PUBLIC SCHOOLS OF ONTARIO.-PRIZES FOR left harbour for first trip-ice moving out. 30th. ice all gone. 12th, 30th. 31st, lightning and thunder with rain. Wind-storm. 30th. Fog, 24th. Snow, 21st 23rd. Rain, 2nd. 8th, 9th. 11th 12th, 20th 21st, 23rd, 30th. STRATFORD.-On 6th. wild pigeons seen. 20th, frogs first heard 14th. With a view to improve the school accommodation in the mill pond free from ice. 12th and 30th, lightning and thunder with rain. various rural school sections, and to act as an incentive, as well Wind-storms, 12th. 13th. 21st. Fog, 8th. now, 10th. 13th 15th, 22nd. as to aid trustees in the matter, the Department of Public In23rd. Rain, 6th, 7th. 9th, 12th, 21st, 23rd, 30th. Difference of mean temperature for month from average of 11 years:-1°16. struction will pay to any Inspector, Trustee or Teacher, the following prizes for ground plans of school-houses, and for block plans of school sites which may be found best adapted to rural school sections, viz. :: HAMILTON.-On 4th, grass beginning to be green. 5th, garden phlox and wild hepatica above ground; corona (large) around sun visible to the unprotected eye at 1 p.m. 8th, rumex crispus above ground. 9th, tulips above ground; pigeon shooting. 10th. flower bud of wild hepatica, planted in garden, ready to open. 11th, dicentra spectabilis above ground; ducks have I. For the best ground plan of a rural School-house (on the scale been seen for several days; navigation open; the first silver maple in blossom. 15th, corona 35 in diameter around moon. 17th, hepatica in of eight feet to an inch).-1. For the best first floor (ground) blossom. 22nd, hepatica in woods, acer rubum, populus tremuloides and plan of a rural School-house, with porch, cap and cloak room, alnus incana in blossom; capsules of Weisia viridula developed. 29th, Salix humilis, Corylis rostrata and Sheperdia Canadensis in bloom; also map and book presses, teacher's accommodation, etc., capable of ulmus americana. On 9th. a case of complete saturation at 7 a.m, the ther- accommodating 60 to 75 children, $15; 2. Ditto, with at least mometers when corrected being at 41°8. Lightning and thunder with rain, two rooms, 100 to 125 ditto, $20; 3. Ditto, with at least three 30th. Wind-storms, 9th 10th, 13th, 25th. Fogs, 7th, 8th. 24th. Snow, 10th, 14th. 15th, 22nd. 23rd. Rain, 5th, 6th, 9th, 12th, 20th, 21st, 23rd, rooms, 150 to 175 ditto, $25. 30th. A very dry April. SIMCOE-Lightning and thunder with rain 30th. Wind-storms, 9th, 10th, 13th, also stiff gales on other days (equinoctial). Fog, 8th Snow, 15th. Rain, 6th, 13th, 20th, 30th. A fine month, the heat abnormal. Navigation opened earlier this year than usual in consequence of the extraordinary heat of the month of April. WINDSOR.-On 1st, meteor in Z. towards N. W. 9th, lake open to navigation. River open some time before. Lunar halo on 14th, 16th, 17th, 19th, 20th, 24th. Wind-storms, 1st, 2nd, 8th-10th 12th, 13th, 15th, 21st, 30th. Fog. 8th. Snow, 15th Rain, 6th, 7th, 9th, 12th, 18th, 20th, 21st, 27th, 30th. Hail, 15th. Lightning and thunder with rain, 12th, 20th, 30th VI. Departmental Notices. EXAMINATIONS FOR ADMISSION OF PUPILS TO TARIO. II. For the best Block Plan of a School Site (on the scale of forty feet to an inch).—1. For the best block plan of a school site, of all acre in extent. Position of school house, wood shed, privies, well, fence, play ground for boys and for girls, shade trees, etc., to be marked on the plan, $20; 2. Ditto, of half an acre, $15. The plans to be neatly prepared in ink and to be accompanied by full written explanations. They are to be marked by some word or motto, the key to which is to be enclosed in an envelope, which will be opened after the prizes shall have been awarded. Plans, etc., to be addressed to the Rev. Dr. Ryerson, Chief Superintendent of Education, not later than the 15th of Novem ber next. The prize plans will be the property of the Department, and will be required for publication in the JOURNAL OF EDUCATION. PROVINCIAL FIRST CLASS CERTIFICATES. In accordance with a general wish, as expressed last year and concurred in by the Council of Public Instruction, an examina- examinations held in the county towns throughout Ontario, on Forty teachers competed for first class certificates, at the tion of pupils for a mission to the High Schools and Collegiate the 23rd, 24th, 26th and 27th July. The examinations were Institutes will be held (D.V.) in each High School or Collegiate conducted in the presence of the County Inspectors on papers Institute District, commencing on Thursday, 10th of October, furnished by the