"S3\n- P-C\n'-.(.7-! P,\n_3*)B\n^ _ o\nI- _G\nr\u00C2\u00A3\n.5 .\n. _-\n<\n-fl\nfl\nc3\nC\nO\n1 oj\n\u00C2\u00A3'l\nfl r-.\nto\nbe\na\n_.\na\n\u00C2\u00A3\na,\nc3\n__\nO\nQJ\no\nO +3\n\u00E2\u0096\u00A0_u en\ng rp\n55\n03\n. 8\n03\nS\n333\nbi)\nfl\n8\noj\nfl\n~_S\n_.\nQJ\n3\nS3\n\"be\nc\nH\n0\n_.\nQJ\ny.\n8\n\"o3\nfl\n\u00C2\u00A3\nPu\nsi\n.5\n'c\n'Si\n_,\nEh\n-.\n\u00E2\u0096\u00A0 fl\nfl\n03\n6\n33 +j\nfl -\nQJ_-\nIg\nO CD\nri &\nfl\n03\n03'\n_.\nS3\n03\n<\nQJ\nO\n_>\nt_>\n.5\ne3\n3\nsi\na\nQJ\n0\na\n0>\n\"5\nw\n%\n0\ni>.\nA\ns\nO\nM\n>> B\n_o O Sk\n^4- \u00C2\u00AB\nIS a 0\nS co\nfl \u00C2\u00B0* Z\n0 c fl\n1\n\u00E2\u0080\u0094\n11\n17\n11\n17\n224\n22\n22\n15\n28\n34\n22\n17\n29\n33\n33\n14\n28\n25\n37\n26\n15\n35\n33\n17\n22\n32\n36\n40\n11\n17\n224\n22\n22\n7\n28\n34\n22\n17\n29\n33\n7\n33\n14\n28\n25\n37\n26\n15\n35\n33\n17\n22\n32\n36\n40\nn\n17\n7\n5\n162\n16\n17\n28\n34\n3\n3\n1\n11\n17\n_____\n___\n11\n17\n117\n15\n13\n28\n21\n117\n15\n13\n12\n28\n21\n52\n9\n4\n19\n28\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n62\n224\n224\n22\n22\n8\n28\n34\n22\n17\n29\nS3\n7\n33\n14\n28\n25\n37\n26\n15\n35\n33\n17\n22\n32\n36\n40\n224\n22\n22\n19\n28\n34\n22\n17\n29\n33\n7\n33\n14\n28\n25\n37\n26\n15\n35\n33\n17\n22\n32\n36\n40\n626\n20\n27\n15\n24\n27\n43\n35\n41\n43\n27\n36\n41\n14\n393\n19\n40\n47\n47\n47\n34\n32\n34\n32\n39\n40\n40\n38\n37\n45\n45\n43\n35\n41\n42\n38\n20\n31\n34\n17\n134\n\t\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n$13,968 35\n9\n19\n19\n22\n22\n19\n28\n34\n22\n17\n29\n33\n7\n33\n14\n28\n25\n37\n26\n15\n35\nS3\n17\n22\n32\n36\n40\n$16,080 54\n4\n19\n19\n12\n19\n8\n8\n98\n4\n11\n29\n13\n4\n18\n12\n28\n5\n24\n13\n7\n19\n18\n10\n15\n19\n36\n10\n386\n20\n9\n15\n12\n27\n43\n35\n16\n7\n29\n7\n29\n4\n14\n14\n4\n13\n8\n28\n14\n7\n6\n18\n11\n6\n12\n16\n36\n4\n13\n8\n28\n14\n7\n6\n18\n11\n6\n12\n16\n36\n5\n4\n9\n11\n4\n2\n9\n3\n'\"5\n8\n16\n6\n4\n9\n28\n11\n37\n- 4\n2\n9\n3\n17\n6\n8\n16\n8\n12\n40\n122\n20\n299\n20\n304\n154\n16\n19\n19\n12\n19\n8\n8\n135\n626\n622\n614\n20\n27\n15\n24\n27\n43\n35\n41\n43\n27\n36\n41\n14\n615\n20\n27\n15\n34\n27\n43\n85\n41\n43\n27\n36\n41\n14\n393\n16\n\u00E2\u0080\u0094\n20\n27\n15\n24\n27\n43\n35\n41\n43\n27\n36\n41\n14\n20\n27\n15\n24\n27\n43\n35\n41\n43\n27\n36\n41\n14\n20\n$7,895 15\n$15,495 10\n14\n15\n10\n27\n43\n13\n15\n10\n27\n43\nIS\n14\n\"27\n6\n6\n8\n23\n7\n. 8\n2\n15\n24\n97\n14\n27\n36\n27\n13\n27\n13\n14\n14\n4\n76\n9\n20\n24\n24\n13\n13\n48\n10\n20\n23\n13\n36\n41\n14\n150\n9\n6\n246\n19\n40\n47\n47\n47\n4\n4\n172\n19\n40\n47\n37\n2\n73\n19\n40\n13\n\t\n\t\n\t\n\t\n-\n\u00E2\u0080\u0094\n73\n393\n393\n19\n40\n47\n47\n47\n34\n32\n34\n32\n39\n40\n40\n38\n37\n45\n45\n43\n35\n41\n42\n38\n20\n31\n34\n17\n393\n19\n40\n47\n47\n47\n34\n32\n34\n32\n39\n40\n40\n38\n37\n45\n45\n43\n35\n41\n42\n38\n20\n31\n34\n17\n172\n19\n40\n47\n37\n\t\n\t\n\t\n19\n19\n40\n47\n47\n47\n34\n32\n34\n32\n39\n40\n40\n38\n37\n45\n45\n43\n35\n41\n42\n38\n20\n31\n34\n17\n19\n40\n47\n47\n47\n34\n82\n34\n32\n39\n40\n40\n38\n37\n45\n45\n43\n35\n41\n42\n38\n20\n31\n34\n- 17\n$80,040 00\n$130,633 44\n40\n13\n34\n14\n15\n26\n8\n18\n20\n\"l8\n24\n14\n16\n20\n17\n34\n32\n32\n39\n40\n40\n38\n37\n45\n22\n43\n32\n39\n40\n40\n38\n37\n45\n32\n39\n40\n40\n38\n37\n45\n32\n89\n40\n39\n40\n45\n43\n9\n5\n15\n20\n\"in\n\"7\n17\n17\n17\n17\n17 D lvi.\nPublic Schools Report.\n1918\nRURAL. MUNICIPALITY SCHOOLS.\nCertificate.\nVancouver, South.\u00E2\u0080\u0094Con\ntinned.\nMoberly, 2nd Division\n3rd \u00E2\u0080\u009E\n4th\n5th n\n6th ,,\n7th\n8th\nR. McBride, 1st Div.\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\n11th\nSir A. Mackenzie, 1st D.\n2nd\n3rd\n4th\n5th\n6th\n7th\n8th\n9th\n10th\n11th\n12th\n13th\nNorquay, 1st Division\n2nd\nSrd\n4th\n5th\n6th\n7th\nLaura Secord, 1st Div\n,i 2nd ii\nii 3rd .,\nLord Selkirk, 1st Div.\n,, 2nd ,i\n,i 3rd ,i\n,, 4th ,.\nn Sth ,i\ni, 6th ii\n7th ,i\n8th ,i\n9th ,i\n,, 10th ,i\n11th ,i\n12th ,i\n13th ,,\n14th .1\n,, 15th ,i\n16th ,,\n,, 17th ii\n18th ,,\nii 19th ,,\nSexsmith, 1st Division.\nii 2nd ,,\n3rd ,,\n,i 4th\nTecumseh, 1st Division\nii 2nd il\nii 3rd \u00E2\u0080\u009E\n,i 4th i,\nii 5th \u00E2\u0080\u009E\nn 6th\n,, 7th\nii 8th ,,\nii 9th \u00E2\u0080\u009E\nMiss M. D. Dewar.\nMiss B. II. Reilly..,\nMiss E. Magee\t\nMiss G. A. Williamson\nMiss I. R. Whelan....\nMiss E. M. Henderson\nMiss E. B. Colwell\t\nM. E. Schaefer\t\nMrs. L. A. Corral\t\nMiss L. M. Gilrov\t\nMiss jM. E. Smith\t\nMiss E. F. Forey\t\nMiss O. C. Morrison ..\nMissE. L. Hill\t\nMiss A. Gemini!!\t\nMiss A. Dewar\t\nMiss M. F. Johnstone\nMiss E. E. Shannan ..\nS. J. Clarke\t\nMiss H. R. Anderson .\nG. E. Apps\t\nMiss V. J. Matheson..\nMiss F. G. Pe.eival...\nMiss A. A. Ross......\nMrs. H. M. Jex\t\nMiss A. C. Wilks\t\nMiss C. Crebbin\t\nMiss A. G. Stewart ..\nMissE. H. Calbick.. .\niMiss A. Ainslie\t\nMiss J. P. Lees\t\n\u00E2\u0096\u00A0J. A. Hamilton\t\nMiss F. O. Hamilton..\nMiss A. 1. Kerr\t\nMiss K. A. Matheson.\nMiss J. H. Laidlaw-...\nMissG. W. Miller, B.A.\nMiss O. A. Arhuthnot.\nF. T. Marriage\t\nMiss I. V. Wood\t\nMiss E. W. Litch\t\nS. B. Clement\t\nE. M. White\t\nMissG. M. Copeland.\nMiss L. H. Robb\t\nMiss A. M. Pettit\t\nMiss M. A. Jackson ..\nMiss J. G. McLeod ...\nMiss E. A. Gill\t\nMiss E. A. Wilson... .\nMiss A. Robinson\t\nMiss E. J. Crowe\t\nMiss E. O. Thomas...\nMiss M. Robertson...\nMissN. M. Heard\t\nMiss P. C. Becker....\nMiss V. L. Doinoney'.\nMiss G. M. Becker. ..\nMiss A. P. Watson .. .\nMrs. A. W. Gibson, M.\nF. A. Armstrong, B.A\nMiss E. M. Pugh\t\nMiss C. A. Christie...\nMiss E. C. Copeland..\nChas. L. Thornber ..\nMissE. J. Yuill, M.A.\nMiss M. A. McDonald.\nMissR. R. WadIeigh,B.\nMiss K. L. Litch\t\nMiss M. C. Kay\t\n(closed)\t\nMiss G. C. McKenna.\nMissB. K. Loat\t\n2nd Class\n1st M\n3rd \u00E2\u0080\u009E\n2nd i,\n2nd ,,\n2nd i,\n2nd ,,\n2nd .,\n3rd ,,\nTemporary\n3rd Class\n3rd ,,\n2nd ,i\n1st ii\n1st ll\n3rd ,,\n2nd ,,\n2nd ii\n\u00E2\u0080\u00A22nd i,\n1st il\n2nd i.\n2nd .,\n2nd i,\n2nd ,i\n2nd ,i\n2nd ii\n2nd ,,\n1st \u00E2\u0080\u009E\n2nd ,i\n3rd ii\nSrd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n1st ,,\n2nd ,,\n2nd ,i\n2nd ,,\njlcademic\n3rd Class\n1st i.\n2nd ,,\n2nd ,i\n2nd i.\nAcademic.\n2nd Class\n2nd ,,\n1st ,,\n1st \u00E2\u0080\u009E\n3rd ,,\n2nd i,\n2nd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n2nd ,,\n1st ,,\n2nd ii\n2nd ,i\n2nd ,i\n1st .,\nAcademic\n1st Class..\nAcademic\nAcademic\n1st Class .\n1st ii .\n2nd .. .\n2nd \u00E2\u0080\u009E .\nAcademic\n2nd Class.\nAcademic.\n3rd Class,\n2nd ,i .\nSrd Class\n1st \u00E2\u0080\u009E\n$110\n80\n75\n75\n70\n95\n65\n170\n110\n75\n75\n76\n90\n80\n85\n65\n80\n90\n200\n110\n75\n95\n80\n70\n75\n70\n90\n85\n70\n180\n100\n75\n75\n60\n70\n65\n140\n70\n70\n210\n110\n100\n75\n90\n90\n75\n75\n65\n65\n70\n85\n80\n90\n95\n100\n05\n75\n65\n140\n80\n80\n70\n190\n100\n85\n85\n65\n80\n194*\n1944\n194*\n194i\n194*\n194*\n194*\n194*\n194*\n191*\n1941\n19-1*\n194*\n194*\n194*\n194j\n194*\n117\n194*,\n194*,\n191*\n194*\n194i\n194*\n194*\n194*\n191*\n194*\n194*\n1941\n194*\n194*\n191*\n194*\n194*\n194*\n194*\n58\n191*\n194*\n194*\n194*\n194*\n194*\n194*\n104*\n194*\n1944\n194*\n194*\n194*\n191*\n194*\n194*\n191*\n194*\n175}\n117\n58\n58\n194*\n194*\n1944\n194*\n194*\n194*\n194*\n194*\n194J\n194*\n77*\n194*\n194*\n23.71\n37 95\n36.62\n33.47\n33.49\n35.66\n18.21\n26.17\n35.18\n38.92\n37.77\n37.40\n38.65\n38.36\n38.77\n33.73\n37.42\n22.13\n34.17\n34.74\n35.62\n37.30\n38.23\n35.17\n33.31\n38.28\n35.37\n30.97\n36.17\n36 54\n34.76\n26.52\n33.66\n32.98\n31.31\n31.67\n29.21\n28.13\n24.30\n33.66\n29.82\n28.62\n2S.51\n84.01\n38.38\n37.81\n33.42\n34.50\n36.44\n36.35\n35.70\n33.75\n83.86\n37.37\n35.57\n33.79\n30.45\n28.85\n28.61\n32.26\n19.84\n31.02\n27.93\n27.94\n34.34\n28.19\n32.72\n34.86\n32.03\n36.17\n29.61\n35.82\n41.48\n1\n17\n7\n46\n40\n19\n44\n30\n23\n37\n45\n41\n27\n31\n19\n24\n1\n43\n43\n42\n41\n24\n43\n41\n45\n44\n50\n44\n42\n28\n42\n42\n35\n10\n35\n40\n40\n40\n41\n41\n35\n41\n14\n37\n39\n37\n46\n47 9 Geo. 5\nPublic Schools Report.\nD lvii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in E\n.ch Reader\nand in each Subject of Study.\ns 0\nQJ. CJ\nfl c ^\na sou-\nO 0)\n'a c\nCD\nIII\n '_rj\nbcco &\nIII\n\u00E2\u0096\u00A0_3d\no\n'__\nOJ\n8\ni\n\u00E2\u0096\u00A0fl\nc\no3\naj\nfl\nO\n0j QJ\n\"_iPH\nto\nbe\n_fl\n'<-\n=3\no\nS3\nfl,\noi\nbe\no\nQJ\na\n>.C\n-tf _B_\nfl;i3\n_3__\n-fl -O\nOS'14\nE-fl\n03 r_\nD 03\n03\ns\ns\n03\n_.\nas\nS3\n\"be\nc\nm\n_.\nfl\n\"03\nQJ\nfl\nS3\nng\n\"fab\nC\npa\nQJ\n'O\nQJ\ny\nH\np\nS3\nPh\nti)\n_fl\n|5\n'3\n_H\n\"03\n5\nC3\n__\n_>\n0\nS-if\n\"c O\nm $\nO JD\n\n'3 0 0\nPnSGS\nig-c-fl\nfl 03 OJ\n|.s!\n<\n^S\n28\n42\n41\n43\n47\n48\n26\n31\n38\n43\n41\n46\n43\n44\n47\n41\n46\n40\n41\n46\n48\n44\n50\n44\n42\n47\n43\n44\n45\n48\n48\n37\n42\n35\n32\n37\n30\n33\n27\n45\n34\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n35\n41\n41\n51\n41\n35\n45\n32\n41\n20\n35\n32\n33\n42\n34\n34\n37\n39\n37\n28\n42\n41\n43\n47\n48\n26\n31\n38\n43\n41\n46\n43\n44\n47\n41\n46\n40\n41\n46\n48\n44\n50\n44\n42\n47\n43\n44\n45\n48\n48\n37\n42\n35\n32\n37\n30\n33\n27\n45\n34\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n35\n41\n41\n51\n41\n35\n45\n32\n41\n20\n35\n32\n33\n42\n34\n34\n37\n39\n37\n28\n42\n41\n43\n47\n48\n26\n31\n38\n43\n' 41\n46\n43\n44\n47\n41\n46\n40\n41\n46\n48\n44\n50\n44\n42\n47\n43\n44\n1.\n48\n37\n42\n35\n32\n37\n30\nS3\n27\n45\n34\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n35\n41\n41\n51\n41\n35\n45\n32\n41\n20\n35\n32\n33\n42\n34\n34\n37\n39\n37\n28\n42\n41\n43\n47\n48\n26\n31\n38\n43\n41\n46\n48\n44\n47\n41\n46\n40\n41\n46\n48\n44\n50\n44\n42\n47\n43\n44\n45\n48\n48\n37\n42\n35\n32\n37\n30\n33\n27\n45\n34\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n35\n41\n41\n51\n41\n35\n45\n32\n41\n20\n35\n32\n33\n42\n34\n34\n37\n39\n37\n28\n42\n41\n43\n24\n28\n42\n41\n24\n28\n42\n41\n24\n28\n28\n42\n41\n43\n47\n48\n26\n31\n38\n43\n41\n46\n43\n44\n47\n41\n46\n40\n41\n46\n48\n44\n50\n44\n42\n47\n48\n44\n45\n48\n48\n37\n42\n35\n32\n37\n30\n33\n27\n45\n34\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n35\n41\n41\n61\n41\n35\n45\n32\n41\n20\n35\n32\n33\n42\n34\n34\n37\n39\n37\n16\n23\n22\n12\n19\n19\n31\n31\n38\n43\n41\n46\n43\n43\n31\n38\n43\n41\n45\n31\n37\n43\n41\n45\n31\n38\n13\n16\n19\n20\n22\n18\n22\n24\n21\n24\n38\n43\n46\n41\n41\n46\n48\n44\n50\n44\n42\n2S\n42\n41\n46\n48\n44\n50\n44\n41\n46\n48\n44\n50\n44\n41\n< 46\n15\n23\n26\n21\n33\n22\n26\n23\n22\n23\n17\n22\n46\n47\n\"s\n21\n16\n29\n21\n19\n48\n37\n37\n42\n35\n32\n37\n42\n35\n37\n42\n35\n37\n35\n37\n30\n33\n10\n27\n35\n\"27\n\"27\n\"l3\n12\n21\n.20\n17\n14\n14\n23\n21\n12\n19\n27\n29\n26\n17\n33\n33\n39\n44\n43\n40\n40\n40\n41\n41\n33\n33\n39\n44\n43\n40\n40\n40\n33\n33\n39\n44\n43\n40\n40\n40\n33\n33\n39\n39\n17\n32\n17\n17\n17\n8\n9\n32\n32\nii\n10\n9\n25\n41\n35\n20\n35\n25\n20\n35\n20\n35\n20\n49\n42\n34\n34\n37\n39\n37\n42\n34\n34\n37\n39\n37\n42\n34\n34\n37\n39\n37\n42\n34\n34\n27\n13\n14\n21\n20\n14\n16\n21\n20\n16\n19\n23\n3*4\n34\n46\n47\n46\n47\n46\n47\n46\n47\n46\n47\n46\n47 D lviii.\nPublic Schools Eeport.\n1918\nRURAL MUNICIPALITY SCHOOLS.\n__.\n\"o3\no_\n>.\na\no\nc\no\nQJ\nCO\nc\nOJ\n\"o\no\nS3\no\n0_\nOJ\n_?\nO\n\u00E2\u0096\u00A0fl\nQJ\n\u00E2\u0096\u00A0p\nC\nQJ\n_T\nPh\n-J\n6\nto\n03\nfl\"\npq\n3\no3\no\nfl\n03\n\u00E2\u0080\u00A2fl\nc\nQJ\n<\n\"_S\nfl\nQJ\nbe\nc3\nQJ\n<\nSchool.\nTeacher.\nCertificate.\n_.'\nQJ\nPh\n_.\n-fl\nC\nO\nQJ\nQJ\n__\n-fl\n03\nOJ\nK\n__,\nOJ\nT3\n_3\n-fl\nC\nO\nO\nQJ\n__\n03\nES\n-fl\n'.fl\n_.\nVancouver, South.\u00E2\u0080\u0094Con\neluded.\nTecumseh,10thDivisior\n\u00E2\u0080\u009E 11th ii\nMiss A. L. Paddon .\n70 00\n65 00\n65 00\n75 00\n65 00\n150 00\n110 00\n90 00\n80 00\n65 00\n65 00\n75 00\n190 00\n100 00\n96 00\n86 00\n75 00\n85 00\n80 00\n70 00\n70 00\n80 00\n194}\n194}\n194*\n185*.\n117\n58\n194}\n194J\n191*\n194}\n194*\n194}\n117\n194}\n194}\n194}\n194}\n194}\n194}\n194*\n194}\n194}\n194}\n41\n194}\n194}\n117\n58\n47\n39\n39\n44\n45\n40\n21\n31\n46\n46\n49\n3S\n39\n38\n40\n' 37\n38\n31\n38\n48\n47\n48\n37\n24\n21\n19\n23\n23\n23\n9\n16\n26\n24\n26\n23\n22\n14\n20\n17\n20\n14\n23\n19\n30\n25\n22\n23\n18\n20\n21\n22\n17\n12\n\u00E2\u0096\u00A015\n20\n22\n23\n15\n17\n24\n20\n20\n18\n17\n15\n29\n17\n23\n15\n41.79\n29.69\n30.27\n34.78\n34.67\n24.69\n19.66\n30.81\n41.14\n36.95\n34.78\n26.41\n86.12\n30.01\n34.05\n33.81\n35.20\n24.86\n34.94\n43.01\n38.32\n39.40\n34.64\n32.49\n30.51\n30.18\n36.42\n13.34\n\"_9\n39\n47\n2nd ii\n2nd ,,\n2nd i.\n2nd ii\n3rd \u00E2\u0080\u009E\nAcademic\n2nd Class\n2nd ,i\n2nd ,,\n2nd i,\n2nd i,\n2nd ,i\n1st i,\n1st \u00E2\u0080\u009E\n2nd ii\n3rd i,\n2nd \u00E2\u0080\u009E\n2nd ,i\n1st ,i\n2nd \u00E2\u0080\u009E\n2nd ii\n2nd ,i\nii 12th ii\nMrs. V. P.. Gillis\t\n,i 13th ii\nMiss E. R. Miller...\n44\nii 14th ii\nMiss H. K. Woods\n45\nii 15th ii\n40\nR. C. Eaton. R. A . .\n,, 2nd ii .\nMiss E. R. Shearman....\nMiss L. B. Copeland\n,, 3rd ii .\n46\n,i 4th ii\n\"38\n21\n2S\n46\nii 6th ii\nMiss T. M. Godfrey\nMiss F. M. Nesbit..\n,, 7th ,i\n39\nii 2nd H\nMrs. A. Iluffell \t\nn 3rd ,,\nMiss A. B. Dunsmuir....\nMiss A. 0. Loughead....\nMiss M. M. Steele\t\n37\n38\nii 5th ,i\n31\n,i 6th ii\nMiss R. P. McCaul.\n38\nii 7th ,i\n47\n48\n48\n,i Sth ,i\nMiss L. C. Robertson....\nMiss M. H. Williamson..\nMiss J. L. Walter\t\n,, 9th \t\n\"37\nii 12th ii\nMiss W. M. Carruthers..\nMiss M. L. Copeland\nMiss V. M. Greenlay\t\nMiss E. ___ Knowling....\n/-J. A. Green\t\n3rd Class\n2nd ,i\n2nd ,i\n80 00\n85 00\n60 00\n60 00\nISO 00\n150 00\n140 00\n100 00\n110 00\n160 00\n110 00\n80 00\n45 00\n80 00\n80 00\n115 00\n80 00\n80 00\n80 00\n65 00\n85 00\n115 00\n65 00\n65 00\n40\n36\n44\n19\n24\n24\n22\n9\n16\n12\n22\n10\n40\n36\n\"l9\nn 14th\n44\nMan. Train..\nDom. Science\nManual Training In\nW. Woodcock (Super).\nH. Vina.ll \t\n1 Miss B. N. Allan\nMiss K. H. Aldred\nMiss H. B. Bruce\nMrs. M. A.'Martin ....\nMrs. E. 1. Purdy.\n.Miss V. C. Shaw .\n195\n195\n192\n195\n192\n2431\n9\nIS\n19\n16\n20\n82\n8201\n7755\n2420\n6\n18\n18\n17\n21\n80\n8081\n7550\n361\n\"si\n450\n1\n6\n846\n4\n6\n11\n5\n26\n2766\n2787\nVancouver, West:\nMiss D. M. Jones, B. A...\n4851\n4093.40\n926\n4\n8\n1453\n15\n36\n37\n33\n41\n162\n16282\n15305\n7.67\n25.19\n31.20\n22.79\n28.73\n4\n1st Class\n1st \u00E2\u0080\u009E\n2nd .,\n3rd \u00E2\u0080\u009E\n7\nHollyburn, 1st Divisior\nG. E. Brealey\t\nMiss ___ L. Palmer\t\nMiss M. M. Martin\t\nicipality Schools, 1917-18\n,, \u00E2\u0080\u009E 1916-17\n22\nh 3rd ii\n20\n32\n2873\n2743\n10\n19\n1284\n1168\n6\n13\n1626\n1582\n115.5\u00C2\u00A7\n33\n13013.83\n12259.11\n4597\n3864\nRURAL AND ASSISTED SCHOOLS.\nAbbotsford, 1st Div. (Sup)\n2nd \u00E2\u0080\u009E ...\n,, 3rd 11 ....\n4th ,, ....\nAinsworth\t\nAlbert Canyon \t\nAlbert Head\t\nAlert Bay\t\nAlexandria\t\nAlice Arm\t\nMiss F. M. Urquhart, B.A\nMiss R. R. Graham\t\nMiss A. S. Gillen\t\nMiss J. L. Simlett\t\nMrs. K. II. Douglass\t\nMiss A. E. Vanetta\t\nMiss E. H. Fletcher\t\nMiss E. Tarbuck, L.L.A.\nMiss R. MacDonald\t\nG. A. Hunter\t\nAcademic....\n$110 00\n189\n27\n9\n18\n20.19\n2nd Class....\n65 00\n187\n35\n16\n19\n31.11\n2nd \u00E2\u0080\u009E\n56 50\n194\n30\n13\n17\n29.47\n1st \u00E2\u0080\u009E ....\n56 50\n188\n37\n19\n18\n29.57\nTemporary ..\n75 00\n180\n27\n13\n14\n16.99\n3rd Class\n75 00\n193\n18\n15\n8\n14.85\nSrd \u00E2\u0080\u009E\n60 00\n194*\n16\n9\n7\n12.09\nAcademic....\n70 00\n185\n20\n9\n11\n14.40\n1st Class....\n85 00\n189\n8\n4\n4\n5.84\n3rd \u00E2\u0080\u009E\n80 00\n169\n16\n7\n9\n11.23\n20\n27\n10 9 Geo. 5\nPublic Schools Eeport.\nD lix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Concluded.\nNumber of Pupils in each Reader and in each Subject of Study.\ni 0\nQJ oj\n0 i^ qj\n\u00C2\u00B0g\u00C2\u00BB\n\u00E2\u0096\u00A0\u00C2\u00B0 S ol\nS &\n0*0 g\nQJ\ng fl\"\nfl 8 OS\no!r\u00C2\u00AB\nB SH\nQJ -fl\n'_: c\n.2 o-u\nfl X fl\nSI 0 p\n'3 \u00C2\u00A75\nP.T.O\n*\u00C2\u00A7__.\nfl T3\ng OS OJ\nI.Sl\n<\nQJ\n-fl\no3\nQJ\nP.\n.fl\n_.\ns\no\n_r\nQJ\n-fl\n03\n\u00C2\u00AB\nS3\nfl-fl\n.2 a\nrf _- .\nIrl bes\nall\n03-33\n_ fl-o\nbiJJ3 33.\nS-aB\nrg c fl\n_\u00E2\u0096\u00A0 dO\n\u00E2\u0096\u00A0*\ncj\nQJ\n- 8\nS3\n+_\n<\nc\n03\nc\n0\nCJ QJ\nfl A\n.2\nti be\nIk\nto\nbe\n1\nO\nrA\nS3\n03\nbe\n0\nQJ\nO\n>.C\nl-S\ns-_\u00C2\u00A7\ng_S\nc-fl\n0 1\n03\n\u00C2\u00A3\nS\n03\n.5\nat\n\"be\nc\n_q\noj\nfl\noS\nQJ\nfl\n\u00E2\u0096\u00A0S\nbe\nfl\nS\n00\nOJ\n'0\nQJ\ny.\nH\nT_\nS3\nPh\nbe\nc\n'fl\n'_!\n6-\n\"cS\nfl\nC\no3\na\n\u00C2\u00BB'?\nC fl\nQJ -\n'S-M\nm 9\nQJ QJ\nC QJ\nis\np\nfl\na\n03'\nS3\nbe\n<\n8\no\n<_\nO\n1-3\n3\n_-\nfl\n0)\n\u00C2\u00A3\nC\nOl\n'cj\n0_\n-3\np\nS3\nP.\nEg\nO\nm\n47\n39\n39\n44\n46\n40\n21\n31\n46\n46\n49\n88\n39\n38\n40\n37\n38\n31\n38\n48\n47\n48\n37\n47\n39\n39\n44\n45\n40\n21\n31\n46\n48\n49\n38\n39\n38\n40\n37\n38\n31\n38\n48\n47\n48\n37\n47\n39\n39\n44\n45\n40\n21\n31\n46\n46\n49\n88\n39\n38\n40\n37\n38\n31\n38\n48\n47\n48\n37\n47\n39\n39\n44\n45\n40\n21\n31\n46\n46\n49\n38\n39\n38\n40\n37\n38\n31\n38\n48\n47\n48\n37\n47\n39\n39\n44\n45\n40\n21\n31\n46\n46\n49\n38\n39\n38\n40\n37\n38\n31\n38\n48\n47\n48\n37\n39\n45\n45\n45\n10\n'\"9\n16\n26\n10\nii\n15\n20\n40\n21\n31\n21\n31\n46\n46\n21\n31\n46\n21\n31\n46\n21\n31\n39\n38\n40\n37\n88\n31\n38\n48\n47\n48\n39\n38\n40\n37\n38\n31\n38\n48\n39\n38\n40\n38\n31\n38\n48\n38\n40\n\"ii\n14\n20\n17\n20\n14\n23\n'\"s\n24\n20\n20\n18\n17\n15\n38\n38\n40\n1\n40\n36\n44\n19\n40\n36\n44\n19\n40\n86\n44\n19\n40\n36\n44\n19\n40\n36\n44\n19\n94\n99\n4851\n4851\n3115\n2269\n6\n7\n37\n22\n816\n2\n'37\n4861\n963\n1030\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n816\n4851\n15\n36\n37\n. 33\n41\n4851\n2269\n6\n7\n37\n22\n688\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\u00E2\u0080\u0094\n2\n15\n86\n37\n33\n41\n15\n36\n37\n33\n41\n15\n36\n37\n33\n41\n162\n10\n13\n37\n33\n5\n98\n10505\n9713\n15\n36\n37\n33\n41\n$2,899 80\n$4,594 08\n\"S7\n2482\n2199\n2460\n2286\n36\n37\n33\n41\n147\n5498\n5631\n72\n7715\n7025\n39\n3236\n3161\n\t\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n-\n\t\n39\n162\n162\n162\n72\n7757\n6926\n162\n16282\n15305\n94\n99\n94\n99\n64\n60\n94\n97\n46\n55\n35\n55\n3142\n3062\n16282\n15305\n16248\n15259\n16220\n15206\n16233\n15259\n$317,739 55\n$506,703 53\nSCHOOL-YEAR ENDING JUNE 30th, 1918.\n14\n13\n27\n35\n30\n37\n27\n18\n16\n20\n8\n16\n21\n35\n80\n37\n27\n18\n16\n20\n8\n16\n14\n35\n30\n37\n27\n18\n16\n20\n8\n16\n21\n35\n30\n37\n27\n18\n16\n20\n8\n16\n14\n35\n30\n\" i3\n11\n12\n13\n4\n10\n14\n35\n10\ni2\n9\n12\n9\n1\n5\n27\n35\n10\ni-2\n9\n12\n9\n1\n5\n27\n8\n\"7\n8\n4\n5\n1\n4\n27\n35\n30\n37\n27\n18\n16\n20\n8\n16\n13\n13\n13\n13\n6\n6\n$2,309 10\n$2,498 27\n8\n35\n30\n37\n'\",\n$ 728 10\n882 00\n720 00\n580 20\n1,065 00\n745 65\n$623 50\n8\n4\n16\n$102 35\n5\n320 80\n1\n8\n4 D lx.\nPublic Schools Eeport.\n1918\nRURAL AND ASSISTED SCHOOLS.\nSchool.\nc\no\n__\nQJ\nfl\nO\no3\na\nQJ\nO\n'ft\nS3\nfl\nO\nPh\n-2\n'fl\no?\nd\no\n\"_.\nfl\nto\nPQ\n5\n195\n14\n9\n5\n187}\n9\n6\n3\n192*\n20\n15\n5\n192*\n24\n16\n8\n194\n12\n5\n7\n188}\n17\n11\n6\n189\n27\n11\n16\n190\n31\n16\n15\n191}\n12\n6\n6\n1924\n21\n8\n13\n192}\n41\n27\n14\n186\n11\n7\n4\n188\n15\n7\n8\n186\n13\n3\n10\n190\n10\n5\n5\n190}\n23\n11\n12\n194}\n28\n11\n17\n195\n10\n5\n5\n184}\n16\n9\n7\n192*\n20\n8\n12\n191*\n8\n5\n3\n194*\n20\n10\n10\n182\"\n11\nS\n3\n193\n47\n18\n29\n193\n10\n5\n5\n193\n12\n5\n7\n192}\n14\n5\n9\n145\n9\n4\n5\n195\n23\n13\n10\n188\n17\n9\n8\n194\n19\n10\n9\n186\n23\n11\n12\n193\n16\n10\n6\n192\n19\n8\n11\n194\n33\n19\n14\n194\n9\n5\n4\n181\n12\n6\n6\n184\n9\n3\n6\n191}\n29\n17\n12\n180\n8\n7\n1\n193\n9\n7\n2\n174\n8\n6\n2\n191\n10\n6\n4\n185\n8\n4\n4\n190}\n13\n6\n7\n\"191*\n13\n7\n6\n191}\n10\n5\n5\n195\n19\n11\n8\n177\n17\n7\n10\n194\n8\n6\n2\n193\n24\n11\n13\n192*\n19\n9\n10\n194\n84\n19\n15\n193\n32\n18\n14\n187\n16\n7\n9\n181}\n40\n39\n1\n186*\n44\n44\n195\n15\n10\n5\n195\n38\n20\n18\n195\n31\n18\n13\n172}\n51\n24\n27\n195\n42\n17\n25\n192}\n32\n17\n15\n25\n8\n5\n3\n186\n16\n8\n8\n191*\n15\n7\n8\n53\n7\n1\n6\n193\n16\n5\n11\n187\n10\n6\n4\n190\n16\n9\n7\n191\n31\n19\n12\n162\n8\n4\n4\n187}\n44\n19\n25\n176\n22\n12\n10\n195\n10\n7\n3\nAlice Siding\t\nAllen Grove\t\nAnaconda\t\nAnarchist Mountain\t\nAnnable \t\nAppledale\t\nArrowhead\t\nArrow Park, East\t\nArrow Park, West\t\nAshcroft, 1st Division....\n2nd \t\nAshton Creek\t\nAspen Grove\t\nAthalmer\t\nAtlin\t\nBalfour\t\nBalmoral\t\nBamfield\t\nBarkerville\t\nBarnston Island\t\nBarriere Power House . ..\nBarriere River \t\nBarriere Valley\t\nBaynes Lake\t\nBear Creek\t\nBeaton \t\nBeaver Creek \t\nBeaver Lake \t\nBeaver Point\t\nBegbie\t\nBelford\t\nBella Coola \t\nBella Coola, Lower\t\nBench \t\nBeresford\t\nBerrydale\t\nBig\" Bar Mountain\t\nBig Bar, Cpper\t\nBig Eddy\t\nBlaeberry :\t\nBlind Bay\t\nBlueberry Creek\t\nBlue River\t\nBonaparte Valley\t\nBoston Bar\t\nBoswell\t\nBoundary Falls\t\nBow-en Island\t\nBowie \t\nBowser\t\nBox Lake\t\nBrechin, 1st Division ....\n2nd \u00E2\u0080\u009E\n3rd\nBridesville\t\nBrilliant, 1 st Division ..\nn 2nd n-\nBrisco\t\nBritannia Beach, 1st Div.\nii 2nd ii\nBritannia Mine.\t\nBull River Bridge\t\nBurgoyne Bay\t\nBurns Lake .'\t\nBurtondale \t\nCache Creek\t\nCahilty\t\nCampbell Creek\t\nCampbell Range \t\nCampbell River\t\nCanford\t\nCanim Lake\t\nCanyon City\t\nCape Scott\t\nCariboo\t\nMiss E. T. Ainsworth ...\nMiss M. Munn\t\nM. Beattie\t\nMrs. P. E. Delisle\t\nMissM. E. Dempster....\nMiss M. I. Verge\t\nMiss A. E. Pov \t\nR. W. Ashworth\t\nP. Job \t\nMrs. B. Hutchison\t\nMiss J. M. Sutherland. ..\nMiss C. Paradis\t\nF. Van Gorder\t\nMiss C. A. McKenzie\nMiss ,1. M. Taylor\t\nMiss K. B. Hallowes\t\nG. E. Wellbanks\t\nMrs. N. B. Lewis\t\nMiss E. L. Stevenson\nMiss K. Binney\t\nMissE. C. Smith\t\nMiss K. E. Walker\t\nMiss I. P. Wagner \t\nMiss M. Jenkins, B.A....\nMiss F. E. Lawrence\nMiss A. L. Munro\t\nMiss D. I. Lyness\t\nMrs. F. L. Mowat\t\nMiss H. G. Hamniill\t\nMiss W. B. Smythe ....\nMiss H. E. Eldridge\t\nC. H. liayton\t\nW. H. Mac Kay\t\nMiss M. M. Buss\t\nMiss S. T. Mason, L.L.A.\nMiss M. 1,. Elliott\t\nMiss M. McCallum\t\nS. M. Fessant\t\nG. E. Richards, B.Sc...\nMiss M. J. Wadman\t\nMiss L. M. Campbell\t\nMrs. G. M. Vars\t\nMiss M. E. Elder\t\nMiss E. Mowat\t\nMiss P. M. McKinnon ...\nMiss H. T. McKenna ....\nMiss V. D. Gay\t\nMiss G. L. Pedlow\t\nMiss M. Hutcherson....\nJ. __\". Muir, B.A\t\nMrs. I. Wyrill\t\nD. Hoyle, B.Sc\t\nMiss C. V. Freeman\t\nMiss P. L.Cook\t\nMiss M. N\". Blake\t\nMiss M. M.\" Morrow\t\nMiss W. K. Hale\t\nE. P. Clark\t\nT. J. Barron, B.A\t\nMiss G. Robson\t\nMiss H. J. Blake\t\nMiss H. H. E. Eaton ....\nMiss H. L. Marling ....\nMrs. E. M. Keefe\t\nMiss E. L. Nicholson ..\nMiss M. F. Laxton\t\nMiss I. J. Beamer\t\nMiss B. P. Carlson \t\nMiss C. M. Tribe \t\nMissG. E. Williams\t\n.Miss A. Beane\t\nMrs. A. Briand\t\nMrs. C. Kelly, B.A\t\nP. Pullinger \t\nP. E. Warner\t\nSrd Class..\nTemporary\n2nd Class\n3rd ,,\n2nd \u00E2\u0080\u009E\nTemporary\n2nd Class\n1st \u00E2\u0080\u009E\n1st ,i\n2nd i,\n3rd ,i\nrd i,\nTemporary\n1st Class\nSrd i,\n1st \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\nTemporary\n3rd Class\n1st\n3rd \u00E2\u0080\u009E\n3rd .,\n3rd ,,\nAcademic.\n2nd Class\n2nd ,,\n2nd \u00E2\u0080\u009E\nTemporary\n3rd Class\n2nd \u00E2\u0080\u009E\n1st ii\nSrd ,,\n1st \u00E2\u0080\u009E\n3rd ,,\nAcademic.\n1st Clas\nTemporary\n2nd Class\nAcademic.\nTemporal-\n3rd Class\n2nd \u00E2\u0080\u009E .\n3rd ,i\nSrd ,,\n3rd i,\nSrd ,,\n3rd \u00E2\u0080\u009E\n3rd ,.\nSrd ..\nAcademic\n1st Class\nAcademic,\n3rd Class\nSrd ,i\n3rd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\nSrd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\nAcademic\n1st Class\n2nd ,,\n3rd ,i\n2nd i,\nTemporal'\n3rd Class\n3rd ,,\nTemporal-\n2nd Class\n2nd ,,\n2nd ,,\n3rd \u00E2\u0080\u009E\n1st ,i\nAcademic.\n3rd Class\n1st \u00E2\u0080\u009E\n$75 00\n65 00\n95 00\n75 00\n75 00\n75 00\n90 00\n90 00\n75 00\n90 00\n80 00\n70 00\n\u00E2\u0096\u00A0 73 00 :\n75 00\n100 00\n80 00\n70 00\n70 00\n95 oo :\n65 00 \"\n70 00\n75 00\n75 00\n80 00\n65 00 :\n75 00 \"\n65 00\n90 00\n60 00\n65 00\n75 00 \"\n80 00\n80 00\n75 00 :\n70 00\n70 00\n90 00\n85 00\n80 00\n75 00\n68 00\n70 00\n75 00\n75 00\n-65 00\n75 00\n70 00\n68 00\n75 00 \"\n60 00 \"\n75 00\n100 00\n80 00 \"\n70 00\n75 00\n85 00 :\n85 00 \"\n75 00 :\nso oo :\n70 oo :\n75 00\n80 00\n60 00\n75 00\n70 00\n60 00 \"\n75 00\n66 00\n70 00\n75 00\n60 00\n80 08\n75 00\n85 00\n80 00 :\n16\n3\n6\n3\n4\n1\n4\n2\n11\n2\n12\n12\n15\n5\n6\n3\n2\n3\n\"2\n3\n3\n1\n7\n4\n1\n17\n1\n2\n2\n1\n1\n3\n1\nio\n1\n5\n1\n12\n11\n11\n2\n12\n1\n1\n2\n2\n3\n6\n1\n5\n1\n6\n3\n4\n7\n4\n3\n10\n6\n1\n11\n14\n1\n6\n4\n3\n1\n3\n5\n2\n6\n1\n1\n4\n8\n14\n3\n3\n11\n16\n6\n6\n3\n2\n3\n3\n1\n6\n1\n13\n3 9 Geo. 5\nPublic Schools Report.\nD lxi.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of Pupils in each Reader and in each Subject of Study.\n_. & o\ntcx; ;__.\naj a.\n\u00C2\u00A3'Sb\nis-\nto\n5_a\nK __\nqjS\nO 0J\nlis\ng SH\n__ ft \u00C2\u00AB\nfl I. a,\nfl g\n_5 fl fl\n=3\u00C2\u00B0 o\ni fl 5\n$945 00\n765 30\n580 20\n900 00\n900 00\n900 00\n580 20\n580 20\n900 00\n1,208 75\n867 00\n864 95\n1,035 00\n1,303 34\n960 00\n840 00\n840 00\n1,140 00\n780 00\n840 00\n900 00\n900 00\n580 20\n715 00\n900 00\n825 00\n818 40\n575 10\n580 20\n900 00\n960 00\n960 00\n900 00\n580 20\n885 00\n1,059 70\n1,059 20\n942 00\n846 35\n789 00\n730 00\n705 00\n900 00\n780 00\n900 00\n885 00\n816 00\n701 95\n720 00\n900 00\n3,180 00\n900 00\n2,040 00\n990 00\n1,710 00\n742 70\n580 20\n580 20\n87 10\n580 20\n580 20\n190 00\n580 20\n840 00\n580 20\n720 00\n765 00\n580 20\n975 00\n1,005 00\nS 86 70\n40 15\n771 30\n171 15\n'\"i52_5\n936 27\n652 72\n392 14\n1,412 63\n30 50\n52 69\n347 28\n13232\n87 20\n29 15\n180 60\n330 34\n36 68\n98 58\n94 65\n162 40\n254 35\n401 45\n65 53\n66 75\n330 94\n448 60\n29 10\n87 59\n83 29\n27 30\n354 37\n\"__;'_5\n35 60\n150 95\n319 79\n56 47\n6 49\n192 22\n633 50\n729 18\n177 45\n163 20\n482 60\n382 18\n82 50\n1,035 05\n179 29\n4S 80\n847 89\n101 20 D Ixii.\nPublic Schools Report.\n1918\nRURAL AND ASSISTED SCHOOLS.\nCarlin Siding\t\nCarson\t\nCartier \t\nCascade\t\nCastledale \t\nCastlegar\t\nCastle Rock\t\nCawston\t\nCedar, East\t\nCedar, North, 1st Div... .\n2nd ,, . ..\nCedar, South\t\nChase, 1st Division\t\n,i 2nd \t\n\u00E2\u0080\u009E Srd ,, \t\nChase Creek\t\nChase Creek, Lower\t\nChase River, 1st Division.\n2nd i,\nChanmox\t\nCherry Creek Valley\nChief Lake\t\nChilco\t\nChimney Creek . ..\nChinook Cove\t\nChristian Valley....\nChristina Lake... .\nChu Chua \t\nClayoquot \t\nClearwater\t\nClinton\t\nClo-oose (closed)....\nCoal Creek, 1st Division.\n2nd i,\nn 3rd ,i\nCobble Hill\t\nCokato \t\nColtern\t\nColumbia Gardens\t\nColwood\t\nComox, 1st Division\t\n,. 2nd ,, \t\nConcord \t\nCopper City\t\nCopper Creek\t\nCopper Mountain\t\nCorbin\t\nCortes Island.;\t\nCowichan, 1st Division...\nii 2nd ii\nCowichan Lake\t\nCraigellachie\t\nCranberry Marsh\t\nCrawford Bay\t\nCrawford Creek\t\nCrescent Valley\t\nCreston, 1st Div., (Sup.)..\n. ii 2nd ,i \t\n,, 3rd ,\t\n4th \t\nCriss Creek\t\nCultus Lake\t\nCurzon \t\nD'Arcy Mountain (closed).\nDeadwood\t\nDeep Cove \t\nDeep Creek\t\nDeer Lodge\t\nDeer Park \t\nDemars, West\t\nDenman Island\t\nDeparture Bay\t\nDewdney .'\t\nDiamond Crossing, 1st D.\n2nd ii\nMiss 0. Patchctt..\nMiss E. G. Frame..\nF. W. Laing, B.A..\nMiss L. C. Giegerieh..\nMissS. B. .MacDonald.\nMiss S. G. Tiniaeus.\nMiss E. M. Lauder .\n.Miss D. Nesbitt....\nV. C. McKenzie....\nJ. Williams, B.A ..\nMiss B. Moore\t\nMiss H. S. Dailev .\nW. P. Beal, B.A\"...\nMiss A. M. Gilchrist.\nMiss L. C. Campbell\nMiss M. E. Townsend.\n(closed) \t\nM. MacKenzie\t\nMiss G. C. Alaclean..\nMiss P. E. Webb....\nMissM. E.J. Reid...\nD. II. Anderson\t\nMissD. C. Smiley\t\nMiss H. I. Morgan...\nMiss C. V. E. Jakes .\nMiss E. M. N. Lettice.\nMiss F. Mitchell\t\nMiss L. M. Wheeler .\nMiss E. P. Anderson .\nMiss M. P. Tait . .\nMrs. M. V. Page..\n3rd Class.\nSrd ,\nAcademic.\n1st Class .\n3rd ,\n1st ,\n2nd ,\n1st .\nSrd ,\nAcademic.\nSrd Class.\n2nd '.\nAcademic..\n2nd Class.\n1st ,\n3rd ,\n$ 70 00\n70 00\n90 00\n90 00\n75 00\n80 00\n85 00\nSO 00\n. 60 00\n80 00\n65 00\n78 00\n100 00\n80 00\n65 00\n70 00\n181\n195\n194\n182}\n180*\n185\n125\n189\n191\n194\n195\n189\n192\n190\n195\n195\n11.34\n15.57\n18.45\n25.22\n10.83\n24.60\n7.67\n17.76\n9.77\n20.20\n24.79\n2-7.63\n20.16\n20.42\n28.40\n8.08\n4\n18\n6\n1\n2\n4\n1\n2\n1\n14\n1\n17\n1\n2nd Class.\nSrd i\n3rd i\n2nd ,\n3rd i\n3rd ,\nTemporary\n2nd Class.\n2nd ;\nTemporary .\n2nd Class.\n2nd .\n1st I\n1st i\n90 00\n75 00\n60 00\n65 00\n80 00\n80 CO\n85 00\n75 00\n80 00\n70 00\n75 00\n70 00\n75 00\n85 00\n196\n194}\n150\n192\n185\n87\n50\n192\n186\n62\n194\n196\n172\n185\n28.28\n36.21\n7.04\n11.34\n8.01\n6.32\n8.02\n5.63\n6.37\n6.25\n10.49\n12.52\n5.95\n29.55\n28\n4\nT. Prescott\t\nMrs. W. M. MacGregor.\nMissM. K. Noble....\nMiss I. S. Hamilton..\nMiss B. M. Hurry..!.\nMrs. I. W. Parker. .\nMiss L. F. Wallis....\nL. Tait\t\nMiss E. V. Cass\t\nMiss L. Hood, B.Sc..\nMiss A. E. Baxter.. .\nMiss M. Morriss\t\nMrs. M. A. Wish ...\nW. Troughton\t\nA. L. Harvey, B.A..\nMissK. M. Lettice..\nGeo. Bowyer\t\nMiss M. M. Lanning,\nMiss E. Milley\t\nMiss V. A. Davis....\nMiss J. Mouat\t\nH. S. Donbleday....\nMiss C. M. Vipond ..\nMiss E. E. Fraser ...\nC. Brousson, B. Sc...\nA. Smith\t\nMiss N. E. Faulkner.\nMiss B. Hardnian..\nMiss P. M. Orser ..\nL. Telfer\t\nMiss D. McDougall\nS. A.\nMiss\nMiss\nMiss\nA. C\nMiss\nMiss\nMiss\nMiss\nMiss\nMiss\n1st Class.\n1st i\n3rd \u00E2\u0096\u00A0\n2nd i\n2nd .\n1st ,\n3rd i\n1st\n\u00E2\u0096\u00A02nd ,\nAcademic..\nSrd Class.\n3rd ,\n1st ,\n1st i\nAcademic..\n2nd Class.\n1st i\nAcademic..\n3rd Class.\n3rd ,\nSrd .\nTemporary\nSrd Class .\nTemporary\nAcademic..\n2nd Class.\n1st ,\n1st .\n3rd ,\nTemporal--)\n3rd Class.\n110 00\n90 00\n75 00\n65 00\n78 00\n75 OO\n75 00\n75 00\n80 00\n65 00\n65 00\n75 00\n70 00\n75 00\n100 00\n75 00\n80 00\n65 00\n65 00\n70 00\n70 00\n80 00\n70 00\n70 00\n105 00\n80 00\n70 00\n85 00\n70 00\n70 00\n75 00\n190\n188*\n188\n195\n194\nv.r'i\n191\n194\n193\n193\n195\n190\n138\n194\n195\n185\n194\n194\n186*\n149\n194\n1761\n167\n1851\n189*\n189\n193*\n192\n196*\n188\n193*\n23.24\n31.08\n24.87\n16.13\n16.35\n14.12\n14.49\n16.86\n20.40\n16.53\n8.78\n7.49\n5.41\n12.66\n21.85\n13.23\n18.46\n19.01\n14.79\n7.57\n15.14\n21.74\n8.33\n22.92\n18.08\n29.94\n32.09\n29.58\n6.11\n6.71\n11.88\n15\n\"2\n2\n11\n8\n6.\n3\nio\n3\n3\n24\n1\nCox\t\nK. Sullivan ...\nM. D. IJobson\nB. M. Johnstone..\nullen \t\nM. E. Stephens..\n0. M. Harris..\nE. D. Wood..\nD. V. McCusker.\nM. A. Williams\n1. Little\t\n1st Class..\n2nd 1\n3rd 1\n2nd 1\n3rd ,\n2nd 1\n2nd .\n1st ,\nSrd ,\n1st ,\nSrd .\n80 00\n75 00\n70 00\n65 00\n75 00\n75 00\n70 00\n75 00\n75 00\n80 00\n65 00\n193\n194\n171}\n193\n194\n185\n185\n194*\n192\n194}\n194}\n34.33\n20.12\n13.20\n9.36\n12.30\n8.30\n30.06\n18.86\n25.04\n21.30\n19.31\n11\n1'\n8\n2\n3\n1\n9\n1\n1\n8\n12\n4\n2\n4\n6\n3\n5\n2\n0\n3\n13\n3\n11\n15\n1\n3\n6\n5\n10\n13\n12\n5\n2\n3\n6\n5\n19\n4\n3\n1\n10\n4\n2\n13\n10\n8\n6\n3\n3\n3\n13\n6\n10\n17 9 Geo. 5\nPublic Schools Report.\nD Ixiii.\nSCHOOL-YEAR ENDING JUNE 30th, 191S\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader\nAND IN EACH SUH\niect of Study.\ngo\n53 oj\nSt.'S\n8.2\n^. cj '\u00C2\u00A3\n?\u00C2\u00A3. _<\u00C2\u00BB\nIII \u00E2\u0080\u00A2\nH_ '\n.2 A3\n_. 33\nti\nQJ\n-6\n2\nQJ\nM\nS3\n_.\nfl\nO\n_H\n_!\n-fl\n__\nE\nc-fl\n0 c\n__ Q3\n_L \u00E2\u0080\u009E\nScfl\n\u00C2\u00AB\u00E2\u0096\u00A0_-\u00E2\u0096\u00A0__\n^ft\n_.,_.\n._, _. o\n\u00C2\u00A3 So\ng\nS3\n<\n-fl\nc\n_i\no\na, QJ\nHH q,\n\u00C2\u00A3'b_\niW\nto\nbe\nn\n%\n\u00E2\u0096\u00A0A\na\nfl.\n03\n_.\nbe\no\nQJ\no\nCS\no a.\n.IS\n\u00C2\u00A3._=\n-Qj\nflfl-\n_: _\u00E2\u0096\u00A0\n'-G -\"\"*\nc--fl\n\u00C2\u00A7 =\na\n3\n\u00C2\u00AB\no\nS3\nH\noj\nfl\nQJ\nS3\n%\nfl\nm\noj\nQJ\n'fl\n_.\nX\nB\n'_!\nS3\nPh\nbo\nc\n'S\n'c.\n_H\n-S\nc\nC3\ni_!\nQJ 03\ng-s\n'SI-\nm 0\n2I\n\"K~\nO CD\n_-. QJ\n%to\n3\n.fl\nQJ\nbe\n<\n03\nO\nOJ\nC\nfl\n\"_i\n__\nCJ\noj\nCJ\nfl\nfl\n'3\n0_\n_fl\"\nP-\nOJ\n-I-\n0\n333\n^ B\n\u00C2\u00A3 O g\na-Jo\n|||\na.flj-\n<\n7\n\"l\n18\n30\n31\n32\n16\n30\n11\n25\n10\n27\n39\n25\n23\n22\n29\n11\n18\n30\n31\n32\n16\n30\n\u00E2\u0096\u00A0 11\n25\n10\n27\n39\n25\n23\n22\n29\n11\n18\n30\n31\n32\n16\n30\n11\n25\n10\n27\n39\n25\n23\n22\n29\n11\n18\n30\n31\n32\n16\n30\n11\n25\n10\n27\n39\n25\n23\n22\n29\n11\n12\n5\n20\n23\n14\n19\n8\n13\n6\n27\n8\n20\n23\n22\n11\n5\n11\n15\n6\n12\n3\n9\n3\n27\n11\n5\n11\n15\n6\n12\n3\n16\n3\n27\n7\n3\n7\n9\n3\n7\n1\n11\ni4\n18\n30\n31\n32\n16\n30\n11\n25\n10\n27\n39\n25\n23\n22\n29\n11\n18\n$ 885 00\n580 20\n1,080 00\n580 20\n900 00\n960 00\n595 00\n870 00\n810 00\n1,740 00\n$ 44 20\n629 35\n3\n7\n56 45\n9\n7\n4\n25\n10\n7\n7\n7\n7\n7\n7\n1,195 46\n14\n78 95\n8\n23\n15\n8\n23\n15\n5\n12\n25\n23\n22\n29\n936 00\n1,740 60\n1,919 37\n1\n8\n6\n6\n1\n795 00\n65 00\n1,980 00\n19 50\n40\n45\n11\n14\n10\n10\n9\n8\n11\n8\n13\n14\n10\n41\n40\n45\n11\n14\n10\n10\n9\n8\n11\n8\n13\n14\n10\n41\n40\n45\n11\n14\n10\n10\n9\n8\n11\n8\n13\n14\n10\n41\n40\n45\n11\n14\n10\n10\n9\n8\n11\n8\n13\n14\n, io\n41\n40\n7\n6\n9\n8\n7\n2\n6\n7\n3\n8\n10\n6\n35\n40\n40\n15\n40\n45\n11\n14\n10\n10\n9\n8\n11\n8\n13\n14\n10\n41\n40\n45\n5\n8\n5\n4\n1\n5\n6\n1\n6\n6\n6\n24\n5\n8\n5\n4\n1\n5\n6\n1\n6\n6\n6\n24\n4\n3\n2\n1\n\"3\n1\n3\ni\n14\n600 00\n780 00\n931 30\n480 00\n297 50\n785 00\n880 00\n350 00\n900 00\n580 20\n900 00\n580 20\n65 00\n1,734 35\n2\n10\n38 00\n8\n1\n14\n258 60\n41\n16\ni_\n29\n36\n31\n21\n22\n16\n19\n24\n32\nSI\n9\n8\n11\n22\n30\n17\n31\n22\n21\n9\n16\n30\n13\n29\n\u00E2\u0080\u00A224\n44\n43\n35\n8\n14\n17\n29\n36\n31\n21\n22\n16\n19\n24\n32\n31\n9\n8\n11\n22\n30\n17\n31\n22\n21\n9\n16\n30\n13\n29\n17\n44\n43\n35\n8\n14\n17\n29\n36\n31\n21\n22\n16\n19\n24\n32\n31\n9\n8\n11\n22\n30\n17\n31\n22\n21\n9\n16\n30\n13\n29\n9\n44\n43\n35\n8\n14\n17\n29\n36\n31\n21\n22\n16\n19\n24\n32\n31\n9\n8\n11\n22\n30\n17\n31\n22\n21\n9\n16\n30\n13\n29\n17\n44\n43\n35\n8\n14\n17\n29\n36\n29\n12\n\"29\n12\n16\n29\n36\n31\n21\n22\n16\n19\n14\n32\n31\n9\n8\n11\n22\n30\n17\n31\n22\n21\n9\n16\n30\n13\n29\n24\n44\n43\n35\n8\n14\n17\n2,842 IS\n36\n31\n'\"78000\n909 00\n900 00\n900 00\n580 20\n1,740 00\n2\n16\n3\n10\n11\n17\n32\n6\n7\n4\n16\n14\n10\n31\n5\n12\n2\n14\n9\n9\n23\n9\n44\n11\n7\n3\n5\n9\n14\n32\n7\n3\n5\n9\n14\n32\n2\n1\n2\n3\n9\n13\n190 92\n22\n16\n388 30\n165 37\n3\n9\n225 79\n639 05\n32\n448 55\n3\n7\n4\n5\n12\n6\n6\n31\n10\n7\n4\n5\n12\n6\n6\n31\n\"io\n3\n1\n4\n2\n2\n4\n18\n6\n9\n8\n780 00\n1,080 00\n630 00\n855 00\n580 20\n900 00\n1,740 00\n1\n40 70\n2\n2\n2,002 50\n67 74\n4\n31\n22\n6\n780 00\n770 00\n840 00\n559 90\n907 50\n506 05\n2,320 80\n458 86\n16\n31 95\n6\n12\n5\n6\n16\n9\n44\n12\n5\n6\n16\n24\n44\n6\n2\n2\n12\n24\n11\n45 00\n9\n692 28\n2\n125 80\n12\n476 97\n9\n15\n15\n15\n15\n7\n7\n3,210 09\n9\n6\n7\n8\n6\n6\n7\n6\n6\n7\n2\n3\n1\n795 00\n784 50\n900 00\n70 00\n870 00\n580 20\n732 05\n715 00\n900 00\n900 00\n575 60\n900 00\n580 20\n1,740 00\n10 58\n3\n14\n11 15\n1\n129 15\n10\n41\n22\n27\n12\n14\n9\n47\n20\n31\n25\n26\n41\n22\n27\n12\n14\n9\n47\n20\n31\n25\n26\n41\n22\n27\n12\n14\n9\n47\n20\n31\n25\n26\n41\n22\n27\n12\n14\n9\n47\n20\n31\n25\n26\n27\n19\n18\n4\n10\n6\n24\n12\n23\n25\n8\n20\n13\n12\nS\n6\n4\n23\n9\n16\n25\n20\n13\n12\n3\n6\n4\n23\n9\n\u00E2\u0096\u00A0 16\n25\n10\n5\n. 6\n\"3\n1\n10\n3\n6\n8\n41\n22\n27\n12\n14\n9\n47\n20\n31\n25\n26\n22\n27\n12\n14\n5\n470 99\n6\n294 46\n3\n248 10\n1\n62 91\n10\n358 15\n3\n80 59\n6\n431 86\n8\n25\n26\n330 48\n' D lxiv.\nPublic -Schools Eeport.\n1918\nRURAL AND ASSISTED SCHOOLS.\nCertificate.\nE\nO\n\u00E2\u0080\u00A2o\n-_\nfcj,\nc\n03\n\u00E2\u0096\u00A0s\no\n_,\nfl\ns\nVI\no\nft\n_p\nO\nCH\n4-\no\nfl\no\n__\na\nto\nP.\nO\n$100 00\n151*\n20\n7\n13\n85 00\n186\n9\n5\n4\n60 00\n189\n14\n4\n10\n75 00\n191\n17\n9\n8\n80 00\n193*\n15\n7\n8\n70 00\n117\n18\n10\n8\n75 00\n195\n17\n10\n7\n65 60\n77\n9\n5\n4\n70 00\n193\n12\n7\n5\n80 00\n196\n26\n13\n13\n80 00\n190\n45\n15\n30\n75 00\n77\n9\n5\n4\n70 00\n192*\n29\n14\n15\n98 00\n194*\n8\n2\n6\n80 00\n192\n11\n4\n7\n65 00\n189*\n16\n7\n9\n75 00\n193*\n35\n20\n15\n75 00\n195\n10\n4\n6\n70 00\n189*\n21\n9\n12\n80 00\n196\n28\n15\n8\n75 00\n194\n16\n9\n7\n95 00\n194*\n24\n13\n11\n75 00\n193*\n38\n22\n16\n65 00\n193*\n30\n18\n12\n75 00\n190*\n13\n9\n4\n* 75 00\n188\n12\n6\n6\n70 00\n186*\n9\n5\n4\n70 00\n190\n20\n11\n9\n70 00\n185*\n13\n4\n9\n78 00\n195\n10\n6\n4\n75 00\n193\n37\n22\n15\n75 00\n188\n25\n12\n13\n75 00\n192\n17\n10\n7\n70 00\n188*\n28\n14\n14\n85 00\n169\n29\n15\n14\n80 00\n187\n19\n7\n12\n110 00\n193\n37\n22\n15\n90 00\n193\n43\n21\n22\n100 00\n193\n25\n16\n9\n80 00\n195\n25\n10\n15\n60 00\n194\n18\n9\n9\n75 00\n150\n12\n6\n6\n70 00\n189\n25\n14\n11\n70 00\n185*\n26\n16\n10\n60 00\n187*\n26\n13\n13\n80 00\n193\n56\n32\n24\n60 00\n194\n14\n9\n5\n50 00\n163\n22\n7\n15\n75 00\n195\n15\n4\n11\n65 00\n194\n11\n7\n4\n65 00\n188\n14\n4\n10\n75 00\n188\n16\n6\n10\n60 00\n194\n6\n4\n2\n70 00\n186\n27\n15\n12\n70 00\n191\n24\n12\n12\n70 00\n172\n14\n8\n6\n70 00\n194\n13\n4\n9\n80 00\n213\n36\n20\n16\n85 00\n191\n19\n19\n85 00\n18(1\n20\n20\n75 00\n179\n43\n20\n23\n85 00\n185\n9\n3\n6\n60 00\n191\n16\n7\n9\n\u00E2\u0080\u00A2 70 00\n192*\n19\n8\n11\n65 00\n191*\n7\n7\n115 00\n188*\n33\n14\n19\n75 00\n187*\n31\n16\n15\n70 00\n192*\n31\n18\n13\n65 00\n193*\n26\n14\n12\n60 00\n193\n11\n6\n5\n125 00\n182\n18\n6\n12\n80 00\n179*\n87\n19\n18\n80 00\n18S\n50\n29\n21\n80 00\n183\n19\n9\n10\n60 00\n194}\n20\n13\n7\np.\n\u00E2\u0096\u00A0a\nDiscovery\t\nDragon Lake\t\nDuck Range \t\nDuhamel\t\nDunster \t\nEcoole\t\nEdgewood\t\nEdith Lake\t\nEholt.....\t\nElk Bridge\t\nElko\t\nElk Prairie\t\nEllison\t\nEmpire Valley\t\nEndako \t\nEnderby, North\t\nErickson\t\nErie\t\nErrington\t\nEssington\t\nEssondale .'\t\nExtension, 1st Division..\n\u00E2\u0080\u009E 2nd ii\n\u00E2\u0080\u009E 3rd ii\nPairview\t\nFalkland\t\nPalse Bay\t\nFanny Bay\t\nFauquier\t\nFerguson\t\nField\t\nFife \t\nFire Valley\t\nFish Lake\t\nFlagstone\t\nFort Fraser \t\nFort George, 1st Division.\n2nd \u00E2\u0080\u009E\nFort George, South\t\nFort Steele, 1st Division.\n2nd\nFoster's Bar\t\nFrench Creek\t\nFruit-lands, 1st Division..\n,. 2nd i,\nFruitvale\t\nGabrioia, North\t\nGabrioia, South\t\nGalena Bay\t\nGaliano\t\nGaliano, North\t\nGalloway \t\nGanges \t\nGanges Harbour\t\nGill\t\nGillis Bay\t\nGilpin\t\nGiscome\t\nGlade, 1st Division\t\n,, 2nd \u00E2\u0080\u009E \t\nGlenbank\t\nGlencoe\t\nGlenemma\t\nGlenora\t\nGlenrosa\t\nGolden, 1st Division\t\n,, 2nd ii\ni, Srd\n,i 4th\nColdstream\t\nGranbv Bay, 1st Division,\nn 2nd i,\n3rd \u00E2\u0080\u009E\nGranby Bay Mine\t\nGrande Prairie\t\nMiss N. E. Ashton\t\nMiss E. M. Champion . . .\nMiss E. Mude\t\nE. W. Neale\t\nMissR. Tavlor\t\nMiss L. I. Butterfleld.. ..\nMiss M. Philip\t\nMiss J. M. Elliott\t\nMiss E. J. Gowanloek ...\nP. Murray\t\nMrs. G. T. Longw-orth ..\nMiss V. J. Clyde\t\nMiss N. J. Tully\t\nMiss J. U. Corbett\t\nMiss M. L. McKenney...\nMiss E. R. Cary \"\t\nU. B. McCallum\t\nG. A. Johnson\t\nMrs. M. M. Despard\t\nC. Leys, M.A\t\nMiss M. B. Cunningham.\nMiss C. Mazzoline\t\nMiss M. M. Stewart.....\nMiss E. B. McKinnell....\nMiss E. L. Morrison....\nMiss J. G. Hope\t\nMrs. L. M. Hicks\t\nMiss M. H. Gray\t\nMiss J. M. Fjeldsted\t\nMiss V. J. Bell\t\nMissM. C. Hardy\t\nMiss H- R. Wilkinson ...\nE. R. Freeman, B.A\t\nMiss E. H. Hutchison. ..\nG. Macdonald, B.A\t\n.1. S. Ross, B.A\t\nW. Bell\t\nMiss M. R. Wade\t\nMiss E. M. Smith\t\n1). R. Fraser, B.A\t\nMiss M. V. Simister\t\nMiss A. V. Letvinofl\t\nJ. H. L. Coates\t\nMiss I. D. G. Irw-in\t\nMiss L. M. Curtis\t\nMiss H. Stewart\t\nMiss L. A. Carter\t\nMrs. A. Crump\t\nMrs. M. B. Hyham\t\nF. W. Hicks\t\nMiss M. S. Waugh\t\n.Mrs. S. Codd, B.A\t\nMiss I. M. Burnes\t\nMiss G. Stubbs\t\nMiss M. Smith, B.A\t\nJ. C. Johnston, B.Sc....\nMissE. M. Stuart :'.\nMiss II. C. Graham\t\nMiss M. Greenwood\t\nMiss M. E. Middle-on ...\nMiss C. H. Moore\t\nMiss M. P. Sullivan\t\nMiss W. F. Petrie\t\nMiss A. Griffiths, B.A....\nMiss M. W. Hay\t\nR. Landells, B.A\t\nMiss A. J. Riley\t\nMiss N. M. C. Yolland...\nMiss F. E. McHattie\t\nMiss E. F. Payne\t\nMiss J. L. Potheringham\nMiss K. McGeer\t\nMiss D. G. Bower\t\nMiss K. F. Haslett\t\nMiss VV. New\t\nSrd Class\n3rd \u00E2\u0080\u009E\nSrd ii\nTemporary\n3rd Glass\nTemporary\n2nd Class\n3rd ii\n3rd ,i\n1st .,\n3rd . ii\nSrd ii\n2nd ii\n2nd ,,\n2nd ,i\n2nd n\n3rd ,i\n3rd ,,\n3rd ..\nAcademic.\n1st Class\n2nd ii\n2nd ,i\n3rd i,\n3rd i,\n1st \"\nTemporary\n2nd Class\nTemporary\n2nd Class\nSrd ..\n1st ii\nAcademic\n2nd Class\nAcademic\n1st Class\n2nd ..\n3rd \u00E2\u0080\u009E\nAcademic\n2nd Class\nTemporary\nSrd Class\n2nd ii\n2nd i,\n2nd ii\n1st i.\nTemporary\n1st Class.\n2nd i.\nAcademic.\n2nd Class\nSrd \"\nAcademic\n1 st Class.\nTemporary\n3rd Class\nSrd ii\n1st II\n1st ..\n3rd ,i\nAcademic\n2nd Class\nAcademic.\nSrd Class\n3rd i.\n3rd ii\n3rd ii\n1st i.\nSrd ..\n3rd ,i\n3rd i.\n1st M\n12.67\n7.14\n8.20\n12.24\n8.09\n13.13\n10.14\n7.44\n-7.47\n18.08\n24.47\n7.66\n18.73\n7.04\n7.55\n11.86\n21.97\n9.76\n18.41\n16.56\n15.71\n20.62\n34.34\n26.24\n8.51\n7.18\n7.50\n17.79\n8.02\n9.84\n22.35\n22.67\n10.07\n12.99\n21.83\n11.25\n22.50\n24.56\n17.92\n14.41\n17.86\n10.00\n13.86\n19.15\n20.25\n37.25\n7.86\n12.95\n9.71\n8.89\n6.94\n7.97\n5.89\n16.38\n17.62\n11.59\n8.17\n18.57\n17.28\n13.34\n34.48\n7.03\n12.40\n12.62\n6.73\n27.02\n24.76\n29.10\n24.31\n8.84\n14. SI\n28.31\n32.27\n14.53\n11.25\n11\n4\n.4\n2\n3\n1\n\"<)\n11\n14\n2\n1\n1\n\"l\n'io\n5\n\"2\n10\n15\n2\n26\n5\n6\n11\n2\n11\n2\n16\n4\n1\n8\n10\n1\n4\n20\n3\nii\n\"9\n4\n1\n1\n2\n3\n5\n3\n4\n4\n6\n7\n9\n4\n11\n\"3\n15\n1\n1\n.7\n9\n9\n5\n2\n2\n3\n4\n1\n4\n2\n11\n1\n2\n5\n2 9 Geo. 5\nPublic Schools Report.\nD lxv.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader and in each Subject of Study.\nCO\nQJ CJ\nIs\".\n_T fl _;\nO QJ\nSi a jpj\n\u00E2\u0080\u0094 ~oS\n-fl _*2\n'5 C-\nftfl \u00C2\u00A3\nQJ\ne-_AT\nfl fl: 0\nfl fl. rf\n0 2 QJ\na ah\n<\n\u00C2\u00A7=8\n\u00C2\u00A3 s__\n\u00E2\u0096\u00A08 B-\np y 03\n. MS\nhS\"\u00C2\u00B0S\n____, ** s\n\u00C2\u00A3.20\nB ^\nB rf \u00C2\u00A3\nUs\n<\n-fl\nM\nS3\n_.\no\nPh\nti\nQJ\n-fl\n5\nG-fl\nC C\n_3 _J\n_i .\nfl _?5\n3||-J\n^ \"_0\n_, AO\nbc-/_ ;__,\n-__\u00E2\u0096\u00A0\u00C2\u00BB\u00C2\u00A7\nC So\ncj\nI\nAT\n<\n-a\na\n_3\nfl\nC\nQJ QJ\n->\u00C2\u00A3\ni'fs\ne-l3.\nto\nrVr\nfl\nS3\noS\nbe\no\nQJ\na\nr. o\no\"-j\nKs3\nerg\n\u00E2\u0080\u00A2HP)\n\u00C2\u00A3\u00E2\u0096\u00A0*\no \"\nCOL\nI\n3\nS3\n&_\nfl\nH\nQJ\n3\n_i\nQJ\n3\n\"bo\nfl\na\n_-L>\n'3\nQJ\ny.\nP-l\n-3\nCJ\nAT\nPh\nbe\nc\n\"3\nH\n3\nc\nr_5\ncj\nQJ _J\nCJ QJ\nC .\n.SM\n__\u00C2\u00A7\n.2*\nrrj-fl\nQJ QJ\nfl ?.