Common fractions: Addition, subtraction, multiplication and division of fractions whose denominators do not exceed one thousand. Common factor and common divisor as needed in fractions. Decimal fractions: Addition, subtraction, multiplication and division of tenths, hundredths and thousandths; relation to common fractions. Percentage: Easy problems in simple interest, and profit and loss, using such applications as occur in ordinary business transactions. Remaining weights and measures used in practical life, taught and applied; measurement of surfaces and right-angled triangles; contents of rooms, boxes, lumber, piles of wood and hay. Oral and written drill in the figure work of the simple rules to secure accuracy and rapidity. mals. Standard IV. Common fractions: Decimal fractions, omitting recurring deci Simple interest, profit and loss, commercial discount, commission. Problems should be confined to cases occurring in ordinary business transactions. Standard V. ARITHMETIC AND MENSURATION: A general review of the work prescribed for Standards III and IV. Special reference to such commercial transactions and measurements as are outlined in Chapters VIII and XI of the authorised text. All problems should, as far as possible, have due relation to the demands of modern commercial and business life. Clearness of reasoning and accuracy of statement in the solution of problems should be emphasised. Rapidity and accuracy of work should be aimed at. Exercises in mental arithmetic should be given. ALGEBRA Elementary work, easy simple equations, highest common factor, lowest common multiple, easy fractions. BOOK-KEEPING: (a) A general knowledge of business forms and their uses receipts, orders, promissory notes, drafts, cheques, bills, accounts, invoices, deposit slips, P.O. money orders, postal notes, etc.; (b) Single entry-use of books; easy sets. DRAWING (Optional). Teacher's reference: The Manual for Prang's New Graded Course for Canadian Schools. Drawing is to be taught as an added means of expression. Pupils are to draw in blank books after observing the type solids and objects. Standard I. Teach the following forms as wholes from type solids and objects: Sphere and similar forms, natural and artificial, e.g., ball, marble, apple, tomato, cherry, etc. Cylinder and similar forms, natural and artificial, e.g., pencil, bottle, spool, pint measure, cup, rope, ladder mallet, etc. Cube and similar forms, natural and artificial, e.g., box, chest, basket, inkstand, lump of sugar, etc. Teach their parts-surfaces, faces, edges and corners, and the relation of these parts. Compare them. Illustrative sketching in connection with nature study. Standards II and III. The work of Standard I and the following: The type solids bisected and studied as new wholes. Hemisphere and similar forms, natural and artificial, e.g., half an apple, dish, bowl, cap, oil can, etc. Half Cylinder and similar forms, natural and artificial, e.g., bandbox, coin, etc. Half Cube, square prism, right-angled triangular prism and similar forms, natural and artificial, e.g., box, trunk, car, roof of a house, etc. Teach their parts-surfaces, faces, edges and corners, and the relation of the parts. Compare them. solid. Teach geometric figures-triangle, square, and rectangle from the Draw objects based on these figures, e.g., pennant, envelope, door, cross, flag, etc. Illustrative sketching in connection with nature study. Standard IV. The work of previous standards and forms derived from the type solids by variation. Spheroid, ellipsoid, ovoid, and similar forms, natural and artificial, e.g., lemon, cucumber, watermelon, egg, hops, pear, strawberry, vase, etc. Cone, circular frustum, and similar forms, natural and artificial, e.g., carrot, volcano, mountain peak, hour glass, wine glass, etc. Pyramid, square frustum and similar forms, natural and artificial, e.g., cupolas, pyramids of Egypt, baskets, etc. Draw from the solids, the geometric figures circle, ellipse and oval, and learn the terms circumference, diameter, radius, arc, centre, focus, axis. Draw objects based on the figures, e.g., target, circular window, hand mirror, eye glasses, horse shoe, padlock, fan, spoon, etc. Illustrative sketching in connection with other studies. Standard V. Representation, construction, decoration as in Prang's New Graded Course in Drawing for Canadian Schools, Books I and II. MUSIC (Optional). Standards I and II. Singing of rote songs, drill on the scale and intervals-Normal Music Course First Reader, Part I. Standards III, IV and V. Normal Music Course First Reader. Second Reader when First is mastered. HYGIENE PHYSIOLOGY. Teacher's reference: Ontario Manual of Hygiene or Ontario Public School Physiology and Temperance. For convenience in teaching these subjects the ungraded school may be divided into two sections, the first comprising the pupils in Standards I and II and the second those in Standards III, IV and V. Practical effect should be given to the instruction in this subject by attention to the physical condition and habits of the children; the ventilation, lighting, heating and cleaning of the school room; and the supervision by the teacher of the sports and gymnastic exercises of the pupils. Topics: Lessons on cleanliness, proper clothing, pure air, good water, exercise, rest, avoidance of draughts, wholesome food, temperate habits, bathing, accidents, poison, disinfectants, digestion, circulation, respiration, care of the eye and ear. STIMULANTS AND NARCOTICS WITH SPECIAL REFERENCE TO THE USE OF ALCOHOL AND TOBACCO. The great purpose is to build up in the mind a theory of self control and a willingness to abstain from acts that may grow into dangerous habits. The moral and social effects should be made prominent and abstinence be inculcated from higher ends than such as concern only the body. Technicalities and persistent dwelling upon details of disease should be avoided. Special delicacy of treatment is needed in those unfortunate cases in which children find themselves between the safe teaching of the school and the