CONTENTdm
PUBLIC SCHOOLS REPORT.
Sessional Papers of the Province of British Columbia
British Columbia. Legislative Assembly
Double-sided foldout: HIGH SCHOOL ENTRANCE EXAMINATION--MIDWINTER, 1905. -- p. A cxxiii; Double-sided foldout: HIGH SCHOOL ENTRANCE EXAMINATION--MIDWINTER, 1906. -- p. A cxxix; Double-sided foldout: RURAL HIGH SCHOOL ENTRANCE EXAMINATION--MIDSUMMER, 1906. -- p. A cxxxvii; Double-sided foldout: JUNIOR GRADE CERTIFICATE EXAMINATION--JUNE, 1906. -- p. A cii.
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THIRTY-FIFTH ANNUAL REPORT OP THE- PUBLIC SCHOOLS —OP THE PROVINCE OF- BRITISH COLUMBIA, 1905-1906. BY THE SUPERINTENDENT OF EDUCATION. WITH APPENDICES. THE GOVERNMENT OF THE PROVINCE OF BRITISH COLUMBIA l'KINTEli BY AUTHORITY OF TICK LEGISLATIVE ASSEMBLY. VICTORIA, B. C Printed by Richard Wolfenden, V.D., I.S.O., Printer to the King's Most Excellent Majesty. 1906. 6 Ed. 7 Public Schools Report. A 3 PUBLIC SCHOOLS REPORT. 1905-1906. To His Honour the Honourable James Dunsmuir, Lieutenant-Governor of the Province of British Columbia. May it please Your Honour : I beg herewith respectfully to present the Thirty-fifth Annual Report on the Public Schools of the Province. FRED'K J. FULTON, Minister of Education. November, 1906 6 Ed. 7 Public Schools Report. A 5 PART I. GENERAL REPORT. 6 Ed. 7 Public Schools Report. A 7 REPORT OF THE SUPERINTENDENT OF EDUCATION. 1908-1906. Education Office, Victoria, B. C, November, 1906. To the Honourable Frederick J. Fulton, K. C, Minister of Education. Sir,—I beg to submit the thirty-fifth Annual Report of the Public Schools of British Columbia for the school-year ending June 30th, 1906. The total enrolment in all the schools was 28,522, an increase of 1,168 over that of the previous year. The number of boys was 14,524, and of girls 13,998. The grand total days' attendance made by all the pupils enrolled was 3,892,444, an increase of 197,322. The average actual daily attendance was 19,506, an increase of 647. The percentage of regular attendance was 68.39. HIGH SCHOOLS. The enrolment in the High Schools during the year was 1,236. Of this number 473 were boys and 763 were girls. The number of divisions, the total enrolment, the total actual daily attendance, and the percentage of regular attendance in each High School are shown in the following table:— Hkdi Schools. Chilliwack Cumberland Grand Forks .... Kamloops Kaslo Nanaimo Nelson New Westminster Revelstoke .... Rossland * Vancouver Vernon t Victoria No. of Divisions. 1 1 1 1 1 2 3 3 1 1 13 1 8 Total Enrolment. 42 20 25 30 19 73 49 115 33 28 495 31 276 Actual Daily Attendance. 26.37 16.73 14.15 19.61 13.98 46.33 44.48 73.40 27.06 18.33 386.48 21.86 203.00 Percentage of Regular Attendance. 62.78 83.65 56.60 65.36 73.57 63.46 90.77 63.82 82.00 65.46 78.07 70.51 73.55 * Is affiliated to McGill University, in so far as regards the work of the first and second years in Arts, t Is affiliated to McGill University, in so far as regards the work of the first year in Arts. A 8 Public Schools Report. 1906 GRADED SCHOOLS. A graded school consists of at least two divisions, having as its teaching staff a Principal and at least one assistant. The total enrolment in these schools was 19,490, an increase for the year of 1,154. The actual daily attendance was 13,981, an increase of 698. The number of boys enrolled was 10,096, of girls, 9,394. The percentage of regular attendance of the graded schools of Victoria was 78.47; of Nanaimo, 73.66; of New Westminster, 70.45; and of Vancouver, 74.36. The following table gives the names of the several Graded Schools, the number of divisions in each, the total enrolment, the actual daily attendance, and the percentage of regular attendance :— Schools. Armstrong Burnaby, West. Cedar Hill Chilliwack South Coal Creek . . Cranbrook . . Cumberland Duncan Enderby Esquimalt Extension Fernie Golden ... Grand Forks Greenwood Harewood Junction Kamloops Kaslo . Kelowna Ladner Ladysmith Maple Ridge Matsqui . Michel Mission Moyie Nanaimo: Central Middle Ward South Ward.. Nelson New Denver . ... New Westminster : Boys' Girls' Sapperton ... Westside .... North Arm Northfield Peachland Phcenix Port Moody Revelstoke Number of Divisions. 5 3 3 4 9 2 2 2 2 2 10 4 2 Total Enrolment. 174 110 81 177 79 122 296 331 68 124 180 86 404 107 327 90 67 74 319 110 130 177 553 66 89 137 77 107 576 246 115 480 65 459 417 127 160 79 71 69 112 72 392 Actual Daily Attendance. 117.05 69.04 52.54 114.24 45.73 67.81 185.50 226.85 46 55 77.02 113.65 65.32 229.27 74.99 217.38 58.79 42.59 46.84 205.59 78.83 94.70 114.34 394.09 45.94 56.21 68.73 43.86 58.66 439.94 179.18 78.50 333.00 46.08 328.20 309.18 82.26 107.37 48.87 43.04 52.02 60.03 51.26 282.06 Percentage of Regular Attendance. 67.27 62.76 64.86 64.54 57.88 55.58 62.66 68.53 68.45 62.11 63.13 75.95 56.75 70.08 66.47 65.32 63.56 63.29 64.44 71.66 72.84 64.59 71.26 69.60 63.15 50.16 56.96 54.82 76.37 72.83 68.26 69.37 70.89 71.50 74.14 64.77 67.10 61.86 60.61 75.39 53.59 71.19 71.95 6 Ed. 7 Public Schools Report. A 9 Schools. Number of Divisions. Total Enrolment. 68 554 42 79 60 79 120 151 71 802 1,152 568 261 131 125 1,168 576 533 1,014 116 103 139 98 301 609 519 139 209 473 87 446 199 253 81 Actual Daily Attendance. Percentage of Regular Attendance. 2 10 1 2 2 2 3 3 1 13 20 9 4 3 2 19 10 9 17 2 2 3 2 5 12 10 3 4 10 2 8 4 6 2 41.12 379.65 19.81 44.38 44.86 49.49 86.59 94.41 45.92 578.33 875.93 405.96 198.33 102.05 96.98 874.09 444.37 428.02 765.77 65.47 53.71 123.58 78.29 199.55 484.45 415.69 99.62 159.38 376.11 60.17 347.62 159.97 212.87 50.75 60.47 68.52 Sandon 47.16 56.17 74.76 Steveston Tolmie Trail 62.46 72.15 62.52 Vancouver: 64.67 Central 72.11 76.03 Fairview // West 71.47 75.98 77.90 Model 77.52 74.83 77.14 80.30 Strathcona 75.51 56.43 n North 52.14 South 88.90 West 79.88 66.29 Victoria : 79 54 Girls' 80.09 Hillside 71.66 South Park 76.25 79.51 69.16 77.94 80.38 West 84.13 62.65 A 10 Public Schools Report 1906 COMMON SCHOOLS. The total enrolment in ,u; — these schools for the year was 1 ',796. Of these 3,955 were boys and 3,841 were girls. In the following list of common schools the names in italics are "assisted schools":— Abbotsford, Camp Slough, Essington, Aberdeen, Canoe Creek, North, Fairfield, Agassiz, Canoe Creek, South, Fairview, Ainsworth, Cape Scott, Ferguson, Alberni, Cascade, Ferndale, Alberni, New, Cedar, East, Field, Albert Canyon, Cedar, North, Fort Steele, Aldergrove, Cedar, South, Foster's Bar, Aldergrove, South, Chase River, Gabriola, North, Alert Bay, Cheam, Gabriola, South, Alexandria, Chemainus, Gcdena, Anaconda, Chemainus Landing, Galiano, Anarchist Mountain, Clayoquot, Ganges, Anniedale, Clayton, Gill, Arrowhead, Clinton, Glenemma, Ashcroft, Cloverdale, Glenora, Aspen Grove, Coldwater, Glenvalley, Atchelitz, Col wood, Glenwood, Athalmer, Comaplix, Goldstream, Atlin, Commonage, Gordon Head, Barnet, Comox, Granite Siding, Barnston Island, Courtenay, Grantham, Beaton, Cowichan, Gulfside, Beaver, Craigellachie, Hall's Prairie, Beaver Greek, Craigflower, Hammond, Beaver Point, Creston, Haney, Bella Coola, Crofton, Haney, East, Bella Coola, Lower, Cultus Lake, Harrison River, Belmont, Deadwood, Hatzic, Berlin, Deep Creek, Hatzic Prairie, Black Mountain, Delta, Hazelton, Blue Mountain, Denman Island, Hedley, Blue Springs, Departure Bay, Hope, Boundary Bay, Discovery, Hope Station, Boundary Falls, Dolan Corners, Howe Sound, Bowen Island, Douglas, Hume, Brisco, Ducks, Huntingdon, Brownsville, Duhamel, Illecillewaet, Burgoyne Bay, Dunach, Ingrain Mountain, Burnaby, Dunach, South, Inverness, Burton, Dundonald, Iron Mask, Cache Creek, Eburne, Isabella Point, Cadboro, Eholt, Jacko Creek, Camborne, Elk Lake, Jaffray, Campbell Creek, Elko, Jubilee, Campbell Creek, South, English, Keejers, 6 Ed. 7 Public Schools Report. A 11 Kensington, Kensington, East, Keremeos, Kettle River, North, Kimberley, Lac la Hache, Lac la Hache, North, Lake, Langley Langley, East, Langley Prairie, Lansdowne, Lazo, Lillooet, Lillooet, South, Lochiel, Lotbiniere, Lulu, Lumby, Lund, Lynn Valley, Lytton, Lytton, North, Mabel Lake, Majuba Hill, Malahat, Malcolm Island, Maple Bay, Mara, Marysville, Mayne Island, Metchosin, Metlakatla, Midway, Minto, Monte Creek, Moodyville, Morrissey, Morris Valley, Mountain, Mount Lehman, Mount Sicker, Mud Bay, Nakusp, Nanaimo Bay, Nanaimo, North, Nanaimo, South, Nickel Plate, Nicola, Nicola, Lower, Nicomen, Nicomen, North, North Bend, North Thompson, North Thompson, West Notch Hill, Oak Bay, Okanagan, Okanagan Falls, Okanagan Landing, Okanagan Mission, Okanagan, South, Otter, Otter Lake, Oyster, Oyster, North, Parksville, Pender, Penticton, Poplar, Port Kells, Prairie, Prairie Valley, Princton, Prospect, Quamichan, Quesnel, Retreat Cove, Rock Greek, Rock Mountain, Rocky Point, Rosebery, Round Prairie, Ryan, Saanich, North, Saanich, South, Saanich, West, Sahtlam, Saint Elmo, Salmo, Salmon Arm, East, Salmon Arm, West, Sandwick, Savona, Scott Road, Shawnigan, Shuswap, Shuswap Falls, Sidney, Silver Creek, Silverdale, Silverton, Similkameen, Simpson, Somenos, Sooke, Sooke, East, Southfield, Spallumcheen, Spence's Bridge, Spring Brook, Spuzzum, Squamish, Stave River, Strawberry Vale, Stuart Lake, Sumas, Sumas, South, Sumas, Upper, Summerland, Sunbury, Sunnyside, Surrey Centre, Tappen Siding, Three Forks, Tobacco Plains, Trenant, Trout Lake, Tynehead, Ucluelet, Union Bay, Valdez Island, Van Anda, Vesuvius, Vesuvius, North, Wardner, Webster's Corners, Westbank, Westham, Whonnock, Williams Lake, Wilmer, Windermere, Winlaw, Yale, Ymir. The total number of teachers and monitors employed was 690, an increase of 27. Of this number 37 were employed in the High Schools, 368 in the Graded Schools, and 285 in the Common Schools. The percentage of average daily attendance throughout the Province was 68.39. A 12 Public Schools Report. 1906 The expenditure for education proper during the year was :— Teachers' Salaries $289,266 98 Incidental Expenses (6 months). 9,666 11 Per Capita Grant to Cities (6 months) 86,968 45 Grant to High Schools (6 months) 4,950 00 Education Office 9,185 07 Inspection of Schools 10,132 99 Normal School , , 5,393 57 Education of Deaf and Dumb 3,374 80 $418,937 97 Less Fees for Teachers' Examination 710 00 $418,227 97 The cost of construction of new school-houses, furniture, repairs and improvements generally to school property for the year was $26,314.91. The total cost to the Provincial Government for all purposes of education during 1905-06 was :— Education Proper $418,227 97 Department of Lands and Works 26,314 91 $444,542 88 In addition to this amount the incorporated cities spent the following sums over and above the per capita grants received from the Treasury :— Cities op the First Class. Vancouver $132,247 24 Victoria 46,777 78 Cities op the Second Class. Ladysmith $ 2,077 01 Nanaimo. 5,628 16 Nelson 9,126 58 New Westminster 13,445 67 Revelstoke 6,596 38 Rossland 6,959 23 Cities of the Third Class. Cranbrook $ 705 00 Cumberland 1,430 20 Enderby 326 50 Fernie 1,983 24 Grand Forks 4,506 65 Greenwood 1,933 30 Kamloops , 2,597 99 Kaslo 1,606 15 Kelowna , 974 75 Phcenix 810 04 Sandon 461 65 Slocan 532 36 Trail , 1,546 11 Vernon 1,925 69 $244,197 68 Amount expended by Provincial Government 444,542 88 Grand total cost of Education $688,740 56 6 Ed. 7 Public Schools Report. A 13 The grand total cost of education for the year 1904-05 was $729,049.77. The cost to the Government of Education Proper in the several Electoral Districts was : Alberni $ 7,361 64 Atlin 2,333 00 Cariboo : 2,484 04 Chilliwack 16,839 24 Columbia 5,331 96 Comox 12,160 42 Cowichan 8,430 00 Cranbrook 7,701 36 Delta 21,519 40 Dewdney 13,654 60 Esquimalt 5,728 83 Fernie 8,402 78 Grand Forks 7,147 91 Greenwood 4,691 82 (The) Islands 7,648 90 Kamloops 15,369 79 Kaslo 4,858 07 Lillooet. 2,448 58 Nanaimo City 10,689 18 Nelson City 6,055 12 Newcastle 17,147 59 New Westminster City 14,651 14 Okanagan ' 22,413 93 Revelstoke 8,360 44 Richmond 17,013 08 Rossland City 6,223 14 Saanich 9,534 99 Similkameen 5,413 26 Skeena 4,745 61 Slocan 5,466 68 Vancouver City 59,742 30 Victoria City , i 33,607 90 Yale 10,558 67 Ymir 5,116 17 851 54 The following table shows the cost to the Provincial Government of each pupil on enrolment and on average daily attendance during the past ten years :— Year. Cost of each pupil on enrolment. Cost of each pupil on average actual daily attendance. 1896-97 $13 97 14 03 14 00 13 29 13 22 15 29 16 20 16 07 15 82 14 66 $22 08 22 40 1897-98 1898-99 21 83 1899-1900.. 21 29 1900-01 . 20 67 1901-02 23 48 24 27 1903-04 24 28 1904-05 22 95 1905-06 21 44 A 14 Public Schools Report. 1906 h O tf h w H-1 P 0 0 X o w h i—I o tf 0 c/_ h tf 0 tf w tf «! h-H o < z ffl tfl as o a) o •S9SO(I -jnd.taqcioaoi pi^d ^unotuy •sai^dga pire axnqiaxnj aoj ptud _L.imou.iy •0^9 'sSmpnnq [ooqos jo uopon.i^suoo 'sa'^is iooqos jojpx«d^nnotav ■sosuadxa pscuiapioui JO J piud ^unotuy •S9U'C['BS ^jgqoTJS^ joj pxud _^unouiy •_puasip qo-ea JOJ i^oi pacpjiin^sa pj^ox :> o c o o O O O O Cj OOOOO t-iOI'-HN CO IQ Oi o c o o CO O IQ O 0*"co"lO CO T-A CO CO i—i. t£> ■sSuip[niq [ooqos jo anpj a pg^uiujisg; oooo oooo oooo ooooo ooooo OOOOO •spunciS jooqos jo anp3A pa_p3 uii'jsg; oooo o oooo o o o o o_ o d»o"o i>^ CM ' OOOOOO O - O —■ '3 o oooo — o ■sn^u.n.ddTj pu'e aaii_(iu -.mj [ooqoa jo 9ii['BA pa^muiqs^i oooo ooom OOOICO o ooooo O OOOOO 00 NiONHl- O O O O coot- oi 'spunoJS poqos JO V&Xy O O IO Tf omoo iQ OJ Ol CM X X X X oooo O O iCJ lO 3 O a O -* O O CM H IM (M (N (N IN X X X XX XX CM O O C ".oinppnq ut SlUOOJ-SS'Bp jo jaqum^j © CO GO CO -* ■p3U9^lU i.«qa J0 So-c -a ___:-o;,__;-d O o o CJ o = _9 ~-__:_0-__:_0 ■qimq uoq^vv tH O] Cl Ol X CO CO C CO O) i-H .CO O ^ O O o o vj o x o -: © o ~. ~ © o o ;_. o © X /j X Jj © © Xi © X © Jj © ©■ © © EH Si? "3 OOOOO OOOOO OOOTCH OOO 1 ooo CO O CM CO O Ci CO OOOOOOO OOOOOOO O iO O io UO- o o c" eS co" of co rfT cT OOOOOOO ^OOOOOO io O O CO O "0^*0 U-ToTr-f i-Tr-Tr-Tn" OOOOOOO C O O O O ~ o iQ iQ -# CO O 00 UO X X X X X t O O O O io J OOOOOO ■ CC CO CO (M r. IO O r lCMiQiO'H-'+CO'#CQi>.CO~ :xn co © © x /j .x- _o x ■; _ Jj X X X X X XI x X CO 'j 5 S _cd t; o Of— cqw n E St; «™<- Jg.a g o-tj 6**3) M M c/_ £ £ W ffi 3^5 s [it a a -'- . - cc t2 ffi x m > tz; m o O>0 HH j o o IO CO 6 Ed. 7 Public Schools Report. A 15 oooo O iO o >o COXOH o o o- o o O^Ol o^o^©-* co r-T ©" co" o" oooo oooo oi o oi o oooo O io o o 00 Ol IO CO CO Ol -* <n HNtOH o e_> lots, 100 100 ft. ea 3 lots, 66 132 ft. ea citv lots « Ol CO oom O rA 00 CO CM Ol r^ m ts « fe PQ(t fe 1892-3 1895.. 1887.. 1892.. 13 -_ C- -h OffiOO 00 00 oo cs on oo i—i ■-( CO CO © o 00 00 CO © © © CO -sj _-. o ■/,■ /_■ © © 00 Ol CO o © ©ex 00 CO r-1 © © o GO GO © 3 _> > . .o.—. ooo ffiul^a. C be C Qj.-H Offi O o C o © CO Ttl CO o o c c 00 IO I- c - O io o _* cc © © CO CO 00 CO o- CT o- -* €# O _r CO © i-H o o o i-1 00 iO tjq th o- CM CM o O o CM CM i-l i-< o © o O iO OO 1 (N io of a> H (M 1-1 oo o o O Ol oo o o o o o o lO lO iO o O O io O IO CM o co <o 0 o o o IO iO CO 01 CM CO IO _ 0 o o o iO o o >o 01 IO CO t— 00 CM CO CD -I Ol OJ CM OJ CM O-OwO °-£ Or _: _: s r r _: z ~ = r *g = fe fe fe £ pq fe pq OOJ©00 llOr-It. H © © Ol CO I- -rH CO i—I O O ON COCO ©oo© OOOOO Cl© o © © o©o o o ©© ©o 25 OS 00 00 © © © Q; © COCO © 00 GO ©IX© © © COCO CO© - T3 _ri §2' ~H «__ _s »13 -_3°._; H.tH G <_ __ a) QOD offi O W M W A 16 Public Schools Report. 1906 The gradual growth of the Schools, as well as the cost of maintaining the same, is fully shown by the record of attendance and expenditure given in the following exhibit : Comparative Statement op Attendance and Cost of Public Schools from 1872-73 to 1905-06. Year. 1872-73.. 1873-74.. 1874-75.. 1875-76.. 1876-77.. 1877-78.. 1878-79.. 1879-80.. 1880-81.. 1881-82 . 1882-83.. 1883-84.. 1884-85, . 1885-86.. 1886-87.. 1887-88.. 1888-89.. 1889-90.. 1890-91.. 1891-92.. 1892-93.. 1893-94.. 1894-95.. 1895-96.. 1896-97.. 1897-98.. 1898-99.. 1899-1900 1900-01.. 1901-02.. 1902-03.. 1903-04 . 1904-05.. 1905-06 Number of School Districts. 25 37 41 41 42 45 45 47 48 50 59 67 76 86 95 104 109 123 141 154 169 178 183 193 199 213 224 231 245 257 268 t252 +248 +257 Aggregate enrolment. 1,028 1,245 1,403 1,685 1,998 2,198 2,301 2,462 2,571 2,653 2,693 3,420 4,027 4,471 5,345 6,372 6,796 8,042 9,260 10,773 11,496 12,613 13,482 14,469 15,798 17,648 19,185 21,531 23,615 23,903 24,499 25,787 27,354 28,522 Average actual daily attendance. 075 767 863 984 1,260 1,395.50 1,315.90 1,293.93 1,366.86 1,358.68 1,383.00 1,808.60 2,089.74 2,481.48 2,873.38 3,093.46 3,681.14 4,333.90 5,134.91 6,227.10 7,111.40 7,785.50 8,610.31 9,254.25 9,999.61 11,055.65 12,304.32 13,438.41 15,098.28 15,564.25 16,357.43 17,060.93 18,859.41 19,506.23 Percentage of attendance. 55.93 61.60 61.51 58.39 63.06 63.49 57.19 52.56 53.16 51.21 51.36 52.88 51.89 55.50 53.75 48.54 54.16 53.89 55.45 57.80 61.85 61.72 63.86 64.00 63.29 62.64 64.13 62.41 63.93 05.11 66.76 66.16 68.94 68.39 Expenditure for education proper. $36,763 77 35,287 59 34,822 28 44,506 11 47,129 43,334 *22,110 47,006 46,960 49,268 50,850 66,654 71,151 79,527 56 88,521 08 99,902 108,190 122,984 136,901 160,627 190,558 169,050 189,037 204,930 220,810 247,756 268,653 46 284,909 10 312,187 17 365,492 15 397,003 46 414,383 43 433,005 17 418,227 97 63 01 70 10 69 63 63 15 52 04 59 83 73 80 33 18 25 32 38 37 *Half-year. tlncluding only those in which a school was in operation during the year. 6 Ed. 7 Public Schools Report. A 17 INSPECTORS' REPORTS. INSPECTORATE NO. 1. " Victoria, B.C., October, 1906. " Alexander Robinson, Esq., "Superintendent of Education, Victoria, B.C. Sir,—I have the honour to submit the following report on the operation of the Public Schools in Inspectorate No. 1 for the year ending June 30th, 1906 :— " General. " For several reasons, the work of supervision in this Inspectorate was not begun until some time after the opening of the past school-year. The field, however, was not neglected, as may be seen from the following list of schools inspected by me during 1905-6 :—Two High Schools, five City Graded Schools, eight Rural Graded Schools, and sixty-six Rural Schools. These had an enrolment of 4,770 pupils, under 118 teachers. "It was impossible, under the circumstances, to make more than one visit to the schools just enumerated, but it is quite probable that I shall be able to devote my whole attention to this important work during the present year. There seems to be much need of strict and frequent supervision in this Inspectorate, which, until last year, I had not visited in an official capacity for a very long time. "Details of inspections appended hereto show the estimate formed by me of the management and condition of each school visited. " Written Examinations. " Particular reference to the results of the High School examinations for 1906 is made under the head of each school concerned, viz., Cumberland and Nanaimo. The record of the latter school in matriculation work is especially good. " Rural examinations for entrance to a High School were held during the year at the usual centres in this Inspectorate (which does not include the City of Victoria). The total number of candidates presented at these examinations was 39, representing 13 Public Schools. Of these but 14 obtained High School entrance certificates. " The usual semi-annual examinations were held at the High School centres of Cumberland and Nanaimo. Sixty-three candidates from 21 outside schools took advantage of these examinations. In all, 159 Public School candidates attended the rural and urban centres in this Inspectorate during 1905-6, and 73, or about 45 per cent, were successful in obtaining the required percentage. " This forms a sharp contrast to the results secured at similar examinations held during the past year in the Kootenays, where 147 candidates for High School entrance or Public School leaving were examined, and 104 of them, or 70 per cent., obtained the coveted certificates entitling the holders to enter a High School. " A few words of encouragement may, however, be gathered from the following remarks made by the Examiners in their report on the work in each subject of the entrance examination of June last:— " ' Many of the (rural) schools on Vancouver Island sent in (grammar and composition) papers of extremely little merit. Out of 39 candidates who wrote (at the rural centres), 21 made under 50 per cent, and 9 failed hopelessly. Duncan and Burgoyne Bay schools were in a class by themselves, the former sending in two papers and the latter one, which were given over 80 marks each. The schools of the Lower Mainland did better.' " ' The work (in grammar and composition) at the urban centres was in advance of that of last year. " ' High marks were made in analysis and parsing by the Nanaimo and Cumberland schools. A 18 Public Schools Report. 1906 " ' The school which sent in the best work in arithmetic was Nelson; Esquimalt was second, 7 pupils with an average of 70. " 'The Nanaimo work shows improvement in drawing (freehand from models).' "British Columbia School Exhibit at the Dominion Pair of 1905, New Westminster. " Perhaps the most interesting and comprehensive—and certainly the most instructive— exhibit of the Dominion Fair, held in New Westminster from September 27th to October 7th, 1905, was that supplied by the Public Schools of British Columbia. This display occupied half the total space of the upper floor of the Industrial Building, and covered an area of 8,000 square feet. It consisted in part of 440 sheets of heavy paper, 5 feet by 30 inches, on which were pasted the thousands of specimens of school work done by pupils of the Province. In addition to these, the shelving space encircling the room displayed products of the manual work carried on in the different schools, and more particularly in the manual training centres of Vancouver and Victoria, such as wood-work, clay-modelling, raffia work, sewing, paper- cutting, pasting and weaving. The domestic science school of Victoria (part of the educational equipment of that city) contributed some excellent specimens of jellies and preserved fruits. From the Winnipeg Institute for the Deaf and Dumb was shown an interesting- exhibit prepared by the pupils maintained by the Province at that deserving institution. " In May, 1905, at the request of the Board of Control of the Dominion Exhibition, the Education Department of British Columbia promptly consented to arrange for an educational exhibit which, it was hoped, might be a credit to the Province as well as to the Dominion. A School Exhibit Committee was accordingly formed, consisting of the Superintendent of Education, the City Superintendents of Schools, the Inspectoral Staff, and the Manual Training Supervisor. The circular issued to the teachers by the Committee asked for collective exhibits from the various classes of schools in the Province, graded and ungraded, and from manual training, domestic science and kindergarten departments of the Public Schools. Although this exhibit was to be non-competitive, awards in the form of diplomas of three grades were to be made by the Exhibition Board for collective exhibits of school work ; for the kindergarten departments medals were also promised. The decision of the Committee to have manual training and domestic science classes at work in the building during certain liours of each day provided not only an unusually attractive feature of the educational exhibit, but a valuable and instructive object lesson to the thousands of visitors who witnessed these kinds of practical instruction in actual progress. " Exhibits were forwarded by the following schools :— "(1.) Ungraded Rural.—Atlin, Barnet, Camborne, Coldwater, Discovery, Galiano, Maple Bay, and West Saanich. "(2.) Graded Rural.—West Burnaby, South Chilliwack, Golden, Ladner, and South Vancouver. "(3.) Graded City.—Grand Forks, Greenwood, Ladysmith, Nanaimo, Nelson, New Westminster, Revelstoke, Vancouver, and Victoria. " According to arrangement, awards were made on the recommendation of the School Exhibit Committee, who acted as judges. Ordinary diplomas for collective exhibits were awarded to the following schools :— " Barnet, New Westminster Boys' Central, Camborne, West Burnaby (for sewing), South Chilliwack, Coldwater, Discovery, Galiano, Golden (for nature study), Grand Forks (for brush drawing), Greenwood, Ladner, Maple Bay, Sapperton (New Westminster), Victoria Hillside (for nature study), Victoria Spring Ridge (for nature study). " Diplomas with honours were awarded to Grand Forks, Revelstoke, New Westminster Girls' Central, West Saanich, New Westminster Westside (for collective exhibit and brush drawing), Vancouver (for collective exhibit, which was not entered by schools as in the case of the exhibits made by the Cities of New Westminster and Victoria). " Diplomas with highest honours were awarded to Nelson (for collective exhibit as well as for brush-drawing), Vancouver (for manual training), Victoria (for collective exhibit, manual training and domestic science), Victoria Kingston Street (for nature study), Victoria North Ward (for nature study), Victoria West (for nature study). "The silver medal for kindergarten department went to New Westminster Girls' Central, and the bronze medal to Westside (New Westminster). " As already stated, the educational exhibit proved beyond all question to be one of the most attractive features of the Fair, and it is not too much to say that the«aims with which it 6 Ed. 7 Public Schools Report. A 19 was organised were realised beyond the expectations of the Committee in charge. Few people understand what the preparation of such a display involves, and particularly the difficulty of getting it up at short notice. But if such an exhibit served no other purpose than that of an additional attraction to swell the gate receipts, it would not have been, in the opinion of the Committee at least, at all worth while. Its justification must be found in its educational value. It was something that the public should have had satisfactory proof that the schools of the Province are giving a just return for the large amounts of money annually spent in their maintenance, and it meant a great deal that the visitors from abroad should be favourably impressed with the educational facilities which this Province affords, as well as with the creditable standard which the school work has reached. It is to be hoped that by suggestion tliis exhibit served as a stimulus to still better work in the schools, and it must have been an effective provincial advertisement and in every respect well worth all the money and pains expended. " Teachers' Institutes. " But one Institute held a meeting during the past school-year. This I was fortunate enough to be able to attend. "The ninth annual meeting of the British Columbia Teachers' Institute was held in Victoria on June 26th, 27th and 28th, 1906, and was one of the largest and most successful educational gatherings ever brought together in the Province. Among the most notable features of the occasion were the excellent addresses delivered by James L. Hughes, Esq., a veteran School Inspector and prominent educationist of Ontario. Appropriate addresses were also given by City Superintendent Argue, of Vancouver, and Principal Burns, of the Provincial Normal School. The programme also included an extensive and valuable scheme of work for six sections (high school, three public school grades, manual training and domestic science). Full reports of the section meetings, which occupied the second day of the programme, were prepared by the respective reporters and kindly published by the Victoria daily papers. " The visiting teachers must have appreciated the care and forethought exercised by the Victoria staff and the officers of the Institute in their efforts suitably to welcome and entertain their guests. On their arrival in Victoria the visitors were warmly welcomed by the members of the Tourist Association and of the Ladies' Auxiliary, at the handsome rooms of the Association. Before leaving the city, the members of the Institute were the guests of the Victoria teachers and the City Council for an afternoon and evening at the Gorge Park, a beautiful all- year resort on the Victoria Arm. Another city has thus ' acquired merit' in the eyes of the teaching profession of the Province. "Teachers' Meetings. " ' If we would keep up with the age, we must think, and in order to have subject for thought, we must read.' " The evident intention of the framers of the regulation requiring the principal of every public school to convene monthly meetings of his assistants for conference on school matters was, as far as graded schools at least are concerned, to encourge the teachers to become studious and progressive. As a result' of enquiries made during the past year, it would appear that in this Inspectorate the regulation just referred to has not effected all that was contemplated by its framers. There is no doubt that the value of the meetings required to be called under Article 10, Rules and Regulations, is almost entirely dependent upon the ability and enthusiasm of the principals concerned, upon whom must devolve the duty of planning and directing them. Properly directed, these monthly meetings should show a gain in the form of greater interest and of better results in school work. The intellectual and moral level of the next generation will depend upon the progressive, earnest and thinking teachers of to-day. " At the close of the inspection of each of the larger graded schools, viz., Cumberland, Ladysmith, Nanaimo and Tolmie, a teachers' meeting was convened at my instance for conference on matters affecting the interests of the school and suggested during my visit. Thus far, the most encouraging reports of the result of my efforts in urging teachers not to be behind in the race for new ideas have come from Ladysmith ; the principal of this school proved an enthusiastic leader. A 20 Public Schools Report. 1906 " City School Districts. "Cumberland High School.—Inspected January 25th, 1906; enrolled, 20 pupils; present, 19. This school is hardly as well equipped as it should be. The percentage of regularity for 1905-6 was 83.65, an excellent record. Intermediate and junior grades; pupils should take a larger part in the recitations; results of year's work not quite as good as might reasonably have been expected. At the departmental examination held in July last, two candidates passed the standard for high school certificates, one obtaining intermediate grade standing and the other junior grade. "Cumberland Graded School.—Inspected January 24th and 25th, 1906; 206 pupils present, of whom 46 formed the senior, 11 the intermediate, and 149 the junior grade. A better percentage of regularity than 68.53 should be secured by a school so favourably situated. Good school building; rooms generally neat, but several could be made more attractive. First division made up of senior pupils in three sections ; book-case and small library ; neater manual work to be secured ; lessons carefully taught; some creditable work shown; an attractive room. Senior, intermediate and junior classes in second division; a pleasant room ; teacher is capable of securing better results; writing and composition to receive more attention. Third division is composed of junior pupils (second reader classes); in fair condition ; no nature lessons given ; junior class a promising one. Junior classes (first reader and second primer) in fourth division; generally a weak division. Fifth division consists of first primer pupils ; apparently very moderate progress for age and time at school. Sixth division made up of beginners ; primary teaching fair ; prospect of better results ; teacher is interested in this class of work. During the past year five pupils of this school passed the standard for admission to a High School. The pass-list for 1904-5 included 9 names; that for 1903-4, 8 names ; that for 1902-3, 14 names ; and that for 1901-2, 5 names. "Ladysmith.—Inspected October 20th, 1905; 383 pupils present, of whom 45 formed the senior, 57 the intermediate, and 281 the junior grade. During 1909-6 this school made the creditable record of 71.26 per cent, in regularity of attendance as a result of the healthy emulation aroused among the various classes in regard to this important point of school econonry. Improvements of considerable extent were made to the school building during the year. The teaching staff, headed by the Principal, succeeded in raising a good library fund by means of a school entertainment held in February last; the teacher's room had already been fitted up by the staff as a library and school museum. School under 9 teachers ; 8th and 9th divisions occupy separate building. First division made up of senior pupils ; work going on quite satisfactorily ; second division composed of senior and intermediate classes ; neat manual work ; lessons generally well taken ; intermediate pupils only in third division; pupils old for grade ; neater manual work to be aimed at; fairly good teaching ; highest section of junior grade in fourth division ; writing and language to have more attention ; fifth division has first reader classes ; better teaching to be done; first reader and second primer classes in sixth division ; general character of teaching and discipline to be improved; seventh division made up of first and second primer classes ; pupils have been poorly taught; a promising primary teacher ; eighth division composed of first primer classes ; creditable primary work ; a pleasant room ; beginners in ninth division; substitute in charge at time of visit. At examination held in June last, five of the seven pupils presented by this school passed the standard for entrance to a High School. Nanaimo High School.—Inspected October 19th, 1905; 57 pupils enrolled; present, 45. From the percentage of regularity (63.46), it is evident that a number of pupils from one reason or another dropped out during the year. The school is now under two teachers and is fairly well equipped with apparatus and reference books. Junior, senior and matriculation classes; two sections in junior class, viz., a first year section of 17 pupils and second year section of 15 pupils; various subjects of course very well taught; good tone in school. At the McGill examination, 1906, ten of the eleven pupils presented for matriculation, passed the required standard, and at the departmental examination held in July last, the senior class of two pupils obtained high school certificates, but the junior candidates did not fare so well, only five having been accorded the necessary percentage. As the junior course is intended to occupy two years, the pupils who had attended the Nanaimo High School for that period as junior students, were very properly required to attempt the examination. The effect on the other pupils should be a salutary one as they will be forced to see the necessity for regular attendance and diligent study in order to complete the course in a reasonable time. 6 Ed. 7 Public Schools Report. A 21 Nanaimo Central School.—Inspected March 9th, April 4th, 5th and 6th, 1906; 417 pupils present, of whom 137 formed the senior, 100 the intermediate and 180 the junior grade. The percentage of regularity for the year was 76.37, an excellent record. School under 10 teachers; several pleasant rooms, but more could be done in the way of decoration ; senior pupils in four highest divisions; lessons carefully taught; more advanced drawing could be given in 3rd and 4th divisions, where the work is parallel; copy-books to be used in three senior classes and greater attention given to writing and composition. Intermediate classes only in Sth and 6th divisions ; intermediate and junior pupils in 7th division; more advanced drawing to be taken in these divisions and copy-books used ; oral part of course (nature, history, etc.,) to be carefully followed; some good points observed; junior classes in Sth, 9th and 10th divisions ; a great improvement shown in the primary work ; more advanced drawing lessons to be given and copy-books generally used; better results to be aimed at in writing and language; Sth and 10th divisions under capable teachers; teachers of 7th and 9th divisions should continue the study of primary work. On the whole the general character of the teaching in this school seems to have acquired a new tone, but it is quite proper to add that too many liberties have been taken with the course of study in the assignment of work to the majority of the divisions. During the past year, 28 pupils of this school passed the standard required for admission to a high school. Nanaimo, Middle Ward School.—Inspected March 9th, 1906; 272 pupils enrolled ; present, 163. The percentage of regularity for the year was 72.83, a good record. Grounds should be put in better condition ; out-houses somewhat inadequate. Staff much interested in work; school-rooms made attractive ; intermediate pupils in first division; quite creditable teaching in many respects ; much attention to drawing and nature study; junior pupils (first and second reader classes) in second division; many pupils old for grade; lessons taught with some care ; reading, writing and language above the average ; more advanced work in drawing to be attempted; third division made up of second primer and first reader pupils ; work fairly well carried on; fourth division composed of beginners; very indifferent teaching; teacher without training or experience. The management of this school, as well as of that in South Ward, appears faulty; the teacher of the highest class should act as vice-principal or supervisor of the school and promptly transfer pupils to a higher or a lower class whenever it appears that their individual interests require it; the frequent re-classification of pupils is the only remedy for the sacrifice of the pupil to the graded school system, that is, to the attempt to have children move up in the course with equal step. These remarks apply almost with equal force to the corresponding grades of the Central School. The consequence is that a great many of the oldest pupils, having attained the working age and heard the call of the ' dollar,' leave school before reaching tho highest class of the senior grade, which is therefore chiefly made up of those who were fortunate enough to be the younger members of their classes and nearer the normal age for that particular stage of advancement. "Nanaimo, South Ward School.—Inspected March 8th, 1906; enrolled, 118 pupils; present, 80. Outhouses inadequate and in very bad condition • fences have disappeared; school-rooms fairly clean and neat. Junior classes only ; a difficult school in many respects; teachers painstaking; pupils to be more frequently re-classified ; first and second reader classes in first division ; many pupils old for grade ; some of the work quite creditable ; drawing backward ; more teaching to be done in number and reading; second division made up of first and second primer classes ; fair results in some respects; teaching of reading and number to be improved. The percentage of regularity for the year was 68.26, somewhat lower than that secured by either the Middle Ward or the Central School. " Alberni. "Alberni.—Inspected February 19th and 20th, 1906 ; enrolled, 30 pupils; present, 19. Sickness in district has reduced attendance. Book case and library, the latter is small but useful. Two passed entrance pupils in attendance; several bright and intelligent classes; lessons generally well conducted ; composition and oral part of course to receive further attention. Pupils have read a good deal. "Alberni, New.—Inspected February 21st, 1906; enrolled, 27 pupils; present, 21. A good school-room, but untidy. Senior and junior classes; all reader classes to have drawing books; senior class made up of pupils of very unequal attainments ; two sections suggested ; two advanced pupils in this class ; composition and writing generally weak subjects ; better A 22 Public Schools Report, 1906 results in some cases than might be expected from the style of instruction. At central examination held in June last, two pupils of this school passed the standard for entrance to a high school. "Beaver Cheek.—Inspected February 20th, 1906: enrolled, 10 pupils; present, S. Two pupils have left district. Senior and junior pupils ; work carried on by teacher under some difficulty; insufficient supply of text books; course of study to be more carefully followed ; expression, both oral and written, should receive daily attention. "Departure Bay.—Inspected November 9th, 1905, and April 24th, 1906; enrolled, 25 pupils; present, 16. All grades represented; teacher takes an interest in school, and has secured some fairly good results in several subjects; writing is generally neat; senior class not far advanced. "Gill.—Inspected February 19th, 1906; enrolled, 21 pupils; present, 13. Low attendance due to sickness in district. Outhouses should be repaired and grounds improved. Small library and book-case. Senior class not advanced and somewhat weak ; junior classes most promising; more time to be devoted to language and nature study; difficulty in getting required text-books within a reasonable time ; lessons fairly well taken. "Parksville.—Inspected February 22nd, 1906; 22 pupils present. Effort to beautify school-room and grounds; a small garden planted ; neat school premises. Much interest shown by pupils in their work ; fairly good progress in most subjects ; oral part of course to be carefully followed ; neat manual work. "Wellington.—Inspected April 24th, 1906; enrolled, 79 pupils; present, 47. Low attendance due to removals from district. Senior and intermediate classes in first division ; teacher without full set of text-books in use ; course of study not followed with much care ; manual work (writing and drawing) generally poor; many pupils slow and uncertain in arithmetic ; insufficient practice in composition ; reading and spelling about the best subjects; tone of school hardly satisfactory. Second division made up of junior classes; course of study followed with some care; good nature study with oral and written reproductions; some creditable results in number and language ; primary reading to be improved ; teacher much interested in work. " Comox District. "Comox.—Inspected January 29th, 1906 ; 44 pupils present. From the character of the work and the sadly reduced tone, this school could not have been in worse hands during the previous term, that is from August to December, 1905. Present teacher in charge but four days ; a large senior class present (12), two of whom have nearly completed the course of study; much careful work necessary in order to raise school to former standard ; course of study heretofore not properly followed. At high school entrance examination held in June last a pupil of this school obtained the percentage for admission to a high school. "Courtenay.—Inspected January 26th, 1906; 27 pupils present. Attendance quite regular ; a school-room should be a model of neatness. Teacher has been fairly successful in improving condition of school; most advanced pupils in senior class have nearly compleated public school course; junior classes making reasonably good progress. At examination held in June last a pupil of this school passed the standard for entrance to a high school. "Denman Island.—Inspected February 1st, 1906; enrolled, 22 pupils; present, 7. Several children had left, or were about to leave, district; irregularity due either to sickness or to carelessness of parents. School grounds should be improved: All grades represented ; fair work done in the midst of so much irregularity of attendance; teacher is earnest and industrious. At high school entrance examination held in December last, a pupil of this school was successful in passing the required standard. "Grantham.—Inspected January 30th, 1906; 13 pupils present. School-room neat and clean. Teacher in charge but a few days ; irregularity of attendance complained of; school is backward in many respects ; good prospect of defects being remedied ; additional text-books needed by senior and intermediate grades; 'manners' should be added to the list of subjects in course of study for this school. "Lazo.—Inspected January 29th, 1906; enrolled, 14 pupils; present, 13. Somewhat poor school accommodation. Writing of school creditable ; good letter-writing by senior class; all classes to get drawing books and have regular lessons; more time to be devoted to language, history and nature study; senior and intermediate classes to get additional text-books and have home lessons assigned; best reading by the youngest class. 6 Ed. 7 Public Schools Report. A 28 " Minto.—Inspected January 31st, 1906 ; enrolled 28 pupils ; present, 19. Present teacher has been nearly two years in charge of school. Senior and junior classes; the five pupils in former quite backward for time in grade, but said to be irregular in attendance ; some fair results in junior classes; teacher should secure books on teaching and study method. "Sandwick.—Inspected January 26th, 1906; 27 pupils present. School-room should be made more attractive. Teacher not long in charge ; school has suffered from frequent changes. Large senior grade; a weak class with the exception of two pupils who have been about two and a half years in grade; written work fairly neat; intermediate class to have oral lessons and text-book in language; poor arithmetic; junior classes in some respects not far enough advanced for time at school; all pupils very backward in drawing; classes to get necessary drawing books; prospect of general improvement in school. "Union Bay.—Inspected January 31st, 1906; 35 pupils present. In a large ungraded school it is a matter of the strictist economy of time to overtake all the work of the day; all things considered, fairly good results were shown by this school in several subjects. Two good pupils in senior class; intermediate class weak in language and writing; junior classes (with twenty-four pupils in all) making fair progress for time at school. " Cowichan District. "Chemainus.—Inspected November Sth, 1905; enrolled, 17 pupils; present, 16. Neat school premises; room tidy. Two passed entrance pupils in attendance; much to be done in order to bring other classes up to a fair standard of proficiency; course of study to be followed and additional text-books secured by the pupils; teacher is industrious and anxious to succeed. "Chemainus Landing.—Inspected February 28th, 1906; 36 pupils present. P_epairs needed to building and out-houses. A small but well selected library ; pupils read a good deal. For a comparatively large rural school, the work is well done and the time in every way economised. Four pupils of the senior class were presented for examination in June last and successfully passed the standard for entrance to a high school. An excellent record for any ungraded school. "Cowichan.—Inspected March 2nd, 1906; 30 pupils present. Attractive school ground. Irregular attendance complained of; pupils kept out of school for weeks without any apparent reason. Some fair results shown, but there is room for great improvement in this school; course of study to be followed with respect to drawing, oral lessons and composition. "Crofton.—Inspected March 22nd, 1906; enrolled 24 pupils; left district, 9; present, 13. School-house new ; room clean and neat. Teacher not long in charge ; school under good control ; classes generally in backward condition; teacher working hard to secure improvement. "Duncan.—Inspected March 1st, 1906 ; 47 pupils present. For a school so favourably situated as Duncan, a higher percentage of regularity than 68.45 for the year should be secured. Necessary repairs made to building and outhouses ; grounds put in better condition. Senior pupils in first division ; teacher not long in charge ; grade divided into sections ; senior section in grade for several years; fairly good work shown in most subjects examined ; neater manual work to be secured and more attention devoted to nature study and language subjects. Second division made up of intermediate and junior classes; results somewhat better than what might naturally be expected from the quality of the instruction ; teacher is painstaking but needs to continue study of primary method in language, reading and number. At central examination held in June last, five pupils of this school passed the standard for entrance to a high school. "Glenora.—Inspected March 19th, 1906; 9 pupils present. A small, rough building, but the school work carried on is in great contrast to the surroundings ; some good results shown ; a senior grade will soon be formed. "Malahat.—Inspected March 16th, 1906; enrolled, 18 pupils; present, 8. According to teacher's statement, attendance likely to improve in spring. Grounds in good condition ; school-room attractive. All grades represented ; lessons fairly well taken; generally satisfactory work, "Maple Bay.—Inspected March 21st, 1906; enrolled 23 pupils; present, 7. Low attendance due to sickness in district. Neat school-room and attractive grounds ; shade-trees and small garden. Fair results shown in some subjects ; language and primary work generally to be improved; more time to be set apart for oral part of course. "Mount Sicker.—Inspected March 20th, 1906; enrolled, 18 pupils; present, 14. Little change in personnel of school during the year. Several senior and intermediate pupils quite proficient; teaching of junior classes inferior and results poor; course of study to be carefully followed. A 24 Public Schools Report. 1906 "Quamichan.—Inspected March 21st, 1906; 20 pupils present. On occasion of visit, school was unfortunately found in charge of a substitute. Results were somewhat disappointing, except in the case of one or two classes. "Sahtlam.—Inspected March 21st, 1906; enrolled, 13 pupils; present, 7. Much tardiness and irregular attendance complained of by the teacher. Manual work of pupils very neat; junior classes (Second Reader, First Reader, Second Primer and First Primer) making fairly good progress; the remaining pupils use the Fourth Reader, but in other respects follow the intermediate course of study; the only member of this class who was present proved quite backward ; a little ' homework ' to be exacted. "Shawnigan.—Inspected March 16th, 1906; enrolled, 19 pupils; present, 12. Effort by teacher to make grounds attractive; garden and shade trees. School shows careful work; results of a generally creditable character. "Somenos.—Inspected March 20th, 1906; enrolled, 19 pupils; present, 10. Teacher in charge since first of month. Senior grade somewhat weak in several subjects; intermediate and junior classes have been well taught. " Esquimalt District. "Colwood.—Inspected May 2nd, 1906; enrolled, 28 pupils; present, 13. Very irregular attendance during the year; school-room untidy. Expressive reading by senior and intermediate pupils; one good pupil in senior grade ; school generally backward in language subjects ; manual work (drawing and writing) generally weak ; quality of primary teaching to be improved. A_t examination held in June last, a pupil of this school passed the standard for admission to a high school. "Esquimalt.—Inspected February 6th, 1906; 114 pupils present. Excellent building and large site. Most advanced classes in first division ; good tone, with teaching of a superior character. Second division composed of intermediate and junior pupils ; fairly good results in several respects; language subjects, manual work and general quality of teaching in need of improvement. Junior classes in third division ; teacher painstaking, but somewhat lacking of power of control; progress of pupils for time at school rather slow ; the lessons, however, are carefully taken, and show preparation. During the year, six pupils of this school were successful in passing the examination for entrance to a high s-.hool. "Goldstream.—Inspected April 18th, 1906; enrolled, 20 pupils ; present, 12. Irregularity and tardiness complained of. Outhouses need repairs. Course of study not carefully followed ; indifferent results in many instances ; senior pupils backward ; more teaching and review needed. "Metchosin.—Inspected May 2nd, 1906; enrolled, 22 pupils; present, 12. A neat and even attractive school-room. Difficulty experienced in getting moderate amount of ' homework ' done; physical drill and sewing well taught; insufficient time devoted to language subjects; course of study not followed in intermediate grade ; little oral work taken ; good reading, map-drawing and writing by senior pupils; results by no means uniform in any class; teacher industrious and painstaking. "Rocky Point.—Inspected May 3rd, 1906; enrolled, 17 pupils; present, 17. Schoolroom to be made more attractive ; no senior pupils; teacher without experience ; fair results in some respects; course of study to be followed and lessons more carefully taught. "Sooke.—Inspected May 4th, 1906; 17 pupils present. Attractive school grounds ; a little gardening done; a small cabinet of minerals and shells contributed by pupils. General character of teaching quite creditable ; neat manual work; school seems to be making progress under present teacher. "Sooke, East.—Inspected May 4th, 1906; enrolled, 25 pupils; present, 9. Fairly neat school-room. All grades represented ; classes backward in most subjects ; much teaching and review needed to bring school up to fair standard ; course of study to be followed ; character of primary and intermediate teaching in need of improvement. " The Islands District. "Beaver Point.—Inspected April 10th, 1906; 15 pupils present. Well-behaved children; neat manual work ; in many respects a weak school; teacher to get copies of all text books used by pupils and prepare lessons. "Burgoyne Bay.— Inspected April 9th, 1906; enrolled, 14 pupils; present, 10. A poorly lighted school-room; outhouses in need of repairs. Lessons taught; generally good 6 Ed. 7 Public Schools Report. - A 25 results shown, especially in arithmetic, language and nature study. At central examination held in June last, a pupil of this school passed the standard for admission to a high school— the single success of this nature secured by the Salt Spring Island Schools during the year. "Gabriola, North.—Inspected March 7th, 1906; 14 pupils present. After having been closed for some years this school was re-opened in January last. No advanced classes; not much teaching done; fair results under circumstances. "Gabriola, South.—Inspected March 7th, 1906 ; 20 pupils present. Several fine trees on school grounds ; the latter should be ' cleaned up ' occasionally. All grades represented ; classes fairly efficient in some subjects, but there is need of a general ' toning up' of school. "Ganges.—Inspected April 10th, 1906; enrolled, 30 pupils; present, 14. Small attendance caused by 'spring work' on farms. Several pupils without necessary text-books; teacher reports the greatest difficulty in getting classes to prepare even a very moderate amount of 'home work'; the motto of this district must be 'All home-lessons to be prepared at school.' Tardiness still very common and a serious drawback to success of school work ; regulation as to recesses to be strictly observed. Senior class (5 pupils present) backward in most subjects; text in composition to be secured; parents said to object to the study of drawing and history as useless and prefer a strict adherence to the three R's. Intermediate class (6 pupils present) to get text in language ; a weak class in some respects ; fairly good writing. Junior classes (3 pupils present) have made best progress for time at school; course of study to be carefully followed in all grades. It is to be regretted that the teacher of this school is compelled to carry on his important work under such adverse conditions as those just described. " Isabella Point (Salt Spring Island).—Inspected April 9th, 1906; 15 pupils present. Neat and comfortable school-room. No advanced classes; several large pupils ; work going on in fairly satisfactory manner under circumstances. "Mayne Island.—Inspected March 28th, 1906 ; enrolled, 19 pupils; present, 13. Older pupils of district have left school; no senior class. Teacher not long in charge ; a neat schoolroom ; lessons carefully taught and creditable progress secured in most subjects ; excellent order. " Pender Island.—Inspected March 29th, 1906 ; 19 pupils present. School-site large ; improvements needed. A. promising school in many respects; large senior class ; one good pupil present; much careful work now needed to bring school up to satisfactory standard ; little progress heretofore made in drawing and composition. "Retreat Cove (Galiano Island).—Inspected March 27th, 1906; 11 pupils present. This school was opened in 1905 ; pupils have some distance to travel. Intermediate and junior classes ; fair progress in some subjects for time at school; not much teaching of lessons; neat manual work. "Saanich, North.—Inspected April 19th, 1906; 28 pupils present. Neat grounds, which would be much improved by the planting of shade trees. Best results shown by senior and intermediate pupils, who should, however, be trained to ' speak out' in reading and answering ; manual work generally good ; nature study to be made more prominent ; more attention to be given to language and drawing in junior classes ; school under excellent control. At central examination held in June last, a pupil of this school passed the standard for admission to a high school. " Sidney.—Inspected .April 19th, 1906 ; 33 pupils present. Some attempt has been made to beautify school-grounds ; this work should be continued; book-case and small library; poor selection of books so far as the varied needs of a school are concerned. A large senior class (11 pupils); somewhat backward with one or two exceptions; some good material. Intermediate and junior classes fair in some respects. Although a large school, the discipline and manual work could be improved and more ' home study ' secured. During the year a pupil of this school was' successful in passing the standard for entrance to a high school. "Vesuvius.—Inspected April llth, 1906; enrolled, 31 pupils; present, 18. Attendance somewhat irregular. Neat school premises; small repairs needed. Teacher reports a difficulty in securing a moderate amount of ' home work '; course of study to be more closely followed, particularly with repect to oral lessons ; insufficient attention given to composition and drawing ; fair to good results in several subjects, but a more rational division of time needed ; insufficient class-teaching. "Vesuvius, North.—Inspected April llth, 1906; enrolled, 19 pupils; present, 13. Attendance irregular. New building surrounded by fine trees ; a pretty spot. All pupils not supplied with necessary text-books ; little home-study done by pupils, who live at a distance from school; teacher quite successful under circumstances. A 26 Public Schools Report. 1906 " Newcastle District. "Alexandria.—Inspected April 27th, 1906; enrolled, 36 pupils; present, 22. Schoo under poor control; teacher inexperienced, but working faithfully; more time to be devoted to language, oral work, drawing and primary reading ; several junior pupils should be advanced to higher classes. "Cedar, East.—Inspected April 26th, 1906; enrolled, 19 pupils; present, 12. School in an isolated section; junior pupils for time at school have made fair progress in reading and number; senior and intermediate classes almost too young for work attempted; backward except in case of a senior pupil; course of study to be followed and additional text-books secured ; pupils much interested in drawing ; a neat school-room. "Cedar, North.—Inspected April 25th, 1906; enrolled, 21 pupils; present, 14. Grounds poorly kept, although cleared and fenced. School-room attractive; the quality of teaching observed should have the effect of raising standard of school; some good results already shown. "Cedar South.—Inspected April 26th, 1906; enrolled, 21 pupils; present, 13. Irregular attendance complained of is probably due to indifference of parents. New school-house; grounds cleared and levelled. All grades are represented; five pupils in senior class; very indifferent results in most cases; intermediate is best class. "Chase River.—Inspected April 25th, 1906; 23 pupils present. At the beginning of the year, Southfield and Chase River Districts were united, and the Southfield School closed. School-room neat and attractive; work going on quite satisfactorily in most respects ; a good deal of ' home work ' secured. "Extension.—Inspected April 27th, 1906; enrolled, 86 pupils; present, 62. The .percentage of regularity secured by this school for the past year was 75.96, the best record made by any rural graded school in the Inspectorate. First division with senior and intermediate classes; all pupils to have drawing books; large senior class; several good pupils ; intermediate class somewhat weak; prospect of improvement; teacher capable and enthusiastic. Second division in separate building; a few plants relieve the bareness of room ; teacher is very industrious, and with the methods adopted has secured fair results. At examination held in June last, two pupils of this school passed the standard for admission to a high school. "Harewood.—Inspected April 23rd, 1906; enrolled, 66 pupils; present, 41. This school secured a low percentage of regularity for the year (63.56), when it is considered that the pupils are so near at hand. First division : present, 17 pupils; all grades represented ; senior class weak in some subjects for time in grade ; apparently promoted too soon; intermediate class the most promising. Junior pupils in second division ; teaching quite efficient; some time before all classes can be brought up to good standard according to grade. "Mountain.—Inspected April 24th, 1906; 21 pupils present. No advanced classes; some creditable work done ; generally good writing and drawing; pupils interested in lessons and under excellent control. "Nanaimo Bay.—Inspected March 8th, 1906; enrolled, 45 pupils; present, 32. Eight children from Southfield, now part of Chase River District, attend this school. Effort to make schoolroom attractive; senior class young, but with some good points; weak in arithmetic; intermediate class not long in grade; fair results; majority of pupils in junior grade; fairly efficient teaching in chief subjects; more attention to be given in general to composition, drawing and nature study. "Nanaimo, North.—Inspected April 25th, 1906; enrolled, 28 pupils; present, 18. Majority of pupils in junior classes; fairly good progress in some respects being made by school; neat manual work aimed at; prospect of further improvement in classes; teacher takes an interest in the school. "Nanaimo, South.—Inspected April 25th, 1906; 25 pupils present. Neat school-room; grounds cleared and fenced. A large number of junior pupils in attendance ; general character of work quite creditable; reading could be made more expressive; very well-behaved children. At high school entrance examination held in December last, a pupil of this school passed the required standard. "Northfield.—Inspected October 18th, 1905; 53 pupils present. For regularity of attendance this school does not make a very creditable record, the percentage for the year being but 60.61. School-rooms unattractive; senior, intermediate and junior pupils in first division; classes backward; all subjects taken up; teacher energetic and fairly capable; improvement looked for. Second division composed of junior classes; indifferent primary work. 6 Ed. 7 Public Schools Report. A 27 "Oyster.—Inspected February 28th, 1906; enrolled, 17 pupils; present, 14. The school in this district had been closed for some years; a new building was erected on a more central site and school re-opened towards the end of last year. Little clearing done on lot, which is densely wooded. Lessons fairly well taken ; prospect of reasonably good progress being made by the various classes. "Oyster, North.—Inspected April 26th, 1906; enrolled, 30 pupils; present, 19. Tardiness complained of ; distance urged as an excuse. School grounds could be improved. Results in some cases better than what might be expected from the quality of the teaching ; teacher without sot of readers and other necessary books ; senior pupils (2) industrious; primer classes require fresh reading matter; much improvement needed in most respects. " Saanich District. "Cadboro.—Inspected February 7th, 1906; enrolled, 13 pupils; present, 7. Low attendance caused by sickness in district. School-house beautifully located ; room, neat and clean. Primary teaching to be improved ; fair to good results in higher classes. In June last, a pupil of this school was successful in passing the standard for entrance to a high school. "Cedar Hill.—Inspected February 9th, 1906; enrolled, 70 pupils; present, 55. This is one of the oldest school districts in the Province, having been formed in 1869. A higher percentage of regularity than 64.86 for the year should be secured by a school so favourably situated as Cedar Hill. Bookcase and small library ; the latter of little value from an educational standpoint. Senior and intermediate classes in first division ; more advanced pupils acquitted themselves quite well; five of these successfully passed the high school entrance examination in June last; condition of the younger classes not so satisfactory; course for intermediate grade to be more closely followed. Second division made up of intermediate and junior classes ; teacher not long in charge; neat writing and fairly good primary teaching, but classes have not made sufficient progress for time at school; oral lessons to be given more frequently to intermediate class and text in language procured. "Craigflower.—Inspected March 15th, 1906; enrolled, 33 pupils; present, 18; about 24 usually in attendance. Attractive school grounds, which contain several handsome maple trees. Reading and weiring of school generally good, but very little time devoted to drawing. A large senior class; backward in several subjects; intermediate class old for grade; course not followed ; junior classes somewhat backward except in number work. "Elk Lake.—Inspected February Sth, 1906; 27 pupils present. Repairs needed; school-room and yard untidy. Course of study not properly followed ; senior class generally weak ; several intermediate pupils too long in grade; junior classes making fair progress; teacher should familiarise himself with new conditions. "Gordon Head.—Inspected February 7th, 1906; enrolled, 24 pupils; present, 23. Grounds in good condition ; school-room untidy. Teacher painstaking, but without proper knowledge of course of study and its aims; oral part of course neglected ; condition of school hardly satisfactory. "Lake.