EDUCATION DEPARTMENT W E S T E R N A US T RA L I A

W.J. ROONEY

L I B R A R Y

oC ibrarij.

IBooks are available to superintendents,

teachers and staff generally.

IIBooks are to be returned by date due.

HIBorrowers will be held responsible for

damage to books or to replace total loss.

IVBooks are posted free of cost to borrowers

outside the metropolitan area.

20387/7/82—10M—D267

EDUCATION DEPARTMENT WESTERN AUSTRALIA

W. J. ROONEY LIBRARY INFORMATION SERVICE

INDEX TO VOL. I.OF

THE EDUCATION CIRCULAR.

(April, 1898.----- June, 1899.)

A.P a ge

Absentee Cards ............................ 13Accommodation, Over-filling of Schools ... 83

„ Accommodation of Schools ... ... ... 110 Accounts ... ... ... ... ••• 97 Agronomy .. ... ... ... • ■ • 1 ,4 ,3 6 Animals, Kindness to (Society for Prevention

of Cruelty to) ... ... ... ... 38Annual R e q u is it io n s ......................................... IS, 21A pparatus for teaching Science ... ... 98 Appointments, Transfers, etc. , ... ... 65,8-5

(See also “ Erratum ,” p. 96) ... ... 95,103 Arbor Day ... ... ... ... ... 2 ,5 ,8 6 Arithmetic ... ... ... ... . . .4 ,6 ,2 2 ,2 4 ,

99Arithmetic, Teacher’s M anual of ... ... 4, 7 ,14 ,26 Arithmetic Schedule, New ... ... ... 6

, Arithmetic, The Notation Box ................ 16Arithmetic, Decimalising Money a t Sight ...• 29,36

■ Arithmetic, Apparatus for, The Circle ... 30 Arithmetic, re Children failing in .. ... 93 Arithmetic for Standard Y I. ... ... ... 83Assembly of School ......................................... 2Associations, Teachers’ ... ... ... 7 ,14,22,

37, 44, 58Attendance, Compulsory ............................ 3Attendance R e g is te rs ......................................... 7Attendance Medals and Prizes, re drawing up

Lists ... ... ... ... ... ' 39 Attendance, Method for securing ... ... 108 Attendance, M a rk in g ......................................... 96

B.

Band (School) ... ... ............................ 103Boards, Districts, Members, etc. .. ... 60,82,90,

102, 104-113Boards, District, Returns of Meetings of ... 14 Books, Notices of (see under “ U ”).Brushwork in an Elementary School................ 40Brushdrawing M aterials ... _................ 42Brushdrawing, Vaughan’s, Circulation of ... 42, 81Buildings, School, Use of ... ... ... 14Bursaries ... ... ... ... ... 22,49,83Bursaries, Successful Candidates ... ... 97

C.Page

Cardboard, Modelling in ... ... ... 42 Cardboard Modelling, Text books : re lending

to Teachers ... ... ... ... 81Certificates, Teachers’ ... ... ... ... 1,26 Cheques, Departmental, not subject to Inland

, | Exchange ... ... ... ... ... 37 Circular, The Education, its aims, etc. ... 1, 3, 21, 85,

98Classification of Schools and Teachers for 1899 49Clay M odelling... ... ... ... ... 4Cleaning Allowances, Paym ent of ... ... 57 Closing of Schools because of Infectious or

Contagious Diseases . . . ' ... ... 1Closings, Return of ... ... ... . . . . 86Collective or Class Subjects, W hat they a re ... 49 Committees of Management and Members,

L ist of ... ... ... ... ... 63 Committees of Management, etc. (see D istrict

Boards).Compulsion ... ... ... ... ... 13Compulsion Returns ... ... ... ... 34,103Compulsory School Attendance ... ... 3Compulsion, Forms E. __ ... ... •t>’7Composition ... ... ... ... ... 35Concerts, School ... ................ ... 4f-Contaibutions to Circular ... ... ... 1-98

. Coolgardie Exhibition ... ... ... ... 31,45Copy-Books, M arking of ... ... ... 37Copy Books ... ... ... ... ... 98Corporal Punishment ... ... .:. ... 37 Correspondence Queries ... ... . . .5 ,1 1 ,3 7 ,4 5 Correspondence, Number on Departmental

le t te r to be quoted ... ... ... 58 Correspondence to be sent through D istrict

Boards ... ... ... ... ... 86Correspondence and Remittances, forwarding of 13Curriculum, The ......................................... 24Curriculum, re Arithmetic and Amendments to

Regulations ... ... ... ... 83

D.Decimalising Money a t S ig h t... ... ... 29,36Decorations, School ... ... ... ... 44Degrees,"University, Recognition of ... ... 57

f 000313

ii. INDEX TO VOL. I.

Department and the Teachers’ Union, Tlie Replies to tlie Resolutions

Diseases, Closing Schools because o f... Diseases, Contagious or Infectious ... District Board, Returns of Meetings of District Boards, L ist of and Members District Boards, etc.

Drawing...Drawing BoardsDrawing for Pupil Teachers, Classes for In

struction ...Drawing, Fixing slates in slots Drawing M aterial ... ...Drawing a failing subject ...............Drawing Syllabus, Classes for Instruction of

Teachers in Drawing Syllabus

P a g e

971

341460

82-90,102, 104,113

25

611

11-4297

23, 42, 97-

104

E.

Eastern D istrict Teachers’ Association Education Circular, The

Entertainments, School ...

Entertainments, School Concerts Envelopes, excessive use of (see Stock

Notes)E rratumExamination, Teachers’ ...Examination of Teachers, Date of and Place Examination of Teachers, January, 1899 Examination of Teachers, January , 1 1899,

ResultsExamination of Teachers, January, 1899,

Question P a p e r s ................Examination of Teachers, Examiners’ remarks

on ...Examination of Pupil Teachers, 1898 Examination of Pupil Teachers in School

Management, as to what Lessons required Examination of Pupil Teachers, December,

1898, Results Examination of Pupil Teachers, December,

1898, Question Papers ...Examination of Half-time Pupil Teachers and

Monitors ...Examination of Monitors, 1898, Results Examination of Schools, Collective or Class

Subjects, Individual Subjects, - Manual Training ...

Examination, Individual of H I . Infants Exhibition, CoolgardieExpenditure not to be incurred without pre­

vious approval .........................................Expenses (travelling) of Candidates at Exami­

nation of Teachers ............................Eyesight in Schools .........................................

581 ,3 ,21 ,85 ,

987, 31, 38, 43,

59, 81, 90, 102,113

42

82 83, 96 6, 99

11 45

57

66

72 32,46

45

56

75

9657

49 99

31,45

97

1199

F.Families of Teachers, Notification of In ­

creases in ...Fees, School ... ... ... ...............Fees, School, Decrease in amount received ... FirewoodFranked Envelopes for Teachers’ Union Free Education (see School Fees)Free Education, increasing number of appli­

cationsFree L ist Approvals, Applications for renewal

G.Gamble, R., Appointment as InspectorGeographyGeography, LocalGeography and History of W estern Australia Geography, The Prim ary

H.H igh School Scholarships ................H istory and Geography of W estern Australia Holidays, SchoolHolidays, Special School ............................H ours of Instruction, New ... ................Hours, School ...

I.Individual Subjects, what they a r e ...............In fan t Classes ...Inkpowders, dissolving of Interviews, times for ...

JJackson, Cyril (Inspector General)—Address

to Teachers

K.

“ Keeping in ” Children “ K indergarten Guide ”Kindness to Animals ...

L.Lavatory Pipes, Care of ............................Leave to Assistants, Granting

M.M an and his Markets Manual occupationsManual Training, W hat subjects included

under Maps of Districts Map Drawing ...M arking of Copy Books

P a ge

968357969883

5739

322, 25

11,109,110 86 45

22862

372

13

49 4, 99

11 97

91

1044538

9686

451 ,4

49 98,109

35 37

IND EX TO VOL. I. iii.

Marriages, Notification ofP a g e .

96Medical Attendance to Teachers, Free 5“ Mensuration for Beginners ” 38Modelling Clay................................................... . 4Modelling in Cardboard 42Monitors’ Examination, 1898, Results 57Monitors and P up il Teachers, Half-time,

not to be pu t on roll or to pay fees, about their examinations and status 96

Monitors and their work 104Museums, School 89Music ................................................................... 25Music in our S c h o o ls ............................ 4 ,17, 27

ST.Needham, E. W . H „ The late .........................47Needlework, Pupil Teachers’, re returning ... 56Notation Boses ... ... ... ... 6Notation Box, The ... ... ... ... 16

0 ............................. .........34............................ .........99........................... ........ 86............................ .........83

P.Playground, Supervision ... ... ... 97“ Practical Teacher,” re Teachers obtaining... 31“ Prim ary Geography, T h e” ... ... ... 45“ Prim er of Book-keeping ” ... ... ... 38Private Schools, Statistics re ... ... ... 11Prizes ... ... ... ... ... ... 33Prizes and Prize Distributions ... ... 58Programme of Instruction ... ... ... 6P ru n in g ... ... ... ... ... ... 96Punishm ent, Corporal............... ................ 37P upil Teachers’ Examination ... ... ... 32,46 Pupil Teachers’ Examination, December, 1898,

Results ... ... ... ... ... 56P up il Teachers’ Needlework, re Return of ... 56P upil Teachers, Half-time ... ... ... 82 Pupil Teachers and Monitors, Half-time, not

to be put on roll or to pay fees. Abouttheir status and examination ... ... 96

Pupil Teachers, Central Classes for ... ... 98

Q.Quarters, School, and Vacations for 1899 ... 58

R.Railway Concessions to Pupil Teachers and to

Scholars ... . ... ... ... 58Railway Tickets, Schools ... ... ... 22Readers ... ... ... ... ... ... 1Readers (new), as Eree and as Selling Stock 11Reading Sheets, The Adelaide ... ... 8

Object Lessons ... OphthalmiaOut-offices, Inspection of Over-filling of Schools ...

Reading Sheets, Adelaide, Hanging of R eading...Reading, Readers in Infan ts’ Classes Reading, Readers in Standard I. ... ...Reading Lesson, Phonic ... ................Receipts for Payment on Salary Sheet Recess iii the m orning...Recess for dinnerRecitation Books as Selling StockRegisters, Attendance ...Registers, re sending in at end of 1898 Registers, opening of, and the School Year ... Registers, re sending to Department Registers, M arking ofRegulations 204 and 205, Amendments to ... Regulations, Amendments to ... ... Regulations, amendments - to, as to when

• those re curriculum shall come into force Religious Instruction, Special Religious Instruction, Special, re checking

lists of instructors a t . schools in Perth and Eremantle Districts ...

Remittances and correspondence, Forward­ing of

Repairs (small), re Teachers having them done Requisitions, A nnual ...R eturn of Closings Returns, Compulsion ...R e tu rn s ... ... ...Returns, end of 1898 .........................................Riley „ Bishop, Address to Teachers ...

P a ge

i i25 85 99 101 49 4 '97 11 7

39855898 3

47

33,39

96

13 96

18, 21 86

34,103 37, 39

93

S.Salaries, Payment of ...

Salaries for December and January, pay­ment of

Salaries, etc.Salaries, Annual increments in Salaries of Teachers ... ... ...Salary Sheets, The, duplicates not necessary... Salary Sheets, despatch of Sanitary Accounts, re making deduction on

account of A ugust vacation Scholarships, H igh School School Management, Pupil Teacher’s exami­

nation as to what lessons will be required School papers ...School Tear, Registers and the Science Apparatus Sharks BaySlates in slots, re. fixing SpellingStaffls, Classification of Schools and Teachers Staffs (see “ Appointments”)Statistics, Registrar General’s ................Steamer Fare Concessions Stock Notes

13, 21, 33,97

3949, 50, etc.

56 82 85 96

1922

451, 3,18, 38

8598 110 11 25

49, 50, etc.

1140

2, 5 ,10,18, 31, 38,40, 63, 81,83,

102

iv . INDEX TO VOL. I.

Supervision of Playground ............................ 97Suspension of children because of disease ... 34*

T.Teachers’ Associations ... ... ... 7, 14, 22,

37, 44, 58, 89,112,113

Teachers’ Union, W.A., F irst A nnual Con­ference ... ... ... ... ... 90

Teachers’ Union, The Department and theReplies to the Resolutions ... ... 97

Training College ......................................... 32,98Transfer Notes ................ ................ 38,83Transfers, Appointments, etc. (see Appoint­

ments)Trees, Supply of ... ... ... ... 2 ,5Trees, Applications for ... ... ... 86Tree Pruning ... ... ... ... ... 96

U.

University Degrees, Recognition of ... ... -57Use of School Buildings ... ... ... 14

Useful Books—“ Mensuration for Beginners” 7 gg“ Prim er of Book-keeping” )“ Man and Ms Markets ” )“ The Prim ary Geography” > ... 45 “ Kindergarten Guide ” )

/ V.

Vacations, August Vacation ... ... ... 19 Vacations and School Quarters for 1899 ... 58

W.

W estern Australia, Geography and History of 86 W estern Australia, Early Exploration and

Settlement of ... ... ... ... 86 W riting ...................................................... 25,98,107

T.

Tear Book, The W est Australian ................ 11

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

ISTo. 1.] A P R IL , 1898 . [Vol. I.

I t is the intention of the Department to publish future instructions and Notices to teachers in a monthly sheet. A t present the more ambitious form of an Educational Gazette is out of the question, so th a t the title of this sheet, “ The Circular,” m il fully set forth its aim. The various circulars which have been issued in the past at odd times will now be discontinued, and teachers will regard “ The Circular ” as the sole vehicle for the con­veyance of general and special instructions from the Department. Copies will, as a rule, be sent each school about the middle of each month. These m ust be carefully filed so as to be available for reference a t any time by members of the school staff.

I t is possible th a t with the new Regulations recently promulgated points may arise from time to time requiring explanation. I f such difficulties are referred to the Department, replies will be inserted iu “ The Circular ” to such as are of general interest, under the head of correspondence.

Brief communications will be accepted, should space be available, on other matters likely to be of interest and value to the general body of teachers.

R E A D E R S .Numerous applications have been received for the new

Readers prescribed by the Regulations of 1898. U n­fortunately supplies of some of these are not yet to hand. The Australasian Readers are an entirely new series published by Macmillan & Co. Books I., II ., I I I . , and V. have been accepted and ordered, but some delay has ensued, as the publishers are making in the books sundry alterations suggested by the Department. The Agricul­tural Text Books are likewise delayed for a short time.A series of three parts written by Professor Tanner has been accepted.

I SCHOOL P A P E R S .I Many teachers have w ritten welcoming the introduc- ; tion of these papers, and already the estimated issue

has been doubled. Any alterations in the numbers required for schools should be sent in promptly. In a

i. number of cases it was necessary to direct attention to the |

existence of the circular before even the first figures were supplied. A question has been asked whether papers will be issued to children other than those in the classes for which they are prescribed. Standard HE. may be allowed to read with Standard IV. if desired. In small schools the upper standards may read the paper for StandardV. Should children wish for copies for private reading, the Department will supply a t the usual rates.

CtOSIBTG OP SCHOOXiS.I t is necessary to instruct teachers tha t in the event of

any infectious or contagious disorders breaking out_ among the children attending any school, or in families in its vicinity, the school m ust not be closed simply on the recommendation of the Health Officer until the Depart­ment’s authority has been obtained. Possibly in the future there will be no need for this injunction, as the various Health Officers have been requested to repoi-t all cases of infection, so th a t the Department may be cog­nisant of and approve action proposed by local medical authorities.

C E R T IFIC A T E S.Arrangements are almost complete for. the final issue of

Certificates to teachers who, either by examination or award, have obtained permanent classification under this Department. In future, in order th a t they may be annually indorsed, the Certificates m ust be handed to the Inspector a t the examination of the school.

MAETUAIi OCCUPATIONS.In enumerating certain suitable occupations under the

heading of M anual W ork, nothing is said, in the new Regulations, of Agronomy or elementary lessons in practical agricultureor gardening. This subject is recommended, and will be accepted by the Department if a proper scheme of instruction is submitted. The Headmaster of Esperance School recently submitted a scheme, of which the following digest should prove helpful to any teacher anxious to take up the subject:—

“ I propose to enclose a piece of ground, 20 yards by 12 yards, in the North-W est comer of the schools ground. A fence of bushes would be made to protect it. A creeper to be planted, and, with attention, it should cover the bushes in a few months, and form a hedge. The garden to be divided into p lo ts ; wheat, barley, and lucerne to be grown this year. Some will be sown in drills, some broadcast, to illustrate the better method. One plot not to be m anured; another

2 THE EDUCATION CIRCULAR. [A fb il, 1898. -----------------

to be manured with stable m anure; another with bone- dust or kainit. Other manures can be experimented with next season. The following year potatoes and peas would be planted in the ground previously used for wheat, to illustrate rotation of crops. I would like to plant several varieties of wheat, to illustrate the different growths, and take no te ; bu t the wheat obtainable here has not a distinctive name.

“ A few vegetables will be planted, such as potatoes, peas, cabbages, carrots, and celery; the latter to show the effect of absence of sunlight. Some flowers will be planted, and children will be encouraged to grow them at home. I pi-opose getting a quantity of seeds cheaply and selling them to the children a t a low price ; prizes to be given for the best productions.

“ Disbudding would be taught. We have one fru it tree growing from a stone, and will plant more fru it stones. These will form our nursery, and could be planted out a t the proper time. Pruning could be practised upon them.

“ I might mention tha t one plot will be allowed to be overgrown with weeds, while the others are kept scrupulously clean to illustrate the fact th a t weeds are enemies to plants and rob them of the plant food.” .

SCHOOL A S S E M B L Y .In the new regulations the old system of assembling

in the playground before morning and afternoon school is not mentioned. This omission is intentional. Teachers who wish may, as before, marshal and march the children into school; bu t a t the same time the Department will have no objection, where order is maintained, if the children are permitted on arrival at school to proceed direct to their desks. They might then look over their home work "while the teachers are preparing their school material. A bell might be rung a few minutes before the roll is called, for the benefit of any children in the playground.

SCHOOL H O L ID A Y S.Attention is directed to Regulation 137, which includes

a list of special holidays. Unless under special circum­stances, schools should not remain open on those days, and in no case without the permission of the Department.

STEW H O U R S O r IN S T R U C T IO N -.Various applications have been received from country

schools for an amendment in the new hours of instruction. In many places where the children walk long distances to school the longer lunch recess is not an unmixed advantage, and the Minister is now prepared to consider all such apjilications from schools in country places, if the applica­tion be signed by the majority of the parents. This approval will only affect the lunch 'recess, which may bo reduced to one hour instead of one hour and a half, as required by the new Regulations.

N E W D R A W IN G S Y L L A B U S.I t is proposed to start classes in Perth on April 30 for the

instruction of teachers in the new Drawing Syllabus. The classes will be held each Saturday morning, a t 11 a.m., in the Central Schools, James Street. A ll teachers wishing to attend should make early application to the Department. A fee wall be charged of 7s. 6d. per quarter. An examina­tion -will be held, and certificates given at the end of the course.

G E N E R A L STOCK N O T E S.Macmillan’s Official Copy Books, Nos. 1 to 13, are now

in stock. This is the series recommended by the Depart­ment to replace the Perth copy books. A small stock is held of the old series in letters F, K, L, and N ,' and will be disposed of a t 20 per cent, discount. In the History and Reading Schedules, mention is made of Gardiner’s Students’ History and Gardiner’s History Readers respec­tively. These names are both incorrect, and should be Gardiner’s Illustrated English History. They are pub­lished in three parts, and requisitions should state what numbers of each part are required.

ARBOR DAY.It is proposed to appoint a day on or about the is t of

June as Arbor Day. T he Forestry D epartm ent have undertaken to supply a lim ited quantity of young trees. Teachers able to arrange for the celebration of this day should state to th e D epartm ent as early as possible the num ber of trees they will require.

B y A uthority: B i c h a b d P e t h e b , Government Printer, Perth.

W E S T E R N A U S T R A L I A ,

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 2.] M A T , 1898 . [Vol. I.

S e v e r a l copies of the Circular will in fu ture be sent to each of the larger schools, so th a t the various members of the staff may have an opportunity of reading it. As im portant instructions will from time to time be conveyed by this means, possibly requiring frequent reference, care should be taken to keep the school file intact. Notice should be given if a copy is not received each month.

Mi-. R o b e b t G a m b l e has been appointed Inspector of Schools, in succession to Col. Gardiner, who retired on pension a t the close of last year. Mr. Gamble comes from the inspectorial staff of South Australia, and has just returned from a holiday trip to England.

SCHOOL P A P E R S .The incorrect headings of the papers have been altered

and now read, instead of Class I I I . and Class IV., StandardIV . and Standard V. The E ditor of the School Papers is anxious to obtain suitable articles on W est Australian sub­jects, and specially mentions the following products :— Jarrah , sandalwood, pearls, pearl-shells, tortoise shell. W here possible, papers should be accompanied by photo­graphs. The teachers of some of our “ M ill” schools m ight help in this way, and special interest would attach to a descriptive paper on a gold mine, from some member of a goldfields school staff.

C O M PU L SO R Y SCHOOL A T T E N D A N C E .New forms regulating compulsory school attendance

have been issued to schools. Eorm “ C,” hitherto made up in the middle of each school quarter, is no longer required, being replaced by Form “ E .” This m ust be prepared on Friday in each week, and be at once forwarded to the Compulsory Officer for the District, showing the children absent four half-days in the week. Form “ D ” will be made up as usual, a t the close of each quarter.

In districts having no Compulsory Officer all .forms m ust be sent direct to the Department. To avoid any difficulty in the introduction of this partially new system, special instructions will be issued to the schools this month, and should be carefully studied.

I t has been necessary to make some alterations in Regu­lations 204 and 205, in order to bring them under the present Act.

Those Regulations will now read as hereunder:—•

R e g u l a t io n 204.

“ D istrict Boards are expected to use every endeavour to induce parents to send their children regularly to school before proceedings are taken against the parents under the Compulsory Clauses of the Act.”

R e g u l a t io n 205.“ A fter an order has been made by the Governor

under the Compulsory Clauses of the Act, a Com­pulsory Officer may be appointed to carry out the provisions of the same. This officer shall act under the direction of the Department, bu t he m ust a t once report to the D istrict Board all cases recommended for prosecution, so th a t they may, if they wish, advise the Department. Any suggestions m ust be sent in promptly.”

Approved in Executive Council 4th day of May, 1898.

These amendments have been printed on slips, which m ust be pasted in the school copy, showing the cancellation.

D R A W IN G S Y L L A B U S .The Drawing Syllabus of Instruction is being issued to

the schools. The particular syllabus to be followed is called the Alternative Syllabus No. I I I . , and will be found on page 16 of the pamphlet. On th a t page there are general instructions given as to the methods employed in teaching the syllabus, which are different from those used in the past.

The syllabus itself is contained on pages 27, 28 and 29, and on the intermediate pages are various specimens given of the work of each standard. These are merely specimens, and not intended to be slavishly followed, bu t they should give hints in carrying out the design of the syllabus of instruction, which isto give the scholars control of the hand and arm, free sweep w ith pencil or chalk, and some practice in design. There are, in addition, the straight line forms, the drawing from memory, and the drawing to scale. A t first i t would be advisable to let the children begin on their slates, and on the blackboard, and the whole school might very well a t first s ta rt on the work of the lower standards. In large schools they will soon grow out of this elementary •work, and be able to go on to their proper course of instruction.

4 THE EDUCATION CIRCULAR. [M a t , 18 9 8 .

Boards, as mentioned on page 16, arranged to stand in slate slots, will be provided by the department as soon as teachers think th a t they have brought the children on to a sufficient stage to warrant the expenditure ; but i t will be necessary first to teach the children to draw on their own slates, and to come out in little groups and draw on the teacher’s blackboard. Of course the slates must be at arm ’s length, and in an upright- position. Some contrivance for supporting them will, no doubt, suggest itself to every teacher. E xtra chalk for drawing on the slates may be requisitioned for.

The syllabus is unfortunately difficult to obtain, and not very well bound. I t would therefore be advisable th a t teachers should, if possible, make some kind of cover for it, as it m ust be preserved with great care.

The materials for brushwork can only be provided in the larger schools, or on payment by the children, as they are expensive. A stock of these materials is being obtained.

There are many books which would be of use to teachers in taking up the Drawing Syllabus. Of these for the draw­ing specially, Leland’s “ Drawing and Design ” will be found very helpful. W ith it m ight also be read Lewis P. Day’s books, “ N ature and Ornament ” and “Anatomy of P attern .” An excellent text book for the B rash Drawing will be th a t prepared by Mr. J. Yaughan, published by Moff.itt & Paige, London. Miss Teats’ book on Brushwork could be advantageously used.

M A N U A L O C C U PA T IO N S.The Department has a small quantity of modelling clay

in stock. Teachers proposing to include clay modelling in their curriculum, under the above heading, should make early application.

Mr. McNaught, teacher of Mullewa School, writing in connection with the scheme of instruction in agronomy,' communicated in last month’s circular, makes the following suggestions :—“ The plot of ground,” he writes, “ might be treated on the market garden system and a rotation of crops preserved, plans being kept noting which plants succeed other, with the manures used and results obtained. Use the seed to the best advantage by placing well apart, and note the distances and depths required for the different varieties. I t is just as easy to show the effects of over­crowding with the plants themselves as by allowing weeds to grow. I t would be advisable to plant peas up to six inches apart, and potatoes to three feet in the rows. These are about the best distances to use when growing for seed. Obtain the best seed procurable, even though it cost more a t the tim e; it will bo a distinct advantage later on. Interest the children in seed collecting from their own plants. The first standard m ight take beans, e tc .; the second peas, e tc .; the th ird parsnips, e tc .; the fourth wheat, e tc .; the fifth grass, e tc .; and the sixth, tomato, strawberry, etc. The sale of these might bring in sufficient to supply the school w ith prizes. The effects of pruning m ight be shown upon currant and gooseberry bushes. Budding and grafting on dwarf stocks would be necessary where space is limited. Propagating plants in various ways should be encouraged. The course m ight include a little botany, as it is very necessary th a t children should observe the various forms of leaves and flowers, and in some districts of the Colony particularly, be able to dis­tinguish between poisonous and non-poisonous plants.”

A R IT H M E T IC .Before this Circular reaches the Schools the P arts I. and

I I . of the Arithmetic Manual will have been issued. These books embrace the F irst and Second Standard Schedules. The other parts, unfortunately, are a t present Under revision and in the printer’s hands, but may be ready before the end of June next. A paper dealing with these Manuals, and the Arithmetic Syllabus generally, will appear in next m onth’s Circular.

I N T A N T C L A SSE S.Teachers will notice th a t in the new curriculum Reading

is the only subject in which three classes of infants are mentioned. There will therefore be much more latitude allowed for taking the infants all in one class. They are not expected to take the full course laid down until the year in which they are to be moved up to the First Standard. When they first come to the school of course the requirements are less in proportion, and teachers may make their own curriculum.

M O R N IN G R E C E S S.I t has come to the notice of the Department th a t certain

teachers th ink th a t the ten minutes recess in the middle of the morning is permissive only. Regulation 89, however, is quite explicit th a t there shall be a recess of ten minutes for the elder children, and of twenty minutes for infants. Teachers should not keep any children in during this recess, which is intended solely for the benefit of their health, and to enable the rest of the morning’s lessons to be carried out more easily by them. The schoolrooms should also he aired during this recess.

M U S IC I N O U R SCHOOLS.

Communicated by Mr. Wallace Clubb, B.A.

Teachers have, doubtless, noticed tha t in the new curriculum the subject of Music has received greater prominence than i t did heretofore. And this is as it should be, for if we wish Australians to be a musical people it is imperative th a t training in this important subject should be given to our children whilst they are young and possess fresh, sweet voices. I t is in dealing with these young children th a t the teacher’s responsibility lies, for he can work with them lasting good or irreparable injury. Ju s t as children may, under the hands of a careful teacher, have their vocal powers trained and developed, so, too, they may, through the adoption of careless or crude methods, have their voices almost ruined; and though able, perhaps, to sing a school song, carry away no musical knowledge which will benefit them in after years. The teacher, in teaching singing, should aim specially at two things—first, the development and training of the voices of the children; and second, the imparting of such theoretical knowledge as will enable children, on leaving school, to read and sing correctly an ordinary song. I shall, there­fore, give a few hints upon school singing, which I tru st will be of use to those teachers who have not had the advantage of musical training.

M a x , 1 8 9 8 .] THE EDUCATION CIRCULAR. 5

A t tlie outset the teacher finds himself confronted with two systems—the Staff Notation and the Tonic Sol Ea method. I t is not proposed here to enter upon a dis­cussion as to their rival merits. Both have advantages, .and my experience has been th a t a combination of both produces the best results. Children in Standards I. to IV . should receive a thorough grounding in the Tonic Sol F a method, and then in the Upper Standards this knowledge should render singing from the Staff Notation, even when modulations are introduced, easy. For, if we are going to carry out what I have stated to be the second great object of teaching singing in our schools, we m ust bear in mind th a t almost all songs, and all the works of the Masters, are in the Staff N otation; so th a t to tu rn boys and girls -out with only a knowledge of the Tonic Sol Ea system is to give them a most inadequate and one-sided musical education. Now, as to the actual teaching of the subject, we will ~ commence w ith the lower classes, and teachers would do well to remember th a t if . they desire good sing­ing in their Upper Standards they should lay the requisite foundation in the Infan ts’ School and Lower Standards. In fan ts’ School singing is almost entirely confined to simple melodies by ear and action songs. The following suggestions may be of service towards securing satisfac­tory results in this departm ent:—

i. Train children to im itate correct pitch of notes.To do this, the teacher should select some simple vowel sound, e.g., “ ah.” Sing this sound, and get the children to reproduce it. Then vary the pitch, and get them to imitate. I would recommend the teacher to practise specially the strong tones of the scale—“ doh, me, soh, doh.” These could be sung to the sound of “ ah.”

ii. Action Songs.—In teaching these the teachershould remember tha t they are practically dis­guised time exercises, and th a t being the case, one of the leading features of the singing of such songs should be the correct observance of time in all motions. I f the motion consists in clapping hands, let the clap be simultaneous; or if the motion represents pulling a rope, etc., then let the children all be doing exactly the same action at the same time. For instance, some children will, pei'haps, be found with arms in a different attitude to others, or it often happens th a t they are in a different stage of action to other children—either too quick or too slow ; this m ust be guarded against. The whole class should perform the actions with drill-like precision and accuracy.

h i . The next great point is this : Aim a t purity and sweetness of tone. Nothing is sweeter than the tone of well-trained infant voices; nothing harsher than tha t of ill-trained. To get sweet­ness and purity, the teacher should insist on “ soft,” not “ loud,” singing being the rule. Never encourage a child to sing out above the others, and always repress shouting. Shouting will ruin any class singing. Remember tha t it is quality not quantity of tone th a t is wanted.

iv. The next point i s : Insist on clear enunciation. Frequently in our schools i t is impossible to catch all the words of a song through bad enunciation. Teachers, who know the words themselves, hardly realise the extent to which this fau lt has .crept in. Let them hear a strange song sung in any school, especially in the infant classes, and they will in many cases find th a t this fau lt is really a very grave one.

To sum up :—

First.—Give plenty of practice in Pitch, using a good vowel sound to be imitated by children.

Second.—Let songs be simple melodies, and see that the actions in Action Songs are carried out with absolute precision.

Third .—Let “ sweet and low,” not “ harsh and loud,” be your aim.

Fourth.—Insist on careful articulation. Keep the final “ d ” and “ t ” well under observation.

(To be continued.)

A R B O R D A Y .According to the notice appearing in the April Circular,

the 1st of June has been set apart by the Minister as Arbor Day. Schools are not necessarily obliged to participate in this function, bu t it is hoped that, where possible, the offer of the Forestry Department to supply trees will be accepted. Up to the present, requisitions from the follow­ing schools have been passed to the Conservator of Forests:— Meckering, W est Swan, Northam, Denmark Mill, Tip­perary, Newcastle, Donnybrook, Ferguson, E ast Perth, Sawyer’s Valley, Smith’s Mill, Gooseberry Hill, Cookemup, P erth Infants’, Claremont, Dongara, Cottesloe, and High- gate. Unless applications are submitted a t once, it will be impossible for the trees to be sent in time.

G E N E R A I: STOCK N O T E S.The Victorian Prim ers are now in stock. The Drawing

Syllabus, and first two parts of the Arithmetic Manual, have just been issued to all Schools. A supply of Needle­work Demonstration Frames is to hand. They may be requisitioned for by the largest Schools. The MacMillan’s Recitation Books, for all standards, are expected shortly. Their arrival, and ; hat of some of the new series of Readers, may be announced next month.

C O R R E S P O N D E N C E Q U E R IE S .M e . C. A. S h a w , Strawberry.— Free Medical Attend­

ance to Teachers:—Teachers and their families are not entitled to the services of resident medical officers free of charge. This privilege was a t one time granted to all civil servants; bu t the Regulation now reads as follows:— “ Persons who have entered the civil service of the Colony since the 8th July, 1886, will not be entitled to medical attendance a t the public cost unless stationed in ,the tropical part of the Colony and residing within a radius of

6 THE EDUCATION CIRCULAR [M ax , 1898.

ten miles from the residence of a Government Medical Officer.”.

C ountey T e a c h e e .— New Arithmetic Schedule-.—The Department does not intend to supply notation boxes, as they can he made without any difficulty by teachers them ­selves. The first two parts of the Arithmetic M anual are being issued, and you will find on page 144 of P a rt I. a sketch of the box, which will help you in making one. Three cardboard boxes, varying in size as shown in the cut, and firmly fixed together with paper fasteners, would answer. Blackboy rushes, cut in lengths, will make an excellent substitute for the sticks.

P R O G R A M M E O P IN S T R U C T IO N .

I t is not proposed under the new Regulations to supply a printed form showing the programme in detail for exhibition on the school wall. Regulation 107 will not, therefore, be enforced by Inspectors in this respect.

T E A C H E R S ’ C E R T IF IC A T E E X A M IN A T IO N .The Examination has been postponed from September

and will be held in the last week of the coming Christmas vacation. Further notice will be given of the date when applications should be made for permission to sit.

D R A W IN G P O R P U P I L T E A C H E R S.

Classes for the instruction of Pupil Teachers in the new syllabus of Drawing will be held in the Central Infants’ School on and after Saturday next, the 4th of June. No fee will be charged, and all Pupil Teachers in the P erth city and suburban schools will be required to attend. The classes will commence a t 9'30, lasting until 11 a.m. Should it be convenient for P upil Teachers from any of the surrounding schools to join the classes, they may attend, bu t on enrolling will be expected to attend regularly. By arrangement with the Railway Department, Teachers travelling by rail may obtain an order from the Instructors entitling them to travel at half rates on the railway.

B y A uthority: K ic h a b d P e t h e b , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 3.] J U N E , 1898 . [Vol. I.

T E A C H E R S ’ A S S O C IA T IO N S ,The number of Teachers’ Associations, it is satisfactory

to note, is steadily on the increase. This banding of teachers together for m utual help, for comparison- of methods, for interchange of ideas, is a step in the right direction. Under any circumstances, such associations, with legitimate aims and vigorously -worked, should be of value, bu t in a Colony -where certainly the majority of teachers are isolated from their fellows, the benefit of the periodical meetings of an association is naturally greater. D uring the last two months associations have been estab­lished in the Eastern Districts and at Albany. The meetings of the former will be held alternately in STortham, York, and Newcastle. The following notices appeared in the local papers respecting these m eetings:—

“ On Saturday morning a number of teachers—10 in all, including representatives from Denmark, Mount Barker and K ing River—met at the public school, Albany, to consider the advisableness of forming a State School Teachers’ M utual Improvement Association. Mr. Inspector R. Gamble presided, and in a few appropriate sentences laid the m atter before the meeting. After seme discussion it was unanimously decided th a t such an institution was desirable for the purpose of m utual help and encouragement, especially having in view the fact tha t a new curriculum has been adopted in this Colony. The ‘Albany State School Teachers’ Association’ was then formed, Mr. Inspector Gamble being president, Mr. Horton being elected vice-president, Mr. Sadler secretary and treasurer, and Messrs. Horton, Jones and Sadler the committee. As there will be practically no expense, with the exception of stationery, the fee was fixed a t the nominal sum of Is. per annum ; it was also decided to hold- the meetings on the second Saturday in every alternate month in the school, Albany, at 10‘30 a.m. A t the conclusion of this business, Mr. Gamble gave a most interesting lecture of over two hours’ duration on the new rules and regulations, dealing particularly with those brauches relating to arithmetic and reading.”

“ A meeting of the Eastern Districts Teachers’ Associa­tion was held a t the Northam State School on Saturday last. A large number of teachers from all the surrounding schools was present. The District Inspector (Mi-. Gamble), who was present, was appointed president of the associa­tion, Mr. Riley vice-president, and Mr. Turvey secretary. The president, Mr. Gamble, addressed the teachers, and pointed out the advantages of an association. Several teachers present who have been connected with these

associations also spoke favourably of the gains, from an educational point of view, to be derived from an associa­tion. Mr. Eiley briefly explained the phonic system of reading, and consented to give a class lesson on the same a t next meeting, which is t-o be held in York on Saturday, July 16. Mr. Inspector Gamble also announced his in­tention of treating with the whole of the new arithmetic course at next meeting.”

An association has also been established on the Eastern Goldfields, though a t present it has been decided not to affiliate with the central organisation. Meetings are to be held each month, alternately a t Coolgardie and Kalgoorlie.

SCHOOL E N T E R T A IN M E N T S .The Department are pleased to learn th a t teachers in

certain schools have arranged and conducted a series of school concerts with a view of providing prizes, apparatus for kindergarten, pianos, pictures for school decoration, etc. To place these entertainments on a proper footing, it is deemed advisable th a t notice should be forwarded to the Departm ent when it is proposed to organise an entertain­m ent of this kind, stating the purpose for which it is to be held. To protect teachers from statements which have been made to the Department, a statement with receipted

.accounts attached should be forwarded to the Department for publication in “ The Circular.” '

A T T E N D A N C E R E G IS T E R S .Regulation 106 provides th a t these Registers are to be sent

to the Department each year to be checked. Some uncer­tainty seems to have arisen about this. The school year for each school ends w ith the month preceding the examination, bu t the new Registers m ust not be com­menced until information has been received as to the new classification of the scholars. Eor the new Registers the requisition should be sent in a t least a month before the end of the school year. For making the change this year, it is, of course, impossible to avoid a certain waste in the sheets of the Registers, bu t this will not occur again. F uture Registers will contain space for five quarters, so as to meet any variation in the date of the schools’ examina­tions.

T E A C H E R S ’ M A N U A L S O P A R IT H M E T IC .By Mr. Inspector Gamble.

As P arts I. and I I . of these Manuals have now been for­warded from the Departm ent to each Head Teacher, it has been thought advisable to arrange for some articles

8 THE EDUCATION CIRCULAR. [Juste, 1898.

on the uses, etc.. of the same. I t is to be hoj>ed th a t Head Teachers having Assistants, Pupil Teachers, or Monitors under their charge, will endeavour to procure copies for these teachers for their own use as soon as possible, for it is most important th a t each teacher in charge of a Standard, or sec­tion of a Standard, should have the Manual for tha t Standard for his or her sole use. I t behoves Head Teachers to see th a t the Manuals are in use every Arithmetic lesson; also th a t the exercises therein set clown have been carefully studied and understood before the lesson takes place ; and th a t the actual objects for concrete teaching are always handy.

I t will be noticed, especially in P a rt I., th a t the concrete example, “ the cube,” is often used. This “ inch cube ” was specially chosen for the concrete example in P a rt I. Manual because it was clean, easily handled, and could be seen by a small or large class. I wish to point, out, especially to young teachers, th a t if the cubes are not in the school, and cannot easily be procured, suitable objects can be found and used. Shells (Cowries especially), pebbles, stones, draughts, anything clean and handy may be used.

Each school is provided with a ball-frame, and th a t can always be at hand for use, bu t do not let one concrete form of teaching suffice, for variety will lend a charm and help materially to stimulate exertion, encourage industry, and maintain much better attention. I wish to draw the attention of all Head Teachers to the “ Introductions,” especially P a rt I., and to request them to go most carefully through the nine pages in P a rt I., numbered Y. to S H I . and 77 to 83, and P a rt II ., pages IX . to S I . These intro­ductions will amply repay the time and thought th a t may be devoted to them, and if I may suggest tha t the Head Teachers and staff read and study these together, say a heading, and its explanation daily after school (taking perhaps a quarter of an hour), I can assure the teachers th a t they wall be amply rewarded afterwards.

Speaking from experience I can authoritatively state th a t inexperienced and young teachers will fa il to teach the work as set forth in these Manuals, as it should be taught, if these introductions are not most carefully studied, and the methods therein explained carefully followed.

In P a r t I I . introduction, page X I. the following occurs :— “ The teacher should also remember tha t Mental Arithmetic “ is not a thing quite apart from the rest of the work, to “ be treated in a special lesson with a special hour on the “ time table. I t should be an integral part of the teaching, “ taken, as introductory to the slate work. En small “ schools, where much time cannot be given to one class, “ there is no reason why the mental exercises laid down “ in this book shoidd not be worked by the second and “ third class together, probably to the advantage of ■“ both.”

English Press Notices of the First E dition :—“ The Manuals are based upon the Froebelian principles—to teach by observation, to employ the sense of touch as well as sight, and to engage and keep the attention by giving invention and action free play.”— {Journal of Education.)

“ The author has treated his subject exhaustively, and “ has bestowed much thought on the graduation of the “ work, so as to secure a series of easy and natural steps.” — (Educational Times.)

“ This novel and ingenious M anual of Elementary Arithmetic is an excellent book to put into the hands of any young teacher as a guide into paths profitable for himself and the scholar. The principle upon which the whole is constructed i s :— Hasten xlo-icly, move step by step), and always remember the value of repeat, repeat, repeat. The introduction is a sensible chapter on the methods of teaching the elements, and deserves careful perusal by all engaged in the work. The advice throughout the book is of a practical character, and shows th a t the author is well acquainted 'with the details about which he writes. The plans by which Arithmetic, mental and written, can be made interesting to beginners are designed to gain attention, and rivet the facts in the minds of the scholars.”— (The Schoolmaster.)

T H E A D E L A ID E R E A D IN G S H E E T S .By Mr. Inspector Gamble.

The sheets are based upon the “ Phonic ” and the “ Look-and-Sav ” methods of teaching Reading.

The Phonic method or teaching by sound is the more important, and forms the basis of the teaching. Teachers will find difficulties to contend with in this system, especially in teaching the vowel sounds. By constant practice, they will, however, easily overcome them, and will be surprised a t the accuracy and rapidity with which the system is mastered. A very good plan of making one­self proficient in giving each letter its proper sound is to begin with such easy words as hat, fan, can, mat, etc. These words should be audibly sounded by the teachers when walking to and from school, and if two or more are together, they can help and correct each other. Teachers should practise sounding the letters slowly, drawling them out, and making a slight pause between each letter. When the proper sound of each letter in the word h-a-t, for example, has been acquired, then do not pause so long between each le tte r ; and eventually, by repeating more quickly, the sounds of the letters are mastered, and the proper pronunciation is obtained.

The “ type-words” which will be referred to later on, m ust be taught to the children in this slow, drawling style. This style will very probably amuse the children when the first lesson is given; but a little laughter will no doubt help to gain interest and afterwards fix attention—of course i t is understood th a t undue m irth will not be permitted.

I t is by exact imitation of the teacher tha t the sounds or powers of the letters in a word are mastered by the pupils, and when once a child lias acquired the three sounds of the letters in a word like h-a-t, he has done a great deal.

Do not be in too great a hurry to proceed to the teach­ing of the next word, for if the initial difficulties are overcome, the pathway is much more easily trodden after­wards.

One of the great advantages of teaching reading by this method is th a t the infants can be taken together for this

.JtrsiE, 1898.] THE EDUCATION CIRCULAR. 9

lesson, for tlie youngest children, as a rale, are very apt in learning the sounds ; time and energy are thereby .saved., ■especially in small schools.

Much time was spent and careful thought devoted to the selection of suitable words in the compilation of these .sheets. The principle laid down was, one difficulty pre­sented at a time, and tha t to be overcome before proceeding to the next. The methods adopted in teaching were also made as interesting and as concrete as possible. Besides th e actual reading, the lessons included object teaching, drawing, writing, printing, word-building with loose letters, sounding the letters, and answering in full sentences to •encourage proper conversation.

This may seem very elaborate and unnecessary to some, .and it may be urged tha t it takes “ too long,” or is “ too slow,” and. tbe difficulties to be overcome by the teachers themselves “ too great.” I have heard all these arguments used against the system by teachers in South Australia, bu t have always found that those who used them have, after giving the system a fair and proper trial, proved its most enthusiastic supporters, and could not speak in high enough terms of the method in preference to the “ alphabetic or spelling” system. I t was also objected to by some on the ground th a t it would injure spelling; but such good results were obtained th a t spelling, as well as reading, was greatly benefited.

I cannot impress too strongly upon teachers the im­portance of a t least tryiug the system, and I do not think many will regret the trial. After the first few lessons, it is easier for the pupils and teacher; and, instead of the latter doing the greater part of the work, the pupils are taught to work and find out for themselves, and are helped to, overcome difficulties as they arise ; they are also made interested with different occupations, instead of working 80 minutes a t reading alone.

A very great advantage to teachers in schools taking a number of classes is th a t they can a t times, during a lesson, leave the infants occupied with drawing, writing, or word- building with loose letters, while they are busy with the other classes. Certain words were selected, the actual ■objects of which could easily be procured, and with simple lines drawn by the children on squared slates. These words were called type-words, and will be found printed and drawn on the first few sheets of the Adelaide Reading Sheets (1891 edition.) These are not printed on the 1897 ■edition of the sheets, bu t teachers will find them in the Primer.

T e a c h i n g o p T y p e -w o r d s .— H a t is the f i r s t type-A V ord t o b e t a k e n .

A p p a r a t u s r e q u i r e d . — A hat, blackboard ruled in3-inch squares, white and coloured chalk (red chalk can •easily be made by dipping a stick in the red ink), reading sheets, loose letters. Children should have square-ruled slates, pencils and loose letters. Give an object lesson (not -an elaborate one) on the hat, and

i. Insist upon all answers being given in full sen­tences and the showing of hands by scholars, so tha t one may be chosen by the teacher to answer. Do not allow indiscriminate simul­

taneous answering. The showing of hands enables you to at once detect the children who are inattentive.

Q uestion:—W hat is this I hold in my hand ?Answer :—That is a hat.

N ote.—The whole class may now repeat the answer after the teacher has repeated the question.

Q uestion:—Where do we wear our hats ?Answer :—W e wear hats on our heads.

Such should form the questions and answers, for this encom'ages observation and conversation. Never teach a type-word without having the actual object or picture of same.

2. Now teach the children to draw the picture ofthe hat (as shown on page 1 of the Prim er) on their square or slates.

3 . The next step is the written, or if preferred,, theprinted representation of the name of the object, which is also copied by the child.

4. Then follows the analysis of the sounds of theword. This needs great care and accurate imitation. The child learns, by hearing his teacher say the word very slowly, th a t there are three sounds in “ hat ” ; hence three letters, of which he learns the sounds separately. A t the same time he should be taught to carefully watch and imitate the teacher’s lips. Go over these sounds slowly and distinctly with the children till by showing them the letter they can make the sound, and when you make the sound they can pick out the letter.

N ote.—This will take more than one or two lessons. Never mind if a week is spent over them. W hen fully mastered by the children you have laid a very good founda­tion for yoiu- fu ture lessons in reading. Remember and carry out the maxim “ Hasten slowly ” and the couplet,

“ The m ills of God. grind slowly,B ut they grind exceeding small.”

5. In the same way, the child draws pic to e s , writes,word-builds, and learns the sounds of the letters in the next three type-words, fan , can, map.

6. When the sounds of these words are learntthoroughly by the children, new words may be made by combining them —e.g., cat, pat, mat, based on type-word h a t; cap, tap, based on map : can, man, pan, an, fat, at, based on fan. This requires plenty of practice, but, when it is once mastered, much of the difficulty of learning to read will disappear. Ample occupation is thus given in sounding and word-building, two of the most im portant branches in the system.

7 . Certain words m ust now be taugh t by the “ Look-and-Sav” method. The teacher requests all the children, to look a t these words. They are arranged at the top of Sheet 1 in 1891 edition,

1 0 THE EDUCATION CIECULAE. [ J u n e , 1898-

and at the left-hand top corner of the 1897 edition, and are printed in different type in the1897 edition of the Primei- from those to be read by sound. They are distinctly said by the teacher and repeated by the children till known.

N o te .—Do not try and sound these words, or allow children to spell them. They uiust. look and say after the teacher. These words are I , the, is, on, in 1897 edition, with- aiul added in the 1891 editiou.

S. Children will now lie able to read Sheet 1 in a lesson or so, for they hare learned the sounds and combinations of all the words thereon, as well as the “ Look-and-Say ” words used to form sentences. They will be delighted to find th a t in about a fortnight they can read easy sentences.

9. Before commencing sheet number 2, the nest type-word ” must be taught. Follow exactlythe same methods here again as with type- words “ hat.” ' (To create greater interest in the drawing, a pin put through a piece of paper, as indicated in the picture, should be shown.)

This gives the short vowel-sound “ i ” (which wiE be more difficult to sound than the short vowel-sound “ a ” in hat, etc.), by combining which with the consonants already taught, several new words are obtained. I t will be noticed th a t no new “ Look-and-say ” words are introduced on these sheets. They are introduced very sparingly, and are always distinguished by a less heavy aud different type. Some words (such as is and on) which are taught in this way at first, become sound words later on in the book.

10. W ith each fresh type or picture word a freshsound is learnt, and so a number of new words can be made.

11. All the words printed in the hea.vier black typeare expected to be read by then- sounds. Never tell the child such words. Let him find them out by making the sounds represented by the letters.

12. The words w ritten and pirinted under the draw­ings of the type-words contain ( 1) the short sounds of the vowels, (2) the sounds of the consonants, and (3) of the following combina­tions of consonants ch, sh, ih, ivh. These com­binations of consonants each denote one sound, and should be taught as one sound.

13. The child should not learn the whole alphabetfirs t; he should be taught the sounds of the letters, and their names as required.

14. To accustom to the short sounds of the vowels, say“ at,” “ egg,” “ i n “ on,” “ up,” very slowly; then drop the consonant. Similarly, to get the exact sound of a consonant, pronounce a short vowel ending with tha t consonant, as “ cab,” for consonant “ b, ” “ dig ” for “ g,” etc. (The consonant should be pronounced as distinctly as possible. I t is specially necessary to guard

against the tendency to put a short “ v ” sound after “ b,” “ d,” “ g,” “ p ” and “ I ”) The l o n g vowels, dealt with in Prim er II., and all diph­thongs should likewise be taught in syllables.

15. A t first the words given are perfectly regular insound. Experience shows tha t when a child has had practice in reading words in this way he will disregard any slight anomaly in the sound if the word before him is one with which he is quite familiar. For instance, he is not troubled by the two sounds of “ t l i ” in “ th in ” and “ th a t.” Again, though the “ s ” in “ has ” is properly “ z,” the child will sound it to himself in the ordinary way with a sharp “ s,” but read it unhesitatingly with the proper

. pronunciation.I n t h e 1897 E d i t i o n .

16. On Sheets 28, 29 and 30, a few words are intro­duced to test this power : for instance, father, mother, brother.

17. I t should be noted that the silent “ e ” in “ are ”and “ have” is printed in the 1897 edition in smaller type.

18. On Sheet 34 of the 18S7 edition will be found345 words formed by combining words, a§ used on the different sheets. They are arranged iri columns with the number of each sheet above.

19. Sheet 35 of the same edition contains the“ Look-and-Say ” words and the “ Type ” words used in the compilation of the sheets.

20. The sheets can be thoroughly mastered andtaught in a t least six months.

I t will not be found necessary to wait for every indi­vidual child to know each sheet perfectly before teaching the next. Let the average child be your guide as to progress. Recapitulation of sounds and words is so judiciously introduced that although a child may be absent for a time, he can, with a little extra care, soon be brought- into line with the more regular scholars.

The Victorian Prim er now being issued, and Introduc­tory Reader which is to follow, are reproductions of the Adelaide Primers, and intended to be taught on these lines.

STOCK N O T E S.Macmillan’s series of Eecitation Books, recommended by

the regulations, is at last in stock. The series is issued in separate numbers for each standard. Children will be required to purchase their copies; and supplies will, 011 application, be sent to teachers under Begulations 135 and 136. Eequisitions m ust state the numbers required, according to the following l i s t :—

Macmillan's Recitation Books.Standard I .—No. 43, 44, 45, 46, 47, 48 a t Id. each.

Do. H .—No. 49, 50, 51, -52, 53, -54 do.Do. l i l . —No. 55. 56, 57 at Id. each.•Do. IV .—No. 58, 59. 60 a t 2d. each.Do. V .-N o . 61, 62, 63 do.Do. VI. & Y IL — No. 64, 65, 66 at 2d. each.

J u n e , 1898.] THE EDUCATION CIRCULAR. 11

Fixing Slates in Slots for Arm ’s Length Drawing.—Mr.C. H. Jenkins, Nannine school, writes suggesting tha t a small wedge be inserted between the front and the side frames of the slate, in the slot and the desk. Two wedges required for each slate. The wedges require no-driving, only sufficient pressure to hold firmly without being too tight.. The children can easily fix and unfix, and catch the idea almost instantly.

The Hanging of the Adelaide Reading Sheets.

These should not be.hung by one piece of string forming with the top of the sheets a triangle; but by two loops. The strings should be passed through the holes made near the ends of the wooden laths, between which the sheets are fastened. Two short nails, about 26 inches apart, driven perpendicularly, and only partly into the top edge of the blackboard, will support the sheets. The edges of the sheets then will not get torn in turning over.

Correct Way :

o o

West Australian Year Boole.—Through the courtesy of the Registrar General, the Department is in a position to supply a copy of this book to each school. The work contains carefully compiled statistics and general informa-' tion concerning the Colony that will be of interest and service to teachers in teaching the geography and history of the Colony.

A further supply of Gardiner’s Histories has been received, and the first two numbers of the Australasian Readers will arrive during July. A complete supply of Kindergarten material is expected at an early date. Though this has been indented more particularly for Infants’ Schools, some will no doubt be available for the infant classes in mixed schools. The Agricultural Readers for Boys in the V., VI., and V II. Standards may now be obtained by requisition. The series is in three parts, v iz .:— 1. The Alphabet of the first Principles of Agriculture. 2. Further Steps in the Principles. 3. Elementary School Reading on the Principles.

I nkfowdebs.—T he following directions for mixing ink- powders will be useful: —Dissolve the powder contained in a packet in six pints of cold water. Rain water should be used if possible. I f the powder is found to be caked tlirough damp it must be repowdered. This can b.est be done by placing the cake between several sheets of brown or thick paper before breaking it with a hammer.

Wrong W a y :

C O R R E SP O N D E N C E Q U E R IE S .Mr. C. H. J e n k i n s , N annine:—

1. The new Readers will be supplied as Free Stock.I f wanted by the children for home use, of course they must be purchased, as Free Stock books should on no account be taken from the school.

2. Recitation Books, which are just to hand, will beplaced on the sale-list.

3. Drawing Material:—I t is not proposed to issue softslate-pencils for drawing on slates, but, as mentioned in the May circular, extra chalk may be requisitioned for.

4-5. Please see Syllabus.6. No.

Mb. W . C. A k m s t b o n g , Cue:—1. The alterations in the school vacations have made it

necessary to postpone the annual examination for teachers’ certificates until the last week in the Christmas vacation.

2. The examination will be held in Perth , buttravelling expenses by road, rail, or steamer will be refunded to successful candidates. (Regu­lation 50.)

Mr. S t e p h e n W a l l a c e , 39-Mile Mill, Jarrahda le : — Your paper on a Timber Mill has been received. The Editor has already been sent information and illustrations to help in preparing a reading lesson on this subject, but as your contribution contains many interesting details it will be sent forward also.

R E G IS T R A R G B IT SR A L ’S S T A T IS T IC S . -The Registrar General is anxious to obtain a complete

list of the private schools in the Colony. He will be grate­ful if the head teacher of each schdol will send him a list of the private schools in the towoi in which such school is situated. These lists may be sent through the post free if addressed to the Registrar General aud marked on the envelope “ Statistics.”

I 1OCAI1 G E O G R A PH Y .For the efficient teaching of Geography it is important

that children should proceed from the “ local” to the “ general.” This is enlarged upon with some detail in the Geography schedule of the new Regulations. Unfortu­nately, though various publications contain carefully compiled statistics concerning the Colony, there is no work for teachers to consult who are new to the Colony and therefore new to the details of its Geography. Meagre facts, dry statistics, and barren lists of names are not the material wherewith the subject is to be made interesting. They know a place best, who have seen i t ; aud tha t description is most convincing which an eye witness has written. In this way this Circular may be made of advantage to the Geography class if Head Teachers will prepare a concise description of the district surrounding the schools. These need be notes only. The physical features should be dwelt upon, heights of hills stated ; an account of flora aud fauna might be given, and anything noteworthy in the history of the district, as in the case of an early settlement like Busselton, Augusta, or N orth­ampton. A series of Local Geography notes can then appear month by month. They will be of immediate interest and service to teachers and can ultimately be collated and presented in another form.

By A uthority: R i c h a r d P e t h e r , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 4.] JULY AMD AUGUST, 1898. [Vol. I.

P A Y M E N T OF S A L A R IE S .I t - is proposed to introduce, a t an early date, a new

system of paying teachers’ salaries. Under tlie proposed system monthly Pay Sheet forms -will be prepared by the Head Teacher of each school and forwarded to the Depart­m ent before the 24th of each month. On these sheets a claim will be made for the salary of each member of the staff. This form, when i t has been checked and found correct, will be returned to the school with a cheque for the total amount due, payable to the Head Teacher, who will see tha t the various claimants receive their share. A receipt is to be given by signing on the face of the form, which, when thus completed, must be returned to the Department.

So th a t no additional clerical work may be imposed on the teachers, provision will be made upon the form for the payment of all book sales and amounts due by them to the Department. The form will also be made to answer the purpose of the present E eturn of Half-Day Schools closed, and teachers will be able to obtain on the form payment of thfeir cleaning allowances without rendering accounts.

Before the m atter is finally fixed, the Department would like to hear if there are any objections on the part of individual teachers to be paid through their Head Teacher. I f so, they should be expressed as early as possible.

C O M P U L SIO N .I ’or the more efficient enforcement of the Compulsory

Clauses of the Education Act, it would be wel] if teachers fui-nished Compulsory Officers, on Form E, with the names of all children who have left the school, and whose names have been removed from the Register. This form would then serve as a weekly compilation of children leaving any district. The reasons for striking off names from the Kegister should always be stated for the information and guidance of the Compulsory Officer.

F O R W A R D IN G OP R E M IT T A N C E S A N D ' C O R R E SP O N D E N C E .

W hen enclosing stamps or Postal Orders with letters, Returns, etc., care should be taken to attach them in such a manner as to prevent any possibility of their being over­looked. Loose coins should on no account be forwarded. Doing so is contravening the Postal Regulations and rendering the Department liable to be fined. Letters con­

taining remittances so forwarded have, been occasionally delivered at the office with the ends nearly open.

I t is regrettable th a t the Post Office Authorities should be pu t to so much inconvenience through teachers for­warding their communications 'in unfranked envelopes. Complaints have been made on several occasions to the Department about this apparent carelessness. I t is all the more to be deplored since there seems to be no reason for its occurrence. W hen the school supply of envelopes is apju'oaching exhaustion, a requisition for replenishment should be forwarded, and by this means all the trouble may be avoided. The Department is liable to be sur­charged for every letter and packet sent unfranked, and without sufficient postage.