Central Committee. The following candidates at 9 a.m., and may be continued during the following day. were awarded certificates on the 2nd instant, by the Council of Candi lates must notify the City, County or Town Inspector (as Public Instruction:-First class, grade A--Messrs. Wm. J. the case may be) not later than the 15th September, of their Carson, Saml. Emerson, Clarke Moses; first class, grade B— intention to present themselves for examination; and the In- Messrs. Isaac J. Birchard, John W. Cooley, John Dixon, Alfred spector will inform the Department not later than the 20th of Goodbow, John Macdonald Mackie, W. R. Telford, Miss Phœbe September, of the number of candidates for admission, as the J. Johnston. Of the successful candidates, seven were trained examination papers cannot be printed off until this information in the Normal School, Toronto. shall have been received from every one of the Inspectors. An MEM.-There are three other candidates whose papers came in late, omission of one Inspector in this matter, beyond the time speci- and will be considered by the Committee the first week of September. fied, may delay the printing and despatch to the Inspectors, of the examination papers. County Inspectors are members only of Boards of Examiners for admission to the High Schools in villages and townships. City and Town Inspectors are members of the Boards of Examiners for admission to the High Schools in such cities and towns. For this year, these examinations will be retrospective in their effect as regards pupils who entered for the summer term, whose attendance for that term will be reckoned provided they succeed at the examination, and their papers are approved by the High School Inspector. The Examination Papers will be sent to the Public School Inspector, who will be responsible for the conduct of each examination (according to the regulations). Where a County Inspector is also Town Inspector, he will (with the concurrence of his colleagues) arrange for the examination to be held at each school at the time fixed. The Inspector will, immediately after the meeting of the Board of Examiners, at the close of the examinations, and not later than the 20th of October, transmit to the Departinent the report of the Board of Examiners, and also the whole of the answers of the candidates,---the latter for the examination and approval of the High School Inspectors. The surplus examination papers are also to be returned for binding up. EDUCATION Department, 24th August, IS72. IN THE PRESS. THE ONTARIO SCHOOL LAW, Relating to County Councils-Township Councils-City, Town and Toronto, 1872. MCGILL UNIVERSITY, MONTREAL. THE SESSION 1872-73. HE CLASSES IN THE SEVERAL FACULTIES will open as FACULTY OF ARTS, September 16th. The Department of Practical Science in the Faculty of Arts, including Courses in Engineering, Mining, Practical Chemistry and Assaying, September 16th. The Classes in the McGill Normal School will be open commencing September 16th, the following Scholarships and i xhibitions on the 2nd September. In the Examinations in the Faculty of Arts, will be offered:- First Year, 3 Exhibitions-2 of $125; 1 of $100. Second Year, 3 Examinations-2 of $125; 1 of $100 Third Year, 4 Scholarships, tenable for two years, of $100 to $125 yearly. The Calendar containing details of all the above Courses may be had on application, post paid, to the undersigned. July 6. W. C. BAYNES, B.A., Secretary. CONTENTS OF THIS NUMBER: RELIGIO.SCIENTIA LIBERTA EDUCATION, TORONTO, JULY, 1872. PUBLIC SCHOOL HOUSE ACCOMMODATION.-1. Public Schools of Ontario-Prizes for Rural School House Plans. 2. "Adequate School Accommodations." 3. Condition of the School Room. 4. Ventilation of School Houses I. PAPERS OF THE RECENT EXAMINATIONS II. MATHEMATICAL DEPARTMENT..... III. PAPERS ON PRACTICAL EDUCATION.-1. What to Teach. 2. Interest Rules. 3. IV. EDUCATION IN VARIOUS COUNTRIES.-1. Examiners in the University of Toronto, VI. BIOGRAPHICAL SKETCHES.-1. The Very Reverend Dean Bethune. 2. Mr. Charles VIII. MONTHLY REPORT ON METEOROLOGY OF THE PROVINCE OF ONTARIO.. ........ Page. 97 99 102 103 105 107 108 112 Ontario. No. 7. Statute Law, to rouse public attention to the subject, and virtually to decide the question in favour of the health of the teacher and pupils and the advancement of the school. These were, really, the parties who had suffered so long from local apathy or selfishness, while they were powerless to effect any change for the better. Were it not vouched for by the written testimony of the 106 Public School Inspectors, who have examined and reported to the Department upon the state of the school houses and premises under their jurisdiction, it could scarcely be believed that trustees and parents would, in so many cases, have allowed 111 their children to congregate, day after day, and year after year, in the miserable hovels which, up to this year had existed as so-called school-houses in many parts of the province. And yet, so it was. Neither the ill health of the teacher, nor the listless faces of the children, added to the warning of medical men, or the counsel of local superintendents, could, in many localities, rouse trustees or ratepayers from their apathy. "Their fathers, or other relations, or friends, had gone to the school, and it was good enough for them." This, or some other valueless excuse, was too often their reply, and hence nothing was done, or would be attempted. Not even, in many cases, would the spirited example of their neighbours in other localities influence them; and often, in inverse ratio to the wealth of the neighbourhood, would the spirit of selfish economy prevail, and even be defended on the plea of poverty! PUBLIC SCHOOL-HOUSE ACCOMMODATION. One of the most valuable features of the School legislation of last year was that which provided for increased School-house accommodation. By a singular oversight, no provision was made in the comprehensive School Law of 1850 for this essential part of our School Economy, nor was it, even, embodied in the School Law Amendment Act of 1860, which was designed to remedy certain proved defects in the law. Indeed, not until after twenty years' experience had demonstrated the want of some general regulation relating to School-house Accommodation being made, did the necessity for a clearly defined regulation on the subject force itself on the attention of our Educationists. Although some opposition was made, at first, to this most desirable reform, yet on the whole, it has been hailed as a real boon by the vast majority of the trustees. Never was there such singular unanimity on any one subject among the intelligent friends of our improved School System as on this. It has (when proper explanations have been given to the parties concerned) been regarded as a most enlightened step in advance, The provision of the law has been framed, as we think all will admit, in the interests of humanity, cleanliness, order and decency. It is true that in many cases a thoughtless apathy or inattention alone had prevented anything from being done to improve the condition of the school premises; but, in other cases, timidity on the part of the trustees, or the fear of taxation on the part of the ratepayers had paralyzed local effort; and from year to year nothing was done to put the school-house in even a reasonable state of repair. Hence the necessity for the interposition of some higher authority, in the shape of "We know It is true that many people had no definite idea as to what was actually required to be done, in order to provide what was really necessary to put their school-house and premises in a proper and efficient state. Such people would say: "Tell us what we should do and we will cheerfully do it." that our children and the teachers are sufferers, and that they are not in such a school-house as we should like them to be in. But we do not know the proper size to build the school-house, the space for air which we should leave, or the best way to ventilate the building or premises. If the law or regulations would lay down some definite general rules on the subject, we should be glad to follow them, but we do not like to spend money on a new school-house, and then find that we were all Such excuses as wrong in our calculations on the subject." these were often urged, and they were reasonable in some cases. Trustees, too, would say, when pressed to do something to better the condition of the school-house: "We would gladly do so, but the ratepayers object to the expense, and we do not like to fall out with our neighbours. If you say that we must do it, we will undertake it, for then the responsibility will be on you, and we shall do no more than our duty in complying with the law." Some trustees have felt so strongly the necessity of improving the condition of their school premises, and yet have lacked the moral, and even the legal, courage to do their duty, independently of this pressure, that they have privately intimated their desire to the Inspector that he would enforce the law in this matter in their school section. No plans will be received or adjudicated upon, which are not drawn on the scales mentioned. 