\nfl\nCJ\n'03\nfl\n%\nAT\nbe\nQJ\ng\n0\n03\nO\na\n~oS\n-4\nA3\n0\nC\nQJ\nCJ\nCJ\nfl\n03\n'5\no_\nCJ\nS3\nPh\n33\nO\nP9\n2\n20\n9\n14\n17\n15\n18\n17\n9\n12\n26\n45\n9\n29\n8\n11\n16\n35\n10\n21\n23\n16\n24\n38\n30\n13\n12\n9\n20\n13\n10\n37\n25\n17\n28\n29\n19\n37\n43\n25\n25\nIS\n12\n25\n26\n26\n56\n14\n22\n15\n11\n14\n16\n6\n27\n24\n14\n13\n36\n19\n20\n43\n9\n16\n19\n7\n33\n31\n31\n26\n11\n18\n37\n50\n19\n20\n20\n9\n14\n17\n15\n18\n17\n9\n12\n26\n45\n9\n29\n8\n11\n16\n35\n10\n21\n23\n16\n24\n38\n30\n13\n12\n9\n20\n13\n10\n37\n25\n17\n28\n29\n19\n37\n43\n25\n26\n18\n12\n25\n26\n26\n56\n14\n22\n15\n11\n14\n16\n6\n27\n24\n14\n13\n36\n19\n20\n43\n9\n16\n19\n7\n33\n81\nSI\n26\n11\n18\n37\n50\n19\n20\n20\n9\n14\n17\n15\n18\n17\n9\n12\n26\n45\n9\n29\n8\n11\n16\n85\n10\n21\n23\n16\n24\n38\n30\n13\n12\n9\n20\n13\n10\n37\n25\n17\n28\n29\n19\n37\n43\n25\n25\n18\n12\n25\n26\n26\n50\n14\n22\n15\n11\n14\n16\n6\n27\n24\n14\n13\n36\n19\n20\n43\n9\n16\n19\n33\n31\n31\n26\n11\n18\n37\n50\n19\n20\n20\n9\n14\n17\n15\n18\n17\n9\n12\n26\n45\n9\n29\n8\n11\n16\n35\n10\n?1\n23\n16\n24\n38\n30\n13\n12\n9\n20\n13\n10\n37\n25\n17\n28\n29\n19\n37\n43\n25\n25\n18\n12\n25\n26\n26\n56\n14\n22\n15\n11\n14\n16\n6\n27\n24\n14\nIS\n36\n19\n20\n43\n9\n16\n19\n7\n33\n31\n31\n26\n11\nIS\n37\n50\n19\n20\n8\n8\n11\n14\n9\n14\n2\n8\n14\n23\n3\n20\n7\n5\n11\n26\n6\n17\n13\n9\n24\n31\n3\n8\n9\n10\n4\n5\n10\n1\n6\n6\n17\n1\n16\n5\n3\n3\n16\n5\n13\n13\n24\n23\n3\n8\n9\n10\n4\n5\n10\n1\n6\n6\n17\n1\n16\n5\n3\n3\n16\n5\n13\n13\n7\n24\n23\n2\n4\n2\n4\n2\n1\n5\n....\n12\n'\"9\n2\n2\n11\n1\n9\n5\n3\n17\n20\n9\n14\n17\n15\n18\n17\n9\n12\n26\n45\n9\n29\n8\n11\n16\n35\n10\n21\n23\n16\n24\n38\n30\n13\n12\n9\n20\n13\n10\n37\n25\n17\n28\n29\n19\n37\n43\n25\n25\n18\n12\n25\n26\n26\n56\n14\n22\n15\n11\n14\n16\n6\n27\n24\n14\n13\n36\n19\n20\n43\n9\n16\n19\n7\n33\n31\n31\n26\n11\n18\n37\n50\n19\n20\n20\n9\n14\n$1,200 00\n1,065 00\n580 20\n900 00\n960 00\n420 00\n900 00\n241 75\n885 00\n960 00\n580 20\n480 00\n580 20\n1,059 00\n880 00\n575 50\n580 20\n900 00\n750 00\n580 20\n937 33\n2,820 00\n$53 35\n193 96\n524 84\n87 42\n252 08\n147 08\n134 07\n761 99\n53 00\n593 47\n36 75\n2\n15\n1\n5\n12\n12\n8\n11\n16\n35\n10\n2\n2\n256 63\n485 75\n124 01\n43 26\n629 59\n11\n9\n23\n3\n171 05\n6\n9\n8\n5\n17\n11\n10\n17\n9\n10\n14\n21\n10\n37\n6\n12\n25\n2\n4\n17\n26\n2\n24\n11\n11\n6\n5\n12\n12\n6\n13\n16\n11\n7\n18\n13\n7\n2\n2\n13\n11\n3\n11\n9\n7\n7\n15\n8\n24\n7\n2\n2\n13\n11\n3\n11\n9\n7\n7\n15\n8\n24\n6\n1\n\"io\n6\n'\"7\n5\n1\n6\n4\n13\n900\n900 00\n770 00\n840 00\n885 00\n936 00\n580 20\n900 00\n900 00\n840 00\n944 05\n1,140 00\n3,376 53\n145 77\n55 55\n12\n9\n10\n69 89\n45 39\n562 28\n171 90\n269 60\n6\n7\n13\n37\n25\n5\n1\n6\n4\n86.95\n15 OO\n13\n37\n43\n4\n7\n25\n1\n2\n13\n22\n25\n1\n2\n13\n22\n4\n10\n\"l\n6\n13\n1,773 30\n1,160 40\n10\n25\n18\n696 97\n750 90\n867 00\n1,160 40\n1,386 90\n6\n13\n26\n8\n17\n9\n11\n6\n4\n7\n8\n4\n5\n12\n6\n2\n15\n8\n17\n9\n11\n6\n4\n7\n8\n4\n6\n12\n6\n2\n15\n8\n8\n4\n9\n4\n1\n3\n7\n\"3\n9\n3\n1\n7\n578 60\n580 20\n506 40\n900 00\n780 00\n735 00\n900 00\n720 00\n690 00\n912 00\n721 00\n867 00\n881 15\n1,955 00\n724 95\n140 85\n53 55\n67 80\n111 50\n4\n9\n22\n4\n1\n\u00E2\u0096\u00A0\u00E2\u0096\u00A0-\n3\n14\n16\n6\n27\n24\n7\n66 85\n3\n9\n3\n5 25\n112 70\n413 70\n1\n13\n30\n2\n10\n14\n2\n33\n31\n20\n24\n2\n8\n9\n2\n33\n31\n24\n2\n8\n9\n2\n33\n31\n13\n,1\n6\n4\n\"33\n43\n573 75\n1,065 00\n580 20\n840 00\n780 00\n2,804 30\n490 33\n201 84\n158 29\n123 62\n3,288 05\n1\n6\n4\n33\n1\n7\n18\n37\n4\n18\n26\n4\n18\n26\n1\n18\n11\n18\n580 20\n1,692 25\n213 05\n4,825 31\n18\n580 20\n580 20\n9\n13\n9\n9\n5\n5\n217 88\n5\n' D lxvi.\nPublic Schools Report.\n1918\nRURAL AND ASSISTED SCHOOLS.\n\u00E2\u0080\u00A24\nr.\nGranite Bay\t\nGrantham\t\nGrant Mine\t\nGrindrod\t\nHalf Moon Bay\t\nHall's Landing\t\nHappy Valley\t\nHarewood, 1st Division..\n,, 2nd ,i\nn 3rd ii\nii 4th (closed)\nii 5th Division..\nii 6th ,,\nii 7th ,,\n,i 8th\nn 9th ,,\nHarpers Camp\t\nHarrogate\t\nHarrop\t\nHat Creek\t\nHatzic Prairie\t\nHaysport\t\nHazelton\t\nHazelton, New\t\nHeadquarters\t\nHedley, 1st Division (Sup.)\n.,' 2nd ..\n,. Srd ii\nHeffley Creek\t\nHeffley Lake\t\nHendpn\t\nHeriot Bay\t\nHeydon Bay (closed)\t\nHidden Bay\t\nHighland\t\nHillborn\t\nHillier (closed)\t\nHilltop\t\nHilton\t\nHope, 1st Division\t\n\u00E2\u0080\u009E 2nd ii \t\nHope Station\t\nHornby Island\t\nHorse Creek\t\nHosmer\t\nHouston\t\nHowe Sound, 1st Division\n\u00E2\u0080\u009E 2nd ii\nHume, 1st Division\t\nn 2nd ii \t\nii 3rd ii \t\nii 4th ii \t\n., 5th n \t\nHupel\t\nHurlingham\t\nHuscroft \t\nIngram Mountain\t\nInvermere\t\nInverness\t\nloco\t\nIsabella Point\t\nJaffray\t\nJames Island\t\nJordan River.\t\nKaleden \t\nKaleva\t\nKedleston\t\nKeefers\t\nKelowna, East\t\nKelowna, North\t\nKeremeos, 1st Division...\n,. 2nd n\nKettle River, North\t\nKettle Valley\t\nKildonan \t\nMiss J. C. Reed\t\nMiss E. M. McManus\t\nT. Bryant\t\nMiss C. Sutton\t\nMiss V. V. Dennison ....\nMiss J. M. Richards\t\nMrs. M. II. McKenzie ...\nA. A. Hartley, B.A\t\nMiss M. Jackson\t\nMiss R. Devlin \t\nMiss M. E. Stephens\t\nMiss E. Coombs\t\nMiss E. J. Cavalsky\t\nMiss N. Green\t\nMiss N. Rogers\t\nMiss C. M. Thornton\t\nW. R. Jones\t\nMiss R. E. N. Raymer...\nMiss M. Y. Kane\t\nMiss B. L. Keller\t\nMiss tj. E. Murray \t\nMiss C. S. Anderson\t\nMiss M. B. Wentzel\t\nMiss E. J. Mutch\t\nH. Smith\t\nMiss H. M. Herkins, B.A.\nMiss O. D. Borden, B.A..\nMiss L. I. A. Inkman.. .\nMissL. M. Taylor\t\nMiss S. A. Taylor\t\nMiss A. M. Fuhr .-.\nMiss P. A. Tourigny\t\nMiss Freda G. Bettes... .\nMiss C. Prefontaine\t\nJ. Likeman.\t\nMiss G. R. Cowan\t\nMiss A. Fitzgerald\t\nMiss O. C. Steen\t\nMiss H. A. Dewar\t\nMiss R. B. Clegg\t\nMiss M.A. Baker\t\nMiss M. E. Beamer\t\nMiss II. E. Little\t\nMiss M. M. Vogel\t\nMrs. R. Howell\t\nMiss N\". Bevier\t\nHarold A. Eckardt\t\nMiss G. B. Clower\t\nG. E. Sparkes\t\nMrs. B. Williams\t\nMiss G. Mclntyre\t\nMiss C. A. Coates\t\nMiss O. V. Abey \t\nMiss P. K. Lawrence ...\nMiss E. A. Jordan\t\nMiss J. Palmer\t\nMiss D. F. L. Debney\t\nA. D. MacKinnon\t\nD. J. Anderson\t\nMiss M. E. Knceshaw ...\nA. W. Cooke\t\nMiss A. B. BalkwilI,B.A.\nMiss A. G. Scott\t\nMiss R. Drennan\t\n0. Turner\t\nMiss R. V. A. Grant ....\nMrs. J. A. Asher\t\nMiss A. E. Walkley\t\nMiss B. G. Thompson ...\nMiss M. T. Macfle\t\nA. S. Towell\t\nMiss A. E. McGufne....\nMiss J. M. Campbell ...\nMrs. F. R. Milne\t\nJ. King\t\n1st Class ...\n3rd ii ...\n1st ,i\n2nd ii\n2nd \t\n3rd ii\n2nd ii ...\nAcademic..,\n2nd Class.. .\n1st i.\n2nd i, ...\n1st i, ...\nSrd ., ...\n2nd i, ...\n1st il\n2nd ii ...\n1st ,, ...\n2nd ii ..\n1st ,, ..\nSrd ,, ...\nTemporary\nlst Class....\n1st II ...\n1st ii\n3rd ,.\nAcademic..\n3rd Class..\n2nd ,, ..\n2nd .. ..\n3rd .. .\nAcademic..\n3rd Class..\n3rd \u00E2\u0080\u009E ..\n3rd ,, ..\n2nd \u00E2\u0080\u009E\nSrd \u00E2\u0080\u009E ..\nSrd ,, ..\n3rd \u00E2\u0080\u009E\nSard H ..\n2nd ,, ..\nTemporary\n3rd Class..\nTemporary\n3rd Class..\nTemporary\n2nd Class..\n1st ii ..\n3rd ,. ..\n2nd ,. ..\n1st i, ..\n3rd ii ..\n3rd ,, ..\n2nd .1 ..\nTemporary\nSrd Class..\n3rd ,, ..\n2nd ., ..\n3rd \" ..\n2nd ii ..\nAcademic..\n2nd Class..\n1st i. ..\n1st i. ..\nAcademic..\n1st Class ..\n3rd ., ..\n2nd ,.\n2nd ., ..\n3rd i. . .\n3rd i, ..\n3rd i, ..\n3rd \u00E2\u0080\u009E ..\n3rd \u00E2\u0080\u009E ..\ni 7.5 00\n75 00\n70 00\n70 00\n65 00\n75 00\n65 00\n110 00\n90 00\n80 00\n70 00\n65 00\n65 00\n05 00\n65 00\n65 00\n90 00\n70 00\n78 00\n68 00\n55 00\n75 00\n90 00\n90 00\n65 00\n85 00\n70 00\n70 00\n78 00\n76 00\n70 00\n75 00\n70 00\n65 00\n60 00\n85 00\n65 00\n75 00\n75 00\n80 00\n60 00\n65 00\n65 00\n75 00\n80 00\n80 00\n100 00\n76 00\n110 00\n80 00\n70 00\n75 00\n75 00\n75 00\n75 00\n70 00\n70 00\n75 00\n75 00\n75 00\n68 00\n85 00\n65 00\n65 00\n70 00\n76 00\n76 00\n65 00\n70 00\n70 00\n90 00\n70 00\n75 00\n75 00\n70 00\n194\n185\n72\n193*\n190\n188*\n188\n194\n190\n194\n76J\n194\n194\n194\n194\n87\n200\n191\n194\n160\n129\n168*\n193\n192\n193*\n193\n194\n185\n187\n173\n189\n194\n-74\n177\n192\n192\n95i\n195\nl!.0i\n182J\n182\n181H\n185\n191*\n190\n167\n195\n192\n191i\n194\n194\n194\n194\n192\n105\n192\n191,\n193*\n190\n190\n78\n195\n189,\n195\n194.\n1.87\n193\n195\n183,\nL93\n181,\n191,\n194\n192\n170\n7\n14\n11\n10\n5\n11\n10\n16\n18\n18\n'ie\n17\n22\n38\n23\n7\n5\n7\n5\n14\n11\n6\n5\n16\n5\n6\n11\n16\n8\n22\n15\n22\n25\n10\n8\n7\n3\n8\n1\n16\n9\n18\n13\n5\n6\n2\n5\n12\n12\n16\n10\n3\n20\n11\n10\n4\n12\n8\n16\n20\n20\ni_\n4\n15\n16\n16\n7\n9\n11\n4\n5\n5\n10\n16\n6\n12\n9\n9\n7\n3\n3\n6\n14\n15\n8\n7\n4\n20\n3\n24\n17\n7\n14\n22\n14\n17\n8\n48\n46\nr,\n0\n29\n61 .\n80\n86 .\n37 .\n75 .\n96 .\n61\n42\n67\n0 .\n36 .\n29\n75\n06\n86\n28\n3\n54\n81\n15\n25 .\n07 .\n22\n19\n3 .\n43\n84\n22 .\n95 .\n43 .\n64 .\n39 .\n93\n40\n16 .\n13\n87\n42\nti\n24\n11 .\n71\n75 .\n00\n76 .\n.97 .\n.36\n.52\n.30\n.81\n.45\n.36\n.01\n.21\n.82\n97\n86\n77\n63\n48\n53\n.20\n46\n82\n35\n31\n96\n.55\n73\n31\n5\n\"2\n1\n1\n4\n1\n3\n6\n2\nii\n5\n13\n2\n\"3\n1\n1\n1\n1\n13\n2\n7\n1\n2\n2\n2\n4\n3\n2\n3\n2\n3\n5\n4\n10\n6\n3\n1\n2\n1\n1\n4\n2\n38\n38\n1\n20\n\"2\n1\n7\n4\n5\n15\n22\n28 9 Geo. 5\nPublic Schools Report.\nD lxvii.\nSCHOOL-YEAR ENDING JUNE 30th, 191S\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader and in each Subject of Study.\nC 0 cj\nO QJ\nL>__\n2 \u00E2\u0096\u00A0= a-7\nO38\nO-r-\n3-. 03 fl\n\u00E2\u0096\u00A0^ __\n\u00E2\u0080\u00A2a .\n1_i^H\nto\nbi)\nfl\n'S\n_s\nO\nAT\nPr,\n_i\n__\n0\nQJ\nO\nt- O\nSip\nflS-\nS fl\na\na\n<_\n_.\n0\nS3\n\"be\nc\nH\noi\nc.\nQJ\n13\nA-\nbc\nC\nH\nOJ\n'0\nQJ\ny\nH\nIs\np\n>>\nAT\np-\nbe\nfl\n'c\n'3\n_H\nTFi\n3\nc\n_i\ncj\nCJ 03\nfl -\n_>__\nn\nO CD\n11\nr&\ncj\n_.\nCD\nbo\ns\n0\nV\n0\n.5\nA\nB\nm\nt-\nB\nOJ\n'0\nm\n'\u00E2\u0080\u00A2_\nA\n>.\nB\nO\n' 4\n3\n8\n1\n4\n3\n32\n10\n34\n22\n20\n9\n23\n18\n32\n38\n38\n10\n34\n22\n20\n9\n23\n18\n32\n38\n38\n10\n34\n22\n20\n9\n23\n18\n32\n38\n38\n10\n34\n22\n20\n9\n23\n18\n32\n38\n38\n7\n14\n9\n13\n6\n14\n12\n32\n38\n38\n6\n12\n4\n11\n5\n12\n6\n32\n38\n38\n6\n12\n4\n11\n5\n12\n6\n32\n38\n38\n4\n3\n8\n1\n4\n3\n32\n10\n34\n22\n20\n9\n23\n18\n32\n38\n38\n10\n34\n$855 00\n855 00\n254 05\n580 20\n675 00\n900 00\n580 20\n7,120 55\n$134 15\n27 65\n478 60\n61 10\n76 65\n393 35\n1,236 62\n\" 4\n'\"_\n1\n3\n1\n5\n2\n1\n15\n\"5\ni\n2\n3\n32\n21\n. 37\n49\n39\n14\n14\n17\n9\n10\n10\n16\n23\n11\n18\n17\n17\n16\n7\n10\n16\n32\n21\n37\n49\n39\n14\n14\n17\n9\n10\n10\n16\n23\n11\n18\n17\n17\n16\n7\n10\n16\n32\n21\n37\n49\n39\n14\n14\n17\n9\n10\n10\n16\n23\n11\n15\n17\n17\n16\n7\n10\n16\n32\n21\n37\n49\n39\n14\n14\n17\n9\n10\n10\n16\n23\n11\n18\n17\n17\n16\n7\n10\n16\n32\n21\n37\n49\n39\n14\n14\n17\n9\n10\n10\n16\n23\n11\n18\n17\n17\n16\n10\n16\n49\n13\n8\n10\n12\n7\n7\n5\n13\n12\n5\n15\n17\n6\n3\n11\n5\n5\n3\n9\n9\n5\n15\n9\n6\n3\n11\n5\n5\n3\n9\n9\n5\n18\n9\n4\n\"s\n1\n3\n1\n5\n2\n1\n18\n1,152 00\n840 00\n909 00\n791 65\n411 65\n834 70\n1,215 00\n1,170 00\n780 00\n1,740 60\n14\n40 68\n293 09\n142 85\n10\n16\n23\n199 50\n149 60\n1,994 24\n3\n3\n3\n3\n17\n16\n13\n5\n5\n8\n9\n4\n4\n6\n9\n4\n4\n6\n5\ni\n2\n909 00\n900 00\n840 00\n900 00\n325 00\n735 00\n765 00\n1,020 00\n\u00E2\u0096\u00A0 455 00\n900 00\n837 00\n1,160 40\n5 25\n96 10\n3\n6\n1\n7\n9\n10\n7\n9\n10\n7\n9\n10\n7\n9\n10\n6\n8\n6\n4\n8\n6\n4\n8\n6\n3\n6\n1\n7\n9\n10\n7\n16 84\n198 75\n2\n3\n8\n\"e\n1\n4\n4\n\"20\n'is\n14\n5\n1\n3\n5\n7\n2\n9\n1\n6\n1\n\"6\n2\n6\n4\n4\n8\n8\n6\n3\n5\n5\n13\n10\n28\n26\n14\n12\n20\n25\n9\n35\n33\n15\n36\n37\n36\n' 42\n18\n11\n13\n11\n18\n13\n35\n13\n40\n26\n14\n10\n8\n12\n11\n20\n19\n25\n30\n19\n15\n9\n13\n10\n28\n26\n14\n12\n20\n25\n9\n35\n33\n15\n36\n37\n36\n42\n18\n11\n13\n11\n18\n13\n35\n13\n40\n26\n14\n10\n8\n12\n11\n20\n19\n25\n30\n19\n15\n9\n13\n10\n28\n26\n14\n12\n20\n25\n9\n35\n33\n15\n36\n37\n36\n42\n18\n11\n13\n11\n18\n13\n35\n13\n40\n26\n14\n10\n8\n12\n11\n20\n19\n25\n30\n19\n15\n9\n13\n10\n28\n26\n14\n12\n20\n25\n9\n35\n33\n15\n36\n37\n36\n42\n18\n11\n13\n11\n18\n13\n35\n13\n40\n26\n14\n10\n8\n12\n11\n20\n19\n25\n30\n19\n15\n9\n9\n6\n28\n6\n10\n4\n14\n12\n7\n35\n13\n15\n36\n37\n20\n6\n4\n28\n6\n4\n28\n2\n3\n8\n13\n10\n28\n26\n14\n12\n20\n25\n9\n35\n33\n15\n36\n37\n36\n42\n18\n11\n13\n11\n18\n13\n35\n13\n40\n26\n14\n10\n8\n12\n11\n20\n19\n25\n30\n19\n15\n9\n104 45\n10\n2S\n26\n14\n1,132 24\n8\n2\n11\n8\n5\n35\n8\n11\n8\n5\n35\n6\n1\n4\n4\n\"26\n780 00\n780 00\n990 00\n1,005 00\n813 20\n1,160 40\n30 50\n32 18\n97 45\n25\n9\n1,305 95\n15\n36\n28\n15\n36\n28\n15\n14\n2,901 00\n3,560 40\n12\n7\n8\n8\n9\n6\n20\n8\n22\n10\n4\n9\n7\n10\n7\n13\n11\n20\n9\n13\n8\n6\n11\n4\n6\n5\n7\n3\n15\n4\n12\n4\n1\n8\n5\n9\n6\n9\n9\n20\n3\n9\n5\n11\n4\n6\n5\n3\n15\n4\n12\n4\n1\n8\n5\n9\n6\n9\n9\n25\n3\n9\n5\n5\n1\n3\n5\n7\n2\n9\n1\n6\n1\n6\n2\n6\n4\n4\n8\n13\n6\n3\n5\n765 00\n900 00\n930 00\n810 00\n990 00\n990 00\n765 00\n816 00\n580 20\n735 00\n780 00\n885 00\n900 00\n837 00\n780 00\n840 00\n580 20\n1,160 40\n15 95\n335 63\n16 75\n981 75\n13\n11\n35\n434 94\n761 54\n72 86\n231 95\n16 10\n90 OO\n149 40\n458 12\n1,197 35\n14\n10\n8\n19\n5\n5\n5\n5\n900 00\n900 00\n840 00\n97 50\n107 15\n15\n6 6\n1\n1 D lxviii.\nPublic Schools Eeport.\n1918\nRURAL AND ASSISTED SCHOOLS.\nTeacher.\nCertificate.\n_.\n\u00C2\u00AB\n-3\n03\nAT\n\"fl\nfl\nfl\no\n__\nc\n(.\nr_\no\no\nS3\n0_\nfl\n-fl\nQJ\n\"o\n03\n'fl,\nfl\nPh\n*o\n6\nto\nr.\nO\nre\n3\noj\nQJ\n_!\n-fl\ns\n'S\no\nbe\n_s\n_.\n- <\nSchool.\nti\nQJ\nfl,\n\"_,\nPh\n_.\n'\u00C2\u00A3\n_.'\nOJ\n8\n\"_j\nPh\n\u00E2\u0080\u00A2O\nfl\nfl\n0\nQJ\n__\nti\nQJ\nTP\n03\nQJ\nrt\nJ-\n_.\ns\nti\n\"fl\nC5\nQJ\nP-\nfl\nO\nO\nQJ\n__\nQJ\n-fl\nc.\nQJ\nPP\n-fl\n_.\n_3\nEH\nMiss G. C. Smith\t\nJ. II. Creighton\t\nMiss L. M. Edmondson ..\nMiss I. M. Marshall\nMiss M. M. Mutrie\t\n2nd Class....\n2nd ,i ....\n2_ld \u00E2\u0080\u009E ....\n3rd i, ....\nSrd ii ...\nSrd ,i \t\n$75 00\n85 00\n75 00\n70 00\n85 00\n100 00\n68 00\n70 00\n70 00\n85 00\n1774\n195\n193\n116J\n188\n194\nIDS*\n194*,\n188^\n195\n18\n36\n11\n17\n43\n13\n15\n15\n21\n10\n18\n5\n9\n4\n28\n8\n9\n11\n21\n8\n18\n6\n8\n3\n20\n5\n6\n4\n11.75\n26.97\n6.89\n10.64\n5.24\n25.80\n9.29\n10 52\n13.11\n14.57\n3\n6\n2\n6\n2\n14\n3\n3\n5\n11\n2\n4\n1\n1\n2\n2\n1\n3\n\"4\n2\n5\n1\n\u00E2\u0080\u00A2 2\n\"e\n2\n\"e\n2\n8\n3\n1\n6\n4\n5\n2\n6\nKimberley\t\n7\n4\n1\n8\nMiss R. E. Mitchell\nMiss A. M. Allan\t\nMiss R. F. Verrinder....\n2nd i, ....\n3rd ii ....\n1st i. ....\n2nd n ....\n4\n4\nLac du Bois\t\nMiss E. Robinson\t\nMiss C. W. Simpson ....\nMiss E. M. Sterling-\nMiss C. L. Tourigny ....\n3rd Class\t\n3rd \t\n2nd \u00E2\u0080\u009E ....\nAcademic....\n68 00\n78 00\n65 00\n75 00\n191J\n183\n194\n178\n11\n16\n10\n27\n5\n11\n4\n11\n6\n5\n6\n16\n6.89\n8.77\n6.66\n19.65\n3\n6\n3\n5\n3\n\"2\n1\n1\n3\n4\n4\n4\n3\n1\n1\n1\n3\n3\n2\n\"(3\n8\n6\n5\n2\n6\n8\n1\n1\n2\n6\nMiss E. T. Smith \t\nMiss E. M. McLean\t\n2nd Class....\n1st ,, ....\n1st ,, \t\n3rd \u00E2\u0080\u009E ....\n-2nd \u00E2\u0080\u009E ....\nTemporary ..\nSrd Class ....\n2nd \u00E2\u0080\u009E ....\n2nd ,i ....\n2nd \u00E2\u0080\u009E ....\n1st || ....\n3rd \u00E2\u0080\u009E \t\n2nd \u00E2\u0080\u009E ....\nAcademic....\nSrd Class ....\n1st ,, ....\nAcademic....\nSrd Class\t\nTemporary ..\n2nd Class. . . .\nTemporary ..\n3rd Class ....\nSrd i,\n3rd \u00E2\u0080\u009E \t\n3rd \t\nAcademic....\nTemporary ..\n1st Class ....\nAcademic...\n2nd Class....\n1st i, ....\n2nd \t\n2nd \u00E2\u0080\u009E \t\n3rd \u00E2\u0080\u009E\n3rd n\nAcademic....\n2nd Class....\n75 00\n85 00\n75 00\n70 00\n65 00\n75 00\n78 00\n90 00\n65 00\n70 00\n80 00\n75 00\n75 00\n100 00\n75 00\n80 00\n75 00\n70 00\n60 00\n70 00\n65 00\n75 00\n85 00\n60 00\n70 00\n70 00\n70 00\n90 00\n65 00\n90 00\n95 00\n75 00\n75 00\n100 00\n75 00\n75 00\n75 00\n80 00\n80 00\n181*\n194\n200\n195\n192\n184\n191\n180\n1834\n190\n192\n194\n199\n176*\n181j\n187\n194\n194\n63\n1144\n193\n172J\n196\n195\n1924\n195\n184\n169\n194\n195\n194\n194*\n1944\n194\n1944\n187\n161\n169*\n189\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n32\n13\n20\n21\n6\n10\n41\n27\n11\n26\n8\n11\n9\n17\n35\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n22\n14\n10\n2\n20\n5\n10\n9\n11\n15\n16\n5\n13\n11\n18\n9\n9\n10\n3\n5\n22\n15\n6\n15\n4\n5\n7\n8\n21\n11\n12\n24\n13\n23\n22\n21\n15\n17\n20\n12\n24\n7\n7\n10\n12\n16\n12\n14\n15\n17\n9\n11\n15\n14\n4\n11\n11\n3\n5\n19\n12\n5\n11\n4\n6\n2\n9\n14\n15\n18\n18\n14\n13\n17\n22\n20\n17\n25\n23.45\n26.84\n9.90\n7.97\n19.83\n11.42\n17.02\n16.96\n20.66\n20.29\n25.71\n13.20\n17.48\n24.16\n28.18\n7.01\n17.68\n18.47\n5.99\n6.60\n-21.83\n19.25\n7.83\n19.03\n5.36\n9.83\n6.24\n11.96\n24.18\n23.55\n20.97\n27.80\n23.16\n27.25\n30.20\n35.90\n32.53\n23.50\n22.45\n3\n6\n2\n1\n6\n1\n3\n3\n3\n1\n1\n2\n2\n2\n8\n10\n4\nMiss E. M. Gilpin\t\nMiss 0. J. Rowa\t\nMrs. G. Maxson \t\nA. A. Todd\t\n6\n12\n3\n6\nLumby, 1st Division\t\n,. 2nd\nJ. M. Orr. .\n11\nMiss P. W. Raymer\t\nMiss M. E. Eg-an\t\nMiss 11. E. McConnell...\nMrs. D. Finlaison\t\nA. A. McPhail\t\nT. C. MacCaughie, M.A..\nMiss Myra Bradshaw...\nW. II. Matheson\t\nMiss E. B. Smith, B.A...\nMiss B. L. Newman\t\n7\n9\n10\n2\n6\n5\n4\n2\n1\n1\n4\n1\n1\n1\n9\n6\n4\n\"2\n4\n8\n4\n8\n15\n2nd ii ..\n11\n3\n\"9\n2\n15\n\"5\n2\n1\n3\n2\n4\n\"3\n3\n3\n6\n1\n4\n1\n1\n2\n3\n7\n8\n1\n\"6\n1\n5\n5\n2\n\"2\n1\n'\"e\n4\n4\n13\n2\n3\n2\n2\n10\n7\n6\n3\n2\n2\n2\n6\n4\ni\nMara, 1st Division.\t\n.., 2nd M\n15\nF. S. Moody\t\n1\nMiss Mona Mude\t\nMiss S. M. Valiquette ...\n5\n1\nMrs. E. M. Goodyear....\nMiss M. Malcolm\t\n6\n2\n3\nMeadow Valley\t\nJ. J. Baker, B.A\t\nMrs. S.- A. Rvan\t\nMiss E. A. Murray\t\nMissE. J. Miller,\"L.L.A.\nH. J. Gibson, B.A\t\nMiss M. M. Atherton....\nMiss S. B. Monkley . ...\nR. K. Cameron\t\nMiss M. H. McKinnon...\nMiss N. C. O'Hearn\t\nMiss M. L. Bulmer\t\nG. Atkinson, B.Sc\t\nMiss W. G. Sutton\t\n2\n5\n7\n22\n,. 2nd .1\nn 3rd\n\"l3\ni4\n37\n5\n28\nii 2nd ,.\n21\n35\n10\n12\n22\n19\n20\nMill Bay\t\nMill Brook Cove (closed).\n4\n12\n1\n3\n4\n3\n10\n9\nMiss M.S. Bell\t\n2nd Class....\n3rd \u00E2\u0080\u009E\nAcademic\t\n2nd Class....\n2nd ,i ....\n3rd ii\n2nd i. ...\n2nd i. \t\n3rd i,\n2nd ii \t\n3rd \t\n3rd \t\nAcademic...\n3rd Class\n3rd \u00E2\u0080\u009E\n1st .,\n3rd ..\nAcademic\t\n2nd Class...\n75 00\n65 00\n80 00\n65 00\n75 00\n75 00\n60 00\n60 00\n80 00\n75 00\n75 00\n68 00\n85 00\n70 00\n70 00\n85 00\n100 00\n75 00\n80 00\n195\n195\n191H\n193*\n194\n155\n188\n194*\n166\n194\n192*\n193*\n193\n193*\n193*\n166\n160\n184\n185\n15\n26\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n4\n13\n12\n22\n16\n6\n4\n6\n14\n10\n14\n6\n17\n11\n1\n8\n15\n7\n15\n11\n12\n5\n12\n16\n3\n7\n4\n14\n15\n6\n10\n12\n10\n7\n2\n24\n6\n9\n13.86\n21.66\n12.90\n25.26\n25.53\n6.96\n8.60\n9.00\n24.49\n21.97\n12.99\n9.00\n21.52\n16.99\n5.72\n8.75\n25.29\n9.74\n18.28\nIS\n3\n4\n3\n6\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\nMiss A. E. North\t\nF. \V. Moore, B.A\t\nMiss G. M. Callander. .. .\nMiss H. M. McArthur ...\nMissM. H. Walker\t\nMiss H. L. Winterbottom\nMiss S. E. Hardy\t\nMiss M. E. Morrison\t\nMiss F. E. Kenyon\t\nMiss E. M. Newman\t\nMiss M. K. Jones\t\nMissC. M. Keir, L.L.A..\nMiss C. Marshall\t\nMiss M. II. Harwood ...\nF. J. Smith\t\nii\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\n13\n6\n1\n1\n3\n11\n8\n4\n7\n....\n2\n7\ni\n6\n3\n2\n7\n9\n1\n3\n\"4\n2\n4\n4\n2\n9\n2\n7\n1\n3\nMoberly \t\n6\n3\n2\n6\n6\n5\n4\nMojde, 1st Division\t\n., 2nd ii \t\nMyncaster\t\n10\n8\n3\n\"3\n\"i\n\"3\n2\n5\n3\n2\n4\n\"8\n2\n2\ni\n3\n9\nT. L. Davies, B.A\t\nMiss M. V. Hanna\t\n7\n7 9 Geo. 5\nPublic Schools Report.\nD lxix.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader\nand in each Subject of Study.\nfl\u00C2\u00B0o\nQJ CJ\n0 \"e'S\n>_ C. --=.\n\u00E2\u0096\u00A0\"\u00E2\u0080\u009E\u00C2\u00A7\n% -co\n_s S-\na\u00C2\u00B0 \u00C2\u00A3\ncj-AT\nfl c fl\nA Si \u00C2\u00AB\nO fl QJ\nS Sh\n<\n..3\nE fl\nOJ 03 \u00E2\u0080\u00A2\n_3\nCD\ne5\nA\nB\n&\nCS\nO\nPS\nAT\nC-fl\nfl c\n\u00E2\u0080\u00A23-3 rt\nKt - ,\n\u00C2\u00BB'S_\n_ PH O\nbt--;1 a.\n-fl fl c\nE So\nis\n6\n\"\u00E2\u0096\u00A0_-\n03\n8\nS3\n<\n\u00E2\u0096\u00A0a\nG\n_S\n03\nc\n0\nQJ QJ\n__\u00E2\u0096\u00A0 A\nQJ\n\u00C2\u00A3\u00E2\u0080\u00A25\nfl >>\nOjHH\nto\nbe\nc\n%\n_!\nfl\nAT\npr,\nC-\n_.\nbe\n0\nQJ\nO\n.\u00E2\u0080\u00A2>'_.\nIS\n_Jpp\n*__\nfl;ri\n\u00E2\u0080\u00A2S-S\n5^\nfl -3\nj_! c\nO _5\nti\nOS\nB\nS\ng\nO\nS3\n\"bi\nfl\n__\nQJ\n_.\nfl\n03\n3\nAT\nbe\na\nm\nQJ\n'5\nQJ\ny\n8\n\u00E2\u0096\u00A0pi\na\nA?\nPh\nbe\nfl\n'fl\n'3\ni.\nT_l\nC\neS\ns\nCD O\na -u\nc <\"\nO) _.\n0 J*\nCO 0\nsl\n\"\u00C2\u00A3~\nO. Oj\nB cd\nSZ\nfl\"\"^\nd\nfl\n_.\n_s\nS3\nQJ\nbe\n3\n'A\n_.\n03\nfl\nO\nQJ\nCS\n_s\nHH\nS!\n0\nfl\nQJ\n_.\noj\n0\nfl\n03\n'fl\nCO\nQJ\nP-\nc\n\u00C2\u00AB<\n0\npq\n\u00E2\u0096\u00A0\u00C2\u00B0S\u00C2\u00A3\nCD\nT! c >\n\u00E2\u0080\u00A2a 5\u00C2\u00B0\nair\nB -S cd\ng.S-S\n<\n3\nIS\n36\n11\n17\n43\n13\n15\n15\n21\n18\n36\n11\n17\n7\n43\n13\n15\n15\n21\n18\n36\n11\n17\n7\n43\n13\n15\n15\n21\n18\n36\n11\n17\n7\n43\n13\n15\n15\n21\n11\n21\n8\n3\n21\n9\n7\n10\n9\n13\n7\n5\n2\n15\n5\n2\n8\n9\n13\n7\n5\n2\n15\n5\n2\n8\n3\n6\n3\n1\n1\n7\n1\n2\n4\n18\n36\n11\n17\n7\n43\n13\n15\n15\n21\n$900 00\n967 00\n900 00\n369 35\n975 00\n580 20\n789 00\n822 00\n840 00\n935 00\n80 00\n834 00\n954 00\n780 00\n580 20\n70 00\n900 00\n580 20\n945 0O\n885 00\n531 85\n570 85\n909 00\n1,160 40\nS 51 00\n6\n1\n7\n43\n13\n2\n11\n16\n10\n27\n11\n16\n10\n27\n11\n16\n10\n27\n11\n16\n10\n27\n4\n9\n4\n16\nI\n7\n4\n10\n1\n7\n4\n10\n6\n2\n4\n11\n16\n10\n27\n6\n2\n10\n3\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n32\n13\n20\n21\n6\n10\n41\n11\n26\n8\n11\n9\n17\n35\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n82\n13\n20\n21\n6\n10\n41\n27\n11\n26\n8\n11\n9\n17\n35\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n32\n13\n20\n21\n6\n10\n41\n27\n11\n26\n8\n11\n9\n17\n35\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n32\n13\n20\n21\n6\n10\n41\n27\n11\n26\n8\n11\n9\n17\n35\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n24\n25\n11\n6\n21\n13\n18\n21\n9\n16\n21\n10\n16\n23\n13\n9\n20\n3\n2\n8\n18\n16\n3\n20\n5\n9\n5\n7\n. 24\n15\n30\n5\n16\n19\n6\n6\n19\n7\n10\n21\n16\n19\n6\n6\n19\n7\n10\n21\n8\n9\n2\n\"'7\n4\n5\n10\n34\n38\n17\n9\n30\n17\n26\n21\n25\n30\n33\n14\n24\n26\n32\n13\n20\n21\n6\n10\n41\n27\n11\n26\n8\n11\n9\n17\n36\n26\n30\n42\n27\n36\n39\n43\n35\n34\n45\n34\n9\n2\n17\n65 05\n423 37\n4\n403 75\n92 65\n10\n6\n10\n17\n10\n14\n23\n10\n17\n10\n14\n26\n6\n9\n6\n6\n11\n580 20\n580 20\n837 00\n580 20\n2,100 00\n460 30\n9\n33\n14\n6\n9 20\n6\n8\n26\n32\n3\n3\n3\n3\n302 52\n6\n7\n20\n7\n20\n6\n5\n1,095 00\n1,160 40\n5\n793 33\n262 00\n490 00\n680 20\n483 50\n1,065 00\n680 20\n840 00\n885 00\n737 60\n1,029 30\n580 20\n1,080 00\n1,740 60\n5\n6\n8\n9\n1\n14\n2\n7\n3\n5\n18\n11\n30\n6\n8\n9\n1\n14\n2\n7\n3\n5\n18\n11\n30\n5\n3\n4\n\"8\n\"i\n1\n\"i3\n4\n8\n3 09\n3\n41\n4\n455 92\n133 26\n289 30\n8\n4\n35 05\n1\n13\n492 97\n8\n4,301 78\n36\n20\n36\n36\n8\n36\n2,244 35\n35\n19\n18\n15\n15\n15\n15\n5\n6\n531 45\n905 00\n65 00\n1,600 00\n527 75\n45\n150 SO\n15\n25\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n15\n25\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n16\n25\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n15\n25\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n15\n12\n12\n6\n15\n25\n17\n34\n32\n9\n11\n10\n28\n25\n20\n16\n29\n21\n8\n10\n39\n13\n24\n15\n25\n17\n34\n97 04\n17\n7\n19\n8\n9\n6\n11\n11\n14\n14\n29\n9\n2\n8\n23\n8\n16\n17\n17\n6\n1,830 00\n580 20\nS16 45\n580 20\n792 00\n762 65\n900 00\n900 00\n789 00\n1,680 00\n885 00\n896 60\n1,344 11\n900 00\n960 00\n291 55\n10\n10\n6\n6\n7\n9\n10\n10\n27\n10\n7\n6\n6\n9\n10\n10\n27\n10\n1\n3\n4\n1\n3\n5\n6\n17\n424 47\n1\n11\n37 02\n173 90\n70 72\n16 90\n3\n124 85\n52 88\n6\n16\n29\n21\n8\n10\n17\n330 82\n1\n2\n6\n16\n7\n13\n2\n6\n16\n7\n13\n1\n3\n7\n6\n27 22\n3\n28 15\n80 50\n6\n148 01 D lxx.\nPublic Schools Report.\n1918\nRURAL AND ASSISTED SCHOOLS.\nSchool.\nCertificate.\nq\nB\n<\n-\nh\ns\nQ\n-0\n\u00E2\u0096\u00A0g\nCU\n5b\nPh\nT3\ntt.\nO\no\n<\nft.\nD2\nrH\nNakusp, 1st Division ....\n2nd ii ....\nNanaimo Bay, 1st Div...\nii 2nd ii ..\nNanoose Bay\t\nNaramata\t\nNeehak o\t\nNeedles\t\nNew Denver, 1st Division.\n2nd ,,\nNickel Plate \t\nNicola\t\nNicola, Lower\t\nNicomen\t\nNicomen, North\t\nNimpkish\t\nNine-mile Creek\t\nNob Hill\t\nNoosatsum\t\nNorth Bend, 1st Division\n2nd .,\nNorthfield, 1st Division. .\"\n,i 2nd ,,\nNorth Thompson, West\nNotch Hill, 1st Division\n\u00E2\u0080\u009E 2nd \u00E2\u0080\u009E\nNo. 7 Mine, 1st Division.\n2nd ii\nOcean Falls, 1st Division.\n2nd ii\nOkanagan\t\nOkanagan Centre\t\nOkanagan Falls\t\nOkanagan Landing\t\nOkanagan, South\t\nOkeover Arm (closed) ...\nOlalla\t\nOlsen Lake\t\nOotsa Lake (closed)\t\nOsland\t\nOsoyoos\t\nOtter Point\t\nOutlook\t\nOyama 1st Division\t\nii 2nd ,\t\nOyster\t\nOyster, North\t\nPachelqua\t\nPacific\t\nParks Siding\t\nParksville\t\nParson \t\nPass Creek\t\nPavilion \t\nPemberton Meadows ....\nPemberton Range\t\nPender Harbour\t\nPender Island\t\nPerry Siding\t\nPinantan\t\nPopcum \t\nPorcher Island\t\nPort Alice \t\nPort Clements\t\nPort Hardy\t\nPort Renfrew\t\nPort Washington (closed)\nPouce Coupe \t\nPouce Coupe, Centre\nPouce Coupe, North.\nPowell River, 1st Division\nii 2nd i\n,, 3rd ,\n4th i\n5th i\nR. C. Warden\t\nMiss M. Chandler\t\n0. Wardill \t\nMiss T. Sampson\t\nMiss G. B. Wood\t\nMiss L. L. Smith, B.A...\nMiss G. L. Bolden\t\nMiss H. McG. Robson...\nC. E. Burbridge\t\nMiss E. M. Doherty\t\nMiss 0. B. MacKenzie...\nMiss E. A. Edmonds ....\nMiss C. M. Rumbely\t\nMiss E. Moscrop\t\nMiss M. B. Patterson\t\nC. B. Christensen\t\nMiss O. V. Laurie\t\nMiss C. Wright\t\nMrs. M. Oien\t\nMiss E. Olts \t\nMiss C. A. A. Robinson..\nW. S. Fox\t\nMiss A. Kenyon \t\nMiss M. LeMessurier\t\nMrs. D. J. Colegrave, B.A.\nMiss L. Hayes\t\nMiss E. M. 'Percival\t\nMiss M. G. Mathewson ..\nMissN. C. Reid\t\nMissO. M. Clarke\t\nMiss B. M. Rurrell\t\nMiss L. Faircloth\t\nMrs. K. E. Love \t\nMiss Z. M. Manning\t\nMiss J. C. Jardine \t\nMiss F. M. Richter\t\nMiss B. M. E. Campbell\nMiss C. A. M. Macdonald\nMiss D. M. Evans\t\nMiss M. Bell\t\nMiss A. J. Spence\t\nMiss E. A. Mercer, L.L.A\nMiss M. Irvine \t\nMiss F. E. Keeping\t\nMiss B. M. Tranfield ...\nH. Boothman \t\nMiss M. H. Teeple\t\nMiss E. I. Varcoe\t\nMrs. B. McColl\t\nMiss W. Jackson\t\nMiss M. E. I. Williams .\nMiss R. .B. O'Connor ...\nMiss L. A. Eastman....\nMiss G. Harrison\t\nMiss M. C. Enos\t\nMiss M. P. Hamilton...\nMiss M. I. Fraser\t\nMiss E. Crowe\t\nMiss I. Creedon\t\nMrs. J. Masters\t\nK. Fessenden\t\nMiss P. E. L. Jenns ....\nP. K. Cunningham\t\nMiss E. Driver\t\nD. Clarke.\t\nA. Simpson\t\nMiss C. E. Braden\t\nH. E. Murray\t\nMiss L. H. Ternan ....\nMiss R. A. Raftery ...\nMiss Y. B. Macdonald.\nMiss F. D. Lynch\t\n2nd Class...\n3rd ,, ...\n2nd ,, ...\n1st \t\n2nd \u00E2\u0080\u009E ...\nAcademic...\n3rd Class ...\nTemporary .\n1st Class ...\n1st .. ...\n2nd ii ...\n3rd ,, ...\nSrd ii ...\n1st II ...\n3rd \u00E2\u0080\u009E ...\n3rd i,\nTemporary .\nSrd Class ...\nTemporary .\n2nd Class...\n2nd \t\n1st i, ...\n2nd ,, ...\nTemporary .\nAcademic...\nSrd Class ...\n2nd ,, ...\n2nd \u00E2\u0080\u009E ...\n1st n ...\n1st ii ...\nSrd \u00E2\u0080\u009E ...\nSrd ,, ...\nSrd ., ...\nSrd ti ...\n2nd ii ...\n3rd Class .\n3rd \u00E2\u0080\u009E .\n3rd Class ...\n2nd \u00E2\u0080\u009E\n2nd ,, ...\n3rd ,i\nAcademic...\nTemporary .\nSrd Class ...\n2nd ..\nTemporary .\n3rd Class ...\n2nd ii\n1st i, ...\n3rd ,i ...\n2nd \u00E2\u0080\u009E\n1st ,.\n2nd ,.\nTemporary .\n3rd Class ...\n2nd i, ...\n1st ii ...\nTemporary .\n3rd Class ...\n1st i. ...\n3rd ,i\n2nd \t\n3rd .1\n2nd ii ...\n3rd Class ...\n1st -_.| ...\nTemporary\n2nd Class...\nSrd .,\n3rd i,\n2nd ,, ...\n3rd \u00E2\u0080\u009E\n8100 00\n70 00\n85 00\n75 00\n68 00\n85 00\n80 00\n\" 75 00\n100 00\n65 00\n75 00\n70 00\n72 50\n65 00\n70 00\n75 00\n65 00\n65 00\n75 00\n85 00\n70 00\n80 00\n66 60\n65 00\n75 00\n66 00\n85 00\n70 00\n85 00\n85 00\n70 00\n70 00\n77 50\n70 00\n80 00\n193*\n193*\n193*\n193*\n193*\n195\n182\n183\n192*\n19U*\n189\n185\n193*\n192\n194\n192\n1801\n194\n102\n189\n1874\n194*\n194*\n161,\n195\n185*\n193,\n194\n191\n192\n191\n1944\n191\n1114.\n195\n75 00\n70 00\n80 00\n75 00\n50 00\n85 00\n80 00\n70 00\n73 00\n75 00\n75 00\n75 00\n65 00\n80 00\n70 00\n90 00\n73 00\n60 00\n68 00\n70 00\n65 00\n78 00\n70 00\n65 00\n80 00\n80 00\n85 00\n75 00\n65 00\n196\n193\n178\n96\n194\n194\n194\n1704\n192\n195\n107\n185*\n190\n190\n188*\n103*\n190\n1824\n183\n174\n179\n96\n115\n95\n195\n188\n81\n100 00\n100 00\n100 00\n115 00\n85 00\n75 00\n75 00\n75 00\n9.93\n6.75\n8.53\n9.64\n11.26\n28.33\n33.19\n29.63\n27.82\n27.68\n16\n1\n4\n6\n4\n4\n4\n1\n' 2\n10\n5\n4\n3\n3\n1\n13\n5\n9\n1\n2\n1\n6\n0\n5\n2\n2\n1\n2\n3\n5\n20\n30\n_2\n1\n5\n24\n3\n11\n5\n11\n8\n4\nI\n10\n3\n3\n2\n3\n12\n2\n3\n2\n5\n6\n8\n7\n4\n2\n3\n5\n4\n5\n2 9 Geo. 5\nPublic Schools Report.\nD lxxi.\nSOHOOL-XEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader\nAND IN EACH SUB\niect of Study.\n_, QJ\n5-g\"\u00C2\u00AE\nOflg-\nJjCJ-H\n\u00E2\u0080\u00A2fl 3.3\nS __\n5 S-\n^ _.\n-_> S\nS \"c cj\ns \u00C2\u00A7 _,\nS =H\n.3 .3\nh fl\n01 ^ jj\n__ S\"a\nX: O g\nC^ QJ\ns \u00C2\u00AB t\n2 c fl\n_=.~__\n<\nTP\n_J\nQJ\nP.\n\u00E2\u0080\u00A2g\n3\no\nP-\nti\n-fl\nOg\n->\n\u00C2\u00AB\nAT\n__\nH-fl\nfl C\n__ _5\n5 ^H\n\u00E2\u0080\u00A2S.g O\nflag\n.a.\nbiro fl.\nfl s fl\nh_- c.CJ\ncj\n8\nAT\nH_\n\"_!\n-d\nfl\n_l\nC\no\nQJ oj\nl-H fl\n0J-_-\n_, be\nfl >-.\nd-H\nto\nbe\n\"i\n_s\no\nS3\nfl.\nc_\nbo\no\nQJ\na\nr. o\nfl__\nWat\nfl-J\u00C2\u00A7\n.Sth\na10\nc-s\nas\n_s\n8\nfl\nc_\n5\nAT\n\"__\nc\nH\n_,\nfl\n_j\n_,\n11\n3\nS3\n\u00E2\u0096\u00A0be\nC\nH\noj\n01\n\u00E2\u0096\u00A0fl\n_,\ny\nH\n\"_i\n'S\nA?\nPh\nbe\nfl\n'fl\n'Pi\n_,\nH\n\"rt\nfl\nP\noS\na\n\u00C2\u00A71\n\u00C2\u00AB _\nQJ ^\n\"-> 33\nm 9\n33\nCJ QJ\n-_-fl\ns s\nQ\nCJ\n3\nS3\ng\na:\nQJ\nbp\n>>\ns\n0\n-3\nH_\n3\nAT\nCJ\nfl\nQJ\nP.\n_>\nCJ\nfl\nor\n*B\nCO\n'_>\nHP\n-,\nc\n\u00C2\u00AB5\nO\npq\n18\n33\n33\n35\n49\n25\n28\n10\n14\n47\n39\n9\n20\n26\n23\n22\n8\n8\n8\n6\n27\n17\n24\n30\n18\n26\n18\n21\n41\n30\n41\n22\n17\n17\n27\n30\n33\nS3\n35\n49\n25\n28\n10\n14\n47\n39\n9\n20\n26\n23\n22\n8\n8\n8\n6\n27\n17\n24\nso\n18\n26\n18\n21\n41\n30\n41\n22\n17\n17\n27\n30\n26\n33\n35\n49\n25\n28\n10\n14\n47\n39\n9\n20\n26\n23\n22\n's\n8\n8\n6\n27\n17\n24\n30\n18\n26\n18\n21\n41\n30\n41\n22\n17\n17\n27\nSO\n33\n33\n35\n49\n25\n28\n10\n14\n47\n39\n9\n20\n26\n23\n22\n8\n8\n8\n6\n27\n17\n24\n30\n18\n26\n18\n21\n11\n30\n41\n22\n17\n17\n27\n30\n26\n16\n35\n26\n5\n24\n33\n5\n24\n25\n4\n33\n33\n35\n49\n25\n28\n10\n14\n47\n39\n9\n20\n26\n23\n22\n8\n8\n8\n6\n27\n17\n24\n30\n18\n26\n18\n21\n41\n30\n41\n22\n17\n17\n27\n30\n7\n7\n7\n7\n$1,100 40\n41,582 29\n4\n1,965 00\n182 35\n6\n15\n24\n6\n9\n47\n16\n5\n11\n13\n13\n14\n7\n8\n8\n27\n7\n24\n8\n9\n26\n8\n21\n7\n30\n7\n14\n15\n10\n22\n18\n10\n21\n4\n8\n47\n10\n21\n4\n8\n47\n6\n13\n3\n8\n23\n816 00\n628 55\n915 00\n842 50\n1,160 40\n76 25\n13\n3\n1,024 95\n3\n95 75\n23\n1,336 14\n1\n4\n7\n9\n10\n3\n7\n6\n27\n4\n7\n7\n9\n10\n3\n7\n6\n27\n.1\n7\n4\n4\n6\n2\n4\n4\n5\n852 75\n580 20\n580 20\n580 20\n580 20\nS55 00\n696 45\n826 00\n401 60\n1,160 40\n104 90\n356 60\n4\n420 98\n4\n336 75\n6\n22\n431 90\n2\n4\n9 00\n4\n64 65\n6\n27\n17\n234 70\n5\n1,664 20\n13\n24\n\"\"_\n26\n5\n21\n26\n\"is\n11\n5\n14\n8\n24\n\"\"5\n26\n5\n21\n26\n\"l3\n11\n5\n14\n8\n13\n'\"2\n15\n\"\".\n10\n6\n4\n4\n5\n1,830 00\n239 80\n2\n410 20\n1,160 40\n239 95\n15\n744 04\n18\n7\n1,860 00\n508 65\n10\n1,143 70\n1,508 75\n5\n531 85\n822 00\n580 20\n580 20\n680 20\n60 00\n768 00\n730 00\n75 00\n915 00\n825 00\n560 10\n595 00\n1,155 30\n456 55\n7\n17\n276 24\n4\n611 26\n4\n27\n30\n433 00\n5\n762 01\n2\n13\n10\nIS\n11\n21\n13\n20\n24\n21\n27\n20\n8\n11\n50\n15\n26\n8\n11\n19\n22\n20\n21\n9\n16\n11\n19\n21\n14\n8\n13\n10\n13\n10\n13\n10\n10\n6\n10\n4\n10\n4\n2\n1\n13\n10\n1\n35 95\n3\n13\n11\n21\n13\n20\n24\n21\n27\n20\n8\n11\n50\n15\n26\n8\n11\n19\n22\n20\n21\n9\n16\n11\n19\n21\n14\n8\n13\n11\n21\n13\n20\n24\n21\n27\n20\n8\n11\n50\n15\n26\n8\nii\n19\n22\n20\n21\n9\n16\n11\n19\n21\n14\n8\n13\n11\n21\n13\n20\n- 24\n21\n27\n20\n8\n11\n50\n15\n26\n8\n11\n19\n22\n20\n21\n9\n16\n11\n19\n21\n14\n8\n8\n5\n11\n7\n3\n3\n7\n3\n3\n3\n3\n1\n13\n11\n21\n13\n20\n24\n21\n27\n20\n8\n11\n60\n15\n26\n8\n11\n19\n22\n20\n21\n9\n16\n11\n19\n21\n14\n8\n101 92\n3\n11\n105 02\n1\n145 55\n10\n20\n10\n13\n19\n6\n5\n6\n36\n9\n9\n5\n9\n13\n13\n14\n14\n7\n6\n7\n9\n14\n10\n2\n20\n20\n10\n841 15\n4\n8\n15\n3\n2\n5\n23\n4\n8\n15\n3\n2\n5\n23\n4\n4\n6\n2\n11\n2\n21\n876 00\n945 00\n900 00\n900 00\n434 05\n865 50\n840 00\n950 00\n894 00\n720 00\n789 00\n750 00\n580 20\n896 40\n807 35\n312 85\n580 00\n441 75\n935 00\n945 00\n269 30\n60 00\n1,306 52\n775 00\n1,200 00\n2,659 25\n38 40\n6\n89 95\n14 25\n86 00\n2\n11\n379 60\n2\n1\n4\n7\n12\n7\n8\n9\n6\n4\n6\n11\n10\n2\n4\n7\n12\n7\n8\n9\n5\n4\n6\n7\n11\n10\n2\n1\n5\n7\n2\n2\n1\n9\n8\n2\n7\n5\n8\n11\n19\n5\n7\n2\n20\n21\n286 01\n2\n54 85\n1\n25 55\n2\n3\n692 50\n2\n7\n21\n177 74\n5\n58 70\n-\n3\n25\n14\n16\n33\n38\n30\n30\n30\n25\n14\n16\n33\n38\n30\n30\n30\n25\n14\n16\n33\n38\nSO\n30\n30\n25\n14\n16\n33\n38\n30\n30\n30\n17\n6\n10\n33\n38\n30\n12\n2\n10\n33\n38\n12\n2\n10\n33\n38\n3\n1\n7\n33\n25\n14\n16\n33\n38\n30\n30\n30\n25\n94 15\n1\n47 35\n7\n33\n33\n38\n30\n30\n4,078 82\n12 D lxxii.\nPublic Schools Report.\n1918\nRURAL AND ASSISTED SCHOOLS.\nCD\nCJ\nB\no_\nT3\na\nOJ\n-w\n+3\n<\n>J\n\u00C2\u00A3\nft\nJ\nbo\nCM\nP\n\u00C2\u00A3\n-0\n*\nPrinceton, 1st Division...\n,i 2nd . i.\nii Srd\nn 4th ,,\nPrinceton, East\t\nProcter \t\nQualicum Beach, 1st Div,\nii 2nd ,i\nQualicum, Little\t\nQuatsino\t\nQueen Charlotte \t\nQuesnel, 1st Division\t\n2nd ,,\nRay Lake, (closed)\t\nReiswig\t\nRenata ,\t\nRetreat Cove\t\nRichlands\t\nRiondel\t\nRoberts Creek\t\nRobin's Range \t\nRobson\t\nRock Bay\t\nRock Creek\t\nRocky Point\t\nRoe Lake\t\nRoosville\t\nRosebery\t\nRose Hill\t\nRound Top\t\nRoyston\t\nRutland, 1st Div. (Sup.)\nii 2nd ,i \t\nii 3rd ii \t\nSaanich, North, 1st Div.\n2nd ii .\nSahtlam\t\nSt. Elmo\t\nSalmo, 1st Division\t\n,i 2nd i, \t\nSalmon Bench\t\nSalmon Valley \t\nSandspit\t\nSandwick \t\nSaskatoon Creek\t\nSavary Island\t\nSavona \t\nSavona Road\t\nSay ward\t\nSechelt ^\nSeton Lake Creek\t\nSeymour Arm\t\nShawnigan Lake \t\nShoreacres\t\nShuswap\t\nShuswap Falls \t\nShuswap, North\t\nShutty Bench\t\nSicamous\t\nSidney, 1st Div. (Sup.)..\n,. 2nd ,i \t\n,i Srd ,i \t\n,i 4th \u00E2\u0080\u009E \t\nSilver Creek\t\nSilverton, 1st Division..\n2nd ,i\nSimilkameen\t\nSimpson\t\nSinclair\t\nSirdar\t\nSisters Creek\t\nSkidegate\t\nSkookumchuck\t\nSlocan Junction\t\nSmithers\t\nMiss\nMiss\nMrs.\nMiss\nMiss\nMiss\nMiss\nMiss\nJ. J.\nN. O.\nMiss\nMiss\n_liss\nH. E. Beattie, B.A.\nC. P. Murray\t\nE. G. McLeod\t\nV. H. Riddell\t\nR. G. Sidney\t\nE. G. Hanna\t\nA.-M. Opie\t\nA. Fitzgerald\t\nMacKenzie\t\n. Keith\t\nM. R. Mayovsky ...\nE. B. Nicholson. ...\nG. N. Curtis\t\nAcademic...\n2nd Class...\n2nd ii ...\n2nd ii\n1st ii ...\n2nd i, ...\n2nd ,, ...\n3rd ,, ...\nSrd ,, ...\nSrd ,, ...\n2nd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\nTemporary .\nMiss K. E. Butters\t\nJ. Sutherland '\t\nH. H. Taylor\t\nMiss K. A. Carson\t\nMiss M. J. Norris\t\nMrs. E. G. Orange\t\nMiss B. A. Hurry\t\nMiss W. C. Johnson\t\nMiss E. R. Skea\t\nMiss R. B. McKay\t\nMiss M. Chrow\t\nMiss O. L. Bossi\t\nMiss J. M. Nichols \t\nMiss M. E. Donaldson...\nMiss E. Sutherland\t\nMiss A. G. Croll\t\nMiss H. A. Bradshaw....\nMiss M. II. Pennington,\nMiss E. L. Magee .. [B.A.\nMiss A. L. Morrison\t\nMiss E. M. Morley\t\nMiss M. L. Lewis\t\nMiss I. E. M. McDonald .\nMiss A. M. Mercer\t\nJ. A. Scutt\t\nMiss H. P. Dougherty...\nMiss M. I. Lyness\t\nMiss V. I. McTavish\t\nMiss M. F. Richards\t\nMiss R. C. Downey\t\nMrs. D. A. Clarke\"\t\nMiss F. H. S. Stephen...\nMiss A. A. Carter\t\nMiss M. Clark\t\nMiss D. FL Williamson ..\nMissG. A. Tidy\t\nMiss I. S. Street\t\nMissS. O'Neill\t\nR. K. Bell \t\nMiss V. J. Clyde\t\nMiss D. N. Tunbridge . ..\nMiss A. C. Leslie\t\nMiss E. C. Cook\t\nMiss O. E. Tapanila\t\nMiss M. C. Thomas \t\nMiss O. E. McLean\t\nMiss I. Terry\t\nMiss W. J. Ross\t\nMiss W. R. Bell\t\nMiss B. Monteith\t\n\u00E2\u0080\u00A21. E. King\t\nMiss N. V. Chute\t\nS. Moore, B.A\t\nMiss G. T. Philp\t\nMiss M. Smith '\t\nMiss II. Goodman\t\nMiss J. I. Barton\t\nMiss B. Rooney\t\nMiss A. Charnley\t\nMiss G. L. Civile \t\nMissE. E. Mi'ddleton....\n. 80 00\n76 00\n75 00\n75 00\n75 00\n70 00\n80 00\n60 00\n70 00\nSO 00\n85 00\n125 00\n90 00\n191*\n192*\n189*\n108\n188*\n191\n193\n192\n184\n167\n192\n1884\n193\n3rd Class. ..\n1st .,\n3rd ,, ...\nSrd i,\n2nd \u00E2\u0080\u009E-\n1st i, ...\nSrd i, ...\n2nd ,, ...\n3rd i, ...\n3rd ,, ...\n2nd ,, ...\n3rd .,\nSrd ,, ...\n1st ,, ...\nTemporary .\n2nd Class\nAcademic\nSrd Class\n3rd i,\n1st \u00E2\u0080\u009E\n2nd ,i\n2nd ii\n1st ,,\n1st ,l\n1st \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n3rd ,i\n1st \u00E2\u0080\u009E\nSrd \u00E2\u0080\u009E\n3rd ,,\n1st \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n2nd i,\n3rd i,\nSrd ,,\n3rd i,\n1st ii\n3rd ,,\n3rd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\n3rd \u00E2\u0080\u009E\n2nd \u00E2\u0080\u009E\nSrd i,\nTemporary\n2nd Class\n2nd ii\n3rd \u00E2\u0080\u009E\n2nd ,i\n1st i,\n1st i.\nAcademic,\n2nd Class\n2nd ,i\nTemporary\n2nd Class\n2nd ii\n2nd .1\n2nd ,,\nSrd \u00E2\u0080\u009E\n70 00\n75 00\n65 00\n75 00\n73 00\n70 00\n75 00\n75 00\n75 00\n80 00\n60 00\n80 00\n73 00\n75 00\n65 00\n76 00\n65 00\n100 00\n70 00\n65 00\n75 00\n60 00\n65 00\n70 00\n85 00\n75 00\n70 00\n75 00\n90 00\n75 00\n100 00\n70 00\n60 00\n68 00\n75 00\n65 00\n73 00\n75 00\n78 00\n73 00\n65 00\n70 00\n73 00\n70 00\n75 00\n80 00\n70 00\n70 00\n70 00\n73 00\n105 00\n80 00\n75 00\n80 00\n70 00\n68 00\n85 00\n85 00\n65 00\n75 00\n100 00\n184\n194\n185\n170\n195\n188\n185\n183\n184\n191\n195\n195\n183\n188\n1614\n189\n192\n193\n193\n193\n193\n174\n195\n1854\n195\n195\n105\n179\n192j\n189\n200\n11)0.',\n187*\n116\n174\n188\n195\n78\n195\n190\n193\n1874\n194\n194\n176\n194*\n194*\n194*\n116*\n193\n187\n191\n167\n192\n190\n191*\n192\n1881\n157\n193\n195\n24.85\n32.66\n32.85\n22.19\n15.26\n31.42\n13.20\n19.00\n9.99\n15.79\n9.42\n20.54\n16.18\n8.-01\n18.01\n9.09\n5.05\n13.19\n9.02\n18.41\n17.74\n10.94\n24.52\n10.66\n8.69\n6.91\n8.14\n10.14\n7.25\n12.52\n13.03\n18.07\n23.89\n18.41\n22.52\n9.05\n13.28\n17.45\n23.36\n9.93\n12.05\n9.55\n26.78\n5.63\n9.53\n10.94\n7.46\n6.74\n9.13\n12.16\n10.65\n25.87\n11.02\n7.89\n5.64\n17.63\n8.98\n19.70\n16.08\n34.46\n35.12\n25.25\n18.\n23 58\n37.58\n7.31\n22.5'\n8.83\n9.71\n5.98\n6.41\n9.32\n16.51\n26.71\n5\n4\n10\n3\n10\n2\n16\n1\n3\n5\n1\n1\n18\n3\n7\nII\n3\n6\n12\n3\n7\n2\n4\n1\n2\n6\n4\ni.\n4\n2 9 Geo. 5\nPublic Schools Report.\nD lxxiii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in each Reader\nand in each Subject of Study.\nfl o 6\nQJ QJ\n> H-\nO e -\nOflS\nfl '|H\n>. A -S\nS3 2-\n\u00E2\u0080\u00A2o co\n'3 fl.\nfto \u00C2\u00BB\n__ S\n3 A \u00C2\u00A7\n5 \u00E2\u0096\u00A02 8\nS 5h\n\u00E2\u0096\u00A0Sri\nis fl .\n\",7 QJ -^\n1\nA\nPh\n1\nPh\nST3\no a\ncS ., .\nQJ-jj\n- P. a\nbCCC fl.\nSfl \u00C2\u00B0\n_. _: O\nEg-\n1\n1\ns_\n\u00E2\u0096\u00A0fl\nfl\na\na\n0\nOl\n__ c\nQJ\n\u00C2\u00A3'_ij\nfl >i\n\u00C2\u00ABhH\nto\nbe\nc\ns\n_.\nfl\n3~\nS3,\nbe\no\nQJ\nO\n\u00C2\u00B0 \"\u00C2\u00A3\nfl_-\nSffl\nI'd\n6s\n_i\ng\ns\n03\na\nS3\n\"be\nfl\nH\n_.\nfl\n_s\n_.\nQJ\n3\nAT\n__\nfl\nm\n03\n*5\n*H\nQJ\ny.\nPh\n'7_\no\nw\nS3\nPh\nbe\nc\n'c\n'5\nH\nT_\nfl\n\u00C2\u00A7\nd\nCD -U\nO OJ\nfl -\nCD M\nn\nop\nr?~\ns S\ncj\n_,\nS3\nQJ\nbe\n<\n!-_\n03\nO\nQJ\n0\n8\n3\n_-\nfl\nal\nfl\nOJ\n'B\n__\n\"_i\nCJ\nA?\n-\nfl\n_s\no\nPP\nft* \u00C2\u00AB\nW C\n>-. fl\n___. O 1-\n^ -tJ (D\n3 A \u00C2\u00B0\nft'r|^\nfl OS 03\n\u00C2\u00B0 - fl\nrr .fl h_\n28\n28\n38\n35\n23\n16\n38\n17\n29\n15\n24\n15\n25\n21\n28\n38\n35\n23\n16\n38\nVi\n29\n15\n24\n15\n25\n21\n28\n38\n35\n23\n16\n38\n17\n29\n15\n24\n15\n25\n21\n28\n38\n35\n23\n16\n38\n17\n29\n15\n24\n15\n26\n21\n28\n38\n28\n38\n28\n38\n28\n28\n38\n35\n23\n10\n38\n17\n29\n15\n24\n16\n26\n21\n28\n38\n.2,293 20\n$2,920 35\n18\n6\n20\n17\n9\n10\n13\n10\n25\n5\n23\n16\n3\n13\n17\n3\n13\n17\n\"'_\n8\n900 00\n580 20\n1,680 00\n8\n1\n5\n9\n6\n25\n6\n9\n6\n25\n1\n7\n3\n18\n840 00\n960 00\n975 00\n1,160 40\n60 00\n795 00\n825 00\n735 00\n810 00\n849 00\n885 00\n763 00\n580 20\n785 00\n840 00\n580 20\n915 00\n926 10\n900 00\n524 05\n900 00\n780 00\n1,740 60\n71 83\n24\n3\n124 00\n18\n21\n4\n\"io\n14\n12\n24\n12\n7\n15\n13\n26\n21\n12\n37\n11\n18\n11\n11\n20\n9\n18\n18\n26\n34\n22\n29\n13\n21\n19\n24\n15\n20\n11\n37\n10\n10\n17\n11\n9\n16\n15\n10\n41\n22\n9\n6\n25\n11\n26\n23\n46\n36\n34\n26\n33\n44\n13\n32\n12\n16\n6\n9\n15\n24\n31\n12\n24\n12\n7\n15\nIS\n26\n21\n12\n37\n11\n18\n11\n11\n20\n9\n18\n14\n26\n34\n22\n29\n13\n21\n19\n24\n15\n20\n11\n37\n10\n10\n17\n11\n9\n16\n15\n10\n41\n22\n9\n6\n25\n11\n26\n17\n46\n36\n34\n26\n33\n44\n13\n32\n12\n16\n6\n9\n15\n24\n31\n12\n24\n12\n7\n15\n13\n26\n21\n12\n37\n11\n18\n11\n11\n20\n9\n18\n8\n26\n34\n22\n29\n13\n21\n19\n24\n15\n20\n11\n37\n10\n10\n17\n11\n9\n16\n15\n10\n41\n22\n9\n6\n25\n11\n26\n9\n46\n36\n34\n26\n33\n44\n13\n32\n12\n16\n6\n9\n15\n24\n31\n12\n24\n12\n15\n13\n26\n21\n12\n37\n11\n18\n11\n11\n20\n9\n18\n14\n26\n34\n22\n29\n13\n21\n19\n24\n15\n20\n11\n37\n10\n10\n17\n11\n9\n16\n15\n10\n41\n22\n9\n6\n25\n11\n26\n17\n46\n36\n34\n26\n33\n44\n13\n32\n12\n16\n6\n9\n15\n24\n31\n5\n11\n8\n4\n8\n7\n20\n13\n8\n16\n9\n11\n8\n5\n10\n5\n9\n8\n26\n11\n22\n6\n7\n9\n19\n12\n5\n14\n8\n33\n5\n9\n9\n4\n12\n10\n3\n27\n12\n4\n5\n11\n5\n11\n9\n46\n19\n5\n8\n3\n3\n6\n5\n14\n12\n7\n10\n8\n9\n5\n5\n8\n2\n8\n8\n26\n5\n8\n3\n3\n6\n5\n14\n12\n7\n10\n8\n9\n5\n5\n8\n2\n8\n18\n26\n4\n5\n2\n2\n2\n3\n5\n6\n4\n6\n3\n6\n1\n2\n3\n18\n8\n12\n24\n12\n7\n15\n13\n26\n21\n12\n37\n11\n18\n11\n11\n20\n9\n18\n18\n26\n34\n22\n29\n13\n21\n19\n24\n15\n20\n11\n37\n10\n10\n17\n11\n9\n16\n16\n10\n41\n22\n9\n6\n25\n11\n26\n23\n46\n36\n34\n26\n33\n44\n13\n32\n12\n16\n6\n9\n15\n24\n31\n97 45\n5\n24\n170 90\n.\n2\n7\n2\n3\n159 25\n5\n26\n61 60\n6\n635 49\n4\n25 25\n6\n37\n175 43\n3\n6\n18\n1\n38 15\n2\n9\n18\n3\n8\n10\n10\n10\n10\n4\n4\n1,754 64\n8\n26\n8\n19\n19\n8\n1,015 35\n29\n13\n1\n3\n7\n19\n3\n7\n.19\n1\n3\n10\n780 00\n795 00\n1,340 40\n31 05\n3\n35 78\n10\n989 86\n2\n7\n6\n27\n5\n6\n5\n2\n7\n10\n6\n1\n22\n7\n2\n3\n10\n4\n10\n9\n46\n2\n7\n6\n27\n5\n6\n5\n2\n7\n10\n6\n22\n7\n2\n3\n10\n4\n10\n23\n46\n3\n3\n19\n4\n3\n1\n1\n5\n4\n2\n1\n5\n3\n3\n3\n4\n23\n10\n15\n420 00\n900 00\n1,080 00\n945 00\n1,200 00\n750 00\n580 20\n384 00\n945 00\n780 00\n876 00\n460 00\n909 00\n894 00\n580 20\n795 00\n831 00\n840 00\n798 25\n2,180 70\n489 75\n3\n3\n11\n40 15\n19\n4\n29 80\n3\n67 25\n1\n17\n265 60\n1\n6\n5 65\n4\n16\n39.75\n2\n28 65\n1\n15 70\n5\n263 10\n3\n22\n9\n6\n25\n119 91\n272 59\n3\n3\n99 86\n51 70\n4\n9\n26\n14\n14\n14\n14\n6\n6\n71 61\n1,304 67\n10\n46\n36\n34\n26\n5\n18\nS3\n13\n10\n22\n5\n12\n4\n4\n5\n16\n20\n15\n33\n10\n20\n4\n10\n1\n1\n1\n12\n15\n15\n33\n10\n20\n4\n10\n1\n1\n1\n12\n15\n5\n24\n8\n11\n2\n2\ni\n....