SCHOOL H O U R S .Some country schools have been permitted to cur­

ta il the dinner recess so th a t afternoon school assembles a t 1 p.m. This concession has been granted chiefly because the great distance some of the pupils have to travel to their homes m ight make it a difficult matter for them to reach home in the winter before dark. I t will, however, be seen th a t during the summer m onths when the evenings are longer, this difficulty will not be experienced to the same extent, and the longer mid-day recess might then be taken with advantage. The teachers of those schools to which this concession has been made should, accordingly, consult the parents of the children on this m atter, and communicate their views to the Department. In town schools, and places where the settlement is near the school, the M inister is not prepared to allow the shorter recess; for the teachers to forward petitions from the parents can only lead to disappointment.

A B S E N T E E C A R D S.Representations having been made to the Department

th a t in certain instances it is difficult to obtain informa­tion from the parents through the medium of the ordinary absentee card,'a supply of these cards bearing the frank stamp of the Department has been procured. When forwarding, the card should be enclosed in an envelope and addressed to the parent. Their use m ust be resorted to only when the ordinary card cannot fulfil its purpose. A limited number will be issued to the principal schools, and an explanation will be required of any extravagance in their use. As this innovation involves the Department in double postage, the strictest economy must be exercised.

14 THE EDUCATION CIRCULAR. [ J u l y a n d A u g u s t , 1898.

T E A C H E R S ’ A S S O C IA T IO N S .“ A meeting of the Eastern District State School Teachers’

Association was held at the York State School on Saturday week last. About 30 teachers were present, and Mr. Gamble (district inspector) presided. Mr. Riley (Northam) gave an excellent class lesson on the “ Phonic System of Reading,” which was highly appreciated by all present. Mr. Gamble gave an exhaustive explanation of the whole of the new arithmetic course, and showed many simple pro­cesses for overcoming what appeared to many teachers to be almost insurmountable difficulties in the new curriculum. The district teachers are to be congratulated on having an inspector in their m idst who regards his duty as not only paying occasional visits of inspection, but being always willing to assist the teachers in their work, and sparing no pains in practically demonstrating the various methods best calculated to develop, and instruct the young ideas. The visitors were hospitably entertained by the York teachers. The next meeting will take place a t Newcastle about the middle of September, when Mr. Russell (Newcastle) will give a lesson on “ M anual W ork,” and Mr. Slater (York) on the “ Tonic Sol-fa System of Music.”— (Local Press.)

U S E O P SCHOOL B U IL D IN G S .

Some time back a circular was issued to certain teachers informing them tha t the charges for the use of school buildings for religious services were again to be enforced.

All Head Teachers whose buildings are used ■periodically for any purpose are requested, on receipt of-th is “ Circu­lar,” to compile a return showing the following parti­culars :—

(i.) Name of School.(2.) By whom used.(3 .) Purpose.(4.) W hen used.

In regard to (2), if the building is used for church pu r­poses, the name of the denomination as well as that of the person responsible should be supplied. When giving in­formation asked for in (4), i t should be definitely stated for what particular days of the month the building is required, whether the first, second, fifth, etc., Sunday or Wednesday, etc., as the case may be. In this connection teachers should refer to Regulations 210 to 213 inclusive, the pro­visions of which are to be strictly adhered to.

D IS T R IC T B O A R D S.The Department wishes to call the attention of all

D istrict Boards to Regulation 213 (e). This provides th a t a return, showing the time and place of the meetings held by each Board during the half-years ending June and December, should be submitted. The return should also show the number of attendances made by each member.

The Department is now awaiting the return for the half- year just ended, and would be obliged if it were forwarded as early as possible.

T E A C H E R S ’ M A N U A L S OP A R IT H M E T IC .

(Continued.)

By Mr. Inspector Gamble.

The following paragraphs, printed in Italics, in the intro­duction to P a rt I., form the basis of the methods to be adopted in teaching Arithmetic under the new Regula­tions.

1. All our elementary teaching of Arithmetic is to bebegun by the observation and handling of objects. Objects most suitable are draughts, dominoes, little pebbles, inch cubes, cowry shells, sticks, counters, not forgetting the ever handy ball-frame.

N o t e .—Do not allow concrete teaching to be the only teaching given, for the abstract must always follow the concrete. In small schools if the infant children have objects to handle, they can be left to do a lot of cal­culations, while the teacher is busy with the other Standards. Of course they m ust not be left too long by themselves, but m ust be visited regularly during the lesson and assisted to work in the abstract by the teacher.

2. W e proceed from the lower numbers to thehigher, treating each one thoroughly in all its variations before passing to the next.

This is illustrated by turning to page 8 of the M anual •dealing with the teaching of the number “ 5.”

I t will be found that the number is treated in the following m anner:—

Composition of the number, Counting, Addition, Sub­traction, Multiplication, Division, Comparison, Completion, and Applied Questions.

Each number is exhaustively treated in the same manner.

3 . Let the child learn by his own experience and byhis own activity; let him see for himself and discover for himself.

4. Never allow a mistake to pass, bu t make everychild who blunders find out by experiment how he is wrong.

These two paragraphs contain very valuable advice, especially for young and inexperienced teachers. They are fully enlarged upon and explained on pages 8 and 9 of M anual P a rt I.

5. Let there be regular and systematic repetitioncombined with suitable variation.

In P a rt I., pages 1 to IS are devoted to the teaching of the numbers 1 to 6. Each number has been treated very fully, bu t so im portant is “ regular and systematic repetition” th a t pages 16 to 23 are devoted to the recapitulation of the numbers one to six.

6. The tables are to be learnt practically and appliedat once.

J u l y a jtd A u g u s t , 1 8 9 8 .] THE EDUCATION CIRCULAR. 15

In teaching the multiplication and division tables, and introducing problems on the same, I have found the following plan very interesting to children, and good results have followed.

I f the number picture sheet illustrating the multiplica­tion and division tables published by the South Australian Education Department is not in the school, the following •diagram should be placed on the squared blackboard before school commences.

The number 12 is taken, as it is a good number for illustrating the method to be adopted.

i 2 3 4 5 6

i... _ t' f j 8 " 9 10 ' 11 12

2 4 6 8 10 1 2 ; | 1

3 6 9 12 15I

4 8’ 12

! 1i !! j

5 10

6 12

7

i

1

S

9

10 i

11

12

N ote.—Teachers can make a large diagram on white cardboard and fill in all the dots and numbers. This will save time and trouble in the end, and if large enough it m il be very handy for class teaching. Any number up to 144 can thus easily be illustrated and taught.

The lesson will proceed somewhat on the following lines for multiplication and problems :—

Question.— Who can come and pick out the first 12 on tlie blackboard ?

Out of the number of hands held up, choose a child.

Question.—How many dots are there in each square in the first column ?

Answer.—There is one dot in each square.

Question.—How many squares are there F

Teacher points to each square, and children count the squares, finding there are 12.

Question.—How many dots in each square, and how many squares ?

Answer.— There is one dot in each square, and there are 12 squares.

Question.—I f there is one dot in each square and 12 squares, how many dots altogether ?

Answer.—There are 12 dots altogether.Still keep to the concrete with seen and unseen

objects.Question.— One egg in a nest how many eggs in 12

nests ?

Answer.—There are 12 eggs in 12 nests.

N o t e .—Follow with plenty of exercises of this kind and then show them how it is written for tables on the black­board, as below:—

12 times 1 are 12, or 12 x 1= 12.L'et children •write this on their slates and repeat two or

three times, and learn thoroughly.Now teach division somewhat as follows:—

Question.—There are 12 squares with 12 dots in them, how many dots in each square ?

Answer.—There is one dot in each square.

Question.—There are 12 apples on 12 trees, how many apples on each tree ?

Answer.—There is one apple on each tree.

G-ive exercises in this style on seen and unseen objects, and show how they are written for tables on the blackboard as below, keeping the multiplication and division tables separate.

12 into 12 goes 1 , or 12 -f-12= l .W e now attack columns 2, 3, and 4 in an exactly

similar manner, taking care tha t the questions are framed so tha t the children do most of the work.

A little amusement may be caused when dealing with column 5 by offering a penny to the first child who can pick out the number 12 in the column.

16 THE EDUCATION CIRCULAR. [ J u l y a n d A u g u s t , 1898.

You -will be sure to have some hands up, and the child picked upon to come out is a b it crestfallen, bu t generally enjoys the fun, and enters into the laughter caused by his failure to find the desired number.

W hen finished to the 12th column, the blackboard will be as follows for the multiplication ta b le :—

12 times 1 are 12 or 12 x 1 = 1 2 6 „ 2 „ 12 „ 6 x 2=123 „ 4 „ 12 „ 3 x 4 = 1 24 „ 3 „ 12 „ 4 x 3= 12 Twice 6 „ 12 „ 2 x 6= 1 2 Once 12 is 12 „ 1 x 1 2 = 1 2

Draw the children’s attention then to another fact upon the blackboard, tha t although they have written out and learned six tables, really they have only learned three facts.

Tell them th a t figures play games sometimes, and like to jump into places occupied by their friends.

Then collect and write the tables, as below, on the blackboard:—

12 x 1 = 1 2 1 Same results, only the 12 and 1 have 1 x 12— 12 ) changed places.

6 x 2= 1 2 ̂ Same results, only 6 and 2 have2 x 6 = 1 2 3 changed places.3 x 4 = 1 2 \ Same results, only 3 and 4 have4 x 3 = 1 2 ) changed places.

By teaching the tables on this system, greater interest is obtained, and children can often be set by themselves with the card before them to pick out and write down the tables making, say, 36, 48, etc. I t is also advisable to let them occasionally make the diagrams themselves. In small schools this gives the teacher extra opportunities of visiting the other classes oftener.

7. Pass from the concrete to the abstract by regu­lar gradations.( 1.) Show objects, and deduce the desired re­

sult from them—e.g., twice 4 cubes= 8 cubes.

( 2.) Ask the same question on the same objects, b u t do not allow them to be seen.

(3 .) Pass next to the same relation between other familiar bu t unseen objects.

(4.) Proceed with other numerical ideas not associated with objects—e.g., time.

( 5.) Continue with things merely.(6.) Finish with the abstract.

These hints are so valuable in teaching the Arithmetic of the New Regulations, th a t it would be well for all teachers to write them out neatly, and post them up in a conspicuous place in their schoolroom for daily refer­ence.

8. Answers should be given a t first in completesentences; and whenever objects are referredto they should be named in the answer.

N o t e .—This does not apply when dealing with rapid calculations, bu t only when objects are referred to.

Teachers will find th is a very valuable training for children. I t will lead them to put after each line of figures and the answers the concrete examples embodied in the problems set for solution.

Teachers are specially requested to read carefully the Appendix in P a r t I., pages 193-196, dealiug with “ Work­ing Problems on Slates.” Numerous examples are to be found there as guides for teachers. Never take a mass of figures for an answer, bu t insist upon each step being clearly and carefully set forth, not forgetting the old Latin proverb Festina lente.

T H E N O T A T IO N BO X.( C O N T B I B U T E D . )

The F irst Standard children have the four simple operations in arithmetic, and no number higher than 100 is to be used in the questions or required in the answers. Subtraction is to be explained by the use of the Notation Box.

D e s c b i p t i o n o f t h e B o x .—There is no prescribed size for this apparatus. It, consists of three compartments, open in front and ascending, stepwise, from righ t to left.

X X

The measurements of the one used by the writer are r a b l l in ., a c 9in., and' the depth 3in. The middle com­partm ent is 6in. high, and the smallest 3in. Each of the larger compartments measures 4in. in w id th ; the one on the right hand measures Sin.

How t o m a k e a N o t a t io n Box.—The box, of which the above are the measurements, was cut out of a piece of cardboard 17in. x 15in. I t is hung on the easel by a loop made of tape or string passing through the back a t x x. The loop passes up over the front in order to keep the box from leaning forward, and m ust be of sufficient length to allow the apparatus to hang some distance down on the blackboard.

A stronger box is obtained by using th in deal in its con­struction. This is made to hang on the blackboard by means of a deal rod, say fin . x fin., fastened by screws to the back in such a way th a t the top edge of the rod is level with the top of the middle compartment. This rod should project a couple of inches on each side of the box, and have a wooden button or catch in the centre to keep i t from slipping off when the blackboard is

' moved.

J to x and A u g u s t , 1898.] THE EDUCATION CIRCULAR. 17

The following Lints may prove lielpful to persons making tlie notation box out of cardboard:—

e

f<--------------------------- >

17"

Score, i.e., cut through the line a b 3 inches from and parallel with bottom edge. This, when bent over, forms the bottom of the box.

N o t e :—As the cardboard is bent towards the side not scored, the large compartment m ust be scored on the right- hand side, so th a t i t may be in its proper place when turned round.

Score c cl 3 inches from and parallel to the top edge; e f 3 inches from and parallel to right edge. These form the top and one side respectively. The little squares at the comers may be cut out.

Now. make the large compartment. I t is to be 4 inches wide. M ark th a t distance on the line c cl, measuring from the intersection with e f . Cut righ t through the remain­ing length of c d (10 inches to the left). This piece, with one inch cut off, will, when scored and bent down, make a partition for the largest compartment. For the top of the sefiond compartment cut right through 3 inches parallel with e f . Score off a t right angles to the left 4 inches, and cut through the remaining 6 inches. This makes the top and partition of the second compartment. For the th ird compartment cut down 3 inches parallel to e / , score off a t right angles as before 3 inches to the left, and cut through the remaining 3 inches. This gives top and side of smallest compartment.

The whole box, in partially disconnected pieces, can now be finished by means of a needle and strong thread.

S o m e U s e s o s ' t h e N o t a t io n B o x .

The earliest use of the Notation Box, and really one of the most important, is tha t of teaching the “ device of place” and the “ use of the cipher,” and the “ composition of numbers” as founded on these principles, e.g., 15 means 1 ten and 5 ones; 30 means 3 tens. W e put the 0 under the units’ compartment, because it is empty, just as we put a notice in the window of an empty house, to show th a t it is to let.

Splendid practice can be given by causing children to pu t say 7 tens and 9 units in their proper compartments, and then telling and writing down their value.

I t has been conclusively proved th a t to teach arithmetic thoroughly, the notation box, or some other suitable sub­

stitute, m ust be employed in illustrating the elementary principles.

Children learn much more quickly by this means, and subtraction of money can as easily be explained and taught by this box; the hundreds’ compartment is suitable for the pounds, the tens’ for the shillings, and the units’ for the pence.

Below is a sketch showing the Notation Box on the black­board with the working of the substraetion sum 53 minus 27 by the children and teacher during the first lesson. The actual blackboard work is shown below the Notation Box between the dotted lines •—

’I

~S-42

137

The dot crossed out in the tens’ box has been pu t into the units’ box, making 13 units, and, of course, leaving only 4 tens in the tens’ box.

For other uses of the Notation Box teachers are referred to the Manual, P a r t I , pages 144-147.

M U S IC m OUK. SCHOOLS.( Continued.)

(By Mr. Wallace Qlubb, B.A., Headmaster, East Perth School.)

In my last paper I confined my remarks to the teaching of Singing in the In fan t Classes, and in the following hints upon teaching th is subject to Division H ., i t is .presupposed th a t the children in this division possess a fair knowledge of the musical standard set down for infants. If, however, they do not, then i t is only a m atter of a m onth or thereabouts th a t will be required to lay a foundation adequate enough for further advancement. Assuming, then, th a t the children can correctly reproduce any musical sound th a t the teacher gives, and th a t they can sing the tonic chord (“ d,” “ m,” “ s,” “ d '” ) of the scale, we come to the new work set down for this division. This new work is (1st) to sing the whole scale from the modulator, ascending or descending in any key, and (2nd) to sing in two or four pulse measure an exercise including one pulse and two pulse tones.

18 THE EDUCATION CIRCULAR. [ J u l y a n d A u g u s t , 1898.

I t will be noted tha t (1st) an extended knowledge of tlie scale is required, (2nd) the scale may be required to be sung in any key, and (3rd) not only pitch bu t time has to be considered. Now, how are these three requirements to be met ? The answer is—by a judicious use of the modulator. The modulator is bu t the notation of pitch. The children shotdd be taught th a t the various characters on it are merely representations to the eye of certain sounds, and tha t these characters are called notes. In other words the musical sounds are tones, their various representations are notes.

Then the teacher should direct the attention of children to the appearance of the scale as depicted on the modulator, and let them see th a t it is really a musical ladder. The scale (Italian Scala, a ladder) is then a musical ladder made up of notes which represent certain sounds. Carry­ing out the metaphor with the children, they will readily notice th a t all the steps in this “ ladder” are not the same size—th a t there are two short steps and five long ones. The distance, or interval, represented by the long steps is called the interval of a tone ; th a t represented by the short steps the interval of a semitone. These facts, then, will give children in Division 2 a very fair theoretical know­ledge of the scale:—1st. That it is a musical ladder. 2nd. That there are eight notes in it, and th a t the eighth is a reproduction of the first. 3rd. That it is composed of five full tones and two semitones.

So much for the theoretical work of the scale; now comes what is infinitely more important—the practical. The children already possess a knowledge of the tonic chord “ d,” “ m,” “ s,” “ d.'” Introduce the new notes gradually. For instance, getthem to sing- from Doh to Me, Me to Doh, two or three times till the pitch of these two notes is thoroughly m astered; then introduce Be. Practice them with “ d,” “ r ,” “ m,” “ m,” “ r,” “ d.” Similarly introduce Fah until they can sing ascending or descending “ d,” “r,” “ m,” “ f,” “ s.” Thev should be able to sing “ d,” “ r ,” “ m,” “ f,” “ s ,” “ d' ” "or “ d '” “ s,” “ f,” “ m,” “ r,” “ d.” W hen these are well known, practice “ s,” “ 1,” “ t,” “ d' ” both ways till Ihese two remaining sounds can be sung correctly. Above all don’t hurry over this part of the work. Do it thoroughly. The faulty interval singing which is so often apparent in upper standards, and which makes the teaching of a song by note often a work of wearisome drudgery is the direct outcome of carelessness in teaching the scale a t the outset.

The method I have suggested is not a “ quick” one. Almost any teacher can get a class to sing an ascending and descending scale in a lesson ; but let teachers who are in the habit of teaching the scale in this quick off-hand manner test their work by writing horizontally across the board an easy passage such as “s,” “ f,” “ r ,” “ m,” “ d,” and they will find th a t very often the children cannot sing even the Fah correctly, and almost invariably stumble when they come to Be, singing the note to the tone of Me. I would suggest then (1st) th a t the scale be taught in easy gradations such as I have indicated; (2nd) tha t the teacher practice the division of the scale he is engaged upon in every possible way e.g., “ d,” “ r,” “ m”—“ m,” “ r,” “ d”— “ d,” “ r ,” “ d”—“ r,” “ m,” “ r ”— “ m.” “ r ,”

“ r,” “ m,” “ r,” “ d,” ) before proceeding to the next. W hen the next is mastered let the first be combined with it and test by simple exercises such as “ d,” “ m,” “ s,” “ m,” “ f,” “ s,” “ m ”~ “ m,” “ r,” “ f,” “ m,” “ s,” “ f,” “ r ”— “ r,” “ r,” “ m,” “ s,” “ f,” “ r,” “ d”—and so on w ith the remaining notes. Then if the children can do these tests (none of which i t will be observed embraces a larger interval than the third) the scale has really been taught. Another useful test is to begin on some note other than Doh (e.g., “ f,” “r,” “ s,” etc.), and write the exercise horizontally on the board. I have seen children sing quite well from a modulator where the position of the note gave them some clue to its pitch, and yet stumble when an exercise like the one given above (“ s,” “ f,” “ r,” “ d”) was written horizontally across the blackboard. Teaching the children to sing the scale then implies a great deal more than merely to be able to sing from Doh to Doh' on a modulator, and teachers who wish to do this im portant task thoroughly m ust be prepared to work hard and employ a great deal of patience and perseverance. Instead of one lesson, let them be prepared to devote even a dozen to this all-important m atter of pitch. Those who do so will be amply rewarded by the ease with which the children will leam to sing their songs by note, and the readiness with which they will afterwards adapt themselves to the staff notation.

So much for the first point—singing the scale. The next point noted was th a t the scale may be required in any Icey. Teachers who have done their work in connection with the first point thoroughly, will have absolutely no trouble with the second. A good way is to let the children sing the “ d,” “ r,” “ m,” “ f,” “ s,” of the scale of “ C ” ; then let them call the Soh by a new name, Doh. Then on this new Doh build up a scale. In the same way build a new scale on any note of the “ C ” scale. Teachers will find no difficulty in this.

Then comes the third point, which is very important, v iz .:—The teaching of “ Time,” or duration of sounds. Next month I shall confine myself to this point, and give a number of time tests such as the Standard requires.

STOCK N O T E S.

S c h o o l P a p e b s .—I t is intended to introduce in September a “ School Paper ” suitable for our Standards VI. and V II. The articles to be inserted will be of a higher class than those which have appeared in the Standard V. paper, and will include amongst other general subjects, passages from standard authors and also Science lessons. Teachers desirous of procuring a supply should forward early to the Department the number of copies required. This may take the place of the A ustral­asian Reader prescribed in the Regulations for Standard V I.

A n n u a l R e q u i s i t i o n s :—I t is the intention of the Department to introduce early Annual Requisition Forms. As the name implies, the forms are to be sent to the Depart­m ent once a year, and unless under very exceptional circumstances no further applications will be entertained. F urther particulars and details will be found in next m onth’s circular.

[ J u l y a n d A u g u s t , 1 8 9 8 .] THE EDUCATION CIRCULAR. 19

V A C A T IO N S.

Schools -will close for the August vacation on the 26th instant and re-open on the 5th September. Teachers are reminded th a t in submitting accounts for sanitary work, one week should be deducted for this term, when such is in accordance with the Tender Form. All accounts should be submitted in dxvplicate.

I t will be noticed tha t this quarter comprises in all fourteen weeks, bu t this does not mean any additional work or inconvenience as regards the beeping of the attendance registers. I f the August vacation is deducted, the number of weeks to be entered on the register will be thirteen, which number is provided for. A note should, of course, appear in the remarks column, or other suitable place, as to the reason for the omission of the week.

B y Authority: A. C r a n s , Acting Government Printer.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 5.] SEPTEMBER, 1898. [Vol. I.

T h e “ Circular,” since its first issue’ in April, lias grown steadily, so tha t it has somewhat overrun what was at first intended. The Instructions contained in it m ust be care­fully read, and those having a general application might weli be indexed, as they often have the force of Regulations.

Several instances have arisen to show tha t instructions have escaped notice. For instance, in last “ Circular,” .the numbers were asked of School Papers required for the VI. and V II. Standards. Only 13 schools have so far furnished these.

“ The Circular,” in its secondary aim, has been well served by several teachers and others, who have contributed articles tha t have appeared or will appear on matters tha t cannot fail to be of general interest and benefit. I t is hoped tha t others will continue to help their fellow teachers in a similar way. All contributions should be brief, and should reach the Department by the 10th of each month. Questions will be answered on any matters affecting the general work of the school.

In “ The Circular ” for June, mention was made of Local Geography Notes, which it was intended should appear month by month in these columns. Up to the time of writing, only one set of 'these has been sent in.

The Secretaries of the various Teachers’ Associations are asked to send in regular reports of meetings.

P A Y M E N T OF S A L A R IE S .

The new mode of paying salaries referred to in last Circular will be introduced for the month of October. The forms are being printed, and will be issued shortly. L ittle or no explanation is required concerning the change, beyond what was said last month. The Salary Sheets will have to be made out and forwarded in sufficient time to reach the Department not later than the -24th of each month. Teachers of Provisional Schools, whose salaries are re­arranged each Quarter, m ust remember to calculate the I annual rate of salary for October on the Average Attendance ! of the School for the September Quarter. I

iAll remittances of money for Book Sales, Pees, etc., j

except under special circumstances, will cease. Moneys j due to the Department m ust be entered on the back of the |

form in the Deduction Column, and payment will be made by deducting the amount from the Monthly Salary.

Should it occur a t any school tha t the amount due to the Department exceeds the salary, the Head Teacher m ust arrange specially with the Accountant.

To repeat what was said last month, the form for each school, when it has been checked in the Department, will be returned with a cheque for the total amount due, payable to the Head Teacher, who will disburse to the other members of the staff the money due to each. All receipts m ust be executed on the form itself, before i t is returned to the Head Office.

R E Q U IS IT IO N S F O R F R E E STOCK.

Head Teachers will, in future, immediately before the Annual Examination, check over the School Free Stock, and prepare a Requisition for the supply required for the ensuing year. This Requisition m ust be prepared with great care, as no other will be accepted during the curreucy of the year, unless i t can be clearly shown th a t there are very good reasons why the deficiency could not have been foreseen.

Special Requisition forms, on which is enumerated all the stock supplied by the Department, are now being issued to schools about to be examined.

The Requisition made out in duplicate must be passed to the Departm ent through the D istrict Board, who should be specially asked to check it with the Teacher.

So as not to delay the general introduction of the new system, the forms will also be sent, in rotation, to schools th a t have been examined. No instructions will accompany them, but their receipt will be sufficient to inform the Teacher concerned th a t a Requisition has to be prepared for the material estimated to be required for the remainder of the school’s year. Thus a Teacher whose school is examined in Juue will, on receiving the forms in October, apply for a nine months’ supply. In future years such schools will, of course, at the time of examination, requisition for a year’s supply.

Requisitions will be dealt with in the order of their receipt, and D istrict Boards are particularly requested to provide against any delay in sending in their Requisitions. Other directions and explanations are clearly set out on the forms.

22 THE EDUCATION CIRCULAR. [ S e f t e m b e b , 1898.

For tire present the Annual Requisition -will not affect i Furniture and Kindergarten Material. I

H IG H SCHOOL S C H O L A R S H IP S .The last day for receiving applications from candidates

has been postponed until the 1st of October. This year candidates will be admitted to the Examination who are not more than 15 years of age on the 1st day of October; a n ! the standard of examination will be th a t of StandardVI. But in succeeding years, candidates m ust be over 11 years of age, and not more than 13 on the 1st of October, and the syllabus will be th a t prescribed for Standard Y.

These Scholarships, two in number, are of the value of <£75 each per annum, tenable for three years a t the High School, Perth. Candidates must have attended one or more of the Government Schools continuously for at least two years, and have made not. less than 300 half-day attendances (unless prevented by illness) during the last year.

E L E M E N T A R Y SCHOOL B U R S A R IE S .An alteration has been made in the Regulations for these

Bursaries. Examinations in fu ture will be held in the same subjects as prescribed for the Seventh Standard. . In recent years these Bursaries have excited very little com­petition. As no special teaching outside the school course will now be required, more teachers should be induced to present candidates.

Two examinations will be held each year, one in March, and the other in August. For the March examinations scholars will be permitted to compete from those schools alone which have been examined during the second half of the previous y ear; and the August examinations will be open to those schools examined in the first part of the year then current.

Five Btu-saries for boys, and three for girls, will be offered for the March examination, and two for boys and two for gills for the August. All children will be eligible who obtain a “ G-ood” pass in the Seventh Standard during the previous school year.

Forms of application are now being printed, and will be available during the month of October. The last date for receiving applications will be published later.

SC H O L A R S’ R A IL W A Y T IC K E T S .The Railway Department announces th a t in fu ture all

applications for free railway passes for children attending Public Schools m ust bear the-indorsement of the Inspector general of Schools. The necessary forms can be obtained at any railway station. Applications should, to save time, be sent direct to the Department, and not be handed to the stationmaster, until they bear the necessary indorse­ment.

The following are the Regulations under which free- tickets will be granted by the Railway D epartm ent:—

Free school tickets are issued to enable any child to travel to the nearest State School, provided th a t such school is the one nearest to the residence of the parents or guardians of such child.

i The tickets ai* issued free, and no liability attaches to I the Commissioner of Railways in regard to any journeys ; made upon them. They are available between the stations

named thereon for the purpose of attending school for one journey each way on school days only, and the holders are subject to the Commissioner’s By-laws and Regulations for passengers.

Free tickets will only be issued to children Jiving outside the school radius of two miles. Distances are to be measured by the nearest road.

The tickets m ust be given up on date of expiry.

T E A C H E R S ’ A S S O C IA T IO N S .

A meeting of the Central Teachers’ Association was held on the 3rd in s ta n t.. Mr. A. E. J . Macgregor was in the chair. A t the request of the Association the Chief Inspector of Schools attended and addressed the meeting. Mr. W alton alluded briefly to the main principles under­lying the curriculum in arithmetic and geography, as these subjects appeared to present to teachers more difficulties than others. In arithmetic these principles were sum­marised as follows:—

1. From the known to the unknown, from the con­crete to the ab strac t; thus by means of concrete illustrations appeal to the observation of the children: hence the necessity for apparatus and diagrams.

2. The operations of addition, subtraction, multipli­cation, and division are introduced from the very commencement of school life in the In fan ts’ Department. In the lower classes these operations only deal with small numbers.

3 . The application of these four simple operationsto problems in daily life is taught even in the earlier classes, thus making necessary a knowledge of such tables and such weights and measures as are in common use.

4 . The early introduction of fractions and the gradualdevelopment of the same in the later classes.

5. Mental exercises always precede w ritten in thesame way th a t concrete quantities precede abstract.

The main lines upon which the curriculum in geography was framed were referred to as being:—

I. From the known to the unknown. The study of the local surroundings should always precede tha t beyond the ken of the children. Hence first the plan of the schoolroom, then the school and playground, followed by maps of the district within a radius of 10 miles of the school, in its tu rn succeeded by W estern Aus­tralia, then by Australia, and in the higher classes the British Isles and Eiu-ope. It. is not till the Seventh Standard th a t the general geography of the world is introduced.

z. Physical Geography m ust always precede Histori­cal, Commercial, and Mathematical.

S e p t e m b e b , 1 8 9 8 .] THE EDUCATION CIRCULAR 23

3 . Mathematical Geography, while subordinate, in asense, to Physical, m ust accompany it. Even in the lower classes, the former is introduced, and gradually extended in the upper.

4. Memory Map Drawing is an absolute necessity tothe thorough teaching of Geography.

Mr. W alton then proceeded to reply to a number of questions upon the curriculum which had been previously submitted to the Department. Some of these will be of general interest, and the replies, in a condensed form, are therefore published elsewhere.

In concluding, the Chief Inspector spoke of the high ideals th a t should animate teachers. The work, he said, of Teachers and Inspectors alike, was the preparation of the youth of this Colony for the battle of life. They were, he hoped, animated by no mere sordid considerations, but, accurately weighing the possibilities and the duties of their several positions, were prompted by lofty aims and possessed of high ideals, which, though possibly unattain­able, however much they m ight strive, would lift them above the mere drudgery of their profession, and help them to dignify and elevate their labours. I t could not be denied th a t there was much drudgery in the life of a teacher. The multiplication table ; the oft repeated lessons in Geography, History, and the other subjects of school i n s t r u c t io n th e daily round, the common ta s k ” of an Elementary Teacher’s life ; the “ dismal beginnings of things,” spell drudgery to most people; but, like all other work of a more or less routine character, it might be lifted into a purer atmosphere, if they were inspired by a single and lofty aim, and were fully seized with the unbounded possibilities to be found in the teaching profession.

An eloquent mau, speaking recently to a body of teachers a t home, said, “ The real greatness and romance of noble duty are often hidden, to be discovered just as the daily duty is humbly and faithfully done.” Further, “ The most humdrum life contains large and splendid elements, if only we have sense to detect them, and the best thing th a t can be written on any man’s tombstone is th a t he tried to do his duty.”

•To elevate his profession, a teacher should never imagine th a t the time had arrived when his learning days were over. There was a popular idea abroad th a t the Elementary School did not require a man of much education a t its head, and th a t those who know little were sufficient to inform those who knew less.

Teachers were to blame in some measure for the prevalence of this error. The teachers of W estern A ustralia should do their utmost to dissipate so erroneous an opinion. There would be little satisfaction in elementary teaching j unless teachers went far beyond elementary knowledge— j let “ the inner man be renewed in knowledge day by day.” They would not make worse teachers because they were well read, and possessed well stored and cultivated minds. On the contrary they would have a varied fertility of resource, a fund of illustration, and an “ indefinable and mysterious power ” which would enable them to interest and to influence those whom it was their duty, in the truest sense of the term, to educate. “ In the task of instruction, so lightly assumed, so unworthily esteemed, no

amount of wisdom would be superfluous and lost, and even a child’s elementary teaching would be best conducted, were it possible, by Omniscience itself.” This was a startling bu t none the less tru th fu l statement.

Further, a teacher would not teach any the worse for recognising his responsibility to his country, to the parents of his children, and to the children themselves. The future of the little ones, and therefore of the country, was in his hands. On the faithfulness with which he performed his daily task, 011 the impression which he made on the youthful minds under his care, on the purity and beauty of the example which he placed before the children depended, in an im portant degree, the future of the country in which his lot was cast. This was scarcely sufficiently recognised by many, who, from their position and education, might be expected to know all the elements which tend to form the character and mould the lives of the future men and women of the country, and who, w ithout doubt, had its wellbeing and tine prosperity a t heart. Only, however, when i t was recognised, when a proper valuation was given to a teacher’s work, and as a consequence every effort was made to place him beyond the reach of needless worry, and to lift some of the drudgery which must necessarily be found in his daily life, would the nation have done its part in the moulding of the future generation. In conclusion, they would only truly recognise the importance of their work when they realised the moral element in their labours. A writer has well sa id : “ You will be little, your motives poor, your work technical, the results of your toil trifling, if you are not educators of the conscience.” As they recognised that, would their office be dignified. “ You are to teach your pupils tru th , purity, justice, temperance, kindness, as well as the facts, the laws, the figures, the relation of the physical spheres and the worldly life,” No one would do this better than he who was animated not only by a high sense of duty to mau, but who had a deep conviction th a t he was responsible to a a higher Power, to the Omnipotent, the Omniscient, the Omnipresent.

F rem a n tle T ea ch ers’ L ite ra r y S o c ie ty .The first meeting of the newly formed Fremantle

Teachers’ Literary and Debating Society was held in the Fremantle Boys’ School recently, when a paper in favour of the establishment of Socialism was read by Miss Hawkes. There w-as a large attendance, and Mrs. Jeffreys, Miss Hewetson, and Messrs. Shaw, Young, Molloy, and Ellis took part in the discussion which followed.

Ferth . T ea ch ers’ A sso c ia tio n .A lecture was given in the Central School, James Street,

by Mr. J . Hammill, on “ Manual Training in State Schools.” The lecturer traced the origin of rational educa­tion to Rousseau, and argued tha t no educational progress could be complete without the inclusion of manual work. The scientific principles underlying all object teaching were enumerated. Special reference was made to Germany, whose rapid commercial progress, according to a recent Royal Commission, was due primarily to its excellent system of technical education. Many of the practical problems and issues of the question were referred to. A t

24 THE EDUCATION CIRCULAR. [ S e p t e m b e r , 1898.

tlie close, the lecturer, assisted by Mr. E. S. Bott, gave a practical exposition of M anual teaching.

T H E C U R R IC U L U M .A t the last meeting of the Central Teachers’ Association

the Chief Inspector attended on behalf of the Department : to answer a long list of questions concerning the new ; Curriculum and other matters. An account of the meeting appears elsewhere. Some of the replies th a t m il be useful ; to all teachers are briefly stated hereunder for general information.

In answer to questions, Mr. W alton replied as follows:—

A rith m etic .S t a n d a r d I .—

In counting by intervals of 2, 8, etc., the children will be expected to go as far as 100, as stated a t the head of the requirements for this j

standard. They will also be expected to commence with odd or even numbers.

S t a n d a r d I H . —This standard may be asked questions involving three

operations. The majority of the problems involve 1 or 2 operations, bu t now and again a simple one involving 8 may be set. (See M anual 4, page 103, exercise 130.)

Reduction will be given involving the Tables both of money and weights and measures taught in this and the previous standards.

Standard V.—(a.) Easy fractions may include fractions with the

denominator exceeding 24. F or this year denominators such as 25, 50, etc., may be set. There is little extra difficulty in working a fraction having a denominator of 83, than in one of 23 : tha t is, to a Standard V. child.

(£>.) In this standard problems in the unitary method will not involve fractional remainders.

(c.) Ordinary percentages mean all j>ercentages in common use, and will therefore include others than those specified in the question, i.e., 2£, 2,5, 7 |, and 10. Even in Standard IV. per­centages of 10, 20, 25, 50, and 75 with exact hundreds are specified. In this standard children will be expected to work problems

. involving other numbers than exact hundreds. Ordinary trade discounts will include others besides those mentioned above, such as 12| , 15,17i, etc. I f the children understand the under­lying principles they will find no difficulty in these percentages or in any discount sum set.

(d.) The meaning of “ such decimals in use in common life ” is simply an enlargement of the requirements of Standard IV where ’5, -25, "75, are taught. The children should know the values of such decimals as -4, -6, and '36: thus dealing with tenths and hundredths. (See M anual Enlarging IV .)

S tandard V H .—(a.) The term “ investment of savings” is fully

explained by the words following in tlie same line, namely, “ easy stocks and shares ” and would include the investment of money in the ordinary way of business. Thus—Government Consols, Government Bonds, Bank Shares m ight be set. I t m ight include transference of one stock to another.

(b.) Approximate calculation is defined as the process by which we find simple expressions whose values are nearly equal to a more complicated or strictly accurate one. Simple illustrations to this are as follows :—In the answers to the majority of Arithmetical Problems dealing with money, we find fractions which are obtained by considerable labour, but which, because they cannot be paid, are needlessly accurate.

(i.) In such an answer as =61 10s. l id . i f i the fraction cannot be paid, it is more than t and less than f , but nearer to f than to f, therefore =£1 10s. l l | d . would be a sufficiently accurate answer.

( 2.) Then again, it is impossible to give the exact

value of '9. By extending the decimal -9 to

•99 you get tV+ Tgo' still the value is not accurate. By repeating the 9 you get nearer and nearer to the value of the decimal, which is unity, but you never exactly arrive a t the true value.

Approximation is a term used in mathematics to signify a continual approach to the quantity required, when no process is known for arriving at it exactly. Although by such an approximation the exact value of a quantity cannot be discovered, yet in practice it may be found sufficiently accurate. Approximate calculations will thus deal with fractions, vulgar and decimal, especially recurring decimals, progression, decimalisation of money, weights and measures, percentages, square and cubic root, and arithmetical com- ] dements, which are really contracted method s of adding, subtracting, multiplying, and dividing. The subj ect is exhaustively treated in the arithmetic by Sonnenscheiu and Nisbet, and more shortly in th a t by Charles Smith.

(c.) W ith reference to apparatus necessary for the concrete teaching of arithmetic, much of it can be provided a t exceedingly little cost, bu t with some trouble by the teacher him­self. Indeed, the ingenious teacher will probably invent apparatus for this purpose not contemplated by the regulations. I t is not intended to supply such simple apparatus as the Notation Box; this must be made by the teacher.

S e p t e m b e r , 1 8 9 8 .] THE EDUCATION CIRCULAR. 25

R ead in g .I nfants—

(a.) Reading Sheets should be systematically taught to F irst Class Infants, and the amount of work done submitted to the Inspector. If, in his opinion, this represented a fail- year’s work, he would examine on it. A t least one half of the Reading Sheets can be easily taught in a year, as only short vowel sounds are dealt with. The Department, however, does not require any particular work from Class I. in Reading. Teachers, may, if they like, make their own reading sheets and submit their own lists of words for this class. The Adelaide Reading Sheets are provided, as being among the best of their kind.

(6.) Class II . will use the Victorian Prim er, which is a re-production of the Adelaide Reading Sheets, plus a part of the Adelaide Prim er II., and this latter part deals with long vowel sounds. W hat is termed in the Regulations the Vic­torian Prim er II., will be known in future as the Introductory Reader, or the F irst Book.

G eography.

(a.) In Geography, individual examination will be held, a t any rate, for the p resen t; bu t it is the desire of the Dex^artment to gradually reduce the number of subjects thus tested.

The physical features of a district or country are to be taught before reference is made to what are termed commercial and historical facts, and certainly before mathematical geography is taught. This principle applies throughout the standards.

S t a n d a r d I I I .—(c.) “ Physical.” By the phrase “ Elementary ideas

of the Physical Globe to be given,” is meant tha t the Oceans, Continents, and Chief Climatic Zones have to be studied. The sentence follow­ing in the Regulations is really explanatory of the preceding.

S t a n d a r d IV .—(d.) i s expected to know the chief Capes, etc. I f a

teacher likes to prepare a list of names which he intends to teach, he may do so, remembering th a t what might be a chief cape when studying the Geography of Western Australia might be a minor cape when the whole of Australia is the subject of study. Also th a t when taking local Geography, it is more im portant for a cliild to know the names of places in his own district, and on his own line of railway, than others in distant parts of the Colony. Further, th a t the physical features and products of the district are of first importance. The Inspector would receive such a list and would allow it to guide him in his examination. I t m ust not, however, be understood th a t he would neces­

sarily confine his questions to any list supplied. H e would exercise due discretion. Such a list m ight be submitted to the Inspector a t the Inspection visit, and Ms approval obtained. This would enable him to make any suggestions he m ight think desirable.

W r itin g and S p e llin g .The words given for spelling in Standard I. will not be

confined to words of one syllable. Simple words of two syllables may be given. W ords of one syllable sometimes present much greater orthographical difficulties than those of two or even more syllables. The spelling exercise will be selected from the Reading Books in use in the Standard.

I n f a n t s —

(a.) W riting as a subject for examination will not be required in Classes I. and II . of the Infants, bu t may be taught, preparatory to the work in Class ILL The Regulations do not mean th a t w iiting is not to be taught, only th a t it will not be required a t the examination. All children in Class I I I . wall be examined in writing. As children over six years’ of age have to be transferred to the upper classes after the annual examination, it is important tha t they should have some knowledge of writing. If they are too backward to be promoted, and special permission lias been obtained from the Department, they may be presented in the lower classes where writing is not required. The children in the Babies’ Class have to know the form of the letters, and teachers should use the Drawdng Lesson and Stick-laving exercises for this purpose. W riting in the lower classes m ight be taken, as it will be a useful occupa­tion, but, as already stated it will not be examined as writing. Drawing should precede W riting, and may be made to lead up to it and gradually include it.

(6.) I f Dictation is given out of the School Papers the length of the lines will be taken into account, and the maximum number of lines as specified in the Regulations will not be insisted upon.

M u sic .W hen teaching Singing by note either the Tonic Sol-fa or

the Staff Notation may be used.

D raw in g.Drawing-books are not required. Sheets of drawing-

paper attached to the boards are better than books.

M isce lla n eo u s.By instruction in the ordinary du ties of a citizen is meant

th a t the children are to be taught to respect law and order, to be law abiding, to respect the property of others, both private and public, to live peaceably with all men as far as lies in their power. They should also be taught the duties a citizen owes to the State, to his neighbours, and to his

26 THE EDUCATION CIRCULAR. [ S e p t e m b e r , 1898.

own family. Lessons on the principles of justice and patriotism 'should be included. In the highest classes the children might be taught something of the constitution of Parliam entary Government, and the duty and method of voting. In fact anything tha t -will lead to a comprehension of the rights, duties, and dignity of citizenship may be taught under this Regulation.

W ith reference to Regulations -52 and 53, Teachers classified “ C2 ” cannot, sit- for “ B,” nor those classified “ B2 ” for “ A ” classification.

The “ C l ” teacher cannot, without- the permission of the Minister, sit for “ B ” examination till he has been in tha t class for two years, and the “ B1 ” teacher.cannot take the “ A ” examination till he has been so classified for three years.

“ C 2” and “ B 2 ” teachers cannot take “ B ” and “ A ” examination, respectively, but the M inister may give per­mission in special cases for teachers possessing C l ” and “ B l ” classification to sit for “ B ” and “ A ” classification -without undergoing the probation of two and three years respectively, bu t exceptional circumstances m ust be shown.

As a rule,'a teacher will'have to remain three years in “ C2 ” class before good service can raise him to “ C l,” and the same applies to “ B ” and “ A.”

T E A C H E R S ’ M A N U A L S O F A R IT H M E T IC , N o. 3 .

By Inspector Gamble.P a rt I. contains the work for the infants and Standard

I. The infants have to understand and make calculations w ith the numbers from 1 to 12, which includes pages 1 to 74 of this Manual. The actual work to be done is covered in pages 1 to 69. The appendix, pages 70 to 72, is a description of the apparatus necessary for teaching this subject concretely to the little ones.

The “ Visible Arithmetic-box” is described and the method of making the “ Counting-board ” fully explained.

These pages will amply repay careful perusal. Page 13 has a table for varying questions, and should prove of great benefit to young and inexperienced teachers, assisting them as it- does in using suitable objects when questioning children. Page 74 is a summary of the addition and multiplication tables, with references to the other tables to be learned. I t will be plain, therefore, th a t during the year 70 pages of Arithmetic have to be taught to the infants. There are 4-5 school weeks in the year, and it is therefore important th a t the work should be accomplished in less time than that, leaving ample time for recapitu­lation. I f only two jiages, therefore, were done thoroughly each week, tha t would leave ten weeks for recapitulation of the most- difficult parts of the Manual at the end of the school year.

I t is by some such system, and by carefully teaching the amount, set down in the programme of work weekly, tha t the course can be successfully covered and taught. An Arithmetic lesson should not be given without the Manuals being itsed.

Standard I . (The numbers from 1 to 100).

The introduction, pages 77 to 83, should be carefully studied, especially the paragraphs about “ Completing the Tens in Addition,” “ Complementary Addition,’' “ Carrying in Subtraction,” “ Teaching the Tables," and “ Explanation of Problems.”

The course proper is covered in some 84 pages, and if five pages were taught a fortnight, tha t woidd take 34 weeks, leaving 11 weeks for recapitulation and the working of “ Classified Examjjles” found on pages 172 to 183, and “ Miscellaneous Exercises,” on pages 184 to 192. These miscellaneous exercises are samples of examination tests and should be used as such.

The appendix, pages 193 to 196, dealing with “ WorJcing Problems on Slates ” should be carefully perused, and the scholars should be trained to present all sums worked on slates in a similar way.

I t should be remembered th a t “Mental, Arithmetic” should be taken each lesson, and should, if possible, precede and have a direct bearing upon the slate work to be done.

I t will be noticed th a t “ Weight” and “ Capacity ” treated in this Manual are included in the curriculum for StandardI I . ; also tha t the following parts of the poimd, viz.: 2s. 6d. and 2s. are to be taught in Standard II .

Standard- I I . (The numbers 1 to 1,000).—Teacher’s Manual I I . The work for this standard is contained in Manual P a rt I I . principally, bu t “ weight,” “ capacity,” “ | and Vo pound ” are treated in Part. 1.

This book is divided into four sections, each of which is intended to provide a fair amount of work for one of the quarters of the school year. Here it will be found advantageous to set apart so many pages per week (about four will be sufficient) to be thoroughly taught.

I t will be seen th a t the first- section in this manual is confined almost entirely to the simple ru les^ and the tables already taught in the lower standards are kept before the mind by the use of problems based on them. In Section TI. the scholar is a t first occupied with addition aud subtraction of money, a fair proportion being stated in the form of problems. The dozens rule is treated on page 48, simple areas on page -56, measuring round an area, page 90, and multiplication by factors on page 62. These are intended for and included in the curriculum for Standard I I I .

The th ird section of the M anual opens with a'revision of the rules taught already, and has also problems on the various rules and tables.

I t will be noticed tha t the exercises given have been carefully classified, so th a t the pupils’ attention may be concentrated on one description of work a t a time. W hen the whole course laid down in the curriculum for this standard has been gone through in this thorough way, the class will be ready to work the miscellaneous examples to be found in Section IV., and sums not bearing upon the work set for this standard may be omitted' if the teacher thinks necessary.

The exercises in Mental Arithmetic in this Manual correspond generally to the sums set for slate work, and are placed on the left-hand page opposite to the sums they illustrate. As stated in the introduction to this Manual,

■Se p t e m b e r , 1898.] THE EDUCATION CIRCULAR. 27

“ There are numerous mental examples -which, have no special reference to the slate sums. Such are the questions dealing with the analysis and synthesis of numbers, and the abstract exei-cises in the simple rules, with the easier forms of addition and subtraction of money. Some of these examples may have a rather difficult loot. A t the risk of repetition it may be said here, once more, th a t the sum which is too hard, if taken as a whole, becomes easy enough if it is divided into parts to be dealt with one at a time. The child who hesitates to tell you the difference between 71 and 25 will readily deduct 20 from 71, and he or Ms neighbour will then substract the 5'. There is not a mental question in the M anual beyond the range of an ordinary second standard pupil, if it is thus dealt with.”

The following hin t at the conclusion of the introduction may be found very u sefu l: —

“ In small schools where much time cannot be given to “ one class, there is no reason why the mental exercises “ laid down in this book should not be worked by the “ second and third standards together, probably to the “ advantage of both.”

Standard I I I . (Numbers 1 to 100,000).Eor this standard Manuals I I . and IV . (which in the

new issue may be styled M anual I I I .) are required. All the tables for this standard, with the exception of “ length” are found on pages 14 and 15 of M anual II . “ Length” is to be found on page 12 of Manual IV.

As the curriculum for this standard is not covered by a separate manual, it will be advisable for teachers to take each paragraph of the Regulations separately, and find out which part of each paragraph is treated in M anual I I ., and which part in Manual IV. F irst teach the parts required in Manual II . for this standard, leaving the more difficult parts of the curriculum to be found in M anual IV . for the lat^r periods of the school year.

Eor example the “ mental calculation of prices of dozens” is found on page 48, Manjjal I I . Treatment of “ fractions,” pages 60 and 61, and “ areas” 56 and 57 of the same manual.

Standard IV . (Numbers to millions).W ith the excejition of G-.C.M. and L.C.M. the work for

this standard is covered in Manual IV . This M anual is not yet to hand from South Australia, bu t will be for­warded to the teachers as soon as it arrives.

The plan followed in the previous parts of the Manuals has been adhered to in P a r t IV. There are four sections in this Manual, and therefore a section should be taught each school quarter. The various rules are gradually introduced, frequent repetition is provided for, and mental questions are given side by side with the more difficult exercises for slate work.

Separate books are published for the use of pupils, contain­ing respectively the sums for slate work without the answers. Each child, if possible, should be encouraged to possess one of these. They economise the teacher’s time, as the sums for each lesson have not to be written on the black­board.

They are as follows, and are very cheap :—“ Adelaide Exercises in Arithmetic, Class I .”—price

Id . (Eor Standard I. here.)

A carefully graduated series of simple sums for slate work, indispensable for securing speed and accuracy.

“ Adelaide Exercises in Arithmetic, Class I I .”—price 3d. (For Standard I t . here, and some parts for Standard I I I .)

A complete course of slate work for the c lass; answers in P a r t II . of the Teacher’s Manual.)

“ Adelaide Exercises in Arithmetic, Class I I I .”—price 3d. (Eor Standard IV . here, with parts for Standard I I I . also.)

Answers in P a r t IV . of the Teacher’s Manual.“ The Adelaide Illustrated F irs t Table Book”—price

Id. Illustrates concretely all the tables required up to Standard III ., and should be in the possession of every scholar up to th a t standard.

Teachers will find a large number of sums bearing upon the work set for Standards VI. and V H . in the

“ Adelaide Exercises in Arithmetic, Class V.”—price 6d.

“ Arithmetic for Pupil Teachers ”—price Is. 6d.The latter consists of reprints from the South Australian

Education Lrazette, which appeared at various times from 1885 to 1891. I t will be found very useful to all teachers, especially as the following rules, which are in­cluded in the new programme of Arithmetic, are very fully treated therein, v iz .:—“ Decimalisation of Money,” “ Com­pound Interest by Decimals,” Mensuration of Solids,”“ Square Root and its Application,” “ Notes on Vulgar and Decimal Fractions,” etc.

N o t e .—The Adelaide prices are quoted above, bu t I th ink the booksellers here charge somewhat higher prices.

M U S IC I N O U R SCHOOLS.' (By Mr. Wallace Cl-ubb, B .A.)

In my last paper I drew the attention of teachers to the requirements of the Standard for Division I I . To briefly . recapitulate, they w ere:—

I. The ascending and descending scale in any Key.II . To sing in two or four, pulse measure an exercise

including one pulse and two pulse tones.

The first point deals with Pitch of no tes; the second with then- Time or D uration ; and these two things Pitch and Time are fundamental essentials of all Singing. Of the two, the correct observance of Time is perhaps the more difficult of attainment. Almost all children with whom one has to deal in a school have a fairly good “ musical ear,” and if the teachers work intelligently with them, they will master thoroughly the pitch of the different notes of the scale; but in order to get satisfactory results in Time exercises, the demand upon both children and-teacher is greater; and therefore the teacher should treat this part of his subject carefully and systematically. In the first place he'should bear in mind tha t the word “ T im e” as applied to ordinary school teaching of music embraces a t least two ideas:—(i.) The length of notes, ( 2.) Rhythm, or the regular recurrence of accent; and in teaching this part of his subject the teacher has to use certain “ Time ”

28 THE EDUCATION. CIRCULAR. [ S e p t e m b e r , 1898.

symbols. Ju s t as in teaching Pitch, he used the Modulator —the notation of P itch—so in teaching Time he has to use a notation of Time. This la tter notation m ight be approached in easy gradations th u s :—

Get the children to sing the notes d, r, m, f, s, whilst the teacher beats the time. Five down beats a t a moderate rate -will do. Then get them to sing the notes again, and this time beat quickly and decisively. I f the teacher has the class -well in hand, he will find that, without any caution from him, they will sing the notes more rapidly than at first—-in fact they will follow his beats. Once more repeat the phrase, and this time beat sloioly and distinctly, and again the teacher will find th a t the class adapt their time to the rate of his beats. Then draw the children’s attention to the different rates of speed at which they sang the notes, and ask them why they varied their pace. They will probably tell you because you changed the rate of beating. This is really the first point then—that the teacher’s beat marks the time. Once the children grasp that, they will always “ watch the beat,” which is, after all, the most necessary point in the successful rendering of time exercises. Haviug gained this step we may advance to the next, and show th a t notes may not only differ in the “ rate ” a t which they are sung, bu t also differ in relative duration. A little variation on the exer­cise already given will teach this. Thus, get the children to sing d, r, m, f, s, once more, but this time tell them to give “ d o h ” two beats and the others one. Sing again giving “ doh,” “ me,” “ soli,” tiuo beats each, and the others one. Having mastered this, give an exercise like the following on the blackboard: d 2, r l , m 1, f 2, s2, d* ; the figure above the note signifying the number of beats to be given. W hen exercises of this sort are readily sung by the children the teacher may advance another step and show them that in writing down music it would not be convenient to always write the figure signifying the number of beats over the note, and tha t instead we use certain signs for this purpose. . The chief signs required to be known by the children for the music of this division are the following: “ | ” long bar ; “ i ” short b a r ; “ : ” colon or pulse mark, “ — ” hold mark.

Then the use and explanation of these signs—the nota­tion of Time—should be given. The “ long b a r” and the “ short bar ” are of dual significance. In the first place they divide the music into sections called “ measures ” (i.e., the distance from one long bar to the next) ; and, secondly, they are used as accent m arks—a strong accent always following the long bar, and a weaker accent following the short bar. The “ : ” (pulse mark) is simply a “ beat ” mark, hence its nam e; and the “ — ” (hold mark) is used to extend the duration of a note.

An easy exercise, such as the following, m ight then be given, to test whether this has been learned j d : d j d :— ||. See if the class ( i ) recognises the symbols; (2) can tell th a t each measure (distances from long bar to long bar) contains two pulses, and therefore has two beats ; (3) tha t the two first notes “ doh ” have one beat each, and the th ird “ d o h ” has one beat plus the “ h o ld ” mark for another beat, making two beats altogether. So th a t if we were to use numbers instead of notation signs the exercise would b e ’d*d d2. This la tter method would, however, give us no clue as to the note on which accent was to fall,

V V

whereas the first way of writing ( | d : d j d : — j|) does show us this, since the note after the long bar m ust always be accented.

The following exercises in two pulse measures may be found useful. (The index figure marks the number of b ea ts):—

(O1 1 1 1

( 2. )d : r m : £ S : — d : — r : — 131 : — d : —

(3-)„d : — r : m i t — m : —

(4-)1 1 | 1 1

jd : d ' r : r !d

W hen the children can master these exercises, three pulse measures may be introduced. Before giving some exercises on these, perhaps a word or two on “ how to b e a t’’.may be of service to some teachers.

( 1.) In beating time always take care that your beats are decisive and firm. No class will ever sing well under a teacher who “ saws the air ” in a listless, nerveless fashion with a stick. Choose a short stick (about 18 inches), grasp it firmly, and do not allow your beats to be too sweeping in their range. Above all let them be clearly cut. Listless beating will most certainly pro­duce “ drawling ” singing.

(2.) In “ two pu lse” music e.g. Id : r |m : — |d : — 1| each measure has two beats. Perhaps the simplest way to beat “ two pulse” music is

simply “ down” and “ u p ’’ th us: \}/^j\ The

“ down ” beat always follows the long bar, the “ up ” beat is always on the note immediately before the long bar, thus : j down : up j down : up [I etc.

In such a phrase as the following, then, the children would commence on the “ up ” b e a t:—

'f :-

The following exercises on “ two pulse” measures could be given to the upper standards in two parts, and would be a good test both of “ Pitch ” and “ Time”

(i).d : — ill : f S : — 111: — f : — S : f ill : —

d : — d l i ­ m : — d : — r : — 111 : r d : —

m — r a : — f : — f : — S : f 111 : f S : —

d : — d : — 1* : — r : — m : 1* d : r m : —

d : Hi d : m S : — m : — f : r S : f 111 : —

d : d 1

d : d m : — d : ~ 1* : t 1

t : rI

d : —

(2).

(3)-

The boys could sing one line, and. the girls the other, and teachers who haive really used their modulator skilfully, will find th a t their classes can soon manage these tests. I do not th ink th a t the use of such tests as these can be exaggerated, as they teach the child to sing a t sight, and the children themselves like these little har­monised phrases. They certainly make the singing lesson interesting.

S e p t e m b e b , 1898.] THE EDUCATION CIRCULAR. 29

Coming to “ Three pulse ” m easures: Each, measure will now have three beats—“ down,” “ righ t,” “ u p ;” or “ down,” “ left,” “ u p t h u s :—

Exercises in three-pulse measures :

(l.) I d : 1-: m I f : m : r | m :—: s | s :—:— 1|

( I I . ) I 1 1 1 I m | s : f : m | f 1|

(ill.) j s :—: f I m :—: m | r : d : r | m :—:— | f : f | m :— : m | l - : d : t | d :— 1|

( IV .) in I S : — : m I 1-: m : f I i n :— :— 1|

In the last exercise it will be observed th a t the children start on a note immediately preceding the long bar, and therefore the note is sung on the “ up ” beat.

Of course, I am aware th a t these exercises are really in advance of the requirements of the standard, which re­quires in these exercises only “ Time,” without “ Pitch;” Teachers will, however, find the children far more interested

• in singing simple melodic phrases like the above (which any teacher should be able to write) than in singing exercises on merely the same sound, such as “ doh ” or “ lah.” Teachers who prefer to stick merely to the standard, however, could substitute “ doll” in the above exercises for the notes I have used.

In both two and three pulse measures there is only one bar (the long), and, therefore, only one accent, viz., on the down beat. W hen we come to four pulse measures we meet the short bar, which really divides the measure into two parts, thus : | down : le f t- r ig h t: up |

There will now be four beats to each measure, th u s : —

V

t >

“ down,” “ left,” “ right,” “ up ” ; and tivo accents ; a strong accent on the down beat, and a less-pronounced one after the short bar on the th ird beat.