—Inspected February 9th, 1906; 30 pupils present. Attendance somewhat reduced by sickness. Neat school grounds. Generally creditable manual work, but insufficient time devoted to drawing; condition of school fairly satisfactory irr most respects. The present teacher of this school has been in charge for the past eight years, and has shown much interest in her work. "Oak Bay.—Inspected January 15th, 1906; 25 pupils present. Outhouses in need of repairs. School well equipped in some respects. Intermediate and junior classes only ; work very indifferent; teacher untrained and inexperienced. "Prospect.—Inspected February Sth, 1906; neat school premises; teacher but few weeks in charge; unnatural style of reading pervades whole school; junior classes contain the most promising pupils; frequent reviews needed by senior pupils, who appear weak in arithmetic as well as in the language subjects. "Saanich, South.—Inspected April 20th, 1906; enrolled, 51 pupils; present, 31. A well designed school-house; no water supply on grounds or within easy reach. Teacher is earnest and industrious, but seems to lack power of easy control; manual work of school much in need of improvement; formal lessons in writing and drawing to be begun at an earlier stage; for time in senior grade, pupils have made fair progress in several subjects ; the arithmetic of intermediate and junior classes is better than the language and reading. A 28 Public Schools Report. 1906 "Saanich, West.—Inspected April 20th, 1906; enrolled, 42 pupils; left district, 10; present, 18. Repairs to building and outhouses needed; school-room could be made more tidy and attractive. Irregular attendance complained of by teacher. Writing of all pupils to be improved ; with the exception of senior class, the standing of school is fairly satisfactory. " Strawberry Vale.—Inspected March 15th, 1906 ; 20 pupils present. Effort made to beautify grounds; room fairly neat. All grades represented ; school backward in several subjects ; course of study not always followed ; teacher apparently earnest and industrious. " Tolmie.—Inspected January 22nd, 1906 ; 93 pupils present. Of the eight rural graded schools in this Inspectorate, Tolmie takes the second place for regularity of attendance during the past year, the percentage made being 72.15. First division made up of senior and intermediate pupils; since 1903 no pupils had remained long enough at this school to complete the course; most advanced class presented for examination in June last not fully prepared for test; work fairly well.taken by teacher ; composition, writing and arithmetic to be improved ; intermediate class old for advancement made. Intermediate and junior classes in second division; an attractive room; good teaching. Third division composed of junior classes; teacher painstaking; good manual work (writing, sewing, knitting); pupils are carefully ' drilled,' but teacher would find herself better equipped for the work by a careful study of primary method in language, reading and number. "I have, etc., "David Wilson, "Inspector of Schools." INSPECTORATE No. 2. "Vancouver, B. C, Sept. llth, 1906. "Alexander Robinson, Esq., " Superintendent qf Education, Victoria, B. C. " Sir,—Herewith I beg leave to submit a report on the public schools in Inspectorate No 2 for the year ending June 30th, 1906 :— " During the year just closed the most notable event, from an educational point of view, was the coming into effect of the provisions of the new School Act, which became operative on the first day of January, 1906. That its advent was hailed with pleasure by either the people whom it affected most, or the officials upon whom devolved the duty of enforcing and carrying its provisions into effect, cannot be successfully maintained ; but that its effect has been, up to the present, and no doubt ultimately will prove to be, conducive to the best interests of education there can be very little question. "The normal condition of affairs under the old order of things in country districts, when a paternal Government secured the school-site, erected the school-house, equipped the building, provided apparatus, paid the teacher and supplied the various Boards of Trustees with the funds for incidental expenses, was an apathy, indifference and utter carelessness that only those who came in contact with the prevailing conditions could either estimate or understand. Many of the rural school-houses were fast falling into disrepair, grounds were uncared for, outhouses dilapidated and unsanitary, while in most cases no provision was made for the care of the buildings with a view to neatness or even common cleanliness. Under the old regime the school with a janitor—and such were confined almost exclusively to the larger graded schools with three or more teachers—was an exception. " At present, especially in the fourteen rural municipalities on the Lower Fraser, comprising about one hundred schools, a very generous provision has been made by the various Municipal School Boards for the repair and improvement of buildings and grounds, while in very many cases janitors have been appointed and paid to look after the comfort and convenience of children and teachers, and to see that everything is kept clean and neat about the school. Even in cases where Municipal Trustees displayed a certain amount of niggardliness and parsimony in making provision for teachers' salaries—and such was happily confined to one municipality—they showed commendable zeal in making liberal appropriations for the care of grounds and improvement of buildings. The question of whose duty it was to sweep and clean the school and also build the fires was a vexed one for years in many rural communities 6 Ed. 7 Public Schools Report. A 29 It was a fruitful and ever-present source of quarrel and frequent bickerings in the school, with the inevitable result that often the work was done, if at all, in a very indifferent manner. It was also frequently the cause of many a good teacher's tenure of office being cut short and summarily dismissed. There have been cases, and not a few, where young women teachers, after walking a long distance to school over bad roads, through rain and slush and mud, instead of arriving at a school with a cheerful fire, a room clean and neat, sprinkled and dusted, have had to prepare kindling wood with a dull axe, and frequently without one, sweep the school and have everything in readiness for the children when they arrived. And the curious and inexplicable part of the whole affair was that trustees and parents who strenuously objected to having their own boys or girls, especially the latter, perform any of these duties, were perfectly indifferent to the fact that these duties had to be performed, and were performed daily, by the young woman who taught their children. Under the present arrangement, however, it is gratifying to be able to state that such cases are rare, as under the school law now trustees are enabled to make an appropriation for the performance of the duties of janitor as well as for other necessary work, and teachers henceforth will be engaged to teach and not to perform, but to oversee, such duties as do not properly belong to their calling. " Under the system which has just been superseded the teacher's salary was a fixed matter and was attached to the school. While there was little danger of a decrease, there was also little hope of an increase. This very fact of fixedness in salary gave rise to a wandering habit amongst teachers, knowing, as they did, that they could at least secure the same amount in other schools, for nearly all schools carried the same remuneration. There was no possibility of elasticity or expansion ; the system did not admit of it. There was no legal machinery whereby a district could contribute towards the salary of a deserving teacher unless by voluntary contribution. The system was too rigid. Not only that, the system lacked at least one essentially sound business principle. If all teachers were uniformly good or superior, or even uniformly inferior, the system would not have been so faulty. " In the first place, the salary was fixed at $50 per month in the ordinary rural school. It was quite possible, and for that matter quite an every-day occurrence, for' a raw recruit from one of the High Schools, without training, without experience, and without any qualification except the mere fact of having been approved in scholarship to the extent of being able to obtain a non-professional junior or third class certificate, to secure a school commanding a salary of six hundred dollars a year; while, on the other hand, owing to the rigidity of the system, it was not competent for the teacher with training, experience, scholarship and approved ability and success in his calling to secure one cent more than the mere novice, for there was no legal machinery whereby the salary could be either locally increased or diminished. The mere bantling who rushed into the business without training or scholarship, and merely used it as a means to acquire a few dollars to enable him to qualify for some more remunerative calling, was put upon the same plane and the same footing as the tried and proved in the same profession. " Under the present system there is a minimum fixed by the school law, but there is no limit to the maximum except the ability of the teachers by their own merit to impress School Boards with the value of their services, together with the appreciation of the latter bodies and their desire to endeavour to compensate teachers for valuable services rendered. "There are a few cases where teachers are working for the mere Government grant of $480 a year, but, on the whole, it is safe to assert that salaries have increased over former years. Perhaps the greatest merit of the present system over the old is the inducement held out to teachers of the possibility of increased remuneration for able and faithful work, and also in establishing greater security of tenure. " In the main, the Municipal School Boards are composed of representative men who are giving up a good share of time to the work of education. In the more remote municipalities they are frequently the leading farmers, while near the cities some of them are leading business men. As the importance of the work in which these gentlemen are engaged becomes better known and more thoroughly realised, the Municipal School Boards, like the City Boards, will begin to attract the attention of our most public-spirited and enlightened citizens. It will become a position of honour to serve as trustee. Our best men, both business and professional, will come to see that there are few spheres of public usefulness in which they can accomplish more lasting good and be of more service to their fellows than by serving on the Municipal School Boards. I cannot speak too highly of the very hearty spirit in which the various Boards have co-operated with your Inspector in furthering the work of the schools A 30 Public Schools Report. 1906 and in meeting every reasonable demand which time and money would enable ttiem to accomplish. And, judging by what has already been accomplished by our Municipal Boards in a few short months, I have no hesitation in venturing the prediction that in the municipally organised portions of the Province we shall in a few years hence have the best equipped and best organised rural schools to be found in any country, and that our system of Municipal School Districts, each under the jurisdiction of one Board, will only require to become generally known to be adopted by every up-to-date Province in the Dominion. " The last school-year, from a purely scholastic point of view and percentage of passes, has been probably the most successful in the educational history of the Province. There is one question, however, which is giving pause to many thinking men, not only to those engaged in purely educational work in the schools, but also to those who professedly are supposed to take a broader view of the whole question of life than mere school men. Our young men, when they leave school and college, are not reputed as lacking in mental power, keenness of intellect or intellectual grasp; there is no complaint of lack of ability and power to grapple with new problems or new conditions; but the disclosures made and being made in the industrial, commercial and political world do show a falling off in the homely but sterling virtues of common every-day honesty, self-control, self-restraint and self-sacrifice. Burke, in his day, complained that the age of chivalry was past, and that of sophisters, economists and calculators had succeeded. Shall we also, in the opening years of the twentieth century, have to deplore the passing away and decline of that honesty, sensibility and honour which ought to feel a stain like a wound 1 " Huxley, having been once asked his opinion as to the best means of inculcating and teaching morality in the schools, replied :—' The best treatise on morality is the New Testament.' Now, Huxley was a scientist, and although an intensely religious man, was not such after the common acceptation of that term ; yet he was one of those men of whom one who knew his worth testified :—' There is so much real Christianity in Huxley that if it were parcelled out among all the men, women and children in the British Islands, there would be enough to save the soul of every one of them, and plenty to spare.' But our so-called religious people have built up for themselves so many dogmas, doctrines and controversial opinions, said to be founded on this treatise, that the Book which is the source and fountain of the virtues and graces which elevate and ennoble life must perforce be excluded from our schools. Were the New Testament taught in our schools to-day just as any other piece of literature is taught, just like the works of Scott, Macaulay, Tennyson and Shakespeare are taught, as formative studies to mould the character and form the tastes, aspirations and ideals of the schools, who can estimate the power for good which would be silently and imperceptibly exercised day by day by the unique personality whose life and character is so vividly7 and powerfully, yet so simply portrayed in its pages. " In my last report I called attention to the number of third-class teachers without training who are flooding our schools. Until there is a change in the law the nuisance will not be abated, but, on the contrary, aggravated from year to year. I think it should be made obligatory for every teacher to take at least the preliminary Normal training, which can be overtaken in three months, before being eligible to take charge in any school or in any department of a school. " As some of our rural municipalities are very large, and contain, some of them, as many as fifteen schools, it has frequently been suggested that the number of trustees be increased from five* to seven. This would lighten very materially the labour and travelling of a number of the members of the various Boards. " New Westminster City Schools. " February 12-16, 1906. ' " Girls' School (nine divisions).—Enrolled, 396 ; present, 336 pupils. This school continues to do very excellent work. "Boys' School (nine divisions).—Enrolled, 413; present, 361 pupils. Some of the teachers are beginning to pay more attention to the manual work and penmanship. The manual work of the boys, no doubt, will receive a decided impetus for neatness from the instruction in manual training just begun in the Westminster City Schools. 6 Ed. 7 Public Schools Report. A 31 "February 5-7, 1906. "Westside School (four divisions).—Enrolled, 138; present, 122. "First Division—The class is thoughtful, as evidenced by their work in literature. They have memorised considerable poetry and read with some expression. The pupils do fairly good work in arithmetic, while their spelling and manual work are above the average. " Second Division—The tone of this division is not what it should be. There is a general tendency among the pupils to be dishonest. The classes appear to have a little better grasp of the various subjects than on former occasions. " Third Division—The classes are fairly well drilled. They read with considerable expression ; they have memorised a number of the poems ; they are rapid and accurate in number work but very weak in spelling. " Fourth Division—Considering the confusion and the lack of attention the results are simply marvellous. " February 7-9, 1906. "Sapperton School (three divisions).—Enrolled, 122; present, 87. " First Division—The general discipline on the playground is somewhat lax. A number of boys in class very careless about their writing and manual work. The results in the other subjects were fairly satisfactory. " Second Division—There is an effort being made to teach intelligent, expressive reading, and with some success. The writing on copy-books is poorly executed and requires more attention. The results in the other subjects are fairly satisfactory. " Third Division—The primary work of this school is well done. "Rural Municipal Schools. " Burnaby. "Schools, 4; teachers, 5; enrolled, 184; present, 147. "Barnet.—Inspected January 15th, 1906; enrolled, 32; present, 27. The relations between teacher, parents and children are exceedingly pleasant and amicable ; the discipline is good, without being either harsh or strict, while the work in the various subjects is fairly satisfactory. " Burnaby.—Inspected October 18th, 1905; enrolled, 49; present, 35. There are no advanced pupils in the school. A few have lately been advanced to the senior grade. The primary and intermediate work is gradually improving. The pupils leave school at a very early age. There are at present, I am informed, boys of ten and eleven years of age, who ought to be in school, working in the can factory. "Burnaby West (two divisions).—Inspected October 19th, 1905, and May 15th, 1906; enrolled, 90; present, 72. This school is gradually improving. The pupils are able to do things, and there is much thoughtful work of a kind being done. In the senior classes more class work and oral teaching are necessary, in order to develop power in the pupils. The primary work is fairly well done. " Dcndonald.—Inspected October 13th, 1905; enrolled, 13; present, 13. This school, located on the Fraser River, a few miles west of New Westminster, was opened for the first time in August, 1905. There are no advanced pupils. Ten out of the thirteen pupils enrolled are in the primer classes. The work is somewhat mechanical; it lacks breadth and life. " Chilliwack. "Schools, 11; teachers, 16; enrolled, 546; present, 393. "Atchelitz.—Inspected April 3rd, 1906; enrolled, 27; present, 20. This school is making fair progress. The intermediate grade, however, is a little weak in the subject of arithmetic. "Camp Slough.—Inspected March 28th, 1906; enrolled, 43; present, 23. The pupils are shy and diffident. They will not speak up, and the character of the teaching does not demand much of it of them. The seat work of the pupils is good, the class work very unsatisfactory. "Cheam.—Inspected March 28th, 1906; enrolled, 50; present, 30. Two of the senior pupils do very fair work in arithmetic. Outside of this the school is in very poor shape. Order, discipline and control are all very weak. The character of the teaching is very mechanical. A 32 Public Schools Report. 1906 "Chilliwack (three divisions).—Inspected March, 1906; enrolled, 151; present, 118. The school, on the whole, is making fairly good progress. The second division is weak in discipline. The primary work is well done. "Chilliwack, East (two divisions).—Inspected March 29th, 1906; enrolled, 62; present, 56. This school has made excellent progress during the past two years. The teacher is an earnest student and a hard, faithful and conscientious worker. "On April 17th, 1906, a second division was opened in this school. The primary work is in charge of a very capable and conscientious young teacher. "Chilliwack, South.—Inspected March 26th, 1906; enrolled, 70 ; present, 47. In the first division the pupils acquitted themselves very well in all the subjects, with the exception of arithmetic. The work in the primary division is in a fairly efficient state. The room is nicely adorned with pictures. "Fairfield.—Inspected April 5th, 1906; enrolled, 13; present, 7. There were no pupils present in the senior grade. Judging by the work of the few present, the school is doing fair work. "Lotbiniere.—Inspected April 4th, 1906; enrolled, 31; present, 22. This school has improved very much during the past two years. " Rosedale (two divisions).—Inspected March, 1906; enrolled, 62; present, 41. This school is beginning to show evidences of progress. The primary work is in a fairly efficient state. "Sumas.—Inspected April 3rd, 1906; enrolled, 20; present, 15. There is a lack of thoroughness in the work of the school. There is too little review work done. The attendance is irregular and apparently a lack of zeal on the part of all concerned. "Sumas, South.—Inspected April 4th, 1906; enrolled, 17; present, 14. This school is doing excellent work. " Coquitlam. " Schools, 2 ; teachers, 3 ; enrolled, 97 ; present, 57. "Blue Mountain.—Inspected November 24th, 1905, and June llth, 1906; enrolled, 29 ; present, 19. This school, opened for the first time on October 2nd, 1905, is doing excellent work. After the Easter holidays a new school-house, excellently appointed and modern in every respect, was opened in this district. The language work of the pupils in this school is of a very high standard. "Junction (two divisions).—Enrolled, 68; present, 38. The senior division is well taught. The children are well grounded in the rudiments and the various subjects are well presented. The primary work is well done. The reading is expressive ; language work is intelligently taught and the classes are making very good progress. "Delta. " Schools, 7 ; teachers, 10 ; enrolled, 340 ; present, 265. "Boundary Bay.—Inspected March 15th, 1906; enrolled, 19; present, 13. This school is making fair progress. The senior class is a little weak in English Grammar. The children read well and are fairly intelligent. "Delta.—Inspected March 13th, 1906; enrolled, 42; present, 32. The teacher is doing good, faithful work and the people of the district are not slow in showing their appreciation of his valuable services. " Gulfside.—Inspected March 7th, 1906 ; enrolled, 27 ; present, 14. The attendance is decreasing in this section. There has been an exodus lately, four families having moved away. There is only one pupil in the senior grade. The school, however, is in a fairly efficient condition. The reading in the lower grades still lacks expression. There is an improvement in the higher classes. "Ladner (four divisions).—Inspected March 7-9, 1906; enrolled, 158; present, 131. " First Division.—A very healthy moral tone pervades the school. The class is thoughtful and the pupils express themselves with considerable facility. " Second Division.—The intermediate grade does very intelligent work. The second class is weak in spelling, while the manual work is for the most part very poorly executed. In the third division the manual work of the classes is not up to the standard, while the work generally is a little weak. The primary work is well done. 6 Ed. 7 Public Schools Report. A 3_ "Sunbury.—Inspected March 6th, 1906; enrolled 33; present, 24. This school is increasing in numbers and importance and making very good progress at the same time. "Trenant.—Inspected March Sth, 1906; enrolled, 32; present, 26. This school shows a little improvement since last visit. It is most noticeable in the lower grades. The progress of this school has been a great disappointment to most of the people interested for a number of years. "Westham.—Inspected March 12th and June 6th, 1906. Enrolled, 29; present, 25. The school is making very fair progress under the present teacher. " Kent. " Schools, 2 ; teachers, 2 ; enrolled, 67 ; present, 55. "Agassiz.—Inspected September 12th, 1905; enrolled, 46 ; present, 42. The classes are numerous, the attendance large, and the teacher is kept busy in order to overtake all the work. The lessons are well taught; the pupils understand the subjects of study, and the school is in a fair way to do good work for the ensuing year. "Harrison River.—Inspected April 6th, 1906; enrolled, 21; present, 13. Only one pupil present in senior grade. This pupil is very weak in the subject of arithmetic. There is very fair work done in the lower grades. " Langley. "Schools, 15; teachers, 15; enrolled, 319; present, 251. "Aldergrove.—Inspected April 26th, 1906; enrolled, 18; present, 11. The discipline is a little weak, and the school does not appear to be making much progress. " Aldergrove, South.—Inspected April 26th, 1906, and June 13th, 1906 ; enrolled, 21; present, 13. On the occasion of my first visit there was too much time given to arithmetic, and not sufficient attention to language, composition and literature. At the present the school on the whole is doing fairly good work. There are a few promising pupils in the senior grade. "Beaver.—Inspected April 27th, 1906; enrolled, 19; present, 15. This school is making- good progress. " Belmont.—Inspected November 9th and 10th, 1905 ; enrolled 23 ; present, 20. This school is in good standing. There is an entrance class of five pupils, most of whom are well prepared. "Douglas.—Inspected April 25th, 1906; enrolled, 19; present, 17. This is one of the most efficient little schools of its class in the inspectorate. "Glenvalley.—Inspected February 21st, 1906; enrolled, 21; present, 18. The manual work and penmanship have received considerable attention recently. The reading, for the most part, is lacking in expression. The senior class is fairly proficient in grammar and spelling. The class has not much of a grasp of the literature selections. The senior class is also weak in its understanding and grasp of the principles of arithmetic. "Glenwood.—Inspected November 7th, 1905; enrolled, 20; present, 14. This school is in good standing. There are few rural schools which show better reading. The language work is also deserving of special mention. There are no advanced pupils. "Langley.—Inspected November 9th, 1905; enrolled, 27; present, 21. The primary classes are weak in language work. Of the other classes, those who attend regularly are making fair progress. The pupils lack mental alertness. The attendance of a number of the elder pupils is very irregular. "Langley, East.—Inspected February 20th, 1906; enrolled, 15; present, 15. The pupils of this school have always been distinguished for neat manual work and penmanship. Owing to friction in the district, a number of children remained away from school for some time. At present matters are moving smoothly, and the attendance is fairly good. "Langley Prairie.—Inspected April 27th, 1906; enrolled, 20; present, 14. This school is very backward. "Lochiel.—Inspected November 7th, 1905; enrolled, 18; present, 16. The lower classes are fairly proficient in their work. The pupils of the senior grade do not appear to understand what they have gone over in class. The principles of arithmetic are not mastered. There is too much of the seat-work done in a routine, mechanical manner. The teacher recognises this defect and will, no doubt, set to work to remedy the matter. A 34 Public Schools Report. 1906 "Otter.—Inspected November 6th, 1905, and May 1st, 1906; enrolled, 29; present, 28. Order and system very weak; a large number of the children late every morning; discipline is too lax. The reading is improved in the lower grades. This school has fallen away in both standing and tone during the past year. "Port Kells.—Inspected April 30th, 1906; enrolled, 17; present, 10. This school was closed from July 1st to December 31st, 1905, on account of the attendance falling off. The school at present is in a fairly efficient condition. "Prairie.—Inspected November Sth, 1905, and May 1st, 1906. Enrolled, 39; present, 27. This school is making good progress under the present management. "Spring Brook.—Inspected November Sth, 1905; enrolled, 13; present, 12. The three candidates from this school who passed the entrance examination last June are now taking up junior high school work under the present teacher. The school at present is in very good standing. " Maple Ridge. "Schools, 8; teachers, 9; enrolled, 236; present, 159. "Hammond.—Inspected January 30th, 1906; enrolled, 30; present, 19. This school is now coming up to that standard from which good results may reasonably be expected. "Haney.—Inspected May 21st and 22nd, 1906; enrolled, 26; present, 13. Only one pupil present in senior grade and she was working beyond her depth and understanding, especially in the subject of arithmetic. The lower classes, however, appeared to better advantage in this subject. There is some attention paid to language and composition. "Haney, East.—Inspected April 18th, 1906; enrolled, 37; present, 23. This school is increasing in numbers and importance. Though largely of foreign origin, the pupils are making fair progress in their mastery of the English language. "Lillooet, South.—Inspected May 21st, 1906; enrolled, 22; present, 11. The teacher is young, inexperienced and untrained. Lessons are duly and regularly heard, but there is not much training or development. There is one pupil in the entrance class. This pupil is very weak in both grammar and literature. The reading is lacking in expression, and the teaching in general lacks continuity. "Maple Ridge (two divisions).—Inspected March 1st, 1906; enrolled, 64; present, 54. In the senior division there are not so many advanced pupils as usual. This, however, is accounted for by the fact that the majority of the children are much younger than the classes of former years. The primary work of this school is very efficiently taught. "Stave River.—Inspected January 17th, 1906; enrolled, 15; present, 8. The great weakness of this school is a lack of regularity and punctuality. Those pupils who attend regularly are making fairly good progress. There are no advanced pupils in the school. "Webster's Corners.—Inspected May 22nd, 1906; enrolled, 18; present, 12. No pupils present in senior grade. Very poor reading in the intermediate grade. One boy in third reader class does good work in the subject of arithmetic. The teacher, though inexperienced and untrained, is improving in her teaching. "Whonnock.—Inspected January 17th, 1906; enrolled, 24; present, 19. The children are very neat. All do good manual work. They are, however, a little backward in the thought subjects, and especially so in the fundamental rules of arithmetic. There are few schools in which better or neater manual work is done. " Matsqui. "Schools, 7 ; teachers, 8; enrolled, 222 ; present, 150. " Abbotsford.—Inspected January 18th, 1906; enrolled, 34; present, 23. Very satisfactory work is being done in literature and composition, and also in arithmetic. A few senior pupils are weak in spelling and geography. The pupils of the intermediate grade are doing very satisfactory work. "Aberdeen.—Inspected April 25th, 1906; enrolled, 28; present, 18. There is very thorough work being done in this school. The teaching is definite ; the children can do things, and they take a pride in doing them well. There is little or no slipshod work. " Dunach.—Inspected April 24th, 1906 ; enrolled, 19 ; present, 13. A few of the pupils have a peculiar sing-song tone in reading. The children appear to do very well up to the intermediate grade. The falling off in efficiency in the senior grade is due partly, probably, to irregularity. The senior grade is weak in spelling and inaccurate in arithmetic. 6 Ed. 7 Public Schools Report. A 35 "Dunach, South.—Inspected April 24th, 1906 ; enrolled, 30; present, 9. This school is well conducted and well taught. Parents, however, keep their children at home when there is anything to do on the farm. To ensure progress pupils must attend regularly. "Jubilee.—Inspected May 31st, 1906; enrolled, 13; present, 13. This little log school, situated in a very heavily timbered district, has maintained a fairly high standard of work for the last two years. " Matsqui (two divisions).—Inspected January 31st, 1906 ; enrolled, 78 ; present, 58. Just two months previous to inspection a second teacher was engaged in this school. A few years ago it was with difficulty an assisted school was maintained in this district. To-day there is a large graded school, with an enrolment of 78 children. The senior division is well taught. In the primary department many of the children are unable to speak the English language, but the teacher being conversant with the Swedish language is peculiarly fitted to deal with the difficulties arising in a school of this kind. He is earnest, energetic and resourceful. "Mount Lehman.—Inspected May 31st, 1906; enrolled, 20; present, 16. This school has made little or no progress the past few years. There have been several changes of teachers during this time. The condition of the school at present is very unsatisfactory. " Mission. "Schools, 4; teachers, 5; enrolled, 157; present, 106. " Ferndale.—Inspected February 23rd, 1906 ; enrolled, 27 ; present, 23. This school is increasing in numbers and making fair progress at the same time. More attention might with advantage be given to language work in the intermediate grade. "Hatzic Lake.—Inspected February 23rd, 1906, and June 1st, 1906; enrolled, 34; present, 15. On the occasion of my second visit to this school there was some improvement in the character of the teaching and the instruction given. Formerly lessons were merely heard. At present there is some evidence of development. " Mission (two divisions).—Inspected February 2nd and May 23rd, 1906 ; enrolled, 68 ; present, 48. The work in the first division has improved very much in the last few months. This division, however, has not the number of advanced pupils it used to have in former years. During the past two years the first division has lost ground. The primary work, however, maintains a fairly high standard. "Silverdale.—Inspected May 23rd, 1906; enrolled, 28; present, 20. The pupils present were all young. There are no advanced pupils in the school. The elder pupils attend for a few months in winter. The junior and intermediate work is in fairly good shape. " Richmond. "Schools, 4; teachers, 6; enrolled, 200; present, 132. "English.—Inspected November 21st, 1905 ; enrolled, 37 ; present, 29. The discipline is excellent. The junior pupils are well trained. There are no advanced pupils. The children leave school before completing the course. The present teacher is doing good work. " Lulu.—Inspected November 3rd, 1905 ; enrolled, 30 ; present, 18. This is an important school, situated in a flourishing and prosperous community, but the results for the past few years have been very disappointing. "Sea Island (two divisions).—Enrolled, 71 ; present, 44. The attendance in the senior division continues to be very irregular and the results correspondingly disappointing. There is little or no development; the pupils appear to be unable to think, to speak up or express themselves. The primary work is in a fairly efficient condition. " Steveston (two divisions).—Inspected October 27th, 1905, and also the following term. The school is now in a fair .way to do good work. The discipline is a little difficult, and an effort should be made to improve it. The junior and intermediate classes are very much improved and good results should soon be apparent. During the term ending December 31st, 1905, the primary work of this school was very efficiently done. " Sumas. " Schools, 3 ; teachers, 3 ; enrolled, 56 ; present, 47. " Huntingdon.—Inspected September 18th, 1905 ; enrolled, 17 ; present, 11. The senior class is backward in reading, language and grammar ; unable to grasp the work in literature, A 36 Public Schools Report. 1906 not having had the previous training necessary for it; have also been advanced too rapidly in the readers. Some of the pupils in the fourth reader were unable to perform correctly the simple operations involved in the four simple rules, and have little or no knowledge of British history. Inspected February 22nd, 1906; enrolled, 18; present, 16. During the interval there was a change for the better in the school, and there is evidence of considerable improvement along the whole line of the course of study, and in the general character of the work and tone of the school. " Majuba Hill.—Inspected April 2nd, 1906; enrolled, 16; present, 12. After being- closed the previous term this school was re-opened in January, 19th, 1906. All the pupils present except one are in the junior grade. The senior pupil is rather backward in his work. Considering conditions at Majuba Hill, the school is making fair progress. "Sumas, Upper.—Inspected September 19th, 1905; enrolled, 23; present, 20. During the past year reading, language and literature have received a good deal of attention, but the classes are backward in arithmetic and spelling. In the intermediate grade the work in the four fundamental rules of arithmetic is both slow and inaccurate. " Surrey. "Schools, 11; teachers, 11; enrolled, 300-; present, 177. "Anniedale.—Inspected October 23rd, 1905, and April 30th, 1906; enrolled, 11; present, 8. The school is small; the work is lifeless and mechanical; there is very little teaching; lessons are heard but not taught. There is little or nothing being done to develop power in the pupils. During the school-year there was a change of teachers, but the change was of no advantage to the school. "Brownsville.—Inspected March 22nd, 1906; enrolled, 30; present, 6. Children attending funeral of school-fellow accounts for the small attendance. "Clayton.—Inspected October, 25th, 1905; enrolled, 18; present, 11. The most advanced class present was the second reader. These pupils, however, acquitted themselves very well in reading, arithmetic and language work. "Cloverdale.—Inspected October 24th, 1905; enrolled, 38; present, 18. The senior class, as a result of the previous teacher's work, is in very good shape ; but the intermediate and junior pupils, it is to be feared, are beginning to show the result of the change. It is only what might be expected when a trained is succeeded by an inexperienced and untrained teacher. "Hall's Prairie.—Inspected October 31st, 1905; enrolled, 30; present, 26. This school is in better shape to-day than ever I found it before. It is in a fairly efficient condition, for the first time for four years. "Kensington.—Inspected November 2nd, 1905; enrolled, 15; present, 11. The children are all young. There were no senior pupils present. The older pupils are very irregular in their attendance. The teacher is young and untrained. The reading and language work were both very fair for young children. The teacher is in earnest and will improve with experience. "Kensington, East.—Inspected October 31st, 1905; enrolled, 18; present, 15. This school is improving under the present teacher. More attention is being paid to language and composition. "Mud Bay.—Inspected November 1st, 1905, and May 2nd, 1906; enrolled, 40; present, 24. The language and mechanical work are fairly well taught, but the pupils are very backward in understanding, especially in arithmetic. There is very excellent material in the school and under ordinarily good management it should not be difficult to obtain good results. "Scott Road.—Inspected November 1st, 1905; enrolled, 22; present, 12. The pupils are very young. There were two present in the senior grade, one of whom gave evidence of regular attendance and careful teaching. The smaller children read and write well. "Surrey Centre.—Inspected October 24th, 1905; enrolled, 35; present, 20. The writing, drawing and spelling are well up to the standard, with the exception of the work of a few pupils in the senior grade, who do not attend regularly. The school on the whole is in very good standing. " Tynehead.—Inspected October 30th, 1905, and April 30th, 1906; enrolled, 38; present, 23. Three pupils from this school passed the examination for entrance to a high school in June, 1905. There are still two promising pupils in the senior grade. The junior 6 Ed. 7 Public Schools Report. A 37 and intermediate classes are weak in writing and drawing—in fact, in all the manual work. The reading is a little improved, but the younger pupils are backward in language work. The discipline is very lax. " April 30th, 1906.—Since last inspected there has been a change of teachers. The discipline has improved, but the school, on the whole, has lost ground during the past school- year. " North Vancouver. " Schools, 3 ; teachers, 4 ; enrolled, 94 ; present, 76. "Lynn Valley.—Inspected March 21st, 1906; enrolled, 19; present, 11. This school is for the children of the employees in a saw-mill and shingle-bolt camp situated about four miles north of North Vancouver town. While the school is much appreciated by the people, and of incalculable benefit to the children, yet on account of the population changing so frequently, there cannot be much real progress in the school. The teacher is practically giving instruction to a procession. "Moodyville.—Inspected October 12th, 1905; enrolled, 22; present, 17. There is a decided improvement in the work of this school. The senior pupils are more responsive than on former occasions. They have mastered some of the rudiments and can express themselves with some degree of intelligence. The great difficulty on previous visits was to get the pupils to speak up, or even to speak at all. "Vancouver, North (two divisions).—Inspected October llth, 1905, and May 17th, 1906 ; enrolled, 53 ; present, 48. The great weakness in the first division arises from the fact that the pupils are not drilled in the various topics until these are understood and mastered by the children. The pupils are asked to do written work on subjects with which they are not familiar, and of which they have no definite knowledge. There is, in short, a lack of development work. The classes, however, have made some progress, notably in arithmetic. There is very intelligent and efficient work being done in the primary division. Language work is well taught. The pupils are a little slow in number work. " South Vancouver. Schools, 6; teachers, 11 ; enrolled, 416 ; present, 347. " Eburne.—Inspected, March 23rd, 1906 ; enrolled, 32 ; present, 30. This school is now beginning to do some real work. For the past two years there has been little or no progress. The attendance is increasing. "North Arm (two divisions).—Inspected November 22nd, 1905, and May 18th, 1906; enrolled, 62 ; present, 48. The children leave this school at a very early age. Those in attendance are very young. There are no advanced pupils in the first division. The attendance, especially in the senior classes, is very irregular, and there must be many children of school age in the district who are not attending. The lessons are well taught and consequently well understood by the pupils. The children express themselves very well. The primary work is in a fairly efficient state. " Vancouver, East (two divisions).—Inspected October 17th, 1905, and May llth, 1906 ; enrolled, 91; present, 78. The senior classes are very backward, and the school is making- little or no progress. The teaching lacks definiteness. There a few unruly boys in the second division who interfere with the progress of the school. "Vancouver, South (three divisions).—Inspected October 16th, 1905, and May 10th, 1906 ; enrolled, 125 ; present, 105. The third division in this school was opened on the 17th of April, 1906. Up to the present very few of the pupils attending this school have finished the course of study laid down for the Common Schools. This is to be accounted for mostly by the fact of the overcrowding of the rooms ; now, however, that the pressure is relieved by the erection of a new building, this school should in future rank among the best. "Vancouver, West (two divisions).—Inspected October 10th, 1905, and May 9th, 1906 ; enrolled, 89; present, 69. At present the senior classes meet in a small room formerly used as a store. The pupils are very crowded and the discipline and organisation of the classes is, consequently, difficult. The various subjects of the course, however, are well taught. The primary division of this school was opened shortly before the Easter holidays. The work is in capable hands. "District Lot 472.—Inspected June 5th, 1906; enrolled, 17; present, 17. School is held in a small rented building entirely inadequate in accommodation. This school, yet without a name, was opened May 15th, 1906. The pupils are all young. A 38 Public Schools Report. 1906 " Rural Schools. "Bowen Island.—Inspected April 17th, 1906; enrolled, 15; present, 9. This school has made considerable progress during the past year. "Burton.—Inspected September 20th, 1906 ; enrolled, 22; present, 16. This school is now in good condition. The pupils have, been under good training for the past few years, and it should now be an easy matter to maintain the standard. The classes are well graded and the pupils able to do the work of the various grades. "Hatzic Prairie.—Visited this school April 12th, 1906; found it closed, teacher taking an extra holiday. "Howe Sound.—Inspected April 20th, 1906; enrolled, 34; present, 12. The reading is fairly expressive and intelligent. The lessons are not merely heard, the pupils are drilled and taught. The writing and general manual work, however, are not up to the standard of the other subjects. The school has made considerable progress during the past year. "Morris Valley.—Inspected September llth, 1905; enrolled, 11; present, 10. The teacher is young, inexperienced and untrained. The pupils, all girls, are rather bright and easily taught. The lessons are heard regularly enough, but there is very little real teaching. There is a lack of development. The understanding is not developed nor aroused to action. "Nicomen Island.—Inspected September 21st, 1905; enrolled, 9; present, 9. This school has made very fair progress during the past year. "Nicomen, North.—Inspected May 29th, 1906; enrolled, 23; present, 20. This school is increasing in numbers and importance. The writing of the pupils is above the average. On the whole, the school is doing good work. "Port Moody (two divisions).—Inspected November 23rd, 1905; enrolled, 54; present, 44. The classes are alert and thoughtful. The school is in good standing. "Inspected June 15th, 1906 ; enrolled, 60; present, 30. The school has recently been re-opened after- an epidemic of measles, and many of the pupils have not yet returned to their studies. Judging by the work of the children present, the school continues to make very fair progress. A second division was opened in the school in the month of February. " Squamish.—Inspected May 7th, 1906 ; enrolled, 23 ; present, 18. This school is growing in numbers and importance. The people have made fairly liberal provision for carrying on the work of the school. Considering the punctulity and regularity of the children, the school should show greater progress and more definite results. " I have, etc., A. C. Stewart, " Inspector of Schools." INSPECTORATE No. 4. "Vernon, B.C., November 16th, 1906. " Alexander Robinson, Esq., "Superintendent of Education, Victoria, B.C.: " Sir,—I beg herewith to submit the following report on the public schools of Inspectorate No. 4, for the school-year ending June 30th, 1906 :— " A steady growth of school population during the year has led to many changes. Assisted schools have been opened at Iron Mask Mine, Jacko Creek and Rose Hill, near Kamloops; at Carr's Landing, Duck Lake and Prairie Valley, in the Okanagan Valley ; at Aspen Grove, south of Nicola, and at Soda Creek, on the Fraser River. The assisted schools at Penticton and Westbank, in the Okanagan Valley, have become regularly organised Rural Schools. A new Rural School District has been organised at North Enderby. Peachland has become a graded school ; while Enderby and Kelowna have completed their first year as City Schools. In many other schools the enrolment has materially increased during the year. '"With these ever-widening opportunities for work, there are not lacking good indications of the quality of the work improving even more rapidly. Trustees and people generally are taking more interest in their schools. Teachers are chosen more carefully, in many cases, than formerly, and are ably supported by trustees when found faithful and competent. The 6 Ed. 7 Public Schools Report. A 39 recommendation of the Council of Public Instruction, in a note to Article IX. of the School Regulations recently published, has been acted upon by a number of trustees in the Inspectorate, and almost invariably with good results. This custom of appointing teachers, particularly to good positions, on the recommendation of a person qualified to judge them aright, is already on the increase; and, while it may not always be an easy task for an Inspector to recommend a suitable person, it will ever be one he should gladly undertake, both in the interests of capable teachers and of pupils whose parents are willing to pay liberally for their education. "Probably nothing better indicates the steady advancement in the standing of schools in the Inspectorate than the results of High School entrance examinations held during the year. The usual semi-annual examinations for entrance to a High School were held at Kamloops and Vernon. Out of the fifty-seven candidates who wrote at these points, twenty-eight were successful; while there were forty-four successful candidates out of the sixty-seven who wrote on the Central examinations in May and June at the various examination centres. These numbers are not large, but they are encouraging, when we note that the total number of candidates was sixty per cent, larger than ever before, and the number of successful ones seventy per cent, larger. " The second biennial convention of the Yale-Cariboo Teachers' Institute met in Kamloops on January 9th, 10th and llth. There were present forty-five teachers from the more accessible districts in the Inspectorate. A good programme had been prepared by the officers in charge and a keen interest was displayed in every session. The ladies of the City, and also the city fathers, did all in their power to make the teachers' stay in their city a pleasant one. " The next meeting of the Institute will be held in Vernon, during the first week of the winter term of 1907-1908. " During the summer term of the past year, much time was necessarily spent in determining what would be the most suitable boundaries for the various school districts when local taxation would be resorted to under the 'Public Schools Act, 1905.' The absence of good maps of many districts, the lack of survey lines, and occasionally a tendency for districts to extend their boundaries at the expense of neighbouring districts, made the work of assigning boundaries very difficult. It has been done, however, with extreme care, and it is to be hoped it will prove satisfactory. " The business-like way in which nearly all the people in the Okanagan and Similkameen Valleys, and in many other districts throughout the Inspectorate, undertook the task of raising money for their schools under the new Act has been to me most gratifying. If the moneys voted in January be raised and wisely spent, the schools will be equipped more as they ought to be ; and if the same liberality continues in coming years in these .districts, salaries can be materially increased and more capable teachers secured. " It is to be hoped that people generally, and trustees in particular, will come to realise the wisdom of paying a good salary for a good teacher, rather than being satisfied with a second or third rate teacher secured for less money. The most commendable feature in the ' Public Schools Act, 1905,' is that it gives the people of a district an opportunity to pay a good salary in order to secure a good teacher, or to retain the services of one already secured. In this connection the example of the trustees in the municipal school district of Spallumcheen and the rural district of Shuswap may well be recommended as worthy of being followed. Let the people who desire competent teachers offer good salaries, let them take the necessary precautions in making a choice out of the many who may apply for their school, and good teachers will be encouraged to teach on in good schools; while the poor and incompetent will teach in places where less skill may do because less appreciated, or be forced into callings where they may be of some use. "' A well equipped school and the best teacher possible for the best salary we can raise,' should become the motto of every school district. When it does good results must follow. " Subjoined you will find a synopsis of the reports sent you during the year on the schools of the Inspectorate:— "Armstrong, Division I.—Inspected December 5th, 1905, and March 23rd, 1906; average attendance, 40.5. There is too much careless work among entrance pupils. Those in the High School section are doing careful, intelligent work. "Armstrong, Division II.—Inspected December 4th, 1905, and March 22nd and 23rd, 1906; average attendance, 39. On the occasion of the last inspection, weak work was found A 40 Public Schools Report. 1906 in spelling, arithmetic and drawing. The older pupils were not working with the earnestness necessary for best results. " Armstrong, Division III.—Inspected December 4th, 1905, and March 21st and 22nd, 1906 ; average attendance, 40. Fairly satisfactory work was being done in all classes. More attention should be given to nature lessons. " Ashcroft.—Inspected October 18th, 1905, and April 20th, 1906 ; average attendance, 32.5. The work done with junior pupils improved during the year; but that of the intermediate and senior grades continued very unsatisfactory; older pupils lacked real interest and made but little progress. " Aspen Grove.—Opened too late for inspection. " Barkerville.—Closed. " Berlin.—Inspected April 6th, 1906 ; pupils present, 10. Much interest was displayed by both teacher and pupils aud, consequently, good work was being done along all lines. "Black Mountain.—Inspected December 15th, 1905, and February 5th, 1906; average attendance, 11. Careful work was done. " Blue Springs.—Inspected April 6th, 1906; pupils present, 19. The work all lacks thoroughness. The limited capacity of the pupils for acquiring knowledge is lost sight of in teaching. Less work and less difficult, well taken up, is much needed. " Cache Creek.—Inspected October 19th, 1905 ; pupils present, 14. There is too little oversight of manual work, which is, consequently, poor. Work is not well planned. This leads to idleness. " Campbell Creek.—Inspected November 3rd, 1905; pupils present, 10. There is a lack of enthusiasm, resulting in careless work. Standing and tone of the school unsatisfactory. Inspected again March Sth, 1906; pupils present, 12. There is more earnestness in study than in November, and the standing and tone of the school are improving. "Campbell Creek, South.—Inspected March 8th, 1906; pupils present, 9. Good progress is being made, as a result of careful, thorough work. " Carr's Landing.—Opened too late for inspection. " Chasm.—School closed. "Canoe Creek.—Inspected November 24th, 1905; pupils present, 27. Work well planned and carefully done. Good results are being obtained in all grades. " Owing to the size of this district and the impossibility of children from the remoter parts attending regularly, it was divided into two districts early in 1906. "Canoe Creek, North.—Inspected April llth, 1906; pupils present, 18. All working well, and juniors particularly are making good progress. Drawing, not being properly understood, is poorly done. " Canoe Creek, South.—Inspected April llth, 1906; pupils present, 18. The school accommodations are very poor and the teacher is working under difficulties. Nevertheless, the work is systematically taken up and carefully done. " Clinton.—Inspected October 20th, 1905 ; pupils present, 16. The teacher continues to do her work in a careful, systematic way. Much interest is shown in all subjects, and good results are being obtained in all grades. " Coldstream.—Closed. "Coldwater.—Inspected September 6th, 1905; pupils present, 8. The teacher, though inexperienced, teaches intelligently. She has her work well planned, and evidently prepares daily to do it well. "Commonage.—Inspected February 19th, 1906; pupils present, 8—all that are in the district. The children are interested, attend regularly and work well. "Craigellachie.—Inspected February 23rd, 1906; pupils present, 9. Careful work is done and good results are obtained in most subjects. More attention should be given to writing. "Deep Creek.—Inspected March 28th, 1906; pupils present, only 10 out of an enrolment of 28. Those present show careful teaching. The work they have gone over they know well. "Dolan's Corners.—Inspected November 22nd, 1905; pupils present, 16. The drawing and writing are weak ; spelling good; other subjects fair. The outlook for this school is encouraging. "Ducks.— Inspected November 14th, 1905, and March llth, 1906;' average attendance, 15.5. In November much interest was taken and good results were being obtained. In 6 Ed. 7 Public Schools Report. A 41 March too much was being attempted to insure thorough work. Shorter lessons, more carefully assigned, difficulties being clearly explained, are essential. "Duck Lake.—Inspected September 27th, 1905; pupils present, 12. The school has recently been opened. Its standing and tone are unsatisfactory. "Enderby (division I.).—Inspected December 1st, 1905, February 21st and 22nd, 1906, and March 19th, 1906; average attendance 33.6. This school has greatly improved under the preserrt teacher. The pupils are well grouped and work is systematically done. The discipline is excellent and the teaching irrdicates careful preparation of the lessons taught. Children are encouraged to think clearly and talk sensibly when asked for opinions. Drawing needs more attention. "Enderby (division IL).—Inspected on same days as division I.; average attendance, 42. Very satisfactory work continued to be done throughout the year. "Enderby, North.—Organised as a district but no school built. "Fairview.—Inspected January 29th, 1906 ; pupils present, 21. The work needs to be more definitely laid out, so that all time may be better utilised by pupils and teacher; a timetable needed. "Foster's Bar.—Inspected October 13th, 1905; pupils present, 13. Careful, thorough, systematic work is being done and good results obtained. "Glenemma.—Inspected March 27th, 1906; pupils present, 13. There is more earnestness manifested in work than was found previously. Consequently, work is better done. Spelling and number work have improved. Reading continues weak. "Grand Prairie.—Closed. "Hedley.—Inspected September 12th, 1905; pupils present, 31. There is a marked lack of interest in study among the older pupils. Shorter lessons, with insistence on their being prepared, and more attention to reviews are needed. The standing of the school is low. "Hope.—Inspected May 1st, 1906; pupils present, 10. Lessons should be shorter and more animated and there should be more real teaching, particularly in spelling and literature. Pupils have a very imperfect knowledge of lessons which they are supposed to have been taught. "Hope Station.—Inspected May 1st, 1906; pupils present, 13. Considerable care is taken with much of the work, but there is a manifest lack of thoroughness in the treatment of senior arithmetic and literature. In some cases pupils are putting too little energy into their work. "Iron Mask.—Inspected March 7th, 1906; pupils present, 8. The standing of the pupils in their studies is high, thanks to their teachers in Kamloops, where they attended till school opened here this month. The outlook for the school is not encouraging. More earnestness and care on tho teacher's part is needed to prevent the pupils from retrograding. " Jacko Creek.—Opened too late for inspection. " Kamloops, Division I.—Inspected November 9th, 1905, and March 2nd, 1906 ; average attendance, 38. The standing and tone of this division are satisfactory. " Kamloops, Division II.—Inspected November Sth, 1905, and March 2nd, 1906 ; average attendance, 45.5. Excellent results were obtained by each of the two teachers in charge of this division during the year. " Kamloops, Division III.—Inspected November Sth, 1905, and March 6th, 1906 ; average attendance, 46.5. Each of the two teachers in charge during the year had the work well planned, the pupils well grouped, and taught well. " Kamloops, Division IV.—Inspected November 7th, 1905, and March 5th, 1906; average attendance, 40.5. Excellent results continue to be secured in this division. Supplementary reading and nature study receive considerable attention. " Kamloops, Division V.—Inspected November 7th, 1905, and March 5th, 1906 ; average attendance, 45.5. The children are grouped in three sections and are so disciplined that each section works well when left alone. This allows the teacher to give her undivided attention to the class immediately in her charge. The methods of teaching are good ; progress satisfactory. "Kamloops, High School.—Inspected November 9th, 1905, and March 6th, 1906; average attendance, 20.5. In a High School with only one teacher and new classes entering twice a year, success must largely depend on students working much alone, being merely guided by their teacher and helped over obstacles. In this school there are a number of students failing in this regard. Their progress is very unsatisfactory, while others are doing well. A 42 Public Schools Report. 1906 " Keefers.—Inspected October llth and 12th, 1905; pupils present, 16. The teacher is doing better work than formerly, as a result of faithful endeavour. Her work is well planned, her discipline and her teaching clear and intelligent. "Inspected April 26th, 1906 ; pupils present, 15. The tone of the school is poor. The teacher does very little except to hear recitations and try to keep order. The former he does poorly ; in the latter he fails. The children do little work, and that poorly. "Keremeos.—Inspected September 13th, 1905; pupils present, 15. Teacher is just beginning her work. The children are not proper!}' equipped and the work is poorly planned. There is too much idleness in the seats and inattention in class. "Kelowna, Division I.—Inspected September 27th, 1905, and February 12th, 1906; average attendance, 26.5. Careful work continued to be done throughout the year. "Kelowna, Division II.—Inspected September 25th, 1905, and February 9th and 12th, 1906 ; average attendance, 33. The standing of this division improved somewhat during the year, but the tone continued only fair. " Kelowna, Division III.—Inspected September 26th, 1905, and February 9th, 1906; average attendance, 36. Good work was done in spelling, number work and reading, but there was too great a tendency on the part of children to hasten through seat work. This resulted in careless work and restlessness. "Lac La Hache.—Inspected October 27th, 1905 ; pupils present, 9. The standing and tone of the school are poor. More real teaching should be done, instead of resting satisfied with merely hearing lessons recited. "Lac La Hache, North.—Inspected October 25th, 1905; pupils present, 8. School just opened to-day; work not properly begun. " Lansdowne.—Inspected March 29th, 1906 ; pupils present, 17. The work of the year has been faithfully done. "Lillooet.—Inspected October 16th, 1905; pupils present, 29, out of an enrolment of 42. This is too difficult a school for an inexperienced teacher. The classes are not kept constantly at work—idleness in seats, listlessness in class. So little independent study is done by the senior pupils, it is impossible to get over the necessary work. "Lumby.—Inspected April 5th, 1906 ; pupils present, 27. For an inexperienced teacher, the work is well done. Pupils are attentive in class, diligent in their seats, and are regular and punctual in attendance. Writing- needs closer supervision. "Lytton.—Inspected October 12th, 1905, and April 24th, 1906 ; average attendance, 27.5. The teacher teaches well and studies to make school-life pleasing as well as profitable for the children. He is most enterprising, and does not hesitate to spend money to equip both himself and his pupils for work. Excellent results have been obtained. "Lytton, North.—Inspected April 25th, 1906; pupils present, 8. More care is needed with the seat work of the juniors. Seniors manifest too little interest in their studies. More real teaching is needed. "Mara.—Inspected November 28th, 1905, and March, 20th, 1906; average attendance, 15.5. Careful work continued to be done throughout the year and the standing and tone of the school improved. "Mabel Lake.—Not inspected. "Monte Creek.—Inspected November 15th, 1905, and March 15th, 1906; average attendance, 11.5. Good results have been secured in reading, spelling and number work, but poor in writing and language work. Tone of school improved during the year. "Nickel Plate.—Found closed on September 12th, 1905. "Nicola.—Inspected September 1st, 1905; pupils present, 21. Good results are being obtained in reading; senior arithmetic is weak; all other work is fairly satisfactory. "Nicola, Lower.—Inspected September Sth, 1905 ; pupils present, 15. Careful work is being done and the tone of the school is good. Spelling, particularly in primary grade, is weak. "North Bend.—Inspected October 10th, 1905, and April 27th, 1906; average attendance, 27. In October the work was well laid out and thoroughly done, with the exception of drawing, which was not understood. In April the work of the senior pupils was unsatisfactory—too little done, home work neglected. The manual work of beginners was needing more care. Along other lines results were fair. "North Thompson.—Inspected November 6th, 1905, and March 13th, 1906; average attendance, 8.5. The standing of this school improved during the year. 6 Ed. 7 Public Schools Report. A 43 "North Thompson, West.—Inspected November 2nd, 1905, and March 12th, 1906; average attendance, 13. The work for the most part was satisfactory. Writing, spelling and drawing were exceptionally good. Reading and senior arithmetic were needing more attention. "Notch Hill.