\nii\n580 20\n1,152 60\n359 19\n?4\n1,639 67\n8\n13\n32\n748 90\n580 20\n885 00\n918 85\n1,020 00\n860 00\n691 80\n580 20\n631 85\n11\n667 10\n2\n2\n47 00\n32 85\n1\n9\n39 85\n21 10\n7\n24\n518 20\n11\n1,174 68 D lxxiv.\nPublic Schools Report.-\n1918\nRURAL AND ASSISTED SCHOOLS.\nTeacher.\nSoda Creek \t\nSolsqua\t\nSooke\t\nSooke Harbour\t\nSorrento \t\nSpences Bridge\t\nSpringhouse \t\nSquam Bay \t\nSquamish\t\nSquamish, Lower, 1st Div.\nn 2nd ii\nSquirrel Cove\t\nStandard Mine\t\nStellaco\t\nStewart\t\nSullivan Valley\t\nSunnybrae\t\nSunnyside, No. 2\t\nSwanson Bay\t\nSwift Creek.\t\nSyringa Creek\t\nTaft (closed)\t\nTappen Siding\t\nTappen Valley\t\nTelegraph Creek\t\nTelkwa\t\nThree Forks\t\nThree Valley\t\nThrums\t\nThurlow\t\nTranquille\t\nTrapp Lake\t\nTrout Creek, Upper\t\nTrout Lake\t\nTulameen\t\nTurtle Valley\t\nUcluelet\t\nUcluelet Arm\t\nUcluelet, East\t\nUnion Bay, 1st Division..\n,, 2nd ii\nUsk i\t\nValdes Island\t\nVananda, 1st Division...\nii 2nd \u00E2\u0080\u009E\nVanderhoof \t\nVavenby \t\nVesuvius\t\nVesuvius, North\t\nWaldo, 1st Division\t\ni. 2nd i\t\nWalhachin\t\nWanklyn\t\nWapta\t\nWardner\t\nWasa\t\nWaterloo \t\nWatmore\t\nWellington, 1st Division.\n2nd\nWellington, South, IstD.\nii n 2nd ,i\nn ,i 3rd \u00E2\u0080\u009E\n4th ,,\nWestbank Townsite\t\nWestview\t\nWhaletown\t\nWhatshan (closed)\t\nWhite Lake\t\nWilliams Lake\t\nWilliams Siding\t\nWillow River\t\nWilmer\t\nWindermere\t\nWinlaw\t\nMiss B. P. Laidlaw\t\nMiss E. Blaekberg\t\nMiss G. G. McLennan ...\nMiss M. A. Lott\t\nMiss M. S. Johnson\t\nMiss S. O'Neill \t\nMrs. E. Darlington\t\nMiss J. McWilliams\t\nMrs. H. L. I. Rae\t\nMrs. K. M. Berry, B.A...\nMiss I. M. MacLennan..\nR. E. Cummings\t\nMiss M. L. Horswill\t\nMiss M. K. Morrow-\t\nMrs. H. Carolan\t\nMiss L. A. Brock\t\nMiss G. L. Nicholson\t\nMiss E. F. Heaps\t\nMiss J. I. Mclntyre\t\nMiss A. L. McConnell..\nMiss A. Griffiths, B.A....\n2nd Class..\n2nd ,i ..\n2nd \u00E2\u0080\u009E ..\n2nd \u00E2\u0080\u009E ..\nSrd \u00E2\u0080\u009E\nSrd \u00E2\u0080\u009E ..\nTemporary\n2nd Class..\nSrd \u00E2\u0080\u009E ..\nAcademic..\n3rd Class..\n2nd ,, ..\n3rd ,, ..\n2nd \u00E2\u0080\u009E ..\n1st ,, ..\n2nd ,, ..\n2nd \u00E2\u0080\u009E ..\n2nd i, ..\n2nd ii ..\n2nd \u00E2\u0080\u009E ..\nAcademic..\nMiss L. E. Ivens\t\nMiss M. Preston\t\nT. A. McGarrigle, B.A...\nII. Caldwell\t\nW. Dainard\t\nMrs. C. Mahar \t\nMiss I. Sutton\t\nMiss C. J. Glanville\t\nMiss L. L. Mitchell\t\nMiss M. A. Mack\t\nMissM. Elsey [B.A.\nMrs. E. H. Macpherson,\nMiss W. M. Marquart ...\nMiss B. M. Dobson\t\nMrs. A. G. Lyche\t\nA. E. Eckardt\t\nMiss II. I. Kvarno. .[B.A.\nMiss M. B. Henderson,\nMiss E. C. Russell\t\nDe F. Nelson\t\nMiss T. Spencer \t\nMiss E. A. M. Matheson.\nMiss E. M. Brown\t\nMissS. E. Oliver\t\nMiss M. Mellish\t\nMiss M. M. Hirst\t\nA. J. W. Dodds, B.A....\nMiss M. G. Thompson...\nMiss V. A. Han.il 1\t\nJ. C. Slater\t\nMrs. J. Stewart\t\nMiss C. E. Townsend\t\nMiss M. E. Dow\t\nMiss M. G. Johnson\t\nMiss M. Glenn\t\nMrs. F. B. Noakes\t\nMiss J. H. Loudon\t\nMiss S. M. McDonald .\nMiss M. A. Johnson\t\nMiss F. T. Down\t\nMiss A. Waugh\t\nMiss M. M. McKinnell...\nMiss F. E. Weeks\t\nMiss K. L. Baker........\nC. J. Frederickson\t\nMiss E. V. Brett\t\nMiss II. F. Weetman..\nMiss L. E. Oates\t\nW. W. C. O'Neill\t\nIL Paterson\t\nMiss A. B. MacKenzie.\nMiss M. R. Allan\t\nSrd Class...\n3rd \u00E2\u0080\u009E\nAcademic...\nTemporary .\n3rd Class...\nTemporary .\n2nd Class...\n2nd \u00E2\u0080\u009E\n2nd ii\n3rd \t\n1st Class .. .\nAcademic...\n2nd Class...\n1st ,, ...\n1st ,, ...\n2nd ,, ...\n3rd ,, ...\nAcademic.. .\n1st Class...\nTemporary .\n1st Class ...\n2nd \u00E2\u0080\u009E\n3rd ,, ...\n2nd ,i ...\n2nd \u00E2\u0080\u009E\n3rd ,i ...\nAcademic.. .\n2nd Class...\n2nd ,i\n2nd ,, ...\nTemporary .\n1st Class...\n3rd \u00E2\u0080\u009E\nSrd \u00E2\u0080\u009E\n2nd i, ...\n3rd \u00E2\u0080\u009E\n2nd i,\n3rd ii ...\n2nd .1\n1st ,, ...\n2nd \t\n2nd \u00E2\u0080\u009E ...\n2nd i, ...\n3rd \t\n2nd ,i ...\n3rd Class.\n3rd i, .\nSrd \u00E2\u0080\u009E .\n3rd ii .\n1st i. .\n1st ,, .\n3rd \u00E2\u0080\u009E .\n: 90 00\n75 00\n65 00\n55 00\n70 00\n60 00\n85 00\n75 00\n85 00\n90 00\n70 00\n70 00\n80 00\n80 00\n80 00\n70 00\n68 00\n65 00\n80 00\n75 00\n70 00\n191*\n179\n195\n194\n193\n189\n180\n192*\n191\n195\n195\n1S2\n196\n191\n1724\n176\n195\n187\n1884\n63\n72\n9.97\n13.53\n20.64\n9.78\n9.07\n15.06\n8.01\n13.95\n12.67\n19.51\n17.51\n6.96\n19.20\n9.79\n7.11\n6.25\n7.26\n14.44\n18.19\n9.56\n5.10\n70 00\n70 00\n105 00\n80 00\n75 00\n70 00\n78 00\n75 00\n70 00\n70 00\n70 00\n80 00\n75 00\n70 00\n78 00\n75 00\n75 00\n85 00\n70 00\n75 00\n76 00\n80 00\n70 00\n90 00\n75 00\n65 00\n60 00\n90 00\n70 00\n65 00\n70 00\n75 00\n85 00\n75 00\n60 00\n68 00\n80 00\n60 00\n105 00\n90 00\n80 00\n70 00\n70 00\n65 00\n75 00\n170\n194\n185\n195\n78\n190\n191\n184^\n194\n193\n195\n192\n194\n185v>\n194\n188\n191\n188\n195\n97\n178\n190\n190\n178\n188i\n184'\n185\n19-1\n195\n181\n164\n181\n194J\n193\n1944\n193\n1944\n195\n194\n194\n194\n194\n189*\n194\n192\n23.66\n15.76\n16.61\n9.24\n6.39\n7.65\n15.49\n8.10\n8.69\n11.81\n6.92\n16.39\n9.31\n12.24\n8.09\n5.60\n9.84\n21.86\n35.44\n8.36\n11.72\n23.07\n25.21\n19.75\n8.28\n9.72\n13.70\n23.23\n29.77\n8.39\n9.28\n9.36\n29.35\n10.22\n16.14\n9.47\n15.21\n17.30\n17.19\n29.78\n39.09\n35.01\n22.99\n7.31\n7.61\n70 00\n85 00\n75 00\n80 00\n75 00\n70 00\n80 00\n15.29\n9.72\n9.16\n17.07\n8.16\n8.40\n18.06\n4\n14\n3\n1\n23\n3\n1\n1\n3\ni\n2\n'i7\n3\n8\nii\n12\n3\n3\n3\n4\n2\n3\n\"3\n5\n3\n1\n3\n13\n2\n2\n\"3\n2\n1\n3\n10\n4\n5\n2\n5\n3\n2\n3\n1\n2\n10\n1\n4\n2\n1\n3\n1\n3\n2\n1\n9\n1\n3\n'i.\n16\n1\n4\n\"9\n1\n2\n3\n14\n1\n6\n2\n3\n2\n1\n1\n12\n5\n4\n2\n6\n13\ni\n3\n8\n2\n1\n2\n5\n4\n1\n6\n5\n2\n4\n1\n2\n12\n\"i\n3\n2\nS\n\u00E2\u0080\u00A24\n7\n5\n4\n18\ni\n7\n19\n6\n2\n\"i\n16\n\"3\n1\n4\n6\n6\n7\n3\n12 9 Geo. 5\nPublic Schools Report.\nD lxxv.\nSCHOOL-YEAR ENDING'JUNE 30th, 1918\u00E2\u0080\u0094Continued.\nNumber of\nPupils in Each Reader and in each Subject of Study.\nCO\nco d\nO S^\n0 3 tf\nO CO\n-fl __\n\"3 c-\nP.O \u00C2\u00A3\nQJ\nC -UJ -S\n= A a\n\u00C2\u00B0 aS\ng-H\n-SJ\nl'\"5\n\"t_ QJ \u00E2\u0096\u00A0\nS3 O fl\nO\n'el O O\n0__5O\n\u00E2\u0096\u00A0\u00C2\u00BBsJ_.\n___3\n_j (- QJ\nS_3\ng.fl-u\n<\n_.'\nQJ\n-fl\n_J\ns\nS3\n_.\nS\no\nPh\nQJ\n\u00E2\u0096\u00A0o\nc.\nQJ\nA\n\u00C2\u00A3\nCT3\nO fi\ntS \u00E2\u0080\u009E\nft 3 -3\niC\noS\nii\n-fl -a\nsi *\"\n_; o3\nO 3\ns\ns\ns\n6\nS3\nb_\nc\ns\nQJ\nfl\nOS\n_.\nQJ\n3\n\u00E2\u0080\u00A25\n\"b_\nfl\nm\nQJ\nCD\nM\n1\nbe\nc\n\"8\n'3\n_,\n_H\n\"3\nfl\ncr\n_j\n_2\n0\nO QJ\nM\n'3 0\nm $\nSto\n0^\nO\n_,\ns\ns.\n_.\nS3\nbe\n<\n_.\nQJ\ns\n0\n3\n'3\nP\nbo\n_S\n03\n>\n<\nSchool.\nti\nQJ\na\n__\n__.\n0)\nft\n\u00E2\u0096\u00A033\nfi\nO\nQJ\n__\n\u00E2\u0080\u00A2fl\nOJ\nK\n00\nti\n03\n-fl\nC.\nQJ\nm\n-o\nfl\n0\n03\n03\n_Q\nQJ\n\u00E2\u0080\u00A2fl\n_i\n\u00C2\u00AB\n\u00E2\u0080\u00A2a\n'__\nH\nWolfson Bay\t\nMiss J. A. McKenzie ....\nMissS. Wallack\t\nJ. Keough, B.A\t\nD.J. Dewar\t\nMiss G. B. Ilsley, B.A. ..\n3rd Class\t\n3rd \u00E2\u0080\u009E ....\nTemporary ..\nAcademic....\nTemporary ..\nAcademic....\n3rd Class....\n1st \t\n17-1918 \t\n$70 00\n65 00\n. 75 00\n75 00\n80 00\n75 00\n70 00\n83 33\n191\n195\n195\n188\n176J\n117\n195\n195\n22\n25\n11\n38\n31\n10\n21\n40\n7\n13\n4\n19\n15\n4\n13\n25\n6575\n6520\n15\n12\n7\n19\n16\n6\n8\n15\n6223\n6188\n13.22\n19.30\n6.81\n23.91\n18.75\n9.69\n14.91\n36.26\n5\n3\n4\n13\n1\n6\n6\n5\n7\n3\n2\n'2\n1139\n1179\n5\n\"2\n4\n1\n4\n4\n1453\n1560\n4\n3\n1\n5\n6\n2\n8\n2165\n2084\n5\n9\nWoodville Road\t\nWycliffe \t\nWynndel\t\nYahk\t\nYale ..\n4\n11\n10\n2\nYmir\t\nMrs. A. R. Nicholls .\nand Assisted Schools, 19\nii ii 19\n10\n12798\n12708\n9433.00\n9191.43\n2586\n2552\n2942\n16-1917\t\n2781 9 Geo. 5\nPublic Schools Report.\nD Ixxvii.\nSCHOOL-YEAR ENDING JUNE 30th, 1918\u00E2\u0080\u0094Concluded.\nNumber of Pupils in each Reader and in each Subject of Study.\n-Li-\nO H oj\nC a)\n\u00E2\u0080\u00A2&1J\nfto a;\nQJ\nfl-gfl\nfl A cj\ng Eh\n\"5-3\n+_ 3\nCO\nTS\no_\nV\nM\nJd\nH_\n_.\nfl\no\np.\n_i\nQJ\n.-\nOS\n03\n'S3\nSi\nC-fl\no c\n_5 -\n\"g bC-;\n5-S.S\nHSJ3\n-fl-o\nbc__ ft\n.Sh3 S\n^ fl fl\ni- _o\n03\nQJ\na\nS3\n<\n-fl\nfl\n_i\n01\nc\n0\nQJ OJ\na fl\n.;_\n_, b_\n_w\nJ.\nbe\n_fi\nn\nsi\nft\nbC\nO\nQJ\nO\noS\nM\n\u00C2\u00AB_\u00C2\u00A3\nfl-fl\n0 \u00C2\u00A7\ns\na\n_!\ns\nAT\n'bi\nc\nQJ\n\u00C2\u00A7\n_i\nQJ\n3\n,8\n\"__\na\nH\n0J\n\u00E2\u0096\u00A0_J\nQJ\na\n\u00E2\u0096\u00A03\nQJ\n_.\n_=\nft\nbe\na\n]fl\n'3\n_.\nfl\nc\n_a\n\u00C2\u00AB c_\nfl OJ\n\na_\n_3\nO\nSB 2\n\u00E2\u0080\u00A2\u00C2\u00B0__ S\na = s\ng-2_s\np__-\u00C2\u00A3-'\n__-fl r?\n\u00C2\u00A7 c S\n-.\n77\n101\n'\"22\n25\n11\n38\n31\n10\n21\n40\n$ 80 00\n930 00\n580 20\n810 00\n572 40\n931 45\n450 00\n840 00\n580 20\n3\n22\n25\n11\n88\n31\n10\n21\n40\n12775\n12669\n22\n25\n11\n38\n31\n10\n21\n40\n12736\n12607\n22\n25\n11\n38\n31\n10\n21\n40\n12775\n12669\n12\n15\n5\n20\n26\n3\n9\n29\n7543\n7316\n8\n12\n4\n15\n20\n3\n7\n21\n5378\n5232\n8\n12\n4\n15\n20\n3\n7\n21\n3\n3\n4\n10\n1\n5\n11\n2513\n2552\n22\n25\n11\n38\n31\n10\n21\n40\n12798\n12708\n22\n25\n3\n$349 91\n68 20\n4\n819 43\n10\n192 25\n1\n10\n146 64\n5\n237 63\n11\n\u00E2\u0080\u0094\n\u00E2\u0080\u0094\n40\n4746\n4870\n747 69\n77\n101\n77\n101\n77\n101\n77\n101\n23\n39\n23\n39\n2436\n2451\n12798\n12708\n5455\n5332\n$465,672 43\n$146,535 23 D lxxviii.\nPublic Schools Report.\n1918\n\u00E2\u0080\u00A2\u00E2\u0096\u00A0igdo-ij\nuot_fi_.onp[f[ joj\n8ju_fipuadx3; p^ox\n\u00E2\u0080\u00A2p9H0JU9\nspdnj jo aaqiunjsj;\nCO rH rH\nCO rH\n\u00E2\u0096\u00A08T6I\n-__,T6T u\ pa^oidma\nsaaqouax jo *ox\n. \"8161\n-1161 -Suunp uado\nsiooi{og jo jaquin^i\nW.\nE_H\nO\nt\u00E2\u0080\u0094t\np.\nEH\nT/l\nO\nO\ns-_!\n_o\nO\nO\nW\no\nin\n\u00E2\u0096\u00A0gft S\ngVStT\nof.-\nH-T-SJ\n2 3 2\ng.ftj=\n1-3\noR o\n\u00E2\u0096\u00A0 -S3\nJ3 Ol .-333\n>to_\nCD CD ,__H\nCD Ui +3\nPag\nP_2 s\ns- ___* 5\n0)^ fl\n\u00E2\u0080\u0094 o\nr-> c =3\n... \u00C2\u00AB-5 fl\nsi^\n_-fl|\nn \u00E2\u0080\u00A2- CD\n\u00C2\u00B03S\niTa \u00C2\u00A7\nqj rfl\n\u00C2\u00A3 'qj\"|\nO.ScS\na. *\n&\n'B\nEH\nCir\u00E2\u0080\u0094\nh O\nfl o\n\u00C2\u00A3*_> o.\n5 c.2\n<_.\u00C2\u00AB\u00E2\u0080\u0094<\n-fl-l.\" o\n\u00E2\u0096\u00A0qj .\"fl ft\ntflO \u00E2\u0096\u00A0-\n3 LT.2\n\u00C2\u00BB\u00E2\u0096\u00A0-!__\n-go 5\nn\n\u00E2\u0080\u0094,&jLj__fl g\n8 \u00E2\u0096\u00A0->\u00C2\u00BB_? 8\nO 3 -r i-1\nr^a_> -~ fl\n\u00C2\u00A7\u00E2\u0080\u00A2-\u00C2\u00AB\u00C2\u00AB\nal II\n!\u00C2\u00B0 sa-i\n\u00E2\u0080\u00A2-I \u00C2\u00A7\u00E2\u0096\u00A0\u00C2\u00A7\nQj1_ rf-fl\n\u00E2\u0096\u00A0Sffl .\u00C2\u00A7\u00E2\u0080\u00A2!\nSi-fa\nv\nGQ-\n. cj..\u00E2\u0080\u0094-p\ns ft\u00C2\u00A9> ;\nsEsw\nrV\n'ft ____ \"? <^ \"\"\n5 o \u00C2\u00A3 fl c\nis .'_.-?.\nS bj | S\n\u00E2\u0080\u00A2flK^<; _3\n':_ 1_ _ \u00E2\u0080\u009E\nE-fl _; &\nQJ rt __:'_,\n-jt o rfl-fl\n\"s_ QJ\n\u00E2\u0096\u00A03 -fl\n\nkofi fl*5\nflSrn Otj\n\u00E2\u0096\u00A0SPS--I\nfl O-D-LT &\noS_- ._\nQJ >! _ \u00E2\u0080\u00A2<. fl _-\n?J +_ -?.__! !-\ng-3rS-S3m\nCQ ft -2 fl\nhH*K -o ____ _\u00C2\u00BB. O\n-J= o\n\u00E2\u0096\u00A0S-ft\np o\n&' = __-SS\u00C2\u00A3\nJo b\nft :\n\u00E2\u0096\u00A0a : (5\nC O\no S>\u00C2\u00BB\no_r\no cs\n\u00E2\u0096\u00A0=B_\nB.2\n.25\n*H O\nS|l\nO ft^ ,\n\u00E2\u0096\u00A0g'o >> \u00E2\u0080\u00A2\n& S-i -t-J\n'S fl fl\ni\u00C2\u00ABl\n\u00E2\u0080\u0094 m >H\nc- .fl O\ngSpH\nP-i ..jj\n-go.2\n\u00C2\u00AB-_-.\"\u00C2\u00A7\nfelflfl\n,i,si^to\nS_j__-- qj\"\nfl >.tea\ns- a.fl-c\n_3'S fl fl\nS-S|_-\n\u00E2\u0080\u00A2-s fl \u00E2\u0080\u00A2-\n-SSShj?\n-J_.S 2\n...a-S-g\nCP. gar\nfl fl.^rfl\n___g.&\nft_^\nrt fl\nE3\nQJft\nfto\nftfl\n-fl QJ\nO o\nI* 5\u00C2\u00A7\nS oj\" 2S\n11 IS\nw \u00C2\u00B0 3 y\ni? -&\n\u00E2\u0096\u00A0S ir _5 8\n_! _. -O\n.S-'s 1\u00E2\u0080\u009E\n.28 \u00C2\u00BB.\nc a jr.a\n_\u00C2\u00A7s. rs\nt_ cc QJ .-\n*; a_3\nO-r- -\"\"_\nQJ^ OpH\n'fl >\u00E2\u0080\u00A2 S< \" >\n_?fl*\nor9__\nQJ O _-\n8 \u00E2\u0080\u009ES\n-h : -c^\nas g qj\nP\nQJ fl\n__ 9\n\u00E2\u0084\u00A2f_i\nD 2\nB ; a.\nc_ \u00E2\u0096\u00A0-\nft ^\nito btH\u00C2\u00A7\nS-.H\n\u00E2\u0080\u00A2fl-E\nS os fl ..-S\n2 \u00C2\u00B0\n__6>\nft (C\"S\n., fl\" OJ\n0=0 D \" al\n\": -p \u00C2\u00AB o\no g ^-^\no.?h \"C 5\n; ft x! fl fl\n: ofl^\n\u00C2\u00A7afl'^\n: -Slaf\n\u00E2\u0080\u00A2ffl2;\n-ft^____ fl Oj\na -air\nft.2 \u00C2\u00A9 o\nttt!\nft g\nfl^\na .;\nfl2s:\n-*CM\nno o_\nft .\u00E2\u0080\u009E\na ft\nfl -s\ni_ QJ 2\nrfl a__\nfto\n\"3\nO b0\nDoS\n*-i !-\nOo-\n-'o\n.9 rfl\n&^\n.. S fl. fl\n<^ w [___ O\n4-3.2 fl _-\n13 oft\n\u00E2\u0080\u00A2gS ft ...\nflO\nft.B\nft p f\n\u00E2\u0096\u00A0g ,- gjiq-g\nft |^^\"Q\no ft.S.S-3\nO r->^^ o\nft a\no \u00E2\u0096\u00A0-\nO O 4,4\nft 1-5 \u00E2\u0084\u00A2\n\u00E2\u0096\u00A0 \u00E2\u0080\u0094 r_H ,-ri\n1^\nS'S.S'S\n\u00E2\u0096\u00A0Sx&S\nI-'\nft ri\n.-,5 o<\n^_.___ S-a\n'ig flQ\nS_^ 0-3\n^6 ^-ft\n\u00E2\u0080\u00A2 *.- :Zm\n11 It\n-\u00C2\u00AB__ si\no'2' ^r.&\n..\u00C2\u00AB.* ...2\nQJ c\na _; ^ 3\n_-, o\nC o\nE 2\nOJ fi\ng *\nH. O 9 Geo. 5\nPublic Schools Report.\nD lxxix.\na\n_-_\u00E2\u0096\u00A0\nCO\no\nfM\n1-1\n'\"'\nIN\nLQ u__ O\nO CO CO\nCO. rH\n_7 1-1 CL^- \u00C2\u00A3 J\nO & ft^-^^ ft\n- - \u00C2\u00A3-ft 3> _ \"\2\nP*r3 ~ B ftH\nD__-\u00C2\u00B02*\n0)\no\nco\n'3 rl-ft\nOft \u00C2\u00AB\n^ftl^Jft\ncd \u00C2\u00A3 c. *-_ cH\n_\")\u00E2\u0080\u0094' ____ \"fl ^O ft\no M S g ^ \u00E2\u0080\u00A2-\n\u00E2\u0080\u00A2 - \u00E2\u0096\u00A0-\u00C2\u00A3 3 3 i=*>\n. -- QJ rH 0 Q q-j\nft fl a -\u00E2\u0084\u00A2 w > a\nft ja ft ft . - \u00C2\u00AB-s >\n- \u00E2\u0096\u00A0 - oj e\nQjft C C\nOJ .\u00E2\u0080\u009Eo o\na\u00C2\u00A7se\n\u00E2\u0080\u00A2- H ft CD\nII:\n\u00E2\u0096\u00A0-\u00C2\u00AB :\n_-: .-hh\n\u00C2\u00AB I. 2\nE S'E\n211\nrTdH\n\u00E2\u0080\u00A2fl E c\"\n_> 8\n-- QJ AT\nflflO\nfl car\ns\u00C2\u00BBt.\noft -j\n1ID\n\u00C2\u00BB\u00C2\u00A7*_;\n\u00C2\u00BBo__\n: Its\n\u00C2\u00A7\u00C2\u00A3\u00C2\u00A7\nMH C\n^ .\u00E2\u0080\u009EoS\n\u00C2\u00A7\u00C2\u00A7.\u00E2\u0080\u009E\nft 2 oj\n= \u00E2\u0096\u00A053\nSo_i\n3i>\nF4.S\nft +1, '\n\u00E2\u0096\u00A0si\nOS\n._a\n._i-llw\n>>8 a \u00E2\u0080\u00A2 - K 3 \u00C2\u00A7\u00E2\u0080\u00A2\n3g*8\u00C2\u00AB-S...\nfl S s c \u00E2\u0080\u00A2_,\"__\u00E2\u0096\u00A0 ^\n'3 \u00C2\u00B0 6 -j \u00C2\u00AB-2 a\nH_iu.S CCS\n. _ o >-. fl rt i^ _H\n-a \u00C2\u00B0 \u00C2\u00A3 SH-3\n\u00C2\u00A3 .5 E J ,\u00E2\u0080\u009E fi fl\n\u00E2\u0080\u00A2SOW \u00C2\u00AB\u00C2\u00BB c \u00C2\u00A7 &\n2 .---\u00C2\u00A7'3_a 8\nS _, QJ J o oH\n-I'g s,--_?'\u00C2\u00ABj\"\nQjo2 Sf c s\nfee OF*'\n\u00E2\u0080\u00A2ga oi\n\u00E2\u0096\u00A0 -__ 5\u00C2\u00AB >,\n\u00E2\u0080\u009E\u00E2\u0096\u00BA>\" -g__ jg\n5 \u00E2\u0096\u00A0- .9 <_ s:\nr>.o\n_ j1-\npqH\npqO\n'!_!'\nflS i?\nal 3\na.ss\nJ?s*\n.Mar\n\u00C2\u00A3 osP\nm-,1-OOiSfl\ng0fcra-g-Jl g\u00C2\u00A3\nQJ\u00C2\u00AB0J~=.2S3\"\"\nCO\" riftrf .\u00E2\u0080\u009E0\nm-Qj'-HflT --?!\no|fcl-aH.2\",l\niS\u00E2\u0080\u0094'IhS-Ss =_&\nM but-; s o h cr-2\n_._!-, nZi \u00E2\u0080\u0094 \u00C2\u00AB o\nQJ _- S __ O >\nI a f2 - ' - o - - S\nQJ d b-m _,.-_, o_fl\n'_:\u00C2\u00B015|lwtS\n\u00C2\u00AB \u00E2\u0080\u00A2*f_3 rLfl---^\nCQ QJjfl fl-Or- fl\n\"mm g a-fl 3 3\naSSufiSO3\n.- o\no 3\n\u00E2\u0096\u00A0\u00C2\u00A3 fl\ncro\n\u00E2\u0080\u00A23 2\nrr-flo\nB 3 &\nH *\"S 'a\n\u00E2\u0096\u00A0* * o'S\n\u00E2\u0096\u00A0j_ fl'c_ fl\ngaKs\n3 QJ --\nM g.Sfg\nQJ .- QJ\nS^rM g\n-H 3 \u00E2\u0080\u00A2- -J\na_- -,-=\no3 S-\no5 3 s\nL,<- CQ fl\n\u00E2\u0080\u00A2-&. >>a\nfll-O-fl\nffi\u00C2\u00B0g I\nS_.\u00C2\u00AB AT\n\u00E2\u0080\u00A2?-Sfl\n\u00E2\u0084\u00A2 fl c3\nft flf>\n53 ^.pi QJ\n*4pH \"' CS\nKg* S\nfl s\n.fl cS\n.rfft\n-3.-\na &?\n2 \u00C2\u00AB>\nQ\u00C2\u00A3\n..-fl\nQjH\n2E\nm -J -H\nm (j _\n2 \u00C2\u00ABa\nfl -S \u00E2\u0080\u00A2-\n\"as\n-H-fl\no fl\nO ci\n\u00E2\u0096\u00A02 o 9.\ns\u00C2\u00AB\u00C2\u00A3\n-Us\n\"fl QJ _H\nopiS\nsbS a\n..cog\nS E.H-\nte- E fl\n-ft H-\nfl a 2\nM QJJ-T\n\u00E2\u0080\u00A2-Q O\nM M\n3i- S?\nft \u00C2\u00BB\ns \u00C2\u00A73\na o\n__^J5\n_ ^r\n-r^ rfl >>\n-t. os>\no &.-\nS..2 \u00C2\u00ABr\nof 9 m\n.\u00E2\u0080\u00A2^ %\nit*\nC oj \u00E2\u0096\u00A0**\ntol : Wi5D\nftc3 -S\nftfl rS\n&a o\n831*\nO\nsi\nIt) r-H\nfl OJ\n11\nS \u00E2\u0080\u00A2-\n.-S3\n\u00E2\u0096\u00A0st\n3to\n\u00C2\u00A911*.\nfl 1^11\ns -Sfl-as\n\u00E2\u0096\u00A0S ^flfl?\nfi \u00E2\u0096\u00A0\u00E2\u0080\u00A2\u00E2\u0096\u00A058?\n8 -c \u00C2\u00B0s\nj- Hj2 \u00E2\u0080\u00A2 ~e3 ._\no .55 -g JH \u00E2\u0080\u009E -a\nft oft .5.2 ft\n\u00E2\u0080\u00A2\u00E2\u0096\u00A0ft/ cc o -^ cc \u00E2\u0096\u00A0-_;\nS \u00C2\u00A3 ft OJ s\u00C2\u00BB O\nfi?im !\nfl.2\n9\n.SB &\n>=: a\n&ga\nw -\u00C2\u00A7\n-is\n11\u00C2\u00B0\"\nall\niitou\nSB ..\u00C2\u00AB\n..ojfi\nT-,'5--\nHJ fi O\nrj ^ 2\n,2fi -\n1\nbo.s- ga\n(2.2 g.E,\nfl *^ o\n_ra fl'c\n'\u00E2\u0096\u00A0\u00C2\u00A7l*s\n^ \"S so _ '\u00E2\u0080\u00A2\nftQ ^rtl\noj m\nH ft\n..ft\nSx,fl\n3 fe-\nfl o\no tf;\n\u00C2\u00B0rP\n= .S\nS-3 g\nc. O\naj-Sarj\nft?._J\n.3 rfl & -2\no\nQJ O\n8 ..\nc ft\nft\nO ft ;\nft d oj g'-g\n1_ ^ -fl ^ fl r-\n1? \u00E2\u0096\u00A0\"- fl _-: ^r\nfl p _- '^r0 \"\n\u00E2\u0080\u00A2fl. ua^-..j3\n-S bp >, fi n o\nprq\n.* a\nqj \u00C2\u00A3\n(Sag\nga..\n!-is\n\u00C2\u00BB^ s a\na = \u00E2\u0080\u00A2-- -\nill |\n\u00E2\u0080\u009Ei>8 ^\n> ft\nHH O ^\nIH .\nof as\nla's\noa-g\nQJ\nOa\nJh3\na c-fl\n\u00E2\u0080\u0094 ft A\n\u00E2\u0080\u00A2 - \u00C2\u00B0o \u00E2\u0096\u00A0 N-g\n\u00E2\u0096\u00A0Ss1\na .-S\nft bio-\nIII\nMir\nSB .-3\nCJ . QJ\n-615\nft OJ'jf-\n3 Oh\n\"o fl S\n\u00E2\u0080\u00A2fl c3 2\nCC? rt O\nlis\ngig \u00C2\u00A3\nft-ft 2\nRS ft.\no ft ^\"te-\nUs\nATT\na fl\n0 3\nl&K\notofA &\nc I\n\u00C2\u00BB ft\nft ft\n<- - ^\nfill\n\u00C2\u00A3-\u00C2\u00A7a|\nrs ^J >>._\nS\u00C2\u00B03\u00C2\u00A7\n< ^g-S\n\u00E2\u0096\u00A0- O T3 Lh\n> 3/2 33Z\nVto\\nAM A\nC n\n-n d m\na\"j\nftQ .-\n-Si\n03 >,\n= 3\nPh\"'\nrasa h?s5\na s\ng\n<\nis\n1*\nft\nS5\n\"zi\nft GO CB D lxxx.\nPublic Schools Eeport.\n1918\nOOO m\nco tn\niO o co o\nr4 -*\n\u00E2\u0096\u00A0jsdoaj\n\u00E2\u0096\u00A0* O CO O\nco *a\nuoiLUjonpg joj\n0C OS l*\u00C2\u00BB CN\nCO X\n8jn;)jpu9dx3 pjLjox\niO* io\" CC CO\nCO CS I\u00E2\u0080\u0094 T_ IN\n-* IO rH CO\nCO CO\n\u00E2\u0080\u00A2paflojua\nO O i-H T-*\n\u00C2\u00BBC \u00E2\u0096\u00A0\u00C2\u00BB* l> CS\nIO I-H\nspdn,} jo J9qum^\nh cp ia\nCO CO\n'8161\nco co co i>-\nCO (N\n\"ZI6I ul p9,^0[dlU9\nICS -rH X- CO\n-\u00E2\u0080\u00A2* I-H\n-^ CO\nOl o\nsjaipu-ajj jo \u00E2\u0080\u00A2o^\nof (N~\n'8161\n-iI6I Suunp uado\nIN \u00E2\u0096\u00A0* rH C W 1-\nM M N N 1 1Q \u00E2\u0096\u00A0*\nspoqog jo jaqmn^j\n00 00\nOJ fl bo\nh \u00C2\u00AB a\n-ti O fl\nPi\n?-a*\nfl O Z.\n\" --fl\nIB? ri 5\nBill\nIS\n'ft O.TJ\nlife\nfe!B .\n^1\ncci o-P\n'S\nQJ \u00E2\u0096\u00A0\u00E2\u0080\u0094g\nO &.S\no s-\nsS\no\n\u00E2\u0080\u00A23\u00C2\u00B0fi\n\"\u00C2\u00A33 ,-Q\nP 0J_\nj\n6 \u00C2\u00ABo\nOS oi O\n^ rnO\n^ O O\n1\n00\nH\n1>\nrH\n05\nrH\nm\ni-nt Valley; Duh\nirks Siding; P\nunicipality Sch\n\"ton Bar; Cachi\nhool District) ; !\nMunicipality Sc\n'\nO\nM\nSftS\nQJ .. 3-\na*il\n,\u00E2\u0080\u009E rj \"j c-s\noj-flft^:\nEH\nl-H\n115\nfl\nl\u00C2\u00A3'l\n\"t2 J3J fH\nO Pn+e \"\nP-7- fl 0)\nir-\nQ\nO\nO\nS-fl .\u00E2\u0080\u009E\nB a H S 3 2\nh*\nP3\nQQ\nQj\nO\n.3 c \u00C2\u00A7\nBO-fl ft\na2;.a\nft ,JH\nO\n\"3 t- -\u00E2\u0080\u00A2>\nfefllm 1 =\njh QJ \" \u00E2\u0096\u00A0 - R\n&\na\nHI\no ft ^\nO\nhB\n&\n^1\n^ \u00C2\u00B0 cci\n-i -p fl\nfl U Bfl\n^C^Eh-\ns\ncS 0J.5\nll'-l^\n2h\noat.\n\u00E2\u0096\u00A0jT pVc3 cp\nbA rf\n\"g eci \u00E2\u0080\u00A2.-\n\u00E2\u0096\u00A0flt-y O J\nKB\nO\nO\nW\no\n3 > G\nifl -p.2\n'& P \u00C2\u00AB\nft\u00C2\u00A3 =\nft fl\nti t. CQ\n3hool Distric\nioI District .\nipality Scho<\nHarrison He\njnicipality S\npcum ; Ray !\n05\nCD ft *\"\nA S3 .2-3,2 .\n>, O fl Jm ^\nft >\u00C2\u00BB s^.-St-s\nfl OJ o\nunicipti\nicipalit\nRural\noster's\nrritt C\nth Ben\n-\nTfl^ -A\n\u00C2\u00A3 GO\nO \u00E2\u0080\u00A2\"\n4? S ,\u00C2\u00AET3 *-\nft ft'\"\n^j O O ,\nft E s-r\naver Ci\nia City\nz (in E\nConcor\nLytton\nLower;\n-\nft O fe m\nO- o O CO\nft fl -g > \u00C2\u00ABq\nco\nb\ns\nH\n02 .\nft\n5 &\ncci\no\nS o\nEH\n\u00E2\u0080\u00A2* \u00C2\u00AB\nCJ\nfl .2\nH\no s-\nJ\nrH O O .\"\nft\n\u00E2\u0080\u00A23 r- -P ^\ne-3 S \u00C2\u00B0 Is\nE-\n>\n>\nl> 9 Geo. 5 Public Schools Report. D lxxxi.\nPAET III.\nAPPENDICES. 9 Geo. 5 Public Schools Report.\nD lxxxiii.\nAPI\nHIGH SCHOOL\nThe following are the names of the w\nmedals:\u00E2\u0080\u0094\nEdith Jessop, Nanaimo High Sch\nChester Calbick, Nelson High Scl\nLillian H. Fitzgerald, Duke of Co\nLeonard B. Wrinch, King Edwan\nUrsula Edwards, Victoria High g\nNumber of Success}\n3ENDI\nX A.\nTION, JUNE, 1918.\ns.\nlis Excellency the Governor-General's\nigh School, New Westminster,\nool; Vancouver.\nATES AT EACH CENTRE.\nsilver\nEXAMJNA\nMedallist\ninners of ]\nool.\nlOOl.\nnnaught H\n1 High Sch\nchool.\nTTTL CaNDIE\nExamination Centre.\n03\nU 03\nS-fl\nO OS\n\" .\nfl O\ng'3\n\u00E2\u0080\u00A25^\n<1\n0\n'3\nfl\n03\nh\nCJ rf\n30\n\u00C2\u00A3\u00E2\u0080\u00A2\n-fl\noj\n\u00E2\u0096\u00A0O\na\nQJ\nOS\nSfl\nQJ\na\nt.\ne\nfl\n0\n\"rj\np\n0\n'3\nc\n0\n0\na\n0\n'3\nQJ\nw\nQJ\n\u00E2\u0080\u00A2fl\nOS\nO\n_o\nfl\n\u00E2\u0096\u00A0a\ng\na\nQJ\n\u00E2\u0096\u00A0fl\n<1\nt-\nO\n'3\nCJ\n3C\nTotal.\n1\n12\n4\n1\n9\n2\n22\n4\n2\n17\n3\n1\n9\n5\n2\nS\n4\n4\n4\n15\n15\n15\n10\n2\n8\n14\n3\n1\n3\n5\n1\n20\n1\n27\n2\n3\n2\n35\n3\n3\n5\n2\n7\n1\n22\n3\n1\n2\n3\n3\n12\n. 1\n1\n1\n4\n5\n1\n2\n5 \u00E2\u0096\u00A0\n1\n1\n2\n4_\n2\n1\n12\n11\n10\n3\n3\n4\n5\nKelowna:\n6\n2\n3\n8\n4\n2\n3\n4\n2\nMaple Ridge:\n3\n1\n3\nMission :\n5\n1\nNanaimo :\nNanaimo High\t\n1\n1\nIS\n1\nNelson :\nNelson High\t\n0\n2\n18\n2\n3\nf\n1\n1\nSO\nNew Westminster:\nNew Westminster High\t\n5\n1\n3\n1\n2\n5\n2\nOak Bav \t\n4\nPenticton :\n1\n1\n1\n3\n19\n2\n1 D lxxxiv.\nPublic Schools Keport.\n1918\nNumber oe Successful Candidates at each Centee\u00E2\u0080\u0094Concluded.\nExamination Centre.\nqj\"\nOQ .\nS- CD\nS^\n8i\n\u00E2\u0096\u00A0\u00C2\u00B0 ,2\nO O\nC'fl\ngfl\nt.\no\n'fi\nfl\nHQ,\n\u00C2\u00B04\nr-l ~\n30\nd .'fl\n0 s-\n\u00E2\u0080\u00A2\u00E2\u0080\u0094 reeze\nMakes through December's leafless trees.\"\n(6.) \"Alas, thou lovely lake! that e'er\nThy banks should echo sounds of fear!\nThe rocks, the bosky thickets, sleep\nSo stilly on thy bosom deep,\nThe lark's blithe carol from the cloud\nSeems for the scene too gayly loud.\"\n(c.) \"'And I conjure thee, demon elf,\nBy Him whom demons fear,\nTo show us whence thou art thyself,\nAnd what thine errand here? ' \"\n(d.) \"Thus giddy rumour shook the town,\nTill closed the Night her pennons brown.\"\n(e.) \"Forth from the pass in tumult driven,\nLike chaff before the wind of heaven,\nThe archery appear: . . . \"\n12 5. Quote any one of the following :\u00E2\u0080\u0094\n(a.) About twelve lines descriptive of the Trosachs.\n(&.) About twelve lines descriptive of Loch Katrine as it appeared on the morning of the third day of the story,\n(c.) Any one stanza of Scott's farewell to the Harp of the North. D xciv. Public Schools Report. 1918\nArithmetic (Time, 2 hours.)\nValue.\n16 1> Find the cost in each case:\n(a.) 17 gallons of milk at 6 cents a pint.\n(fi.) 31 quarts of molasses at 30 cents a gallon.\n(c.) 6 lb.. 13 oz. of cheese at 20 cents a pound.\n(cl.) 55 oranges at 40 cents a dozen.\n(e.) 14% yards of cotton goods at 14% cents a yard.\n(f.) 800 lb. of sugar at $6.75 a hundredweight.\n(g.) 3 tons of potatoes at $1.75 a sack (100 lb.).\n(h.) 34.7 tons of coal at $8.25 a ton.\n10 2. A street is 41.7 kilometres long; express this length (a) in metres, (fi) in deka-\nmetres, (o) in centimetres, (d) in decimetres, (e) in hectometres.\n12 3. A Fraser Valley poultry dealer shipped to a commission agent in Vancouver 1,908\nlb. of dressed poultry which was sold at 38% cents a pound. How much should\nthe agent remit the dealer after deducting 5 per cent, for commission, $12.30\nfor freight, and $3.05 for storage?\n14 4. (a.) I buy exercise books at 66 cents a dozen, and sell them at 10 cents apiece.\nFind the gain per cent.\n(6.) A Victoria merchant bought goods invoiced in New York at $2.60 a yard upon\nwhich he pays an ad valorem duty of 15 per cent, and a specific duty of\n7 cents a yard. At what price per yard must he sell the goods that he\nmay make a profit of 35 per cent.?\n12 5. Mr. Marshall paid $3.20 per bushel for his seed wheat and sowed 1% bushels per\nacre in a rectangular field 04 rods by 40 rods. His crop averaged 34% bushels\nto the acre and sold at $2.05 a bushel. Find his net gain if his expenses for\ntillage and harvesting amounted to $24.50 per acre.\n10 6. Find to the nearest cent the total cost of 50 planks, each 15 feet long, 9 inches\nwide, and 3 inches thick, and 42 scantlings, each 12 feet long, 4 inches wide,\nand 2 inches thick, at $24 per thousand board feet.\n14 7. Robert Brown rented his house for a year at $45 a month. Repairs during the\nyear cost him $42.60; he paid taxes at the rate of 22.7 mills on an assessment\nof $4,200, and a premium on an insurance policy of $3,500 at % per cent, per\nannum. Find (o) the amount of his taxes, (6) the premium for insurance,\n(c) the net income for the year.\n12 8. Vancouver, B.C., April 20th, 1918.\nSix months after date I promise to pay Harry Johnston, or order, four hundred and\nfifty dollars, with interest at 7 per cent, per annum, value received.\nJ. K. Henderson.\nHow much will Henderson have to pay when the note becomes legally due? 9 Geo. 5\nPublic Schools Report.\nD xcv.\nDictation and Spelling. (Time, 1 hour.)\n[Note.\u00E2\u0080\u0094The Presiding Examiner u-lll please notify candidates before he begins to dictate this\npaper that the quality of writing In the Dictation and Spelling paper decides 50 per cent, of\nthe marks awarded in the subject of Writing.\nThe passages (questions A and B) are to be read slotvly and distinctly to candidates\nthree times\u00E2\u0080\u0094the first time to enable them to gather the meaning; the second time to enable\nthem to write the words; the third time for review. Punctuation marks should not be\ndictated. Candidates are not permitted to rewrite the passages.]\nValue.\n25\nA. I gazed with inexpressible pleasure on these happy islands. At length, said I,\n\" Show me now, I beseech thee, the secrets that lie hid under those dark clouds\nthat cover the ocean on the other side of the rock of adamant.\" The Genius\nmaking me no answer, I turned about to address myself to him a second time,\nbut I found that he had left me. I then turned again to the vision which I\nhad been so long contemplating, but, instead of the rolling tide, the arched\nbridge, and the happy islands, I saw nothing but the long hollow valley of\nBagdad, with oxen, sheep, and camels grazing upon the sides of it.\n25 B.\n\" Hear, gentle friends, ere yet for me\n-Ye break the bands of fealty.\nMy life, my honor, and my cause,\nI tender free to Scotland's laws.\nAre these so weak as must require\nThe aid of your misguided ire?\nOr if I suffer causeless wrong,\nIs then my selfish rage so strong,\nMy sense of public weal so low,\nThat, for mean vengeance on a foe,\nThose cords of love I should unbind\nWhich knit my country and my kind? \"\n20 C. 1. They piled fresh fuel on the hearth.\n2. Farewell to thee, pattern of old fidelity.\n3. Bloody hands with palms uplifted were a hostile sign and symbol.\n4. \" Hear'st thou,\" he said, \"the loud acclaim with which they greet the Douglas\nname? \"\n5. The strength of the expedition was to be comparatively overwhelming.\n6. He thus addressed him, \" Incomparable archer, I will keep my promise.\"\n30 D. 1. Neighbouring village,\n2. similar fate,\n3. Great Britain.\n4. vain pursuit,\n5. lose and loose,\n6. lonely cell,\n7. yours truly,\n8. local legislature,\n9. sacred legend,\n10. physical exercises,\n11. auxiliary verb.\n12. final success,\n13. fleecy cloud,\n14. starry skies.\n15. sanitary conditions,\n16. accept and except,\n17. crystal mirror,\n18. easier route,\n19. wakeful sentinel,\n20. grateful monarch,\n21. primitive inhabitants,\n22. heroic deeds,\n23. federal parliament,\n24. steep ascent,\n25. relative positions,\n26. infectious diseases,\n27. suite of rooms,\n28. quite hastily,\n29. too critical,\n30. business correspondence. D xcvi. Public Schools Report. 1918\nGrammas and Composition. (Time, 2 hours.)\nValue.\n16 1- Write out all the clauses in the following sentences and state the relation of each:\u00E2\u0080\u0094\nWhen he arrived at the village near which the maiden dwelt he inquired first\nfor the richest young woman in the place. The person who told you that I\nsaid so is mistaken.\n29 2. (a.) Rewrite the following sentences, choosing the proper words and giving the\nreasons for your choice :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nA ship carrying two hundred passengers \u00E2\u0096\u00A0 lost. Use was or were.\nI can run faster than . Use him or he.\nHe .came with John and . Use / or me.\nThe book on the table. Use lay or laid.\nHe went the room. Use in or Into.\nHe saw my mother, was visiting his aunt. Use who or that.\nI do not care for kind of books. Use these or this.\n(6.) Point out the differences in the meanings of the following sentences:\u00E2\u0080\u0094\n(1.) I shall do it myself; no one will help me. I will do it myself; no one\nshall help me.\n(2.) Tom failed only in Arithmetic. Only Tom failed in Arithmetic.\n16 3. Classify the italicized words and give the relation of each:\u00E2\u0080\u0094\nIn bright uncertainty they lie.\nIts webs of living gauze no more unfurl.\nThe boat had touched this silver strand.\nTake either of them.\nHearing the noise, the police rushed in.\nFor them I battle till the end.\nRemain here lest something be stolen.\nThey marched on through the rain.\n9 4. Write a letter addressed \"Principal of High School, Victoria, B.C.,\" inquiring if a\nCommercial Course is given in that High School; if so, the time, it would take\nto complete such course; and also the probable cost of board and lodging in the\nvicinity.\n30 5. Write a composition on any one of the topics given below :\u00E2\u0080\u0094\n(a.) How Children May Help to Win the War.\n(6.) Fruit-growing in British Columbia.\n(c.) The Halifax Disaster.\n(d.) An Aeroplane Battle.\n(e.) Ulysses and the Cyclops.\n(f.) The Story of the Douglas.\n(g.) Ellen's Visit to Stirling.\n(/(,.) Pontiac.\n(i.) The Oil-seller and the Butcher. (From \"The Sagacious Cadi.\") 9 Geo. 5 Public Schools Report. . D xcvii.\nGeography. (Time, 1% hours.)\nValue.\n12 l.(o.) Give the cause of the trade winds.\n(6.) Account for (1) the heavy rainfall on the coast of British Columbia, (2) the\nlack of rainfall on the coast of Peru.\n20 2. Under the headings (o) general appearance of the country, (fi) climate, (c) products\nand exports, (d) chief trade centres, (e) people, describe any two of the\nfollowing:\u00E2\u0080\u0094\nThe Amazon Valley. The Nile Valley. The Rhine Valley. The Volga Valley.\nThe Tigris-Euphrates Valley.\n16 3. Give the two most important exports of the following countries:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nFrance, Italy, South Africa, Japan, Australia, Argentina, Mexico, India.\n.6 4. Write briefly on two of the following:\u00E2\u0080\u0094\u00E2\u0080\u00A2\n(1.) Coffee growing.\n(2.) Production of rubber.\n(3.) Ostrich-farming.\n8 5. Write a note on the Suez Canal. How does it differ in construction from the\nPanama Canal? Why have the Germans aud Turks tried during the present\nwar to get control of the Suez?\n16 6. Give exact location and account for the importance of the following:\u00E2\u0080\u0094\nVienna, Singapore, Pittsburg, Baku, Lyons, Odessa, Manila, Vladivostok.\n22 7- Draw a sketch-map of the Columbia River system. Mark the Rocky Mountains and\nthe various ranges of the Selkirk system. Show the 49\u00C2\u00B0 N. latitude. Mark exact\nlocation of the following :\u00E2\u0080\u0094\nNelson, Kaslo, Revelstoke, Rossland, Grand Forks, Vernon, Kelowna, Fernie,\nSpokane, Portland.\nCanadian History. (Time, 1% hours.)\nValue.\n16 1. (a.) Where were the Five Nations of the Iroquois Confederacy located?\n(fi.) Why did these Indians oppose the French?\n(c.) Recount two instances of this opposition.\n(d.) In what manner did Prontenac attempt to overcome the Iroquois menace?\n16 2. During the years that followed the Treaty of Paris (1763), what important services\nwere performed by each of the following:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(o.) Sir Guy Carleton?\n(6.) Sir Isaac Brock?\n16 3- Your history says that \" the political strife which had been stopped by the war\nwith the United States (1812-14) was revived soon after the return of peace.\"\n(o.) Who were the leaders on the side of reform in this political strife?\n(6.) What did they demand?\n16 4. (o.) Who was the first premier of the Dominion?\n(fi.) What grave charge was brought against his ministry in 1873?\n(c.) What was the \"National Policy\"? How did it affect the Mackenzie Government in 1878?\n15 5. Write fully concerning one of the following:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(o.) The Gold Rush of 1858.\n(6.) The San Juan Boundary Dispute,\n(c.) Sir James Douglas.\n(d.) Lieutenant John Meares. D xcviii.\nPublic Schools Report.\n1918\nValue.\n21\n6. (o.) Who is the present premier of the Dominion? Who is the leader of the\nopposition ?\n(6.) Name the premier of British Columbia and two members of his Cabinet.\n(c.) Explain the meaning of each of the following:\u00E2\u0080\u0094\nWoman Suffrage, Victory Loan, Prohibition, Union Government.\nValue.\n25\n35\nDrawing. (Time, 2 hours.)\n(a.) Select four examples of work from your drawings, as follows:\u00E2\u0080\u0094\n1. The best example of a geometrical pattern or design worked out in colours.\n2. The best freehand design based upon some plant or insect.\n3. The best example of a scale drawing; also the rough sketch which carries\nthe measurements.\n4. The best drawing of an object, if possible not from a plain type-model.\n(6.) Freehand drawing.\nCopy this drawing making the breadth S inches,\nmeasured with the ruler.)\n(This distance should be 9 Geo. 5\nPublic Schools Report.\nD xcix.\n[Note.\u00E2\u0080\u0094This illustration of a wrought-iron panel must not be reproduced. \u00E2\u0096\u00A0 It\nis given merely to shoio the Application of above drawing.]\n(c.) Freehand object drawing from memory.\nSketch lightly a cube showing two sides and the top, the total width to be\nnot less than six inches. Convert this type-model into an object and leave\nthe drawing in its sketch state.\n20 (<\u00C2\u00A3\u00E2\u0080\u00A2) Geometrical drawing.\n1. Construct a scale to measure feet and inches when 1% inches represents\n1 foot.\n2. Draw a line 2 feet long from above scale and let it represent the longest\nside of the triangle ABC. Complete the triangle. D c. Public Schools Report. ' 1918\nAPPENDIX C.\nHIGH SCHOOL EXAMINATION, 1918.\nThird-class Certificate (Non-professional), Full Course.\nArithmetic. (Time, 2 hours.)\n[N.B.\u00E2\u0080\u0094All work must be shoivn.]\n1. The length of the standard meter in Canada is 1.093944 yards.\n(a.) Express 1 kilometer as a decimal of a mile.\n(6.) Express 1 centimeter as a decimal of an inch.\n2. During the ascent of a mountain the temperature fell from 25\u00C2\u00B0 C. to 5\u00C2\u00B0 C.\n(a.) How many degrees Fahrenheit did it fall?\n(6.) What would have been the reading of a Fahrenheit thermometer under the same\ncircumstances?\n3. A house that cost $15,500 rents for $155 a month. It is insured for $10,850 at %% yearly;\nthe taxes are 15 mills on an assessment of $12,450, and $346.45 is spent each year on\nrepairs. What rate of interest on the original cost of the house does the investment pay?\n4. A quarterly dividend of $6,412.50 was divided among the 8 shareholders of a corporation.\nTheir respective holdings were 30, 15, 24, 18, 48, 36, 42, and 72 shares. What sum did\neach shareholder receive?\n5. A football field is 110 yards long and 160 feet wide. Find the length of the sides of a square\nfield, having the same area.\n6. (a.) Find the total area of the convex surface and the surface of the two bases of a cylinder\nwhose diameter is 2 feet and whose height is 5 feet,\n(fi.) Find the volume of the cylinder,\n(c.) Make a drawing, scale about 1 inch to the foot, of an oblong representing the convex\nsurface of the cylinder. Mark the dimensions_ of the surface on your drawing.\n7. A man bought two horses. For one he paid $100; for the other 10% more. He sold the first\nat a gain of 20% and the second at a loss of 10%. Find his gain or loss and bis gain or\nloss per cent.\nDrawing. (Time, 2 hours.)\n(a.) Colour.\nSelect the following from your drawing-books, and write your distinguishing number at the top\nright-hand corner of each. Before beginning your drawing give these to the Examiner.\n1. An example of shading in pencil or colour.\n2. An example of geometrical work with or without colour.\n3. An example of colour-work.\n(b.) Freehand.\nDraw from memory any design you have made during the year. 9 Geo. 5 Public Schools Report. D ci.\n(c.) Model and Object.\nDraw from memory any group of models or objects you have studied during the year, introducing\na supporting surface, a triangular prism, and a square pyramid, with shading.\n(d.) Geometrical.\n1. Draw any irregular five-sided figure, and on a line 3 inches long construct a similar figure.\n2. In a square having a perimeter of 18 inches, inscribe 4 circles; each circle to touch two other\ncircles and two sides of the square.\n3. Construct a simple geometrical pattern to fill a space 5 inches by 7 inches.\nAdvanced Course, Junior Grade; and Third-class Certificate (Non-professional).\nEnglish Grammar. (Time 1% hours.)\nA. His hand trembled for a moment as he touched a packet of papers, his orders during the\nbattle, and told me how each message there had been carried through this frightful fire\nby his runners, so that many of them had been killed, and of his other losses in officers;\nbut then this square-built man with grizzled eyebrows and moustache and blue-grey eyes\nthat had a steady light in them said again: \" We held our line.\"\nB. It is good that all our people should know the facts 'I have written, and get this glimpse of\nthe spirit of France which is now mingling with the spirit of our own men on the same\nbattlefields, as their bodies touch when they pass each other on the same roads.\n1. Write out in full each dependent clause in A and B, giving its kind and relation.\n2. Give the part of speech and the relation of each of the italicized words in A and B.\n3. Classify the verb-phrases in B so as to.indicate the particular use of each.\n4. Define active voice and passive voice. Choose from A or B two short clauses, one\nillustrating the active, the other the passive. Write each clause in full, underlining\nthe predicate.\n5. Write sentences with carefully underlined examples of the following:\u00E2\u0080\u0094\n(a.) A predicate adjective modifying the subject.\n(6.) A predicate adjective modifying the object,\n(c.) A predicate noun standing for the same thing as the subject.\n((Z.) A predicate noun standing for the same thing as the object,\n(e.) An absolute phrase.\nComposition. (Time, 2 hours.)\n[Note.\u00E2\u0080\u0094Seventy-five per cent, of the value attached to this paper will be apportioned\nto the essay.]\n1. \" The olive-backed thrush you will enjoy after your day's work is quite finished. You will\nsee him through the gathering haze, perched on a limb against the evening sky. He\nutters a loud joyful chirp, pauses for the attention he thus solicits, and then deliberately\nruns up five mellow double notes, ending with a metallic \" ting chee chee chee\" that\nsounds as though it had been struck on a triangle. Then a silence of exactly nine\nseconds, and the song is repeated. As regularly as clock-work this performance goes on.\nTime him as often as you will, you can never convict him of a second's variation. And\nhe is so optimistic and willing, and his notes are so golden with the yellow of sunshine! \"\n(a.) State the theme of the above paragraph. D cii. Public Schools Report. 1918\n(6.) Discuss the above paragraph with regard to the laws of Unity and Continuity,\n(c.) Define Loose and Periodic Sentences, and give an example of each from the above\nparagraph.\n2. Write an essay on one of the following subjects:\u00E2\u0080\u0094\n(a.) The Outlaw's Life-story. (An imaginative sketch.)\n(6.) A Spring Day in the Country with Wordsworth,\n(c.) Our Duty to the Returned Soldier.\nEnglish Literature. (Time, 2 hours.)\n1. Contrast Auburn and the scene of exile in America. Comment on the truthfulness of the two\npictures. (Do not describe Auburn at greater length than the contrast requires.)\n2. What, briefly, is the poet's chief thought in:\u00E2\u0080\u0094\n(o) \"The Green Linnet,\" (fi) \"The Ode to. Autumn,\" (c) \" Ozymandias of Egypt\"?\n3. (a.) \" They were thy chosen music, Liberty! \"\nTo what does the word they refer?\nState in your own words what the poet means.\n(6.) What contrast does Shelley make in \"The Skylark\" between the bird and the man who\nlistens to the song?\n(c.) \" Or, like stout Cortez, when with eagle eyes\nHe stared at the Pacific,\u00E2\u0080\u0094and all his men\nLooked at each other with a wild surmise\u00E2\u0080\u0094\nSilent upon a peak in Darien.\"\nWhat does the word surmise mean?\nWhat was the men's surmise?\nShow that these lines illustrate a certain idea in the first part of the Sonnet.\n4. Explain in some detail, giving suitable comment and description, what interested Byron in\nFlorence.\n5. \" Sylla was first of victors ; but our own,\nThe sagest of usurpers, Cromwell!\u00E2\u0080\u0094he\nToo swept off senates while he hewed the throne\nDown to a block\u00E2\u0080\u0094immortal rebel! See\nWhat crimes it costs to be a moment free,\nAnd famous through all ages ! but beneath\nHis fate the moral Jurks of destiny ;\nHis day of double victory and death\nBehold him win two realms, and, happier, yield his breath.\"\n(a.) Over whom was Sylla victorious?\n(6.) Scan the fourth line.\n(c.) Write an historical note on the last two lines.\n(d.) What is the most poetically striking passage in the stanza? Quote from the poem four\nother passages that are equally striking and about as brief. (Repetition of passages\nquoted in other parts of your paper is not permissible.)\n6. Quote two stanzas from \" Childe Harold,\" Canto IV. These must be from different parts of\nthe poem and must not be selected from the section on Florence. State briefly why each\nstanza is characteristic of Byron. 9 Geo. 5 Public Schools Report. D ciii.\nAlgebra. (Time, 2 hours.)\n[N.B.\u00E2\u0080\u0094All'worh must be shown. It must be neat and accurate.] -\n1. (a.) If a = 1, b = 2, c = - 3, and rf= 0, find the numerical value of 12564c - 9c?5 + 3abc2d.