2. "ADEQUATE SCHOOL ACCOMMODATIONS." In answer to numerous inquiries as to the law relating to school accommodation, we desire to state that the second section of the School Act of 1871 declares that : : "Each school corporation (in a city, town, village or rural school section) shall provide adequate accommodations for all the children of school age (from five to twenty-one years, resident) in their school division or municipality." The regulations, which define what "adequate school accommodations" are, suggest a medium or minimum amount of school accommodation to be provided, as compared with the law and regulations on the subject in other countries. Although the law, as quoted above, is imperative, yet inspectors will exercise a judicious discrimination in enforcing it. It affords us real pleasure to say that, in carrying out the law and regulations on this subject, the Inspectors generally have displayed great judgment and tact. They have even, taken unusual pains to enlist the sympathies and best feelings of trustees and ratepayers in favour of this most needed reform. They have answered objections, smoothed difficulties, removed prejudices, met misrepresentations by full information and explanation, and have done everything in their power to introduce, as suggested by the Department, a gradual change for the better in the condition of the school-thing comfortable and cheerful. The light has been so arranged house, the outbuildings, fences and premises generally. As an evidence of the desire of the Chief Superintendent to still further enlist the energies and ability of the local school authorities themselves in this good work, we append herewith a circular issued by him in the last number of this Journal, offering prizes for plans of school-sites and school-houses. It has always been laid down by him, as an essential principle of our School System, that it is after all a more effective means of aiding the people to educate themselves through themselves, than for the Department to attempt it by law or regulation ;-and that all that our School System can do is to aid them to do so by providing facilities, and suggesting plans, for doing work in the most efficient manner. In this respect his most sanguine expectations have been fully realized. At the "Ontario Teachers' Association" held in this city, this year, the following Resolution was unanimously passed. "In the opinion of this Convention, the School accommodation required for the New School Law and Regulations, is under, rather than over, that demanded by health and comfort; as well as the proper organization and discipline of Schools." 1. PUBLIC SCHOOLS OF ONTARIO.--PRIZES FOR With a view to improve the school accommodation in the various rural school sections, and to act as an incentive, as well as to aid trustees in the matter, the Department of Public Instruction will pay to any Inspector, Trustee or Teacher, the following prizes for ground plans for school-houses, and for block plans of school sites which may be found best adapted to rural school sections, viz: I. For the best ground plan of a rural School-house (on the scale of eight feet to an inch).—1. For the best first floor (ground) plan of a rural School-house, with porch, cap and cloak-room, map and book-presses, teacher's accommodation, etc., capable of accommodating 60 to 75 children, $15; 2. Ditto, with at least two rooms, 100 to 125 ditto, $20; 3. Ditto with at least three rooms, 150 to 175 ditto, $25. 11. For the best block plan of a School site (on the scale of forty feet to an inch). - For the best block plan of a School site, of an acre in extent. Position of School-house, wood shed, privies, well, fence, play ground for boys and for girls, shade trees, etc., to be marked on the plan, $202. Ditto, of half an acre, $15. The plans to be neatly prepared in ink and to be accompanied by full written explanations. They are to be marked by some word or motto, the key to which is to be enclosed in an envelope, which will be opened after the prizes shall have been awarded. Plans, etc., to be addressed to the Rev. Dr. Ryerson, Chief Superintendent of Education, not later than the 15th of November next. The prize plans will be the property of the Department, and will be required for publication in the JOURNAL OF EDUCATION. 