4 . P u l s e e x e r c i s e s :

(1 ) | m : i n I 1' : m I d : l- I 111 : — II

(2 ) | d : — | r : — | m : f | s : - | d : - - 1 - : - II

( 8) | d : — | d : r | m : — | r : — | f : m i r : r | d : |

( 4) m | s : —■ | S : — | 1 : — | 1 = — 1 s : f J i n : f [ s : — | —

( 5) 1 m : — I m : — | l- : — | r : • | d : — | r : — | m :

— : - | f : - | m : — | | d : - |

r : d | m : r | d : - | t : - 1

In conclusion I would strongly recommend that- mere “ Song teaching ” be subordinated to these “ Time ” and “ Pitch ” exercises. These exercises, no m atter how simple the melody, can be made very interesting, especially if the teacher can harmonise them. From an utilitarian point of view they are far superior to the mere singing of songs, for by diligent work with these time and pitch exercises, we teach the children to sing music a t sight and thus give them knowledge which can always be turned to good account even after their school careers have ended.

D E C IM A L IS IN G M O T E T A T S IG H T .

(By Mr. J. HammiU, Highgate School.)

The new Schedule of Instruction for Standard V I. con­tains the following words :—“ In connection with decimals the process of decimalising money at sight should be taught.”

I .— To C o n v e b t a S u m o f M o n e t i n t o t h e D e c i m a l o p £ 1 .

a. 2s. (a florin) = ^ of £ = £'1.Any number of florins may be expressed as tenths of

<£1 in the same way.E x a m p l e s .—

10s. = 5 florins = £■5.18s. = 9 florins = ,£'9, and so on.

B ut Is. = half a florin Is. = f of £-1 = £-05.E x a m p l e s .—

13s. = 6 florins + Is. = £'65.9s. = -i florins + Is. = JE'45, and so on.

Again, 6d. equals half a shilling . \ 6d. = I of £ '05 = £•025.

- E x a m p l e s .—

15s. (jd. = 7 florins + Is. + 6d. = £ ’7 4'0o + ,£-025 = £ '7 7 5

3s. 6d. = 1 florin + Is. + 6d. = jS’1 +JH )5 + ,£'025 = £■175

From this we may deduce three rules.

( i .) The first decimal place equals the number of florins.

( 2.) The additional shilling is expressed by placing5 in the second decimal place.

(3.) An additional sixpence requires 25 in the second and th ird decimal places.

Before proceeding to the next step plenty of exercises m ust be given in order th a t the pupils may thoroughly grasp th is the first step irf the process.

(&.) We have now to consider any sum of money th a t does not contain an exact number of six­pences—e.g., 13s. 7fd. Applying what has been learned in the first step, we can see tha t 13s. 6d. = £•675, so we may confine our • attention to the remaining l jd .

A farthing = of £1.

30 THE EDUCATION CIRCULAR. [ S e p t e m b e r , 1898.

Now, if we call a farthing -50V0 or dfi'001, the difference is so inconsiderable th a t if an approximation only is required, whatever difference exists may he dis­regarded. Therefore, since 1 farthing = J2-001, l^d ., or 5 farthings = .£'005, and 13s. 7jd. = J2‘675 + ,£'005, or £•68 (nearly).

From this we can deduce the rule.

(4.) For each remaining farthing write ’001. B ut we notice th a t '001, or xoVo, ^ le assumed equivalent of a farthing, is not quite so great as the actual value of one fa rth in g ; and though this slight discrepancy does not make itself felt if restricted to a single farthing, if the error he repeated a sufficient number of times it will soon seriously affect the accuracy of om- calculation. Hence, i t new devolves upon us to consider this anomaly:—6d., or 24 farthings = £'025 .'. 1 farthing = ,£'025 + 24 = £■001 + ^ of -001.

This is an important step, and shows th a t if the opera­tion be repeated 24 times the error may be expressed in money, viz., a fa rth ing /

I t is obvious, then, th a t for every 24 farthings in our sum we will have one too little in the result, and to rectify this we m ust add one.

E x a m p l e . — Decimalise, 9 s . IOJcT.

9s. '45.lOJd. = 4 1 farthings = £ , '041.

By addition 9s. lOJd. = ,£ -491.

B ut 41 farthings exceeds 24, so to arrive at a more correct result one m ust be added.

H ence 9s. 10|-d,=;B'492.Rules. — ( 1) Decimalise the shillings.

(2) 'Write each remaining farthing as J'OOl adding one thousandth, if the number of farthings exceeds or equals 24.

Give numerous exercises to fix the steps on the mind of the pupils.

(c.) I f the children are allowed to test the result of the last example on then- slates they will still see see that the answer is not yet absolutely correct,

. and we will now proceed to complete the process. The. error lies in the fact th a t we have not yet taken into account the exact amount of the difference between =£5̂ , the actual equivalent of a farthing, and S tstts the assumed one. '

Let us now consider this discrepancy.

1 farthing = 5̂ of i 21of £ 1 = ^8-001 -j- of jE-001

I t will thus be seen th a t for every farthing in an example we m ust take ,£"001 + ^ or (to make i t more simple) -jL of | of £ -001.

iiet us apply this to an exam ple: Decimalise 13s. 7Jd.12s. = -6

Is. = '05(id. = '025lid . = '005 + of '005 '

B y addition 13s. 7}d. = J'GSO +■ * of '005lid . — '005 4 - TV of i of '005

= -005 4 - ^ of '0025 = '005 - f '00020S3 = -0052083

Therefore 13s. 7-Jd. = '6S020S3

A t first sight this may appear to be very tedious and calculated to bewilder children, but it m ust be remembered th a t the longest argument is, after all, but a series of steps, and a little practice will reduce to a very simple ojjeration w hat has for the sake of clearness been set out a t such length.

I I .—R e c o n v e r s io n in t o M o-n e t .

Since £ '001 is less than a farthing it is obvious th a t only three places of decimals can be used to express- money; hence we may discard all beyond this. W e already know—

( 1) The first decimal place expresses florins.( 2) Five (5) in the second place will give a shilling.(3) The remaining figures in the second and th ird

places will denote farthings.(4) I f the number of farthings exceeds 24 a dis­

crepancy vrill occur.

However in this case we do not add a farthing, bu t wg shall have to deduct one.

The reason for this will easily be seen if we aj)ply the reasoning in step (c.)

..Example.—W hat sum of money is equal to '7S9 of £1.-7 = 14s.

'05 = Is.•039-1 = 9id.

By addition '7S9- = 15s. 94d.Proof 15s. 9Jd. = '75 + '025 + '014 4- -0005S3

■ -7895S3

Teachers are referred to Sonnenschein and N esbitt’s “ Science and A rt of Arithmetic,” P a rt II I ., Chapter V II.

A P P A R A T U S F O R A R IT H M E T IC .THE CIKCLE.

(By Mr. G. K. James, Headmaster Bayswater School.)

Standard V. has to learn th a t the circumference of a circle is 3 f-tim es the diameter, aud that the area of a circle is 3-1- the square on the radius. These facts are to be demonstrated experimentally as far as possible.

Of course the results are not really correct, bu t the error in practical work is very small. The following illustra­tions have been proved effective:—

I. The circumference = 3j- the diameter (or D x 3f).

S e p t e m b e r , 1898.] THE EDUCATION CIRCULAR. 31

Cut out a circle iu cardboard before the class. I f the radius is 3 | inches (i.e., diameter 7 inches) a piece of tape stretched round the circumference m il measure 22 inches, nearly, or 8-f times the diameter.

I I . The area of a circle = 3-f times the square on the radius (or R- x 3 i).

(a.) Draw the following figure on the blackboard :—

— ----------

\7 ../-..../ .......

I/

/

^ ^ 14in.

The area of the large square — 14 x 14 = 196 square inches.

‘’The area of the shaded square — 7 x 7 = 49 square inches. The shaded square is the square on the radius. Impress this fact. In the containing square there are four of these smaller squares. In the circle there are less than four squares, as a piece is lost in each corner. There are, i t has been jjroved by mathematicians, 34 of these squares in the area of the circle, hence the rule.

(&.) Divide the circumference of a circle in cardboard into twelve equal parts by measuring off the radius six tiineg, and bisecting each of the six arcs. Join these twelve points by straight lines to the centre, and cut out the twelve triangles thus formed. Arrange eleven of these side by side, ajsex to base, subdivide the twelfth into two equal triangles, placing one a t each end.

W e now have what is, roughly speaking, a rectangle, the length of which is half the circumference of the circle, and the height the radius. M ultiply these together.

Let R mean rad iu s; D diameter ; and C circumference.C

Then half the circumference is

From the last experiment we learn that, the area of a n

circle is x R. But C — D x 3 i or 2 R x 3 |. HenceC ~2 R x 3 | x R. , , ; y x E = ------^---- ---------- Tins worked out as ordinaryvulgar fractions gives R 2 x 3 i. Now refer to the illus­tration, and show th a t the area of a circle is 34- times the square on the radius.

For a fuller treatment of this subject, see Mr. Hartley’s “ Arithmetic for Pupil Teachers.”

N o t e .—The word score use.d in last m onth’s paper on the Notation Box should have been explained as “ cut nearly through,” not cut. through.

SCHOOL E N T E R T A IN M E N T S .Very successful concerts have been given this m onth in

the Belmont, Bonnievale, and Denmark Mill Schools.

B e l m o n t - S c h o o l — Mr. W. R. Dalrymple, head teacher.

Receijrts:—Sale of tickets, ,£14 11s.; donations, £ 2 18s. 6d . ; bus fares, 9s. 6d .; money at door, £ 2 11s. 9 d .; total, ,£20 10s. 9d.

Expenditure:—Hire of bus, chairs, flags, and crockery (including breakages), £ 4 19s. 6d . ; advertising, etc., 17s. 6cl; Total, £ 5 17s. Balance in hand, £14 13s. 9d.j part to be devoted to Prize Fuud.

B o n n ie v a l e S c h o o l . — Miss Alice Mason, head teacher.

Gross Receipts about £15. Statement to be for­warded after purchase of prizes.

D e n m a r k M i l l S c h o o l .—Mr. Geo. E. Jones, head teacher.

N et Receipts, £ 8 18s. 9d. Statement will be for­warded when prizes purchased.

C O O L G A R B IE M I N I N G AN33 IN D U S T R IA L E X H IB IT IO N .

- The Commissioners of the Coolgardie Exhibition are proposing to set apart space for Education exhibits from the Public Schools of the Colony. I t has not been decided w hat these shall comprise. The Commissioners intend to award Certificates of Merit to the schools making the best exhibit. ' Individual exhibitors (children) will also receive these Certificates where deserved.

STOCK N O T E S.

Macmillan’s Australian series of “ Readers” has, owing to some difficulty with the publishers, been rejected. Another series has been cabled for. Their arrival will be an­nounced in the Circular. There are no Gardiner’s Histories (P art I .) and Agricultural Text Books (P a rt I .) a t present in stock, bu t orders have been forwarded for a new supply. The new School Paper for Standards VI. and V II. will be issued in October to those schools tha t applied in sufficient time. A small supply of Curwen’s Im perial Action Books (Parts I. and I I .) is available. The material for Brush-drawing and some Kindergarten apparatus is expected daily. Stocking web is to hand a t last, and a small number of Drawing Boards are ready for issue. Maps of W estern Australia can be had on applica­tion.

The August, number of the “ Practical Teacher ” will be of the greatest use to Teachers, as it gives very full information on Kindergarten, Brush-drawing, and In fan t School work. The year of this excellent periodical begins with Ju ly number, and Teachers are strongly advised to obtain it.

32 THE EDUCATION CIRCULAR. [ S e p t e m b e r , 1898.

P U P I L T E A C H E R S ’ E X A M IN A T IO N .

This examination will be held, as usual, in the month of December. The certificates of attendance, etc., required by Section. 2, Appendix EL, m ust reach the H ead Office by the 30th November. Before the same date each female Pupil Teacher m ust forward one or more garments worked by her during the preceding 12 months. The name of the Pupil Teacher, her class, and the school m ust be firmly attached, and some responsible person m ust certify th a t the

garments are the unaided work of the Pupil Teacher con­cerned. Several local centres will be arranged. The names of candidates for appointment as Pupil Teachers must be forwarded to the Departm ent before the 7th November. Date of b irth m ust be stated.

I t is hoped th a t a Training College may be established in the near future. Some of the present P upil Teachers will have an opportunity of entering as students.

B y Authority: A. Ctjktis, Acting Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 6.] O CTO BER, 1898. [Vol. I.

P A Y M E N T O P S A L A R IE S .A few details were omitted last month from the in­

struction concerning the new salary sheets. In the first place these sheets must be submitted in duplicate. To permit of the deduction of fees, fee returns m ust in future be made up to the last Friday before the 24th of the month. The return can then be forwarded with the salary sheet. The cleaning allowance is not to be deducted from the fees, but to be shown on the salary sheet. In those schools where, under Regulation 141, a special arrangement exists for cleaning, an authority .from the cleaner is necessary to allow the Head Teacher to receive and to sign for the monthly allowance. Any payments for Bonuses will be added in the Department.

P R IZ E S .As the year is drawing to a close it may be stated again

th a t no general supply of prizes will be made by the Department as in the, past. To quote Circular 98/1, issued on 8th January, 1898, children attending punctually and regularly every half-day during which the schools are opened throughout the year will be presented with a book and a special medal. By the year mentioned is meant the school year or the year ending with the month previous to the examination of each school. A book, but not a medal, will be given to those who have been late or absent on only 15 half-days. . In schools where the year is already com­pleted, teachers should forward the names of those they recommend to receive these special prizes. The recom­mendations m ust state the number of half-days the school was opened, the name in full, the age, and standard of the child, and the number of attendances made. A fter the 20th of November recommendations will not be entertained, except for schools examined in November and December. In these cases, and in future generally, the recommenda­tions m ust accompany the registers when sent in to be checked under Regulation 106.

R E L IG IO U S IN S T R U C T IO N .I t has been brought under the notice of the Department

various ways in which the Teachers are breaking the laws with regard to Special Religious Instruction. ' The Sections of the Act which govern this are 18 and 19, which are as follows:—

“ 18. In every Government School a portion of each day, not exceeding half-an-hour, may be set apart when the children of any one religious persuasion may

be instructed by clergymen or other religious teachers of such persuasion, subject to the conditions follow­ing :—

(i.) The children receiving such religious instruc­tion shall be separated from the other children of the school.

(2.) The time during which such religious instruction is given shall be fixed by the D istrict Board of Education in consultation with the Head Teacher of such school, subject, however, to the approval of the Minister.

(3 .) W here two or more clergymen or other re­ligious teachers of different persuasions desire to give religious instruction a t any Govern­m ent School, the children of each such different persuasion shall be so instructed on different days.

( 4 .) The religious instruction to be so given shall, in every case, be the religious instruction authorised by the Church to which the clergymen or other religious teacher belongs.

“ 19. I f the clergymen or religious teacher does not attend during any portion of the period agreed to be set apart for religious instruction in a Government School, such period shall be devoted to the ordinary secular instruction in such school.”

Regarding sub-section 3, the Minister has held tha t tliis only applies to small schools; bu t where two different classrooms can be provided, the different denominations can teach on the same day, as the intention of the Act was merely to prevent two teachers being in the same room. Of course, no children m ust be allowed to attend the religious instruction of any teacher unless belonging to the denomination which th a t teacher represents. The heads of the denominations may delegate their powers to any individual under the Act, but unless the teacher is either a minister or an accredited delegate of a denomi­nation, he cannot teach, and, of course, he can only teach the children of tha t denomination. No children of other denominations can be sent in to the religious teacher without contravention of the Act. The denomination - assigned to the children under Regulation 96, and w ritten in the registers, will be the teacher’s guide as to what classes to assign to any special religious instructor. Should a parent send a w ritten notice to the teacher th a t he wishes his child to attend the instruction given by

34 THE EDUCATION CIRCULAR. [Octobee, 1898.

some individual not of tlie denomination placed against their names in tlie register, it may be assumed th a t the parent wishes to change the denomination of the child, and it may be allowed to attend the class; but -without this written request from tbe parent no teacher is a t liberty to allow any child to attend a class of any religious instructor unless it is of the denomination of -which the instructor is representative.

Regulation 146 prescribes, further, th a t children may be removed from special teaching by their parents, ju st as Regulation 145 gives all parents a chance to -withdraw their children from the general religious instruction.

The Department attaches great importance to the general religious instruction in the schools, and hopes th a t

"teachers -will m ate special efforts to make this part of the curriculum of the greatest possible use to the children.

Not only is the Bible the greatest literary and historical book in the English language, bu t it contains the highest ethical code and the noblest pattern life th a t this world has ever seen.

C O M P U L S IO N R E T U R N S .The Head Teachers of all schools in districts where

there is no Resident Compulsory Officer are reminded th a t the Returns m ust be forwarded direct to the Department. In the following Districts the police will now carry on the w ork:—MurrayIrwinWaginMooraCossackYalgooVasseBeverleyW illiams ..Carnarvon ...C u e ..............Nannine Jarrahdale ..

Corpl. Loveday P.O. W isbey P.O. Buttle P.C. Street Sergt. McCarthy P.C. Fox Corpl. Buck Corpl. Crockett P.C. Deliar Sergt. Wood Sergt. McIntyre Corpl. Tyler P.C. Edmondson

Toodyay Broome H ill Karridale ... Sharks Bay... Day Dawn ... Esperance ... Gingin G reenough... Kojonup Bridgetown Roebourne ... Mt. Magnet Norseman ...

Sergt. Patten P.C. W hiteside P.C. Carroll P.C. Baker P.C. Walker Sergt. McAtee N ot yet appointed P.C. Lucas P.C. Kavanagh Corpl. Meares Sergt. McCarthy Corpl. Pilkington Sergt. Lappin

Returns, however, m ust for the present be forwarded to the Department.

I t is particularly requested th a t Teachers should note in the “ Remarks Column ” if the child lives beyond the com­pulsory radius. This is one and a half miles for children between the ages of 6 and 9; three miles for children between the ages of 9 and 14.

Form E should include the names of all children who have left during the week, with the reason of their leaving. Those children who have entered the school during the week should also appear, with the name of the school previously attended.

C O N TA G IO U S O R IN F E C T IO U S D IS E A S E S .Teachers sometimes ask about excluding children from

school where the families have any contagious or infectious diseases. Teachers have, of course, the power to so exclude temporarily under Regulation 98, while obtaining permission from the Department. I t is obvious, however, th a t the form of the contagious or infectious disease m ust

materially modify the teacher’s action. I t is also desirable for the teacher to ascertain what the local feeling is on the matter. In some cases parents will probably make no objection to the children from families where there has been or is a case of measles attending school, bu t in other cases there may be a strong objection from the parents of healthy families, and the children would be withdrawn. I t is a m atter on which teachers should consult the District Boards or their delegate, and having obtained, as far as possible, their opinion and the opinions of the parents, should communicate with the Department, or act a t once, as necessity may direct.

O BJEC T L E S S O N S .

Some teachers still seem quite unable to understand the meaning of Object Lessons. They seem very unwilling to let the children observe the objects for themselves, and express their own conception of them. In a school the other day, after some little conversation, the teacher pro­posed an Object Lesson on a tree. He sent out and brought in a very excellent small bush which would do well to illustrate. H e then proceeded to give the children full information about i t ; to inform them, for example, th a t this part was the root, this part represented the leaf, etc. The children themselves could have told him this, and it was for th a t reason th a t the object was wanted'. He should have drawn from them the amount of know­ledge they had, in their own words, and made them speak out their own ideas on the subject. I f possible, the children themselves should have handled the object.

An even more curious case occurred the other day in a School where the teacher taught an Object Lesson on the Dandelion from a book. As in the previous case, after conversation with the Inspector as to the necessity of having an object, the teacher sent out a child for a Dandelion. The child came back with a specimen of the common Cape Weed, which grows in this Colony, bu t which, of course, is not the Dandelion. ; The teacher obtained from the children the information she had pre­viously given them from the book; th a t the flower was a dark yellow ; th a t i t had a hollow stem from which milk oozed when i t was broken ; th a t Dandelion came from the Erench “ dent de lion ” ; th a t the root was shaped like a ca rro t; that, after the flower, there was a little ball of fluff which children blew off to see the time. These state­ments, which had been taken from the book, were, in many instances, entirely incorrect. The Cape Weed has a root as much unlike a carrot as possible, as it is quite fibrous. The flower is a pale and not a dark yellow, and does not form itself into a ball of fluff, nor is the stem hollow with milk issuing when you break it. I f a teacher gives such lessons to the children from a book only, the training of their observation is not encouraged. Teachers are urged to get the simplest and most commonplace objects for the younger children to touch and tu rn them about and look a t them carefully, and. then state what they see. The teacher can guide them in this, and can then proceed to give information on the things th a t the child could not see ; bu t until something of this kind is done, the in ­tentions of the Department will not be carried out.

■Oc t o b e r , 1 8 9 8 .] THE EDUCATION CIRCULAB. 35

M A P DRAW ING -.

In the present Curriculum under Geography the im­portance of the Map is urged from the lowest In fan ts’ Class to the highest standard. Of the Infants nothing is •expected but the first notions of a map, and, by deliberate steps, this knowledge is developed through the standards until, in Standard PEL, a physical map of W estern Aus­tra lia has to be drawn on slates. Then, in Standard IV., memory maps of Australia and New Zealand are required, and so on through the upper standards. In view of the importance of these maps the Department has in stock a series of memory maps which will be found most useful aids to Map Drawing. These maps are available for issue to the children a t the small cost of one half-penny. The present .supply consists of the following : —

Africa Ireland New ZealandAsia Scotland ChinaEurope Brit. N. America Ita lySouth America Canada FranceAustralia India SpainEngland Cape Colony United States.

Some excellent hints in this branch of Geography appeared recently in the “ Practical Teacher,” which we cannot do better than, in part, rep ea t:—

Map Drawing is an essential branch, of Geography, without which the subject becomes a mere burden to the memoi-y by the accumulation of isolated facts without sequence or connection. W hile History is aided by chronology, English by the deductive •application of a lim ited number of rules, the names and terms in Geography have generally no m utual dependence except what is derived from the position of names and places in a map.

The use of an atlas crowded with names, which, are never required, leads to a very hazy mental impression of the country as a whole and the position of places in particular; and this haziness of ideas is the worst fau lt of tlie majority of answers to questions in Geography.

In preparing the Geography of a state which is new to the student, the first th ing to do is to draw a good outline, and then, as the various sections are taken, those names only should be inserted which are to be remembered. In th is way the mind is not confused w ith unnecessary detail. I t may be taken as Generally true that the Geography of any country is not known unless a fa ir ly . correct memory map of i t can be quickly and

. easily reproduced.

The following are the chief points to which attention should be given in drawing a map :—

(i.) Framework.—A proper framework, with lines of latitude and longitude, m ust be drawn. The lines on the accompanying maps are arranged so that their position may be remembered w ith little effort. A scale of m iles should be added, this being readily found from the distance between the lines of latitude, if it be remembered that a degree of latitude is roughly 70 miles.

(2 .) Outline.—This m ust be correct in general form, and set in with a bold black line, avoiding extreme regularity on the one hand and excessive indentation on the other. The general shape should be obtained by fixing the points where the outline" crosses the lines of latitude and longitude before commencing to dra<v.

(3 .) The Rivers should increase in thickness from source.to mouth, and should be neither too straight nor too winding, and their tributaries should flow into them in a natural direction.

(4 .) Towns should be marked by a dot in their correct position.

(5 .) Printing m ust be, as far as possible, horizontal. Jfothing gives a map a more untidy appearance than the names radiating in all directions like the spokes of a wheel. The style of printing should be for capitals, plain block, i.e.—

A B C D E F G H 1 J K L M N O P QR S T U V W X Y Z .

There is no tim e nor useful purpose served in attem pting -Reman capitals. The small letters m ust be-regular and plain, and there should be no variation: that is, the same letter should always be the same shape. The following w ill serve as a m odel:—

a b c d e f g h i j k l m n o p q r s t u v w x y z.

A fine pen should be used, but there should be no attem pt at very small pr in ting; clear bold names are required. The names should be fairly distributed over the map without undue crowding.

(6 .) Boundaries between countries should be marked by chain dot ; between divisions by simple d o t s ................

(7.) Finish.— If tim e permits, the outline should be shaded seaward by a little blue lead in horizontal strokes everywhere. The shading should not extend beyond half an inch from the coast, and m ust not be put on too heavily. The lakes should also be shaded in blue. A thin red line may be run round the inside of-the country. A fairly thick black line should be ruled all round the map, a t a sufficient distance to allow of the numbers to the lines being inserted; these numbers must not be omitted. The map should be finished in about half an hour.

C O M P O SIT IO N .A few words on Composition, which comes under the

head of writing, will not be out of place. This subject has rightly been described as the “ best test of a school.” Surely this is true. I f the education of the children does not lead them to express their thoughts clearly, little has been done for their real education. Of course if the sub­ject is commenced only in the fifth standard there is little hope of any good permanent work beiug done. Very low down in the school the children should be taught simple exercises in composition by means of grammar (and we would add, oral composition work as in Requlations.— Editor).

N ot long ago an Inspector found an assistant teacher endeavouring, in the course of one short lesson, to read and explain the theme or story for composition, to get the children to do the written exercise and make the correc­tions. This kind of work is attem pting au impossibility. A teacher can be profitably employed in taking up half-an- hour or forty minutes for correction alone; and in the early stages of teaching composition, the whole time should be spent in building up the theme or story on the black­board. I t will be found doubly advantageous if the children are called upon, a t the next lesson in composition, to reproduce the subject previously treated in this way.— The Practical Teacher.

3 6 THE EDUCATION CIRCULAR. [ O c t o b e r , 1898-

A G R O N O M Y .(By Mr. T. <?. Halbert, Mechering School.)

To take up tlie subject of Agronomy with any amount of success involves a good deal of extra work on the part of tlie teaclier, bu t the pleasure derived from having a few nice garden plots amply compensates for the labour. Though the greatest drawback to success in outlying districts is the shortness of the water supply, there are always a few months in the year when gardening can be carried on without much watering. My experience of the work may serve as hints to other teachers,‘and I give the following outline of the work done by my scholars :— .

I selected a suitable portion (about i acre) in the corner of the school ground. Being heavily timbered, the clear­ing was rather laborious. Then came the fencing. Posts had to be erected on two sides, the other two being formed by the school yard fence. Netting was pu t up all round, and a large gate made, through which manure, etc., might be carted. I sketched on paper what I thought would be a suitable arrangement of flower beds, and had them dug accordingly. I t is better, I find, to have the flower beds divided into a good number of plots, so as to allow a plot for each child. By this method they take more interest, and vie with each other to have the best plot. I t is an improvement to have nice borders round the plots. I happen to be able to obtain white stone, which looks w ell; bu t in different districts different borders will suggest themselves. As it was difficult to obtain many cuttings, etc., I was obliged to plant seed. Some o f ,th e seeds were planted in the beds, and others in nursery plots, to be afterwards transplanted. The la tter course I found the better, as the small plants were apt to be dug up when working the beds. Small beds have been made round the verandah of the house and planted with creepers.

The most useful portion of the work is the experi­mental beds. These are about 4 feet wide and 18 feet long, with paths between each. I first planted seeds of different kinds of cabbage, lettuce, etc., for transplanting purposes, and then other beds were planted with as great a variety as could be obtained, including different kinds of wheat. W ith the vegetables two kinds of manure are used, and small portions of the beds are left unmanured.

Plans are kept of each bed showing with what they are , planted, how they are manured, also date of planting. To

this- is added a weekly record of work done and experi­ments made. The children from the Third Standard up have small books of their own h i which they keep similar records. A t the end of each month the children are taken into the garden and notes made on the results of the different experiments.

The buying of seeds and flowers naturally involves some expense, but, if possible, the garden should be made to pay for itself by the sale of the vegetables. The greatest ex­pense falls in the first year. After that, plants can be kept for seed. W here water is available, seeds such as cabbage, cauliflower, etc., could be sown early, and the young plants would find a ready sale. The one hour allowed each week for Agronomy is hardly sufficient, but

the children, being interested in the subject, make up for this in their playtime. The fencing and digging is o f course laborious, but, when th a t is done, there is no diffi­culty in getting the children to attend to their gardens.

The following are the contents of the experimental bed s:—Varieties of cabbage, cauliflower, turnip, lettuce,, peas, radish, onions, carrots, parsnips, parsley, thyme, eschalots, tomatoes, melons.

I t is unwise to cultivate too much ground where there are not a good number of children, as the plants require a great deal of attention, and the children are apt to lose interest when too much extra work is required. Only very small portions should be used for non-productive experi­ments, such as planting without manure, etc.

In conclusion I might say th a t I find the subject of Agronomy a pleasing break in the routine of school work, and it m ust be so to the children, as well as cultivating a taste and giving experience in th a t which is so sadly neglected in the homes of the people of this Colony, both in the town and the country.

Mr. A. Hatfield, of Sawyers’ Valley, suggests th a t com­petition between schools should be arranged. He has prepared a plot of ground, 64ft. x 35ft., for a flower and vegetable garden. To enclose this, an excellent supply of fencing, pickets, etc., has been kindly presented by the Mill Company. The ground is being marked ofiE in geometrical plots—rectangles, triangles, etc.—with a large circular plot in the centre for flowers. Boards driven into the ground edgeways and painted white on the top edge or surface will mark the borders and preserve the tine form of the geometrical figures. As white quartz is plentiful in the locality, white gravel pathways will be made. A scheme of instruction is now being formulated.

D E C IM A L IS IN G M O N E T A T S IG H T ,By Mr. Oswald F. Derrick, Perth Boys’ School.

With reference to Mr. Hammill’s notes on Decimalising Money, which appeared in the Circular-for, September, I may add th a t very easy rules for this process are set out in “ Howard’s A rt of Reckoning.” The reasons for these rules can easily be understood. To find the answer to three places of decimals, write half the number of shillings on the right of the point, and annex, in the second and th ird places, four times the number of pence, plus 1 for each sixpence.

Thus : £12 14s. 6d. = =612-725 ;because 14s. = -7, and 6 x 4 + 1 = 25.

Again : .£12 16s. 7 |d . = <£12-831;because 16s. = -S, and 7-Jd. x 4 + 1 = 31.

A fter the decimal is found to three places, it may be extended by annexing £ of the number of pence over' six­pence, or -| of all the pence if less than sixpence.

Thus : to reduce =£8 3s. 3fd., [you take i of 3s., which becomes -15

3Jd. x 4 „ -015and -J- of 3 f d. „ -000625

. • . £ 3 3s. 3}d. = £3-165625

O c t o b e b , 1 8 9 8 .] THE EDUCATION CIRCULAR. 37

Again : to reduce £ 4 8s. 9 |d .,you take -A of 8s., which, becomes '4

9Jd. x 4 +■ 1 '03894 - 6 3-25

and — r.— or —p— „ ’0005416 b 6

. • . £ 4 8s. 9}d. = J54'4385416

T E A C H E R S ’ A S S O C IA T IO N S .The Honorary Secretary of the Eastern Goldfields

Teachers’ Association, Mr. R. J . Kenafick, reports tha t the usual monthly meeting of the Association was held a t Coolgardie Public School on Saturday, September 24th, when there was a goodly muster of teachers present. I t was decided to ask the Chief Inspector, Mr. J . P. W alton, to deliver a lecture on the new Regulations a t an early date.

The question of affiliating with the W.A. Teachers’ Association -was postponed till the nest meeting, pending further negotiations -with th a t Association.

Mr. Clayton gave a lesson on “ Gold.” The lesson was indeed a highly elaborate one, as no pains were spared in procuring or making models of the most improved type in gold-saving appliances. The models were worked in the presence of the class, and evoked the greatest interest.

The nest meeting will be held at ITalgoorlie, when Miss McBean will read a paper on the Phonic System. A lesson will also be given in illustration of the principles advocated.

A lb a n y T each ers’ A sso c ia tio n .A meeting of the above Association was held in the

school on October 15th. After the conclusion of the ordinary business, Mr. J. T. Sadler, B.A., gave a lecture on Geometric Drawing. Drawing, he said, was valuable chiefly for three th ings: to train the h a n d ; to train the eye; and to train the mind. The hand felt stiff and awkward at first, but by patient practice dexterity would be attained. The eye required a great amount of training. I t did not take in the beauties of nature at. first sight, and never perceived nature’s grandeur fully until trained. The mind was delighted, strengthened, and instructed a t the same time, and new beauties and new problems arose every minute to a trained eye, even in moments of relaxation.

Geometric Drawing was useful to carpenters, builders, masons, architects, engineers, machinists, and others. Every board was ruled, every mortise sketched, every stone squared, and every line and angle of the architect and engineer drawn by the rules of geometry. Every child, he thought, should really have a good book, one with tissue paper between each leaf, to keep the drawing clean; a long pencil, to be retained by the teacher; a piece of very soft rubber, velvet rubber or bottle rubber in preference to those of the ink eraser kind, as the.soft rubber, would not destroy the paper; and a good compass, which was much better than a cheap one.

Mr. Sadler’s hints on the Class Teaching of the subject may be summed up briefly :—W rite problem on the board, explain it, draw' the figure, the children watching carefully,

and then themselves drawing it, large, neat, and lightly, while the teacher passes round the class seeing th a t all are drawing- carefully, th a t all construction lines are left in, and no lines drawn except with instruments.

Some of the work of each standard was demonstrated on the board, and a hearty vote of thanks brought a successful meeting to a close.

R E T U R N S .There are a number of Free Scholar Returns outstanding

for September quarter. Every school is required to furnish one of these, even though there may be no free sch >lars upon the register. Forms will be sent to all schools .shortly upon which the Age Return and Religious Instruction Return must be prepared at the closing of the schools in December.

Teachers who are without the forms th a t will be necessary to prepare their free stock returns a t the close of the year should apply a t once for a supply of them. I t is to be hoped that more care will be shown in the preparation of these returns. In the last half year the returns from only 56 schools were correct. One frequent cause of difficulty is tha t stock is removed from the school list without written permission being received from the Department.

C O R PO R A L P U N I S H M E N T .I t has come to the notice of the Department tha t some

teachers are under the impression minor punishments are not to be entered in the Punishm ent Book. The Regula­tions say th a t all cases are to be so entered. I t is, of course, desirable to reduce corporal punishment to a minimum ; but a book which has no punishments noted in it is not always a s:gn th a t the school is being well con­ducted, and the Department would much prefer to see a fair modicum of corporal punishment duly entered than have the suspicion raised by the statements of various teachers, when individual cases are noticed, th a t they did not think they had to do what is clearly laid down in the Regulations.

C O R R E SP O N D E N C E Q U E R IE S .Mr. F. A. S h a n n o n , Dingup School:—

1. The Special Holidays for schools are set out inRegulation 137. No others must, be taken uuless instructions are received from the Department or from the Chairman of the District Board, under Regulation 206.

2. See “ Contagious and Infectious Diseases,” thisnumber.

3 . Departmental cheques are not subject to chargesfor In land Exchange.

M A R K IN G OP C O PT BOOKS.Teachers, in spite of frequent reminders from Inspectors,

still i'ail to mark the Copy Books and Exercise Books, or to pu t in the dates of lessons. The dates of each copy and lesson should always be written in by the children. This is valuable to the children themselves as a study in business exactness, and is also necessary for the Inspectors to properly test the progress throughout the books.

38 THE EDUCATION CIRCULAR. [ O c t o b e r , 1898.

STOCK N O T E S.The new series of Readers (Collins’) has now arrived..

These books provide the second Reader for Standards I.,II ., and I I I . only. The Victorian Introductory Readers and a supply of Arithmetical Diagrams are expected this month.

Needlework Demonstration Frames (with stands for the large schools, and without for the smaller schools) will be supplied on application.

Sonnenschein’s Arithmometers, No. 1, for Teachers’ use, are also available. These show numbers 1 to 100 as re­quired for Standard I.

Applications for an increased num ber of School Papers m ust reach the Department before the 10th day of the preceding month. Unless received then, no alteration can be made.

Teachers introducing Clay Modelling will find Long- bottom’s book on th a t subject helpful. I t is published by Macmillan at. Is. Clay can be obtained on application to the Department.

SCHOOL E N T E R T A IN M E N T S .

A concert in aid of the Prize Fund is to be held at the Bindoon School ou the 9th November.

Denmark Mill School.—Mr. Geo. E. Jones, Head Teacher.Receipts—Sale of tickets, £12.Expenditure — H ire of hall, piano, printing, etc.,

£ 3 Is. 3d.; cost of prizes, £ 7 7s. lO d.; freight, 12s. l id .

Balance in hand, 18s.Mesdames Coughlan and Hume, on behalf of the dele­

gates of the Plantagenet Board, distributed the prizes to the children who had obtained certificates, and gift books were presented to the less fortunate children. In all, 140 books, prizes, and gilts were distributed.

Carnarvon School. —Mr. Paul Sheard, Head Teacher.Receipts—Sale of tickets, £1-5 7s.Expenditure—Printing, 8s. 6d.; limelight, 6s. 8d.;

total, 15s. 3d.Balance, £14 11s. 9d., to constitute a Prize Fund.

An excellent programme for a School Concert was pre­sented, comprising musical drill, action songs, tableaux,

recitations, and a cantata entitled “ The Fairies.” The parents were so pleased with the entertainment that, a t their request, it is to be repeated in aid of the Piano Fund.

U S E F U L BOOKS.“ M en su ra tion for B e g in n e r s .”

By F. S . Stevens, M.A., Macmillan fy Co. (London: Price Is. 6d.)

This book will be found very useful, as it contains many chapters bearing upon the mensuration to be taught in the several standards in our schools, including solids. , Con­tracted Multiplication and Division of Decimals are ex­plained. The service which the elements of Geometrical Drawing may render to Plane Mensuration is described and illustrated. A chapter is devoted to the explanation of the proper use of scales. The book is well illustrated, and is recommended as one suitable for teachers.

“ P rim er o f B ookkeeping.”By J. Thornton, Macmillan Jj' Co. (London Price).

This little book of some 135 pages appears to be very well adapted for the teaching of the elementary stages in this subject. The concrete illustrations in Chapters II ., IV.,V., and X. are very appropriate and useful. The series of questions accompanying each chapter will be found very valuable. I t is a good book for teacher and scholar.

K IN D N E S S TO A N IM A L S .. A Children’s Branch of the Society for the Prevention of Cruelty to Animals has been started. A small entrance fee will be charged, and it is intended to give prizes for the best essay on “ M an’s Duty to Animals.” The Hon. Secretary of the Society is Miss May Moore. The Department will be glad to see, among the Moral Lessons, one on kindness, which would include one on kindness to animals, so as to help this excellent society. Any teachers wishing to establish a sub-branch of the society should communicate with the Hon. Secretary, Miss May Moore, Perth.

T R A N S F E R N O T E S.Teachers giving Transfer Notes frequently omit to state

the name and age of the child. This information must, in all cases, be extracted from the Inspector’s Register by the teacher giving the certificate, even though the name has already been w ritten in a t the head of the form by the teacher requiring the transfer note.

By A uthority: A. C t jk t is , Acting Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 7.] N O V E M B E R , 189 8. [Vol. I.

P A Y M E N T O F S A L A R IE S .

Tlie Department has endeavoured to have December salaries paid before the end of the month, bu t the Treasury has found it impossible to consent to this. Payments will, therefore, be made as usual. As the schools will not re­assemble until the 30th of January the paysheets for that month will be prepared in the Department. I t would be difficult for teachers to receive information in time respect­ing the re-classification of the schools under Regulation 61, and the possible introduction of the new scale of salaries set forth in Regulations 64 and 68.

R E T U R N S .

The schools close for the Christmas vacation on Thurs­day, the 22nd December. Every care should be tak'en by the teachers to ensure returns being accurate before they are sent in. They m ust be forwarded to the Department with as little delay as possible after the rolls are closed.

.Teachers were reminded last month about the half-yearly Free Stock Returns. I t will be better to see at once if the necessary forms are in the school, so that application may not have to be made when the time comes for preparing the returns. I t is particularly im portant tha t all attendance returns should be carefully, accurately, and properly ren­dered, to enable the schools to be re-classified as required by Regulation 61.

Teachers are reminded tha t all Free List approvals expire a t the end of the year, and application m ust be made to have them renewed. Great, care m ust be shown in pre­paring renewed applications, to see th a t the grounds of recommendation previously given still hold good. In cases where a child has been placed upon the Free L ist under Regulation 239, Section a. or teachers m ust assure

‘ themselves th a t the plea of poverty is still valid, or that the child does not reside within the one mile radius of any Government school. The attendances required by Section c. will on the next applications only be the attendances for the 12 months ended December. For the future the Department is arranging th a t the close of the school year shall be the time for making applications under this clause. All approvals granted from the beginning of 1899 will only hold good until the end of the school year then current, and all applications for renewals, as well as those under Section c., m ust therefore be submitted when the registers are being sent in w ith the recommendation for special prizes (Regulation 106).

For the present year teachers should make up their prize and medal lists on the assumption that the marks previous to the issue of the Circular °TS, re marking in. red, represent early attendances, unless there is any indication to the contrary. This will give the children a little encourage­ment this year. Of course any marks after the date of the Circular m ust be strictly adhered to.

As a rule prizes will not be granted on anything less than a 12 m onths’ attendance, and iu no case will medals be issued unless punctual attendance has been made on every school day without exception.

The teachers of those schools in which Special Religious Instruction is given, should forward with their other Returns a t the close of the year, a schedule shomng particulars of the visits paid by the Instructors from the commencement of the year. A copy of the page containing this information in the attendance registers will meet all requirements.

Those schools which have not yet sent in their attend­ance registers should do so at once—otherwise delay may ensue in allotting prizes. The few, still pending examina­tion, need not, of course, send theirs in till after the Inspector’s visit.

S P E C IA L R E L IG IO U S IN S T R U C T IO N .There are still some misunderstandings about the giving

of religious. lessons by outside teachers. Moral and general religious lessons are to be given only by the school teachers themselves in accordance with the Regulations. Special religions instruction can only be given to members of a special denomination by the accredited representative of th a t denomination. The teacher is not, therefore, a t liberty to accept the services of any evangelist who may come iuto the neighbourhood. For example, the Rev. J . Haslam has recently been giving moral lessons, etc., in schools. He was, no doubt, unaware of the law and of the rules of the Department, but teachers m ust not permit him or any other-clergyman to give any general religious teach­ing, nor—unless they know him to be the accredited repre­sentative of a denomination—to teach the children of tha t denomination.

Some teachers have thought that. Mr. Haslam had the Inspector General’s authority. He has no authority of any kind from the Department, bu t on the contrary hg,s been told he cannot address the children. Neither is tie

4 0 THE EDUCATION CIRCULAR. [ N o v e m b e r , 1 8 9 8 .

an accredited representative ot tlie English Church in this Colony.

Teachers will, of course, generally have to deal only with those locally engaged in religious -work, or others who are either taking their places or recommended by them.

S T E A M E R P A R E COITCESSIONS.I t is understood tha t various Steamship Companies

are prej>ared to allow Teachers in the service of the Department spending their holidays in the Eastern Colonies, a concession of 10 per cent, upon the ordinary return fares. Any Teachers applying for th is concession must have their applications indorsed by the Department.

STOCK M OTES.The Department has in stock a small supply of the

following Arithmetical Diagrams :—Number Pictures 1 to 12.Numbers 1 to 1,000.Multiplication Table.Money Chart. Aliquot parts of £1.Isometrical Projection of a cubic foot.

Any school having a map of Western A ustralia of an earlier edition than 1896, will be supplied with a newer one on application.

B R U S H W O R E I N AIT E L E M E N T A R Y SCHOOL.

By Mr. Seth Coward, in the W hitehall Special Reports on Educational Sribjects, 1896-7.

In order to facilitate the comprehension of the working of the system; I preface this article with a brief sketch of the environment in which the experiment has been tried.

The Alma School is one of the well-designed, well- equipped schools of the London School Board. I t was opened in 1885, providing in the boys’ department ac­commodation for 300 scholars in six rooms. I t has a staff of head-master and five assistants, all trained and fully certificated. This staff, although not originally selected with particular reference to qualifications for teaching drawing, is now, as a consequence of special study and organised, work, much above the usual average in this respect.

The boys are the children of workmen engaged in the leather and other industries of the neighbourhood or in the city. The attendance for some years past has been very good; the average attendance being a t present 92 per cent, of the number on the rolls. There is no Standard I. The ages range from 7f to ,1 3 | years. The curriculum is the usual one, excej>t th a t Chemistry and Electricity are taught experimentally.

Since the opening of the school much attention has been paid to teaching drawing; two lessons per week of one hour each, together with one lesson per week of from 30 to 40 minutes on map drawing and subsidiary work, have been given continuously. The feeling had, however, been growing for years th a t the work of the Syllabus of the

Science and A rt Department did not evoke the highest powers of the boys, and tha t it did not create or foster the love of art.

Consequently on the issue by the Department in Decem­ber, 1895, of the New Alternative Syllabus, it was a t once carefully scrutinised, and I came to the conclusion th a t it met many of my views. After consultation with my staff I decided to try it. The School Management Committee of the Board sanctioned the experiment. Some delay, however, occurred in the supply of material, which was not received until the beginning of June, 1896. Meanwhile, such of the work as could, be done w ith the appliances in the school was vigorously taken up, and faith in the possi­bilities of the system grew day by day.

The work of the Syllabus m ight have been introduced gradually, by taking it for the first year in Standards I . and EL. only, or by taking it throughout the school, bu t limiting the work in the first year to th a t of the first four Standards. The Syllabus further provides th a t brush- work need not be taken before Standard. I I I . A fter careful consideration of my resources, I decided to a t once take up the system throughout the school in its entirety, and to carry on the brush and chalk work a t all stages, pari passu, so that the system has been tried as a whole in a school to which any boy in the neighbourhood may legally claim admission while there is room, and each boy in the school has been taught.

An analysis of the New Syllabus shows tha t its essential feature is the formation of “ patterns and repeats,” in which “ the natural forms of plants and animals may be broadly treated as motives of ornament, and employed to fill spaces used in decorations.” Such designs are to_ be executed with chalk (used at arm ’s length), brush and water colours, in a free, bold manner. For the purposes of such designs “ large leaves and parts of plants may be. drawn from in outline.” “ Geometrical forms may be utilised and regarded as the foundation for ornamental arrangements of natural objects, animals, plants, arid the like.” The skill thus obtained may be aj>plied to drawing from the round and the flat, and to reproduction from memory.

There is added to the above a course of geometrical drawing for all the Standards.

Thus it is sought to form a habit of acciu-ately observing form and colour; to develop the faculty of forming new combination, to obtain such a control of the hand th a t these conceptions can be freely and accurately reproduced with chalk and brush.

In other words, it is a scheme fo r teaching design, and this interpretation has dominated the practical working of the Syllabus.

A t the very outset the difficulty presented itself of work­ing the Syllabus with the appliances of an elementary school intended for the usual curriculum. This • difficulty was most felt in adapting the ordinary desks for drawing at arm ’s length with chalk. A fter some trials the arrange­ment was devised of inserting a piece of millboard, 22'' x 12'' x J", in the slot provided in the desks for slates. I t can be used either for drawing on dii-ectly, or for

N o v e m b e r , 1 8 9 8 .] THE EDUCATION CIRCULAR. 41

attaching paper 'with clips. This has been found to answer well.

I t was found th a t brown paper of various shades sup­plied an excellent ground for the chalk work. A selection of chalks of six colours was made, and pu t into a small box for each scholar.

For the brushwork each boy was provided with three sable brushes, which wear and work extremely well. A larger camel’s hair brush is now added. A palette and a water bottle have been found sufficient for each desk occupied by two boys.. In the three lower classes coloured inks have been used. These are mixed by the teachers. In the upper classes a box of colours is supplied to each desk. Each boy in these classes mixes his own colours. The usual white, plain paper, is used generally; sometimes a lesson is given on the brown pap er; and occasionally on paper ruled with squares, especially in the lower classes.

The size of the classes, ranging from 50 to 70, has determined that, in the main, the teaching must be given to the class as a whole. The blackboard has had to play a very prominent part. Each elementary form, such as the oval, has been carefully demonstrated on the board. As soon as the class has attained some mastery of the par­ticular form—whether produced by chalk or b rush— jjractice is obtained by allowing each scholar to form a simple arrangement in different positions with different colours. Then half and quarter of the oval are similarly taught, arranged, and combined with one another. In the case of the brush forms, the form which is being demon­strated is drawn on the board on a large scale with coloured chalks, and also drawn in colour’ with a large demonstration brush on a sheet of paper fastened to the blackboard. W hen forms are thus known they are also arranged or combined by the teacher on the board. The class then form similar, bu t not identical combinations. Elements and combinations are copied, not as the end, but as the beginning of the scholar’s own w ork; all copying is preparatory for, and subsidiary to, reproduction in designs.

In the upper classes some studies have been made from n a tu re ; leaves, plants, and flowers have been copied, and then employed in designs. The school is, however, badly situated for obtaining specimens for this purpose. Bermondsey is also entirely without a rt galleries of any kind. There is no institution whatsoever available for the boys. A party of 50 visited, by special free order, the Arts and Crafts Exhibition, and a few have been also to South Kensington Museum and the National Gallery. All these places are, however, both by distance and cost, quite out of reach of the children. The scholars are consequently almost entirely dependent on the school for inspiration as well as teaching.

Even under these conditions the teacher recognises to the full th a t his chief function is to guide the spontaneous activity of the ch ild ; to stimulate and direct the creative facu lty ; to foster the belief in each boy th a t he possesses power, and to encourage him to pu t it forth freely. The child is allowed the utm ost play for his inventive faculty.

Errors in the combinations of form and colour occur, of course; many of them are corrected almost instinctively by the boy himself. One of the most potent means employed by the teacher for the correction of errors has been the exhibition on the walls of the class-room of any drawing which commends itself to his judgment. This is often a provisional approval; but the exhibition to-day sei-ves as a stimulus for better work to-morrow. Soon all the avail­able space was filled, and then to gain a place a drawing had to be better than one of the same kind already there.

I now make a few observations on the effect of the work, both on the drawing and on the general work of the School.

In the drawing it has evoked on the boys such an intense interest as I had never seen displayed before. The study has been, from the beginning, taken up with the utmost enthusiasm. The boys were charmed to be able to use chalk, bu t they have been fascinated w ith the brush, and the deftness with which they manipulate it is marvellous; there is almost an entire absence of colour in the wrong place; a spotted or smudged drawing is scarcely ever seen; they take an immense pleasure and rapidly acquire skill and taste in mixing and harmonising colours.

One of the most im portant effects of the system is tha t it opens the eyes of the boys to the world of colour in which they live. I t is with the greatest pleasure th a t I find a group of boys in the playground admiring the glories of a sunset or watching the alternations of light and shade on the adjoining buildings. I t has cultivated a habit of observation and the desire to reproduce what they see; some carry note books in which they sketch a leaf or anything which they can embody in their designs. Not a lesson is given in school which is not again studied at home. The amount of work done voluntarily a t home is surprising ; it is no uncommon thing to find half or two-thirds of the class bringing home work. This, too, in spite of the difficulty of obtaining materials ; paper is supplied a t school; chalks are readily b o ugh t; bu t brushes and colours are beyond the reach of many. This work appeals to the dullest as well as the b righ test; some boys - who for years showed scarcely any signs of intelligence have developed rapidly, and have produced designs which compare favourably with the best work of their class. The geometrical drawing is also done with a zest, intelligence, and skill which were never known before.

I t gives the lad a power of rapid, accurate sketching which is of great service to him in other studies. I t also supplies an artistic and scientific basis for true technical training, and produces at the same time the spirit which alone will make the training effectual. Employers who have seen the work say that it gives the power which they need, but do not find in their workmen. Competent judges assert tha t many of the designs have a commercial value, and are worth embodiment in permanent materials.

Nor has the effect of this work been confined to the draw ing; the consciousness of power which a boy obtains in producing a good design overflows into all his other work. Some timid, hesitating lads have been simply transformed intellectually under its influence. Sucli a boy no longer does merely what he is to ld ; he works because he enjoys it, because he feels th a t by work he can achieve something.

42 THE EDUCATION CIBCULAB. [ N o v e m b e e , 1898.

I t affords what has been lacking in our elementary sjstem of education, an effective means of cultivating the imagination, both artistic-and scientific. I t trains the eye to behold beauty, the mind to conceive beauty, and the hand to produce it. I t fills a lad with the spirit of the artist delighting in his work, instead of th a t of the workman performing his task.

For these reasons alone, apart from its intrinsic value, the system is well worth a place in the curriculum of any school.

T H E D R A W IN G S Y L L A B U S .W ith reference to the Drawing Syllabus, teachers in

many cases still seem to think tha t they are a t liberty to go on with the old style of Drawing. The Department does not wish the old style of Drawing continued at all in any school. Where Drawing is taken it m ust be on the lines of the Syllabus laid down in the Regulations, namely, Syllabus No. I I I ., called Alternative in England, bu t here the only Syllabus laid down. The earlier pages of the Syllabus issued, numbered 1 to 15, have nothing whatever to do with the course of instruction laid down by the Department, are in the old style, and probably only retained in England pending the complete adoption of the new system. England is a country where Drawing under the old style has been brought to a high degree of perfec­tion, and it would have been difficult to have entirely changed it in one year. In this country, where very little drawing has been taught, the schools can start immediately upon the improved methods of Syllabus No. I I I .

The Teachers’ Examination in Freehand and Blackboard Drawing will be on the lines of th a t Syllabus, and not on the old lines.

Pupil Teachers and other Teachers in P erth have been attending a course of lec tu res on the new Syllabus. Teachers who have not had these advantages, and are entering for the Examination this December, will be leniently treated in their pajjers. In the Examination of Teachers in Janaury, 1900, Drawing will be made a failing subject.

M a te r ia l.As a first stage in the introduction into schools of the

Syllabus small drawing blackboards and chalk will be- supplied. The boards are made to fit into the slate slots of the desks, and can thus be used by the children for the arm’s length drawing, which is such an important feature of the new style. W hen the children have made some progress i t will be found useful to do more permanent work by fixing brown paper to the boards and allowing the children to draw in chalk on that. The brown paper will, for the present, be supplied in small quantities by the Department. The brush drawing must not be taken until a satisfactory commencement has been made with the chalk work. Teachers must state when they are prepared to go on with the brushwork, and an initial supply of the m aterial will be sent. A t first, and until the children have mastered the use of the brush, coloured inks will be found an economical substitute for the “ paints ” which are to be used later. The red

and black ink powders now available can be used in this way. The colours will be provided in small tubes, and m ust be carefully and sparingly used. For mixing, a tinting saucer will be supplied for every two children. As a guide to teachers copies of J. Yaughan’s work on Brush Drawing, already recommended, will be issued for circula­tion. Only a small supply of these will be available, so th a t no teacher will be permitted to retain a copy beyond a reasonable time. In using the work, though it contains numberless designs, it is im portant to remember tha t Brush Drawing m ust never degenerate into mere copying. The teaching of invention and design m ust be the very essence of the new system if it is to be the educational factor th a t it c-an be.

M O D E L L IN G I N C A R D B O A R D .Schools prepared to take up Cardboard Modelling as

Manual W ork for the Upper Classes, or as preparatory work for the Woodwork Classes already established, can now be supplied with the necessary material. This consists of mottled grey cardboard in sheets 22" x 15", binding paper 32" x 20", bookbinder’s cloth 39" wide, tracing cloth 30" wide, bottles of gloy and fishglue, with the following tools -“—scissors, knives, and brass rulers. A series of cards for class work will accompany these. A few copies of a standard work on the subject are under order. When received they will be issued for circulation amongst the teachers taking up this useful and interesting branch of Manual Work.

SCHOOL C O N C ER TS.By Mr. J. H. Riley, Headmaster, Northam School.

Many authorities agree in urging the usefulness of periodical school concerts. From my own experience I have found th a t the school becomes more popular. As the children are led to take individual interest in the school, the attendance becomes more punctual and regular, and the discipline easier. For securing that general parental sup­port which is such an aid, and, indeed, comfort to the teacher, nothing could be better. Parents are, as a rule, glad to attend, and they willingly second the efforts of the teacher. Their sympathies a,re enlisted; their co-opera­tion assured, and a well conducted concert will often help teacher, parent, and child, to see th a t their aims are one. Of course the preparation of the children means additional labour. Much energy and time m ust be devoted beyond the ordinary routine of the school, but experience tells tha t this is always well invested. And then, even from an educational standpoint, the school concert tells a good tale. I t is not all vain display. The recitations bring home to the child the charm of clear speech. They brighten and give variety to subsequent reading lessons ; they strengthen the memory and increase the vocabulary.

For singing in public the teacher finds more heed must be given to details of accent, time, and precision, to the niceties of expression, and to clear enunciation. In the ordinary school lesson the Time Table will not always allow proper attention to be given to these, so the school concert bears fru it in raising even the ordinary school sing­ing from its dull mechanical level. And with the Action

N o v e m b e r , 1898.] THE EDUCATION CIRCULAR. 43

Songs, calisthenics, drill, and even dances, which lend variety to the programme, muscular development is pro­moted. The children become alert and graceful i n ' move­ment, and the tisual slouch receives its death-blow. Then, assuming the entertainment is a financial success—and there is no reason why it should not be—funds are to hand for use in many ways. Let me mention only a few. Books may be purchased for prizes, and a school library form ed; material for games in the play-ground may be obtained, such as cricket, tennis, and croquet. Pictures may be mounted and framed for the decoration of the school, and the difficulty in obtaining material for manual work will be overcome.

I f I have your attention so far permit me to recommend briefly a few books aud songs which will help in preparing a programme. First., let a few School Songs be included, so th a t the children possessing no special ability for solo singing, etc., may take part. These may be found in the “ Blackbird,” Parts I .an d II., and the “ Scottish Student’s Songbook” of 300 songs, price- 3s. 6d. Action Songs are always attractive, and these books may be suggested to aid in making a selection:—“ The Linnet ” (Curwen), price 3d.; “ The Golden Boat Songs,” price Is., having very pretty and effective actions ; “ The Imperial Action Songs,” supplied by the Department, and, best of all, “ Music and Motion,” 2s. 6d. This contains several excellent Action Songs for junior classes, and is drawn upon each year for the Adelaide Decoration Society Concerts. Some of the songs are made more effective by the cheaply prepared costumes which are suggested. There are also Action Songs for both senior boys and senior girls, which cam be made very amusing. I might suggest a number of single books', costing Is., in which both the actions and dresses are fully described:—“ The Japanese Fan ,” “ The Chinese Umbrella,” “ The Chinaman,” “ The Chinese Lantern,” “ Sweeping Brush Brigade,” “ Yawning Song,” “ Nelly’s D olly” (for little girls), “ Urchins 'We,” “ The Tramp,” “ The M arket,” “ The Tall Top H at.”

“ I don’t want to play in your Yard,” and “ Where are you going to My Pretty Maid,” can be sung very pleasantly as duets by two children, and the trio from “ The Mikado,” “ Three Little Maids from School” is very attractive. “ D earL ittle Buttercup,” and “ I ’m the Ruler of the Queen’s Navee,” from “ Pinafore,” are suitable as solos. Other operatic choruses which m ight be suggested are the “ Dames’ Chorus ” from “ Dorothy,” and some of the “ Fairies’ Choruses ” from “ Iolanthe.”

Turning now to Drill, I can recommend “ Healthful Exercises for Girls,” by A. Alexander, price 2s. 6d. I t is well illustrated, and will give assistance in preparing squads for dumb-bell, pole, and ring drill. The boys can make their own dumb-bells ; also their rings out of hoop- iron. The size of the rings is 9in. in diameter. I f better articles are required the local blacksmith, would make them for 4s. a dozen.

For Indian Club Swinging I have seen a book at- W igg’s, price 9d., which is well illustrated. For the moment I have forgotten the name. Musical Drill can be prepared from W . W ilson’s book, price Is. 6d., entitled “ Infan ts’ Musical School Drill.” Added effect will be given to the movements of the children by clasping fairy bells to their wrists;

Scarf Drill, Fan Drill, and several others equally interesting will be found well explained in Lois Bates’ excellent book on Kindergarten. Physical Drill, of course, will be taken from the School Manual, and for Triangular Pole D rill and Slapping Rope Drill text books can be obtained from booksellers at the price of Is.