—Inspected November 20th, 1905, and February 28th, 1906; average attendance, 16.5. In November the school was in bad condition; in February the teacher had the work better in hand, the discipline was better, the teaching more systematic and thorough, and the standing and tone of the school were improving. "Okanagan—Inspected September 25th, 1905, December 14th, 1905, and February 5th, 1906; average attendance, 31. During the summer term the standing and tone of the school were good. In Febr.uary the discipline was rigid, pupils working hard and doing well in writing. Drawing was poor and lessons in junior grade were too long. "Okanagan Falls.—Inspected September 20th, 1905; pupils present, 8. It is to be regretted the attendance is so poor, for those attending regularly are making most satisfactory progress. "OkANAGAN Landing—Inspected February 13th, 1906 ; pupils present, 15. The standing and tone of this school continue unsatisfactory. "Okanagan Mission.—Inspected September 27th, 1905, and February Sth, 1906; average attendance, 19. The children work rapidly, accurately and neatly. All work is well planned and well done. The teacher's register is exceptionally well kept. "Okanagan, South.—Inspected September 25th, 1905, and February 7th, 1906; average attendance, 14. In February I found the tone of the school much improved, pupils more interested in their studies and making progress on subjects formerly poorly taught. "Otter Lake.—Inspected December 6th, 1905, and April 2nd, 1906; average attendance, 15. The results obtained are satisfactory. " Pachelqua.—Closed. " Pavilion.—Closed. "Peachland.—Inspected September 21st and 22nd, 1905; pupils present, 49. Fair work is being done. The accommodations are poor for the number of pupils. A second division is needed. "Peachland, Division I.—Inspected February 1st, 1906; pupils present, 33. Better- progress is being made since an assistant has been appointed. Drawing is poorly done. "Peachland, Division II.—Inspected February 1st and 2nd, 1906; pupils present, 26; The work is well planned and all subjects are well taught, except drawing. The standing of the classes is greatly improved under the present teacher. "Penticton.—Inspected September 19th, 1905, and January 25th, 1906; average attendance, 24. In September there was too much idleness among the pupils ; in January a slight improvement was noticeable. Senior work continued poor. "Prairie Valley.—Inspected September 18th, 1905, and January 31st, 1906; average attendance, 13. There is little real interest in study and but little progress is being made. More care needs to be taken generally. "Princeton.—Inspected September llth, 1905 ; pupils present, 15. The teacher lacks both training and experience. Work is poorly done. Absence of system produces idleness, confusion and careless work. More immediate study by the teacher is necessary if she is to succeed. " Quesnel.—Not inspected. "Rose Hill.—Inspected November 16th, 1905, and March 9th, 1906; average attendance, 12. The work showed improvement in March. Junior work was well done ; the drawing was poor. "Round Prairie.—Inspected March 28th, 1906; pupils present, 22. There is too little real teaching. The standing of the school is low and the tone poor. "Saint Elmo.—Found closed May 1st, 1906. "Salmon Arm, East.—Inspected November 21st, 1905, and February 27th, 1906; average attendance, 39. Good results were being obtained in reading, spelling, number work, grammar and composition ; while other work was fair. The tone of the school was satisfactory. "Salmon Arm, West.—Inspected November 23rd, 1905, and April 12th, 1906; average attendance, 32.5. Gradual improvement was made throughout the year, as a result of faithful endeavour on the part of both teacher and pupils. A 44 Public Schools Report. 1906 "Savona.—Inspected October 31st, 1905, and April 17th, 1906; average attendance, 9. The work in this school is disappointing. There is but little interest manifested in school affairs by any one; the attendance is poor and the progress unsatisfactory. "Shuswap.—Inspected November 13th, 1905, and March 16th, 1906; average attendance, 23. Excellent work has been done in all grades. Work is so planned that all are constantly employed. The standing and tone of the school continue highly satisfactory. The people have shown their appreciation of a capable teacher by increasing her salary. "Shuswap Falls.—Inspected April 5th, 1906; pupils present, 9. The attendance is regular, the interest in study keen, and the progress satisfactory. Little except junior work is attempted. "Silver Creek.—Inspected March 30th, 1906; pupils present, 9. The teacher has done faithful work with good results in all subjects except writing. "Similkameen.—Found closed September 14th, 1905. " Soda Creek.—Opened too late for inspection. "Spallumcheen.—Inspected December 7th, 1905, and March 26th, 1906; average attendance, 13. The work of the juniors is fairly satisfactory, but that of the older pupils is not—it is top mechanical. "Spence's Bridge.—Inspected April 23rd, 1906; pupils present, 11. The pupils are working well, but are weak in writing and drawing. "Summerland.—Inspected September 18th, 1905, and January 30th, 1906; average attendance, 39. Both teacher and pupils are interested in their work. There are too many classes in the school to insure satisfactory results. "Spuzzum.—Inspected August 29th, 1905; pupils present, 9. Fairly satisfactory work is being done, except in spelling, which should receive more attention. " Tappen Siding.—Inspected February 26th, 1906; pupils present, 9. This school has continued for four years to do very satisfactory work under the same teacher. "Vernon, Division I.—Inspected December llth, 1905, and April 3rd, 1906; average attendance, 36.5. Careful, intelligent teaching is being done, but the senior class in the division is weak, particularly in drawing. "Vernon, Division II.—Inspected December llth, 1905, and February 15th, 1906; average attendance, 41. All the work is well planned and excellently done. The children are much interested in their studies and are progressing satisfactorily. "Vernon, Division III.—Inspected December llth and 12th, 1905, and February 14th and 15th, 1906; average attendance, 44. The grouping of the children is good and much of the work shows care. More teaching, however, is needed, particularly in language work and literature. " Vernon (division IV.).—Inspected December llth and 12th, 1905, and February llth, 1906 ; average attendance, 42. In December the discipline was weak, and, as a consequence, the writing and drawing were not as good as they should have been. In other subjects good work was being done. In February the discipline was good and all work except drawing was well done. "Vernon (division V.).—Inspected December llth, 1905, and February 16th, 1906; average attendance, 53.5. All work is carefully planned and well done. By carefully studying the needs of her pupils and by painstaking efforts on their behalf, the teacher makes school life both pleasant and profitable for the little ones. "Vernon Hich School.—Inspected September 29th, 1905, and February 16th, 1906; average attendance, 22. The work is fairly well planned, but not as thorough as it might be in some cases. Attendance is regular and interest in study fair. "Westbank.—Inspected September 21st, 1905; pupils present, 11. Careful work is being done. Progress is satisfactory. "Williams Lake.—Inspected October 24th, 1905; pupils present, 12. The standing of the school is too low; but as the present teacher is enthusiastic and painstaking, the outlook for the year is good. "Yale.—Inspected August 30th, 1905, and April 30th, 1906 ; average attendance, 12.5. The pupils are well graded and work is systematically taken up. They work well in their seats and are attentive in class. Good progress is being made. " I have, etc. "J. S. Gordon, " Inspector of Schools." 6 Ed. 7 Public Schools Report. A 45 REPORTS OF CITY SUPERINTENDENTS. Victoria Schools. "Victoria, B. C, October 22nd, 1906. "Alexander Robinson, Esq., " Superintendent of Education, Victoria, B. C. " Sir,—I have the honour to submit my report of the Victoria City Schools for the school-year ending June 30th, 1906. " During the first term of the year there were employed 65 regular teachers and 6 special instructors, a total of 71, distributed as follows :—High School, 8 ; Boys' Central, 12 ; Girls' Central, 10; North Ward, 9; South Park, 8 ; Victoria West, 6 ; Spring Ridge, 4 ; Kingston Street, 3; Hillside, 3 ; Rock Bay, 2 ; Manual Training, 3; Domestic Science, 1; Drill and Calisthenics, 2. During the second term there were 74 teachers in all, an increase of 3 over the first term, the High School, North Ward and Kingston Street having each one additional teacher. In 1904-5 the staff numbered 72—High School, 8 ; Elementary, 58 ; and Special, 6. " The total expenditure, the average salary paid to the regular teachers and the average cost per pupil were slightly less than the year previous. The exact amounts are as follows :— 1904-5. 1905-6. " Expenditure, salary account $57,624 00 $53,458 70 » general maintenance 14,623 68 16,926 98 total 72,247 68 70,385 68 Cost per pupil, average daily attendance 28 83 28 05 Average salary, regular teachers , 770 90 770 30 special teachers 920 00 920 00 " It should be explained, however, that whereas in 1904-5 the salaries were paid in ten instalments, the final payment being made June 30th, in 1905-6 the twelve-payment plan was reverted to, and the last payment was in consequence not due till July 31st. The increased expenditure under the head of general maintenance was chiefly the cost of improvements to the Central School grounds. " There was a small increase in the enrolment and in the average monthly and average daily attendance, while the regularity percentage was a little less than the year before. High and Common Schools. 1904-5. 1905-6. " Number enrolled 3,129 3,210 Average monthly attendance 2,715 2,738 Average monthly attendance, per cent 92 91 Average daily attendance 2,506 2,509 Average daily attendance, per cent 80 79 High School only. " Number enrolled 267 276 Average monthly attendance 216 221 Average monthly attendance, per cent 90 89 Average daily attendance . 209 203 Average daily attendance, per cent 78 74 " The number of candidates at the High School entrance examination was 6 more and the number of passes 11 more than in 1904-5. The different schools contributing candidates were : 1904-5 1905-6 Candidates. Passed. Candidates. Passed. "Boys'School 39 27 43 37 Girls'School 39 31 39 26 North Ward 33 19 36 20 South Park 39 14 39 24 Victoria West 14 7 13 12 164 98 = 60% 170 119 = 70% A 46 Public Schools Report. 1906 " Of the 170 candidates, 2 were eleven years old, 5 were twelve, 32 were thirteen, 58 were fourteen, 42 were fifteen, 22 were sixteen, and 9 were seventeen. It would seem from this, if fourteen be taken as the normal age for the completion of the common school course, then far too many pupils are from one to three years late at this stage. " How the school life of pupils is distributed between the six and sixteen-year-old points is exemplified by the following table, constructed from a census of the Victoria schools taken in June last. At that time 39 per cent, of the First Primer pupils were six years old, 40 per cent, seven, 18 per cent, eight, and 3 per cent, nine years old; and similarly for the other classes specified in this table. The numbers in the right hand vertical column and in the lowest horizontal line are percentages of the total June attendance. The last age column includes all who are sixteen or older :— Years. 6 39 7 40 23 11 8 18 42 36 7 9 3 27 34 22 5 10 11 12 13 14 15 16 % 16 8 14 34 20 2 6 5 20 25 12 11 13 27 23 6 6 13 4 19 25 26 8 11 15 4 25 33 26 10 10 23 33 5 3 12 33 3 17 25 4 6 7 9 10 10 11 11 100 " It is noticeable that the six-year column shows a smaller percentage of the total attendance than any other except the last two, the 12-year column having the highest. Nevertheless, the variation in these numbers is remarkably small until the 15-year column is reached, when a sudden drop from 10 per cent, to 5 per cent, occurs. This would indicate a generally continuous attendance at school until the 15th year is completed, and that at this age more pupils leave than in any other year of their school life. "In my judgment, the rate of progress through the school course, as illustrated by this table, is far too slow ; and in particular I believe the end of the common school intermediate grade and the end of the high school junior grade might easily be short-circuited, so that, without loss of educational efficiency, two years could be saved for the majority of pupils between those points. Such a saving would be inestimably worth while to the pupils themselves and incidentally a material relief to the annual school budget. " Early in the year the senior grade course of the Public Schools was divided for purposes of grading into two sections, Senior B and Senior A. At the end of the year, a Senior B certificate was awarded by the Principals to pupils who had satisfactorily completed Senior B work, and were thereby brought to within one year of High School entrance. Most of the pupils who were thus rated are this year enrolled in the ' Sub-High School' classes, while a few are in Senior A classes preparing for the regular eirtrance examinations of the current year. The Sub-High School pupils are paralleling the work of the High School first year classes ; and it is expected that the majority of them will, on examination next June, demonstrate their fitness for second year standing in the High School. If this expectation is realised, one- half the time reduction just suggested as possible will have been effected for those pupils. " In common, I believe, with graded school teaching generally, the instruction in the the Victoria schools needs to be more systematically individualised. The methods of some of our teachers have greatly improved in this respect during the last two or three years ; but the most pernicious and most refractory of all modern school vices, the note-book habit, shows little abatement. The slovenliness of the scribbler, not the uprightness of the copybook headline, is chiefly responsible for the defects of school penmanship; while, more important still, the substitution of writing for speaking in class exercises gives little scope for individualised instruction, and fails to cultivate the power of viva voce self-expression. " In the main, however, the quality of the teaching is good, the discipline generally excellent, and the results comparatively satisfactory. " I have, etc., "F. H. Eaton, " Superintendent, Victoria City Schools." 6 Ed. 7 Public Schools Report. A 47 Vancouver Schools. "Vancouver, B. C, September 17th, 1906. " Alexander Robinson, Esq., " Superintendent qf Education, Victoria, B. C. : " Sir,—I have the honour to submit my annual report on the Vancouver City Schools for the year ending June 30th, 1906. " During the year extensive additions were made to the school accommodation. A stone building containing ten class rooms, an assembly hall, and smaller rooms for library, principal's office and teachers' room, was erected on a large block of land situated about midway between Mount Pleasant and Fairview Schools. A four-room frame building was erected at Cedar Cove, and a four-room addition was built to the Kitsilano School. Besides, three temporary buildings were erected in different parts of the city. Notwithstanding the fact that these buildings are now occupied, five schools are overcrowded. Steps are being taken toward the erection of an eight-room school on Burrard Street, and of an eight-room addition to the Roberts School. A large block of land some distance west of Kitsilano School was purchased for a school site. " From the following statement of enrolment, it will be seen that the school population has doubled in a little over six years :— April Enrol- Increase over Year. merit. previous Year. 1899 2,762 1900 3,122 360 1901 3,492 370 1902 , 3,835 343 1903 4,238 403 1904 4,626 388 1905 5,267 641 1906 5,895 628 " Many improvements were made to the school buildings. A stone foundation and full- sized basement were placed under the Fairview School. The heating and ventilating of the Fairview, Kitsilano and Dawson Schools was changed to a hot air double-duct system with forced draft. Of the fifteen school buildings now in use, all but one are heated by furnaces and eight are ventilated by means of an electric motor and fan. Eight buildings have slate blackboards, four are partially equipped with slate, and three have wood hyloplate or plaster boards. Over 4,375 square feet of slate from the Old Country has been placed in the Vancouver Schools since January. About 60 per cent of the class-rooms now have single desks. " The schools are well supplied with supplementary readers covering the work of the intermediate and junior grades, also with maps and globes. Five sets of The New International Encyclopedia, complete in twenty-one volumes, were added to the libraries of the large schools. The commercial department of the High School was fully equipped by the purchase of twelve typewriters, a rotary mimeograph, letter files, etc. "At the close of the year 120 regular teachers were employed by the Board, 13 being in the High School and 107 in the Public School. These teachers held certificates as follows :— Degree in Arts, 28 ; Academic Certificate, 3 ; First Class Certificate, 34; Second Class Certificate, 54; Third Class Certificate, 1. Special instructors were employed as follows:— Manual Training, 3 ; Domestic Science, 1 ; Supervisor of Drill, 1 ; Supervisor of Music, 1 ; Supervisor of Drawing, 1. Fifty-four per cent, of the regular teachers held first class or higher certificates. "The general work of our schools has steadily improved. The writing in all grades was neat and legible. More attention, however, to the proper position for writing <_nd to the training of the muscles of the arm and hand through suitable exercises, would enable pupils to write with greater ease and rapidity. While the spelling was good in the regular spelling tests, it was not so good in the written exercises in composition, history, etc. The explanation of this and the remedy for it are obvious. The literature of the Fourth Reader was better taught than ever before, due probably to the fact that entrance candidates are now examined upon it. Special attention was given to the memorising of choice passages of poetry. Though the A 48 Public Schools Report. 1906 entrance examination results in nature study were poor, some excellent work was done by teachers and pupils. With such a wide field from which to select material, there is the danger on the one hand of missing many of the topics on which an examiner may ask questions, or on the other hand of endeavouring to teach so many topics that no good results are possible. A more intelligent conception of what is important in geography characterised the teaching of this subject. In arithmetic special efforts were made to secure accurate and more rapid work in the fundamental operations of adding, subtracting, multiplying and dividing. Grammar, composition and history shared with the other subjects in the general improvement. " The examination results of Vancouver College and High School are contained in the report forwarded you by Principal Shaw. The increase in the number of successful candidates foB High School entrance over that of previous years was very gratifying. The number of pupils who passed in 1903-04 was 110, in 1904-05 was 152, and in 1905-06 was 238. "Some form of industrial work or manual traning was undertaken in each grade of the public schools. In the junior grade it was paper cutting, paper folding, mat-weaving and raphia work ; while in the intermediate and senior grades, it was sewing and cooking for the girls, and woodwork for the boys. Girls from ten senior grade divisions attended the cooking classes, and girls from twenty divisions next in order were taught sewing or raphia work by their regular teachers. Boys from thirty divisions attended the woodwork classes. Classes were so arranged that when the girls were at the cooking centre, the boys of the same division attended the woodwork classes. The regular teacher was thus free to assist the principal and give him an opportunity to more thoroughly supervise the work of his school. Originally the woodwork centres were equipped with twenty benches. As most classes contained more than this number of boys, and as it was best that all the boys of a class should be sent to manual training at the same time, it became necessary to enlarge the three buildings used as centres, and to place in each centre four additional benches. Excellent progress was made by the boys attending the woodwork classes and the girls attending the cooking classes. Steps are being taken to open another domestic scierrce class at once. " The teaching of drawing, which for years was unsatisfactory, has considerably improved. The improvement is most noticeable in the senior grade. The difficulties experienced in the past were due largely to the fact that many of the teachers were not masters of the subject. Nor is this to be wondered at, when it is considered that only since August, 1905, has drawing- been a subject of the High School curriculum. About April last Mr. John Kyle, A.R. C. A., of Alloa, Scotland, was appointed to supervise the drawing in the Vancouver City Schools. Under his direction much better results may be looked for in this important subject. " Some years ago it was exceptional to hear singing in our schools ; now singing is general. The singing of a large chorus of mixed voices at the unveiling of the memorial fountain in Stanley Park was one of the most pleasing incidents of the year. The teaching of music to all classes by the regular teacher, under the direction of a supervisor, has produced results which are very creditable. " Systematic instruction in drill was given to the Cadet Company in the High School and to all public school classes. Two rifle teams from each school received instruction at the Drill Hall in the care of fire-arms and the rudiments of rifle shooting. Enrolment in the rifle teams was voluntary and practices took place after school hours. The general effect of drill and physical exercises in the schools has been to greatly improve the discipline. "The attendance of pupils during the year was regular. It was necessary in several cases to take action against parents under the compulsory clause of the " Public Schools Act." In most cases fines were imposed. The effect of a few successful prosecutions on the large number of parents who were seemingly indifferent to the welfare of their children was most salutary. Better health conditions arising from improved ventilation, proper lighting of the school-room, regular tests of pupils' eyesight, and a more rigid enforcement of the Provincial Health Act, no doubt had much to do with regular attendance. " Empire Day was observed with exercises of more than usual interest. The morning- was devoted to class instruction on topics pertaining to the Empire, and the afternoon to the unveiling of the Victoria Memorial Fountain erected in Stanley Park, through the efforts of the school children of Vancouver. Mayor Buscombe, who presided, delivered a short address, and Hon. Richard McBride, Premier of the Province, delivered an eloquent oration. A choir of 800 children, under the leadership of Mr. Geo. P. Hicks, Supervisor of Music, sang patriotic airs. Companies of boys, representing the different city schools, marched under the direction of Sergeant Major Bundy, and formed with the singers a hollow square about the fountain. 6 Ed. 7 Public Schools Report. A 49 " An important forward movement to provide better facilities for higher education was inaugurated early in the year by the incorporation of The Royal Institution for the Advancement of Learning of British Columbia. In connection with Vancouver College and High School, the Royal Institution will undertake at once the first two years in Arts and the first two years in Applied Science. Complete courses will be added along definite lines as soon as the number of students will warrant the expenditure. " I have, etc., " W. P. Argue, " City Superintendent." A 50 Public Schools Report. 1906 PROVINCIAL NORMAL SCHOOL. Report of Principal. Provincial Normal School, 20th July, 1906. " Alexander Robinson, Esq., " Superintendent of Education, Victoria, B.C.: " Sir,—I have the honour to submit the following report on the Provincial Normal School for the year ending June, 1906 :— " Owing to there being no summer session required for teachers as in former years, we have been enabled to carry out several necessary improvements in our course. This is now divided into two parts—Preliminary and Advanced—the former extending from Septenrber to the middle of December, the latter from January to June. Successful students at the Preliminary course are entitled to receive diplomas ' valid for three years,' and those successful at the Advanced course to receive diplomas ' valid for life.' " Preliminary Session. "This session commenced August 28th, 1905, and ended December 13th, 1905. There were 60 students enrolled, 55 of whom obtained diplomas. All of these students being novices in the work of the teacher, as much attention as possible was given to practical teaching, especially in junior and intermediate grades. As a result, the majority made good progress in the art of teaching, but a few were found to be, in our opinion, unsuited to direct the work of any school. " Advanced Session. "This session commenced January Sth, 1906, and ended June Sth, 1906. There was an enrolment of 58 students, 37 of whom received diplomas, and 10 others became entitled to receive them, as soon as non-professional standing of equal value is attained. Four students received honour diplomas, as a recognition of the excellence of their work. This being an advanced session, more attention was devoted to the science of teaching, when it was found that the scholarship of several students was not of a sufficiently high standard to enable them to complete this course satisfactorily. " Our work this year has been much hindered by admission of students who have not full non-professional qualifications ; their attempt to attain this standing and at the same time to do the work prescribed by the Normal School, has in several instances caused them to fail in both, and in other cases, even when successful, to lower the standard of their work. It would be in the best interests of the students themselves if they recognised that Normal School work requires their full attention, and that it would be wise for them to take any supplemental or higher grade examinations either before or after their attendance, and not try to carry on the two concurrently. " Several students who were successful at the preliminary session are now teachers in our schools, while others remained for the full term. As a Model School cannot supply opportunities for practice in all details of school management and discipline, it would be of advantage to students to face these difficulties as soon as possible, and I would suggest that the additional requirement of one year's successful experience be asked for before admittance to the advanced session. I have come to this conclusion from a careful comparison of the practical work done by those who have taught in our Common Schools, and of those who have gained their experience only in the Model School. Not only would this year of actual teaching show whether the requisite tact, patience and ability to maintain order and discipline were possessed, but instruction given in the advanced session on the science of teaching would be far better- understood than without this experience. " I would again call your attention to the necessity for a more thorough grounding in Common School subjects ; in fact, some who have attained high standing in matriculation and other university examinations seem often not to know the rudiments of Common School 6 Ed. 7 Public Schools Report. A 51 subjects which they are called upon to teach. The absence of any knowledge of biology is still a very obvious defect, its results are only too apparent in the deficient quality of nature study lessons taught by the students in the Model School. " I have, by the kind assistance of Miss M. Fraser and Miss D. Allison, been enabled to give these students instruction in paper-folding, cutting and weaving. These subjects have been introduced into many of the primary rooms of our Graded Schools, and when properly handled have proved of great educative value. I, therefore, desired to give our students some aid in the proper application of these branches of manual training for junior grade classes. " I would suggest that lessons in physical drill and music be also given to our students; a short course in each would enable proper teaching in these branches to be gradually introduced into all the schools of the Province. "In conclusion, I have to express my regret that we are not yet enabled to occupy a building of our own. Owing to our present rooms being required for university classes, we have now to move to the Model School building just completed. This occupancy can only be until 1907, when these rooms will also be required for Public School purposes. I would respectfully suggest that the Government be urged by the Department of Education to make some further effort ' to provide suitable accommodation for this important branch of our educational work.' " Meanwhile, permit me to express our thanks to the Board of School Trustees of Vancouver, and to their officers, for the continuance of their valuable assistance in carrying out the. work of this Provincial Normal School. " I have, etc,, " William Burns, " Principal." A 52 Public Schools Report. 1906 TEACHERS' EXAMINATION. 1906. The annual examination of candidates for certificates of qualification to teach in the Public Schools of the Province began on July 4th, 1906, and was held simultaneously in Chilliwack, Cumberland, Grand Forks, Kamloops, Kaslo, Nanaimo, Nelson, New Westminster, Revelstoke, Rossland, Vancouver, Vernon and Victoria. The Examiners appointed to act with the Superintendent of Education were W. P. Argue, B. A., J. W. Church, M. A., Frank H. Eaton, M. A., Edward B. Paul, M.A., James C. Shaw, M. A., and David Wilson, B. A. The list of successful candidates appeared in the British Columbia Gazette of August 2nd, 1906, as follows :— Academic Certificates. (Names in alphabetical order.) Argue, William P., B.A., University of Manitoba. Burris, Estelle M., B.A., Dalhousie University, Halifax. Cameron, Elizabeth J., B.A., McMaster University, Toronto. Cameron, Ebenezer, B.A., McMaster University, Toronto. Carr, Frederick S., B.A., University of Toronto. Chodat, Henri, M.A., McGill University, Montreal. Church, Alfred F. B., B.A., Oxford University. Cochrane, Donald, B.A., McGill University, Montreal. Dickey, Alberta F. Donnan, William, M.A., Royal University of Ireland. Fash, Ida M., B.A., University of Acadia College, Nova Scotia. Fleming, Robert W. Gossip, Walter M., M.A., University of Edinburgh. Green, Inez A., B.A., University of Toronto. Haverstock, Alice M., B.A., Dalhousie University, Halifax. Hislop, Helen B., B.A., University of Manitoba. Hunter, Douglas McD. McKay, Catherine W., B.A., Dalhousie University, Halifax. McKeen, William G., B.A., Dalhousie University, Halifax. MacKenzie, Harry H, B.A., Dalhousie University, Halifax. McMillan, Edgar R., B.A., University of Toronto. Macneil, Alexander A., B.A., St. Francis Xavier University, Nova Scotia. McPhalen, Margaret M. Nichols, Edward W., B.A., Dalhousie University, Halifax. Palmer, John T. E., B.A., Cambridge University. Paterson, Isabel McN., B.A., University of Manitoba. Reid, Neil D., B.A., University of Toronto. Robson, Helen D., B.A., University of Toronto. Ross, Anna M., B.A., University of Manitoba. Salt, Alexander E. W., B.A., Oxford University. Saunders, Montague B. Smith, Frank F., B.A., Dalhousie University, Halifax. Stephens, Samuel R., B.A., McMaster University, Toronto. Swanson, Peter I., B.A., Dalhousie University, Halifax. First Class Certificates. (Names in alphabetical order.) Armstrong, Harriet L. Fisher, Howard J. Morton, Pearl. Cameron, Mabel A. Lord, Mabel A. McEwen, Flora E. Cameron, Tilly J. Monteith, Mary E. Wardle, James M. 6 Ed. 7 Public Schools Report A 5.3 Second Class Certificates (Names in alphabetical order.) Alexander, Irene B. Dunn, Isabel, Muir, L. Maude McD. Becker, Pearl C. Dyke, Kathleen A. McGregor, Annabelle. Belleau, Mary T. Fisher, Jessie E. R. Purdy, Ruth 0. Bethune, Catherine. Frame, May. Reid, Malcolm R. J. Brunton, Lulu J. Frederickson, Gertrude M. Reinhard, Annie H. Burris, Mary 0. Grant, Fannie I. Robson, John C. Cairnes, John A. Hamilton, John A. Selman, May E. Calvert, Franklin G. Hornby, Dulcie M. Sexsmith, Myrtle. Carwithen, Margaret B. Horton, Marion, Shepherd, Elsie W. Center, Lola. Jackson, Dorothy I. Stott, Eliza C. Chappell, Kate L. Johnson, Elizabeth. Tuck, Isla. Corder, Florence V. Jones, Mary7 L. Wade, Annie L. Cowan, Susie I. Laird, Edna J. Williams, Gertrude C. Crossan, Mary A. Martin, Alexander. Woodward, Cora L. Dixon, Leah V. Mitchell, William C. Third Class Certificates. (Names in alphabetical order.) Wooster, Annie B. Annable, Pauline. Easton, Annie. Parnell, Grace. Barrett, Clara. Etheridge, Effie L. Rath, Lilly G. E. Baynes, Ena F. Freeman, Jennie. Reinhard, Thekla L. E. Bell, Jean C. Few, Bertha. Roberts, Jean G. Billingsley, Millie. Harrison, Ada V. Rogers, Thomasine. Boake, Ruby M. Heyland, Anita A. Ross, Lilian M. Beveridge, flosannah. Henderson, Nellie W. Saunders, Elizabeth B. Broe, Alfred. Hilton, Elizabeth A. Scott, Margaret M. Bryant, Thomas. Hunt, Ethel M. Smith, Delphia M. J. Cartmell, Gertrude. Johnson, Christina C. Stapleton, Agnes. Clark, Jean F. Marshall, Elizabeth E. Thorpe, George K, B. A. Clearihue, Joseph B. Matheson, Vinnie J. Turnbull, Lizzie. Clement, Ella M. Murray, Christina T. Twaddle, Mary. Collis, Elsie D. Mclnnes, Robert H. Wallace, Albert H. Crankshaw, Edna P. McKenzie, Christina M. Wells, Phila E. Crowe, Margaret. McKenzie, Martha M. M. West, Mabel. Cunningham, Jeffrey A. McKenzie, Vina. Williams, Constance. Driver, Margaret I. McKinnon, Margaret E. Williams, Alfred. Duark, Raymond L. McLennan, Annie. Wood, Clinton S. Duncan, Inez. Palmer, E. Gertrude. Wood, Ernest 0. Third Class Certificates renewed for one year under section 120, "Public Schools Act." (Names in alphabetical order.) Bell, Etta L. Eastman, Bessie G. Laurence, May. Booth, Annie. Ford, Mabel R. Leighton, Annie L. Bowell, Bertha J. Frame, Margaret M. Lister, Ellen. Bradley, Emily. Gibson, Frances. Lovell, Elizabeth S. Brethour, Margaret M. Gibson, Grace E. Marsden, Sarah. Brethour, Helen. Gibson, Margaret. Mellard, Carrie E. Brown, Elizabeth E. Godson, Grace A. Moore, Bibianne. Cameron, Bertha I. Griffiths, Ada W. McDonald, Christina J. Carson, Ellen M. Haarer, Isabel K. MacKenzie, Mrs. Lena B. Carter, Louise J. Hall, Carrie. MacKenzie, John K. Cathcart, Annie. Hardie, Violet. McLennan, Mrs. Ada J. Crawford, Dora. Holmes, Mary H. McMartin, Jane. Creech, Mary M. Howell, Ada M. Plaxton, Elsie D. -i A 54 Public Schools Report 1906 Pringle, Lena S. Rolston, William G. M. Sutherland, James. Ramsay, Mary G. Sharpe, Phcebe 0. Thomson, James W. Ramsay, Margaret. Shrapnel, Elsie S. Toop, Ida M. Rath, Annie. Starret, Mrs. Clara P. Vannetta, Annie E. Read, Ellen R. Sullivan, Margaret M. Woodman, Annie M. Robertson, Margaret M. Alexander Robinson, B. A., W. P. Argue, B. A. J. W. Church, M. A. F. H. Eaton, M. A, ■Board ofi Examiners. Edward B. Paul, M. A, • J. C. Shaw, M. A., m David Wilson, B. A. 6 Ed. 7 Public Schools Report. A 55 SCHOOL DISTRICTS. Since the publication of the latest Manual of the School Law, in May, 1906, the Council of Public Instruction has made changes in the boundaries of the following existing School Districts, and has also created School Districts with limits as herein stated :— City School Districts. Enderby—8th May, 1888. Boundaries altered and re-defined 14th May, 1891 ; 27th June, 1894; 2nd August, 1905; 23rd April, 1906, and 24th July, 1906: Commencing at the south-east corner of Lot 149, Kamloops Division of Yale District, being the south-east corner of the City of Enderby and a point on the Spallumcheen River ; thence due west along the northern boundary of the Spallumcheen Indian Reserve to a point where it intersects the eastern boundary of Section 21, Township 18, Range 9; thence due north to the northern boundary of said township; thence due east to the western boundary of Lot 159; thence due north to the north-west corner of said lot; thence due east to the Spallumcheen River; thence following up the course of said river, easterly and southerly, to a point where the right bank of said river intersects the northern boundary of Lot 237; thence due east to the north-east corner of said lot; thence due south to the south-east corner of said lot; thence due west to the Spallumcheen River; and thence up the said river to the point of commencement. The City of Enderby School District shall also include Lots 151, 148 and 386, Kamloops Division of Yale District. Fernie—18th April, 1899. Boundaries altered and re-defined 14th September, 1904, and 12th December, 1906 : All that tract of land embraced within the corporate limits of the City of Fernie, and all and singular those certain parcels and tracts of land and premises situate, lying and being in the District of East Kootenay, arrd being composed of portions of Lots 4, 5, 8 and 9, Group 1, and more particularly described as follows :— Firstly: Commencing at a point three hundred and eighty-seven feet (387') easterly and at right angles from the western boundary of Baker Avenue, in the Townsite of Fernie, opposite a point one hundred feet (100') southerly and along the said west boundary from the north-east corner of Block thirteen (13) in the said Townsite of Fernie; thence north thirty-three degrees and fifteen minutes east (N. 33° 15' E.) fifty feet (50'); thence south fifty-six degrees and forty-five minutes east (S. 56° 45' E.) one hundred feet (100') ; thence north thirty-four degrees and thirty minutes east (N. 34° 30' E.) one thousand three hundred and five feet (1,305'); thence south fifty-six degrees and forty-five minutes east (S. 56° 45' E.) two hundred and ninety-seven feet (297'); thence south thirty-three degrees and fifteen minutes west (S. 33° 15' W.) one thousand four hundred and nine feet (1,409'); thence south fifty-six degrees and forty-five minutes east (S. 56° 45' E.) two hundred and ninety-nine feet (299'); thence south thirty-three degress and fifteen minutes west (S. 33° 15' W.) four hundred and fourteen feet (414'); thence north fifty-six degrees and forty- five minutes west (N. 56° 45' W.) two hundred and ten feet (210'); thence south thirty- three degrees and fifteen minutes west (S. 33° 15' W.) four hundred and seventy-three feet (473'); thence north fifty-six degrees and forty-five minutes west (N. 56° 45' W.) one hundred and fifty-seven feet (157'); thence north two degrees and five minutes west (N. 2° 05' W.) seven hundred and eighteen feet (718'); thence north thirty-three degrees and fifteen mirrutes east (N. 33° 15' E.) two hundred and fifty-five feet (255'); thence south fifty-six degrees and forty-five minutes east (S. 56° 45' E.) fifty feet (50'); thence north thirty-three degrees and fifteen minutes east (N. 33° 15' E.) one hundred feet (100'), containing 21.2 acres, be the same more or less. Secondly: Commencing at the intersection of the eastern boundary of the British Columbia Southern Railway right-of-way with the north bank of Coal Creek, near the City of Fernie; thence northerly and along the said eastern boundary of the right-of- way, a distance of about seven hundred and fifty feet (750'), to a point opposite the junc- tion of the southern leg of the " Y" connecting the said railway with the Coal Creek Branch thereof; thence northerly and easterly, and parallel to the said southern leg of the " Y," a distance, southerly and easterly therefrom, of fifty feet (50'), for a distance of about seven hundred and eighty feet (780'); thence easterly, and along the southern boundary of the right-of-way of the Coal Creek Branch of the British Columbia Southern Railway, a distance of one thousand and twenty-five feet (1,025'), more or less, to the intersection of the said southern boundary of the said right-of-way with the north bank of Coal Creek ; thence westerly, and along the said north bank of Coal Creek, one thousand seven hundred and fifty feet (1,750'), more or less, to the point of commencement; containing 22.5 acres, more or less. Thirdly: Commencing at a point south fifty-seven minutes west (S. 0°57' W.) from the south-east corner of Block One (1) in the Townsite of Fernie ; thence south fourteen degrees and eleven minutes west (S. 14° 11' W.) three hundred and eighty-eight and five-tenths feet (388.5'); thence south seventy-five degrees and forty-nine minutes east (S. 75° 49' E.) three hundred and seventy-seven feet (377'); thence north fourteen degrees eleven minutes east (N. 14° 11' E.) three hundred and eighty-eight and five-tenths feet (388.5'); thence south seventy-five degrees and forty-nine minutes east (S. 75° 49' E.) three hundred and eighty-eight feet (388'); thence north fourteen degrees and eleven minutes east (N. 14° 11' E.) one hundred and twenty-six and five-tenths feet (126.5') thence north seventy-five degrees and forty-nine minutes west (N. 75° 49' W.) six hundred and ninety feet (690); thence south fourteen degrees and eleven minutes west (S. 14° 11' W.) one hundred and twenty-six and five-tenths feet (126.5'), more or less, to the point of commencement; containing five and thirty-eight hundredths (5.38) acres, be the same more or less. And also Lots 5,813 and 5,455, known as West Fernie. Revelstoke—22nd March, 1890. Boundaries altered and re-defined 7th December, 1901, and 16th August, 1906. All that area embraced within the corporate limits of the City of Revelstoke, and in addition the following parcels and tracts of land :—In Township 22, Range 2, west of 6th meridian : South-east quarter of section 32, south half of section 33, north-west quarter of section 25, north half of section 26, north-east quarter of section 29, north half of section 28, south half of section 35, legal subdivisions 5 and 6 of section 26, and all that portion of sections 27 and 34, lying east of the Columbia River and outside the boundaries of the City of Revelstoke. In Township 24, Range 2, west of 6th meridian : West half and south-east quarter of section 3, east half of section 4. Rural Municipality School Districts. Oak Bay—llth July, 1906: All that portion of Victoria District, commencing at the north-west corner of section 31 ; thence easterly along the northern boundary line of said section 31, to a point where said section line touches the coast line of Cadboro Bay; thence southerly and thence westerly along the coast line, following the sinuosities of the coast, and along the eastern boundaries of sections 31, 2, 61, 69, 23 and 73, and the southern boundaries of sections 22, 46, and part of section 19, to the eastern boundary of the City of Victoria, where the same touches .the coast line on Foul Bay ; thence northerly, following the eastern boundary of the said City, to the north-east corner of section 76 ; thence northerly along the western boundary lines of sections 28 and 31, to point of commencement, and including adjacent islands. Saanich March 14th, 1906. Boundaries altered and re-defined 12th December, 1906 : The whole of the Districts of Lake and South Saanich (except such portions thereof as consist of Indian Reservations), and that part of Victoria District lying to the north of the Crty of Victoria, and more particularly described as follows, that is to say :— Commencing at the intersection of the City of Victoria boundary line with the western boundary line of the said Victoria District, on the Victoria Arm at or near Harriet Road; thence along the said Harriet Road, following the said City boundary line eastward till it meets the western boundary line of Section 28; thence northward along the 6 Ed. 7 Public Schools Report. A 57 western boundary lines of Sections 28 and 31 to the north-west corner of Section 31 ; thence south-easterly along the north-easterly boundary line of Section 31 to high-water mark on Cadboro Bay; thence along the said high-water mark to the left to the northern boundary line of the said Victoria District on Cordova Bay; thence westerly along the said northerly boundary line of the said District to the head of Portage Inlet; thence south and south-easterly along the westerly boundary line of said District on the said Portage Inlet and Victoria Arm to the place of commencement; and in addition a portion of the Esquimalt District, such portion being more particularly described as follows : Commencing at the southern point of the eastern boundary of Section 100, Esquimalt District, being a point on the shore of Esquimalt Harbour; thence northerly following the easterly boundary of said Section 100 to the northern boundary line of said Esquimalt District; thence west along the line dividing Esquimalt and Highland Districts to the north-east corner of Section 98, of Esquimalt District; thence southerly along the line between Sections 98 and 97 to tidal water at the head of Esquimalt Harbour; thence south-easterly along the shore line of Esquimalt Harbour to the south-west corner of Section 10 of said Esquimalt District; thence north-easterly, following the Section line to Victoria Arm; and thence along the shore line of Victoria Arm to the point of commencement. Sumas—March 14th, 1906. Boundaries altered and re-defined October 31st, 1906 : Commencing at the north-west corner of the south-east quarter of Section 22, Township 16, New Westminster District; thence south along the western boundary of said south-east quarter of Section 22 to the south-west corner thereof; thence west, along the northern boundary of Section 15, Township 16, to the north-west corner thereof; thence south, along the western boundaries of Sections 15, 10 and 3, Township 16, to the southwest corner of said Section 3; thence due east along the International Boundary Line, a distance of nine miles, more or less, to the south-east corner of Section 1, Township 19, New Westminster District; thence due north two miles to the north-east corner of Section 12 of said Township ; thence due east one mile to the south-east corner of Section 18, Township 22; thence due north one mile to the north-east corner of said Section; thence due west to the shore of Sumas Lake; thence southerly and northerly, following the shore of Sumas Lake to its intersection with the northern boundary of Township 19; thence west along the northern boundary of said Township 19, to the north-west corner thereof; thence south, along the western boundary of said Township 19, to the northeast corner of the south-east quarter of Section 24, Township 16 ; thence west, along the northern boundaries of the south-east and south-west quarters of said Section 24 and the south-east and south-west quarters of Section 23 and the south-east quarter of Section 22, all in Township 16, to the point of commencement. Vancouver, South—March 14th, 1906. Boundaries altered and re-defined December 5th, 1906: Commencing at the south-east corner of Lot 331, Group 1, New Westminster District, on the north bank of the North Arm of the Fraser River; thence north along the eastern boundaries of Lots 331, 335, 339, 49 and 36, Group 1, New Westminster District, to the south-east corner of the Hastings Townsite Reserve; thence west along the southern boundary of the Hastings Townsite Reserve to the south-west corner of the said Hastings Townsite Reserve ; thence north along the western boundary of the said Hastings Town- site Reserve to its intersection with the easterly boundary of Lot 195, Group 1, New Westminster District; thence northerly and easterly along the said eastern boundary of Lot 195 to the north-east corner of said Lot 195; thence westerly and northerly along the northerly boundary of the said Lot 195 to its intersection with the eastern boundary of Vancouver Townsite ; thence south along the said eastern boundary of Vancoucer Townsite to the south-east corner of the said Vancouver Townsite ; thence west along the southerly boundary of the said Vancouver Townsite to the south-west corner thereof; thence north along the western boundary of the said Vancouver Townsite to low-water mark on the shore of English Bay; thence westerly and southerly along the said south shore of English Bay at low-water mark to Point Gray; thence southerly and easterly along the easterly shore of the Gulf of Georgia at low-water mark and the north bank of the aforesaid North Arm of the Fraser River to the place of commencement. A 58 Public Schools Report. 1906 Rural School Districts. Enderby, North—4th April, 1906. Boundaries altered and re-defined July 24th, 1906 : Commencing at a point on the eastern bank of the Spallumcheen River, being the south-west corner of Lot 527, Group 1, Kamloops Division of Yale District; thence easterly to the south-east corner of said lot; thence northerly along the eastern boundary of said lot to its point of intersection with the northern boundary of Section 20, Township 19, Range 8 ; thence due east to the north-east corner of Section 22 of said township ; thence due south to the south-east corner of Section 3 of said Township; thence due west, following the southern boundary of said township to the point where it intersects the eastern boundary of Lot 237 ; thence due north to the north-east corner of said lot; thence due west to the Spallumcheen River; thence following down the stream of said river northerly and westerly to the point where the northern boundary" line of Lot 159 intersects the left bank of said river; thence due west to the north-west corner of said lot; thence due south along the western boundary line of said lot to a point where it intersects the southern boundary line of Township 19, Range 9; thence due west to the south-west corner of Section 3 of said township; thence due north to the middle point of the western boundary of Section 22 of said township; thence due east to the Spallumcheen River; thence northerly down the said river to the point of commencement. Lac La Hache—30th July, 1875. Boundaries altered and re-defined 23rd April, 1906 ; and llth October, 1906: Commencing at the 121-mile post on the Cariboo Waggon Road; thence due north ten miles; thence in a south-easterly direction, parallel to said road, a distance of twenty- five miles; thence in a westerly direction for twenty miles, crossing the said road at right angles; thence in a north-westerly direction, parallel to said road, a distance of twenty- five miles, and thence in a straight line to the point of commencement. Prairie Valley—llth October, 1906 : Commencing at the south-east corner of Lot 1,073, being a point on Trout Creek, in Osoyoos Division of Yale District; thence due north to the north-east corner of said lot; thence due west to the south-west corner of Block 28, Lot 2,196 ; thence northerly, along the western boundary line of said block, of Block 27 in Lot 2,196, of Blocks 15, 14, 12, 10 and 2 in Lot 440, of Blocks 17, 16, 15, 9, 7, 5, 3 and 1 in Lot 439 and of Blocks 4, 3, 2 and 1 in Lot 474, to the southern boundary line of Lot 3,640; thence in a westerly direction, following the boundary line of said lot to the south-west corner of said lot; thence due north to the north-east corner of Lot 2,890; thence due west to a point on the eastern boundary line of Lot 3,321; thence due north to the north-east corner of said lot; thence due west to a point directly north of the north-west corner of Lot 2,886 ; thence due south to Trout Creek, and thence in an easterly direction, following said creek, to point of commencement. Summerland—27th August, 1903. Boundaries altered and re-defined, 18th December, 1905; and llth October, 1906: Commencing at a point where Trout Creek enters Okanagan Lake, Osoyoos Division of Yale District; thence westerly, following the meanderings of said creek, to the southeast corner of Lot 1,073 ; thence due north to the north-east corner of said lot; thence due west to the south-west corner of Block 28 in Lot 2,196; thence northerly, along the western boundary line of said block, of Block 27 in Lot 2,196, of Blocks 15, 14, 12, 10 and 2 in Lot 440, of Blocks 17, 16, 15, 9, 7, 5, 3 and 1 in Lot 439 and of Blocks 4, 3, 2 and 1 in Lot 474, to the southern boundary line of Lot 3,640; thence in a westerly direction, following the boundary line of said lot to its south-west corner; thence due north to the north-east corner of Lot 2,890; thence due west to the north-west corner of Lot 3,320; thence due north to the north-west corner of Lot 479; thence due east to Okanagan Lake; and thence, in a southerly direction, following the shore line of said lake, to the point of commencement. 6 Ed. 7 Public Schools Report. A 59 Assisted Schools. (Under Section 23a, "Public Schools Act, 1905.") Black Mountain—31st October, 1906 : Commencing at the middle point of the southern boundary of Section 22, Township 26, Osoyoos Division of Yale District; thence due north to the middle point of the northern boundary line of said Section ; thence due east to the north-east corner of said Section ; thence due north to the middle point of the eastern boundary line of Section 34, Township 26; thence due west to the central point of said Section; thence due north to the township line; thence due east to the north-east corner of Section 36, Township 26 ; thence due south to the south-east corner of Section 24, of said Township; and thence due west to the point of commencement. Jacko Creek—1st August, 1906 : Commencing at the north-east corner of Section 28, Township 19, Range 17, Kamloops Division of Yale District; thence due south to the south-east corner of Section 32, Township 18, Range 17 ; thence due west to the south-east corner of Section 32, Township 18, Range 18; thence due north to the north-west corner of Section 29, Township 19, Range 18 ; thence due east to the point of commencement. Keefers—16th August, 1906 : All that tract of land on the west side of the Fraser River in Township 12, Range 26, west of the 6th meridian. Malakwa—16th August, 1906 : All that area embraced in Township 23, Range 6, west of the 6th meridian. Meadow Spur—12th December, 1906: All that tract of land in Lot 1,237, West Kootenay, comprised in Sections 32, 33, 34, 35, and the western half of Section 36, Township 12a (Nelson and Fort Sheppard Railway Townships); the western half of Section 1, all of Sections 2, 3, 4, 5, 8, 9, 10, 11, the western half of Section 12, with the western half of Section 13 and all of Sections 14, 15, 16 and 17, of Township 15. Monte Creek—13th September, 1906: All that portion of territory included in Sections 1, 2, 3, 10, 11, 12, 13, 14, 15, 16, 21, 22, 23, 24, 25, 26, 27 and 28, Township 19, Range 14, west of the Sixth Meridian. Nicomen, North—1st August, 1906 : Commencing at the north-west corner of Section 14, Township 21, New Westminster District; thence due east 6 miles to the north-east corner of Section 15, Township 24 ; thence due south to Nicomen Slough; thence following down the course of said slough to the point where the north bank intercepts the southern boundary of Section 2, Township 21 ; thence due west to the south-west corner of said section ; and thence due north to the point of commencement. The North Nicomen School District shall also include all that part of Nicomen Island lying east of Que-Aline-Nich Slough. Sunnyside—14th September, 1906: Commencing at a post on the shore of Okanagan Lake, being the north-west corner of the fractional south-east quarter of Section 29, Township 14, Osoyoos Division of Yale • District; thence due east to the middle point of the eastern boundary of Section 27 of the said Township ; thence due south to the south-east corner of Section 3 of said Township; thence due west to the shore of Okanagan Lake; thence in a northerly direction, following the shore line of said lake, to the point of commencement. A 60 Public Schools Report. 1906 GENERAL REMARKS. In the last Annual Report it was remarked that, at the ensuing Session of the Legislature, the Governors of McGill College and University would apply for permission to establish in British Columbia a College for the higher education of men and women of this Province. Accordingly, during the last Session of the House two Acts were passed, the first granting authority to McGill University to establish in British Columbia a University College or Colleges, and the second incorporating "The Royal Institution for the Advancement of Learning of British Columbia." The first College established under authority of the second Act was opened in Vancouver in September, 1906, and at a meeting of the Governors of the Royal Institution, held on the 8th December, 1906, the following gentlemen were appointed the teaching staff of the McGill University College of British Columbia :— J. C. Shaw, A.M. (Harvard), M.A. (McGill), Dean of the Faculty and Acting Principal, Professor of Latin and Lecturer in English; Lemuel F. Robertson, M.A. (McGill), Professor of Greek and Lecturer in Latin ; George E. Robinson, B.A. (Dalhousie), Professor of Pure and Applied Mathematics ; J. Kaye Henry, B.A. (Dalhousie), Professor of English and Lecturer in Physics; Henri Chodat, M.A. (McGill), Professor of Modern Languages ; H. K. Dutcher, M.Sc. (McGill), Professor of Civil Engineering; J. G. Davidson, M.A. (Toronto), Professor of Physics and Lecturer in Applied Mathematics ; W. B. Barnett, B.A. (Acadia), M.D. (McGill), Lecturer in Biology. To be appointed: Professor of Mining and Chemistry, during the summer of 1907; Professor of Mechanical Engineering, during the summer of 1907. After a long period of successful work in the various schools of the Province, Mr. J. D. Gillis, of the Boys' Central School, Victoria, was, in July last, promoted to the position of Inspector of Schools, and the important district of East and West Kootenay was placed under his charge. Mr. Gillis will thus have a larger field in which to exercise his tact, industry and good judgment. It is a great pleasure to be able to state that it has been decided to proceed with the erection of a Normal School during the summer of 1907. I have the honour to be, Sir, Your obedient servant, ALEXANDER ROBINSON, Superintendent oj Education. ■6 Ed. 7 Public Schools Report. A i PART II. STATISTICAL RETURNS. A ii. Public Schools Report. 1906 '(ooqos Oh1 siisia jo .loquitur {_joj, S.iaqjo A'q SJISIA jo '0^1 %% •so-jsvux A'q siisia jo -on i •siojoadsui _o 'uoij-onpa JO *^dng oqj A'q sjisia JO "ON j eo O 1—I IO o =3 St) fl a. fi to % Ph fl Ph fl cS -a <! fi m EH (•on Jo S3 a) •„o„!-„<i s,p.ioq oqi j qjiA\ pasop ao pouodo iooqos I •BJU9.TT3d oj juos sjjodaj Aiqjuom jo -o^; •Qoire -puojj- Ai^i-p venjo. oS_.ioav t- o SO ■* toco r-t m CM tM <S__>i-H »-■ cq *f 00 o c-i OS r-I —1 OJ CC .O Tfl t m •aouepuo^'e ^Ipjp 9SB.I9AV CO CO t- O CO ov ooo m tDHffi CO o t> o WOH r-H CO CO VQ Tfl j- o ■poijO-iuo siidnd 9q^ ix'B .A'q apura aotrepua^ -^ jCirep i'bikp'e \w\o% puuao He. Tfl Tf ~KM-lM ooo os w i-~ ITS Ol CO ~lM-.frl.J_] He) •p8pO_ -uo _nd_id oqj n'a iq opran aou.piiojj- ,SA--p i-joj pumfl I ^ 1 1 1 00 o CO o CO lO _o ..-_ :■_ '/_ HCOO rH (N C. ■si-no ■flioa ■_rea.A. oqcj Suunp jooqos oqi pdpu^-e oq_» S9.8i3 Ife 30 sndnd jo jaqumu p^ox \VB9/L 9q^ °UI -jnp iooqos aq^ papua^i. oqA\ saSe jaq-jo jo S[idnd jo 'o^r NWM MiO I C. CO OS (Dt. u,B9_C aq^ Suunp iooqos 9q^ papuane oqA\ 91 pu'B 9 uoa.tt^q sndnd jo *oj<j "UOIS -S9S at si3A\ iooqos s^Bp jo 'o& Tfl Tf CS) O O 01 CM CM t-H ■e___up iooqos poquosojd jo "oj^ CM CM CM CM <M (7-J OOO CN 5J CM se o -j o o , T3 t_J H CM C2 0 C Sh H (SO CO So'd |fcMH w 6 Ed. 7 Public Schools Report. A iii. o CM 00 CM IO — » eo CM r-l CM o o rOt-MCDHiOHnn OOO Tfi »o CO l> ■ CM - " h s USL. Tfl CM - - t-H Tf CO CO " l_.t~_C OI rH CM ■ CM ■ I- Ol Tf O iO o O OS ■■_•] IO o o 1 ?C <eO I x o I CO CO ri x od o rH OI OS o iO CO 0 T-H 01 3-1 00 iO Tf Tf Tf CO X I- cc; so oo O c-t cr >o OS r-HOOtfO-HNC-C-tr--^ X O ri I f X X O ~ ^? CM — T_0 C ^1 C rl -SI — O ).- .0 X O CO !- iH CM O O O -f O O iO O O Tf Tf ..so r- CO Tf CO HaoOiOCONOOO OS O 00 iO CM ■* <M uo _> >0 iO O t- O O CO nusmusu. into N GC C! H N rl <S r O 00 i 1— o I CM CM S I f_MCOr-l-rfC")Oi— 00 rH CO CM rH CM CM CO co r- O lO is. cc _— 00 CM oi c-l -m n ri ri ri rt oi ri ■n co o o o c: ~ c c —on n n H IM C-l J] oi ri CM "SI SI CM H H ri ri ri ri ri n ■: i.o o o o c o ; rH n ri oi ri ri c "3 ^ 3 ,Q .ci ,tf j3 .a jd .q j 3 c c 6 c o c 6 d d 6 d 6 c "S c "S 5 5-S-^ 5 ■"* (N co Tf io O _>• CO _£ d d d -" 6 o" 6 "gpGPQQpQ 1 "\ * * A iv. Public Schools Report. 1906 CD O O- i—I IO o -a -_r a eD a 90 it. _j fl c_ a. Q •3 Ph fl Ph a fi yA pq < EH •sjaqio Aq siisia jo 'or Tf CO tH CM © OS OS t> (M TH 00 CO 03 CM CM Tf CO uo CO »A CM - o OS Ol oti ■S99;snjx iq siisia jo *o^[ 1— Ir— Ir- t- O •A T* a 1- OS 00 >o a US o CO 3 o o Tf ■SJOioadsuj jo 'uoi^onpa; jo luapuai -uiiodng aqi Aq siisia jo "ox CO CO CO CN CM - 03 CM CN - ~ 01 Ol - - r-i Ol - - ("o^r jo sa^) 'X9&8I& s.pjoq aqi qiiA\ pasop ao pauado [ooqog d = £ d CD et = = = d 4> = = = d CD 6 fe CD = = •siuaaisd On) tjuas sjjodaj A"iqiuoui jo -o& Ol CO j» CO -o 00 CO OS eo OS CO 00 OS O o CO uo o CO CO Ol 00 Tf CO CO co CM OS Tf uo eo CO Tf uo Tf 00 Tf qooqos oj siisia psiox *aau\j -puani3 Aipjp I't.n^o'B aSi3J9Ay •OOU'epUa^'B K\lVp 9SlrU9AV I •p9H0JU9 siidnd aq^ uv /Cq apmu sou* -puan-e _C[ii3p psiTpB [*b^09 pu'eao Tf CO tr- •panoj -ua siidnd aqi \\v Aq apmu aout.puani_ 4s^i3p i^oi put3.io 0 r— uO Tf r-t CO O CO o oi 01 Tf Ol CS I-H r-^ Tf lO IO 00 IO Tf CM i-h co r— rH iO OS uO 00 L- ■s[J.O CO CO 03 CO CO Ol Ol 00 I-C o CO CM CM f- OS uO CO Tf CM iA CM Ol 03 CO Tf © Tf Tf CO •sAog; OO Ol CM lA Ol U0 CO CO o CO CO CO fc". Tf a CO CO CO CM CO CO CO Xr- uo CO OS 01 Tf CM \H.aA aqi Suunp iooqos aqi papuan^ oq.v\ _.aih. H-e jo siidnd jo jaqumu reiox CO co Ol OS UO CO Tfl CO T* CO r- CO Tf uO Tjl CO CO CM CO Tf CO -f CO OS TH OS OS CO CO \niaA aqi Sui -.nip poqos aqi papaaiit. oqA\. saSe aaqio jo s[idnd jo 'o^ __ CO « CM - - 01 C3 i> lO 'ival' aqi Suunp iooqos aqi papuan^ oq.\\ q\ puv 9 uaa.wiaq sjidnd jo 'o$[ CO CM uo « CO OJ eo CO Tf UO Tj. CO s CO ■9 CO UO iA Tf OS uo Os CO JO ■nois -sas ui stjav iooqos s.ftip jo 'o^; VO o CM o o. 03 o Ol o Ol o Ol t— o Ol 00 OS 00 © OS © CO ■xf 03 C3 CO 00 I-t o Ol 03 O o "M eo o Ol Tf o CM "sAep iooqos paquosaad jo 'onj o CM o 01 o CM 03 CM Ol CM CM Ol CM Ol Ol Ol Ol Ol Ol CO Ol © Ol o o CM o Ol O o Ol 2 « T3 .SS £ .a s a — C-l hH rt _ 3 a __ o __ fl 6 Ed. 7 Public Schools Report. A v. co CO . © Tf Tf IA CO C CM Tf CO CO 3 CM uo u_ HH o © Tf CO 03 01 CO CD CO r- I-H i-i H 1-1 r"1 rH cq co ■* eo fc ix fc t" fc ix rf t". CO uO CO o Ol Ol .£- CO © *o CO Tf OS CO fc- >t- CM OS ns © CO r-l cp ,_! eo CO 03 rH © IO CM Tf uO CO © uO CO CO CO ,„ rfl IK. Tf UO o fc- r-i © eo CO © J_— © 03 UO I-H CO >A t- CN o CO CO CM UO CO Tf CO eo rH © eo CO eo t-_ uo IT Ol CM CO HN Hh *, 03 © © 00 Tf eo " Tf °_? r-l uO Tjt © CD r~ eo Tf 1-1 l-l Tf CO ^ Ir— Ol CO eo fc- © eo UO CO uo CO !M 03 H Ol CO „ „ IN rf eo CO CM CO CM CO CM a ~ ., eo d u. " CO Tjt Ol rH CM 03 CO © eo CO 00 CO CO CO - « cr- CM CO UO eo CO l" rt _H l" _. 5 CO CO UO IA eo 00 * I-H - 03 iA - 03 Ol l-l - fr- © Ol CO 00 CO CO -H\eo. --1 -, O © H " Ol Ol Ol CM o Ol CM Ol 00 Ol C3 © © 01 01 03 03 © © Ol u. "' Ol Ol Ol Ol Ol 03 n OJ 03 r-i fl P fl fl o 0 fl fl fl o O fl A vi. Public Schools Report. 1906 "a s •?* s <_• Co eo O Ol 1—I IO o 4 Sjo c_ a C8 •pO-pS 0^ S}TSIA P-}0J, Oi C-l ^H IO CO ■saaqio _£q siisia jo '0& Ol CO Tf o s CO CO __- LA 03 uo 03 s cp CO t- CO o o CO Tf •saaisnjx ^q siisia 1° 'OK O © IA c- t- CO s _, eo © Tf CO I-l CO Tf o CO __ o ■sjoioadsuj jo 'uojiBonpg jo luapuai -uuadng aqj Aq siisia jo -ostf H Ol Ol Ol « Ol Ol i-l - Tf eo 01 CO CO H - - (\>K IO S9&) ■jaA'GJ(j s.pjo^ aqi qipw pasop io pauado iooqos a! = = d = = = = = © fe CD = = = fe = 'siuajBd oi luas sijodaa A[qiuom jo -or O Ol Tf © uo S Ol CO o CO 00 © CM © © © Ol UO eo VA CO 00 eo CO o oi Ol lO OO CO '90 UB puailB Aipsp psnioi. a-oBjaAy . ffi __- eo CO CO r- l-H iA Tf © © ■t- uo fc- UO uo rH Ol Tf IA eo Tf Ol 03 IQ CO CO Tf P Oj 03 jr- "aouBpuauB Ajrep aSujaAy © r. © GO CM © „ CO © uo CO Tf © rr. nr> Ol 3 co 53 _H Ol Tf Tf CM ■paiioaua siidnd aqi \\v Aq apBtu aouB puaii^ A[ii_p iT.ii.ioi3 i^ioi puBj£> i" &3 IS e Oh 3 Ph fl fl CD -_3 w Ir! ffl <j EH •pano.1 ua S[idnd aqq n_ ^q -pmu 0 00 CO IO 01 CO I I ■s_.no © CO CO Ol Ol Ol 01 rH CO Ol l-H 1 1 t—CO O CO CSJiTf o O © 1> | o SO r-l iH l-H OlOl CO CO Ol Tf CO co Jr- io ifl i-H i-h (M 1 lO 'sAog IO CO Ol CM CO Tf CO r- co eo uO th O i-h CO iO Tf rH Tf © ] © ; uo CO ir- H SO OJ rHCO CO CO CO CO IA i—1 r— Ol LA iA •JBaA aqi Suunp | ooqos aqi papuauB oqA\ saSB _o _o 2 jb jo s[idnd jo jaqumu P-iox 1 Jr- l 00 Ol Ol CO iA CO | © © 1— O Tf © 1 Tf Tf rH CO i— 1 © Ol Tf CO Tfi _Q O CO CO __-- 1 i—t 1 1™ OO O 03 © CM CQ IQ 1 rH •jBa_f aqi Sui •.rap iooqos aqi papa&au oqAv ssSv Jtaqio jo sndnd jo 'o^i I— . =_l. •JBaA aqi Suunp [ooqos aqi papuauB oqM gx juv 9 uaaAviaq s^diid jo '0$ Tf CO © IA IO Ir- © so CO Ol CO iA © ' Jr- CO CO O I Tf Tf r-i CO ir— i © OSIOl CO CO Tfi- O © O t- 1 iH 1 CO Tf © © Ol CO UO O — •uois -S9S ui sbm iooqos sABp jo ■ojsj; 203 201 203 204 204 212 207 192 197 199 199 1981 209 209 204 ■sAbp iooqos pgqijosajd jo "o_sf ooo oo OIOIOIC-IOOOO© ooo rHi-HrH rHrH rHrHi—IrHrHrHi-irHT—| pHrHrH 03 Ol Ol OlOl OIOIO^CMOIOIOIOIOI Oi Ol Ol a © O ■__! € Ed. 7 Public Schools Report. A vii. T-H r-i I> CO CO CO Tf © CO iA IA IA UO CO rH l-H Ol Ol l-H rH Ol l-H rf rH rH Ol CM fe IrH 2. ,n w CO © CO t- o fc— eo fc- 03 o t> rH uo rH Tf rH rH Tf rH CO CO " " CO CO CO CO Tf UO uO CO W 01 01 Tf CO Tf TM rf .„ IA J_- © 03 UO rH UO r-* © UO CO CO Tf -SJ ,_, r_, O Ol rH Tf I— rH CO CO CO Tf Tf Tf Tf UO CO Tf Ol 01 01 CO Tf rM © Tf O r- t- ir- 00 | CO | rH CO CO rH CO © o i-H Ol r-i © CO eo CO UO UO Tf eo © CO IO '•p S 00 CO CO uo O uO r*. rta --1 --1 --I Hfcq -'-1 Qf) __— " M rt " HH "' _l Ol CM Ol o © © Ol CM Ol CM Ol 03 CM CM Ol <M 03 ffil _. CM 01 Ol Ol CM 03 Ol Ol 03 Ol 03 03 Ol Ol 03 Ol Ol Ol CH CO JJ n o ft o ft ft o _2 ft .s A viii. Public Schools Keport. 1906- "•3 eo O ao o C- -3 fl ao B eo bv cS fl cs CD fi 4 Ph a cS fl • © H fi PQ H •[Ooqos 0} s^tsta i_?ox co in h*. 