3. CONDITION OF THE SCHOOL-ROOM. It is very pleasant to go through many of our modern schoolrooms and notice the care which has been taken to make everythat the eye is neither dazzled by glare or wearied by gloom; ventilation has been secured in proper kind and degree, so that headachè cannot often be complained of there; the desks are adapted in height to the size of the sitter, and the chairs have comfortable backs; pictures are on the walls, an attractive library is accessible, and the polished brass and glass, in the case of apparatus, add to the general effect. Would that all school-rooms were comfortable and cheerful! Yet where they are not, much can be done to improve them, and this with but little expense. Even if hard benches and inconvenient desks are the furniture of four bare walls, there may be something done to make the place seem comfortable and cheerful, if actual improvement is impossible. Let us suppose the worst case possible-possible, I mean, now-adays, and try to improve it. 1st. Arrange the desks and seats in some way, so that each pupil be supposed that this is impossible. can find support for his back and rest for his feet. It need hardly 2nd."Tinker" the window frames, so as to be able to lower the upper sash a few inches. Get calico curtains, if there are no blinds ; they will cost about ten cents each. 3rd. Cover all holes and ink-spots in the wall with white paper, neatly pasted on; but cover up no dirt which can be washed off. Let the floor be clean and the windows clear. 4th. Tack engravings on the walls, the best you can find; woodcuts, from newspapers, are better than nothing. Inland boys like ships and steamers, and sea-scenes generally, while boys who live near the coast prefer hunting scenes and rocks and woods. Maps of the country, the State, the county, town, ward and block are desirable. 5th. On the ceiling, draw neatly-in charcoal if you can do no better-the solar system. Make the sun in red chalk; give the planets their relative size and orbits; let a bushy, red-tailed comet enliven the sketch. On the side wall draw a long black line, five and a half yards long, to represent a rod; divide the line into yards, one of the yards into feet, and one of the feet into inches. In various spaces, otherwise unoccupied, draw, distinctly, a square yard, a square foot, a cubic foot, an equilateral triangle, and other similar outlines. Let the walls be covered with instruction and amusement for the eye. At first, these figures will attract attention from studies; but in a few days the novelty will have worn off, and although they may attract, they will not distract. What a change comes over the dreary old room! What a change over the scholars ! There are many little matters which affect the success of a teacher's daily duties. Is the black-board warped, and cracked, and scratched? Take it down, screw a cleet" on the back, putty up the crack, and paint it black again. There is no expenditure here of anything but a little labour, except for the paint, and that may be made trifling if a few cents' worth of lampblack, a little camphene, a flannel rag, and ingenuity are used. Perhaps the chalk is "scratchy." Buy some crayons, if you can; if not, make them. Your boys will help you; and, in a few hours, at an expense of half a dollar, you can make enough to last for a whole term, and the improvement will pay you for your trouble. Have a ledge on the bottom of the black-board, to catch the falling chalkdust, and to hold "the cleaner." The cleaner may be a stick two inches square and six long, wrapped around with canton flannel.— Root's "School Amusements." It is really astonishing how much ignorance or thoughtlessness there is among teachers even at this late day, about properly ventilating their school-rooms. It would seem that enough had been written and said about this subject, yet if the readers of this maga- 5. zine will officiate as visiting committee and visit our schools in the winter season, they will learn the rule, and not the exception, is, bad air in the school-room. The construction of the room is faulty, in a majority of instances, but the fact is apparent that teachers do not practically believe in ventilation, and do not do the best they can to have good air in the room. To show the bad effects of want of ventilation, I quote from Mayhew's Universal Education a short article: "Both irritability of the nervous system and dulness of the intellect are unquestionably the direct and necessary result of a want of pure air. The vital energies of the pupils are thus prostrated, and they become not only restless and indisposed to study, but absolutely incapable of studying. Their minds hence wander, and they unavoidably seek relief in mischievous and disorderly conduct. This doubly provokes the already exasperated teacher, who, from a like cause, is in the same irritable condition of both body and mind. And what is more natural under such circumstances, than to resort to the use of the rod." Now, brother teacher, when your school gets very noisy some afternoon, when you have had a good fire and warm room all day, try this experiment: Set every scholar marching round the room, or turn them out of doors for five minutes, then open every window, and when you call them back and you close the windows again, they will be quiet and go to work. Why? Because they have taken a new lease of life. City teachers are familiar with this, but many of our common country schools suffer more than can be calculated from the want of pure air, of which such an abundance is all about them out of doors.