\n(6.) Divide 2a3 + 10 - 16a - 39a2 + 15a4 hy 2 - 4a - 5a2.\n2. (a.) Solve 127*4-59^=1928, 59a; + 127?/= 1792.\n(fi.) If I lend a sum of money at 6 per cent, per annum, simple interest, the interest for a\ncertain time exceeds the loan by $100: but if I lend it at 3 per cent, per annum,\nsimple interest, for one-fourth of the time the loan exceeds the interest by $425.\nHow much do I lend 1\n3. Resolve into factors :\u00E2\u0080\u0094\n(a.) 12a2x - 4afiie- 3ax3 + bx3.\n(6.) 2 + x (l-x).\n(a) a;4 + a:2?/2 + j/4.\n(d.) asbsc3-ce.\n(e.) a3*2 + 8fi3x2 - 4\u00C2\u00ABy - 32fi32/2.\n(/) a? + 62 - c2 - d2 - 2ab - -2cd.\n4. Find the highest common factor and the lowest common multiple of 4a3 - 3a2 - 24a - 9\nand 8a3 - 2a2 - 53a - 39.\n*(*\u00C2\u00AB-\u00C2\u00BB>* K^V^Hfrfr\n(fi.) From \u00E2\u0080\u0094\u00E2\u0080\u009E s - subtract\n\ / r^.6 _1_ r^i. i \u00E2\u0084\u00A2. _l_ 1\nX3 + X1 + X + 1 x3 - x2 + x-l\n6. Express the following as algebraical equations :\u00E2\u0080\u0094\n(a.) a; is a number, of 3 digits. The digit in the units' place is a; the digit in the\ntens' place is 6 ; and the digit in the hundreds' place is c.\n(6.) A number composed of x factors each equal to y is ten times as large as the\ncube-root of z.\n(c.) A walked for x hours at the rate of y miles an hour while B travelling ten times\nas fast by train went the same distance in z minutes.\nGeometry. (Time, 2 hours.)\n[Note.\u00E2\u0080\u0094Dratv neat diagrams, use printed capitals, and give authorities.]\n1. If a straight line, falling on two other straight lines, make the alternate angles equal to one\nanother; then these two straight lines shall be parallel.\n2. The three interior angles of a triangle are together equal to two right angles.\n3. One angle of a 5-sided rectilinear figure is a right angle and the other angles are equal to\neach other. Find in degrees the size of each of the equal angles.\n4. If one side of a triangle be greater than another, then the angle opposite to the greater side\nshall be greater than the angle opposite to the less. D^,ciy.\nPublic Schools Report.\n1918\n5. In the diagram of Euclid, Book I., proposition 47, as here given, prove that the square BMNC\nis equal to the rectangle XCSY.\n6. On the base of a given triangle construct a second triangle equal in area to the first and\nhaving its vertex in a given straight line. When is this impossible?\n7. Show that the perpendiculars drawn from the extremities of the base of an isosceles triangle\nto the opposite sides are equal.\nPhysics and Chemistry. (Time, 1% hours.) .\n[Note.\u00E2\u0080\u0094Use diagrams of apparatus when possible.]\n1. (a.) Describe an experiment to illustrate the principle of the balance.\n(6.) If a boy of mass 100 pounds sits on one side of a balanced see-saw 4 feet from the log\nupon which is rests and is balanced by another boy who sits 5 feet from the log,\nhow much does the second boy weigh?\n2. Describe a chemical hygrometer and explain how it works. Of what value is the information\nwe get from this instrument?\n3. What are convection currents? Explain clearly how they are used in the heating and the\nventilation of buildings.\n4. How can it be proved that the mass of the substances formed when a candle burns is greater\nthan that of the candle burnt? Where does the extra weight come from?\n5. Explain how the chemical composition of water may be determined by experiment.\n6. Write as fully as possible on the process of lime-burning.\nPhysiology. (Time, 1% hours.)\n[Note.\u00E2\u0080\u0094Any five questions constitute a full paper.]\n1. Discuss the nutritive value of each of the following foods: Eggs; meats; wheat; peas and\nbeans; potatoes.\nWhy is broiling the best method, and frying the least desirable of all the methods of cooking\nmeats ? \u00E2\u0080\u00A2 ,\n2. What secretions are necessary to the digestion of food? Where are they respectively produced,\nand what is the function of each?\n3. What are Adenoids? Why is their prompt removal necessary? 9 Geo. 5 Public Schools Report. D cv.\n4. Discuss Reflex Action as fully as you can.\n5. Make sketches showing the path of the light rays entering (a) a normal eye, (fi) a far-sighted\neye, and (c) a short-sighted eye. What sort of glasses is used to remedy the defects of\n(6) and (c) respectively.\n6. What is Pulmonary Tuberculosis? By what is It caused? How does one contract the disease?\nHow can it be guarded against? Can it be cured? If it can, how?\nBotany. (Time, 1% hours.)\n[Note.\u00E2\u0080\u0094Where possible make diagrams.]\n1. Describe experiments to show:\u00E2\u0080\u0094\n(a.) Transpiration of water from leaves.\n(6.) The presence of starch in leaves. Under what conditions is starch found in leaves?\n(c.) That oxygen is essential to plant-life.\n2. Write short accounts, giving examples:\u00E2\u0080\u0094\n(a.) Of pollination under the heads: wind - pollination, insect-pollination, and self-\npollination.\n(6.) Of the dispersal of seeds under the heads: agents of dispersal, and the relation of\nseed and fruit structures to methods of seed dispersal.\n3. (a.) Describe a plant (root, stem, leaf, and flower) belonging to each of two of the following\nfamilies :\u00E2\u0080\u0094\n(1.) Liliaceaa.\n\u00E2\u0096\u00A0 (2.) Ranunculacea;.\n(3.) Labiata?.\n(4.) Compositse.\n(6.) What characters of the plants described are characteristic of the families to which each\nbelongs ?\nLatin. (Time, 2 hours.)\n1. Decline:\u00E2\u0080\u0094\n(a.) In the singular: pecus, explorator, res, pes, portus.\n(fi.) In the plural: sui, duo (all genders), castra, idem (neuter only).\n2. Compare, giving the meaning of the positive: altus, bene, prudens, multus, audax.\n3. Give the Latin for: 17, Sth, 7th, 96, 44.\n4. Give the principal parts and meaning of each of the following verbs: tollo, infero, absum,\nvideo, augeo, traduce, cjiclo, arbltror, efflcio, quaero.\n5. Write in tabular form the first person singular of all the tenses of the indicative mood of\neo, fio, malo, and the first person plural of all the tenses of the subjunctive mood of volo,\npossum.\n6. Express in Latin: I have waged war. In a loud voice. Experience in war. At' midnight.\nFor many reasons. A war galley. I shall put to flight. The heights. I build a bridge\nover the river. In what place?\n7. Translate into English:\u00E2\u0080\u0094\n(a.) Nostri se suaque defendunt\n(6.) Cur non flendi fmem faciunt? D cvi. - Public Schools Report. 1918\n(c.) Tertia hora una cum nuntio exit.\n(d.) Arma ceperunt ne hoc accideret.\n(e.) Legates miserunt qui pacem peterent.\n(/.) Tanta erat militum virtus ut hostes non reslsterent.\n(g.) Seisne quacum legione simt\n(h.) Si obsides mittant pacem faclamus.\n(i.) Polliciti sunt se venturos esse.\n(j.) Eo cum pervenlssent paucos dies ibi morati sunt.\nExplain the reason for the tense and mood of the words in italics.\n8. Translate into Latin:\u00E2\u0080\u0094\n(a.)- Terrified by the arrival of the Romans, he led back his troops.\n(6.) When he had delivered this speech, he marched as soon as possible.\n(c.) You must not lose the military standards.\n(d.) He warned the centurions not to attack the enemy.\n(e.) They pointed out that the depth of the river was great.\n9. Translate into idiomatic English:\u00E2\u0080\u0094\n(a.) Dum paucos dies ibi rei frumentariae causa moratur, milites falsis rumoribus\nmagnopere perturbati sunt. Nam Galli ac mercatores Germanos ingenti magni-\ntudine esse corporum, incredibilique virtute praedicabant. Caesar cum animad-\nvertisset milites propter timorem castra movere ac signa contra hostes ferre\nnolle, convocato concilio, demonstrat Germanos saepe ab Helvetiis superatos\nesse, qui tamen pares esse exercitui Romano non potuissent. Turn affirmavit se\n\u00E2\u0080\u00A2 proxima nocte quarta vigilia castra moturum, atque si praeterea nemo sequeretur,\ntamen se cum sola decima legione iturum, de qua non dubitaret.\n(6.) Decimo anno belli, controversia magna inter Agamemnona et Achillem orta est,\natque Achilles, ira incensus, pugna abstinere constituit. Trojani, cum haec\ncognovissent, Graecos audacius adorti sunt, atque naves eorum incendissent,\nnisi Patroclus, qui Achilli amicissimus erat, eum rogavisset ut auxilio Graecis\nveniret. Neque Achilli persuadere potuit ut ipse in proelium rediret; sed\nAchilles arma et equos suos Patroclo dedit et milites suos subsidio Graecis\nlaborantibus misit.\nGreek. (Time, 2 hours.)\n1. Translate into Greek with accents :\u00E2\u0080\u0094\n(a.) I will do whatever he wishes.\n(6.) If any one steals, he is punished.\n(c.) This was done when Clearchus was leader.\n(d.) They fear the barbarians will not follow them.\n(\u00C2\u00AB.) He says you did this.\n{/.) Let us honour the man.\n(a.) When they had conquered the barbarians they proceeded home.\n(h.) These are greater cowards than the others.\n2. Decline in full, giving all genders : tcS.% p.i\aPat toAjs, i^^ijs, Svvapis,\nSopij, yevootvi\u00C2\u00A3, vi\u00C2\u00A3.\n8. Translate into English :\u00E2\u0080\u0094\n\" Mc-rd ravra,\" erj, \" & 'Opovra, ri ere rfiiKrjcra ;\" diroKplvcTa.i on ovh'ev ijStKijcre. TrdXw\nSe 6 KCpos rjpojra, \" Ovkovv verrepov, a>s \"avrbs crv opoXoyeLs, ovSev vtt' epov dSiKov-\npevos /ca/ews etroUii rnv epfjv \copav ; \" eef>r} o 'Opovras. \" Ovkovv,\" ecpij 6 K{!pos,\n\" o/ror' av eyiyva>o~Kev eirl tov ttjs 'AprepiSos f3o>p.bv Kal\nB\"\u00E2\u0082\u00AC\u00C2\u00ABrds epe TncTTa irdXiv eScoKeis poi Kal eXajBei Trap' epov ; \" Kal ravd' copoXbyei 6\n'Qpovras.\nFrench. (Time, 2 hours.)\nFrench (Fraser and Squair, etc.). (Time, 2 hours.)\n1. Turn the following into the past indefinite:\u00E2\u0080\u0094\n(1.) Pourquoi vous depSchez-vous? (2.) Les gants qu'elle s'achete sont noirs. (3.) Elles\ns'en vont avant lui. (4.) Ces livres se publient a Paris. (5.) Ma mere s'en souvient.\n2. Replace infinitives by mood and tense required by context:\u00E2\u0080\u0094\n(1.) lis iront patiner aussitot qu'ils avoir fini. (2.) Si nous pouvoir, nous ailex jusqu'\nau petit lac. (3.) Un soir un boulanger du village se disposer a se coucher lorsqu'il\nentendre un coup violent. (4.) II faut que nous oiler chez la couturiere et que nous\n&tre chez elle vers dix heures. (5.) Ma mSre desire que tu venlr avec moi afin que\nnous pouvoir choisir une robe. (6.) La seule chose que je pouvoir faire e'est d'en\nchoisir une qui m'aller bien. (7.) II importe aussi qu'elle etre bien coupee et que\nla couturiere savoir son metier. (8.) Je doute qu'il y en avoir de plus habiles,\nquelque bonnes qu'elles 4tre.\n3. Insert in blank spaces the correct form of the comparative and of the superlative:\u00E2\u0080\u0094\n(1.) Voici de bonnes plumes; celles de Charles sont . . . ; niais e'est moi qui\nai . . . (2.) Cette lettre est bien ecrite; celle-ci l'est . . . ; mais e'est\ncelle de Jean qui Test . . . (3.) Ce tableau n'a pas beaucoup de merite; celui-\nla en a encore . . . ; mais e'est le vdtre qui en a . . .\n4. Put into French (with numerals in full) :\u00E2\u0080\u0094\n(1.) A hundred kilometres an hour. (2.) I paid dear for them. (3.) The steamer starts\nevery Monday. (4.) .Louis the Fourteenth. (5.) They arrived on the 6th. (6.) It is\nhalf-past two. (7.) At ten years of age.\n5. (o.) Insert suitable demonstrative pronouns in blank spaces:\u00E2\u0080\u0094\n(1.) J'ai perdu ma canne et . . . de mon frere. (2.) Voici deux chapeaux;\ngardez . . . et donnez-moi ... (3.) Quelle cravate voulez-vous? Je\nveux . . . que vous avez a la main. (4.) Qui parle?\u00E2\u0080\u0094 . . . sont eux.\n(5.) Avez-vous vu ces messieurs?\u00E2\u0080\u0094Oui sont des amis de Jean.\n(fi.) Substitute personal pronouns for expressions in italics:\u00E2\u0080\u0094\n(l.)J'ai apporte la lettre a mon pdre. (2.) Pourquoi n'a-t-il pas donne de Vargent\naux pauvres. (3.) II vous enverra chez sa swur. (4.) Donnez-moi de Vargent.\n(5.) Voici du bon thd. (6.) Va a la poste. D cviii. Public Schools Report. 1918\n6. Translate (with special attention to words in italics) :\u00E2\u0080\u0094\n(a.) (1.) What amuses you? (2.) This is what amuses me. (3.) It is something very,\ninteresting.- (4.) We arrived two days ago. (5.) My question has been answered.\n(6.) The French people love the theatre. (7.) I hope I shall succeed. (8.) My\nfather rose late.\n(6.) (1.) We should have lent him some money if we had had any. (2.) After working\nwith much success, he sees old age coming. (3.) Yesterday I could not read\nthe letter, but to-day I could do it. (4.) You ought to begin your preparations\nat once if you are to travel. (5.) He will send for a book and will make him\nread it. (6.) The doctor does not wish to sleep, but he wishes the patient\nto sleep.\n7. Translate:\u00E2\u0080\u0094\n(a.) II prit un panier couvert qu'il avait cache au bas d'une armoire. Puis il revint\naupr&s de Moumouth, qu'il saisit brusquement par le cou; 1'infortune, s'eveil-\nlant en sursaut, se trouva suspendu dans le vide, face a face avec le pere\nLustucru, son ennemi. Dans cette horrible situation, il voulut crier, se debattre,\nappeler au secours, mais il n'en eut pas le temps. L'odieux rnaitre d'hStel\nplongea le pauvre chat dans le panier, assujettit solidement le couvercle, et\ngagna rapidemeut l'escalier, les yeux hagards, les cheveux herisses comme un\nhoinrne qui commet un crime.\n(5.) Une pluie battante, melee de grelons, fouettait les vitres de la chambre, et le vent\ns'engouffrait avec des mugissements lugubres dans les longs corridors de l'hotel.\nAlors le pauvre Faribole songea au froid qui allait le saisir, aux privations qui\nl'attendaient, a 1'exiguite de ses ressources, a. l'immensite de son appetit, au\ndesagrement de coucher sur les greves humides de la Seine; le genie du mal\ns'empara de lui, et lui souffla a l'oreille ces mots du p6re Lustucru: \" Qu'est-ce\nqu'un chat? \"\n\" Monsieur Lustucru,\" dit-il en pleurant, \" ne me renvoyez pas, je ferai tout\nce que vous voudrez.\"\n(c.) Toutefois les iniquites du rnaitre d'hotel ne devaient pas rester longtemps impunies.\nLe jour meme, la mere Michel, en rangeant l'armoire de l'anticb,ambre, fut fort\netonnee d'y trouver trois cadavres de rats et de souri's; elle se demandait\ncomment lis avaient succombe, lorsqu'elle reconnut la fameuse patee que le chat\navait refuse de manger et qu'on avait laissee la. par megarde. Cette decouverte\ndechira le voile qui couvrait le passe de Lustucru. La mSre Michel, devinant\nque les accusations de Faribole etaient fondees, s'empressa d'avertir madaine\nde la Grenoulllere, qui lui recommanda le silence, et fit venir le rnaitre d'hotel.\nFrench (Siepmann, etc.). (Time, 2 hours.)\n1. Put the following sentences in the plural and the verb in the past indefinite:\u00E2\u0080\u0094\n(1.) Je la regarde tous les jours. (2.) Quelle belle fleur vous m'apportez! (3.) La\ncherches-tu encore? (4.) Ne la trouverons-nous pas? (5.) Quels livres cherches-tu?\n2. Rewrite the following sentences, beginning with the words printed in parenthesis, and making\nthe necessary changes, thus forming sixteen sentences ::\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) Tu es content. (2.) II finit son travail. (3.) Nous recevons nos amis. (4.). lis\nvendent leurs chevaux. (Ilier\u00E2\u0080\u0094lorsqu'il arriva\u00E2\u0080\u0094Si le temps 6tait beau\u00E2\u0080\u0094Deis que\nie serai de retour.)\n3. Construct six sentences, inserting the adjective nombreux in (a), beau in (6), to express\n(1) equality, (2) superiority, (3) inferiority.\n(a.) Cette annee ses cadeaux sout\u00E2\u0080\u0094que l'annee derniere. (6.) Le temps Stait\u00E2\u0080\u0094ce matin\nque cette apres-midi. 9 Geo. 5 Public Schools Report. D cix.\n4. In each of the following phrases substitute the word given in parenthesis for the preceding\nnoun:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) L'oeuf frais (herbe). (2.) Des cheveux roux (feullles). (3.) L'amour maternel\n(affection). (4.) Un medecin cruel (maladie). (5.) Mon vieux cheval (voiture).\n(6.) Get enfant joyeux (petite fille).\n5. (a.) Answer the following questions, using a possessive pronoun in your answers:\u00E2\u0080\u0094\n(1.) Dans quelle maison demeurez-vous? (2.) Ou est votre jardin? (3.) A qui est\nce livre? (4.) Est-ce ton frere? (5.) Quel cheval choisirez-vous? (6.) Est-ce\nsa voiture?\n(5.) For the words in italics substitute the corresponding personal pronouns:\u00E2\u0080\u0094\n(1.) Attendez-vous les lettresf (2.) La mer refletait le soldi. (3.) Le capitaine\nparlait aux matclots. (4.) II songe a ses parents. (5.) Parlez de vos aventures.\n(6.) II m'accrochai d ses jambes.\n6. Translate:\u00E2\u0080\u0094\n(a.) (1.) The cook has gone to market. (2.) He has always quite fresh eggs. (3.) She\nhas as much work as the others. (4.) It is a quarter to seven. (5.) Look at\nthose flowers. (6.) How beautiful they are! (7.) In spring it is delightful in\nthe country. (8.) What animals are there in the grazing-fields?\n(6.) Paul and I were one day walking about in the woods, when he suddenly stopped\nunder a tree and exclaimed: Make haste, I want to show you something. What\ndo you think it was? It was a nest. When I came near he had already climbed\nup the tree. I asked him not to disturb the poor little birds, but he did not\nlisten. In the end he got to the branch on which the nest was and shouted:\nThere are young ones in it! I begged him in vain not to touch them. However,\njust as -he was stretching out his right hand to take the nest the branch broke,\nand the naughty little boy fell down to the ground uttering pitiful cries.\n7. Translate:\u00E2\u0080\u0094\n(a.) II prit un panier couvert qu'il avait cache au bas d'une armoire. Puis il revint\nauprSs de Moumouth, qu'il saisit brusquement par le cou; l'infortune, s'eveil-\nlant en sursaut, se trouva suspendu dans le vidi, face a face avec le pere\nLustucru, son ennemi. Dans cette horrible situation, il voulut crier, se debattre,\nappeler au secours, mais il n'en eut pas le temps. L'odieux rnaitre d'hotel\nplongea le pauvre chat dans le panier, assujettit solidement le couvercle, et\ngagna rapidement l'escalier, les yeux hagards, les cheveux herisses comme un\nhomme qui commet un crime.\n(fi.) Une pluie battante, melee de grelons, fouettait les vitres de la chambre, et le vent\ns'engouffrait avec des mugissements lugubres dans les longs corridors de l'hotel.\nAlors le pauvre Faribole songea au froid qui allait le saisir, aux privations qui\n1'attendaient, a. 1'exiguite de ses ressources, a l'immensite de son appetit, au\ndesagrement de coucher sur les greves humides de la Seine; le genie du mal\ns'empara de lui, et lui souffla a. l'oreille ces mots du pere Lustucru: \" Qu'est-ce\nqu'un chat? \"\n\" Monsieur Lustucru,\" dit-il en pleurant, \" ne me renvoyez pas, je ferai tout\nce que vous voudrez.\"\n(c.) Toutefois les iniquites du rnaitre d'hotel ne devaient pas rester longtemps impunies.\nLe jour meme, la mere Michel, en rangeant l'armoire de l'antichamhre, fut fort\netonnee d'y trouver trois cadavres de rats et de souris; elle se demandait\ncomment ils avaient succombe, lorsqu'elle reconnut la fameuse patee que le chat\navait refuse de manger et qu'on avait laissee la par rnegarde. Cette decouverte\ndechira le voile qui couvrait le passe de Lustucru. La niSre Michel, devinant\nque les accusations de Faribole etaient fondees, s'empressa d'avertir madame\nde la Grenouillere, qui lui recommanda le silence, et fit venir le rnaitre d'hotel. D ex. Public Schools Report. 1918\nGerman. (Time, 2 hours.)\n1. Insert in blank spaces the correct form of the relative or of the interrogative pronoun:\u00E2\u0080\u0094\n(l.) \u00C2\u00AEag 83efte, \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 id) BaSe, mitt id) ^Ijnen geBen. (2.) SDetjentge, \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 er tridjt l)aif,\nlam urn. (3.) SDarf id) fragen, mtt \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 id) bie (Sfyre IjaBe, ju fpred)en. (4.) 3d)\niDtU fe|en, \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 id) fur \u00C2\u00A9ie tun tain. (5.) \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 IjaBen \u00C2\u00A9ie bag getan ? (6.) $d)\ntraf einen greunb, \u00E2\u0080\u00A2 \u00E2\u0080\u0094 \u00E2\u0080\u00A2 id) lange nidjt gefeBen Batte. (7.) O \u00C2\u00AEott, \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 geredjt\nBift! (8.) \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 unbent 23fife\u00C2\u00A7 tut, auf ben fdttt bag 83i>fe jurucf, \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 er an anbern\n\u00C2\u00BBerbrod)en Ijat. (9.) \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00C2\u00BBon biefen 2)amen geprt ber gdd)er ?\n2. Add correct endings to adjectives :\u00E2\u0080\u0094\n(l.) 3)er alt\u00E2\u0080\u0094 \u00C2\u00AEtener meineg gut\u00E2\u0080\u0094 OnfeI\u00C2\u00A7 iff geftorfien. (2.) 5Kein jung\u00E2\u0080\u0094 greunb,\nroa\u00C2\u00A7 fefytt 31)rem lieb\u00E2\u0080\u0094 SSater ? (3.) @tn Dteifenb\u00E2\u0080\u0094 mufj oft in fd)led)t\u00E2\u0080\u0094 Setten\nfdjlafen. (4.) \u00C2\u00A3ommen \u00C2\u00A9ie na'djft\u00E2\u0080\u0094 \u00C2\u00A9ontag unb bringen \u00C2\u00A9ie mil etroag Out\u00E2\u0080\u0094.\n3. Give the full present indicative of :\u00E2\u0080\u0094\n(l.) \u00C2\u00A9id) auf bag Sett legen. (2.) \u00C2\u00A9id) ben ginger afcfdjnetben.\n4. Complete the following sentences by adding the article or a possessive adjective :\u00E2\u0080\u0094\n(l.) (\u00C2\u00A7r ftanb Bet \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 Sfciir. (2.) (Sr geBt -$u \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 greunbe. (3.) 2)er Soben rcirb\nburd) \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 Segen frudjtBar gemadjt. (4.) @r getjt um \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00C2\u00A9tabt !)erum. (5.) (Sin\nA'naBe ftanb an \u00E2\u0080\u00A2 - \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 Ufer. (6.) Segen \u00C2\u00A9ie bag 33 ud) auf \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00C2\u00A3ifd).\n5. Rewrite the following with the verb (a.) in the imperfect, (fi.) in the perfect:\u00E2\u0080\u0094\n(l.) 2>er JpoIgBauer leibet an galntroe!). (2.) Die SSiigel fiiegen in ben SBalb. (3.) 3_8as\ngefd)teh)t Sfyxex \u00C2\u00A9d)roefter ? (4.) 3Ber anbern eine \u00C2\u00A9rube grdBt, fttllt felBft fitnein.\n(5.) Wlan rat tntr, frxifi aufjufteljen. (6.) 3d) erfenne bag \u00C2\u00A3inb fogleid)-\n6. Replace expressions in brackets by suitable personal pronouns :\u00E2\u0080\u0094\n(l.) 3So fptelft bu mtt (beaten greunben) ? (2.) 3Bag tnadjft bu mtt (bem 3Reffet) ?\n(3.) \u00C2\u00AEer \u00C2\u00A9tuf)l ift neBen (blm \u00C2\u00A3ifd)e). (4.) (\u00C2\u00A3>a\u00C2\u00A7 3)2dbd)en) fteltf (in bem Oarten).\n(5.) 3d) geBe (meinem \u00C2\u00A9ruber) (etn 33ud)). (6.) 3)er ^unb folgt (feinem .gerrn).\n(7.) (5Dtetn Setter) fpridjt non (feiner \u00C2\u00A9d)ule).\n7. Translate :\u00E2\u0080\u0094\n(1.) I am obliged to stay at home, because I have headache. (2.) At what o'clock\ndo you usually get up in the morning 1 (3.) I should travel much more if I had\nthe means. (4.) He intends to become a painter, but he is now studying\nmedicine. (5.) He could not do it, as he was ill, but now he could not do it,\neven if he would. (6.) Travelling is most agreeable in summer, because the\ndays are longest. (7.) This man is said to have learnt German ; he pretends\nto have been two years in Germany. (8.) Almost everybody thought he could\nhave done the same. (9.) Mary could have written the letter if she had wanted\nto. (10.) The boy was ashamed, and hid his face.\n8. Translate :\u00E2\u0080\u0094\n(a.) 2Iuf ber Sanbftrafje ging e\u00C2\u00A7 nod) fdjneHer. \u00C2\u00AEer \u00C2\u00A3utfd)er Blicfte mitunter uerftoljlen\nfainter fid) : id) glauBe, er furdjtete, fie in tljrem gelBen 2lt[a\u00C2\u00A7rode auf bem\n\u00C2\u00A9arge ftijen $u feBen. 5)e\u00C2\u00A7\u00C2\u00A3)aIB peitfdjte er bie ^ferbe unoentunftig, unb fjielt\nbabei bie 3ugel fo ftraff angejogen, baf? bie s$ferbe fdjdumten- \u00C2\u00A9ie roaren jung\nunb mutig, etn .Spafe fprang iiber ben SCBeg ; fie gingen burd). \u00C2\u00AEte alte ftiQe\n3ungfer, bie ^al)x au\u00C2\u00A7 $a\)x ein fid) \u00C2\u00A7u .fpaufe nur in langfamen \u00C2\u00A3reiggange\nBeroegt fjatte, fuljr nun, eine \u00C2\u00A3ote, iiber \u00C2\u00A9tod unb \u00C2\u00A9tein auf ber offenen\nSanbftrafje. SDer \u00C2\u00A9arg, in \u00C2\u00A9tro^becfen gefyiiHt, flog B/raB unb BlieB auf bem\nSBege liegen, maljrenb $ferbe, JSutfdjer unb 3Bagen in nrilbem gluge oon bannen\njagten. 35ie Serd)e ftieg fingenb uom gelbe auf,. jmitftBerte i^ren -Diorgengefang\niiber bem \u00C2\u00A9arg, fetjte fid) barauf unb pidte mit bem \u00C2\u00A9d)naBet in bie \u00C2\u00A9troljbeife,\nalg xDoDCte fie fie jerreifjen. S)ie Serd)e erljoB fid) nrieber fingenb, unb id) jog\nmid) jurM tjtnter bie roten SUorgenroolfen.\" 9 Geo. 5 Public Schools Report. D cxi.\n(fi.) DBen in ber 35ad)fammer fptelten in meinen @trafi,Ien bret fleine Jtinber ; bag\ndltefte mod)te fed)\u00C2\u00A7 .Qaljre aW fetn, bag jiingfte nid)t meljr a(g jroei. ,,&Iatfd),\nflatfd)!\" fam e\u00C2\u00A7 bie Sreppe tjinauf; nier Jonnte bag rooB,! fetn ? SDie Sljiir\nfprang auf\u00E2\u0080\u0094eg roar ber 5Pe\u00C2\u00A3, ber grofje jottige 39dr ! (\u00C2\u00A7r Batte Sangeroeile\ngeljaBt unten tm Jpofe unb Batte nun ben 3Beg jur \u00C2\u00A3reppe fjinauf gefunben ; id)\nBabe alleg gefeljen,\" fagte ber SJconb. ,,3>ie Uinber erfd)ra!en feljr iiber bag\ngrofj-e jottige \u00C2\u00A3ier; jebeg Erod) in feinen 3Btn!eI, er entbedte fie aBer atte brei\nunb Befdjnuffelte fie, tt)at iB,nen aBer nid)tg ju leibe. ,, ,,\u00C2\u00A3>ag ift geroif; etn\ngrower .Spunb,\" \" bad)ten fie, unb bann ftreidjelten fie iB,n; er legte fid) auf ben\ngupoben, ber fleinfte 3>unge Hetterte auf ib,n B,inauf unb fptette mit feinem\ngolblodigen J?6pfd)en 35erfteden in bem bidjten fdjroarjen SPelg. 3et}t na6,m\nber dltefte Jinabe feirte trommel unb fdflug barauf, bafj eg brotjnte; ber 33dr\nerljoB fid) auf ben ifpinterfufj-en unb ftng an gu tanjen; e\u00C2\u00A7 roar allerlieBft\nanjufeB,en: D cxii. Public Schools Report. 1918\nThird-year Course, Commercial.\nShokthand Dictation.\n[Note 'to Presiding Examinee.\u00E2\u0080\u0094Please provide candidates with plain white letter paper and\nNo. 7 envelopes.]\n[Note.\u00E2\u0080\u0094The Examiner will read each section twice; first, rapidly, and secondly, at the rate of\none hundred and thirty loords per minute. Candidates will write at the second reading only.\nWhen all the dictation has been given, the candidates will make a typewritten transcription\nof their notes and enclose each letter in, a separate envelope, on which must be placed the\nproper address as If for mailing. The time required by each candidate for making the\ntranscription will be noted by the Presiding Examiner. Both shorthand and typewritten\ntranscription are to be handed in.]\n1. Vancouver, B.C., June 25, 1918. Mr. Henry H. Wilson, Summerland, B.C. Dear Sir: We are\npleased to offer for your investment, subject to prior sale and advance in price, the (32)\nnew issue of Anglo-French 5% Five-year Gold Bonds at 97 and interest, netting close\nto 5y2%.\nThe loan is definitely due and payable in five years. At (65) your option, however, these\nbonds may be converted into a 4%% obligation maturing in from fifteen to twenty-five\nyears. If we may draw any conclusion from the past, (97) it would seem that this may\nbecome a valuable investment privilege.\nThe bond is unusual in that the United Kingdom of Great Britain and the Republic of France\nare not only jointly liable, (130) Dut each of the two nations is severally liable for the\npunctual payment of the entire loan, principal and interest.\nWe recommend these bonds for investment and shall be very glad to (162) tie advised of\nyour wishes. Yours very truly, , Manager Bond Department (173)-\n2. Vancouver, B.C., May 1, 1918. Mr. E. H. Gill, Victoria, B.C. Dear Sir: In reply to your\nrecent letter, it gives me pleasure to say that I am quite willing (32) to entertain the\nproposition to enlarge my business by taking a partner. I note that you have $4,500 in\ncash to invest, and realize that the offer of a (-65) liberal line of credit by the house\nyou have so long represented would be a great advantage to us. It would be practically\nthe same as an enlargement to that extent of (97) the capital in hand.\nAt the present time I have a stock of saleable goods that cost something over $3,200, office\nfurniture worth about $200, and could probably (130) turn in $500 in cash. Let me\nsay further that I have a friend in New Westminster who would, I think, like to go into\nbusiness for himself. He is (162) a book-keeper for a manufacturing company and\nhas saved his money. I believe he would like to join us in this enterprise, and if agreeable to you I should be pleased to have (195) nim come in. He would invest from\n$3,000 to $5,000. This would enable us to put the business on an easy footing. Can you\nnot come up soon (227) and talk the matter over? Very truly yours (235)-\n3. Victoria, B.C., June 17th, 1918. Mr. Robert Brown, Vancouver, B.C. Dear Mr. Brown:\nReturning to the city, I find your letter of the 10th, which is very satisfactory. It seems\n(32) to me tnat we are making progress. It is a happy thought of yours to ask Mr.\nEmbler to come into the business. It would give us all the capital we need, and (65)\nmake just the right sort of working force to carry on the business comfortably. You\nwould naturally take general charge of the store, Mr. Embler is just the man to take\ncare (97) of the accounts, while I could utilize my favourable acquaintance with the\ntrade by spending a large part of my time on the road.\nIt seems that what we need now is to (130) get together and agree on details, in case it\nshould appear on personal inspection that we all feel satisfied to cast in our lots together.\nSo, if it is agreeable to you (162) and Ml'- Embler, I will meet you on Thursday evening\nnext at the Hotel Vancouver and will remain in Vancouver as long as circumstances may\nrequire. Yours very truly (191)- ' \u00E2\u0096\u00A0> 9 Geo. 5 Public Schools Report! D cxiii.\n4. Calgary, Alta., January 3, 1918. Geo. H. Black, Kamloops, B.C. Dear Sir: Your application\nfor the position of Sales Manager was duly considered by our Board of Directors, and I\nam (32) instructed by them to notify you that they have decided to give you the position.\nSincerely yours (49)-\n5. Winnipeg, Man., April 16, 1918. Messrs. James Morley & Co., Yonge St. East, Toronto.\nGentlemen: The exigencies of my business necessitating my frequent absence abroad,\nI have accorded power of procuration to (32) Mr- Henry Polland, who has ably assisted\nme for the last twenty years, and has been connected with this business from the date of\nits establishment.\nBelow you will find a facsimile of (65) his signature, which you will please regard as my\nown. Yours respectfully (77)-\nTypewriting.\n[Note to Presiding Examinee.\u00E2\u0080\u0094Please provide each candidate with plain white letter paper\nand one sheet of carbon paper.]\n[Note.\u00E2\u0080\u0094Candidates are allowed 5 minutes to read over this paper. Time allotoed for Section\nA, 10 minutes. Section B is to be written in full and the time taken by each candidate to\nbe recorded by the Presiding Examiner. Write each part of Section B on a separate sheet\nof paper, and hand- in carbon copies with originals. A carbon copy of Section A is not\nrequired.]\nSection A.\nFruit Lands in British Columbia.\nRoughly speaking, there are about a million acres of land suitable for orchards in the settled\nportions of the Province. The lands are so widely distributed, and so intersected by great\nranges of mountains, that an accurate estimate is impossible. In the eastern portion is\nsituated the vast Kootenay District, having within its boundaries many beautiful and extensive valleys, and penetrated everywhere by lakes and rivers of unsurpassed loveliness. Some\nof these valleys have sufficient rainfall to grow fruit successfully without irrigation, and\nthis is particularly true of those lands which are adjacent to the larger bodies of water.\nThe District of Yale, which borders Kootenay on the west, embraces the valleys of the Okanagan,\nthe Nicola, the Kettle River country, the valleys of the North and South Thompson, the\nShuswap Lake District, the Similkameen, and a portion of the district lying north of Lytton,\nwhere the Thompson pours its waters into the Fraser River. Speaking broadly, this whole\nterritory may be described as the semi-arid portion of British Columbia\u00E2\u0080\u0094a region characterized by a rainfall insufficient for successful horticulture without irrigation.\nWithin the territory so described, however, there are sections of country so well watered by\nnature that they may dispense with irrigation. The Westminster District, comprising the\ngreat area on each side of -the Fraser River and stretching from the coast eastward to Yale,\nembraces a vast quantity of rich agricultural lands, where there is a heavy rainfall and\nwhere, from a fruit-growing point of view, a careful attention must constantly be given to\nthose fungous diseases which attack fruits and fruit-trees so much more readily in moist\nthan in dry climates.\nThere remains on Vancouver Island a very large area of land admirably adapted for fruit-\nculture, an area to a considerable extent covered by a luxuriant growth of heavy timber,\nwith a climate neither so wet as the coast mainland, nor so dry as the large interior districts.\nApart from the large areas which have been referred to, .there is a vast territory lying to\nthe north of the Province, only a small portion of which has been even explored, and in\nwhich the future will doubtless reveal the existence of thousands of acres suitable to the\nculture of many kinds of fruits. (380 words.) D cxiv. Public Schools Report. 1918\nOn Discretion.\nI have often thought that if the minds of men were laid open, we should see but little difference\nbetween that of a wise man and that of a fool. There are infinite reveries, numberless\nextravagances, and a succession of vanities which pass through both. The great difference\nis that the first knows how to pick and cull his thoughts for conversation, by suppressing\nsome and communicating others, whereas the other lets them all indifferently fly out in\nwords. This sort of discretion, however, has no place in private conversation between\nintimate friends. On such occasions the wisest men often talk like the weakest; for, indeed,\ntalking with a friend is nothing else than thinking aloud. Tully has, therefore, very justly\nexposed a precept, delivered by some ancient writers, that a man should live with his friend\nin such a manner that if he became his enemy, it should not be in his power to hurt him.\nThe first part of this rule, which regards our behaviour towards an enemy, is indeed very\nreasonable as well as prudential; but the latter part of it, which regards our behaviour\ntowards a friend, savours more of cunning than discretion, and would cut a man oft from\nthe greatest pleasures of life\u00E2\u0080\u0094which are, the freedoms of conversation with a bosom friend.\nBesides, when a friend is turned into an enemy, the world is just enough to accuse the\nperfidiousness of the friend rather than the indiscretion of the person who confided in him.\nDiscretion not only shows itself in words, but in all circumstances of action, and is, like the\nunder-agent of Providence, to guide and direct us in the ordinary concerns of life.\n(284 words.)\nSection B.\nVernon, B.C., March 20th, 1918. Messrs. Newton and James, 1168' 19th Street, Edmonton, Alta.\nGentlemen: Though we see no reason whatever for changing our opinion regarding the\nalleged violation of the rules of the Anglo-American Fire Insurance Co., we have decided\nto return all the policies for cancellation to the various companies interested. While we\nhave considered the question of asking the companies to stand by us in an issue on the\nsubject, we have not asked any company to take this position, preferring to place the insurance outside of your jurisdiction, and thus dispose of the numerous complications. Yours\nvery truly.\nThe Algoma Central and Hudson Bay Railway Company, Sault Ste. Marie, Ont, May 1, 1918.\nA. J. Kirst in Canadian Company, Sault Ste. Marie, Ont. Dear Sirs: During the past\nsummer we used one of your \" One-man Stump-pullers \" in connection with the construction\nof wagon-roads on our land in the \" Clay Belt of Northern Ontario.\" As you claimed, the\nmachine showed great strength and wonderful power, and it gave us perfect satisfaction.\nOur settlers, also, are highly pleased at the possibilities offered by your \" One-man Stump-\npuller \" for clearing land. Yours truly, , General Superintendent and Chief Engineer.\nVancouver, B.C., June 7, 1918. A. O. Freeman, Esq., Customs, Freight, and Claims Broker,\nCalgary, Alta. Dear Sir: Herewith we return claim of E. D. Potter & Co., declined. If We\nfail to understand why the C.P.R. should be held in any way responsible for this loss. The\nhalibut was delivered to consignees in good order. If the parties so receiving the fish thought\nbest to leave them on the platform for thirty-five days, or even more, it is not our fault if\nthe goods perished. If Had the consignees immediately upon receipt of the shipment showed\nand verified their loss, we might entertain the claim, but under the circumstances we cannot\npay it. Yours truly. 9 Geo. 5 Public Schools Report. D cxv.\nCopy the following statement:\u00E2\u0080\u0094\nCanadian Immigration.\nFiscal Years.\nNationality.\n1914.\n1915.\n1916.\n1917.\n107,530\n59,779\n36,937\n61.389\nEnglish and Welsh\t\n103,909\n29,128\n31,405\n5,959\n5,262\n8,346\n1,887\n2,062\n\"\n9,585\n3,525\n818\n958\n28,323\n7,150\n15\n1\n1,727\n4,048\n1\nDutch\t\n1,506\n605\n186\n151\"\n5,334\n2,355\n352\n325\n5,537\n2,472\n27\n9\n11,252\n3,107\n65\n136\nItalian\t\n24.722\n1,504\n,27,66S\n6,228\n361\n5,660\n388\n4\n179\n758\n4\n25\nRoumanian\t\n4,082\n1,704\n409\n635\nChinese\t\n5,512\n1,258\n' 88\n393\n856\n592\n401\n648\n88\n1\n16,615\n6,194\n820\n2,618\nTotals \t\n384,878\n144,789\n48,537\n75,374\nPenmanship. (Time, 1 hour.)\n1. Write the following in good letter form:\u00E2\u0080\u0094\nAshcroft, B.C., March 20th, 1918. Brown Brothers, Vancouver, B.C. Gentlemen: Will\nyou please consider me the first time there is a vacancy in your force of clothing\nsalesmen? If I am at. present employed with Smith & Co., grocers, but have advanced\nas far as it is possible with this firm and want to get where I shall have a chance\nto do more. If I am twenty-three years old, single, and have a good sales record with\nSmith & Co., with whom I have been for the last four years as clerk and book-keeper.\nI went with Smith & Oo. after graduating from the Commercial Department of the\nKing Edward High School, Vancouver. I have decided that clothing would be the\nmost agreeable line to me, and I am determined to get into the work sooner or later. .\nI feel sure that I could bring with me the trade of a number of my acquaintances.\nCould you offer me a chance now? I should be pleased to come in to see you at any\ntime that you could talk with me. Yours truly.\n2. Write rapidly six times :\u00E2\u0080\u0094\n\" Rome to the charge! \" cried Aulus;\n\" The foe begins to yield!\nCharge for the hearth of Vesta!\nCharge for the Golden Shield! \"\n3. Copy the following line of figures twenty times, preserving the regular spaces between the\ngroups so that the work shall stand in vertical columns, as if for adding (rulers must not\nbe used) :\u00E2\u0080\u0094\n4658 7 349081 39 250\n4. Write a set of capital letters. D cxvi.\nPublic Schools Report.\n1918\n5. Copy the following invoice:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nMessrs. Smith & Co.,\nKamloops, B.C.\nForwarded by C.P.R.\nVictoria, B.C., June 15, 1918.\nBought of Murray & Fisher,\nImporters and Wholesale Dealers in Groceries.\n4\n3\nBags Coffee, Java,\n221-4, 222-4, 229-5, 226-5\t\nBbls. Sugar, Granulated,\n262-22. 293-23. 273-22 \t\n 898-18\n 828-67\n880\n761\n0.22\n0.09%\n193\n70\n60\n39\n25\n264\n24\nArithmetic. (Time, 30 minutes.)\nA. Rapid Calculation.\n[Note.\u00E2\u0080\u0094The time allowance for Arithmetic, Third-year Course, Commercial, Is BY2 hours; after\nthe expiration of 80 minutes, answers to Section A (Rapid Calculation) will be collected,\nand Section B (General) will then be distributed to candidates.]\n1. How many days is it from June 12, 1915, to December 14, 1917?\n2. What sum increased by 8/0% of itself equals $81.72?\n3. What will it cost to fence a square 10-acre field at 80c. a rod?\n4. Find the total number of board-feet in the following-' 80 pes. 2\" x 4\" x 18'; 60 pes.\n2\" x 4\" x 12'; 120 pes. 2\" x 6\" x 12'.\n5. At a certain point in Alberta the rainfall by months was as follows: 1.6, 1.2, 1.4, 1.6, 1.0,\n.5, .4, .7, 1.0, 1.2, 1.3, and 1.3 inches. What was the average monthly rainfall?\n6. Navy brass is composed of .62 copper, .01 tin, and .37 zinc. The weight of a certain brass\ncasting is 2,785 lb. How much of each kind of metal was used to produce the easting?\n7. An agent for the Okanagan Fruit Co. sold 100 bbls. apples at $3 per bbl., 100 bbls. at $2.50\nper bbl., and 30 bbls. at $2 per bbl. What was. his charge for commission at 5%?\n8. A person having $5,000 Bank Stock sells out when it is at 40% premium. What amount of\n' money does he receive, brokerage being %%?\n9. Express each of the following as a percentage :\u00E2\u0096\u00A0\u00E2\u0080\u0094\n(a.) The rate of commission when an agent receives $52.20 for collecting $1,740.\n(&.) Eleven games won out of fifteen games played,\n(c.) The rate of increase in population of a town from 15,624 to 17,245.\n(d.) The increase in price of milk from 8 quarts for $1.00 to 7 quarts for $1.00.\n(e.) A leakage of 7 pints from a 10-gallon cask.\n(/.) The increase in capacity when a potato-bin 30' x 4%' x 2%' is reconstructed as a\nbin 40' x 4%' x 2%'. 9 Geo. 5 Public Schools Report. D cxvii.\n(g.) The loss in capacity of a water-tank 5' deep when sand to the depth of 3\" has\naccumulated in the bottom.\n10. A contractor pays his men on what is called the \" differential bonus \" plan. A labourer Is\npaid for shovelling dirt at $2.00 a day. For every yard he shovels over 12 he receives\na bonus of 6c, and for every yard over 18 he gets an additional 5c. Find the pay of\nthe following labourers :\u00E2\u0080\u0094\nNo. 29 ,...- 15 yd.\nNo. 32 .' ; 21 yd.\nNo. 34 .'. 22 yd.