There is no need for me to speak of any sources from which to obtain recitations and dialogues, and I will con­clude by saying tha t I am inclined to th ink though Tableaux are always popular, the time they occupy does not recompense for the cost of production.

SCHOOL E N T E R T A IN M E N T S .Under this heading w ill be published statements of accounts

of School Entertainments. These statements, loith receipted accounts attached, should be forwarded as soon as possible after the entertainments.

B o n n i e Y a i e .—Head Teacher, Miss A. Mason.Receipts:—Tickets, =£12 18s. 9 d .; cash a t door,

£1 9 s .; donation, 10s.Expenditure:—Printing, etc., £ 1 Is . 8d . ; pu r­

chase and carriage of prizes, £ 8 6s. • 9 d .; framing time-table, 10s . ; rubber stamp and pad, 12s.; postage, 2s. Balance in hand, £ 4 5s. 4d.

“ Long before the time for commencing the building was packed, and many who could no t gain admission posted themselves at the windows, where they remained the whole evening. An excellent programme was presented/including Action Songs, recitations, and a cantata entitled ‘ The Old W oman tha t lived in a Shoe,’ which was splendidly given, not a hitch occurring in it. The concert proved so entertaining tha t Miss Mason was asked to repeat i t a t an early date.” (Local Press.)

F r e m a n t l e G i r l s ’.—Mrs. M. K. Coe.Receipts:—Tickets, £18 2s. 3d.Expenditure:—£2. Balance in hand, £16 2s. 3d.

The proceeds of this concert have been devoted to reducing the debt on the school piano, which now stands a t £7 . The Town H all was kindly lent bv the Mayor free of charge.

W e s t S w a n .— Mr. H. K . Thomsett. ■

Receipts:—Sale of tickets, £ 4 15s. 6d. ; donations: Mr. H . J . Saunders, £2 , and Mr. S. Chester, 15s.

Expenditure .— Printing, 9 s .; tuning of piano, 15s.; postage, stationery, lighting, etc., 4s. Balance in hand, £ 6 2s. 6d.

Considering the sparsely populated district in which this school is situated it is considered th a t the proceeds are very satisfactory. They are to be devoted to providing a Prize Fund.

On the 21st October, Proclamation Day, Mr. Fred. Graham, Teacher of Moojebing School, organised a school

44 THE EDUCATION CIRCULAR. [ N o v e m b e r , 1898.

picnic. Tlie balance slieet submitted to the Departm ent is as follows:—

Receipts :—Subscriptions, .£8 12s. 3d.Expenditure:—Fruit, etc., 14s. 8d . ; Prizes for races,

£ 2 7s.Balance in hand, 10s. 7d.

B in d o o s t S c h o o l s .—On the 5th November Mr. J . R. Parks, Teacher, organised an entertainment in aid of the Prize Fund for these Schools.

Receipts : Subscriptions, i84 7s. 6d.Expenditure: Lights, Is. 6d . ; decorations, 3s. 6 d .;

total, 5s.Balance in hand, <£4< 2s. 6d . ; to this amount Mr.

Parks has added 12s. 6d. for three Special Prizes.

SCHOOL D E C O R A T IO N S .By Mr. H. K . Thomsett, West Swan School.

A year or two ago a letter from a teacher in another colony gave me some valuable hints on this subject, and i t has occurred to me tha t some of these hints, combined with my personal experience several years ago, might be of interest to some of our teachers.

School decoration, I think, should be inexpensive and of such a character as to be easily introduced by the children in their own homes. A scheme of decoration in the school will thus be to the children a practical object lesson on a cheap and simple means of beautifying their homes.

The various points which 1 shall deal with refer particularly to the decoration of Avails.

(a.) F l a g s .—Get the girls in the Senior Standards to each make a flag, the teacher supjilying the patterns required, taking care th a t they are of uniform size. These should be placed at the ends of each room, arranged fan shape, with shield to cover ends of staves. Staves may be made from strips of pine lin . wide, stained and varnished. Staining can be bought ready for use, or a cheaper plan is to make it oneself. This can be done by soaking some glue in water for a few hours, in the proportion of loz. glue to 1 p int of water, then boil, and add sufficient brown umber to make dark enough. Apply warm, and when quite dry, varnish.

(6.) -P ic tu re s .—These constitute the principal item, but m ust be properly mounted and hung to be effective. Tacked or pasted on the wall, as we often see them, the result is a failure, and I shall endeavour to show how, at a nominal cost (not more than 3d. per picture), and with a certain amount of labour, success may be' achieved. As the children readily enter into any project of this kind, they will doubtless be able to supply a large number of pictures. A teacher m ight also levy on his friends, and should there be a Mechanics’ Institu te handy he ought to be able to obtain back numbers of such papers as the Gh-apMc and Ilhistrated j

London Neius, which are admirably adapted for the purpose, especially the Summer and Christ­mas numbers, for these have coloured pictures as supplements. The Christmas numbers of Yule Tide, Pear’s Animal, S o lly Leaves, etc., also have coloured pictures. Then will come the work of framing and mounting. Frames may be made of f-in. piue cut into strips of about 2in. wide. The edges should be planed, and a bead run on each side with a beading plane. Measure the dark ground of the picture, and cut the frame slightly smaller than this. The ends, of course, must be mitred. This can be readily done by aid of a mitre box, which any good-natured carpenter would wil­lingly make. Stain and varnish, and your frame is ready.

To m ount the pictures procure a supply of empty kero­sene cases, and knock to pieces. Place the pieces side by side on a table and cut them so as to be slightly larger thau your picture. Lay on the picture, place the frame, nail on to boards, and the picture is ready for hanging. The thick ends of the cases can be utilised as mounts for smaller pictiires, which cau be pasted on evenly, and an Oxford border placed around.

(c.) F l o w e r s , e t c .—Brackets may be fixed in the comers, and a t regular intervals along the walls', on which vases of flowers may be placed (but the utmost care m ust be taken tha t the walls are not damaged in any way.—Editor.) I f vases be not procurable good substitutes may be made out of treacle and large jam tins by painting and ornamenting with transfers. These serve the purpose admirably, and the pupils take a

-delight in keeping them supplied with fresh flowers and foliage.

■ Many other schemes will suggest themselves to the thoughtful teacher, and if he succeed in awakening in his pupils any desire to make home attractive (which, alas, we see so little of) his labour will not have been in vain.

T E A C H E R S ’ A SSO C IA TIO N 'S.

On the morning of Saturday, 21st October, the teachers from the following schools assembled a t the G-ingin Public School with a view to forming a Teachers’ Association for th a t D is tr ic t:—Gingin, M idland Junction, Cluttering, Bindoon, Mogumber, and Gingin Brook. I t was decided to form a Gingin D istrict Teachers’ Association; Mr. H and, Headmaster of Midland Junction School, being asked to preside. Five hours were spent in discussing the new ' curriculum. During the morning Mr. H and gave a very interesting lecture on Arithmetic, explaining, among other items, the various uses of the Notation Box and the Counting Board. The afternoon was devoted to Reading, Geography, English, Drill, and answering questions. The difficulty of teaching all the subjects fully m Half-Time Schools was also discussed. The meeting closed at 4'30, and the teachers present thanked Mr. H and for presiding.

N o v e m b e r , 1898.] THE EDUCATION CIRCULAR. 45

A meeting of the Eastern D istrict State School Teachers’ Association was held in the Newcastle School on Saturday, 17th September. About 20 teachers were present, Mr. Gamble (District Inspector) presiding. Mr. Slater (T ort) gave a very interesting lecture on the Tonic Sol Pa system, after which Mr. Russell (Newcastle) spoke of the Sloyd system of Carpentry as M anual W ork for Boys. During the afternoon copy books from the various schools of the District were exhibited and compared. The next meeting will be held at Northam on the 19th November, when Mr. Henry (Beverley) will go through the course of English as prescribed in the Regulations, and Miss Gough, of Northam, will give a class lesson on .Kindergarten W ork for infants. On the same date an exhibition of_Dictation* and Transcription Books will be held.

The usual monthly meeting of the Eastern Goldfields Teachers’ Association was held a t Boulder on October 29th. Mr. Davis gave a lesson on “ Climate,” which was very interesting. Miss McBean gave a lucid exposition of the Phonic system of Reading. In the early stages, she said, special blackboard lessons should be given a t least daily; little progress would result from reading from the books alone. W ord building, -with the aid of blocks on which were letters and combinations of letters representing single sounds, was the great secret of success in the proper teaching of the Phonic system. Children were encouraged to discover words, thus being taught to think for themselves. They made more rapid progress when taught by the Phonic system than by any other. A t the next meeting of the Association Miss McBeanwill still further explain the principles of the system.

COOLGARDXE M ISTING A N D IN D U S T R IA L E X H IB IT IO N .

The Department wishes to learn what schools intend to exhibit at the forthcoming Exhibition. As stated in the September “ Circular ” the Commissioners propose to reserve space for such exhibits. The present intention is to have six bays (three on either side of the main avenue), leaving space in the centre of the avenue for an octagonal pillar upon which Educational Statistics and samples of school furniture might be displayed. This section could also include any models or special apparatus found useful in school work. Of the bays one might contain specimens of infants’ schoolwork ; another, kindergarten exhibits ; another, wood and other manual work from Boys’ Schools; a fourth, girls’ needle and fancy work, and a fifth, maps and copybooks, the sixth being set aside for private schools. I f teachers generally will take an interest in assisting the Commissioners in their proposal there is no reason why the Educational Section of the Exhibition should not be successful. I t can be arranged later on to have all exhibits submitted either to the Department or to the D istrict Inspectors. Only good, representative work will then be displayed.

T E A C H E R S ’ E X A M IN A T IO N .The Annual Examination for Teachers’ Certificates is to

be held in the last week of the Christmas Vacation, com­mencing on Monday of that week. The -31st December has been fixed as the last day for receiving applications from

intending candidates. All candidates m ust state the optional subjects which they propose to take. Teachers holding provisional or temporary Classifications, subject to sitting at the forthcoming Examinations, are reminded th a t it will be necessai'v for them to submit an application. The Examinations will be held as usual in the Central Schools, James Street. I t may be added, as mentioned elsewhere, th a t the Examination in Freehand and Blackboard Drawing will be on the lines of the new Drawing Syllabus.

C O R R E SP O N D E N C E Q U E R IE S .M iss A. M cB ean , K&lgoorlie In fa n ts ’ School.

1. In the examination on School Management of apupil teacher of the second class, no lessons will be required beyond what is prescribed in Geography, Grammar, and Arithmetic up to th a t point of the Pupil Teacher’s course.

2. In asking for Notes of Lessons a choice of subjectswill be given. The object of the question will be rather to test whether the pupil teacher has grasped the principle of drawing up notes as a preparation for an Object Lesson, than to test their knowledge.

U S E F U L BOOKS.

“ M an and H is M a rk ets .”By Lionel W. Lyde, M.A. Published by Macmillan and Co.

(London, 2s).This Geography, jjublislied in 1896, is quite up to date

in all subject m atter, and is very well and appropriately illustrated. The author remarks in the preface tha t the most valuable information is th a t which bears most closely on our daily life, and this was found to be also the most interesting to boys, because they heard it discussed at home, or saw it referred to in the daily papers. In making the selection of the m atter the author has been guided by two considerations : th a t it m ust be a t once valuable and in­teresting, and th a t i t must be presented in such a way as to appeal primarily to the reason and the imagination. This idea has been well carried out, and the book will be found a most helpful one to teachers in the preparation of geography lessons.

“ T h e P rim a ry G eography.”By Alex. E. Frye. Published by Edward Arnold (London, 3s. (id.).

An American publication, most profusely illustrated. This book holds the earth as a un it before the mind, and brings all study into, relation with tha t unit. The under­lying principle of the.work is comparison. The relief maps are' good, and the chapters on plants, animals, and belts of heat (zones) are very instructive and well illustrated. A book tha t will interest and instruct both teacher and pupil.

“ K indergarten. G uide.”By Lo'is Bates. Published by Longman, Green Co. (price 6s.).

This is an excellent work, and should be in the hands o every teacher of Infants. The author takes nothing for

46 THE EDUCATION CIRCULAR. [ N o v e m b e r , 1898.

granted, but step by step clearly explains tbe application of the Kindergarten system. The boot opens with a pleasantly w ritten sketch of Probel’s Principles, and describes a Model Kindergarten. The various gifts then claim separate attention. One by one they are described. Their use and application are shown by many sample lessons, and the interdependence of gifts as they follow in their order is never lost sight of. Everything is told simply and clearly, and the illustrations are numerous and helpful. The chapters on Kindergarten occupations are some of the best in the book, and the illustrations, both coloured and plain, are excellent. These occupations include—Perforating, Embroidery, Paper-plaiting or M at Weaving, Paper-folding, Paper-cutting, Pea W ork, Modelling in Clay, Modelling in Sand, and Basket-Making.

Chapters are given on the ordinary school subjects and on Singing, and the book concludes with well illustrated directions for many drill exercises.

P U P I L T E A C H E R S ’ E X A M I N A T I O NTbe Annual Examination of Pupil Teachers will be held

on Friday and Saturday, the 9th and 10th December, com­mencing each day at 9'30 a.m., bu t candidates m ust be in attendance at least 15 minutes before tha t time. Certain local centres have been, arranged, of which teachers con­cerned will be advised by letter, in order tha t they may communicate with the local Examiner as to the place of examination.

By A u thority: A. Cu r t is , Acting Government Printer, Perth.

W E S T E R N A U S T R A L I A ,

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 8.] ■ F E B R U A R Y , 1899. [Vol. I.

T H E L A T E M R . E . W . H . N E E D H A M .The Education Department has sustained a most severe

loss by tbe sadlv sudden death of the Chief Clerk from typhoid fever. The Chief Clerk is the centre of the office life, and Mr. Needham’s powers as an organiser, his tact and courtesy, his excellent memory, and, above all, his tireless energy and industry,- made him an ideal officer for this most responsible post. He was older than his years; and no one would have thought him only 26 who saw him at work and noted his methodical habits and comprehensive grasp. He showed a large experience of business life generally, as well as of the work of his own office. In his dealing with the office staff he was notably fair aud just. He had. great sympathy, and was often qiuetly bringing to the notice of the Head of the Department the circumstances and needs of its officers. If any were blamed it was because his own insatiable capacity for work made him unable to understand tha t others were not so quick and untiring. Mr. Needham was not only popular in the office; but with all those of the teachers who had occasion to meet him and to feel the charm of his ready and attentive reception of then- inquiries or -requests. He was well known also to the children of the Central Schools, whose Christinas Comic Opera in the theatre owed so much to his leadership. He undoubtedly did more than his fair share of work in the world, aud had latterly been showing some signs of ill-health, but nothing th a t gave’ any indicatiou of a breakdown. He had recently been | seriously contemplating giving up the post of Accountant, which he held with th a t of Chief Clerk, as he felt the strain too much for him.

He will be universally regretted, and he will lorig be missed in the Department. I t seems bard th a t he should be taken on the threshold of a career of public usefulness.

To his family the Department offers sincerest sympathy. He has been for long the mainstay of his mother and sisters, and to them the loss is irreparable. He leaves the memory of an exemplary life both in public and private, and his uprightness, his thoroughness, and devotion to duty c-aunot but have inspired those working round him, so that his forcefulness will still live and his influence be felt for a long time to come.

A M E N D M E N T S . TO R E G U L A T IO N S .

In the Government Gazette of Friday, 17th February, notice was given of certain alterations th a t have been made in the Regulations. Regulations 3, 5,12,19,117,130, 131, 137, 186,‘187 ,196, 209, '240, and -248, Schedules I., II., and VI., and Appendices I. and II . are affected. Slips will be sent to all schools showing the amendments in full. These slips are intended to be pasted in the present school copies. Briefly, the changes to be made are the following:—

R e g u l a t io n s 3 , 5 , 1 2 , a n d 19 .

In these Regulations the minimum number of children necessary for the establishment of new schools m ust be made up of children within the compulsory ages of six and14, instead of those between four and 16.

R e g u l a t io n 1 1 7 .The old Regulation is cancelled entirely, and the follow­

ing substitu ted :—1. As a general rule all children between seven and

eight years of age should be presented in the F irst Standard; the children below th a t age may be presentecl in the F irst Standard if sufficiently advanced.

Exceptions—(a.) Children who have not been on the roll of

any school for more than 12 months.(b.) Children who, through bodily or mental

weakness, are not ready for promotion.The permission of the Department in writing m ust be

obtained for all such exceptions.2. The Head Teachers of Boys’ or G-irls’ Departments-

m ust not admit children below seven years of age.3. Promotions from the In fan ts’ schools to the standard

i classes m ust be made on the first day of the m onth suc- ; ceeding the annual examination. Promotions may also | be made a t the end of the first six' months of the school ! year by permission of the Department.

4. Children above the age of seven years who are not ; sufficiently advanced to be classified in the F irs t Standard

may be admitted into or retained in the In fan ts’ school or class, by the special permission of the Department.'

R e g u l a t i o n 1 3 0 .

This Regulation, as amended, dispenses with the half-• yearly return of stock. The stock in the school is to be I fully stated upon the Annual Requisition, which will in* fu ture be the only return of stock required.

48 THE EDUCATION CIRCULAR. [ F e b r u a r y , 1899.

R e g u l a t io n 131.This amendment indorses the introduction of the

Annual Requisition, as previously announced in the Circular for September. For further instructions as to this requisition teachers are referred to th a t number of the Circular.

R e g u l a t io n 137.Coronation Day (June 28) is added to the list of Regu­

lation holidays.

R e g u l a t io n 186.A misprint in the last Regulations is now corrected by

referring to Schedule VI. for the conditions under which the Bursaries of JJ10 are, annually offered to boys and girls attending Government schools: this previously read Schedule V. A notice concerning these Bursaries appears elsewhere in this Circular.

R e g u l a t io n 196.The old Regulation is now amplified by a list of the

matters which are to be transm itted by teachers to the Department through the D istrict Boards of Education. Tlie list runs thus :—

The Annual Requisitions.Correspondence relating to—

i. Damage to school property, or any repairsnecessary.

i i . Any defects in sanitation concerning any partsof the premises.

Applications for the use of school buildings.Any closings of the school.Notifications th a t a teacher has commenced or

returned to duty.Complaints of parents.Applications for free educatiou.Other m atters with which the Board should, in !

the teacher’s opiuion, be acquainted.

R e g u l a t io n 240.. This ■ Regulation deals further with the ^despatch of applications for free education as above. All such appli­cations m ust be accompanied by a request in writing from the parent. Applications for renewal are to be made at the end of each school year, and not as in the past at the end of the calendar year. Instructions concerning this change were given in the Circular for November, 1898.

R e g u l a t io n 248.This deals with compulsion. The only alteration is the

substitution of a fortnightly instead of a weekly return of children absent without satisfactory excuse for four half­days in a week.

Schedule I.S c r i p t u r e .—Infants are now to be taught Lessons on

the Children of the Bible.

A r i t h m e t i c . T w o changes are made here. In Standard I., multiplication and division tables are extended to 100. The Standard V II. course is increased by Problems embracing Square Root.

R e a d i n g .— In Standards IV. to V II., as alternatives to the School Papers, a Reader, to be approved, will be allowed, or a continuous story, biography, or book of travel, to be approved by the Department.

E n g l i s h .— In Standard I. children should be told the meaning of a noun and verb, and learn to point them out, instead of a noun and pronoun, as before.

In Standard II , the children should be taught adjectives and pronouns.

In Standard II I ., the analysis of sentences into subject, verb, and object is amended to read “ analysis of sentences into subject and predicate, the latter to be divided where necessary into verb and object, and the distinction between verb and predicate to be clearly understood. Children will be taught the three principal tenses (present, past, and fu ture).”

To the Standard IV. course is added the learning of the gender of nouns and pronouns ; to the Standard V. course, the cases of nouns and pronouns ; and to Standard VI., the moods of verbs.

D r i l l .—Infants are required to be taught suitable physical exercises.

M usic.—Either the Tonic Sol-Fa or Staff Notation may be taken.

Schedule I I .N e e d l e w o r k .—Infants in Class II . are to be taught

needle and position d r ill; and in Class I I I ., hemming in two colours.

Schedule VI.E l e m e n t a r y S c h o o l B u r s a r i e s .—Frbm the conditions

under which these Bursaries are open the age limitation is removed. The examinations, are to be. held twice a year in Perth , though power is given for the establishment of local centres. Applicants for admission to the examination are to be made on receipt of the School Examination Schedule. The Bursaries will be paid to the holders in two moieties, at the expiry of the six and 12 months succeeding the examination, upon the usual conditions of regular attend-

I ance and good conduct. Candidates m ust compete a t the next'examination held after they have passed the Seventh Standard, and the examination will be based on the subjects of Instruction laid down for the Seventh Standard.

Appendix I .T e a c h e r s ’ C e r t i f ic a te s .—Drawing is added to the

list, of “ failing ” subjects in the examination for Teachers’ Certificates.

Appendix I I .P u p i l T e a c h e r s a n d M o n i t o r s .—The following sub­

jects will be considered as “ fa iling” subjects throughout the examinations of 'Pupil Teachers and Monitors :—Read­ing, W riting, Spelling, Arithmetic, English, Geography, Drawing, and School Management.

F e b r u a r y , 1899.] THE EDUCATION CIRCULAR. 49

Garments.—I t lias beeu decided tha t in addition to the specimens worked at the Pupil Teachers’ Examination, the candidates will be expected to show the following completed garm ents:—Candidates ... ... Child’s Chemise.Pupil Teachers, IY. Class.—Child’s Drawers.

„ I I I . „ Pinafore, showing whip stitch.„ H . „ Slip Bodice.,, I. „ Shirl or N ight Dress.

M usic.—Through a printer’s error, Music was omitted from the list of subjects prescribed for the Second Class Pupil Teacher’s Examination, and the subject was duplicated in the Schedule for the F irst Class Examina­tion. This has now been rectified, and the Music for the Second Class Pupil Teacher’s Examination will be Nelson’s Third Tear Course.

E X A M IN A T IO N - O P SCHOOLS.I t has beeu decided tha t from January 1st, 1900,

individual examination iu Geography and English shall cease, and the subjects be treated as class or collective subjects. On the other hand Drawing will be made a subject for individual examination, and W riting and Spelling separated and treated as independent subjects.

•Thus, from the above date, individual examinations wdll be held in the following subjects:—Reading, W riting, Spel­ling, Arithmetic, and Drawing; and Collective Examina­tions in Scripture, Geography, English, History, Object Lessons, Drill, Music, and Manual Training. Under the Manual Training will be included Needlework (for girls), Kindergarten (for Infants and younger children), Clay Modelling, and any other kindred subject previously approved of by the Department.

B U R S A R IE S .In .the September Circular attention was drawn to

alterations in the Regulations for Elementary School Bursaries. Therein i t was stated th a t two examinations would be held each year, one iu March and the other in August, the former for scholars of the schools examined during the second half of the previous year, and the latter for the schools examined during the first half of the current year. The 27th and 28th of March have been fixed as the dates for the examination in tha t month, and'applications must be received a t the Department by the 17th March.

Forms of application may be obtained from the Department. For further particulars, teachers are referred to the Sep­tember Circular, and to the Government Gazette of February

S IG N IN G F O R P A Y M E N T S .I t not unfrequently happens that, on the salary sheets,

the receipts for payments are signed by others'than the persons to whom the moneys are payable. Teachers are requested to strictly see th a t in all cases the signature is th a t of the person whose name appears on the salary sheet.

C L A S S IF IE D L IS T OF SCH OOLS A N D SCHOOL S T A F F S F O R 1 8 9 9 .

The following is a statement showing the Schools as they have been classified for the year 1899, under Regula­tions -57, -58, 61, 62, and 63, together with a staff list, showing the classification of each teacher for the years'1898 and 1899 respectively, and the salary allotted for the year 1899.

The following- abbreviations have been used to denote Position of S taff:—H.T. (Head Teacher) ; A. (Assistant) ; P.T. (Pupil Teacher); S.M. (Sewing M istress); Mon. (Monitor) ; Probn. (on probation) ; Prov. (provisional) ; Relg. (relieving).

In the schools classification column, “ A ” and ‘‘ B ” represent the two classes of Provisional Schools; S.P.D. (School in sparsely peopled D is tr ic t) ; Sp. (Special). Schools marked with an asterisk (#) have not yet been classi­fied ; in some instances because the Infants’ Departments have been established as separate schools, and m others, the schools being ju st opened, particulars of the attendance have not been received in time to enable the schools to be classified under Regulation 63. The mark (+) in the column for Teachers’ 1899 Classification indicates th a t the settlement of the classification, is awaiting the final results of the Examination for Teachers’ Certificates. In these cases the salaries given will be revised where necessary, according to the regulations. The abbreviation “ Tern.” indicates a temporary classification to be confirmed by examination, and “ Probn.” indicates a classification to be confirmed by a term of satisfactory service.

50 THE EDUCATION CIRCULAR. [ F e b r u a r y , 1899 .

Schools, Staffs, Classifications, etc.

School. Class of Classification.

Albany ...

Albany, Infants

Badjanning

Balingup Bayswater

Beaconsfield

Beaconsfield, Infants ...

BejoordingBelmont

Beverley ................

Bibra LakeBindoon, North and South

Bonnievale

BoranupBoulder

Boulder, Infants’BoyanupBridgetown

Broome Hill Brunswick Bulong ... Bunbury

Buiibury, Infants'

BurbanksBnsselton

Cannington

Canning Mills ...

Carnarvon

School, 1899. OlJlli. Position. 189S. 1899.aamry.

£ s. cl.* Horton, John H.T. A3 A3 250 0 0

Bichardson, Geo. J. 1st. A. Cl Cl 125 0 0McColl, Clare E ................................ A. B2 B2 100 0 0Thomson, Hugh ... A. C2 tem. Nil HO 0 0Davis, Hannah ............................. A. tem. Nil N il tfO 0 0

* G-meiner, Leonora C. H.T. B1 B l 160 0 0Horton, Margaret A. relg. B2 tem. B2 tem. 100 0 0Horton, Jessie ............................. P.T. 4tli class 3rd class 25 0 0

*Keen, Emilie ........................... H.T. N il N il as per Re­

gulationA prov. MeGnckiri, Agatha H.T. Nil Nil 80 0 0

V . James. Cuthbert R .......................... H.T. B2 B2 180 0 0Chipper, Mary L. A. Cl Cl SO 0 0

II. Henzell, Thos. L. H.T. A3 A3 250 0 0Ellis, Alfi-ed ............................. 1st. A. B2 B2 150 0 0Sclionnell, Edwd. W ....................... A. C2 C2 115 0 0Murray, Wm. J. ... A. C2 ' C2 115 0 0B ennett, Fanny G. ................ A. B2 B2 100 0 0Spnnner, A g n e s ............................. A. Cl Cl 90 0 0Mawer, Agnes A. Cl Cl 90 0 0Mofflin, Ida May A. Cl Cl 90 0 0Morton, Isabel ............................. A. C2 tem. t- 80 0 0

IT. Page, Mabel ............................. H.T. A2 A2 220 0 0Hewetson, Eleanor A. ... A. B2 B2 110 0 0Myers, Ada ........................... A. N il N il 75 0 0

A prov. Mackintosh, Christina, M. H.T. Nil N il 80 0 0VI. Dalrymple, Wm. B ..........................

Dalrymple, Mrs. W . E ...................H.T.S.M.

C2 C2 100 0 ' 0 12 0 0

V. Slater, Thos. G. ... ................ H.T. B2 B2 180 0 0Silvester, Eva A. Cl tem. t 80 0 0

A prov. Ralton, John H - , ............................. H.T. N il N il 90 0 0Half-time Parks, John B. H.T. Nil + .£90 & .£10

Schools. allowanceY I. ■ Mason, Alice

Morris, GertieH.T.Mon.

Cl Cl 130 0 0 16 0 0

Brown, Richd. C. G. H.T. c i c i - 120 0 oJac&on, Henry J. ................ H.T. B2 B2 220 0 0Leslie, Helen ............................. A. B2 B2 135 0 0Davis, Wm. F. M............................. A. C2 C2 130 0 0Cassels, Wm. A. on probn. Cl tem. N il 100 0 0

. Sweet, Jessie M................................ A. C2 tem. 02 f 110 0 03s Boss, M argaret ... H.T. B1 B l*A Clively, Eliza J ................................. H.T. Cl Cl' 80 0 0Y. Flood, Thos. A.................................. H.T. B2 B l 180 0 0

Galley, Dorothy ... P.T. 3rd class 3rd class 25 0 0Johnson, Bevtha M. S.M. and

Mon.■ 36 0 0

VI. Boehe, Brigid H.T. Nil. N il 75 0 0VI. Youren, Adelaide H.T. N il N il 75 0 0A Vetter, Antonia A. ................ H.T. C l Cl 110 0 0

IV. Paisley, Thos. W. ................ H.T. B l B l 260 0 0Carroll, Mary A. ... A. B2 B2 100 0 0McNamara, Francis J. ... A. on probn. Cl probn. C l probn. 100 0 0Logue, Fanny ~ ............................. A. 1st class P.T. Cl 80 0 0

V. Mews, Em ily E ................................. H.T. B l B l 110 0 0Hislop, Maud A. Xil Nil 65 0 0

VI. Holding, Ralph ... H.T. probn. Cl Cl 160 0 0• V. Kershaw, Edward H T . B l B l 200 0 0

Campbell, Em ily M. A. Cl Cl 100 0 0Jardine, Agnes P.T. 4th class 4th class 16 0 0

YI. Hayes, Edward J.W illison, Alice M.............................

H.T. S.M. and

Monitress.

Cl Cl 125 0 0 28 0 0

Y. Harms, Harry ... H.T. Cl Cl 125 0 0Heine, Flora ............................. A. Cl probn. Cl probn. 80 0 0

V .‘ Sheard, Paul ............................. H.T. Cl Cl 180 0 0Pratt, Sophy A. Nil Nil 80 0 0

F e b b u a b y , 18 9 9 .] THE EDUCATION CIRCULAR. 51

Schools, Staffs, Classifications, etc.—continued.

School. Class of School, 1899. Staff. Position.

Clussifi cation.

1899.Salary.

CMdlow’s W ell ................CMttering, Upper and Lower

ClaeklineClaremont

Collie M ill Coogee ... Cookemup Coolingup

Coolgardie

Coolgardie, Infants’

Coolup ...

Coondle...'Cossack................Cottesloe

CranbrookCubbaliing

Cue

Dandarragan

Daudabin Dardanup D ay Dawn Denmark Mill

Dingup ... Dongarra

Donnybrook

Drakesbrook

Esperance

Ferguson, Upper Fremantle, Boys’

Fremantle, Girls’

YI.Half-time

Schools.

A prov.rv .

VI.=s?VI.VI.

sp.

A A. sp. III .

AV I.

V.

VI.

B prov.A

V I. sp. V.

B prov.V.

Y.

VI.

V. sp.

A prov. III .

IV.

Macdonald, Annie Preston, Alfred ...

Preston, Annie Parker, David J. ... Peel, Robert Dark, Samuel Corbet, Marion Streat, Clara Nielson, Lewesa C. McAliece, Isabella S. H utton. Kate Ward, Geo: W . ... Anderson, f fm . ... Carson, May Clayton, Archibald G. Julius, Eleanor ... Colbert, Patk.Bundle, Fredk. Thos. Welch, Ellen McDowall, N e llie ... Eodda, Ida Smith, Martha McDowall, N e llie ... Blair, JohnT . ... PhiUippe, Annie M. Syred, Mercie Niebel, Chas. T. ... H unt, Hugh Lyhane, Augustine P. Sproule, Mary J. ... Her vey, Mary W alker, Edith Evans, Helene Toal, Annie M. ... McLean, Geo.James, Mary Armstrong, W m. C. Mann, Elizabeth J. Kinnear, Thos. K. W. Cooke, Maud E. ... fiourke, Edith Cleary, Mary A. ... Egan, Ellen E.- ... Jones, Geo. E. ... Anderson, Cora .... Mowday, M aggie ... Shannon, Fredk. A. Barnes, Thos. W .... Nicolas, Bessie Schneider, Adolph Schneider, A gn es...Jones, John E ..........Jones, Edith A. ... Hart, Thos. E . ... Provis, Amy Daw, Maud Buchanan, Marion M. W heeler, Hy. W . ... Harvey, Aaron Nicolson, Wm. D. Molloy, Arthur I. Scott, Henry Coe, M atilda K. ... Veall, Ada E.Myers, E lsie A. ... H uggins, Cecilia M. Eichards, Gertrude

H.T.H.T.

S.M.H.T.H.T.A.A.

- A..A.

H.T.H.T.H.T.H.T.S.M.H.T.

1st A.A.A.A.

P.-T.P.T.H.T.P.T.H.T.S.M.H.T.H.T.H.T.

A.A.

A. on probn. P.T. P.T. H.T. H.T. S.M. H.T.

A.H.T.S.M.H.T. 'H.T.H.T.H.T.

A.P.T. H.T.

A cting H.T. A.

H.T.A. relg.

H.T. S.M. H .T.

A.Mon.H.T.H.T.

A.A.A.A.

H.T.A.

P.T. P.T. ' P.T.

C2N il

C2 tem. B1 B2 Cl C2

C2 tem. Cl N il B2 N il

B l B2 B2

B2 tem.Cl.

3rd class

B l 3rd class

Cl

m ic iA3 C2 Cl Nil

3rd class 4th class

C2 C2 tem.

C2B2Cl

Nil N il Cl B l Cl

4th class C2 tem.

C2 Cl N il

B2 tem.

ciN il

ciA2 B2

•B2 tem. B2 tem.

Cl B l B l

4th class N o t in ser­

vice

C2N il

C21 B l B2 Cl Cl

Nil Cl Nil B2 Nil

B l • B2

B2ci-Cl

3rd class 3rd class

B l 3rd class

Cl

N il Cl A3 C2 C l ■ t

3rd class 4th class

C2 C2(f)

ciB2Cl

N il 'N il

Cl B l Cl

3rd class 0 2 t

C2ClN ilC l

C l ... N il

Cl A2 B2

■ t C l

■ . .C l B l B l

3rd class f 4th class

4th class

£ s. d. 80 0 0

,£90 & ,£10 allowance 12 0 0

100 0175 0130 0

80 0

125110125

0 0 0 0

80 0 0 -{ 0 0 0100 0 0

aISO 0

90 012 0

280 0140 0 155 130 110

31 31

160 31

100 012 080 0

130 0250 0 0100 0 080 0 075 0 025 0 016 0 080 0 0100 0 012 0 0

ISO 0 0135 0 0120 0 012 0 0

a80 0 0

130 0 0200 0 0

80 0 025 0 0

a150 0 080 0 0

130 0 060 0 0

125 0 012 0 0

150 0 0100 0 020 0 080 0 0

280 0 0140 0 0

0 0 0 0 0 0

175 0 0130 0 0

25 0 016 0 016 0 0

a. Salary based on a ttendance.

52 THE EDUCATION CIRCULAR. [PEBEtTAEX, 1899.

Schools, Staffs, Classifications, etc.—continued.

School. Class of Staff. Position.Classification.

School, 1899. 1898. 1899.

IV. Gilmore, Berdetta E. H.T. B1 B1Haivkes, Jean A. B2 tern. B2 fJeffrey, Flo. J .................................... A. relg. C2 tem. C2 tem.

in. Cooke, Alfred M............................... H.T. A3 A3Gilholy, Mary T. ... ................ A. B1 B1Carroll, Jeremiah H ........................ A. Cl ClBurchell, Ada K. T.......................... A. Cl ClLogue, it . F. G. ... ................ A. Cl ClHeinrichs, Adolph P.T. 3rd class 2nd classYewers, Mahel ............................. P.T. 3rd class 2nd class

i i i . Storey, Lennox ... H.T. B1 B1Williams, Albert E. A. Nil tBurgess, Frances H ........................ A. Cl tBeddoes, Kathleen ................ A. Nil N ilStonehouse, Juliet P.T. 4th class 3rd classDouglas, E lizth ................................ P.T. 4th class 3rd class

V. Lidcfington, Arthur E .................... H.T. B2 B1Brobble, Mary A. Nil t

Half-time Clarke, M ichael F . ................ H.T. m i Nil

VI. Armstrong, Andrew C. ... H.T. Nil NilStirks, Jane ............................. S.M.

A prov. Clarke, Eva A. H.T. ' N il NilVI. Cross, G. K C................................... H.T. ' Cl 01

Bell, Cecilia ............................. Mon.Gray, Hannah S.M.

A prov. Devling, Tom H.T. C2 C2Eakins, Catherine ................ S.M.

A prov. Smith, Myra K. ... H.T. ci ciIV. Munday, James H. H.T. B1 B1

Brooking, L a u ra :............................ A. B1 B1Brinkman, Edith M. A. prov. Nil C2

A Leahy, Thos. H.T. B2 B2A prov. Casey, Jeremiah W ......................... H.T. Cl Cl

Carroll, Ellen S.M.III. Macgregor, Athol E. J ................... H.T. A3 A3

O’Connor, Patrick ................ A. B2 B2Hayes, Edward J. A. B2 B2Mitchell, Florence ................ A. C l ’ ClDibdin, May A. 1st class P.T. C lLevinson, Theresa ................ P.T. 4th class 3rd classParsons, Florence ................ ■ P.T. 4th class 3rd class

V I. Gill, Minnie * ... ... • H.T. C2 02

Half-tim eBurns, W alter L. ................ H.T. N il ■ N il

B um s, Hannah ... S.M.V. Larkin, Henry T. ................ H.T. N otin service B1

Hanrahan, E l le n ................ P.T. 2nd class 1st classTruman, L o u i s e ............................. S.M.

VI. Wallace, Stephen H.T. Nil fW allace, Elizabeth M.................... S.M.

VI. Connolly, Reginald ................ H.T. Nil N ilCampbell, Rebecca ................ S.M.

A prov. Bourke, Mary B. ................ H.T. . C2 C2A prov. Buncombe, George ................ H.T. C2 tem. N il

Clarke, Eliza J ..................... S.M.m . sp. Braddock, Robt. H. A................... H.T. B2 B2

Tonkin, Mary A................................ A. B2 tem. ClBall, Peter G..................................... 'A. C l tem. N ilGraham, Mark J ..... ................ A. C2 C2Campbell, L etitia A......................... A. Cl C l

V. sp. McBean, Annie ... ................ H.T. B2 B2James, Elsie J ....................... P.T. 2nd class 1st class

V. sp. Moore, Joseph A. ................ H.T. B1 B1Nielson, Susannah H ...................... A. B2 tem. ClReid, Ada M. ............................. A. B2 tem. C lDoolette, Mabel ... P.T. 3rd class 3rd class

Salary.

Fremantle, Infants’

Fremantle, Nortli

Geraldton

Gingin ...

Gingin Brook and Moore River

Gooseberry H ill

Greenbushes ................Greenough, Central ...

Greenough, North

Greenough, South

Guildford

GullewaHamelin

Hoffman Mill ... Hope V alley') ...

and > Rockingham ) ... Jarrahdale

Jarrahdale, No. 39 M ile Mill

Jarrahdale, No. 2 Mill

JennapullinJurokme

Kalgoorlie

Kalgoorlie, Infants ...

Kanowna

£ s. cl.175 0 0100 0 080 0 0

240 0 0130 0 0115 0 0

80 0 080 0 044 0 034 0 0

220 0 090 0 080 0 075 0 025 0 025 0 0

180 0 075 0 0

,£90 & £10allowance85 0 012 0 080 0 0

130 0 016 0 012 0 0

100 0 012 0 0

£80 & £ 1 0allowance200 0 0100 0 0

80 0 0120 0 0100 0 0

12 0 0260 0 0140 0 0140 0 0

90 0 080 0 025 0 025 0 0

100 0 0£90 & £ 1 0allowance

12 0 0200 0 0

44 0 020 0 090 0 012 0 090 0 012 0 080 0 090 0 012 0 0

220 0 0130 0 0110 0 0125 0 0100 0 0150 0 055 0 0

200 0 0110 0 0110 0 0

31 5 0

53

d.00000

00

00

0000000000LOe0000000000000000000000000000000

00000

.0;e00000

THE EDUCATION CIRCUIAK.

Schools, Staffs, Classifications, etc.-—continued.

Class of School, 1899. Staff. Position.

V I. Evans, Henry H.T.VI. O’Brien, Wm. R .................. H.T.

Taylor, E va E ................................... S.M.VI. Ranson, Fredk................................... H.T.

Buckingham, Alberta ................ S.M. and Mon.

A prov. Kippenberger, B arbara ................ H.T. tem.A prov. CulJimme, Mary J. ................ H.T.B prov. Reymond, Helena H.T.V I. sp. Calvert, Geo. H.T.

Snodgrass, Agnes ................ S.M. and Mon.

III. H ill, Arthur ................ H.T.Hamilton, Clias. G. ................ F irst A.Darcey, Martin F. A.McCormick, J a n e ............................. A.Brown, Christina P.T.Keay, Agnes P.T.

V. Sadler, Jas. T ..................................... H.T.Hewson, Catherine J. C. A. relg.

VI. Carriek, Wm...................................... H.T.Connolly, Bridget ................ S.M.

A. prov. Smith, Norman ................ H.T.

A. prov. Mulrooney, E llen H.T.v r . Bell, M aryS....................................... H.T.VI. Nangle, B ern a rd ................ H.T.

Mangle, Mrs. B ................................. S.M.VI. Halbert, Thos. G. ................ H.T.

Halbert, Emma E. ................ S.M.Harmer, Arthur A. Mon.

V. sp. Thomas, Horace ... H.T.Mackay, Elizth. I. ................ A.Jowett, Mary ............................. P.T.

VI. lies, Henry J ..................................... H.T.lies, Mary A. ... ................ S.M.

IV. Hand, Richard ............................. H.T.Loveridge, P. H ................................ A.Horrigan, K a t e ............................. A.O’Hagan, L illian ............................. P.T.Sampson, Evelyn V. Mon.

VI. Brown, Thos. J .................................. H.T.A prov. Dobson, James ............................. H.T.

Sheen, Ellen ................ S.M.A prov. Graham, Fred. P. ................ H.T.

Wreford, Amy ... ................ S.M.VI. Kenafick, E. J. H.T.

A prov. Ross, Andrew M . ... H.T.VI. Martin, Wm. Jas. ................ H.T.

Snow, Susie ................ Mon.Chirk, Kate S.M.

VI. M itchell, E dith ... ' ................ H.T.Vaughan, V ic to r ............................. Mon.

V I. sp. W ilson, Robert ... H.T.BuclmaU, Isabella ................ S.M. and

Mon.VI. sp. M cNaught, Thos............................... H.T.

VI. W illis, E li S. A................................. H.T.VI. E lliott, Robt. Jas. ................ H.T.

Elliott, Annie A. ... S.M.A prov. Jenkins, Chas. H.T.

Half-tim e Kehoe, Danl. O’C. ................ H.T.

VI. Lyngberg, Alf. M. ................ H.T.Grainger, A n n ie ............................. S.M.

A prov. Ferguson, Christian ................ H.T.V. Russell, Arthur H. H.T.

Jeffrey, Mary A.

Classification.

1899.

C lCl

ci

N il 01 B2

B2 tem.

B1 B2 Cl B2

4th class 4tli class

B l M l B2

B2

C2 tem. N il Cl

ci

B2 C2

3rd class B2

B lNot in service

Cl 3rd class

ciC2

C2 tem.

. B2 Cl tem.

Cl '

Cl

N il

ClC2Cl

C2 tem. N il

Cl

Cl tem. B2 Cl

a Salary based on attendance.

5 4 THE EDUCATION CIRCULAR. [ F e b r u a e y , 1 8 9 9 .

Schools, Staff's, Classifications, etc.-—con tin u ed .

School. Class of Classification.Sclaool, 1899. Staff. Position.

1S9S.- Salary.

1899.

Newcastle Street (W est Perth)£ s. d.

IV. G-ladman, Philip H .......................... H.T. B1 B l 230 0 0Preston, Louise ... A. B2 B2 110 0 0Harmon, Eliza A. 1st class P.T. . Cl 80 0 0

IV . Head, Hilda P.T. 2nd class 1st class . 44 0 0Smith, Annie ............................. P.T. 2nd class 1st class 44 0 0

Newcastle Street, Infants’ ... V. Reid, Lamina H.T. B1 B l 175 0 0Brayshaw, Hannah ................ A. Cl Cl 90 0 0

Northampton ... V. Cousins, W m ...................................... H.T. B2 B2 175 0 0Rogers, Annie M. ................ A. Cl Cl 80 0 0

Northam IV. Riley, John H .................................... H.T. A3 A3 .£260 & £25

Turvey, Philip J. ...aUowance

A. Cl Cl 100 0 , 0Gough, A m e l ia ............................. A. Cl Cl 80 0 0Suding, Isabel ............................. A. Cl Cl 80 0 0

Norseman ............................. VI. W illiams, Wm. H. W . ... H.T. Cl Cl 200 0 0Sandford, Tliursa Monitressand 35 0 0

S.M.Paddington ............................. V I. sp. Kerr, Wm. G..................................... H.T. Cl Cl 160 0 0Parkerville Quarries ... * Towle, Bertha H.T. Nil Nil aPeU Mell ........................... . A prov. Fry, Norman ............................. H.T. Nil Nil 90 0 0Perth, Boys’ ............................. II. Rooney, Wm. J. ... ................ H.T. A2 A2 ,£340 & ,£30

quarters

Klein, J. A. .............................allowance

1st A. Not in service A3 200 0 0Derrick, Oswald F. ................ A. B2 B2 140 0 0Bailey, Geo. W .................................. A. B2 B2 140 0 0Todd, Jas............................................. A. B2 prov. B2 140 o toMcGuiness, Patk. ................ A. C2 C2 115 0 0Bott, Edgar S .................................... A. Cl Cl 115 0 0Culligan, Arthur J. A. Cl tem. t 100 0 0

- Cooper, Carrington F ..................... A tem. B2 B2 140 0 0Hatfield, Alfred ... ................ A. . Nil C2 100 0 .0

Perth, Girls’ ............................. II. Girdlestone, Alice M ....................... H.T. A2 A2 240 0 0Dale, E liza J ...................................... A. B1 B l 130 0 0Sutton, Mary ............................. A. B2 B l 110 ' 0 0Sutton, Annie A. Cl B2 tem. 100 0 0McAuliffe, B essie ... A. relg. Cl Cl 80 0 0Kennedy, Eileen A .......................... A. C l tem. Cl 80 0 0Sunderland, Barbara ................ P.T. 2nd class 1st class 44 0 0Preston, Narcissa... P.T. 2nd class 1st class 44 0 0Jenkins, Edith ............................. P.T. 3rd class 2nd class 34 0 0Warnecke, May ... ................ P.T. 3rd class 2nd class 34 0 0Ware, K ate ............................. P.T. 4th class 3rd class 25 0 0

Perth, Infants’ IV. Firks, E llen M.................................. H.T. A2 A2 220 0 0Holbrook, Lillie A. A. A3 A3 150 0 0Wauhop, Mary ... A. B2 tem. Cl 90 0 0Simons, Eliza A. 01 Cl 80 0 0Metcalfe, Frances ................ P.T. 3rd class 2nd class 34 0 0Jones, E lizth...................................... P.T. 4th class 3rd class 25 0 0

Perth, East ............................. III. Clubb. WaUace ... H.T. A3 A3 250 0 0HaU, Albert J. ............................. 1st A. A3 A3 185 0 0Flanigan, Jas. ... ................ A. B2 B2 140 0 0M itchell, Frederica ................ A. C l Cl 90 0 0Trappold, M a r y ............................. A. ' Cl Cl • 90 0 C

' Flanigan, J o h n ............................. P.T. 2nd class 1st class 56 0 0Thirioux, Louise ... ................ P.T. 3rd class 2nd class 34 0 0

Perth, S o u t h ............................. VI. O’Leary,’Frank.J. ................ H.T. B2 B2 150 0 0O’Dea, Mary J. ... A. C2 Cl SO 0 0

P i c t o n .......................................... VI. BoxaU, John .............................Flaherty, Edith ...Potter, Garnet .............................

H.T.S.M.

Mon.

C2 tem. C2 100 0 0 12 0 0 20 0 0

Pingelly VI. Rourke, Simon A. ................ H.T. B2 tem. c i 120 0 0Pinjarra VI. Henry, Thos.......................................

Butterworth, Frances ...H.T.Mon.

B l B l 150 0 0 16 0 0

Plympton rv . Shaw, Thos. P ................................... H.T. A3 A3 •£220 A .£25 quarters’ aUowance

Draper, Jas. T................................... A. tem. Cl Cl 100 0 0

Plympton, Infants’ ...Nicol, Robert ............................. A. on probn. Nil J.I 90 0 0

IV. Cossins, Tryphena A .................. . H.T. ' B l B l 175 0 0

a Salary based on attendanc.

£808016

aSO

a£12C£ 1 0 tallov;ao

160100

12165

7590

12012

18080ISO2520

1001290

220140140

8044

1451680

12012

(130175100SO

I175130

801616

100125

20120

90i s ptgula

10012

10012

1301290

220SO3434

100SO

.orsej

THE EDUCATION CIRCULAR.

Schools, Staffs, Classifications, etc.—continued.

Class of School, 1899. Stuff. Position.

Classification.

1S9S.

IT .

S.P.D.A prov. B prov.

Half-time Schools

A prov.YI.

A prov.

Y.

A A sp.

V.

V. sp.

Aprov.

A prov.

A prov. YI.

S.P.D.VI.

S.P.D.IV.

V.VI.

VI.

S.P.D.

B prov.

B prov. B prov.

VI.

A 131'OV.

VI.

A prov. IV.

V.

Myers, Mabel Blackman, Elizabeth Anderson, Henrietta Johnson, Margaret E. Gleeson, Hannah ... Hoghton, Annie ... Holmes, Wm.

Simpson, Margaret Vose, Jas. de P. ... Gollagher, Donald Gollagher, Agnes... Young, Hugh Ashe, Mary r.. Haynes, Ernest ... Spargo, Ben. L. ... Sunter, B. E. English, John Kane, Margaret ... Ryan, Lawrence ... Pellew, Wm. Kneebone, Flo. Murnane, Jer. Hnrnane, TJranie... Quinn, John A. Grace, Syd. J. Hocldng, Richard E. Manuell, Wm. John Laird, Lily E.Grace, Leslie J. ... Julius, Elizabeth ... Gill, V iolet M. ... Brown, MayThomsett, Hy. K __Thomsett, Ada A. Bradshaw, Sarah M. O’Connor, Hy. A. .. Hammill, Joshua Hewson, John C. ... Ottoway, Amy B. M cKnight, Margaret Nicholls, Leslie H. Richards, John A. Culhane, Julia C. Jones, Constance Branch, Ethel McPhee, Joan Grogan, Thos. Campbell, Frederick Green, Arthur W . Y. Shaw, Chas. A. O’Reilly, Philip ...

Jeffrey, Agnes Duane, Essie Amup, W m. G. ... Marie, Camille E. Bailey, Joseph H. BaileyTStella Perrin, W m . H. ... Perrin, E lizabeth ... McDonnell, John L. W ishart, Bessie ... Edwardes, Etlielbert- Palmer, Henry H. H ill, EdithPyke, F l o ................Smith, E thel J. ... Harkness, Edith ... Boyd, H enrietta ...

. ..1

A.A. on probn.

Mon. H.T. H.T. H.T. H.T.

H.T.H.T.H.T.S.M.

Acting H.T. A.

H.T.H.T.S.M.H.T.

A.H.T.Mon.Mon.H.T.S.M.

H.T. on probn. H.T.

A.A.

~"R«lg. A. P.T.H.T.P.T.H.T.H.T.S.M.H.T.H.T.H.T.

A. tem.A.

H.T.H.T. on probn

A.A.

’ P.T.P.T.H.T.H.T. Mon. H.T. H.T. H.T. s

H.T.H.T.H.T.H.T.

H.T. on probn S.M. H.T. S.M. H.T. S.M. H.T. H.T.

A.P.T.P.T. H.T.

A.

C2 C2 tem.

M lClC2C2

ClB2Cl

B lNil

NilCl

B l,ClB2

>

Cl

Cl tem.B l B2 B2 Nil

3rd class A3

Not in service Cl B2

Nil B2 tem.B2 tem.

Not in service Nil B l

B2 prov.C2

4th class 4th class

Cl Cl

ClNil

Not in service

Nil Nil Nil

- 02 Cl

C2

B2

NilN ot in service

Cl 3rd class 3rd class

Cl Cl

a Salary based on attendance, a “ grade ” (such as from B2 to B l, or C2 to Cl, etc.) should send in their cerl

56 THE EDUCATION CIRCULAR. [ F e b r u a r t , 1899.

A N N U A L IN C R E M E N T S I N S A L A R IE S .Teachers will see tha t the new scale of salaries being

introduced on the 1st of January of this year, the first annual increases will accrue fro m 'th e 1st January, 1900. As far as was possible, in the state of the vote, all the increases due on the raising of the classification of schools have been fully given, and where Teachers’ salaries under the old regulations were found to be above the minimum of the salaries under the new regulations, instead of the salaries being put back to the minimum, they have been retained a t the previously existing figures, and the in­creases will accrue as from those sums.

P U P I L T E A C H E R S ’ E X A M IN A T IO N .At the Annual Examination of Pupil Teachers held on

the 9th and lOfch December, 1898, the following candidates passed the examination, qualifying them for appointment as 4th Class Pupil Teachers in the event of vacancies occurring. Five candidates failed to secure the minimum number of marks.

Name. School.M a r k s .

Per cent.Possible. Gained.

Pope, Glen ... Yalgoo ... 4 20* 344 82Allan, Marion Perth Girls 500 371 74.Sherlock, Marion ... Perth Girls 500 361 72Strang, Beatrice ... Cannington ... 500 351 70Brockway, Amy Claremont 500 350 70Bichards, Gertrude Fremantle Girls’ 500 342 68W right, Elsie Perth Girls’ ... 500 342 68Shelley, Lucy Subiaco 500 327 65Tildesley, Flo E ast Perth 500 322 64Darbon, Elsie Subiaco 500 312 62

* Being1 a male candidate, sewing not taken.

The following Pupil Teachers passed the Examination for admission into the Third Class :—

Name. School.M a r k s .

Percent.Possible. Gained.

Douglas, Eliz. A. ... Geraldton 760 596 78Parsons, Florence ... H ighgate 760 559 74Horton, Jessie Albany 760 541 71Jones, Elizabeth ... Perth In fa n ts .. 760 533 70Mowday, M aggie ... Denmark Mill 760 533 70Stonehouse, Juliet... Geraldton 760 530 70Ware, Catherine E. Perth Girls’ ... 760 489 64.Levinson, Theresa ... H ighgate 760 482 63Myers, Elsie A. Fremantle Girls’ 760 453 60Rodda, Ida ... Coolgardie 760 455 60

E ight Pupil Teachers failed in this Examination.

The following have, however, been raised, provisionally, to the 3rd Class :—Christina Brown, Agnes Keay, Leeder- ville. The following will be required to serve another year in the 4th Class :—Constance Jones, Yietoria P ark ; E thel M. E. Branch, Victoria P a rk ; Agnes R. Jardine; Bussel- ton. ■

The following Pupil Teachers passed for admission into the 2nd Class :—

Name. Scliool.M a r k s .

P ercent.

Possible. Gained.

Heinrichs, Adolph ... Fremantle, N’rth 760 590 78M etcalfe, Frances ... Perth Infants’... 760 582 77Thirioux, Louisa ... Perth, East 760 567 75Smith, Ethel J. ... York ................ 760 520 68Grace, Leslie E. Subiaco 760 51S 68Jenkins, Edith Perth Girls’ ... 760 508 67Yewers, Mabel Fremantle, N’rth 760 500 66Jow ett, Mary Menzies 700* 464 66Warnecke, May Perth Girls’ ... 760 494 65Pyke, Mo. ... York ................ 760 495 65

* To "be examined in Drawing.

The following failed, and will Be required to serve another year in the 3rd C l a s s O ’Hagan, Lillian, Mid­land Junction ; W alker, Edith, Cottesloe; Galley, Dorothy, Bridgetown; Doolette, Mabel E., Kanowna.

The following Pupil Teachers passed for admission into the 1st Class :—

Name. Scliool.M a r k s .

P er cent.Possible. Gained.

Sunderland, Barbara Perth Girls’ ... 760 632 83Flanagan, John Perth, East 760 538 71Preston, Narcissa ... Fremantle Girls’ 760 494 65James, Elsie Kalgoorlie In­ 760 492 65

fants’Bead, H ilda... \ . . Newcastle Street 760 467 61Smith, Annie Newcastle Street 760 454 60

Ellen H anrahan, Jarrahdale. failed, but has been raised to the 1st Class provisionally.

The following Pupil Teachers passed their final examin­ation, and have been awarded the “ C l” Certificate, receiving appointments as Assistants in their respective schools:—

Name. Scliool.M a r k s .

Percent.Possible. Gained.

Dibdin, May H ighgate 760 487 64Harmon, Elizabeth Newcastle Street 760 479 63Logue, Fanny Bunbury 760 468 62

P U P I L T E A C H E R S ’ N E E D L E W O R K .Pupil Teachers in the P erth and Suburban schools may

obtain their needlework by calling at the Department. The specimens worked by the Pupil Teachers in the coun­try were returned during the first week in February, and Head Teachers are requested to inform the Dejjartment if the parcels are not received within a reasonable time.

F e b e u a b y , 1899.] THE EDUCATION CIRCULAR. 57

M O N IT O R S .The results of the Monitors’ Examination are given

in the appended statement. The column headed “ Examination” shows the corresponding examination as set for Pupil Teachers, for which the various monitors entered:—

M arks.

Name. School. Exam ination.

Poss

ible

.

Gai

ned. 4jj

soo

Ph

Remarks.

Daw, M aud ... Esperance ... Candidate’s 500 411 82 PassedSampson, Ev­

elyn Willison, Alice

M.

Mid. Junction 4tli Class ... 760 3S1 50 Failed, to take again

rinnninq-ton ... 3rd C lass... 760 420 55 Do.

Bucknall, Isa ­bella

M ount Magnet 2nd C lass... 760 2 3 8 31 Failed,to take again. Special circum ­stances.

T E A C H E R S ’ E X A M IN A T IO N .The Annual Teachers’ Examination was held in the

James Street School, Perth, during the week commencing the 23rd January, 1899, with the following results :—

Fourteen candidates sat for the B Certificate, and 34 for the C-

B C e r t i f i c a t e .

P a s s e d .—Joshua Hanimill, 2nd Class Honours ;Jean M. Kawkes.

The following passed, subject to re-examination in one subject:—

W . D. M colson,Frances Burgess.

Ten candidates failed.C C e r t i f i c a t e .

P a s s e d .— John Boxall, 1st Class H onours;Geo. McLean, 1st Class Honours ;D. J. Parker, 2nd Class Honours ;Alfred Hatfield, 2nd Class Honours ;E thel M. Brinkman, 2nd Class H onours;Eileen Kennedy, 2nd Class Honours ;F. A. Shannon,Jessie M. Sweet.

The following passed, subject to re-examination, in one subject:—

Isabel Morton,John. Culligan,Stephen Wallace,Eva. M. Silvester,Mary Brobble,Albert E. Williams,Mary Hervey,John R. Parks.

E ighteen candidates failed.

All the foregoing passes are subject to an Inspector’s report on Practical Skill.

C O M P U L SIO N .A fresh supply of Form “ E ” will be forwarded to all

schools. The printed instructions a t the head of each form m ust be carefully noted. ■ I t will be seen tha t the return is to be made up and forwarded fortnightly, on alternate Fridays, instead of weekly, as hitherto.

The special attention of Head Teachers of all schools within the Wellington and York districts is directed to the following notification :—

The Department having made fresh arrangements for the carrying out of the compulsion work within the W ellington and York districts, teachers of all schools within these districts are requested to forward all Com­pulsion Returns direct to the Chief Compulsory Officer a t the appointed time. The Teacher’s remarks should be as complete as possible.; and should a child, live beyond the compulsory radius, the distance m ust be stated.