-E. S. M., in Maine Journal of Education. I. Papers of the recent Examinations. To the Editor of the Journal of Education. 6. 7. 1. 2. 3. 4. 5. 6. 7 Of the following adjectives compare such as are capable of comparison: cool, late, happy, perpendicular, many, triangular. Name the distributive and the indefinite pronouns. 8. How is the verb inflected? Name the moods, and state the force of each. 9. Quote the rules of syntax which the following sentences are severally intended to exemplify: (a) Give us this day our daily bread. (b)The youth of this country are well educated. (c) The horse and the man that we met. 10. Parse the following sentence, and change the active into the passive construction. 11. SIR,-In the June number of the Journal, I gave solutions of the questions proposed, in Algebra and Natural Philosophy, to candidates for First Class certificates at the recent Examination of Public School Teachers. Owing to my absence from town, I had no opportunity of correcting the press; and I find that the discussion 12. of one of the questions in the Natural Philosophy paper appears in 13. a somewhat unintelligible form, in consequence of a coufusion in the letters employed. I refer to the 3d question, of which I gave two solutions. In the first solution, in the expressions, "the forces represented by PA and P B," and "of which A P and B P are adjacent sides," P should be changed into D. The confusion in the second solution is such, that perhaps the simplest course is to give the whole de novo.-Draw CF perpendicular to A D, and CE to B D. Then, since the lever is at rest, the force at A, multiplied by C F, is equal to the force at B, multiplied by C E. That is DAX CF = DBX CE. Therefore, triangle A C D triangle B C D... ACB C. In the solution of question 4, a misprint occurs, which I should also like to correct. Instead of "uniting in the direction B A, and uniting in the direction A B," read "one acting in the direction B A, and one acting in the direction A B. " In question 7, it is put for 1; but this can create no difficulty. 14. 15. "His love of change drove him a pilgrim to the Holy Land." Analyze the following: "Stimulated in turn by their approbation, and by that of better judges, he turned to their literature with redoubled energy.' ADDITIONAL FOR 2ND CLASS. Give rules for the proper use of "shall" and "will.” (1) The restrictive and the connective force of the relative pronoun. (2) The twofold form of the cognate object. Examine the correctness of the following, giving, in each case, your reason for retaining or altering the construction : "The nations not so blessed as thee Must in their turn to tyrants fall."-Thomson. "In reality more than one principle has been contended for at one time."-Arnold. "Every street and square in Dresden was by this time crowded with troops."-Alison. "—Rogers. "At an hour When all slept sound, save she who bore them both.". Analyze the following: "Fancy had cast a spell upon the place And made it holy; and the vilagers I am Sir, GEORGE PAXTON YOUNG. TORONTO, 12th September, 1872. SELECTIONS FROM RECENT MISCELLANEOUS EXAMINATION PAPERS. ETYMOLOGY AND SPELLING. FOR 2ND AND 3RD CLASS TEACHERS. 1. Correct, where necessary, the spelling of the following words :— paroxysm, miniature, mischevious, delapidate, alkemy, abscess, harpsicord, acheive, yoeman, beverage, obliquy, catiff. 2. Attach roots to the following prefixes, exhibiting, when possible, change made in prefix for the sake of euphony :-ad, re, inter, trans, con, in, syn, amphi, hyper, sub. 3. Mention prefixes, each in combination with some word, which denote negation and destitution in place or time. Would say that never evil thing approached Unpunish'd there. The strange and fearful pleasure Ceased not in riper years; and now it woke ENGLISH GRAMMAR AND ETYMOLOGY. 