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Ci" oc o T* Tt cc ec © w © C*" Tt CO Tf cS puB 9 uaaMiaq sjidnd jo "or rH TH •uois l- T. t: c Tj © C c ffl fin fl Ph -sas in bvjVl iooqos sABp jo 'o^ c- CN OJ Os OJ Tf ^ c o •sABp iooqos paquosajd jo "o^ 9 J— o; CM OJ CN Os Ol r*H co o fl c3 T3 fl <_> H^> H^> 1 1 oi m o o ffi o o r-l pq ^ 3 ^ z H 3 w ■*■ a o ■ 5 1 '£ e rr X s -I \ C _c > c = 9 3 3 c P C P c p c o- e o — C OJ p c. c_ C A. p D c Os 43 z a [ Cs 0 Tf > a a < o rt o r = rC p r p -= P P * tt T C P P t- c t z, fe fz 0. (1 Hi (r •6 Ed. 7 Public Schools Report. A xi. o co 01 co IA 03 00 uo © t— © © cs Tf Ol O CO CO 03 © rH 03 Tf © ^ ■n CO ,o UO UO . © © ° tM CO 1— o CO Tf fc- CO Tf t- © CO © CO •H fc- *H ^H 03 vi 03 rH ^H 03 t^. © T* CO IN Ol Ol CO CO Tf -_ CO CM Tf CM ,n 00 Ol iA on O © CO CO Tf © CO © CO 00 uo CO © o U0 Tf eo © uO 3 iA © ,_H uo pH © J^l UO © Q 00 <r> 03 CO CO Tf CO ■rt -HIS eo 03 UO CO Tf o Tf © 00 r- CO uo eo Tf t— 00 CO CO 00 CO eo Jr- Tf Tf eo © I I CO t. O Ol CO Ol © Jr- 1- Tf CO CO CO Tf Ol Tf CO © CO UO IA IA Ol Ol OJ OI oooo tM Ol 03 Ol o 3 fi P P Q Q fi Q Public Schools Report. 1906 Sh S s c_ ! o O- I—I IO o OJ -3 oo CO fi S s_3 Oh 3 Ph fl fl 05 H fi PQ <j Eh "iooqos oi siisia ibiox •aouB -puailB AjiBp pmioB aj.BJ9Ay ■sjaqio Aq sjisia jo "ox; O 00 00 eo _. CO CO c. o J.— Ol iA Tf © © CO eo Tf 03 CO Oi . o iO 03 03 3 UO ■saaisnjx Aq sjisia jo *o>j Ol Ol - - - - - - - - - - Tf , CO. ■sjojoadsuj jo 'uotjBonpg; jo "idng aqi Aq siisia jo or - J> l_- UO CO l-H CO eo UO „ 03 CO uO eo Ol o CO CO CO ("oj^; jo sa^) •jaAujj s^joi aqi qii_\i pasop jo pauado looqog = d fe = = = 0) d fe £ 6 0) r* 6 fe r £ 6 fe d fe OS d fe = ■siuaJBd oi iuas siJodaj Aiqiuoiu jo *oj£ Ol UO © © © CO Jr- 00 CO CO 00 Tf © CO CO o CO © uO tr- eo CO CM IA Ol 35 03 03 ,_ UO t- © OS CD h Tf UO 00 CO Ol eo UO © Tfl 00 UO IA J-^. UO Tfi CO •aoiiBpuajiB A[iBp agujaAy CO UO rt t— >A CO 01 eo uO 00 J - o Tfl ir- Tf M * 1« I— rH tj-r. Tf Jr- CD Tf Tf Tf Tf Tf Tfl Tfl uo Tfl Tf CO •paiiojua siidnd aqi iib Aq apuiu aouBpuai -IB A[p_p IBniOB IBIOI pUBJQ I I Ol J— 00 rH © rH © Jr- © OS rH r- 00 CO CO CO ■panoj -ua siidnd oqi \\v Aq apBiu aouBpuauB (e___Bp ibioi pubj*) © © © CO "SPIO uo © Tfl ir- co CD CO CO Ol CO © CO 03 CM Tfl Ol Ol © CO CO OJ uo CO CO t— CO Tfl © Ol _r— CO ■sAoa co CO i © eo uo 00 © S3 CO 03 i> 03 © CO CO UO CO CO 03 Tf © CO Tfl eo eo UO C3 f eo Ol UO Ol Ol eo •JBaA* aqi Suunp [ooqos aqi papuauB oqA\ salte UB jo siidnd jo jaqumu ibiox o _Q ^ 03 UO eo t— © UO Jr- iA la © eo eo uo Jr- eo Jr- Tfl eo CO CO UO 03 s 00 CO uo 03 LA o UO •JBaA aqi Sui -jnp poqos aqi papuajiB oq_w saSv jaqio jo s[idnd jo -ojy[ j ri - - CO w _. CO •JBaA aqi Suunp poqos aqi papuauB oqA\ 9t pire 9 uaaMiaq s[idnd jo "0ft Ol o uO H g CO CO UO © UO UO A3 IA © eo CO UO eo Jr— Tfl CD 00 eo UO © © o CO CO UO © Tf o UO "no is -sas ui sba\ poqos sAbp jo "o^ uO O Ol Tfl uo CO CO CO ffl eo — CO © CO © CD © to © CO © CD © ffl ___-. CD ffl eo ffl CD CD © eo © CD •A1 ffl •s^CBp poqos paquasajd jo "o^j o Ol © 5 Ol 01 Ol 03 03 Csi CM 03 Ol 01 01 Ol 03 C3 03 Ol Ol CM Ol Ol Ol Ol or CM Ol 03 03 03 Ol OfiOfifififififififi I fi fi a fi 6 Ed. 7 Public Schools Report. A xiii. CD Tfl 03 Tfl uo © ffl co © Ol 03 CO Ol Tf eo CO Tfl CO Ol 03 CO © Tfl o eo CO Tf CO Ol CO CO © Ol s © UO CO CO eo Tf CO © Tf CO t- LA CO o> Tt CO 03 CO CM Ol I- OJ © CO Tfl LO CD CO 03 OJ CO CO eo Tf CO CO Tf 00 eo 3 © S CO CO CO iA LA Jr- CO © CO CO I-t - CM CO Cs] - - Ol - Ol Ol - <N - LA eo Ol 03 - - 03 Al « 03 -CO eo CM fc- t— Tfl Tf Ol » - CO CO __ CO 00 - © Tf eo - C3 CO * -H LA © CO ur on CO © ,. LO CO 03 „ LA . © r-i Tfl Tfl fc- CO rH r-i Cl fc— © eo rH Ol CO r-i £_ UO rH J-„ Tf Tf Tf Tfl CO Tfl LA U0 Tf Cs! Tf Tfl Tf UO Tfl 00 Ir— _ C3 H_ iA LA © fc- © ffl r-i CO LA CO r-i CO C— © CO C3 Tf © t— Tf so © Tf 03 Tf 00 03 LO r-\ rH rH © t~. rH Tf CO Tfl UO Tf Tf Tf UO Tf Ol eo r^ CO © © a © 00 00 00 n a ia © Tfl Tf os © o ffl CO 00 UO ir- © Tt. .*- oi oi o o O © ffl o q o co r-t J- o rA rA Tf .LL Ol CH CM CH CM _. fi fi fi fi ft ft fi fi fi O O ft ft Public Schools Report. 1906 g ■ .s 8 o O eo O C- i—I IO o ■SJaqio Aq sjisia jo 'Oft 3 eo s CO Ol © Tf LA LA © CO c Tfl o oa Ol o CO © Tf LA t- 03 Ol Tfl 1— o 5 CO o Tfl o CO Tf •saajsnjx Aq siisia jo "O^ 03 CM - - * - - 01 03 - 03 n - 03 03 (N - •sjojoadsui .10 'uoiiBonpg jo luapuai -uuadng aqi Aq siisia jo 'or Jr- CS o o o s c- fc- Tf UO - - . eo J_- CO Tfl CO (■o^ jo sa^) •jaABJ^ sjuot aqi qii.w pasop jo pauado poqog £ = = = = d fe QJ r- = : •- = = d fe = CO = = = ■siuajBd oj iuas si.iodaj A[qiuoiu jo "o^; CO © eo o LA eo Tf CO eo 03 CO co Tfl 00 © Ol Tf ffl Tfl eo © Tf CO © © LA J> © eo o 03 eo CD uO o o LA •poqos oj sjisia jbjox OlOOCSOOOTfCOOOfflTfffl I— COOOlOi—lOlOlOJrHrHrHCO ■aouB puaiiB ApBp ibujob aSBjaAy •aouBpuauB ApBp aSBjaAy CO © -f t- Tf CO oi d © be c3 P c3 ■paipjua spdnd aqi \\v Aq apBui aouB puajiB ApBp pmioB \v%o% puBj*) I . ! o •re _* ^c_ C s~ 05 fin 3 P-l c_ id fi rA w •pano_ uo S[idnd 9lj^ \\v ..q gp.iu aou_pua^_ ,__-_>? i-^o^ pu-.ig © ffl 00 CO © CO ■BW-G 01 CD Ol 3 Ol eo UO 01 CO CO CO __ uO CH Ir- CO CO 3 © CO Ol © 03 CO © CO CO CO Tf Tf CO CO ■sAog OS Ol 03 ~ © CO Tfl CO CO CO CD tr- CO CM J_— 03 Tfl 03 © 01 CO CO CD OJ CO CO Tfl © 03 00 CO Tfl CO CO ■JBaA aqi Suunp ooqos aqj papuauB oq.w saSB IB jo spdnd jo jaqumu ibiox LA Tf CO eo so © iA eo eo Ol 03 © eo Osl CO 00 UO © CO LA UO LA Tfl eo s 01 CD 03 Jr- 00 Tfl o •JBaA aqi Sui -jnp poqos aqi papuauB oqM ^aSB .taqio jo spdnd jo -o^j : I : . •JBaA aqj Suunp ooqos aqi papuauB oqA\ 9x dub 9 uaaAViaq spdnd jo "o^j LA Tfl CO CO rH CO © uO eo eo uo Ol 03 Tf © CD Ol eo CO uO © LA 00 IA UO Tfl eo t- 01 CD 03 Jr— 00 © Tf o ■uois -sas ui sba\ poqos sABp jo 'o^ CO ffl eo © CO eo © eo 5 eo © LA ffl CD os LA © CD © © CO © ep OS CO OS ep OS eb ffl CD ffl rfe. CD © ■sAbp poqos paqi.iosajd jo *o^[ Ol Ol Osl tM CM Ol 03 03 Ol 03 03 03 Csl 01 03 03 C3 CM CM 03 Ol CM 03 03 03 Ol Ol ft _H I 6 Ed. 7 Public Schools Report. A xv. m m .n CO on CR Tf Tf CO 03 t- Tf- Tfl Tf Tfl Tf CO H r"t l"i Tfl CO LA o CO CO ^ ffl TJ. Tfl Ttl Tf Tfl Tf CO r"' l-H '" 03 Ol Ol Ol 03 CO CO Ol CO CM UO UO LA IA UO Jr- LO co eo la co eo Tf O 00 CO _>■ rH CO CM LA U0 LO CO CO Ol CO CO ^ Ol eo 03 5 CM Tfl Ol © © © © t- Tfl J> 01 UO C3 CO eo © © CO CO © eo O! eo © rH fc- eo 01 iA 00 CO Tf rH CO © ro o o CO uO 3 Tf CO Tfl Tfl Tf Tf uo Tf UO Ol © _> 55 © J_— _r— eo 00 LA 03 uO 03 Tf LA Ol Ol © CO LA CO © CO !_., CO Tfl CO O-l 1- Tfl CO rH r-l \> Tf uO 00 Tf C0 Tf Tf LA LA UO Tf Tf s CO J> 00 © © © c 03 © Jr- eo 00 CO © uo Tf eo CO CM co CO CM 01 CO OJ CO eo 03 " CO CO eo LA LA LA I , I eo ~a o o uOuoeoOiAOLACOTfLO Ol CO Tf ,--. __-, --I Hfcq „.., r-(M i-S --F H|S i-'-i -'-i __-! _., H[S --! 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Public Schools Report. 1906 •poqos 01 SIISIA ibiox •sjaqio Aq siisia jo "o^[ CO CO 03 o CO Jr- eo CO CO uo UO CO 00 CQ LA CO IA Ol o CO ffl CO eo eo CO Tfl t- CO CO CO CO ■saajsiux Aq sjisia jo 'or Ol _, CO «, - 03 03 A3 CO Ol eo CM Ol 1- CD -f Tfl J_— CO ir- 'sjojoadsui jo 'uoiiBonpg; jo luapuaj -uuadng aqi Aq siisia jo *o^ CO CO eo CO CO CO >A Tfl CO Tfl uo _o Tf „ C<J CO CO CO CO - (•on JO S3A) ■jaABJj s^jot; aqi qitAv pasop jo pauado poqog £ d fe a. r* r = d fe d fe CD •siuajBd 01 iuas suodaj Aiqiuom jo 'o^; ffl o Tf ffl CO © Tf CO © Tfl uo UO 00 CO Tfl © LA CO UO CO o fc- tA Osl eo CO cc CO Tf 03 CO "8 eo O OJ T—t IO o •8 05 Q oq S 03 Ph 3 fi cS a 00 HH HH fi rA\ M < ■aouB puauB ApBp [buiob aSttiaAy CO ^ 01 => J> Jr- t- CO © Ol Tfl f_ t— UO .n Tfl Tfl Tfl J~- eo CO Tfl CO •aouBpuauB ApBp aSBjaAy ffl © o LA eo CO fc— rH CO I-1 Jr- © © © f Tf Tf Tf Tf Tf Tfl Tfl t— CO CO Tfl Tfl CO ■paipjua spdnd aqi \[v Aq apBiu aouB | puaUB ApBp IBniOB IB10J pUBJf) j I- r-t ua ■papoj uo spdnd aqi \[v Aq apBiu aouBpuauB ,sABp ibjoi pubjq •s[Jio o CO eo 03 ffl IM CO CO CO 00 03 CO CD Ol CO CO Tfl OJ J_- co Cl 03 CO rH LA CD 03 © CO © Ol 53 fl 03 © •sAog o Ol Tf CO CO CO 01 ffl OJ CO Ol Ol © Tfl CD CO CO © Tf Ol eo eo OS Tfl Csl CO 01 CO C3 CO 00 03 MBaA aqiSuunp ooqos aqi papuauB oqA\ soSb mb jo spdnd jo jaquinu ibiox eo LA CO CD o CO CO CO © o eo eo ffl CD CD ffl eo uo t- Tf Tf o © UO CD eo 5! Ol eo ffl CO © eo fc- Tfl 'JBaA aqj Sui -jnp poqos aqi papuauB oq_v\ s^Sb jaqio jo spdnd jo "O^i CJ rH ffl •JBaA aqi Suunp poqos aqi papuauB oqA\ 9t puB 9 uaaA\jaq spdnd jo 'o^ o iA CO CD © CD CO © CO eo CO © UO eo CO © eo UO jt— j_- uo © o UO o CO © Tfl CO Ol CO © to uo Tfl "UOIS -sas ui sbav poqos sAbp jo "o^ CD ffl eo T. CO © eo CO ffl CO © © © eo T. os CO CO o 01 o 03 © o 03 eo O Ol eo o OJ co O CO Tf •sABp poqos paquosajd jo -o^[ OM 03 03 OJ OJ Ol OJ C3 Ol U 03 Ol CJ Ol 03 Ol Ol Ol OS OJ Ol 03 C3 CM Ol C3 ©3 03 CO uO s oooo O ft fl fi fi 6 Ed. 7 Public Schools Report. A xvii. t— ffl sO Ir- C00 01LO©OC1© OSOCOTfiOTfOOlOOCS 01 eo 01 oj oi - ■ Ol Ol Ol Ol SO Ol rrt LA UO CO ffl t- 00 © 00 OJ Ol <M 03 OJ USI .U (.si uu Ol *o fc- © ffl ff] t- iA CO CD 00 © J> 03 *- - t- Tfl 3 CO ■ ffl o CO eo *- - a eo LO Tf CO LO © Tf Ol CO iA Tf eo CO © CM LA Ol eo eo © Tfl CO Tf Ol UO I-i r-i Tf Tfl tH rH OJ r-i r-t rH CO CO r-t Tfl CO CO CO H, Tfl © Tf CO Tf Tf Tf Tf Tfl ^ CO 00 uo CO CO CO Tf © 00 CO eo CO co CM 03 CO 00 fc- ir- r-i Tf r-i Tf lA CO Jr- © CD rH rH- O"" o. rH •A rH Tfl rH rH m r-i Tfl Tf CO Tfl o 03 Tf CO Tfl CO Tf Tf Tfl * ffl I I os I © LO rH © © LA uo . eo © la ffl ffl CO iA lA CO "* _H Tf »A UH LA CD © CO Tfl CO Tfl Tf Tf ■A eo eo UTS eo LQ Ol rH CO OS © eo ^ © ffl 00 o uo CO T H. LA __ LA eo © LA * CO Tfl Tfl LA eo CD LA CO uO © rH rH OOO Ol Ol Ol Ol Ol Cl Ol rH i-H rH rH -H rH rH Ol Ol Ol Ol Ol Ol Ol Ol Ol Ol Ol 0 Q Q fl Q fl A fl Q fl fl fl fl fl fl fl fl g fl fl fl fl A xviii. Public Schools Repoet. 1906 _?° s CJ g cS eo O OJ 1—I IO o ■a £5 CD s CD so c3 O o "To s sS Oh 3 Pw fl c3 •73 a 00 m hH PQ «. EH ■iooqos o^ Siisia j-^ox Oi rH Ol U. H. 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A xix. 00 O ffl Tfl co co o rH Ol rH rH —< oi oi oi co co oi oi LA CO eo CO uO . LA LA © CO Osl CO CO 03 Ol rH H r-H eo CO © uO Csl Tf Tfl OJ 03 Tfl Tfl CO LQ uO CO CO eo Ol eo - - © a a CO UO CO CD UO Tfl CO 3 OS 3 3t o ffl © CO CO ir- - - SO l-H OJ 0 ffl S rH s uo 00 fc- Ol 03 o CO r-i OJ Tfl UO ffl LA CD © 03 CO s o ffl i-H eo © eo © © cs 00 t— Ol ffl Jr- co So CO 00 eo tr— O © Ol H 00 3 Ol © eo 03 Tf ffl CO eo CO Tf Tfl CO o LA Jr- Tfl CO 8 eo Tf j> CO © CO OS CO OJ eo 00 CO © Tfl Tf Tfl Ol 03 OS rH 00 ffl CO 00 OJ eo LA H CO ffl uO 03 © © CO CO UO £ eo © CD CD CM © CO 00 ffl OS 03 r-i C3 3s © ffl Tfl eo C3 t- o £ 'JO CO uO 00 UO •J CO 0 ffl © CO CO ffl CO CO co Tf UO ffl Tf OJ uo UO CO ffl CO CO 00 CO © CO © o eo C3 CO ffl CO o UO Tfl 03 Tfl C3 © 03 Ol CO ffl T" r-i 00 r- CO OS o CO CO CS 00 Tf O I ' -H rH I , m rn © in CO 00 so I OJ LA : : 1 : rt : : : : : co CO co rot fi fi fi o o a q fi a o A XX. Public Schools Repoet. 1906 TABLE A.—Summary of Attendance of Pupils at the Schools of Cities entitled to Capita Grant. the Per Schools of Cities entitled to the Per Capita Grant eo OS ■£ a G.*0 5- <D 0) OS <£■§! ■$■8 §-§-E fl 0°H .-S 3 C\^T0 Or, 14 14 2 2 c_ j Total number of pupils of all £2 g ages who attended the school during the year. 'r, o m 5 154 159 3 15 177 192 57 190 15 162 177 37 Grand total days' attendance made by all the pupils enrolled. __ cj C5__ 1* ■»>, ■a-" fl <" rrj lii fl p __ _ fl 0 o _ *s__ "Sl'5. 3 3 g. 3 00 to s_ c3 TO C 00 % >, 'c3 -9 <_ > < 16.92 232.82 249.74 c QJ oa '3 to 1 o cc C. M_ S g P H > eS «! Cumberland: High School 6 331 337 122 402 14 320 334 90 18 319 337 14 104 118 3585 4S229 3447 46994 16.73 226.85 Total 351 51614 50341 16187J 406091 243.58 124 404 25 327 67 214 10 165 175 53 17 159 176 6 55 61 15561 42944 2897 45051 78.81 242.13 14.27 219.69 77.02 229.27 Grand Forks: High School 11 2866 44576 14.15 217.38 Total IS 12 12 352 90 30 319 349 47948 12238 47442 11993| 3737* 40755 233.96 231.53 59.99 58.79 Kamloops : High School 13 160 173 13 55 68 68 259 4S 453 3794 41296 45090 19.86 208.03 227.89 19.61 205.59 4449_1 226.20 Kaslo: 5 6 19 110 129 2877 16469 28521 16316 19168* 14.10 79.57 13.98 78.83 Total ...., 11 19346 93.67 96.11 401.29 92.81 122 551 8 130 553 62 264 25 484 19706 83076 9338 149705 19S18J 81590 94.70 394.09 Nanaimo: 47 937 26 26 46 13 10 73 937 1010 1071 49 480 9129 147724 156553 159839 47.39 707.00 46.33 697.62 Total Total, 1904-1905 984 1025 36 470 506 509 523 22 227 501 548 27 253 159043 162087 754.39 801.02 • 45.42 337.26 743.95 790.05 Nelson: High School 7729 68810 7569 67933J 755021 44 48 333.00 23 629 249 280 70 43 384 56 76539 382.68 377.48 New Westminster: Hi<di School 69 456 409 197 56 3 8 115 459 417 127 45 416 33 71 14976 67089 65799 174-24 144991 659821 645501 17122 75.73 333.70 315.18 83.67 73.40 328.20 Girls' ii 309.18 82.26 6 Ed. 7 Public Schools Report. A xxi. TABLE A.—Summary of Attendance of Pupils at the Schools of Cities entitled to the Per Capita Grant.—Continued. Schools of Cities entitled to the Per Capita Grant. New Westminster.— Concluded. Westside School Total Total, 1903-1904 Phoenix Revelstoke: High School Graded n Total Rossland : High School _ Graded it Total Sandon Slocan Trail Vancouver: High School Cedar Cove School Central n .... Dawson n Fairview n Do. West, „ .... Grand View n ... Model, n Mount Pleasant n Roberts n .... Seymour n Strathcona tl Total Total, 1904-1905 Vernon: High School Graded 11 Total ■9 o s__ art. HH St e_ cc"o »g _ zS ■SH O Sj us Sto P-QJ fl _ &st_ _->.c ■__-C3 CO _T fl ? CC QJ h. &_- QJ m «* O o" 2"3 qj fl r tr. eo t c co 3 so c*> g to dS-s d * .5 % «r'e _• Zi Z; H H b 160 160 74 639 86 639 1211 67 1278 1161 91 1252 622 630 65 112 112 47 23 10 33 10 23 386 6 392 215 177 409 16 425 225 200 15 13 28 10 18 552 667 2 15 554 304 250 582 314 268 40 2 42 19 23 60 60 23 37 151 151 81 70 346 149 495 205 290 71 71 30 41 799 3 802 425 377 1146 6 1152 623 529 568 568 300 268 261 131 261 132 69 129 62 131 125 125 67 68 1168 1168 566 602 574 2 576 .307 269 532 1 533 269 264 1012 2 163 1014 6996 496 518 6733 3489 3407 6152 190 22 6342 3250 3092 24 9 31 7 300 1 301 147 164 309 23 332 154 178 23020 188308 178763 12650 59615 65241 3538 77523 81061 4248 9437 19465 68381 7250 112363 169855 81131 35875 17738 19371 172795 86297 79285 152792 1003133 911854 4515 41026 •zero il cS r QJ O fl C CQ OJ 1844951 1738001 55471 587451 35021 76609 801111 41421 9289 191501 67828 70951 110057 166463 79781 35217 17443 19067J 169816 846191 780021 1500881 44871 40384 448711 918.64 902.13 27.44 286.16 18.52 384.17 402.69 20.32 45.57 95.95 388.49 46.77 589.05 891.12 411.79 201.49 103.82 98.32 887.11 452.03 433.96 777.63 5281.58 4897.94 22.02 202.73 107.37 900.41 881.61 27.06 282.06 18.33 379.65 19.81 44.86 94.41 386.18 45.92 578.33 875.93 405.96 198.33 102.05 96.98 874.09 444.37 428.02 765.77 6202.23 4827.81 21.86 199.55 A xxii. Public Schools Report. 1906 -Summary of Attendance of Pupils at the Schools of Cities entitled to the Per Capita Grant.—Concluded. TABLE A, 11 ■" a _c"° c3 2 •38 =W X O O OJ 3 « *J ■s •B 1 fl QJ it SO QJ __ so +H QJ o__ V-\ CD "?■ x "is P- rMrO QJ 0 fl cc- •C Schools of Cities entitled to the A-eO ■■ 9,2 3 00 TO qj _H _. °T3 _. ° _ 1 "^.-C B-S'g Qj +H CQ rS Per Capita Grant. »g^ ■^to t- 13 =! C_ flr=! c_ Cfl HH QJ P-^__ £•2 b_ o >X paJHfl P,h_ ^ c3 cc HH fl ° S'E r o se Sfl" „,Q0 t_ .9 <S >, ■a _ 1 *!__ 'S's'S. '3 •es bo CQ ea bC en dS-g d Sc3 =3 tip -gci^ ri fl £ s § g £h_ fl. > 1 S5 Z H ra Cl o O < <1 Victoria: High School 176 100 276 100 176 39754 389841 205.98 203.00 598 515 139 11 4 609 519 139 609 87 519 52 100554 86316 20774 99322 85230 20424 488.08 418.96 100.83 484.45 Girls' n 416.69 Hillside „ 99.62 209 472 87 1 209 473 87 102 257 57 107 216 30 30311 75751 12470 29924 74466 12336} 160.80 380.77 60.52 159.38 Northward ,, 376.11 Rock Bay n 60.17 South Park ,, 444 199 252 2 1 446 199 253 219 114 121 227 85 132 71890 33160 44238 70475 32797 43645 352.83 160.96 214.72 347.62 159.97 West ii 212.87 Total 3091 119 3210 1666 1544 515218 507604 2544.45 2518.88 Total, 1904-1905 3017 115 3132 1648 1484 505976 499429J 2538.90 2505.85 6 Ed. 7 Public Schools Report. A xxiii. * jooqos o; siisia i^ox ■sjaqio Aq siisia jo 'o^j •saaisnj,! Aq sjisia jo -o^ | ffl IQ CO oo r- -* Jr- co io cm cq •sjoioadsuj jo 'uoi^'Bonpa jo ^uapuai uuadng aqi Aq siisia jo 'or O OS r-H o ■<% a eg '(OK ao sax) 'JOAe-id s^jo^ aqi q;iA\ pasop jo pauado iooqos £ I* ■sq.uaj'Ed 03 [juas sjjodaj Apqiuora jo *o^ i-H CS OS CO OS <N CO ■9DU1. puajii. Ap-ep p3nioi3 aSejaAy ■aouupuaiii? A[rep aSejaAy IO i-H 1—I OOO od o o •papojua siidnd aqi 1113 Aq apijui aout.puai %v A\VQp lun^O'B psioi put.j^> ■papoj ua spdnd aqi \\v Aq apisiu aou'epua^^ tsAi_p \v%o% puiuf) iO J_— CO I— m t o (M coooj>"#osoco.—<coo " CO t- OT IO Tfi 1—i OT OJ r-i CO o Jr- IO CO -tf •si«0 OT O CO CO OT O OT CO 00 A CO CO (H lO CO os CM O Td OS O a OT O OT S 'SAog OT CO CO CM IQ t- os CO fl CO X OT CM CO CM Oi 00 CO LO OT os CO 0 O iO m •j'BaA aq^ Suunp poqos aqi papuan^ bq.w saSB [\v jo 8[idnd jo jaquinu i^ox Tfl co CN tf. I— J> CO OT 3 OT CM -*• CO tH M tH - Jr- CO IO lO CO cc 00 OT 50 OT to CO O •j^aA aqi Suunp [ooqos oqi papuan^ bq_\v soSb jaqio jo s[idnd jo 'ox tM CM OT OT - T-* Tf OT OT CM - OT •j'eaA aqi Suunp fooqos aqi papuann oqM gx puv q uaa_«iaq spdnd jo '0$ CM Ttl tH 10 W Jt— CO CM 0 OT (M OT CO CO CO Tf S 1- CO tf_ 0 CO CO OT Tg CO OT LO CO ""# ■avoS aqi Suunp iooqos Ane puaii^ iou pip oqA\ 9X puv r) uaaA\iaq uajppqo jo "o^ IO - - OT - *# - OT •sjeaA 9X pui3 9 uaaM-iaq uoii^pidod rH CO T* OT CO to CO 0 OT CO OT 0 to CO T* TH CO OS 00 OT TH I-l cs 10 eo TO •ej'caA 9 aapun uomindoj 01 r-i fl CO CO CO r-i 0. ■* IO Ttl OT to 0 OS -* OT 1-1 s _o ■uoissas m svja. poqos sSvp jo -ojsl 0 OT J— 0 O O OT s OT OS 0 LO O OT CO 90 u_ 0 OT 0' OT Td CO O OT 0 CM CO OT _e © OT os 0 OT © 0 OT 04 OT O OT 00 OS rH ■o S OT 0 OT •sAup [ooqos paquosajd jo "o^; CM OT OT OT OT O OT OT CM OT CM 0 (M OT OT OT OT «» OT OT O OT CO OT OT O OT O OT 00 eo OT CM O OT 0 OT OT C-l fM o o P. Ph s g < rA rA ffl E-i c 1 a. > c 0 O Ol (4 C < < t| ei 07} 8 T. % s B A Public Schools Report. 190S -33- S eo O © •% a 00 ef a cS ■jooqos oi sjisia pjox ■sjaqio Aq siisia jo "or j.- OT © 5! CO © OT OT OT CO CO OT CO LO © OT _, OT tM CM © t- 00 00 OT TH LO © •saaismj, Aq siisia jo -or - t> =, to © © OT © CO OT OT © „ tH - to « © © -■ a S "Sjoioadsui jo 'uouBOnpg jo luapuaj -uuodng aqi Aq siisia jo -or r - H - - - OT . OT - OT - CM - - - ** - - ('OR jo sa^j MaA^jj s^jo^ oqj qipv_ pasop jo pauado looqog 6 Ea 0) E* = 6 ia = 0_ c_> = fl = = d Ea > 6 Ea tri V > 6 = CO = = 6 Ea CD > a •siuajud oi luos si-iodaj Apppiora jo -or s © CD CO os © Tj! OS 'tfi OS OS -r CS 5 o LO © ~& 00 CO OS •o OT OT CO iO OT CO o CO CO s "00U1. puojiu Apirp p^njou aS(_J9Ay GO CO t- £~ co r- CO LO OT CO OT CO OS CO LO rH rH CO J>- © OT M OT J_- © © •aotrcpuauB Ajrep aSBjaAy 00 CO J-- i-" OT 00 CO OS OS CO •papojua spdnd oqi \\v Aq opBiu oouspuai ■ye Apup [vn%ov pjjoi pxreio J--OOJ>LO©rHrHCSCSTfilr-OOOS©I--OOLO iOCO©©©OTOTLOOTr-lOTLOOTJ^COLOCJrH© r~CSt— rH\—fl"— -^IOOTCOiQOCM © t-< O J_— CO OT I— CO CO CM rH OT CM CM OT g O ffl eS *4 ft ■papo.i ua spdnd aqj pi; Aq apBui oouBpuajii; .sAup p3joi pireif) i—I CM rH OT OT i—I OOOCOt— -*CSLOrHrH©CO lO 1— iO iO 1_— CS O 00 CO CM Jr- -ti©OTCOiOO'*©OTOCO OTOTOT CO OT J— CO CO (M rH- W$Q i— CO © © O © OT X to © - a © OT - OT © CO CO OT © O OT ■sAoa JC- 3 "* © © © Jrr- J> S O t- ©■ CM OT Tfl © T-4 OT © OT CO CO CO © lO' •j^aA aqi Suunp poqos aqi papuaijB oqA\ saSe \\v jo spdnd jo jaqtunu psjoj, ** © © OT OT © OT 3 © 3 CO cs OT OT © CM 8 © O 3 to © © CO OT OT © OT 'JBaA aqi Suunp poqos aqi papuajit! oqA\ saSB jaqjo jo spdnd jo 'OR OT - CO CO CO OT CO OT CO _, Th- •j'BaA aqj Suunp [ooqos aqi papuajiu oqAv 9X Pu13 9 uaa_wiaq spdnd jo -o^r a © - OT © OT IO © OT 00 S TH 1 © CO © © OT CO © CO OT OT © CO! OT •j'eaA aqi Suunp poqos Aub puaji^ iou pip oqM gx puB 9 uaa.wiaq uajppqo jo 'OR - - - CO OT „ OT - H OT Cr. ~ •sjBaA 91 pub 9 uaaAvpq uoTiBjndod s © © OT CO OT eo OT OT 3 © CO lO OT CO OT © © © tH A to 00 eo OT © eo- T-l •SJuaA 9 .tapun uon^indoj " t- •* - OT OT t- to s ft 00 O © CO CO OT S 9 eo © tH ©» "uoissas ui &&___ jooqos sAup jo 'or © © © OT Td OT © OT © CO © © OT 00 © OT CQ © OT 0! CO J.— CO © OT 00 I-l © OT Tf © o OT © OT © © OT OT © OT © © © © OT © sSvp iooqos paquosajd jo 'OR o OT OT OT OT OT OT OT OT CM OT OT OT OT © OT © OT OT OT © OT CM OT © ,OT OT OT CO OT CM OT OT (M OT CM OT © OT OT CM OT e H B 2 ™ S % AO C- _ § QJ - H QJ QJ QJu -' -. .. '— —' ■« ramcqfqra^S!Wp3eq ■ o a 6 Ed. 7 Public Schools Report. A xxv. © to t- © Jr— IO OT fl OT to CO © OT Tfl Tfl OT CO © CO s 2 OT OT OT ft OT 3 fc- CO CO *- « o 00 © OT OT 00 Tfl 00 © Jr- © Tfl CO CO CO © fl m « H A © a A rH « t- Jr- CO to OT H - OT - r - - « r-l - - - r-i - - - « - - rM - rH r-i - Eat*Eat*E5E*5z;.>i © rH OT .. . . ^ nn -fl l- LO 00 Jr- Tt* © Jr- CO © CO © Jr- Jr- © © © 00 to © Tfl r-H LO CV| r-t OT ITS r-t r-i ,_l © CO CO CO rH CO to M OT " 1-1 " OT 1-1 OT CM rH HH " rt " * on js. © © © o © tH CM rH © O S3 © CO OT tp LO CO t- rH CO OT CM >o 'r-t OT r-l ,_( __l Tfl CO iH i-l OT CO CO r-l OT OT r-i CO OT 1-1 1-1 rH to OT rf OT Tfl tO OT rH Tfl OT Tfl OT OT i—1 CO CO t" OT CO OT OT OT r-1 rH 00 © o OHMMNCOCpNt-CDN'*,-Ot- OOCOrHCOCOrHCO-fl 00©OJr-05C.©OOrH©©0©0©OCO©rHOCS (MOTrHOT rHrrOTOTOTOTOTOTOTCOCMrHOTrHOTOTOTrH © © OT Ci OT O OT O 0©0©COiHOCS © © OT O Jr- OT O OT OT i—IrHrHrHJr-rHi—I l—" r—« OT SI OTOT OT CN OT OT OTOTOTOTTfOTOOTOOTOOOTOTOT©CMOOTCMOO r-irHrHrHCOrHiHrHrH^HrHTHpHrHrHrHr—r^rHi—. rH tH OTMOTCM OTCMOTOTOTOTOTOTOTOTOTOTOTOTOT-OTOT t> Q 6 I s ■p 5" 5 — 1 8 0 e 5? > rt ' § •> < CU 5 o to a a XXVI. Public Schools Report. 1906 •poqos 01 sjisia fGio_E © © HH •sjaqio Aq siisia jo 'or Hi CO LO i—I O © ©OOT •saajsnjx A'q siisia jo -or © lO OT O CO CO Tf TS s o eo O O a CC 6JD c_ 0 c_ fi •sjoioadsuj jo 'uoiiBonpg; jo luapuaj uuadng aqj Aq siisia jo -o^ rH rH OT (mOR jo sa A.) uaA^jj s.pjo'q aqj qi|M pasop jo pauado poqos Ea >< Ea t* Ea ■ ■siuaj^d 01 luos sjjodaj Apxjuoiu jo -o^ •aouB puanu ApBp p_npB aSBJOAy •aou'epuaji'B A*pBp aStuoAy tO © OT OT OT © iO ■papojua spdnd | aqi pB Aq apeui aouBpuaj jb ApBp [Bnio'B pajoi pnuj-Q p- Ph 9 ■papoj ua spdnd aqi \\v Sq apBui aou'Bpuan'B .8_£Bp ibioi pUBJft 00©TflOO©t-CO©t»COOOTflJr-i—iHHrHrHCOOT OTTflOTJr-©Ir->—"©©I—iiHiOiOCOCO©COHiJ.~ rHTflLOCOOS©LOOLOCO©LO©©©J-OOTlO OT OT OT r-< OT COCMOTTflOT"*OTLOLOOTCOrH •sui*) CO fl © CO X o © 00 CO © OT OT CO © OT CO rH © SO OT © OT 00 ft tO •s Aog lO CM © OT Hi fl © © © CO o CO 00 © © OT CO tO OT CO OT CO OT o CO - ■j'eaA oqi Suunp poqos aqi papuaiiu oqM soSv uv jo spdnd jo Jaqumu |biox CO CO © CO -f Jr- o OT © OT eo OT © © OT CO Cr Tfl © OT cc 00 CO © to OT LO 00 CO OT •jboA aqi Suunp poqos aqj papuaijB bqA\ soSb jaqio jo spdnd jo "o^ - OT OT tO - - OT Tfl - Tfl - OT - - CO ■j^aA aqi Suunp poqos aqi papuane oqw 9x puis 9 uaaA^aq siidnd jo 'or CO Tfl © CO 00 OT OT fc- © OT © © CO OT © OS © eo Jr— jH J_- OT CM CO CO Tfl CO Cr © J> Tfl CO CB ■jboA aqi Suunp poqos Suv puauB iou pip oqAv 9X puB 9 uaaAviaq uajppqo jo 'OR OT eo - OT - - CO OT ■SJBaA 91 pub 9 uaaMiaq uojiBindoj -* OT OT eo OT © Ir- OT OT © OT © CO Tfl OT OT __ CO OT © © ft CO © r-l •SJBaA 9 japun uoiiT-pidod CO Q OT - fl 00 © OT © t- 1— TH eo -f o OT OT © OT © tO rH ■uoissas ui sbay poqos sABp JO 'OR J— O OT Tfl CO OT OT to OT Jr— OT © - © OT CO s ■_* © OT OT 00 3" O co o r— cr o OT €_. ___! o So CO © o CM o OT LO © i •sAnp poqos paquosojd jo 'OR OT OT 01 OT OT OT O OT CO so O OT OT OT o I-l OT © OT 92 CO OT OT OT OT OT OT OT OT © 53 OT OT o CM OT © OT OT OT © OT o OT S 5 I e £ -fi M A S S S QJ » _• - S | i | | be, ■a <A .S I a fS, 3 Si Q q Si fS, A-DrC^HS l- to « rt rC IS&qEdWHWHEH&HN 6 Ed. 7 Public Schools Report. A xxvii. CO © OT © © to © Tfl to CO © eo © CO CO © CO © CO i- CO o Tfl OT © CO Jr- Tfl © CO o eo OT ft © CO © LO CO OT © CO OT © OT © CO *o •OT IO tO OT © CO 00 CO CO © © CO CO © OT © © CM 3 © - © © © OT © OT © © ICH OT Tfl © OT © CO 3 M to © to © OT © 3 © © ft H. © OT «, CO ft - © © Ir- © CO © - Tfl CO ft « tfS CO Tfl <• to rH ^ OT © e_2 OT © CO © © CO Tfl CO 00 t- CO © •H © © fc- r^ ,_ fc- © © © lO rH © CO eo rH 00 Tfl rH OT © OT rH rt rt rt rt rH " * " H rt © H _^ cn © © CO Tfl t|I H © ■* © © r- © rje 00 ,H 00 00 o t- © © © to rH rH Tfl OT rH Tfl r-l OT © CO " ri 1-1 1-1 ■" " "* -1 H 1-1 * rH H rt CO 00 l— ©COLOCO©rHCOiOCOTflCOiOO© OTTfl<MCMfc-Ir-©OOT©Jr-©iOOTOOrH COCOCMrH-HOTrHrHCOOT OT OT CM ■■# CM OT OT CO CO CO CM CO OT - CO CO CO rH rH CO © © CO fl Tfl OT OT OT © Tf OT LO © ft OT ■ o CO © CO to CO © Tfl © CO © CO OT CO fc- CO © S CO to OT fc» co © © tJ © © 00 CO CO to CO a © © V o rH LO OT _. © OT to OT 00 fc- OT Tfl OT 00 3 © OT CO CO fc- OT r-r-l HN -i -'-i ~'-i '-! --. '"' OT OT OT r-i CM CM OT OT OT OT <M OT -OT O O © OT OT O OT OT OT © CM OT OT Jr— © OT O OT OT O OT OT 1-1 OT OT OT OT OT OT CM OT OT OT OT r-i OT OT OT OT OT OT OT OT OT OT OT OT HH > i s i» = rn cQ 3»aE53oo«! 03 C3 r_ T. ..■-.'- r. ■__ OS n w A xxviii. Public Schools Report. 1906 ■poqos OJ &1ISLA ibjox CO LO lO ■sjaqio Aq sjisia jo 'or CO CO OT CO CO tK © 00 Tfl © CO © to © CO © o CO OT © CO OT © OT OT 00 © co 'saaisnjjj Aq sjisia jo "oj»i CM CO CO o Tfl © Tfl t- H* to © - CM to CO CO CO © CO co ■sjoio^dsui io 'uoTjBonpg; jo juapuaj -uuadng aqj Aq siisia jo 'or CO ~ - i- - OT r-i - H OT - - - - -I OT « (■ojsi jo saA) uaABJj s.pjoi aqi qiptt pasop jo pauado poqog £ = = = ■fl = d fc = 8 > : 6 Ea CU t-H = CD : S» d 25 £ = d fc o_ : = 'fl d CO o O- i—i IO o •B bX3 cS 0 cS 'S^U9.l-d Ol) juas s^.ioda.1 A'lq^uoiu _o '0^ OJ C- CO rH "80U_ j -pu^l- All-P p3ll}0_ 9_fBJ_AV j OOCJ_JOCMCOCJirJOrHCJO.CO •Qou.pua^u A[i„p 8.§-.i-Ay rT rH Ci _. CM flj rH CO CM *p9([0.iua sjidnd air} we Aq .p_m dotrepadf 1)- A'lJTjp I-1V}0_ p^O^ pUUTO OJ CD rr CM O rH OJ O CO CO _- O o Cs ■ Oh Fh fl cS T_S fl i> -_- m E-t •pstioj aa S[idnd 9m n_ Xq 9p_m 90U_pU91^_ (S.C.p [TJ^O^ pU13.TO a N ^ SJ ^ W 8 H 1 N '8[J!f> OT to CO © © to © © © - © © © OT © Jr- fc— © IO >o 00 © to ■sAog CM fc— © ft lO ft - eo eo o © © . OT *- s 3 © CO OT © OT CO CO Jr— •jboA aqi Suunp poqos aqi papuaji'B oqAV ssSb \\v jo sndnd jo jaqumu ibjox Tfl OT OT © ft Tfl © © © 00 fc- © CO 00 CO 3 CO 00 r. 00 CO OT OT OT CM. ■JBaA aqi Suunp jooqos aqj papuau^ ouav •soSv jaqjo jo S[idnd jo -or - H - to OT OT c - Tfl OT OT - •jboA oqi Suunp poqos aqj papuauB oqM 9X oub 9 uaaA\jaq spdnd jo -or CO CM ft © t- CO ft 3 Jr— LO ft © t- CO CO © 00 © CO tH © CO OT Si <M ■JBaA aqi Suunp poqos Aub puajjB iou pip oqAv 9X puB 3 ua&wiaq uajppqo jo 'or r - - OT " * - ~ » 'sjuaA 9X pui3 9 uoaA\jaq uoii^indoj 3 X © © CO © to 3 CO ft © fc- OT to 00 © © ■* OT OT OT CO •SJBaA 9 iaputi uoiiBindoj © © OT © ■rH OT © Jr- © iO co to OT Tfl Tfl s 00 rH S CO •uoissas ui si_a\ jooqos sAtip JO 'OR © OT © OT © O OT © OT to fc- Jr— 00 CO © © OT OT o OT Tfl © CM © OT © re © to l- 00 CO © © a OT © o OT fc- O OT J-— © OT o o CM •sA'Bp poqos jtaquosaJd jo 'or OT O OT o OT S3 Tfl CO OT OT CO tH © CM OT © OT <M OT © OT s © OT o © OT OT OT OT OT OT OT CM OT © _. co in) be 4 Ed. 7 Public Schools Report. XXIX. -fl © OT © OT © © rH © OT LO to Tfl (© to ©. 00 Jr- OT t- © Tfl Tfl © OT 00 CO IO t- H< a to CO OT ua © to fc- co 3 © Hi j— CO Tfl « © © - to o Tfl © © CO © Tfl OT CO Jr- Tfl © fc— CO CO © CM © OT HH © CO OT CO OT tO CO 'CO i—ILOrH©OTC0-^n©00© Hi CO © 00 CO © CO CO CO © to rH rH OT © CO OT © ,_, ^ ^ ^ Q -fl CO ^ Tfl r— iO © _. . . in CO Tfl Jr— Tfl OT 00 fc- rH TH rH © to r_l OT __i r_( rH rH © ___■ ,_, ^4 rH OT 1-1 OT IM 1-1 OT rH 1-1 1-1 CO 1-1 OT " 1-1 1-4 OT 1-1 OT GM Tfl Tfl © OT .n OT 00 Tfl LO CO © IO i-T OT © fc- © tO Tfl r-t OT rH r_i CM OT r-t rH © ,__! rH -J CO CO 1-1 rH *** OT " CO CO rH 1-1 OT iH CM IM r-i CO r-i OT CO OT rH Jr- co cm CO tr- OT CO © © © © Tfl 00 o o © © LO © >o lO CO © CO ©C0©00OrHrHC0J---H CO 00 CO CM OT © OT 3 OT © OT LO©rHCCtO©OOTOT CO LO O OT OT © CM © CO CO J— OT OT CM OT rH - OT © - OT " - OT - - 00 - © - : CO Tfl OT - : to LO Tfl OT OT © CO OT © CO Tfl OT to CO © H © CM Tfl OT CO © OT CO LO CM CO CO Jr- OT OT OT • CO © CO 3 3 ! to to OT © . fc- <M OT OT © OT CO LO CM CO eo © OO © CO fc- 3 © Tfl - OT to © OT CO © CO O OT : ft fc- LO CM OT : tHQ0>-H©LOTtlLnO r-iLOOOOCSJr-© ■■CM rH OT CM CM rH rH OT THLOC0OTOTlO00©r->—I © i—I OT © OT J— CO i-i CO IO © CO i-I ©OSOO©COOCSOO©©©OC_jOOTCOO©OCO© OT rH OT rH CM iHOTrHOTOTCMOTrHOTCMOTrHrHOTrHOTrHOT OT O CM CM OT - OT OT CM OT OT OOTOTOOOOTOTOTOTOOOTOTOTOOTOOT OOOTOTOTCMO rH—1-HrH—'iHOTi— rH-Hr-(r-irHtHr-i^(rHi—li—I CO LQ rH rH rH rH r-1 OTOTfMOTOTOTiHCMcS. OTOTOTOTCMCMOTOTOTOT-Hi—IOTOTOTOTOT 5l Si > rt m a 0_ S a) c ri rt .£ fi tj 'E 73 fl a _. s s A xxx. Public Schools Report. 1906 •poqos 01 SJISIA p310X I H HI CO to LO © OT © © Tfl OT © Tfl Tfl CO © OT Tfl •sjaqio Aq sjisia jo 'or Tfl CO © •saaisnjx £q siisia jo 'or Jr- OT O CO ■sjojoadsux jo 'uoiiBonpg; jo juapuaj -uuadns aqi Aq KjtstA jo *o^j OTOTCOCMrHCOrHOTCOOTOTOT g to o o ('OR jo eojj uaA'Bjj s^jot oqj qiptt pasop jo pauado poqog ■sjuajBd 01 | juas si-iodaj Afqiuoiu jo 'or •aouB puoijB ApBp jBnjoti aSBjaAy •aouBpuauB ApBp aSBjaAy rH CM r-i j-C iH* ■papojua spdnd aqi ip_- Aq apBui aouBpuoj | I'G Aptip {BttJOB IBJ01 PUBJQ 1 00 CO OT CO tt) fl •papoj ua spdnd aqj \\v Aq apBiu aou'Bpuau'B s$Svp p_joi puBJf) © 00 r-i iO J-- rH © CO © O O JT- HH rH O © © lO rH LO rH fc- CO LO rH HH OT CM tHHHCMTtlHHJr-COiH© t—COJ^fc-LOOTiO©-^ COLOOL— ©COOTJ—lO i-i CO Jr- i—I r— © "SRO © «0 3 © © 2 © 00 © © 00 © OT Tfl © © 00 to OT © to 00 OS. •sAog © to OT OT a ft © © to OT © © © © OT CO 00 © Tfl Tfl © s © ft •JBaA aqi Suunp jooqos aqi papuauB oq.w saSB \\v jo spdnd jo joqumu jbjox IO HH 00 OT © Jr- OT OT 00 eo CM CO IO OT L^ © OT © TH © t- fc- © OT CO OT CO © OT fc- CO CO •JBaA aqj Suunp poqos aqj papuaut. oqM saSu jaqjo jo spdnd jo -or OT - - - OT - CO Tfl H - - ■j'boA aqj Suunp poqns aqi p9pu9jiT_ oq.w gx pw& 9 uoa^iaq spdnd jo 'or Tfl OO OT CO CO 3 CO a ft OT CO OT Jr— OT CS IS CO CD OQ OT R 8 © S ©r co - ~ rH ~ OT - OT CO OT MBaA aqj Suunp poqos Auij puauB jou pip oqA\ gx puB 9 uaaA\iaq uajppqo jo 'OR CO ■SJBaA 91 pui? 9 uaaAVjaq uoiiBindo^ _, H, OT © CO 00 OT © OT © CO OT 00 OT O OT CO OT 00 © © tH © CM OT OT © CO © OT OT co CO ■sj'saA 9 japun uoiiBjndoj CO © tO 00 CO 00 © © © rH CO "* OT 00 © CO fc- to CO © OT © OT OT fc- . ■uoissas ui s-bm poqos sSvo JO 'OR CM CM OT OT Ir- © LO O OT © © © © © © © CM © © OT LO OT © © OT © OT O OT CO © OT © © OT © OT 3 r— © OT ■sAtip poqos paquosajd jo -or CM i—1 OT OT OT OT © OT © OT © OT OT OT OT OT o OT © OT o OT o CM OT OT © © o OT © CM a OT CM OT o OT © © CM OT fin 3 a c_ fl CD H-H -_H m rl PQ < fi M ^KZi^^a^^ £ £ fc - Iri 0 6 Ed. 7 Public Schools Report. A xxxi. 3 Tfl CO © Ir- fc- © to Hi tf- OT ^i CO CD OT Tfl to to OT 00 to OT Ht OT fc- co to A © OT CO Tfl OT LO CO rH OT CO Tfl © eo LO LO CD CO CO © © OT © CM CO Tfl ft © CM OT © CO CM fc- eo co A © Jr- OT CO CO OT © Tfl c CN © © OT CO CO CO - OT tO to OT CO © to fc- 00 - tH CO co tH OT CO © © © eo ft - rH CO - OT OT - - - - - OT OT - - . ~ OT OT - OT - CM - CD 5* - = 0_ CD = d CO CD Eh d tH = = a = fl QJ !h = O a. = to Tfl CM Tfl OT © CM CO © O o © CO © OT OT CM to © eo CO ft to CO © -f 8 © © CO th o Tfl Tfl CO rH C o CM 00 CO OT © CQ © © LO to iH fM eo __, OS fc- to rH to tO r- t— to 1> © © © Tfl Tfl © 00 >o 00 ,_! IO Tfl © a CO rH 00 OT © © © CO OT CO OS ^ OT 1-1 1-1 H rt rt H H 1-1 rr, © © __, © © CO 00 fc- © © © ' © rH © CO Jr— © __., 00 CO r-i CO CO rH CO LO JT- rH © t- i-T !■_, r-t © © © © © 00 © Tfl 00 rH 00 t- OT © t» CO © © CO OT CO CM OT rt rt H H " rt ^ © I- 1- © CM © OT * t-HiHri©OTOOiOCOCOIr-LOTti_-iHCOOTiO©©©C»COCOTfl©00©OT© H_C_-—CO.-i©rH©OI— OTOOT^-OT©©©LO©tOCOCOrHOTLOrHCO©i—IJr- r-i©OTHi©LOCOOTOTCOL_OrH©Jr-COCOLOTflCO_r-COt— C-liHiO©00LO©00 LO r~-l_OOTMCOTflCOrHrHOTOTrHOTCOlO©LOrH OT£-©>Oi—i OT OT Tfl rH CS rH CO CO © OT CO © © CM CM © OT CM CM CO rH *- " © - OT ft LO Tfl OT - <* T OT LO - Tfl CM © co CO 00 Tfl CO CO fc- OT S3 s fc- CO fc- © © to to OT 3 © O CM l- CO tO © fc- Jr- eo CO to i-l 3 J> eo OT J> to OT co to Tfl CO OT 3 to to Tfl OT OT fc- © tr- tH CO © © Tfl © LO OT CM tJI -Km r--| _-. ■-rM __-, Ht. M HH "' " 1-1 OT tH CM OT OT OT OT OT OT © OT OT O CM O p, OT __. OT OT tM rH OT HH -HH M "'' OT OT OT OT OT OT OT CM CM ; g N3 'u £ fe £ 5 6 — fs 5- _ rV| IT cJo'^ftiPq^oHpc. Ph ui ui ui __ ti a m ra to GQ r_I J- h i-C mmuimui^mux^ A xxxii. Public Schools Report. 1906 ■poqos 01 SJISIA ibiox 1 •sjaqjo Aq sjisia jo 'Or j co LO © © © © ■saajsiux ^q sjisia jo -o^ CM CO -fl CO 00 00 fc- © CO tO 00 IO Tfl iO O CO iO ^3 -.^ s 1—_ cj s o o o •8 00 a 00 so c_ fl c_ CD P © -< ■sjojoadsuj jo 'uoji'Bonpa: jo luapuai -uuadns aqi Sq siisia jo -or (■or jo so^) -jaATjjj s.pJOT; aqi qjiM paso[o jo pauado poqos fc E* •siuajBd oj juas sjjodaj Aiqiuotu jo "O^ •aouB | puajje Apup pmpB aSBjaAy ot © CT. OT cs cs 'aouBpuajjB Ajrep aSBJOAy j •papojuo spdnd aqi jjb Aq apBui aoucpuaj ji3 Apep jBnjOB i^joi pui_jQ co co t- •papoj ua spdnd aqi \\v Aq apBui aoucpuajj'B ,sSvp jupi puBjf) CO CO rH ■spio CO©H«CMOTrH©T_irHOCO©00©LO •sAoa ! O Ir— Jr- CO © CO Ofc-©COOTCOCOO© •j^oA aqi Suunp poqos aqi papuane oqM saSB [\v jo spdnd jo jaqumu I'bjox •j'eaA aqi Suunp | poqos aqi papuauB oqM i saSe jaqjo jo spdnd jo 'or j OT OT OT •JBaA aqj Suunp poqos aqi papuaijt? oqAV Qi puB 1 9 uaaA\iaq spdnd jo '0^ | fc-©OOTC0CS©O JBaA aqi Suunp poqos Autt puaiiB iou ppo oqM 91 pere 9 uaaMjaq uajppqo jo "0^; Ph ri fl cS fl CO H-3 91 PUT3 •SJBaA I uaaMjaq uoij-eindoj t- i-i CO Hi O H -fl CO OT OT _. 1 CO HI •SJ^aA 9 japun uotj'Bindo,! O O CO © CO HJ Ir- fc- OT •uoissas ui svw. poqos sA-ep jo 'OR ©CO©fc-COOHH©OOTfc-COJr-COiO-flCSCO©LO©CD CSOiH©©rH©©©©00©CO©©©©©©000 rHOTOTCM OTOTrH CM rH i—I OTCMCMrHOTiHCMOTOT ;Svp jooqos paquosajd jo mor OTOOTOTTflOTOTOTOOOOTCOCJOTOTOOTOTOTOOT ,HrHrHrHO>-(rHr-*©r-.rHrHCOrHrHrHrHtHrHrHrH^ (MOTCMOTi—lOTOTOT (MOTOT OTOTOTOTOTOTOTOTOT v> s-. ss e I S I 1 ^ Ul Ul < Ul Ul U2 Ul Ul Ul Ul Ul ^ Ul Ul Ul Zi 3 S -2 ■6 Ed. 7 Public Schools Report. A xxxiii. rH CO CO O "CC o OT Tfl CO 3 OT OT OT ee CO CO OT OT © 00 tO © to CO i-t © CO • ifl © CO © CM o CO CO IO OT © © - rH CO Jr- CO OT OT - - 00 © Tfl Tfl Tfl t- eg IO - - - - - CM - » - " - OT - - - _, CU d fc £ = = = = = d fc = = oo ca Tfl © CM CO © CM to CO fc- OT © tr © © CO CO 00 tO OT lO Oo CM to CO OT LO OT Jr- CO Tfl OT OT Ttl CO Tfl © 00 If OT JO CM r-i CO CO rH © iH © Ci CD rH © fc- ©rH©©lO©CO--it-©t- *0 ©-HO©©©rH©0© OTCMOTr-rHrHOTCMOTi-l H OT O © © OT O CM CM 01 CM ©i—li—1-HrHrH—-rHrHr-irH OTOTOTOTOTOTOTOTOTOT OT OT CM O OT O OT OT OT CM OT OT CM OT -r « 05 0 fi N s> V ff H h 1= E- 1 c r* cs i-: ? c .s fl I T_ 1 s a .s CO CO © Hrt © fc- £_ © -* CO o -fl CO © Tfl rH Tfl rH Tfl to LO rH Tfl ec CO ,_H © t-H OT CO rH Tfl 1-1 ,_< OT rt rt 1-1 rH -o Jr- Tfl Tfl CO CO __, OT __, t- ,_, __, t— © X CM fc- © o rH I-1 Tfl rH to 00 00 © © OS rH © £_ o r~{ o o © © © rH HI CO eo © " " ,.. I-t rt rH 1-1 1-1 rt © Tfl CO Tfl Ol _ " '"H rH © 50 CO © CO 00 © to 00 CO l-H Tfl M CO rt H " Ir- © tr - - CO OT r-i CO - t-H *# OT rH OT OT © io CO CO _. LO CO tO © © CO © to © © CO Tfl rH rt H Tfl t— i-H - * OT - rH -< fc- CO rH » © © OT CO 00 CM *" © Tfl O LO © CO Tfl Tfl © CO © CC CO 00 OT rH OT to ec o OT to CM *o © OT t- 3 O © CO OT OO OT OT © © © O r-i J> © ° CO Tfl © r-l CO © CO © a c>. s _. £ £ & 1 fe A xxxiv. Public Schools Report. 1906 0 r—I h < rj 0 h r-H Dh < o w ■papojua spdnd aqi \\v Sq opBtu aouBpuai IB ApBp pmjoB ibioi pu-BJO 'ooub puajjB Ajrep pmiOB oSBjaAy •aouBpuauB A[tBp oSujaAy ■papoj ua spdnd aqj \\v Aq apBiu OOU't.puajJB (SAl.p JBJOJ pUBJ*) ■sAog j •JBaA aqi Suunp jooqos aqi papuajjB oqM saSi? I[B jo spdnd jo joqranu jbiox •JBaA aqi Suunp poqos aqj papuauB oqM saSB aaqio jo spdnd jo 'or MBaA aqi Suijnp poqos aqj popuaijB oqM gx puB uoaMiaq spdnd jo 'or I LO ■_■ CO O OT OT © CM © CO 1 O 00 3*9 tu <S 6 Er>. 7 Public Schools Report. A xxxv. o ao ia o ao c_ cc r»> r« 5s 00 rfl fl fl Ph 43 < PQ a pq <! EH i I R Siit u«_rn ©oh- co©©©©© .O UlAl b.lQ COOTOT<MiHLOCO©OT •AiiBiog © CO © OT OT © © © to tO Tfl CO LO lO O Tfl OT © © do Tfl OT ■ASopisAqj © © CC © CM CO © LO OT •aouoiog iT_otsAq<j Cfl © OT OT © CO © Tfl © © OT CC Tfl OT 00 © CC "__* © © © CO Tfl 00 •Ajjspuoqo © CO © OT - CO © OT t- Tfl CO to * OT fc- fc- © ec © © O Suidaaipjpog; •AjjauiouoSiJX CM OT OT rH LO LO •Ajiaraoao OT O lO O CO CO iO 00 CO •oijauiqjuy •AqdB •AJOJSIJ-J UBI03JQ ■ O CM i CO CM O Oi '. CO CO OT © iO 'Ajojsih ueuiojj OT OT CC Co '■ : fs CO OT rH fc- HH O •Ajojsih ubipbubq HH © t- CO 00 LO OT © CO 00 •Ajojsijx qsxiua O rH CO 'ajnjBjairx qsiiSrr.[ OTOiOO©CO©LO •ouoiaqy; _$ uoijisoduioo •JBuiurejf) qsqSua OT CO -H -Siupads yuv Sujiuaa. CO rH Jr- OTOLOOOCOCSLO _h S3 OT .rH. T3 rA .5 rO ^ rS XXXVI. Public Schools Report. 1906 o o o. oo rfl H_° r. Ci CD rfl T_ 00 fl CO ^H fl Ph -3 T_l fl •Ajiomoao s *- : I - ■ cs ■ •BjqaS[y OT j> ;' «- © ■uoijBjnsuap; : cs tr CO CO "ajniinouSy ; CM - ■ Tfl •aouBjaduiax Hi S_ 00 OT CO OT • • ■ Tfl © a o LQ © oc OT © CO ■oisnj^ fc- O s 7? CO © X CD J— CM CO rH Td Tfl to •sotuaqisqBQ © LO CO Tfl 00 Jr- ■ CO fc- <M 0" © 00 © OT CM OT © CC fc- © Tfl to '3[J0M0Ip99X 1 i OT 00 lO ■Suidaa_t[-_.pog Tfl CC © © -fl CO Tfl ee OT © « CO CO 00 CO Tfl LO 00 OT -ti OT CO CQ 'SutAVBJQ (M CC CO © © CO © tO & © © OT CO CO to OT CO a CO o Tfl 00 t- OT CO o © Tfl Tfl © 5 o t- fc- •auaiSAn ptre suossarj ajnjBj^; ft O CO © EC © © © O' © CM CO cc to © tC o a CD CO 00 OT _r- Jr- OT CO o © © Tfl t- © PS © CO © fc- 1- •AqdBjSoao CM H* CD CO © © OT 8 00 © CO cc Tfl Tfl CM CO c to CM © o OT fc- Jr— OT co © 00 © OT co OT IH ■Ajojsih qsi^ua CO 00 © OT 5 oc Tfl © OT OT CC CM CO CO o OT Tfl © OT CM ■o 00 CO ft 'CO 00 Tfl © © LO "Ajoisih ubjpbubq 00 CO to Tfl oo CO © OT CO CO OT CO O CO © OT tH to © cc a CO © © cc © © OT fl HH CO o to •oijatuqiijy LO © Tfl © CO © © © © © fc- CM © © 00 © to CO Tfl © CO © CO Tfl © Tfl © OT CO o © Jr- © Tfl © eo © o CO t- 'UOIJISOduiOQ co 00 © CO © © © CM © LO OT OT © © OT CO OT CO OT 00 © CO © 00 © OT © LO OT © © OT CO © CO © © t- •JBUKUBJO qSIjSug[ - © OT Tfl 00 00 © OT CO CC OT CO O ec fc- OT do s CO CO © LO Jr— CO fc- 00 eo OT CO OT 00 00 OT £ co eo •ajniuiajiq; qsqSug; © OT © t- LO © CO tH © CO to © © CJ Tfl © OT 00 ft Jr- lO © OT 00 OT CO CD Ttl CC -fl © © OT Jr- CO °__ CO ■Smpadg puB uovj-bioiq; rH § a t-. rH OT CO © CM © Oi OT CO CO 00 CO Tfl CM © © © s t^ © fc— © tH fc- CO O rM o t- i rH © 00 fc- OT © g OT OT © © OT CO CO CO © Tfl © 00 CD CO Tfl fc— fl tree o © Jr- © Hl © © o t- ■japBan qjjnojj CO CM CO ^ CQ S rf <J H •japBajj pJiqx ■japBay_ puooag •jopBa^ jsjij rH J- O LO O © . © ■jatuijj puooag © lO Tfl © IO rH 00 rH OT CO OT Tfl uaiuiJd jsjijj [ A fl a f- Q fl OHHIilhOaoffi ■a o £ 6 Ed. 7 Public Schools Report. xxxvn. : : H ri : CO © OT rH r-i : co : . CM ■ © '. CO Tfl Tfl fc- LO OT © rH CO © © CS Tfl '. © Tfl Tfl OT Tfl CO 00 CM Tfl • © J> OT (M '• OT ■ CO CO © © LO CO CO J— Jr- © © © tO CO r-i © CO fc- Tfl © OT Hi © O Tfl CO rH Tfl rH O CM © Jr- CO HI © © OT ■THOTOCOLOr-'iO O OT fc- CO Tfl CM O fc- ■ LO 00 HH © tA CO © © CS tO if. Tfl CO CC CC tO ■* rH LO 00 OT OT LO © CO © TH OT CO CO rH t- OT © HH t- CO Tfl © © © Tfl © rH HH CO CO CM '. © i—1 ■ ■ © lO ih oo io a . o o ih OT C © • CO CO - Tfl © © ir- OT CO lO OT rH ir- rH CO oa ©• © • 5. LO tO LO CO t- fc- rH OT Th r-i rH CO OJ lO J- JT- Ir- OT LO LO fc— O CO © © rH © Tfl rH CS OT in cc hh __, en ^ OT ,_, © ,_, cm OT '"' OT ^ OT ^ .n r. CO rH CO Ttl cc 1-1 CM 'H 1-1 © OT OT m j_ Tfl ^ to IO ^ H CO OT o 1-1 OT 1-1 1-1 LO lH CM OT CM 00 a LO Ir- © 00 IO Eh CO © lO CO V, cc LO co J- 00 © © LO LO 00 © CM iO LO LO LO © CM Ttl © CO CO LO © © © Oi OT © lo CO OT © ,_, H rH ,_, rH CO 1-1 " 1-1 1-1 " 1-1 tO rr\ in © Tfl CO OT rH ,_ CO © o cc 1-1 J.- © OT CM CM 00 © LO Tfl J> cc to to © CD © CO CO fc- r— © © © 55 to © © LO Tfl OT © CD © fc- fc- © © OT B OT © CO CO co Tfl LO H. © fc- © © © fc- O OT s fc- © CO CM LO © 00 to OT OT CM OT fc— © CM © OT © CO CO © LO 00 CO 00 CO Tfl © © HH OT CO 00 CM © Hi CO o rH © OT CO © Tfl OT CO eo CO CO TO © OS OT CO CO to ob OT © tO © Hi CO CO © 00 © Tfl OT OT Tt- IO a to © © 00 CO © © rH Tfl OT 00 t- to Tfl OT OT 00 to Tfl 00 Ir- s eo CO to r- Ttl © lO <M s OT ■ IN © Tfl © Tfl Tfl © © tO © fc- © OT © fc- © © © Tfl CT. tO © LO cc OT CM © CO CO iO © CO 00 00 in © 00 3 a 00 © © © OT © fc- Tfl OT OT CO © o o oo © CO a OT CO © Tfl i— © © SO © © J> © © OS to CO Tfl to © Tfl © - © Tfl OT s OT OT -_# o © 00 Hi o to OT Jr- OT OT © o to CO Tfl CO © fc- CO fc- CC fc- Hi © cc OT OT CO © c OT © Tfl © ft 00 © OT CO eo LO © HH 00 fi -3 g i -2 __ S_- (N fi fi V fi .6 s 'I Ph ■2 lice. __ — S « s ff S tf tf tf CO 93 __ c_ XXXV111. Public Schools Report. 1906 13 _S o ao rH IO o ao &2 "8 _^ 75 8 P Ph T3 2 m PQ a pq EH 'jfjjauioao •BjqaSjy •uojiBJiisnaj^ oo rH ■ . . '. '. eri . '■ '. r-i ■ '• . LO »0 ...... LO ■ • ■ Tfl ■ • • •ajniinojjSy ■aouBjadtuajj OT---I—I.CC OO 1— © ■ • rH OT---10.-HH----LO !-_ fc- . . Tfl ■ .... aq . . ... •oisnj\r OTi—I 1—' IO CO rH © © ■ - ■ . © © -H © rH • 1- LO fc- OT©COCMOJr—LOi—i ■ ■ • -© Or-.COM • 00 © -^i iOOTiHrH©TflCC©---- ©TflrH—. •soiuaqisqBQ OTrHrHLOfc-LOvOHH -CO ■ O ©LO©CO©fc- ©© CM©COCM©rHHrlrH ■© • ■© Oi-HCOCOCOOOHI© LOCMrHr-i©LOCOO-,H ■• © Tfl rH i-H tji -fl iH 00 ■ ■ - CO HH I- © © •^jOMajpaa^ =P : ; : £; M N • « ; ; : Tfl © - CO ■ OT CO -CM CM rH • ... •Suidaa_^-_f[Ooa CO - • CM Tfl . - CO © CO ■ rH © '■ Tfl Tfl ■ -Tfl - Tfl ■Suiavejq; 00 CO O © © © — 00 © -* © © rH ©© -CMCOl--©© ©OT00iO-HrHr-i©THIr-00iOTfi O —I • lO t- 00 Tfl .O LOOT ©lOTflOrH OT ©lo-i—tjh tji rH ■aiiaTS^TJ OOrHi-iLO©©COTfl©COHH©rH ©©©©COt-©© """.^'-l | CD©COOT©rHCOrHi-.LOCX;LOOT ©rHCOHHfc-COTfl© ptre suossaq; ajnjBtf i LOOTrHrHOLOLooi-. ih coiorHrHHH •* H •_£qc_Bj.8o90 OOHHCO©r-Ir-OOCOLOO©©CQ OT CO © CO rH -rHTfl rHr-iCOLO©00©Tt'©CO©CCJr- © lO CO © rH -00© COrH LOCOOT-Hi rH CO tj. i-t -Hi • CO r-t ■Ajoisih M/Srjija CDCOCO ©COCO©-iO©©©© COOT • 'OS .—I Tfllr-CO • OT CO O CO © CO Tfl CO Hi ©CO ■ -CO -00 OT LO OT CJ 1 CO rH CO CM • • OT ■ CO • •XJOISIH UBipBU'BO ©COCO . © CO X © LO O © © © CO© ■ -OT -CM Tfllr-CO .OTCOOOO©COHiCOHH OCO ■ 'HH -OT OT lO OT OT CO r-H CO CO - ■ CO • CO - TflrHfHiOOO©COTfl©Ir-©COr-l ©©©©COlr-©© ■Mi.amn.TTU OT©COOT©J-COrH —i©CO©0 Ot-COOTJr-COHi© oijaiuqjijy -.nOTrHrHrHioioorH rn cc ©lotHi-hta -a. ,_ •uoiiisoduioo ©OTCC©OT©—'Hir-fc-©00—' fc-CMrHOCO©rHT|l CD00C0LOCCiOG<lC0fc-©00©O Tfl©TflOTfc-CO00© COrH COHHTflJr- CC COTfl ,h Tfl ;OrH •jbuiutbj*) qsnSug; COOT - . © © © © CM LO © LO © r-00 ■ -OT -cm OTOT - •CCOTt-OTCOrHTflrHOT Tfl fc- ■ ■© -OT fM - ■ CO OT iH CO rH CO OT - • OT - CO • "ajniBjaiiT qsijSug OOTtt - © CO © CQ © rH Jr- CO © © TflCO-HOCOO©C_0 rHHH • O CO OT fc- CO 00 © © LO © t_,io-qh©£— COiOt- CCi-H- t- Tfl CC CC l-< TflTfl Tfl OT •Jguuiadg puB uoijBiaia 00rH-H_O00©C0Tfl©e0©C0rH ©©©©COt— ©© CO©COOT©l— COi—I.HOCO©© © rH CO © Jr— OOHl© LOOTrHr-trHLOLO©rHrHiH CC © IQ rH OT Tfl TflrH ■SuiJHM 568 261 131 125 1168 576 533 1014 116 103 139 98 301 609 519 189 209 473 446 199 1 CMOT . rH Tfl GO OT r-i © OT © -fl © r— • . C6 ■ CD •_ap_3H w»i)_ | £ ™ :: "8 % Z ?, ™ ~ m " x S __ : : II : § : I CO rH CO Hi © © 1— © © X- H" OT fc-00 ■ •© ■©© •japBOHpaTqX fc- O CO --.-©OOrHrHrHOTTfl ©r-J ■ . Tjj ■ CO OT •japBay; puooag OrHiO©©r-rHOOiOOO©OT LOCO - Ir- rH O Tfl fc- ©HHOTCC>O©'©00rHi—'OT LO -hh© -CMiOOTOTOT 1 . © OT CO OT © © © © OT © CO CO OT rH rH CO Tfl © -rH •JOpUaH WIS. .CO«-,0.-00>rHrH,N rH .« «. „ CD CO rH ; « , © GO CM ■00©OT©iHlO©lOlO TflCCOT© -fc- •© •_8IBt_a PU003S | ..COrH-O-. t-COCOrnr, ■* f _.;«;* •JOUlUcI }SJIJ ©©©©fc-COCCOOTfli-HOTI— © -HCO©CO • rH -LO ©Tflcc©oo©©fc-OTCocoec© © © © © -co ■_- -i 1 o n o Ul a H fi < o Vancouver.—Concluded. Fairview School ( 9 Div'ns) Do. West m ( 4 ,. ) Grand View n (3 n ) Model n (2 ii ) Mt. Pleasant, i. (19 n ) Roberts ,, (10 u ) Seymour „ (9 h ) Strathcona ,, (17 h ) Vancouver, East (2 Divisions) Vancouver, North (2 Divisions) .. Vancouver, South (3 Divisions) .. Vancouver, West (2 Divisions) ... Vernon (5 Divisions) Victoria: Boys' School (12 Div'ns) Girls' „ (10 „ ) Hillside „ (3 ., ) Kingston St. ' ,, (4 „ ) NorthWard „ (10 n ) . Rock Bay ,, (2 „ South Park (( (8 n ) Spring Ridge M (4 •■ ) 6 Ed. 7 Public Schools Report. xx xix. ! !J ; ; lO TT ■V) CO Hi © OT OT rH HH OT © * S H xl. Public Schools Report. 1906 'jfjiauioao ; ; ; ; « j ; ; • ■ ; ; rH ■BjqaS[V CO I :''::: h •uoijBjnsuaj£ 'aanitnoiJrc-V " ; : : : ; "aouBjadraax Tfl CC '■'.'.'. -z, '. ■Suidaa^-_r[ooa » OT LO OT OT © J-*- eo © C- 10 •somaqisi[Bo fc- co - CC LO CO I-t- ■ijjo-wojpao^i ::::;::::: lO Ci '.'..'. 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Public Schools Report. 1906 •_fjiaiuoao ::.:::: -« * : ,:BjqaS[v : 'UOIJBJnSU9J\[ •gjnjjnoijSv ; ; ; : _ : oo ■x_ CD s s ■■s> s o o •aouBjaduiaj, rH ■ X ■Suid99>[-^oog; ^ : : : : ^ ^ ; W OT © •somaqisquQ IO © Tfl OT • ■ © ■ ^ OT CC OT OT • - CM ■jtJOAYoipaaK : : : : : g • °° : g^ 3 : : - : eo o OS 1—1 •°IIIAVBJ0 Jr-©OiO©rHLfr,COHHOTr- -CO i—IrHOTOTOTOTOTOTOTCO -OT CO CO c- rH CO OT Tfl Tfl o C- t-H ■oisnuj © . . - CO ■ - hi OT OT ■ - • OT - • OT CM ■ ■ • : ; * i Sh cS 00 •auaiSiCjj _5> suossa'q a-miB^; LO©OTrH - Tfl rH CO rH IO OT X Jr- rH LO tH Tfl LO X LO © rH rH -tH rHOT OTOTrHOTrH CD r<3 •uoiiisodxuoo J— ©OTX©OTX©©rHJr-OCOLOHri©XIr-COXCOrH rH rHOTrH-HOT OT OT lO OT rH rH rH rH OT rH OT Tfl o HH no •£iois!H_ qsijug _0©©©CCXt-CO©LOCCCOIr-©©©TflOTTfl©Jr-rH rH r-i rHCOOT rH OTrHrH O eg •Ajojsih ubipbubq | ^^.g^^S^S^^SeS^^S^^^S^ft^ o s •jbuiiub.io qsqSug Ir-rHCMX©COlr-X©©rH_r-CC©©OTflX©OTfc-CC l-H rH —1 rH — OT Cj rH rH rH rH tM rH rH OT ■r. 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Public Schools Report. 1906 •iCrjamoao •uoijB.insuan; 'ajnijnoijSy ^3 _3 ■aouBjaduiax •Suidaa^-JLOog o '_ora_ir}_ir_0 | eo © o ao c8 oo r*. ID rfi &3 ID •73 CD 3 3 ft ■a 3 4H> CO rQ -T cq w rl pq EH •>[J0A\9Jpa9X SuiAVB.IQ •oisnjLr 'auai^H 29 suosson[ 9.iniB^i _r- r- io © 00 X OT CO © •uoijisoduioQ © o © CM lO OT •Ajoisih nstijig; © LO OT OT CO iO OT t- 'jCjOJSIH UBipBUBQ ©CM©©©OTCOiOXtf©tf © O ■rH "O CO CC ■jBuuuBjf) qsipsug j;- cm OT © O O cc lo CO X to CM OT CO CO ■AqdBJ^oao © © Tfl X CO LO X •oijaiuqjuy rH LO CO •a.injBjain qsq^ug; x o OT © tO © '_3U1TT9C_S pUT_ UOIJBjaiQ © X © OT t- © fc- fc- •ajniBjajiq to OT © •japiiaH qjjnoji OT O © ■japB9H pJiqj, •japean puooas Hjt jr- CO r-t CO I 3 •jap'Ba'u; jsji^j OT © OT OT © CO CC CM CM ■jauiijj puooag CM OT r- CO OT CO CC OT CM •jorauj isatji O CO © X CO BO rH © CO OT > > cS (* i» _ .0 __ KT .3 £" 6 Ed. 7 Public Schools Report. A li TABLE C—Public School Teachers and Trustees during 1905-1906. School. Teacher. Monthly Salary. Trustees. $55 00 45 OO 55 00 J. H. H. Nelson, Seo. (3); Mrs. D. Fraser (2); James F. Cooke (1). V. Lehman, Sec. (3); E. Naseon (2); — Flugel (1). J. A. H. Morrow, Sec; John Wilson ; E. E. Greyell. S. D. H. Pope Agassiz 50 00 60 00 55 00 50 00 L. B. Luther, Sec. ; George Lingard ; J. G. Scott. Mrs. F. E. Watson, Sec. (2); G. A. Spencer (3); A. VV. Heath (1). J. S. Richardson, Sec. (1); G. H. Bird (3); R. Wood (2). Benjamin Green, Sec. (3) ; D. Mulroney (2); O. Sandberg (1). J. Madgen, Sec. (3); J. A. Calbick (2); C. Peterson (1). Miss E. C. Ohlson Albert Canyon Miss L. M. Parrott , 50 00 Aldergrove, South 50 00 J. A. Nash, See. (3); A. Lindseth(2); Mrs. G. A. Warner(1). A. P. Woollacott 50 00 Miss S. A. Mills 60 00 R. W. Pirt, Sec. (3); Evan Davis (2); Jos. McBride (1). Miss H. G. Moffatt 60 00 Chas. H. Tye, Sec; M. Cragie ; YV. Forster. Anarchist Mountain A. A. McPhail 50 00 R. G. Sidley, Sec (1); Albert Letts (3); W. H. Gardner (2). H. Hodder. 50 00 W. C. Bournes, Sec. (2); J. M. Gillis (1); S. Williams (3). Armstrong :— Central, 1st Division.. Eli Wilson, B.A 75 00 1 J. M. Wright, Sec. (3); F. C. Wolfenden (2); J. McDonald 1 (1)* Do. 2nd „ 60 00 Do. 3rd ii 50 00 J 55 00 J. D. Fraser, Sec. (2); M. Dumond (3); R. Gumming (1). W. A. Dodds, Sec. (3); W. MacColloueh (2): A. B. Roberts (1). J. O. Robertson, Sec. (3); C. A. Finney (2); G. E. Rainsdell CO- R. S. Gallop, Sec. (3); Wm. Cotton (2); Jos. Lake (1). Wm. Owen, Sec. (3); Jas. Stables (2); F. W. Dowling (1). H. J. Whittaker, Sec. (2); R. Hay (3); E. A. Burnett (1). J. Parker, Sec. (2); Mrs. Hodder (3); E. Thompson (1). 50 00 Atchelitz 50 00 50 00 Atlin M. R J. Reid MissS. M. Hicks Barnston Island . .. 40 00 50 00 H. O. McClymont, Sec. (3) ; W. A. Strutt (2); Jas. Bur- biidge (1). Wm. Foreman, Sec. (3); Jas. Goostrey (2); A. T. Steele (1). A. E. Eckardt 50 00 A. McLennan, Sec. (1); Mrs. Geo. Williams (3); E. Johnson (2). A. Svisdahl, Sec. (2); John Widsten (3); H. B. Christensen Mrs. B. I. Jacobson, Sec. (3); Mrs. R. N. Livelton (2); Mrs. P. K. Piderson (1). B. A. McBeth 50 00 50 00 Thos. Miller G. Reiswig, Sec.; D. Reiswig; J. Woodward. S. Spioul, Sec. (3); W. F. Bouvette (2); G. McClure (1). C. W. Kevis, Sec. (2); Mrs. S. Hailey (1); Ewen Martin (3) W. J. Brett, Sec. (1); G. G. Dickson (3); Thos. Christian (2). S. Wright, Sec. (3); S. Morrow (2); Thomas Roberts (1). G. Pond, Sec. (1); E. O. Lewis (2); W. W. Craig (3). Blach Mountain Miss A. M. Howell 50 00 Boundary Bay Boundary Falls D. M. Hunter 50 00 Bowen Island W. A. Grafton, Sec. (1); R. Kallahin (2); R. Green (3). Geo. Mitchell, Sec; H. Atchison; E. Watkins. J. E. Murphy, See.; Charles Hole; A. Buck. G. E. Akerman, Sec. (3); Jas. Horel (2); T. H. Lee (1). R. L. Cliff, Sec. (3); John Mervyn (2); G. E. Clayton (1). Brownsville Burgoyne Bay 55 00 A lii. Public Schools Report. 1906 TABLE 0.— Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. Burnaby, West, 1st Divis'n. Do. 2nd n $60 0(1 50 00 50 00 60 00 50 00 50 00 50 00 50 00 55 00 50 00 50 00 50 00 50 00 60 00 50 00 50 00 50 00 50 00 65 00 55 00 50 no 60 00 100 00 75 00 60 00 50 00 60 00 60 00 50 00 50 00 50 00 65 00 55 00 65 00 50 00 55 00 50 00 50 00 50 00 65 00 65 00 ' 50 00 50 00 55 00 -Peter Gray, Sec. (2); Donald Ross (3); T. W. Mayne (1). E. Davies, Sec; A. Haine; A.Thompson. Miss E. A. Clark F. W. Blankenbaeh, Sec. (1); H. H. Evans (3); E. Hobbs George Sumner, Sec. (1); G. R. Northey (3); J. H. Leade (2). V. D. Curry, Sec. (3); H. Pratt (2); J. Todd, Jr. (1). J. McLeod, Sec. (3); Wm. McLeod (2); Wm. Jackson (1). C. Braithwaite, Sec. (2); Geo. T. Marrs (3); S.A.Harding Camjobelt Greek, Soutli Hugh A. Laughlin Miss E. A. Hilton N. C. Stewart Mrs. M. A. Offerhaus Canoe Creek, North Canoe Creek, South (1). A. Sweeton, Sec. (3); K. M. Tetloch (2); James Evans (1). J. Johnson, Sec. (1); W. J. Miller (2); J. W. Boyd (3). S. Simonsen, Sec; J. Holm; H. Jensen. G. R. Thompson, Sec. (2); J. H. Macdonald (3); Wm. M. Wolverton (1). -J. M. Miller, Sec. (1); C. E. King (3); W. W. Moore (2). Cedar Hill, 1st Division ... Do. 2nd ii Miss E. M, Reed Graham (1). D. W. Cochrane, Sec. (3); S. York (2); J. Marwiek (1). John Thomas, Sec. (3); R. Ferguson (2); J. Thomson (1). Charles House, See. (3); W. J. Keist (2); A. Blunt (1). A. M. Edmondson, Sec. (3); M. Clarkson (2); John Walker (1). Chemainus Landing... ... Chilliwack, High School.... Do. Centr'l, 1st Div, Do. ii 2nd ii Do. ii 3rd n Chilliwack, East Chilliwack, South, 1st Div. Do. ii 2nd „ . R. C. Fawcett, Sec. (2) ; J. P. Robinson (3) ; J. F. Mar D. C. Little, B.A shall (1). Mrs. A. E. Dixon Miss E. Bradlev " ' ' (1). J J. Parker, Sec. (31; John Stady (2); R. Harrison (1). 1 J. Arnold, Sec. (1); E. A. Wells (3); J. M. McDonald (1). Mrs. M. Carter, Sec.; F. C. Gerrard; J. Eik. Miss H. Olding H. B. McEwen E. M. Wiltshire, Sec. (3); Mrs. C. H. Duark (2); E. Stone (1). W. Saul, Sec. (1); W. R. Eagleson (2); Mrs. K. Pollard (3). J. C. Cavers, Sec. (1); J. Armstrong (3); H. Macdonald (2). fThos. Keith, Sec; James Dick. D. King, Sec (2); W. H. Hormon (3); M. Olson (1). Coal Creek, 1st Division... Do. 2nd ii Miss L. T. Keith W. G. M. Rolston Miss J. C. Bell A. H Peatt, Sec (2); Jos. Atkins (3); — Robson (1). C. J. Wilkes, Sec (3); W. Price (3); A. M. Beattie (1). Courtenay J. Macquarrie, Sec. (3); J. Bailey (2); T. Thorlakson (1). W. Robb, Sec (3); C. J. Moore (2); P. Downey (1). Dr. H. P. Millard, Sec. (1); Wm. Duncan (3); R. Carter (2). H. W. May, Sec. (1); W. Weeks (2); R. M. Colvin (3). G. W. Hall, Sec. (3); E. Erikson (2); R. W. Bruhn (1). N. B. Souper, B. A S. R. Roe 6 Ed. 7 Public Schools Report. A liii. TABLE C— Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. Cranbrook, 1st Division ... Do. 2nd ,, Do. 3rd ,, Do. 4th ii Do. 5th ii ... $90 00 75 00 60 00 50 00 50 00 65 00 50 00 45 00 100 00 90 00 70 00 60 00 45 00 50 00 40 00 50 00 50 00 55 00 60 00 50 00 90 00 50 00 46 00 45 00 60 00 50 00 50 00 50 00 60 00 50 00 40 00 55 00 50 00 55 00 50 00 70 00 55 00 60 00 75 00 60 00 50 00 60 00 60 00 ^ Mrs. J. S. Brock, M. A y ) Wm. Dyke, Sec; Arthur Vernon; W. L. Pollard. S. Erdstrom, Sec. (1); Mrs. H. B. Frost (2); A. F. Lindell (3). -Thomas H. Carey, Sec. (2) ; Thomas E. Bate (2) ; W. H. Campbell (1). E. W. Clark, B. A Cumberland, High School. Do. 1st Division.. Do. 2nd ,, Do. 3rd ,i Do. 4th ,, .. Do. 5th „ Do. 6th i, Miss B. Cameron ) J. D. Graham, Sec. (2); C; McRae (1); Wm. Chynoweth (3). T. W. Platton, Sec. (3); Geo. Parkinson (2); W. T. Hav- hurst (1). John Oliver, M. P. P., Sec. (2); Thos. Robertson (3); John Weaver (1). W. Baikee, Sec. (2); J. J. Bannerman (3); R. Swan (1). Wm. Taylor, Sec; A. Combatly; W. Fox. H. E. Brown, Sec. (1); G. A. Kerr (3); W. H. Vickers (2). James Raby, Sec. (3); Alex Merrill (2); Wm. Miller (1). Jos. Sherlock, See. (3); A. H. Goldsmith (2); A. F. Carmichael (1). Delta Dolan's Comers MissE. N. Walls , ... Miss E. L. Etheridge Wm. Plumm, Sec. (3); H. D. Layland (2); A. R. Kinnear (1). M. Melander, Sec. (3); Wm. Roberts (2); K. Johnson (1). Duncan, 1st Division Do. 2nd I, S. B. Netherby Miss Colina Black Miss A. T. Forrest JR. S. Henderson, Sec. (1); J. Weismiller (2); E. Castley j (3). P. Byrne, Sec. (3); F. Thrusseli (2) ; Mrs. A. A. Woolard (1). S. Churchill, Sec. (1); John Cook (2); J. Hague (3). E. Bailey, Sec (3); Thos. Needham (1); A. Renward (2). Wm. Campbell, Sec. (3); P. Jeune (2); Wm. Richardson (1). Eholt Miss E. C. Donnan G. H. Sluggett Elk Lake Elko Enderby, 1st Division .... VS. Teece, Sec. (2); F. Pyman (2); James M. Mahon (1). MissF. E. Baker R. G. Gordon Thos. Kidd, Sec (3) ; Wm. Baxter (2) ; J. McMyn (1). J-J. Finmore, Sec. (3); F. Guest (2); A. Stewart (1). Esquimalt, 1st Division ... Do. 2nd ,i . . Do. 3rd Dr. T. A. Wilson, Sec. (3); John Cunningham (2); Geo. J. Frizzell (1). -i Extension, 1st Division ... Do. 2nd „ Thos. A. McMartin, B.A [A. Michie, Sec. (3); J. Gordon (2); J. Brambley (1). A liv. Public Schools Report. 1906 TABLE 0.— Public School Teachers an d Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. Fairfield $50 00 55 00 50 00 50 00 110 00 75 00 55 45 . 55 45 55 45 55 45 50 00 55 00 50 00 50 00 50 00 50 00 50 00 50 00 65 00 50 00 40 00 50 00 40 00 75 00 00 00 50 00 50 00 60 00 110 00 126 00 85 00 70 00 65 00 65 00 70 00 50 00 50 00 100 00 60 00 55 00 50 00 50 00 50 00 55 00 G. E. F. Webb, Sec. (3); D. W. Johnson (2); M. McSween (1). R. H. Parkinson, Sec, (2); W. U. Bate (3); D. Coristine (1). A. C. Cummins, Sec. (2); J. Z. McKinnon (3); J. C. Kirkpatrick (I). Andrew Barr, Sec. (2); S. Hungerford (3); J. H. Gibbard (1). Ferndale Fernie, 1st Division. Do. 2nd ,i Do. 3rd ,i Do. 4th ,, Do. 6th ii Field Fort Steele G. L. Pedlar Miss Edith Dalby -Dr. D. Corsan, Chairman (2); C. J. Digby (2); E. L. Wriglesworth (1); J. W. Nunn, Secretary of Board. J J. Burnham Sec. (2); A. Patterson (3); J. H. Miller (1). A. B. Fenwick, Sec. (2); Dr. Hugh Watt (3); Alex. Chis Miss M. L. Field Miss J. R. Nicholson M. W. Mitchell Miss L. G. E. Rath Foster's Har holm (1). C. McGillivray, Sec.; Wm. Kane; F. Watkinson. R. Eastham, Sec. (2); James Adams (3); Wm. Griffith (1). Gill G-lenemma James Gray, Sec. (2); John Cox (3); W. N. Shaw (1). J. Jl. N. Fraser, Sec. (2); V. F. Dunn (1); W. Botfleld (3). F. A. Murchison (2); R. Grubb (3); Alex. Craig (1). A. W. Cooke Miss H. R. Peck E. Y. Gillis A. Cartwright, Sec. (3); John Rogers(2); Chas. Gardiner (1). E. L. Gill, Sec. (3); P. Nicholas (2); Thos. Kirkpatrick (1). Alex. Ferguson, Sec. (3); J. R. Smith (2); Thos. Smith (1). Mrs. W. H. Vaux, Sec. (1); Mrs. Lee (2); George Mark (1). John Cornock, Sec. (1); P. McMillan (3); H. Leaf (2). Do. 2nd ii Do. 3rd R. Landells, B.A James Tait, Sec. (3); A. R. Stewart (2); A. J. Annand (1). l^G. E. Sanborn, Sec. (3); James Henderson (2); S. E. | Hambly (1). W. B. Wellwood I. Browne, Sec; W. Payne; Robert Ward. G. F. Watson, Sec. (1); W. J. Williamson (3); G. Vantreight Grand Forks, High School Do. Central, 1st Div. Do. .. 2nd ,i Do. .. 3rd ii Do. ii 4th ,i Do n 5th i, Do. ii 6th ,, G. W. Clark, M. A W. H. M. May (2). W. E. Hoadley Miss M. L. MacNutt -H. C. Hannington, Sec. (2); I. A. Dinsmore (2); Wm. Spier (1). T. H. Mansfield, Sec. (3); Thomas Gough (2); Wm. Stevens (1). C. H. Williams, Sec. (3); I. Grieve (2); John Beech (1). Greenwood, 1st Division.. Do. 2nd ii Gulfside Hammond \l. H. Hallett (2); C. J. Eales (2); E. T. Wickwire (1); j G. B. Taylor, Secretary of Board. Miss A. H. M. Mason, Sec. (3); A. Read (2); D. Black (1). E. C. Johnson , Sec. (1); Mrs. A. Pengelly (3); N. Kitzel (2). 0. M. Dale, Sec. (3); 0. J. Miller (2); E. J. Bond (1). H. Firguson, Sec. (1); Robert Stephens (3); J. Carlton (2). John Ritchie, Sec. (1); Jas. Robertson (3); John Jackson (2). 6 Ed. 7 Public Schools Report. A lv. TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. $60 00 50 00 -i Do. 2nd n Miss I. A. Gillies VA. E. H. Spencer, Sec (3); Jas. Leask (2); Mrs. Wall (1). 55 00 Thos. Kilby, Sec. (3); R. A. Trethewey (2); Alex. Duncan (1). Miss M. J. Murray 55 00 50 00 75 00 J. A. Catherwood, Sec. (3); A. McTaggart (2); Thomas Bradner (1). R. S. Sargent, Sec. (3); J. E. Boyd (1); R. E. Loring (2). Hedley 55 00 S. L. Smith, Sec. (3); G. B. Lyon (2); J. A. Schubert (1). Miss C. Harrington 40 00 Mrs. J. H. Bears, Sec. (3); A. E. Raab (2); F. Parnaby (1). Miss J. M McRae 40 00 50 00 65 00 Mrs. J. T. Lapworth, Sec. ; Mrs. W. H. Davenport ; Mrs. P. Johnson. E. Aslatt, Sec (3); H. E. Burns (2); James Fletcher (1). Miss G. M. Patterson .Miss M. D. Lamont 50 00 F. Munroe, Sec. (3); M. McGillivray (2); M. Murphy (1). Mis3 A. W. Griffiths 50 00 P. W. Mooney, Sec. (3); E. N. D. Forbes (2); P. H. Peterson Ingram Mountain ... 50 00 (1). S. L. Barbar, Sec. (1); H. Bruce (3); C. H. Weed (2). C. F. Lallemand Miss M. Chapman 55 00 50 00 C. R. Austin, Sec.; Charles Blair; George Litckie. Isabella Point J. T. E. Palmer, B. A 45 00 William Lumley, Sec; J. Pallow ; T. M. Jackson. 50 00 F. L. Humphrey, Sec; F. C. Humphrey; Jas. Beckwith. Thomas Gilpin, Sec. (3); F. H. Pearson (2); P. M. Bylander (1). W. P. McCormick, Sec. (2); W. J. Marsh (3); G. A. Boyle (I). Miss F. M. White 50 00 .Jubilee Miss C. E. Lindseth 45 00 60 00 60 00 105 00 ) Do. 2nd ii V A. R. Millard, Sec. (2); J. Smith (2); J. A. Metcalf (1). Kamloops, High School ... Do. Central 1st Div. > E. S. Wood 100 00 Do. 2nd ii Do. 3rd n Miss E. M. Burris, B. A Miss Emily Beattie 75 00 60 00 V-W. H. Edmonds, Sec, (2) ; C. H. Strutt (2); John Hopgood (1). Do. 4th „ Miss S. E. Walker 60 00 Do. Sth n 60 00 100 00 J Kaslo, High School Geo. Hindle, B.A ~* R. V. Clement, B. A 75 00 65 00 Do. n 2nd i, Miss A. G. Donovan, B.A Id. P. Kane, Chairman (1); A. W. Goodenough (2); R. Hendricks (2); C. R. Garland, Secretary of Board. Do. ii 3rd ii 70 00 50 00 75 00 60 00 J. T. Firkins, Sec. (3). A. E. Ades (2); V. Richmond (1); 'i Do. 2nd , W. J. Clement VW. J. Knox, Sec. (2); W. 0. Hunter (2); J. F. Burne (1). Do. 3rd „ 50 00 50 00 T. J. Woods, Sec. (1); James Wilson (3); John Fraser (2). S. Walker. Sec (3); W. C. Jones (2); T. L. Smith (1). Kensington, Fast, .... 45 00 Keremeos .. 55 00 D. J. Innis, Sec (3); F. Richter (1); R. Elmhurst(2). 50 00 B. Hacking, Sec. (3) ; Robert Clark (2); D. Evans (1). W. Clayton, Sec; W. Vance; J. T. Reid. Miss C. Hall 65 00 0. A. McKinlay, Sec. (3); George Anderson (2) I. Ogden (1). Geo. Forbes, Sec. (2); John Wright (3); W. A. Wright (1). Lac la Hache, North . 55 00 A Ivi. Public Schools Report. 190& TABLE 0.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. F. B. Dixon % SO 00 \ Do. 2nd ti Do. 3rd m R. W. Fleming Miss B. M. Carss 65 00 50 00 If. J. McKenzie, Sec. (1); D. McKee (3) ; Wm. Living- / stone (2). Do. 4th ii 50 00 j Ladysmith, 1st Division ... 92 50 1 Do. 2nd ii B. S. McDonald 80 00 60 00 55 00 45 00 40 00 40 00 50 00 Do. 3rd ii Do. 4th i, .... Do. 5th n 1 C. H. RiUmming, A Chairman. j Henry Hughes, J-One year. }-Andrew Robertson, ) Do. Cth ii Henry Carroll, ~\ Do. 7th ,, Do. 8th ii F. W. Greaves, J J. Stewart, Secretary of Board. Do. 9th it 60 00 J 60 00 55 00 C. B. Jones, Sec. (3); James Holms (2); Jas. Pirn (1)_ A. Holding, Sec; D. M. Coulter ; W. H. Rawlison. Langley Miss K. ____. McKinnon 50 00 C. E. Armstrong, Sec. (2); H. Harris (1); W. Knox (3). John Logan, Sec (3); J. H. Castleman (2); A. Duffey (1). Dr. E. J. Offerhaus, Sec (3); A. McQuarrie (2); W. G. Marshall (1). C. H. Pigott, Sec; E. Higgins; W. Gage. 50 00 50 00 40 00 Laso A. F. B. Church, B.A 65 00 D. Hurley, Sec. (3); A. W. A. Phair (2); H. J. Keary (1). R. Blake, Sec. (3); A. Docksteader (2); H. Morgan (1). 60 00 50 00 50 00 Jas. Bellamy, Sec (3); Wm. Newby, (2); J. J. Meade(3). Robt. Gordon, See. (3); J. Thompson (2); D. E. McKay (1> C. Christian, Sec. (1); C. Quesnel (3); F. Morand (2). 55 00 50 00 45 00 P. Westover, Sec; Mrs. R. Maginnis ; W. Davidson. A. F. Hautier, Sec. (3); G. W. Frederick (2); B. Rebagli- ati (1). 65 00 50 00 50 00 JMCabel lahe S. B. Campbell W. G. Procter, Sec. (3); A. A. Sigalit (2); C. A. Sigalit (1). 50 00 50 00 Owen Marion, Sec. (3); L. Town (2); E. C. Carpenter (1). Miss K. M. Lettice E. W. Blake, Sec. (3); F. T. Elford (2); A. M. Furlonge (1).. 65 00 A. Jarvinen, Sec; J. Tynjala ; J. Malin. Joseph Protean, Sec; L. Luenville; H. Furgusson. Alexander Herd, Sec. (3); Mrs. J. S. Wellburn, (2) ; Mark 50 00 60 00 50 00 Maple Ridge, 1st Division . Green (1). Do. 2nd ii Miss A. L. Murgatroyd )-John Laity, Sec. (3) ; E. W. Beckett (2); J. C. McFar- ) lane (1). 50 00 E. Bennett, Sec. (3); Wm. Owen (2); John Moser (1). 60 00 60 00 60 00 G. H. Tibbitts, Sec. (1); E. J. Clavton (3); Dr. L. C. Bishop- (2). Do. 2nd „ .... Alfred Broe \k. A. Cruickshank, Sec. (1); N. Machell (3) ; A. Mangan J (2)- Miss C. L. Woodward 50 00 W. Cayzer, Sec. (1); F. Robson (3); W. F. Collinson (2). 50 00 T. G. Stothard, Sec. (3); H. Helgesen (2); Mrs. W. Fisher (1). J. R. Scott, Sec. (1); Miss R. Davies (2); Miss H. Jackson (3). Miss A. N. Anderson 60 00 6 Ed. 7 Public Schools Eepoht. A lvii. TABLE 0. —Public School Teachers and Trustees during 1905-1906.—Continued. School. Michel, 1st Division Do. 2nd n Midway Minto Mission, 1st Division Do. 2nd ,, Monte Creek Moodyville Morrissey Morris Valley Mountain Mount Lehman Mount Sicker Moyie, 1st Division Do. 2nd i, Mud Bay Nakusp Nanaimo.— High School, 1st Div.. ii 2nd T( .. Central, 1st Division .. it 2nd „ u 3rd ,. ,i 4th „ ii 5th n u 6th ii n 7th „ i. 8th „ m 9th ii ,, 10th i, Middle Ward, 1st Div.. „ 2nd „ .. ri 3rd ,i .. ii 4th „ .. South Ward, 1st „ .. ii 2nd „ .. Nanaimo Bay Nanaimo, North Nanaimo, South Nelson :— High School, 1st Div.. ii 2nd ir .. ii 3rd |, .. Central, 1st Division.. Teacher. Alexander McLeod Miss M. Johnston Mrs. E. Castleman Miss A. Hunden B. R. Allen Miss C. E. Murray Miss M. K. Currie Miss A. C. Carss Miss E. St. J. Robertson Miss Constance Williams Thomas Bryant Mrs. L. B. Harlow E. L. Tait John Simpson Miss L. J. Brunton E. W. Ogilvie. Miss J. Mebius G. G. Sedgwick, B. A ... Miss G. D. Burris, B.A . John Shaw Ellsworth Foy Miss L. A. Mebius Miss M. V. Haarer Miss M. Woodman Miss A. Woodman Miss M. M. Frame MissM. B.Grant Miss I. K. Haarer Miss R. George Miss M. O. Dingwall Miss Fanny T. Dick. ... Miss E. Brown Miss F. Lawrence Miss R. Duncan Miss Isabel M. Leask .... Miss M. Cairns Miss G. E. Gibson Miss Kate Cairns C. McL. Fraser, M. A W.J. Baird, M. A Mrs. W. Pearcy, B. A ... Albert Sullivan Monthly $65 00 50 00 60 00 50 00 60 00 50 00 50 00 50 00 65 00 50 00 55 00 55 00 60 00 60 00 50 00 55 00 60 00 115 00 85 00 100 00 80 00 70 00 65 00 60 00 55 00 50 00 45 00 40 00 55 00 55 00 50 00 45 00 40 00 55 00 40 00 55 00 55 00 55 00 115 00 100 00 75 00 125 00 [John Perrin, Sec. (1); A. Kennedy (3); L. Rauthel (2). Thos. Hardy, Sec. (2); J. H. McNa__.es (3); J. R. Ferguson (1). W. C. White, Sec (3); W. J. Harrigan (2); Alex. Wain (1). A. T. Watkins, Sec; John B. Cade; E. T. Jones. Wm. Harrison, Sec. (3); Thomas Morrison (2); R. Lambert (1). S. A. McDowell, Sec; S. Hamilton ; C. A. Mee. J. Chessen, Sec. (1); Mrs. E. Bales(3); Mrs. T. Weaver (2). Wm. Badcock, Sec. (1) ; Robt. Kelly (3); M. T. Westwood (2). C. J. Payne, Sec. (2); Alex. Gillis (3); Jas. Dennison (1). J. H. Hemsworth, Sec; John Hamilton; A. H. Ridsdale. ) J. Woodward, Sec. (2); — Sexsmith (3); J. B. Loney (1). F. W. Jordon, Sec; Thos. Abriel; Edward Quennell, "1 Chairman. I A. E. Planta, J-One year. E. C. Barnes, William Manson, M.P.P., •) George D. Barlow. ) S. Gough, Secretary of Board Two y .ars. I Robt. Rivers, Sec. (3); P. Gordon (2); Wm. H. Vator (1). R. Gibson, Sec. (1); Jos. Dickinson (3); S. Mottishaw (2). N. Williams, Sec.; George Ashworth ; Y. Ti.su. A lviii. Public Schools Report. 1906 TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. Nelson.—Concluded. Central, 2nd Division. .1 3rd „ .. ii 4th 11 ii oth It ii 6th 11 ii 7th 11 ii Sth ,i .. .. 9th ii .. New Denver 1st Division.. Do. 2nd ii New Westminster. :— High School 1st Div.. ii 2nd „ .. ii 3rd n .. Boys'School, 1st M ■■ ii 2nd ,, .. n n ti 3rd n .. 4th „ .. 5th ,, .. ii 6th ,, .. ii ii 7th „ .. 8th ,1 .. Oth ,, .. Girls' School, 1st ii .. ,. 2nd ii .. ii ii ii ii ii ii 3rd „ .. 4th ,, .. 5th „ .. 6th ,. .. 7th ,. .. Sth ,, .. 9th „ .. Sapperton, 1st Div.. ti it 2nd „ .. 3rd ,, .. Westsidt , 1st Division. it 2nd n ii 3rd ,. .1 4th „ Manual Training School... Niclcel Fit tte Nicola, Lower Miss K. Scanlan Miss M. EC. Moody, B.A Miss E. S. DeBou Miss L. Thomas, B. A. . Miss M. L. Moffatt Miss A. O. Barber Miss E. S. Shrapnel. .. Miss E. Thom John Stephen, M.A Miss B. G. Eastman H. M. Stramberg, B.A. Joseph Clennin, M. A .. W. Lloyd Lodge W. C. Coatham N. Strople F. O. Canfield Miss Jessie F. Rowan ., Miss C. McNiven S. B. Peele Miss Elsa K. Burnett... Miss E. K. Pringle Miss M. Winter Miss E. Rogers Miss J. Patterson MissE. J. Blair Miss E. M. Gray Miss M. S. Homer Mrs. A. C. McDonald.., Miss M. F. Homer Miss F. W. Banton MissM. E. Whelen J. J. Ashton, B.A Miss M. A. Fraser .... Miss Mabel V. Wood ... R. J. Hall Miss K. Draper Miss E. G. Wardle Miss I. M. Marshall .... W. Nelson Miss M. R. Ford Miss B. Macdonald Mrs. C. P. Starret Monthly ' Salary $80 00 70 00 65 0C 60 00 60 00 60 00 60 00 75 00 65 00 50 00 110 00 90 00 80 00 95 00 70 00 70 00 57 50 57 50 57 50 50 00 50 00 60 00 85 00 65 00 65 00 57 50 52 50 52 50 50 00 45 00 60 00 70 00 52 50 52 50 80 00 55 00 52 50 52 50 66 67 55 00 55 00 55 00 ■ Trustees. One year. R. J. Steel, G. A. B. Hall, M.D. A. D. Emory, "j Chairman, E. C. Arthur, M. D., [-Two years. Secretary I F. W. Swannell. 1 u. Mclnnes, Sec. (2); W. S. Drewry (3); J. C. Harris (1). T. J. Trapp, Peter Peebles, •J. W. Creighton, James Cunningham, John Peck, y Two years. Chairman. f One year. Rev. Robt. Lennie, Secretary of the Board. ) W. L. Bragg, Sec. fl); G. P. Jones (3); E. Mills (2). Dr. G. H. Tutill, Sec. (3); W. Clark (2); R. A. Fraser (1). James Smith, Sec. (2); D. Mclnnes (3); J. Cleasby (1). 