In making up Form E, Teachers should not include child­ren below six and over 14 years of age.

R E C O G N IT IO N O F U N IV E R S IT Y D E G R E E S .The M inister has decided th a t where candidates for

employment have no State school experience, bu t have received a degree from some well recognised University, they should be allowed to receive the “ B ” Certificate on. passing a satisfactory examination in the following subjects, as prescribed for the B ” Certificate: — Reading, W riting, Arithmetic, School Management, Music, Drawing, and Drill, and where they are females, in Domestic Economy and Needlework; and also in any of the other subjects in Appendix I. which have not been covered by their degree.

SCHOOL. F E E S .I t has been noticed th a t of late there is a considerable

decrease in the amount of fees received from Schools, and th a t there are many more applications for free schooling in certain schools than there should be. Teachers are reminded th a t the law a t present says th a t parents should pay a contribution towards the education of their own children, and, though there are many exceptions allowed, these exceptions are on definite grounds. Many applications on the score of poverty come from people who could perfectly well pay the fee, and the Teachers are asked to give the Department the benefit of their know­ledge of the circumstances of the applicants when sending on lists of applications. These lists have in all cases to go before the D istrict Board before coining to the Department. The sum collected in fees has this year enabled the Department to put into effect such increases as are possible under the new Regulations in Teachers’ salaries: Teachers therefore owe more than they are aware to the efforts of those among their number who ha.ve encouraged the parents to contribute a portion of the cost of education.

P A Y M E N T O F C L E A N IN G A L L O W A N C E S.Authority forms for the payment of Cleaners’ allowances

are being forwarded to all schools where Cleaners have been appointed. These must be made payable to the Head Teacher of the School and duly witnessed. There is no necessity for Cleaners to sign on the salary sheet for the allowance, bu t H ead Teachers should obtain a receipt so as to secure themselves.

58 THE EDUCATION CIRCULAR. [ F e b r u a r y , 1 8 9 9 .

SCHOOL Q U A R T E R S A N D V A C A T IO N S F O R 1 8 9 9 .

The School Quarters will end as follow :—1st Quarter 2nd3rd „4th

Thursday, 30th March. Last Friday in June.

„ „ „ September. Friday, lo th December.

I t ’will be noticed th a t the Christmas Vacation com­mences a week earlier than last year. A change has been made in order th a t the Teachers’ Examination may be held in the week before Christmas instead of in the last week of the vacation.

The Yacations, under Regulation 137, will be as follows:—

School closes. School re-opens.

Easter August Christmas ...

Thursday, 30th March Friday, 25th August ... Friday, lo th December

Monday, 10th April. Monday, 4th September. Monday, 22nd January.

The attention of Teachers is drawn to the Public Holi­days laid down in Regulation 137, v iz .:—Anniversary Day, January, 26; Queen’s Birthday, May 24; Anniversary of the Colony, June 1; Coronation Day, June 28; Proclama­tion Day, October 21; and Prince of W ales’ Birthday, November 9.

F R IZ E S .I t was, unfortunately, impossible to despatch the Medals

awarded fur complete attendance to the schools before the vacation. Only 23 were gained, and they are now in the engraver’s hands. This year, as better notice has been given, the number should increase. The attendance upon which the Head Teacher’s recommendation is based m ust be tha t of the school year, or the year ending with the month previous to the Examination. Of Book Prizes, 334 have been earned. To some schools these have already been issued, and the remainder will be sent during Feb- ruary.

The following is a list of the children receiving m edals:Ethel Coe

Allan McKay ... Mary Ede Alice Hanrahan Charles Ralph... Annie Shepherd E thel W allace... Francis J. Purser Emma Purser... Maud Dewar ... Edmund W ells

F r e m a n t l eGirls’

Coolup Pinjarrah Jarrahdale Bejoording Perth Girls’ Perth Girls’ Canning Mills Canning Mills Canning Mills Bindoon North

Emma Murray W illiam Murray Brook Cowden... Daphne Bailey Jacob W oolf ... George Yince ... Harriet. Donald Harry Stone ... Harold Larwood Harold Joyce ... Ada W ells ... Edward W ells...

Koojan Koojan Albany King River Geraldton Geraldton Bayswater Perth Boys’ Perth Boys’ Perth Boys’ Bindoon North Bindoon North

In preparing for prize givings, all School Teachers should, as a m atter of courtesy, consult the District Boards, even if the prizes have been obtained through funds which are the proceeds of school entertainments. The District Boards will, of course, arrange the distribution of the Department’s prizes for attendance, and it would be well if the other prizes were given with the Departmental ones. The Department should be informed, either by the Teacher or the D istrict Board, of the arrangements made.

C O R R E SP O N D E N C E .In all correspondence with the Department, care should

be taken to quote the number, if any, of the letter received from the Department.

R E G IS T E R S .The attention of Head Teachers must be directed to Regu­

lation 106, requiring the Registers to be sent in to the Departm ent a t the end of the school year. A considerable number of these Registers are still outstanding, and the attention of the Teachers of the following schools is directed to the fac t:—Albany Balingup Bridgetown Carnarvon Greenough, Central Kalgoorlie Menzies Moora Norseman Plympton Roebourne Stratliam Warren Upper,

Several Teachers

Brunswick Burbanks Daudabin Greenbnshes Jennapullin Kelmscott Malabaine Moonyonooka Mount Bai'ker Perth Infants’South Perth Sharks !Toodyay

requested the return of their

T ort Infants’Beaconsfieldlnfants’Bulong Dardanup Bsperance Gingin Brook Jarrahdale No. i

Mill Mingenew.Moore River Swan, Middle W estbrook Midland Junction have

Registers before the staff has been able- to check them. W hen Teachers have received the Registers they should return same to the Department as early as possible.

R A IL W A Y C O N C E SSIO N S.The Railway Department announce th a t on and after

the 1st December, 1898, Season Tickets will be issued to P upil Teachers and Scholars as h e re u n d e r—

P u p il T each ers.(a.) A t half-rates to those under the age of 18 years.(6.) A t two-third rates to those over the age of 18

and under 21 years of age.N o t e .—Pupil Teachers m ust produce a certificate from

the Head of the School where they are employed.

S ch olars.’ Season Tickets at one-quarter of the ordinary fare will

be issued to scholars under the age of 18 years, on produc­tion of the necessary certificate from the Head of the School th a t they attend.

This new Regulation is not intended to affect the Free School Tickets, of which notification appeared in the Circular for September, 1898.

E A S T E R N D IS T R IC T S S T A T E SCHOOL T E A C K 3 R S ’ A S S O C IA T IO N .

The usual bi-monthly meeting of above Association was held in the Northam State School, on Saturday, November 19th, 1898.

Mr. Gamble (District Inspector) presided. The Teachers present representing the various Schools of the D istrict w ere:—Misses Jeffries, Marie, Gough, Gleeson, Sylvester, Bourke (2), Boyd (2), Morrell, and Messrs. . Riley (Vice-President), Halbert, Dobson, Spargo, Murnane, Fry, Slater, Russell, Perrin, and Turvey (Secretary).

F e b e u a e y , 1 8 9 9 .] THE EDUCATION CIRCULAR. 59

A fter general business had been conducted, Miss Gough, of Northam, read a clear and helpful paper on Kinder­garten Woi’k for Infants.

As Mr. Henry was unable to attend to give Ms lesson on English, owing to his recent removal from this district, Inspector Gamble kindly consented to go through the course of English' as prescribed in the Regulations. A t the conclusion of his address he complimented the teachers on the interest which they manifested in the Association, and assured them of the educational benefits accruing from these meetings. He adjured the teachers to work zealously, and be scrupulously conscientious in their attention to every little detail. “ You will be tempted to do this, or to neglect that,” he said, “ ba t remember it is the resisting these promptings to neglect or slur duty th a t will build up your character. He who attends to the minor points will not need to attend to so many weighty matters because they will not occur. Teachers should remember th a t they play a most im portant part in nation bu ild ing ; and should endeavour to secure the co-operation of the parents and public generally, by doing which they would find their work would be made infinitely easier, and their task of moulding the future generation would become what it is, and ought to be, to every noble-minded teacher, a ‘ labour of love.’ ”

An exhibition of pupils’ writing was held during th e afternoon ; and an elaborate display of every description of Kindergarten work was also on view. Mr. Gamble, who had collected the work, explained the methods adopted in teaching the children the making of these articles, which he distributed amongst the teachers, as well as a collection of pictures suitable for School decorations.

Votes of thanks to Miss Gough and to Mr. Gamble brought the meeting to a close.

SCHOOIi E N T E R T A IN M E N T S .Under this heading w ill he published statements of accounts

of School Entertainments. These statements, w ith receipted accounts attached, should be forwarded as soon as possible after the entertainments.

K a u o w n a .—Head Teacher, Mr. J . A. Moore.Receipts:—Tickets, <£18 5 s .; cash a t door, £ 6 16s.;

advertisements on programmes, £ 3 10s.: donation from Mayoress, Mrs. Doyle, £5.

Expenditure:—Printing, £ 2 7s. 6d.; postage, 2s. 6d . ; advertising, 7s.; expense of production, 13s.

Balance on hand, ,£30 Is.A portion of this amount is to be devoted to the purchase

of prizes, and the balance will form the nucleus of a Piano Fund.

A l b a n y .—Head Teacher, Mr. J. Horton.Receipts:—Tickets, <£10 10s.; cash a t door,

£ 1 1 2s. 6d.Expenditure:—Rent of hall, £ 1 10s . ; printing and

advertising, £ 1 10s.; purchase of materials, £ 1 ; carting, 2s.

Balance on hand, £17 10s. 6d.

P a rt of proceeds to be devoted to the purchase of pictures, and the balance to go to the Piano Fund.

D o n g a e a .—H ead Teacher, Mr. G . W. W ard.Receipts:—Tickets, £5 2 s .; money a t door, £ 4 7s. 9d.Expenditure :—Printing, 15s.; material, £1 6s. 6d.Balance on hand, £ 7 8s. 3d.

This was devoted to the purchase of prizes.

D a y D a w n .—Mrs. E. E. Egan.Receipts:—Proceeds of concert, £ 2 3s. l i d . ; dona^

tion of teacher, £ 1 ; donation by judges, 2s. 6d.Expenditure:—Books for prizes, £2 ; pecuniary

prizes for Exercise Books, £ 1 3 s .; incidental expenses, 3s. 5d.

N o r t h F e e m a n t l e .— Head Teacher, Mr. A. M. Cooke.R e c e i p t s Sale of tickets, £ 2 11s. 9d.-; cash at

Town Hall, £11 9s. 3d.Expenditure :—Hire of hall, £ 2 17s.; printing, £ 1 ;

stationery, 3s. 6d . ; advertising, 8s . ; payment of pianiste, £ 1 ; incidental expenses, 18s. 5d.

Balance on hand, £ 7 14s. Id.Proceeds to be devoted to school decorations and amuse­

ments.

W ic k l o w H i l l s .—Head Teacher, Miss Camille E. Marie.

Receipts :—£ 2 15s.Expenditure: —2s. 9d.Balance in hand, £ i 12s. 3d. to be devoted towards

the prize fund.

D o n n y b e o o k .—H ead Teacher, Mr. A. Schneider.Receipts:—Tickets, £10 19s.; donation, 9s.Expenditure:—Stage curtains, 15s.; books, music,

and stationery, 10s.; refreshments for children, 6s . ; stage fixings, 5s. 9d.

Balance on hand, £ 9 11s. 3d.The proceeds were expended on prizes for every child.

N e w c a s t l e .— H ead Teacher, Mr. A. H. Russell.Receipts:—Sale of tickets, £13 18s. 6d.; donations,

£ 4 Is.Expenditure:—H ire of hall, £ 1 13s. 6d.Balance on hand, £16 6s. Of this, £ 1 4 6s. was

devoted to the organ fund, and the £ 2 remaining to the prize fund.

G i n g i n .—Head Teacher, Mr. A. E. Liddington.Receipts : —Sum taken at the door, £ 6 Is.Expenditure:—H ire of hall, £ 1 ; hire of piano, 10s.;

miscellaneous expenses, 5s. Id.Balance in hand, £ 5 3s. l id . Of this amount, £ 4

is to go towards founding a School Library, and the balance towards the purchase of ar­ticles for the playground.

60 THE EDUCATION CIRCULAR. [ F e b r u a r y , 1899.

M o u n t B a r k e r .—H ead Teacher, Miss E . Mitchell.A successful concert was held in this school on the

17th December for the purpose of providing a prize fund. The net receipts amounted to £3, -5s. The detailed accounts will be published when received from Miss Mitchell, after the prizes have been purchased.

C h i t t e r i n g .—Head Teacher, Mr. A. Preston.A concert was given by the children of this school on the

2nd December hi aid of the Prize Fund. The proceeds were very satisfactory, amounting to £ 4 2s. 6d. A detailed report of the receipts and expenses will be published later, when forwarded by the Teacher.

C a r n a r v o n .—Head Teacher, Mr. Paul Sheard.Receipts:—=£5 18s. taken at the door.Expenditure:—Nil.

A good selection of prizes was purchased, and, in addition, a fine breech-loading gun and a sewing machine were pre­sented by Mr. and Mrs. Baston to the. most popular boy and girl respectively. A t the conclusion of the prize dis­tribution one of the boys, on behalf of the scholars and parents, presented Mr. Sheard with a very handsome gold W altham watch.

J a r r a h d a l e 39-M il e M i l l . —Head Teacher, M r. S. Wallace.

A concert was held a t this school on the 18th October last, and on the same day some of the parents organised a children’s treat. After all expenses had been paid there was a balance of =£1 8s. remaining. This was expended in the purchase of books to form a nucleus for a School Library.

A combined picnic for the Hamelin and Karridale Schools was held on the Karridale School Ground on the 19th November last.

Receipts:—Subscriptions, =£21 2s.Expenditure :—Refreshments, ,£10 17s. 8d.; sports

prizes, .£5 Os. 9 d .; locomotive hire, 10s.Balance on hand, =£4 13s. 7d. This was expended

on the ptu-cliase of prizes.A school picnic was organised by Miss J. Culhane,

Teacher of Mogumber School, in December last. The sum of ,£3 was contributed on the picnic ground for the pur- chase of prizes.

S u b ia c o .—H ead Teacher, Mr. S . J. Grace.A very successful concert was given by the children of

this school on the. 17th November last. The net receipts amounted to £12, which sum was spent on prizes for the children.

C o o n d l e . —Teacher, Miss M. Syred.A picnic and raffle in aid of a Prize Fund for this school

was held on the 5th September last. The net receipts amounted to £1 15s.

E a s t P e r t h .—Head Teacher, M r. Wallace Clubb.Receipts:—Sale of tickets, =£26 8s . ; Donation from

W alter James, Esq., M.L.A., =£2 2 s .; Hon.G. Randell, Colonial Secretary, 10s.

Expenditure :—Rent of Town Hall, =£5 11s.; Re­hearsal, Town Hall, 5 s .; Limelight, =£1 15s.; Printing, =£1 14s.; Prizes and Library Books, =811 4s.

Balance for a Library.—J28 11s.“ The annual concert of the pupils of the E ast P erth

School attracted a large audience to the Town H all last night. The part singing under the conductorship of the headmaster (Mr. Wallace Clubb, B.A.) was excellent. The physical training was shown to be thorough by the clever displays of the boys. The floral march of the girls, and a Sir Roger, in costume, by the little ones, with limelight effects, in each case elicited great applause. Every item, in fact, met with a hearty reception.”— Morning Herald.

D IST R IC T BOARDS.Following is a list of the District Boards of Education

for the ensuing three years. The elections were held in December of last year, bu t in several cases there were in­sufficient nominations, and the vacancies had to be filled by appointment. The list is not quite complete, as several replies have yet to come in. In the amended Regulations, referred to in another part of the Circular, Teachers are notified of the several matters which should go through the D istrict Boards, and compliance with this instruction will go a long way towards the harmonious working of the Boards and the Schools.

BEVERLEY.E l e c t e d :—

Rev. Horace SmithMr. Patrick W hiteleyRev. C. E. Groser (Chairman)Mr. Wm. Smith :Mr. Thos.'Secomb (Hon. Secretary).

BROOME HILL.E m o t e d :—

Mr. Patrick Garrity, sen.Mr. George GreenMr. Charles Jordan (Chairman)Mr. Wm. E. K eetley (Hon. Secretary) Mr. Thos. Norrish.

BLACKWOOD.E l e c t e d :—

Rev. A. Craven (Hon. Secretary)Rev. E. W . H artMr. J. A llnntt (Chairman).

A p p o i n t e d :—

Dr. Dickenson Mr. J. Scott.

F e b r u a r y , 1899.] THE EDUCATION CIRCULAR. 61

FREMANTLE.E l e c t e d :

■Ir. Rd. Birch Mr. Howard Evans Mr. D. J. C. Goodsir Eev. Robert Hanlin Rev. Wm. F. Turton (Chairman)

Hon. Secretary: Mr. W. E. Wray.

KARRIDAILB.E l e c t e d :—

Rev. Herbert P ittsMr. G. F . McGregor (Chairman)Mr. Wm. Jamieson (Hon. Secretary)Mr. John DelfsMr. Douglas McVicar.

GASCOYNE.E l e c t e d :—

Rev. W. Sharp (Hon. Secretary) Mr. C. D. V. Foss (Chairman) Mr. G. Baston Mr. J. A. Morrell Mr. W. E. Townsend.

GERALDTON.E l e c t e d :—

Rev. R. DunstanRev. Thos. Louch (Chairman)Rev. Wm. W attMr. T. R. DeLucey (Hon. Secretary) Mr. Edward Pope.

GINGIN.E l e c t e d :—

Mr. J. E. Wedge Rev. W. Prior Mr. Geo. Buchanan.

A p p o i n t e d —

Mrs. A. M. Edwards Mrs. Selina King.

GREBNOUGH. E l e c t e d :— •

Mr. Thos. Clinch (Chairman)Mr. John F . Morrell Mr. John McCartney.

A p p o i n t e d :—

Rev. A. J. W ilkins (Hon. Secretary) Mrs. George Hamersley.

IRW IN.E l e c t e d :—

Mr. Jas. DeimageMr. Alex. CampbellMr. W. H. LinthorneRev. Jas. Orchard (Chairman)Rev. Jno. Thrum (Hon. Secretary).

JARRAHDALE.E l e c t e d :—

Mr. Fredk. Robinson Mr. John Rowett.

The three vacancies will be filled by appointment in Execu­tive Council.

KATANNING.E l e c t e d :—

Mrs. W. K. Adam (Chairman) Mr. F. E. Smith.

A p p o i n t e d :—

Rev. Jas. Flood (Hon. Secretary) Rev. J. A. Howes Mr. G. A. Beeck.

KOJONUP.E l e c t e d :—

Mr. Jas. M. Flanagan (Chairman)Mrs. Elizabeth Flanagan (Hon. Secretary) Mrs. Elizabeth Kavanagh Mrs. Margaret Norrish Mrs. Elizabeth M. Bagg.

MELBOURNE.E l e c t e d :—

Hon. H. B. Lefroy, M.L.A.Rev. Father DominguezMr. C. K. Davidson (Chairman and Hon. Secretary) Mr. John Clune Mr. R. P. Lanigan.

MOURAMBINE.E l e c t e d :—

Rev. F . C. G illettMr. Alfred S.Clarke (Hon. Secretary).

A p p o i n t e d :—

Mr. Geo. H. Bostock (Chairman)Mr. Geo. M. Sewell Mr. W alter G. Strickland.

M URRAT.E l e c t e d :—

Dr. Chas. Lovegrove (Hon. Secretary) Mr. Arthur Birch (Chairman)Mr. Samuel Britterworth Mr. John R. Scott Mrs. Kate Logue.

-NAIiKOGIN.This Board will be appointed.

NORTHAM.E l e c t e d :—

Rev. F. S. Finch (Chairman)Mr. John JohnsMr. C. C. MolvneauxMr. J. T. ReillyMr. W. J. Stewart,

6 2 THE EDUCATION CIRCULAR,. [ F e b r u a r y , 1 8 9 9 .

NORTHAMPTON.E l e c t e d :—

Mr. J. M. Thompson (Chairman and Hon. Secretary)Mr. T. W. DreivMr. Isaac W oolfMr. Patrick SheaMr. J. W . Harvey.

NORTH FREMANTLE.E l e c t e d -.—

Rev. A. J. Barclay (Chairman and Corresponding Secretary)

Rev. P. V. DowlingMrs. Jas. Cowan (Secretary)Mrs. P. A. Moseley Mr. Robt. Dearie.

PERTH.E l e c t e d :—

Lady Onslow Mrs. H. P . Harvey Dr. Jameson Rev. D. I. FreedmanMr. J. W . Langsford (Chairman and Corresponding

Secretary).

PLANTAGENET.E l e c t e d :—

Mrs. A. J. Hassell Rev. G-. Brewster Rev. T. BirdRev. C. A. Jenkin (Hon. Secretary) Mr. Chas. Pearson.

ROEBOTJRNE.A p p o i n t e d :—

Mr. Geo. A. Tee (Chairman) Mr. Chas. W. H arvey Mr. Harry A. Hall Mr. Thos. Porter Mr. A. T. Stanbridge.

SHAEKS BAT.E l e c t e d :—

Mrs. H. R. King (Hon. Secretary) Mrs. C. M. K night Mr. A. G. Henfrey.

A p p o i n t e d :— •

Capt. J. G. K night (Chairman) Mr. J. H. Mead.

SWAN.E l e c t e d :—

Mr. P A. Gu^eriMr. W . G. Johnson (Hon. Secretary) Mr. R. J. W ilson Mi-. P. J. Read Mr. W. F. Guppy.

SOUTH PERTH.E l e c t e d :—

Mrs. N. K. EwingMrs. D. J. GarlandMr. R. T. McMaster (Chairman)Mr. J. H. Harvey Mr. E. Hutchison

Hon. Secretary : Mr. C. W. Kent.

TOODYAY.A p p o i n t e d :—

Mrs. S. J. HcCombie Mi's. Demasson Mrs. Holiday Mr. A. C. FranklynMr. E. A. Archdeacon (Hon. Secretary).

YASSE.S l e c t e d :—

Mr. John Bovell (Hon. Secretary)Mr. Elijah DawsonMr. Ernest LockeMr. Chas. Layman (Chairman)Mr. H. J. Yelverton.

WAGIN.E l e c t e d :—

Mr. F . M. Buttfield. A p p o i n t e d :—

Mr. G. D. TaylorMr. R. GellMi-. J. E . CowclierHon. C. A. Piesse, M.L.C.

WELLINGTON.E l e c t e d :—

Rev. A. Buchanan (Chairman)Mr. H. Brashaw (Hon. Secretary) Mr. E. A. Gibbs.

A p p o i n t e d :—

Miss Cons Mrs. Stafford.

W EST PERTH. •E l e c t e d :—

Mrs. Jane AyresRev. W . H. Peters (Cl rman)Mr. J. D. Hatch Mr. Chas. HartMr. Wm. Burns.(Hon. Secretary).

W ILLIAM S.E l e c t e d :—

Rev. P . C. Gillett,A p p o i n t e d :—

Mr. F . A. Hamersley Mr. E. Kennedy Mr. G. S. P . CowcherMrs. Blanche Hamersley (Hon. Secretary).

YORK.E l e c t e d :—

Mr. Kenneth Edwards (Chairman)Mr. Chas. EdwardsRev. W . H. HodgeMr. R. W. MaxwellRev. E. W illiams (Hon. Secretary).

F e b r u a r y , 1899.] THE EDUCATION CIRCULAR. 63

CO M M ITTEES OF SCHOOL M AN A G EM EN T.At several GolcLfields’ centres Committees of School

Management have been formed, and a- liat of these is given below. They will correspond to the District Boai-ds in other parts of the Colony, and Goldfields Teachers’ may take any references to District. Boards in the Regulations as applying equally to these Committees

BOULDER.Mr. J. M. Hopkins (Chairman)Mr. W. T. Rabbish Mr. L. CullenMr. H. C. W right (Hon. Secretary)Dr. Sawell.

COOLGARDIE. Mr. Lawrence Read Mr. A. E. Thomas Mrs. Eimserty Mrs. Glowery Mrs. Gill Mrs. S. W ilson Mrs. Wymond.

KALGOORLIE.Mrs. T. I \ Brimage Mi’S. Thos. W ilkinson Rev. E. G. Saville Rev. A. Crow Mr. Alex. Cohen.

KANOWNA.Mrs. Long Miss E w in g ,Rev. R. H. Moore (Hon. Secretary) Rev. J. D ingleMr. Robt. Tonniges (Chairman) Mi'. E. M. Austin Mr. Brian Hooker.

KTTRAWA.Mrs. McIntyreMrs. J . C. W am esMi'. Jas. Campbell (Chairman)Mr. W. J. Bonnin (Hon. Secretary) Mr. A. C. McDonnell.

M ENZIES.Mrs. Le Mesm-ier Mr. T. Campbell Mr. W . JowettRev. J. G. Jenkin (Chairman).

(One vacancy to be filled.)

STOCK NOTE.There appears to be little incjtirry on the part of

Teachers for Macmillan’s Series of Recitation Books. These useful publications are supplied at the low rate of Id . each for Standards I., EL, and HE., and at 2d. each for the higher Standards. Their use is distinctly re­commended in the Regulations.

\

9

By Authority: R i c h a b d P e t h e k , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 9.] M AR C H , 1899. [Vol. I.

A P P O IN T M E N T S, T R A N S F E R S , ETC.

Name. School. Office. Classifi cation. Salary per annum.

W right, Elsie M............................. Perth Infants’ ... ................ P.T. 4th Class, half-time£1(3

s.0

d.0

Allan, Marion ................ Perth Infants’ ............................. P.T. 4th Class, half-tim e 16 0 0Wood, Leonard ... W agin A., prob. m i 70 0 0McCarthy, Victoria G-................... Northam .......................................... Mon., prob. 30 0 0Lloyd, George ... Newcastle ... ... ................ Mon. 20 0 0Darhon, Elsie ................ Subiaco Infants’ ... P.T. 4th Class, half-time 16 0 0Havffl, Henry E. ■ ................ Belmont .......................................... H.T. B2 120 0 0Eeid, Ada H . ... ................ C oo lgard ie .......................................... A. Cl 110 0 0Sherlock, Marion ................ H ighgate > .......................................... P.T. 4th Class, half-time 16 0 0Dalrymple, Wm. E. M a n d u ra h .......................................... H.T. C2 100 0 0Gilholy, Mary T. B r u n sw ick .......................................... H.T. B l 130 0 0Kennedy, E l s i e ............................. H ighgate .......................................... P.T. 2nd Class 34 0 0Cmtchett, Euby ................ Boulder .......................................... Mon. Half-time 20 0 0Eodda, Ida ............................. Boulder .......................................... P.T. 3rd Class 31 5 0Gray, D oarietta ............................. Coolgardie Infants’ ................ Mon. 40 0 0Green, Mrs. Mary M..................... W a lk a w a y ................ S.M. 12 0 0Marie, Camille ... ................ Plympton .......................................... A. C2 SO 0 0Harms, Harry ... Waterouse Mill ... ... - H.T. C l 130 0 0Taylor, Naomi ................ Boulder Infants’ ................ P.T. 4th Class, half-time 20 0 0Tonkin, L a u r a ............................. Kalgoorlie Infants’ P.T., prob. 3rd Class 31 0 0Wilson, Bobert ... ... M a la b a in e .......................................... H.T. Nil 105 0 0Smith, N o rm a n ............................. Mount M agnet ............................. H.T. B2 135 0 0Loveridge, Arthur H .................... Bunbury ... ... ................ A. B2, temp. 130 0 0McNamara, Francis J ................... Midland Junction ... ................ A. C l, prob.

Half-time100 0 0

Cronin, Isabel ... Jarrahdale ... ................ Mon., prob. 16 0 0Snook, Florrie ... J a rrah d a le .......................................... Mon., prob. 30 0 0Cochrane,. Annie ................ C oo lgard ie ................ A., prob. Nil 70 0 0Dalrymple, Mrs. D. E .................. Mandurah ... ... ................ S.M. 12 0 0Culhane, Julia C. - ... Perth Girls’ ... ................ A., 6 months on prob. C2 80 0 0Brayshaw, Hannah ... Victoria Park' ............................. A. Cl 90 0 0McAuliffe, Bessie ■ ................ Newcastle Street Infants’ A., on supply. Cl 80 0 0Mulrooney, E llen ................ Coolup H.T. N il 80 0 0Armstrong, Florence ................ North F r e m a n tle ............................. A., on supply. Nil 70 0 0Blackman, Elizabeth ................ Plympton ................ A., prob. C2 , temp. 80 0 0Lewis, Ivy A ...................... Plympton Infants’ P.T. 4th Class, half-time 16 0 0Hawkes, Jean ................ Fremantle (North) Infants’ H.T. B2, pending 145 0 0Smith, Edward H .......................... H ighgate .......................................... A., prob. C2, temp. 100 0 0Youren, Adelaide ................ Southern Cross A. N il 75 0 0Sweet, Jessie M............................... Boulder Infants’ ... A. C2, temp. 110 0 0Burchell, Ada K. T ........................ Beaeonsfield ............................. A. Cl 80 0 0Blair, John T ................................... Coalville H.T. Cl 120 0 0

66 THE EDUCATION CIRCULAR. [M a r c h , 1899.

TE A C H E R S’ E X A M IN A T IO N , JA N U A R Y , 1 8 9 9 .

The subjoined list of questions set a t the recent teachers’ examinations is published for general information. The actual results have already appeared in the Circular. To add to the usefulness of the publication, brief reports from the examiners have been appended, and teachers -would act wisely by carefully studying the suggestions contained therein. The examiners for the teachers’ examination were the Hon. Hy. Briggs, M.L.C., Messrs. 0 . P . Stables and A. R. Grant, Miss Nisbet, the Inspector General o f Schools (Mr. Cyril Jackson), the Chief Inspector (Mr. J. P. W alton), Mi-. Inspector Gamble, and Mr. E. W . H . ; Needham.

A rith m e tic—“ C.”' Time allowed................ ... Three hours.

1. I pay <£75 for a J of a mine. Owing to rich i discoveries on the mine I sell -§■ of my share for ,£840. A t | this rate, what is the value of the whole mine, and also my j profit on the portion sold ?

2. F ind the value of•374 x -374 — -126 x -126 ,

•374 — -126 a to n ;and simplify 3TV — 2§ + — 4J^ + 2 i f — f .

3. How long will =£110 be in amounting to ,£167 18s. 2fd . at 4 | per cent., simple interest ?

4. A fence 6ft. high throws a shadow of 1ft. 7fin.A tower close by throws, a t the same time, a shadow of 19ft. l^ fin . W hat is its height ?

5. Add -0125 of £ 5 12s. 6d., 3-0057 of 15s. and -15 of 8d., and express the result as a decimal of .£1 to four places. :

6. After giving away f of f of the oranges on a tree, ‘ and then selling f of 4 of the number left, there still remained 130 on the tree. How many were there a t first ? ;

7. I f the carriage of 10 tons for 111 miles cost ,£4 \ 12s. 6d., how far may five tons be carried for 6s. 8d.?

8 . Add together as decimals 6-45382, 21-6, 34-56, •00467.

9. A person exchanged 18 dozens of wine for a gold snuff-box weighing 8ozs. 13dwts. lOgrs., valued a t <£4 10s. an ounce. YVhat did he value his wine a t per dozen P

10. A river is 50 yards wide and 5 feet deep, and flows at the rate of 3 miles an hour. How many cubic yards of water flow under a bridge every minute ?

E n g lish —“ C.”Time a l lo w e d ............................ Two hours.

1. (a.) Give, with examples, the meaniiigs of the affixes — less, — ern, —- tilde, — ling, and — wise.

(6.) Form words from the roots of the Latin verbs —pono, lego, ago, and facio.

2. W hat is the “ enlargement ” of a sentence, and of what may it consist ?

3. Give five examples of “ double plurals,” i.e., nouns which have two plurals.

4. W hat is the difference and what the resemblance between a gerund and a participle r Give examples illus­trating your answer.

5. Distinguish between simple (or grammatical) subject and logical subject, also between simple and logical predicate. Indicate each of these in the following sentences:—

(a.) A bird in the hand is worth W o in the bush.(b.) That hero was deservedly called the saviour of his country, (c.) The sigh t of distress always fills a benevolent mind with

.. compassion.

6. Analyse the following "and parse the words in ita lics:—

“ I had been spared this shame if I had sat B y thee for ever from the first, in place Of my wild dreams of beauty and of good.”

7. Paraphrase—“ True to his charge, the close-packed load behind,

T et careless what he brings, his one concern Is to conduct it to the destined inn,And having dropped the expected bag—pass on. - He whistles as he goes, light-hearted wretch,Cold, and yet cheerfu l; messenger of grief Perhaps to thousands, and of joy to some,To him indifferent, whether grief or joy.”

i 8. W rite an essay on “ AH work and no play makes ; Jack a dull boy.” ■ ‘ -

9. Correct any errors in the following sentences, and give reasons for each correction—

(a.) Johnson’s “ Lives of Poets ” are reprinting.(6.) The fact of yon having said so is enough for me.(c.) There is sometimes more than one auxiliary to a verb. (d.) These flowers sm ell very sweetly.

G eography—“ C.”Time a llo w e d ............................ Two hoiu-s.

1. Draw a ina,p of France, inserting the principal physical features and chief towns.

2. Describe New .Zealand under the following heads:— (a) Physical features, (b) climate, (c) chief towns, (d) products and trade.

3. W hat industries are carried on at or near Hawke Bay, Mackay, Warnambool, Barrier Range, Geographe Bay, Cobar, Newcastle (England), Riga, Belfast, Glasgow, Redditch.

4. In tabular form give the names of the countries which are on the European side of the Mediterranean Sea; name eight of the chief ports and 12 of the chief products of its European shores and waters.

5. W rite as full an account as possible of the Alps.6. Where and what are the Balkans, Shannon, Malar,

Land’s End, Euphrates, . Agulhas, Rockies, Yukon, Baikal ? *

7. .Name the chief deposits of ( i) gold in Queensland and W estern Australia, ( 2) copper iu South Australia, (3) coal in Victoria, (4) tin and iron in New South Wales.

M a b c h , 1899.] THE EDUCATION CIRCULAR. 67

8. W hat loading for A ustralia could steamers obtain from the following countries or places:—Ionian Isles, Spain, Bordeaux, Austria, Baltic Sea, Hamburg, Man­chester, Italy ?

H is to r y —“ C.”Time allowed ... ... ... Two hours.

Eight questions only to be attempted.

1. G-ive some account of the Danish invasions. Did they leave any permanent traces in England ?

2. W hat do you know of Domesday Book — Con­stitutions of Clarendon—Act of Uniformity and Supi-emacy —Petition of R ight—Toleration Act—Reform Bill?

•3. W rite a brief life of five of the following:— D unstan—A se lm —Roger Bacon—-Sir Thomas More— the Duke of Somerset—John Hampden—Blake—Clive— Edm und Burke—Sir Robert Peel—Sir Henry Havelock.

4. W hat was the position of the monarchy in the reigns of John—Henry Y III.—W illiam I I I .—and George I.?

■5. Describe the course of Elizabeth’s duel with Philip II .

6. G-ive some account of Oliver Cromwell as a soldier and a ruler.

7. Sketch the campaigns of (a) Marlborough or (b) Wellington.

8.' W hat were the ’15 and the ’45 ?9. W hat were the causes' of the rupture with the

American colonies and the leading incidents of the W ar of Independence?

10. W hat countries were explored by Raleigh—Dampier —and Captain Cook?

11. W ho have been the Queen’s Prim e Ministers? Give some measures passed in their respective terms of office.

S chool M an agem en t—" C.”Time allowed ... ... ... Two hours.

(Successful Candidates w ill be examined in Practical Skill in Teaching a t the next visit o f an Inspector).

1. W hat are the principles underlying K indergarten _ teaching ? W hat is meant by “ Gifts” in this method of teaching ? Mention first three “ Gifts.” W hy are the first three “ Gifts” placed in th a t order ?

2. W hat concrete illustrations would you use in teaching Notation to Standard I. children? Show how you would use them.

3. A school with 100 children on the roll is taught bv a head teacher, a female assistant, and a pupil teacher or a monitor. The accommodation provided is a main-room and a class-room. W hat work should be assigned to the pupil teacher or m onitor? G-ive your reasons for such assignment.

4. W hy should recitation be taken in Elementary Schools ? W hat should guide a teacher in selecting suit­able passages for recitation? W hat is meant by the

following sentence in a school report:—“ Recitation, is mechanical.” How would you remedy this ?.

5. Show, briefly, how you would proceed to give a class, which has previously studied the noun, a first lesson on the adjective.

6. In drawing up a time table, what lessons should be of short duration, and what should guide a teacher in determining the amount of time allotted to a lesson ? (Answer as fully as possible.)

7. W hat directions are given in the Regulations as to the marking of the roll? W hen should the roll'be finally closed a t each morning and afternoon attendance ? How would you mark a child—

(«.) Ai'riving at school a t 9'30 a.m.(&.) Arriving a t school a t 10'10 a.m.(c.) Leaving school a t 11-30 a.m.

N eed lew ork (F e m a le s)—“ C.”Time allowed ... One and a-half hours.

N.B.— The practical work must be clone first.

1. Darn on stocking web a hole half an inch square.2. Sew a flannel patch two inches square on to a piece

of flannel four inches square.3. G-ive instructions as if to a class how to darn a

hole in a stocking.

M u sic—“ C.”ST A FF NOTATION.

Time allowed ... One and a-half hours.1. Define—Bind, slur, triplet, adagio, dal segno,

eon brio, ritard, tetrachord, stave, clef.2. Complete the bars given in figure C., with notes.3. On the bass clef write the key signatures of the

following keys:—A, P sharp, A fiat, G- flat, and B.4. W hat is transition ? G-ive an example and show

how the transition is indicated.5. Distinguish between the different kinds of scales.6. Explain fully the various marks, terms, signa­

tures, etc., in the passage given in figure D.SO L -FA N OTATION.

Time allowed ... One and a-half hours.1. Show, by a diagram, the relationship between

the standard scale of pitch and the Sol-fa scale in C, G, and E.

2. Define accent, measure, pulse, and show how they are represented.

3. W rite minor thirds, perfect fourths, and major sixths above the following:—

r, s, fe m d t4. In four-pulse measure write notes of the following

values:— •i j j j 2, i | | i, Em pty pulse i | J i 2

68 THE EDUCATION CIRCULAR. [M a b c h , 1899.

5. Re-write the following passage, treating tlie first note as S :—

r 1 fe s ni t fe 1 r fe d’ t d’6. Distinguish between the different kinds of scales.

D raw in g—“ C.”FR E E H A N D AND BLACKBOARD.

To draw two objects from the elementary course.

A rith m e tic ..B .”Time allowed .................. Three hours.

1. How many men m ust be employed for 6 days to mow 460 acres 3 roods 8 jioles, if 42 men can mow 144 acres in 5 days ?

2. A t what rate per cent, will the simple interest on ,£236 6s. 8d. amount, to £17 14s. 6d. in 2 i years ?

3. 46§§ sovereigns of full weight are equal to a pound troy. W hat will be the weight of a sovereign when 2-l per cent, of the metal has been worn off ?

4. F ind the discount on ,£3,073 19s. 2d. due 4 years10 months hence a t '4 f per cent.

5. How much per cent, will be added to a person’s income by a reduction in the income tax from lOd. to 6d. in the £ ?

6. Find the value of—

1 1 )O — Q > X lOf.

> _ ____t ___ 2 + _________4 - f 4 + f J

7. Three men, the length of whose strides is 2ft. 9in., 3ft., 3^ft. respectively, walk two miles. F ind how often they will step together.

8. F ind tlie G-.C.M. of £ 8 8s. 5d. and £26 13s. l i d . and the square root of xW A-

9. Find, by practice, the Value of 5 acres 2 roods 7 poles 88sq. yards @ ,£161 6s. 8d. per acre.

10. The radius of the inner boundary of a ring is 14 inches; the area of the ring is 100 square inches. F ind the radius of the outer boundary.

E n g lish —“ B .”Time a l lo w e d ............................ Two hours.

1. Distinguish between collateral and co-ordinate sentences, and give examples of each.

2. Explain the use of prepositions. Wliere are they usually placed ? W hen affixed to verbs ; what change do they often produce in the verb ?

3. Give the meaning and derivation of the following words :—Execution, deduced, ghastly, exorcist.

4. W hat is grammatical “ Concord ’’ P Give three instances in which it is necessary tha t such “ Concord” should, exist.

•5. Mention any changes which have taken place in Latin words passing into English through the French.

6. Paraphrase the following :—“ Now follows that you know. Young Fortinbras,

Molding a weak supposal of our worth,Or thinking by our late dear brother’s death Our state to be disjoint and ont of frame,Odlleagiied with tlie dream of "his advantage He hath not failed to pester ns w ith message Importing tlie surrender of those lands Lost b y his father.”

7. Parse the words in italics in the above passage.8. Analyse the following:—

(a.) W e are all inclined to appreciate whatever we have overpraised, and, on the other hand, to show undue indulgence where we have shown undue rigour.

(&.) And history, while, for the warning of vehement, high, and dating natures, she notes his many errors, will yet deliberately pronounce, that, among the eminent men whose bones lie near his,, scarcely one has left a more stainless and none a more splendid name.

9. W rite an essay on the development of this - Colony since the year 1890.

G eography—“ B .”

Time a l lo w e d ............................ Two hours.

1. Draw a map of North America,' inserting countries, chief physical features, and towns.

2. Enumerate, in order, the countries and chief capes you would pass by, and the straits you would pass through, in a voyage from Canton to London, through the Suez Canal.

3. W rite as fully as possible upon Canada under the following heads :— (a) physical features, (b) climate, (e) chief towns, '(d) products and trade.

4. Describe position and importance of Fashoda, Smyrna, Medina, Kandahar, Benares, Athens, Florence, St. Louis, Vera Cruz.

5. fa) W hy are Bermuda, Aden, Singapore, and Jamaica im portant ? (6) W hat are the products of India and B ritish Honduras ? (c) W here are P o rt Elizabeth, Cape Coast Castle. Labuan ?

6. In tabular form - enumerate the chief animal, vegetable, and mineral products of the Australian Colonies.

7. Explain the phases of the moon, and illustrate your answer by a diagram.

8. How are dew, hail, rain, and snow formed ? Where in the world are the principal glaciers found ?

H isto r y —“ B ,”Time allowed ... ... Two hours.

Eight questions only to be attempted. One of the last three must be included.

1. Give a brief account of the B ritish campaigns of—(a) Aulus Plautius, (b) Suetonius, (c) Agricola.

M a b c h , 1899.] THE EDUCATION CIRCULAR. 69

2. ' W hat were Compurgation and Ordeal—Weregild —Shiremoot—Fyrd—Relief—Escheat ?

3. “ Henry II . and Edward I. were the great legal reformers of mediasval England.” Show the grounds for this statement.

4. Give a sketch of the French wars of Henry V. and Henry VI.

5. Grive an outline of the relations of England and Scotland between 1542 and 1603.

6. W hat do you know of Cromwell’s connection with Parliament (a) during Charles’ lifetime (6) during the Commonwealth ?

7. W hat were the principal achievements of Clive— W arren Hastings—John and H enrj Lawrence ?

8 . W here was the first railway, and what do you know of the early history of steam ?

9. Grive an account, with dates, of the occupation of K ing George's Sound and Swan River.

10. W rite a short .life of Matthew Elinders—Charles S tu rt—and Edward Gibbon Wakefield.

11. “ Sir George Grey was one of the most striking figures of our time.” Sketch his career in Australia and New Zealand.

N eed lew ork (F e m a les)—“ B .”Time allowed ... One and a-half hours.

N.B.— The practical work must be done first.

1. Join two pieces of calico 4 inches long by 2-j inches wide by a sew and fell seam 2 inches long. A t the foot of the seam insert a gusset 1 inch square.

2. W ork a button-hole bridged at both ends.3. Give instructions for setting-in a p rin t patch.

E n g lish L ite ra tu r e—“ B .”Time allowed ... ... ... Two hours.

1. W hat is the story of Caedmon? Describe his poetry.

2. “ The English Drama grew up through the Mistery and the Miracle play, the Morality and the Interlude.” Define each of these stages.

3. Name some of Milton’s prose works. Describe the subject and progress of the story in his great ejjic Paradise Lost.

4. W hat influence had Richardson, Fielding, Smollett, and Scott on the growth of the Novel?

5. W hat causes led to the rapid increase of literature about the middle of the last century ?

6. W rite six or more consecutive lines from Gold­smith’s Deserted Tillage, on the evils of—

(1) Depopulation of the country.(2) The change from village to city life.

7. “ I see the rural virtues leave the land.” Name the virtues mentioned by the poet.

8. Under w hat circumstances ■ did the first interview of Henry Esmond with “ Dick the Scholar ” (Steele) take place ? When did their friendship begin ?

9. Give an account of the death of Lord Mohun.

S clioo l M an agem en t—“ B .”

Time allowed ... ... ... Two hours.(Successful candidates will be examined in Practical Shill when

next visited by an Inspector.)

1. A bonus is awarded for successful teaching. W hat do the Regulations say an Inspector should con­sider when recommending a school for such a bonus ?

2. W hat rules are laid down in the Regulations for the guidance of head teachers as to the infliction or otherwise of corporal punishment ?

3. As a rule, commands should be well considered before they are given to the children. Mention these necessary considerations.

4. In teaching History, what use would you make of text-books ? W hat distinct aims should a teacher have when taking up this subject? Comment on the Bible as a text-book on the history of the Jewish nation.

5. W hat rules would you give your elder scholars to assist them in the exercise of paraphrasing ?

6. State briefly the views of Rousseau and H erbert Spencer on the evil of arbitrary punishmeuts. Apply their views to ordinary school offences.

7. I f you had charge of a school in which an assistant teacher formed part of the school staff, what respon­sibility would you give to him ? How would you watch over the exercise of this responsibility without subjecting yourself to tbe charge of espionage ?

D om estic E conom y (F em a les) —“ B .”Time allowed ... One and a-half hours.

1. How may teeth be preserved ? W hat causes their decay ? W hy are good teeth necessary and desirable ?

2. How can external air be admitted to rooms with­out producing draughts ? W hat are Tobin’s tubes ? Describe their action.

3. Name foods which are mainly composed of starch. W hat changes does starch undergo in the mouth ? W hat evil results from an excessive amount of starchy food ?

4. W hat should be done before the arrival of tbe doctor in the following cases :—

(a.) Scalding.(6.) Fainting.(c.) Rescue from drowning.

5. Summarise the advice you would give to a young girl going to service as to the choice of suitable clothing.

6. In what ways are many working people un­thrifty ? W hat are “ benefit ” clubs ? W hat advantages • and disadvantages (if any) do they possess ?

70 THE EDUCATION CIRCULAR. [M a r c h , 1899.

M u sic—" B .”SO L-FA NOTATION.

Time allowed ... One and a-lialf hours.1. W hy are the mental effects of sounds important in

Sol-fa notation. Draw a table giving the technical names, Sol-fa names, and mental effects of the various sounds of the scale.

2. (a). W rite a two-paxt passage of four measures inT a a t e - f e r h y t h m .

(&.) Translate the same into staff notation.3. Name the following intervals':—

d m a ; d s e ; s, r e ; s, t a ; le f ’ ; ta, m ; la d’ ; de 1.

4. Name the several forms of the minor scale, and write their scales ascending and descending.

5. W rite a short phrase in G m ajor modulating into relative minor key

6. Give some hints as to the promotion of—(a.) Good habits of breathing.(&.) Flexibility of voice.(c.) Facility in reading music.

s t a f f n o t a t i o n .

Time allowed ... One and a-half hours.'1. B ar the passage given in figure A, adding the

necessary rest in the last b a r ; and explain the various marks, terms, and signatures.

2. Show the value in semi-quavers of triplets of minims, crotchets, and semi-quavers; and write three bars in common time, including, in turn , each of such triplets.

3. Transpose the passage given in figure B into the key of D flat.

4. W hat are enharmonic, perfect, and diminished intervals ? Give two examples of each.

5. State what you know about beating time.6. Give some hints as to the promotion of—

(a.) Good habits of breathing.(&.) Flexibility of voice.(e.) Facility in reading music.

E u clid , A lgeb ra , and M en su ration —“ B .”Time allowed ... ... ... Two hours.

1. The complements of the parallelograms, which are about the diameter of any parallelogram, are equal to one another.

2. Trisect a given straight line.3. To divide a given straight line into two parts, so

th a t the rectangle contained by the whole and one of the parts shall be equal to the square on the other part.

4. The angle at the centre of a circle is double of the augle at the circumference upon the same base, th a t is, upon the same part of the circumference.

5. From a given circle to cut off a segment which shall contain an augle equal to a given rectilineal angle.

6. Simplify—( I . ) (ar4 + x-y- + i f ) 2 (x + y) 2 (x _ y)2.(2.) jgt — 4 m-i/ + 12 xyx — 9 y* ̂

x — 3 y■ 7. Solve—

r , 6 s — 7 12 x + 18 a . K x + 2 3 * - 5 (2.) x -f- 4 -f- x — 3 — ^

8. F ind a fraction such tha t if we diminish its num erator by one i t becomes equal to j-, and if we increase its denominator by 1 i t becomes equal to

9. Required the distance between two towns such tha t a person can perform the journey one hour sooner when he walks 4 miles an hour than>when he walks 3f miles an. hour.

10. The sides of trapezium inscribed in a circle are 20, 22, 24, 26 yards. F ind the area of the trapezium.

11. F ind the areas of a square, an equilateral triangle, and a hexagon whose sides are each 15 feet.

12. Three men bought a grindstone whose radius was 30 inches, contributing the price in equal shares. How much is each entitled to grind away ?

D R A W IN G ^-" B ”PR A C TIC A L g e o m e t r y .

Time allowed ............... One and a-half hours.1. Construct an equilateral triangle having given the

altitude AB.2. Construct an oblong, the diagonal being AB and

one side equal to CD.3. Draw a rhomboid, letting the shorter side be half

the length of the longer side. One of the angles must contain 60°. F ind the centre of the rhomboid, and from it draw a line perpendicular to one of the longer sides.

4. Draw a tangent to the arc ABC through the point B without using the centre of the arc.

5. F ind the centre of the triangle ABC, and inscribe a circle in the triangle.

6. Divide the line AB into extreme and mean proportions.

7. Make a scale of chords and show how it is used.

(Freehand and, Blackboard.)To draw an object from the advanced course.

r r e n c li—“ B ,”Three hours allowed for this Paper.

1. Turn into idiomatic French (all figures to be in words)—

(a.) W hat do you want me to do P(6.) W e are delighted th a t you have obtained the

post th a t you have sought.

M a r c h , 1 8 9 9 .] THE EDUCATION CIRCULAR. 71

(e.) I do not approve of your going there.(cl.) Some of these potatoes are bad.(e.) This pen is not good ; have you not another ?(/.) The 1st of January is called New T ear’s Day.(jr.-) In 4 8 0 b . c . Xerxes took Athens and destroyed

it.2. W hat is the rule about the agreement of nu, dem i,feu;

and give examples, in short sentences, of three or four words.

3. («,) G-ive the ls tp e rs . singular of the future simple, and present subjunctive of devoir, courir, voire, plaire, ecrire, bouillir.

(6.) State rules for the formation of the imperfect in­dicative and imperfect subjunctive of any verb.

4 . Translate into English (Hernani—V. Hugo) —“ XJn supreme mystere

V it en e u x ; et lc ciel, dont ils out tous les droits,“ Leur fait un grand festin des peuples et des rois,

Et-les tient sous sa nue, ou son tonnerre gronde,“ Seuls, assis it la table ou D ieu leiu- serfc le monde.“ Tete a tete ils sont la, reglant et retranchant," Arraugeant l’univers comme uri faucheur son champ.“ Tout se passe entre eux deux. Les rois sont a la porte, “ Respirant la vapeur des mets qtie Ton apporte,“ Regardant a la vitre, attentifs, ennuyes,“ E t se haussant pour voir sur la pointe des pieds.“ Le monde au-dessous d’eux s’echelonne et se groupe.”

5. W here and by whom was the above spoken ? G-ive a resume of the subsequent events in this play.

6. State anything you know in connection with the following excerpts:—

(a.) Si j ’etais Dieu le pere, et si j ’avais deux fils Je ferais l’ainu Dieu, le second roi de France.

(b.) la bulle d’or.(c.) bourgeois de Gand.(d.) inouton d’or.(e.) Tribut des cent vierges.(/.) festin des Sept-Tetes.

Translate into French—7. I do not doubt, wrote Columbus to Ferdinand

King of Aragon, th a t your Majesty will learn with joy th a t I have discovered a new world, filled with most extraordinary riches ; bu t I do not think th a t mortal tongue can deseiibe the sufferings of my body and soul. No pen can possibly describe the dangers or the misery of my two brothers, and of the soldiers who have remained faithful to me. I regret- their fidelity has exposed them to such m isery; nevertheless, I rejoice th a t they have done honour to the Spanish name by their constancy.

A n im al P h y s io lo g y —" B .”Time allowed ... ... ... Two hours.

1. By what means are the products of digestion absorbed into, and the products of waste eliminated from the blood ?

2.' G-ive an account of the manuer in which voice is produced. W hat is the difference between voice and speech ?

3. How many valves are to be found in the heart? W hat are their names and uses ? In what other localities in the vascular system are valves found ?

4. W hat are cilia ? W here are they found ? Explain their functions.

•5. W hat is urea ? How is it separated from the blood ?6. Describe the skin of the outside of the body, and the

structures connected with it.

P h y sio g ra p h y —“ B .”Time allowed ... ... ... Two hours.

1. W hat are metamorphic rocks ? W hat agents have been concerned in their formation ? Name some rocks belonging to this class and describe one of them.

2. Describe the construction and use of the m ariner’s compass. How does it differ from a “ land compass ” ?

3. How is it proved tha t the earth revolves round the sun ?

4. How is the presence of ancient glaciers easily recog­nised ? Distinguish between glaciers and glacieres.

5. How is the atmosphere heated ? Compare the heat received from the interior of the earth with th a t received from the sun. W hat is meant by mean temperature and isothermal lines ?

6. Describe, the manner in which nitrogen is prepared from air. W hat are the properties of nitrogen ?

7. Explain the construction and uses of the maximum and minimum thermometers.

P h y s ic s —“B .”Time allowed ... ... ... Two hours.

1. How would you generate a, voltaic current ? How would you prove th a t you had been successful in producing such a current ?

2. Enunciate the law of diffusion of gases. Describe an experiment proving this law.

3. Describe an experiment proving that sound cannot be propagated through a vacuum.

4. W hat is a thermo-pile ? Explain its action.5. Describe “ Attwood’s Machine,” and explain how it

may be used to prove tha t the velocity generated by a constant force is proportional to the time during which the force has acted.

6. Define the term s—ductility, malleability, brittleness, hardness, temper, and elasticity.

7. State the “ law of Charles.” Suppose the pressure of gas in a closed vessel to be unity a t 0° centigrade, what will i t be at 30° ?

8. W hat is meant by the polaiization of light ? How is it effected ?

72 THE EDUCATION CIRCULAR. [M a r c h , 1899.

D rill—'“ C ” and “ B .”Time allowed ... ... ... One hour

(Candidates fo r “ B ” Certificates, i f successful in passing the examination, w ill d rill a class before an Inspector).

1. In squad drill what movement should follow the orders—“ Half-Riglit-Tura. Quick March ?”

2. Give the orders and corresponding movements in knee bending (free exercises without apparatus).

3. W hat advantages are gained by associating musical exercises with physical exercises ? W hat should be the characteristics of the musical pieces chosen to accompany physical exercises ?

4. In the sixth exercise (arm twisting) in pole exercises for girls, what orders should be given P

5. How should a squad be brought to pass an obstacle ? H lustrate your answer by a diagram.

Spelling'—“ C ” and “ B .”1. W rite the dictation exercise selected.2. Marks will be deducted for incorrect spelling in

any of the worked papers.

W ritin g —“ C ” and “ E .”1. W rite—

(a.) In Small-hand—Egypt, a country in the N orth-East of Africa,

(b.) In H alf-text—Peter the Great.

(c.) In Text—Imperial Rome.

2. The penmanship of the dictation exercises will be ■ considered in awarding the marks for writing.

E X A M IN E R S ’ R E M A R K S O H T H E T E A C H E R S ’ E X A M IN A T IO N .

R ead in g .

In the examination of Reading the candidate was called upon to read a piece at sight from a Standard Author. Questions were then asked as to the Meanings and Allusions. Taken as a whole the candidates read extremely well. In the “ B ” Class Nos. 7 and 3 obtained 90 and 84 per cent, of marks respectively. Three of the others obtained between 60 and 70 per cent., the rest between 70 and 80. The candidates for the “ C ” Classification, if anything, read with greater fluency and expression than those for the “ B.” Nos. 42, 39, and 38 deserve special commendation. Nos. 44, 37, and 39 failed in this subject, th a t is, they failed to obtain 60 per cent, of marks. I t is most surprising th a t any teacher should not be able to gain a pass in so necessary a subject as Reading.

"Writing.Most of the specimens of Penmanship were exceedingly

well executed. Only one candidate in the “ B ” Class and

three in the “ C ” Class failed to obtain 60 per cent, of marks. No less than three in the “ B ” Class and eleven in the “ C ” Class succeeded in gaining 80 per cent. The writing of these candidates was all th a t could be desired.

S p e llin g .Most candidates did very creditably in the Dictation

Exercise, bu t some of those who spelt .fairly well in Dictation made numerous mistakes in their worked papers. As the candidate is supposed to use his own words in these papers, the errors indicate a want of acquaintance with orthography, which is deplorable. One candidate failed in this subject in the “ B ” Certificate, and in the “ C ” Certificate ho less than nine teachers failed to obtain satisfactory marks.

A rith m e tic . *Sums involving a knowledge of solving problems were

not well done, and in some instances not attempted. Very few of the candidates could add recurring decimals correctly. Some papers showed weaknesses in-accuracy of working and knowledge of rales. Others were wanting in neatness, careful figuring, and methodical arrange­ment.

E n g lish .“ B ” C e r t i f i c a t e . —There were 14 papers worked, and

of these six obtained more than 60 per cent, of marks, the highest percentage being 68. One candidate gained as little as 22 per cent., and four others failed to obtain 50 per cent. This is a very poor result for teachers aspiring to a “ B ” classification. I t appeared to me whilst reading the papers th a t most of the candidates had made no special study in preparation for this examination. No. 5 question, dealing with L atin words passing into English through French, was attempted by seven candidates, and only three of those who did answer the question showed any real knowledge of the subject.

Question No. 3, dealing with meaning and derivation of words, was also auswered in a very indifferent manner. I t was apparent that several had trusted to the marks they hoped to gain in parsing, analysing, and composition to obtain the requisite number for a pass. Of the 14 candi­dates examined, six passed and eight failed.

“ C ” C e r t i f i c a t e .—Similar remarks could be made about this paper as about the former.

Eighteen candidates passed and 17 failed, and of the 17 failures several showed an u tter ignorance of the subject. One candidate attem pted only four questions out of the nine, and the marks gained were, respectively, 2, 2, 0, and 17. Several others did almost as badly. I t is difficult to imagine the motive of some of these candidates in attending the examination, or what kind of questions they expected to be called upon to-answer. Certainly many of the papers would have done discredit to any average Standard VI. or V ll. child. The papers Nos. 36, 65, 40, 63, 48, 33, 56, and 43 were exceedingly creditable, and stood out in strong-contrast to the low level of the majority of the papers.