\nArithmetic (Time, 2 hours.)\nB. General.\n[Note.\u00E2\u0080\u0094The time allowance for Arithmetic, Third-year Course, Commercial, is %y2 hours; after\nthe expiration of 30 minutes, ansicers to Section A (Rapid Calculation) will be collected,\nand Section B (General) will then be distributed to candidates.]\n1. A cylindrical oil-tank on a car is 5 ft. in diameter and 30 ft. long. What is its capacity\n(o) in cubic feet, (&) in barrels, (c) in gallons? (One barrel of oil contains 35 gallons.)\n2. On January 1, 1917, I bought a house and lot for $5,000.00. During the year I built an annex\nwhich cost $3,567.27 and put in a heating plant which cost $963.04. I paid taxes amounting to $55.00, spent $450.00 for repairs and $55.60 for grading the yard. My income from\nrents during the year was $1,775.00. At the end of' the year I sold the house for\n$9,650.00, paying the agent a commission of $193.00 for selling. What did I lose or gain\nupon the entire investment?\n3. Henderson's assets on January 1, 1917, were $13,456.27. His liabilities were $3,429.68.\nDuring the year his gains were $10,564.59 and his losses were $5,789.67. His liabilities\nat the end of the year were $4,862.36. What were his assets at the end of the year?\n4. The Bronson Machinery Co. sold $4,500 worth of machinery to the Wilson Valve Co. on\nApril 1, 191S, on the following terms: Cash, $1,000; note for $1,500, without interest,\npayable in 4 mo.; note for $2,000, without interest, payable in 6 mo. At what value\nshould these notes be listed among the, assets of the Bronson Machinery Co. on July 1,\n1918?\n5. A mortgage of $2,500, bearing interest at 6% per annum, payable half-yearly, has two years\nto run. Find its present value, calculating at 8% per annum, payable half-yearly.\n6. A contractor, having engaged to lay 12 mi. of railway in 180 da., finds that 90 men have\nfinished 4 mi. in 100 da. How many more men must be employed to finish the work in\nthe given time?\n7. If milk yields 18% of cream, and cream yields 24% of butter, how many gallons of milk\nwill be required to make 500 lb. of butter? (A gallon of milk weighs approximately\n10 lb.)\n8. Smith and Brown form a partnership and invest in their business capital in the proportion\nof 2 to 3. It is agreed that at the end of the first year Smith is to receive 40% of\nthe profits for conducting the business, and that the remaining profits will be divided\naccording to the capital invested by each. On this basis of calculation Smith receives\n$2,560 and Brown $1,440. Find the amount invested by each, if the profits were 25%\nof the capital. D cxviii. Public Schools Report. 1918\n9. A western farmer forwarded 4,000 bushels of wheat to a commission merchant in Fort\nWilliam with instructions to sell and return the proceeds, after deducting freight and\nother charges. The agent's statement contained the following: Freight charges, $760;\nelevator and other expenses, $232.00; commission, $108.00. If the farmer received\n$2,500, find (1) the rate of commission charged, (2) the selling price of a bushel of\nwheat at Fort William, (3) the selling price of a bushel of wheat at the farmer's market\ntown if he would have lost 20% by selling there.\n10. A company with a paid-up capital of $60,000 made net profits during 1917 of $5,640.80.\n(a.) What dividend could they have declared?\n(&.) They declared a dividend of 7%% and passed the balance to reserve. What was passed\nto reserve?\n(c.) J. Brown owns 80 ($50) shares. What was his dividend?\n(d.) He bought this stock at 10% below par. What rate per cent, did his investment pay?\nAccountancy Theory. (Time, 2 hours.)\n1. Explain briefly what you understand by:\u00E2\u0080\u0094\nCredit Note, equity, capital expenditure, expenditure chargeable to revenue, fictitious\nasset, overhead expenses, credit men's association, demurrage charges, auxiliary or\nsubsidiary books.\n2. Describe the ordinary merchandise account and state what it does not accomplish that is\ndesirable in accounting. Name proper substitutes for such an account.\n3. \" A \" purchased 100 shares of bank stock at par value, $50 each for $5,000. Later he sold\n20 of the shares to \" B \" at 10% premium,\n(a.) Give \" A's \" entries. (&.) Give \" B's \" entry.\n4. (a.) Explain how would you ascertain the net loss or net gain, also the net worth or net\ninsolvency of a business when the books have been kept by single entry.\n(&.) In what two ways may each of the above results be obtained when the books have been\nkept by double entry?\n(c.) What steps would you take to change from the former to the latter system?\n5. What do you understand as the differences between:\u00E2\u0080\u0094\n(a.) A Trial Balance and a Balance Sheet?\n(&.) A Statement of Profits and Losses and a Statement of Receipts and Expenditures?\n(c.) Gross Profit and Net Profit?\n(d.) Bond Holders and Stock Holders? '\n6. The capital of three partners, \" X,\" \" Y,\" and \" Z,\" in a manufacturing business on January 1\nwas $25,000, of which \"X\" owned one-fifth, \"Y\" two-fifths, and \"Z\" two-fifths. On\nDecember 31, one year thereafter, the condition of the business was found to be as\nfollows:\u00E2\u0080\u0094\n\u00E2\u0096\u00A0Liabilities.\nLand and building $17,000 Creditors $6,000\nPlant and machinery 6,000\nStock on hand 3,000\nBook debts 7,000\nCash in bank 4,000\n$37,000\nPartners' withdrawals : \" X,\" $1,500; \" Y,\" $1,000; \" Z,\" $2,000.\nCredit each partner with interest at. 6% on capital appearing to his credit at the beginning\nof the year, and prepare the partners' accounts, showing the condition of each at the\nend of the year. 9 Geo. 5 Public Schools Report. D cxix.\n7. How do a Joint Stock Company and a Co-partnership differ in method of profit distribution 'i\nShow a Joint Stock Company's Profit and Loss Account closed.\n\u00E2\u0096\u00A08. (a.) What is a sinking fund? How should it be dealt with on a firm's books?\n(b.) What are organization expenses? How should such be dealt with on a firm's books?\n9. (a.) What are usually the duties of an auditor?\n(6.) What qualification should he possess?\n(c.) How should an accountant prepare for the auditor's visit?\n(d.) Is the auditor's work a protection to the shareholders pr to the directors? Why?\nAccountancy Practice. (Time, 2 hours.)\n[Note to the Presiding Examiner.\u00E2\u0080\u0094Please furnish candidates with journal and ledger paper.]\n1. The Bank Account on the books of the Burrard Furniture Co., Limited, at May 31st, 1918,\nstood as follows: Debit $60,150.62 and Credit $61,328.38. According to the Bank Pass\nBook the Company had a balance in their favour of $1,626.40, and upon checking the\naccount it was found that the following cheques had not been presented at the bank for\npayment: No. 670, $500.00; No. 682, $960.20; No. 685, $120.40; No. 699, $460.26; No.\n745, $763.30.\nDraw up a statement reconciling the ledger account with the balance as shown by the bank\nbook.\n2. On January 1, 1917, Black and,White began a partnership. At,the time of the closing of the\nbooks, Dec. 31, 1917, an examination of the accounts revealed the following:\u00E2\u0080\u0094\nJan. 1, Black paid in $9,000. May 1, Black paid in $2,400. June 1, Black drew out $1,800.\nSept. 1, Black drew out $2,000. Oct. 1, Black paid in $800. Jan. 1, White paid in\n$7,500. March 1, White drew out $1,600. May 1, White drew out $1,200. Their\nMerchandise Account was Dr. $32,000, Cr. $27,000. \u00E2\u0096\u00A0 Balance of Merchandise on hand\nper Inventory, $10,500; Cash on hand, $4,900; Bills Receivable on hand, $6,730.\nChas. Green owes on account $250; F. Draper owes $700; William Clark owes $650;\nF. Hart owes $850. They owe on their notes $4,136; owe A. Reed on account $240;\nowe C. Smith $500,; owe A. Clark $100. Their Profit and Loss Account shows before\nclosing entries: Dr. $S66, Cr. $1,520. Expense Account is debited $2,520. Commission Account is credited $2,760. Interest is Dr. $480, Cr. $590. The Loss and Gain\nis apportioned, Black %, White %.\nPrepare: (1.) Asset and Liability Statement. (2.) Merchandise Account closed. (3.) Profit\nand Loss Statement. (4.) Each partner's Account closed.\n3. W. J. Hutchinson, Victoria, draws on R. W. Robertson, of Vancouver, on March 29th, 1918,\nin his own favour at 60 days after sight for $399.40. He endorses the draft in full and\nremits it to W. H. Taylor, of Victoria, on account. Taylor has the draft accepted 4 days\nafter it is drawn, and immediately discounts it at his bank at 7%; proceeds credited.\n(a.) Write the draft as it appears when handed to the bank.\n(6.) Give Hutchinson's, Robertson's, and Taylor's Journal entries.\n4. How would you deal with the following when closing the books for the year? (Journalize.)-\n(a.) Reserve set aside for Bad Debts, $2,000.\n(6.) Bad Debts written off, $1,500.\n(c.) Balance to credit of Profit and Loss Account carried forward to the following year,\n$175.20.\n(d.) Interest accrued on Mortgage Payable, $176.\n(e.) Insurance Premium, $400, paid May 1 of current year on policy for one year from\ndate.\n(/.) Wages due but not paid, $360. D cxx. Public Schools Report. 1918\n5. From the following prepare: (a.) Trial Balance, (b.) Trading Account, (c.) Profit and\nLoss Account, (d.) Balance sheet for year 1914.\nCapital, $15,000. Accounts Receivable, $3,090. Bills Receivable, $700. Cash, $1,450.\nGoodwill, $1,720. Buildings, $3,200. Machinery, $800'. Furniture and Fixtures, $240.\nStock-in-Trade, Jan. 1, 1914, $4,400. Creditors on open account, $772. Creditors on\nBills Payable, $610. Taxes, $274. Book-keeper's Salary, $950. Travelling Expenses,\n$170. Postage, $104. Purchases, $7,l0O. Purchase Returns, $300. General Expenses,\n$90. Bad Debts for the year, $224. ' Sales, $10,SOO. Sales Returns, $154. Wages,\n$2,634, Freight, $182. Goods on hand, Dec. 31, 1914, $6,144. Allow 5% Depreciation on. Buildings, 5% Depreciation on Machinery, 10% Depreciation on Furniture\nand Fixtures. Wages accrued and unpaid $166.\nBusiness Correspondence. (Time, 2 hours.)\n[Note to Presiding Examiner.\u00E2\u0080\u0094Please provide candidates with plain white letter paper.]\n1. (a.) Name some probable results of carelessly written letters.\n(6.) Why should a list of goods, in a letter ordering goods, be itemized?\n(c.) Why should a copy of every letter be kept?-\n(ft\) Why should orders be promptly acknowledged?\n(e.) Why do business houses request that not more than one subject be dealt with in a letter?\n2. (o.) Write to the manager of retail sales in some local department store asking what methods\nare taken to insure that routine correspondence is well written.\n(6.) Write this sales manager's reply.\n3. (a.) Prepare a letter of application in answer to one of the following:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nStenographer Wanted. A young woman of neat and attractive appearance to assist\ngenerally in office. Must have initiative and ability, and be capable of handling\ncorrespondence with or without dictation. Box 148H, Province.\nWanted. Young man as assistant stenographer for town clerk's office. Initial\n' salary $55 per month. Apply in own handwriting. P. Campbell, Town Clerk,\nChilliwack.\n(6.) Write a letter of recommendation such as you think your school principal would be\nwarranted in writing in support of your application.\n4. A retail customer orders by mail \"Three 50-yd. spools Sewing Silk A., to match the enclosed\nsample,\" but fails to enclose the sample. Write to this customer.\n5. Select some manufactured article, make an analysis of its selling points, and write a circular\nletter in reference to it.\nOr\nWrite a short essay on one of the following subjects :\u00E2\u0080\u0094\n(a.) How some men succeed and others fail in business.\n(b.) How I am planning to improve my personal efficiency,\n(c.) The value of advertising.\nLaws of Business. (Time, 2 hours.)\n1. What are the requisites of a contract?\nExplain the meaning of the following terms: Consideration in contracts, breach of contract,\ncontract in restraint of trade, time element in contracts.\n2. On April 3, 1918, John Hutchinson buys a motor delivery truck from the Pacific Motor Co.,\nLimited, for $600. He pays cash $200 and gives his note at three months for the balance,\nwith interest at 8%.\n(ft.) Write the note. 9 Geo. 5 Public Schools Report. D cxxi.\n(6.) When will this note be due?\n(c.) What sum of money should then be paid?\n(d.) If the note is not paid until Oct! 10, 1918, what sum would the Pacific Motor Co. have\na right to demand?\n(e.) If the note is transferred by the Pacific Motor Co. to the Henry Brown Mfg. Co., Ltd.,\nwhat form of endorsement should be used? '\n(/.) What is the position of the Henry Brown Mfg. Co. in respect to title: (1) If they take\nthe note on June 18, 1918; (2) if they take the note on Sept. 18, 1918?\n3. Adam Hall buys one dozen dining-room chairs from the James Bay Furniture Co. for $78 and\ngives in payment his cheque on the Royal Bank,\n(o.) Write the cheque.\n(6.) Follow the course of this cheque.\n(c.) Does the bank charge for its services in connection with this transaction?\n(a'.) From what business does a bank derive its profits?\n4. \"Two debts are paid by one draft.\" Write a draft, and explain what debts are paid by it.\n5. What is an agent? Define his authority and his limitations.\nYou are renting agent for Robert Walker, and on June 2nd, 1918, F. W. Wellington, a tenant\nin one of Walker's houses\u00E2\u0080\u0094No. 376 Cornwall St.\u00E2\u0080\u0094pays to you $45 rent for the month of\nMay. Write the receipt which you give to Wellington.\n6. Explain clearly what you mean by:\u00E2\u0080\u0094\n(ft.) Conditional sales.\n(6.) A Mechanic's lien.\n7. (ft.) What are the various points to be observed in drawing a will?\n(6.-) A man dies intestate leaving a wife and two sons and three daughters. How will his\nproperty be divided?\n(c.) Explain the terms: Succession duties, executor, administrator, probate, legatee, devisee.\n8. Explain: Franchise, forgery, annuity, tare, credit note, raised cheque, ultra vires, injunction,\nreferendum, voucher, bill of lading, chattel mortgage.\nStatute Law. (Time, 2 hours.)\n1. In the Companies Acts what, is meant by: Authorized capital, subscribed capital, paid-up\ncapital, registered office, letters patent, extra-provincial company, prospectus, promoter,\nwatered stock, preferred stock, cumulative stock, proxy, call?\n2. (ft.) What steps are necessary to obtain incorporation as a company under the B.C. Com\npanies Act?\n(6.) What are the advantages of such incorporation?\n3. In the case of a Joint Stock Company the law requires that certain books be kept in addition\nto the ordinary books of account. Name these.\n4. What are the Directors? How are they appointed? What are their qualifications? How\nmay they become personally liable? How can this personal liability be avoided?\n5. Give a summary of the Interest Act.\n6. (ft.) What are \" Days of grace? \" What papers have no days of grace?\n(6.) Write a promissory note and a draft and point out the differences between them,\n(c.) Explain clearly the difference between negotiability and assignability.\n(d.) What are the duties of a holder of a promissory note? If there are endorsers to the\npaper, what additional duties are necessary should it not be paid at maturity? D cxxii. Public Schools Report. 1918\n(a.) Explain \"Double liability\" in connection with banks.\n(&.) What are the various departments of the business of a bank?\n(c) Explain clearly what you inean by a \" Bank clearing house.\"\n(d.) What is the \"Bank circulation redemption fund?\"\n(e.\ In the event of insolvency of any chartered bank, in what order are the bank's liabilities\npaid?\nEconomics and Civics. (Time, 2 hours.)\n1. Outline the scheme of Government of Canada.\n2. Define: Wealth, value, money, interest, unearned increment, . clearing house, monarchy,\nanarchy, natural resources.\n3. (a.) Trace the economic results of the industrial revolution of the 18th century, when\nmachinery was first introduced.\n(b.) Name what you consider some of the most important contributions to modern commercial\nprogress.\n4. Draw a map or diagram pointing out the advantageous geographical position of the Province\nof British Columbia.\n5. What economic laws are illustrated by the following facts:\u00E2\u0080\u0094\n(a.) Apples cost more in Winnipeg than in Kelowna.\n(b.) Strawberries are more expensive in December than they are in July.\n(c.) Steel is 10,000 times more valuable when made into watch-springs than into\ncar-rails.\n6. Distinguish between Revenue and Protective duties.\n7. State in a general way the functions of a Board of Trade.\n8. \" Competition is the Life of Trade.\" Give arguments for and against unrestricted\ncompetition.\n9. \" Advertising has sometimes been blamed for contributing to the high cost of living, but\nsome of the economic operations of judicious advertising have proved otherwise.\" Give\nsome of these economic operations and discuss their effects.\n10. A newspaper in Eastern Canada recently, said: \" This is the time of year your assessor\nvisits you; turn the cow loose in the front yard, tear down the fence, make things look\ngenerally dilapidated, for it will be money in your pocket.\" Explain.\n11. (o.) Show how education for adjustment must take account both of the Individual and of the\nenvironment.\n(6.) What are the principal reasons why children leave school?\n'(c) What do the statistics of crime prove as to the value of vocational education?\n12. What are \" Trade Unions \" ? What in your opinion are the beneficial and what the detri\nmental results of such organizations?\n13. Report on the visit of a Committee to a place for investigation as to its suitability for a\ncertain Company's business, and their conclusions. (Select a definite case and discuss\nthe various considerations that enter into the problem.)\nEnglish Literature. (Time, 2 hours.)\n(See paper set on this subject for the Junior Matriculation examination, page cxxxii.) 9 Geo. 5 Public Schools Report. D cxxiii.\nIntermediate Grade.\nComposition. (Time, 2 hours.)\nWrite an essay on one of the following subjects:\u00E2\u0080\u0094\n(1.) A Welsh Bard's Prophecy.\n(2.) The Puritans.\n(3.) Conscription and Conscientious Objectors.\nEnglish Literature. (Time, 3 hours.)\n1. Show in what measure each of the four selections from Milton is a self-revelation of the poet-\nNote any change of feeling expressed in \" Lycidas,\" and account for it.\n2. Write a paragraph or two on \" A Song for St. Cecilia's Day \" and \" Alexander's Feast,\"\ncommenting on their poetical qualities\u00E2\u0080\u0094feeling, imagination, form, movement, diction.\n3. Give a short account of the \" ode,\" as Gray understands the term.\nWrite a summary of the subject-matter presented in the \" Progress of Poesy.\"\n4. (ft.) Tell briefly the story related in \"The Prisoner of Chillon.\"\n(6.) Point out how the poet has made the form harmonize with the subject-matter; or point\nout what you consider most poetical in the poem.\n5. Discuss the Chief merits of \" The Eve of St. Agnes,\" stating in what respects it is charac\nteristic of the author. .\n6. At what date were the \" Sir Roger De Coverley Papers\" written? In what publication did\nthey first appear? Who were the leading contributors? What special motive prompted\ntheir composition? What qualities have made the work enduring?\n7. Show clearly, using quotations or references, the attitude of Macaulay to Milton and the\nPuritans, as we find it expressed in his \" Essay on Milton.\"\n8. Write a few brief notes on the style of the following passage, touching on the thought,\ndiction, phraseology, sentences and movement:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nVocal cries are of a much larger extent, and, indeed, so full of incongruities and\nbarbarisms, that we appear a distracted city to foreigners, who do not comprehend\nthe meaning of such enormous outcries. Milk is generally sold in a note above\nela, and in sounds so exceeding shrill, that it often sets our teeth on edge. The\nchimney-sweeper is confined to no certain pitch; he sometimes utters himself in the\ndeepest bass, and sometimes in the sharpest treble; sometimes in the highest, and\nsometimes in the lowest note of the gamut. The same observation might be made\non the retailers of small coal, not to mention broken glasses or brick-dust. In these,\ntherefore, and the like cases, it should be my care to sweeten and mellow the voices\nof these itinerant tradesmen, before they make their appearance in our streets, as\nalso to accommodate their cries to their respective wares; and to take care in\nparticular that those may not make the most noise who have the least to sell, which\nis very observable in the vendors of card-matches, to whom I cannot but apply that\nold proverb of \" Much cry, but little wool.\" D cxxiv. Public Schools Report. 1918.\nBritish History.. (Time, 1% hours.)\n[Note.\u00E2\u0080\u0094Five questions to be answered.]\n1. Give a short account of the Roman Occupation of Britain under the heads:\u00E2\u0080\u0094\n(ft.) Roman Civilization.\n(&.) Roman Influence.\n(c.) Extent of Roman Sway.\n2. \" In his whole realm, there was probably no firmer believer in the doctrines of the Catholic\nChurch than Henry VIII.\"\nTo what extent does the part taken by Henry in the Reformation justify this statement?\n3. Give a clear account of the grounds of the quarrel between Charles I. and his subjects in\nEngland and Scotland.\n4. Sketch briefly the conflicts between France and England in which Colonial Supremacy was\ninvolved,\n5. Give an account of the Industrial Development in Britain during the first quarter of the\nNineteenth Century.\n6. What important acts dealing with the franchise were passed in the Nineteenth Century?\nGive a short account of the first of these.\n7. Give a short account of the \" Irish Question \" during the Nineteenth Century, noting legisla\ntive attempts to improve conditions in Ireland.\nGrecian History. (Time, 2 hours.)\n[Note.\u00E2\u0080\u0094Any five questions constitute a full paper.]\n1. Name and locate the most important Greek colonies. By what races were they respectively\ncolonized? Briefly state the effects of Greek colonization on the ancient world.\n2. What parts did Draco, Solon, and Cleisthenes respectively play in the progress of Athens\ntowards democracy?\n3. Write a short account of Spartan Training.\n4. The battle of Marathon has been described as one of the \" decisive battles of the world.\"\nGive reasons for the correctness of that description.\n5. Describe briefly the life and achievements of Philip of Macedon.\n6. The Age of Pericles is said to form the most brilliant period of Atheuian Art and Letters.\nDiscuss this statement.\n7. What are the principal sources of our knowledge of Grecian History? Name and compare\nthe two great Greek historians. With what period does each deal? 9\n\u00E2\u0080\u00A2 -.\nGeo. 5 Public Schools Report. D cxxv.\n1.\n2.\n3.\n4.\n5.\n6.\nGeography. (Time, l1/^ hours.)\n. [Where advisable make diagrams.]\nDescribe the means by which solar heat is distributed over the globe.\nWhat is an isothermal chart? How are its lines determined? Give an -illustration.\nExplain the statement, \" It is upon the change of air-pressure that most of the winds of the\nglobe depend.\"\nState the causes of Land and Sea Breezes, Monsoons, Belt of Calms.\nHow are frost and fog produced? Why are there dense fogs on the North Atlantic Coast?\nDescribe the chief causes which tend to limit or to extend the areas of vegetable and animal\nlife.\nAlgebra. (Time, 2 hours.)\n[N.B.\u00E2\u0080\u0094All work must be shown. It must be neat arid accurate.~\\n1. (a.) Divide 3ye - 37y* + 2 + 35y3 + ly2 by y(y - l)(y + 4) - 2.\n(b.) Under what conditions will x2+px + q be a perfect square?\n2. (a.) Solve ax = by, bx + ay = c.\n(b.) A man invests $3,770, partly in 3 per cent, stock at $102, and partly in railway\nstock at $84 which pays.a dividend of 4|- per cent. If his income from these\ninvestments is $136.25 per annum, what sum does he invest in each?\n3. (a.) Solve ax2 + bx + c \u00E2\u0080\u0094 0.\n(b.) Solve 3ic3 + ox1 - Sx - 5 = 0.\n(c.) The perimeter of a rectangular plot of grass is 50 yards, and the area is 144 square\nyards. Find the lengths of the sides.\n4. Factor :\u00E2\u0080\u0094\n(a.) a4 + 64-lla2?A\n(b.) 3x2 - (4a + 2&> + a? + 2ab.\n\"(e.) cfi + 3a2b + 3ab2 + b3+l.\n(d.) - x2 + 2x - 1 + x4.\n5. Simplify :\u00E2\u0080\u0094\n3 2\" - 4 2\"~2\n(a.)\n2a - 2\"-1\n(b.)\naJa\n6. (a.) Find the square root of 11+2 \/30. What surd is conjugate to 11 + 2 V30 '>.\nJl +x2 - Jl -x2\n(6.) Rationalize the denominator of\nx - 1 Jx + 1\n(c.) Solve \u00E2\u0080\u0094 =3+ .\nV Jx-l 2\nJl+x2+ JI D cxxvi. Public Schools Report. 1918\nGeometry. (Time, 2 hours.)\n1. Use the properties of the equilateral triangle to trisect a given finite straight line.\n2. In an obtuse-angled triangle the square on the side opposite the obtuse angle is greater than\nthe sum of the squares on the other two sides by twice the rectangle contained by either\nof those sides and the projection of the other side upon it.\n3. (ft.) If a straight line drawn through the centre of a circle cuts a chord at right angles, it\nshall bisect it.\n(&.) In a circle whose diameter is 34 inches, a chord is drawn 30 inches in length. What\nis the distance of this chord from the centre of the circle?\n4. To draw a tangent to a circle from a given point outside the circle.\n5. The angle at the centre of a circle is double of an angle at the circumference standing on\nthe same arc\n6. In the triangle ABC perpendiculars AH and BK, drawn from A and B to the opposite sides,\nmeet at O. Prove that the rectangle AO , OH is equal to the rectangle BO , OK.\n7. Two circles intersect at P and Q ; and through P any straight line XPY is drawn terminated\nby the circumferences. Show that XY subtends a constant angle at Q.\nChemistry. (Time, 2 hours.)\n[N.B.\u00E2\u0080\u0094Answer any seven questions.]\n1. Make a drawing of a piece of apparatus with which you could prepare and collect hydrogen.\nIf 2.5 grams of hydrogen are burned in oxygen, what weight of water will be formed\u00E2\u0080\u0094\nO =16, H = l?\n2. You have three test-tubes; the first is supposed to contain pure water, the second a solution\nof hydrochloric acid, and the third a solution of sodium chloride. How would you\nproceed to show the supposition correct in each case?\n3. Write chemical equations illustrating the action of hydrochloric acid upon metallic iron,\nferrous sulphide, calcium hydroxide, zinc oxide, and aluminium hydroxide.\n4. Oxygen and nitrogen are two constituents of the atmosphere. Describe experiments by means\nof which you could show the relative amounts of these gases present in the atmosphere.\n5. Write briefly describing two oxides of sulphur.\n6. Of what use to the chemist is the hypothesis of Avogadro? Illustrate its application in any\nselected case.\n7. How could you prepare the element chlorine in the laboratory? Make a drawing of the\nnecessary apparatus. What are the properties and uses of this substance?\n8. In what form does sodium occur in nature? How can this element be isolated in the metallic\nstate? 9 Geo. 5 Public Schools Report. D cxxvii.\nLatin, (Time, 3 hours.)\nA. Translate into Latin:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) When this was settled, finding the weather suitable for sailing, he set sail at the\nthird watch and ordered the cavalry to follow.\n(2.) On coming there, he noticed that large forces of the enemy had been drawn up on\nthe other bank of the river.\n(3.) Caesar sent scouts in advance to choose a suitable place for a camp.\n(4.) If I had been informed in what danger you were, I should have come to you at\nonce.\n(5.) I think we ought not to lose this opportunity of attacking the enemy.\nB. Translate :\u00E2\u0080\u0094\u00E2\u0080\u00A2\nCujus loci haec erat natura, atque-ita montibus anguste mare continebatur, uti ex\nlocis superioribus in litus telum adigl posset. Hunc ad egrediendum nequaquam\nidoneum locum arbitratus, dum reliquae naves eo convenirent, ad horam nonam\nin ancoris exspectavit. Interim legatis tribunisque militum convocatis et quae\nex Voluseno cognovisset, et quae fieri vellet, ostendit monuitque, ut rei militaris\nratio, maxime ut maritimae res postularent, ut quae celerem atque instabilem\nmotum haberent, ad nfitum et ad tempus omnes res ab iis administrarentur.\n1. Account for the mood of vellet.\n2. Compare superioribus, maxime, celerem.\n(b.) Translate:\u00E2\u0080\u0094 s\nGenus hoc est ex essedis pugnae. Primo per omnes partes perequitant et tela con-\njiciunt atque ipso terrore equorum et strepitfi rotarum ordines plerumque\nperturbant, et cum se inter equitum turmas insinuaverunt, ex essedis desiliunt\net pedibus proeliantur. Aurlgae interim paulatim ex proelio excedunt atque\nita currus collocant, ut, si ill! a multitudine hostium premantur, expeditum ad\nsuos receptum habeant. Ita mobilitatem equitum, stabilitatem peditum in\nproeliis praestant, ac tantum usu cotidiano et exercitatione efflciunt, uti in declivi\nac praecipiti loco incitatos equos sustinere et brevi moderari ac flectere et\nper temonem percurrere et in jugo Insistere et se hide in currus citissime recipere\nconsuerint.\n1. Account for the mood of premantur and the case of equorum.\n2. Compare citissime.\n(c.) Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nEx his omnibus longe sunt hfmianissiinl, qui Cantium incolunt, quae regio est mari-\ntima omnis, neque multum a Gallica differunt consuetudine. Interiores plerique\nfrumenta non serunt, sed lacte et carne vivunt pellibusque sunt vestiti. Omnes\nvero se Britannl vitro inficiunt, quod caeruleum efflcit colorem, atque hoc\nhorridiores sunt in pugna aspectu; capilloque sunt promlsso, atque omni parte\ncorporis rasa praeter caput et labrum superius.\n1. Account for the case of hoc, aspectu, capillo.\n2. Give the nominative case of lacte, came.\nC. (a.) Translate:\u00E2\u0080\u0094\nAc veluti magno in populo cum saepe eoorta est\nSeditio, saevitque animis ignobile vulgus,\nJamque faces et saxa volant, furor arma ministrat,\nTurn, pietate gravem ac meritis si forte virum quern\nConspexere, silent, arrectisque auribus astant; D cxxviii. Public Schools Report. 1918\nIlle regit dictis animos, et pectora mulcet:\nSic cunctus pelagi cecidit fragor, aequora postquam\nProspiciens genitor caeloque invectus aperto\nFlectit equos, curruque volans dat lora secundo.\nParse faces, conspexere, arreetis.\n(6.) Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nTer circum Uiacos raptaverat Hectora muros,\nExanimumque auro corpus vendebat Achilles.\nTurn vero ingentem gemitum dat pectore ab imo,\nUt spolia, ut currus, utque ipsum corpus amici,\nTendentemque manus Priamum conspexit inermes.\nSe quoque principibus permixtum agnovit Achivis,\nEoasque acies, et nigri Memnonis arma.\nDucit Amazonidum lunatis agmina peltis\nPenthesilea furens, mediisque in millibus ardet,\nAurea subnectens exsertae cingula mammae,\nBellatrix, audetque viris concurrere virgo.\nScan the last five lines.\nGreek. (Time, 3 hours.)\n1. Give in tabular form the genitive singular, accusative plural, gender, and meaning of :\nSeppa, yovv, tto.Xtov, veeXy], o~(i>Ti]pia, pdvns, \u00E2\u0096\u00A0nXrjOo'i, Kutp-qTiq's, ttov% evvoia, pov% dvr'jp,\nkXloiJj, vov*;, pvd, eyu>, elaXrj's, cuo-xpos, peyas,\npiKpos, dXtyos, ttoXvs, paSioto, elirov, evpio-K, Ovijo-kid,\nXap/3dvo>, oXXvpi, 7rao-Y_epto, cpOdvco'\n5. Translate into Greek :\u00E2\u0080\u0094\n(a.) He asks what the disturbance is.\n(b.) They proceeded a five days journey.\n(c.) He heard this from the messenger.\n(d.) They condemn him to death.\n(e.) He set out in the night.\n(/*.) He came with a mighty army.\n(g.) What wrongs have I done you 1\n(h.) You must make the journey on foot.\n(i.) He says he would do whatever they wished.\n(J.) I announced that Cyrus was marching against him.\n6. Translate into English :\u00E2\u0080\u0094\n'ISwv Se YLvpov aiTo rov 'EXXt/vikov JElevo7), \" Kal tovto ecrTU>.\"\nv\nTavTa S? elirhyv ei$ rriv avroo \utte\nunb uertunbete mit Ijer^erreifienbem \u00C2\u00A9eberbenfpiel, feinem SSater fei in ber\n\"Siadjt feine gange Sarfdjaft auf unerflarlidje SBeife gefto()(en morben. \u00C2\u00A3)er\n9llte beroaljrte nad) 2lrt ldnblid)er \u00C2\u00A9eijljdlfe fein ganje\u00C2\u00A7 Sjermb'gen in barem\n\u00C2\u00A9elbe ober Sanfnoten in einem jtdftdjen auf, bag unter feinem Sette ftanb, unb\nbiefeg Sdftdjen roar nun tierfdjrounben mit allem, mag barin geroefen. \u00C2\u00AEer alte\n\u00C2\u00A9ei^alg roar baburd) in einer 9cad)t jum armen 3Jcanne geroorben, benn ber-\n3letl feineg Sefi^eg, ben er nupringenb uerroertete, roar fel)r gering. \u00C2\u00AEer 2llte\ngeberbete fid) mit ber ooltfommenften Jtaferei beg \u00C2\u00A9djmerseg, beren ein edjter\n\u00C2\u00A9iiblanber nur immer fdbjg ift. 21ud) \u00C2\u00A9iuliano roar in bitterer (Srregung, benn\neg ift feine Sleinigfeit, aug einem ftattlid)en (5rbfof)n plb^ltd) etn befi^lofeS\n9Jidnnd)en p roerben, roenn il;in aud) ber 9ieid)tum feineg Saterg bigger meljr\nSummer alg SSorteil gebrad)t t)atte. D cxxxii. Public Schools Report. 1918\nUniversity Matriculation. (Junior.)\nEnglish Composition. (Time, 2 hours.)\n1. Write an essay of about a page on one of the following topics:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(o.) Holiday Plans.\n(6.) The Character of Jaques.\n(c.) The Triumph of Gareth.\n2. Write an essay of at least two pages on one of the following:\u00E2\u0080\u0094\n(ft.) The Spirit of Christmas in \" The Sketch Book.\"\n(6.) Queen Elizabeth as depicted* in \" Kenilworth.\"\n(c.) Silas Marner's Change of Character.\n(d.) The genius of Lord Nelson.\n3. State clearly what you understand by the following terms:\u00E2\u0080\u0094\nParallel construction, point of view in description, contrast, impropriety, loose sentence.\nEnglish Liteeatube. (Time, 2 hours.)\n[Candidates will answer either Section A or Section B. Section C is compulsory.]\nSection A. \" The Meechant of Venice.\"\n1. Give the context of the following passages:\u00E2\u0080\u0094\n(a.) \"An evil soul, producing holy witness,\nIs like a villain with a smiling cheek.\"\n(6.) \"I will not jump with common spirits,\nAnd rank me with the barbarous multitudes.\"\n(c.) \" These naughty times\nPut bars between the owners and their rights.\"\n(\u00C2\u00AB\) \" He knows me, as the blind man knows the cuckoo,\nBy the bad voice.\"\n2. (o.) Point out that a certain word (jump excepted) in the above quotations has a somewhat\ndifferent meaning from that in which we to-day use it.\n(b.) Give the Shakespearian meaning of complexion and presently.\n(c.) Explain the phrase, \"A Daniel come to judgment.\"\n3. Write as fully as time may permit on the following:\u00E2\u0080\u0094\n(a.) The high (not the serious) spirits of Portia.\n(b.) The humour of the Launcelot scenes.\n(o.).The nobler features of Shylock's character.\n(About two-thirds of the marks assigned to this section will be given for question 3.)\nSection B. \" King Heney the Fifth.\"\n1. Give the context of the following passages :\u00E2\u0080\u0094\n(o.) \"And God forbid, . . .\nThat you should fashion, wrest, or bow your reading,\nOr nicely charge your understanding soul.\" 9 Geo. 5 Public Schools Report. D cxxxiii.\n(b.) \" But I had not so much of man in me,\nAnd all my mother came into mine eyes\nAnd gave me up to tears.\"\n(c.) \"I kiss his dirty shoe, and from heart-string\nI love the lovely bully.\"\n(d.) \"Five hundred poor have I in yearly pay, j\nWho twice a day their withered hands hold up\nToward heaven, to pardon blood.\"\n2. (ft.) What is the meaning of nicely in part (ft), question 1?\n(b.) Explain the italicized phrases in the following quotations:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n\" The swords\nThat make such waste in brief mortality.\"\n\" In that nook-shotten isle of Albion.\"\n(c.) Give the Shakespearian meaning of imp and presently.\n3. Write as fully as time may permit on the following:\u00E2\u0080\u0094\n(a.) Patriotic feeling in the play of Henry the Fifth.\n(6.) The humorous presentation of Pistol and his friends,\n(c.) The kingly qualities of Henry V.\n( About two-thirds of the marks assigned to this Section will be given for question 3.)\nSection C. \" Poems of the Romantic Kevivajl.\"\n1. Explain the following, keeping in mind the general thought of the poems from which the\nquotations are taken:\u00E2\u0080\u0094\n(o.) \" Shades of the prison-house begin to close\nUpon the growing boy.\" (Ode on Immortality.)\n(&.) \" O joy ! that in our embers\nIs something that doth live.\" (Ode on Immortality.)\n(c.) \"And thus we half-men struggle.\" (\"Andrea del Sarto.\")\n(d.) \" Sometimes on lonely mountain-meres\nI find a magic bark.\" (\" Galahad.\")\n2. Give the titles of the poems from which the following quotations are taken :\u00E2\u0080\u0094\n(a.) \"The tumult of thy mighty harmonies\nWill take from both a deep autumnal tone.\" ,\n(5.) \" While barred clouds bloom the soft-dying day, \u00E2\u0080\u00A2\nAnd touch the stubble-plains with rosy hue.\"\n(c.) \"Lived in his mild and magnificent eye.\"\n3. Write a full and carefully constructed paragraph on either:\u00E2\u0080\u0094\n(ft.) Keats's love of beauty as exemplified in \"The Eve of St. Agnes.\"\nOr ,\n(6.) Wordsworth's treatment of nature in. the group of poems, \"Lines Written in Early\nSpring,\" \" To my Sister,\" and \" The Cuckoo.\"\n4. Write about two pages on \" Three Leading Characteristics of Tennyson's Poetry.\" D cxxxiv. Public Schools Report. 1918\nHistory. (Time, 2 hours.)\n[Answer five questions only.]\n1. Give an account of the Babylonians and their Empire.\n2. iState the causes, events, and results of the Persian invasions of Greece.\n3. State the causes of the fall of the Roman Bepublic and the establishment of the Empire.\n4. Describe the struggle for power between Popes and Emperors from Pope Gregory VII. to\nEmperor Frederick II.\n5. Give an account of the Mahommedan religion and the conquests of the Mahommedans.\n6. Give an account of the Norman Conquest of England and its results.\n7. Give an account of the life and influence of Martin Luther.\nAlgebra and Arithmetic. (Time, 2 hours.)\n1. A gallon of water-contains 277.274 cubic inches and a cubic foot of water weighs 1000\nounces. Find the weight in ounces of a pint of water.\n2. A rectangular field is two acres in area and its perimeter is .402 yards. Find the lengths\nof its sides.\nx y\n3. Solve \u00E2\u0080\u00944 1-2 = 0, 3x = 2/-10; and verify your result by drawing the graphs of the\nequations on squared papers.\n4. Solve:\u00E2\u0080\u0094\n(a.) 5(x + l)2 - 12(x + 2)2 = - 7(x + 3)2.\n(6.) x + y = a + b, ax \u00E2\u0080\u0094 by = b2 \u00E2\u0080\u0094 a2.\n5. Factorize:\u00E2\u0080\u0094\n(a.) 64a* + 64.\n(b.) ab(x2 -y2) + xy(a2 -b2).\na3\n(a) -86s.\nW 125\n6. Solve :\u00E2\u0080\u0094\n(a.) 16tc2 + aa: = 0.\nX - 1 X - 1 Jx + 1\n(6.)-j=\u00E2\u0080\u0094 -^=\u00E2\u0080\u0094 = 3-\t\nxjx - 1 \lx+ 1 2\n7. Simplify:\u00E2\u0080\u0094\n{a-W[i^3)W{w>slvenaxZ8A\ny-'i-J\n(b.) (1)^-3(32)-\n25/ v ' 2(4)-?\nV(x6y6 + x12) 9 Geo. 5 Public Schools Report. D cxxxv.\n8. Find the square root of :\u00E2\u0080\u0094\n/% \ 32 Jy\n(a.) 8/ \u00E2\u0080\u0094 -xy-h I -rx2y-1 + 2i .\n(b.) 47-12v/l5.\n9. A steamer whose speed is 15 miles per hour runs from a town A at the mouth of a river\nto another town B up-stream. It is found that the journey up-stream takes 4 hours\nlonger than the journey down-stream. Find the distance between the two towns;\ngiven that the river flows at a uniform rate of 3| miles per hour.\nGeometey. (Time, 2 hours.)\n1. Describe a circle of 2.5 inches radius and take a point 1.2 inches from its centre. Draw the\nshortest possible chord through this point and find its length by calculation and by\nmeasurement.\n2. If two chords of a circle intersect at a point within it, show that the rectangle contained by\nthe segments of the one is equal to the rectangle contained by the segments of the other.\n3. (ft.) Show that the three angles of any triangle are together equal to two right angles.\n(6.) One angle of a pentagon is a right angle, and the other angles are equal to each other.\nFind in degrees the size of each of the equal angles.\n4. Draw two unequal squares and show that their difference in area is equal, to 'the rectangle\ncontained by the sum and the difference of their bases.\n5. ABC is a triangle with the side BA produced to the point P. Show how to draw from P a\nline to meet BC at O, making the triangle PBO equal in area to one half of the given\ntriangle ABC.\n6. Show how to cut off from a given circle a segment containing an angle of given size.\n7. (ft.) If two circles touch one another, show that the point of contact lies in the straight line\nwhich passes through their centres.\n(b.) Draw a circle to touch a given circle at a given point K on the circumference and to pass\nthrough another given point P outside the circumference.\n8. AB is a diameter and AC a chord of a circle Whose centre is O; OP is drawn at right angles\nto AB, meeting AC in P. Show that the circle which passes through the four points\nO, P, C, B is equal to the circle circumscribed about the triangle AOP.\nChemistry. (Time, 2 hours.)\n[Answer any seven questions.]\n1. Give a short account of the occurrence, preparation, and properties of the element chlorine.\n2. What do you understand by the terms \" element,\" \" atom,\" \" water of crystallization,\"\n\" electrolysis,\" \" anode,\" and \" cathode.\"\n3. State Dalton's Law of Multiple Proportions and Gay Lussoc's Law of Gaseous Volumes.\nOf what use to the student of chemistry are these conceptions?\n4. Write briefly regarding the preparation and properties of the oxides of carbon. If a litre\nof oxygen weighs 1.430 grams, what volume will be necessary for the conversion of\n24.5 grams of carbon to carbon dioxide? C = 12.04, 0 = 16.00. D cxxxvi. ' Public Schools Report. 1918\n5. Make a line-drawing of the apparatus you would use in the laboratory for the preparation\nof ammonia. What are the commercial sources of this substance? If a litre of nitrogen\nweighs 1.2505 grams and a litre of hydrogen 0.OS95S grams, under standard conditions,\nwhat volumes of these gases will be necessary for the preparation of 8.58 grams of\nammonia ? N = 14.01, H = 1.00.\n6. Compare the substances oxygen and ozone as regards their constitution and chemical\nproperties.\n7. Discuss the importance of the contributions to chemistry that have been made by Lavoisier,\nAvogadro, and Bunsen.