6 Ed. 7 Public Schools Report. A lix. TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. Nicomen Miss M. S. Archibald $45 00 45 00 James Russell Sec. (3); H. Miller (2); Thos. Yeomans (1). Nicomen, NortJi Miss E. Tibbatts J. F. Harris, Sec (1); George Smith (2); W. N. Burgess (3). 60 00 50 00 [g. T. Gartell, Sec (1); A. Douglas (3); Wm. Clark (2). Do. 2nd ,, North Bend 55 00 00 00 50 00 5- Wm. Rivers, Sec. (1); J. Peterson (3); J. Taylor (2). ii 2nd ,i F. W. Smith Miss H B Smith 50 00 T. D. Mitchell, Sec. (3); G. Sutherland (2); S. Armour (1). W. C. Graham, Sec. fl); J. B. Manson (3); A. McLean (1). J. D. Gifford, Sec (1); H. C. Morris (3); G. Taylor (2). Mrs. K. A. Burrell, Sec. (3); A. F. Gibson (2); H. Hewitt (!)■ A. Patterson, Sec. (3); W. A. Scott (2); J. Dilworth (1). North Thompson, West .. Miss M. T. McArthur 60 00 Notch Hill 50 00 55 00 Miss C. J. McDonald 55 00 Okanagan Falls T. A. McGarrigle, B.A 50 00 50 00 •Okanagan landing.. Miss L. S. Wright Okanagan Mission 50 00 M. Hereron, Sec. (3); Jos. Christian (2); R. S. Hall (1). Okanagan, South 50 00 55 00 Otter C. H. Williams, Sec. (3); S. Monahan (2); W. McDonald (1). T. N. Hays, Sec (3); Thos. Mellish (2); F. Huggins (1). S. Kenyon, Sec. (3); A. Transfleld (2); S. Jackman (1). 50 00 50 00 Miss E. T. Smith Oyster, North 50 00 D. J. Thomas, Sec. (1); George Baines (3); Jno. Cairnes (2). 55 00 65 00 50 00 Peachland, 1st Division ... C. G. Elliott, B.A Im. N. Morrison, Sec. (2); R. J. Hogg(3); J. L. Vickery(l). ) Do. 2nd .. Pender Island 50 00 Evan Hooson, See. (3); S. Percival (2); Jas. Auchterlonie (1). M. B. Martinson, Sec. (3); J. R. Mitchell (2); T. Roadhouse (1). 50 00 90 00 65 00 Do. 2nd „ Miss R. Wall j tofskj (2). 55 00 50 00 60 00 50 00 Port Kells John Yeomans, Sec. (3); H. Taylor (2); James Jenkins (1). -1 Do. 2nd ,i Miss V. E. Henderson VJ. A. Cote, Seo. (2); R. Abernethy (3); John Ems (1). 55 00 50 00 W. J. Mufford, Sec (2); R. B. Hutchison (3); J. H. Mufford (1). J. A. Darke, Sec. (2); C. J. Thompson (3); J. G. Robertson . (1). F. W. Groves, Sec. (3); Hugh Hunter (2); W. C. Lyall (]). Prairie Valley Miss A. E. Elliott 50 00 55 00 James Robertson, Sec (2); F. Haycroft (3); A. T. Wood (1). J. A. Fraser, Sec (3); W. T. Ewing (2); H. Moffatt (1). J. Georgeson, Sec. (3); J. M. Walker (2); H. Beal (1). H. T. Stanes 40 00 Revelstoke :— High School C. B. Sissons, B.A 125 CO 1 Central, 1st Division... Do. 2nd ., Do. 3rd „ A. E. Miller J. T. Pollock Miss B. Hislop, B. A 110 00 85 00 65 00 Alexander McRae, -| Chairman. 1 T Henry Floyd, flw0 3eius- Secretary.) Do. 4th „ 60 00 r A lx. Public Schools Report. 1906 TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly- Salary. Trustees. Revelstoke.—Concluded. Central, 5th Division .. Do. 6th ii Miss E. B. Hobbs .60 00 55 00 50 00 60 00 50 00 50 00 50 00 50 00 60 00 50 00 50 00 125 00 112 50 80 00 70 00 62 50 65 00 60 00 70 00 90 00 62 50 70 00 50 00 50 00 55 00 00 00 50 00 40 00 40 00 50 00 55 00 65 00 60 00 55 00 50 00 45 00 60 00 50 00 50 00 55 00 50 00 60 00 Richard Anthony, ^ 1 Do. 7th ,i Do. Sth ,, Miss H. M. Grant Miss E G. Kingston Miss M. A. Clement J. T. Crowder 1 Robert N. Doyle. J ) H. S. Pittendrigh, Sec. (3); John McKenzie (2); J. S. Mc Hock Mountain Rocky Point. Lean (1). H. S. Edwards, Sec. (2); J. M. Bozarth (3); R. Pearson (1). John Wallace, Sec (3); H. Parker(2); Thos. Parker (1). Mrs. T. M. Deschamps, Sec. (2); Mrs. A. Antoya (3); Wm. Rosedale, 1st Division .... Do. 2nd ii Schulzkey (1). 1 J. S. Mercer, Sec. (1); B. Bartlett (3); Jas. Nelson (2). Angus McKay. Sec. (1); C. W. Greer (3) ; J. G. Anderson Rossland :— High School (1). "1 ii 2nd ii ii 3rd ,, J. B. Brandon H. P. McCraney, Chairman. } V Two years. ii 4th ,, 5th ,, ii 6th ,, ii 7th „ .. Cook Avenue, 1st Div. ii 2nd ii Miss J. M. Urquhart Miss E. Milligan W. Elley Dr. D. E. Kerr, j P. R. McDonald, N y I James Gibson, JnOne year. 1 W. J. Nelson, J Wm. McQueen, Secretary of the Board. ii 3rd ii Ernest 0. Wood ) L. Sharpe, Sec. (1); W. S. Burnett (3); Wm. Hallam (2). J. H. Monk F. G. Norris, Sec. (2); Geo. Sangster (3); Mrs. D. John (1). 0. A. Crandell D. Hammond, Sec. (3); J. W. Sluggett(2); W. S. Butler (1). P. Auchinachie, Sec. (1); Mrs. A. Robinson (3); D. Currie (2). Mrs. M. Bulger, Sec. (2); P. Anderson (3); W. E. A. Cray (1). C. F. Etter, Sec. (2); Wm. Grutchfleld (1); G. D. Bell (3). Do. West.... A. J. Hedgman, Sec. (1); F. Shaw (3); Wm. Kew (2). Miss B. Moore MissW. J. Gabriel Miss N. C. Smith Daniel Hurley, Chairman, (2); John D. Keenan (2); H. F. Pound (1). C. E. Lyons, Sec of Board. W. Rennison, Sec. (1); S. Calhoun (3); H. McQuillan (2). A. Fehr, Sec (2); J. B. Leighton (3); A. J. Smith (1). W. Endersby, Sec (2); F. Oliver (3); F. Klein (1). J. H. Price )j. W.Miller, Sec. (1); W. E. Buckingham (3); W. F. j Howell (2). Do 2nd n F. W. Garnett, Sec. (2); T. Chapman (3); — Sheppard (1). J. P. Shaw, Sec. (2); G. C. Chase (3); W. F. Graham (1). F. Finlaison, Sec; F. Warner ; J. Sigalitt. G. McKinlay, Sec. (3); John Brethour (2); A. Munroe (1). 6 Ed. 7 Public Schools Report. A b TA.BLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trustees. $50 00 50 00 A. P. McLean, Sec. (3); G. W. Armstrong (2) ; A. E. Tweeddale(j). A. E. Skinner, Sec. (1); J. Harper (3); J. O. Manzer (2). Miss M. L. Field 50 00 Mrs. J. M. H. Harding 55 00 GO 00 70 00 Simpson Slocan, 1st Division Dr. W. T. Kergin, Sec. (1); John Flewin (3); Mrs. J. M. L. Alexander (2). \Thos. McNeish, Sec. (2); J. A. Anderson (2); Peter Swan Miss L. McKinnon 65 00 J (I)- 50 00 50 00 C. H. Smith, Sec. (3); Wm. Adams (2); C. H. Dunlevy (1). A. J. Bell, Sec. (1); A. A. Mutter (3); W. Smithe (2). 50 00 50 00 50 00 J. S. Muir, Sec. (3); A. Harvey (2); E. J. Mufford (1). T. C. Oldershaw, Sec. (3); A. D. Donaldson (2); W. J. Burnett (1). C. T. Crozier, Sec. (3); H. Ehmke (2); D. Graham (1). Miss L. M. McD. Muir Spence's Bridge. ... 50 00 W. Maxwell, Sec; H. Koelkenbeck; T. Williams. 50 00 W. F. Hine, Sec. (3); J. Kidd (2); R. J. Fleming (1). Mrs. C. Lovell, Sec. (1); R. Lyndon (3); A. Cowan (2). 50 00 50 00 Henry Judd, Sec. (3); F. C. Thorne (2); Mrs. C. Kilby (1). Miss D. M. Webb 50 00 60 00 A. G. Miller, Sec.; M. Ball; E. T. Parker. Steveston, 1st Division ... Miss M. E. Findlay ) W. C Steves, Sec. (3); Thos. Bennett (2); A. B. Atkinson Do. 2nd „ 50 00 } ID- H. 0. Case 55 00 E. P. Ferguson, Sec (2); S. J. Jackman (3); S. Jones (1). 95 00 50 00 Jacob Zink, Sec. (3); D. Chadsey (2); H. Ball (1). 50 00 J. H. Keith, Sec (3); A. Pearson (2); J. Barrett (1). Miss M. A. Bowman 50 00 Mrs. A. Boley, Sec. (3); W. C. Bowman (2); Wm. Porter (1). Miss Minnie Smith, B.A 65 00 J. R. Bowen, Sec. (3); J. L. Logie (2); G. A. McWilliams (1). Miss L. J. Calbick 50 00 R. H. Quaggan, Sec. (2); D. Dove (3); C. Hansen (1). Miss J. L. Calbick 50 00 J. S. Reynolds, Seo.; V. J. McDonald; H. A. Olds. 50 00 N. V. Wickersham, Sec. (3) ; G. A. Boothroyd (2); A. Tappen Siding. Richardson (1). ■ J. A. Carlin, Sec (3); W. T. Smith (2); I. R. Redly (1). J. T. Kelly, Sec.; J. S. Dewar; T. W. Barbour. 50 00 55 00 75 00 60 00 50 00 100 00 65 00 50 00 50 00 Mrs. G. H. Scott, Sec. (2); Charles Stephenson (3); H. W. McGuire (1). It. F. Dunn, Sec; Capt. J. C. Foot; N. J. Campbell. 1 ) \ Do. 2nd ,, Do. 2nd ,| Miss M. E. Grenfell, B.A \ VJames White, See. (1); G. T. Weir (2) ; Archibald Mc- 1 Gregor (2). David Price, Sec. (3); W. Pybus (2); G. McCloskey (1). U. McPherson, Sec; O. W. Abrahamson ; E. L. Masterson. Do. 3rd ii 65 00 Tynehead 50 00 50 00 J. E. Hardy, Sec (1); G. W. Atchison (3); Mrs. M. Both- well (2). W. L. Thompson, Seo. (1); A. H. Lyche (3); G. Fraser (2). 60 00 E. Muschamp, Sec. (2); H. Glover (3); Geo. Campbell (1) John Hood, Sec. (1); G. U. Joyce (2); R. J. Walker (3). David Jones, Sec (1); F. A. Hall (3); H. V. Price (2). MissF. F. Whyte 60 00 A lxii. Public Schools Report. 1906 TABLE C—Public School Trustees and Teachers during 1905-1906.—Continued. School. Teacher. Monthly Salary. Trusters. Vancoover:— High School, 1st Div.. ii 2nd i, .. $150 00 130 00 125 00 100 00 106 00 105 00 105 00 105 00 105 00 40 50 95 00 90 00 90 00 57 50 110 00 90 00 65 00 50 00 50 00 50 00 50 00 52 50 50 00 55 00 50 00 55 00 50 00 115 00 80 00 07 50 60 00 60 00 50 00 50 00 65 00 66 00 47 00 52 50 65 00 47 00 55 00 52 50 \ ,i 3rd n .. 4th ii .. n 5th ,, .. J. K. Henry, B.A Miss Maud Hunt, B.A < ii fith ,, .. 7th n .. ii 8th M .. Stanley W. Matthews, M.A D. B. Johnston, B.A 1 ,i 9th i, .. n 10th ,, .. ii llth ii .. R. W. Suter, B. Sc Montague B. Saunders (substitute). ii 12th ii .. D. C. Little, B. A 13th ■■ . . A. E. W. Salt, B. A Cedar Cove School (Macdonald Schuol) Miss F. M. Currie D. M. Robinson, B.A ,i 2nd ,, .. ii 3rd ,, .. U. L. Fillmore, B. A 4th ., .. ii 6th „ .. n 6th ii .. Miss M. M. Watson, B. A Miss Mary A. MacLachlan ii 7th n .. Sth ii .. 9th ,i .. Miss A. Moore ,, llth ii .. n 12th ii .. Miss A. B Elmsly .1 13th ii .. ii 2nd ,i .. n 3rd ii .. G. E McKee, B. A 1 William Clubb, Chairman. j W. B. McKechnie, M. D., | V. W. Odium, 1 1 James Ramsay. )-Thomas Duke, ,, 4th n .. ,, 6th n >Two years. ,i 6th ii .. „ 7th „ .. n 8tFi ii Miss Kate E. Lane, B.A ....... .. S. R. Stephens, B A R. P. McLennan, VOne year. ,i 10th n .. J. B. Ferguson, J ., llth ii W. P. Argue, B.A., City Superintendent of Schools.. ,, 12th ,, .. C. W. Murray, Secretary of Board. Miss F. Parker, Assistant Secretary. ,. 14th ii ii 16th n .. Miss Winifred J. E. Creech 6 Ed. 7 Public Schools Report. A Ixiii. TABLE O.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly Salary. Vancouver.—Continued. $56 00 65 00 65 00 ii 17th i, .. ,i 18th M .. n 19th i, .. Miss Catherine Bethune (substitute) 40 00 100 00 80 00 ii 3rd it .. 50 00 ii 4th ,, .. 62 50 55 00 65 00 47 00 55 00 52 50 67 00 n 6th i, .. n 7th ,i . ii Sth ,i .. ,i 9th ii .. Miss E. Olding ,i West, 1st ii .. Miss M. N. McKenzie ii ii 2nd Div.. 47 00 57 50 47 00 40 00 ii ,i 3rd ,i , . Miss L. E. Frith Grand View Sch., 1st Div ii 2nd ,, 55 00 ii 3rd ,i Miss E. C. Parker 57 50 55 00 Model School, 1st Div.. ii 2nd i, .. 55 00 115 00 82 50 Mt. Pleasant, 1st i, ii 2nd ii .. H. B. King ,i 3rd n .. 62 50 52 50 50 00 i. 4th i, .. Miss D. 0. Caldwell, B. A „ 5th „ .. ii Oth ,i .. 50 00 ii 7th ,, .. 47 00 55 00 55 00 47 00 ii 8th ,, .. ii 9th i, .. n 10th „ .. ii llth „ .. 47 00 55 00 40 00 ii 12th ,, .. . ii 13th ,, .. Miss J. K. Austie (substitute) n 14th ,i .. 50 00 50 00 40 00 50 00 57 50 ,i 15th ii .. ii 16th ,, .. Miss H. B. Milne ii 17th „ .. Miss E. S. Snider n 18th ,, .. ii 19th „ .. Mrs. A. J. Colbeck 50 00 Roberts Sch'l, 1st ,, .. 110 00 ii 2nd n .. 90 00 A lxiv. Public Schools Report. 1906 TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Strathcona, Vancouver.—Continued. Roberts Sch'l., 3rd Div ii 4th „ i, Sth „ ,i 6th ,i n 7th ,, „ Sth „ n 9th ,, ,i 10th n Seymour Sch'l, 1st n n 2nd ,i ii 3rd n ,i 4th ,1 n 5th ,, „ 6th ii „ 7th ,i „ 8th ,i ,i 9th ii 1st ,, ,, 2nd ii n 3rd ii i, 4th n ,, Sth ,, ,i 6th ,i ii 7th ii „ 8th ,, i 9th n ,i 10th ,1 llth ,, ii 12th ,, ii 13th ,, li 14th „ ii 15th ti ii 16th ,, ,, 17th n Manual Training School. Drawing Instructor Music ii Domestic Science u Physical ti Vancouver, East, 1st Div.. ii 2nd n .. Vancouver, North 1st Div . Miss A M. Newsom . . MissR. M. Macfarlane Miss M. A. Lewis Miss Helen C. Allan Miss Pearl Musgrove Miss M. B. Johnstone Miss M. I. Fraser Miss E. D. Perkins, B. A E. II. Murphy William McDonagh Miss Mary Shannon Miss Leila Burpee Miss M. Truswell Miss W. Lawson Miss E. MacLachlan Mrs. Alice G. Shine Miss Constance Granger (substitute) G. H. Tom John Martin Miss B. Johnston Miss M. G. McKay MissG. A. Wilson, B. A G. A. King Miss C. A. Barnes Miss M. McKinnon Miss J. F. Curtis Miss Hilda M. Carter Miss 11. A. MacKay Miss Ethel L. Burpee Miss D. Cattell Miss A. E. McEwen Miss Edith L. Leek Miss L. McNair Mrs. E. A. Huggard fS. Northrop -? J. G. Lister I. W. A. McKeown . John Kyle George P. Hicks Miss E. Berry A. C. Bundy E. F. Clark Miss L. E. Hindle F. W. Templer Monthly Salary. $62 50 60 00 55 00 50 00 47 00 65 00 65 00 50 00 100 00 80 00 47 00 50 00 55 00 52 50 40 00 60 00 40 00 115 00 SO 00 80 00 65 00 60 00 60 00 55 00 55 00 50 00 50 00 47 00 50 00 50 00 47 00 50 00 65 00 40 00 106 00 90 00 90 00 100 00 100 00 62 50 70 00 60 00 50 00 60 00 -^ Geo. Bartley, Seo. (1); W. P. Peacy(2); A. R. Steacy (3). 6 Ed. 7 Public Schools Report. A lxv. TABLE C.—Public School Teachers and Trustees during 1905-1906.—Continued. School. Teacher. Monthly- Salary. Trustees. $50 00 75 00 1 Vancouver, South, 1st Div. ii 2nd ii 60 00 45 00 n 3rd ,i Miss P. C. Becker 60 00 60 00 } ,i 2nd ,, . Vernon:— High School 100 00 90 00 ■. Central, 1st Division .... John C. Robson ii 2nd ii .... ,, 3rd ii Miss Catherine W. McKay, B.A.... 60 00 50 00 50 00 . T. J. Cummiskey, Sec. (2); H. G. Muller (2) ' Highman (1). John „ 4th i, Sth ii Miss E. M. Bell 65 00 ) A.J. W. Dodds,B.A 65 00 T. D. Mansell, Sec. (3); B. Lundy (2); John Norton (1). 50 00 Mrs. Wm. Cotsford, Sec. (1); Wm. McFadden (3); Barker (2). Victoria :— High School, 1st Div E. B. Paul, M.A 130 00 108 33 108 33 105 00 83 33 \ ii 2nd ii ... A. J. Pineo, M.A ii 3rd ii ... E. H. Russell, B.A ,i 4th , S.J. Willis, B. A ,i 5th „ .. i, 6th ,i 88 33 80 00 ,i 7th ii .... Miss Jeanette Cann, B.L i, 8th ii .... 75 00 100 00 9th ,, .... Boys' School, 1st n J. D. Gillis 105 00 80 00 77 50 ii 3rd ,i .... 4th „ .... E. Campbell 70 00 ii 5th ,i ... 60 00 62 50 ,, Oth .. .... H. F. Pullen ii 7th ii .... 45 00 62 50 Sth n .... ii 9th n .... Miss L. M. Sylvester 50 00 ii 10th ii .... 50 00 ii llth M .... 52 50 ,i 12th n ... 50 00 100 00 •Girls'School, 1st Div.... „ 2nd n 70 80 69 17 69 17 ii 4th .1 .... ii 5th ii .... 58 33 52 60 ii 6th ,, .... Miss M. J. Blake 7th ,i .... 54 17 A lxvi. Public Schools Report. 1906 TABLE C.—Public School Teachers and Trustees during 1905-1906.— Continued. School. Teacher. Monthly Salary. Trustees. Victoria.—Continued. Girls' School, 8th Div Miss W. McGill, B.A 850 00 52 50 52 50 ,i 9th .. ,i 10th n .... Hillside Sch'l, 1st ,, .... Miss S. Blackwell 60 80 50 00 „ 2nd „ .... Miss C. S. Anderson ii 3rd ii ... 52 50 52 50 Kingston St., 1st Div.... Miss E. M. Jesse ii 2nd ii .... 52 60 n 3rd ii .... 69 17 ,i 4th ii .... Miss E. Saunders 45 00 North Ward, 1st „ 100 00 69 17 ,, 2nd ii Miss C. A. Dowler ii 3rd ,i 58 33 62 50 „ 4th „ ... J. W. H. King ii 5th i, .... Miss S. J. Murton 60 80 ,, 6th i, 60 00 50 00 Alfred Huggett, ^ 7th „ .... i, 8th „ .... Miss Catherine Chapman 50 00 Chairman, George Jay, -One yea, ii 9th ,i . . 47 50 Ernest. A. Hall, M. D. i, 10th i, .... Miss D. H. McBride 45 00 Miss A. D. Cameron, ^ Rock Bay, 1st ,, ... Miss Josephine D. Colquhoun 47 50 P. J. Riddell, 50 00 Mrs. Margaret Jenkins, .-Two years. South Park, 1st ,. ... W. _.. Winsby 100 00 Edward A. Lewis. , ,, 2nd ,, .... ,i 3rd „ .... D. L. McLauiin, B. A Miss A. E. Fraser, B. A 60 00 58 33 F. H. Eaton, M. A., City Superintendent of Schools and Secretary of the Board. i, 4th ii J. T. E. Palmer, B. A 60 00 60 00 Miss M. A. Macdonald, Assistan ; Secretary. „ 5th ,i .... S. B. Netherby ,i 6th ,i 50 00 „ 7th ,, Miss Violet E. M. Sweet 45 00 45 00 „ 8th „ ... Spring Ridge, 1st ,, .... Miss Ethel L. Browne 50 00 „ 2nd ,i .... 60 00 i, 3rd i, .. Miss M. F. Hart 47 50 ,, 4th ,, .... Miss Alexa Russell 66 65 G H Deane 90 00 „ 2nd „ Miss A. F. Gardiner 69 17 „ 3rd ,, .... 60 00 47 50 50 00 ,, 6th i, .... Miss J. S. Johnson (W H Binns 47 50 100 00 75 00 90 00 Manual Training School. -j L. A. Campbell 6 Ed. 7 Public Schools Report. A lxvii. TABLE C.—Public School Teachers and Trustees during 1905-1906.—Concluded. School. Victoria. —Concluded. Physical Training School Domestic Science City Superintendent - Wardner Webster's Corners — Wellington, 1st Div n 2nd ,i Westbank Westham Island Whonnock Williams Lake Wilmer ... "Windermere Winynv Yale Ymir | Ian St. Clair ( Andrew Mulcahy Miss W. McKeand F. H. Eaton, M.A Miss M. Bruce Miss E. Harrington ... Thos. Nicholson Miss M. Gibson Robert Braden, 3r.... Miss A. E. Gray Miss E. I. Hoffard Miss A. H. Pearson ... Miss E. McNaughton .. Miss E. M. N. Lettice . Miss A. M. Nicholson . A. M. Maxwell, B. A .. Miss J. F. Clark Monthly Salary. Trustkes. $60 00 20 00 58 33 155 00 J 55 00 F. T. Martin Sec.; A. Sheppard; H. Helgesen. 40 00 J. M. Webster, Sec; Robert Leslie; Gustav Smith. 60 00 ) 50 00 ) 50 00 55 00 E. V. D. DeLautour, Sec. (1); John Davidson (3); Alex. McLennan (2). P. Swanseu, Sec. (1); M. J. Tambolin (3); J. Frew (2). 50 00 L. C. York, Sec, (1); E. Watson (3); Ole Lee (2). 60 00 F. Yolland, Sec. (3); L. T. Crosina (2); G. Ledingham (1). 60 00 G. F. Ball, Sec. (3); G. W. Willard (1); W. C. Bennett (2). 60 00 A. W. Tegart, See.; E. Clark. 50 00 A. N. Winlaw, Sec. (2); J. Blaney (3); J. Boyd (1). 50 00 D. J. Creighton, Sec; E. Stout; Mrs. J. McQuarrie. 60 00 A. C. O'Neill, Sec. (1) ; E. Peters (3) ; S. Benzie (2). Notk. —The figures (1), (2), (3) after a Trustee's name indicate the number of years a Trustee has still to serve. A Ixviii. Public Schools Report. 1906 TABLE D.—Exhibit of Expenditure for Education Proper during the year 19054906. School District. Abbotsford Aberdeen Agassiz Ainsworth Alberni Alberni, New Albert Canyon .... Aldergrove Aldergrove, South Alert Bay Alexandria Anaconda Anarchist Mountain — Anniedale Armstrong Arrowhead Ashcroft Aspen Grove Atchelitz Athalmer Atlin Barnet Barnston Island .. Beaton Beaver Beaver Creek Beaver Point Bella Coola Bella Coola, Bower Belmont Berlin Black Mountain... Blue Mountain Blue Springs Boundary Bay Boundary Falls Boiven Island Brisco Brownsville Burgoyne Bay Burnaby Burnaby, West Amount paid for Teachers' Salaries. 615 00 510 00 615 00 566 80 720 00 660 00 460 00 540 00 538 40 493 33 718 00 649 99 380 00 555 00 ,970 00 619 99 679 99 323 50 570 00 595 20 ,140 00 570 00 480 00 496 SO 540 00 600 00 540 00 624 98 600 00 540 00 546 80 600 00 438 35 504 35 580 20 530 29 600 00 100 00 570 00 540 00 615 00 ,220 00 Amount paid for Incidental Expenses, including Rent, &c. 20 00 20 00 20 00 40 00 Amount paid for Education Proper in each District. $ 20 00 $ 635 00 20 00 530 00 20 00 635 00 25 00 591 80 20 00 740 00 20 00 680 00 25 00 485 00 20 00 560 00 20 00 558 40 20 00 513 33 20 00 V38 00 25 00 674 99 20 00 400 00 20 00 575^)0 135 00 2,105 00 25 00 644 99 43 00 723 89 20 00 343 60 20 00 590 00 25 00 620 20 63 00 1,203 00 20 00 590 00 20 00 500 00 25 00 521 80 20 CO 560 00 20 00 620 00 20 00 660 00 20 00 644 98 20 00 620 00 20 00 660 00 20 00 566 80 20 00 620 00 20 00 458 35 20 00 524 35 20 00 600 20 25 00 555 29 20 00 620 00 100 00 590 00 560 00 635 00 1,260 00 6 Ed. 7 Public Schools Report. A lxix TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. Burton Cache Creek Cadboro Bay Camborne Campbell Creek Campbell Greek, South. Camp Slough Canoe Creek, North Do. South Cape Scott Cascade Cedar Hill Cedar, East Cedar, North Cedar, South Chase River Cheam Chemainus Chemainus Landing Chilliwack Chilliwack, East Chilliwack, South Clayoquot Clayton ... Clinton Cloverdale Coal Creek Coldwater Colwood Comajolioc Commonage Comox Courtenay Cowichan Craigellachie Craigflower Cranbrook Creston Crofton Cult-us LaUe Cumberland (6 months) Amount paid for Teachers' Salaries. 660 95 649 99 570 00 600 00 570 00 698 40 615 00 670 00 164 05 600 00 560 35 1,220 00 600 00 600 00 600 00 660 00 615 00 570 00 650 00 -,764 28 760 99 1,219 99 79 05 570 00 679 99 615 00 1,201 65 660 00 670 00 595 15 600 00 731 80 780 00 600 00 591 95 620 00 1,330 CO 679 99 520 00 540 00 .,867 50 Amount paid for Incidental Expenses, including Rent, _tc. $ 20 00 20 00 20 00 25 00 20 00 20 00 • 20 00 20 00 20 00 25 00 40 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 133 04 20 00 40 00 20 00 20 00 20 00 230 00 20 00 20 00 25 00 20 00 20 00 20 00 20 00 26 00 20 00 385 00 25 00 20 00 20 00 Amount paid for Education Proper in each District. $ 580 95 669 99 590 00 625 00 590 00 618 40 636 00 590 00 164 C5 620 00 586 35 1,260 00 620 00 620 00 620 00 680 00 635 00 690 00 670 00 2,897 32 780 99 1,259 99 79 05 690 00 699 99 636 00 1,431 65 680 00 590 00 620 15 620 00 751 80 800 00 620 00 616 95 640 00 3,715 00 704 99 640 00 560 00 1,867 50 A 1 xx. Public Schools Report. 1906 TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. Cumberland (per capita grant, 6 months) Do. (grant to High School, 6 months). Do. (grant for outside pupils) Deadwood Deep Creek Delta Denman Island Departure Bay Discovery Dolan's Corners Douglas Dude. Trfilee Ducks r Duliamel Dunach Dunach, South Duncan Dundonald Eburne Eholt Elk Lake Elko.. Enderby (6 months) Do. (per capita grant, 6 months) . English Esquimalt Essington Extension Fairfield Fairview.. Ferguson Ferndale Fernie (6 months) Do. (per capita grant, 6 months) .. Field Fort Steele Foster's Bar Gabriola, North Gabriola, South Galena Galiano Amount paid for Teachers' Salaries. 635 515 619 570 600 1,080 581 520 404 670 241 590 540 1,220 427 015 570 620 539 613 630 I 1,959 ! 589 1,320 570 464 600 570 .,528 589 561 600 268 668 562 540 Amount paid for Incidental Expenses, including Rent, &c. 8 25 00 20 00 20 00 20 00 20 00 50 00 20 00 20 00 20 00 24 50 25 00 20 00 20 00 40 00 20 00 20 00 25 00 20 00 25 00 20 00 330 45 26 00 160 00 20 00 30 00 25 00 20 00 25 00 25 00 20 00 26 00 20 00 26 00 20 00 Amount paid for Education Proper in each District. 32,403 40 150 00 239 90 5C0 00 535 00 639 99 590 00 620 00 1,130 00 601 65 540 00 424 50 694 50 266 95 610 00 560 00 1,260 00 447 10 635 00 695 00 640 00 564 99 613 75 721 40 650 67 2,290 43 614 99 1,480 00 590 00 494 20 626 00 590 00 1,528 65 1,932 70 614 99 686 80 620 00 293 70 588 70 537 90 660 00 6 Ed. 7 Public Schools Report. A lsxi. -Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. TABLE D, School District. Ganges Gill.. . Glenemma Glenora Glenvalley Glenwood Golden Goldstream Gordon Head <Jrand Forks (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months). Grtznlte Siding Grantham Greenwood (6 months) .... Do. (per capita grant, 6 months) Gulfside Hall's Prairie Hammond Haney Haney, East ... Harewood Harrison River Hatzic Hatzic Prairie Hazclton Hedley Hope Hope Station Howe Sound Hume Huntingdon Illecillewaet Ingram Mountain Inverness Iron MasJc Isabella Point ■Jacket Creek ■Jaffray Jubilee ... Junction Amount paid for teachers' Salaries. 540 00 605 00 600 00 480 00 540 00 510 00 1,921 63 570 00 670 00 L.977 50 365 90 600 00 565 00 619 99 570 00 570 00 570 00 585 00 1,320 00 597 40 605 95 540 00 825 00 619 99 380 65 480 00 570 00 679 99 570 00 600 00 545 15 605 00 191 96 476 10 100 00 545 00 533 55 1,220 00 Amount paid for Incidental Expenses, including Rent, &c. ? 20 00 20 00 20 00 20 00 20 00 20 00 75 00 20 00 20 00 25 00 20 00 20 00 20 00 20 00 20 00 20 00 40 00 20 00 20 00 20 00 25 00 227 47 20 00 20 00 20 00 25 00 20 00 25 00 20 00 20 00 20 00 47 85 20 00 40 00 Amount paid for Education Proper in each District. S 560 00 625 00 620 00 500 00 560 00 530 00 1,996 63 590 00 590 00 1,977 60 2,450 30 150 00 390 90 620 00 565 00 555 40 639 99 590 00 590 00 690 00 605 00 1,360 00 617 40 625 95 560 00 850 00 847 46 400 65 600 00 590 00 704 99 590 00 625 00 565 15 625 00 191 95 496 10 100 00 592 85 553 55 1,260 00 A lxxii. Public Schools Report. 1S06 TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. Kamloops (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months). Kaslo (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) .... Keefer's Kelowna Do. (per capita grant, 6 months) Kensington Kensington, East Keremeos Kettle Hiver, North. Kimberley Lac la Hache Lac la Hache, NortJt, Ladner Ladysmith (6 months) Do. (per capita grant, 6 months) . .. Lake Langley Langley, East Langley Prairie Lansdowne Lazo Lillooet Lillooet, South Lochiel Lotbiniere Lulu Island Lumby Lund Lynn Valley Lytton Lytton, North Mabel Lake Majuba Hill Malahat Malcolm Island Maple Bay Maple Ridge Amount paid for Teachers' Salaries. $ 1,695 00 600 00 1,151 25 540 00 519 30 408 60 480 00 558 20 615 00 507 40 2,550 02 2,245 00 650 00 570 00 536 15 540 00 570 00 480 00 566 19 555 00 540 00 670 00 600 00 531 90 548 90 535 00 616 00 600 00 600 00 289 50 600 00 613 14 570 00 1,220 00 Amount paid for Incidental Expenses, including Kent, So. 20 00 20 00 225 00 25 00 25 00 20 00 20 00 170 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 40 00 Amount paid for Education Proper in each District. 8 1,695 00 2,188 90 150 OO 1,130 00 1,301 28 150 00 620 00 1,161 25 494 00 560 00 539 30 633 60 606 00 583 20 635 0O 527 40- 2,720 02 2,245 00 3,264 24 670 00- 590 OO 556 16- 560 00 590 00 500 00 586 19 575 OO- 560 00- 590 00 620 OO- 551 90- 568 90. 565 00 635 OO 620 00 620 OO 289 50 620 00 533 It 590 00 1,260 09 6 Ed. 7 Public Schools Report. A Ixxiii. TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. Mara Marysville Mayne Island Metchosin Metlakatla Michel Midway Minto Mission Monte Creek Moodyville Morrissey Morris Valley Mountain Mount Lehman Mount Sicker Moyie Mud Bay Nakusp Nanaimo (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) Nanaimo Bay .... Nanaimo, North Nanaimo, South Nelson (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) New Denver New- Westminster (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months). Nickel Plate Nicola Nicola, Lower Nicomen Nicomen, North North Arm ... North Bend Northfield Amount paid for Teachers' Salaries. $ 570 00 589 99 970 00 526 65 570 00 700 66 1,219 98 583 99 600 00 1,160 00 600 00 570 00 408 91 405 85 660 00 642 90 720 00 1,269 98 599 80 644 19 4,525 00 660 00 660 00 660 00 3,120 00 1,200 95 7,505 00 564 65 619 99 615 00 540 00 640 00 1,211 64 615 00 1,320 00 Amount paid for Incidental Expenses, including Rent, &C. 8 20 00 219 65 20 00 20 00 20 00 20 00 50 00 37 00 20 00 40 00 20 00 20 00 26 00 20 00 92 00 20 00 20 00 96 75 20 00 25 00 20 00 20 00 20 00 50 00 25 00 20 00 20 00 20 00 20 00 40 00 20 00 40 00 Amount paid for Education Proper in each District. 990 00 546 66 590 00 720 65 1,269 98 620 89 620 00 1,200 00 620 00 690 00 433 91 425 85 762 00 562 90 740 00 1,366 73 619 80 669 19 4,625 00 5,864 18 300 00 680 00 680 00 680 00 3,120 00 2,635 12 300 00 1,250 95 7,605 00 6,696 14 450 00 589 65 639 99 635 00 560 00 560 00 1,251 635 00 1,360 00 A lxxiv. Public Schools Report. 1906 TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. North Thompson North Thompson, West Notch Hill Oak Bay , Okanagan Okanagan Falls . Gkanagan Landing Okanagan Mission Okanagan, South Otter Otter Lake Oyster Oyster, North Parksville Peachland Pender Island Penticton Phcenix (6 months) Do. (per capita grant, 6 months) Poplar Port Kells Port Moody Prairie Prairie Valley Princeton Prospect Lake Quamichan Quesnel Metreat Cove Revelstoke (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months). Mock Creek Mock Mountain Rocky Point Mosebery Rosedale Mose Hill. Rossland Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) .. Amount paid for Teachers' Salaries. 670 00 540 00 520 00 619 99 615 00 570 00 6C0 00 570 00 570 00 670 00 570 00 368 35 600 00 660 00 1,066 29 621 95 520 00 565 00 330 00 290 00 826 05 570 00 547 60 615 00 670 00 600 00 627 44 405 15 1,335 00 528 35 600 00 470 00 600 00 [,169 99 560 00 !,860 00 Amount paid for Incidental Expenses, including Rent, &c. $ 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 136 00 20 00 128 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 25 00 40 00 20 00 Amount paid for Education Proper in each District. 8 590 00 560 00 540 00 639 99 635 00 590 00 620 00 590 00 590 00 690 00 690 00 388 35 620 00 680 00 1,202 29 511 95 648 00 665 00 914 76 355 00 290 00 846 05 590 00 667 60 636 00 590 00 620 00 647 44 425 15 2,335 00 2,353 50 150 00 548 36 620 00 490 00 626 00 1,209 99 570 00 2,860 00 3,213 14 150 00 6 Ed. 7 Public Schools Report. A 1X3 TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Continued. School District. Round Prairie. Ryan Saanich, North . Saanich, South. Saanich, West . Sahtlam Saint Elmo .. Salmo. Salmon Arm, East Salmon Arm, West Sandon (6 months) Do. (per capita grant, 6 months) Sandwick Savona. Scott Moad Sea Island Shawnigan Shuswap Shuswap Falls. Sidney Silver Creek. Silverdale Silverton. Similkameen Simpson .. Slocan (6 months) Do. (per capita grant, 6 months) Soda Creek Somenos . Sooke Sooke, East Southfield Spallumcheen Spence's Bridge. Spring Brook Spuzzum Squamish Stave River Steveston. Amount paid for Teachers' Salaries. Strawberry Vale. Stuart Lake., 490 05 50 00 616 65 650 00 570 00 480 00 140 65 570 00 615 00 615 00 282 50 658 25 570 00 535 00 1,219 99 600 00 619 99 600 00 650 00 598 40 570 00 50 00 55 CO 649 99 563 75 223 40 540 00 568 40 570 00 350 00 520 00 520 00 540 00 300 00 565 20 540 00 1,219 99 615 00 1,140 00 Amount paid for Incidental Expenses, including Rent. &c. $ 20 00 20 00 20 00 20 00 20 00 20 00 25 00 20 00 20 00 20 00 20 00 20 00 40 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 20 00 73 95 20 00 Amount paid for Education Proper in each District. 8 610 05 50 00 636 65 670 00 590 00 500 00 160 65 595 00 635 00 635 00 282 60 218 50 678 25 590 00 555 00 1,259 99 620 00 639 99 620 00 670 00 618 40 590 00 50 00 55 00 669 99 563 76 656 79 223 40 560 00 588 4C 590 00 370 00 540 00 540 00 560 00 320 00 585 20 560 00 1,293 94 635 00 1,140 00 A lxxvi. Public Schools Report. 1906 TABLE D.—Exhibit of Expenditure for. Education Proper during the year 1905-1906. Continued. School District. Sumas Sumas, South Sumas, Upper Summerland Sunbury Stinnysi.de Surrey Centre.. Tappen Siding Three Forks , Tobacco Plains Tolmie Trail (6 months) Do. (per capita grant, 6 months) Trenant Trout Lake Tynehead ; XJcluelet Union Bay Valdez Island Van Anda Vancouver (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) , Vancouver, East Vancouver, North Vancouver, South Vancouver, West Vernon (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) Vesuvius Vesuvius, North Victoria (6 months) Do. (per capita grant, 6 months) Do. (grant to High School, 6 months) ... Wardner Webster's Corners Wellington Westbank Westham Island Whonnock Amount paid for Teachers' Salaries. 8 570 00 670 00 570 00 679 99 570 00 148 35 569 20 600 00 600 00 628 05 1,960 00 831 25 570 00 679 99 570 00 550 00 720 00 564 20 626 79 28,117 50 1,220 02 1,168 25 1,373 41 939 51 1,661 25 600 00 570 00 16,385 00 564 99 480 00 1,370 00 565 45 615 00 538 40 Amount paid for Incidental Expenses, including Rent &c. 820 00 20 00 20 00 20 00 20 00 20 00 20 00 25 00 20 00 60 00 20 00 25 00 26 35 20 00 20 00 20 00 30 80 40 00 40 00 40 00 150 00 20 00 20 00 25 00 20 00 100 00 20 00 20 00 20 00 Amount paid for Education Proper in each District. 8 690 00 690 00 590 00 699 99 590 00 148 35 589 20 620 00 625 00 648 05 2,020 00 831 25 929 10 590 00 704 99 596 35 570 00 740 00 584 20 657 59 28,117 50 29,974 80 1,650 00 1,260 02 1,208 25 1,413 41 1,089 51 1,661 25 1,948 00 150 00 620 00 590 00 16,385 00 16,022 90 1,200 00 589 99 500 00 1,470 00 585 45 635 00 558 40 6 Ed. 7 Public Schools Report. A lxxvii. TABLE D.—Exhibit of Expenditure for Education Proper during the year 1905-1906. Concluded. School District. Amount paid for Teachers' Salaries. 8 450 80 718 05 644 19 600 00 570 00 649 99 Amount paid for Incidental Expenses, including, Rent, _-C. 8 22 40 25 00 25 00 25 00 20 00 43 00 Amount paid for Education Proper in each District. 8 473 20 743 05 669 19 525 00 Yale 590 00 692 99 8289,266 98 S6,96S 45 4,950 00 $9,666 11 $390,851 54 8381,185 43 Education Office. Salary of Superintendent of Education $ 2,100 ti Secretary 1,320 t, Clerk..! 720 Expenses of Office:— Medical examination, &c, candidates, re Rhodes Scholarship Presiding Examiner, London University Matriculation Examination ii re Colonial Naval cadetship Expenses re Flumerfelt Scholarship ii Dominion Exhibition school exhibit ii school exhibit, League of the Empire, London Subscription to Teachers' Institute Expenses James L. Hughes, Toronto and Victoria, re Teachers' Institute 10,000 official cheques Books for indigent pupils Slated cloth for Peachland School Books, &c., for office Drawing books, blackboard, &c, re South Park School Drawing Commission . Expressage Maps and Globes :— Pope Stationerv Co T. N. Hibben & Co $4,140 00 50 20 15 4 313 15 50 152 70 6 3 18 Expenses of Teachers' Examination :— Examiners, Supervisors and travelling expenses 1,304 Stationery and janitors Expenses of High School Entrance Examination :- Examiners and Expenses , Stationery, etc 25F 41 35 60 1,304 358 75 75 2,160 15 199 88 Travelling expenses of Superintendent and Inspectors Normal School. Salary of Principal n Assistant Master. it Drawing n ii Janitor Books, stationery, apparatus, expenses, etc. Education of the Deaf and Dumb and the Blind. Tuition and maintenance of 9 children at Winnipeg ii ,i 2 ,, Berkeley, Cal. ii ii 1 child at Montreal Fares, etc 724 69 296 85 1,663 50 Inspection of Schools. Salary of Inspector 1,680 00 i, i. 1,560 00 ii ,i 1,440 00 ,i i, of Manual Training Schools 1,500 00 6,180 3,952 $1,800 00 1,500 00 1,200 00 600 00 5,100 293 2,700 450 150 74 5,393 57 3,374 ! Carried forward . A lxxviii. Public Schools Report. 1906 Brought forward $ 28,086 43 Amount paid for teachers' salaries 289,266 98 Per capita grant to Cities {6 months) S6.968 45 Grant to High Schools in addition to per capita grant (6 months) 4,950 00 Amount paid for Incidental Expenses (6 months) 9,666 11 418,937 97 Less fees for Teachers' Examination 710 00 Total cost for Education Proper 8418,227 97 6 Ed. 7 Public Schools Report. A lxxix. M9d0.IJ uoi^'Bonpg; .ioj ojii^ipuadxg re^ox 1^- o 00 00 (M CO 00 in CO 00 5 CO to o •ponoiug sfidnj jo .laqumx io <N co no o ea go o os •9061-5061 uipOiCoidme's.105 -iuoj^ Suipnpui 'S.I9l[0_9l' JO -OfJ Ca <N -* -_ C. *- r. CO •9061 C'06I £ut.mp uodo S[Ooqos jo aoqum^ eo O ao i—i \a o W o o _c W <! EH I 5 c tZ ^ ■< ■< D O P. 6q ero S>k S3 S •I ei !h ci >, h H rt H. w 3 Tn ea a s. a ■^ J H M a co q ,J <_J ;- -^ M rt cS o m te -a 3 -S -S CO CJ 2 •-2 a D (5 S fr es - £ _ ._ [» £ M _H sz; ^ | fe; 0 •- I 8 <*___ ha 0J 4 1° rr f_] c. 3 H is 1 s & e -a 1 __ s •s sg __ ^ I! s s » ^ . ti a. cq M ^ a O O O o O <. M p .a '■9 5 W W fe i o ra __ A h Public Schools Report. 1906 "6 (_j eo O lO o <_. H o _c eo W s En •_9do_<j uoji-onpa aoj o.iuqipu9dxo j-jox a ** 03 -* -* 00 o 3 C_ 53 CO C-l cc 00 o CO © OS CO £; Tf Ir- CD CO O CO CO CO o (M -* CO lO CO ■** o CD J_— o CD 00 U_S CO 1- 00 I- ■* CN 00 r» co c. ia ^n IC ua on CO o IO o Oi CO •poi[ojua sridn^ jo aaqiunx •906 [-5061 uipoAojdtua 'sjo^ raojg Suipnpui baqo^x J° "°N CN 00 I> CO ii. Ih '9061 CQ61 Sntmp uodo sjooqog jo .i9qmnj^ G) > I* J o s o _J *5 rr _ s I .a rt •- ft ft ^ 5 & M Q 3 CC 0J a « s *s S rt fc O q 5 rt ft, PQ •« rd O t_ £ .8 I < S O fc TO n to o g fc ■a .- a D ^ .5 ~ CO "fe> a * o "» ^ fl e £ Ui Ul c-> pj| fi ci ffi vD $ "o o fl (__> s GO ^ £flflC0Q £ a_ to 0D tS ffl o .rt p, # tf w •S fc ^ •- 2 -= 3 S o -s <; t a_ co _n -s a h 6 Ed. 7 Public Schools Report. A lxxxi. PART III. APPENDICES. APPENDIX A. LIST OF CERTIFICATED TEACHERS. Academic Certificates. Allen, Bernard R., B.A., McMaster University, Toronto. Anderson, John, B.A., University of New Zealand. Andrews, Frank, B.A., University of Acadia College, Nova Scotia. Argue, William P., B.A., University of Manitoba. Ashton, John J., B.A., Queen's University, Kingston. Baird, William J., M.A., University of Toronto. Baker, Miss Francisca E., B.A., University of Manitoba. Barron, Thomas, J., B.A., McGill University, Montreal. Bavis, Walter E. Beharrel, Miss Mary M., B.A., Mount Allison University, New Brunswick. Bennett, Miss Ellen C. Bissett, Miss Mary E., B.A., St. Francis Xavier University, Nova Scotia. Blanchet, Miss Aline, B.A., Mount Allison University, New Brunswick. Bonis, Miss Sara, B.A., University of Toronto. Bovyer, George M. Brandon, James 'S,, B.A., Queen's University, Kingston. Brandon, William M., B.A., Queen's University, Kingston. Broadfoot, Thomas A., B.A., University of Manitoba. Brock, Mrs. Jean T. Scott, M.A., University of Toronto. Brough, Thomas A., B.A., Queen's University, Kingston. Brown, Clarence L., B.A., McMaster University, Toronto. Brant, Howard D., B.A., Dalhousie University, Halifax. Buason, Ingvar B., B.A., University of Manitoba. Buckton, Thomas L., B.A., University of Toronto. Burnett, William B, B.A., University of Acadia College, Nova Scotia. Burns, William, B.A., Queen's University, Kingston. Burris, Miss Grace D., M.A., Dalhousie University, Halifax. Burris, Miss Estelle M., B.A., Dalhousie University, Halifax. Butchard, James C, B.A., University of Manitoba. Caldwell, Miss Daisy C, B.A., Queen's University, Kingston. Cameron, Miss Elizabeth J., B.A., McMaster University, Toronto. Cameron, Ebenezer, B.A., McMaster University, Toronto. Cann, Miss Jeanette A.., B.L., Dalhousie University, Halifax. Carr, Frederick S., B.A., University of Toronto. Castleman, Mrs. Escotte, B.A., University of Toronto. Chambers, Miss Mary M., B.A., Queen's University, Kingston. Chodat, Henri, M.A., McGill University, Montreal. Church, Alfred F. B., B.A, Oxford University. Church, John W., M.A, University of Durham, England. Clark, George W, M.A, Queen's University, Kingston. Clark, Earl W, B.A, University of Toronto. Clark, Richard J, B.A, Queen's University, Kingston. Clark, William T, B.A, Queen's University, Kingston. Clement, Richard V, B.A, University of Toronto. Cochrane, Donald, B.A, McGill University, Montreal. Cogswell, Oliver H, B.A, University of Acadia College, Nova Scotia. ixxxiv. Public Schools Report. 1906 Academic Certificates.—Continued. Cowperthwaite, Frederick M, B.A, University of New Brunswick. Cummings, John G, B.A, Queen's University, Kingston. Cunningham, William J. Dakin, William, B.A, University of Manitoba. DePencier, Henry P. Dickey, Miss Alberta F. Dixon, Frederick B, B.A, McMaster University, Toronto. Donnan, William, M.A, Royal University of Ireland. Donovan, Miss Alice G, B.A, Queen's University, Kingston. Douglas, Robert J, B.A, McGill University, Montreal. Dove, Alexander J, M.A, University of Manitoba. Eaton, Frank H, M.A, University of Acadia College, Nova Scotia. Edmison, Miss Matilda K, B.A, University of Manitoba. Ellenwood, William R, B.A, McGill University, Montreal. Elliott, Charles G, B.A, University of Manitoba. Estabrooks, Miss Helena, B.A, Mount Allison University, New Brunswick. Fash, Miss Ida M, B.A, University of Acadia College, Nova Scotia. Fillmore, Charles L, B.A, Mount Allison University, New Brunswick. Fleming, Robert W. Foster, Frederick 0, B.A, University of Acadia College, Nova Scotia. Pox, Miss Roberta K, B.A, Western University of London, Ontario. Fraser, Miss Annie E, B.A, Queen's University, Kingston. Fraser, Charles McL, B.A, University of Toronto. Fullagar, Lewis H, B.A, Cambridge University, England. Fulton, Clarence, B.A, Dalhousie University, Halifax. Gass, Miss Helen B, B.A, McGill University, Montreal. Gossip, Walter M, M.A, University of Edinburgh. Gordon, John S, B.A, McGill University, Montreal. Gordon, Robert G. Gray, James, M.A, University of Toronto. Green, Thomas B, B.A, University of Manitoba. Green, Miss Inez A, B.A, University of Toronto. Grenfell, Miss Carolina P, B.A, Queen's University, Kingston. Grenfell, Miss Mary E, B.A, Queen's University, Kingston. Hamm, Benjamin N, B.A, Queen's University, Kingston. Harper, Andrew M, B.A, Queen's University, Kingston. Hatt, Miss Myra, B.A, University of New Brunswick. Haverstock, William E, B.A, Dalhousie University, Halifax. Haverstock, Miss Alice M, B.A, Dalhousie University, Halifax. Henderson, James, M.A, Glasgow University, Scotland. Henderson, Thomas, M.A, Queen's University, Dublin, Ireland. Henry, Joseph K, B.A, Dalhousie University, Halifax. Hindle, George, B.A, Queen's University, Kingston. Hislop, Miss Helen B, B.A, University of Manitoba. Hughes, Miss Leonora E. Hudson, William H, B.A, Trinity College, Toronto. Hunt, Miss Bertha M, B.A, University of Toronto. Hunter, Alexander J, B.A, University of Toronto. Hunter, Douglas McD. Jay, Jonathan E, B.A, Mount Allison University, New Brunswick. Johnston, Daniel B, B.A, Queen's University, Kingston.. Kerr, John H, B.A, University of Toronto. King, Garfield A. King, Herbert B. Knapp, William, B.A, University of Dublin, Ireland. Knowlton, George H, B.A, University of Manitoba. Laffere, Henry W. L. 6 Ed. 7 Public Schools Report. lxxxv. Academic Certificates.—Continued. Laffere, Richard L, B.A,University of Dublin, Ireland. Landells, Robert, B.A, Dalhousie University, Halifax. Lane, Miss Kate E, B.A, University of Manitoba. Lane, Charles H, B.A, Mount Allison University, New Brunswick. Lang, Frederick Wm, B.A, University of Toronto. Langdon, Kenneth, B.A, University of Manitoba. Langley, Miss Celia G. Law, Robert, B.A, Ph.D., University of Victoria College, Ontario. Lawson, John Patton, B.A, University of Manitoba. Lennox, Miss Mary, B.A, University of Toronto. Lewis, Miss Margaret A. Little, David C, B.A, University of Toronto. Logan, Miss Elizabeth M, B.A, Dalhousie University, Halifax. Macfarlane, Andrew K. H, B.A, Queen's University, Kingston. Marchant, Miss Nellie E. Mathews, Stanley W, M.A, Queen's University, Kingston. Maxwell, Alexander M, B.A., University of Toronto. Miller, John J, B.Sc, Dalhousie University, Halifax. Miller, Levi T, B.A, Bishop's College, Lennoxville. Miller, Miss Mary B, B.A, University of Toronto. Moody, Miss Margaret H, B.A, Dalhouse University, Halifax. Moore, Samuel, B.A, University of Manitoba. Morrison, James, M.A, University of Edinburgh. Moscrop, Miss Susanna. Muir, John N, B.A, McGill University, Montreal. Muir, Peter D, B.A, McGill University, Montreal. McCaig, James, B.A, University of Toronto. Macdonald, Miss Blanche, B.A, Dalhousie University, Halifax. McGarrigle, Thomas A, B.A, University of New Brunswick. McGaw, Miss Mary G, B.A, University of Manitoba. MacGill, James H, B.A, Trinity College, Toronto. McGill, Miss Winnifred I. M, B.A, McGill University, Montreal. McGregor, Miss Claire R, B.A, McGill University, Montreal. Mclnnes, William W. B, B.A, University of Toronto. Mcintosh, Miss Grace A, B.A, Queen's University, Kingston. McKay, John, B.A, Queen's University, Kingston. McKay, Miss Catherine W, B.A, Dalhousie University, Halifax. McKee, George E, B.A, University of Manitoba. McKeen, William G, B.A, Dalhouise University, Halifax. McKenzie, Harry B, B.A, Dalhousie University, Halifax. McKenzie, Eben H, B.A, University of Manitoba. McKinnon, Michael, M.A, University of Halifax. MacLaurin, Donald L, B.A, McMaster University, Toronto. McMartin, Thomas A, B.A, McGill University, Montreal. McMillan, Edgar, R, B.A, University of Toronto. McNaughton, Miss Elizabeth, M.A, Queen's University, Kingston. Macneil, Alexander A, B.A, St. Francis Xavier University, Nova Scotia. McNiven, Miss Catherine, B.A, Dalhousie University, Halifax. McPhalen, Margaret M. McTaggart, Henry Allen. Narraway, Henry H, B.A, University of Toronto. Nichols, Edward W, B.A, Dalhousie University, Halifax. O'Brien, Lewis J, B.A, University of Toronto. Palmer, John T. E, B.A, Cambridge University. Paterson, Miss Isabel McN, B.A, University of Manitoba. Pattison, Thomas, M.A, Glasgow University, Scotland. Paul, Edward B, M.A, Aberdeen University, Scotland. Pearcy, Mrs. Wilhelmina W, B.A, University of Toronto. A Ixxxvi. Public Schools Report. 1906 Academic Certificates.—Continued. Peppard, Miss Sara I, B.A, Dalhousie University Halifax. Perkins, Miss Ella D, B.A, Dalhousie University, Halifax. Perrin, Miss Evelyn M, B.A, University of Toronto. Perry, Aaron, M.A, University of Acadia College, Nova Scotia. Phalen, M. A, B.A, St. Francis Xavier University, Nova Scotia. Pineo, Albert J, M.A, University of Acadia College, Nova Scotia. Pitblado, Miss Christiana D. Y, LL.A, St. Andrew's University, Scotland. Pope, Stephen D, B.A, LL.D, Queen's University, Kingston. Pottmeyer, Heinrich. Potts, Miss Georgiena B, B.A, Trinity College, Toronto. Potts, Jerrald C, B.A, University of Toronto. Radford, Miss Ethel S, B.A, McGill University, Montreal. Reid, Neil D, B.A, University of Toronto. Robertson, Lemuel, B.A, McGill University, Montreal. Robinson, Alexander, B.A, Dalhousie University, Halifax. Robinson, David M, B.A, Dalhousie University, Halifax. Robinson, George E, Dalhousie University, Halifax. Robson, Miss Helen D, B.A, University of Toronto. Roe, Edward P, B.A, Trinity College, Dublin, Ireland. Rogers, Stephen H, B.A, University of Acadia College, Nova Scotia. Ross, John, B.A, University of Manitoba. Ross, Miss Anna M, B.A, University of Manitoba. Russell, Ernest H, B.A, Queen's University, Kingston. Salt, Alexander E. W, B.A, Oxford University. Saunders, Montague B. Schuyler, Hiram H, B.A, University of Victoria College, Ontario. Sedgewick, Garnet G, B.A, Dalhousie University, Halifax. Shannon, Samuel, B.A, Victoria University, Toronto. Shaver, Miss Florence, B.A, University of Manitoba. Shaw, James C, M.A, Dalhousie University, Halifax. Simpson, B. Roy, B.A, McMaster University, Toronto. Simpson, Francis S, B.A, Dalhousie University, Halifax. Simpson, John, M.A, University of Toronto. Simpson, Miss Laura E. Sissons, Charles B, B.A, University of Toronto. Smeeton, Wm. F, B.Sc, Queen's University, Kingston. Smith, Frank F, B.A, Dalhousie University, Halifax. Smith, Edward W, M.A, University of Edinburgh. Smith, Miss Minnie, B.A, McMaster University, Toronto. Soady, John H, B.A, University of Manitoba. Souper, Noel B, B.A, Cambridge University, England. Spark, George, B.A, University of Toronto. St. James, Miss Leah A, B.A , McGill University, Montreal. Stephen, John, M.A, Aberdeen University, Scotland. Stephens, Samuel R, B.A, McMaster University, Toronto. Stramberg, Hector M, B.A, Dalhousie University, Halifax. Stuart, James, B.A, Royal University of Ireland. Suter, Robert W, B.Sc, McGill University, Montreal. Sutherland, A. W, B.A, University of Manitoba. Swanson, Peter I, B.A, Dalhousie University, Halifax. Tait, David S. Tanner, John A, M.A, Trinity College, Toronto. Thomas, Miss Louise L, B.A, Dalhouise University, Halifax. Thomson, Charles A, B.A, Dalhouise University, Halifax. Turner, Henry B, B.A, Cambridge University, England. Vroom, Claude, B.A, Mount Allison University, New Brunswick. Wark, Joseph, B.A, University of Manitoba. Wark, Samuel D, B.A, University of Manitoba. 6 Ed. 7 Public Schools Report. A lxxxvii. Academic Certificates.—Concluded. Watson, Miss Margaret M, B.A, University of Toronto. Watson, Miss Rosalind, M.A, McGill University, Montreal. Watson, James L, B.A, University of Toronto. Willis, Samuel J, B.A, McGill University, Montreal. Wilson, David, B.A, University of New Brunswick. Wilson, Eli, B.A, University of Toronto. Wilson, Miss Grace A, B.A, University of Toronto. Young, Frederick McB, B.A, Queen's University, Kingston. Yuill, Miss Etta J, M.A, University of Acadia College, Nova Scotia. First Class Certificates. Miss Maggie S, A. M. Anstie, Miss Jennie K, Anderson, Miss Christina S, Ankers, Miss Gertrude D, Armstrong, Miss Harriet L, Baird, Samuel A, Bajus, Miss Kathleen L, Barron, Miss Lizzie A. F, Barton, Heber B., Bassett, Mrs. W. P, Baxter, Truman S, Beattie, Miss Emily, Bennie, Miss Isabel, Bennett, John B, Blackbourne. Blackwell, Miss Seraph, Blair, Miss Eliza J, Bodwell, Miss Charlotte Bodwell, Miss Louise H, Borden, Mrs. Millie P, Brown, Edgar N, Brown, Miss Frances A., Bruce, Leslie J, Buchanan, John D, Burpee, Miss Ethel L, Burpee, Miss Leila A, Byrn, Miss Edith L, Cade, John P., Cairns, Robert H, Cameron, Miss Mabel A, Cameron, Miss Tilly J, Campbell, Eli J, Campbell, Miss Jessie L, Campbell, John A, Campbell, Leonard A, Campbell, Miss Mary C, Canfield, Francis O, Caspell, Edmund, Cattell, Miss Dorothy, Chapman, Miss Catherine Clark, Angus, Clayton, Walter, Coatham, William C, Coburn, Miss Lila M, Cowperthwaite, Mrs. K, Currie, Arthur W, Deane, George H, Dingwall, Miss Mary O, E, Dougan, James J, Dowler, Miss Caroline A, Draper, Miss Hester, Draper, Miss Katharine, Dykes, Watson, Elmsly, Miss Ada B, English, Miss Minnie, File, Arthur, Fisher, Howard J, Fleming, Robert W, Frank, Miss Pauline, Fraser, Robert, Furness, Miss Katie, Galloway, James, Ganton, James B, Gardiner, Miss Abbie Gilchrist, Alexander, Gillis, Ewen Y, Gillis, John D, Gordon, Miss Jessie F, Graham, Melvin, Grant, Miss Lilian M, Gray, Miss Ethel M, Green, John K, Green, John R, Halliday, James A, Hands, Jonathan G, Hardie, Mrs. Lucretia, Harding, Miss Mary L, Harrison, J. Frederick, Hartt, Miss Flora E, Hawkey, Richard J, Henderson, Miss Isdbel, Hindle, Miss Lucy E, Hoffard, Miss Ella J, Homer, Miss Margaret F, Howe, Miss Hattie B, Hoy, James A, Hunter, Douglas McD, Irvine, Miss Ada E, Irwin, Joseph, Jamieson, George W, Johnston, Miss Bessie W, Johnston, Robert C, Johnstone, Miss Jean P., Keast, Miss Ada, King, John W. H, A lxxxviii. Public Schools Report. 1906 First Class Certificates.—Continued. Kirkendall, George, McTavish, Peter D, Kirkendall, Miss Jessie, Nason, Miss Mary A, Lang, Miss Sarah I, Netherby, Stephen B,, Langsford, William, Nicholson, Thomas, Laursen, Miss Lili J. U, Nickerson, Miss Laura L, Lawson, Miss Ellen G, Nicoll, Mrs. W, Lawson, Miss Maria, Noble, Miss Alice L, LeFeuvre, Miss Eva E, Norcross, James E, Leith, Thomas, Norris, Thomas A, LePage, Miss Ethel L, Offerhaus, Mrs. Mary A, Letts, Albert, Olding, Miss Harriett, Loat, Miss Kathleen B, Osborne, Norman A, Lord, Miss Mabel A, Palmer, Miss Mamie L, Lyche, Mrs. Alice G, Patterson, Miss Jean, Macfarlane, Miss Rachel McK, Paul, Miss Margaret A, Maclaren, Miss Louise M, Peck, Miss Helen R., Maclean, Miss Margaret C, Phelps, William H, Manson, Miss Catherine J, Philip, Miss Alice M, Martin, John, Pollock, John T, Matthew, Alfred H. P, Pope, Miss S. C. Ruth, May, W. H. M:, Porter, Miss Ada C, Mebius, Miss Jeannette, Pottinger, Miss Kate I, Menten, Miss Maude L, Powell, Miss Lottie M, Mercer, Thomas C, Price, Joseph H, Millard, Miss Blanche, Purdy, Raffles A. R, Miller, Albert E, Ramsay, Miss Jennie, Milne, Miss Helen B, Ravey, Martin J, Moffat, Frank B, Robinson, Miss Sarah A, Mogee, Miss Jennie D, Rogers, Miss Ellen, Monk, James H, Rowe, John A, Monteith, Miss Mary E, Russell, Miss Alexandrina, Moore, Miss Annie, Sallaway, Joseph F, Morgan, Arthur D, Sharpe, Miss Rhoda, Morton, Miss Pearl, Shaw, John, Mowat, Miss Lilian M, Shelton, Henry C, Munroe, Miss Catherine, Shepard, Frank E, Murphy, Edgar H, Shepherd, Samuel, Murray, Miss Caroline E , Sherman, Buy ter S, Murray, Miss Marie J, Shrapnel, Miss Edith M. S, Murray, Paul, Simpson, Miss Laura E, Murton, Miss Sarah J, Skinner, Miss Mary D, McDonagh, William, Sluggett, George H, McDonald, Hugh, Smith, John F, McEwen, Edwin H, Southcott, Miss Florence, McEwen, Miss Flora E, Sparling, Robert, McEwen, Miss Agnes E, Speers, Miss Elizabeth M, . Mclntyre, John, Speirs, Miss Mary E, McKay, John L, Spragge, Leonard T, McKay, Miss Hattie A, Spragge, Miss Phcebe, McKenzie, Miss Margaret N, Stewart, Allan C, MacLachlan, Miss Etta, Strickland, Emanuel, MacLean, John D, Strople, Norton, McLeod, James R, Sullivan, Albert, McMordie, Robert A, Sutherland, David W, McNeill, Angus B, Sylvester, Miss Elizabeth E, McPherson, Osborne, Tait, Leonard, McRae, George W, Tarbell, Miss Ellen G, McTavish, Donald N, Taylor, Miss Agnes, 6 Ed. 7 Public Schools Report. A Ixxxix. Firs' l- Class Certificates.—Continued. Templer, Miss Ada M, Van Kleek, Miss Martha W, Templer, Mrs. Jennie, Wardle, Miss Ethel G, Tingley, Miss Laura, Wardle, James M, Tom, Gregory H, Watson, Frederic J, Tomlinson, William, Wells, Hulet M, Trembath, Miss Jennie, Wheeler, Mrs. Mina, Truswell, Miss Mary, Williams, Miss Mary, Tupper, James F, Winsby, William N, Turner, George D, Wood, Edward S, Uren, Miss Fanny, Wood, William M. Second Class Certificates. Abercrombie, Miss Lena, Brown, Miss Margaret, Abercrombie, Miss Margaret, Brown, Miss Harriet W, Acheson, William C, Browne, Miss Ethel L, Agnew, Miss Georgina, Bruce, Miss Maud, Alexander, Miss Irene B, Brunton, Miss Lulu J, Allan, Miss Helen C, Burnett, Miss Elsa K, Allison, Miss Dorothy, Burns, Miss Margaret M, Anderson, Miss Mary H, Burns, Mrs. Eveline, Anderson, Daniel J, Burris, Miss Mary 0, Anderson, Miss Maria, Butler, Miss Gladys A. K, Anderson, Miss Sarah J, Butler, Miss Dora A. V, Archibald, Miss Margarette S, Cairns, Miss Katharine, Armstrong, Miss Harriet L, Cairns, Miss Laura, Atkinson, Miss Emily, Cairns, Miss Mabel, Bailey, Miss Adelaide S, Cairns, John A, Banton, Miss Florence W, Calvert, Franklin G, Barnes, Miss Catherine A, Camp, Miss Marion E, Barry, Mrs. Mary C, Campbell, Ernest, Bates, John A, Campbell, Miss Mary L, Beath, James, Campbell, John M, Beath, Mrs. M. A, Campbell, Samuel B., Beattie, Matthew, Campbell, Walter H, Beattie, Miss Florence, Carson, Miss Eliza J, Beattie, Miss Mabel V, Carson, Robert H, Becker, Miss Pearl C, Carter, Miss Ethel J, Belleau, Miss Mary T, Carter, Miss Hilda M, Bell, Miss Elizabeth McC, Carwithen, Miss Margaret B, Bertiaux, Mrs. K, Cathcart, Miss Isabel, Bethune, Miss Catherine, Catherwood, John A. Black, Miss Colina, Center, Miss Lola, Black, Miss Emma G, Chappell, Miss Kate L, Blackwell, Miss Laura A, Chapman, Miss Caroline M, Blair, J. Alfred, Christie, Miss Caroline 0, Blair, William, Clark, Edgar F, Blake, Miss Mary J, Clark, Miss Mary McG, Bond, Miss Phcebe J, Clark, Miss Elizabeth A, Bourne, Mrs. Eva I, Clement, Samuel B, Bowell, William A, Clement, William J, Bowman, Miss Mary A, Clement, Miss Mabel M. Bowman, Miss Clytie L, Clement, Miss Mary A, Bradley, Miss Eleanor S, Coghlan, Miss Roberta S, Brandon, Thomas B, Colbeck, Mrs. A. J, Brethour, Miss Gertrude L., Colbeck, Miss Nora R, Broe, Lawrence, Colquhoun, Miss Josephine D, Brown, Miss Ella J, Cooke, Alfred W, A xc. Public Schools Report. 1906 Second Class Certificates.—Continued. Copeland, Miss Lydia B, Gillies, Miss Isabella A, Copeland, Miss Gertrude M., Glover, Miss Gertrude M, Corder, Miss Florence V, Glover, Miss Rose E, Couves, Miss Blanche C, Godson, Miss Mabel, Cowan, Miss Susie I, Gott, Miss Annie N. Crandell, Oscar A, Graham, Alexander, Creech, Miss Winnifred J. E, Granger, Miss Constance G, Cripps, Miss Clara, Grant, Miss Maude H, Crossan, Miss Mary A, Grant, Miss May B, Crowder, Joseph T, Grant, Miss Fanny I, Currie, Miss Flora M. Gray, Miss Alice E, Currie, Miss Almeada, Haarer, Miss Mary P., Curtis, Miss Julia F, Hall, George W, Dalby, Miss Edith M, Hamilton, Miss Evelyn S, Davidson, Miss Augusta J, Hamilton, Miss Myrtle P, Davidson, Miss Gwladys D, Hamilton, John A, Davis, Miss Daisy L. M, Hardie, Miss Cecil, Dawson, Mrs. Eleanor B, Harding, Miss Elizabeth, DeBou, Miss Edith S, Harding, Mrs. J. M. H, Dick, Miss Fanny, Harris, Miss Winnifred L, Dingwall, Miss Mary 0, Hart, Miss Margaret F, Dingwall, Miss Robina A, Hastings, Miss Marion L, Dixon, Mrs. Alice E, Hay, Miss Alice, Dixon, Miss Leah V, Henderson, Miss Eleanor M, Dobeson, Miss Mary G, Henniger, Mrs. Agnes M., Donaldson, Miss Nellie T, Hewton, Miss Sara, Draper, Miss Katharine, Hiscocks, Miss Sophie F, Duncan, Miss Rose, Hislop, James, Duncan, Miss May G, Hobbs, Miss Eveleen B., Dunn, Miss Isabel, Holloway, Miss Mary E, Dyke, Miss Kathleen A, Holt, Miss Mabel, Eckardt, Alfred E, Homer, Miss Mary S, • Edwards, Miss Lilias M, Hopkins, Nicholas R, Eldridge, Miss Dorothy C, Hornby, Miss Dulcie M, Elley, Wilbert M, Horton, Miss Marion, Elliott, Miss Alice E, Howitt, John, Elliott, Miss Margaret, Inglis, Miss Jessie, Elmsly, Miss Florence N, Jackson, Miss Dorothy I, Fernie, Miss Edith S, Jesse, Miss Edith M, Field, Miss Maud L, Johnson, Miss Jonina S, Findlay, Miss Mary E, Johnson, Miss Kristruna, Fisher, Miss Jessie E. R, Johnson, Miss Margaret A, Fletcher, Miss Elizabeth, Johnson, Miss Elizabeth, Forrest, Miss Annie T, Johnston, Miss Alice L, Fougner, Iver, Johnston, Augustus M., Foy, Ellsworth, Johnstone, Miss Marion B, Frame, Miss May, Jones, Miss Mary L, Frank, Miss Mary C, Ketcheson, Miss Annie, Fraser, Donald A, Killins, Miss Sarah J., Fraser, Miss Katharine N, Kingston, Miss Emilie G, Fraser, Miss Margaret A, Knight, Miss Margaret D, Fraser, Miss Mary I, Laidley, Miss Lila K, Fraser, Miss Anna E, Laird, Miss Edna J, Frederickson, Miss Gertrude M, Lauder, Miss Edith M, Frith, Miss Lillian E, Laughlin, Hugh A, Galbraith, Miss Elizabeth I, Lawrence, Miss Edith M. George, Miss Elizabeth L, Lawson, Miss Winnifred, George, Miss Ruth, Leamy, Miss Lila, 6 Ed. 7 Public Schools Report. A xci. Second Class Certificates.—Continued. Lee, Miss Eleanor A. T, Leek, Miss Edith L, Lettice, Miss Edith M. N, Lettice, Miss Katharine M, Lewis, Miss Alice M, Lewis, Miss Edith, Lindseth, Miss Clara E, Loat, Miss Cora H., Loat, Miss Eleanor C, Lord, Miss Clara E, Lucas, Miss Mary, Lyons, Miss Isabella, Macken, Miss Norine, Mallory, Miss Edith M, Marchant, Harold B, Marshall, Miss H. Grace, Marshall, Miss Sarah, Marshall, Miss Ila M, Marshall, Miss Annie F, Martin, Miss Charlotte M, Martin, Alexander, Mebius, Miss Lucy A, Mennell, Arthur, Miller, Thomas, Milligan, Miss Eliza, Milligan, Miss Rose A, Milligan, Miss Charlotte, Mills, Miss Sarah A, Mitchell, William C, Moffat, Miss Maude L, Moffat, Miss Helen G, Monro, Miss Rose, Montgomery, Miss Clara B, Mooney, Miss Winnifred, Moore, David M, Morrison, Miss Florence E, Morrison, Norman, Muir, Miss L. Maude McD, Murgatroyd, Miss Annie L, Murray, Miss Elizabeth, Musgrove, Miss Pearl C, McAlpine, Miss Sara, McBride, Miss Ethel M, McBride, Miss Mary D, McCain, Miss Minnie C, McCallum, Miss Ada E, McCrimmon, Miss Kate F, McCutcheon, John F, McDonald, Mrs. Annie C, McDonald, Miss Edna C, McDonald, Benson S, McDougald, Miss Katharine E.. McDougald, Miss Archena J, McDowell, Miss Mary, McEwen, Miss Cecil, Macfarlane, Miss Minnie J, Macfarlane, Miss Gertrude M, McGeer, Miss Lucy Fitz-L, McGregor, Miss Annabelle, Mclvor, Miss Henrietta, McKay, Miss Minna G, McKenzie, Mrs. Edith E, McKinnon, Miss Mary, McKinnon, Miss Kate M, McKinnon, Miss Mary M, McKinnon, Miss Gertrude, MacLachlan, Miss Mary A, McLeod, Alexander, McNair, Miss Laura, McNair, Miss Muriel, McNair, Miss Clara, MacNutt, Miss Margaret McL, McPhail, Archibald A, McQueen, Miss Jessie, McQueen, Miss Fanny A, Newland, Miss Catherine A, Newsom, Miss Annie M, Nisbet, Miss Elinor G, O'Dwyer, Miss Mabel A, Offerhaus, Miss Marion M, Ohlson, Miss Ellen C, Olding, Miss Elizabeth, Page,'Philip H, Park, Miss Ethel B, Parker, Miss Edith C, Patterson, Miss Garda M, Pedlar, George L, Periard, Miss Rhoda G., Philip, Miss Alice M, Philip, Miss Muriel, Plaxton, Robert J, Pope, Miss M. A. Bernice, Pope, Stanley D. H, Preston, Miss Sara, Pringle, Miss Ella K, Pullen, Henry F, Purdy, Miss Ruth 0, Randall, Orville F, Randle, Miss Olive, Redfern, Miss Alice M, Redfern, Miss Kate E, Reid, Malcolm R. J, Reinhard, Miss Annie H, Reith, Miss Isabella, Renwick, Miss Lilian R, Robertson, Miss Jessie, Robinson, Miss Grace, Robinson, Miss Lenora E, Robinson, Miss Sarah V, Robson, Robert M, Robson, John C, Ross, Miss Grace E, Rowan, Miss Jessie F, Scanlan, Miss Kate, Selman, Miss May E, Sexsmith, Miss Myrtle, A xcii. Public Schools Report. 1906 Second Class Certificates.—Concluded. Sexsmith, Miss Frances L, Shannon, Miss Mary J, Sharpe, Miss Rhoda, Sharpies, Miss Elizabeth J, Shaver, Morris E, Shaw, Alexander, Shepherd, Miss Elsie W, Shine, Mrs. Alice G, Sinclair, Miss Madge P., Sinclair, James W, Slater, John C, Sloan, Miss Marjorie, Smith, Miss Nettie C, Smith, Miss Mary, Smith, Bruce S, Smith, Miss Edith T, Smith, Alexander, Smith, Miss Annie, Smith, Miss Katharine S, Snider, Miss Bertha M, Snider, Miss Emma S, Snider, William S, Springer, Miss Ruby M, Stephens, Miss Margaret A, Stephens, Miss Laura E, Stevenson, Miss Roberta E. L, Stevenson, Miss Clarinda E, Stewart, Miss Ethel, Stott, Miss Eliza C, Street, Miss Emily C, Sweet, Miss Violet E. M, Sylvester, Miss Louise M, Tanner, Miss Rebecca, Taylor, Miss Emily J, Taylor, Robert W, Taylor, Mrs. Jennie, Teague, Miss Julie A, Templer, Franklin W, Terrion, Patrick, Thain, Mrs. Annie C, Thom, Miss Elizabeth, Thomas, David J, Thomson, Miss Dorothea M. M, Thomson, Miss Isabel H, Thornber, Charles L, Tibbatts, Miss Emilie, Tuck, Miss Isla, Urquhart, Miss Ina M, VanSickle, Miss Mabel A, Wade, Miss Annie L, Walker, Miss Maud M. M, Walker, Miss Susan E, Wall, Miss Rosannah, Watson, John B, Watson, Ralph R., Webb, Miss Daisy M, Weismiller, Miss Ethel M, Whelen, Miss Mary E. J, Whiteley, Miss Margaret, Williams, Miss Gertrude C, Wilson, Thomas A, Winter, Miss Myrtle H, Wood, Miss Mabel V, Woodman, Miss May, Woodward, Miss Mary C, Woodward, Miss Cora L, Woollacott, Arthur P, Wooster, Miss Annie B, Wright, John, Wriglesworth, Miss Annie L, Anderson, Miss Agnes N, Atkinson, Miss Grace, Barber, Miss Orphenia, Best, Miss Frances M, Boyd, Miss Agnes M. E, Boyd, Miss Kathleen, Braden, Robert A, Jr., Braden, Miss Clara E, Brethour, Miss Rita E, Cartwright, Miss Lena, Christensen, Carl B, Church, Alfred, F. B, B. A, Clapp, Miss Maud, Collishaw, Miss Ethel, Conroy, Edward G, Cooke, Miss Alice K, Eldridge, Miss Dorothy C, Fisher, Miss Hollis, Frazer, Miss Bessie O, Gabriel, Miss Winifred J, Third Class Certificates. 1904. Haarer, Miss Helena, ii Harrington, Miss Clara, ii Harrington, Miss Ellen, it Harris, Miss Sophie M, ii Hartie, Miss Hattie M, ii Henderson, Miss Isabel, ,, Hoadley, Wm. E, ii Hunden, Miss Annie, ii Keith, Miss Lillie T. ii King, John, ii Kyle, Miss M. Miriam, ii Lamont, Miss Marion, ii Laurence, Miss Flora C, ii Miller, Miss Florence, „ Mitchell, Morley W, ii Morrison, Miss Florence M, ,i McArthur, Miss Margaret T, ii McBeth, Benjamin A, ii McCallum, Miss Lillie, ii McClure, Miss F. Lillian, 1904. 6 Ed. 7 Public Schools Report. A xciii. Third Class Certificates.—Continued. McDougall, Miss Katharine E, McGeer, Miss Ninyas W, McLeod, Miss Jennie M, McNiven, John J, McRae, Miss Jean M, Nicol, Miss Mary E, Parrott, Miss Lucy M, Rae, Miss Eva M, Reinhard, Miss Annie H, Robson, Miss Minnie E, Rowan, Miss Bessie, Shaw, Miss Marguerite, Skaling, Miss Jeannette E, Smith, Francis W, Smith, Miss Helena B, Smith, Miss lone, Stephens, Miss Mary E, Stewart, Norman C, Thomas, Miss Gwendolyn A, Thomson, Miss Mildred, Trage, Miss Bertha, Trethewey, Miss Lily R. McN, Wall, Miss Lilian, Walls, Miss Emma N, Wood, F. Gordon Campbell, Wright, Miss Leila S, Anderson, John G., Andrew, Miss Amy K., Best, Miss Esther M, Buchanan, Miss Bessie, Calbick, Miss Letitia, Cochrane, Donald, Colbeck, Miss Alice D, Cook, Miss Annie B, Corder, Miss Florence V, Cummins, Miss Lily A, Currie, Miss Margaret, Dodds, Archibald J. W, Goodeve, Miss Myra M, Grant, Miss Fannie I, Harlow, Mrs. Lucy B, Henderson, Miss Violet E, Hicks, Miss Salome M, Hodder, Horatio, Hoops, Miss Eileen C, Howe, Miss Ida G, Johnson, Miss Florence B, Johnson, Miss Margaret, Kennedy, Miss Emily, Mangan, Miss Jane, Manzer, Robert H, Mills, Frederick R, Muir, Miss Louise M. McD, Munro, Miss Isabel M, McEwen, Herbert B, Nicholson, Miss Alice M, Nicholson, Miss Jessie R, Nordstrom, George, 1904. Plaxton, William, ii Reed, Miss Ethel M, n Robertson, Miss Annabella, ii Russell, Miss Marian, ii Saunders, Montague B, ii Schon, Miss Violet, n Sorby, Henley E, ii Sorby, Miss Norah, ii Stevens, Miss Lena, ii Strang, Miss Marguerite, ii Tait, Ernest L, „ Taylor, Miss Mabel, ii Thompson, Miss Jennie, ii Annable, Miss Pauline, n Barrett, Miss Clara, ii Baynes, Miss Ena F, ii Bell, Miss Jean C, ii Billingsley, Miss Millie, ii Boake, Miss Ruby M, n Beveridge, Miss Hosannah, ii Broe, Alfred, ii Bryant, Thomas, ii Cartmell, Miss Gertrude, n Clark, Miss Jean F, ii Clearihue, Joseph B, Clement, Miss Ella M, 1905. Collis, Miss Elsie D, ii Crankshaw, Miss Edna P., H Crowe, Miss Margaret, ii Cunningham, Jeffrey A, ii Driver, Miss Margaret I, H Duark, Raymond L, ii Duncan, Miss Inez, ii Easton, Miss Annie, „ Etheridge, Miss Effie L, ii Freeman, Miss Jennie, ii Few, Miss Bertha, ii Harrison, Miss Ada V, ii Hey land, Miss Anita A, ii Henderson, Miss Nellie W., .1 Hilton, Miss Elizabeth A, ,i Hunt, Miss Ethel M, ii Johnson, Miss Chris'-ina C, ,, Marshall, Miss Elizabeth E, ii Matheson, Miss Vinnie J, ii Murray, Miss Christina T, ii Mclnnes, Robert H, ii McKenzie, Miss Christina M, ii McKenzie, Miss Martha M. M. ii McKenzie, Miss Vina, n McKinnon, Miss Margaret E, ii McLennan, Miss Annie, ii Palmer, Miss E. Gertrude, ii Parnell, Miss Grace, i, Rath, Miss Lilly G. E, ii Reinhard, Miss" Thekla L. E, n Roberts, Miss Jean G, ii Rogers, Miss Thomasine, 1905. 1906. A XciV. Public Schools Report. 1906 Ross, Miss Lilian M, Saunders, Miss Elizabeth B, Scott, Miss Margaret M, Smith, Miss Delphia M. J, Stapleton, Miss Agnes, Thorpe, George K, B.A. Turnbull, Miss Lizzie, Twaddle, Miss Mary, Third Class Certificates. 1906 -Concluded. Wallace, Albert H, Wells, Miss Phila E, West, Miss Mabel, Williams, Miss Constance, Williams, Alfred, Wood, Clinton S, Wood, Ernest O. 1906. Third Class Certificates, Renewed for One Year, under Section 120, "Public Schools Act." Bell, Miss Etta L, Booth, Miss Annie, Bowell, Miss Bertha J, Bradley, Miss Emily, Brethour, Miss Margaret M, Brethour, Miss Helen, Brown, Miss Elizabeth E, Cameron, Miss Bertha I, Carson, Miss Ellen M, Carter, Miss Louise J, Cathcart, Miss Annie, Crawford, Miss Dora, Creech, Miss Mary M, Eastman, Miss Bessie G. Ford, Miss Mabel R, Frame, Miss Margaret M, Gibson, Miss Frances, Gibson, Miss Grace E, Gibson, Miss Margaret, Godson, Miss Grace A, Griffiths, Miss Ada W, Haarer, Miss Isabel K. Hall, Miss Carrie, Hardy, Miss Violet, Holmes, Miss Mary H, Howell, Miss Ada M, Laurence, Miss May, Leighton, Miss Annie L, Lister, Miss Ellen, Lovell, Miss Elizabeth S, Marsden, Miss Sarah, Mellard, Miss Carrie E, Moore, Miss Bibianne, McDonald, Miss Christina J, MacKenzie, Mrs. Lena B, MacKenzie, John K, McLennan, Mrs. Ada J, McMartin, Miss Jane Plaxton, Miss Elsie D, Pringle, Miss Lena S, Ramsay, Miss Mary G, Ramsay, Miss Margaret, Rath, Miss Annie, Read, Miss Ellen R, Robertson, Miss Margaret M, Rolston, William G. M, . Sharpe, Miss Phoebe O, Shrapnel, Miss Elsie S, Starret, Mrs. Clara P., Sullivan, Miss Margaret M, Sutherland, James, Thomson, James W, Toop, Miss Ida M, Vannetta, Miss Annie E, Woodman, Miss Annie M. Temporary Certificates Granted on the Application of Boards of Trustees, or on Account of Inability to Attend Teachers' Examination. Clennen, Joseph B, New Westminster. Crake, Miss Ethel M, Langley Prairie. Dickieson, Miss Elizabeth, Port Moody. Dunlevy, Miss Gertrude, Soda Creek. Flick, C. L, Rock Creek. Hurst, Mrs. Agnes, Trout Lake. Lallemand, Charles F, Inverness. Lawrence, Miss Eleanor, Aspen Grove. Mitchell, William C, Cascade. McDonald, James N, Ymir. McLennan, Miss Annie, Ucluelet. Palmer, John T. E, Isabella Point. Pearson, Miss A. Helen, Williams Lake. Perm, Miss Hilda M, Ainsworth. Porter, James, Isabella Point. Rankine, Thomas, New Denver. Roe, Samuel R, Craigflower. Stanes, Herbert T, Retreat Cove. Stapleton, Agnes, Granite Siding. Vans, Miss Margaret, Tobacco Plains. Woodward, Miss Eva I, Quesnel. List of Provincial Normal School Graduates. Abercrombie, Miss Lena, Abercrombie, Miss Margaret, Allan, Miss Helen C, Allison, Miss Dorothy, 6 Ed. 7 Public Schools Report. A xcv. List of Provincial Normal School Graduates.