M a b c h , 1899.] THE EDUCATION CIRCULAR. 73

G eography.Many of the papers were very disappointing. A want

of accurate knowledge and general information on the part of many of the candidates was very apparent. Some of the maps were very poor, aud the parallels and meridians with their corresponding degrees were seldom filled in. Many answers showed th a t candidates must have come up for the examination almost without preparation. Some candidates took little care about the writing and general neatness of their papers.

H isto r y ,I t is a great pity th a t some of the candidates did not

pay attention to what they were asked to d o ; for example, several of them tried to do the whole paper. Both for the “ B ” and the “ C ” Certificates it was laid down a t the top of the paper th a t eight questions only were to be attempted. W here the candidates had not attem pted all the questions they had 'o ften fallen into the error of unaccustomed examinees—of writing far too much on the first one or two questions and then not leaving time for the rest. The time allowed was given as two hours. I t would be well that teachers should get into the habit of reckoning their time for each question. Again, in the “ B ” Certificate, certain questions were distinctly divided up into two or three parts, bu t even with what was intended to be an assistance to the candidates, in showing them what was required, the answers were sometimes of the most confused and muddled description.

Again, in the “ C ” Certificate Paper, oue or two candi­dates did not read a question, like question 7, in which they were asked to give a sketch of the .campaigns of one of two generals ; and they attempted, with very ill success, to give a sketch of the campaigns of both of them. Can­didates should consider also th a t a comprehensive question, e.g., asking, for a number of brief lives, is oue only, and they are not intended to write full essays on each person.

The papers varied enormously in quality. Some of them were pleasant to read, but the majority were both crude in their writing, and showed a lamentable want of knowledge of the subject. Each paper had included some modem history which could be almost obtained from news­paper read ing ; e.g., in the “ B ” Paper a sketch of the career of Sir George Grey was asked for. H is death is so recent th a t it only seems the other day th a t there were long accounts in the West Australian and other papers of his connection with Australia and New Zealand. Similarly, in the “ C ” Certificate the Queen’s Prime Ministers were asked for. To this question hardly anyone attempted an answ er; and with reference to Sir George Grey only one teacher had anything whatever to say, and th a t was ludicrously inadequate. This does not seem to speak well for the up-to-datedness of the candidates.

Among others a noticeable fault was the absence of any attem pt to read a text book, such as Sutherland’s “ Aus­tralian History,” which is laid down for the “ B ” Certificate. Gardiner’s “ Student’s H isto ry” would have covered every part of these papers, though no book is laid down, and a larger book might well he expected.

The questions for the “ B ” Certificate, bearing on Aus­tralian history, were all set from Sutherland; on the one on Sir George Grey I have already touched; the question on the lives of Flinders, Sturt, and Wakefield was very imperfectly answered where it was attem pted; the th ird question, on the occupation of King George’s Sound and the Swan River, every teacher who aspires to instruct the young W est Australian, should surely be able to answer. I t is deplorable to find th a t an examinee for a “ B ” certificate can know so little about the foundation of this Colony th a t his answer to this question should be, for example, the following:—“ Swan River settlement took “ place in 1826 at a time when the people in Sydney “ thought the French were going to settle there in 1830 a “ batch of 1000 convicts were sent there and they endured “ great hardships and then King George’s Sound settle- “ ment was discovered and settled on.” Tlie whole of this is without punctuation, and betrays not only ignorance of the subject, but an absence of grammatical composition, which is terrible to think of in a teacher who aspires to “ B.” Another candidate considers an adequate answer to the question, is th a t “ King George’s Sound was first occupied for defence purposes about one hundred years ago.” Another teacher states th a t “ Swan River Settle- “ ment. M ajor Lockyer first came out h e re in 1826, bub “ he returned. Captain Swan discovered the river and “ was given command of the first expedition to settle it “ 1827.”

I t is hardly to be wondered at, therefore, th a t when one comes to the questions which mean some real knowledge of historv, the ignorance displaved is often what one m ust call “ childish.”

In some ways the “ C ” Certificate Papers were better, in proportion, than those done for the “ B ” Certificate, though there were one or two which could not be passed in a child, either in grammar, spelling, composition, or facts.

Those who have written the bad papers referred to are, unfortunately, in charge of some of the children of the Colony. One wonders how these children are going to learn to express themselves correctly, or to get a knowledge of one of the most important subjects for those who may have some day to govern the country—the history of the past.

D raw in g.The examination in Drawing was conducted partly on

the old Syllabus and partly on the new. A paper was set in ordinary Freehand Drawing, while in addition each candidate was required to draw some common object, or some symmetrical figure, on the blackboard. In the former considerable improvement was noticeable on previous examinations, while the blackboard work was done with a skill which was not to be expected, considering it was the first time the subject had been examined in this manner. I t was evident tha t many of the candidates have not had any instruction in this subject. This probably arises from the isolation in which many of these teachers are placed, and the difficulty of obtaining suitable instruction. As was to be expected, the candidates from Perth and its neighbourhood showed greater proficiency in this subject than those from the more remote parts.

74 THE EDUCATION CIRCULAR, [M a r c h , 1899.

Candidates for the “ B ” Classification were also examined in Practical Geometry, and only four succeeded in obtaining -50 per cent, of marks.

N eed lew ork (F em a les.)The. specimens of Sewing worked by teachers this year

show a great improvement, both in neatness and method, notably the latter. The theoretical part was not nearly as well done as tlie practical. Some of the candidates did not attem pt the theory, while of those who did only a few answered intelligently. The various stitches should be taught as a series of Object Lessons (this would benefit the teachers as much as the scholars), as it would accustom them to state their facts clearly and con­cisely.

Candidates before beginning work should read carefully the instructions printed a t the top. Several had not done this and lost marks.

E n g lish l i t e r a t u r e .Thirteen papers were examined, eight of which obtained

less than -50 per cent, of marks. Two of the remaining five were very creditable papers; the knowledge sought was given plainly and carefully. Many candidates showed a want of proportion in their answers. To spend all the allotted time on one or two answers is not a wise way to treat a paper. A paper on literature needs much self control; the questions shoidd be carefully read ; answei-s to unasked questions are of no value. Goldsmith’s beauti­ful poem of the “ Deserted "Village ” seemed to be the least known of the three books selected. On the whole, the candidates erred in striving for quantity and not quality in their answers.

SCHOOL M A H A G E M E N T .Among the questions set for the “ B ” and “ C ” Certifi­

cates several were intended to test the knowledge the teachers had of the Regulations, especially with regard to the marking of lessons and to corporal punishment. Very few of the examinees answered these questions satisfactorily, the one dealing with the marking of the registers being specially defective.

Pitch’s “ Lectures on Teaching” is the book prescribed for this subject for the “ B ” Certificate candidates. I t was painfully evident th a t by far the majority of the candidates bad not read, much less studied this book. Out of the 13 candidates sitting for the “ B ” Certificate, seven failed to obtain 60 per cent, of marks ; and out of the 33 who sat for the “ C ” Certificate, 18 failed.

D om estic E conom y (F em a les.)“ B ” C e r t i f i c a t e s .—This subject was taken by the

female teachers. Five papers were worked. Of these, the one worked by No. 17 was an exceedingly creditable production, and was far above any of the others. One candidate failed, while the papers marked 11, 7, and 18 m ight be classed as fair. The papers on this subject dis­play a want of preparation by the majority of the candi­dates.

D rill.For the study of Drill the Department supplies a

Manual; b u t l should conclude, from the amount of acquaint­ance with this Manual, as shown by the worked papers, that most of the candidates had never opened the book. Only two in the “ B ” examination showed any proficiency in tMs subject, and not one candidate for the “ C ” Certificate obtained a higher percentage than 66.

E u clid , A lgeb ra , and M en su ra tion (“ B ” C ertifica te).Questions 1', 2, 3, 4, -5 were allotted to Euclid. Ques­

tions 6, 7, 8, 9 to Algebra; and Questions 10, 11, 12 to Mensuration. Seven papers were sent in:

Four of the Euclid questions were simply bookwork— 43. I : 11. H : 20 and 34 H I., with one easy geometrical exercise, “ To trisect a given straight line,” which no one succeeded in doing. The solution may be found in P o tts’ Euclid, at the end of Book I. Three papers out of the seven received no marks for Euclid. With ordinary industry the bookwork shoidd be accurate, and within the capacity of every candidate. Geometrical exercises, as deductions from the propositions, should be carefully practised, and thus the thorough understanding of the bookwork be tested.

The Algebra was better done. Candidates would gain much by neatness of work, for often a quick solution is, a m atter of eyesight. Some candidates seemed to be unaware of the fact th a t remainders may occur in division, as in part two of Question 6.

The Mensuration was very weak. , The answer to Question 10 depends on the rule to be found in any elementary text- book. “ From half the sum of the four sides subtract each side separately, multiply the four remainders together, and extract the square root of the XK-oduct for the area.” All failed in Question 12. Know­ing th a t the areas of circles vary according to the square of their radii, it may be shown th a t 900, 600, 300 will represent • the relative areas of circles in a section of the grindstone: so the radius of each respectively is the square root of these areas, or 30; 24’4 9 ; 17'32 inches. Thus, the first man uses 30 — 24'49 = 5'51 inches. The next man 24-49 — 17'32 = 7'17 inches. The third the remainder. The problem appears on page 68 of Browne’s “ Mensuration for Schools.” The foregoing is not a solu­tion, bu t gives a hint for solution.

S cien ce .Science is an optional subject for the “ B ” Classification.

Five candidates worked papers in Physics, six in Physiology, and one in Physiography. In all these subjects a book was selected for special study, and consequently the questions were set from these'books. These books had apparently been neglected by the majority of the candidates. This remark does not apply to Nos.11 and 17, who worked papers in Physiology. I have not the slightest hesitation in saying th a t the other candidates who offered themselves for examination in Science ought not to have done so, as their knowledge of the subject was very scanty, and they had evidently not made themselves acquainted with the books selected.

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M a r c h , 1899.] THE EDUCATION CIRCULAR. 75

P U P I L T E A C H E R S ’ E X A M IN A T IO N , D E C E M B E R , 1 8 9 8 .

CANDIDATES.

A rith m e tic (1 0 0 ) .Time allowed . . . . ... ... Two liours.

1. I f 9 men earn ,£16 15s. 3d. in a week, how mucli would 48 men earn in the same time ?

2 . W rite out a bill for 3 tons of potatoes a t 8d. a stone, i-cwt. of salt a t fd . per lb., 350 lemons a t Is. 3d. a score, and 20 dozen oranges at 3 for 2d.

3. Take 1|- from f + f .4. W hat cost 4,739 articles a t =£3 17s. 10§d. each ?5. Divide <£57,217 18s. 8Jd. by 868.6. M ultiply 17s. 10|d. by 1,759.

E nglish . (1 0 0 ) .Time allowed for this Paper ... Two hours.

1. Analyse-:—(a.) “ Hoio often have I loitered o’er thy green

Where humble happiness endeared each scene.”(6.) “ The guide, abating of his pace,

Led slowly through the pass’s jaws.”2. Parse the words in italics in the above passages.3. Form adjectives from the following words :—

Arithmetic, youth, consideration, mock, magnify,and misery.

4. W hat prefixes mean—round, on this side, beneath, half, through, and together ? Give words containing each prefix.

5. W hat do you mean by “ Parsing?” W hat does “ Analysis ” mean ? W hy is a verb called transitive ?

6. W rite a letter to a friend, living in England, describ­ing the W est Australian bush.

G eography ( 8 0 ) .Time ... ... One hour and a-half.

1. Draw a map of the South Coast, of A ustralia from Cape Leeuwin to Cape Howe. Indicate the position of capes, towns, and harbours. Insert three meridians and one parallel.

2. Describe generally the climate of Australia.3. Say what you know about the mountain system of

Australia.4. W hat is longtitude and latitude ?5. Define as fully as you can—Oasis, ravine, con­

fluence, bight, fiord, and crater.

N eed lew ork (8 0 ) .

Time allowed ................ ... One horn-.Sew a calico patch two inches square on a piece of calico

four inches square.

FO U RTH CLASS.A rith m e tic ( 8 0 ) .

Time allowed ... ... ... Two hours.1. Simplify 2J + I f + 3 — f + — ■&.2. Define L.C.M. W hen is it useful in vulgar

fractions ? Find the L.C.M. of 5, 17, 34, 51, 68.3. F ind the value of 87oz. 2dwts. of gold at ,£3 7s. lOfd.

per ounce.4. Divide 494'13 by '06825. M ultiply the quotient

by '04.5. A man bought 100 yards of lace for ,£20; he sold

half of it at 5s. per yard and the rest for 4s. 7fd. per yard. F ind his total gain.

f i 7 a ______2 J _____L K i _ OSl_6______ 1 0 0 0 I -'a______ ~ 5

8^ - 4- 30x

E n g lish (8 0 ) .Time-allowed ... ... ... Two hours.

1. Analyse—(a.) “ How sweet it is, when mother Fancy rooks

The wayward train , to saunter through a wood.”

(b.) “ There entering in, th ey found the good man’s self Full busily upon his work intent.”

2. Parse the words in italics in the above passages.3. Explain, with three examples of each, the term s—

Root, Dexivative, Compound Word.4. Distinguish between active and passive, weak and

strong, transitive and intransitive.5. Give the force of the terminations in the following

w ords:—Tapster, greenish, a rt (verb), rather, merrily.

6. W rite a letter to a friend, living in England, describ­ing the W est Australian bush.

G eography (8 0 ).Time ... ... ... One hour and a-half

1. Draw a map of the South Coast of Europe from Gibraltar to Cape Matapan. M ark the position of six capes, six openings, and six islands. Insert the nearest meridian to G ibraltar and Cape M atapan and one parallel.

2. Describe the mountain system of New Zealand.3. ' Describe the climate of Tasmania. State fully its

chief productions.4. Give a list of the principal straits and channels in

Europe. Give the position of each as exactly as you can.5. State as definitely as possible the sources of a t least

six of the principal rivers of Europe.

H is to r y (8 0 ) .Time allowed ... ... , ... One hour.

(Dates to be given wherever necessary.)1. Say what you know of the following:—-

Julius Caesar, Julius Agricola, and Galgacus.

76 THE EDUCATION CIRCULAR. [M a r c h , 1899.

2. Name tlie different tribes of Saxons who settled in Britain. W here did each come from and in what part of Britain did they each settle ?

3. W hat historical event is associated, with each of the following places:—

Atlielney, Stamford Bridge, Senlac, Hengist’s Down,and Wedmore.

4. W hat led to the first settlement at Port Phillip? W hen was it made ? Who led the expedition ? Give a brief account of this first settlement.

D raw in g.Time allowed ... Three-quarters of an hour.

Elementary Freehand Drawing.

S chool M an agem en t (1 0 0 ) .Time allowed for this Paper ... One hour.

1. W hat are the principal faults you have noticed in reading P How have you tried to overcome them ?

2. How would you explain the following passage to a Standard I. class ? M ark the words you would explain and give your explanation—

“ A lucky thought struck him. H e made his bow- “ men shoot up into the air in a slanting direc- “ tion, so th a t their arrows m ight fall from “ above on the heads of the English ; and thus “ many skulls, uncovered by helmets, were “ pierced.”

3. How do you try to secure good order and attention in your own class ?

4. Give brief notes of a lesson on one of the following, showing tlie various steps in o rder:—

(a.) A tree.(6.) A cup and saucer.

BTeedlework (SO).Time allowed ... ... ... One hour.

Make a band three inches long, and work on it two button­holes, one with bridged ends.

B riH (4 0 ) .j ime allowed ... Three-quarters of an hour.

1. Describe the first practice in extension motions, bv numbers.

2. W hat movements are to be made at the word “ One,” in the first practice for bending and stretching the body ?

3. Explain “ Desk Drill,” as applicable to ordinary desks.

M u sic (4 0 ).ST A FF NOTATION.

Time allowed ... Three-quarters of an hour.I . Distinguish between—

(a.) A noise and a musical sound.(6.) The pitch and timbre of a musical sound.

2. Define stave, clef, leger, scale, bar.3. W rite a passage of three bars in common-time, using

a minim, two crotchets, a semibreve, a minim, two quavers, and a crotchet.

4. Omit the semibreve from the same passage, and arrange in bars for f-time, completing the last bar with the necessary rest.

TONIC SO L-FA .

Time allowed ... Three-quarters of an hour.1. Distinguish between

(a .) A noise and a musical sound.(&.) The pitch and timbre of a musical sound.

2. W hat major 3rds are contained between the notes of the common scale, and which tones of the common major scale have perfect 4ths above them, and which have minor 2nds ?

3. W hat are the signs ( i ) f o r a strong pulse, ( 2) for a weak pulse, and (3) for a medium pulse ?

4. Define pulse, measure, accent, standard scale of pitch.

TH IR D CLASS.

A rith m e tic (8 0 ) .Time a l lo w e d ............................ Two hours.

1. Express as decimal fractions—3 |, Tg-(T, §.How can you tell at sight whether or not a vulgar

fraction may be expressed as a terminating decimal ?2. Express in its simplest form—

1

3. Having spent § of a shilling, f of half-a-erown, 1 of a florin, and ^ of a guinea, I find I have | of a sovereign left. How much money had I a t first.

4. A bookseller allows a discount of 3d. in the shilling, and buys his stock at 8d. in the shilling, receiving 13 copies as 12. What percentage - of profit does he obtain ?

5. In what time will =£78 6s. 8d. amount to ,£83 9s. 5§d. a t 3 f per cent, per annum, simple interest ?

6. Divide 42-39 by 2'7, '04239 by 27000, and 423900 by •0027. Prove the first sum by working it according to the rule for division of vulgar fractions.

E n g lish (8 0 ) .Time allowed ... ... Two houi-s.

1. Analyse the following sentences:—(a.) " Full w ell they laughed w ith counterfeited glee

A t all his jokes, for many a joke had he.”(6 .) “ He must not float upon his watery bier

Unwept, without the meed of some melodious tear.”

2. Parse the words in italics in-the above passages.3. Give a full classification of adjectives with one

example of each.

M a e c h , 1899.] THE EDUCATION CIRCULAR, 77

4. Define the following, and give one example of each —W eak conjugation, indirect object, nominative absolute.

5. Remark on the italicised portions of the following words :—Szt&marine, honesty, co?itend, prediction, voyage, descend, tolem&Ze, iZlegal.

6. W rite a description of one of the following(a.) A journey to Albany.(I.) The railway system of W estern Australia.

G eography (8 0 ).Time ... ... One hour and a-half.

1. Draw a map of the E ast coast of Great Britain from Dundee to Yarmouth, putting in names of river mouths, bays, capes, islands, and chief towns. Insert one meridian and one parallel.

2. Name the livers of Ireland on the South and W est. Give the names of one town on each, and mention any lakes through which these rivers flow.

3.' G-ive the names and fix the geographical positions of the plains and deserts in the Continent of Asia.

4. W hat metals and minerals are found in A sia? W here are they found ?

5. W hat and where (state fully) are—Sunda, Lopatka, Celebes, Taurus, Oxus, Aleppo, Medina, H erat.

H is to r y (8 0 ).Time allowed ... ... ... One hour.

(Dates to be given wherever necessary.)

1. . G-ive a brief account of the struggle between the Crown and the Church in the reign of Henry II .

.2. W ho were the claimants to the throne at the death of Henry I. ? State the foundation of each claim and show how the contest resulted.

3. W hat was the cause of the W ars of the Roses ? Name three of the most important battles and state defi-

' nitely the results of each.4. “ The Blue Mountains had for years presented an

insurmountable barrier.” Who was the first to cross this barrier ? W hen did this occur ? Who was the Governor a t the tim e? G-ive a brief account of the journey and its results.

D raw in g.Time allowed ... Three-quarters of an hour.

To draw six simple objects on the blackboard.

M a th em a tic s .Time allowed ... ... One hour and a-half.

E u c l id (40).(All generally understood abbreviations and symbols fo r words may be

used, but not symbols of operation as + , —, x ).

1. I f two triangles have two sides of the one equal to two sides of the other each to each, and have likewise their bases equal, prove that they are equal in all respects.

2. I f the square described on one side of a triangle be equal to the sum of the squares described on the other two sides, then the angle contained by these two sides shall be a right angle.

A l g e b r a (40).1. From a3 + 3a3 b -j- 3ab3 4- b3 take a3 — 3a2 b +

3ab2 - b3.2. Divide x4 — a2 x2 + 2a3 x — a4 by x3 + ax — a2.

3. Simplify a — j a + (a — x) j — j 2a — [3a —

( 4 a - x ) ] }

4. F ind the value of—a — b b — c c — a---------- I ------- I --------

ab be ca

S ch oo l M an agem en t (1 0 0 ) .

Time allowed for this Subject ... One hour.

1. How would you use the notation box to explain the number 86 ? I f you have not used the notation box, w hat other means would you adopt ?

2. Show how you would proceed in giving a first lesson to Standard H . children on the verb.

3. W hat punishments do you adopt in your class ? Name the offences for which you would report a child to the Head Master for corporal punishment.

4. G-ive brief notes of a lesson to young children on one of the following, showing the various steps in order:—

(a.) A tree.(&.) A cup and saucer.

N eed lew ork (8 0 .)Time allowed ... ... One hour.

W ork on a. jiece of stocking web a darn one inch square.

M u 3ic (4 0 ) .TONIC S O L -i’A.

Time allowed ... Three-quarters of an hour.1. Define tetrachord. W hat are transitions ? How

are they indicated ? G-ive an example, supposing the first note to be d.

2. Re-write the following, doubling the value of each note and rest :—

: s, . d | m : m | r : d } s, : | . d : m | m : r I d : - |3. Explain fortissimo M. 100, and give the musical

terms for “ Repeat from beginning,” “ gradual slackening of speed,” “ gradually louder.”

4. W hat notes would be minor sixths above the follow­ing :—

r t m 1.

78 THE EDUCATION CIRCULAR. [M ajbch , 1899.

STA FF NOTATION.

Time allowed ... Three-quarters of an hoiu\1. Define—Tetracliord, dominant, transposition, rail, ad

lib. Give examples where possible.2. On the bass stave write a table of the first five flat

key signatures, naming their respective tonics; and on the treble stave write a similar table of sharp signatures.

3. W rite a melody of five bars in £ rhythm, using only dotted crotchets, crotchets, and quavers, and their re­spective rests.

4. W rite t t e same melody, doubling the value of the notes, and altering time signature accordingly.

D r ill (4 0 ) .Time allowed ... Three-quarters, of an hour

1. Give the directions necessary to carry out the follow­ing orders :—“ Squad-halt”—“ Step-out “ Step-short.”

2. In Physical drill w ithout arms, what orders are given in “ The lunge ?” Explain briefly.

3. Describe the movements in “ Arm-twisting ” in pole exercises for girls.

SECOND CLASS.A rith m e tic (80).

Time allowed ... ... ... Two hours,1. F ind the difference between the interest on £133 6s.

8d. for six months a t 4J per cent, jjer annum, and the discount on £83 due 15 months hence a t 3 per cent, per annum.

2. The rate of discount being 4 per cent, per annum, for what amount should a 30 days’ bill be drawn which is to be accepted in payment of a present debt of £ 1,000 ?

3. I bought 171 horses for £2,245'25, and sold them so as to gain 14 per cent. W hat was the average selling price of the horses ?

4. I f 5 f per cent, is lost by selling goods foi; £39 12s. 9d., for what m ust they be sold to gain 5 per cent.?

5. Extract the square root of 321 • 73025 to s oiree decimal places, and of to four places.

E n g lish (8 0 ) .

Time allowed for this Paper ... Two hours.1. Paraphrase the following:—

" And long, poor wanderers, o’er the ecliptic deep,Tlie song that names but home shall make yon weep ;Oft shall ye fold your flocks by stars above In that far world, and miss the stars ye lo v e ;Oft when its tuneless birds scream round forlorn,Regret the lark that gladdens England’s mom,And giving England’s names to distant scenes,Lament that Earth’s extension intervenes."

2. Name the subordinate sentences in the above passage, and show the relation in which they stand to the principal sentences.

3. Parse the words in italics.

4. Give the derivation of the word “ prediction.” Make as many words as you can from the same root by the use of other affixes and suffixes.

-5. Explain the terms—Tense, passive voice, weak verb. Give the past tense and past particle of each of the following:—Lie, lay, teach, prefer, strive.

6. I f you see any mistakes in the following sentences correct them, and give your reasons :—

(a.) This is the man whom I thought was a hero. (b.) Let. you and I endeavom- to see it right.(c.) H e is more diligent than me.(cl.) I differ wholly with the orator on th a t point, (e.) W ho are you speaking of ?( / .) There let him lay.

G eography (8 0 ).

Time allowed ... One hour and a-half.1. Draw a map showing the basins of the Ganges,

Indus, and Brahmapootra. Give names of mountains, tributaries, and chief towns. Insert a t least one meridian and parallel.

2. Enum erate the names and position of all British possessions in N orth and South America.

3. Give the names and position of the chief coaling stations belonging to. the British Empire in the Atlantic, Pacific, and Indian Oceans.

4. W hat do you know about the government of Egypt in recent years ? Say what you can about the connection' between Egypt, and the countries of the upper part of the Nile YiiHey.

5. Describe the basin of the river Niger.

H is to r y (8 0 ).

Time allowed ... ... ... One hour.(Bates to be given wherever necessary.)

1. .W hat was the “ Star C ham ber?” W hen was it instituted? Of w hom 'did it consist? W hat were its duties and powers ?

2. W ho was Marv Queen of Scots ? Show clearly (by genealogical table if possible) the relation between her and Queen Elizabeth.

3. Name the most prominent Englishmen in the reign of Queen Anne. Give a brief account of two of them.

4. Narrate the circumstances which led to the intro­duction of convicts into W estern Australia. W hat were the results of this introduction?

D raw in g.

- Time allowed ... Three-quarters of an hour. More difficult exercises in Freehand Drawing.

M a b c h , 1899.] THE EDUCATION CIRCULAR. 79

S clioo l M an agem en t (1 0 0 ) .Time allowed ... ... ... One hour.

1. W hat use -would you make of mental arithmetic in introducing a new rule in slate arithmetic ? Grive illustra­tions as applied to the introduction of division.

2. How would you proceed to explain the analysis of a complex sentence to a Standard V II. class ? Give three examples of complex sentences suitable for a first lesson.

3. W hat use would you make of the blackboard in giving a lesson on the geography of any country ?

4. W rite notes of a lesson on one of the following, showing the various steps in o rder:—

(a.) A tree.(6.) A cup and saucer.

M u sic (4 0 ) .ST A FF NOTATION".

Time allowed ... Three-quarters of an hour.1. Distinguish between—

(a.) Diatonic and Chromatic.(&.) Augmented and diminished intervals. .(c.) Simple and compound intervals.

2. W rite out the m ajor scales of G and E 1’, and the melodic form of their -relative minor scales.

3. Define syncopation, staccato (three forms), appog- giatura, acciaccatura, giving examples.

4. W hat is understood by modulation, transition, and transposition ? Give simple examples of the first two.

TONIC S O i-F A .

■ Time allowed ... Three-quarters of an hour.1. W hat do you understand by M ajor and Minor

scales, and how is their relationship fixed ?2. Define and give examples of transitional modulation

and cadence transition.3. Distinguish between ( i ) diatonic and chromatic

(2) augmented and diminished intervals, (3) appoggiatura and acciaccatura.

4. Re-write the following, doubling the value of every note and r e s t :—

f j m , r . d : — .s | l , s . f : s . | f .m , r : x n .d | d ' : — 1|

N eed lew ork (8 0 ) .Time allowed ............................ One horn-.

On a piece of linen work a hedge tear dam half an inch long.

D r ill (4 0 ) .Time allowed ... Three-quarters of an hour.

1. Give the orders and directions required when a single rank, halted, has to change front.

2. In the exercise for “ working the shoulders” (first practice), what directions are necessary when the orders “ one” and “tw o” are given?

3. W hat orders and directions have to be given in the “ knee-bending” exercise (free exercises w ithout apparatus)?

F IR ST CLASS.A rith m e tic (8 0 ).

Time allowed ... ... ... Two hours.1. Divide the sum of the greatest and least of the frac­

tions f-ff, if-f, by | of the intermediate fraction.2. Reduce to decimal fractions §, ; and state the

principle according to which all vulgar fractions with denominators 640, 800, 3125 will produce terminating decimals.

3. W hat sum must be invested in a 4-per-cent. Spanish Stock a t 63|- to give an income of =£340 4s. 8d. (Neglect brokerage.)

4. E xtract the cube root of 11 to four places of decimals.

5. Two opposite sides of a field are parallel; their lengths are respectively 10 chains 30 links, and 7 chains 70 links; the 'distance between them is 7 chains 50 links. F ind the acreage.

E n g lish (80)..Time allowed for th is Paper ... Two hours.

1. Paraphrase the following passage and point out the words of English origin :—

“ Before the heath had lost the dew,This m om a couch -was pulled for y o u ;On yonder mountain’s purple head H ave ptarmigan and heatheock b led ;And our broad nets have swept the mere To furnish forth your evening cheer.”

2. Analyse the subordinate sentences and parse the words in italics in the following :—■

“ Laud ye the gods, for this they have given is good,And what shall be they hide until their time,Much good and somewhat grievous hast thou said,And either w e ll; but let a ll sad things be T ill all have made before the prospering gods Burnt-offering and poured out the floral wine.”

3. Give the force of the prefixes iu the following words, and state in each case whether the word is of English or classical orig in :—Inexorable, procrastinate, untimely, imperturbable, dispraise, perpetual.

4. Define:—Finite verb, complex sentence, co-ordinate sentence. W hat parts of speech may stand as subject in a sentence ?

5. Show, by illustration, th a t a participial substantive has the power of a substantive and a verb.

6. I f you see any mistakes in the following sentences, correct them and give your reasons:—-

(a.) This is the man whom I thought was a hero.(2>.) L et you and I endeavour to see it right.(c.) He is more diligent than me.(d.) I differ wholly with the orator on th a t point.(e.) W ho are you speaking of ?( /.) There let him lay.

80 THE EDUCATION CIRCULAR. [M a r c h , 1899.

G eography (8 0 .)Time allowed ... One hour and a half.

1. Draw a map showing the mountain and river systems of North America. Insert a t least two meridians and parallels.

2. Name the countries of South A m erica; give the capital and chief towns of each country, and describe its geographical position.

3. Describe the natural features, climate, and produc­tions of Mexico.

4. W hat are known as the New England States (U.S.A.) ? Where are they situated? Name three of the largest towns, and say for what each is noted.

5. Name the chief ocean currents of the Atlantic Ocean. Describe each current, giving its cause and course.

H is to r y (8 0 ).Time allowed ... ... ... One hour.

(Dates to be given wherever necessary.)

1. W hat was the S tar Chamber? W hen was it insti­tu ted? Of whom did i t consist? W hat were its duties and powers ?

2. N am e'the most prominent Englishmen in the reign of Queen Anne. Give a brief account of two of them.

3. Name the most important of the B ritish generals who took part in the Peninsular War. Give a brief outline of their campaigns.

4. W ho were the Chartists ? W hat were the changes in the government which they advocated ?

D raw in g.Time allowed ... Three-quarters of an hour.

Model Drawing.— Cube, square, and hexagonal prisms and cylinder, with combinations of same.

S chool M an agem en t (1 0 0 ) .Time allowed ............................ One hour.

1. W hat use would you make of mental arithmetic in introducing a new rule in slate arithm etic? Give illus­trations as applied to the introduction of division.

2. How would you proceed to explain the analysis of a complex sentence to a Standard Y II. class ? Give three examples of complex sentences suitable for a first lesson.

8. W hat use would you make of the blackboard in giving a lesson on the geography of any country.

4. Explain definitely the information which should be obtained from the Admission Register, the Roll Book, and the Summary, respectively.

D r ill (4 0 ).Time allowed ... Three-quarters of an hour.

1. How would you proceed to explain “ the formation of fours ” to a squad of boys ?

2. Explain the second combined practice in physical drill without arms.

3. I f you had dual desks in your class, what instructions would you give for getting into and getting out of these desks ?

M u sic (4 0 ).STAFF NOTATION.

Time allowed ... Three-quarters of an horn-.1. State signature, explain terms, and name intervals—

(See Pig. E.)2. W rite on a stave with bass clef a diminished 7 th ,

minor 3rd, augmented 5th, perfect 5th, major 9th, and diminished 3rd.

3. W rite out a phrase of six bars in G major, modulating into relative minor key.

4. Define syncopation, staccato (three forms), sforzando, dominant, transitional m odulation; giving examples where possible.

TONIC S 0 1 -F A .

Time allowed ... Three-quarters of an hour.1. Name and employ three methods of writing the

Chromatic Scale.2. W rite out—

(i.) Two six-pulse measures.( 2.) Two three-pulse measures.( 3.) Two four-pulse measures.

placing a t least five notes in each measure.3. W rite out the scales of G tonic major and tonic

minor (harmonic form).4. Explain the following:—Rallentando, ritardando,

syncopation, sostenuto, crescendo.

N eedlew ork .Time allowed ... ... ... One hour.

On two pieces of calico, four inches long, work a sew and fell seam two inches long, and insert a gusset one inch square at the end of the seam.

S p e llin g (4 0 ).FIRST a n d s e c o n d c l a s s e s .

1. Marks will be deducted for incorrect spelling in any of the papers.

S p e llin g (4 0 ) .THIRD AND FOURTH CLASSES AND CANDIDATES.

- 1. W rite the passage dictated.2. Marks will be deducted for incorrect spelling in any

of the papers.

P en m an sh ip (40).1. W rite in large hand (three times) the following:—

Sir John Forrest.2. W rite in small hand (three times) the following:—

Perth, the Capital, is prettily situated. ■3. W rite the figures from 1 to 9 inclusive.

M a r c h , 1899.] THE EDUCATION CIRCULAR. 81

D icta tio n .(For the use of Examiner only).

C a n d id a t e s .

I have often thought th a t a story-teller is born, as well as a poet. ' I t is, I think, certain th a t some men have such a peculiar cast of mind tha t they see things in another light than men of grave dispositions. Men of a lively imagination and a m irthful temper will rejiresent things to their hearers in the same manner as they themselves were affected with them ; and whereas serious spirits might, perhaps, have been disgusted at the sight of some odd occurrence in life, yet the very same occurrence shall please them in a well-told story, where the disagreeable parts of < the images are concealed, and those only which are pleasing exhibited to the fancy. Story-telling is, therefore, not an art, but what we call a “ knack.”

F o u r t h a n d T h i r d C l a s s e s .

The sun was now resting his huge disk upon the edge of the level ocean, and gilded the accumulation of towering clouds through which he had travelled the livelong day, and which now assembled on all sides, like misfortunes and disasters around a sinking empire and falling monarch. Still, however, his dying splendour ga^e a sombre magnificence to the massive congregation of vapours, forming out of their unsubstantial gloom the show of pyramids and towers—some touched with gold, some with purple, some with a hue of deep and dark red. The distant sea, stretched beneath cthis varied and gorgeous canopy, lay almost portentously still, reflecting back the dazzling and level beams of the descending luminary, and the splendid colouring of the clouds amidst which he was setting. Nearer to the beach, the tide rippled onwards in waves of sparkling silver, th a t imperceptibly, yet rapidly, gained upon’the sand.

W ith a mind employed in admiration of the romantic scene, or perhaps in some more agitating topic, she advanced in silence by her father’s side. Following the windings of the beach, they passed one projecting point or headland of rock after another, and now found themselves u n d er a huge and continued extent of the precipices by which th a t iron-bound coast is in most places, defended.

B ea d in g and R ec ita tio n .

R e a d i n g .

Each candidate to be examined in reading and meaning of words.

R e c i t a t i o n .

Fourth Glass.—To repeat 50 lines of poetry from a standard author, with a knowledge of the meanings and allusions.

Third Glass.—To repeat 80 consecutive lines of poetry, with a knowledge of the meanings and allusions.

Second Glass.—To repeat 100 lines of prose from any standard author, with a knowledge of the meanings and allusions.

First Glass.—To repeat 150 lines of poetry, with a knowledge of the meanings 'of words and allusions.

SCHOOL E N T E R T A IN M E N T S.K a l g o o r l i e .—Head Tea,clier, Mr. R. H. A. Braddock.

R e c e i p t s £36 /10s. 6d.Expenditure:—Printing, £ 2 7s. 6d .; magnesium

ribbon, red light composition, material for tableaux, etc., £ \ 13s.

Paid balance on piano, ,£22 10s. Handed to Rev. E. G-ordon Saville to send to England for prizes, £ 10.

W a g in .—Head Teacher, Miss Joan McPhee.Receipts:—Sale of tickets, £-5 2 s .; cash taken at

door, 14s. Total, £ 5 16s.Expenditure:—Carting chairs, -5s.; expended on

prizes, £ 4 17s. 5d. 'Balance on hand, 13s. 7d., will be devoted to pur­

chase of some decorations.M o u n t B a r k e r .—Head Teacher, Miss E. Mitchell.

Receipts:—Proceeds of concert, £ 2 ; donation by Mrs. Cummins Reilly, -5s.

Expenditure .-—Carriage of books, purchase of art muslin, candles, 5 s .; purchase of prizes, £2.

M o m b e k i n e .— Teacher, Mr. Jas. Dobson.Receipts:—Taken at door, £ 3 6s . ; donation, 10s.;

surplus from dance, 10s. Total, £ 4 6s.Expenditure:—Prizes, £3 14s. 7d .; railage, 3s.;

set of quoits, 7s.Balance on hand, Is. 5d.

D e n m a r k M i l l .—Head Teacher, M r . G-. E. Jones.Receipts:—Collected by children, £14 5s.Expenditure:—Toys, =£10;. refreshments, ,£2 10s;

expenses, £ 1 8s. 2d.Balance in hand, 6s. lOd.

N o r t h a m .—Head Teacher, Mr. J. H. Riley.Receipts:—Tickets sold and money taken a t door,

£ 1 0 2s. 6d.Of this sum £ 9 12s. 3d. has been expended in expenses,

purchase of books, pictures, tools for woodwork, and Kindergarten material, leaving a balance in hand of 10s. 3d.

C h i t t e r i n g , U p p e r a n d L o w e r .— Head Teacher, Mr. A. Preston.

Receipts:—Cash taken a t door, £ 4 11s. 6d.The whole of this sum, with the exception of Is. 8d. for

expenses, was devoted to the purchase of piizes and decorations.

STOCK NOTES.The Department has a small supply of Vaughan's books

on Brash Drawing, and some text books on Cardboard

82 THE EDUCATION CIRCULAB. [M a b c h , 1889.

Modelling. These will be available to teachers on loan for a specified period, bu t great care must be exercised in their use, and where any damage is done to a book the teacher will be called on to pay for it. A small stock of Indian Ink is on band. This can be used very effectively in con­nection with Brush Drawing. The Painting Books have been received. These contain 24 leaves each of good cart­ridge paper ruled in half-inch squares, and are sold at Is. per doz. net. Below is a list of books which the Depart­ment has in stock, and which teachers may find useful in their work. In order to dispose of these, 25 per cent, dis­count will be allowed on all orders received between April. 1st and June 30th. Applications should be made early, as only a limited number of each is left.

s. d.Stewart’s Domestic Economy ... 1 0 each

„ „ „ (2nd year) 0 3 „» „ „ (4th year) 0 4 „

fH ow to parse .............................| Morrell’s Grammar ................

3 6 „2 (5 „

i „ (Key to) ... 4 0 „Grammars J = ow to olearly ................1 Sum m ary................

10

6 „ 2

1 Standard II. Grammar 0 1 ",1 - iv. 0 21 „ V., VI. „ 0 2 „

Dictionary of Derivations 1 i ”Algebra (BlacMe) ................ 0 4 „Book-keeping 0 5 „

(Key t o ) ........................... .Animal Physiology ..........................................

0 5 ,,0 3 „

Geography of Australasia ... .............. 2 6 „Geographies of Europe, England and Wales,

Asia, W orld ....................................................... 0 2Geography of Australia and Polynesia 1 6 ",H ughes’ Modern Geography ... 1 9 „Geography Generalised... 1 S „

Some Teachers do not seem fully aware of the Standards for which the School Papers are supplied. There are three papers only, one each for Standards IV . and V., and one for Standards VI. and V II.

The half-yearly return of Free Stock having been dispensed with, it will be necessary for teachers to fill up the “ Balance in Hand ” column of the Annual Bequisitions w'hen making them out. Teachers are advised to see that their figures are correct, as, until the return is in order, no stock will be supplied on the requisition. W ith the Requisition will be forwarded two forms containing lists of the articles in the School not mentioned on the Requisi­tion form itself. W hen these forms are completed, one copy should be retained in the School, and the other forwarded through the District Board to the Department with the Requisition. The annual Requisition forms will be sent to the Schools just j>rior to the examination.

There is still a n . excessive use of envelopes, and the attention of teachers is directed to Regulation 108. All communications should, as fa r as possible, be pu t into the one envelope, which should be addressed “ Education Department.”

Receipts should be signed aaid returned to the Depart­ment when the Stock is received, subject to the instructions contained in the foregoing paragraph.

A few back numbers of School Papers are obtainable, v iz .:—Standard IV. for April, May, August, September,

October, November, aud December; Standard V. for October, November, and December; and Standards VI. and V II. for December and March, 1899.

D IS T R IC T B O A R D S, E tc .H e n z i e s C o m m i t t e e o f S c h o o l M a n a g e m e n t .—Eev. A. Cras-

well has been appointed a member in succession to Eev. -T. A. Howes.

W a g i n .—The Hon. C. A. Piesse, M.L.G., has been elected Chair­man, and Mr. E. Gell Hon. Secretary.

W i l l i a m s .—The Eev. F . C. G illett has been elected Chairman, and Mr. G. S. F . Cowcher, with the Eev. F. C. G illett, to act us delegates for Dvuiidaning School.

G i n g i n .— Eev. W . Prior has been elected Chairman, and Mr. George Buchanan Hon. Secretary.

T o o d t a y .—Mr. E. A. Archdeacon has been elected Chairman as well as Hon. Secretary.

C o o l g a e d i e C o m m i t t b e o f S c h o o l M a n a g e m e n t .—Mr. H. L .

Eead has been elected Chairman, and Mrs. W ilson Hon. Secretary.K a k r o g i n .—The following Board has been appointed for tlie

Narrogin Educational D istr ic t:—Messrs. J. F. Chipper, W. H. Ingram, W. L. Graham, J. T. Chipper, and Eev. F . C. Gillett.

T E A C H E R S ’ S A L A R IE S .Since the publication of the list of teachers with their

salaries and •classifications, a few teachers have written in asking information as to their salaries, and comparing them with those of others. This question cannot be reconsidered now unless really fresh grounds, which could not. be within the knowledge of the Department, can be adduced. So far no teacher has succeeded in adducing any­thing of the kind. The salaries are fixed, as was explained in the last Circular, in accordance with the Regulations. W herever a teacher was drawing less than the minimum of the scale th a t his classification and th a t of the school will now warrant, his salary was raised to th a t minimum. If, however, he was already in receipt of a larger sum, and it was within the range of the scale, he retained his existing salary, instead of being placed at the minimum. Any apparent anomalies are due entirely to the past, and can be explained at once by the fact th a t all the salaries have been raised where the new Regulations warranted, but none have been diminished. I t seems somewhat un­gracious for, a teacher to object to this arrangement because another, under the old Regulations, with the same classification as himself, has had a better position allotted—in many instances years ago. The Department showed itself most anxious th a t the salaries of teachers should be raised, as much as the finances permitted, by putting up every case where it could be done under the Regulations. I t is hoped th a t next year the regular system of annual increments will begin. Teachers are asked, therefore, not to communicate with the Department on this matter, as the funds at the disposal of the De­partm ent make it impossible to hope th a t any further concessions, in the way of the revision of the scale, etc., can be made a t the present time.

H A L F -T IM E P U P I L T E A C H E R S .The . intention of the Regulations was tha t Pupil

Teachers in their first and second years should be half- time, just as Monitors are up to 16. The [Regulations as

M a b c h , 1899.] THE EDUCATION CIRCULAR. 88

to Pupil Teachers were, however, not modified, as it was hoped th a t these could have been abolished altogether when a Training College was opened th a t absorbed the Pujiil Teachers. The state of the finances has prevented the opening of the College, and Pupil'Teachers are con- timiing. Up to the age of 16 they will be half-time teachers, ju st as Monitors are, and should work at their examination subjects.

O V ER -PII.I.IH G OF SCHOOLS.Several teachers have recently been over-filling their

schools. I t m ust be remembered by teachers tha t the average attendance m ust never be above the accommodation of their schools. Should a t any time applications, which would make the attendance in excess of the accommodation, be received, the children should be temporarily refused admission, and the teachers should communicate with the Department a t once. Accommodation is calculated on the basis of 11 square feet per child.

CURRICULUM .In the Arithmetic prescribed for Standard VI., “ The

mensuration of common life to be fully studied” will be held to include a. thorough knowledge of finding the contents, etc., of dams.

In connection with the recent amendments to the Regulations, it has been decided that., for the purpose of school examinations, these shall not come into force till 30th June. The schools examined after 30th June will be required to undergo examination in accordance with the amendments.

B U R SA R IE S.For the information of teachers it is considered advisable

th a t the conditions under which the Bursaries are offered should be published in a clear and concise form.

1. Bursaries of the value of £10 each will be offeredas follows:—Five for boys and three for girls a t the examination held annually in March, and two for boys and two for girls a t the August annual examination.

2. The March examination will be open to pupils ofthe schools examined du ring 'the second half of the- preceding year, and the examination in August will be for those schools examined during the first half of the current year.

3 . The examination will be on the subjects of in­struction laid down for the Seventh Standard, and candidates m ust compete at the next ex­amination held after they have passed the Seventh Standard.

4. I t is necessary th a t candidates should have attendedone or more Government Schools continuously for a t least two years immediately preceding the examination, and have made not less than 300 half-day attendances in such schools during their

last school year. A certificate of industry and good conduct is required from the Head Teacher of the school last attended.

5. Application for admission to the Bursary examin­ation m ust be made on receipt of the School Examination Schedule.

6. Paym ent of the Bursaries will be made asfollows :■—H alf the amount at the end of six months after the examination, and the balance at the end of 12 months, provided tha t attendance and conduct have been satisfactory.

7 . The examinations will be held in Perth , bu t “ localcentres” may be arranged for if necessary'.

T R A N S F E R NOTES.Complaints have been received from several teachers

that, though they applied to other schools for transfer, notes, they did not get answers. I t must be understood by all teachers th a t transfer notes should be forwarded immediately on receipt of the requests.

SCHOOL FE E S.There seems to be some misunderstanding about

Regulations 239 and 240. An impression prevails that every child who has kept 400 attendances has a right to be exempted from the fee ; also, th a t every child who has to travel more than one mile to a Government school has such a right. This is not what the Regulation say s: it merely points out th a t the Minister may allow the remission of the fee if those conditions have been fulfilled. I t does not say tha t he will allow it, and the following Regu­lation, No. 240, distinctly lays down th a t these remissions are not to take place until application has been received on the prescribed form to be obtained from the teacher. Teachers, therefore, need not take any steps until the parent asks for the form and then applies duly for remission. The Departm ent believes th a t there are many parents who would prefer to pay, and cases have been brought to the ncftice of the Department where parents who wished so to pay have been pressed by the teacher to apply for remission. The Department looks with great disfavour on any such course. I f the parents are willing to bear their share in the education of their children no obstacle should be placed in their way. If, on the other hand, there are any cases where a child is exempt under sub-sections (b) and (c) where the parent has not applied, but where, in the opinion of the teacher, it is a suitable case for remission, and he thinks tha t it is through the natural diffidence of the parent to ask for what he may really need, th a t he has not applied, the teacher would be right in informing him of his claims under those sections, and even forwarding him a form.

ER R A T U M .In the Circular for November, 1898, page 40, under the

heading “ Stock N otes” fo r 1896, read 1895.

B y Authority: R i c h a b d P e t h e k , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

Wo. 10.] A P R IL , 1899. [Vol. I.

A P P O IN T M E N T S, T R A N S F E R S , ETC.

Name. School, Office. Classification. Salary p er annum.

James, Edivin'H. Albany .......................................... A. B2, prob.£ s. d.

130 0 0Strang, Beatrice............................. C annington.......................................... P.T. 4th Class. 16 0 0Cochrane, Annie... ................ Kalgoorlie ... A., prob. C2, temp. 100 0 0O’Connor, H enrietta T ip p e r a r y .............................- S.M. 12 0 0Parker, David J. Hoffman Mill ............................. H.T. ci 120 0 0Todd ( LL.D.), J a m e s ................ Cottesloe .......................................... 1st- A. B2 155 0 0Colbert, P atrick ............................. Mount Barker ............................. H.T. B2 140 0 0Mitchell, E d i t l i ............................. Harvey* H.T. Cl 100 0 0Beddoes, Kathleen ................ O akabellaf ... H.T. N il 3.P.D. schoolNicolson, Win. D. ................ Kurawa > .............. H.T. B2, temp. 155 0 0Harms, Sara Waterous M ill# S.M. 12 0 0W ardle, Alice Midland Junction ... ' ................ A., prob. ci so 0 0Ye’ivers, Mabel ... Premantle (Worth) Infants’ * P.T. 2nd Class. 34 0 0Duncan, Sarali C. W est L e e d e r v ille ............................. A., prob. C2 80 0 0Miles (B.A.), Jas. A ...................... Guildford H.T. A3 220 0 0Richards, John A. ................ Perth Boys’ ... "... ................ A., on supply B2 130 0 0Broctway, Amy ... ................ C la r e m o n t.......................................... P.T. 4th Class 16 0 0Butler, Leonard J. W. .. Canning Mills ............................. H.T. B2 ISO 0 0Vose, Gertrude E. ................ ftoebourne ... S.M. 12 0 0Woqd, Leonard C. ................ Albany ......................................... A. N il 70 0 0Culhane, Mary G. W agin .......................................... A. C2, temp. SO 0 0

* New School. t Re-opened.

TH E “ CIRCULAR.”In connection with the issue of the Circular to schools,

teacliers are notified tha t one copy m ust be filed in tlie school portfolio. The other copies supplied are for the use of the assistants.

TH E SA LA R Y SH EETS.The necessity of sending in the Salary Sheets in dupli­

cate has now disappeared, and in future teachers will be required to forward the original only.

R E A D IN G .On page 43 of the Regulations, Reading for Infants,

Glass I I . is pu t down as the F irst Primer, and for ClassI I I . the Second Primer. These books are now called the Prim er and the F irs t Book. In schools of Class YI. and under, the Department will not insist on P a rt I I . of the F irst Book being taken. The whole of the Prim er and P art I. of the F irst Book must, however, be taken. In schools above Class VI. the whole of both books will be required.

R E G IST E R S A N D TH E SCHOOL Y EA R .The Department has been considering the m atter of the

School Tear and the Opening of Registers, and has decided th a t—

( i .) The School Year shall date from the beginning of the m onth fixed for the Annual Examination.

( 2.) The registers for the year shall not be forwarded to the Department for revision until after the annual examination, which will mean, as a rule, th a t they should be sent in within four weeks of the opening of the new registers.

( 3.) W ith reference to the transference of children from Infan ts’ Schools, the names of all children who will be seven years of age a t the com­mencement of the School T ear must be entered in a separate register, and this register m ust be passed on with the children when they are promoted.

There will always be some slight difficulty arising, bu t the difficulties will be practically of little importance, and

86 THE EDUCATION CIRCULAK. [Ap e ii , 1899.

may easily be overcome by any thoughtful teacher. In small schools there -svill be no trouble, whatever school year is adopted. In large schools the difficulty under the present plan will be th a t the teacher, a t the commence­m ent of the year before the annual examination, will have to re-write his registers. The Department would strongly advise all teachers to move the classes up bodily, simply leaving out those whom they feel sure will not pass the examination. I f any children whom they have promoted fail a t the Inspector’s examination, they may either still promote them or cross out their names and remove them to the proper registers. The latter course must be adopted should any children pass the examination whom the teacher may have expected to fail. Practically, and in the majority of instances, these alterations will be of little moment.

A R B O R D A T .Arbor day was fixed last year for June 1st or there­

abouts. The Department would be very glad to have applications, a t once, from any teachers who wish to have trees, bu t if a school has received trees in previous years, a statement should accompany the request, showing how many have survived, and what the reasons of the loss of the others have been.

IN S P E C T IO N O P O U T -O FPIC E S.In various cases where closets and urinals have got out

of order lately, the W orks Department has reported th a t if teachers would pay proper attention to them these difficul­ties would not occur. W e should be glad if teachers would bear in mind th a t we have to ask them to see tha t all these places are properly kept, th a t drains are not choked, tha t pans, etc., are properly removed, and th a t everything is maintained in a cleanly state. W hether a cleaner is attached to the school or not, i t is within the teacher’s province to see tha t the work is always going on properly, and th a t the out-oflices are kept in a sanitary state.

A R E M IN D E R .Teachers seem hardly to have studied their Regulations

with regard to sending matters through the Disti-ict Boards. W e must again remind them of Regulation 196 and the amendments which were shown in Circular No. 8.

G R A N T IN G L E A V E TO A S S IS T A N T S .On several occasions within the recent knowledge of the

Department, Head Teachers have granted leave for a day or so to their assistants without reference to the D epart­ment. A careful study of the Regulations will show th a t Head Teachers have no authority for thus acting, and it m ust be distinctly understood th a t all applications for leave of absence m ust be referred to the Department in the ordinary way.

R E T U R N OP C L O SIN G S.The July-August Circular of last year stated th a t the

salary sheet would be made to answer the purpose of the return of half-days on which the school was closed. Subsequent to this, however, the form of the salary sheet was altered, and provision was not made for the return of closings. I t will, therefore, be necessary for teachers to continue to send in this return each quarter.

G E O G R A PH Y A N D H IS T O R Y O P W E S T E R N A U S T R A L IA .

The Departm ent is endeavouring to obtain accurate in­formation concerning the geography and history of Western Australia, and with this end in view has made application to old settlers, and others conversant with the early history of the Colony, for any particulars they may be able to supply. I t is intended, if the Department’s efforts meet with success, to publish the information in a series of articles in the Circular, and teachers will thus be able to obtain full and reliable data regarding the history and geography of W estern Australia on which to base their lessons to the children. As an instalment towards the com­pletion of the project, we are publishing in this issue what m ight be called the foundation article—a coucise and in­teresting account of the early exploration and settlement of the colony, kindly furnished by Mr. M. A. C. Eraser, Registrar General.

E a r ly E x p lo ra tio n and S e tt le m e n t o f W estern A u stra lia .

The history of W estern Australia dates back to the early years of the sixteenth century, or more than 2-50 years be­fore Captain Cook, in 1770, landed upon the shores of New South Wales.

Many centuries before Vasco de Gama, the bold P o rtu ­guese explorer, doubled the Cape of Good Hope in 1497, certain j>hilosoj>hers, including Aristotle, Strabo, Germinus, and others, were of the opinion th a t there was a body of land below the Torrid Zone as large as th a t above it, and to this land was given the name “ Terra Australis In ­cognita,” or the “ Unknown Southern Land.”

On the maps of the eighth and tenth centuries of the Christian era it- was referred to as “ the opposite earth,” but it was not until somewhere between the years 1511 and 1529 th a t the existence of A ustralia became known to any civilized nation.

The first discoverers were undoubtedly Portuguese navi­gators, who, while on their way to India, or engaged in exploration, were* driven out of their course by ocean currents or adverse winds, and accidentally drifted on to the W estern Shores of Australia.

There are no authentic records of these early discoveries extant, but it is almost certain th a t this Continent was known, not 'only to the Portuguese, bu t also to the Dutch and Spanish navigators, years before i t became known to other European nations, and the secrecy which was main­tained in those days by seamen in keeping their maps and charts carefully secluded from other nations bears out this view.

The King of Portugal forbade, on pain of death, the sale or exportation of Marine Charts, showing the course taken by the mariners of th a t nation to Calcutta, and a similar order was issued by the Dutch Government of tha t period.

There were many reasons why the Portuguese did not at th a t time claim the honour of the discovery of A ustralia ; the most im portant probably was their large trade with the E ast made them anxious th a t lands of any magnitude in the Indian or Southern Oceans should not be acquired by other nations. They found “ the coast marked by reefs

A p b i l , 1 8 9 9 .] THE EDUCATION CIRCULAR. 87

and sandbanks, the country -without any attractive features, and the natives foul and treacherous,” and for them there was no incentive to settle on its shores, while a t the same time they did not wish to see a possible rival in the trade of the Orient take possession of the country. To illustrate how closely the knowledge of im portant discoveries was kept secreted from the rest of the civilised world, the Sandwich, or more properly speaking, the Hawaiian Islands, were known to the Spaniards probably a hundred years or more before Captain Cook first sighted tha t isolated group of islands in 1776. Lord Anson, in 1744, captured a Spanish . galleon whilst on her voyage between Manilla and Mexico, and on her charts these islands were laid down in almost identically the same position they occupy on our modern maps, and lying as they do almost in the track the Spanish traders of th a t period would naturally pursue in their course over the Pacific Ocean, it is safe to infer th a t they were well-known to the Spanish mariners of the seventeenth and eighteenth centuries.

In the year 1616 Dirk Hartog, commander of the Dutch vessel “ E endracht” (Concord), entered Sharks Bay, and gave his name to an island upon the W estern side of the Bay. A tin jtlate, which he nailed to a post erected on “ Dirk H artog’s Island,” remained for many years" a memeuto of his visit. H is countryman, Wm. de Vlaming, discovered the plate on the 3rd of February, 1697, and found the inscription, translated from the Dutch, to read as follows:—“ Anno 1616, the 25th of October. Arrived here the ship ‘Eendracht,’ of Amsterdam; the first merchant Gillis Miebais, of Liege. Dirck Hartog, of Amsterdam, Captain. 27th October sailed for Bantam.” Vlaming entrusted this plate for safe-keeping to “ their nobilities, the gentlemen seventeen of Batavia.”

The duplicate plate, which he substituted, was seen by Captain Hamelin in 1801, and by Captain Bandin in 1803.

Erom the year 1616 to the close of th a t century Dutch navigators explored the coast of W estern Australia from the Great Australian Bight on the South to the Kimberley district in the North-W est.

In 1628 an expedition, under the command of Commo­dore P. Pelsart, sailed from Holland, bound for the E ast Indies. The “ Batavia,” Pelsart’s ship, driven out of her course during a severe storm, and having lost her reckon­ing, struck on the night of the 4th of June, 1629, on one of the Abrollios Islands, becoming a total wreck. The greater part of the passengers and crew, however, safely reached the shore.

After vainly searching for water on the adjacent islands and mainland, Pelsart eventually made his way in one of the vessel’s boats to Batavia, arriving on the 5tli J u ly ; here he obtained the use of the “ Sardam,” in which vessel he returned to rescue the castaways.

Arriving a t the Abrollios Islands he found th a t during his absence a portiou of the crew had mutinied, and massacred a number of the passengers, intending to seize any vessel which m ight chance to come near the islands, and .then turn pirates.

Pelsart, being forewarned by some of those who had escaped to another island, captured the ringleaders, who were promptly tried and executed, while two of them were

marooned on the mainland near Champion Bay, thus becoming, involuntarily, the first white settlers upon the Australian Continent.

Tasman, the intrepid Dutch explorer, landed at Roebuck Bay in 1644, and gave the name of “ New H olland” to this part of the earth.

On the 29th of December, 1696, Vlaming anchored off the Island of Rottnest, about 12 miles from the present site of Eremantle, giving it th a t name because of the abundance of ra ts’ (wallabies) nests found upon it. On the 5th of January following lie landed upon the mainland a t or near Cottesloe Beach with a party of 86 men, and marching Eastward soon came to the river. Here upon the banks they found a hut “ of a worse description than tha t of a H ottentot,” also footsteps in the sand and other signs of natives, of whom, however, they were unable to catch a glimpse. On the 9th the vessels were anchored close to the mouth of the river, where they saw, for the first time, the black swan. They succeeded in capturing- several, and three of them were taken alive to Batavia. Vlaming very appropriately named the stream “ the Black Swan River.”