counter practices and influences of the home. Refrain from assertions of what is uncertain or sincerely doubted by high authority, or likely to be repudiated by the pupil when he is mature enough to judge for himself, since the admitted and unquestioned facts about the more dangerous stimulants and narcotics, and alcoholic drinks in particular, furnish invincible reasons why people in general should do without them, and young people above all others. Teach what a stimulant is, what a narcotic is, what each may cause; effects of alcohol on the digestive, circulatory, muscular and nervous system. Teach that tobacco contains a poisonous substance called nicotine, that it frequently injures the throat, lungs, heart and other organs in adults, that it is far more harmful to young and growing persons than to adults, that it is particularly objectionable in the form of a cigarette, that children should avoid it in all its forms, and that the more sparingly grown people use it, the better, as a rule, they are off. MANNERS AND MORALS. Teacher's reference: White's School Management, pp. 218-294. Ungraded schools may be divided as in hygiene when direct instruction is given. It is the duty of the teacher to see that the pupil practices those external forms of conduct which express a true sense of the proprieties of life and that politeness which denotes a genuine respect for the wants and wishes of others. It is his duty to turn the attention of the pupils to the moral quality of their acts and to lead them into a clear understanding and constant practice of every virtue. His own influence and example; the narration of suitable tales to awaken right feeling; the memorising of gems embodying noble sentiments and maxims and proverbs containing rules of duty; direct instruction, etc., are means to be employed. Topics: Cleanliness and neatness, politeness, gentleness, kindness to others, kindness to animals, love, truthfulness, fidelity to duty, obedience, nobility, respect and reverence, gratitude and thankfulness, forgivenness, confession, honesty, honour, courage, humility, selfrespect, self-control, prudence, good name, good manners, temperance, health, evil habits, bad language, evil speaking, industry, economy. AUTHORISED TEXT BOOKS, STANDARDS I-V. READERS: The Ontario Readers, Part I, Part II, Second, Third and Fourth (The Canada Publishing Co.); The New Canadian Reader, Book V (W. J. Gage & Co.); The Dominion Readers, First (Part I, Part II), and Second-these are optional for Roman Catholic Separate Schools; Bilingual Series, First (Part I, Part II) and Second Readers these are optional in schools where French is the vernacular; German Readers, Ahn's First and Second German Books. SUPPLEMENTARY READERS: Standard I (Part I), Appleton's First Reader; (Part II), Sea Side and Way Side No. 1 (Animal Life), Bass' Nature Stories for Young Readers (Plant Life), Scudder's Verse and Prose for Beginners (No. 59 R.L.S.). Standard II, Sea Side and Way Side No. 2, Fables and Folk Stories (Nos. 47, 48 R.L.S.). Standard III, Sea Side and Way Side No. 3, Selections from Child Life in Poetry (No. 70, R.L.S.) Standard IV, John Burrough's Birds and Bees (No. 28, R.L.S.), Dickens' Christmas Carol (No. 57, R.L.S.). The use of supplementary readers is optional in all schools. COPY BOOKS: Gage's Practical System of Vertical Writing. ARITHMETIC: Kirkland and Scott's Elementary Arithmetic, revised and enlarged edition. GRAMMAR: Goggin's New Elementary Grammar. GEOGRAPHY: The New Canadian Geography, North-West Territories edition. HISTORY: Clement's History of Canada; Buckley and Robertson's High School History of England. AGRICULTURE: Agriculture by C. C. James and McIntyre. ALGEBRA C. Smith's Elementary Algebra. BOOK-KEEPING: Black's Public School Book-keeping. DRAWING: Prang's New Graded Course in Drawing for Canadian Schools, Books I and II. MUSIC: The Normal Music Course Frist and Second Readers, revised and enlarged; First Series of Charts, Second Series of Charts. REGULATIONS OF THE DEPARTMENT OF EDUCATION. 1. These regulations shall apply to all schools under the control and management of the Department of Education. School Grounds. 2. In rural districts the site selected for the school house shall be at the centre of the district. If for any reason the central site is unsuitable the written sanction of the Commissioner of Education shall be secured before any other site is obtained. The site selected should as far as possible meet the following conditions: (a) It should be easily accessible to all the children of the district; (b) it should be in a dry, elevated position, admitting of easy drainage; (c) it should be removed from stagnant water and noisy surroundings. Subject to the provisions of The School Ordinance in that behalf the board of any town or village school district may select such site or sites as in its judgment may seem desirable. 3. The school grounds in rural districts shall comprise an area of at least one acre while in town and village districts the area should be at least one-third of an acre. In shape the ground should be about twice as long as it is broad. It should be levelled and kept clear of all underbrush, weeds, rubbish, etc. The grounds should be surrounded by a suitable fence (not barbed wire) which should be kept in good repair. The fuel supply should be kept in a woodshed or suitable box, or it may be neatly piled near the school house. 4. Separate privies, under different roofs, shall be provided for the boys and girls. They should be separated by a close board fence at least six feet high, and their entrances should be effectually screened from observation. The outhouses shall be kept in a cleanly condition and in good repair. 5. If there is any likelihood of getting good water at a reasonable cost a well should be sunk on the premises. The well shall be so situated and protected as to be free from surface drainage and other impurities. In case an abundant supply of water is obtained the well should be pumped or bailed out several times during the year. In all |