\n8. Make a drawing of a piece of apparatus that could be used for the preparation of acetylene.\nWhat are the properties and uses of this substance? What weight of water and of carbon\ndioxide will be formed by the burning of 5.52 grams of acetylene?\nPhysics. (Time, 2 hours.)\n[Ten questions constitute a full paper.]\n1. A stone is dropped down a deep mine and two seconds later another stone is dropped from\nthe same point. How far apart will the two stones be after the first has been falling\nfor 5 seconds?\n2. Find the force which in 5 seconds will change the velocity of a mass of 20 grams from\n-50 cm. per second to 100 cm. per second in the same direction.\n3. What is a machine? Sketch a system of pulleys of mechanical advantage 3, and also one\nof mechanical advantage 4.\n4. A piece of metal of mass 120 grams weighs 100 grains in water and 105 grams in alcohol.\nFind the volume and density of the metal and the density of the alcohol.\n5. What do you understand by the term relative humidity? Show how it may be measured.\nWhat is the relation of humidity to health?\n6. What mass of ice at 0\" C. must be dissolved in one litre of water at 20\u00C2\u00B0 C. to reduce the\ntemperature of the water by 10\u00C2\u00B0 C?\n7. Discuss the effect of pressure on the boiling-point of a liquid.\nS. How must a body behave in order to emit sound? Show that a material medium is necessary\nto conveyance of sound to the ear.\n9. What are the laws of transverse vibration in the case of a stretched string?\n10. How was the velocity of light measured?\n11. What is the origin of colour in natural objects?\n12. Describe the gold leaf electroscope and show how to charge it by induction.\n13. Describe an electric bell.\n14. The resistance of the filament of an incandescent lamp is 200 ohms. Find the heat in\ncalories developed in this lamp in 1 minute when it is carrying a current of 6 amperes.\n15. Given 3 cells each of E.M.F. 1 volt and each of 1 ohm internal resistance, find the current\nsent through an external resistance of 10 ohms when these cells are arranged (1) all in\nseries, (2) all in parallel. 9 Geo. 5 Public Schools Report. D cxxxvii.\nBotany. (Time, 2 hours.)\n[Note.\u00E2\u0080\u0094Where possible make diagrams.]\n1. (ft.) Write an account of the part taken by the root in carrying on the life processes of a\nplant.\n(6.) Describe three kinds of roots whose structures have become specialized in accord with\nthe work which each performs.\n(c.) Describe an experiment to illustrate the principles of osmosis.\n2. (a.) Distinguish between a fruit and a seed.\n(b.) Describe a bean seed and a grain of corn. Compare the structures found in each, noting\nthe significance of both similarities and differences.\n3. Give examples of plants that grow:\u00E2\u0080\u0094\n(1.) In the water.\n(2.) In a humid atmosphere.\n(3.) In an arid atmosphere.\nPoint out the main differences in the leaves of such plants.\n4. Compare the stem and leaves of a plant grown in the shade with those of another plant of\nthe same species grown in the bright sunlight.\n5. (ft.) Give examples of plants belonging to each of the four divisions: Thallophytes, Bryo-\nphytes, Pteridophytes, and Spermatophytes. Denote briefly the distinguishing\ncharacters of each division.\n(6.) Distinguish between Gymnosperms and Angiosperms, giving examples.\n(c.) Describe the inflorescences and' flowers of genera representing two of the following\nfamilies : Grammes, Salicacea?, Rosaceoe.\nAgeicultuee. (Time, 2 hours.)\n[Any eight questions will constitute a full paper.]\n1. Give, in detail, the life-history of one of the following: Cabbage Maggot; Peach Twig Borer;\nStrawberry Weevil.\nWhat is the most vulnerable period in its life-history?\nGive an efficient means of control.\n2. Define the following terms as related to the orchard: Clean cultivation; sod mulch; inter\ncrop ; cover crop; filler.\nWhat are the main advantages of cover crops?\nWhat are the main disadvantages of intercrops?\n3. Give, in detail, the method of home manufacture of Bordeaux Mixture.\n4. Name and describe four utility breeds of poultry.\n5. State the advantages and disadvantages of (1) the stationary poultry-house, and (2) the\nportable poultry-house.\n6. A general stock and grain farm of one hundred acres slopes gradually down the side of a\nhill. The lower field of ten acres is largely peat and the upper field of ten acres is\nlargely light sand and gravel. Outline methods of treatment that you might employ in\norder to bring both fields under a profitable state of cultivation.\n7. Outline, in detail, the cultural methods or requirements of one of the following crops:\n(ft) Corn for the silo; (6) Alfalfa; (c) Field mangels. D cxxxviii. Public Schools Report. 1918\n8. Give four reasons why dairy cattle are essential to successful farming in British Columbia.\n9. What are the essential characteristics of a typical draught horse?\n10. Tell how to feed and properly care for pigs from weaning-time till they are ready for market.\nLatin Grammae and Composition. (Time, '2 hours.)\n1. Give:\u00E2\u0080\u0094\n(a.) Ablative singular of vis and fructus.\n(b.) Accusative plural of iter and agger,\n(c.) Genitive plural of civis and animal.\n2. Give the other degrees of comparison of: primus, summus, bene, humlllter.\n3. Write:\u00E2\u0080\u0094\n(a.) Nominative singular of the future participle of eo.\n(b.) Second singular of the imperative mood of sequor.\n(c.) Third plural of the present tense of the subjunctive mood of nolo, patlor, moneo\nactive and passive.\n(d.) Third singular of the future tense of the indicative mood of possum.\n4. Give the principal parts of: audeo, divido, tollo, repello,-quaero, parco, nanciscor, prosum,\ninfero, excedo.\n5. Translate into English :\u00E2\u0080\u0094\n(1.) Re impetrata. (2.) Tempus defuerat. (3.) Nisi venias, infellx sim. (4.) Quaesivi\nquid egisset. (5.) Ab utroque latere. (6.) Adulescentulo duce. (7.) Laxare\nmanipulos. (8.) Passis manibus. (9.) His dictis. (10.) Sua cuique placent.\n6. Express in Latin:\u00E2\u0080\u0094\nI asked him not to leave me. Tell me where you have been. He is going to come to see\nme. I promised to return the hostages. They-must not disembark. It happened\nthat the trench was wide. At the beginning of summer. On the next night. On all\nsides. Do not send ambassadors to Caesar.\n7. Translate into Latin :\u00E2\u0080\u0094\n(1.) They surpass the rest in their knowledge and experience of naval matters.\n(2.) Having got ready his corn supply he moved camp.\n(3.) Everything had to be done by Caesar at the same time.\n(4.) This circumstance was indeed opportune for finishing the business.\n(5.) On arriving there he levied soldiers on the state.\n(6.) Diviciacus, who had gone to Rome to obtain assistance, had returned without accomplishing his purpose.\n(7.) Suddenly so furious a storm arose that not one of those ships could keep its course.\n(8.) Labienus summoned the tribunes of the soldiers by night and explained what he\nwished done.\n8. Translate into Latin :\u00E2\u0080\u0094\n(o.) Caesar ordered the soldiers not to attempt to attack the foe.\n(b.) Do you believe that he remained at home because I was absent?\n(c.) The soldiers were afraid that they would be cut off from their supplies.\n(d.) A few days afterwards envoys came from the Gauls to beg Caesar to spare their city. 9 Geo. 5 Public Schools Report. D cxxxix.\nLatin Atjthobs. (Time, 2 hours.)\n[Candidates will write on either A, B, and E or C, D, and E.]\nA.\nCaesar. Books IV. and V.\n1. Translate:\u00E2\u0080\u0094\nCaesar questus quod, cum ultro in continentem legatis missis pacem ab se petissent, bellum\nsine causa intulissent, ignoscere imprudentiae dixit obsidesque imperavit; quorum\nilli partem statim dederunt, partem ex longinquioribus locis arcessitam paucis diebus\nsese daturos dixerunt. Interea suos remigrare in agros iusserunt, principesque\nundique convenire et se civitatesque suas Caesari commendare coeperunt.\n(a.) Write the principal parts of questus, arcessitam; account for the mood of intulissent;\nthe case of quorum.\n2. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nInterim barbari nuntios in omnes partes dimiserunt paucitatemque nostrorum militum\nsuis praedicaverunt, et, quanta praedae faciendae atque in perpetuum sui liberandi\nfacultas daretur, si Romanos castris expulissent, demonstraverunt.\n(ft.) Account for the case of suls, praedae; the mood of daretur.\n(b.) SI . \u00E2\u0096\u00A0. . expulissent. Rewrite in direct discourse.\n3. Translate:\u00E2\u0080\u0094\nAccedebat hue quod in concilio Haeduorum Dumnorix dixerat sibi a Caesare regnum\ncivitatis deferri; quod dictum Haedui graviter ferebant neque recusandi aut depre-\ncandi causa legates ad Caesarem mittere audebant.\n(ft.) Account for the case of sibi; principal parts of audebant.\n4. Translate:\u00E2\u0080\u0094\u00E2\u0080\u00A2\nNostri acriter in eos impetu facto reppulerunt, neque finem sequendl fecerunt quoad\nsubsidio conftsi equites, cum post se legiones viderent, praecipites hostes egerunt;\nmagnoque eorum numero interfecto neque sui conligendi neque consistendi aut ex\nessedis desiliendi facultatem dederunt. Ex hac fuga protinus quae undique conven-\nerant auxilia discesserunt; neque post id tempus umquam summis nobiscum copiis\nhostes contenderunt.\n(a.) Case of subsidio; principal parts of confisi, egerunt.\n(b.) Parse desiliendi; case of copiis.\nB.\nAeneid II.\n1. Translate :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nEcce, manus iuvenem interea post terga revinctum\npastores magno ad regem clamore trahebant\nDardanidae, qui se ignotum venientibus ultro,\nhoc ipsum ut strueret Troiamque aperiret Achivis,\nobtulerat, fidens animi atque in utrumque paratus,\nseu versare dolos, seu certae occumbere morti.\n(a.) Account for the case of manus, se, anvmi; the mood of strueret\n(b.) Scan the last two lines.\n2. Translate :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nTu modo promissis maneas, servataque serves\nTroia fidem, si vera feram, si magna rependam.\n(a.) Account for the case of promissis; the mood of maneas, feram.\n3. Translate:\u00E2\u0080\u0094\nIn somnis, ecce, ante oculos maestissimus Hector\nvisus adesse mihi, largosque effundere fletus, D cxl. Public Schools Report. 1918\nraptatus bigis, ut quondam, aterque cruento\npulvere, perque pedes traiectus lora tumentis.\nEi mihi, qualis erat, quantum mutatus ab illo\n, Hectore, qui redit exuvias indutus Achilli.\n(a.) Account for the case of mihi, exuvias.\n4. Translate:\u00E2\u0080\u0094\nSic animis iuvenum furor additus: inde, lupi ceu\nraptores atra in nebula, quos improba ventris\nexegit caecos rabies, catulique relicti\nfaucibus expectant siccis, per tela, per hostis\nvadimus haud dnbiam in mortem, mediaeque tenemus\nurbis iter; nox atra cava circumvolat umbra.\nQuis cladem illius noctis, quis funera fando\nexplicet, aut possit lacrimis aequare labores?\n(ft.) Account for the case of fando; the mood of possit.\n5. Translate:\u00E2\u0080\u0094\nIliaci cineres et flamma extrema meorum,\ntester, in occasu vestro nee tela nee ullas\nvitavisse vices Danaum, et, si fata fuissent\nut caderem, merulsse manu.\n(ft.) Account for the mood of fuissent, caderem.\n(&.) What is the subject of meruisse? ,\nCaesar, Books II. and III.\n1. Translate:\u00E2\u0080\u0094\nIpse Diviciacum Haeduum magnopere cohortatus docet quanto opere rei publicae com-\nmunisque salutis interslt manus hostium distineri, ne cum tanta multitudine uno\ntempore confligendum sit. Id fieri posse, si suas copias Haedui in fines Bellovacorum\nintroduxerint et eorum agros populari coeperint. His datis mandatis eum a se\ndimittit.\n(a.) Account for the mood of interslt, posse, introduxerint; case of rel publicae. What is\nthe subject of Interslt?\n2. Translate:\u00E2\u0080\u0094\nCum per eorum fines triduum iter fecisset, inveniebat ex captivis Sabim flumen a castris\nsuis non amplius milia passuum x abesse; trans id flumen omnes Nervois consedisse\nadventumque ibi Romanorum exspectare una cum Atrebatibus et Viromanduis,\nfinitimis suis (nam his utrisque persuaserant uti eandem belli fortunam\nexperirentur).\n(ft.) Sablm flumen. What is the modern name? Give the present names of the rivers\nSequana, Axona, Mosa, Matrona.\n(&.) Account for the case of triduum, milia.\n3. Translate:\u00E2\u0080\u0094\nTJnum petere ac deprecari: si forte pro sua dementia ac mansuetudine, quam ipsi ab aliis\naudirent, statuisset Aduatucos esse conservandos, ne se armis despoliaret. Sibi\nomnes fere finitimos esse inimicos ac suae virtuti invidere; a quibus se defendere\ntraditis armis non possent.\n(ft.) Account for the case of armis (both), sibi; write, in Latin, a conditional clause equivalent to \" traditis armis.\"\n(&.) Sibi omnes fere . . . possent. Rewrite in direct discourse. 9 Geo. 5 Public Schools Report. D cxli.\n4. Translate :\u00E2\u0080\u0094\nQuod iussi sunt faciunt ac, subito omnibus.portis eruptione facta, neque cognoscendi quid\nfieret neque sui conligendi hostibus facultatem relinquunt. Ita commutata fortuna\neos qui in spem potiundorum castrorum venerant undique circumventos interficiunt.\n(ft.) Parse cognoscendi; write the principal parts of fieret, potiundorum.\n5. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nId ea de causa faciebat quod cum tanta multitudine hostium, praesertim eo absente qui\nsummam imperi teneret, nisi aequo loco aut opportunitate aliqua data, legato dinii-\ncandum non existimbat.\n(ft.) Explain the case of eo and legato.\n6. Translate:\u00E2\u0080\u0094\nEodem fere tempore Caesar, etsi prope exacta iam aestas erat, tamen quod omni Gallia\npacata Morini Menapiique supererant qui in armis essent neque ad 'eum umquam\nlegatos de pace misissent, arbitrates id bellum celeriter confici posse, eo exercitum\nduxit; qui longe alia ratione ac reliqui Galli bellum gerere coeperunt.\nD.\nOvid.\n1. Translate:\u00E2\u0080\u0094\nLTt canis in vacuo leporem cum Gallicus arvo\nvidit et hie praedam pedibus petit, ille salutem;\nalter Inhaesuro similis iam iamque tenere\nsperat et extento stringit vestigia rostro;\nalter in ambiguo est an sit comprensus, et ipsis\nmorsibus eripitur tangentiaque ora relinquit:\nsic deus et virgo, est hie spe celer, ilia timore.\n(a.) Parse inhaesuro.\n(b.) Account for the mood of sit; the voice of eripitur; the case of spe.\n2. Translate:\u00E2\u0080\u0094\nPaenituit iurasse patrem: qui terque quaterque\nconcutiens inlustre caput, ' Temeraria ' dixit\n' vox mea facta tua est; utinam promissa liceret\nnon dare! confiteor, solum hoc tibi, nate, negarem:\ndissuadere licet. Non est tua tuta voluntas.\nMagna petis, Phaethon, et quae nee viribus istis\nmunera* conveniant nee tam puerilibus annis.\n(ft.) Account for the case of patrem, tua (line 3) ; the mood of liceret, negarem, conveniant.\n(&.) Scan the third and fourth lines.\n3. Translate:\u00E2\u0080\u0094\nSed tamen exitium fac me meruisse; quid undae,\nquid meruit frater? cur illi tradita sorte\naequora decrescunt et ab aethere longius absunt?\nQuod si nee fratris, nee te mea gratia tangit,\nat caeli miserere tui!\n(ft.) Parse miserere; account for the case of fratris, caeli.\nE.\nSight Teanslation.\nPanic in the Camp of Maecus Rufus.\nHis rubus cognitis, Marcus Rufus quaestor, in castrls relictus a Curione, cohortatur suos, ne\nanimo deficiant. Illi orant atque obsecrant, ut in Siciliam navibus reportentur. Pollicetur; D cxlii. Public Scpiools Report. 1918\nmagistrisque imperat navium, ut primo vespere omnes scaphas ad litus adpulsas habeant.\nSed tantus fuit omnium terror, ut alii adesse copias Jubae dicerent, alii cum leglonibus\ninstare Varum, jamque se pulverem venientium cernere, alii classem hostium celeriter\nadvolaturam suspicarentur. Itaque, perterritis omnibus, sibi quisque consulebat. Qui in\nclasse erant, proficisci properabant.\nGreek. (Time, 2 hours.)\n1. Decline :\u00E2\u0080\u0094\n(a.) In the singular : OdXarra, o-Tpanwr-qi, dvOpitnros, opvis.\n(b.) In the plural : kXioiJj, dXay\u00C2\u00A3, yepu>v, oii-ros (neuter).\n2. Decline :\u00E2\u0080\u0094\n(a.) irds in plural, the three genders ; also the plural of ey\u00C2\u00A3>.\n(b.) dybiv, iraTqp, evpo in the aorist, optative, active.\n(cl.) TrepTTio in the aorist,. indicative, middle.\n5. Write:\u00E2\u0080\u0094 .\n(a.) Sl(oku> in the first perfect, indicative, active.\n(6.) elju (be) in the present amd imperfect indicative,\n(c.) Tropevopai in the present, indicative, middle.\n(d.) Xvo> in the aorist, indicative, passive.\n6. Write:\u00E2\u0080\u0094\n(a.) Present infinitive, active and passive of iXew.\n(b.) Aorist infinitive, active, middle and passive of tcittw\n(c.) Perfect infinitive, active and passive of Xvo>.\n7. Write the principal parts of eXavvo), fyevyta, aKovw, Xapfidvai, Sokcui.\n8. Translate into English :\u00E2\u0080\u0094\n(a.) dXX' el fiovXovTai o~vv rots dXXoi's iropeveo-Oai eh rijv 'KXXdSa, rjKeiv KeXevei avrovs\nT>/S VVKTOS.\n(6.) ovk dv ovv Oavpdtjoipi el ol woXepioi ireiptiiVTo avroh eireo-dai,.\n(c.) Tovroiv tcov ^oiptuiv TTo.vTwv o-arpairai eio~tv ot tov o~ov aSeXcf>ov epiXoi.\n(a?.) Kai erroXepei Ik H-eppovqaov oppiopevos roh Qpa^l rots vwep 'EXXrjo-TrovTov oiKovcri.\n9. Translate into English :\u00E2\u0080\u0094\no Se KAeapvos Karatpevyei eh to eavrov o-rparevpa, Kai ei6vs irapayyeXXei as to. o'/TAcr\nKai tovs pev oirXiTas avrov eKeXevce peveiv, Tas ricrvrtSas jrpos ra yovara ev^ovras, avTos\nSe Xaf3u>v Tovs QpaKas ol rjo-av aimo ev Ter englifdje 9teifenbe l)atte eineit falfdjen\n5pag. @r roar uon bet ^oligei al\u00C2\u00A7 \u00C2\u00A9pion in 3>erbad)t genommen roorben (besfjalfc).\n2. Rewrite the following sentences (a) in the imperfect, and (6) in the perfect indica\ntive :\u00E2\u0080\u0094\n(l.) \u00C2\u00A9ie &efteigenjba\u00C2\u00A7 @d)iff. (2.) S)a\u00C2\u00A7 ^>au\u00C2\u00A7 umgefjen. (3.) @r erfdjeint uor bem\nftonig. (4.) SBir roerfen ba\u00C2\u00A7 papier in ben ^apierforB. (5.) S)ie \u00C2\u00A9renje\niiBerfdfreiten.\nAnd the following in the present indicative, third person singular :\u00E2\u0080\u0094\n(l.) \u00C2\u00AEie \u00C2\u00A9tabt burd)fat)ren. (2.) \u00C2\u00A9id) mit mir uitterljalten. (3.) \u00C2\u00A9id) auf ben 2Beg\nBegeBen. (4-) (5\u00C2\u00A7 tun biirfen. (0.) \u00C2\u00A9id) eine Slngaljl ^Tjferbe Befefjen. (6.) 35er\n@raf Befal)! feinem SSegleiter.\n3. (a.) Insert suitable prepositions in the following sentences : \u00E2\u0080\u0094\n(l.) Sniei Biegen Begegneten fid)\u00E2\u0080\u0094-einem \u00E2\u0096\u00A0 fdfmafen \u00C2\u00A9tege, ber\u00E2\u0080\u0094eaten tiefen \u00C2\u00A9trom\nfiitjrte. (2.) \u00C2\u00A9ie ftitrjten\u00E2\u0080\u0094bem fdjmalen \u00C2\u00A9teg IjinaB\u00E2\u0080\u0094ben %ln%. (3.) \u00E2\u0080\u0094ber\nSDJonate Suit unb 3luguft Eann man eg jeben SJtorgen\u00E2\u0080\u0094eine\u00C2\u00A7 gerranoljrS fefiert.\n(b.) Substitute pronoun + preposition for preposition + noun (or relative) :\u00E2\u0080\u0094\n(l.) 9Der ftnaBe ftfct auf bem Slab: (2.) \u00C2\u00AEa\u00C2\u00A7 @la\u00C2\u00A7, au\u00C2\u00A7 bem id) franf- (3.) SDer\n23-ogeI frifjt.einige. uon ben J?ornd)en. (4.) 3Die geber, mit roeldjer id) fd)rie6.\n4. Turn the second sentence of each group into a relative clause :\u00E2\u0080\u0094\n(l.) \u00C2\u00AEer \u00C2\u00A9teg roar fdpnal; er fiifjrte ABer ben \u00C2\u00A9trom. (2.) 3fd) fud)e biejenigen; er r)at\nifjiten gebroijt. (3.) 3)u roeifjt e\u00C2\u00A7 root)! bod) nidjt: bu Bift fo jung. (4.) $d) roeig\n\u00E2\u0096\u00A0. ba\u00C2\u00A7 ntd)t; bag l)et\u00C2\u00A7t etroas. (5.) SSie Uingere Beftanb auf ifyrem @nt\u00C2\u00A7d)[ujJ:; ifjre\n@ebulb ging ju (Snbe. (6.) 3)er erfte \u00C2\u00A9to| mad)te bem \u00C2\u00A9treit ein (Snbe; feine\n,\u00C2\u00A3>efngfeit roar fo grog.\n5. Make the verb of the following sentences passive :\u00E2\u0080\u0094\n(l.) S)er \u00C2\u00A3ned)t fiitterte ben Jfpunb unb bie j?atje. (2.) Eer \u00C2\u00A9perBer rotrb bie Staupen\noertifgen. (3.) 3Der &l)rer roiirbe ben \u00C2\u00A9djiilern ba\u00C2\u00A7 33ilb jeigen. (4.) \u00C2\u00A9ie \u00C2\u00A9djiiler\nroitrben bie grage Beantroortet IjaBen.\n6. Give the comparison of SDer I)oI)e 33aum, and express in German : This is highly im\nprobable ; he would rather stay at home ; the wren flew highest.\n10 D cxlvi. Public Schools Report. 1918\n7. Reproduce :\u00E2\u0080\u0094\nOne day a young count was travelling along a lonely road. He went into an inn\nand ordered a simple meal. The innkeeper asked five pounds for the meal. The\ncount smiled and said, \" Are eggs, bread and butter scarce here V \" No,\" said\nthe cunning innkeeper, \" but counts are very scarce.\"\n8. Translate :\u00E2\u0080\u0094\n(a.) (1.) It is ten to eleven. (2.) For three days to come. (3.) In the morning.\n(4.) On April 1st. (5.) How are you? (6.) I succeed. (7.) She resembles\nher mother. (8.) I am to go to London. (9.) May I go? (10.) What\nare those ?\n(b.) (1.) Goethe was eighty-four when he died. (2.) Professor Strong has now been\nin Berlin for a month. (3.) He took his leave so as not to-be seen. (4.)\nWhen we came to the large lake, a ferryman took us across. (5.) He ought\nnot to have gone home. (6.) That may be true, but you shall obey.\n(7.) As soon as he had betrayed himself, he was arrested. (8.) What did\nthe wren do when the eagle had flown as high as he could 1 (9.) He who\nwill not be advised cannot be helped. (10.) This reply pleased the French\nofficer so much that he set the lad free.\nGerman Translation. (Time, 2 hours.)\n1. Translate :\u00E2\u0080\u0094\n(a.) @o BlieB e\u00C2\u00A7 benn nid)t au\u00C2\u00A7, baf; ber SBauer Balb im gangen Sanbe al\u00C2\u00A7 \u00C2\u00A9rjgeijljals\nn'erfdjrteen roar. 35a\u00C2\u00A7 tarn fdjlieftlid) aud) gu Dt)ren beg Serggeifteg, unb er\nBefd)iof3, ben erBcirmlidjen \u00C2\u00A9eijljalg bafiir ju gitcrjtigen. 3U bem jgroecfe nat)m\ner bie \u00C2\u00A9eftalt eine? 33auemtnea)te\u00C2\u00A7 an, aBer eineg fel)r fd)road)lid)en. \u00C2\u00A9o ging\ner ju bem Sauern unb fprad): ,,2Id), \u00C2\u00A7err, net)mt mid) bod) a!\u00C2\u00A7 \u00C2\u00A3)refd)er an ;\nid) arBeite fiir jtuei 9Jcann unb nerlange nur roenig Sorm.\"\u00E2\u0080\u0094,,3d) mufj juerft\nfet)en, oB bu ftart* genug Bift,\" fprad) ber Sauer, unb fie gingen mit einanber\njur \u00C2\u00A9dfeune, roo bem fd)road)Iid)en J?ned)te SlrBeit angeroiefen rourbe. SDBie\nerftaunte aBer ber 23auer, alii er fal), mit roeldjer Uraft uub \u00C2\u00A9eroanbttjeit ber\n\u00E2\u0080\u00A2ftnedjt ben Otegel t)anbl)aBte; unb bag ging uon morgeng frill) Big aBenbg fpat,\not)ne 2luft)5ren immer fort unb fort; unb baBei afj unb tranf ber 93urfd)e faft\nnid)t\u00C2\u00A7. S)a rieB fid) ber 93auer uergniigt bie ,\u00C2\u00A3>anbe; benn fold) einen 5Drefd)er\nt)atte er nod) nicfjt getjabt.\n(5.) Thereupon she started on her way home. But soon the basket of leaves\nwhich she had gathered for her goat seemed to get heavier and heavier, and\nshe reached home with great difficulty, but before she went to bed she fed\nthe goats with the leaves. She then put her children to bed. Next\nmorning she found both goats lying dead on the ground. On examining\nthem more closely, she found that the leaves had turned into gold-pieces.\nShe was full of joy, collected the money, and took it to the parish priest to\nkeep for her.\n2. Translate:\u00E2\u0080\u0094\n(a.) llnter bem 2Beil)nad)t\u00C2\u00A7Baum liegen \u00C2\u00A9efdjenfe. S)a liegen \u00C2\u00A9pielfad)en fiir bie fleinen\nSnaBen unb SJMbdjen, 23ud)er unb anbere nii^lidje \u00C2\u00A9ad)en fiir bie grofjeren.\n3)ie Jtinber fingen 3Sett)nad)t\u00C2\u00A7lieber unb fpielen mtt ben \u00C2\u00A9pielfadjen. (Sing l)at\neine fdfone 5}3uppe, bag anbere l)at einen fcpnen, grofj-en 23all, ba\u00C2\u00A7 britte t)at ein\ngauges 9iegiment \u00C2\u00A9olbaten au\u00C2\u00A7 S3Iei. 3)ie \u00C2\u00A9Item fit)en auf bem Sofa unb finb\nglucElid). ,,v3rot)lid)e 3Beil)nad)ten !\" l)6rt man ilBerall.\n9Xm erften 2j3eiB,nad)tgtag giefjt man fid) bie Beften Kletber an unb gel)t in bie JStrdfe.\n\u00C2\u00A7od) oBen auf bem itlrdjturm tauten bie SBeiB,nad)t\u00C2\u00A7glod)en, unb in ber J?ird)e\nprebigt ber 3prebiger: ,,@t)re fei \u00C2\u00A9ott in ber Jpot)e, griebe auf (Srben unb ben\nSRenfdjen ein 2Bol)lgef alien.\" 9 Geo. 5 Public Schools Report. D cxlvii.\n3lm einunbbreifj-igften jDegemBer ift bag alte !$al)x gu @nbe. 2lm erften ^anuar\nBeginnt bag neue 3at)r. \u00C2\u00AEer erfte ^anuar ift ber erfte Sceujatjrgtag, ber groeite\n^anitar ift ber groeife 9teujal)rgtag. 21m einunbbreifjigften fcegemBer aBenbg\nift \u00C2\u00A9iluefter. \u00C2\u00A9iluefter roirb aud) in jebem beutfdjen .jpaufe gefeiert. 2l6enbg\nift ein grofjeg g-efteffen. tint groolf Ut)r fltngen bie \u00C2\u00A9lafer, unb itBerall Ijort\nman: ,,^rogit Dceujafyr!\"\n(b.) A peasant girl whose name was Mary was going to the market one day with a\njug of milk on her head. The morning was fine; the birds were singing ;\nit was the month of flowers and songs. Mary began to think of all the\nthings she would be able to buy when she had sold her milk. \" First, I\nshall buy a hen,\" she said to herself, \" then I shall have eggs, and eggs will\nbecome chickens. By selling the chickens, I shall have enough to buy a\nnew dress.\" Mary jumped with joy at this thought. 'Then the jug with\nthe milk fell on the ground. Farewell, jug, milk, eggs, chickens, dresses.\njug = krug, m.\n3. Translate (unseen) :\u00E2\u0080\u0094\nEarbtnal gefd), ber Dt)eim -ftapoleong I-, leBte fel)r gurM gegogen, empfing nur roenige\n5|Serfonen unb raarf faum einen Site! in bie ,3eitungen. S)rei= ober uiermal im\nSatfre gaB er ein 35iner, gu roeld)em er bie (Sinlabungen felBft ergeljen lief},\n\u00C2\u00A9elten fagte einer ber \u00C2\u00A9elabenen aB, unb nod) feltener tarn jemanb gu fpdt. 2jBie\nerftaunten bat)er bie \u00C2\u00A9dfte, alg man eineg \u00C2\u00A3ageg urn 6 Uljr nod) nid)t gu \u00C2\u00A3ifd)e\nging. Gnblici) fragte einer ber \u00C2\u00A9elabenen ben Sarbinal, 06 er nod) \u00C2\u00A9dfte erruarte.\n\u00C2\u00AEie 2lntroort lautete Bejal)enb. SSieberum nerflof; eine tjalBe \u00C2\u00A9tunbe, unb niemanb\nlief^ fid) feljen. (Snblid) fprad) man bie Sermutl)ung aug, ber \u00C2\u00A9rroartete modjte\nuielleid)t (rant fetn. ,,5Dag tft unmbglid),\" erroiberte gefd), ,,ber Jperr \u00C2\u00A9enator\n\u00C2\u00A9raf uon S3ooitte;Serour t)dtte aBfagen laffen.\"\u00E2\u0080\u0094,,2l6er \u00C2\u00A9mtneng, ber \u00C2\u00A9raf rut)t fa\nBereitg fed)g SOtonate im \u00C2\u00A9rafie!\" Sddfeinb fagte ber Jlirdfenfurft: ,,2j3irtlid), bag\nift fdfabe! Dlun, bann rootlen roir fdfnelt gu Siifdfe get)en unb benfen, ber roitrbige\n.fperr fifce mitten unter ung.\" D cxlviii. Public Schools Report. 1918\nUniversity Matriculation. (Senior.)\nEnglish Composition. (Time, 3 hours.)\n1. Rewrite each of the following sentences as you think best, and state clearly your reasons for\nthe changes made :\u00E2\u0080\u0094\n(ft.) I have lived in many countries, some for only a short time, while a year or more has\nbeen spent in others.\n(6.) The directors offered to liberally reward her, but she begged them to give it to her\nfather,\n(c.) He was deaf, caused by an early attack of scarlet fever.\n(d.) The thief, who was in no way daunted by the presence of the magistrate, remarked\nthat if he had been brought up in luxury as he was, he might also have been as\nworthy as he.\n(e.) Tom ran but once and lost, and after watching the races till late, we left the grounds.\n2. Write a carefully constructed paragraph on the ways of securing force in your writing,\n3. Discuss concisely: mixed metaphor, barbarism, the use of repetition.\n4. Write an essay of at least three pages on one of the following:\u00E2\u0080\u0094\n(a.) Humorous Figures in Chaucer's \"Prologue.\"\n(b.) The Two Brothers in \" Comus.\"\n(c.) My First Play.\n(d.) Food Conservation in British Columbia.\nEnglish LiteriVture. (Time, 3 hours.)\n1. Write at least one page on the humour of Chaucer's \" Prologue.\"\n2. What is the Chaucerian meaning of: floytynge; tvood; vileynye; \"a fynch eek konde he\npulle\"? Write a sketch of the Clerk.\n3. What message has Spenser for the young man of to-day?\n4. (o.) Why has it been thought that Spenser had the Earl of Leicester in mind while writing\nabout Prince Arthur?\n(6.) Was Leicester connected with Spenser's life?\n(c.) Describe Despair and Charissa, indicating the allegorical touches.\n5. Write at least one page on the beauty of Milton's style.\n6. (o.) What are the most important points in the Elder Brother's philosophy?\n(6.) Write notes on Chimera, Naiad, \"The Graces and the Rosy-bosomed Hours.\"\n7. Write on five of the following (about 25 per cent, of the total marks will be assigned to this\nquestion) :\u00E2\u0080\u0094\n(ft.) What Wycliffe did for English prose.\n(b.) Gawayne and the Green Knight,\n(c.) The Scottish poets of the Fifteenth Century.\n(d.) Aspiration in Marlowe's plays.\n(e.) The decline of the drama in the Seventeenth Century.\n(/.) Any pre-Shakespearian poem (except Chaucer's \"Prologue\") to which you have\ngiven special attention. 9 Geo. 5 Public Schools Report. D cxlix.\nHistory. (Time, 3 hours.)\n[Answer five questions only.]\n1. Describe the rise of Russia\u00E2\u0080\u0094especially the aims and achievements of Peter the Great.\n2. Describe the events and reforms of the French Revolution from the summoning of the Estates\nGeneral up to the dissolution of the National Assembly in September, 1791.\n3. Discuss the causes of the fall of Napoleon I.\n4. Give an account of the reconstruction of Europe at the Congress of Vienna, and describe the\npolitical aims of Metternich.\n5. Contrast the conditions of the working class before and after the Industrial Revolution.\n6. Tell the story of the liberation and unification of Italy.\n7. Give an account of the chief political and social reforms in England in the nineteenth century.\nAlgebra. (Time, 3 hours.)\n1. (a.) If x + y cc as \u00E2\u0080\u0094 y, prove x2 + y2 ocxy.\n(b.) If a, b, and c are in continued proportion, show that (a + c)>2b.\n2. (a.) Derive the formula for finding the sum of a Geometrical Progression of n terms.\n(b.) Show how to adapt this formula to finding the sum of an infinite number of terms of\na decreasing G.P., and apply this to find the value of .423.\n3. Compare the lengths of the sides of a right-angled triangle when the values of the squares\non the sides form an Arithmetical Progression.\n4. (a.) Form the equation the sum of whose roots is m and the sum of the squares of whose\nroots is n2.\n(b.) The difference of the roots of the equation x2 + ax + 6 = 0 is 6. Deduce, the value of\ncs to 2 places of decimals.\n5. (a.) If nCr is the number of combinations of n things taken r at a time, show that\n\u00E2\u0096\u00A0C^,:-0,\n= r: n.\n(b.) A cricket eleven has to be chosen from 13 men, of whom only 4 can bowl. In how\nmany ways can the team be made up so as to include at least 2 bowlers 1\nj 2^15\n6. (a.) Write down the first four terms of the expansion of lx + -\nI 1\2\u00C2\u00BB\n(b.) Find the middle term in the expansion of I 3x \u00E2\u0080\u0094 I\n7. (a.) Prove log ab2 x log bc2 = log aci.\n(b.) Find the log of 125 to the.base of 5 \/5.\n8. (a.) Calculate the value of 6 J65 ; given\u00E2\u0080\u0094\nlog 2 = .3010300,\nlog 3 = .4771213,\nlog 13 = 1.1139434,\nlog 84962 = 4.9292247,\nlog 84963 = 4.9292298.\n(b.) Given log 2, solve the equation (|)*+*=(25)8*+2.\n9. With the same axes draw the graphs of : (1.) y = 3x2- ix + 2 and (2.) y= 6x+ 12.\nFind the values of x at the point where the graphs intersect and verify by solving the\nequation 3ar - 4a; + 2 = 6x + 12. D el. Public Schools Report. 1918\nGeometry. (Time 3 hours.)\n1. In a trihedral angle the sum of any two of the face angles is greater than the third.\n2. Show that in general three planes meet at a point. Indicate three exceptional cases.\n3. The areas of similar triangles are proportional to the squares on corresponding sides.\n4. If ABC be a triangle, right-angled at A, and AD be drawn perpendicular to BC, show that:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) BC2: BA2:: BC : BD.\n(2.) BC2: CA2:: BC : CD.\nHence deduce that BC2 = BA2+AC2.\n5. The rectangle contained by the diagonals of a quadrilateral inscribed in a circle is equal to\nthe sum of the two rectangles contained by its opposite sides.\n6. P is a point on the arc BC of the circum-circle of an equilateral triangle ABC. If P be\njoined to A, B, and C, show that PB+PC = PA.\n7. If two straight lines are parallel and one of them is perpendicular to a plane, then the other\nis also perpendicular to the same plane.\n8. Prove that all points in space equidistant from two given points lie in a plane.\nTrigonometry. (Time, 3 hours.)\n1. On a globe of 6 miles diameter, an arc of 495 yds. is measured. Find the radian measure\nof the angle subtended at the centre of the globe.\n2. Solve the equations for the smallest positive angles :\n(a.) cos 9 9 = cos 5 9- cos 9.\n(b.) cosec x = 1 + cot x.\n(c.) cot (20\u00C2\u00B0+ 6) = tan (40\u00C2\u00B0 + 2 9).\n3. Prove the identities :\u00E2\u0080\u0094\ncos B c -b cos A\n(a.) -= . v\ncos C b - c cos A\n(6.) 1+cos 4 A = 2 cos 2 A (1-2 sin 2A).\n(c.) sin a cos (/3 + y) \u00E2\u0080\u0094 sin /3 cos (a + y) = cos y sin (a \u00E2\u0080\u0094 f3).\nn\ngiven log 2 = .30103.\n4. Solve 2-\nW\n52-+1 = A\n2v)\n5. Prove:\u00E2\u0080\u0094\nB^C b-c A\n(a.) tan = cot \u00E2\u0080\u0094.\n2 b + c 2\n(s-b)(s-c)\nA\n(b.) sin \u00E2\u0080\u0094 =\n2 \ be\n(c.) A = j \u00C2\u00AB6 sin C. 9 Geo. 5 Public Schools Report. D cli.\n6. Prove that the triangle is ambiguous and find the other angles, having given\u00E2\u0080\u0094\n6 = 16 log 2 = .30103 L sin 33\u00C2\u00B0 15'= 9.7390129.\ne = 2o L sin 58\u00C2\u00B0 56'= 9.9327616.\nB = 33\u00C2\u00B0 15' L sin 58\u00C2\u00B0 57'= 9.9328376.\n7. A vertical pole (more than 100 feet high) consists of two parts, the lower being ^ of the\nwhole. From a point in the horizontal plane through the foot of the pole and 40 feet\nfrom it, the upper part subtends an, angle whose tangent is t\. Find the height of\nthe pole.\nOr\nA tower stood at the foot of an inclined plane whose inclination to the horizon was 9\u00C2\u00B0.\n100 feet up the incline the tower subtended an angle of 54\u00C2\u00B0. Find the height of the\ntower, having given log 2 = .30103, log 114.4123 = 2.0584726, L sin 54\u00C2\u00B0 = 9.9079576-.\n8. A flagstaff, 100 feet high, stands in the centre of an equilateral triangle which is hori\nzontal. From the top of the flagstaff each side subtends an angle of 60\u00C2\u00B0; prove that\nthe length of the side of the triangle is 50 \/6 feet.\n9. (a.) Prove A = 2 R2 sin A sin B sin C.\n(b.) The sides of a triangle are 13, 14 and 15 feet; prove that (1) R = 81 feet; (2)r = 4feet.\nChemistry. (Time, 3 hours.)\n1. Describe in detail an experiment by means of which you would determine quantitatively the\nchemical composition of water. Illustrate by means of a line drawing.\n2. Write a brief account of the element aluminium, describing its occurrence, preparation,\nproperties, and uses.\n3. 0.555 gram of iron is dissolved in hydrochloric acid out of contact with air. Write the\nchemical equation showing what has taken place. What volume of hydrogen is liberated,\nthe gas being measured over mercury at 735 mm. pressure and 22\u00C2\u00B0 C? Fe = 55.88,\nH = 1.00, O = 16..00.\n4. Explain the terms \" equivalent weight,\" \" supersaturated solution,\" \" electrolyte,\" \" electro\nlysis,\" \" cathode,\" \" ionization.\" When calcium chloride is dissolved in water it is said\nto be ionized; what evidence is there in favour of this assumption? Write a chemical\nequation illustrating the reaction involved.\n5. State in your own words what is meant by the periodic arrangement of the elements. What\nproperties are the elements of the second group of Mendelejeffs table likely to have?\nHow will these properties vary with the increase in atomic weight?\n6. What are the chief ores of iron? Describe a process by which the metal is obtained from one\nof these ores.\n7. Give the chemical formula; of the more important acids of phosphorus and the sodium salts\nderived from these acids.\n8. If you suspected that a solution contained salts of mercurous mercury, copper, bismuth, iron,\nand zinc, what tests could you apply to confirm your suspicions? Write the principal\nchemical equations involved in these tests.\n9. Write the structural formula? for methane and methyl alcohol,' also for ethane and ethyl\nalcohol.' How is ethyl acetate prepared? How could you prove that the substance\nprepared was ethyl acetate? D clii. Public Schools Report. 1918\nPhysics. (Time, 3 hours.)\n[Twelve questions only to be answered.]\n1. A balloon ascends with a uniform acceleration of 5 feet per second per second. At the end\nof one minute a body of mass 10 pounds is released from it. Find (ft) how long the body\nwill take to reach the ground, (6) the kinetic energy of the body when it strikes the\nground. Neglect air friction.\n2. A cubical block of granite of edge 3 feet and weighing 4500 pounds is raised by thrusting one\nend of a crowbar 40 inches long under it to a distance of 4 inches and then lifting on the\nother end. What force must be exerted? ,\n3. Show how to determine the specific gravity of lead shot by means of a specific gravity bottle.\n4. Describe an experimental proof of Boyle's law.\n5. Give a careful description of a laboratory method of finding the velocity of sound in air.\n6. On mixing 1,000 grams of a substance having a specific heat of 0.85, at a temperature of\n12\u00C2\u00B0 C, with 500 grams of a second substance at a temperature of 120\u00C2\u00B0 C, the resulting\n. temperature is 45\u00C2\u00B0 C. What is the specific heat of the second substance?\n7. At a temperature of 15\u00C2\u00B0 C. the barometric height is 763 mm. as indicated by a brass scale\nwhich is correet at 0\u00C2\u00B0 C. What would be the reading if the temperature fell to 0\u00C2\u00B0 C?\nThe coefficient of linear expansion of brass is 0.000019, of mercury 0.000062.\n8. Describe any method of measuring the illuminating power of a light source.\n9. How would you proceed to determine the focal length of (ft) a concave and (b) a convex\nmirror?\n10. Describe a simple method of measuring the refractive index of glass.\n11. Write fully upon the magnetic field of the earth.\n12. Explain the action of a simple electrical condenser.\n13. A circuit is formed of 6 similar cells in series and a wire of 10 ohms resistance. The E.M.F.\nof each cell is 1 volt and its resistance is 5 ohms. Determine the difference of potential\nbetween the positive and negative poles of any one of the cells.\n14. Describe the construction and mode of action of an induction coil.\n15. A 25-candle-power tungsten lamp used on a 25-volt circuit takes 1 ampere. Find its efficiency.\nLatin Composition, Sight Translation, and Roman History. (Time, 3 hours.)\nA.\nTranslate into Latin :\u00E2\u0080\u0094 *\n1. Alarmed by Caesar's arrival the Germans immediately sent a delegation to see what could\nbe done in the way of obtaining peace. Caesar answered that they must return into\nGermany and make their home in the territory of the Ubii.\n2. One of the captives said: You can reach the town in three hours; there the Roman\narmy has amassed all its treasure; the garrison is so small that even the wall\ncannot be manned and no one dares venture outside the fortifications (use indirect\nnarration).\n3. (ft.) He said that if night had not put a stop to the battle, no one would have survived.\n(&.) He did not perceive the nature and extent of the danger.\n(c.) When asked his opinion, Themistocles advised the citizens to build one hundred ships. 9 Geo. 5 Public Schools Report. D cliii.\n4. (ft.) The Aedui said that their children ought not to have been carried off into slavery.\n(b.) Caesar said that he would save the town if the inhabitants surrendered before the\nbattering-ram touched the wall. \u00E2\u0080\u00A2\n. (c.) It was not possible to persuade the cavalry to sustain the attack of the enemy.\nB.\nTranslate into English :\u00E2\u0080\u0094\nAn Idle Boy.\nTres pueri ad ludum ventitabant. Ludi autem magister eos multa et utilia docere voluit:\ncuram enim adhibebat non modo ut Latine et Graece loquerentur, sed et ea, quae\ngeometrae et mathematici scripsissent, iutellegerent. At, quum tres menses haec\ndidicissent, ludi magister experiri voluit, utrum ea quae docuisset in memoria retinereut\nnecne. \" Die mihi,\" inquit ille, \" orbisne terrarum circum solem movetur an sol circum\norbem terrarum volvitur? \" Pueri autem quid respondere possent nesciebant: primus\nigitur respondit orbem terrarum circum solem moveri, secundus autem rem contrarie\ndispositam esse affirrnavit. Sed tertius in diversas partes distractus, \" Uno die,\" inquit,\n\" sol circum orbem terrarum, altero orbis terrarum circum solem movetur.\"\nC.\n1. Write an account of the battles of Mylae and fecnomus. \u00E2\u0080\u00A2\n2. A brief summary of the events of the years 218-216 b.c.\n3. The war in Africa 206-202 b.c.\n4. Brief notes on Hamilcar, Lutatius Catulus, Marcellus, Delendo est Carthago.\nLatin Authors. (Time, 3 hours.)\nA.\nCicero, De Senectute. x\n1. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nCato. Faciam ut potero, Laeli. Saepe enim interfui querellis aequalium meorum\n\u00E2\u0080\u0094pares autem vetere proverbio cum paribus facillime congregantur\u00E2\u0080\u0094quae C. Salinator,\nquae Sp. Albinus, homines consulares, nostri fere aequales, deplorare solebant, turn quod\nvoluptatibus carerent, sine quibus vitam nullam putarent, turn quod spernerentur ab eis,\na quibus essent coll soliti* qui mihi non id videbantur accusare, quod esset accusandum.\nNam si id culpa senectutis acclderet, eadem mihi usu venirent reliquisque omnibus\nmaioribus natu, quorum ego multorum cognovi seneetutem sine querella, qui se et libidinum\nvinculis laxatos esse non moleste ferrent nee a suis despicerentur.\n(ft.) Account for the case of quae, usu, natu; the mood of putarent, spernerentur, esset,\nacclderet, ferrent.\n2. Translate:\u00E2\u0080\u0094\nAge, ut ista divina studia omittamus, possum nominare ex agro Sabino rusticos Romanos,\nvicinos et familiares meos, quibus absentibus numquam fere ulla in agro maiora opera\nfiunt, non serendis, non percipiendis non condendis fructibus. Quamquam in aliis\nminus hoc mirum est, nemo enim est tarn senex qui se annum non putet posse\nvivere; sed idem in eis elaborant, quae sciunt nihil ad se omnino pertinere:\nserif arbores, quae alteri saeclo prosint,\nut ait Statius noster in Synephebis. Nee vero dubitat agricola, quamvls sit senex,\nquaerentl cui serat respondere: ' dis immortalibus, qui me non accipere modo haec\na maioribus voluerunt, sed etiam posteris prodere.' D cliv. Public Schools Report. \u00E2\u0096\u00A0 1918\n(ft.) Account for the case of quibus, fructibus, nihil, quaerenti, cui; the mood of putet, prosint.