In 1688, on the 5th of January, the first Englishman landed on the coast of W estern A ustralia in the person of William Dampier, who sailed from Brazil as supercargo of the “ Cygnet.” The crew mutinied and became buccaneers, and the captain and 40 of the crew, who remained faithful to him, were abandoned to their fate on one of the Phillipine Islands.

Dampier remained with the vessel, which, after her extended voyage, appears to have required overhauling. The buccaneers steered for the coast of New Holland, and on the 4th of January, 1688, anchored in a bay in King Sound, now known as Cygnet Bay, where they beached the vessel and executed the necessary repairs. W hile there Dampier made a careful exploration of the surrounding country, and not finding the society of the buccaneers, or their mode of life congenial, he succeeded in leaving the vessel a t the Nieobar Islands, from thence he made his way to Sumatra in a canoe, and finally, after many adventures, arrived in England.

In 1699 Dampier, who, after his arrival in England, published accounts of his adventures in New Holland, was sent by King William IU ., in the “ Roebuck,” to make further explorations on the N orth-W est coast, and to solve, if possible, the question as to whether it was a Continent or only a succession of islands.

On the 1st of August, 1699, he entered and named , Sharks Bay, where he spent several days in fruitless search for water, then while proceeding slowly up the coast was only able once to obtain water in sufficient quantity to replenish his supply.

So disgusted was he with the extreme sterility of the waterless coastal districts th a t he abandoned the object of his mission, and proceeded to New G-uinea. His unfavour­able comments on the barren appearance of the land, and its wretched poverty-stricken natives, whom he described as “ the miserablest- people in the world,” was the means of keeping, for nearly one hundred years, English explorers away from this part of the earth.

- 8 8 THE EDUCATION CIRCULAR. [A p r i l , 1899.

During this voyage Dampier discovered tlie Dampier Archipelago, and added much to the knowledge of the manners and customs of tlie aborigines, and the natural history of the country. He was probably the first Englishman to describe the kangaroo, though evidently lie saw only the wallaby or other smaller members of the kangaroo family.

He said, “ The land animals th a t we saw were only a soi-t of racoon, different from those in the W est Indies, chiefly a < to their legs, for these have very short fore-legs, but go jumping about on them as the others do, and, like them, are very good to eat.” He gives' a very quaint description of the stump-tailed or sleepy lizard, “ a sort of iguana . . . having a larger and uglier head . . . they had the stump of a tail which appeared like another head, bu t was not such, being without mouth and eyes,” and winds up by saying, “ Though I have often eaten of snakes, crocodiles, and alligators, and many other creatures th a t look frightfully enough, yet I th ink my stomach would scarce have served to venture upon these guanos, both the looks and smell of them beiug so offensive.”

During the eighteenth century the shores of W estern Australia were visited by occasional exploring expeditions, bu t it was not. un til 1825 th a t any steps were taken towards establishing settlements on this part of the con­tinent.

On 1st April, 1791, George Vancouver, in the “ D is­covery,” entered, named, and explored King George the Third Sound.

In 1792 two French men-of-war made an exhaustive search along the South-W est seaboard, seeking traces of Count La Perouse, who left Sydney with the vessels “ Boussole” and “ Astrolabe” in the year 1788, and was never again heard of. The fate of these vessels remained a mystery for nearly 40 years, when, in 1825, the wrecks were found on one of the Santa Cruz Islands, bu t no traces were ever found of any of the ofiicers or crews of the lost'-ships.

Matthew Elinders, who entered King George’s Sound on the 9th of December, 1801, carefully charted the “ Sound ” and Princess Royal Harbour, and examined the Southern coast as far as Bass Straits. On board the “ Investigator” were men whose names have since become historical; John Franklin, who afterwards became the great Arctic explorer, was one of his lieutenants; the botanist, Robert Brown, who had already gained a name in the scientific w orld; and William W estall, the famous painter, were members of the staff.

Flinders was the first to suggest that, instead of New Holland, this continent be called “ Australia,” as being more agreeable to the ear, and an assimilation to the names of the other great portions of the earth.

In the year 1801 a further search for traces of Count La Perouse was undertaken by a French expedition of three vessels. The W estern coast, between Cape Leeuwin on the South and Cape Leveque on the W est side of King Sound in the North-W est, was minutely examined, and while returning from this futile search they anchored off the mouth of the Swan River, which was explored by Captain de Freycinet and the scientists connected .with the

expedition as far as the islands which form part of the present Causeway, and which yet retain the name of Heirison Islands, given them by M. Heirison, one of the officers.

In 1810 Captain de Freycinet visited Dampier Bay and explored the West and North-W est coast. “ The North- W est coast,” said one of his ofiicers, “ exhibited nothing bu t a picture of desolation, no rivulet consoled the eye, no tree attracted it, no mountain gave variety to the landscape, no dwelling enlivened it, everywhere reigned sterility and death.”

Lieutenant P . S. K ing made no less than four voyages, between the years 1817-22, along the coasts of W estern Australia, and by his contributions to science, his charts, and sailing directions, placed the English Government in possession of all the data they required of the shore lines, reefs,, and shoals along the W estern coast.

The opinion expressed by Dampier tha t the Continent was probably bisected near the N orth-W est cape by a passage of water was proved by Flinders and King to be fallacious, and Australia was from th a t time generally acknowledged by geographers to be a vast island Continent.

In the year 1825 two French vessels were cruising about the Southern coast; and, as it was strongly suspected that France intended founding a settlement in Australia, Governor Darling, of New South Wales, sent Major Lockyer, with a party ’numbering about 75 persons, .to establish a settlement a t King George’s Sound, where they arrived on the 25th of December, 1825. Here, near tlie present site of Albany,-they constructed rude quarters, and passed a monotonous existence for several years, making little or no progress in the way of developing or opening up the country until after the establishment of the colony on the Swan River.

On the 27th of January, 1827, Captain J. Stirling, inH.M.S. “ Success,” sailed from Sydney with instructions to examine the country in the vicinity of the Swan River, with the view of establishing a settlement. H e anchored off the mouth of the river on the 6th of March, and, after exploring both the Swan and Canning rivers, planted two gardens on the river banks, about 15 miles from the sea, and established friendly relations with the aborigines.

Then on Buache, as Garden Island had been previously named by the French, they planted another garden, and leaving there a cow, three goats, and five sheep, returned to Sydney. The report of Captain Stirling expressed a very favourable opinion of the lands in the neighbourhood of the Swan, which he pronounced “ superior to any he had seen in New South Wales eastward of the Blue Mountains.” On the strength of this report Governor Darling recom­mended the Home Government to a t once establish a settlement. Captain Stirling, who i t appears conveyed the recommendation in person to England, was entrusted with the organisation of the expedition by the Crown, and on the 13th of February, 1829, he sailed for Swan River in the transport “ Parmelia.”

Meanwhile Captain C. H. Fremantle, in command ofH.M.S. “ Challenger,” anchored off the mouth of the Swan, and on the 2nd of May, 1829, hoisting the B ritish flag on the South head, the site of the town of Fremantle, he

Apbil, 1899.] THE EDUCATION CIRCULAR. 89

took formal possession in tlie name of H is Majesty King G-eorge IV., of “ all th a t part of New Holland which is not included within the territory of New South Wales.” -

The following account of the arrival of the first settlers was contained in a despatch sent by Captain Premantle to the Admiralty Office, under date of the 8th October, 1829 :—“ On the 1st of June a merchant-ship was reported in the offing. She proved to be the ‘ Parmelia,’ having on board Captain Stirling, R.N., appointed Lieutenant- G-overnor of the new settlement a t Swan River, and others with their families (numbering in all 69 souls). His Excellency the Lieutenant-Governor, having determined to make his first landing on G-arden Island, in consequence of the commencement of the winter season, the weather being generally boisterous, rainy and unsettled, and the communication with the mainland very uncertain, he requested tha t I would render him all the assistance of the ‘ Challenger’s.’ crew in clearing parts of the Island, building houses for himself and the rest of the colonists, and clear the vessel, the ‘ Parmelia,’ as soon as a store­house could he erected for the reception of the Government stores. On the 8th of June H.M.S. ‘ Sulphur ’ arrived with a detachment of troops for the Swan settlement.”

The “ Challenger” sailed on the 28th of August for Ceylon. Captain Premantle states in his report that, before leaving the Colony, “ two ships arrived from England with set­tlers, and one from Cape of Good Hope with cattle. The Lieu- tenant-Governor had fixed on a site for a town about 12 miles up the Swan -River, where he intended removing to immediately with the whole of the party landed on Garden Island. The town is to be called Perth. There is also another town to be built a t the mouth of the river near the spot where the party from the first ship established them­selves.

“'The number of settlers who arrived from England, includ­ing women and children, were about 1-50, making the whole party now a t Swan River, including the military force, amount to nearly 300 persons; they had upwards of a twelve m onths’ provisions, and were perfectly healthy.”

The foregoing is a brief description of the early explora­tion and pennanent settlement of W estern Australia, and while Australian Anniversary Day (26th January) is ob­served in this Culony as a public holiday, the 1st of June is also observed as the day on which the Colony of W estern Australia was founded.

I t will be noticed th a t the names originally given to the most prominent geographical positions on the coast of W estern Australia are in many instances retained, and serve to perpetuate the memory of the earliest explorers, their vessels, and the principal officers of their crews^

SCHOOL M U S E U M S .The following article on School Museums has been com­

municated by Mr. H. K. Thomsett, of W est Swan School. There are many valuable suggestions in it, and we agree th a t by far the best way of establishing a School Museum is to get the children themselves to bring in specimens, either on loan or as gifts. Even a bad speci­men brought in by a child is very often of more interest to

the school than a good one obtained from other people, and i t causes parents and children to take an interest in the museum which otherwise would not exist:—

“ W hen one takes into consideration the great usefulness of museums in schools, i t leads him to reflect as to why these valuable adjuncts to our work are not much more generally seen. They are of great assistance in giving children practical knowledge of things of which they have only heard, and to encourage in them a taste for collecting specimens of various kinds, and thus adding to their stock of general information. Puthermore, the actual lessons thus learned, in utilising their spare time in a praiseworthy object, will be not only of immense value to them as children, bu t all through life.

“ Museums a rea great help to school work, inasmuch'as, if a school possess a good one, a teacher has always at hand suitable materials for illustrating object lessons, lessons in reading, geography, etc., thus making school time much more interesting and pleasant to the children, and bring them actually in touch with the things them­selves. In addition, how much easier a teacher’s work becomes when he has the actual object to place before the children, how much more readily is their intelligence awakened, and how much more quickly do they see what the teacher is endeavouring to explain!

“ Collections of metals, minerals, various manufactures, botanicEtl subjects, insects of all kinds, etc., etc., are all suitable for school purposes. Specimens may be obtained in various ways. Manufacturers are always pleased lo~ give every assistance in the formation of school museums ; many valuable specimens may be gathered in our daily intercourse with others in different walks of life' to our­selves, and it is both a desirable and interesting relaxation for teacher and pupils to make occasional .trips on holidays or Saturdays in search of specimens.

“ Another good method of enlarging a museum would be to open up communications with teachers in various parts of the Colony, with the view of an interchange of specimens peculiar to their particular districts. Children themselves, if their interest be thoroughly aroused, take a pleasure in gathering specimens, and museums are often largely bene­fited from this source.

“ Any teacher who undertakes the formation of a museum will find, if he be earnest and enthusiastic, th a t without a great deal of trouble he will speedily gather such a collec­tion of useful objects as will be of material use in his school work, and his pupils will become so interested tha t the museum to them will be a mine of educational wealth, and the task of obtaining specimens a labour of love.”

T E A C H E R S ’ A S S O C IA T IO N S ,The usual bi-uionthly meeting of the Eastern Districts

State School Teachers’ Association was held in the Northam School on Saturday, 18th February, Mr. J . H . Riley acting as Chairman. The following teachers were p resen t:— Misses Jeffries, Sylvester, G-ough, and M cCarthy; and Messrs. Halbert, Palmer, O’Connor, Pry, Dobson, Parker, Slater, Russell, Harmer, and Turvey. Mr. Inspector G-amble forwarded an apology- for his absence. A t the conclusion of the general business Mr. Dobson (Mombe-

90 THE EDUCATION CIECULAE. [ A p r i l , 1899.

kine) read an interesting paper on Scale Drawing and Physical Geography for the lower Standards, and Mr. Eiley (Northam) gave a practical lesson on Clay Model­ling. The really good models made by the members during the course of the lesson showed its value. The specimens of school work from the South Australian Exhibition ex­cited considerable interest, and the recently established museum and library at Wortham School evoked favourable comment. Votes of thanks were passed to Messrs. Dobson and Eiley, and it was then decided th a t in future the meetings should be held quarterly. A t the next meeting, which is to b.e held in Y o rk . during May, Mr. H albert (Meckering) will read a paper on Calculations and Con­tracted Multiplication, and Mr. Palm er (York) will give a class lesson. A debate has also been arranged on the sub­ject of U pright W riting versus other systems, Mr. H albert taking the affirmative and Mr. Eiley the negative.

D IS T R IC T B O A R D S, ETC.J a r r a h d a l e .—Mrs. A. A. German, Mrs. A. C. Munro,

and Mr. H . Anstey have been appointed to fill the vacan­cies on the Jarrahdale Board.

N o r t h a m .—Mr. P. A. Gregory has been appointed Hon. Secretary to the Northam Board.

P l a n t a g e n e t .—The Eev. Thos. B ird has been elected as Chairman of the Plantagenet B o ard ..

H a l g o o r l i e C o m m it t e e o f M a n a g e m e n t .—The Eev. A. Crow has been elected Chairman, and the Eev. E. Gordon Saville, Hon. Secretary, to this committee.

SCHOOL E N T E R T A IN M E N T S .S o u t h G r e e n o u g h .—Teacher, Miss M yra K. Smith.A Christmas Tree festival was held a ttbe South Greenough

School on December 30, 1898. The receipts, per subscrip­tion, amounted to £ 6 3s., and this amount was expended in the purchase of books, etc. In addition, special prizes to the amount of £ 1 Is. were given by the teacher, and refreshments were provided for the children by their parents and friends.

P a d d i n g t o n .—Teacher, Mr. W m. G. Ken-.The pupils of this school held an entertainment on the

31st March. The receipts amounted to iJ l 13s. 9d., which will be expended in the purchase of books for a school library.

E s f e e a n c e .—Head Teacher, Mr. T. E . H art.Receipts:— =£8 2s.Ewjjendihire:—Hire of hall and stage decorations,

£1 11s. 9 d .; refreshments for children, 14s.The balance (J25 16s. 3d.) will be expended in school

decorations and prizes.

W E S T E R N A U S T R A L IA N S T A T E SCHOOL T E A C H E R S ’ U N IO N .

F ir s t A n n u a l C onference.

E i r s t D a y .The F irs t Annual Conference of the State School Teachers’

Association was held in the Central .School, Perth , during

the Easter vacation. The following delegates representing the branches of the Association were present:—Miss Girdlestone, and Messrs. McGregor (President), H ill and Young (Vice-Presidents), Eooney, Wheeler, Henzell, Shaw, James, O’Leary, Ellis, Nicholson, O’Connor, Hayes, MeGuinness, H unt, Hall, Scott, Brown, and HammilL (Hon. Sec.)

A t 10'30 the President took the chair, and formally opened the Conference. The day was fully occupied in discussing resolutions sent in by the various branches, and the following were passed by the Conference:—

T hat in the opinion of this Conference—( i .) Teachers should receive salaries on the first day of

the month, and when the first day of a month falls within a vacation they should be paid on the last school day previous.

( 2.) Drawing should not be an individual schedule subject a t the annual examination.

(3 .) The Department should be asked to appoint* definite times a t which teachers m ight call a t the office on Departmental business.

( 4..) In the case of In fan t Schools a return to one hour dinner recess is advisable.

( 5.) I t is advisable th a t school rolls be marked bu t once each half-day.

(6.) A Teachers’ Assurance Association's desirable, and th a t the m atter be referred to the incoming Executive Committee for information, and re­port a t the next Conference.

(7 .) A State School Children’s Athletic Association, with branches, be established.

( 8.) Where possible instruction should be given to Pupil Teachers in central classes.

(9.) A uniform system of copy-books be adopted.( 10.) That teachers be allowed to take the “ A ”

Certificate in two parts.( 11.) “ F ive” be substituted for “ e igh t” in Executive

Eule V in.( 12.) Eailway concessions to delegates travelling to

attend the Conference be asked for.( 13.) Pranked envelopes should be used by the Associ­

ation when writing on Departmental business.( 14.) In the best interests of education an adequate

system of training teachers, as provided for in the Eegulations, is absolutely necessary

( 15.) A page (more or less) of the Education Circular should be set apart for Association matter.

( 16.) The name of the Association he changed to “ The W estern Australian State School Teachers’ Union.”

( 17.) Stocks of scientific apparatus be supplied to various centres for the use of schools.

( 18.) The Department should be asked to supply a 10-mile radius map of the district to schools.

( 19.) The present system of teaching arithmetic is not calculated to produce the best possible results, and th a t the time of the pupils in the lower classes would be more profitably employed in

A p r i l , 1 8 9 9 .] THE EDUCATION CIRCULAR. 91

mechanical operations, instead of as a t present endeavouring to understand problems, the meanings of which are often beyond their grasp. Problems .to be introduced in the Third Standard.

( 20.) I f a child fail in arithmetic two years in succession in different standards, he be not promoted.

( 21.) One Reader is sufficient for Standard I.( 22.) No child should beplacedin Standard I. without

having passed in two of the three “ R ’s ” in the Third Infants. Arithmetic to be taken on slates.

(23.) No child should be allowed to remain in the In fan t School after attaining the age of eight years.

( 24.) A letter conveying the deepest sympathy of the Conference should be sent to the relatives of the late Mr. E. W. H . Needham.

I t was also decided th a t the next conference should be held in Prem antle during the Easter vacation of 1900.

A paper was read before the Congress by Mr. J. Hammill on “ The advisableness of establishing a State Schools’ Floral and Industrial Society in W estern A ustralia.” This paper gained an additional interest from a display of South Australian Exhibition work, kindly lent for the occasion by Mr. Inspector Gamble.

Mr. H . Young gave an interesting exposition of a tellurion, which was listened to with pleasure and profit.

An exhibit of educational works and teaching apparatus and appliances (specially imported by Messrs. E . S. W igg and Son) was on view, and gave rise to considerable interest.

A t the end of the day’s p r o c e e d i n g s the election of officers for the ensuing year took place, with the following resu lt:—President, Mr. A. H ill; Vice-Presidents, Mr. H. Young (re-elected), Mr. H. W . W heeler; Treasurer, Mr. F . O’L eary ; Hon. Secretary, Mr. J. Hammill (re-elected)-; Assistant Secretary, Mr. P . O’Connor. Committee : Messrs. A. E. J . McGregor, T. Henzell, T. P. Shaw, H . H unt, A. J . Hall.

S e c o n d D a y .

Mr. A. E. J . McGregor took the chair a t 10-30, and delivered an opening address. He dealt in a retrospective way with the growth of the Association, and enlarged upon the difficulty of effectively accomplishing the objects for which they were all striving. However, he hoped th a t all would see the necessity for such a body, and identify themselves with the work, and thereby do ' something towards educating the fu ture citizens of the Colony.

The Hon. Secretary’s report showed th a t the progress of the Association was even greater than had been anticipated. During the year seven branches had been called into existence, though as yet they had not been all registered. The membership had risen from 43 to 180, and there was every indication tha t the coming year would find half the teachers actively working for m utual benefit. The report also detailed the work of the Executive body, which had been approved of by the Conference.

The Inspector General of Schools (Mr. Cvril Jackson) delivered an address, which, a t the request of the Associa­tion, we are publishing fully.

(The Bishop of P erth had also prepared an address for delivery, but, through a regrettable oversight, he was not present. However, in accordance with the desire of the Association, the full text of his Lordship’s address is published as an addendum to this report.)

M r.'J . W. Langsford (Chairman of the P e rth D istrict Board of Education), who was well received, spoke of the marked enthusiasm which seemed to inspire teachers when speaking of their profession. H e expressed the sympathy of the D istrict Boards with the teachers in their work, and assured them th a t they had a t heart the welfare' of the schools and children of the Colony. He hoped this Con­ference would be productive of much good, and th a t it would brace teachers up for renewed effort.

A cordial vote of thanks to the speakers and the retiring officers was proposed by Mr. Rooney, seconded by Mr. Wheeler, and carried.

M E . JACKSON’S A D D R E SS.The Inspector General of Schools said th a t it was to him

a very great pleasure to be invited to address that, the first, annual conference of the Association. He believed that the Association was constituted almost immediately after his arrival in the Colony, and ' he felt, therefore, th a t the Association and himself were about the same age, and might, therefore, congratulate each other at intervals throughout their careers, which he hoped would be for a long time together. A great thing he had always felt about the Association was th a t they were able and willing to work together—the teachers, the Department, the Minister, and, in fact, the whole of the educational bodies in the Colony. He was sure th a t as the Association grew in strength it would draw into it the teachers of the higher schools and any other schools there m ight be. He was pleased to th ink th a t the Association would always keep - the highest ideals: their duties first, their rights second, and their wrongs last. That was a very good principle, as their rights—which of course were very important—should always, he thought, be subordinated to their du ties; and the Association, as far as he had noticed its working, had steadily and steadfastly done its best to promote the education of the Colony as a whole, and of its own indivi­dual members in particular. I t was a m atter of great con­gratulation to all of them th a t the Association was getting so strong. As branch after branch had been opened, he could assure them that the Department had been exceedingly pleased to see such tokens of life throughout the Colony in so im portant a matter. They had an Association th a t had been doing lots of good work, and helping on those among its members who had not had very great opportunities of < training and learning new methods. W estern Australia* was without a training college; she had had very great difficulties in the past, owing to the scattered nature of the po|julation and to the fact th a t there was no real training available for the teachers as they grew up. Since- they had developed a little they had naturally had to go to the other Colonies for teachers, and the result, of course, had been th a t they had now a very fine body of teachers.

92 THE EDUCATION CIRCULAR. [Apbil , 1899.

collected from all the Colonies, naturally trained in different ways, naturally with somewhat different views, but none the worse for that, because the amalgam th a t should result ought to be a very fine thing indeed, as it would include the experiences of so many codes and so many educational departments, as voiced in th a t Associa­tion. H e had spent portion of his holiday in reading the last Educational Blue- Book from England. The inspectors made a reference to the fact th a t the teachers used to meet and discuss their grievances, and abuse the codes and the inspectors as the concrete expression of the code, while now they met to discuss how such and such a subject might best be taught. He was quite willing th a t at intervals they should meet and discuss the code and abuse it if they would, and, if tliey liked, abuse the Inspector General as the concrete embodiment of the code. As long as they were frank and open he should be very pleased to accept their criticisms and even their abuse. Everything th a t was frank and open he should be ready to meet with, equal frankness. (Hear, hear.) B ut there was not, so far as he knew, any very great abuse of the code at present- from the Teachers’ Association compared with what the English, report had jnst described. I f they had abused him he was not conscious th a t they had done him very much harm, and it might have done them a great deal of good. He hoped th a t the Treasury would next year rectify the difference which the Estimates of last year showed between the amount spent on what one m ust call the results of want of education—the criminal part of the Colony—and the amount spent on education itself. The last Estimates showed these striking figures: £109,799 spent on police, and £34,000 spent on gaols. There was thus £144,000 spent upon crime, while upon education £49,000 only was spent. Now th a t was all wrong. (Hear, hear.) They had begun at the wrong end of the stick if they were going to spend on the criminals and the gaols and were not going to spend on education. He was sure the Government recognised the need of more money being spent on education, and lie hoped they would have year by year by this means an opportunity of reducing the enormous expenditure on the gaols. He was noticing in the School­master th a t they were showing there the percentage in English prisons of the illiterate and uneducated to the more educated prisoners. Twenty-one per cent-, were absolutely illiterate, and 62 per cent, were almost il­literate, being only able to read or write a little. Those figures seemed to speak for themselves, and it seemed to him. th a t when they had those figures before them they m ust do their best to get th a t enormous expendi­ture of £144,000 on crime reduced, and to make the country better by means of education. The D epart­ment had had great difficulties this year owing to the want of money, and in getting buildings and teachers for country schools, and had had to face much criticism

s on closing certain schools. A great deal of misunder­standing had taken place. Schools had not been closed, as the public had been led to believe. All that- had really happened was th a t a few schools which had been working contrary to Regulations under a certain status were closed under th a t status, and had been re-opened, almost without exception, under a different status and a different set of Regulations, with a different disposition of grants. That was all tha t had happened, and he was sure the Government

would back him up in determining tha t education should not be stopped in the Colony. H e desired to again express the pleasure it gave him to see so many present, and to feel tha t they had met with the one great object of improving the education of the Colony. H e was quite sure th a t he might tru st the Association, and he would ask them to tru st him also. They were working together, and they would work together. The Association had before it a great work. I t had to assimilate the ideas which the different teachers had brought into their midst, while there were other difficulties in the shape of local conditions th a t had to be surmounted. He thought they might assume—just as he had noticed the other day an assumption from a speaker in a similar position to himself—that every teacher could be made an ardent Educationalist. H e had never found th a t the teachers had expressed any want of interest in or any indifference to the progress of Education, and even where they had not always seen eye'to eye with him they had, he was sure, recognised that all th a t he wanted was to 'p u sh Education forward. The need of professional training was very great. He wanted very much to tra in all young teachers for the work of the schools. They had no idea how difficult i t 'was to get '’teachers for the outlying- parts of the Colony. I t was most extraordinarily difficult to get anyone out into the bush, and it was not wonderful. A teacher there- was isolated, lost much of the touch of civilisation to which he had been accustomed, and lost also t i e society to which he, ,or she, had been used. I t was not wonderful, and it- was not, he thought, actually to be deplored, because one felt th a t they had teachers among them who . realised what civilisation was, and what the use of society. Still there m ust be teachers for the country. The Department could not give everybody the best p osts: it could not give everybody town posts; it could not even put everybody as Assistant in town schools. There were some who had to go out and bear the burden and heat of the day in the less pleasant places ; but he felt sure they were gradually getting together a body of teachers who would do that, and when they got the training college and trained some of the children of the settlers—those who were used to the bush, and would not be averse to living in it—then, he thought, they would be able to carry the light of education further afield than they were able to do now. I t was very neces­sary, indeed, th a t they should have a greater amount of professional training in their midst. £ t the same time it was' not the only thing, and it was well said tha t the personality of the teacher was better than any training college, and the character of the teacher than any methods of instruction. Mechanical aids were all very well; method was all very well; but after all i t was the personality of the teacher th a t told. I t was not the mere art of teaching, it was the character and aim of the person who taught. That was what was wanted for their profession, and it was the noblest profession of all. . They had to train not only the intellects, and not only the bodies of the children of the Colony, they had to train their souls to make them citizens of the fu tu re ; to make the population of W estern Australia upright and honourable; not only clever, but thoroughly loyal citizens, people who would carry the Colony ahead and not leave it in the wake, people who would make the Colony flourish where it had previously appeared to be a desert

Apbil , 1899.] THE EDUCATION CIRCULAR. 93

waste, and m ate its religion really alive and pure. In these early days of tlie Colony it was of the utm ost impor­tance th a t the young should be made to feel the greatness of the future before them, and th a t the Colony should be made to start fan-. He thought all m ust feel th a t; he thought all did feel it, and th a t they were all working to th a t end. Let them starve out the worst points of the children by filling them with good things. I t was with the teachers the fu ture of the Colony mainly rested. Let them fill the brains of the children with the power to learn. I t was not what they were taught in the schools—it was the power of reading, the wish to read, the interest they were induced to take .in the best books. He did not care so much for their knowing the dates of English History, or of the names of the Capes ofTW est Australia. W hat he wished was th a t they should carry into their lives an inquiring, patient, and observing sp ir it; one th a t would teach them life from practical knowledge, and what could be gained from books, and, further still, upright character, and all those habits of punctuality, obedience, and reverence, which made great men and women. The ideal—theirs and his—was to make great citizens in Western Australia. (Applause.)

B ISH O P K IL B Y 'S A D D R E SS.I t was with very great pleasure that I received your in­

vitation to address you this morning—pleasure, because I thought it would give me an opportunity of stating publicly what I have said privately to very many of you, how much I sympathise with you in the difficult, trying, and a t the same time, so i t appears to thoughtless people, simple work to which you have devoted your lives. I can venture to do this, because I have a t various times endeavoured to teach, and I know from . personal observation the difficult con­ditions under which, in very many instances, you have to exercise your vocation. There is no doubt , th a t to be a successful teacher—not a crammer, whose one object is to put into the child ju st enough information to enable it to pass the next examination, but a real teacher—demands the exercise of the highest faculties we possess. A teacher must, apart altogether from knowing well what he has to teach and the best and most approved method of imparting th a t knowledge, use to the utm ost his powers of observa­tion. There is also required in a teacher perfect honesty, candour and justice, keen insight into character, and a ready sympathy with the children in their troubles and difficul­ties. In addition to these qualifications the temper of the teacher m ust be even and good, while the mind m ust be ever active and fresh, notwithstanding the heat of the day or the tiresomeness of the scholars. I have ventured to pu t before you all these, as I believe, necessary re­quirements, partly th a t you may have a high standard before your thoughts, and partly, or ra ther chiefly in order tha t the public may know how difficult the work of the teacher is, and what exceptional powers it demands. U ntil this is the case, the work of the teacher will never be appreciated or remunerated as it ought to be. A t present many people imagine tha t anyone can teach, and they entrust their children to anyone who calls himself a teacher. In thinking of what a teacher should be, you will see how necessary it is for him to live a regular and healthy life, otherwise his temper is sure to suffer, and so will the

children. I f his mind is to be fresh and active he must himself continue his studies, so as to keep abreast of the times, and also to be. able to answer some of those awkward and difficult questions with which children so often puzzle us. I need hardly add, yet I suppose I must, th a t in his conduct towards the elder children the younger teachers cannot be too particular. I am sorry to th ink tha t this warning has been and may still be required. I t would, of course, be very pleasant to you in more ways than one to. feel th a t the public properly appreciated and remunerated your work, yet I am sure it would be even more helpful to you in your public and private life if you were thoroughly impressed with the grandeur and importance of your noble profession. W e hear much in these days of the defence of the Empire and of the development of the Colony, we watch eagerly the increase in the strength of the navy, and the additions of more battalions to the armies of our neighbours. As an answer, we build more ships and increase the size of our guns. Those who do this work are said, and rightly so, to belong to a noble profession. Surely it is ju st as necessary for the defence of the Empire th a t we should seek to cultivate the highest tastes and capacities of the whole of our people. Surely the develop­ment of brute force is not more noble than the development of the intellectual, moral, and industrial powers of our people. W hen we speak of the development of the Colony it is generally understood to mean the cultivation of a few more acres, the making of a few more miles of railways, and so on ; all very well and necessary, but who ever connects with this grand sounding phrase the “ development of the Colony ” the spending of more money on the development of our educational system. This is of the utmost importance to the future welfare of this Colony. The worst foes we have to fear are the foes within, not the foes without our borders. Those foes are ignorance and ill- assorted and ill-digested knowledge. I have spoken thus far simply to point out that., in my humble opinion, you belong to by far the most im portant branch of our Civil Service. I t is in your power to mould the lives of those who, in the near future, will rule the destinies of this Colony. You can, if you will, by rising up to the dignity and importance of your office, so train our youth as to have an ennobling effect on the future of our land, or you may, by doing your work in a perfunctory and careless manner, lose a golden opportunity of ennobling both your own lives and those of your children. I know the difficulties under which many of you carry on your work, the isolation, the uninteresting surroundings, the lack of intelligence in country as compared with town children, the lack of interest displayed by many of the parents when you are doing your best for their little ones, the want of apx->aratus, and above all, the necessity often laid upon you of being obliged to teach all the different standards yourself. Such are some of the difficulties you have to meet. May I urge upon you th a t in all these troubles the only thought which can cheer you and strengthen your heart to face the future is the thought of the glorious and lasting work which those in your profession have the privilege of doing. W hile I have been speaking of the difficulties under which you often groan, I am sure you will understand th a t I am not blaming the Department. Most of the difficulties are beyond its control. The Department cannot help a school being built in an out-of-

94 THE EDUCATION CIRCULAR. [ A p b i l , 1899.

the-way place—nay, it redounds to its credit th a t it does build there. Neither can tlie Departm ent provide better apparatus or remunerate tlie staff better. I t would if it could, but, alas! it lias no money. We, the public, cannot be too thankful for all th a t lias been done for education by tlie Department with the slender resources at its command. Great strides liave been made during tlie last few years. The only regret I feel, and m ust express, is tliat wben it was found necessary to retrench the expen­diture of the Colony, the first thing to suffer, instead of the last, was the Education Department. May I now point out what appear to many of us to be two great dangers. F irst, there is the multiplication of subjects in the code. I am aware tha t children have a far more interesting time at school than we had when we were boys. The subjects are more varied and interesting; still the tendency is to make boys and teachers think th a t because the children have a smattering or superficial knowledge of a few “ ologies” that, therefore, they are educated. They may be nothing of the k ind ; they may never have learned to th ink for themselves or to reason anything out, or to apply them ­selves diligently to study. Personally, I have come to the conclusion th a t the mere habit formed by having to leam things th a t are uninteresting or even hateful has a very good effect on the after life, when we daily find ourselves obliged to do many things we dislike, bu t which we know we m ust do because it is our duty. The other danger arises from the necessity for a system. Each child comes to be looked upon as a unit merely, and not as an indi­vidual. Herein comes the necessity for the teacher to cul­tivate the power of minute and accurate observation, so th a t he may know the needs and capabilities of each child, and trea t i t accordingly. Only thus can he act fairly towards each of his pupils. Of course the teacher should have great discretion in the grading of the scholars ; and while paying attention to the backward he should not neglect to push forward those who show an eagerness to learn. I am delighted to find th a t the training of the hand and the eye is to have a more prominent place in your curriculum, for apart from its in terest'to the children and its usefulness in after life, there is no doubt th a t such training makes anyone a more accurate observer. If,

in conclusion, I may make a few criticisms and sugges­tions, they are these:—1. Some of the teachers would do much good if they would take a little interest in the children out of school hours by teaching them, for instance, how to garden (this is done by some teachers), by teaching them, as some do, how to swim (where it is possible), or even by teaching them how to play games properly. I t would be well, too, if, say once a month, they gathered together the scholars who have left the school for a pleasant evening of instruction arid talk. By this means they might stimulate them to read good books and keep up their education. For want of some such method as this, un til we have compulsory attendance a t evening schools up to the age of 16 or 17, much of the money we spend on education is wasted. I have thought sometimes* when seeing the children drilling, th a t if a drill instructor visited the schools and the masters it would do much good. Again, with regard to what may seem a little thing to some of you, bu t what is of great importance in the training - of the children in habits of neatness, is the dress of the .teachers. I need not point out what a good influence a neat and tidy lady m ust have on her scholars, while, on the other hand, a master unwashed, unshaven for a week, with carpet slippers on and dirty linen, is enough to make the heart of the parent sink with fear. I hope you will go back to your duties refreshed by your rest and the pleasant intercourse you have been able to have with your fellow-teachers. I tru st you will ever remember th a t you carry with you, many of you to your distant homes, the good wishes and thanks of all thoughtful people in the land, who know th a t the State cannot adequately remunerate you for all the good you can do for the community. W e know th a t the only means by which we can become a supreme people among the peoples of the world when the forces th a t tell will be intellect, character, and moral and physical strength, are those tha t rest upon the basis of spiritual belief, cultivated intelli­gence, and refined tastes. To tra in up a race strong in faith, in character, in intellectual and physical power, is the great work to which you are devoting the best years of your lives. In tha t work may God’s blessing go with you.

B y Authority: B ic h a u d P e t h e r , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.

No. 11.] M A T, 1899. [Vol. I.

A P P O IN T M E N T S , T R A N S F E R S , ETC.

Name. Scliool. Office. Classification. Salary per annum.

£ s. d.Armstrong, Florence ................ D w alginup*... . . ................ H.T. S.P.D. schoolMcCarthy, Hannah. C. J. Irislitown* ... ... ................ H.T. S.P.D. schoolRichards, John A. .............. W agin .......................................... H.T. B2 180 0 0Connolly, Florence Greenough North Back Flats* ... H.T. S.P.D. schoolParks, John It................................. P ingelly ............................. H.T. 90 0 0Blackman, Elizabeth ................ Hoffman Mill H.T., on prob. " B ” P.S.Holmes, W illiam Bindoon, North and South, half-

tim e schools ■H.T. Cl J>120 & ,£10

allowanceLyhane, Augustine P ................... Clackline .......................................... H.T. C2 100 0 0Parkei', David J. ................ Sawyer’s Valley H.T. Cl 120 0 0Moy, Patrick ................ Quindalup, L o w e r ................ H.T., on prob. “ B ” Pro.Dingle, E thel M. ................ North Fremantle ... ................ A. B2, prob. 100 0 0Foley, Agnes ............................. Frem antle Infants ... A. C2 80 0 0Ashe, Mary ................ Beverley A. 75 0 0Mackay, Elizabeth I. ... . Geraldton ................ A. C2 80 0 0Webb, Charles J. ................ North F r e m a n t le ............................. A., on prob. B2, prob. 130 0 0Nielson, E l l e n ............................. Do. ............................. A., temp. on supply 50 0 0Logue, Kate F. G. Fremantle Girls ... ................ A. ci 80 0 0Young, H ugh ............................. Plympton ... ............................. A., on supply. B l 150 0 0Silvester, Eva ............................. Coolgax-die ... ................ A. C l, tem. 100 0 0McKeown, Jas. W .......................... Fremantlfe Boys ... ................ A., on supply. 100 0 0Murray, Wm. J. ................ Cottesloe A. 0 2 115 0 0Harris, E r n e s t ............................. Fremantle Boys ............................. 1st A. B l 145 0 0Everett, G eorge............................. Albany .......................................... P.T. 4th class 20 0 0Rodda, Ida. ............................. Boulder Infants P.T. 3rd class 31 5 0Simpson, Ethel F . M.................... Claremont ... P.T., on prob. 3rd class 25 0 0WeYiwood, M aggie ................ Boulder Infants ................ P.T., on prob. 3rd class 31 5 0Julius, Gertrude................ Subiaco Infants ............................. P.T., on prob. 4th class 16 0 0James, Amy M................... .. Bayswater ' ... i t a , on supply. 40 0 0W illis, Louisa ............................. Mxmdaring ... S.M. 12 0 0Clarke, Lilian ............................. C o o k ern u p .......................................... S.M., also Mon., on 28 0 0

prob.Harvy, Fanny M. ................ Belmont S.M., also Mon., on 42 0 0

prob.Strudwick, Esther Drakesbrook... S.M., also Mon., on

prob.42 0 0

* Reopened.

96 THE EDUCATION CIRCULAR. [M a y , 1899.

E R R A T U M .In the April issue of the “ Circular ” the name of Mr. E.

H. James, Albany, appears amongst the appointments, with a B2 prob. classification; this should read B l prob.

MARKING- A TTEN D A N C ES.In future, teachers should m a rt children who have

attended punctually as well as regularly for a whole week, and therefore have obtained 10 red marks, with a red total in the attendance register. Though the red marks and black marks are well done in many of the registers, all the 10’s at the end of each week appear in black. I t would be much easier, for cheeking purposes, if the children who had kept perfect attendances had the 10’s in red as well as the marks, as sometimes teachers, by using a black ink pen for a red ink mark, make th a t particular m ark indistinct, and when the registers are checked a t the end of the year it is difficult to be sure whether or not it is intended for black or red. No marks should of course be altered, such as red being substituted for black, unless some sjjecial note is pu t down a t the time.° In a week where there have not been 10 attendances the red figures will naturally be the number of regular attendances actually kept.

H A L F-T IM E P U P IL TEACH ERS A N D M O NITO RS.

Some teachers are asking questions about the status of the half-time pupil teachers and monitors with regard to the ir ordinary roll. Such half-time teachers are not to be included in the school rolls, nor should fees be taken from them. They will not sit for the school examination, but will be examined in December with the full-time pupil teachers and monitors, as laid down in the Regulations.

SPEC IA L R ELIG IO U S IN ST R U C T IO N .A t the eud of November last year the head teachers of

schools in the Perth and Prem antle Districts were informed of the names of gentlemen who bad been appointed delegates for the purpose of giving special religious instruction for the different denominations, in accordance with Section 18 of “ The Elementary Education Act, 1871, Amendment Act, 1893.” For the purpose of verifying its records, the Department wishes the teachers concerned to check the list of names then sent, and see th a t they tally with those of the persons now giving special religious instruction in their schools. W here such is not the case, teachers must please forward a statem ent showing any change th a t has been made.

N O T IFIC A T IO N OF M A R R IA G E S.I t is very desirable th a t any teacher who marries should

inform the Depaitment a t once, in order th a t the records may be kept up to date. The Department would also be pleased to know from time to time of any increases in the families of teachers. Teachers will a t once appreciate the reasons for this, as, when appointments are being made to schools with quarters, it is a great saving of time if the Department knows a t once the requirements of any given teachers who are being passed under review.

SM ALL R E P A IR S .From time to time teachers ask to have the gutters of

the schools cleaned, or small repairs carried out, such as window cords, door handles, catches, etc. These things can generally be done by a male teacher, and a female teacher, as a rule, has someone who is able to assist her in such matters. The Department cannot arrange for these works, in all the small schools of the Colony, to be carried out by contract, and hopes th a t the teachers will help in these ways.

SA L A R Y SH E E T S.A s. there is still a delay in the receipt of the salary

sheets, teachers are particularly requested to send in the sheets as soon as possible after the Friday preceding the 24th of the month.

T R E E P R U N IN G .A correspondent m ites to know if the present is the

proper season for pruning trees. The question was referred to Mr. J. Eduie-Brown, the Conservator of Forests, who replied as follows :— “ I f any pruning is required, it should be done now, but I should advise the teacher to be very careful to prune only such branches as may appear too long, or make the tree look unsightly.” We may add th a t excellent articles on pruning, from the pen of Mr. Despeissis, of the A gricultural Depaitment, appeared in P arts IY . and V. of the Producers’ Gazette, issued in April and May of last year.

FIREW OOD.The teachers of the P erth and Fremantle schools will be

able to receive their supplies of firewood as heretofore up to the 30th June, th a t is, by request to Mr. J. W. Joyce, Public W orks Department. A fter the date above-mentioned, this Department will arrange for the firewood ; and requisitions on the R2 form will be necessary for further supplies. In the country districts requisitions on form should be sub­mitted, and teachers should endeavoiu- to estimate the quantity of wood required for school use through the winter, in order tha t the one supply may be sufficient. I f the requisitions are sent in a t once, the Department will be able to issue authority for the supplies, and complete arrangements before the close of the current financial year. Teachers scarcely need reminding th a t the strictest economy should be exercised in th is, as in other matters.

CARE OF LAVATORY P IP E S .I t is frequently repoited from schools th a t lavatory basin

pipes have become choked or smell badly. Teachers are asked to take special care to see that, the lavatory basins are properly treated and kept clean. As a recent example, it was found th a t the children, after gardening, had washed their garden pots or their sandy hands in the basins. Of course, therefore, the sand accumulated to such an extent th a t the pipes were completely choked. I t is obvious th a t nothing of this kind should be done in a basin which gives into a trapped pipe.

M a y , 1899.] THE EDUCATION CIRCULAR. 97

A C CO U N TS.Teachers are requested to forward accounts for any

expenditure which has been approved in t his financial year as early as possible. Sanitary accounts for June must be received not later than the 24th June.

The attention of teachers is also directed to the following:—

1. W ith the exception .of such cases as freight onfurniture, etc., no expenditure should be incurred without previous approval. In these cases an R2 form m ust always accompany the accounts.

2. All accounts should be rendered in duplicate onthe Government account form (Form N) by the person who performs the service.

3. In all cases where accounts have been paid byteachers, a receipt should be obtained from the person who performed the service, and the la tter should authorise the amount to be paid to the teacher. All receipts m ust be forwarded attached to the accounts.

4. All accounts m ust be certified to by the teacherin the space set apart for th a t purpose a t the foot of the account.

5. In'every case the name of the school should beinserted, together with fu ll particu lars' of the service.

E L E M E N T A R Y SCHOOL B U R S A R IE S .The following were the successful candidates at

th e , Elementary School Bursaries Examination held in March

Per cent.1. H ubert S. Cross, P erth Boys’ School ... 812. Glyndwr D. Evans, P erth Boys’ School... 813. M argheritta Freeman, P erth Girls’ School 734. E thel Wallace, P e rth Girls’ School ... 715. Annie Graham, Beaconsfield School ... 706. George A. Hallidav.-Coolgardie School... 687. George 31. Thompson, Perth Boys’ School 688. Greta Rowe, Perth Girls’ School ... 65i9. Cecil P. Scanlan, P erth Boys’ School ... 6-5|

G reta Rowe and Cecil Scanlan were within i per cent, of the minimum number of marks, and as there was one Bursary remaining it was decided to divide it between these two candidates.

T H E D E P A R T M E N T A N D T H E T E A C H E R S ’ U N IO N .

R e p lie s to th e R eso lu tio n s .

On Saturday, April 29, a deputation from the W estern Australian State School Teachers’ Union interviewed the Inspector General and Chief Inspector, a t the Department, with reference to the resolutions carried a t the recent

Teachers’ Conference. The Inspector General has now replied as follows to the different po in ts:—

“ W ith regard to Resolution 1, we quite agree that teachers should receive salaries on the first of the month. The Treasury, however, governs us in this matter, and though this year we obtained permission, with some difficulty, to pay salaries on the last day of the school term before the Easter holidays,it was only by the special leave of the Treasurer. The Department, however, is anxious to see this always carried out.

“ 2. W ith reference to Drawing, the Chief Inspector and myself explained to you at our meeting tha t our making it a failing subject was due to our sense of its deep importance, and to the wish we felt th a t i t should be worked up in the schools. The points raised a t our meeting were the difficulties in country schools, and the fact th a t a number of children proved them­selves w ithout any natural gifts for drawing.

“ I do not, however, th ink th a t this latter would be found to be the case when Drawing has been taught _ on the new system in the early Standards. The inspectors will be ready to receive schemes of Drawing from teachers,* and will deal very leniently with the examinations ; and the Chief Inspector is formulating a scheme for spreading the introduction of the fu ll Syllabus over several years.

“ 3 . The Chief Inspector or myself will be pleased to appoint four to five o’clock on Wednesday after­noons and 11 to one on Saturday mornings for interviewing teachers, and it is always desirable th a t if possible teachers should write and make an appointment beforehand, stating the’ object of their visit. This will enable us to look up papers or precedents bearing on the subject, so as to have them in readiness. Many questions raised by teachers a t ' interviews had much better be pu t upon paper, and much of the time spent in discussing these questions is really wasted. In all cases of salary, promotion, examination, etc., precedents have to be considered, and i t is better to apply in writing. Questions of the organisation of the school and staff, or the like, may be better discussed in person.

“ 4. W ith reference to the lim itation of the dinner recess in infants’ schools to one hour, the Departm ent cannot think tha t this would be a good arrangement, as the elder children are almost invariably wanted to bring to and take from school their younger brothers and sisters.

“ W ith regard to the supervision by teachers during the recess, mentioned in Regulation 99, the Department does not require th a t more than one teacher' should exercise supervision each day, nor is it necessary th a t th a t teacher should be in the playground in person during the

98 THE EDUCATION CIRCULAR. [ M a t , 1899.

wliole recess. Tlie teachers would, many of tliem, be able to perfectly control the playtime by appointing monitors or captains among the children ; and it is very desirable th a t the bulk of the teachers should get complete rest during the recess.

“ 5. W ith reference to tlie marking of the school rolls once on each half-day: as I pointed out to the members of the deputation, the present arrange­ment is due to the legal minimum number of hours, which is two in the morning and two in the afternoon. A t the same time, if children were allowed to come in for this four hours only, much valuable time would be wasted, and the very necessary lessons of punctuality and early rising would be lost. To me, it seems disgraceful that, in this climate, so many children should be found coming to school after nine o’clock. I understand th a t the difficulty felt by teachers is chiefly in the afternoon, where 15 minutes only is allowed between the first and second markings. The difficulty, how­ever, would seem to lie rather in the time-table arrangements, made by teachers, than in the Regulations. The Department welcome shorter lessons; in many subjects, long lessons are a great mistake. Teachers will recognise th a t they could make up their time tables, so th a t either a 15 minutes’ lesson be given in such subjects as mental arithmetic, drill exercises, conversation lessons, singing, etc., or subjects chosen where, as, for example, in composition, the explanations of the lessons would take some10 minutes, leaving the teacher free to close his roll a t the proper time.

“ I notice with satisfaction th a t since the early marking and the establishment of the medals, the punctuality of the children has largely improved.

“ 6. The Department will endeavour to arrange for central classes for pupil teachers ; bu t no action has a t present been taken, as it has been hoped tha t a training college would shortly be started.

“ 7 . W ith respect to a uniform system of copy books : I could not understand from the representative teachers who discussed the m atter with me, th a t any one system had been agreed upon. Something was said of a semi-upright system, but, as I pointed out, the difficulty of different styles does not obtain really in the country districts, where the teachers would find it a great trouble to themselves to alter their own styles of writing, and had better teach th a t which they know best. In the metropolitan district, the m atter is in the hands of the Union, who could, by agreeing on a style among themselves, get the writing uniform throughout the schools. The Inspectors should not even, I think, insist on absolute uniformity in the same school. I f a child coming from one school

to another writes a good hand, but it differs from the general hand in the school, there would be no reason why he should be obliged to unlearn his earlier style.”

“ 8. As I explained to the secretary of the Union, for any departmental business, such as sending out the resolutions passed a t the Conference, a t the request of the Minister, or for any other matters of the kind, franked envelopes could be obtained in the Department; and 1 should always be willing to help the Union in these m atters.”

“ 9. The Departm ent is thoroughly in accord with the teachers as to the absolute necessity of an adequate system of training.”

“ to. A page in the ‘ Circular’ can be placed a t the disposal of the Union if they wish it, or the present arrangement can hold, where any of the Union’s contributions are welcomed. Of course the m atter sent in would be subject to the usual editorial rights of revision or omission.”

“ 11. The Departm ent is already doing something in the way of entrusting to the Fremantle Branch Association some scientific apparatus for the schools. I f the Associations can for­mulate schemes by which certain apparatus can be best utilised in various schools, the Departm ent is willing to consider them. Much of the apparatus is, of course, damaged by moving, especially th a t of the more delicate land, and much of the apparatus can and should be made by the children themselves.”

“ 12. As explained to your members, it is impossible for the Department to supply a ten-mile radius map. Such a map does not exist, and has to be made from the existing maps to be obtained from the Lands Department. In almost every case in the country the settlers have maps of the district, and these could be utilised by the teacher. In the metropolitan district, maps have recently been asked for, and are being sent, which will take practically the ten-mile rad iu s; bu t the best form of map would always be one made by the teacher himself on the lines of the departmental maps, but containing, in addition, such information as is wanted for school purposes, viz., the p h y s i c a l features of river, MU, etc., and the situation of the principal schools, halls, roads, railways, and farms.

“ 13. The Chief Inspector and myself do not agree with the proposal which would keep a child down to the same reading books and other subjects of instruction for a year because he had failed in the single subject -of arithm etic; but we are considering how best Regulation 167 could be altered to allow children who fail in arithmetic to remain for a second year-in the same standard for th a t subject. I f this amend­ment is adopted; teachers m ust reconsider their

M a t , 1899.] THE EDUCATION CIRCULAR. 99

time tables witli a view to placing tlie arithmetic lesson at the same time throughout aU the classes, so th a t the children could be- easily transferred from one class to another.

“ 14. The two reading books have not yet been tried- for Standard I., and the Departm ent wishes

tha t they should be tried before any alteration is made, and th a t the teachers should see the form of examination before complaining. The Inspectors will not insist upon the same verbal accuracy for the two books as they would insist upon were only one used. The discussion on the subject seemed to show that, for children who had passed the Third Class in the Infants’, there was no difficulty in the two Readers for the F irst Standard. The further resolutions on the subject of infants passing into Standard I. are dealt with below.

“ 15. The Department cannot see its way to indivi­dually examine children in the Third Class of Infants, which is asked for, apparently, in the Resolution. The Chief Inspector and myself discussed this m atter a t very great length, looking at all sides of the question as far as we could, and bearing in mind what was said by the various teachers who spoke. I th ink your Conference, perhaps, have not quite recognised the considerable concessions made in the recent revision of the Regulation 117. There a very large latitude is given in the way of exceptions. This has not yet been fully worked, and after a year’s trial i t m ight per­haps be possible to see better whether any further concessions are required. My hope is, however, tha t all individual examinations will be abolished in all standards, and I do not see my way, therefore, to impose it on the infants a t this time:

■“ 16. The resolution as to arithmetic, I understand, was by no means unanimously passed a t your Conference. I think i t was agreed th a t the reso­lution, as presented to us, was hardly the mean­ing of the Conference, and th a t it was not the system of teaching arithmetic th a t was objected to, but the examination set last year. S tate­ments were made that.' the sums set for the lower classes were somewhat too hard in pro­portion to the senior, and th a t too many problems were given in Standard I . The Chief Inspector has carefully considered the argu­ments advanced in setting the new sums for the coming year. Abstract sums may be given in Standard I., bu t problems would also be re­quired. W ith reference to the possibility tha t accuracy is wanted in long addition sum s: the Department proposes to add money tots in the Sixth and Seventh Standards. In the- first of these two Standards these tots will not exceed ten lines, and it is hoped th a t these will be useful as a training for book-keeping and ledger work. Problems should not be taught

to the younger children in a way by which they become mechanical processes. Tliis must, I think, be the fault of the teacher, and m ust be guarded against. A statement was made that the children were unable to read the sums in the F irst Standard, and th a t some, therefore, would fail for this reason. The Chief Inspec­tor, however, pointed out tha t he had examined the Standards throughout the Metropolitan Districts, and he thinks he guarded thoroughly against the possibility of failure on this score.

“ 17. The Department is willing to meet teachers with regard to taking the ‘A ’ certificate in two parts. The Chief Inspector will draw up a scheme. I t is proposed th a t the first half of the examination should consist of Reading, W riting, and Spelling, Arithmetic, English, Geography, School Management, Drawing, Euclid (males), and Needlework (females) ; with the second part to consist of Music, Physiography, History, English Literature, and Trigonometry (males), and Sanitation (females), with the additional subjects (if any are taken).

“ 18. The Department is disposed to agree tha t no child should be allowed to remain in the infant classes after the age of eight years.”

D EFE C T IV E EY E SIG H T I IT SCHOOLS.The following report on the eyesight of the children in

one of the metropolitan schools has been given by Messrs. Clarke & Knapp, ophthalmic opticians and spectacle makers. I t will, perhaps, be of use to teachers to show the number of children with defective eyesight; and though they may not be able to get the test applied in their own schools, they may be able to make some_ rough experiments with a view to seeing how best to save the eyes of auy children which appeal- weak. Teachers cannot be too careful to watch for anything like straining of the eyes, and to place any children who have difficulty in seeing on the front benches. I t is necessary also for teachers to be very careful to get an even light in the school. The lights m all new buildings are being arranged on the left of the children, so as not to affect their eyesight by the glare or to throw a shadow on their work. This is very important, especially for slate work, where the white pencil on the grey is very trying in anything bu t a good light. Too often blinds are kept down when they unduly darken the room, and are only required in direct sunlight. Teachers can assist the children and their parents if they will watch any symptoms of bad eyesight, and endeavour to correct them or let the parents know. All parents perhaps have not the means of seeing defects of this kind, but teachers who have children using their eyes under their control all day would have many more opportunities of detecting anything wrong.

Flies are the principal cause of infection in ophthalmia, and though it is very difficult to prevent their visits, still something m ight be done to minimise the trouble. In several schools the teachers insist upon the children keep­ing a small branch by their side with which to brush away

100 THE EDUCATION CIRCULAR. [ M a y , 1899.

these pests. In any case an effort should be made to keep the school free from their presence.

Where sandy blight shows itself, and it is liable to run into granulation of the lids and become infectious, the teacher could do much by calling the attention of the parents a t once to the need of preventive measures. This disease m ust be taken a t the very earliest symptoms if any effective cure is to be made. The first necessity, of course, is cleanliness in the shape of cold water. The eyes should continually be opened in cold water, and bathed frequently. D ust or sand is, of course, a great irritan t to the eye, and where playgrounds are very dusty, couch or buffalo grass should, if possible, be planted, or some other means taken to cheek the dust. This, however, is a rather expensive business. Cleanliness is the main thing.

In the event of blight showing itself in a more or less determined form, the teacher should call the attention of the parents to it, and beg them, if possible, to call in the assistance of a medical man. Eye troubles, which begin in small ways, become, if neglected, so serious th a t medical advice ought to be called in as soon as possible. If, how­ever, it cannot be obtained, there are various things th a t could be done. A saturated solution of boracic acid is very useful, and if th a t does not reduce the symptoms in a.day, w ith the assistance of bathing in cold water, a solution of nitrate of silver— | or 1 grain to the ounce—might be used. The solution of boracic acid, as well as tha t of the nitrate of silver, should be applied by means of an eye­dropper. I f possible, however, medical advice should always be sought. Unfortunately, in some cases, a form of purulent ophthalmia develops, and, in certain constitutions, this may lead to permanent blindness. Teachers are warned th a t nitrate of silver solution stains the skin and clothes black, and, therefore, great care is necessary in its use.

R ep o rt b y M e ssr s . C larke & Knapp..—-No. of cases tested ... 251

No. of children without manifest defect ofvision 76

No. of children with manifest defect 175Percentage of manifest defective sights... 707o

.—No. of manifest defective sights ... 175No. of these not causing diminished

acuteness of vision 91No. causing diminished acuteness of

vision ... ... ................ 84Percentage w ith diminished acuteness ... 48 %

.—No. of eases showing diminished acute­ness 84

.. No. of these having both eyes affected ... 51No. having one eye only affected ... 33

4.—Eighty-four cases classified according to nature of defects.

Hypermetropia (long sight) ................ 13 or 15'5°/0Myopia (short sight) ... ............... 5 or 6"/0Cases complicated with astigmatism ... 37 or 44°/0 Cases aggravated by blight or some

other form of ophthalm ia................ 29 or 34'570

5.—Eighty-four cases classified, according to degree ofdiminished acuteness, taking normal acuteness at 1,000.

No. of Pupils ... 6 12 12 12 38 4A c u te n e s s ................ 100 166 250 375 500 750

E xp lan ation o f T ab les.T a b l e 1.—Shows tha t in 70°/o of eases tested there

was a manifest defect in one or both eyes. Probably a test under atropine would reveal a larger number still.

T a b l e 2.— Shows that, approximately, in one half of the cases showing manifest defects, the acuteness of vision was not reduced. Where there is a defect, and acuteness of vision is not reduced, th is is brought about by spontaneous correction of the defect by the patient, involving a constant effort and tension, concerning which all authorities are agreed th a t it is a prolific cause of premature diminution of vision and abnormal conditions of the nervous system. In the remainder of cases of manifest defects the acuteness of vision was more or less impaired, the patient labotuing under very considerable disabilities in doing ordinary school work.

T a b l e 3.—Shows th a t out of 84 cases in which acuteness of vision was impaired, 33 were affected in one eye only. In these cases there is a danger of tlie affected eye not being used, thus becoming inert frojn mere lack of exercise.

T a b l e 4.—G-ives the nature of the defects and the proportions in which they occur. I t will be seen th a t there is a large percentage of cases of blight, etc., most of which should be preventable or treated in time to prevent the lamentable consequences of neglect.

T a b l e -5.—Shows to what extent acuteness of vision was found to be diminished in tlie 84 cases shown in Table 3.