—Continued. Anderson, Miss Agnes N, Campbell, Miss Jessie L, Anderson, Daniel J, Campbell, Miss Mary I, Anderson, Miss Mary H, Campbell, Walter H, Anderson, Miss Sarah J, Canfield, Francis 0, Anderson, Miss Maria, Carson, Miss Eliza, Ankers, Miss Gertrude D, Carson, Miss Ellen M, Anstie, Miss Jennie K, Carson, Robert H, Archibald, Miss Margaretta B, Carter, Miss Ethel J, Armstrong, Miss Harriet L, Carter, Miss Hilda M, Bajus, Miss Kathleen L, Carter, Miss Louisa J., Banton, Miss Florence W, Cathcart, Miss Annie, Barron, Miss Isabel M. F, Cattell, Miss Dorothy, Barron, Thomas J, B.A, Chapman, Miss Caroline M, Barton, Frederick W, Chapman, Miss Catherine, Bates, John A, Charman, Miss Janet, Beattie, Miss Florence, Christie, Miss Caroline C, Beattie, Miss Mabel V, Churchill, Miss Bessie, Becker, Miss Pearl C, Clark, Edgar F, Bell, Miss Ettie L, Clark, Miss Elizabeth A, Bell, Miss Elizabeth McC, Clark, Miss May McG, Bertiaux, Mrs. K, Clarke, Miss Mabel R, Best, Miss Frances M, Clement, William J, Bethune, Miss Katharine, Coburn, Miss Lila M, Black, Miss Colina, Coghlan, Miss Roberta S, Black, Miss Emma G, Colbeck, Miss Nora R, Blair, J. Alfred, Colbeck, Miss Alice D, Blake, Miss Mary J, Copeland, Miss Gertrude M, Bond, Miss Phoebe J, Copeland, Miss Lydia B, Booth, Miss Annie, Couves, Miss Blanche C, Bowell, Miss Bertha J, Cox, Miss Laura I, Bowell, William A, Crake, Miss Ethel M, Bowman, Miss Clytie L, Crandell, Oscar A, Bowman, Miss May A, Crawford, Miss Dora, Bradley, Miss Emily, Creech, Miss Mary M , Bradley, Miss Eleanor, Creech, Miss Winifred J. E, Brandon, Thomas B, Cripps, Miss Clara, Brethour, Miss Gertrude L, Crowder, Joseph T, Brethour, Miss Helen, Currie, Miss Annie, Brethour, Miss Margaret M, Currie, Miss Flora M , Broe, Lawrence, Curtis, Miss Julia F, Brown, Miss Elizabeth E, Dalby, Miss Edith M, Brown, Miss Ella J, Davey, Miss Mabel, Brown, Miss Harriet W, Davidson, Miss Gwladys, Brown, Miss Margaret, Davis, Miss Daisy L. M, Browne, Miss Ethel L, Dent, Miss Frances I, Buller, Miss Marion G, Dick, Miss Fanny T, Burnett, Miss Elsa K, Dingwall, Miss Mary 0, Burns, Miss Margaret M, Dingwall, Miss Robina A, Burpee, Miss Ethel L, Dixon, Miss Leah V. L, Burpee, Miss Leila A, Dobeson, Miss Mary G, Burris, Miss Grace D, B.A, Dodd, Miss Margaret K, Butler, Miss Dora A. V, Donaldson, Miss Nellie T, Butler, Miss Gladys A. K, Donovan, Miss Alice G, B.A, Cairns, Miss Laura, Draper, Miss Hester, Cairns, Miss Mabel, Draper, Miss Katharine, Caldwell, Miss Daisy C, B.A, Duncan, Miss Rose, Cameron, Miss Bertha I, Duncan, Miss May G, Camp, Miss Marion E, Dunn, Miss Isabel, A xcvi. Public Schools Report. 1906 List of Provincial Normal School Graduates.—Continued. Dyker, Miss Jean, Eastman, Miss Bessie G, Easton, Miss Annie, Eckardt, Alfred E, Edgar, Miss Annie A, Eldridge, Miss Dorothy C, Elley, Wilbert M, Elliott, Miss Margaret, Elliott, Miss Alice E, Elmsly, Miss Florence N, Evans, Miss Frances, Fernie, Miss Edith S, Field, Miss Maude L, Findlay, Miss Mary E, Fisher, Hollis, Fisher, Miss Jessie E. R., Fletcher, Miss Elizabeth, Ford, Miss Mabel R, Forrest, Miss Annie T, Fougner, Iver, Foy, Ellsworth, Frame, Miss Janet H, Frame, Miss Margaret M, Frank, Miss Mary C, Fraser, Donald A, Fraser, Miss Katharine N, Fraser, Miss Margaret A, Fraser, Miss Mary I, Frederickson, Miss Gertrude M, Frith, Miss Lilian E, George, Miss Elizabeth L, George, Miss Ruth, Gibson, Miss Grace E, Gibson, Miss Margaret, Gillies, Miss Isabella A, Glover, Miss Gertrude M, Glover, Miss Rose E, Godson, Miss Mabel, Gott, Miss Annie M, Graham, Alexander, Granger, Miss Constance G, Grant, Miss May B, Gray, Miss Alice E, Green, Miss Constance H, Griffiths, Miss Ada W, Haarer, Miss Isabel, Hall, Miss Carrie, Hamilton, Miss Evelyn R. S, Hamilton, Miss Myrtle P, Hammond, David, Hardie, Miss Cecil, Hardie, Miss Violet, Harding, Miss Elizabeth, Harding, Mrs. J. M. H, Harris, Miss Winnifred L, Hart, Miss Margaret F, Hastings, Miss Marion L., Henderson, Miss Eleanor M, Hilbert, Miss Rose, Hindle, Miss Lucy E, Hiscocks, Miss Sophie F, Hobbs, Miss Eveleen B, Hoffard, Miss Ella I, Holmes, Miss Mary H, Holt, Miss Mabel, Howell, Miss Ada M, Huggard, Everard. Hunt, Miss Ida V, Hutchison, Mrs. Bridget, Ing] is, Miss Jessie, Irvine, Miss Ada E.. Jackson, Miss Dorothy I, Jesse, Miss Edith M, Johnson, Miss Elizabeth, Johnson, Miss Kristruna, Johnson, Miss Margaret A., Johnson, Miss Jonina S, Johnston, D. B, B. A, Jones, Miss Lizzie 0, Keith, Miss Lily T, Kingston, Miss Emilie G, Knapp, William, B. A, Knight, Miss Margaret D, Laidley Miss Lila K, Langley Miss Celia G, Lauder, Miss Edith M, Laughlin, Hugh A, Laursen, Miss Lili J. U, Lawrence Miss Edith M., Lawrence, Miss May, Lawson, Miss Winnifred, Leamy, Miss Lila A, Lee, Miss Eleanor A. T, Leask, Miss Isabel M, Leek, Miss Edith L, Lettice, Miss Edith M. N, Lettice, Miss Katharine M, Lewis, Miss Alice M, Lewis, Miss Edith, Lewis, Miss Margaret A, Lindseth, Miss Clara E, Loat, Miss Cora H, Loat, Miss Eleanor C, Loat, Miss Beatrice K, Lord, Miss Clara E, Lord, Miss Mabel A, Lovell, Miss Elizabeth S, Machin, Miss Adelaide, Mallory, Miss Edith M, Manson, Miss Catherine J, Marchant, Harold B, Marsden, Miss Sarah, Marshall, Miss Ha M , Marshall, Miss Annie F, Marshal], Miss H. Grace, Marshall, Miss Laura E, 6 Ed. 7 Public Schools Report. A xcvii. List of Provincial Normal School Graduates.—Continued. Marshall, Miss Sarah, Martin, Miss Charlotte M, Martin, Alexander, Martin, John, Mellard, Miss Carrie E, Mennell, Arthur, Miller, Thomas, Miller, Miss Eva I, Milligan, Miss Charlotte, Milligan, Miss Eliza, Milligan, Miss Mary, Milligan, Miss Rose A, Milne, Miss Helen B, Mills, Miss Sarah A, Moffatt, Miss Maude L, Moffatt, Miss Helen G, Mogee, Miss Jeannie D, Mooney, Miss WTinnifred, Moore, Miss Bibianne, Moore, Miss Eveline, Moore, Miss Jane, Morrison, Norman, Morrison, Miss Florence M, Morrison, James, M. A, Mouat, Miss Margaret J, Mowat,, Miss Lilian M, Muir, Miss L. Maude, Munro, Miss Isabel M, Murgatroyd, Miss Wilhelmina, Murgatroyd, Miss Annie L, Murray, Miss Caroline E, Murray, Miss Marie J, Musgrove, Miss Pearl C, McAlpine, Miss Sara, McBride, Miss Ethel M, McBride, Miss Mary D, McCallum, Miss Ada E, McCannel, Miss Norma E, McCrimmon, Miss Kate F, McCutcheon, John F, McDonald, Miss Edna C, McDonald, Miss Chrissie J, McDougald, Miss Katharine E, McDowell, Miss Maggie E, McEwen, Cecil, Macfarlane, Miss Gertrude M, McGeer, Miss Lucy Fitz-L, McGeer, Miss Ninyas W, Mclvor, Miss Henrietta, McKinnon, Miss Gertrude, McKinnon, Miss Mary M, McKinnon, Miss Mary, MacLachlan, Miss Etta, MacLachlan, Miss Mary A, McLeod, Alexander, McMartin, Miss Jane, McNair, Miss Laura, McNair, Miss Clara, McNair, Miss Muriel, MacNutt, Miss Margaret L, MacQuarrie, Miss Jessie K, McQueen, Miss Fanny A, Newland, Miss Catherine A, Newsom, Miss Annie M, Nicholles, Miss Florence U, Northern, Miss Harriet A, O'Dwyer, Miss Mabel A, Offerhaus, Miss Marion M, Ogilvie, Ernest W, Ohlson, Miss Ellen 0, Palmer, Miss Mamie L, Park, Miss Ethel B, Parker, Miss Ethel C, Patterson, Miss Garda M, Paul, Miss Margaret A, Peck, Miss Helen R, Pedlar, George L, Periard, Miss Rhoda G, Phalen, Michael A, B.A, Philip, Miss Alice M, Philip, Miss Muriel, Plaxton, Miss Elsie D, Pope, Miss A. M. Bernice, Pope, S. D. Harold, Pottinger, Miss Kate I, Pringle, Miss Lena S, Pringle, Miss Ella K, Pringle, Miss Nainie J, Ramsay, Miss Margaret, Ramsay, Miss Mary G, B.andall, Orville F, B-andle, Miss Olive, Randle, Miss Florence M. Rath, Miss Annie, Read, Miss Ellen R, Redfern, Miss Alice M, Redfern, Miss Kate E, Reid, Malcolm R. J, Reith, Miss Isabella, Renwick, Miss Lilian R, Richards, Miss Jennie M, Robertson, Miss Jessie A, Robertson, Miss Ethel St. J, Robertson, Miss Margaret M, Robinson, Miss Leonore E, Robinson, Miss Sarah V, Robinson, Miss Grace, Rolston, William G. M, Ross, Miss Grace E, Rowan, Miss Jessie F, Sexsmith, Miss Frances L, Sexsmith, Miss Myrtle, Shannon, Miss Mary J, Sharp, Miss Phcebe 0, Sharpe, Miss Rhoda, Sharpies, Miss Elizabeth J, A xcviii. Public Schools Report. 1906 List of Provincial Normal School Graduates.—Concluded. Shaver, Morris E, Thomas, Miss Gwendolyn A, Shine, Mrs. Alice G, Thomson, Miss Dorothea M. M, Shrapnel, Miss Elsie S. Thomson, Miss Isabel H, Simpson, Miss Laura E, Thornber, Charles H, Smith, Miss Nettie C, Toop, Miss Ida M, Smith, Miss Hilda ___.., Tretheway, Miss Lila R, Smith, Miss Katharine C, Tuck, Miss Isla, Smith, Alexander, Ure, Miss Irene E. Smith, Miss Annie, Urquhart, Miss Ina M. Smith, Miss Edith T, Vannetta, Miss Annie E, Snider, Miss Bertha M, Van Sickle, Miss Mabel R, Snider, William S, Vroom, Claude, B. A, Snider, Miss Emma S, Wade, Miss Margaret L, Snowden, Miss Laura J, Walker, Miss Jean A, Spencer, Miss Evalena, Walker, Miss Maud M. R, Spragge, Leonard T, Wall, Miss Lillian, Springer, Miss Ruby M, Wall, Miss Rosannah, Starret, Mrs. Clara P, Walls, Miss Emma N, Stephens, Miss Laura E, Wardle, Miss Ethel G, Stephens, Miss Margaret A, Watson, Ralph R, Stevenson, Miss Roberta E. L, Watson, John B, Stevenson, Miss Clarinda E., Watson, Miss Margaret M, B.A, Stewart, Miss Ethel, Webb, Miss Daisy M, Strachan, Miss Fannie M, Weismiller, Miss Ethel M, Street, Miss Emily C, Whelen, Miss Mary E. J, Stuart, James, B.A, Whitehead, Miss Ethel, Sullivan, Miss Margareta M, Whitely, Miss Margaret, Sweet, Miss Violet E. M, Whyte, Miss Fanny F, Sylvester, Miss Louise M, Williams, Miss Gertrude C, Tanner, Miss Rebecca, Williams, Miss Harriet, Tarbell, Miss Ellen G, Wood, Miss Mabel V, Taylor, Miss Emily J, Woodman, Miss Annie M, Taylor, Robert W, Woodman, Miss May, Teague, Miss Julie A, Woodward, Miss Cora L, Templer, Franklin W, Woodward, Miss Mary C, Terrion, Patrick, Woollacott, Arthur P, Thomas, David J, Wriglesworth, Miss Annie L. 6 Ed. 7 Public Schools Report. A xcix. LIST OF PROVINCIAL NORMAL SCHOOL GRADUATES. Advanced Session, 1906. Astle, Miss Mabel C, Brunton, Miss Lulu J, Bate, Miss Evelyn B, Belleau, Miss Mary T, Calvert, Franklin G, Cameron, Miss Mabel A, Cameron, Miss Tilly J, Center, Miss Lola L, Chappell, Miss Kate L, Corder, Miss Florence V, Crossan, Miss Mary A, Dickey, Miss Alberta F, Dyke, Miss Kathleen A, Fisher, Howard J, Frame, Miss May, Gammon, Miss Agnes E, Grant, Miss Fannie I, Horton, Miss Marion, Harrison, William H, Hill, Miss Nora J, Hornby, Miss Dulcie M, Johnstone, Miss Katharine W, Jones, Miss Mary L, Knight, Miss Edna E, Lawrence, Miss Flora C, Monteith, Miss Mary E, Morton, Miss Pearl, McPhalen, Miss Mary M, Mc Vicar, Miss Margaret M, Painter, Miss Emily, Purdy, Miss Ruth O, Reinhard, Miss Annie H, Robson, Miss Constance H, Selman, Miss May E, Shanks, Miss Gertrude M, Shepherd, Miss Elsie W, Saunders, Montague B, Wade, Miss Annie L, Wardle, James M, Westwood, Miss Beulah F. Preliminary Session, 1905. Alexander, Miss Irene B, Andrew, Miss Amy K, Astle, Miss Mabel C, Baynes, Miss Ena F, Belleau, Miss Teresa M, Beveridge, Miss Hosannah, Burris, Miss M. Olive, Cameron, Miss Mabel A, Cameron, Miss Tilly J, Carwithin, Miss Margaret B, Center, Miss Lola L, Chappell, Miss Kate L, Clark, Samuel J, Clement, Miss Ella M, Collins, Joseph, Corder, Miss Florence V, Crossan, Miss Mary A, Dickey, Miss Alberta F, Dyke, Miss Kathleen A, Fawcett, Miss Annie M, Fisher, Howard J, Frame, Miss May, Fraser, Miss Hilda M, Gammon, Miss Agnes E, Gammon, Miss Martha P, Grant, Miss Fanny I, Harrison, William H, Hesson, Miss Helena M, Hornby, Miss Dulcie M, Hunt, Miss Ethel M, Johnstone, Miss Georgina M, Johnstone, Miss Katharine W, Jones, Miss Mary L, Knight, Miss Edna E, Mills, Miss Catherine P. E, Monteith, Miss Mary E, Morton, Miss Pearl, Mowbray, Miss Christina M, Macdonald, Miss Christina A, McPhalen, Miss Mary M, Painter, Miss Emily, Purdy, Miss Ruth O, Rickaby, Miss Edna M, Robson, Miss Constance H, Selman, Miss May E, Shanks, Miss Gertrude M, Street, Victor C, Shepherd, Miss Elsie W, Sorby, Miss Norah, Sterling, Miss Edna M, Stott, Miss Eliza C, Wade, Miss Annie L, Wardle, James M, Westwood, Miss Beulah F, Wooster, Miss Annie B. A c. Public Schools Report. 1906 LIST OF SUCCESSFUL CANDIDATES FOR HIGH SCHOOL CERTIFICATES. Chapman, Albert F, July Examinations, 1906.—Junior Grade. Chilliwack Centre. Cummings, Annie E. Cumberland Centre. Hill, Katharine M. Grand Forks Centre. Wells, Phila E. Kamloops Centre. Taylor, Lulu M. Kaslo Centre. Allen, Gertrude M. Nanaimo Centre. Henderson, Nellie W. McCallum, Daniel P, Pearse, Walter J, Clark, John T, Davis, Gerald D. W, Fisher, George H, Allison, Louise A, Etter, Minna M, Barclay, Douglas J, Bowell, Margaret B, Corbett, Garnet S, Harrison, Ada V, Bennett, Arthur W, Clark, George W, Fraser, William J, Anderson, Orvill B, Barker, Culver, Beaty, Alzie O, Boyle, Harry H, Carr, Elsie N, Cather, Frances E, Davidson, Lida M, DesBrisay, Eileen, DesBrisay, Isabel, Dewar, Margaret, Galbraith, John C, Gold, Robert. Nelson Centre. Fawcett, Ellen, Swannell, Amy M. New Westminster Centre. Mack, Myrtle E, Turnbull, Lizzie B, Wilson, Margaret McD, Wilson, Olive A. Revelstoke Centre. Haggen, Geoffrey L, Hobbs, Hilda R, Sutherland, Katie E. Rossland Centre. Buchanan, Christina. Vancouver Centre. Dixon, Margaret, Domoney, Vera, Dougan, Wilson, Duff, Jean H, Duke, Lillian M, Elliott, Hector McL, Farreli, Gordon, Fleming, William R, Grant, Harold, Grossman, Max M, 6 Ed. 7 Public Schools Report. Vancouver Centre.—Concluded. Hodsdon, Donald W, Hosang, Myrtle, Hunter, Gertrude, Lawler, Margaret E, Leckie, John A, Lindsay, Gordon, Muddell, Edward, McAulay, Vida I, Macfarlane, Marguerite E, McGeer, James A, Mackenzie, Frances C, McLean, Adelaide, Parnell, Grace, Paterson, Edith L, Baker, Maud M, Bazett, Dorothy G, Blake, Helma J, Case, Catherine F, Chandler, Rhena F. F, Davies, Florence T, Davis, Sarah J, Dee, John S, Dunn, Frank N, Elliott, Bertram R, Gladstone, Margaret I., Gray, Andrew J, Graham, W. Ashton, Grant, Georgina, Hendry, Anna E, Perry, Minnie J, Pringle, Elizabeth P, Shaw, Elizabeth, Smith, Margaret A, Smith, Philip P, Stewart, Blanche, Stewart, Christine E, Taylor, Grace A, Thicke, Violet E, Turley, Gordon A, Turnbull, John R, Warren, Louis, W'eddell, Edwin C, Winnett, Earl T. Victoria Centre. Laing, Margaret L, Levy, Victor A, Lubbe, Elizabeth C, McGregor, Donald M, McKillican, Nehalennia M, McNaughton, Jean L. M, Mowat, Barbara I, Papke, Erna C, Paterson, Annie, Richardson, William A, Robertson, Elizabeth B, Scott, Blayney E, Starr, Geraldine, Walter, Arthur B. Intermediate Grade. Cumberland Centre. Grant, James F. Grand Forks Centre. Mitchell, William C. Nelson Centre. Brown, William, McVicar, Lottie M.. Weir, Kenneth. Vancouver Centre. Laird, Edna J. Vernon Centre. Daykin, Margaret. A cii. Public Schools Report. 1906 Chadwick, Clara, Holland, Alwin. Senior Grade. Nanaimo Centre. Hodgson, Ethel. Nelson Centre. Austad, Olaf. Vancouver Centre. McEwen, Flora E. Senior Academic Grade. Grand Forks Centre. Hunter, Douglas McD. Victoria Centre. Fleming, Robert W. Saunders, Montague B. 6 Ed. 7 Public Schools Report. A ciii. APPENDIX B. MEDALLISTS FOR 1906. The medals presented by His Excellency the Governor-General were awarded on result of written examinations held by this Department, as follows :— 1. Miss Ethel Hodgson, Silver Medal, presented for competition in the Nanaimo High Sohool. 2. Olaf Austad, Silver Medal, presented for competition in the Nelson High School. 3. Miss Elizabeth Jean Laidlaw, Silver Medal, presented for competition in the New Westminster High School. 4. Nicholas Duncan Munro, Silver Medal, presented for competition in the Vancouver High School. 5. Alfred Nelson King, Silver Medal, presented for competition in the Victoria High School. 6. Miss Vera L. Collins, Bronze Medal, presented for competition in the Graded School of Cumberland City. 7. Miss Viola White, Bronze Medal, presented for competition in the Graded School of Fernie City. 8. Miss Ida Hartinger, Bronze Medal, presented for competition in the Graded School of Grand Forks City. 9. Miss Maude H. Davies, Bronze Medal, presented for competition in the Graded School of Kamloops City. 10. Miss Clara M. Stephenson, Bronze Medal, presented for competition in the Graded School of Kaslo City. 11. Miss Margaret F. Glenn, Bronze Medal, presented for competition in the Graded School of Ladysmith City. 12. Percy Chadwick, Bronze Medal, presented for competition in the Graded School of Nanaimo City. 13. Richard M. Ferguson, Bronze Medal, presented for competition in the Graded School of Nelson City. 14. Miss Doris L. Clute (Girls' School), Bronze Medal, presented for competition among the Graded Schools of New Westminster. 15. Charles Gordon, Bronze Medal, presented for competition in the Graded School of Revelstoke City. 16. Miss Eva M. Doell, Bronze Medal, presented for competition in the Graded School of Rossland City. 17. Delbert C. Brown, Bronze Medal, presented for competition in the Graded School of Trail City. 18. Merrill DesBrisay (Roberts School), Bronze Medal, presented for competition among the Graded Schools of Vancouver City. 19. Miss Jessie M. Kennedy, Bronze Medal, presented for competition in the Graded School of Vernon City. 20. Thomas G. Norris (Boys' School), Bronze Medal, presented for competition among the Graded Schools of Victoria City. A civ. Public Schools Report. 1906 LIST OF SUCCESSFUL CANDIDATES FOR ENTRANCE TO A HIGH SCHOOL. Christmas Examinations, 1905. Chilliwack School. Kickbush, Fred. W, Orr, Robert C, Robbins, Kathleen C, Robinson, Amos W. Kamloops School. Barnhart, Mary W, Bennet, George E, Carment, Marion S, Davies, Maude H, Lee, Violet E, McNab, Henry, McDonald, Harold J, Noble, Annie T, Smith, Donald W. Shaw, Thomas A, Whitmore, Ethel A. Nanaimo Central School. Brown, Grener R, Cavalsky, Ella J, Dudley, Hubert J, Jones, John A, Mowat, Lawrence, Nicholson, Thomas E Planta, Gordon, Sharman, Edith E, Smith, Elsie, Stewart, Mary, Warwick, Ella M, , Whiteside, Percival C. New Westminster Boys' School. Eastman, Edwin F, Mack, Lawrence S, Munn, Harry A. D. New Westminster Girls' School. Annandale, Beatrice, Binnie, Jean I, Brown, Gertrude A, Brown, Kate E, Clute, Doris L, Corrigan, Gladys K, Cotton, Annie M, Davison, Marguerite B, Forrester, Helen, Gaudin, Olive H, Hardman, Mildred E, Jardine, Katie, Robinson, Daphne, Sayer, Beatrice, Townsend, Elsie L. Revelstoke School. Beck, Maud, Berger, Fred, Buck, Hazel, Sibbald John. Rossland School. Baxendale, Priscilla, Hicks, Robert C, Levy, Beatrice, Pringle, Nettie C, Tees, Glen H. Vancouver Central School. Close, Violet C, Gray, Lillian M, Henderson, Nellie J, Lees, Mary E, McLennan, Hugh J, Middlemiss, Edith A, Shier, George W, White, Edna. 6 Ed. 7 Public Schools Report. A cv. Vancouver, Dawson School, First Division. Coles, Ellen, Millard, Elizabeth M, Dunn, Rache I, McCandless, Percival A., Frost, Mabel, . McRae, Malenia M, Garvin, Beatrice, Pethick, William, Grant, Winifred A, Scott, Edna M, Haw, Zella C, W'enborn, Helena E, Herald, Dorothy J., Whitehead, Helen J, Keenleyside, Alice M, Wiegand, Elsa M. McGillivray, Donald, Vancouver, Dawson School, Second Division. Bajus, Ray, Manuel, Claude E, Bolton, Grace A, McLennan, Purvis, Corbett, Grace, Miuchin, Harry, Fraser, Raymond A, Pethick, John, Gavin, Charles E, Ward, William G. Vancouver, Fairview School. Balfour, Edith, Painter, Harry J, Coffin, Charles D, Perry, Rolf, Morrison, Albert S, Vermilyea, Irene. Vancouver, Mount Pleasant School. Alexander, Frank, Morrison, Harley, Astle, Ida, Pritchard, Frank, Balkwill, Alice, Schwesinger, Gladys, Mitchell, Evelyn, Snider, Everett. Moodie, Charles, Vancouver, Roberts School. Anderson, Walter, Peart, Mabel, Clyne, Norval, Ramsay, Vincent, Fraser, Helen P., Risteen, Clifford, Gilmour, Stuart, Sanderson, Theron, Gordon, William, Stevens, Frank, Hackett, Robin, Stuart, Beatrice, Jeffrey, Cecil, Tepoorten, Edwin, Levy, Alfred, Templeton, Edwin, Lumsden, Carr, Travis, Jack. Patterson, Harold, Vancouver, Seymour School. Bruce, Winnifred E, McArthur, Isabelle C, Dick, Muriel, McArthur, Margaret M, Edmonds, Elsie A, Porter, Edith M, Findlay, Chester W, Simpson, Annie. Vancouver, Strathcona School. Blake, Edith, McKinnell, Sadie, Carver, Mabel, Parrot, Ada, Franks, Abraham, Rowley, Lillian, Heslip, Harry E, Smith, Ina, Hicks, Elizabeth, Smith, Walter, Janes, Ralph V, Smithson, Ella, Marshall, Elsie, Tremblay, Ethel. A cvi. Public Schools Report.. 1906 Vernon School. Bell, Grace M., French, Herbert S, Kennedy, Jessie M. Bergman, Stanley, Briggs, Albert, Burns, Robert E, Campbell, Douglas N, Croghan, Norman, Anderson, Jean, Brown, Vida, Cobbett, Dorothy M. Croft, May S, Helmcken, Cecelia, Kelly, Jennie E, Whittaker, Hazel. Glover, Mary I. P.. Jacques, Hazel, Victoria Boys' School. Dalby, Kenneth B, Foot, Cecil, Howell, Alfred M, Knox, Charles, Mitchell, Charles. Victoria Girls' School. Parfitt, Florrie, Percival, Florence G, Rich, Nona M, Shafer, Ada, Walker, Joan M, Walker, Freda N, Victoria, North Ward School. Anderson, Stanley, Cameron, Laura, Clark, Ernest, Gill, Annie, Pineo, Nellie. Hill, Margaret E, Main, William, Murton, Clara, McKenzie, Aleck, Victoria, South Park School. Briggs, Thomas C, Boyd, Walker H, Casey, Ernest O, Ellis, Leslie H, Hanna, Mavis V, Jackson, Katie M, Muirhead, Clarence W, McKay, Jessie E. D, Meyer, William R, Petrie, Edward, Roberts, Mary K, Sparrow, Elsie G, Stevens, Ida B, Stevens, Ethel M. Central Examinations, 1905. Ogden, Peter .... Lac-la-Hache. Godfrey, Harold B Private School (St. Louis College, Victoria), Harrison, Edna, 1 Hoyt, Hazel H, V Private School (St. Ann's Academy, Victoria), McLaughlin, Mary, J Clark, Lillian Esquimalt. Graham, Alma E Denman Island. Williams, Edgar South Nanaimo. Anderson, Raymond Cloverdale. Fenton, Scott C Ladner. Howard-Gibbon, Elsie Steveston. Wright, Helen M Agassiz. Kinmond Robert D \ Private School (Queen's School, Vancouver). Taylor, Thomas A. H.J v Mellish, Christina Otter Lake. 6 Ed. 7 Public Schools Report. cvii. Midsummer Examinations, 1905. Cumberland School. Christmas, Wilfrid E, Collins, Vira L, Dowdall, Marjorie 0, Broten, Mabel, Clement, Mary P. S, Disney, Amy, Howell, Elsie M. C, McNabb, Estella, Garland, Margaret E, Stephenson, Brooke J, Grant, Lillian M., Stewart, Kenneth T. Grand Forks School. Hartinger, Ida, Hoffman, Katie, Kennedy, Margaret. Kamloops School. Kaslo School. Walkley, William. Stephenson, Clara M. Nanaimo Central School. Bryant, Reginald W, Calbick, Edith H, Caldwell, Sada St. Clair, Cartwright, Frank, Chadwick, Percy, Galbraith, Vaughan McP, Gillies, Annie R, Hawthornthwaite, Allan H, Holland, Arthur G, Maki, Hulda M, McKinnon, Adelaide R, McMillan, Catherine M, Oster, Jennie, Pender, Mary, Vawden, Eva, Wardill, Oswald. Nelson School. Ferguson Ferguson Baer, Winnifrede, Bardley, Clara, Darough, John, Richard M. Harry, Fish, Lena, Gibson, Irene, Grizzelle, Percy, Manson, Edith, Mastberg, Annie, Matthew, Ernest, McArthur, Hazel, McCandlish, James, Middleton, Edith, Montgomeiy, Isabelle, Paterson, Nora, Rutherford, Mary, Svoboda, Henry, Swartz, Robert, Thornicroft, John C, Treves, Myrtle, Truswell, Walter. New Westminster Boys' School. Ackley, Clarence, Adams, Clifford, Bacchus, Ernest W, Creighton, Charles P., Davidson, John, DeBeck, Victor, Disney, John, Forrester, James, Hood, Ralph, Hoffard, Harold, Holmes, Aurdy, Maxwell, Dean, McDonald, Horace, Sangster, J. Lewis, Wolz, William, Wright, Douglas. cviii. Public Schools Report. 1906 New Westminster Girls' School. Boetilier, Hazel E, Fisher, Iola L, Bryson, Ida M, Gilley, Reita S, Budge, Christine E, Hov, Norma B, Butters, Edna M, Imla, Annie E, Coatham, Rhoda C, Lewis, Alma E, Cook, Bernice M, Macdonald, Mona F, Corbett, Alice S, McNee, Marian, Croll, Annie G, McNiven, Margaret, Dockrill, Mary K, Page, Violet E, Dockrill, Nora E, Peebles, Catherine G, Dougherty, Minnie H, Richmond, May E, Dunlop, Elizabeth J., Wilson, Dorothy E, Elley, Marian, Wilson, Marian E, Emett, Elsie M, Wintemute, Leila A. New Westminster, Westside School. Day, Alice M, O'Connor, Mildred J. Revelstoke School. Bell, Ralph, Gordon, Charles, Blackberg, Agnes, Hooley, Elsie, Blackberg, Ethel, Hyatt, Edwin, Burget, Alma, MacRury, Flora, Caley, Arthur, Robbins, Sidney, Corson, Annie, Smith, Ephraim, Coursier, Eric, Thompson, Eva, Fraser, Kathleen, Young, Frederick. Rossland, Central School. Doell, Eva M, Morgan, Benjamin, Freeman, Olga M, McLean, Daniel, Jones, Hugh S, McLean, Mildred, Lewis, Irene, Twaddle, James W, Michaely, Maude, West, Harry A. Vancouver, Central School. Armitage, Kathleen, Hosang, Bertha, Blackburn, Mamie, MacLennan, Irene, Fitzgerald, Ernest, Massey, James, Gosse, Mamie, • Peterson, Ethel, Grossman, Bessie, Pilling, Reggie, Henderson, Genevieve, Stewart, John. Vancouver, Dawson School, First Division. Baldwin, Sidney G, McGillivray, Jean, Berry, Karl R, McRae, Rona I, Burnside, William B, Rhinehart, Zoe, Cook, Harold, Richdale, Marguerite I. Farrow, Richard C, Shaw, Rachel, Forrest, Edith C, Watson, Clara, Harris, Mamie, Whitehead, Elizabeth, McDougall, Angus, Young, Clarendon R. 6 Ed. 7 Public Schools Report. A cix. Vancouver, Dawson School, Second Division. Doble, Robert H, Findlay, Stanley, Gordon, Irma, Hewitt, Augusta, McMillan, Edgar W, McTavish, Charles H.: Scoullar, Roy L, Wright, Arthur ___,, Hughes, Cleaver H, Fraser, John. Vancouver, Fairview School. Bell, Maude, Boyle, Fred, Brooks, Lydia M, Davey, Agnes M, Clark, Ruth, Cook, Mary E, Doidge, George, Erederickson, Cj'ril, Gay, Annie, Kearns, Gordon, Knutson, Robert I, Little, K. Evelyn, Milton, Ada M, Otton, Marion, Perkins, Hubert L, Ray, Edith, SkaUng, Loreta, Skaling, Henry, Smith, Thomas H, Wilson, Louis, Wright, Albert, Vancouver, Mount Pleasant School, First Division. Alexander, Ruby, Amos, Maud, Balkwell, Blanche, Cousins, Laura, Dougan, Clinton, Drost, Herbert, Fenton, Vera, Frazier, Maud, Gill, Percy, Graham, Andrew, Green, Lena, Howell, Ben, Hunt, Darwin, Jones, Adelaide, Ker, William, Lee, Percy, Luke, Mabel, Mitchell, George, Morton, Bella, Mounce, William, McCubbin, Ethel, Schwesinger, Isabella, Stone, Grace, Walter, Josephine. Vancouver, Mount Pleasant School, Second Division. Balfour, Alberta, Cousins, Olive E. J, Dunlap, William A, Gillies, Lydia E, McLennan, Lewis T, McLachlan, Hazel L.. McMorran, William, Wilson, May D. Murphy, Roy. Vancouver, Roberts School. Carr, Percy, Clark, Gladys, Cormon, Ruth, DesBrisay, Rex, DesBrisay, Merrill, Green, Ward, Heddle, Eleanor, Hickey, Emmett, Holland, Fred, Jenns, Sylvia, Jenns, Ivy, Kayll, Swinburne, Le Messurier, Grace, Mahony, Ida, Miller, Sidney, Morgan, Clovis, McDonald, Donald, Mackenzie, Lionel, Northrop, Harold, Rhodes, Beverley. Roedde, William, Sclater, Mary, Scott, Douglas. A ex. Public Schools Report. 1906 Vancouver, Seymour School. Barker, Eva, Kirkpatrick, Robert H, Casselman, Harry, McDonald, Duncan, Chisholm, Malva I, Phillips, Jennie, Crowe, Bertrand, Prefontaine, Jeanne E, Findlay, Olive I, Upham, George A, Hague, Eleanor, West, Charles P. Vancouver , Strathcona School. Barnett, Lily B, Kyle, Violet M, Buck, Roy, Lindsay, Stewart, Cassidy, Vera, Lothian, Ada, Crane, Henrv J, Martin, Minnie, DeWolf, Harold E, Morin, Edward J, Ferguson, Stella V, McKinnon, Ruth G, Fitzsimmons, Gladys M. McRae, Willena, Granville, Ethelwyn, Meitzel, Ena M, Green, Vera J, Oya, Katsuji, Hoskin, Lloyd W, Marsland, Reuben. Vernon School. Brown, Isabella M, Haugh, James H, Baker, Cyril, Barton, Jack, Brown, Frederick, Campbell, Harold L, Cheeseman, Stephen, Clayton, Cecil, Creech, William, Davies, Lester, Elford, Ernest R, Finland, Elmer, Gregson, W. Ewart, Huggett, Harry S, Johnson, Byron, Le Clercq, Donald, Aird, Irene K, Barton, Marguerite H, Bailley, Marie E, Davies, Marjory, Escallet, Marcella E, Howell, Edith C, Le Clercq, Nina E, Pound, Luta. Victoria, Boys' School. McDonald, Aubrey, McDonald, Clyde, Norris, Thomas G, Pineo, Lew A, Plumb, William, Robinson, George W, Robinson, Henry L, Rostein, Edwin, Schilling, Charles, Schneider, Frederick, Spencer, Allan, VVaterson, Raymond, Wills, Archibald. Victoria, Girls' School. Le Page, Margaret L, Mason, Annie C, Nute, Kate, Rogers, Gladys E, Vye, Ella G, Wills, Bessie H. Victoria, North Ward School. Adams, Vera, Blake, Edna, Cameron, Violet, Hewlings, Nora, John, Ella, Jones, Nellie, McElhinney, Edyth, Newbigging, Gladys, Sherwood, Rhoda, Tait, Muriel, Walker, Robert. 6 Ed. 7 Public Schools Report. A cxi. Booz, Mabel, Eaton, Helen, Ellis, Duncan, Fox, Dorothy, Gray, James, Victoria, South Park School. Black, Alma I, Boggs, Arthur B. Boggs, Herbert B, Brown, Robert R, Collister, Effie M, Colvin, Walker B, Hall, Norma, McNiven, Ida, Michaelis, Annie, Miller, Florence, Scott, Matthew. Victoria West School. Corkle, James C, Dickson, James H, Hinds, Bernice J, Knappett, Louisa M, O'Kell, Ellen L, Williscroft, George M. Central Examinations, 1906. Bird, Charlotte B. B New Alberni. Wood, Alexander S. W h Dickie, Herbert W Duncan. Parker, Harry n Robertson, Nellie n Robertson, Annie n Weismiller, Carl R n Munro, George Chemainus Landing. Monk, Veta n Marshall, Rosalind m VanNorman, Rubie n Lee, Winifred S Burgoyne Bay. Shopland, William A North Saanich. Munro, Ernest H Sidney. Rucker, Minnie Aldergrove. Eckardt, Harold Beaver. Skea, Elizabeth ..... n Berry, Edward , Belmont. MacDonald, James n Monahan, Noble n Simonds, May n Anderson, Samuel Douglas. Sherlock, Clarence h Coulter, Vera Langley. Holding, Harry n Rawlinson, Laura h Ramage, Enid Prairie. Carncross, Elmer Cloverdale. Carncross, Roma E u Wright, Allie Surrey Centre. Weaver, Frederick G Delta. Cairnes, Clive Gulfside. Hume, Herbert Ladner. Leary, Ada n Leary, Lena h Livingstone, Warren , h Mackenzie, Margaret n Smith, Minerva n Whitworth, Olive n A cxii. Public Schools Report. 1906 Cederberg, Ruth Westham. Tomboline, Louis n Quilty, Beatrice M Coquitlam. Laity, Evelyn Maple Ridge. Murgatroyd, Alice D m Pope, John A n Ray, Violet E n Sharpe, Stella L Hammond. Blake, Olive M South Lillooet. Carrier, Christina A Harrison River. Tretheway, Annetta E n Marsh, George L , Jubilee. McCormick, Frances M n McTavish, Frank A n Crist, Minnie Matsqui. Page, Muriel A Craig, Rhoda A ,Mount Lehman. McDonald, Kate A Nicomen. Creighton, Alice Yale. Williamson, Grace A n Barrow, Lucy Simpson. Brentzen, Sophie K m Lindsay-Alexander, James M . n Henderson, Ivy M Ashcroft. Ball, Bertha Armstrong. Barnes, Albert n Fisher, Steele m Hamill, Beatrice n Harry, Benjamin n Lever, Annie E " Lever, Margaret n McNair, David n Simington, Frederic L " Young, Annie E. . . n Brash, Maud Enderby. Crane, Reginald H n Evans, Ernest n Greyell, Edna n Johnson, Edith m Teece, Herbert n Ferguson, Pearl Glenemma. Graham, Ada Spallumcheen. Schubert, Ida . . " Arthur, Fred Lillooet. Gibbs, Ethel m Uren, Nellie • ■ • • » Biggar, Mary I Kelowna. Glenn, Edith M Henderson, Jessie " Hill, Albert E Raymer, Pearl W " Reekie, Florence M " Wilson, Mabel Green, Lillian C Okanagan Mission. Greenwood, Marie Canoe Creek, North. Booth, Florence E Canoe Creek, South. Kernaghan, William Dolan's Corners. Miller, Ella V . .. , Bromham, Eva Salmon Arm, East. 6 Ed. 7 Public Schools Report. Palmer, Thomas H Salmon Arm, West. Chase, David Shuswap. Lewie, Wee Hong n Wilson, William G Peachland. McWilliams, Clifford A Summerland. McWilliams, Thomas F ,, Manuel, Archibald L m Gaskill, Gladys M , Cranbrook. Stewart, Louis W n Crowe, Arthur F Moyie. Tannhauser, Walter G Fort Steele. Sheppard, Muriel I Wardner. Holbrook, Inez B Elko. Carosella, Margherita Fernie. Giddings, Raymond n Hazell, Bessie n McCliment, Euphemia n Pollock, Leota n Pollock, Harry " White, Viola n Cumming, John Sandon. Maclntyre, Neil n Baty, Alma Slocan City. Baty, John W n Binish, Mary n Rae, Annie n Terry, Ellen Tipping, Charles A n Mclnfosh, Mary H Galena. Adams, Minnie Golden. Hanna, Arnold n Jones, Dorothy C , n Kenny, Katie R n Nealon, Joseph M Nealon, Margaret n Starforth, Owena n Bennett, Celestia Wilmer. Parker, Ray Greenwood. Rowe, Lila E ,, Yates, Dorothy S n Ferguson, Kathleen S Midway. Scott, Idelle n Haslett, Maude H Atlin. Stables, Nellie T Fraser, John A ,, Moffat, Alexander B Quesnel. Callaghan, Mary M . Metlakatla. Callaghan, Owen P. P M Chapman, David Camp Slough. Munro, Sarah E ,, Brett, James E , East Chilliwack. Cairns, Bertha South Chilliwack. Forbes, Jeanie E „ Webb, Frank W Fairfield. Willis, Garnet E Lotbiniere. Tribe, Lois Rosedale. MacLeod, Catherine E South Sumas. MacLeod, Hugh M McCann, Ilia Comox. A cxiv. Public Schools Report. 1906 Urquhart, Alexander H Courtenay. McLeod, Mary South Campbell Creek. Greer, Edwin W Rose Hill. Bailey, Gladys (Private School) Kamloops. Homfray, Rosabelle E h h Bryden, Blanche Ladysmith. Crossan, Agnes H n Dunsmuir, Sarah M n Glenn, Margaret F n Hutchison, Lola n Galloway, Janet Extension. Gordon, Ruth M n Bennett, Rheta Salmo. MacLeod, Vera Ymir. Elchinko, Annette (Private School, St. Ann's Convent) New Westminster. McDonald, Mary ,, ., n Nelson, Sophia n n m Brown, Delbert C Trail. Burns, Robert Howe Sound. Sargent, Roy A . North Vancouver. McDonald, Bertie Sea Island. Walker, Katie E Valdes Island. Gray, Margaret West Burnaby. Smith, Ethel n Duttweiler, Rosa West Vancouver. Letvinoff, Annie u McGeer, Gertrude E n Clarke, Robert H (Private School, Queen's School) Vancouver. Sharpies, Edmund B n n n Smith, Hedley M n h n Chardon, Violet (Private School, St. Ann's Academy) n Dunn, Anna n n 11 Paquet, Solomon (Private School, St. Mary's Academy) n Grant, Annie M Okanagan Landing. Bayne, Daisy D Cadboro. Palmer, Frank Cedar Hill. Offerhaus, Shirley n Palmer, Thomas n Robertson, Mary n Thurburn, Sedgwick n Rolston, Cecilia Colwood. Austin, Edith C Esquimalt. Jones, Frederick n Leigh, Mabel " Mclntyre, Edna n Maltravers, Edith m Lyche, Vera Ucluelet. Lvche, Norman E -. ■ . m Number of candidates examined 1,217 ii successful candidates 766 6 Ed. 7 Public Schools Report. A cxv APPENDIX C. HIGH SCHOOL ENTRANCE EXAMINATION—MIDWINTER, 1905. English Literature. (Time, 1| hours.) Fourth Header. 1. Give the nationality (English, Scotch, Canadian, etc.) of Lowell, Stevenson, Dumas, Frechette, Shelley, and Carlyle. Give also the title of the selection in your Reader from each of these authors. 2. Quote one of the following :— Lead, Kindly Light. The Lady of Shalott (one Part). Elegy in a Country Churchyard (five stanzas). The Daffodils (Wordsworth). 3. Tell the story of Samuel Johnson's Repentance. 4. Assign the following to author and selection :—• (N.B.—Refer to the passages by letter only.) (a.) " All the little boys and girls, With rosy cheeks and flaxen curls, And sparkling eyes and teeth like pearls, Tripping and skipping, ran merrily after The wonderful music with shouting and laughter." (b.) " For a mausoleum a city has risen above the forest hero, and the race whom he hated with such burning rancour trample with unceasing footsteps over his forgotten grave." (c.) " I am the chief person of the municipality and exhibit, moreover, an admirable pattern to my brother officers by the cool, steady, upright, downright, and impartial discharge of my business and the constancy with which I stand to my post." (d.) "Aye, call it holy ground, the soil where first they trod ; They left unstained what there they found,—freedom to worship God !" The Lay of the Last Minstrel. 1. When was The Lay published ? Give the dates of Scott's birth and death. 2. Give the meaning of the following:—leash, truncheon, slogan, diffident, Marchrnan, Seneschal, mercenaries, baldric, yeoman, scaur. 3. Explain the italicised words and phrases in the following :— (a.) "They gleamed on many a dusky tarn, Haunted by the lonely earn ; On many a cairn's grey pyramid, Where urns qf mighty chiefs lie hid ; Till high Dunedin the blazes saw." (_>.) " Letter nor line know I never a one, Were't my neck-verse at Hairibee." (c.) " Orion's studdedbelt is dim." (d.) " He learned the art that none may name." A cxvi. Public Schools Report. 1906 4. " The Lady of Branksome greets thee by me ; Says that the fated hour is come, And that to-night I shall watch with thee To win the treasure of the tomb." (Canto II.) Give an account of the further conversation between William of Deloraine and the Monk, of the scene, and of the winning of the treasure. In answering this question quote a passage of about 10 lines. 5. Show that you know the connection of the following passages with the poem :— (a.) "His trembling hand had lost the ease Which marks security to please; And scenes, long past, of joy and pain, Came wildering o'er his aged brain." (£>.) "The dwarf the stirrup held and rein ; Vaulted the knight on his steed amain, And, pondering deep that morning's scene, Rode eastward through the hawthorn green." (c.) " He led a small and shaggy nag, That through a bog from hag to hag Could bound like any Bilhope stag." (d.) "The child, amid the forest bower, Stood rooted like a lily flower." Grammar and Composition. (Time, 2 hours.) (Sentence A.)— "I know not how others saw her, But to me she was wholly fair, And the light of the heaven she came from Still lingered and gleamed in her hair." (Sentence _8.)— " The intervening route lay mostly through a thick forest crossed by several swollen streams and offering several other obstructions in the shape of muddy hills made slippery by recent rains." (Sentence C.)— " Colonel Graham, who now came up to assist him, seeing the composure of his features began to hope that he was not wounded, till he saw the dreadful laceration." 1. (a.) State what kind of sentence each of the above sentences is, giving reason clearly. (b.) Write out the phrases in sentences A and _5, and give the relation and kind of each. Arrange this answer in three columns, headed " phrases," " relation," "kind." (c.) Analyse sentence C. Use the form of "mapping out" if you can; if not, use the form of analysis you have been taught. 2. (a.) Parse :—but, fair, (sentence A); who, his, was wounded (sentence C). (b.) Distinguish between the function and class of "others" in sentence A, and of " other " in sentence B. (c.) " Crossed," " offering " (sentence B); " to assist," " to hope " (sentence C). What verb forms are these . What is the function and relation of each ? (d.) Write the principal parts of "know," "saw," "was" (sentence A), and of "lay" (sentence B). 3. (a.) Write an example of a noun in apposition. How do you tell its case 1 (b.) Write a sentence containing a form of the first personal pronoun used as indirect object. How do you distinguish it from the direct object? 6 Ed. 7 Public Schools Report. A cxvii. 4. Insert the singular or plural form of the verb as required, giving reason for your choice :— (a.) A carpenter with his tools (pass or passes) the house every morning. (b.) Fred and John (fishes or fish) in the brook. (c.) Either the mare or her foal (has or have) been in the stable. (d.) A basket of apples (were or was) left at our door. 5. Improve the following sentences by properly placing the modifying words :— (a ) He told his son only to bring the wood. (6.) A farmer was ploughing dressed in a suit of brown tweed with a team of bay horses. 6. (a.) What is meant (1) by unity, (2) by continuity of a paragraph . (b.) Choose one of the following stories and write two paragraphs of the story, being careful as regards unity and continuity, punctuation, etc. Write the paragraph topic over each :— (1.) The fight between William of Deloraine and Lord Cranstoun. (2.) The Taking of the Magic Book from the Wizard's Tomb. (3.) The Story of Laura Seeord. (4.) Alfred the Great. (5.) Young Lochinvar. 7. A relative of yours living in Manitoba is weak from a recent illness and needs a change of climate. Write a brief letter inviting him or her to visit you in B. C. 8. Write in better form : — (1.) Grapes are as sweet if not sweeter than plums. (2.) The fox pushed the goat deeper into instead of helping him out of the ditch. Dictation and Spelling. (Time, 1 hour.) 1. Write the following passages at the dictation of the Examiner : — (a.) He rose to go, but we held him back with entreaties. "Play to us once more—only once more 1" He suffered himself to be led back to the instrument. The moon shone brightly in through the window and lit up his glorious rugged head and massive figure. " I will improvise a sonata to the moonlight! " looking up thoughtfully to the sky and stars. Then his hands dropped on the keys, and he began playing a sad and infinitely lovely movement which crept gently over the instrument like the calm flow of moonlight over the dark earth. (b.) 'Twas said, when the Baron a-hunting rode Through Reedsdale's glens, but rarely trod, He heard a voice cry, " Lost! lost! lost! " And, like tennis-ball by racket tossed, A leap of thirty feet and three Made from the gorse this elfin shape, Distorted like some dwarfish ape, And lighted at Lord Cranstoun's knee. Lord Cranstoun was some whit dismayed ; 'Tis said that five good miles he rade, To rid him of his company; But where he rode one mile, the dwarf ran four, And the dwarf was first at the castle door. cxviii. Public Schools Report. 1906 2. Write the following words dictated by the Examiner :— responsible, piteous, recessional, nuptial, righteousness, prophecy (noun), separate (adj.), yeoman, tyrannize, vengeance, physicians, column, leisure, obeisance, reminiscences, unmistakable, soliloquies, reservoir, scimitars, precede. British History. (Time, 1 hour.) 1. Your history says of William I, "To those who opposed him he was harsh and cruel, but in the main he loved order and good government." What acts of William show the truth of this statement . 2. Make a tabulated list of the leading events in two (only) of the following reigns; assigning dates where possible :— (a.) Edward I. (b.) William III. (c.) Elizabeth. (d.) Charles II. 3. Write a brief account of the life of one of the following men :— (a.) Sir Walter Raleigh. (b.) Robert Olive. 4. Trace the descent of James I.. 5. («.) What is meant by the "English Commonwealth" . Give dates. Who ruled the country during this time? What title was given him? (b.) Tell how the Commonwealth was brought to an end. 6. When did the Chartist agitation take place ? What caused it ? Account for the name "Chartist." What were the demands of the Chartists? 7. Write very brief historical notes on the following, giving the main facts only :— (a.) Treaty of Bretigny. (b.) Corunna. (c.) Septennial Act. (d.) Heptarchy. Canadian History. (Time, 1^ hours). 1. What was accomplished by Champlain in Canada ? 2. (a.) What caused the struggle between England and France for the mastery in North America ? (b.) What wars took place in connection, and when ? (c.) What treaty concluded each war ? (d.) What influence did William Pitt have on the result? (e.) What was the final result of the series of wars ? 6 Ed. 7 Public Schools Report. A cxix. 3. Write brief historical notes on the following :— (a.) Laval. (b.) Batoche. (c.) The Nootka Affair. (d.) San Juan Island. 4. Outline the main events in the career of William Lyon Mackenzie. 5. Give a brief account of the Municipal Act of 1841. 6. State the connection of the following men with the history of British Columbia :— (a.) Sir James Douglas. (b.) Simon Fraser. (c.) Sir Joseph Trutch. 7. What important change has taken place this year in the Government of the North- West Territories of the Dominion of Canada ? Geography. (Time, 1^ hours.) 1. State clearly what each of the following terms means, giving an important example of each and locating it:— (a.) Flood plain. (b.) Estuary. (c.) Meridian. (d.) Plateau. (e.) Monsoon. 2. Name in order the bodies of water you would pass through in sailing from Liverpool to St. Petersburg. 3. (a.) Name five important imports of British Columbia, naming and locating tha districts whence they come. (b.) Name five important exports of British Columbia, naming and locating the areas of production and the chief markets for the exports. (Arrange your answer in columns.) 4. " All the great rivers of Africa have falls or rapids, and not a stream is open very far inland to large vessels from the sea."—(New Can. Geography.) (a.) What causes this peculiarity of the African rivers? (b.) Name and locate five of the rivers referred to. (c.) Compare with the two most important rivers in the Pacific Slope of China. 5. Draw an outline map of South America and locate on it three of the largest cities, the chief mountain ranges, and the three largest rivers. 6. Where do the following people live, and to what race does each group belong ? (a.) Eskimos. (b.) Maoris. (c.) Bedouins. (d.) Sikhs. (e.) Haidas. 7. (a.) Name in columns the Provinces of the Dominion of Canada, in order from the West, with their capitals. (b.) Name the Territories of the Dominion in the same order. cxx. Public Schools Report. 1906 Arithmetic and Book-keeping. (Time, 1J hours.) 1. If one pound (English money) is equal to $4.86-§ in Canadian currency, find the value in English currency of $109.50. 2. How far does a boy walk who goes half-way around a circular mile race-track and then returns to the starting point by cutting directly across the field ? Give answer in yards. (The circumference of a circle is 3A times its diameter.) 3. A train, whose length is 429 feet, is travelling at the rate of 45 miles per hour, (a) How many seconds will it take to pass a certain marked telegraph pole by the roadside? (b) How many seconds will it take to completely pass over a bridge 231 feet long? 4. A person borrows money for 6 years at 7| %, and repays at the end of the time as prin cipal aud interest $870. How much did he borrow ? 5. (a.) Find the greatest number that will divide 10974 and 15336, leaving remainders, respectively, 54 and 36. (&.) Multiply six hundred and four hundred-thousandths by six hundred four hundred- thousandths. 6. A boy hires with a farmer for $100 a year and a suit of clothes, but leaving at the end of 7 months receives $50 and the suit of clothes. Find the value of the clothes. 7. A sells goods to B at a loss of 10 % ; B sells them to C at a loss of 16| %; C sells them to D for $360, gaining 20 % ; find the first cost of the goods. 8. You sell John Brown a cow for $60, due in 6 months, with interest at 8 %. He gives you his note for this amount. Write the note in proper form. When and how much will he pay you ? Suppose he were to pay you the $60 at any time you demanded it, without interest, how would the note be written? Nature Study and Hygiene. (Time, 1 hour.) (N. B.—Answer any six questions.) 1. Describe the blood and mention its functions. 2. Write a description of the brain. 3. What change takes place in grain when it sprouts? How is fermentation brought about? 4. What do you know about the flower of the sunflower, or of the thistle, or of the dahlia ? 5. What is the function of the stigma of a flower ? Describe a simple experiment that would prove the truth of your answer. 6. Describe an experiment you might make to show that there is water-vapour in the air even on fine dry days. What is a cumulus cloud like ? 7. Why is there generally more white frost on a board than on a stone ? 8. Sketch a butterfly with expanded wings. Name the principal divisions of his body. 9. Sketch a salmon. Name the fins. How many fins are there ? 10. How do the very young plant and the very young salmon manage to live ? What are the young salmon called ? 11. Give the life history of the clothes moth. What kinds of cloth does this moth prefer and avoid 1 6 Ed. 7 Public Schools Report. A cxxi. 12. Of what kinds of wood is flooring generally made ? Does it make any difference how the flooring is cut from the log ? Explain. 13. Tell what you can about the bat. Is it of any use to man 1 Explain. 14. What birds is it unlawful to shoot at any time ? Give various reasons for not shooting robins. 15. How is iron tempered? How may it be dissolved? Name an ore of iron. 16. State with some exactness, how a suspended magnet points. Which would you prefer to make a magnet of, a steel needle or a piece of iron wire ? Does it make any difference which you use ? Geometry. (Time, 1| hours.) 1. If in two triangles the three sides of the one are respectively equal to the three sides of the other, the triangles will be equal in all respects, those angles being equal which are opposite to equal sides. 2. Draw a straight line perpendicular to a given straight line of unlimited length from a given point without it. 3. If two straight lines cut one another, the vertically opposite angles will be equal. 4. Any two angles of a triangle are together less than two right angles. Latin. (Time, \\ hours.) 1. Translate the following into English :— (a.) Turris alta est centum pedes. (b.) Pater pede altior est filio. (c.) Hie homo cibo caret. (d.) Is qui est fortis laudatur. (e.) Brutus et Marcus sunt amici; ille est impiger, hie est piger. (f.) Urbs capta esse dicitur. (g.) Ante Christum natum. 2. Write in full, in all persons and both numbers :— (a.) The imperfect indicative, passive, of amo. (b.) The imperfect subjunctive, passive, of moneo. (c.) The perfect indicative, active, of rego. (d.) The pluperfect subjunctive, active, of audio. 3. Give the principal parts of :—video, scribo, facio, lego, timeo. 4. Translate into English :— (a.) Frater et Sororcula (brother and little sister). F. Fabulam bonam amicus hodie narravit. S. De quo tibi (to you) narravit amicus? F. De Icaro, Daedali filio, puero miserrimo (most unlucky). S. Ubi (where) habitabat Icarus ? In Britannia 1 F. Minime; in Creta, insula magna et pulchra. Daedalus Icaro alas finxit et ei cera aptavit. Alae Icaro erant maxime gratae. Turn Daedalus puerum volare docuit, sed altius (too high) volavit Icarus. Sol (sun) ceram solvit et alae deciderunt. A cxxii. Public Schools Report. 1906 S. Sed quid de Icaro ? F. Icarus quoque decidit in mare (sea). S. Eheu, miserrimum Icarum ! (b.) Britain Invaded (b.c. 55 and 54). In insula ilia Britannia olim habitabant Britanni. Hanc terram Romani bis invaserunt. Illi Britanni magna cum virtute pro patria pugnabant; Romani imperium aurumque capere tentabant. Ulos Cassivelaunus, dux impiger et audax, hos Caesar ducebat. Illi (dat.) erant milites multi et fortes, sed hie bellum cum eo feliciter gerebat. Caesar illius agros vastavit oppidaque cepit. Tandem Britannus legatos ad Caesarem misit. Hie obsides imperavit (demanded). Hos obsides tristis ex Britannia Romam duxit. Candidate's Name.. Name of School... FREEHAND DRAWING. Directions to Candidates. Write your name in full, and that of your school, on the above lines. You are required to make a copy of the given drawing of a maple fruit, enlarging it to fit between the given lines below. Your drawing is not to be lined in. It must be left in the sketch state. You are not allowed to draw or sketch any lines on the given drawing, and no ruling of any kind whatever is allowed on your drawing for the purpose of enlargement. A cxxiii. HIGH SCHOOL ENTRANCE EXAMINATION—MIDWINTER, 1905 Note.—// the directions are not attended to, or if unfair means are adopted in doing any part of your work, the paper will be cancelled. You are allowed two hours for the work on this paper. MODEL DRAWING. Directions to Candidates. You are required to make a drawing of the chalk box and the four lines of the supporting surface placed before you, as they appear from your point of view. Your drawing must not be small; it should be about 6 inches across the longest size, and must, not be lined in but left in the sketch state. You are allowed to use your pencil held at arm's length between the eye and the model, for the purpose of estimating proportion and direction, but you are not allowed to use any other means, mechanical or otherwise, in connection with your drawing. No ruling of any kind whatever is allowed. J Candidate's Name Name of School.. Directions to Candidates. Write your name in full, and that of your school, on the above lines. No credit whatever will be given for solutions which appear to be the result of experiment. All working lines must be shown. Set squares are allowed to obtain the parallel lines for Exercises 2 and 5. A cxxiv. HIGH SCHOOL ENTRANCE EXAMINATION—MIDWINTER, 1905. Practical, Plane and Solid Geometry. N B G H D M Ex. 1.—Join the given points AB by a straight line, and from the given point C draw a perpendicular to AB. Ex. 2.—Join the given points DE by a straight line, and divide DE into seven equal parts. Ex. 3.—Join the given points FG by a straight line, and through the given point H draw a line parallel with FG. Ex. 4.—With the given point M as a centre, describe a circle with a radius of 4.5 cm. radius. Divide the circle into eight equal parts and join the adjacent points on the circumference. Write the name of the figure so obtained. Ex. 5.—The large square NPRS represents the elevation of a cube resting on the H. P. and 1 cm. from the Y.P. The small square within it represents a prism 6.5 cm. projecting from the cube. Show the plan of these solids. 6 Ed. 7 Public Schools Report. A cxxv. HIGH SCHOOL ENTRANCE EXAMINATION—MIDSUMMER, 1906. :o: English Literature. (Time, 2 hours ) Fourth Header. 1. "Look no more," said he, "on man in the first stage of his existence, in his setting out for eternity ; but cast thine eye on that thick mist into which the tide bears the several generations of mortals that fall into it." («.) To what conclusion did Mirza come as he considered " man in the first stage of his ' existence " ? (b.) Mention the various causes that led to this conclusion. (c.) Narrate fully the rest of the vision. 2. Name the authors of each of the following poems, and quote about twelve lines from any one of them :-■—__%_ Cloud, Cardinal Wolsey's Lament, The Daffodils, The Poet's Song, Sir Galahad, " Break, break, break." 3. From what selections or poems are the following quotations taken ? Give the author of each :— (a.) " Fourscore and seven years ago our fathers brought forth upon this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. We are engaged in a great civil war." (b.) " Then the progeny that springs From the forests of our land, Armed with thunder, clad with wings, Shall a wider world command." (c.) "A lion shorn of his strength, an eagle robbed of his freedom, or a dove bereft of his mate, all die, it is said, of a broken heart; and who will aver that this grim bandit could bear the three-fold brunt heart-whole ?" (ii.) " Perhaps in this neglected spot is laid Some heart once pregnant with Celestial fire, Hands that the rod of Empire might have swayed, Or ivaked to ecstacy the living lyre." (e.) " All in the blue unclouded weather Thick-jewell'd shone the saddle leather, The helmet and the helmet-feather Buried with one burning flame together As he rode down to Camelot." 4. Explain the italicised parts in question 3 in such a way as to show that you know what the author means, or to what he is alluding. The Lay of the Last Minstrel. 1. Write an essay on the events of Canto V., beginning with the arrival of Lord Crans toun at Branksome Castle. 2. Quote a narrative passage of at least 15 lines, e. g., William of Deloraine's Ride, A March, A Fight, etc. 3. Show that you know the context of the following passages :— (a.) " And if I live to be a man, My father's death revenged shall be." A cxxvi. Public Schools Report. 1906 (6.) " O, what tongue may say The pangs thy faithful bosom knew, When Surrey of the deathless lay Ungrateful Tudor's sentence slew ?" (c.) " A palmer's amice wrapped him round With a wrought Spanish baldric bound, Like a pilgrim from beyond the Sea." (d.) "But ne'er again the Borderside Did these two lords in friendship ride; But this slight discontent, men say, Cost blood upon another day." (e.) " But no whit weary did he seem, When dancing in the sunny beam, He marked the crane on the Baron's crest." 4. Write explanatory notes on the five italicised words or phrases in question 3. Give the meaning of cresset, partisan, culver and falchion. Locate with precision Branksome, Melrose and Abbotsford. Mention one interesting fact about Abbotsford. Grammar and Composition. (Time, 2 hours.) " Oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills And dances with the daffodils." 1. Analyse the extract quoted above. 2. Parse :—lie, vacant, or, that, which, is, solitude. 3. State the number, the person and the case of each of the following pronouns :—I, their, thou, us, she. 4. Tell how you distinguish— (a.) A verb in the active voice from a verb in the passive voice. (b.) A phrase from a clause. (c.) An imperfect (present) participle from a gerund. (d.) A preposition from a conjunction. 5. Name the common classes of adjectives; define each class; and give an example of each. 6. (a.) Draw up an outline for a composition on one of the following subjects:— (1.) The mountains of B. C. (2.) Dandelions. (3.) Volcanoes. (4.) Jason and The Golden Fleece. (5.) The Battle of Marathon. (b.) Following your outline, write the first two paragraphs of the composition chosen. 7. Explain the following :— (a.) unity of a paragraph. (b.) continuity of a paragraph. (c.) explicit reference. (d.) proportion. 6 Ed. 7 Public Schools Report. A cxxvii. 8. You wish to order the " Canadian Magazine" from your bookseller, by letter, with enclosure of $2.50 to pay for one year's subscription. Write the necessary letter. 9. Express the meaning of the following in good sentences, using other words as far as possible:— (a.) "You cannot terrify him, nor govern him, nor persuade him, nor convince him." (b.) "A relief expedition was plainly necessary, but the proceedings of the government were very dilatory." (c.) " The lowing herd winds slowly o'er the lea, The ploughman homeward plods his weary way." Dictation and Spelling. (Time, 1 hour.) 1. Fourth Reader, p. 261, "The Death of Brock," first paragraph. 2. "The Lay of the Last Minstrel," Canto V., stanza i., 12 lines— Call it not vain round his grave. 3. " There is a certain buoyancy, such as we have never experienced before, in the Cana dian atmosphere in these days. We have heard again and again during the last two years that this is to be Canada's century. Certainly the crowded colonist trains going out to the West look as if that were to be no longer a lone land. Many Ontario people have set out for Alberta and Saskatchewan this spring, but during the last two weeks most of the settlers have come from the British Isles. The homesickness of the immigrant must be a desolating experience, and we should not be too impatient with the Scot, the Irishman or the Englishman who does not immediately find Canada a satisfactory country." 1. conscience, • 1. siege, 2. delicacies, 2. believe, 3. municipality, 3. assassinate, 4. lantern, 4. falchion, 5. separation, 5. disappoint, 6. fourteen, 6. kitchen, 7. recompense, 7. serviceable, 8. punctual, 8. nephew, 9. impetuous, 9. quaint, 10. righteous, 10 phantom. British History. (Time, 1J hours.) 1. Tell what you know of the struggle between the English and the Danes. 2. What were the chief effects of the Norman Conquest? 3. How do you account for the rapid spread of learning in England after the close of the Plantagent Period 1 4. Write as fully as you can on the Test Act. Is this Act still in force ? If not, when was it repealed ? 5. Write on the Reform Bill of 1832. When and by whom were other Reform Bills passed ? 6. With what nation has G reat Britain formed an alliance during the past year ? Tell . what you know of this alliance. 7. For what are the following persons worthy of remembrance :—Augustine, Stephen Langton, Wm. Caxton, John Hampden, John Wilkes, Disraeli, Lord John Russell and Gladstone? A exxviii. Public Schools Report. 1906 Canadian History. (Time, 1-|- hours.) 1. Write a short account of the Canadian Pacific Railway or the Hudson's Bay Company. 2. (a.) What important war occurred during the British period prior to 1791 ? (b.) Give a brief outline of this war. 3. Write short notes on any two of the following:—Amherst, Alexander MacKenzie, Sir John A. Macdonald, Sir John Thompson. 4. Describe the events in New France under Denonville's Government, or write an account of the expulsion of the Acadians. 5. (a.) What were the principal recommendations of Lord Durham's report? (b.) Contrast the composition of a British or Canadian Cabinet with that of the United States. 6. (as.) What do you consider the four greatest questions that have engaged the attention of the Canadian Parliament since 1867 ? (b.) Who is Governor-General of Canada? Governor of B. C? Premier of Canada? Premier of B. C? Geography. (Time, 1J hours.) 1. " Wood-pulp is of two varieties." Name aud describe the varieties, and also the use of wood-pulp. What countries produce this material in great abundance? Where is the principal market for it? 2. Explain Absolute Monarchy, Limited Monarchy, Republic, and give two examples of each. 3. Where and what are the following:—Kelowna, Edmonton, Prince Albert, Brandon, Kenora, Sudbury, Simcoe, Megantic, Petitcodiac, Truro, Sydney. 4. What rivers flow into the Gulf of Mexico and the Mediterranean Sea, respectively? 5. (a.) " The Himalaya Mountains separate two races of men." What races ? What countries do they respectively inhabit? (b.) " The largest forests in Australia are in the eastern highland region." How do you account for this fact ? 6. Contrast the coast lines of the continents of Africa and Europe. 7. (a.) What are the two leading exports and the two chief food products of China ? (b.) " Egypt is the gift of the Nile." " The volume of water in the Nile diminishes as it approaches the sea." Explain these two statements. Freehand Drawing. You are required to make an enlarged freehand copy of the given drawing below. The given line AB represents the long side of the enlarged rectangle within which your drawing is to be sketched. Your drawing is not to be lined in. It must be left in the sketch state. You are not allowed to make any lines on the given drawing, and no ruling of any kind whatever is allowed on your drawing for the purpose of enlargement. A cxxix. HIGH SCHOOL ENTRANCE EXAMINATION—MIDSUMMER, 1906. Note.—If the directions are not attended to, or if unfair means are adopted in doing any part of your work, the paper will be cancelled. You are allowed two and a half hours for the work on this paper. Candidate's Name. Name of School. Model Drawing. Write your name in full, and that of your school, on the above lines. You are required to make a freehand drawing of a cube with a cylinder standing on it, from the models placed before you, as they appear from your point of view. Your drawing must not be small; it should be from six to eight inches high (that is, the cube and cylinder together), and left in the sketch state. You are allowed to use your pencil held at arm's length between the eye and model, for the purpose of estimating proportion and direction; but you are not allowed to use any other means, mechanical or otherwise, in connection with your drawing. No ruling of any kind whatsoever is allowed. B A cxxx. HIGH SCHOOL ENTRANCE EXAMINATION—MIDSUMMER, 1906. Practical, Plane and Solid Geometry. Candidate's Name . Name of School. . .,. . ... . . . Directions to Candidates. Write your name in full, and that of your school, on the above lines. No credit whatever will be given for solutions that appear to be the result of experiment. All working lines must be shown. Set squares are only allowed in working Ex. 5. A N > M Ex 1.—Through the point A draw two lines, making four equal angles at their intersection. Ex. 2.—Draw a straight line from B to C, and mark point D on it, so that DC shall be three-fifths of AB. The point D must be obtained geometrically. Ex. 3.—Join E and F by a straight line, and at E, on the right side of EF, make an angle of 90 degrees, geometrically. On the same side of the line EF, make an angle at F half the size of that at A. Write the full name of the figure you obtain by producing these two lines from E and F to meet at point H. Ex. 4.—Join the giv-en points MN and MT. Through the point T draw a line parallel with MN, and through N draw a line parallel with MT. Produce these lines through T and N to meet in point L. Write the name of the figure M N L T. Ex. 5.—The dotted circle represents the plan of a cylinder 5 cm. long, standing on the horizontal plane. The largest circle represents a circular slab (short cylinder) 2.5 cm. thick, resting on the cylinder. The smallest circle represents a cone with an axis 1.2 cm. long, resting on its base on the slab. Show the elevation of the three solids. 6 Ed. 7 Public Schools Report. A cxxxi- Arithmetic (Time, 2 hours.) 1. Find the cost of 6 gal. 3 pt. of vinegar at $.875 a gallon. 2. A sidewalk is one-quarter of a mile long, 8 ft. wide and 2 inches thick. It is supported by 3 continuous lines of scantling 4 in. square. Find the total cost of the lumber in the walk and supports at $17 per thousand feet. 3. Divide the product of 3.47 and 608.5 by the difference between 2 and .783. 4. Find the date of maturity, the bank discount and the proceeds in the following case:— A note for $250, dated June 3/05, for 90 days, was discounted on July 13/05 at 6%- 5. If a grocer were to sell at a profit of 37| % tea which cost him 48c. a lb., what would he receive for 85 lbs., and what would his profit be ? 6. If a road is 4 rods wide, how many miles of it will make 10 acres? 7. Find the total value of the following goods :— 3150 lbs. hay at $16 a ton. 2180 lbs. flour at $3.50 a cwt. 1000 eggs at 27c. a dozen. Physiology and Nature Lessons. (Time, 1^ hours.) [Answer the first three questions and any three of the rest.] 1. What do you know about the composition of bone? How are the bones nourished? Name some boneless animals. 2. Of what service to the body are the spinal cord, the cerebellum, the nerves ? 3. There are, your text-book says, certain parts of the body whose duty it is to distribute the prepared food, and other parts that act as the scavengers of the human system. What parts are referred to in this statement ? What, exactly, do " the scavengers of the human system " do ? Explain how they do their work. 4. Tell what you can about buds. What have you learned from your studies of the twigs of apple, maple, horse-chestnut, or spruce? (Confine your answer to one of these.) Does the spruce tree shed its leaves ? Explain. 5. Compare the features of two types of plants, e. g., the bean type and the wheat type. You may confine your answer to germination, leaf, and flower. 6. Give some account of two or three simple physical experiments you have seen or made. 7. Give some account of two or three simple chemical experiments you have seen or made. 8. When the spider runs over its web does it step on the radii or on the spinal ? Why ? Touch the radii and the spinal ; What is the difference ? Is the whole spinal continuous ? How does the spider that weaves the large round webs referred to above begin the web ? 9. Describe any observations you have made on cocoons and chrysalids. What are larvae ? 10. Give a list of the forest trees in your district. Have the cone-bearing trees flowers ? Explain. What are the various benefits of forests to a country ? 11. Explain how you collect, prepare and preserve specimens of moths or butterflies. A cxxxii. Public Schools Report. 