\nsit, serat.\n3. Translate:\u00E2\u0080\u0094\nAn censes, ut de me ipse aliquid more senuin glorier, me tantos labores diurnos noc-\nturnosque domi militiaeque suscepturum fuisse, si isdem finibus gloriam meam quibus\nvitam essem terminaturus? Nonne melius multo fuisset otiosam et quietam aetatem\nsine ullo labore et contentione traducere? Sed nescio quo modo animus erigens se\nposteritatem ita semper prospiciebat, quasi, cum excessisset e vita, turn denique\nvicturus esset.\n(ft.) Account for the mood of glorier, suscepturum fuisse, fuisset, esset.\n4. What do you know of Sophocles, Fabricius, Ennius, Cyrus, Pythagoras?\n5. Write briefly on either Cato or Cicero.\nB.\nGeorgie IV.\n1. Translate:\u00E2\u0080\u0094\u00E2\u0080\u00A2\nHinc nescio qua dulcedine laetae\nprogeniem nidosque fovent, hinc arte recentis\nexcudunt ceras et mella tenacia fingunt.\nHie ubi iam emissum caveis ad sidera caeli\nnare per aestatem liquidam suspexeris agmen\nobscuramque trahi vento mirabere nubem,\ncontemplator; aquas dulcis et frondea semper\ntecta petunt.\n(o.) Parse mirabere, contemplator.\n2. Translate:\u00E2\u0080\u0094\nSin durani metues hiemem parcesque futuro\ncontusosque amnios et res miserabere fractas:\nat suffire thymo cerasque recidere inanis\nquis dubitet? Nam saepe favos ignotus adedit\nstellio et lucifugis congesta cubilia blattis;\nimmunisque sedens aliena ad pabula fucus\naut asper crabro imparibus se immiscuit armis,\naut dirum tiniae genus, aut invisa Minervae\nlaxos in foribus suspendit aranea cassis.\n(ft.) Account for the mood of dubitet.\n3. Translate:\u00E2\u0080\u0094 '\nIamque pedem referens casus evaserat omnis,\nredditaque Eurydice superas veniebat ad auras\npone sequens, namque banc dederat Proserpina legem,\ncum subita incautum dementia cepit amantem,\nigiioscenda quidem, scirent si ignoscere manes:\nrestitit, Eurydicenque suam iam luce sub ipsa\nimmemor, heu, victusque anlmi respexit.\n(ft.) Account for the case of reddlta, anlml; the mood of scirent.\n(b.) Scan the second and third lines.\n4. What are the meanings of the following words: bucula, fucus, cancer, cunabula, gutta, mel.\nincus, sopor, messis, radix, fenestra, gurges.\n5. Give a brief sketch of Virgil's life, quoting a stanza from Tennyson's tribute to him. 9 Geo. 5 Public Schools Report. D civ.\n1. Translate :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nOvid, Elegiac Selections.\ncolle sub Elysio nigra nemus ilice frondet,\nudaque perpetuo gramine terra viret:\nsiqua fides dubils, volucrum locus ille piarum\ndicitur, obscenae quo prohibentur aves;\nillic innocui late pascuntur olores\net vivax phoenix unica semper avis;\nexplicat ipsa suas ales Iunonia pumas,\noscula dat cupido blanda columba mari.\npsittacus has inter nemorali sede receptus\nconvertit volucres in sua verba pias.\nossa tegit tumulus, tumulus pro corpore magnus,\nquo lapis exiguus par sibi carmen habet:\n' colligor ex ipso dominae placuisse sepulcro;\nora fuere mihi plus ave docta loqui.'\n(\u00C2\u00AB.) Explain unica semper avis.\n2. Translate:\u00E2\u0080\u0094 *\nVade salutatum, snbito perarata, Perillam,\nlittera, serinonis fida ministra mei!\naut illam invenies dulci cum matre sedentem,\naut inter libros Pieridas'que suas.\nquicquid aget, cum te scierit venisse, relinquet,\nnee mora, quid venias quidve, requiret, agam.\nvivere me dices, sed sie, ut vivere nolim,\nnee mala tarn longa nostra levata mora;\net tamen ad Musas, quamvis nocuere, reverti,\naptaque in alternos cogere verba pedes.\n(ft.) Account for the mood of agam, nolim, nocuere.\n(b.) Explain perarata, Plerldas, mala, alternos pedes.\n3. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nIlle ego qui fuerim, tenerorum lusor amorum,\nquem legis, ut noris, accipe posteritas.\nSulmo mihi patria est, gelidis uberrimus undis,\nmilia qui novies distat ab Urbe decern,\neditus hie ego sum; nee non ut tempora noris,\ncum cecidit fate consul uterque pari,\nsiquid id est, usque a proavis vetus ordinis heres,\nnon modo fortunae munere factus eques.\nnee stirps prima fui; genito sum fratre creatus,\nqui tribus ante quater mensibus ortus erat.\n(ft.) Account for the mood of fuerim, noris.\n(b.) Explain the poet's allusions to the time of his birth and to the rank of his family.\n4. Translate:\u00E2\u0080\u0094\naera dabant olim. melius nunc omen in auro est,\nvictaque concessit prisca moneta novae,\nnos quoque templa iuvant, quamvis antiqua probemus,\naurea. maiestas convenit ista deo.\nlaudamus veteres, sed nostris utimur annis:\nmos tamen est aeque dignus uterque coll.\n(ft.) moneta\u00E2\u0080\u0094what is the English derivative? How does it come to have its meaning?\n(b.) coli\u00E2\u0080\u0094what would be the regular expression in prose? D .clvi. Public Schools Report. 1918\nGreek Prose Composition, Sight Translation, and History. (Time, 3 hours.)\n1. Translate into Greek :\u00E2\u0080\u0094\n(a.) May they never find out that he died as a slave.\n(b.) Let us send messengers to ascertain what has happened. \u00E2\u0080\u00A2\n(c.) He said he had no money.\n(d.) Do not ask him where he has hidden the money.\n(e.) Surely you knew that we would remain where we were.\n(f.) He was too honourable to try to deceive us.\n(g.) No one could persuade these youths not to set out to foreign lands.\n(h.) Were you not afraid that the enemy's soldiers would wish to injure you 1\n(i.) Since he did his duty you ought not to reproach him.\n(j.) They accused him of cowardice. (\n2. Translate into English :\u00E2\u0080\u0094\nAthens prepares for a siege.\n'Ev Se reus 'A.9rjvaiS Trjio~Tdvai Kal -rdXXa iravra ws eis\niroXwpKiav irapao-Kevd^eiv Trjv 7roAtF.\nXenophon.\n3. Write with some fullness upon The Delian Confederacy : (a.) Its occasion ; (6.) its object;\n(c.) its development; (c/.) its final issue.\n4. Write upon :\u00E2\u0080\u0094\n(a.) The Four Hundred.\n(b.) The peace of Nicias.\n(c.) Alcibiades.\n5. Discuss the causes of the Peloponnesian War.\n6. Give a chronological outline of the events from 411\u00E2\u0080\u0094404.\nGreek Authors. (Time, 3 hours.)\nA.\nLucian, Selections.\n1. Translate :\u00E2\u0080\u0094\npr] pvo'a^Tj'S Se tov abipaTos rb evTeXes prjSe Trjs eo-9yjTos to irivapov airb yap toiovtwv\noppo>pevo7roi'i y'evoio;\nt^-qXunbv Se Kal tov irarepa diroSel^eis, TrepiiSXeirTov Se aTrocpaveh Kal tijv irarpiSa.\nravTa Kal eTi tovtuv irXelova Sia-n-Taiovcra Kal f3apf3api\u00C2\u00A3ovo-a ird.vTo9ev ehrev ri 'Ye^vq,\npdXa Stj enrovSrj crvvelpovcra Kal ireWeiv pe treiporpevrp dXX' ovKerc pepvqpar rd\nirXeio-Ta yap pov tt/v pvrjpvv rjSft Siecpvyev. eirel 8' ovv e-rraveraTO, dpye-rai -q erepa\n&Se jtcos\" 9 Geo. 5 Public Schools Report. . D clvii.\n(a.) Write a note on the artists mentioned.\n(6.) Is the use of y'evoio regular?\n2. Translate :\u00E2\u0080\u0094\nAEAd?. 'O HepiavSpo<;, oipai, eyaipev ai5\u00E2\u0084\u00A2 Kai TToAAaKis pereirepTrero avrbv ewi rrj reyvy,\no Se TrXovTijcras Trapd totj Tvpdvvov eire9vpncre trXevcras oiKaSe es eSei^e iroXvv dy(ov\n^pvcrov re Kal apyvpov, heel Kara pecrov to Alyaiov eyevovro, or ifiovXevovcriv avr<2 ol\nvavrai- 6 Se\u00E2\u0080\u0094yjKpoiaprjv yap airavra wapavewv T(3 o~Kaei\u00E2\u0080\u0094'Evra Tavra vpiv SeSoKrai,\necjrq, dXXd T'qv CTKevrjV dvaXa/36vra pe Kal acravra 8prjv6v Tiva eir' epavrix) eKovra. edo~are\npti^ai epavTov. eirerpeipav ol rarYai Kal dveXaf3e rrjv crKevrjV Kai fjo-e irdvv Xiyvpov,\nKal eirecrev -es T'qv 9dXarrav oos avriKa 7rdvTs diro9avovp.evos, rqs (fiiXopovo-la's.\n3. Translate :\u00E2\u0080\u0094\nd?IA. \"ATOvra SbTiyy rd irepl rusv (3ao-iXeojv Kal piKpov 8eiv airio-ra. ti Se o StDKpdr^s\neirparre Kal Aioyevq^ Kal el' tis dAAos twv aotpiav ;\nMEN. 'O pev 2&>KpdT?;s KaKei irepiep-^erai SieXey^wv dVa iras- ervveuji 8' avro) JlaXapi'qSns\nKal 'OSwcreis Kal Neo-raip Kai el' tis dAAos AdAos veKpos. en pevroi eiretpvo-qro avTui\nKal SnoSijKei eK ttJs epappaKoiroo-las rd o~KeXrj. o Se peXricrro's Aioyevijs irapoiKei pev\n2apSai/a7rdAA<.o vm 'Aerrrvpiui Kal MiSa t<3 <\u00C2\u00A3>pvyl Kai-dAAois ncrl twv jToAuTeAwi'-\naKovaiv Se olpt-O^ovroiv avrwv Kal T'qv iraXaidv tv\vv dvaperpovpevoiv yeXa re Kal\nTepirerai Kal rd iroXXd {jjttios KaraKelpevos aSei pdXa rpayeia Kal dvqvei ry efxuvfj Tas\nolpoiyds avrdjv eiriKaXvi?ro>v, aicrre dvidcr8ai rovs avSpas Kai SiacrKeirrecrOai peroiKelv ov\nepovras rbv Aioyevqv.\nWhy does Lucian represent Socrates as spending his time with Palamedes and with\nOdysseus, and Diogenes as being next door to Sardanapalus ?\n4. Translate:\u00E2\u0080\u0094\n'O Se div-qcrd/ievos 9epdTrv ev jMaKeSovia, ttjs\npeyio'TM'j Oeo-craXoviKns. oStos Teyvrjv eiy^e TavTqv, rd oipa T(p oWvtotji \u00E2\u0082\u00AC0\"Kei!a^e, Kal\ne?Xev dSeXbv ervvSovXov dprovs ireTreiv Kai peXiwqKTa Kipvav eirio~Tdpevov. ovtoi ol\ndSeX eKopifov 6 pev KpeZv Kal\nl)(6vo>v, o Se dprcav Kal irXaKovvruiv. ol Se KaraKXeicravres evSov epe perd rovreov\nKal cfj-vXaKTjv l/xoi. yXvKvraTijV \u00E2\u0080\u0094epio~rrjo-avTes divrfeo-av liicrre airoXovcracr9ac Kayto tois\nirapo.Keip.evoi'i Kpi^iSiois paKpd ^aipeiv X'eymv rah Te-^yais Kal tois KepSeeri tw\n8eo\"iroT9ey\u00C2\u00A3erai.\novk ecrriv ovrois ovre irarpbs evyevovs\novr ei'Sos dAAios evirpeirrjS ovrio yvvq.\ndAis Se iraiSbiv ruivS' dvifcriv ev\opai\n9eoh yeviaruar crov yap ovk iLvq peda.\n(a.) Parse i>vqpe9a. Give its principal parts.\n(6.) Account for the case of iralSiav. crov.\n3. Translate :\u00E2\u0080\u0094\nHP. cpev.\neffl rjvpopev cr', \"ASpnre, pi] Xvirovpevov.\nAA. dig Si; ti Spao-inv rovS' viroppdirreis koyov ;\nHP. \u00C2\u00A3evb>v irpbs dAAioi; ecrriav iropevcropai.\nAA. ovk ecrriv, (oVa,\u00C2\u00A3* pr] roo~6vS' eX9oi KaKov.\nHP. Advtoij/asj'ois o-^Xvpos, el poXoi, \u00C2\u00A3evos.\nAA. re8vdcriv ol 9avovres' dXX' 19' eis Sdpovs.\nHP. alcryjibv irapa KXaiovo~i 9oivdcr9ac cpiXois.\nAA. Xw/\u00C2\u00B0's \u00C2\u00A3ivi&V\u00C2\u00A3$ elcriv ol cr' ecrd^opev.\nHP. pe9es pe, Kai o\"oi pvpiav e\u00C2\u00A3 ^dpiv.\n(a.) Account for the mood of iqvpopev, eX9oi, poXoi.\n(6.) Parse Spdcrcov, re9vdcriv, W, KXaiovcri, of, pe9e ;\njtws 8' oik'i]0~(o perairiirrovros\nSa/ipovos ; oipoi. iroXv yap to pecrov\nrdre pev irevKais crw TinXidcriv\nervv 9' vpevaiois ecrrei^ov ecroj,\ndtiXias dAd^of \epa tSacrrafav\niroXvd)(r]Tos S' eiirero Kwpos,\nT'qv re 9avoxcrav Kap' oXj3i(^uiv,\n(OS evirarpi8ai.Kal air' dpcporepiDV\n0VT\u00C2\u00A3s dpicrremv crv^vyes rjpev.\nvvv 8' vpevaidiv ydos di'TiVaAos\nXevKuv re ireirXwv peXaves crroXpol\nirepirovcrl p.' ecria\nXeKTpwv KoiTas es epqpovs.\n5. Translate :-\n-HP. alvm pev, a'lvZ- pmpiav 8' oebXicrKaveis.\nAA. (os pnicor dvSpa rovSe vvpcjuov KaAtad)bem aBer atte\u00C2\u00A7, ma\u00C2\u00A7 fiir unb roiber ba\u00C2\u00A7 project gu fagen uiar, gefiorig\nerniogeu uiorbeu, nmrbe im $al)re 1869 befd)lbffeu, einen Sunnel burd) ben @anft;\n\u00C2\u00A9ottljarb gu fiifjren. \u00C2\u00AEer 5pian rourbe alsbann oljne 23ergug au\u00C2\u00A7gefut)rt. @eit ber\nStunnel bem 5|3erfonen: unb \u00C2\u00A9iiternerfeljr eroffnet roorben ift, l)ctt fid) bag Unterneljmen\nin glchtgenber SBetfe at\u00C2\u00A7 ein grofjer (Srfolg Bemiefeu, unb bie \u00C2\u00A9timniert, bie fid) friifjer\ngegen ben ^3lan erflarten, finb nerftummt. \TRan faun nun fonber grofje SOciitje unb\nSefdfroerben eine 9xeife nad) $talien inadjen, mag olpte ben \u00C2\u00A3unnel nid)t meglid)\nid are.\n4. Explain the grammatical form of the words underlined in question 3.\n5. Translate into German :\u00E2\u0080\u0094\n(1.) Germany is situated in the middle of Europe.\n(2.) The Rhine, Germany's most famous river, rises in Switzerland, flows through the\nwestern part of Germany and empties into the North Sea in Dutch\nterritory.\n(3.) The German Empire is a federal state, that is, if is composed of a federation of\ntwenty-five individual states.\n(4.) After we had walked to and fro a few minutes, Eric asked how long we must\nwait for our train.\n(5.) They had a compartment to themselves, so each chose a corner-seat and put his\nluggage up in the rack.\n(6.) It'was a magnificent morning ; not a cloud was in the sky, and the wind, which\nblew from the east, was cool and pleasant.\n(7.) Just before the train got under way, an old gentleman got in and seated himself\nopposite me.\n(8.) I told him that his .American friend had done pretty badly and that we knew\nat least somewhat more German than that.\n(9.) \"You have given us one of the finest evenings we have ever experienced,\" we\ntold the students, as we took leave of them.\n(10.) \"The Goethe house is said to look just as it did 150 years ago,\" said Eric as we\nturned into the Hirschgraben.\n6. Write a short composition in German on one of the following subjects :\u00E2\u0080\u0094\n(a.) Travelling in Germany.\n(b.) The story of the polite Dutchmen,\n(c.) The story of \" Immensee.\"\n11 D clxii. Public Schools Report. 1918\nGerman Authors and Transljj.tion. (Time, 3 hours.)\n1. Translate into English :\u00E2\u0080\u0094\n(a.) DBerft. \u00C2\u00AEag ftetlt fid) nid)t fo nactt bar : id) mill (Sarriere mad)en, ober: id) roifl\nein gefeierter Tlaim nierben. \u00C2\u00AEag gefjt fehter gu. 25a fommen bie guteu\ngreunbe unb fagen : (8g ift $flid)t gegen bie gute @ad)e, bafj bu\u00E2\u0080\u0094eg ift etn\nSBer6red)en gegen beitt ffiaterlanb, menu bu nid)t\u00E2\u0080\u0094bir ift eg ein Dpfer. aBer\nwit forbern eg ;\u00E2\u0080\u0094unb fo niirb ber (Sitelfeit ein l)ii6fd)er SJJantel umgefjangen\nunb ber SBatjlfanbibat fpringt Ijernor, natiklid) au\u00C2\u00A7 reinem $atrioti\u00C2\u00A7mu\u00C2\u00A7.\nSeljrt einen alten \u00C2\u00A9olbatett nidjt bie SBelt femten. SBir, lieBe 2fbelt)eib, fitjeu\nrul)ig unb Iad)en iiber biefe \u00C2\u00A9djroddjen.\n{b.) 2l6er \u00C2\u00A9ie finb gu giltig, operr DBerft, roenn \u00C2\u00A9ie alle biefe .\u00C2\u00A9emonftratiotten auf mid)\nallein guriidfufjren, meiu 2lnttjeil baran ift bod) gering. $d) IjaBe ttidjtg\n.getfjan, alg bie offentlidje SJJeittung etn roenig rebigiert. \u00C2\u00AEiefe nielen 9J?enfd)en\nfinb feine $uppeu, rueldje ein geroanbter ^uppenfpieler an ben SSralften\numfjergietjen fbnnte. 2lHe biefe \u00C2\u00A9timmen geljb'ren tudjtigen unb efjrenroettfjen\n5Tjerfonen an, unb n>a\u00C2\u00A7 fie S^nen gefagt IjaBen, bag ift in ber \u00C2\u00A3l)at bie adgemeine\nSDJeiuung ber \u00C2\u00A9tabt, bag tjeigt, bie UeBergeugung ber Sefferen unb SSerftanbigen\nin ber \u00C2\u00A9tabt. 2Bare fie eg nid)t, fo Ijatte id) mid) biefen Braoen Seuten\ngegenitBer fet)r uergeBlid) Bemiiljt, aud) nur einen uon itjnett in %i)X SjauZ gu\nfiiljren.\n2. Translate into English :\u00E2\u0080\u0094\n(a.) Unb roirft rot iiBer Beibe OB,ren\u00E2\u0080\u0094nein\u00E2\u0080\u0094bag ift bie alte \u00C2\u00A9d)ule. .jpeut gu \u00C2\u00A3age\nmad)t man eg anber\u00C2\u00A7.\u00E2\u0080\u0094\u00C2\u00A9er open: fommt fiege\u00C2\u00A76ernu\u00C2\u00A7t\u00E2\u0080\u0094ftatt ber \u00C2\u00A9falpe ber\nerfd)tagenen geinbe tragt er einige SJcebaillong mit Braunen unb Blonben Soden\n. , an ber llhrfette.\u00E2\u0080\u0094(5r fommt alfo unb fagt einige gerobfjnlid)e SSorte. 9JJan\nempfdttgt ilm fait\u00E2\u0080\u0094fiet)t it)m fdjarf in bag 2luge\u00E2\u0080\u0094unb fagt tjerablaffenb :\n,,@el)r erfreut.\" S5ann fdjroeigt man unb liifjt ttjn reben\u00E2\u0080\u0094aB unb gu ein\n2Bort unb ein 93lid uon ber .\u00C2\u00A9eite. 3;e Idnger er rebet\u00E2\u0080\u0094befto el)er roirb er\neine SCI;ort)eit IjeraugBringen\u00E2\u0080\u0094 bann gitcft man bie 2ld)fe(n\u00E2\u0080\u0094 ladjelt etniae\n{jofjnifd)\u00E2\u0080\u0094niieber ein \u00C2\u00A9eitenblid\"\u00E2\u0080\u0094etroa fo\u00E2\u0080\u0094alg roenn man fagen rooUte : \"@it\nmadjen fa entfe^lidje 2lnftrengungen-\" Sag fetjt ifjn in 33erlegenl)eit\u00E2\u0080\u0094er mad)g\neine 93er6eugung\u00E2\u0080\u0094man roinft it)m gnabig unb er gefjt\u00E2\u0080\u0094um Balb roieber an\nunferer \u00C2\u00A9eite gu fein.\n('&\u00E2\u0080\u00A2) 3Dceine Sarnen, eg gieBt eine alte nnb eine neuc \u00C2\u00A9d)ule fiir bag \u00C2\u00A9tubium. \u00C2\u00AEag\n$beal ber alten \u00C2\u00A9d)ule. roar bag bunfle \u00C2\u00A9tubiergimmer. S)a\u00C2\u00A7 \u00C2\u00A9eln'rn rourbe\nitberfullt\u00E2\u0080\u0094bag 2luge triiBe. 33ie neue \u00C2\u00A9d)ule erinnerte fid) ber alten \u00C2\u00A9rtedjen\n\u00E2\u0080\u0094bie aHeg in freier Suft unb unter offenem Jpimmel ffjaten\u00E2\u0080\u0094fpielen\u00E2\u0080\u0094Beten\u00E2\u0080\u0094\narBeiten. SjaBet roirb fiorper unb \u00C2\u00A9eift gteid) gefunb.\n3. Translate into English :\u00E2\u0080\u0094\n(\u00C2\u00AB\u00E2\u0080\u00A2) \u00E2\u0080\u009E\u00C2\u00A9ieb mir biefe Singe roieber unb bu fannft rootjl .meirf SffieiB bafitr ImBen !\"\nerroiberte \u00C2\u00A9eBigo Bitter ladjenb, unb jener rief Blitjfdjnell: ,,(Sg gilt! @ud)e\nunter bem jvopffiffen beiner grau, bort roirft bu finben, roa\u00C2\u00A7 fiir beine gange\nSeBenggeit augreidjt, alle \u00C2\u00A3age ein J?lofter gu Bauen unb taufenb 9Jcenfd)en gu\nfpetfen, unb roenn bu hunbett ^afire alt roiirbeft! Safiir Bringe mir bein SEBeiB\nijter gur \u00C2\u00A9telle, itnfefjlBar am 2l6enb uor SBatpurgigtag i\"\n(b.) .fpierauf legte fie ifiren \u00C2\u00A9dfliiffelBunb auf ben 2lltar unb ging aug bem jvfofter\nfjinaug. \u00C2\u00A9ie ftieg fjernieber burd) bie (Sinfamfeit beg Sergeg unb roanberte,\nbi\u00C2\u00A7 fie in einem (Sidjenroalbe auf einen \u00C2\u00A3reugroeg gelangte, roo fie unfdjli'tffig,\nnad) roeld)er \u00C2\u00A9eite- fie fid) roenben foflte, fid) an einem duett rtteberfetjte, ber\nba fiir bie 33oriiBergte^enben in \u00C2\u00A9tein gefagt unb mit einer 23anf uerfefjen roar.\nSort fag fie, Big bie Sonne aufging, unb rourbe feucfit uom fatfenbem \u00C2\u00A3au. 9 Geo. 5 Public Schools Report. D clxiii.\n4. Translate into English :\u00E2\u0080\u0094\n(a.) (SlifaBetfj fe^te fid) unter eine iiBertjangenbe Sud)e unb Iaufd)te aufmerffam nad)\nalien \u00C2\u00A9eiten ; 3teinf)arb fa\u00C2\u00A7 einige @d)ritte baoon auf einem SSaumftumpf unb\nfat) fdjroeigenb nad) itjr BiniiBer. \u00C2\u00AEie \u00C2\u00A9onne ftanb gerabe fiber ttmen; eg roar\ngliiljenbe 9JUttaggI)ifee ; fteine golbglangenbe, ftatilBtaue gtiegen ftanben\nflugelfd)roingenb in ber Suft; ringg urn fie B,er ein feineg \u00C2\u00A9d)roirren unb\n\u00C2\u00A9ummen, unb mandfmat t)orte man tief im SBalbe bag jpammern ber \u00C2\u00A9ped)te\nunb bag .ftreifdjen ber anbern SBalboogel.\n(b.) S)er SJJonb fd)ien nidjt mefir in bie genfterfd)eiBen ; eg roar bunfet geroorben ; ber\n2llte aBer fag nod) immer mit gefalteten jpdnben in feinem Setjnftufjl unb Btidte\nnor fid) t)irt in ben 9iaum beg .gimmerg. 2ltlmdfjlid) uergog fid) nor feinen\n2tugen bie fd)roarge SDdmmerung urn ifjn ^ier gu einem Breiten bunfeln \u00C2\u00A9ee; ein\nfdfroargeg \u00C2\u00A9erodffer tegte fid) tjinter bag anbere, immer tiefer unb ferner, unb\nauf bem let^ten, fo fern, bag bie 2Iugen beg 2ltten fie faum erreidjten, fdjroamm\neinfam groifdfen Breiten Slattern eine roeige SBafferlilie.\n5. State clearly the context of each of the above passages.\n6. Write in German a brief resume of either \" Eugenia \" or \" Die Jungfrau als Ritter.\"\nMe geroann 23olg bie 3tBat)I fiir Olbenborf D clxiv. Public Schools Report. 1918\nSenior Grade.\nComposition. (Time, 2 hours.)\nWrite an essay on one of the following subjects:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) The Education of Girls.\n(2.) The Political Background of \" Henry Esmond.\"\n(3.) \"When the War-Drum Throbs No Longer.\"\nEnglish Literature. (Time, 3 hours.)\n1. Sketch the character of Silas Maimer, commenting on its fidelity to life.\n2. Discuss the means Thackeray uses to intensify our interest in the story of Henry Esmond.\nIn this respect compare it with \" Silas Maimer.\"\n3. Examine critically, in view of present world-conditions, Buskin's views on the education of\nwomen.\n4. \" The superior character of truth and seriousness, in the matter and substance of the best\npoetry, is inseparable from the superiority of diction and movement marking its style\nand manner.\"\nWith reference to the foregoing statement, discuss briefly \" The Rape of the Lock,\" \" The\nVanity of Human Wishes,\" and \" The Ode on Intimations of Immortality.\"\n5. Write a short essay on \" Adonais,\" touching on the form of the poem, the circumstances\nsuggesting it, the author's feeling, the leading ideas expressed.\nQuote some of the most beautiful lines.\n6. Give some account of English literary production between 1780 and 1820. Indicate carefully\nthe chief causes to which it was due.\n7. Write suggestive notes on the following passages and name the selection in which each\noccurs:\u00E2\u0080\u0094\n(a.) \"Who strike the blow, then plead your own defence,\nGlory your aim, but Justice your pretence.\"\n(6.) \"A virtuous populace may rise the while,\nAnd stand a wall of fire around their much-lov'd Isle.\"\n(e.) \" He prayeth best, who loveth best\nAll things both great and small;\nFor the dear God who loveth us,\nHe made and loveth all.\"\n(d.) '\u00E2\u0096\u00A0' He left the name, at which the world grew pale,\nTo point a moral, or adorn a tale.\"\n(e.) \"The clouds that gather round the setting sun\nDo take a sober coloring from an eye\nThat hath kept watch o'er man's mortality! \"\n(f.) \"That through thy prowesse and victorious armes\nThy country may be freed from forraine harmes! \"\n8. Discuss the style of the following passage, referring definitely to words, phrases, sentences,\nmovement, etc.:\u00E2\u0080\u0094\u00E2\u0080\u00A2\n\" So with our youths. We once taught them to make Latin verses, and called them\neducated; now we teach them to leap and to row, to hit a ball with a bat, and\ncall them educated. Can they plow, can they sow, can they plant at the right\ntime, or build with a steady hand? Is it the effort of their lives to be chaste,\nknightly, faithful, holy in thought, lovely in word and deed? Indeed it is, with 9 Geo. 5 Public Schools Report. D clxv.\nsome, nay with many, and the strength of England is in them, and the hope; but\nwe have to turn their courage from the toil of war to the toil of mercy; and their\nintellect from dispute of words to discernment of things; and their knighthood from\nthe errantry of adventure to the state and fidelity of a kingly power. And then,\nindeed, shall abide, for them, and for us an incorruptible felicity, and an infallible\nreligion; shall abide for us Faith, no more to be assailed by temptation, no more to\nbe defended by wrath and by fear;\u00E2\u0080\u0094shall abide with us Hope, no more to be\nquenched by the years that overwhelm, or made ashamed by the shadows that betray;\nshall abide for us, and with us, the greatest of these; the abiding will, the abiding\nname, of our Father. For the greatest of these, is Charity.\"\nRoman History. (Time, 2 hours.)\n[Note.\u00E2\u0080\u0094Six questions to be answered, of which No. 6 must be one.]\n1. Describe the duties and powers of the following officials: Consul, Dictator, Tribunus Plebis,\nPraetor, Quaestor, Pontifex Maximus.\n2. Give an account of the attempted reforms of the Gracchi, showing the reasons for their\nfailure.\n3. Give an account of the Second Punic War from the fall of Saguntum to the Battle of Cannae.\n4. Sketch the career of Pompey.\n5. Compare the system of government under Augustus with that of the old Republic.\n(J. Give an account of the causes, external and internal, which led to the downfall of the Roman\nEmpire of the West.\n7. Write on the private life of the Romans during the Augustan age.\nGeography. (Time, 1% hours.)\n[N.B.\u00E2\u0080\u0094Where advisable make diagrams.]\n1. Explain briefly the variation of seasons.\n2. Discuss the chief causes leading to changes in climate. Illustrate by referring to the\nclimate of British Columbia.\n3. Describe the causes which led to the formation of Valley Glaciers, Lakes, Volcanoes.\n4. Account for Ocean Currents. Describe the course of one of these main currents. \u00E2\u0096\u00A0\n5. What are the various forces which produce wearing away of the land? How do these forces\nact? Give illustrations.\n(5 \"The differences in a coast-line are due to perfectly natural causes\", most of which can be\nexplained.\" Discuss this statement.\n7. Explain the air-movements known as Cyclones. D clxvi. Public Schools Report. 1918\nGeometry. (Time, 3 hours.)\n1. State and prove the converse of the proposition which says, \" Angles in the same segment of\na circle are equal.\"\n2. AB is a fixed chord of a circle, AC is a movable chord passing through A; if the parallelo\ngram CB be completed, find the locus of the intersection of its diagonals.\n3. To circumscribe a circle about a given regular pentagon.\n4. ABCD is a square inscribed in a circle and P is any point on the circumference; show that\nthe sum of the squares on PA, PB, PC, and PD is double the square on the diameter.\n5. If the vertical angle of a triangle be bisected externally by a straight line which meets the\nbase produced, the rectangle contained by the sides, together with the square on the\nexternal bisector of the angle, shall be equal to the rectangle contained by the segments\nof the base.\n6. AB and AC are two chords of a circle; a line parallel to the tangent at A cuts AB and AC\nin D and E respectively; show that the rectangle AB, AD is equal to the rectangle\nAC, AE.\n7. Any straight line drawn to cut the arms of an angle and its internal and external bisectors\nis cut harmonically.\nPhysical Science. (Time, 1% hours.)\n1. How much metal of specific gravity 5 must be attached to 25 grams of cork of specific gravity\n0.2 so that the combination will have zero weight in water?\n2. A body is projected vertically upward with an initial velocity of 320 feet per second. Find:\u00E2\u0080\u0094\n(ft.) How far it will rise;\n(&.) How long it will take to reach the ground.\n3. It is estimated that 300,000 cubic feet of water plunge over the Niagara escarpment 150 feet\ndownward every second. What power does this represent?\n4. Give a description of the modes of heat transference. ,\n5. How can the fact of electrostatic induction be demonstrated experimentally?\n6. What E.M.F. is required to maintain a current of 10 amperes that it may yield one horse\npower?\n7. Describe the production of an electrical current (o) by mechanical means, and (&) by\n. chemical means. What is the source of the electrical energy in each case?\n1. Translate:\u00E2\u0080\u0094\nLatin. (Time, 3 hours.)\nA.\niENEID II.\nEcce, manus iuvenem interea post terga revinctum\npastores magno ad regem clamore trahebant\nDardanidae, qui se ignotum venientibus ultro,\nhoc ipsum ut strueret Troiamque aperiret Achivis,\nobtulerat, fidens animi atque in utrumque paratus,\nseu versare dolos, seu certae occumbere morti. 9 Geo. 5 Public Schools Report. , D clxvii.\n(ft.) Account for the case of manus, se. animi; the mood of strueret.\n(6.) Scan the last two lines.\n2. Translate:\u00E2\u0080\u0094\nIn somnis, ecce, ante oculos maestissimus Hector\nvisus adesse mihi, largosque eftundere fletus,\nraptatus bigis, ut quondam, aterque cruento\npulvere, perque pedes traiectus lora tumentis.\nEi mihi, qualis erat, quantum mutatus ab illo\nHeetore, qui redit exuvias indutus Achilli.\n(ft.) Account for the case of mihi, exuvias.\n3. Translate:\u00E2\u0080\u0094\nSic animis iuvenum furor additus: inde, lupi ceu\nraptores atra in nebula, quos improba ventris\nexegit caecos rabies, catulique relicti\nfaueibus exspectant siccis, per tela, per hostis\nvadimus baud dubiam in mortem, mediaeque tenemus\nurbis iter; nox atra cava circumvolat umbra.\nQuis cladem illius noctis, quis funera fando\nexplicet, aut possit lacrimis aequare labores?\n(ft.) Account for the case of fando; the mood of possit.\n4. Translate:\u00E2\u0080\u0094\nIliad cineres et flamma extrema meorum,\ntester, in occasu vestro nee tela nee ullas\nvitavisse vices Danauru, et, si fata fuissent\nut- caderem, meruisse manu.\n(a.) Account for the mood of fuissent, caderem.\n(6.) What is the subject of meruisse?\n5. Translate:\u00E2\u0080\u0094\nme si caelicolae voluissent ducere vitam, ;\nhas mihi servassent sedes.\n(ft.) Write a note on the form of the conditional.\nG. Give a brief sketch of Virgil's life and works. In which of the odes of the First Book does\nHorace mention him?\nB.\n1. Translate:\nHorace, Odes I.\nquid sit futurum eras, fuge quaerere et,\nquern Fors dierum cunque dabit, lucro\nappone, nee dulces amores\nsperne puer neque tu choreas,\ndonee virenii canities abest\nmorosa. nunc et campus et areae\nlenesque sub noctem susurri\ncomposita repetantur hora,\nnunc et latentis proditor intimo\ngratus puellae risus ab angulo\npignusque dereptum lacertis\naut digito male pertinaci.\n(o.) Account for the mood of sit, repetantur; the case of dierum, virenti, risus.\n(6.) Write a note on the force of male. D clxviii. Public -Schools Report. 1918\n2. Translate:\u00E2\u0080\u0094\nhie in reducta valle Cauiculae\nvitabis aestus et fide Tela\ndices laborantes in uno -\u00C2\u00BB\nPenelopen vitreamque Circen;\nhie innocentis pocula Lesbii\nduces sub umbra, nee Semeleius\ncum Marte confundet Thyoneus\nproelia, nee metues protervum\nsuspecta Cyrum, ne male dispari\nincontinentes iniiciat manus\net scindat haerentem coronam\ncrinibus immeritamque vestem.\n(a.) Write an explanatory note on Tela, uno, Semeleius.\n3. Translate:\u00E2\u0080\u0094\nVile potabis modicis Sabinum\ncantharis, Graeca quod ego ipse testa\ni conditum levi, datus in theatro\ncum tibi plausus,\ncare Maecenas eques ut paterni\nfluminis ripae simul et iocosa\nredderet laudes tibi Vaticani\nmontis imago.\n(ft.) Write an explanatory note on the incident referred to.\n(b.) Write a note on the force of Graeca, eques, paterni.\n4. Translate:\u00E2\u0080\u0094\nParens deorum cultor et infrequens,\ninsanientis dum sapientiae\nconsultus erro, nunc retrorsum\nvela dare atque iterare cursus\ncogor relictos: namque Diespiter,\nigni corusco nubila dividens\nplerumque, per purum tonantes\negit equos volucremque currum,\nquo bruta tellus et vaga flumina,\nquo Styx et invisi horrida Taenari\nsedes Atlanteusque finis\nconcutitur.\n(ft.) What is the metre of this ode? Scan the first stanza.\n(6.) How far is Horace serious in professing a return to orthodoxy?\nC.\nCicero, Pro Lege Manilia.\n, (o.) Translate:\u00E2\u0080\u0094\nEquitibus Romanis, honestissimis viris, adferuntur ex Asia cotidie litterae, quorum\nmagnae res aguntur in vestris vectigalibus exereendis occupatae; qui ad me pro\nnecessitudine, quae mihi est cum illo ordine, causam rei publicae periculaque rerum\nsuarum detulerunt: Bithyniae, quae nunc vestra provincia est, vicos exustos esse\ncomplures; regnum Ariobarzanis, quod finitimum est vestris vectigalibus, totum\nesse in hostium potestate; L. Lucullum magnis rebus gestis ab eo bello discedere; huic\nqui successerit non satis esse paratum ad tantum bellum administrandum; unum ab\nomnibus sociis et civibus ad id bellum imperatorem deposci atque expeti, eundem\nhunc unum ab hostibus metui, praeterea neminem. 9 Geo. 5 Public Schools Report. D clxix.\n1. Write a few lines on Cicero's intimate association with the Equestrian Order.\n2. cotidie Utterae. How did the Romans make up for the want of a regular postal\ndepartment?\n3. Point out the grammatical dependence of: exercendis, mihi, Bithyniae, exustos esse,\ntotum, huic, paratum.\n(b.) Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nQuo tandem igttur animo esse existimatis aut eos, qui vectigalia nobis pensitant, aut\neos, qui exercent atque exigunt, cum duo reges cum maximis copiis propter adsint,\ncum una excursio equitatus perbrevi tempore totius anni vectigal auferre possit,\ncum publicani familias maximas, quas in saltibus habent, quas in agris, quas in\nportibus atque in custodiis, magno perlculo se habere arbitrentur? Putatisne vos\nillis rebus frui posse, nisi eos, qui vobis fructui sunt, conservaritis non solum, ut\nante dixi, calamitate, sed etiam calamitatis formidine liberatos?\n1. Name' three sources from which \" vectigalia \" were derived.\n2. Eos qui exercent abque exiqunt. What were these men called?\n3. duo reges. Who?\n4. Explain mood of pensitant; case of periculo, rebus, fructui, liberatos.\n(c.) Translate:\u00E2\u0080\u0094\nQuodsi Romae Cn. Pompeius privates esset hoc tempore, tamen ad tantum bellum is\nerat deligendus atque mittendus; nunc cum ad ceteras summas utilitates haec\nquoque oportunitas adiungatur, ut in iis ipsis locis adsit, ut habeat exercitum, ut\nab iis qui habent, accipere statim possit, quid expectamus? aut cur non ducibus dis\nimmortalibus, eidem, cui, cetera summa cum salute rei publicae commissa sunt,\nhoc quoque bellum regium commendamus?\n1. In what year was this speech delivered? Where was Pompey at the time?\n2. A note on the use of the indicative erat deligendus.\n3. ut . . . . adsit. What use of the subjunctive mood is this?\n4. ab lis, qui habent. Who? Case of ducibus.\n(d.) Translate:\u00E2\u0080\u0094\nDifficile est dictu, Quirites, quanto in odio simus apud exteras nationes propter eorum,\nquos ad eas per hos annos cum imperio misimus, libidines et iniurias. Quod enim\nfanum putatis in illis terris nostris magistratibus religiosum, quam civitatem\nsanctum, quam domum satis clausam ac munitam fuisse? Urbes iam locupletes\net copiosae requiruntur, quibus causa belli propter diripiendi facultatem inferatur.\nD.\nTranslate. into Latin:\u00E2\u0080\u0094\n1. The glory of your name and the safety of the Allies are involved in this war.\n2. His quickness of execution was greater than that of any other general that I have seen.\n3. Who would have thought that a single general could finish such a war in one year?\n4. When Mithridates fled from Pontus, a land which had.hitherto been closed to the Roman\npeople, he left behind a very great quantity of gold and silver and all sorts of\nbeautiful things which he had taken as plunder from all Asia, in order that, while\nthe Romans were collecting these, he might escape to Armenia, which was the realm\nof his son-in-law. D clxx. Public Schools Report. 1918\nGreek. (Time, 3 hours.)\n1. Translate :\u00E2\u0080\u0094\n'I2s pev errparnyqcrovTa epe ravrrpi T'qv err pa-rny lav pr/Seis vpwv Xcyerw iroXXa yap evopd)\nSi' a epol tovto ov iroi7]reov cos Se rep dvSpl (j> dv eXr]0~9e ireieropai fj Svvarbv pdXurra,\ntva elSrjre on Kal dpyecr9ai eiricrrapai cos tis Kac aXXos paXicrra av9pioir(ijv.\n(a.) Parse err par-qyqo-ovra, Xeyeroi, epo'i.\n(b.) What is the present tense of irelo-opai 1 What other verb has the same form in the\nfuture tense? Explain the subjunctives eXr]o-9e, elSrjre.\n2. Translate :\u00E2\u0080\u0094\n'0 Se Tlpo^evos ervye yap virrepos irpocriiliv Kal rd^is avru> eiropevq rwv dirXiriav, ev8vs ovv\nels to pecrov apcborepiov dycov e9ero ra birXa Kai eSeiro rov KXeapxcm pr] iroieiv ravra.\no S' e-^aXeiraivey on avrov oXiyov Seijeravros KaraXevcr9'rjvai irpauts X'eyoi to avrov\nird9os, eKeXevcre re avrbv eK rov pecrov e^icrracr9ai. ev tovtco Se eirrjei Kal Kvpos Kal\nkirv9ero to irpaypa- ev9vs 8' eXaf3e ra iraXra eh Tas ^eipas Kal crvv tois irapovo-i rwv\niricrriav rJKev eXavviov ets to pecrov, Kal Xeyei rdSe.\n(a.) Explain the use of the participle eiropevq and the case of avrov, dXiyov, irierrlav.\n3. Translate :\u00E2\u0080\u0094\nTldvres yap ol rS>v dpicrririv Uepo~\u00C2\u00A3>v iraiSes iirl rais f3acriXes 8vpais iraiSevovrai- ev9a\niroXXi]V pev criacapocrvvqv Karapddoi dv ns, alcr^pbv 8' ovSev ovr' aKoverai oi't' ISelv\necrri. Oedivrai 8' ol iraiSes Kal ripcopevovs virb pao-tXews /cat aKovovcri, Kai dXXovs\ndripa^opevovs. cocrre ev9vs iraiSes ovres pav9dvoveriv dpyeiv re Kal ap^ecr9ai. ev9a\nK.vpos alSvpovecrraros pev irpcorov rav fiXiKiurdtv eSoKei eivai, roiS re irpecrfivrepois Kal\nru>v eavrov viroSeecrrepcov paXXov irei9ecr9ai, eireira Se tfjiXiirirdraros Kai rots iirirois\ndpicrra x.prjcr9ar eKpivov 8' avrbv Kal rwv eh tov iroXepov ipyiav, To^iKqs re Kal\naKovricreois, cbiXop.a9ecrra.rov eivai Kal peXerr/porarov.\n4. Translate :\u00E2\u0080\u0094\n\" 'Eyoj, el pev rS>v pvpio>v eXiriSav pia tis vpiv ecrri croy9rjvai rroXepovvras f3acriXei,\n erdi^ecrdai vpiv crwq Svvarov.\" KXeap^os Se irpbs ravra eiirev\n\" 'AXXo, ravra pev Si] crv Xeyeis' Trap' rjpwv Se dirdyyeXXe ravra, on ijpeis olope9a, el\npev Seoi (iacriXei cbiXovs eivai, irXeiovos dv d^ioi eivai cbiXoi, e\ovfes to\ birXa, rj\nirapaSdvres dXXu>- el Se Seoi iroXepeiv, dpeivov dv iroXepeiv, e^ovres rd oirXa, rj dXXw\nirapaSovres.\"\n(a.) Why is TroXepovvras in the accusative case 1 Parse crco9rjvai. What is the vocative\nsingular of eXiriSiov.\n(b.) Explain the case of aKovros, irXeiovos, cbiXoi.\n(c.) Explain the use of dv in the last sentence.\n5. Translate :\u00E2\u0080\u0094\n'AXXd pi]V ev ye rois irepi\u00C2\u00A3 oIkovo-i crv, el pev /3ovXow tic, cbiXos etvai, ins peyicrros dv ef^s-\nel Se tis ere Xviroin, los Secnror-qs dvacrrpecf>oio, e'^wi' i]pas vir-qperas, oi croi ovk dv rov\npicrOov eveKa povov virqpeTolpev, dXXa Kal rijs ^dpiros, rjs cr9evTes virb o-ov croi dv\ne\oipev SiKauos. 'Epol pev ravra irdvra ev9vpovpevu> ovrw SoKei 8avpacrrbv eivai to\nere rjplv diricrrelv, Hicrre Kal ijSicrr' dv aKovcraipi rovvopa, tis ecrriv ovtih Seivbs Xeyeiv,\ncocrre ere ireicrai Xeymv, ws 'qpeis croi eiri/3ovXevopev.\" KXdap^os pev ovv rocravra\neiire.\n(a.) Parse oIkovcti ; why has fSovXow a second accent ?\n(6.) Case of ydpiros, rjs ; subject of oWet 1 Parse ireicrai.\n6. Translate :\u00E2\u0080\u0094\n'Ek toijtod Kal e9avard)dr] virb rorv ev rrj WZirdprr] reXuiv, ws direi9S>V. \"UStj Se ebvyas $>v,\nep-^erai irpbs Kvpov, Kal oiroiois pev Xoyois eireicre YLvpov, dXXayj] yeypairrar SiSwcri\nS' avrco Kvpos pvpiovs SapeiKovs- ' 6 Se Xa/3il>v, ovk eirl pa9vpiav erpdirero, aXX' dirb\nrovroiv TU)V yipvparinv o~vXXi^as arpdrevpa, eiroXepei tois Opa^'i- Kai pa^y re eviKwcre\nKal dirb rovrov ecbepe Kal -qyev avrovs' Kal iroXepMV Sieyevero, pe^pis ov Kupos\neSej]9r] rov o-rparevparos' Tore 8' a7r\u00C2\u00BBjX#ei', d>s crvv eKeiv av iroXep-qerinv.\n(a.) A note on the use of the participles iroXepwv and iroXep-qo-iav. 9 Geo. 5 Public Schools Report. . D clxxi.\n7. Translate into Greek :\u00E2\u0080\u0094\n(\u00C2\u00AB.) After him another rose up pointing put what must be done.\n(b.) On the following day the generals resolved that they must advance through the\nmountains.\n(c.) The messengers having returned, the general asked them what kind of a country\nthey had seen. They replied that it was a good land where fruit is gathered\nfrom the trees twice in the year, and that there were many rivers in it.\nFrench. (Time, 3 hours.)\n1. Put in the correct tenses the infinitives in brackets:\u00E2\u0080\u0094\nMadame Simon, qui (dormir) aupres de sa fille et qui (rever) gendarmes, se (reveiller)\nen sursant et (courir) a. la fenetre. Elle (etre) cruellement desabusee en voyant\ndes ennemis on elle (esperer) des sauveurs. Ce qui l'(etonner) le plus, e'est le\n. nombre de cette expedition. Elle (compter) jusqu'a. soixantes hommes. L'idee\nd'une evasion, qu'elle (repousser) l'avant-veille, se (presenter) a son esprit. Comme\nelle (reflechir), elle (voir) defiler une arriere-garde qu'elle n'(attenTlre) pas. Vingt\nhommes! II ne (rester) done plus personne au camp! \"Mary-Ann!\" (crier)-elle.\nLe defile (continuer) toujours. La bande se (composer) de quatre-vingts brigands;\nil en (partir) quatre-vingt dix! Une douzaine de chiens (termer) la marche; mais\nelle ne (prendre) pas la peine de les compter.\n2. Correct, if necessary, the past participles in brackets:\u00E2\u0080\u0094\n(1.) Voila la maison que j'ai (fait) batir. (2.) La femme de chambre l'a (entendu)\nsonner. (3.) Les tableaux qu'elle a (vu) peindre sout ravissants. (4.) La servante\nque j'ai (envoye) chercher les a (laisse) emporter.\n3. Replace the infinitives in brackets by either the indicative or the subjunctive:\u00E2\u0080\u0094\n(1.) J'espere qu'il (reussir), mais je crois pas que ce (etre) lui. (2;) Attendez que je le\n(faire). (3.) Si j'y allais et que je le (voir), je ne trouverais pas qu'il (avoir) tort.\n4. Put into French (with special attention to words in italics) :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) Take care that you do not get run over, (2.) All the young people are merry; all\nthe old ones are serious. (3.) We become 'Wiser and wiser as we become old,\n(4.) What ft pretty sight! And they smell so sweet. (5.) You are quite right; he\nwill put a thermometer under your tongue.\n5. Translate:\u00E2\u0080\u0094\n(a.) Sitet entre, le premier moutardier salua d'un air galant, et se dirlgea vers le haut\nperron, oil le pape 1'attendait pour lui remettre'les insignes de son grade: la\ncuiller de buis jaune et 1'habit de safran. La mule etait au bas de l'escalier,\ntoute harnachee et prSte a partir pour la vigne. . . . Quand il passa pres\nd'elle, Tistet Vedene eut un. bon sourire et s'arreta pour lui donner deux ou trois\npetites tapes amicales sur le dos en regardant du coin de l'ceil si le pape Ie\nvoyait. La position etait bonne. La mule prit son elan. \"Tiens! attrape,\nbandit! Voila sept ans que je te le garde! \" Et elle vous lui detacha un coup\nde sabot si terrible, si terrible, que de Pampelune meme on en vit la fumee, un\ntourbillon de fumee blonde oft voltigeait une plume d'ibis, tout ce qui restait de\nl'infortune Tistet Vedene.\n(6.) De temps en temps, quand je levais les yeux de dessus ma page, je voyais M. Hamel\nimmobile dans sa-chaire et fixant les objets autour de lui, comme s'il avait voulu\nemporter dans son regard toute sa petite maison d'ecole. . . . Pensez! depuis\nquarante ans, il etait la a la nietne place, avec sa cour en face de lui et sa classe\ntoute pareille. Seulement les bancs, les pupitres s'etaient polis, frottes par l'usage; D clxxii. Public Schools Report. 1918\nles noyers de la cour avaient grandi, et le houblon qu'il avait plante lui-mgme\nenguirlandait maintenant les fen6tres juqu'au toit. Quel creve-coeur ca devait\netre pour ce pauvre homme de quitter toutes ces choses, d'entendre sa soeur qui\nallait, venait dans la chambre audessus, en train de fermer leurs_ malles! car\nils devaient partir le lendemain, s'en aller du pays pour toujours.