1. Give reasons for regarding the Article as an Adjective. Of both is flattered; but he never loves, (c) Villain, knock me at his gate, (d) Whom he would he slew. (e) Forthwith, on all sides, to his aid was run 4. Correct or justify the following, giving, in each case, your reason. (a) The great triumphs of modern ingenuity and art are those astronomical clocks and watches, in which the counted vibrations of a pendulum or balance-wheel have detected periodical inequalities even in the motion of the earth itself.-Arnot. (b) Language consists not of single words, no more than a ship consists of trees.-Penny Cyclopedia. (c) To see distinctly the right way, and to pursue it, are not precisely the same thing. -Hall. (d) He that outlives this day and comes safe home.-Shak (c) Holy and humble men of heart.-Isaiah. 9. (d) An upright minister asks, what recommends a man ; a corrupt minister, who.-Colton. Show clearly the effects of impure air upon the brain and nervous system. 7. Give specimens of the Iambus, Trochee, and Amphibrach, and scan the following: (a) Through the depths of Loch Katrine (b) Leave the deer, leave the steer, Leave nets and barges. (c) Why Jove's satellites are less than Jove. 8. Analyze the following: Branches they bore from that enchanted stem, His voice was thin, as voices from the grave; And deep asleep he seemed, yet all awake, 9. What is meant by Historical Etymology? 11. Give the Etymological Analysis of the following words, mentioning, in each case, prefix or affix, root, literal meaning, and ordinary signification :-Discussion; expressed; adventure; condolence; hypocrite; expedite; atonement; accuracy; cemetery; extravagant; trespass; dilapidation. 12. Give the historical analysis of the following passage :We feel the strength of mind through the beauty of the style ; we discern the man in the author, the nation in the man, and the universe at the feet of the nation. ECONOMY OF THE HOUSEHOLD. (This Paper may be taken, instead of Euclid, by Female Candidates.) 1. Illustrate the importance of "intelligence, economy and industry" in the management of a household. 2. Describe the best arrangement for the dairy, as to the building or room used for the purpose; temperature; and pans to receive the milk. Why should not the milk-pans be set on the bottom of the cellar. 3. (a) In churning, what temperature may be expected to give "the greatest quantity of butter of the best quality"? (b) What effect is produced by the application of warm water and by violent churning? (c) Describe the process of working the butter, and show that " a large sponge,, covered with a clean cloth, may be used to great advantage.' 4. (a) Explain the action of the yeast in making bread. (b) What is said of the bran with reference to nutritious property? 5. "If meats are to be boiled, they should be put at once into boiling water; if they are to be roasted, they should be exposed at once to a quick fire." Why should this be done? 6. Describe the best method of boiling potatoes, NATURAL HISTORY, BOTANY, AND AGRICULTURAL CHEMISTRY. 2ND CLASS. (Special Paper-optional.) 1. Give some account of the whalebone whale. Name the trade products we obtain from it, stating the purposes which each of these serves to the animal. 2. What is meant by Passerine birds? Draw the beak and foot of one of them, and give an account, from your own knowledge, of some of the birds belonging to this group. 3. What is meant by the term insects? Describe the transformation of a silkworm. 4. Describe the structure and mode of growth of the exogenous and the endogenous stems. 5. Describe a maple leaf, with special reference to its form, parts, and venation. 1. Give an outline of the classification of the vegetable kingdom according to the natural method, proceeding only to the classes and great sections. 2. Give illustrations of each of the following terms: Runner, sucker, stolon, corymb, irregular flower, compound pistil, compound leaf. 5. 3. 4. 7. How would you distinguish between a root and a stem? Explain clearly the technical terms in the following description of the maple sub-family: flowers generally polygamous or diæcious, regular. Petals, often none, but calyx sometimes petallike. Stamens, 4 to 12. Styles, 2, united below. pair of keys, united at the bottom. Leaves opposite. Name the families to which the following belong, giving the distinguishing charcteristic of each: turnip, radish, pea, apple. State the advantages of draining. In heavy soils what is the proper depth for drains, and how far should they be apart? What is gypsum? On what kind of crops does it produce the greatest effect. Give reasons. Fruit, a 6. 10. Give a rotation of crops suitable for heavy soils. |