1906 RURAL HIGH SCHOOL ENTRANCE EXAMINATION, 1906. :o: English Literature. (Time, 1-J- hours.). Fourth Reader. 1. Tell, in about one page, the story of either The Panthers or Lobo, The Wolf. 2. Name the authors of these stories, and give an interesting fact or two about each of them. 3. Who are the authors of the following poems :—Recessional, In Memoriam, To a Waterfowl, Boadicea, Young Lochinvar, Sir Galahad ? 4. Quote a stanza from any two of the poems mentioned in question 3. The Lay of the Last Minstrel. 1. Give an account of the fight between Musgrove and Lord Cranstoun. 2. Write explanatory notes on the italicised words and passages in the following extracts : (a.) " Old times were changed, old manners gone ; A. stranger filled the Stuarts' throne; The bigots of the iron time Had called his harmless art a crime." (b.) " A wizard of such dreaded fame, That when, in Salamanca's cave, Him listed his magic wand to wave, The bells would ring in Notre Dame." (c.) "And Yarrow, as he rolled along, Bore burden to the Minstrel's song." (d.) " Buff-coats, all frounced and broidered o'er, And morsing-horns and scarfs they wore; Each better knee was bared to aid The warriors in the escalade ; All as they marched, in rugged tongue Songs of Teutonic feuds they sung." 3. Locate the three places mentioned in the extracts quoted in question 2. 4. Show that you know the connection with the poem of the extracts quoted in question 2. 5. What passages in The Lay have you memorised ? Quote about 15 lines of one of them. Grammar and Composition. (Time, 2 hours.) 1. Analyse :— " The heights by great men reached and kept, Were not attained by sudden flight; But they, while their companions slept, Were toiling upward in the night." 2. Parse :— " great," " reached," " were attained," " but," " upward." 3. What is meant by inflection ? What are the inflections of the pronoun ? Give an example of each. 6 Ed. 7 Public Schools Report. A exxxiii. 4. How do you distinguish between— (a.) A phrase and a clause . (b.) A preposition and an adverb ? (c.) A participle and a predicate verb ? 5. Name and give examples of the chief classes of adjectives. 6. Write a short composition on one of the following subjects, arranging your work care fully in paragraphs : — (a.) The Black Prince at Crecy. (b.) Casabianca. (c.) The Pied Piper of Hamelin. (d.) Fruit-Growing in British Columbia. (e.) The Horse. 7. Write a formal note of invitation to a concert at your school. 8. Quote one of the following :— (a.) The 12 lines beginning, Soldier rest 1 thy warfare o'er. (b.) The 16 lines beginning, Breathes there a man tvith soul so dead. (c.) Any 10 connected lines from Hiawatha. (d.) A stanza from Shelley's Cloud. Dictation and Spelling. (Time, 1 hour.) To be dictated by the examiner :— The spousal rights were ended soon; 'Twas now the merry hour of noon, And in the lofty arched hall Was spread the gorgeous festival. Steward and squire, with heedful haste, Marshalled the rank of every guest; Pages, with ready blade, were there, The mighty meal to carve aud share : O'er capon, heron-shew and crane, And princely peacock's gilded train, And o'er the boar-head, garnished brave, And cygnet from Saint Mary's wave, O'er ptarmigan and venison, The priest had spoke his benison. Sight dictation : Parkman's descriptions seem like the reports of an eye-witness. The realism is so strong that the author seems to have come in person fresh from the scenes he describes, with the smoke of the battle hovering about him and its fierce light glowing in his eyes. Parkman did not feel ready to write until he had visited nearly all the localities that form the scenery of his story, and studied them with the patience of a surveyor and the discerning eye of a landscape painter. His love of nature added keen zest to this sort of work. To sleep under the open sky was his delight, and his books fairly reek with the fragrance of pine woods. hideous, judgment, suppliant, requiem, chivalry, martyrs, wondrous, buried, jealous, mystic, vengeance, Buccleuch, omitting, concentred, plaintive, audience, hygiene, participle, physiology, privilege. A cxxxiv. Public Schools Report. 1906 British History. (Time, 1 hour.) 1. Write as fully as you can on one of the following :— (a.) The Roman Conquest. (6.) The Ancient Britons. (c.) Roman Influence in Britain. (d.) Introduction of Christianity into England. 2. Who was the first king of the Plantaganet Period ? Write on one of the following :— (a.) His Reforms. (b.) His Quarrel with the Church. (c.) The Conquest of Ireland. 3. State the causes leading to The Hundred Years' War and the chief results of it; or tell what means were adopted by Henry VII. to break down the power of the nobles. 4. Write brief but comprehensive notes on five of the following:— " (a.) Supremacy of Wessex. (f.) Gunpowder Plot. (b.) Feudal System. (g.) Petition of Right, (c.) Magna Gharta. (h.) Ship-money. (d.) First Full Parliament. (..) Union of Great Britain and Ireland. (e.) Wars of the Roses. (j.) The Causes of the Boer War, 1899. 5. Tell what you know regarding any five of the following :—Dunstan, Stephen Langton, Simon de Montfort, Robert Bruce, Richard III., Lord Howard of Effingham, Shakespeare, Graham of Claverhouse, Robert Walpole, Warren Hastings. 6. Who is the present Prime Minister of Great Britain ? What do you understand by " Tariff Reform " in Great Britain ? Canadian History. (Time, 1 hour.) 1. Tell the story of Carrier's voyage up the St. Lawrence River (1535). 2. Outline the work done by Champlain in Canada. 3. What does " Royal Government" mean ? When was it established in Canada ? Why? What were the chief officers ? State the duties of each. 4. How did the following places receive their names ?—Quebec, St. Lawrence River, Montreal, Fraser River, Juan de Fuca Strait ? 5. (a.) What caused the Seven Years' War in America? Give dates. What treaty closed the war ? Give its terms. (b.) Account for the failure of the French to defend Canada successfully. 6. Why was the Constitutional Act of 1791 passed? Give its provisions relating to Gov ernment, laws, and religion. 7. Tell the story of one of the following :— (a.) Captain Vancouver's voyage to British Columbia. (b.) Sir Alexander Mackenzie's explorations in Western Canada. Geography. (Time, 1^ hours.) 1. Describe each of the following briefly and name and locate an important example of each. (a.) Flood-plain. (b.) River basin. (c.) Desert. (d.) Isthmus. (e.) Estuary. 2, What is meant by (a.) latitude, (b.) longitude? * Of what use are they ? 6 Ed. 7 Public Schools Report. A cxxxv. 3. Why are rivers important to the people of a country ? 4. (a.) Name the Provinces of the Dominion of Canada with the capital of each. (b.) Name the Territories (or Districts) of Canada. 5. Tell what each of the following is, where it is, and something of importance about it : Bombay, Revelstoke, Corsica, Valparaiso, Yucatan, Hatteras. 6. (a.) Name the chief exports of Canada stating to what countries they are sent, and (b.) The chief imports, stating from what countries they come. 7. Draw an outline map of Africa and locate on it the great rivers, the deserts, three large cities, and the chief mountain ranges. Arithmetic. (Time, 1-J hours.) 1. Multiply the sum of five thousand five hundred and eighty-eight and seventy-nine by their difference ; and divide the result by one thousand eight hundred and eighty-nine. 2. Make out a bill for the following transaction, supplying the necessary names and dates : 300 lbs. potatoes @ $15 per ton; 325 cabbages @ 50c. per dozen; 2,080 feet of boards @ $12 per M.; 2,500 bricks @ $3.25 per hundred; 3| tons of butter @ 22|c. a lb.; 12 tons 1,200 lbs. hay @ $8 per ton. 3. (a.) Reduce _£13 16s. 9fd. to farthings. (b.) In 1 shilling there are 24-Jc. How many dollars and cents are there in £3 12s. 8d. 1 05 4. Simplify (3.005+ 12.05-13.5) x—A^__ . F J y ' .000015 5. Find the interest on $1,505.75 from May 1st to September 24th, of the same year, at 5 % per annum. 6. You pay Wm. Jones this day $13.25 on account. Write out a copy of the receipt he should give you. 7. A merchant gains 25 % by selling coal at $5 per ton. What would have been his gain per cent, had he sold at $6 per ton? Nature Study and Hygiene. (Time, 1 hour.) (N. B.—Answer any three of the first seven, and the last three.) 1. Give the life history of any one of the following :—The apple-tree tent caterpillar, the mosquito, the clothes moth, the emperor moth, a wasp, a bumble bee, an ant, an aphis. Tell anything interesting you have observed regarding any one of them. 2. Give as accurate a description as you can of any one of the following plants :—Spring beauty, dog's tooth violet, wild sunflower, clover, buttercup, fireweed, shepherd's purse. 3. Give a careful description of the nest, eggs and young of any one of the following birds : Robin, oriole, canary, king-bird, crow, meadow lark. Tell any interesting thing you have observed regarding any one of these birds. 4. What do you know about the nut-like growths on rose trees and golden-rods, and the cone-like growths on willows ? 5. Make a drawing of Orion or any other constellation you have seen. If it is seen by looking south at 8 p. m., in what direction would you look for it two hours later? Why? A cxxxvi. Public Schools Report. 1906 6. How can you distinguish between a planet and a fixed star 1 What do you know of the planet Jupiter? 7. Write a composition of about half a page on something (not referred to in the above questions) that has interested you much in your study of nature. 8. Write on The Necessity for Bathing, or on Diseases of the Lungs and Organs Closely Connected with Them. 9. Write on The Alcoholic Appetite. What do you consider the best safe-guard against forming it? 10. Does drinking alcoholic liquors help one in cold weather? Give reasons for your answer. Candidates Name Na?ne of School FREEHAND DRAWING. Directions to Candidates. Write your name in full, and that of your school, on the above lines. You are required to make an enlarged freehand copy of the given jug. The lowest line of your drawing is to be on the given line OD, and the height is to be increased so that the curve through A, on the centre line, shall pass through JB. Your drawing is not to be lined in. It must be left in the sketch state. You are not allowed to draw or sketch any lines on the given drawing, and no ruling of any kind whatever is allowed on your drawing for the purpose of enlargement. A cxxxvii. RURAL HIGH SCHOOL ENTRANCE EXAMINATION—MIDSUMMER, 1,906. Note.—If the directions are not attended to, or if unfair means are adopted in doing any part of your work, the paper will be cancelled. You are allowed two hours and a half for the work on this paper. MODEL DRAWING. Directions to Candidates. You are required to make a drawing of the chalk box placed before you, as it appears from your point of view. Your drawing must not be small; it should be about 6 inches across the longest size, and must not be lined in but left in the sketch state. You are allowed to use your pencil held at arm's length between the eye and the model, for the purpose of estimating proportion and direction, but you are not allowed to use any other means, mechanical or otherwise, in connection with your drawing. No ruling of any kind whatever is allowed. B D Candidate's Name Name of School Directions to Candidates. A cxxxviii. RURAL HIGH SCHOOL ENTRANCE EXAMINATION—MIDSUMMER, 1906. Practical, Plane and Solid Geometry. Write your name in full, and that of your school, on the above lines. No credit whatever will be given for solutions which appear to be the result of experiment. All working lines must be shown. Set squares are allowed to obtain the parallel lines for Exercises 3 and 5. H B D Ex. 1.—Join the given points AB by a straight line, and through the given point C draw a parallel with AB. Ex. 2.—Join the given points DE by a straight line. On this line mark a point F two centimetres from E. Through point F draw a perpendicular with DE. Ex. 3.—Join the given points GH by a straight line, and divide GH into five equal parts. Ex. 4.—With the given point L as a centre, describe a circle with a radius of 4.5 cm. Divide the circle into six equal parts and join the adjacent points on the circumference. Write the name of the figure so obtained. Ex. 5.—The above figure represents the plan of a square pyramid 3 cm. high resting on its base on the horizontal plane. Show the elevation of the solid. 6 Ed. 7 Public Schools Report. A cxxxix. APPENDIX D. HIGH SCHOOL EXAMINATION, 1906. Junior Grade., English Grammar. (Time, 2 hours.) 1. (a.) "If we had a perfect alphabet it would fulfil these two conditions." (West.) What are the conditions required to have a perfect alphabet ? Explain and illustrate by reference to our alphabet. (b.) How many sounds are represented in English by the letter al Give words to illustrate each sound of a. 2. (a.) State the different methods of forming the plural of nouns. Give an example of each method. (b). Classify as singular or plural the following nouns :— Bellows, thanks, mumps, riches, news, mathematics, politics. (c.) Write the plural of :—Reef, proof, wharf, piano, cod, index, dogma, crocus, madam, attorney-general. 3. Distinguish between Simple Infinitive, Gerundial Infinitive, Verbal noun, Gerund, Present Participle and Past Participle. 4. Insert the proper form of pronoun ("who, whom") in each of the following blanks, and give the reason for your choice:— (a.) She is a girl I know is trustworthy. (b.) She is a girl I know to be trustworthy. (c.) We recommend only those we can trust. (d.) I saw a man I have no doubt was your uncle. 5. State whether the concords in the following sentences are incorrect, and give the proper rule of concord in each case : (a.) Neither she nor James were there. (b.) Either Mary or Jane must fetch me their rake, (fl.) Scott's " Tales of a Grandfather " were written for his grandchildren. 6. Where once we dwelt our name is heard no more; Children not thine have trod my nursery floor; And where the gardener, Robin, day by day Drew me to school along the public way, Delighted with my bauble coach and wrapped In scarlet mantle warm and velvet capped, 'Tis now become a history little known That once we called the pastoral house our own. (a.) Analyze the above selection. (b.) Parse the italicised words. A cxl. Public Schools Report. 1909 Composition. (Time, If hours.) 1. nay then said wamba I will pray you for. a close sight of that same horn that hath so powerful a breath the knight undid the clasp of the baldric and indulged his fellow traveller who immediately hung the bugle round his own neck tra lira la said he whistling the notes nay I know my gamut as well as another how mean you knave said the knight restore me the bugle content you sir knight it is in safe keeping when valour and folly travel folly should bear the horn because she can blow the best. Write the above selection so as to shew the proper division into paragraphs. Punctuate and use capital letters where necessary. 2. You have received an invitation from a very intimate friend to spend two weeks of your holidays at his home in the country. Write a letter accepting or declining the invitation. 3. Explain the meaning of the following terms, and illustrate by means of examples :— Loose sentence, periodic sentence, simile, metaphor, solecism, syllogism. 4. Write an essay on one of the following topics :— (a.) The Archery Contest. (Ivanhoe—Scott.) (b.) The Little Midshipman. (Jean Iugelow.) (c.) The Future of British Columbia. English Literature. (Time, 3 hours.) A. 1. Name the authors of the following passages, giving the title of the book from which each is taken and telling to whom each passage refers :— (a.) When anything that was read or related displeased him he was observed to smoke his pipe vehemently and to send forth short, frequent and angry puffs, but when pleased he would inhale the smoke slowly and tranquilly and emit it in light and placid clouds. (b.) For this man so foul and bent of stature Rasped harshly against his dainty nature, (c.) She had no sooner placed herself by the Mount of Sorrows but, what I thought very remarkable, the whole heap sunk to such a degree that it did not appear a third part as big as it was before. (d.) Her lips were red, her looks were free, Her locks were as yellow as gold. (e.) There never was so wise a man before ; He seemed the incarnate " Well, I told you so ! " (/.) But the other swiftly strode from ridge to ridge, Clothed with his breath and looking as he walked Larger than human on the frozen hills. He heard the deep behind and a cry Before. His own thought drove him like a goad. (g.) Such was the end of our friend, whom we may truly call the best man of his time that we have known and also the wisest and the most just. (h.) In the temples they founded their faith is maintained. Every foot of the soil they bequeathed is still ours. The graves where they moulder no foe has profaned But we wreath them with verdure and strew them with flowers. (i.) But neither climate nor poverty, neither study nor the sorrows of a home-sick exile could tame the desperate audacity of his spirit. 2. Write a short character sketch of Sir Roger de Coverley or The Angler. 6 Ed. 7 Public Schools Report. A cxli. 3. Quote from fifteen to twenty consecutive lines from one of the following poems :— The Ancient Mariner, Ulysses, The Vision of Sir Launfal, The Passing of Arthur. B. 1. Explain fully the following passages, giving context:— (a.) Obscure it sinks nor shall it more impart An hour's importance to the poor man's heart. (b.) More skill'd to raise the wretched than to rise. (c.) The sad historian of the pensive plain. (d.) Dear charming nymph, neglected and decried. (e.) Lands he could measure, terms and tides presage, And e'en the story ran that he could gauge. 2. " Far different there from all that charmed before The various terrors of that horrid shore." (a.) What were some of the "terrors" according to Goldsmith? (b.) What comparison does Goldsmith make in the passage which begins with the line— " As some fair female unadorn'd and plain " ? (c.) What was the poet's purpose in writing " The Deserted Village"? 3. Answer in your own words and by the use of quotations either (a) or (b) :— (a.) What are some of the beautiful things with which Shelley compares the skylark's song ? (b.) "There are four seasons in the mind of man." What does Keats say is characteristic of each season ? 4. Write one of the following sonnets :— Upon Westminster Bridge, Ozyamandias of Egypt, On First Looking Into Chapman's Homer. C. 1. (a.) Write a brief sketch of the life of Scott. (b.) Name poems by Scott which you have studied. Name the longer poems from which some of these are taken, (c.) Write the names of ten of the " Waverley " Novels. 2. Who do you think is the heroine of Ivanhoe ? (a.) Give reasons for your answer. (b.) Excluding Rebecca, Rowena and Ivanhoe, name the two characters in the story that you like best, telling in a few words why you like each. 3. (a.) Name six of the most important incidents in Ivanhoe. (b.) Which scene did you find most exciting? (c.) Which most amusing? Describe one of the scenes which you have mentioned in (a) or (b). Junior Grade. British History. (Time, 1 \ hours.) 1. " The Yorkist line, descended on the male side from a younger son of Edward III. than was the Lancastrian, was yet on the female side descended from an elder son." Prove this statement by a genealogical chart of the Houses of York and Lancaster. 2. What means were employed by King Alfred to resist the encroachments of the Danes? 3. " We find Edward I. busy in every sphere where reform seemed to be needed." State concisely the chief legal, social, ecclesiastical and commercial reforms of his reign, and name the Statutes which embody them. 4. Give a concise account of the points of difference between Henry II. and Becket. A cxlii. Public Schools Report. 1906 5. Upon what was the claim of Edward III. to the French crown based ? Give a list of the battles fought during the disastrous war which ensued, until the Treaty of Troyes, 1420. 6. Write short notes on— The Danelaw, Aidan, The custom of " Wergeld," William Wallace, Caxton. Canadian History. (Time, 1^ hours.) 1. Draw a chart of the historical courses of the Provinces of Canada—showing the dates of their independent careers and of their joining the Dominion of Canada as Provinces. 2. " The two great families (or Indian tribes) which play a part in the history of Canada." Which were they ? Name the " Five Nations," and account for their becoming known later as the "Six Nations." 3. Give a concise account (with dates) of Cartier's three voyages to Canada, and outline his work here. 4. Who were the " Hundred Associates ?" When and by whom were they formed ? When and why did they surrender their monopoly ? Who were their successors ? 5. Describe the Siege of Louisbourg in 1758. 6. Compare the effects of the unprovoked war of 1812-14 upon the United States and Canada. 7. Write short notes on— Tecumseh, " Hunter's Lodges." Bytown, The Metis, Ridgway. Geography. (Time, 1| hours.) 1. Draw an outline map of Hindostan (the full size of your paper). Locate the chief mountain ranges, rivers, the Presidencies, Provinces and Native States, with the most important towns and cities. 2. Name and locate the chief rivers of Europe that flow into the Mediterranean Sea. What important towns are situated on their banks, and to what does each town owe its commercial importance ? 3. " The geographical positions of Canada and Australasia are singularly conducive to an advantageous interchange of natural products." Explain why this is so. Point out what part of Canada is most favourably situated in this connection. 4. Write a description of New Zealand, under the following headings :—Discovery and settlement; position and size : plants ; birds ; native race ; exports ; population and towns. 5. To what nations do the following belong:—Patagonia, Walfish Bay, Porto Rico, Mada gascar, Tristan d'Acuna, Formosa, Canary Isles, Cambodia; Java and Heligoland. 6. Where and what are the following :—Algeciras, Tchad, Kenia, Lloydminster, Fujiyama, Pamirs, Ymir, Cattegat. 6 Ed. 7 Public Schools Report. A cxliii. Arithmetic. (Time, 2 hours.) [Note.—Any eight questions constitute a full paper.] 1. Transform 54321 from the senary to the septenary scale. What is the value of the middle digit ? Express |-|- as a radix fraction in the senary scale. 2. " A number is exactly divisible by 4 if its two right hand figures are zeros, or express a number exactly divisible by 4." Justify this statement. With the least labour possible, multiply 96547 by 125 and divide 6478900 by 275. 3. " A fraction is an expression representing one or more of the equal parts of a unit." With this conception of a fraction, explain why f = Y-|, Tr = 8f, and S ~16- 4862 "3~ + 2 + Simplify- _^- + _-=-(li_|£). 4 + -_- 4. From 15.025 take 13.247, giving your answer in decimal form. Divide 2.4715 by .000016. 5. Find correct to five places of decimals the square root of 5. What is the remainder ? How is it related to 5 and its square root ? 6. Write (a) the number of grains in (i) a H). Avoirdupois, (2) a Hi. Troy. 11 (b) the number of lbs. in a cubic foot of water. 11 (c) the number of gallons in a cubic foot of water. 11 (d) the number of acres in a square mile. 11 (e) the value of a guinea in cents. 7. Alcohol being 4 as heavy as water, find the number of kilogrammes of alcohol required to fill a tank measuring 1.5 m., by 3.2 in., by 80 cm. 8. A person floats down stream a certain distance in 10 min. and rows back in 5 min. If his rate of rowing in still water is 6 m. per hour, find the distance. 9. I bought goods and sold -\ of them at a loss of 20 °f. By what increase per cent, must I raise this selling price so as to gain 20 % on the entire transaction ? 10. A note was given for $5,760 Sept. 20, 1898. Endorsements :—Nov. 30, $200 ; Feb. 2, 1899, $600; April 9, 1899, $350. What was due Sept. 20, 1899, interest @ 6%? Algebra. (Time, 3 hours.) 1. Evaluate 2a-b{o-a(b-c)} f" + 6c when-q-,2, i-- 1, o-l. a2(& + c) + &2(c + a> >j6- + 4ac 2. Explain and illustrate the following terms:—homogeneous, identical equation, root of an equation, elimination. 3. Solve (1.) 3(x-l)a -3(x* -l) = x-15, x + 5 x + 1 x + 3 (2-) 6 (3.) 3+| = | 4-? __5 + l 11-__ 3J 6 + 3l 2J' A cxliv. Public Schools Report. 1906 (4.) x4+2/4-ll-cV, (5.) 250 (a-b)s-2, (6.) m2 - m2 - np — mp — m — n. 4 Resolve into factors— (1.) 98- 1 \h iAj ■ (2.) 18- -33a-+5x2, (3.) 4a2 + 4ab + b* -9c _ 5 Sol (1.) ^e— 2x + y = t}ry — 3x = °.}. (2-) x -1 = 6 5 i y - z X ' 2~ 10 (3.) 2y — x = ' 4 3 y * ixy, = 9, 1 6. (a.) Write clown the value of , f a;8! 7 f« 31 2 (a ] 3 (1) l-yj ,(2) [r»-5j ,(3) [ +*,] , '27a;27 n4 a*2 a2 4aa; (6.) Find the square root of — + 4a;- +-~r- + — - 2_es —. 4r O J _> 7. (a.) Write the H. C. F. and the L. C. M. of 14(i*(«3-.3), 2lazb*(a - c-)3, 6a*b(a-b) (a* -b2). (b.) Find the H.C.F. of 72.x3 - 12aa;2 + 72a2a; - 420a3, 18a;3 + 42as52 - 282a2.x + 270a3. 8. Simplify- 2 -5x 3 + x 2#(2a.-ll) (2) a. + 3 3 — x .x2-9 6 — c o-a a-b (a -b) (a- c) (b - c) (b - a) (c - a)(c - b) 9. (a.) Express the following statements in the form of equations :— (1.) The excess of x over y is five times the excess of a over b. (2.) From a certain number 3 is taken, and the remainder is divided by 4 ; the quotent is then increased by 4 and divided by 5 and the result is 2. (b.) Two men start from two places 48 miles apart. When they travel in opposite directions they meet in 4 hrs. 48 mins ; when they travel in the same direction, one overtakes the other in 9 hrs. 36 mins. Find their rates of travelling. 10. Simplify— 2a:2-r2a; 3(a;-l) (*■■> x 3 a; 3 2 x + 4 X- 4e (2-) 1 + r. , 2/2+* [ y- + z' -x' x- +y | 1 + 4- 1 — I 2yz J I 2xy 6 Ed. 7 Public Schools Report. cxlv. Geometry. (Time, 3 hours.) 1. If, at a point in a straight line, two other straight lines, on opposite sides of it, etc Complete the enunciation and prove the proposition. 2. (a.) Enunciate the converse of the above proposition. (b.) The bisectors of two vertically opposite angles are in one and the same straight line. 3. Define rhombus. Enunciate other properties of this figure and indicate how you would prove them. 4. If a straight line fall on two parallel straight lines, etc. Complete the enunciation and prove the proposition. 5. In one side of a triangle find a point such that the straight lines drawn from it parallel to the other two sides and terminated by them may be equal to each other. 6. (a.) The medians of a triangle are concurrent. (6.) What name is given to the point of concurrence? 7. To a given straight line apply a parallelogram equal to a given rectilineal figure and having one of its angles equal to a given angle. 8. (a.) The sum of the perpendiculars drawn from any point in the base of an isosceles triangle to the equal sides is equal to the altitude drawn from either extremity of the base. (b.) Perpendiculars are drawn as above but from a point in the base produced. Make a diagram and state the corresponding inference. (c.) Find the locus of a point which moves so that the sum of its distances from two intersecting straight lines of unlimited length is equal to a given straight line. Without proving the proposition, describe the locus in words, illustrating by means of a diagram. Physiology. (Time, 1J hours.) 1. Write an account of the chemical composition of the body, mentioning not only the elements found in the body, but giving details of the composition of the more important compounds. 2. Write on the following topics :— (a.) Extraction of certain substances of commercial importance from bones. (b.) Deterioration of tissue due to alcohol, (c.) Food value of beef tea. 3. " Osmotic processes play a great part in the nutritive processes of the body." Show the truth of this statement. Describe an experiment to show what osmosis is. 4. Describe the work of the small intestine, and show how its construction adapts it to the performance of that work. 5. " The lungs are so elastic as to be like a thin india-rubber bag which easily collapses." Why, then, do they remain expanded, and how are they filled with air 1 Calculate "how many cubic inches of air a man breathes in a day, and how much oxygen is used up in the process. 6. Describe, with examples, the action of reflex nerve-centres. Explain the use of these centres. Show that walking is an acquired reflex action. 7. The vocal cords alone, your text-book says, would produce but feeble sounds; how is sound strengthened 1 Describe an experiment to make the matter clearer. Explain how a singer can change the pitch of his voice. A cxlvi. Public Schools Report. 1906 Physical Science and Chemistry. (Time, 1| hours.) 1. A certain iron ball contains 2.1 cu. ft. If the specific gravity of iron is 7, find the weight of the ball in pounds. Find, also, how much it will weigh suspended in water. 2. What measurements are made in finding the specific heat of a substance 1 What is meant by saying that the specific heat of mercury is .03 ? 3. Make a sketch of the apparatus used in preparing and collecting carbon dioxide. It is sometimes necessary to pass the gas through a wash-bottle before collecting it; show in your sketch how this may be done. 4. Criticise the following statements, which, it is suspected, are incomplete or inaccurate;— (a.) Zinc treated with sulphuric acid gives off hydrogen. (b.) One cu. cm. of water weighs 1 gram. (c.) Damp air contains a great deal of water vapour. (d.) Metals sink in liquids. (e.) A clean iron nail in a tightly corked bottle of water will not rust. 5. Classify the following according to their action or litmus as acid, alkaline or neutral:— Hydrogen, carbon dioxide, marble, soda, lime water. 6. What do you know about the action of acids on copper, sand, iron and marble, respect ively ? 7. Carbonate of lime is abundant in some rivers, but there is not much in the sea. Account clearly for both of these statements. Give some experimental proof of the statements you make. 8. Give several reasons for believing that water contains hydrogen and oxygen. What weight of hydrogen is there in one gram of water 1 How many litres of hydrogen can be obtained from one gram of water ? Botany. (Time, 1£ hours.) 1. Make a list of the Natural Orders, or Families, you have studied, naming two plants belonging to each. Make as long a list as you can of plants belonging to one of these Families. 2. Which of these Families exhibit the following characteristics ?— (a.) The stamens are numerous. (b.) The stamens number 10. ( c.) The stem is square. (cl.) The gynsecium is apocarpous. 3. Some flowers, although they have both stamens and carpels, are regularly cross- pollinated. Describe in some detail the special adaptations displayed by two such flowers to bring about cross-pollination. In at least one case make a diagram to illustrate your remarks. 4. Write on the following topics :— (a.) The f leaf arrangement. # (b.) Buds. (c.) Double flowers. 5. Sketch— (a.) Single flowers of Willow Catkins. (6.) A single flower of Dandelion, or a single flower of a plant belonging to the same family as the Dandelion. 6 Ed. 7 Public Schools Report. A cxlvii. ( c.) Cross-sections of Syncarpous ovaries of two families mentioned in Question 1. 6. Give an account of transpiration experiments. 7. Explain the terms rhizome, phenologiccd, record, gymnosperm, habitat, species, placenta, plumule. i Latin. (Time, 3 hours.) [Note.—The translation from Latin should be into idiomatic English.] A. Translate— Cum his collegas suos Themistocles iussit proficisci iisque praedixit, ut ne prius Lacedaemoniorum legatos dimitterent quam ipse esset remissus. Hos postquam Athenas pervenisse ratus est, ad magistratus senatumque Lacedaemoniorum adiit et apud eos liberrime professus est: Athenienses suo consilio, quod communi iure gentium facere possent, deos publicos suosque patrios ac penates, quo facilius ab hoste possent defendere, muris saepsisse, neque in eo quod inutile esset Graeciae fecisse. Nam illorum urbem ut propugnaculum oppositum esse barbaris, apud quam iam bis classes regias fecisse naufragium. Lacedaemonios autem male et iniuste facere, qui id potius intuerentur quod ipsorum dominationi quam quod universae Graeciae utile esset. Quare, si suos legatos recipere vellent, quos Athenas miserant, se remitterent, cum aliter . illos nunquam in patriam essent recepturi. 1. Account for the mood of each of the following: dimitterent, pervenisse, vellent, intuer entur, remitterent. 2. quo facilius ab hoste possent defendere. When is quo used in place of ut in a purpose clause ? 3. oppositum esse. What is its subject? Explain the gender of the participle opjposi- tum. 4. Write the principal parts of ratus est, iussit, professus est, defendere, saepsisse, intuerentur. 5. Ad magistratus senatumque Lacedaemoniorum. What were the magistratus called . How many were there ? How many members in the Senate ? 6. Account for the case of barbaris, giving the rule that applies. B. Translate— Hie qua fuerit abstinentia nullum est certius indicium, quam quod, cum tantis rebus praefuisset, in tanta paupertate decessit, ut qui efferretur vix reliquerit. Quo factum est ut filiae eius publice alerentur et de communi aerario dotibus datis collocarentur. Decessit autem fere post annum quartum, quam Themistocles Athenis erat expulsus. 1. Account for the cases of abstinentia, rebus, dotibus. 2. Explain the mood oi fuerit, praefuisset, reliquerit. 3. Write a note on the " Confederacy of Delos." 4. The principal parts of alerentur, expulsus. C. Translate— At Hannibal anno tertio, postquam domo profugerat, L. Cornelio Q. Minucio con- sulibus, cum quinque navibus Africam accessit in finibus Cyrenaeoruni, si forte Karthaginienses ad bellum Antiochi spe fiduciaque inducerentur, cui iam persuaserat, ut cum exercitibus in Italiam proficisceretur. Hue Magonem fratrem excivit. Id ubi Poeni resciverunt, Magonem eadem, qua fratrem, absentem adfecerunt poena. Illi desperatis rebus cum solvissent naves ac vela ventis dedissent, Hannibal ad Antiochum pervenit. De Magonis interitu duplex memoria prodita est: namque alii naufragio, alii a servulis ipsius interfectum eum scriptum reliquerunt. A cxlviii. Public Schools Report. 1906 1. Case of doino, consulibus, cui, ventis. 2. "persuaserat ut proficisceretur." Does persuadeo always take ut with Subj. ? Explain. 3. What is the derivation of naufragio ? 4. Decline duplex in all genders and both numbers. 5. Principal parts of resciverunt, solvissent. D. 1. Write in full the present indicative of possum, nolo, prosum, marking all long vowels. 2. Write the first person singular, present and imperfect subjunctive of volo, eo, fio. 3. Write, in Latin, sentences illustrating the use of (a) dative of service, (b) negative command in the second person, (c) dative of the agent, (d) ablative absolute, (e) ablative of specification. 4. What are the three kinds of conditional sentences ? Give examples in Latin and translate them into English. E. Translate into Latin :— 1. When they sent to Delphi to ask what to do, Themistocles alone could understand what the reply of the priestess meant. 2. Although the king could have crushed Greece with his remaining forces, neverthe less Themistocles persuaded him to return to Asia, 3. The king feared that his enemies would destroy the bridge which had been built over the Hellespont. 4. Themistocles believed that if his countrymen defended themselves there, they would finish the war immediately. Greek. (Time 2\ hours.) A. Translate— T<3 Se Kupw aKovaavri ravra eSoKei diejoeXipa eivai, Kai kneXeucrev 'Opovrav Xap/3dveiv pepos Trap' eKiurrov riov rryepjovtav. o S' 'Opovras vo/xtcras eroipov; eivai avrio tovs avSpaS ypdefoei eTrnrroXyv orapd 'Ap"ra£ep£rp' 6t_ ij£« o-rpariii)ra<s e\tov aAAa cipdcrat tois eavrov o-TpaTKurai. eKeXevev (is (as) epiXov avrov viroSexeirdai. Ivrjv Se Iv rrj eirio-- roXy Kai rrji irpotrdtv efoiXias virop.vqpo.ro. Kai 7r_o"Te(i)s. ravryv ryv etrio-roXyv StScocrt 7rio"TO) dvSpt, (is ipero- 6 Se Ki'pw StS&xrtv. 1. ravra ISo/ce.. Why is the verb in the singular number? 2. Write the principal parts of Xapfidveiv, ypdcpei, voro8exeo-6ai, ¥eT0> '.£"■ 3. Decline pepo% iricrreias, 'Apra^ep^yv. B. Translate— " KA.eapv^e Kai Hpo^eve Kat ot aAAot "EAA-^ves, ri oroieire; et ydp riva aXXyXoos pdy^rjv avvdif/ere, vopl^ere ev rySe rf) yp'eprx epe re KaraKeKoij/eirOai Kai tyxas on ttoXv epov vorrepov edv ydp rd yperepa KaKais <=X.n, Travres ourot ot /jap/Japot iroXepioi yplv eaovrai." KAeap^os Se eirel yKovcre ravra ev eavro eyevero, Kai eoravejavro dpejoorepoL ry<s op-yrjs. 1. Account for the cases of dXXyXois, epov, opyys. 2. eclv ydp rd yperepa kokios e'xj? eaovrai. Write this as a less vivid future condition. C. Make into Greek :— 1. Of all the Persians Cyrus was most able to benefit his friends. 2. Let there be a truce until I return. 3. He never came to my house unless he was sent for. 4. They are not so hostile as to plot against him. 5. We feared that you would not be faithful. 6 Ed. 7 Public Schools Report. A cxlix. D.—1. Write the dat. and ace. singular and plural of OdXarra, peya, ttoAxis, y8ioov, vavi, dirrv. 2. Write the first person singular, perfect, indicative, active of /3ovXeviji, ddpoi(u>, irepiroi, StaiKto, dyin, 6Yft>. 3. Write in full the perfect, indicative, middle of ire'idm. 4. When does an enclitic retain its accent ? 5. Write the present subjunctive, active and middle of .rotea>; also the present infinitive, active of ripdw and 8yXoio. 6. What prepositions in Greek take the genitive only ? What take both the genitive and accusative ? French. (Time, 2\ hours.) 1. (1.) Write the Cardinal numbers from 1 to 30, and the Ordinals from 80 to 100, inclusive. (2.) Translate into French :— (a.) Three times thirty-five make one hundred and five. (b.) He was in Paris a week ago. (c.) Be at school at five minutes past four. (d.) That man is in his garden every day at half past three (e.) My room is less than 8 feet broad, and more than 10 feet long. 2. Give rules for the position of adjectives. 3. (1.) Give the comparative and superlative of bon, bien, mauvais, mal, beaucoup. (2.) Translate into French :— (a.) Are you as young as your cousin ? (b.) What is the smallest country of Europe ? (c.) James is my oldest friend. (d.) The sea is deeper than this lake. (e.) Which is the best shop in the city ? 4. What are the principal parts of a verb ? Give the principal parts, and the present and future indicative (in full) of essayer, esperer, mener, and appeler. 5. Give the rules about dont, and translate :— (a.) The man in whose house I live is very ill. (b.) Whose house is this ? . (c.) I have been reading a book, the author of which I have forgotten. (d.) Dr. Martin, whose garden is full of flowers, is in town. («.) The general of whom the king spoke has won the battle. (Make use of dont whenever possible.) 6. Define Reflexive verb. Give rules for compound tenses and for the agreement of the participle in Reflexive verbs. Write in full the Imperative, Affirmative and Negative, of se laver, and the Perfect Indicative of s'habiller. 7. Translate into French :— (1.) That lazy girl has not finished her work. (2.) The King had heard the vows of the soldiers. (3.) Why are the cats in this room, and the dogs outside? (4.) What is the date to-day? To-day is Saturday the seventh of July, nineteen hundred and six. A cl. Public Schools Report. 1906 (5.) The children are receiving their friends in the garden. (6.) This morning I met a man who was carrying a lamb. (7.) When they have read the lesson they will leave the class. (8.) If I were in Paris I should visit the Exhibition. (9.) He employs his time well. (10.) I have been looking for the house for an hour. Junior and Academic Grades. Education. (Time, 2 hours.) Note.—Seven questions constitute a full paper; graduates must attempt questions 2, 5, 8 and 9. 1. State briefly what the School Law requires in each of the following cases :— (a.) As to school returns. (b.) Suspension of pupils. (c.) Public examinations. (d.) Compulsory attendance of pupils in rural and city districts. (e.) School accommodation. 2. To what extent, respectively, are the principles of local control and local support embodied in the provisions of the School Act ? 3. State the purposes of recesses and point out the duties of teachers in connection therewith. 4. (a.) How would you proceed to classify the pupils of a newly organised rural school? (6.) In constructing your time table, what general principles would guide you and what facts would you wish to know ? (c.) Make out a day's programme for an Intermediate Grade Division of a Common or a Graded School. 5. (a.) What are the regulations of the Council of Public Instruction for examinations and promotions in the Public Schools ? (b.) Discuss " promotions " as a problem in school management. 6. (a). Outline the directions for instruction in Language given in the Course of Study for Commcfn and Graded Schools ; make your own comments on the same. (o.) Name the text-books in Language (if any) prescribed for use in the three grades of the course just mentioned. 7. Write briefly on two of the following topics :— (a ) The uses and nature of good home lessons. (6.) The hygienic conditions essential to effective school work. (c.) The comparative values of oral and written tests. (d.) The relative places given to oral and book instruction in the Common School Course of Study. 8. Discuss the three factors concerned in the recitation :—The lesson, the class, the teacher. 9. (a.) Distinguish between memory and imagination, memory and perception. (b.) What are the conditions upon which memorising depends? 10. Cive the outlines of a lesson on "Drawing," or "Nature," or "History," or "Writing," or "Grammar," or "Geography." Directions to Candidates. Write your name in full, and that of your school, in the upper right-hand corner of both sides of this paper. No credit whatever will be given for solutions which appear to be the result of experiment. All working lines must be shown. Set squares are allowed in working Exercise 5, but not for the four plane geometrical exercises, which must be solved by construction. A cli. JUNIOR GRADE CERTIFICATE EXAMINATION—JUNE, 1906. Practical, Plane and Solid Geometry. H Candidate's Name. Name of School. . . . L A . M . N B R C Ex. 1.—Join the given points AB by a straight line. At B make an angle of 90 degrees, and at A an angle of 45 degrees, producing the line to meet that from B. What is the full name of the figure so obtained 1 Er. 2.—Join CD, and on it as a long side construct a rectangle CDEF, with a short side half the length of CD. Ex. 3.—Join the points GHL, forming a triangle. Join MN, and on MN as a base construct a triangle similar to GHL. Ey. 4.—Join RS, and on it as a common base construct two isosceles triangles RST and RSY on the right and the left of RS, each having an altitude equal to one and a half times the length of RS. What is the name of the figure RYST 1 Ex. 5.—ABCD is the elevation of a square prism, the ends of which are represented by the short sides of the rectangle. The axis of the solid is 5 cm. from the vertical plane. Show the plan. A clii. JUNIOR GRADE CERTIFICATE EXAMINATION—JUNE, 1906. Note.—If the directions are not attended to, or if unfair means are adopted in doing any part of your work, the paper will be cancelled. You are allowed two and a half hours for the work on this paper. Candidate's Name, Name of School. . . . r*. rr nOnrii »ijtTi_T*^ -t~r -g— v£a>msGam«*0e+4S&fG» M««_mt!__ti3o«_i*>>Wff**-*.«^ ; A Freehand Drawing from a Copy. You are required to make a copy of the given drawing of a shell, together with the rectangles enclosing it. The shell and rectangles are to be enlarged in proportion, so that the short sides of the outer rectangle are on the given lines A and B. You are not allowed to draw or sketch any lines on the given copy. No ruling of any kind whatever is allowed on your drawing, nor are you allowed to use arithmetic or practical plane geometry to obtain the similar rectangles enclosing the shell. Your drawing is not to be lined in. It must be left in the sketch state. Freehand Drawing from Models. You are required to make a drawing of the models placed before you, namely, the cylinder, the book, and the four lines of the surface supporting them, as they appear from your point of view. Your drawing must not be small; it should be between six and eight inches across the longest size, and must not be lined in but left in the sketch state. You are allowed to use your pencil held at arm's length between the eye and the model, for the purpose of estimating proportion and direction, but you are not allowed to use any other means, mechanical or otherwise, in connection with your drawing. No ruling of any kind whatever is allowed. 6 Ed. 7 Public Schools Report. A cliii. Intermediate Grade. Composition. (Time, 1| hours.) Make a plan and write an essay on one of the following subjects :— (a.) The Life and Manners of a Country Gentleman of the early part of the Eighteenth Century. (b.) The Genius and Virtues of John Milton. (c.) The Power of Habit. English Literature. (Time, 3 hours.) 1. What does Macaulay say is the purpose of his "Essay on Milton?" What distinct questions or subjects does he consider in the Essay ? How do these considerations serve to fulfill its purpose ? 2. How does Macaulay define " poetry ?" What conclusion does he deduce from his defini tion ? How do you think the history of English literature bears out this conclusion? 3. " The most striking characteristic of the poetry of Milton is the extreme remoteness of the associations by which it acts on the reader. Its effect is produced not so much by what it expresses as by what it suggests." Essay on Milton. (a.) How does Macaulay support this statement in his analysis of " Paradise Lost ?" (b.) Quote four of those you consider the most suggestive passages in the poems of Milton which you have studied. 4. " Though Milton was Puritan in heart, his Puritanism was of that earlier type which disdained neither arts nor letters." Quote or indicate (preferably quote) a passage in which the Puritan element in Milton's character is conspicuous ; and one which reveals the artist. 5. Give a summary of the Autocrat's " Confessions " in the paper addressed " to young persons from the age of twelve to that of four score years and ten." How were the remarks of this paper received by the Au tocrat's various table companions ? What do you think of them ? 6. " Thy speculations begin to smell confoundedly of woods and meadows." Who is the author of this remark ? Give concisely the substance of one of the papers to which you think the above quotation specially applicable. 7. Which character interested you more, " the schoolmistress " or " the widow ?" Why ? Contrast the manner in which Sir Roger speaks of " the widow " with the way in which " the Autocrat" talks about " the schoolmistress." 8. Quote twenty lines or so from— (a.) A Song for St. Cecilia's Day. Or (b.) Elegy Written in a Country Churchyard. 9. Dryden says in one of his prefaces " The true end of satire is the amendment of vices by correction." If this is Dryden's real opinion, what justification is there for "Mac Flecknoe?" What makes the poem worth studying? 10. Explain the following passages, giving names of the poems in which they occur and the context:— (a.) Thy genius calls thee not to purchase fame In keen Iambicks but mild Anagram. Leave writing plays and choose for thy command Some peaceful province in Acrostick land. A cliv. Public Schools Report. 1906 (b.) Where unfledged actors learn to laugh and cry, And little Maximins the gods defy. (c.) Let old Timotheus yield the prize Or both divide the crown. (d.) On yonder cliffs a griesly band I see them sit. (e.) Chill penury repressed their noble rage And froze the genial current of the soul. (fi) So much a long communion tends To make us what we are. (g.) And with your nine-fold harmony Make up full consort to the angelike symphony. (h.) For we were nurst upon the self-same hill. British History. (Time, 1J hours.) 1. The Great Court at Salisbury 1086, and its effect on the Feudal System in England. 2. The chief legal, social, ecclesiastical and commercial reforms of Edward I.; naming the Statutes which embody them. 3. "Of finance, commerce and industry, he (Henry VII.) was the special guardian." 4. " Henry VII.'s foreign policy, if not glorious, was safe." 5. Wolsey's foreign policy. 6. The career of Sir Francis Drake. 7. Oliver Cromwell's colonial policy. 8. The rise of party government under William and Mary. 9. The second Jacobite rising of 1745. 10. The Peace of Paris in 1814. Write concisely and definitely on five only of the foregoing topics. Grecian History. (Time, 2 hours.) 1. Describe the institution termed "Ostracism." By whom, and for what reason was it introduced ? Describe the circumstances under which three distinguished Athenians were subjected to it. 2. Discuss the principal features of Spartan training. 3. Write an account of the Ionic revolt. 4. What was the "Mutilation of the Hermse"? How did it affect the success of the Sicilian Expedition ? 5. Write a note on Art in the Age of Pericles. 6. Discuss the advantages and disadvantages, from a political stand-point, of slavery as practised by the ancient Greeks. 7. With what events are the following connected 1— (a.) Aegospotami. (b.) Cunaxa. (c.) Mykale. (__.) Thermopylae. (e.) Leuctra. Give dates. 6 Ed. 7 Public Schools Report. A cl v. Geography. (Time, 1£ hours.) 1. "If it were not for the revolution, and the earth were merely a rotating sphere fixed in space, we could have no seasons." Explain this statement. 2. Show by a simple diagram the relative distance of the planets from the Sun, and their approximate sizes. 3. Explain the process and result of the selective scattering of light. 4. Describe the construction of the ordinary anemometer. 5. Discuss concisely but accurately the nature, formation and forms of snow. 6. " In the ocean there is the greatest variety of life conditions in the littoral or sea-shore zone, and least in the great expanse of the deep sea." Give reasons for this. 7. What are some of the most effective barriers to the spread of life? Arithmetic. (Time, 2 hours.) Note.—Any eight questions constitute a full paper. 1. Transform 4005.265 from the octenary to the duodecimal scale. What are the values of the first and last digits of the given number ? 2. Determine by "casting out the nines" whether or not 263395312 can be the product of 31256 and 8427. Multiply 34567 by 497147 in three lines of partial products. Divide 876543 by 99 by means of addition. 3. Use prime factors to determine :— (1.) What numbers between 400 and 500 divide 211850 without remainder? (2.) The H. C. F. and the L. C. M. of 91, 117, and 169. (3.) The fourth root of 1575.2961. 4. Deduce the rule for converting a mixed recurring decimal to a vulgar fraction, using 3.1235 as an example. Find to two places of decimals with correct remainder the cube root of 4. How is this remainder related to 4 and its cube root ? 5. A cubic foot of water is equal to 6J gallons and weighs 1,000 ounces. A metre is equal to 39.37 inches, a litre is the volume of a cubic decimetre, and a gramme is the weight of a cubic centimetre of water. From these data express either the gallon in terms of the litre, or the gramme in terms of the grain. 6. For what sum should goods worth $4,345 be insured at 2J %, that the owner may in case of loss lose only half of the premium 1 7. By investing a certain sum of money in the 6 per cents. @ 91J a man obtains an income of $320. What would he obtain by investing an equal sum in the 5 per cents @ 80 ? 8. Standard Gold |A pure is coined in England at the rate of £3. 17s. IOJcZ. per oz. ii to ii ii United States n $1 per 25.8 grs. Neglecting the value of the alloy, express the value of a sovereign in dollars correct to 3 places of decimals. 9. Divide 456 gallons into 4 measures so that the first shall be to the second as 3:5; the second to the third as 7:9 ; and the third to the fourth as 15:17. 10. The inside edge of a cubical box is 2 ft. Find either the length of its diagonal or the diameter of the base of a cylindrical box of the same height and of equal cubical content. A clvi. Public Schools Report. 1906 Algebra. (Time, 3 hours.) 1. Solve— (!•) 2a. - 5 5 - + X - 3 4a:- 3 -1 2x - 15 10 1(T (2-) X — + a y b = 1, X 3a 66 = 2 T (3.) Coffee is bought at Is. and chicory at 3d. per _b. How many lbs. of each must a grocer take to form a mixture of 18fbs. which can be sold for ll|c.. per lb. at a gain of 15 % ? 2. Resolve into factors :— (1.) 62- 2b -783. (2.) a2-9b2 + a + 3b. (3.) 4 to4 - 5m2n2 + n*. (4.) a(a - l)x°-+ (2a2- l)x + a(a + 1) (5.) xs + ix2 + x - 6. 3. (a.) Solve by completing the square ax2 + bx + c = o, and use your result to determine the roots of: (1.) x+22-6a:2 = o; (2.) o;+156=a;2; (3.) 5a.2=180. (b.) Solve:—(1.) .T2 + y2=185\ (2.) 7m/- 8a;2 =10\ x- y = 3 J - 8y2 -9xy=18J' 4. (a.) Express in the form of equations :— (1.) When x is divided by y the quotient is a and the remainder b. (2.) The area of a lawn a feet by b feet is x square yards. (3.) Apples are sold at x pence a dozen and pears at 7 pence for 10, a apples and b pears cost z shillings. (4.) A starts off on a journey at x miles an hour; n hours later B starts off at y miles an hour, and catches A up in a hours from A's start. (b.) Express verbally the following properties of numbers :— (1.) a?~b2 = (a-rb) (a-b). a am (2.) — = —. V ' b bm (3.) If a + Jb = x + Jy, a = x and Jb = Jy. 5. (a.) If a™ x a" = am+n for all values of m and n, deduce the meanings of a" and a ~r. 3 (b.) Simplify :-(l.) 36 *. (2.) ^ * " , (3, 3-2»-4-2»-2 aS+ab J, a 2" - 2'-1 ab - 63 Ja- b' 6. (a.) Prove \/ab = £/a x £/_>. (b.) Simplify :—(1.) V'252- ^294-48^. (2.) (>J^+x~ s/a^x)2. _ , io (c.) Solve Va; + 5+ Jx = —t~. 6 Ed. 7 Public Schools Report. A clvii. Geometry. (Time, 3 hours.) 1. State and prove I. 34. 2. From two points on the same side of a given straight line draw two straight lines to meet in the given line and to make equal angles with it, and show that these are less than any other straight lines from these points meeting in the given line. 3. (a.) If a straight line be divided into any two parts the square on the whole line is equal to the sum of the squares on the two parts and twice the rectangle contained by the parts. (b.) Give the algebraical equivalent. (c.) If the given straight line had been divided externally, how would the conclusion have run ? 4. Given a square and one side of a rectangle which is equal to the square : find the other side. 5. (a.) If two chords in a circle which do not both pass through the centre cut each other they do not bisect each other. (b.) A rectangle is the only parallelogram about which a circle can be described. 6. Assuming that the angle at the centre when straight or reflex is double of the angle at the circumference standing on the same arc : prove (a) the angle in a semicircle a right angle, (b) the opposite angles of a cyclic quadrilatral equal to two right angles. 7. (a.) If a straight line touch a circle the angle which it makes with a chord drawn to the point of contact is equal to the angle in the alternate segment. (6.) State and prove the converse. 8. The distance of each vertex of a triangle from the orthocentre is double of the perpen dicular drawn from the centre of the circumscribed circle on the opposite side. Botany. (Time, 1J hours.) 1. Describe the different types of flowers belonging to the Rose Family. 2. Some flowers although they have both stamens and carpels are regularly cross-pollinated. Describe in some detail the special adaptations displayed by three such flowers to bring about cross-pollination. In at least one case make a diagram to illustrate your remarks. 3. Write on the following :— (a.) The development of the ovule. (b.) Grass stems and leaves. (c.) Forms and uses of Stipules. 4 and 5. " Stems and leaves assume many different forms, and they may present appearances so changed, or metamorphosed, as to render it a matter of difficulty to recognise them as such." Show the truth of this statement not only in a general way, but, when possible, by definite reference to various plants. 6. Describe the principal forms of dry simple fruits. Sketch cross-sections of character istic fruits of the Lily, the Violet, and the Primrose Families. 7. Assign 10 of the following genera to their respective Families :— Tiarella, Zygadenus, Anemone, Lathyrus, Linnaea, Delphinium, Claytonia, Peuce- donum, Pyrola, Alnus, Amelanchier, Senecio, Habenaria, Epilobium, Sambucus. A clviii. Public Schools Report. 1906 Chemistry. (Time, 1J hours.) 1. Write the Chemical Equations that represent the changes in the following cases :— (a.) Preparation of Carbon Monoxide. (b.) Limewater reaction with Carbon Dioxide, (c.) Reducing power of Carbon (several cases). (d.) Iodine is obtained from an iodide, (e.) Nitric Acid acts on Copper. (fi) Action of an Acid on a Sulphite. (g.) Preparation of Ammonia. 2. Sketch the apparatus used in preparing Carbon Monoxide. 3. How may Marsh Gas be prepared in the laboratory 1 What are its properties ? How would you show that it contains both Carbon and Hydrogen ? Under what conditions is it most explosive with air ? 4. How is Sulphureted Hydrogen prepared ? What is its principal use in the laboratory 1 Describe typical experiments with it on various solutions. 5. Make full notes of what is to be observed in the following experiments. In some cases you should suggest an additional experiment or two in order to bring to view circumstances connected with the various phenomena :— (as.) Sodium is dropped into water. (b.) Sulphuric Acid is added to Potassium Bromide. (c). Copper is treated with Hydrochloric Acid. (d.) Wood is heated in a test-tube. (e.) Sulphur is heated in a test-tube. 6. Tabulate the following as acid, alkaline, or neutral, according to their action on litmus:—Ammonium Chloride, Lime, Ammonia, Copper Sulphate, Sodium Carbonate, Potassium Chlorate, Sodium Chloride. 7. Ten grams of Caustic Potash is dissolved in \ litre of water, and 20 cu. cm. of the solution is neutralised with Hydrochloric Acid. What weight of what substance would be obtained when the neutralised solution is evaporated to dryness ? Latin. (Time, 3 hours.) [Note.—The translation from Latin should be into idiomatic English.] A. (a.) Translate— Re frumentaria comparata equitibusque delectis iter in ea loca facere coepit, quibus in locis esse Germanos audiebat. A quibus cum paucorum dierum iter abesset, (legati ab his venerunt, quorum haec fuit oratio; Germanos neque priores populo Romano bellum inferre neque tamen recusare, si lacessantur, quin armis contend- ant, quod Germanorum consuetudo haec sit a maioribus tradita, quicumque bellum inferant, resistere neque deprecari. Haec tamen dicere, venisse invitos, eiectos domo; si suam gratiam Romani velint, posse iis utiles esse amicos : vel sibi agros attribuant vel patiantur eos tenere, quos armis possederint; sese unis Suebis concedere, quibus ne dii quidem immortales pares esse possint: reliquum quidem in terris esse neminem, quem non superare possint. 1. " Germanos neque priores amicos." Rewrite in Oratio Recta. 2. What is the rule of sequence of tenses 1 In view of this rule explain the tenses used in the above selection from " Germanos neque priores to superare possint." 3. Explain the mood of attribuant, possint, lacessantur. 4. " quibus ne dii quidem immortales .... .possint." Account for the case of quibus. 6 Ed. 7 Public Schools Report. A clix. (b.) Translate— His constitutes rebus nactus idoneam ad navigandum tempestatem tertia fere vigilia solvit equitesque in ulteriorem portum progredi et naves conscendere et se sequi iussit. A quibus cum id paulo tardius esset administratum, ipse hora diei circiter quarta cum primis navibus Britanniam attigit atque ibi in omnibus collibus expositas hostium copias arinatas conspexit. Cuius loci haec erat natura ; adeo montibus angustis mare continebatur, uti ex locis superioribus in litus telum adici posset. Hunc ad egredienduin nequaquam idoneum arbitrates locum, dum reliquae naves eo convenirent, ad horain nonam in ancoris exspecta- vit. Interim legatis tribunisque militum convocatis et quae ex Voluseno cognos- set, et quae fieri vellet, ostendit monuitque, ut rei militaris ratio, maxime ut maritimae res postularent, ut quae celerem atque instabilem motum haberent, ad nutum et ad tempus omnes res ab iis administrarentur. His dimissis et ven- turn et aestum uno tempore nactus secundum dato signo et sublatis ancoris circiter millia passuum septem ab eo loco progressus aperto ac piano litore naves constituit. 1. "Legatis." How many did Caesar have with him? Who appointed them? 2. Tribunisque militum. How many in each legion ? What were their duties ? 3. " His dimissis et venium naves constituit." "This a typical Latin sentence." Explain, comparing it with the English translation. B. (a.) Translate— Cassivellaunus, ut supra demonstravimus, omni deposita spe contentionis dimissis amplioribus copiis, millibus circiter quattuor essedariorum relictis, itinera nostra servabat paulutnque ex via excedebat locisque impeditis ac silvestribus sese occultabat atque iis regionibus, quibus nos iter facturos cognoverat, pecora atque homines ex agris in silvas compellebat et, cum equitatus noster liberius praedandi vastandique causa se in agros eiecerat, omnibus viis semitisque essedarios ex silvis emittebat et magno cum periculo nostrorum equitum cum iis confligebat atque hoc metu latius vagari prohibebat. Relinquebatur, ut neque longius ab agmine legionum discedi Caesar pateretur, et tantum in agris vastandis incendiisque faciendis hostibus noceretur, quantum labore atque itinere legionarii milites efficere poterant. 1. "praedandi vastandique causa." This may be expressed in another way in Latin. 2. " Magno cum periculo nostrorum equtum." Equitum is in the gentive case. What genitive ? 3. "hostibus noceretur." Why is the impersonal construction used? 4. "labore atque itinere." What figure of speech is here exemplified 1 (b.) Translate " Invenit naves longas duodetriginta instructas, neque multum abesse ab eo, quin paucis diebus deduci possint." 1. What might have been used in place of quin ? 2. What are the technical terms for " to launch a ship " and " to beach a ship " . 3. " Has omnes actuarias imperat fieri." Is this the usual construction after "impero" 1 What verb of ordering regularly takes the accusative and infinitive construction ? When may " impero " be similarly used ? 4. " Neque sui colligendi neque consistendi aut ex essedis desiliendi facultatem dederunt." Translate. Explain the construction " sui colligendi." C. (a.) Translate— Vina bonus quae deinde cadis onerarat Acestes litore Trinacrio dederatque abeuntibus heros, dividit et dictis maerentia pectora mulcet: 'O socii, neque enim ignari sumus ante malorum o passi graviora, dabit deus his quoque finem. A clx. Public Schools Report. 1906 Vos et Scyllaeam rabiem penitusque sonantis accestis scopulos, vos et Cyclopea saxa experti: revocate animos, maestumque timorem mittite ; forsan et haec olim meminisse iuvabit. Per varios casus, per tot discrimina rerum tendimus in Latium, sedes ubi fata quietas ostendunt; illic fas regna resurgere Troiae. Durate, et vosmet rebus servate secuudis.' 1. Scan the first four lines. 2. " ignari sumus ante malorum." Write a note on the use of ante in this line. 3. Scyllaeam rabiem." Explain the reference and the appropriateness of the word rabiem. 4. " Scopulos et Cyclopia saxa." Explain the reference. 5. "iuvabit." What is its subject? 6. "Haec meminisse." Verbs of remembering usually govern the genitive case. Explain haec. (b.) Translate— ' Quisquis es, haud, credo, invisus caelestibus auras vitalis carpis, Tyriam qui adveneris urbem. Perge modo, atque hinc te reginae ad limina prefer: namque tibi reduces socios classemque relatam nuntio et in tutum versis aquilonibus actam, ni frustra augurium vani docuere parentes. Aspice bis senos laetantis agmine cycnos, aetheria quos lapsa plaga Iovis ales aperto turbabat caelo; nunc terras ordine longo aut capere aut captas iam despectare videntur : ut reduces illi ludunt stridentibus alis et coetu cinxere polum cantusque dedere, haud aliter puppesque tuae pubesque tuorum aut portum tenet aut pleno subit ostia velo. Perge modo et, qua te ducit via, dirige gressum.' 1. Who is the speaker? 2. " qui adveneris." Explain the mood. 3. " Iovis ales." What bird is meant ? 4. " Pleno velo." Explain the case. 5. After reading the first book of the Aeneid, what criticism would you make of Virgil's "character-drawing" and of the "artistic excellence of his work." 6. Make a list of the similes in Book I. In each distinguish the essential from the non-essential or ornamental. D. Translate into Latin— Among the Germans to import wine is considered disgraceful, and they no not allow the merchants to sell it. They think it the height of glory that all the territory of this people, once so flourishing, now lies deserted. Caesar was informed that the Gauls had repented of the designs on which they had entered. It is the custom of this people to ask all travellers their views on any subject. If you provoke us we will not be your friends. Ambassadors came to complain of the injuries which the Suebi had inflicted. The conclusion of his speech was that they might remain in Gaul if they protected their territories. 6 Ed. 7 Public Schools Report. A clxi. Greek. (Time, 2\ hours.) [Note.—The translation from Greek should be into idiomatic English.] A. Translate— Toil' 8' appdrtuv rd. pev 8i' ai'Tfflv riav iroXepimv eepepovro, rd Se ko.1 Sta, ra. 'HLXXrjveiv, Kevd yvw^o'v. oi 8' eirel orpotSoiev, Siio-ravro' Kai KareXyepdy Tts Soirirep ev iTnro8p6pio> eKirXayels' Kat ov8ev pevroi ov8e tovtov iraOeiv eehairav, ovS' dXXos. rav 'EXXyvoov ev ravry rf] pdxy eiradev or-Sets ouSei', irXyv eirl Tip evoovvpto ro^evOyvai Tts eXeyero. Kvpos 8' dpwv tous "FtXXyvas viKiZvras rb Ka6' ai.TO.-s ko.1 StejKoi'Tas, ifiopevos ko.i TrpouKvvovpevos y8y a>s j3aenXevs virb tojv dpefo' avrov, ov8' a>s e£yX^V 8iii>Keiv, dXXd. eirepeXeiro o ri iroiyirei paeriXevs. Kai ydp y8ei avrbv on peirov e^ot rov TlepiriKov itt par ev par os. 1. to. pev etpepovro. When does a verb agree in number with a subject that is in the neuter plural ? 2. yvioxv. Explain the case and give the derivation. 3. irpotSoiev. Explain the mood. 4. Write the principal parts of KareXyepdy, eWAa-yets, iradeiv, opiav, e^yx^V- 5. 