\n6. Translate:\u00E2\u0080\u0094\n(ft.) Sur les neuf heures, j'entendis une fusillade effrenee qui ne s'adressait pas ft nous,\net j'en conclus que rnaitre Coltzida s'etait laissg surprendre par derriere. Quel\netait 1'alliS inconnu qui nous servait si bien? fitait-il lorudent d'operer une\njonction et de demolir nos barricades? Je ne demandais pas autre chose, mais\nle Roi rSvait k la troupe de ligne, et Tambouris mordait sa moustache. Tous\nnos doutes furent bientdt aplanis. Une voix qui ne m'etait pas ineonnue cria:\nAll right! Trois jeunes gens armes jusqu'aux dents s'elancerent comme des\ntigres, franchirent la barricade et tomberent au milieu de nous. Harris et\nLobster tenaient dans chaque main un revolver k six coups. Giacomo brandissait\nun fusil de munition, la crosse en l'air, comme une massue: e'est ainsi qu'il\nentend l'emploi des armes ft feu.\n(&.) As we were going back, I asked Mrs. Simons for a private interview. Hadgi-\nStavros kept the Corflote by his side, and, when the snoring of our guardians\nalone disturbed the silence, Mrs. Simons granted my request. I told her that\nwhat I had to say was worth an hour's sleep, and that she would be free in\nthree days if she would write to her brother to send her ransom. The king\nwould sign a receipt with which she would regain her money without losing a\ncent. She did not let me tell her how she would get her money back, but, pushing me away by the shoulders, she cried good-evening with so shrill a voice\nthat she woke our keepers.\n7. Translate:\u00E2\u0080\u0094\n(o.) Napoleon, qui croit ses ordres executes, se remet en marche le 16 juin au matin, et\ndeeouvre l'armee prussienne rangee en bataille entre Saint-Amand et Sombref,\net faisant face ft la Sambre: elle est composee des trois corps qui etaient\ncantonnes ft Charleroi, k Namur et a Dinant. Sa position est detestable, car\nelle prete son flanc droit ft-Ney, qui, s'il a suivi les instructions regues, doit etre\nft cette heure aux Quatre-Bras, e'est-a-dire a deux lieues sur ses derrieres.\nNapoleon fait ses dispositions en consequence: il range son armee sur\nune meme ligne que celle de Blucher, pour Fattaquer de front, et envoie\nun officier de confiance ft Ney pour lui ordonner de laisser un detachement en\nobservation aux Quatre-Bras, et de se rabattre en toute hate sur Bry pour\ntomber sur les derrieres des Prussiens. Un autre officier part en meme temps\npour arreter le corps du comte d'Erlon, qui forme 1'arriere-garde et qui, par\nconsequent, ne doit etre encore qu'a Villers-Perruin: il lui fera faire un\nft-droite et le ramdnera sur Bry.\n(&.) Napoleon had been living a few months in his little empire when the suspicions of\nthe European powers were aroused by the seizure of some letters, which seemed\nto indicate that the island was the centre of a conspiracy. As soon as he was\naware of this, he hastened to send secret agents to France and to Vienna to\nfind out whether his friends were still devoted to him. These emissaries\nreported that the nation was dissatisfied with the rule of the Burbons and was\neagerly awaiting his return. In less than a week the Emperor had made up his\nmind. To deceive his enemies, he busied himself with making new roads,\nfinishing his house, and ordering statutes and vases in Italy, as if he were\ngoing to live in Elba all his life. 9 Geo. 5 Public Schools Report. D clxxiii.\nGerman. (Time, 3 hours.)\n1. Complete the sentences by choosing the correct word from among those given in\nparentheses :\u00E2\u0080\u0094\n(l.) 3)cad) beine 2lrBeit ferttg; (nadjbem ; nad); nadjfjer) fannft bu tun, roag bu roitlft.\n(2.) 3d) gel)e gern mit bir aug ; (etje, Beoor ; nor, norfer) aBer mug id) bag 3immer\naufraumen. (3.) \u00C2\u00A9ie roottte roiffen (alg; roenn; roann) er nad) ifpaufe fommen\nroerbe. (4.) 3d) fage bir bag (alg, rote) bein guter gteunb. (5.) ,3d) get)e fjeute\nnidjt aug (aber, fonbern) morgen roerbe id) aufgetjen. (6.) 6\u00C2\u00A7 flopft an bie \u00C2\u00A3fire;\nroir rufen : (Bin\u00E2\u0080\u0094, I)er\u00E2\u0080\u0094) ein.\n2. Insert a relative or an interrogative pronoun in the blank spaces :\u00E2\u0080\u0094\n(l.) 3id) roeig nidjt, \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 mid) fo traurig mad)t. (2.) Sort ift bag J?inb, .... SDcutter\ngeftern ftarB. (3.) \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 nid)t uorrodrtg fommt, BteiBt gurficf. (4.) \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 man\nuerfprodjen tjat, mug man aud) Ijalten. (5.) S)ie Seute, neBen .... roir roofjnen,\nfinb freunblid) gegen ung. (6.) @r roottte roiffen, \u00E2\u0096\u00A0 \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 \u00E2\u0096\u00A0 id) ben SSrtef gegeBen I)atte.\n3. Express the second clause of each sentence in the indirect speech :\u00E2\u0080\u0094\n(l.) @r antroortete: id) fann erft morgen fommen. (2.) (\u00C2\u00A7r fagte mir : fie Fjat ifw oft\ngefetjen. (3.) (Sr fragte: SBarum Ijat er mid) nidjt frfiljer Befudjt ? (4.) \u00C2\u00A9ie\nroottte roiffen: 3ft beine SOcutter nod) franf ?\n8\n4. Put into German :\u00E2\u0080\u0094\n(a.) (1.) I know what to do. (2.) On seeing us, he ran away. (3.) I have no objection\nto the house being sold. (4.) We rely on your coming. (5.) She is nowhere\nto be found. (6.) Would that I were with you !\n(b.) (1.) I wanted to ask you something : Did you call me a fool'? (2.) Although I\nconsidered him an enemy, I chose him as chairman. (3.) He needs your\nhelp, because he is accused of murder. (4.) She is like her brother and will\nassist me.\n5. (a.) Translate :\u00E2\u0080\u0094\n23ei 2tpotba in -Jtjitringen tiegt bie 2t(te;-ffieiBer=9JxuB,Ie, \u00C2\u00A9ie ftef)t ungefctljr au\u00C2\u00A7 rote\neine groge Jlaffeemfitjte, nur bag nid)t oBen gebretjt roirb, fonbern unten. tlnten\nftefjen ndmlid) groei groge Salfen tjeraug, bie uon groei \u00C2\u00A3ned)ten angefagt\nroerben, um mtt iljnen bie 9JUib,le gu brefjen. OBen roerben bie alten SLBeiBer\ntjineingetfjan : faltig unb Budtig, ofjne .Spaare unb 3ergen, \u00C2\u00A9chiller\nbfter aug bem SSerftanb.\"\n(b.) Seantroorten \u00C2\u00A9ie fofgenbe gragen auf beutfdj:\u00E2\u0080\u0094\n(l.) 2Betd)e Sdnber grengen an \u00C2\u00AEeutfd)lanb ? (2.) 2Bie Begriigt man einen,. ber\n\u00C2\u00A9eBurtgtag tjat ? (3.) 2Barum tjeigt SJcartin Sutler ber Steformator ? (4.)\n-Sag ift bie eigentltdje Sebeutung beg SBorteg 3teid)gtag ? (o.) SBarum ift\n\u00C2\u00A9djilter unter bem 93olfe beliebt ?\nAlgebka. (Time, 3 hours.)\n(See paper set on this subject for the Senior Matriculation Examination, page cxlix.)\nTrigonometry. (Time, 3 hours.)\n(See paper set on this subject for the Senior Matriculation Examination, page cl.) 9 Geo. 5 Public Schools Report. D clxxv.\nSenior Academic Grade.\nEnglish Literature. (Time, 3 hours.)\n1. Discuss, with quotations and allusions, the motives, action, ability, and personal character of\nAntony, as presented in \" Julius Caesar.\"\n2. What different types of rulers appear in \"Julius Caesar\" and \"Macbeth\"? Taking these\nplays as a basis, state clearly your conception of Shakespeare's ideal ruler.\n3. \" Though they may write in verse, though they may in a certain sense be masters of the art\nof versification, Dryden and Pope are not classics of our poetry, they are classics of our\nprose.\"\nWith references to \"Absalom, and Achitophel \" and \"The Essay on Man,\" or quotations from\nthese poems, explain the foregoing criticism, and give your opinion regarding its justice.\n4. Describe the social condition of England as Goldsmith pictures it in \" The Vicar of\nWakefield.\"\nWhat glaring abuses does he point out. and what remedies does he suggest?\n- 5. \" Napoleon does by no means seem to me so great a man as Cromwell.\"\nName the writer of these words. Summarize his arguments on the question.\n6. In relation to present conditions examine Buskin's reflections on war.\n7. What two periods in the development of English literature have been the most vital? As\nfar as possible account for each.\n8. Write notes on the style of \" The Vicar of Wakefield,\" \" Heroes and Hero Worship,\" and\n\" The Crown of Wild Olive,\" respectively.\nLatin. (Time, 3 hours.)\nA.\nHorace, Ooes II.\n1. Translate:\u00E2\u0080\u0094\nneselas an te generum beati\nPhyllidis flavae decorent parentes:\nregium certe genus et penates\nmaeret iniquos.\ncrede non illam tibi de scelesta\nplebe dilectam, neque sic fidelem,\nsic luero aversam potuisse nasci\nmatre pudenda.\n(ft.) Account for the mood of nescias.\n(b.) What is the metre? Scan the first stanza.\n2. Translate:\u00E2\u0080\u0094\nnon semper idem floribus est honor\nvernis neque uno Luna rubens nitet\nvoltu : quid aeternis minorem\nconsiliis animum fatigas?\ncur non sub alta vel platano vel hac\npinu iacentes sic temere et rosa\ncanos odorati capillos,\ndum licet, Assyriaque nardo\npotamus uncti?\n(a.) In what other odes does Horace develop the same theme?\n3. Translate:\u00E2\u0080\u0094\nquid brevi fortes iaculamur aevo\nmulta? quid terras alio calentes\nsole mutamus? patriae quis exsul\nse quoque fugit? D clxxvi. Public Schools Report. 1918\nscandit aerates vitiosa naves\ncura nee turmas equitum relinquit,\nocior cervis et agente nimbos\nocior Euro,\nlaetus in praesens animus quod ultra est\noderit curare et amara lento\ntemperet risu; nihil est ab omni\nparte beatum.\nabstulit clarum cita mors Achillem, ,\nlonga Tithonum minuit senectus,\net mihi forsan, tibi quod negarit,\nporriget hora. .\n(a.) Write a mythological note showing the fitness of the instances chosen in the last stanza.\n(&.) How does Horace proceed to develop the thought of the last two lines?\nB.\n1. Translate:\u00E2\u0080\u0094\nHorace, Odes III.\nvester, Camenae, vester in arduos\ntollor Sabinos, seu mihi frigidum\nPraeneste seu Tibur supinum\nseu liquidae placuere Baiae.\nvestris amicum fontibus et choris\nnon me Philippis versa acies retro,\ndevota non exstinxit arbos,\nnee Sicula Palinurus unda.\n(a.) What other references does Horace make to Tibur? To his escape at Philippi?\n(&.) Write a note on Horace's life from 47-37 b.c.\n2. Translate:\u00E2\u0080\u0094\nfertur pudicae coniugis osculum\nparvosque natos ut capitis minor\nab se removisse et virilem\ntorvus humi posuisse voltum:\ndonee labantes consilio patres\nfirmaret auctor nunquam alias dato,\ninterque maerentes amicos\negregius properaret exsul.\n(ft.) Write a note on the historical events referred to.\n3. Translate:\u00E2\u0080\u0094\nquanto quisque sibi plura negaverit,\nab dis plura feret: nil cupientium\nnudus castra peto et transfuga divitum\npartes linquere gestio,\ncontemptae dominus splendidior rei,\nquam si quidquid arat impiger Apulus\noccultare meis dicerer horreis,\nmagnas inter opes inops.\n(a.) Account for the mood of dicerer.\n4. Translate :\u00E2\u0080\u0094\u00E2\u0096\u00A0\nimpudens liqui patrios Penates,\nimpudens Orcum moror. o deorum\nsi quis haec audis, iitinam inter errem\nnuda leones! 9 Geo. 5 Public Schools Report. D clxxvii.\nantequam turpis macies decentes\noccupet malas teneraeque sucus\ndefluat praedae, speciosa quaero\npascere tigres.\n(ft.) Who speaks? What are the circumstances?\n5. Translate:\u00E2\u0080\u0094\ndicar, qua violens obstrepit Aufidus\net qua pauper aquae Daunus agrestium\nregnavit populorum, ex humili potens\nprineeps Aeolium carmen ad Italos\ndeduxisse modos. sume superbiam\nquaesitam meritis et mihi Delphica\nlauro cinge volens, Melpomene, comam.\n(o.) Account for the case of populorum.\n(b.) Write a note on Aeolium carmen.\n(c.) Discuss the justice of Horace's claim.\nC.\nTacitus, Agricola.\nTranslate :\u00E2\u0080\u0094\n(ft.) Nunc demum redit animus; et quamquam primo statim beatissimi seculi ortu Nerva\nCaesar res olim dissociabiles miscuerit, principatum ac libertatem, augeatque\nquotidie felicitatem temporum Nerva Traianus, nee spem modo ac votum Securitas\npublica, sed ipsius voti fiduciam ac robur assumpserit, natura tamen infirmitatis\nhumanae tardiora sunt remedia quam mala; et ut corpora nostra lente augescunt,\ncito extinguuntur, sic ingenia studiaque oppresseris facilius quam revocaveris.\nSubit quippe etiam ipsius inertiae dulcedo, et invisa primo desidia postremo\namatur.\n(6.) Metus ac terror est, infirrna vincla loco caritatis; quae ubi removeris, qui\ntimere desierint, odisse incipient. Omnia victoriae incitamenta pro nobis sunt;\nnullae Bomanos coniuges accendunt nulli parentes fugam exprobraturi sunt; aut\nnulla plerisque patria aut alia est. Paucos numero, trepidos ignorantia, coelum\nipsum ac mare et silvas, ignota omnia, circumspectantes, clausos quodammodo ac\nvinctos dii nobis tradiderunt. Ne terreat vanus aspectus et auri fulgor atque\nargenti, quod neque tegit neque vulnerat.\n(c.) Crebro per eos dies apud Domitianum absens accusatus, absens absolutus est. Causa\npericuli non crimen ullum aut querela laesi cuiusquam, sed infensus virtutibus\nprineeps et gloria viri ac pessimum inimicorum genus, laudantes.\n(d.) In what year was the \"Agricola\" composed? In what event does the chief interest\nof this biography centre? Give a brief account of Agricola's military apprenticeship.\n(e.) How was the news, of Agricola's success in Britain received by Emperor Domitian?\nWhat honours did the Emperor pay him? Why did Agricola decline the proconsulate of Asia?\nD.\nTranslate into Latin :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(ft.) Our greatest advantage in coping with tribes so powerful is that they do not act in\nconcert. Seldom is it that two or three states meet together to ward off a common\ndanger. Thus, while they fight singly, all are conquered.\n(?).) It is the singularly unfair peculiarity of war that the credit of success is claimed by\nall, while a disaster is attributed to one alone.\n12 D clxxviii. Public Schools Report. 1918\nGreek. (Time, 3 hours.)\n1. Translate :\u00E2\u0080\u0094\nKav ev yap Si] rovro aXy9evcroy Xeyotv, on \pevo~opai' ovroi 8' dv poi SokQ> Kai ri]V irapd rdiv\ndXXwv Karyyopiav eKcbvyeiv, avrbs opoXoyZv pySev dXy9es Xeyeiv. ypdebo) ro'ivvv\nirepi &v p-qr elSov, pyre irap' dXXiav eirv96pyv en Se pyre o'Acog ovrwv pijre ri]V dpyi]v\nyevecrOai Svvapevoiv. Sib 8ei rovs evrvyydvovras pySapu>s iricrreveiv avrois.\n(a.) Parse eKcbvyeiv ; Explain the case of &v and ovrwv.\n(b.) Comment on the use of p-qre in this passage. Wherein does Lucian depart from the\nbest Attic prose models 1\n2. Translate :\u00E2\u0080\u0094\nTore Se rbv irorapbv Siairepacravres, y Sia/3arbs fjv, evpopev dpireXmv ^pijpa repdcrriov rb\npev yap airb rys y^S; 0 o~reXe^os avrbs evepvys Kal 7ra,Y_i>S' to 8' dvo) yvvaiKes rjcrav,\ndcrov eK rmv Xayovorv, airavr' e^ovcrai reXeia. roiavryv irap' ypiv ri]v Adcpvyv\nypdcpovcriv dpri rov 'An-oAAon'os KaraXapj3dvovros diroSevSpovpevyv. dirb Se tSiv\nSaKrvXiov aKpcov e^eipvovro avrais ol KXdSoi, Kal peo-rol fjo-av jiorpvwv. Kal pijv Kal\nras KecbaXds eKopmv eXi^i re Kal cbvXXois Kal BoTprvcri. irpocreX96vras Se ypas ycrird-\n\u00C2\u00A3ovto re Kal eSe^wvvro, al pev AvSiov al Se 'IvSiKyv al irXeierrai Se rijv 'EAAaSa eawvijv\nir poi'epevai.\n(a.) Parse evpopev, avrais, eKoptov.\n3. Translate :\u00E2\u0080\u0094\nKal pijv Kal aXXo 9avpa ev tois /3ao-iXeiois edeacrdpyv. Karoirrpov peyicrrov Keirai virep\nebpearos ov iravv pa9eos. dv pev ovv ets rb cbpeap KaraiSr] ns, aKovei irdvrcov rd)V irap'\nrjpiv ev ry yy Xeyopevtov edv Se eh rb Karoirrpov d.iro[iXlipy, irderas pev iroXeis irdvra\nSe e9-qv opa, iocnrep ecbecrrws eKacrrois' Tore Kal rovs o'lKeiovs eyib e9eacrdpyv Kal iraerav\nT'qv irarpiSa- ei Se KaKeivoi pe eupoiv ovk e^co rb dcrcbaXes elireiv. dcrris Se pi] irierrevei\nravra oiirws e\eiv, dv irore Kal avrbs eKeicre dcpiKyrai, e'icrerai d>s dXr]9y Xey.\n(a.) Comment on the construction of : ebpearos, iravroyv, edtpwv, dcrcbaXes, eiaerai, aXy9y.\n(b.) 6'o-Tt9 Se pi] irierrevei. Is this a regular use of p-q ?\n4. Translate :\u00E2\u0080\u0094\neiTt Se rijs irpcopos bcrov reercrapaKOvra mirXicrpevoi avrv epdyiovro, irdvra eoiKores av9piiirois,\nirXyv rijs Kopys. avry Se irvp fjv Kal eKaiero, S>crre ovSe Kopv9a>v eSeovro. dvrl Se\nloruav o dvepos epiriirrwv ry vXy, iroXXrj ovcry ev eKacrry, eKoXirov re avryv Kal ecibepe\nryv vijcrov, rj e9eXoi o Kvfiepvyrys. KeXevcrrys S' ecpeicrryKei avrois, Kal irpbs ri]v\nelpecriav o^ecos eKivovvro, wcrirep rd paKpd rwv irXoiiav.\n(a.) Explain the case of irdvra, iroXXy, eKacrry, paKpd.\n5. Translate:\u00E2\u0080\u0094\nrp'nr] 8' eSiKacr9r] irepi irpoeSpias, 'AXe{-di>8pu> re rdj QiXiirirov Kal 'Avvi/3a r(2 YLap^ySoviia-\nKai eSo^e irpoe^eiv o 'AXe^avSpos, Kal 9povos avrij) ere9y irapd YLvpov rbv TLepcryv, rbv\nurporepov. reraproi 8' ypeis icpocryve-^9ypev Kal 6 pev ypero, ri ira96vres en ^Zvres\nlepov \iopiov eirifia'iypev ypeis Se irdvra e^-qs 8inyycrdpe9a. ovro> Si] peracrrycrd.pevos\n\u00E2\u0096\u00A0qpas eiri iroXvv ^povov ecrKetrrero, Kal tois ervveSpois eKoivovro irepi ypoiv. crvvijSpevov\nSe dXXoi re iroXXoi Kai ApicrreiSijs o St^atos, o 'A9yvaios.\n(a.) Parse ri. Who was Aristides the Just 1\n(5.) Give Lucian's picture of Diogenes, Plato and Pythagoras in the Island of the Blest\n6. Translate :\u00E2\u0080\u0094\neypa\pe Se Kai ravryv ryv pd^qv \"Opypos, Kal diriovn poi eSoyKe rd pifSXia Kopiteiv tois\nirap' ypiv av9punrois' dXX' vcrrepov Kal ravra perd rS>v dXXb>v dircoXeerapev. yv Se y\napyii] rov iroiyparos avry\nNvv Se poi evveire, MoCcra, pdyy]v veKviov ypu>a>v.\nTore S' ovv Kvapovs eip-qcravres, wcrirep irap' avrois vdpos eireiSdv irdXepov Karop9iocri>)criv,\nelcrriZvro rd eiriviKia Kal eopryv peydXyv ?^yo^'\u00E2\u0096\u00A0 povos Se ravrys ov perei^e Hv9ayopas,\ndXX' acriros irdppio eKa9e(\ro pvcrarTopevos Tyv Kvapocbayiav. 9 Geo. 5 Public Schools Report. D clxxix.\n7. Translate :\u00E2\u0080\u0094\nTov S' ypeiper' eireira dva^ dvSpiov 'Ayapepvcov\n\" ebevye pdX', el rot 9vpbs eirecrcrvrai, ovSe o~' eyoiye\nXicrcropai e'iveK epelo peveiv. irap' epoiye Kal dXXoi\noi Ke pe ripqcrovo-i, pdXicrra Se pyrlera Zei's.\ney9icrros Se poi ecrcn Siorpecpeov fiacriXyuiv\nalel ydp roi epis re cibiXy iroXepoi re pdycxi reel pdXa Kaprepds ecrcri, 9eds icov croi ro y eSuiKev\noiKaS' iu)V crvv vyveri re erys Kai crois erapoicri\nJAvppiSdvecrcriv avacrcre, cre9ev S' eyco ovk dXeyi^b),\novS' d9opai Koreovros' direiXycroi Se roi diSe'\nits ep' dcbaipeirai X.pvcry'iSa Se k' dyto B^otcr^tSa KaXXiirdpyov\navrbs loiv KXicriyvSe, rb crov yepas, ocbp' ev elSys\noero-ov ifj'eprepds eipi cre9ev, errvyey Se Kai dXXos\ntcrov epol cpdcr9ai Kal dpoua9ypevai dvryv.\"\n(a.) Write brief notes on the use of irap', to (line 7), ^tlvppiSovecrcriv, Koreovros, ep', cr'e9ev\n(line 15).\n8. Translate :\u00E2\u0080\u0094\ndAAd crv, el Svvacrai ye, itepicryeo iraiSbs erjos'\n( lAt^oijcr' OiAti^ivToi'Se Ata Xicrai, ei irore Sij ri\ny eirei &vycras KpaSiyv Aibs ye Kal epy to.\niroXXaKi ydp ereo irarpbs evl peydpoimv aKovo~a\nevyopevys, or' ecf>ycr9a KeXaivecbei \u00C2\u00A5Lpovlo>vi\no'iy ev d9avdroicriv deiKea Xoiybv dpvvai,\ndirirore piv ^vvSycrai 'OXvpirioi y9eXov dXXoi,\n[\"Hpiy r ijSe Iloo-etSdwv Kal LlaAAds 'A9yvy-\\ndXXd 0\"i) rov y' eX9ovcra, 9ed, vireXvcrao SecrpZv,\nto^' eKo.roy^eipov KaXeeracr' es paKpbv \"OXvpirov,\nov Bpiapeiov KaXeovcri 9eol, dvSpes Se re irdvres\nAlyaicov'\u00E2\u0080\u0094o ydp aiS-re filyv oi3 irarpbs dpeivcov\u00E2\u0080\u0094\nos pa irapd rZpovicovi Ka9e\u00C2\u00A3ero KvSe'i yaiiav\nrbv Kal vireSeicrav paKapes 9eol ovSe r' eSyirav.\n(a.) Parse Xicrai, vireSeicrav, eSycrav.\n(b.) Give the derivation of KeXaivecbei, eKaroyyeipov; explain case of o'iy, irarpos.\n9. Translate :\u00E2\u0080\u0094\n\"Sis cbaro' ryv S' ovn irpocrecpy vecbeXyyepera Zei>s,\ndXX' aKeiov Stii- ycrro' 0er(? S' uts yiparo yovviciv,\n&s e'xeT' epireebvvia, Kal eipero Sevrepov alms'\n\" vrjpepres pev St) poi virocr^eo Kal Kardvevcrov,\ny diroeiir', eirel ov roi ein Seos, op' ev elSia\nocrcrov eyco perd iracriv dnpordry 9eoi elpi.\"\n(a.) Give Attic forms of aKecov, yovviav; a note on eiri; derivation of vypepr'es.\n10. Translate into Greek :\u00E2\u0080\u0094\nThey decided not to lay siege to the city; but after their return they constructed a\nwall across the intervening space, cutting off the sun's rays from the moon. This\nwall was double and built of clouds; the consequence was total eclipse of the\nmoon, which experienced a continuous night. This severity forced Endymion to\nnegotiate. He entreated that the wall might be taken down and his kingdom\nreleased from this. He offered to pay tribute, conclude an alliance, to abstain\nfrom hostilities in future and give hostages for these engagements. D clxxx. Public Schools Report. 1918\nFrench (Hugo, Voltaire, Moliere). (Time, 3 hours.)\n(Pridre de repondre en francais.)\n1. Traduisez:\u00E2\u0080\u0094\nII alia droit \" a son allee,\" et quand il fut au bout, il apercut toujours sur le meme banc,\nce couple connu. Seulement, quand il approcha, c'etait bien le mgme homme; mais\nil lui parut que ce n'etait plus la meme fiile. La personne qu'il voyait maintenant\netait une grande et belle creature ayant toutes les formes les plus charmantes de la\nfemme a ce moment precis oft elles se combinent encore avec toutes les graces les\nplus nai'ves de l'enfant; moment fugitif et pur que peuvent seuis traduire ces deux\nmots: quinze ans. C'etaient d'admirables cheveux chatains nuances de veines dorees,\nun front qui sembla.it fait de marbre, des joues qui semblaient faites d'une feuille de\nrose, un incarnat pale, une blancheur Smue, une bouche exquise d'ou le sourire sortait\ncomme une clarte et la parole comme une musique, une tete que Baphael eut donnee\na Marie posee sur un cou que Jean Goujon eflt donne a Venus. Et, afin que rien ne\nmanqu&t k cette ravissante figure, le nez n'etait pas beau, il etait joli; ni droit ni\ncourbe, ni italien ni grec; c'etait le nez parisien; c'est-a-dire quelque chose de spirituel,\nde fin, d'irregulier et de pur, qui desespere les peintres et qui charme les poetes.\n2. Expliquez les regies de syntaxe dont les expressions en italiques sont des exemples et donnez\nun autre exemple de chacune.\n3. Traduisez:\u00E2\u0080\u0094\nJean Valjean lost his parents at an early age.\u00E2\u0080\u0094Then he had only his sister with her\nfamily.\u00E2\u0080\u0094When her husband died Jean took his place and began to work for her and\nthe children.\u00E2\u0080\u0094He used to work hard, and he made both ends meet without difficulty.\n\u00E2\u0096\u00A0\u00E2\u0080\u0094But a severe winter came and Jean got no work.\u00E2\u0080\u0094He then stole a loaf of bread to\nfeed the children.\u00E2\u0080\u0094The baker ran after him and caught him.\u00E2\u0080\u0094Jean was arrested and\nsent to prison.\n4. Traduisez:\u00E2\u0080\u0094\nVol. He quoi! charmante filise, vous devenez melancolique, apres les obligeantes assurances\nque vous avez eu la bonte de me donner de votre foi! Je vous vois soupirer, helas!\nau milieu de ma joie! Est-ce du regret, dites-moi, de m'avoir fait heureux? et vous\nrepentez-vous de cet engagement oil mes feux ont pu vous contraindre?\nM. Non, Valere, je ne puis pas me repentir de tout ce que je fais pour vous. Je nry sens\nentrainer par une trop douce puissance, et je n'ai pas mgnie la force de souhaiter que\nles choses ne fussent pas. Mais, a vous dire vrai, le succes me donne de l'inquietude;\net je crains fort de vous aimer un peu plus que je ne devrais.\nVol. He! que pouvez-vous craindre, filise, dans les bontes. que vous avez pour moi ?\nfill. Helas! cent choses a la fois: 1'emportement d'un pere, les reproches d'une famille,\nles censures du monde; mais plus que tout, Valere, le changement de votre coeur,\net cette froideur criminelle dont ceux de votre sexe payent le plus souvent les\ntemoignages trop ardens d'une innocente amour.\nVol. Ah! ne me faites pas ce tort, de juger de moi par les autres! Soupconnez-moi de\ntout, filise, plutSt que de manquer a ce que je vous dois. Je vous aime trop pour\ncela; et mon amour pour vous durera autant que ma vie.\nM. Ah ! Valere, chacun tient les memes discours ! Tous les hommes sont semblables par\nles paroles; et ce n'est que les actions qui les decouvrent differens.\n5. Pourquoi L'Avare peut-il etre considers comme une piece classique?\u00E2\u0080\u0094Que pensez-vous du\ndenouement?\n6. Traduisez les expressions suivantes et expliquez-les si e'est necessaire:\u00E2\u0080\u0094\n(1.) Panurge mangeait son bie en herbe. (2.) Je n'ai pas, Dieu merci les inclinations\nfort patibulaires; je sais tirer adroitement mon epingle du jeu et me demeler prudem-\nment de toutes les galanteries qui sentent taut soit peu l'echelle. (3.) Quatre bonnes\nmurailles me repondront de ta conduite et une bonne potence me fera raison de ton\naudace. (4.) Vous donnez furieusement dans le marquis, et, pour aller ainsi vetu,\nil faut que vous me derobiez. (5.) Toujours parler d'argent! Voila leur SpSe de\nchevet, de l'argent. 9 Geo. 5 Public Schools Report. D clxxxi.\n7. Traduire:\u00E2\u0080\u0094\nCharles etait encore aupres de Thorn, dans cette partie de la Prusse royale qui appartient\na la Pologne; il portait de la sa vue sur ce qui se passait k Varsovie, et tenait en\nrespect les puissances voisines. Le prince Alexandre, frere des deux Sobieski enleves\nen Silesie, vint lui demander vengeance. Charles la lui promit d'autant plus qu'il\nla croyait aisee et qu'il se vengeait lui-mgme; mais, impatient de donner un roi a\nla Pologne, il proposa au prince Alexandre de monter sur le trOne dont la fortune\ns'opiniatrait k ecarter son frere. II ne s'attendait pas a un refus. Le prince Alexandre lui declara que rien ne pourrait jamais l'engager a profiter du malheur de son\naine. Le roi de Suede, le comte Piper, tons ses amis, et surtout le jeune palatin\nde Posnanle, Stanislas Leczinski, le presserent d'accepter la couronne; il fut\ninebranlable. Les princes voisins apprirent avec etonnement ce refus inoui', et ne\nsavaient lequel ils devaient admirer davantage, ou un roi de Suede qui, a l'age de\nvingt-deux ans, donnait la couronne de Pologne, ou le prince Alexandre qui la refusait.\n8. Decrivez quelques incidents de la vie de Charles XIL, et elites en quoi son caractere difterait\nde celui de Pierre-le-Grand.\n9. Traduire:\u00E2\u0080\u0094\nOne day, as the king was dictating to a secretary some dispatches (lettres) for Sweden,\na bomb fell into the house, came through (percer) the roof and burst very near his\nroom. Part of the floor fell in (s'effondrer), but the ante-room (cabinet) where he\nwas at work, being attached (pratique) to a thick wall, was undisturbed (demeurer\nintact), and by a lucky chance none of the splinters (eclats) came in at the door,\nthough it was open. In this noise and confusion the secretary dropped his pen,\nthinking that the house was coming down. \"What is the matter?\" said the king\ncalmly; \" why are you not writing? \" The man could only stammer out (balbutier),\n\" The bomb, sire! \" \" Well,\" said the king, \" what has that to do with our writing?\nGo on.\"\n1. Traduire:\nIPrench (Corneille, Souvestre). (Time, 3 hours.)\n(Priere de repondre en frangais.)\nDon Rodrigue.\nDe quoi qu'en ma faveur notre amour t'entretienne,\nTa generosite doit repondre a la mlenne;\nEt pour venger un pere emprunter d'autres bras,\nMa Chimene, crois-imoi, e'est n'y repondre pas:\nMa main seule du mien a su venger 1'offense,\nTa main seule du tien doit prendre la vengeance.\nClIIMfiNE.\nCruel! a quel propos sur ce point t'obstiner?\nTu t'es vengg sans aide, et tu m'en veux donner!\nJe sui vrai ton exemple, et j'ai trop de courage\nPour souffrir qu'avec toi ma gioire se partage.\nMon pere et mon honneur ne veulent rien devoir\nAux traits de ton amour ni de ton desespoir.\nDon Rodrigue.\nRigoureux point d'honneur ! helas ! quoi que je f asse,\nNe pourrai-je a la fin obtenir cette grace?\nAu nom d'un pere mort, ou de notre amitie,\nPunis-moi par vengeance, ou du moins par pitiS.\nTon malheureux amant aura bien moins de peine\nA mourir par ta main qu'a. vivre avec ta haine. D clxxxii. Public Schools Report. 1918\nChimene.\nVa, je ne te hais point.\n2. Traduisez, et commentez les expressions en italiques:\u00E2\u0080\u0094\n(a.) Tu ne peux trop promettre aux feux de notre amour\nLa douce liberte de se montrer au jour.\n(&.) Je travaille k le perdre, et le perds k regret;\nEt de Ik prend son cours mon d&plaisir secret.\n(c.) Rodrigue, as-tu du cceur?\u00E2\u0080\u0094Tout autre que mon pdre\nL'eprouverait sur l'heure.\n(8.) Va, je suis ta partie, et non pas ton bourreau.\n(e.) En cet avenglement ne perd pas la memoire\nQu'ainsi que de ta vie il y va de ta gloire.\n3. Montrez comment les vers suivant contiennent toute Pintrigue de cette tragedie de Corneille :\u00E2\u0080\u0094\nJe dois a ma maitresse aussi bien qu'a mon pere :\nJ'attire en me vengeant sa haine et sa colere;\nJ'attire ses mepris en ne me vengeant pas.\nA mon plus doux espoir l'un me rend infldele,\nEt l'autre indigne d'elle.\n4. Traduire:\u00E2\u0080\u0094\nFfiLIX.\nQue ne permettra-t-il a son ressentiment?\nEt jusques a quel point ne porte sa vengeance\nTJne juste colere avec tent de puissance?\nII nous perdra, ma fille.\nPauline.\nII est trop genereux.\nFfiLIX.\nTu veux flatter en vain un p6re malheureux;\nII nous perdra, ma fille. Ah! regret qui me tue\nDe n'avoir pas aime la vertu toute nue!\nAh ! Pauline, en effet, tu m'as trop obei;\nTon courage e'toit bon, ton devoir Va train:\nQue ta rebellion m'eilt ete favorable!\nQu'elle m'eut garanti d'un etat deplorable!\nSi quelque espoir me reste, il n'est plus aujourd'hui\nQu'en l'absolu pouvoir qu'il te donnoit sur lui;\nMenage en ma faveur l'amour qui le possede,\nEt d'oti provient mon mal fais sortir le reniede.\n- Pauline.\nMoi! moi! que je revoie un si puissant vainqueur,\nEt m'expose ft des yeux qui me percent le cceur!\nMon pere, je suis femme, et je sais ma foiblesse;\nJe sens deja. mon cceur qui pour lui s'interesse,\nEt poussera sans doute, en d6pit de ma foi,\nQuelque soupir indigne et de vous et de moi.\nJe ne le verrai point.\n5. Commentez les expressions mises en italiques dans le passage qui precede (4), et faites en\nressortir clairement le sens. 9 Geo. 5 Public Schools Report. D clxxxiii.\n6. Traduisez les passages suivants et expliquez les mots en italiques:\u00E2\u0080\u0094\n(o.) Dans une heure au plus tard vous essuierez ses larmes;\nEt Vheur de vous revoir lui semblera plus doux.\n(6.) Helas! c'etait lui-meme, et jamais notre Rome\nN'a produit plus grand cceur, ni vu plus honnete homme.\n(c.) Qui marche assurement n'a point peur de tomber:\nDieu fait part, au besoin, de sa force infinie.\n(d.) Pgre barbate, acheve, acheve ton ouvrage;\nCette seconde hostie est digne de ta rage.\n(e.) Si, toutefois, apres ce coup mortel du sort,\nJ'ai de la vie asses pour chercher une mort.\n7. On a dit que la tragedie eorneillienne met en scene les effets d'une lutte entre le devoir et\nla passion. Examinez de ce point de vue les deux pieces de Corneille et montrez par ofl\nelles se ressemblent.\n8. Traduire:\u00E2\u0080\u0094\n(o.) Les ceufs couves, les petits sont eclos et ont ete nourris avec les so ins les plus\nattentifs. Le coin de ma fenetre etait devenu un theatre de morale en action,\nou les peres et meres de famille auraient pu venir prendre des lecons. Les petits\nont grandi vite, et, ce matin, je les ai vus prendre leur volee. LTn seul, plus\nfaible que les autres, n'a pu franchir le rebord du toit, et est venu tomber dans\nla gouttiere. Je 1'ai rattrape k grand'peine et je l'ai replace sur la tuile devant\nl'ouverture de sa demeure; mais la mere n'y a point pris garde. Delivree des\nsoucis de la famille, elle a recommence sa vie d'aventuriere dans les arbres et\nle long des toits. En vain je me suis tenu eloigne de ma fengtre pour lui Oter\ntout pretexte de crainte; en vain 1'oisillon infirme l'a appelee par les petits oris\nplaintifs, la mauvaise mere passait en chantant et voletait avec mille coquetteries.\nLe pere s'est approche une seule fois, il a regards sa progeniture d'un air\ndedaigneux, puis il a disparu pour ne plus revenir!\n(6.) I have not seen Paulette for a year. I had almost forgotten her. She knocks at\nmy door and comes in. She is not pretty, she is pale and thin and ill-clad; but\nI do not find her ugly. I recognize her when she smiles, but not before.\nWho is Paulette? She is a little girl whom I saved once at the risk of my life.\nIt was two years ago, on the evening of a public festival. A large crowd was\nwatching the illuminations and the fireworks and admiring the sheaves of flame\nin the middle of the Champ de Mars.\nAll at once a panic struck the multitude. It crushed underfoot the weak\u00E2\u0080\u0094women\nand children\u00E2\u0080\u0094who stumbled in their terror. I heard the cry of a child, returned\nimmediately and rescued her. That child was Paulette. D clxxxiv. Public Schools Report. 1918\nGerman. (Time, 3 hours.)\n1. (a.) 3n\u00C2\u00A7 (Snglifdje bu uberfehten :\u00E2\u0080\u0094\n23et ber fiargfjett beg 9iaume\u00C2\u00A7 tft eg mir fjier unmogltdj, auf gefdjidjtlidje \u00C2\u00A9ingeltjeiten\neingugeljen. (\u00C2\u00A7g roar ein furdjtbar tjeifjer \u00C2\u00A9djtadjttag unter ben Sffiallen uon\nWt%, ein mbrberifdjer Sampf, meift auf engem Dtaum grnifchcn ben feinblidjen\n93erfd)angungen unb bem natjen Jpfiljenterrain in unferm 9tiiden, big aud)\nDioiffeoille enbtictj genommen unb bie bret frangofifdjen Jtorpg unter Siedung\nber faifertidjen \u00C2\u00A9arbe in bie gortS gurfidgeroorfen roaren. Sagaine tjatte atfo\nbagfelbe llnglfid getjabt roie feine Jlameraben ber 9cbjein;2trmee.\n\u00C2\u00A9a\u00C2\u00A7 gange \u00C2\u00A9djladji^ableau biefeg Eageg roar ber SBeinberge roegen uniiberblidbar\nunb in bem engen 9taum oft berart burd) unburdjbringlidjen 5Puluerbampf\neingetjultt, ba\u00C2\u00A7 fetbft bie \u00C2\u00A9onne nergeblidj mit ijjren \u00C2\u00A9trafjlen in btefe\u00C2\u00A7\n^ampfgeroiihf m bringen fudjte. gerfcljmetterte \u00C2\u00A9efdjfifce, gerriffene ^ferbe,\n.Spaufen uon 93errounbeten tagen in bem engen D^aum nor ben frangofifdjen\nSerfcijangungen ; in alt bem Ouatm unb S)unft unterfdjieb man nur bie\nraudjgefdjroarjten \u00C2\u00A9efidjter ber Sampfenben ober fcfiort \u00C2\u00A3ampfunfdtjigen.\n(6.) Translate :\u00E2\u0080\u0094\n(1-\n(2.\n(3.\n(4-\n(5.\n(6.\n(7-\n(8.\n(9.\n(10.\nAs soon as day dawned we started for Remilly.\nWhen the sun rose our batteries were already at work.\nEverybody thought now that peace was at hand.\nThe empress escaped on Sunday, September the 4th.\nHe assured me that he was my friend.\nHe reproached me for not having reported my departure.\nThey will make him answer for what has happened.\nWe knew what to think of his assurances.\nI am convinced of it whatever he may say.\nHe asked us whether there would again be fighting.\n(c.) Put into German :\u00E2\u0080\u0094\nAnd so it happened. At eight o'clock in the morning the thunder of cannon\nbegan again. The shells were still hissing over the village when I stood\nwith one of the regiments on die square. All the enemy's positions were\ntaken, and they retreated on Orleans. Here at length the troops found\nrest. The Loire campaign was at an end, and doubtless the whole war too.\nOrleans was taken, and occupied by three brigades. But the French still\nhoped for the impossible.\n2. (a.) Itberfeljen \u00C2\u00A9ie in\u00C2\u00A7 (Sngltfdje :\u00E2\u0080\u0094\n2U\u00C2\u00A7 einft ber Softer ein neueg 5]3rad)troerf mttgebradjt Ijatte unb mit greube\nroatjrnatjm, roie SJiarie mit einer geroiffen Oftentation bag \u00C2\u00A9efprad) mit bem\n\u00C2\u00A9rafen abbradj, um fid) an einem \u00C2\u00A9eitentifd) uon itjm fiber bie abgebitbeten\nStntifen Betetjren %u taffen, bemerfte ber ebte SQcagtjar ber J!angletratin, er fiir\nfeinen S.eit Ijege nidjt bag minbefte ^ntereffe ffir ben alten 5)3lunber unb fibertaffe\nbergleidjen \u00C2\u00A9adjen ben .fperren \u00C2\u00A9etetjrten, roorauf bie j?angleiratin erroiberte,\nfie ftnbe bag fetjr begreiftidj; ein \u00C2\u00A3aoalier roie \u00C2\u00A9raf (Sfanabu fyahe. eben eine\nanbere \u00C2\u00A9p()dre atg bie Sourgeoifie.\n,,\u00C2\u00A3ieber ijimmd,\" fufjr fie fort, ,,unferen SOtannern ift eg nidjt befdjieben, fid) auf\nbem gelb gu tummetn, roo ber Slbel Sorbeeren pftitdt, barum mfiffen fie fid) auf\neine anbere SfBetfe nfi^lid) gu madjen fudjen.\"\nSJcarie btidte erftaunt, ber \u00C2\u00A9oftor empbrt gu ber \u00C2\u00A9predjerin auf. (Sr Ijatte ein\nfdjarfeS 3Bort auf ber 3\u00C2\u00AB\"3e, aber eine roeidje ^anb tegte. fid) auf bie fetnige\nunb ein bittenber Slid tjtefj itjn fdjroeigen. @r beeitte fidj, mit feinen\nlugeinanberfeijungen gu @nbe gu fommen, unb empfa-tjl fid) mit ben fibtidjen\n^bftidjfeitgptjrafen. 9 Geo. 5 Public Schools Report. D clxxxv.\n(b.) Render freely into English, and comment if necessary :\u00E2\u0080\u0094\nS)er btaue SJcontag.\u00E2\u0080\u0094(Kitten in ben .fparrtifd) bringen.\u00E2\u0080\u00943teSett6ocJ.\u00E2\u0080\u0094gudjgtaufe.\u00E2\u0080\u0094\n(Sarcer.\u00E2\u0080\u00943ng ^Ijilifterium treten.\u00E2\u0080\u0094$n meine gamitie fdjlagen.\u00E2\u0080\u009433rfiberfdjaft\ntrinfen.\u00E2\u0080\u00943Jcit ber \u00C2\u00A3fir ing ^au\u00C2\u00A7 fatten.\u00E2\u0080\u0094@r bidjtet mutig barauf log.\n(c.) Translate :\u00E2\u0080\u0094\nThe son was silent while the father talked, and did not contiadict him. He\nthanked him for his admonition, said he had been childish, but that it was\nto be the last time. When he got up to go to his study, his mother\nbeckoned to him to remain until his father had gone back to the workroom.\nThen she stroked his cheeks, kissed him tenderly and whispered to him\nthat his father was a tyrant, but that she had sympathy for him. \"A.\nprofessor the son of a tailor ! that means so much,\" she said.\n3. (a.) $ng (Snglifdje gu fiberfe^en :\u00E2\u0080\u0094\n\u00C2\u00A9ibfon- 93itte, madjen \u00C2\u00A9ie feine \u00C2\u00A9cene\u00E2\u0080\u0094feien \u00C2\u00A9ie nidjt entruftet, tjeiraten\u00E2\u0080\u0094fann\nid) \u00C2\u00A9ie nidjt.\n\u00C2\u00A9aratj. 3tber, mein ,\u00C2\u00A7err!\n\u00C2\u00A9ibfon. (Sg ift beffer, man fagt bag offen tjeraug,\u00E2\u0080\u0094atg bafj man ffifje .fpoffnungen\nerroedt,\u00E2\u0080\u0094id) rofirbe\u00E2\u0080\u0094\u00C2\u00A9ie bod) niematg lieben fonnen !\n\u00C2\u00A9aratj. \u00C2\u00AEag Ijabe id) bod) uon Sfjnen niemalg oerlangt\u00E2\u0080\u0094\n\u00C2\u00A9ibfon. 3d) roiberrufe atleS, roag id) gefagt fjabe. (\u00C2\u00A9tetjt $o\u00C2\u00A3jn non linfg\neintreten.) \u00C2\u00AEa ift ja ein 3eu9e\u00E2\u0080\u0094bjoren \u00C2\u00A9ie, mein ^err\u00E2\u0080\u0094tdj erftare aug;\nbrudlid), bafj id) jene 3)ame niemalg tjeiraten roerbe\u00E2\u0080\u0094\n\u00C2\u00A9aratj (bei \u00C2\u00A9eite). \u00C2\u00AEer SJcenfd) mufj toll fein.\n3oh)n (bei \u00C2\u00A9eite). Ober betrunfen. (3tb burd) bie 5Kitte).\n\u00C2\u00A9ibfon. 3d) bin aber fein ttnmenfd)\u00E2\u0080\u0094id) bin roobjlbjabenb\u00E2\u0080\u0094roag oerlangen \u00C2\u00A9ie\n3(bftanb ?\n\u00C2\u00A9arat). 9Jcein Jperr\u00E2\u0080\u0094eg ift genug !\n\u00C2\u00A9ibfon. 3dj itjatje ^tjnen j<* nod) gar nidjtg geboten.\n\u00C2\u00A9aratj (Ijeftig). SBenn \u00C2\u00A9ie \u00C2\u00A9djerge madjen rootlen, fudjen \u00C2\u00A9ie fid) anbere bagu au\u00C2\u00A7\n\u00E2\u0080\u0094id) mu\u00C2\u00A7 3Ijnett fagen\u00E2\u0080\u0094ja\u00E2\u0080\u0094id) Ijabe oft gum .ipimmel gebetet,\u00E2\u0080\u0094bafj er mir\neinen 9Jcann befdjeren foil\u00E2\u0080\u0094aber fo einen roie \u00C2\u00A9te\u00E2\u0080\u0094baffir mfifjte id) banfen.\n\u00C2\u00A9ibfon. @ott fei \u00C2\u00A3>anf!\n\u00C2\u00A9arabj. 3d) bin fo alteriert\u00E2\u0080\u0094mir roirb bunfet nor ben 3tugen\u00E2\u0080\u0094ab)\u00E2\u0080\u0094(ftnft um\u00E2\u0080\u0094\n\u00C2\u00A9ibfon fdngt fie auf).\n\u00C2\u00A9ibfon. S)a\u00C2\u00A7 fetjlte nod)\u00E2\u0080\u0094bitte\u00E2\u0080\u0094ertjoten \u00C2\u00A9ie fid)\u00E2\u0080\u0094\n(b.) ttbertragen \u00C2\u00A9ie folgenbe 3tugbrude in\u00C2\u00A7 (Snglifdje:\u00E2\u0080\u0094\n3tuf bie leidjte SIdjfel.\u00E2\u0080\u0094\u00C2\u00AEag founte idj mir benfen.\u00E2\u0080\u0094SDcit einem bbfen Dcaufdj.\u00E2\u0080\u0094(Sr\nrumort entfetjlidj.\u00E2\u0080\u00949Jcidj gum beften tjaben.\u00E2\u0080\u0094\u00C2\u00A9te ift gang oerbreljt.\u00E2\u0080\u0094geuer\ngefangen.\u00E2\u0080\u0094$n \u00C2\u00B0eu \u00C2\u00A9umpf gelodt.\u00E2\u0080\u0094\u00C2\u00A9oft bag getobt fein ?\u00E2\u0080\u0094(Sg gebjt fd)on tog.\n(c.) \u00C2\u00A9djreiben \u00C2\u00A9ie einen furgen 2tuffatg fiber ben \u00C2\u00A9egenftanb uon 9Jcofer\u00C2\u00A7 Suftfpiel.\n13 D clxxxvi. Public Schools Report. 1918\nEducation. (Time, 2 hours.)\n1. State the duties of the teacher as outlined in the School Act in regard to each of the\nfollowing:\u00E2\u0080\u0094\n(ft.) The submitting of his resignation.\n(&.) The school-register of attendance.\n(c.) The appearance of infectious or contagious disease in the school.\n(d.) The destruction of school property by pupils.\n(e.) A time-table of daily procedure.\n2. (ft.) How may a teacher deal with a persistently disobedient pupil?\n(b.) What penalty is provided under the School Act for the disturbing of the exercises of a\nschool by a parent or other person?\n3. What provision is made by the Government for assisting a school to establish a school-library?\n4. When should the teaching of spelling begin? What fundamental principles should be\nobserved in teaching spelling in all grades?\n5. What order of work would you follow in teaching the geography of the continent of North\nAmerica to an Intermediate Grade class?\n6. Explain how you would teach any one of the following:\u00E2\u0080\u0094\n(ft.) The first lesson taught to a class on per cent.\n(b.) Scott's \" Rosabelle \" or Keat's \" Ode to Autumn \" to a second-year High School class.\n(e.) The history of The Behring Sea Dispute to a class preparing for entrance to High\nSchool.\n(d.) The division of a binomial quadratic surd by a binomial quadratic surd to a High\nSchool class preparing for entrance to a university.\n7. Write briefly on any one of the following:\u00E2\u0080\u0094\n(ft.) The transitional forces that effected the change from the Old Greek Education to\nthe New Greek Education in Athens.\n(6.) The ideals of monastic life and education in the Middle Ages.\n(c.) The contributions made by Pestalozzi to present-day methods of teaching.\n8. State concisely the three leading laws of habit formation as given by William James.\nOr\nDiscuss the following statement: \" Practice may make perfect, but it also may make\nimperfect.\"\nvictoria, B.C. :\nPrinted by William H. Cullin, Printer to the King's Most Excellent Majesty,\n1919."@en . "Legislative proceedings"@en . "J110.L5 S7"@en . "1919_V01_05_D1_Dclxxxvi"@en . "10.14288/1.0059868"@en . "English"@en . "Vancouver : University of British Columbia Library"@en . "Victoria, BC : Government Printer"@en . "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"@en . "Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia"@en . "FORTY-SEVENTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1917-1918 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES"@en . "Text"@en . ""@en .