6Vt peirov e'xot. Account for the mood of e^ot. What one word might have been written in place of 6Vt peirov ? B. Translate— 'Evrevdev KCpos e^eXavvei ejvvr eray pevno rui errparevpuxri iravrl Kai rdo 'EXXyviKia Kai to) BapBapiKtp- eiero ydp ravry rrj ypepo. paxeierOai f3airiXea- Kara ydp p,eirov rbv aro.Qpbv tovtov rdefopos yv opvKTy (iaOela, irapereraro Se dvn> Sta toi! ireSlov peXP1, T™ Mr^Stas Tet^ous. yv Se iro.pd rbv Evejopdryv irdpoSos irrevy pera^v tov irarapov Kai rys rdcppov ravryv Se ryv rdcjopov fiaeriXevs peyas iroiel dvrl epvparos, eirei8y irvvOdverai Kupoi' 7rpoo"eXauroi'Ta. 1. o"Di'TeTa-yjU,_i'(j) k. X. Explain the case. 2. irapd rbv 'Eveppdryv. What other uses of 7rapa are there ? Give examples. 3. Parse irapereraro. 4. .rui'.'a.'-Tat YiSopov irpoo~eXavvovra. After what verbs is the participle used in indirect discourse ? C. Translate— ii'Eyiti Se ets otov epxeirOe ayitova vpas 8iSd£oo. rb pev ydp irXyOos ra. pappapoiv iroXv ierri Kai Kpavyrj iroXXij eirepx»vrai- dv Se TaiJTa dvdo~xyo^Qe, rd dXXa aierxvvopai oioi yplv oi ev rrj X0>Pa eieriv dvupooiroi. edv Se r'/xets dvSpes iire Kai ev ra epa yer?rrat, eyw vpiav rbv pev ot/caSe fiovXdpevov d.ireX9eiv tyXtarov iroiycro) tois oikoi, iroXXovs Se olpai fiovXyereirBai irap' epol peveiv." 1. av Se avderxyorOe. What is the mood and tense of the verb? 2. ra dXXa. Explain the case. 3. eyia ipwv. What genitive is vpwv ? D.—1. Write the genitive and accusative, singular and plural of .-cartas, vovs, opvis, Kpeas, 7ras, t7T7rei.s, yvvi'p 2. Write, in full, the perfect, indicative middle of efoaivoo. 3. What are passive deponents ? Give an example. 4. How are (a) future conditions and (b) unfulfilled conditions expressed in Greek ? 5. Compare alerxpos, i/Seoos, Tali's, oXiyos, lerxvpos. E.—Make into Greek : 1. He went off unnoticed by Cyrus. 2. He promised that if he would come he would make him a friend to Cyrus. 3. Accordingly I do not fear that I shall not have sufficient gifts for my friends, if I succeed in the objects of my expedition but that I shall not have a sufficient number of friends. To each of you Greeks I shall give a golden crown. A clxii. Public Schools Report. 1906 French. (Time, 2\ hours.) 1. Give the feminine forms of oncle, canard, serviteur, abbe, dieu; and the masculine forms of smur, cantatrice, vieille, duchesse, vengeresse. 2. (1.). How are fractions expressed in French? Express in French: one-eighth, the three-tenths, the half of the year, an hour and a half, half an hour, three fourths- of that sum. (2.) Translate into French— (a.) What day of the week is this? To-day is the seventh of July, nineteen hundred and six. (b.) To-morrow will be Sunday, the eighth, (c.) A week from to-day I shall be in Vancouver. (d.) How old are you ? I am eighteen. («.) A girl six years old. 3. When is the pleonaatic ce used ? Give examples. 4. (1.) Write in full the present indicative, the future indicative, the perfect indicative, and the imperative of venir, faire, s'asseoir. (2.) Give the principal parts of dormir, ouvrir, tenir, craindre, naitre. 5. Give four examples showing that meme varies in meaning according to its position and function. 6. Translate into French— (1.) I did not speak to anybody. (2.) Two of our cousins (fi) who are at our house were with me. Both enjoyed themselves very much. (3.) I should be glad if he came. (4.) I wish him to go. (5.) I fear he will come. I fear he will not come. (6.) He is the best friend that I have. (7.) Whatever you do, do quickly. (8.) I like this country; I admire its institutions. (9.) That is what I was speaking of. (10.) What I complain of is your idleness. 7. Translate into English— Lorsque M. Lafitte, le fameux banquier, vint a Paris, en 1788, a Page de 21 ans, toute son ambition se bornait a obtenir une petite place dans une maison de banque. II se presenta chez un riche banquier. "Impossible de vous admettre chez moi, du moins pour le moment, lui dit le banquier : mes bureaux sont au complet." Le jeune homme salue et se retire. En traversant la cour, il apercoit a terre une epingle, et la ramasse. Debout devant la fen^tre de son cabinet le riche banquier avait suivi des yeux la retraite du jeune homme. II lui vit ramasser l'epingle et ce trait lui fit plaisir. Le soir meme le jeune hpmme regut un billet du banquier, qui lui disait: " Vous avez une place dans mes bureaux ; vous pourez venir foccuper des demain." Le jeune homme devint bientdt caissier, puis associe, puis maitre de la premiere maison de banque de Paris, et enfin homme d' etat tres influent sous Louis-Philippe. 6 Ed. 7 Public Schools Report. A elxiii. German. (Time, 2\ hours.) 1. What is meant by Umlaut? by Ablaut? Give illustrations of each. 2. Give the rules for the. position of the verb in a sentence—(a) simple, (b) compound tenses. Illustrate fully. 3. Mention three idiomatic uses of es. 4. Conjugate lo-ben in the perfect indicative with reflexive pronouns. 5. How are the English prepositions o/and to with substantives rendered in German? 6. Give German phrases with English translations illustrating the different meanings of von with the dative. 7. Under what conditions is when rendered in German by wenn, als, and wann, respec tively ? 8. Name nine prepositions which govern either the dative or the accusative. What difference of meaning determines which case shall be used ? Illustrate. 9. That may be in English either a demonstrative pronoun, a relative pronoun or a con junction. How is it to be rendered in German in each case? 10. Inflect viel and wenig. When are they uninflected? 11. Give the meanings and the principal parts of— (a.) bitten, beten, bieten. (b.) liegen, legen, liigen. (c.) ziehen, zeihen, zeigen. 12. Give the first person singular and plural of the present indicative, the first person singular of the present subjunctive, imperfect indicative, and imperfect subjunc, and the past participle of—wissen, diirfen konnen, mSgen, miissen, sollen. 13. Translate into German— (1.) When will your brother be at home? (2.) I bought Schiller's William Tell at a bookseller's in Victoria. (3.) What would you do with your money if you were rich ? (4.) I have something important to say to you. (5.1) Our house is built and we are already living in it. (6.) This blue ribbon is too long, please cut a little off for me. (7.) To whom were you writing the long letter yesterday ? (8.) Please tell me how this word is written in German. (9.) The patient is better to-day ; he will be allowed to go out to-morrow. (10.) Have you forgotten what I told you two months ago. -:o:- A clxiv. Public Schools Report. 1906 Senior Grade. Composition. (Time, If hours.) Write an essay on one of the following subjects :— (a.) The treasures hidden in books; the way we find them ; the way we lose them. (b.) The remedial influences of pure, natural, human relations as shown in " Silas Marner." (c.) The Advantages of a Liberal Education. English Literature. (Time, 3 hours.) 1. "So that in all cases with Scott, as with Shakespere, it is the woman who watches over, teaches and guides the youth : it is never by any chance the youth who watches over or guides his mistress." (a.) What does Ruskin say in support of this statement? (b.) Bearing in mind the above statement, whicli Ruskin makes general, consider— (1) the women of "Henry Esmond." (2) the women of "Silas Marner." 2. Write on the following passages : — (a.) No reading is possible for a people with its mind in this state. (b.) There are masked words droning and skulking about us in Europe. (c.) These are the two great and constant lessons which our labourers teach us of the mystery of life. 3. Sketch the character of Addison as he is represented in " Henry Esmond." 4. Why is " Silas Marner " called a " prose idyll " ? B. I. In " Sesame and Lilies," Ruskin makes an analysis of a passage from " Lycidas " to show how necessary word-study is in the interpretation of any work of literature. In the same manner make a study of the following passages :— (a.) There, in a Meadow, by the River's side A Flocke of Nymphes I chanced to espy All lovely Daughters of the Flood thereby, With goodly greenish locks all loose untyde, As each had been a Bryde; And each one had a little wicker basket, Made of fine twigs, entrayled curiously, In which they gathered flowers to fill their flasket And with fine fingers cropt full feateously The slender stalkes on hye. (b.) A watchful sprite, and Ariel is my name. Late, as I ranged the crystal wilds of air, In the clear Mirror of thy ruling star I saw, alas! some dread event impend, E're to the main the morning sun descend, But Heav'n reveals not what, or how, or where. Warn'd by the Sylph, oh pious maid, beware ! This to disclose is all thy guardian can : Beware of all, but most beware of man ! 6 Ed. 7 Public Schools Report. A clxv. B. II. (a.) Quote the stanza by Wordsworth, beginning— " Our birth is but a sleep and a forgetting." What do you think of the theory set forth in this stanza ? (b.) Quote passages which show Coleridge's skill in the use of colour. (c.) What ideas of Cowper's character do you get from "On Receipt of my Mother's Picture." Quote lines in which the poet most reveals himself. C. I. " The Elizabethan lyrical day died in a lovely sunset." Explain fully. II. Give an account of the prose of the first half of the eighteenth century. Roman History. (Time, 2 hours.) 1. The First Secession of the Plebs, its causes and results. 2. A brief sketch of the Second Punic War. 3. The Agrarian Law of Tiberius Gracchus. 4. The Conspiracy of Catiline. 5. Give a summary of the causes of the change from republic to empire. 6. A short character sketch of Claudius. 7. Give the chief reasons of the persecution of the Christians. 8. Describe a Roman triumph. Geography. (Time 1| hours.; 1. " That there is some boundary between empty space and terrestrial atmosphere, is proved by the behaviour of meteors and shooting stars." Explain this statement, and state what hypothesis has resulted from the observed phenomena. 2. Show how the process of convection furnishes an explanation of many of the winds of the earth. 3. Deal fully with the life history and conditions of abyssal faunas. 4. " While the Globigerina ooze is very slowly formed, the red clay is gathering with infinitely greater slowness." Show why this is so. What area of the ocean bottom is covered by red clay ? How does the vastness of this area, in comparison with the smaller extent of the diatomaceous or infusorial ooze, influence our judgment of the antiquity of the Earth ? 5. What minerals are most common in volcanic beds ? What effect has rapidity of cooling upon them, especially as to size and texture ? 6. " Next to volcanic causes, the most important source of earthquakes is the breaking of the rocks." Explain shortly this latter cause, and show how the distribution of volcanic areas supports the fault-plane theory. (1.) 6« (2.) b(b (3.) a(a (4.) (x2 (5.) xs- ;+ 17m3- 45. -2)-(«2-l). + 1 )x2 + x — a(a -x)2-8(x2-x) - ix2 + x+ 6. Simplify— x - 2 X — 2 X x — X - 1 Algebra. (Time, 3 hours.) 1. Resolve into factors— 1). (2-) 1 (3.) 3x/147-lv/i- v/oV 243"? 2~ 2. (a.) Prove the proposition componendo et dividendo. (6.) If b is a mean ::' between a and c, show that 4a2 - 9b2 is to ib2 - 9c2 in the duplicate ratio of a to b. (c.) The expenses of a school are partly constant and partly vary as the number of boys. The expenses are ,£1,000 for 150 boys and £840 for 120 boys; what will the expenses be when there are 330 boys ? 3. (a.) The sum of three numbers in A. P. is 39, and their product is 2184; find them. (b.) Find the sum of a, ar, ar2 ad inf., r being less than 1. (c.) To each of three consecutive terms of a G. P., the second of the three is added. Show that the three resulting quantities are in H. P. 4. (a.) Find the number of permutations of n dissimilar things taken r at a time. (b.) How many permutations can be made out of the letters of the word algebra 1 How many of these will begin and end with a ? (c.) From 4 officers and 8 privates, in how many ways can 6 be chosen (1) to include exactly one officer, (2) to include at least one officer. 5. (a.) (1.) Expand by the binomial theorem to four terms (a — b)n; also write (r + 5)th term. (2.) Expand by the binomial theorem to four terms (1 - 2a:-3)£ ; also write the 6th term. (b.) Write down and simplify the coefficient of a;20 in (3a;4 - 2x2)r. 6. (a.) Find, without solving the equation, the nature of the roots of 2a; = x2-|-5. (6.) Solve— f 6 ] 2 24 (1.) \ x - — +4a; = 5, I x i x (2.) 3^ + 3^=2, (3.) nhjz = 72, xy2z = 48, xyz2 = 96. 7. (fl.) Define logarithm and state the laws of logarithms. (b.) How many positive integers have 3 as characteristic of their logarithms when the base is 5 ? (c.) Given log. 2 = .3010, and log. 3 = .4771, find logs. 4, 5, 6, 8, 9. (d.) By the principle of proportional parts, find log. 4.9 from logs. 4 and 5 and check your result by log. 7 = .8451. 6 Ed. 7 Public Schools Report. A clxvii. Geometry. (Time, 3 hours.) 1. If three parts of one triangle be respectively equal to three parts of another the triangles are equal in all respects. Of the six propositions involved, Euclid proves four in the first book. Enunciate the other two in demonstrable form and prove one of them. 2. (a.) In an obtuse-angled triangle the square on the side subtending the obtuse angle is greater than, the sum of the squares on the sides containing it by Complete the enunciation and prove the proposition. (b.) Use the diagram of (a) merely to demonstrate the corresponding relation between the side opposite, and the sides containing an acute angle. 3. The rectangle contained by the segments of any chord drawn through a given point within a circle is equal to the square on half the shortest chord that can be drawn through that point. 4. (a.) Draw an escribed circle of a given triangle. (b.) Show that the area of the triangle = r(s ~ a) where r is the radius of the circle and s the semiperimeter of the triangle. 5. (a.) If the base of a triangle is so divided that the segments have to each other the same ratio as the sides of the triangle, the straight line drawn from the vertex to the point of section shall bisect the vertical angle. (b.) Write the construction merely by which a triangle is described, given the base, the vertical angle, and the ratio of the two sides. 6. Bisect a triangle by a straight line drawn parallel to a side. 7. (a.) What is Euclid's test of the equality of two ratios ? Treat 5 : 6, 9 : 11 as Euclid directs so as to obtain (1) two ratios of lesser inequality; (2) two ratios of greater inequality ; and (3) a ratio of equality and a ratio of lesser inequality. (b.) Define homologous, reciprocally proportional, and duplicate ratio. 8. (a.) Equiangular parallelograms are to one another in the ratio which is compounded of the ratios of their sides. (b.) The sides of a parallelogram are 5 and 7 and those of a similar one 4 and 8. What is the ratio of their areas ? 9. Inscribe a square in a given semicircle. Trigonometry. (Time, 2 hours.) 1. There are two methods of angular measurement: (a.) including three systems—the sexagesimal, the centesimal, and the circular or radian; (b.) the method of ratios. Describe these briefly and give the various measures of an angle of an equilateral triangle. 2. (a.) Draw the angle whose sine is .35. Explain your method. (b.) Express the secant in terms of each of the other ratios. 3. (a.) Prove the following identities :— (1.) Sec4 a - 1 = 2 tan2 a + tan4 a, (2.) — 1 = sec A cosec A. sec A cosec A (b.) Solve:— (1.) Sec 9 = 4 cos 9. (2.) Cot 6 + tan 6 = sec 9. 4. From the top of a hill the angles of depression of two consecutive mile stones, on a level road running due south from the observer, are 45° and 22°, respectively. If cot 22° = 2.475, find the height of the hill in yards. A clxviii. Public Schools Report. 1906 5. Trace the changes in sign and magnitude of tangent A between 90° and 270°, giving the values at intervals of 15°. 6. Prove cos (A-B) = cos A cos B + sin A sin B; from this deduce the values of cos (A + B) and sin (A - B), and hence those of cos 75° and sin 15°. 7. (a.) If A is less than 90°, prove geometrically that cos (A - 90) = sin A. A H C (b.) If A + B + C = 180°, prove sin A + sin B+ sin C = 4 cos—cos —cos—. _i _i _j 8. If a = 9, b = 6, C = 60, find A and B ; given log 2 = .3010300. L tan 19° 6' = 9.5394287. log 3 = .4771213. L tan 19° 7' = 9.5398371. 9. Show how to find the height of an inaccessible object on a horizontal plane when it is inconvenient to measure a base line directly towards the object. 10. The area of a triangle is Js(s - a)(s - b)(s - c). Trace briefly the steps which led to this result. Determine the area of a triangle whose sides are 6, 8 and 10. Physical Science. (Time, H hours.) 1. (ffl.) What physical principles are associated with the names of Boyle and Joule? (/).) Give brief explanations of the hydrostatic press, the air-pump and the lever sufficient to show the principles underlying their action. 2. A bullet, mass -| oz., is projected horizontally with a velocity of 1,000 ft. per sec, the height of the gun from the ground being 5 feet—(ffl.) When will the bullet strike the ground, the surface being level ? (6.) With what velocity will it strike the ground ? (c.) What is its energy (in ft.—pounds) due to its velocity on leaving the gun ? 3. Steam is conducted by a glass tube from a flask of boiling water into a beaker of cold water. Certain measurements being made the latent heat of steam can be easily found. (a.) This crude method must give inaccurate results; why? What precautions would you take to secure more accurate results? (6.) If 5 grams of steam were condensed in 25 grams of water at the freezing point, what should the resulting temperature be? (c.) Give the physical explanation of latent heat of steam. 4. Describe an experimental method of finding the wave-length of a given note, explaining any rule or principle you use. Find the wave length of "middle C," the temperature of the air being 18° C. 5. Explain— (a.) The colours of a soap bubble. (b.) The dark lines in the spectrum of the Sun. 6. Show how to make a diagram illustrating the action of an ordinary magnifying glass. How may the magnifying power of the glass be approximately determined ? If the glass is held in certain positions it does not magnify; explain. 6 Ed. 7 Public Schools Report. A clxix. Latin. (Time, 3 hours.) [Note.—The translation from Latin should be into idiomatic English.] A. (a.) Translate— Nam in ceteris rebus cum venit calamitas, turn detrimentum accipitur; at in vectigalibus non solum adventus mali, sed etiam metus ipse adfert calamitatem. Nam cum hostium copiae non longe absunt, etiam si inruptio nulla facta est, tamen pecuaria relinquitur, agri cultura deseritur, rnercatorum navigatio conquiescit. Ita neque ex portu neque ex decumis neque ex scriptura vectigal conservari potest: qua re saepe totius anni fructus uno rumore periculi atque uno belli terrore amittitur. Quo tandem igitur animo esse existimatis aut eos qui vectigalia nobis pensitant, aut eos qui exercent atque exigunt, cum duo reges cum maximis copiis propter adsint ? cum una excursio equitatus perbrevi tempore totius anni vectigal auferre possit? cum publicani familias maximas, quas in saltibus habent, quas in agris, quas in portubus atque custodiis, magno periculo se habere arbitrentur , Putatisne vos illis rebus frui posse, nisi eos qui vobis fructui sunt conservaritis non solum (ut ante dixi) calamitate, sed etiam calamitatis formidine liberates. 1. Explain clearly the meaning of ex portu, ex decumis, ex scriptura, qui vectigalia exercent atque exigunt, custodiis. 2. Exhibit the declension of vectigal and pecuaria. 3. Qui vobis fructui sunt. Explain the syntax of vobis and fructui. 4. Cum duo reges cum maximis copiis propter adsint. Who are the kings referred to ? (b.) Translate— Qua re videant ne sit periniquum et non ferundum, illorum auctoritatem de Cn. Pompei dignitate a vobis comprobatam semper esse, vestrum ab illis de eodem homine judicium populique Romani auctoritatem improbari; praesertim cum jam suo jure populus Romanus in hoc homine suam auctoritatem vel contra omnis qui dissentiunt possit defendere, propterea quod, isdem istis reclamantibus, vos unum ilium ex omnibus delegistis quem bello praedonum praeponeretis. Hoc si vos temere fecistis, et rei publicae parum consuluistis, recte isti studia vestra suis consiliis regere conantur. Sin autem vos plus turn in re publica vidistis, vos eis repugnantibus per vosmet ipsos dignitatem huic imperio, salutem orbi terrarum attulistis, aliquando isti principes et sibi et ceteris populi Romani universi auctoritati parendum esse fateantur. 1. Suo inre. Show clearly the force of these words. 2. Principes et sibi fateantur. Explain the datives sibi and auctoritati. When is the use of the double dative a legitimate construction ? 3. reipublicae consuluistis. Consulo does not always take a dative. Explain. (c.) 1. Cicero's argument is divided into three main sections. What arc they? In which of these does he show the greatest ability ? What is the weakest part of the speech ? 2. Translate into Latin : Your revenues are at stake; by comparison with others; to say no more; with universal enthusiasm. B. (a.) Translate— Si patrios unquam remeassem victor ad Argos, promisi ultorem, et verbis odia aspera movi. hinc mihi prima mali labes; hinc semper Ulixes criminibus terrere novis ; hinc spargere voces in vulgum ambiguas, et quaerere conscius arma. nee requievit enim, donee Calchante ministro— sed quid ego haec autem nequiquam ingrata revolvo ? quidve moror, si omnes uno ordine habetis Achivos, idque audire sat est ? iamdudum sumite poenas: hoc Ithacus velit, et magno mercentur Atridae. A clxx. Public Schools Report. 1906 1. Explain the mood and tense of remeassem.. 2. " Promisi me ultorem." What would this be in prose? 3. "fors si qua tulisset." When is quis indefinite 1 4. •' Et quaerere conscius arma." Give two possible interpretations. 5. Note an example of aposiopesis in the above extract. What purpose is served by its use ? 6. " Hoc Ithacus velit." Explain the mood of velit. (b.) Translate— ' luppiter omnipotens, precibus si flecteris ullis, aspice nos—hoc tantum—et, si pietate meremur, da deinde auxilium, pater, atque haec omina firma.' Vix ea fatus erat senior, subitoque fragore intonuit laevum, et de caelo lapsa per umbras Stella facem ducens multa cum luce cucurrit. illam, summa super labentem culmina tecti, cernimus Idaea claram se condere silva, signantemque vias ; turn longo limite sulcus dat lucem, et late circum loca sulfure fumant. hie vero victus genitor se to] lit ad auras, adfaturque deos, et sanctum sidus adorat. 'iam iam nulla mora est; sequor, et qua ducitis, adsum, di patrii, servate domum, servate nepotem; vestrum hoc augurium, vestroque in numine Troia est, cedo equidem, nee, nate, tibi comes ire recuso.' 1. Decline the word precibus. 2. "da deinde auxilium, pater, atque haec omina firma." Scan this line. What two metrical figures does it exemplify ? 3. " intonuit laevum." Case of laveum. Did the omen appear in the East or in the West? 4. "Augurium." Give its deviation. 5. Have the different parts of the omen special signification ? 6. In what parts of the second book of the Aeneid does Vergil show—(a) his reverence for the gods, (b) his feeling of the power of fate, (c) his deep sense of the sad ness of human life 1 C. (ffl.) Translate— O navis, referent in mare te uovi fluctus ! o quid agis ? fortiter occupa portum ! nonne vides ut nudum remigio latus et malus celeri saucius Africo antennaeque gemant ac sine funibus vix durare carinae possint imperiosius aequor? non tibi sunt integra lintea, non di, quos iterum pressa voces malo. quamvis Pontica pinus, silvae filia nobilis, iactes et genus et nomen inutile, nil pictis timidus navita puppibus fidit. tu nisi ventis clebes ludibrium, cave, nuper sollicitum quae mihi taedium, nunc desiderium curaque non levis, interfusa nitentes vites aequora Cycladas. 6 Ed. 7 Public Schools Report. A clxxi. 1. Scan the first stanza and name the metre. 2. " Non di." Explain the reference. 3. " Nuper sollicitum etc." To what does Horace refer? 4. "Nitentis." Why is this an appropriate word? (b.) Translate— Parcus deorum cultor et infrequens, insanientis dum sapientiae consultus erro, nunc retrorsum vela dare atque iterare cursus cogor relictos : namque Diespiter, igni corusco nubila dividens plerumque, per purum tonantes egit equos volucremque currum, quo bruta tellus et vaga flumina, quo Styx et invisi horrida Taenari sedes Atlanteusque finis concutitur. valet ima summis mutare et insignem attenuat deus, obscura promens -. hinc apicem rapax Fortuna cum stridore acute sustulit, hie posuisse gaudet. 1. Note an example of an oxymoron in the first stanza. 2. Sapientiae. Whose philosophy ? What were its leading principles 1 3. Distinguish in meaning " vela dare retroversum " and " iterare cursus relictos." 4. What is the case of summis ? 5. Exhibit the metrical scheme of the first stanza. D. Translate into Latin— We have heard that it is almost a common occurrence that the shattered fortunes of kings easily move to pity many men of power—chiefly those who are kings or live in a kingdom, so that the name of king may appear great and hallowed. Accordingly Mithridates, though vanquished, could do what he never dared hope to accomplish when he was in a position of safety. When he returned to his kingdom he attacked our great and victorious army. Permit me, fellow citizens, to pass over the story of our misfortunes. In the very midst of this disaster itself and after receiving a very severe military blow, Lucullus, who perchance might yet have remedied, in some measure, these misfortunes, was by your order compelled to discharge some of the soldiers, who had already filled out their time, because you thought that a limit to the continuance of power should be decided in accordance with ancient precedent. Greek. (Time, 2\ hours.) [Note.—The translation from Greek should be into idiomatic English.] Translate— 'AAA' eyit) (joypi ravra pev efoXvapias etVar SoKet Se poi dv8pa.<s eX96vras irpbs KCpor o'lrives eiriTi'jSeioi o~vv KAeap^w epitordv eKeivov ri fiovXerac ypiv Yjorjo-#ar Kai edv pev y irpdfiis y irapairXyeria oia.irep Kai irpu\r9ev expyro rois £evois, eireo-9ai Kai ypas Kai py KaKiovs eivai tSv irpdo-Bev rovrio o-vvavafidvriav edv Se peitjiov y irpa^is rys irp6\r9ev efoaivyrai Kai eirnrovia- repa Kai eiriKivSvvorepa, d^iovv .) ireiejavra ypas dyeiv i) ireier9evra irpbs efoiXiav depi'evai- ovruo yap Kai eiropevoi dv epiXoi avria Kai irpo9vpoi eiroipe9a Kai eiiridvres do-ef>aXi?)s dv dirioipev b,ri 8' dv irpbs ravra Xeyy dvayyeiXai 8evpo- ypas 8' aKovcravras irpbs ravra fiovXevea9ai. 1. What is the subject of So/cet? 2. Explain the grammatical relation of the clause oijtoj ydp Kai eiropevoi . . . dirioipev to the rest of the sentence. A clxxii. Public Schools Report. 190G 3. otTtves e7rtT-iySetoi. What is the full expression ? What would it be in Latin ? 4. ri f3ovXerai k. X. Account for the case of Tt. 5. py kokiovs eivai. When is ov used with the infinitive in place of py ? 6. e.royu.ei'oi. To what conditional clause is this participle equivalent ? B. Translate— 'Eirel Se Kareirepep9y virb rov irarpbs irarpdirys AuStas re ko.1 c_>puytas rys peydXys Kai Kairira- SoKias, errparyybs Se Kai irdvriov dire8eix9y ols Ka9yKei ets KacrraAoG ireS'iov d8poi£eo-9ai, irpdorov pev eireSei^ev o,vrbv on irepl irXeiarov iroidiro, et ra crireio-airo Kai et ra o~w$otTO /cat e'iriti viroirxoiro ri, pySev \pev8eer9ai. Kai ydp ovv tirierrevov pev aura at .roAeis err ir peiropevai, eiritxrevov 8' ol dvSpes' Kai et Tts iroXepios eyevero, aireiuapevov Kvpov eiriirreve pySev av irapd rds o-irov8ds iro.9eiv. roiyo.povv eirei TieriTaipepvei eiroXepycre, irdtrai at jroAets eKovaai Kvpov e'iXovro dvrl Ticnraejoepvovs irXyv ^liXyerioov ovroi Se oti ovk ydeXe rovs efoevyovras irpoecr9ai e<poj3ovvro avrov. 1. Account for the mood of irowiro and o-vv9oiro. 2. ei ra o-ireio-airo. Parse the word toi. Give the Latin equivalent of et ra. What is the original meaning of the verb ? How did it receive the meaning it has in the text ? 3. Write tho principal parts of virouxoiro, iro.9eiv, et'AorTO, irp6etr9ai. C. Translate— ""Hf pev yXBopev dirwvres ira.vTeXd)s dv virb Xipov drroXoipe9a- virdpxei yap vvv ypiv oi5Sei' rai/ eirirySeiejv. eirraKaiSeKa yap <Tra9piHv rav eyyvrdruo ov8e Sevpo lovres eK rys x^/001? oijS-V eixouev Xappldveiv ev9a Se Tt yv, ypeis Siairopevdpevoi KareSairavytrapev. vvv S' eirivoovpev iropeveo-9ai paKporepav pev, roov 8' eirirySeimv ovk airopytropev iropevreov 8' ypiv rovs irpttorovs <rra9povs ws dv SvviiopeBa paKpordrovs, iva its irXeicrrov diroirirao-9iopev rov iSao-iXiKov o~r par ev par os' dv yap aira£ Svo y rpiwv ypepZv d8bv dir6o-x<o>pev, ovKeri py Si. rrrrat /SaeriXevs ypas KaraXafieiv. oXiyia pev ydp arparevpari ov roXp.yerei eepeireo-9ai' iroXvv 8' evaiv o"toAoi; oi5 Svvyererai Ta^eois iropeveo-9ar tcrojs Se Kai roov eirirySeiiov iriraviei. 1. Account for the case of the first word of this extract. 2. iropevreov 8' ypiv k. X. The verbal in -Teos has two constructions. What are they? 3. ovKeri py Svvyrai. Show clearly the force of this expression. What other mood and tense may follow oi5 py ? D. Translate— navTaVacrt Se diropiav eerrl /cat dpijxdvinv Kai dvdyKy exopeviov, Kai tovtidv irovypiav, oirives e6eXovo-i St' eiriopKias re irpbs deoi's Kai d-iriurias irpbs dvBpioirovs irpdrreiv Tt. ovx ovroos yp.eis, & KAeapve, oiJTe aAoytorot ovre yXi9ioi eo-pev. aAAa Tt Sy vpas e£bv diroXeuai ovk eirl tovto yX9opev ; ev 'ier9i oVt 6 epos epitos tovtov a'irws, rb rois"EXXijcriv epe irierrbv yevio-Qai, /cat a> YLvpos dve/3y £eviKip Sid pitr9oSoo-ias iriareviav, rovrito epe KaraByvai St' evepyeeriav icrxvpov. oa-a Se poi vpeis XP7.0"'^0' ecrre, tcx pev /cat irv eliras, rb Se peyicrrov eyia otSa- ryv pev ydp eirl Ty KeepaXy ridpav fJauiXei povoi e^eo-riv 6p9yv exeiv, ryv 8' eirl ry KapSia icrias dv vpiiov irapovritiv Kai erepos evireruos '^X01" 1. diropiDV ecrrl .... otVtves e#eAoi>o-t. This is a combination of two constructions. Explain. 2. egbv. When is the accusative absolute commonly used ? 3. tovtoi epe Kara,/3yvai. Explain the case of rovrip. 4. diropinv ecrrl k. X. When does an enclitic retain its accent? 5. xp-tjo-tyuot' eo-re k. X. Why is xPW'-r10^ thus accented ? E. Write in Greek (accented)— After reading the letter, Cyrus caused Orontas to be arrested, and summoned to his own tent seven of the most distinguished Persians of his staff, and desired the Greek generals to bring up a body of heavy armed men, who should arrange themselves ander arms around his tent. 6 Ed. 7 Public Schools Report. A clxxiii. French (Fraser and Squair, etc.) (Time, 2| hours.) (Toute les reponses doivent se faire en Francais.) 1. Traduire— D'abord tout alia a merveille; je m'etonnai in<_me du peu d'impression que me causait le froid, et je riais tout bas de tous les contes que j'en avais entendu faire ; j'etais, au reste, enchante que le hasard rn'eut donnee cette occasion pour m'acclimater. Neanmoins, comme les deux premiers ecoliers chez lesquels je me rendais n'etaient point chez eux, je commencais a trouver que le hasard faisait trop bien les choses, lorsque je crus remarquer que ceux que je croisais me regardaient avec une certaine inquietude, mais cependant sans me rien dire. Bient6t un monsieur, plus causeur, a ce qu'il parait, que les autres, me dit en passant: Noss 1 Comme je ne savais pas un mot de russe, je crus que ce n'etait pas la peine de m'arreter pour un monosyllabe, et je continnai mon chemin. Au coin de la rue des Pois, je recontrai un cocher qui passait ventre a terre en conduisant son traineau; mais, si rapide que fut sa course, il se crut oblige de me parler a son tour et me cria : Noss ! noss ! Enfin, en arrivant sur la place de l'Amiraute, je me trouvai en face d'un moujik qui ne me cria rien du tout, mais qui, ramassant une poignee de neige, se jeta sur moi, et avant que j'eusse pu me debarrasser de tout mon attirail, se mit a me debarbouiller la figure et a me frotter particulierement le nez de toute sa force. Je trouvai la plaisanterie assez mediocre, surtout par le temps qu'il faisait, et tirant un de mes bras d'une de mes poches, je lui allongeai un coup de poing qui l'envoya rouler a dix pas. Malheureusement ou heureusement pour moi, deux paysans passaient en ce moment qui, apres m'avoir regarde un instant, se jeterent sur moi, et malgre ma defense, me maintinreut les bras, tandis que mon enrage moujik ramassait une autre poignee de neige, et, comme s'il ne voulait pas en avoir le dementi, se precipitait de rnouveau sur moi. Cette fois, profitant de l'impossibilite ou j'etais de me defendre, il se mit a recommencer ses frictions. Mais, si j'avais les bras pris, j'avais la langue libre : croyant que j'etais la victime de quelque meprise ou de quelque guetapens, j'appelai de toute ma force au secours. Un officier accourut et me demanda en francais a qui j'en avais. 2. Traduire— Maitre Jacques—Vos chevaux, monsieur? Ma foi, ils ne sont point du tout en etat de marcher. Je ne vous dirai point qu'ils sont sur la litiere, les pauvres betes n'en ont point, et ce serait mal parler; mais vous leur faites observer des jeunes si austeres, que ce ne sont plus rien que des idees ou des fantomes, des facons de chevaux. Harpagon—Les voila bien malades ; ils ne font rien. Maitre Jacques—Et pour ne rien faire, monsieur, est-ce qu'il ne faut rien manger ? II leur vaudrait bien mieux, les pauvres animaux, de travailler beaucoup, et de manger de meme. Cela me fend le coeur de les voir ainsi extenues; car, enfin, j'ai une tendresse pour mes chevaux, qu'il me semble que c'est moi-meme, quand je les vois patir; je m'dte tous les jours pour eux les choses de la bouche; et c'est etre monsieur, d'un nature] trop dur, que de n'avoir nulle pitie de son prochain. Harpagon—Le travail ne sera pas grand, d'aller jusqu'a la foire. Maitre Jacques—Non, monsieur, je n'ai pas le courage de les rnener; et je ferais conscience de leur donner des coups de fouet, en l'etat ou ils sont. Comment voudriez-vous qu'ils trainassent un carrosse? Ils ne peuvent pas se trainer eux- memes. Valere—Monsieur, j'obligerai le voisin Picard a se charger de les conduire: aussi bien nous fera t-il ici besoin pour app refer le souper. Maitre Jacques—Soit. J'aime mieux encore qu'ils meurent sous la main d'un autre que sous la mienne. 3. Traduire— J'etais seul pres des flots, par une nuit d'etoiles. Pas un nuage aux cieux, sur les mers pas de voiles. A clxxiv. Public Schools Report. 1906 Mes yeux plongeaient plus loin que le monde reel. Et les bois, et les monts, et toute la nature, Semblaient interroger dans un confus murmure Les flots des mers, les feux du ciel. Et les etoiles cl'or, legions infinies, A voix haute, a voix basse, avec mille harmonies, Disaient, en inclinant leurs couronnes de feu; Et les flots bleus, que rien ne gouverne et n'arrete, Disaient, en recourbant 1'ecume de leur crete: —C'est le Seigneur, le Seigneur Dieu ! 4. Donner les temps primitifs des verbes suivants: Savoir, appeler, partir, apprendre, venir, craindre, s'asseoir, nailre, conquerir, mourir. 5. Dire, avec exemples, dans quels cas on emploie le subjonctif. 6. («.) Traitor de la position des adjectifs et, (b.) donner la syntaxe de nu, demi, feu, et les adjectifs designant les couleurs. 7. Donner les regies relatives a (ffl) il est et c'est, (b) travers et au travers. 8. Traduire— On coming home one evening, a man found the house deserted and the door locked. After managing, with the greatest difficulty, to get in through a back window, he discovered on the dining-room table a note from his wife thus worded : " I have gone out; you will find the key outside, under the door-mat (paillasson)." French (Bertenshaw, etc.). (Time, 2t\ hours.) Note.—Toutes les reponses doivent se faire en Francais. 1. Traduire— L'idee me vint de leur creer une occupation serieuse. Nous etions dans un sentier assez droit, qui s'en allait evidemment vers Athenes. J'avisai a ma gauche une belle touffe de genets que les soins de la Providence avaient fait croitre au sommet d'un rocher. Je feignis d'en avoir envie comme d'un tresor. J'escaladai a cinq ou six reprises le talus escarpe qui la protegeait. Je fis tant qu'un de mes gardiens eut pitie de mon embarras, et offrit de me faire la courte echelle. Ce n'etait pas precisement mon compte. II fallut bien accepter ses services ; mais, en me hissant sur ses epaules, je le meurtris si outrageusement d'un coup de mes souliers ferres, qu'il hurla de douleur et me laissa tomber a terre. Son camarade, qui s'interessait au succes de l'entreprise, lui dit: " Attends ! je vais monter a la place du milord, moi qui n'ai pas de clous a mes souliers." Aussitot dit que fait; il s'elance, saisit la plante par la tige, la secoue, l'ebranle, l'arrache et pousse un cri. Je courais deja, sans regarder en arriere. Leur stupefaction me donna dix bonnes secondes d'avance. Mais ils ne perdirent pas de temps a s'accuser I'un l'autre, car bientot j'entendis leurs pas qui me suivaient de loin. Je redoublai de vitesse: le chemin etait beau, egal, uni, fait pour moi. Nous descendions une pente rapide. J'allais eperdument, les bras colles au corps, sans sentir les pierres qui roulaient sur mes talons, et sans regarder ou je posais mes pieds. L'espace fuyait sous moi; rochers et buissons semblaient courir en sens inverse aux deux cdtes de la route; j'etais leger, j'etais rapide, mon corps ne pesait rien; j'avais des ailes. Mais ce bruit de quatre pieds fatiguait mes oreilles. Tout a coup ils s'arretent, je n'entends plus rien. 2. Traduire— De temps en temps, quand je levais les yeux de dessus ma page, je voyais M. Hamel immobile dans sa chaire et fixant les objets autour de lui, comme s'il avait voulu emporter dans son regard toute sa petite maison d'ecole. . . . Pensez ! depuis quarante ans, il etait la a la meme place, avec sa cour en face de lui et 6 Ed. 7 Public Schools Report. A clxxv. sa classe toute pareille. Seulement les bancs, les pupitres s'etaient polis, f rottes par l'usage; les noyers de la cour avaient grandi, et le houblon qu'il avait plante lui-meme enguirlandait maintenant les fenetres jusqu'au toit. Quel creve-cceur ca devait etre pour ce pauvre homme de quitter toutes ces choses, d'entendre sa scaur qui allait, venait, dans la chambre audessus, en train de fermer leurs malles ! car ils devaient partir le lendemain, s'en aller du pays pour toujours. Tout de meme il eut le courage de nous faire la classe jusqu'au bout. Apres l'ecriture, nous efimes la legon d'histoire; ensuite les petits chanterent le ba be bi bo bu. La-bas au fond de la salle, le vieux Hauser avait mis ses lunettes, et, tenant son abecedaire a deux mains, il epelait les lettres avec eux. On voyait qu'il s'appli- quait, lui aussi; sa voix tremblait d'emotion, et c'etait si drdle de l'entendre, que nous avions tous envie de rire et de pleurer. Ah ! je m'en souviendrai, de cette derniere classe. 3. Traduire— Enfin, le 18 juin, vers onze heures, le soleil parait a travers les nuages, et la bataille commence. Nos soldats attaquent avec un entrain admirable. Ney se multi- plie: Eylau, la Moscowa sont depasses en horreur comme en heroisme. Le marechal s'empare de la Haie-Sainte. Mais, vers quatre heures du soir, un corps d'armee que l'on avait signale et que l'on croyait etre celui de Grouchy, debouche a notre extreme droite. C'etait un lieutenant de Bliicher, Btilow, avec trente mille hommes. Napoleon envoie le comte de Lobau avec dix mille hommes pour l'arreter; Ney, de son c6te, attaque le Mont Saint Jean. II lance contra les lignes anglaises les cuirassiers du general Milhaud. Onze fois, ces soldats intrepides chargent l'ennemi, le sabrent et lui enlevent une partie de son artillerie; une division anglaise est presque aneantie, et ses debris vont repandre j usque dans Bruxelles, divise d'opinion, l'allegresse ou l'effroi. Si notre infanterie de reserve eut ete alors disponible, la victoire etait a nous : mais elle se battrit contre Billow. A sept heures, nos cavaliers sont rejetes du plateau : ils y etaient restes deux heures. Napoleon se decide enfin a mener au secours de Ney ce qui lui reste de sa vieille garde. Rien ne resiste a ces heros. Mais les Anglais se reforment, et nos reserves n'arrivent pas. A ce moment, une cannonade rapprochee eclate sur notre droite. " C'est Grouchy," s'ecrient nos soldats. fielas ! c'etait le reste de l'armee du Bliicher. 4. Donner les temps primitifs des verbes suivants :—savoir, appeler, partir, apprendre, venir, craindre, s'asseoir, naitre, conquerir, mourir. 5. Dire, avec exemples, dans quels cas on emploie le subjonctif. 6. (ffl) Traiter de la position des adjectifs et, (b) donner la syntax de nu, demi, feu,, et les adjectifs designant les couleurs. 7. Donner les regies relatives a (ffl) il est et c'est, (b) travers et au travers. 8. Traduire— On coming home one evening, a man found the house deserted and the door locked. After managing, with the greatest difficulty, to get in through a back window, he discovered on the dining-room table a note from his wife, thus worded : " I have gone out; you will find the key outside, under the door-mat (paillasson).', German. (Time, 2\ hours.) A. Da sah der Mann seine Frau zum ersten Male wieder freundlich an, und wie er sie ansah, meinte er, dass sie noch nie so hiibsch gewesen ware, wie in diesem Augen- blicke. Er nahm ihr den Kleinen Vogel aus der Hand, hielt ihn sich wieder dicht vor die Nase, hesah ihn sich von alien Seiten, schiittelte den Kopf und sagte dann: " Kindchen, du hattest doch Recht! Jetzt sehe ich's erst; es ist wirklich nur ein Spatz. Es ist doch merkwiirdig, wie sehr man sich tauschen kann." A clxxvi. Public Schools Report. 1906 B. Am andern Morgen aber lief es wie ein Feuer durch das Dorf, dass der Traumjorge wiedergekommen sei und sich eine Frau mitgebracht habe. " Das wird auch was recht Gescheidtes sein," sagten die Leute. "Ich habe sie heute friih schon gesehen," fiel einer von den Bauern ins Wort, " als ich in den Wald ging. Sie stand mit ihm vor der Thiire. Es ist nichts Besonderes, eine ganz gewonliche Person klein und schmachtig. Ziemlich armlich war sie auch angezogen. Wo soil's denn am Ende auch herkommen. Er hat nichts, da wird sie wohl auch nichts haben !" C. Und jeden Abend kam die weisse Taube weider und sagte Blauauglein, wo Heino ware und wie es ihm ging :— Was macht mein lieber Held, Mein junges Konigsblut? und die Taube antwortete : Er fahrt in all Welt, Und hat gar stolzen Mut! Hat er noch mein vergessen, Und denkt er nimmer mein? Er hat dein noch vergessen, Beim Trinken und beim Essen, Bei Regen und Sonnenshein ! D. Wahrend er so auf der Strasse ganz in Gedauken versunken einherging und auf's Pilaster sah, trat ein Mann an ihn heran und fragte, ob er etwas verloren habe, dass er immer so auf die Erde sahe. Da erwiderte er : verloren habe er zwar nichts, aber suchen thate er doch etwas, namlich ein Konigreich; und fragte ihn, ob er nicht wisse, was er zu beginnen habe, um Konig zu werden. E. 1. Do you sit up late when you are studying? Not generally; however, when I was preparing for my last examination I used to sit up late. 2. The whole family was absent yesterday from eight o'clock till twelve o'clock at night; meanwhile the house took fire. 3. The sun was setting, and the long desperate combat was not yet decided. For the third time our brave soldiers threw themselves upon the batteries of the enemy. Nothing could resist this attack; the enemy wavered, and the victory was ours. 4. What did the gentleman whom we just met ask you? He asked me how far it was to the town-hall. 5. The habit of rising early is of great importance when one has a great deal of work. If one wants to rise early one should go to bed early. 6. Our teacher used to insist on our writing a German exercise every day, and it was impossible for us to neglect this duty without his knowing it. 7. We have been thinking for some time of selling our house, but we cannot find any one who is willing to buy it. 8. Habit must bestow the readiness of doing a thing without reflecting upon the rule. 9. I know we should avoid asking for help until we have done our utmost to help our selves. 10. If you think we are all right, give us some sign of approval: a word, a smile, a glance will be sufficient. 6 Ed. 7 Public Schools Report. A clxxvii. Senior Academic Grade. English Literature. (Time, 3 hours.) 1. Trace the changes which have taken place in man's attitude to Hero-Souls. 2. Discuss Carlyle's views on " the organization of men of letters." 3. Write on two of the following passages :— (ffl.) " The living Tree Igdrasil, with the melodious prophetic waving of its world- boughs deep-rooted as Hela has died out into the clanking of a world-machine." (b.) " If called to define Shakspere's faculty, I should say superiority of Intellect and think I had included all under that." (c.) "It is rather the Tombs of three Literary Heroes that I have to show you. There are the monumental heaps under which three spiritual giants lie buried." 4. What is the significance of the title (ffl.) "The Crown of Wild Olive."? (b.) "Bags and crags have just the same result on rags." Explain. (c.) Discuss Ruskin's views on machine-labour. 5. Write a note on Goldsmith's humor. Describe one of the humorous scenes in "The Vicar of Wakefield." 6. Explain fully the following passages with context :— (a.) But now I am cabin'd, cribb'd, confined. (b.) Great nature's second course. (c.) There's husbandry in heaven. (d.) It is a tale Told by an idiot full of sound and fury Signifying nothing. (e.) My credit now stands on such slippery ground That one of two bad ways you must conceit me Either a coward or a flatterer. (/.) Will you be pricked in number ? (g.) A barren-spirited fellow one that feeds On objects, arts and imitations Which out of use and stal'd by other men Begin his fashion. 7. " (Goethe) says of Shakspere : His characters are like watches with dial-plates of transparent crystal; they show you the hour and the inward mechanism also is visible."—Heroes and Hero-Worship. Illustrate the truth of this statement by a study of the characters of Macbeth and Lady Macbeth. 8. " The play (Julius Caesar) might more fitly be called after Brutus than after Caesar." —Craik. " The important place that Brutus fills is obvious, but Caesar is nevertheless the mainspring of the action and appropriately furnishes the title for the play."—Rolfe. What is your opinion as to the appropriateness of the title? 9. " God's in His Heaven, All's right with the world."—Browning. " One God, one law, one element And one far-off divine event To which the whole creation moves."—Tennyson. " There is in man a Higher than Love of Happiness: he can do without Happiness and instead thereof find Blessedness."—Carlyle. Indicate or quote passages in Pope's " Essay on Man," in which the same or contrary sentiments are expressed. 10. Write a note on Dryden's literary work, giving special attention to his satires. A clxxviii. Public Schools Report. 1906 Latin. (Time, 3 hours.) [Note.—The translation from Latin should be into idiomatic English.] A. (a.) Translate— Prima castrorum rudimenta in Britannia Suetonio Paulino, diligenti ac moderate duci, approbavit, electus quem contubernio sestimaret. Nee Agricola licenter, more juvenum qui militiam in lasciviain vertunt, neque segniter ad voluptates et commeatus titulum tribunatus et inscitiam retulit : sed noscere provinciam, nosci exercitui, discere a peritis, sequi optimos, nihil appetere in jactationem, nihil ob formidinem recusare, simulque anxius et intentus agere. Non sane alias exercitatior magisque in ambiguo Britannia fuit : trucidati veterani, incensse coioniffi, intercepti exercitus; turn de salute, mox de victoria certavere. Quoe cuncta etsi consiliis ductuque alterius agebantur, ac summa rerum et recuperatse provincise gloria in ducem cessit, artem et usum et stimulos addidere juveni: intravitque animum militaris gloria, cupido, ingrata temporibus, quibus sinistra erga eminentes interpretatio, nee minus periculum ex magna fama, quam ex mala. 1. " Electus quem contubernio aestimarei." What custom is referred to in these words? 2. What purpose is served by the frequent use of the Historic infinitive ? 3. "Non sane alias Britannia fuit." What is the reference? 4. Distinguish in meaning anxius and intentus. (b.) Translate— Ac primo congressu eminus certabatur: simul constantia, simul arte Britanni, ingen- tibus gladiis et brevibus cetris, missilia nostrorum vitare, vel excutere, atque ipsi magnam vim telorum superfundere : denec Agricola tres Batavorum cohortes ac Tungrorum duas cohortatus est, ut rem ad mucrones ac manus adducerent: quod et ipsis vetustate militia, exercitatum, et hostibus inhabile, parva scuta et enor- mes gladios gerentibus : nam Britannorum gladii sine mucrone complexum armorum, et in arcto pugnam non tolerabant. Igitur, ut Batavi miscere ictus, ferire umbonibus, ora fcedare, et stratis qui in asquo obstiterant, erigere in colles aciem ccepere, ceterse cohortes, semulatione et impetu commixtte, proximos quos que csedere: ac plerique semineces aut integri festinatione victoria, relinqueban- tur. Interim equitum turma. fugere, covinarii peditum se proelio miscuere : et, quamquam recentem terrorem intulerant, densis tamen hostium agminibus et insequalibus locis hserebant; minimeque equestris ea pugnse facies erat, cum eegre diu stantes, simul equorum corporibus impellerentur, ac ssepe vagi currus, exter- riti sine rectoribus equi, ut quemque formido tulerat, transversos aut obvios incursabant. 1. " Complexum armorum et in arcto pugnam." Criticise the reading in aperto in place of in arcto. 2. Note an example of hendiadys in the above selection. (c.) 1. What data are furnished by the Agricola show the probable date of its publication? 2. "The speeches of Galgacus and Agricola are written in the very best style of Taci tus." What are the peculiar characteristics of his style? Compare the speech of Galgacus with that of Agricola. 3. " The Life of Agricola has a disproportionate share of the peculiar difficulties of Tacitus." Mention some of these difficulties. 4. How does Tacitus express the following :—the fame that waits on noble deeds, drained the life-blood of the state, by a useless parade of freedom, on the evidence of facts, the charm of indolence steals over us, confidence inspired by a good character. 6 Ed. 7 Public Schools Report. A clxxix. B. (a.) Translate— Iam pauca aratro iugera regiae moles relinquent; undique latius extenta visentur Lucrino stagna lacu, platanusque caelebs evincet ulmos; turn violaria et myrtus et omnis copia narium spargent olivetis odorem fertilibus domino priori; turn spissa ramis laurea fervidos excludet ictus. Non ita Romuli praescriptum et intonsi Catonis auspiciis veterumque norma. Privatus illis census erat brevis, commune magnum ; nulla decempedis metata privatis opacam porticus excipiebat Arcton, nee fortuitum spernere caespitem leges sinebant, oppida publico sumptu iubentes et deorum templa novo decorare saxo. 1. Write explanatory notes on platanus caelebs, inionsi Catonis, novo saxo. 2. " nulla decempedis porticus." What point does Horace make in these words ? (6.) Translate— Non vides quanto moveas periclo Pyrrhe, Gaetulae catulos leaenae ? Dura post paulo fugies inaudax proelia raptor, cum per obstantis iuvenum catervas ibit insignem repetens Nearchum : grande certamen, tibi praeda cedat, major an ilia. Interim, dum tu celeres sagittas promis, haec dentis acuit timendos, arbiter pugnae posuisse nudo sub pede palmam fertur et leni recreare vento sparsum odoratis umerum capillis, qualis aut Nireus fuit aut aquosa raptus ab Ida. 1. " The treatment of the subject of this ode is highly figurative." In what verse is the metaphor momentarily lost sight of ? Where is the figure entirely dropped ? 2. Note, in the first stanza, an " artistic grouping " of connected words. 3. " raptus ab Ida." What is the reference ? (c.) 1. Translate— Vester, Camenae, vester in arduos tollor Sabinos, seu mihi f rigidum Praeneste seu Tibur supinum seu liquidae placuere Baiae. Write brief notes on the proper names. 2. Translate— Audiat Lyde scelus atque notas virginum poenas et inane lymphae A clxxx. Public Schools Report. 1906 dolium fundo pereuntis imo, seraque fata quae manent culpas etiam sub Oreo. Relate the myth alluded to. 3. Write out the scheme of the metre in which B. (a.) is composed. 4. Write brief notes on caementa, fiavete Unguis, Marsi duelli, Diespiter, iocoso Lyaeo, geminus Pollux, aquae augur annosa comix. 5. Write briefly on "Characteristics of Horace's Latinity" under the following heads : (ffl.) Use of Genitive case, (b.) Infinitive mood, (c.) hypallage. 6. "In short lines, with a marked rhythmical beat, almost every word becomes emphatic and must deserve to be emphatic." What effect does this have on the Latinity of the poetry ? 7. Do you think that the poems of Horace may be regarded as the " spontaneous over flow of powerful feeling " ? C. Translate into Latin— With a most rare felicity, his good nature did not weaken his authority, nor his strictness the attachment of his friends. To speak of uprightness and purity in such a man would be an insult to his virtues. Fame itself, of which even good men are often weakly fond, he did not seek by an ostentation of virtue or by artifice. He avoided rivalry with his colleagues, contention with his procurator, thinking such victories no honour and defeat disgrace. For somewhat less than three years he was kept in his governorship, and was then recalled with an immediate prospect of the consulship. A general belief went that the province of Britain was to be his, not because he had himself hinted it, but because he seemed worthy of it. Public opinion is not always mistaken ; sometimes even it chooses the right man. After his consulate he was at once appointed to the government of Britain, with the addition of the sacred office of the pontificate. Greek. (Time, 2\ hours.) [Note.—The translation from Greek should be into idiomatic English.] A. (ffl.) Translate— Tapax9evres ovv dveipirvcrapev kir' avrb rb erropa rov Bypiov, Kai crravres evSorepoo rSov oSovtojv Ka9en>piopev dirdvriov &v eyth eiSov deapdriav irapaSo^drarov, dvSpas peyaXovs bo-ov ypio-raS- laiovs Tas yXiKias, eirl vyornov peydXwv irpoo-irXeovras, itiirirep eirl rpiypwv. olSa pev airio-rois eoiKora leTTopyo-inv, Xe^ia Se dpios. vrjcroi yerav eiripyKeis pev ov irdvv Se v\j/yXai, do~ov eKarbv o-raS'imv eKaerry ryv irepiperpov. eirl 8' avriov eirXeov roov dvSputv eKeiviav duepi rovs eiKoai /cat e/caToV. rovriov Se ot pev Trap' e/cdVepa rys vyerov Ka9ypevoi eefoe^ys eKooiryXarovv, Kvirap- ittois ai'TO/cAaSots p,eydXais Kai ofroKopois, iherirepel eperpois. Karoiriv Se e7rt rys irpvpvys, («S eSo/cet, KvBepvyrys eirl Xoejoov viftyXov elcrryKei y^aA/cow e^w irySdXiov, o~ra8iaiov rb prJKos- eirl Se rys irpiipas ocrov TeererapetKOvra lo'oirXio-pevoi avreov epaxovro, iravra eoiKores dv9piiiirois, irXyv ti;s Kopys- avry Se irvp yv Kai eKaiero, iiio-re ovSe Kopv9iav eSeovro. dvrl Se to~Ti<uv o dvepos epiriirraiv rrj vXy, iroXXy overy ev eKao-ry, eKoXirov re avryv Kai eepepe ryv vyirov, y e9eXoi o Kvfiepvyrys. KeXevo-rys 8' eejoeio-ryKei avrois, Kai irpbs Tyv eipeiriav o£eios okivovvto, ttienrep rd paKpd, riav irXoiiav. (b.) Translate— nept 8e to /ieo-ovi'/cTtoi', yaAij^s overys, eXd.9opev irpocroKeiXavres 'AXkvovos KaXio, irappeye9ei. o"TaSt(or irov efyKovra yv airy rb irepiperpov eiretrXei Se y 'AXkvidv rd iba 9dXirov(ra, ov iroXv pelitov rys KaXids- Kai Si) dvairrapevy piKpov pev KareSvcre ryv vavv rm avepia tojv irrepddv. (fXeT0 y°vv epevyovo-a, yoepdv riva epoovyv irpoiepevy. eiripavres Se ypeis, ypepas ySy viro(po.ivovo-ys, e9eiLpe9a ryv KaXidv, 0")(eSta peydXy Kpoo-eoiKviav, eK SevSpiav peyaXwv 6 Ed. 7 Public Schools Report. A clxxxi. crvpireepopypevyv. eiryv Se Kat did .revTa/coVta, eKairrov avrwv Xtou iri9ov irepnrXy9e<Trepov. i)S.j pevroi Kai ol veorrol ev8o9ev eefoalvovro /cat eKpmfov. ireXeKeeri yo£V Sta/co^arTes ev rdov (i5v veoTTOV dirrepov e^eKoXdif/apev, ei'/cocrt yvir&v dSporepov. eirel Se irXeovres direerxopev Tys /caAtas bo~ov o"TaStous Sta/cocrtovs, repara ypiv peyaXa /cat 9avpao-ra eirecrypaivev o re yap ev Ty irpvp,vy v^i'tcr/cos depvoo eirrepv^aro /cat dvefidyire- Kai o Kvj3epvyrys S/ctrCapos, efoaXaKpbs ijSy &v, dveKopycre. /cat rb irdvriov ijSi) TrapaSo^orarov, o yap tcrTos Tys vews e^efiXdiTrycre /cat K'AdSons dveejovo-e Kai eirl TO) a/cpco eKapiroepdpyo-ev, b Se Kapirbs yv crij/ca Kai o~TaejovXo.l peydXai, ovireo ireireipoi. ravr' iSdvres, cos to et/cos, erapax9ypev, Kai yvxope9a rois 9eois dirorpeipai to dXXoKorov rov ejoavrdcrparos. (c.) 1. The " Vera Historia is a romance with a purpose." What is that purpose? 2. " The chief fault of the work is an exuberance of invention and a too rapid transition from one marvel to another." How is the effect of this in a great measure counteracted? 3. " It is remarkable how much of the work is applicable to modern conditions." Explain, with references. 4. "We find in Lucian few departures from the strict classic standard of Greek prose." Mention some of these departures. 5. Indicate a few of the most probable originals of Lucian's Vera Historia, B. (a.) Translate— Tor S' dp' viroSpa. tSaiv irpoirecjoy iroSas (J/ciis 'A)(tAAei5s" " wpoi, dvaiStiyv etrieipeve, KepSaXeocppov, iriis Tts Tot irpdejopiuv eireuiv ire'i9yrai 'A^atwi' rj 6Sov eXB'epevai y dvSpdcriv lejoi pdxeo~9ai; ov yap eyco TpuoiDV eVe/c' yXv9ov aixpyrdmv Sevpo paxyo~opevos, eirei ov Tt poi a'irioi elcriv ov ydp iriio iror' epd.s /3ovs yXaerav ovSe pev 'iirirovs, oiSe iror' ev <5>9'iy ept/JtuAa/ct fiioriave'ipy Kapirbv ISyXycravr', eireiy pdXa. iroXXd pera^v ovpea re UKioevra OdXauerd. Te yxyearcra- aAAa. trot, S pey' dvaiSes, dp' euirope9', oefopa crv xa'pns, ripyv dpvvpevoi MereAaoj crot re, KvvOnra, irpbs Tjowcov tojv oii ti perarpeiry ovS' dXeyi(eis' Kai Snrj poi yepas avrbs defoaipqo-ecrBai direiXeis, (j) eiri 7roAA' epoyyera, Socra.' Se juot mes 'A^atcov. ov pev crot ireyre to-ov ex<° yepaq, o-jriror' 'Av_atot Tpti'otoov eKirepo-iMr' e-3 vaiopevov irroXiedpov aAAa to pev irXeiov iroXvaiKos iroX'epoio Xeipes epai Sieirovcr'- drdp yv irore Saerpbs iKyrai, crot rb yepas iroXv peirov, eyco 8' dAtyoi/ Te efoiXov re epx°p' exo>v eirl vrjas, eirel /ce KapiD iroXepi^tav. 1. Parse eirieipeve, iKyrai, /ce/ca/ito. 2. Give the derivations of i'.roSpa, KepSaXeoeppov, ept/JcoAa/ct, fimriaveipy. 3. Write in Attic Greek o.r.roTe eKireparitxri, eX9epevai, paxycropevos, ovpea, vies, (b.) Translate— avrdp eirel iravo-avro irovov rervKovro re Saira, Saivvvr', ovSe ti 9vpbs eSevero Sairbs eicrys. avrdp eirel irotrios Kai _8?;ti.os e£ epov evro, Kovpoi pev Kpyrypas eireo-reipavro iroroio, viapycrav 8' dpa irairiv eirap^apevoi 8eirdeo~o~iv o'i Se iravypepioi poXirrj 9ebv IXdcrKOvro KaXbv deiSovres iro.iyova Kovpoi 'Av^attoi/, peXirovres e/caepyov 8 Se efopeva repirer' aKovav. ^Hyao? 8' yeXios KareSv Kai eirl Kveepas fjX9e, 8y Tore Koipytravro irapd irpvpvycria vijds- A clxxxii. Public Schools Report. 1906 ypos 8' ypiyeveia efodvy poSoSaKrvXos 'Hcos, Kat tot' eireir' dvdyovro perd o-rparbv evpvv 'Axo-iiav roicriv 8' iKpevov ovpov iei eKaepyos 'AiroXXiov ol 8' io-rbv arytravr' dvd 9' lerria XevKa ireratro-ov, ev 8' dvepos irpyuev peerov lo-riov, dpefoi Se Kvua crreipy iropepvpeov peydX' iaxe vybs lovcrys' y 8' e9eev Kara Kvpa Siairpyo~o~ovcra KeXev9ov. 1. Discuss the subject of the digamma. Note its effect in the scansion of the verse beginning roicriv 8' iKpevov. 2. Give the Attic equivalent of ypos. 3. Account for the genitives Sairbs and irordio. 4. eKaepyos 'AiroXXoov. What other epithets of Apollo are found in the first book of the Iliad ? 5. "Prepositions are properly merely local adverbs." Point out examples, in the above extract, of prepositions with an adverbial force. 6. Parse, giving principal parts, TeTWorTO, eVro, KareSv, efodvy, irpfjaev. C. Translate into Greek (accented)— We asked him who the enemies were and what was the cause of the quarrel. " Phaethon," he replied, "king of the inhabitants of the sun (for this too is inhabited just like the moon) has been for a long time making war against us. It started in the following way. Once I wished to take the poorest people in my kingdom to the morning-star and to establish a settlement there. Phaethon was jealous and stopped me in the middle of my journey. We were defeated on that occasion and retired but I am now desirous of continuing the war." French. (Time 2| hours.) (Toutes les reponses doivent se faire en Frangais.) 1. Traduire— Tel etait l'empereur des Turcs chez qui le roi de Suede vint chercher un asile. II lui ecrivit des qu'il fut sur ses terres ; sa lettre est du 13 juillet 1709 : il en courut plusieurs copies differentes, qui toutes passent aujourd'hui pour infideles; mais de toutes celles que j'ai vues il n'en est ancune qui ne marquat de la hauteur, et qui ne fut plus conforme a son courage qu'a sa situation. Le sultan ne lui fit reponse que vers la fin de septembre. La fierte de la Porte Ottomane fit sentir a Charles xii. la difference qu'elle mettait entre l'empereur turc et un roi d'une partie de la Scandinavie, chretien, vaincu, et fugitif. Au reste, toutes ces lettres, que les rois ecrivent tres-rarement eux-memes, ne sont que de vaines formalites qui ne font connaitre ni le caractere des souverains, ni leurs affaires. Charles XII., en Turquie, n'etait en effet qu'un captif honorablement traits. Cepen- dant il concevait le dessein d'armer 1'empire ottoman contre ses ennemis ; il se flattait de ramener la Pologne sous le joug, et de soumettre la Russie: il avait un envoye a Constantinople; mais celui qui le servit le plus dans ses vastes projets fut le comte Poniatowski, lequel alia a Constantinople sans mission, et se rendit bientot necessaire au roi, agreable a la Porte, et enfin dangereux aux grands vizirs m&mes. 2. Traduire— Tout a coup le tambour battit la charge. L'attaque fut l'ouragan. La veille, dans l'obscurite, la barricade avait ete approchee silencieusement comme par un boa. A present, en plein jour, dans cette rue evasee, la surprise etait decidement impossible, la vive force, d'ailleurs, s'etait demasquee, le canon avait commence le rugissement, l'armee se rua sur la barricade. 6 Ed. 7 Public Schools Report. A clxxxiii. La furie etait maintenant l'habilete. Une puissante colonne d'infanterie de ligne, coupee a intervalles egaux de garde nationale et de garde municipale a pied, et appuyee sur des masses profondes qu'on entendait sans les voir, deboucha dans la rue au pas de course, tambour battant, clairon sonnant, bayonnettes croisees, sapeurs en tete, et, imperturbable sous les projectiles, arriva droit sur la barricade avec le poids d'une poutre d'airain sur un mur. Le mur tint bon. Les insurges firent feu impetueusement. La barricade escaladee eut une criniere d'eclairs. L'assaut fut si forcene qu'elle fut un moment inondee d'assaillants; mais elle secoua les soldats ainsi que le lion les chiens, et elle ne se couvrit d'assiegeants que comme la falaise d'ecume, pour reparaitre, l'instant d'apres, escarpee, noire et formidable. 3. Traduire— CIS. Rentrons ici; nous serons beaucoup mieux. II n'y a plus autour de nous personne de suspect, et nous pouvons parler librement. El. Oui, madame, mon frere m'a fait confiance de la passion qu'il a pour vous. Je sais les chagrins et les deplaisirs qui sont capables de causer de pareilles traverses; et c'est, je vous assure, avec une tendresse extreme que je m'interesse a votre aventure. Mar. C'est une douce consolation que de voir dans ses interests une personne comme vous; et je vous conjure, madame, de me garder toujours cette genereuse aniiti^, si capable de m'adoucir les cruautes de la fortune. Fro. Vous etes, par ma foi, de malheureuses gens I'un et l'autre, de ne m'avoir point, avant tout ceci, avertie de votre affaire. Je vous aurais, sans doute, detourn^ cette inquietude, et n'aurais point amene les choses ou l'on voit qu'elles sont. CIS. Que veux-tu 1 C'est ma mauvaise destinee qui l'a voulu ainsi. Mais, belle Mariane, quelles resolutions sont les vdtres ? Mar. Helas ! suis-je en pouvoir de faire des resolutions ? Et, dans la dependance ou je me vois, puis-je former que des souhaits? CIS. Point d'autre appui pour moi dans votre cceur que de simples souhaits? Point cle pitie' officieuse ! Point de secourable bonte ? Point d'aff'ection agissante ? Mar. Que saurais-je vous dire? Mettez-vous en ma place, et voyez ce que je puis faire. Avisez, ordonnez vous-neme : je m'en remets a vous ; et je vous crois trop raisonnable pour vouloir exiger de moi que ce qui peut m'etre permis par l'honneur et la bienseance. CIS. Helas ! ou me reduisez-vous, que de me renvoyer a ce que voudront permettre les facheux sentimens d'un rigoureux honneur et d'une scrupuleuse bienseance ? 4. Donner une regie relative a; .(a.) mieux suivi de deux infinitifs ; (b.) travers et au travers; (c.) depuis et des; (d.) quand et lorsque. 5. Donner les deux regies fondamentales sur lesquelles reposent les principes concernant l'orthographe du participe passe. 6. Dire avec exemples dans quels cas on emploie le subjonctif. 7. Rendre en Anglais les expressions suivantes prises de L'Avare :— (a.) Gibier de potence. (b.) Tu fais le raisonneur. (c.) Qui se sent morveux, qu'il se mouche. (d.) Elle se moque de le prendre. (e.) Ne m'echauffe pas les oreilles. (/:) Tout de bon? (g.) Voila bien de quoi! (h.) Je ferais conscience de leur donner des coups de fouet. (i.) Sa pretendue belle-mere. (j.) II n'y a pas de quoi. 8. Decrire brievement le rdle d'Harpagon dans " L'Avare." A clxxxiv. Public Schools Report. 1906 9. Traduire— In the meantime, he took up a position some miles from the city, and he often advanced too near the ramparts in order to reconnoitre it. The simple dress which he always wore was to him, in these dangerous expeditions, an advantage of which he had never thought: it prevented his being remarked, and picked out by his enemies who might have fired on his person. One day having advanced very near with one of his generals named Lieven, who was clothed in a blue gold-embroicered coat, he feared that that general might be too conspicuous; he ordered him to place himself behind him, by an impulse of that magnanimity that was so natural to him, that he even did not reflect that he was exposing his life to manifest danger in order to save that of his subject. victoria, b. c. Printed by Richard Wolfenden, V.D., I.S.O., Printer to the King's Most Excellent Majesty. 1906.
Legislative proceedings
J110.L5 S7
English
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Victoria, BC : Government Printer
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Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia
THIRTY-FIFTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA, 1905-1906. BY THE SUPERINTENDENT OF EDUCATION. WITH APPENDICES.
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