R em ark s and R ecom m en d ation s.In view of the large percentage of cases of defective vision

shown by these tables, it appears expedient and indeed necessary to hold periodic examinations in all State schools. The children would thus come under periodic and regular observation, and, by reference to recorded previous tests, an accurate knowledge of improvement or otherwise in the vision would result. I t is evident, from Table 2, th a t a very large number—84 out of 251 tested, or over 33°/0— are cases in which correcting spectacles should be worn.

We particularly wish to draw your attention to the large number of cases where vision was seriously affected by blight and kindred affections. Our own experience is th a t in this m atter the most criminal carelessness is exhibited by those responsible for the care of the children. These neglected cases are always liable to develop conditions which are beyond remedy. In a majority of the 29 cases shown in Table 4, the children had had no treatment, and, in many of them, the trouble had ended in granular lids. We think teachers m ight be instructed how to deal with

M a t , 1 8 9 9 .] THE EDUCATION CIRCULAR. 301

"these cases in their early stages, when the remedy is sinij>le, effective, and inexpensive, and. when they may be pre- Tented from assuming the highly dangerous and. contagious form into which they might otherwise develop.

In s tr u c t io n s for D eterm in in g A c u te n e ss o f V isio n b y m ean s o f T e s t T yp es.

Messrs. Clarke & Knapp have furnished the Department -with a supply of test type diagrams, and one is being for­warded in the “ Circular ” sent to each Head Teacher. These are for use in the schools, and are subject to the following directions:—

1. The test types should be hung in a good lightat a distance of 20 fe e t ; not less. W hatever the distance is it should be carefully measured, but a uniform distance of 20 feet is preferable.

2. Each eye m ust be tested separately, the other eyebeing covered. The child should be seated opposite the types, and be directed to read th e ' letters down ; and the smallest line read correctly by each eye should be noted.

3 . Each line of letters has above i t figures denotingthe distance a t which such line is legible to an eye having normal acuteness of vision.

_ 4. The distance of the child from the test types is taken as the numerator of a fraction, and the number of feet marked above the smallest line legible to the child is taken as the denominator of the fraction, and this fraction indicates the acuteness of vision for the eye undergoing the

te s t ; normal- acuteness being taken as 1 . Eor example, let the distance of the child from the types be 20 feet. Suppose that, with left eye covered, the child, looting with right eye, can

, read only as far as the fourth line (over the fourth line “ 60 fee t” is marked), then, with this eye, acuteness of vision is expressed as or § of normal.

5. I f with either eye alone directed to the astigmaticfan some line or group of lines is more distinct and better defined than the rest, the existence of astigmatism is indicated.

6. I f in any case acuteness of vision in either eye isbelow -§-§ (i.e., if child with either eye cannot read line No. 6 a t 20 feet distant) or if astig­matism is indicated, the sight should be carefully tested to discover the nature aud extent of the defect, and to ascertain what glasses, if any, shoiild be worn.

7 . The test types should only be exposed when inactual use for testing, as children may become familiar with them, and so destroy their value as a test.

8. The types must be te p t in the portfolio or othersuitable repository and preserved for use from time to time, so th a t teachers may be able to note the eyesight of new children; and also see whether any of those who have been found to have defective vision have had the defects in­creased, or have improved. *

A P H O N IC B E A D IN G L E S S O N —W O R D “ JU G .’(By Miss Annie 3/cBean, Headmistress, Kalgoorlie Infants’ School.)

Heads. Matter. Method.

Special Lesson. A jug is shown to the class.A jug is used for holding milk or water. A ju g is made of china or earthenware.

W hat is th is you see ? W hat is a jug used for? W hat is a ju g made of ?

.Drawing. First, take centre line, six squares, then two squares each side of it, a t bottom, one and a-half square each side at top. Then draw sides from top to bottom.

W hy is the spout small ?

Illustrate difference between pouring water from a bucket and a jug.

102 THE EDUCATION CIRCULAR. [M a t , 1899.

A P h o n ic R eading' L esson , E tc .—continued.

Heads, flatter. Method.

Soxtnding. J U G , jug. »As the letters are moved closer to each other the

sounds should be given quicker, t i ll at last we get the word.

P ut the letters wide apart, and get every sound given slowly by whole class Then individually—J U G. Then go to reading-sheet and have word pointed out and said individually.

W riting. In simplest form—J U G .

The children copy from Blackboard.

Ifow I am going to write the word under the drawing.

Forming other words. As" mug, rug, dug, hug, pug, tug, snug.The letters n g are allowed to remain.Mug, used for drinking.Bug, in front of fireplace, or to cover you in a

carriage.D ug up the gai-den.Hug, to clasp.Pug, a little dog.Tug, to pull hard.Jug, a vessel to hold water.

I w ill now change the first letter and put- another in its place. Children sound the letters and get a new word. Children, w ith loose letters, now form these new words.

E licit meaning of these words and give answers in complete sentences, e.g. :—

“ A m ug is used for drinking."“ H ug means to clasp firmly.”

A Story—Recapitu­lation Exercise

Tom lias a little dog. I t was called a pmg. I t used to put its paws round Tom and give him. a hug. One day it went into the kitchen and knocked over a jug and a mug. Another day, i t caught hold of the rug and began to tug at i t w ith its teeth. Tom took it away and while he dug his garden, the pug rolled into a, snug com er among the grass.

The teacher now tells a story to include the words taught, making each one w ith loose letters, the children repeating them as they proceed w ith the story.

D IS T R IC T B O A R D S, ETC.G i n g i n .—Mr. A. R. Tegler lias been appointed a

member in place of Mr. J . E. Wedge, resigned.K a l g o o r l i e .—Mr. F. A. McMullen lias been appointed

a member of the Kalgoorlie Committee of School Manage­ment.

Y o k e . —Mr. W . D. Cowan, R.M., has been appointed a member of the York D istrict Board of Education, vice Mr. R. -W. Maxwell, resigned.

J a r b a h d a l e .—Mr. J . M. Robinson has been appointed a member of the Jarrahdale District Board of Education, vice Mr. H . Anstey, resigned.

M e n z i e s . —Mrs. G rant has been appointed a member of the Menzies Committee of School Management, vice Mrs. Le Mesurier, resigned.

SCHOOL E N T E R T A IN M E N T S .P e r t h B o y s ’ S c h o o l .—Mr. W. J . Rooney, H ead Master.P e r t h G i r l s ’ S c h o o l .— Miss A. M. Girdlestone, Head

Mistress.These two schools combined their forces and produced

the operetta “ Missing Duke.” The receipts amounted to £100 Is., made up as follows:—Sale of tickets. £ 7 7 ; taken a t doors, £19 13s. 6d . ; paid by boys for special costume hats, £ 3 7s. 6d. The expenditure was as follows:—Printing, £8 6s.; advertising, £ 4 12s.; costumes, ,£18 Os. l i d . ; orchestra, including scoring and binding of music, etc., £19 6s. 3d.; cost of production, £20 16s. 3d. This left a profit of £28 19s. 7d., which was divided between the two schools.

The share obtained by the Boys’ School was augmented by donations amounting to £ 3 Os. 6d., and library subscriptions £1 . Purchase of prizes absorbed£13 6s. Id .; and part purchase of trophies, £ 2 17s. A balance of £ 2 Os. 2d. remained, and this amount is to be devoted to additions to school library.

STOCK N O T E S.The Department has a few copies of Kenilworth,

Ivanhoe, and Constable’s Advanced Reading Book, which will he supplied to School Libraries on application by H ead Teachers.

Requisitions for Sale Stock m ust reach the Department not later than the 1st of each month. Only one Sale Stock requisition per month from each school cau be attended to.

Teachers are again reminded of the concessions offered to them in the March “ Circular ” on the purchase of certain books. These reductions will be in force only for a limited period.

The Department has a few samples of Alto Relievo Maps and Geographical Forms of Land and W ater, which may be had on application. Teachers are invited to inspect, these -at the store in Pier Street.

Several Teachers have lately applied- for Attendance Registers in such numbers as to show tha t they are using- one for each class. As this is likely, in the case of small classes, to result in waste, teachers ai-e notified th a t they should enter as many classes as possible in one register, leaving reasonable space for an increase in the attendance.

By A uthority: R i c h a k d P e t h e b , Government Printer, Perth.

W E S T E R N A U S T R A L I A .

PUBLISHED UNDER THE AUTHORITY 'OF THE HON. MINISTER OF EDUCATION.

No. 12.] JU N E , 1899. [Vol. I.

A P P O IN T M E N T S , T R A N S F E R S , ETC.

Name. School. Office. Classification. Salary per annum.

M cKnight, E l iz a b e th ................ Mean Malm * H.T. As per Regs. £ s. d.

Barnes, Thos. W. Gingin H.T., Relieving B2, temp. 150 0 0MeKeown, James Armadale * .......................................... H.T. Cl, temp. 120 0 0Liddington, Arthur E .................. Dongarra H.T. B l • 180 0 0MaeNamara, Constance K. Karridale ... ................ A. C2, prob. 80 0 0Jelbart, Annie L. D...................... Menzies .......................................... A. on prob. B2, prob. 120 0 0Wardlaw, Thos. D ........................ C o o lg a r d ie .......................................... A. B2, prob. 150 0 0McIntyre (B.A.), Augustus T. Perth Boys’ ... ... ... A. on supply. Cl, prob. 100 0 OMettam, Mabel A.......................... Paddington ... ... ................ Mon. on prob., also S.M. 35 0 0Holt, E thel L. E. ................ Bulong ... ................ Mon: ... 20 0 0M cM ell, Margaret ................ East P e r t h .......................................... Mon. on prob. 30 0 0Hendei-son, Eveline ................ Sawyer’s Yalley .............. .- S.M. 12 0 0Parks, E le a n o r ............................. P ingelly .......................................... S.M. 12 0 0Gould, Victoria M............ Subiaeo .......................................... Mon. 30 0 0Padley, Clara C. Menzies ... ............................. Mon. on pmb. 37 10 0MeGinniss, E dith R..................... Hunanalling f ... ... ... , H.T. on prob. Cl, temp. As per Regs.Anthony, May C. Gullewa ..........................................; H.T. J 80 0 0Cross, Geo. K. C. • ... Talgoo f .......................................... H.T. Cl 160 0 0Smith, B. J ...................................... Broome * ................ ... . H.T. As per Regs.Wornran, Edith Grove H ill and Queen wood * ... I H.T. § Do.Macdonald, Annie M om ington M ill * ............................. H.T. C2 80 0 0Taylor, Mary Ann ................ GreenhSls +. . . .. ... .. j H.T. As per Regs.Nadebaum, August E. ... Gingin ... ... ... ! H.T. B l 180 0 0Wreford, Ellen ... M o o je b in g .......................................... S.M. on prob. 12 0 0

* New Scliool. t Ke-opened. % And .€12 Lodging Allowance. § And £10 Forage.

CO M PULSIO N R E T U R N S.

Teachers are reminded th a t Form “ D ” is clue a t the end of this month. In the case of country schools, care must be taken to ascertain whether the child resides beyond the compulsory radius, which is one and a-half miles for children between the ages of 6 and 9, and three miles for those between 9 and 14. I f so, this m ust be stated in the “ R em arks” column.

F R E E SCHOLAR, A PPL IC A T IO N FORM S.To obviate delay, it would be advisable for teachers,

when requisitioning for the above forms, to state whether they require the “ parents ” or the “ teachers ” forms.

W A TER A I D FU E L SU P P L Y .In cases where the Department is obliged to purchase.

water for school consumption, it is not intended tha t this

i water shall be used for the teacher’s domestic purposes. The Department will provide tanks a t all quarters where necessary, but the teacher m ust make arrangements for his own water supply. The same remark applies to firewood’.

I The expenditure on these two items is very heavy, and the : Department desires th a t due economy should be exercised I in their use.

D R U M A N D F IF E BA N D .

Mr. A. M. Cooke, headmaster of North Fremantle School, writes as follows :—“ I have the honour to inform you tha t I have formed a fife and drum band in connection w ith the school. I purchased the instruments with funds remaining from our last annual concert. Mr. Kell, an experienced bandmaster, instructs the boys on Tuesdays and Fridays, a t 4 p.m., for which he. receives the sum of 6d. per week from each member. The boys are taking great interest in the matter, and I feel confident th a t it will be successful.”

104 THE EDUCATION CIRCULAR. [ J u n e , 1899.

CHANGE O P D IST R IC T .Owing to aa alteration in the boundaries of the P erth

and W est P erth Educational Districts, Wanneroo School now comes under the jurisdiction of the P erth District Board of Education.

“ K E E P IN G -IN ” CHILDREN-.

Several complaints have been made th a t teachers keep children in during the dinner recess, thereby preventing their getting a proper meal, and th a t they also keep them in too late in the afternoon. The Departm ent cannot approve of any lengthy period of detention for failure to learn. Keeping-in should be used for disciplinary pur-

, poses, and it is a very useful punishment for late coming. A Unless under exceptional circumstances, however, children

should not be kept in for more than a few minutes during the dinner recess, or for more than IS to 20 minutes in the afternoon. The Departm ent does not wish to lay down a hard-and-fast rule in the matter, bu t to call the attention of teachers- to the complaints th a t have been received, and to the necessity of being careful in this direction.

TH E W ORK OP M O NITO RS..With reference to Regulation 72, there seems to be some

question as to what work monitors over 16 should be entrusted with. As the Regulation says, monitors are not, as a rule, to be employed in the direct work of teaching, i.e., they are not to have control of a class. They are to be attached to some other teacher, -who will do most of the direct teaching in the class, using the monitors mainly for the purposes named in the Regulation, and for otheiw ork, such as writing on blackboards, helping in the order, help­ing with batches of the class who are backward, etc. The Regulation, however, says “ as a rule,” and teachers must, of course, use their discretion as to how far an individual monitor is capable of giving direct teaching. Each year they should be more capable, and it is only in the first year of the half-time monitors th a t it should be necessary to keep them almost entirely to the work mentioned. All monitors, even in their first year, should give certain lessons directly, e.g., object lessons. Their notes should be prepared and submitted to the teacher of the class, and they should then be encouraged to give the lesson. I t m ust not be forgotten by teachers tha t monitors are largely learners, and th a t they count for very few children on the school sta ff; in fact, for not more than a dozen when they are half-timers.

TH E D R A W IN G SY LLA BU S.“ Drawing is just as natural to a child as speaking, and ought

to "be just as carefully trained. Experience shows this in every Child's Impulse to draw and pleasure in Drawing. ” — F b i e d b i c h

F b o e b e l .

I t is pleasant to find th a t many teachers are working hard at the new Drawing Syllabus. There are some, however, still who seem to be in slight doubt about the use of the illustrations on pages 17 to 26. Many teachers seem to think when they have taught the children to draw a fish or bird, as on page 21, or, say, the snail on page 25,

i and make some circles and ellipses, tha t they have carried out what is intended. I f teachers, however, will look carefully a t the syllabus they will see th a t really the whole direction of the syllabus is to develop design from simple elementary forms. On page 17 the earliest form which can be naturally drawn with freedom is shown, namely, the Ellipse. The intention of the syllabus is first of all to give the children great freedom of hand in drawing this figure, first by going round and round upon it, as in Figure1 , then, as they have obtained the power of drawing it with fair accuracy, to draw it in different directions, in different sizes, in different numbers of equal sizes, and from tha t to various combinations. I t is observable tha t design is a t once begun. For example, in the combinations in Figures 3 and 4 we have the beginning of design, which can be repeated for a border or a page. This is ■ the key note of the syllabus. All the children are to be taught from their earliest efforts to place the simple forms, which they have learnt to draw with freedom, in varying patterns. The great object of the syllabus is to make the children inventive in their drawing, and not merely imitative. I t is not sufficient tha t a teacher should draw a design on the board, and th a t the children should copy i t ; it is intended th a t when the children can draw the ellipse they should be encouraged to place these ellipses in different patterns upon their slates or the blackboard, some filled in, as in the syllabus, others consisting of merely the line, so tha t they can get an idea of the great variety th a t can be obtained by the use of the simplest elementary forms. Of course page 18 carries the children on to other figures from the ellipse, as exemplified in the eggs, the nest, and the to p ; but there again, as soon as possible design is to be evolved by the children themselves. When, as in dealing with the ellipse, the children have learnt to make these forms in all directions and in all sizes, and with freedom from the shoulder, they m ust be encouraged to place them in juxtaposition, so as to make a combination, like the group of three leaves at the bottom of page _18, or the flying beetle or butterfly by its side. The children must thus try to create, or m ust be taught to create, such design.

The squares and combinations of straight lines on page 19 can also easily be developed by the children when they are told to make design with lines in certain directions. The whole syllabus will be found, if looked at carefully by the teachers, to be based on much the same theory, namely, th a t freedom of hand leads to freedom of design.

On page 20 various designs from equally simple forms are shown. Figure 4, with its repetition pattern, is especially helpful to teachers, as showing what sort of de­signs can be got out of the curves they have been teaching the children to acquire; but they are not the only designs th a t can be so obtained, and the children m ust be encouraged to make their own.

A t the bottom of page 20 there is shown how twigs and leaves can be obtained from the ellipse. Page 21 gives some variations from these forms, which appear to be somewhat outside the lessons previously given.' This is, no doubt, in order th a t the children, having acquired freedom in certain forms, may be prevented from stereo­typing the hand in these forms only, and may learn a fresh direction of curves on the main lines; all these are still on the same curves as before.

J u n e , 1 8 9 9 .] THE EDUCATION CIRCULAR. 10-5

Brash work, which can be begun by quite the youngest children in the school, is very simple, and leads also to design, in the same spirit as the drawing. Children can easily be taught to make a row of dabs of colour by simply laying the brush upon the paper and lifting it without moving i t . , Having made a row of vertical, they can make a row of horizontal, and then put similar dabs a t various angles, and they will quickly get the designs as given in the syllabus on page 21. They may then be taught not merely to lay the brush upon the paper w ithout moving it, bu t to follow out the ovate forms by drawing the brush down the paper to a certain figure.

Teachers will be .surprised to find with what ease quite young children can make the beautiful leaf or flower forms a t the bottom of page 2-5. The tulip there can be made with very few strokes of the brush, and when once I he child has learnt care in the matter, the work is far easier than the ordinary line drawing.

The scheme of drawing promised to the representatives of the Teachers’ Conference has now been drawn up by the Department, and is as follows :—

For E xam in ation s h e ld d u rin g 1 9 0 0 .S t a n d a r d I.

(a.) Production and Combination of Curved Freehand Forms.—The ellipse and combinations, as in­dicated on page 17 of the Illustrated Syllabus.

(b.) Straight Line Forms.—The straight line in all varieties of length and direction—horizontal, vertical, etc.—and in combinations so as to produce squares and oblongs, as indicated on page 19 of the Illustrated Syllabus.

(c.) Drawing from' Memory.—Such objects ' outside the school, as a pillar post-box, a lamp-post, a haystack, a scythe, or a spade.

(d.) Drawing with Instruments.—All straight line forms given in the above syllabus with ruler.

S t a n d a r d II .Same as Standard I.

S t a n d a r d I I I .(a.) Production and Combination of Curved Freehand

Forms.—The same work as prescribed for Standards I. and II ., with the egg shape in addition (see page 18 of the Illustrated Sylla­bus) ; also combinations as in the case of the ellipse.

(b.) Straight Line Forms.—The same as prescribed for Standards I. and II ., with the addition of simple, decorative, and common specimens (see page 19, Illustrated Syllabus).

(c.) Drawing from Memory.—The same as for Standards I. and II ., increasing in difficulty.^ The choice of the object should also occasionally' be left to the scholar.

(d .) Drawing with Instruments.—All straight line forms given in the above syllabus with ruler,

(e.) Brush Work.—Elementary exercises, as indicated on page 19 of the Illustrated Syllabus, Figure 14.

S t a n d a r d IY.The same work as prescribed for Standard I I I ., under

sections A., B., and C., with the addition o f :—(cl.) Drawing with Instruments.—All straight line

forms given in the above syllabus should also be done with ruler.

Drawing perpendicular and parallel lines with set- square. through a given point.

Drawing lines of given length (no fractional parts of one inch).

(e.) Brush Work.—As prescribed for Standard II I ., with the addition of Elementary Exercises, as indicated in Figure 15, on page 19, of the Illustrated Syllabus.

S t a n d a r d s V., YI., a n d V II.(a.) Production of Whole Forms and Analysis of

Curved- Forms.—The freehand work in these Standards carries somewhat further the com­binations of whole forms produced in the previous Standards, and in tr duc^s the forma­tion of the circle (Figure 1, page 20). The “ ellipse form ” and other ovals are analysed first into halves (Figure 2, page 20), and after­wards into quadrants (Figure 3, page 20), and

' these elements treated in the same way as the complete forms, being combined in various directions, numbers, and sizes, so as to produce decorative forms, such as shown in Figure 4, page 20, of this Syllabus. These, when com­bined, give a large variety of natural and decorative forms.

(b.) Drawing from Large Diagrams and, from Simple Objects.—Drawing of curved forms from large diagrams and from very simple objects, such as a preserve-jar, a flower-pot, etc., of sufficient size to be seen bv the whole class, is introduced a t this stage.

(c.) Brush Work.—The Elementary Brushwork form is produced by simply touching the paper with a brash full of colour, held horizontally, with­out moving the brush on the paper. Such touches are then repeated in all varieties of position and combination, like the freehand

' forms given in Figures 14 and 15 on page 19, in Standards I. and II., and Figure 7, page 21, in Standard I H . ; and suggestions of natural and decorative forms are easily obtained from these combinations in almost infinite number.

(d.) Drawing with Instruments (foot-rule, set-square, and compasses).—Drawing perpendiculars of given length, and parallels a t given distance, with set-square and by geometrical methods.

Construction of rectangles and triangles of various sizes and simple plane figures.

Fractional measurement not less than half an inch. R ight angles may be drawn with .set- squares.

106 THE EDUCATION CIRCULAR. [ J u n e , 1899.

F or E x a m in a tio n s held, d u rin g 1 9 0 1 .

S t a n d a r d I.(a.) Production and Combination of Curved Freehand

Forms.—The ellipse and combinations, as in­dicated on page 17 of the Illustrated Syllabus.

(&.) Straight Line Forms.—Tbe straight line in all varieties of length and direction—horizontal, vertical, etc., and in combinations so as to pro­duce squares and oblongs, as indicated on page 19 of the Illustrated Syllabus.

(c.) Drawing from. Memory.—Such objects outside the ' school as a pillar post-box, a lamp-post, a hay­

stack, a scythe, or a spade.(d.) Drawing with Instm m ents.—All straight line

forms given in the above syllabus with ruler.

S t a n d a r d II .

(a.) Production and Combination of Curved Freehand Forms.—The same -wort as prescribed for Standards I., and H ., with the egg shape in addition (see page 18 of the Illustrated Syllabus); also combinations as in the case of the ellipse.

(b ) Straight Line Forms.—The same as prescribed for Standards I. and II., with the addition of simple, decorative, and common specimens. (See page 19 of the H lustrated Syllabus.)

(c.) Drawing from Memory.—The same as for Stan­dards I. and II., increasing in difficulty. The choice of the object should also occasionally be left to the scholar.

(d.) Drawing ivith Instruments.—All straight line forms given in the above syllabus with ruler.

(e.) Brush Work.—Elementary Exercises, as indicated on page 19 of the Illustrated Syllabus, Figure

' 14.

S t a n d a r d H I.

The same work as prescribed for Standard I I I ., under Sections A, B, and C, with the addition o f :—

(cL) Drawing with Instruments.—All straight line ’ forms given in tbe above syllabus should also be done with ruler.

Drawing perpendicular and parallel lines with set-square through a given point.

Drawing lines of given length (no fractional parts of one inch).

(e.) Brush Work.—As prescribed for Standard IH ., with the addition of Elementary Exercises, as indicated in Figure 1-5, on page 19 of the Illus­trated Syllabus.

S t a n d a r d IV.

(a.) Production of Whole Forms and Analysis of Curved Forms.—The freehand work in these standards carries somewhat fu rther the com­bination of whole forms produced in the previous standards, and introduces the formation of the

circle (Figure 1, page 20). The “ ellipse form ” and other ovals are analysed, first into halves (Figure 2, page 20), and afterwards into quadrants (Figure 3, page 20), and these elements treated in the same way as the com­plete forms, being combined in various direc­tions, munbers, and sizes, so as to produce decorative forms, such as shown in Figure 4, page 20 of this Syllabus. These, when combined, give a large variety of natural and decorative forms.

(&.) Drawing from, Large Diagrams and from Simple Objects.—Drawing of curved forms from large diagrams and from very simple objects, such as a preserve-jar, a flower-pot, etc., of nufiicient size to be seen by tlie whole class, is introduced a t this stage.

(c.) Brush Work.— The elementary Brush w ort form is produced by simply touching the paper with a brush full of colour held horizontally, without moving the brush on the paper. Such touches are then repeated in all varieties of position and combination, like tlie freehand forms given in Figures 14 and 15, on page 19, in Standards I. and II., and Figure 7, page 21, in StandardI I I , and suggestions of natural and decorative forms are easily obtained from these combina­tions in almost infinite number.

(cZ.) Drawing with Instruments (foot-nde, set-square, and compasses').—Drawing perpendiculars of given length, and parallels at given distance, with set-square and by geometrical methods.

Construction of rectangles and triangles of varinus sizes, and simple plane figures:

Fractional measurement not. less than half an inch. R ight angles may be drawn with set- squares.

S t a n d a r d s V., V I. a n d Y II.

The same as prescribed on pages 27 and 28 of the Illu s­trated Syllabus for Standards I I I . and IV.

For, E x a m in a tio n s h e ld d uring 1 9 0 2 .

S t a n d a r d I.

(a.) For Production and Combination of Curved Free­hand Forms.—The ellipse and combinations as indicated on page 17 of the Illustrated Sylla­bus.

(&.) Straight Line Forms.—The straight line in all varieties of length and direction—horizontal, vertical, etc., and in combinations so as to pro­duce squares and oblongs, as indicated on page 19 of the Illustrated Syllabus.

(c.) Drawing from Memory.— Such objects outside the school as a pillar post-box, a lamp-post, a hay­stack, a scythe, or a spade.

(d.) Drawing loith Instruments.—All straight line forms given in the above syllabus with ruler.

J u n e , 1899.] THE EDUCATION CIRCULAR. 1 0 7

OPTIONAL.

(e.) Brush Work.—Elementary Exercises, as indicated011 page 19 of the Illustrated Syllabus, Figure 14.

S t a n d a r d I I .. The whole course for Standard I I . as on page 27 of the

Illustrated Syllabus, -with the addition of Brush w ort (Elementary Exercises), as indicated on page 19 of the Illustrated Syllabus, Figures 14 and 15.

S t a n d a r d I I I .(a.) Production of Whole Forms and Analysis of Curved

Forms.—The freehand work in these standards carries somewhat further the combinations of whole forms produced in the previous standards, and introduces the formation of the circle (Figure 1, page 20). The “ ellipse form ” ancl other ovals are analysed first into halves (Figure 2, page 20), and afterwards into quad­rants (Figure 3, page 20), and these elements treated in the same way as the complete forms, being combined in various directions, numbers, and sizes, so as to produce decorative forms, such as shown in Figure 4, page 20 of this syllabus. These, when combined, give a large variety of natural and decorative forms;

(b.) Drawing from Large Diagrams and from Simple Objects.—Drawing of curved forms from large diagrams and from very simple objects, such as a preserve-jar, a flower-pot, etc., of sufficient size to be seen by the whole class, is introduced a t this stage.

(c.) Brush Work.—The Elem entary Brushwork form is produced by simply touching the paper with a brush full of colour held horizontally without moving the brush on the paper. Such touches are then repeated in all varieties of position and combination, like the freehand forms given in Figures 14 and 15, on jDage 19, in Standards I. and II., and Figure 7, page 21, in Standard HE., and suggestions of natural and decorative forms are easily obtained from these combinations in almost infinite number.

(d.) Drawing with Instruments ( foot-rule, set-square, and compasses').— Drawing perpendiculars of' given length, and parallels a t given distance with set-square and by geometrical methods.

Construction of rectangles and triangles of various sizes, and simple plane figures.

Fractional measurement, not less than half an inch. Right angles may be drawn with set- squares.

S t a n d a r d IV.The whole course as prescribed on pages 27 and 28 of

the Illustrated Syllabus for Standard IV.

S t a n d a r d s V. t o V II.The whole course as prescribed on pages 28 and 29 of

the Illustrated Svllabus for Standards V. to V II.

U P R IG H T W R IT IN G .(By B. Hope Robertson, Esq.)

As some of the delegates from the Teachers’ Union, who interviewed the Inspector General and the Chief Inspector in April last, suggested th a t a semi-upright system of writing should be introduced into the schools, it has been thought advisable to give some of the reasons why the upright style of writing was recommended in the new programme of instruction.

The advantages of upright penmanship have been classified under four general heads, v iz.:—

Hygienic EconomicCaligraphic Educational.

Dealing with the hygienic advantages, we find that the evidence which has been produced in its favour is conclusive, and tha t the results arrived at have been the outcome of lengthy observations and experiments in hundreds of schools, with hundreds of thousands of children in England and Europe. The eye, chest, spine, and hand are all equally benefited by its adoption. We find th a t it exercises each eye equally, entails a minimum amount of effort, and does not induce weak or short sight, as all forms of sloping writing necessarily do. I t demands the only safe upright front posture, involves no pressure on the chest, and discourages all pulmonary affections caused by sloping writing.

I t secures a natural pose of the body, and prevents all the painful distortions inseparable from sloping writing, which produce so much spinal curvature. From an oculist’s point of view, there are distinct advantages in the vertical method of writing. The eyes are directed straight to the copy, whilst in the sloping method there is a great tendency to assume a slanting look with the eyes.

This can be at once seen from the following diagrams : —

o o o o

I t has been proved by many indisputable medical authorities tha t sloping writing causes widespread and irretrievable injury to spine, eyes, chest, and hand, increas­ing to an alarming degree the diseases of spinal curvature, myopia, consumption, and writers’ cramp ; also, it has been proved tha t in the upright penmanship none of those violations of hygienic or physiological causes are found, for none are really possible.

The writer sits straight before his desk, both arms freely placed thereon, the pen held naturally between the thumb and two forefingers, pointing in the direction of the hand and arm.

108 THE EDUCATION- CIRCULAR. [J u n e , 1899.

As in reporting, and as in drawing, so in vertical writing, the posture is the most natural and simple tha t could be prescribed, and therefore the strain both upon the muscles and upon the nerves is the least th a t could be exacted for the efficient performance of the work to be done. The eye looks straight down upon its task, the hand and wrist are in the best pose for a running hand­writing, the spine rests in a perfectly normal condition, the chest- remains unrestrained by any undue leaning for­ward, and writing is produced under the most favourable conditions, with the least expenditure of energy, and there­fore with the minimum amount of weariness and fatigue.

W ith regard to the caligraphic advantages, we find th a t vertical writing is extremely legible, and is far and away more legible than every kind of sloping writing. Roman type is more legible than italic, otherwise we should have all literature printed in the latter. U pright writing secures the maximum of legibility, as can be proved both geometrically and optically. I t also insures the greatest uniformity, since the vertical downstroke is the most readily recognised and imitated. I t is economic, as it is the easiest to produce, and requires shorter strokes and more natural easy attitudes. For writing the same size— tha t is of the same vertical height—it is obvious th a t sloping -writing requires much larger strokes both up and down than the vertical. W e first invent a right-angled triangle, having the other angles 30 degrees and 60 degrees respectively, and Proposition 47, Book 1, Euclid, demonstrates the greater length of the hypotenuse A S ; and necessarily the greater the angle a t A, the longer is th a t hypotenuse, as compared with the vertical AY—

....... ............. -A -------------------

I t also saves space, as vertical writing occupies so much less room, and also saves expense, as it requires not only less time, labour, and space, bu t consequently much less material than all kinds of sloping writing. I t also has the maximum speed, as much less space has to be covered than sloping writing requires. W e find th a t “ all shorthand writers are taught the vertical longhand, or take to it of necessity, because of its greater rapidity.”

From an educational point of view, we find that it is conducive to good organisation and to good discipline. The writers take up less room, they present a much more regular appearance, aud they can be arranged in a more systematic manner. Talking is more difficult for the pupils, is more easily detected by the teacher, and is there­fore more easily suppressed. The tendency to jolting and nudging is prevented, and sprawling over the desk is con­spicuous by its absence.

M ETHODS FO B SECURING GOOD A TTENDANCE.

(B y Mr. T. P. Shaw, Headmaster, Plympton School.)

Teachers all know the supreme importance of good attendance in their schools. W ithout it their work is comparatively useless, the labour and anxiety of teaching are very much increased, and satisfactory results are well-nigh impossible. W ith it they are bound to secure hearty sympathy and co-operation between teacher and scholar, the good-will of the parents, the minimum of friction, and, consequently, the best possible work all round. Good attendance brings within our powers the attainm ent of tha t high ideal of education set before us by the Inspector G-eneral at the recent Teachers’ Conference, viz., “ They had to train not only the intellects and not only the bodies of the children of the Colony, they had to train their souls to make them citizens of the future, to make the population of Western Australia, upright and honourable. They had to teach those habits of punctuality, obedience, and reverence, which make great men and women.” No wonder therefore tha t regular attendance is so earnestly desired, aud no effort to secure it is considered too great. Above all things, it is necessary to draw the children to school regularly by trying to implant in them a love of their work and a sense of duty. I f such a feeling can be engendered, there will be no difficulty in securing good attendance; bu t much may be done in addition to assist and encourage those trying to do well. I t is easy enough to theorise on the subject, bu t it is always better to give the results of one’s experience; and it may therefore be of use to note some of the plans which have been employed successfully in the Plympton School.

Attendance Cards.—A system of Attendance Cards or Certificates is a good draw. These are given for unbroken attendance alone. Four weekly cards are exchanged for one m onthly; a quarterly is given in return for three of these; and the possession of four quarterly cards entitles the holder to a prize from the proceeds of the annual school concert a t the end of the year. These certificates are given by the Department. The child’s name is entered on each, and they are highly prized, often being nicely framed and hung up in the children's homes. The names of the regular attenders are also exhibited in school every quarter, and the attention of visitors is always drawn to them. The difficulty of securing good attendance after a child’s regularity has been broken is removed by the Depart­ment’s scheme, whereby attendance within fifteen of the possible meetings during the year allows him to receive a prize. The Absentee Cards issued by the Department are invaluable reminders to parents as to their duty to send, their children regularly and punctually to school.

Attendance Banner.—An attendance banner is another useful device. I t secures emulation amongst the various classes in school, the best having the honour of its reten­tion until won by another class. The children keep it in their own class-room, and march with it during drill and assembly. The “ Standard Bearer,” either a boy or girl, is elected by the class, and the name of the class, the teacher, and the periods during which the banner was held, are also placed on a position of honour on the school walls.

J xtsb, 1899.] THE EDUCATION CIRCULAR. 109

School Library.—The library contains over 150 volumes, and is mainly supported by tlie scholars and their parents. The books are given out on Friday afternoons only, as an inducement for the children to attend on tha t worst half­day for attendance in the whole week. The parents encourage their children to read, and the effects of this on the intelligence and tone of the school are very marked.

School Museum.—This is contributed to principally by the scholars. Everything is ticketed by the donors, who also add any tit-bits of information they consider useful. Ores (gold, silver, iron, tin, copper) are prominent, and the other various objects—corals, etc., brought up by our dredges, a telescope, a pair of field-glasses, specimens of timbers, lenses, samples illustrating the manufacture of tobacco, the gear of a bicycle, a mariner’s compass, a letter stick and carvings by our aboriginals, and curious salt crystals from Rottnest—all show the interest taken by the children in collecting. Some of these are used to illustrate object lessons, and if a child in the class is the happy con­tributor, this is soon manifested ■ by the intelligence and eagerness displayed. B ut the principal use of the museum is, again, for Friday afternoon’s attendance, those children who have never missed school once during the week being rewarded by half-an-hour’s chat with teacher after school on Friday (see Circular for April).

School Penny Bank .—This was started on 26th Septem­ber of last year, and the depositors now number 93, with funds amounting to .£40. The Bank ensures a good attendance on Mondays, the only days on which deposits are received and payments made. I t is easily worked, and only takes up about an hour a week of the teacher’s time.

Cable News.—A notice board, containing cable news, and worked by a Seventh Standard boy, is also of assistance. This boy publishes clippings brought in by the others, relating to the late war, the Australian cricketers in England, the Fremantle strike, etc. The news is discussed with the Upper Standard boys on Friday afternoons, with the object of cultivating reading and general intelligence, and the lessons are very popular.

School Newspaper.—A school newspaper is valuable in every school. Full information on this subject may be obtained from last year’s volume of “ Tbe Teachers’ Aid.” The School Paper now in use should be bound in a strong cover, tastefully decorated, with the name of the school printed on the outside. Two blank sheets inside would contain all the news of the school for the month. Constant reference would be made to the great necessity for regular attendance, and lists of the best attenders published. A small charge for the cover would probably pay all expenses, especially if the teacher possessed a cyclostyle.

General.—Visits to local works, the Zoo., a mail steamer’ a cricket match, etc., can all be utilised for the purpose in view. An Athletic Club (cricket, football, or harrier) for boys, and a La/wn Tennis or Field Club, or even a W alking Club should be fostered in every school. Swimming Clubs (for girls as well as boys) are also very popular, and a time for swimming is often seen on school time tables in some countries. To sum up, make school attractive in every way, take a personal interest in the scholars indi­vidually, keep methods quite up to date, and maintain a high standard in everything.

TEA C H IN G GEOGRAPHY OF TH E D IST R IC T .(By Mr. H. K . Thomsetb, Master3 West Swan School.)

In the programme of instruction laid down for StandardII ., the teaching of the geography of the district is rightly given an im portant position; and, as there appears to1" be a certain amount of difficulty in the preparation of the map, I tru s t it will not be taken amiss if I place a few hints gathered from personal experience on this subject before teachers. These may in tu rn be enlarged on by others, and so from the whole a fairly complete idea may be gathered of the proper lines to follow in constructing a local map.

The teacher in drawing such a map m ust rigidly observe the cardinal points, and draw correctly to scale. As the map is for class teaching, all lines should be made boldly, and the names printed in large letters.

A map constructed on the following plan will fulfil Departmental requisites, and provide all th a t is necessary for the efficient teaching of local geography : —

(a.) Procure a plan of the locality in which the dis­tric t is situated. These are issued by the Lands Department.

(6.) Locate the exact position of the school, and with it, as a centre, rule off a 20 inch square. This will embrace the Departmental requirements, as these plans are, as a rule, constructed on a scale of one mile to the inch.

(«.) Copy the square carefully on a sheet of paper to scale, marking in chief physical features, and all places which may be thought sufficiently im­portant to teach children, omitting block boundaries.

(cl.) Decide what scale to adopt for the large map. Two inches to the mile is a good one, and will give a map 3ft. 4in. square.

(e.) Obtain some cartridge paper (supplied by the Departm ent a t Is. per quire) and paste evenly on calico, which should be first well wetted to prevent creasing. Fasten to one of the black­boards with drawing pins, and let i t remain there until finished. As soon as it is thoroughly dry it will be ready for drawing upon.

( / .) Use the smaller map as a copy. M ark off principal features first, e.g., mountains, roads, rivers, railways, etc., tailing every care to preserve the relative scale, and bearing in mind tha t measurements will be twice as large as those ou the small map. See also tha t curves in roads, rivers, etc., are faithfully shown.

(g.) Having carefully drawn the map with lead pencil, test in various ways to see if correct to scale, then mark over boldly with good black ink and clean with bread crumbs. P rin t names in large block letters, and tin t rivers and lakes blue, mountains and hills brown, roads yellow, buildings red, etc. The school and grounds should have a distinctive colour. (As they m ust be to scale, thev will be a very tinv spot. — E d .)

110 THE EDUCATION CIRCULAR. [ J u n e , 1899.

(7i.) The last process is T arnish ing, preparatory to which the map is to be sized. This may be done by gm ng it a coat of boiled starch and allowing it to dry. Then put on lightly and evenly a coat of picture varnish, and when this is thoroughly dry m ount on rollers, which can be ina.de of strips of pine, stained and varnished, and the map is completed.

A map thus constructed will be found of material assistance in the teaching of this im portant subject, and will well repay any trouble taken. The cost is merely nominal—2s. a t the outside.

SCHOOL A C CO M M O D A T IO N .The following is a list of the schools with their accom­

modation calculated as nearly as possible on 11 square feet of floor space per child. Wlieie, liowerer, a room is used as a passage room, or much space is wasted in other wavs, a diminution has had to be made in the actual numbers for which space could be considered available.

Scliool. Accommo­dation.. School. Accommo­

dation.

Albany ................ 250 Coondle 25Albany Infants’ ... 175 Collie M ill... . ... 70Bacljnnning 20 Cranbrook................ 35Balingup ... 40 Cuballing ... 35Bayswater ... 90 C u e ... " ................ 100Beaconsfield 300 Dandarragan 45

Bo. Infants’ 150 Dardanup ... 35Bejoording-... 40 Daudabin ... 35Belm ont ... 125 Day D aw n................ 40B overlev ................ 100 Denmark Mill 110Bibra Lake 40 Dingup 45Bindou, North 18 Dongara S5Bindon, South 17 Donnybrook 50Bonnievale... So Drakesbrook 50Boranup ... 50 Dwalginup... 20Boulder ................ 285 Esperance ... 195

Do Infants’ ... 150 Ferguson, Upper ... 25Boyanup ................ 35 Fremantle Boys’ ... 250Bridgetown ... 150 Do. Girls’ * 175Broomehill 50 Do. Infants’ 125Brunswick... 35 Do. North 265Bulong 50 Do. Do.B u n b u r y ................ ISO Infants’ 100

Do. Infants’ ... 125 Geraldton ... 250Burbanks ... 50 Gingin 75Busselton ... 100 Gooseberry H ill ... 30Canning Mills 70 Grass Yalley 50Cahnington 50 Greenbuslies 35Carnarvon................ 75 Greenough, Central 45Cliidlow’s W ell ... 30 Do. North 45Cluttering, Upper... 13 Do. South 35

Do. Lower... 35 Do. N .B ..C’a c k l in e ................ 25 F lats 30Clarem ont... 240 Gingin Brook 25Coalville ... 35 Guildford ... 125Cossack ................ 30 Gullewa 60Cottesloe ... 245 Hamelin ... 35Coogee ................ 25 H ig h g a t e ................ 400C'ookernup... 35 Harvey 75Coolgardie... 240 Hope Talley 25

Do. Infants’ 175 Hoffman Mill 50Coolup ................ 35 Irishtown ... 30Coolingup ... 50 Jarrahdale... 90

* Includes dining-room of Im m igration Depot.

Sch o o l A ccoam oDA Tio nt— continued.

Scliool. Accommo­dation. School. Accommo­

dation.

Jarrahdale 39-Mile Perth Boys' 460Mill ................ 40 Do. Girls’ 405

Jarrahdale N o.2M ill 50 Do. Infants’ 250Jennapulin 40 Do. E ast 245Jiu-oliine ................ 35 Do. South 125Kalgoorlie ... 240 Do. Newcastle

Do. Infants’ 100 Street 200Kanowna ... 150 Do. NewcastleK a rr id a le ................ 5U Street Infants' 150Katanning 50 Picton 35K elm sco tt................ 65 Pingelly 50K ing River 30 Pinjarrah ... 90Kojonup ... 35 Plympton ... 250Koogan 15 Do. Infants’ 100Kunanalling 50 PresLon, Upper ... 25Kurawa 90 Quellington 35Leederville 215 Q.uindalup, Lower 20

Do. W e s t ... 175 Q.uindanning 35Lion Mills ... 70 Rockingham 25Malabaine ... 45 Rockingham Beach 25M andurah................ 45 Roebourne................ 75Marracoonda 35 Rottnest ................ 50Marbro 35 Sawyer’s Valley ... 70M eekering................ 55 Serpentine. 30Menzies 125 Sharks Bay 4-5Midland Junction 300 Sm ith’s Mill 70M in gen ew ................ S5 Southern Cross ... 150M ogumber................ 35 S tr a th a m ................ 25 ,Momberkine 35 Strawberry 40Mount Barker 50 Subiaeo 275Mount Magnet 45 Do. Infants’ ... 100Mourambine 35 Swan, Middle 35M oojebing................ 35 Swan, W est 50Bloonyonooka 30 Thomson’s B rook... 30Moora ................ 30 Toodyay ... 35Moore River 25 Tipperary ... 60Mullewa ................ 30 Victoria Park 200Mundijong................ 35 W agin ................ 90Mimdaring 50 W aigeru p ................ 35Mean Malm 25 W alkaway... 50Mornington Mill ... 70 W andering 35Nabawah ... 35 Wanneroo ... 30Naaxnine ................ 50 W aterous Mill 50Narrogin ... 50 W aterloo ... 30Narrogin Brook ... 30 Wedgecarrup 25Narra Tarra 15 Westbrook 25N ew ca stle ................ 70 Wicklow H ills 25Norseman ... 50 W il l ia m s ................ 45Northam ... 245 W ongamine 35N orthampton 60 Wooroloo ... 30O akabella ................ 25 W oodville ... 125Paddington S5 Tardarino ... 55Parkerville Quarries 60 York ................ 190Pell M e ll .................. 35 Do. Infants’ 60

LOCAL G E O G R A P H Y N O T E S .

S h ark s B ay.(By Mr. C. F. Gale.)

Sharks Bay, so named by W illiam Dampier, an English navigator, in the year 1699, on account of the great number of sharks frequenting its waters, extends from latitude 26° 30' to 24° 30'. I t is the most pronounced opening on the W est coast of Australia, and contains many islands and peninsulas. Amongst the more im portant islands are D irk Hartog, Bernier, Dorre, and Eaure.

J u n e , 1899.] THE EDUCATION CIRCULAR. I l l

D ir t Hartog, -which, received its name from Dirk H ar- tochsz, a Dutch navigator, in the year 1616, and whose ship, the JSendrjLclit, was the first vessel to touch this part of the then-called coast of New Holland, is the largest, running N orth and South, about 42 miles long by five miles wide. I ts W est coast is very precipitous, and affords no shelter of any sort, while its East coast is surrounded hy shoal'banks, although thei-e are several harbours of refuge for small boats. The vegetation consists of low edible shrubs, on which a large number of sheep are depastured.

Bernier and Dorre lie to the North of D ir t Hartog, and are divided from each other by a very narrow passage. L ite D ir t H artog there are no places of refuge on the W est coast. The principal exports from these islands are sandalwood and guano.

Faure lies off the E ast coast of Peron peninsula, and is used for pastoral purposes, a small quantity of wool being exported every year. The numerous other smaller islands contain guano, which is collected and shipped to the Southern ports, and used to fertilise agricultural areas.

The peninsulas in S harts Bay are Peron, Cararang, Bellifin Prong, and Heirisson Prong. Of these Peron is by far the largest. I t runs in a North-W esterly direction, and almost bisects the bay.

The estuaries are as fo l lo w F re y c in e t , Haridon Bight, Hamelin Pool, and Useless Inlet,

The principal capes are Inscription on the North end of D ir t H artog Island, Peron on the extreme N orth end of the peninsula of th a t name, Lesueur on the W est coast, and Rose on the E ast coast of sam e; Capes Bellefin and H eirison; Capes Ronsard and Couture on the North and South respectively of Bernier Island, and Boulanger and St. Cricq in similar positions on Dorre Island.

The townships in S harts Bay are two in number, Car­narvon and Denham. Carnarvon is situated on the E ast shore of S harts Bay a t the m outh and ou the South bank of the Gascoyne River. I t is the shipping port of an extensive pastoral district. The exports consist of wool and sandalwood, while thousands of sheep are shipped annually to the Southern meat markets.

’ Denham lies on the W est coast of Peron Peninsula, almost 80 miles from Carnarvon. I t is the seat of opera­tions of the Sharks Bay pearl shell industry. The exports are shell, sandalwood, and wool.

There are two rivers . in the district, Gascoyne and Wooramel. Both of these are subject to two serious aud opposite disadvantages—they are either swollen to over­flowing or dried up so as to b e ' unnavigable. In other words they are in a state of either flood or drought. The chief tributaries of the Gascoyne on its North bank are the Lyons and Thomas, and on the South bank, Derry, Dalgetv, and Landor creeks. The Gascoyne River was discovered by the late Sir George Grey, who landed at its m outh in April, 1839. The first explorers by land were the Gregory brothers.

On the Lyons River Falls there are Mts. Augustus and Thomas, and on the Gascoyne Falls, Mts. Gascoyne, James, Puckford, Egerton, and Labouchere.

The industries of Sharks Bay generally are sheep- farming, pearling, sandalwood, and mining. The largest and most valuable export is wool, pearl shell coming next

in importance. This industry is worked from the waters of Useless Inlet, Denham Sound, Freycinet Estuary, and Hopeless Reach. Unlike the shell found on the North- W est coast of Australia, Sharks Bay shells are smaller and of less marketable value. The shell grows very plentifully on the shallow banks, and is gathered by meaus of hand- picking when the tides are low and by dredging in the deeper water. From the shells a quantity of pearls is obtained.

For the benefit of those readers who are not so well acquainted with the pearling industry as Mr. Gale, and who would doubtless find the details very interesting, we append some particulars gathered from Mr. Saville-Kent’s interesting work, “ The N aturalist in Australia.” The pearls yielded by the Sharks Bay shell are of a somewhat unique character, writes Mr. Saville-Kent. While a large portion of them are of the ordinary milk-white or opales­cent tint, a not inconsiderable percentage are a brilliant straw or golden hue. “ Golden Pearls ” from the “ Golden W e st” represent a happy and not altogether inappropriate con junction. Although not ranking a t present in the trade - so high as their colourless compeers, there can be no doubt that, from an esthetic standpoint, these golden pearls possess a richness and warmth of tin t that, to many minds, is incomparably finer. The modus operandi of abstracting the pearls from the animal substance of the Sharks Bay shells differs in a marked direction from th a t practised with relation to the large tropical species. W ith this last- named type the pearls are almost invariably obtained during the initial process of cutting open the valves and detaching the fish. Not unfrequently, when opened fresh, the firmer muscular part of the fish is saved, strung up in the rigging to dry, and in this form supplies a very palat­able material for soups, curries, or stews. I ts flavour, as an ai-ticle of food, may be said to coincide more nearly with th a t of the scallop than the ordinary oyster. In the case of the smaller Sharks Bay species, the greater portion of a t least the larger pearls is secured during the like opera­tion. The flesh of each individual fish is, however, not minutely examined, bu t consigned wholesale to tubs. In these tubs the accumulated mass, locally known as “ pogee,” is allowed to stand and putrify, may be for a year or more, occasional stirrings being given to it, until a t length it assumes a purely liquid condition. Arrived a t this state, the liquid is poured off, and a greater or less number of pearls, which apparently suffer in no way from their pro­longed putrescent surroundings, are picked out from am ong'the sediment. The accumulation of “ pogee ” tubs in and around a camp invests the settlement, as m ight be imagined, with an odour of unsanctity which is most peculiarly and distinctly its own, and which, for penetrating pungency, might give points to the celebrated two-and- seventy stinks of Cologne.

W hen the boats bring in their loads of shell, the task of cleaning it devolves principally upon natives, who, a t Sharks Bay, are extensively engaged for the rather unsavory task. They detach the half-putrid m atter from the shells and place it in the “ pogee ” tubs. The shells are then cast into a drum-like machine constructed of wood and -wire netting. This is mounted on a stand, and is capable of being revolved. All the brittle outer and useless margins

112 THE EDUCATION CIRCULAR. [ J u n e , 1899.

of the shell are rubbed off iu the revolutions, and. fall through the coarse wire-netting framework to the ground beneath. The shells are then bagged up ready for the London market.

Although the typical Sharks Bay oyster is smaller and less valuable than the tropical variety found further North, Mr. SaviHe-Kent confidently asserts th a t the latter can be successfully cultivated in Sharks Bay. He transferred two dozen pairs of shells from the vicinity of the Lacepede Islands to the waters of Sharks Bay, and examined them at intervals during 12 months. He found the shells progressed favourably and increased in size, and a t the expiration of the period a number of young ones were discovered growing on the parent shells. Since th a t time additional instalments . of the tropical oysters have been sent to Sharks Bay.

T E A C H E R S’ ASSO C IA TIO N S.( Contributed by the W.A.S.S.T. Union.)

A pleasing sign of educational stimulus and growth is the formation of Teachers’ Associations in many of the country districts of the Colony. A t Fremantle, Perth, Northam, Albany, Coolgardie, Geraldton, and Gingin organisations of this kind have been formed, and many smaller centres .show a desire to follow their example. I t is hoped tha t ere long every teacher in the Colony may be enabled to join an Association. In this connection the Union desires to lay the following remarks before the teachers generally:—

Aim s .—The general aim of these societies is to widen the educational horizon of teachers, and to afford oppor­tunities for mutual help in carrying out their duties. The primary aim then should be to promote the interests of education generally, and to increase the efficiency of each school individually. I t also rests with the members to freely interchange useful hints and special methods of teaching, for it is only by constant rubbing th a t the mind becomes brightened.

The second aim is to give teachers a chance to meet each other in a social way, and to provide a means bv which they can meet and talk with those who are engaged in the same great work, guided by the same influences, and struggling under the same difficulties; so th a t many of the rough places may be made even by a kindred feeling of sympathy.

The best means by which these aims may be reached are by—

(i.) Essays on Educational Subjects. —These should be of a practical nature. I t is too often the case tha t the papers are full of wordy theory, instead of real helpful hints on practical school work.

( 2.) Specimen Lessons.—Teachers, like most other people, love to indulge hobbies, and it is seldom one has not a pet subject lurking somewhere within him. In this Colony, where peculiar conditions obtain either through lack or diversity of training, it becomes a duty of the more fortunate to assist their colleagues by expositions of this kind. The good arising

from a model lesson has a greater effect than may be a t first supposed.

(3 .) School Work should be brought to the meet­ings and displayed. The benefit to be derived is patent to every teacher, for i t tends to raise ideals, and in raising a teacher’s ideal, we m ust necessarily affect his scholars, for education is, after all, bu t striving after ideality. These little exhibitions would also prove a very valuable introduction to a general exhibition of school work, and will either inspire the humble plodder who has unconsciously done good work, or rouse the self-satisfied teacher, who had imagined his poor work good, to the fact th a t he lias deluded himself.

( 4 .) School Appliances.—New ideas are so hard to find that it is often delightful to refresh one’s self with them. Should a teacher happen to h it upon a new, or even revive a good old method, it might, with advantage, be submit­ted for genera] criticism. This has often led to valuable contrivances and plans. Object teaching is the truest of all teaching, and each one should provide himself with a collection of simple apparatus for this purpose.

( 5.) Social Gatherings are desirable in many ways, especially so to isolated teachers who piue for a sympathetic ear, and advice bearing upon some of their difficulties. I t must, however, be remembered tha t these gatherings are privileges incidental to the Association,. not an essential; they assist, but do not fulfil the aims of the body.

( 6.) Conferences.—The annual Conference of delegates and members of each association is an excellent way of clinching and driving home the work of the year. I t should consist of delegates from each branch who woidd unite to transact the business of the association.

A certain time would be set apart for essays, lectures, and addresses to be delivered before the general body of members. This should be a time of real invigoration and inspiriting helpfulness, and all should go away feeling the dignity of their work, and recognising th a t it had been “ good to be there.” The surest test of the success of any society is the fact th a t it does not need to use its code of rules, except for guidance. Rules are not for binding members to observe them. They should be few, clear, framed to devoid discussion on points of order, and have some pointed purpose ; they should only be for emergency, not for use, and should provide for admission and sub­scription of members; duties, powers, and election of officers; and time, place, business, and order of meetings. An officer should hold his position solely by fitness, enthusiasm, and a strict regard for duty, as the success of an association depends first on its officers, and, secondly, 011 the interest evinced by the general body of members. Lukewarmness will in time tend to lessen the ardour of even the most energetic officers. Each should do something for his branch, and be continually asking, “ W hat have I done ? W hat can I do P ” I t is of the utmost imjjortance tha t all

J une, 1899.] THE EDUCATION CIRCULAR. 113

should attend the meetings, especially in town schools, where the teachers have a considerable advantage over country teachers. Since “ what is for the good of all should be submitted to the council of all,” every class of teacher should be allowed to jo in ; and as the aim is to uplift the teaching profession as a body, those who most need guidance and incentive should be most earnestly besought to interest themselves in the w ort. Hence special inducements should be offered to young teachers.

In conclusion, the Union feels confident of the sympathy of the Department and its ready assistance when necessary.

W .A . S T A T E SCHOOL T E A C H E R S ’ U N IO N -.Perth Branch.—The regular meeting of the Perth.

Branch of the Teachers’ Union was held on Saturday morning, 10th June, in the James Street School, the Presi­dent (Mr. Hugh H unt, B.A.) occupying the chair. There was a large attendance of visitors, including Lady Onslow, who is a member of the Perth D istrict Board of Education. The item of interest was a demonstration lesson in wood­work, and a paper on Manual Training, read by Mr. B. P. Storer, Instructor of M anual Training. A class composed of a dozen boys attended for the occasion, and to them, as well as to their instructor, is due much credit, both for tlieir precision in drill and skill in woodworking. Mr. Storer having given the boys a lesson in planing, measur­ing, squaring, aud grooving, exhibited a very creditable ■collection of work done by Jiis pupils. Not the least interesting was a neat little box made of jarrah, which had been in the ground 30 years, while the lid contained an ornamental piece of carving from a jarrab block which had been in the water a t tlie Causeway for 50 years. The Paper read by the lecturer was very-interesting. He laid great stress on the value of M anual Training from an educational, as well as from a utilitarian, standpoint, and showed tha t knowledge of drawing—Freehand and Geo­metrical—is applied wherever practicable, and everything is done with due regard to method and with great precision. In proposing a vote of thanks to the lecturer, Mr. W . J . Rooney pointed out the harmony prevailing between the work and tha t of the ordinary school. Mr. Shaw empha­sised the educational worth of the training, which, he said, differed in th a t respect from what he had seen in England and New South Wales. Mr. Wallace Clubb spoke of the interest shown by the boys in their work, while Mr. Hugh Young made complimentary reference to the work he had

seen done under Mr. Storer in Victoria. He also dwelt on the great necessity for some such occupation for boys during that- im portant period of their lives when they are leaving school. A class in Manual Training for teachers is now being formed by Mr. Storer. —[Communicated.]

SCHOOL E N T E R T A IN M E N T S .

M i n g e n e w S c h o o l — H e a d - m a s t e r , M r . H . J. l i e s .

A very successful entertainment was given by the children of the above'school on June 1. The programme consisted of songs, recitations, physical drill, and the Maypole dance. The various items were well done, and the repeated encores showed tha t the parents were more than pleased with the performance of the children. The proceeds, which were very, good for so small a place as Mingenew, amounted to £ 6 4s. The expenditure for rent of hall and piano was J21 5s., and for Maypole ribbon 15s. 6d., leaving a balance of =64 3s. 6d., which will be devoted towards a-treat and athletic sports for the children.

F ou n d ation D ay a t N e w c a s tle .Mr. Franklyn, member of the Toodyay District Board

of Education, writes tha t a most successful gathering was held at Newcastle, on June 1, in connection with the Government schools in the Toodyay District. Fully 150 children formed into procession, and, headed by the New­castle Brass Band, marched to the Recreation Ground, where games of all kinds were indulged in. Numerous handsome prizes, purchased by local subscriptions and donated by some P erth firms, were awarded during the day. Mr. Franklyn gives great praise to Mr. Russell, the head-master, for his efforts, and also to Mrs. Sinclair and other ladies, who supplied dinner and tea for everybody free of cost. The teachers, he says, are anxious to make the affair an annual one. The banners of the different schools carried in the procession are described as very tasteful, the Newcastle School banner being represented as a work of art.

D IS T R IC T B O A R D S, E tc .

I r w i n .— Mrs. S. F. Moore has been appointed a member of the Irwin District Board of Education, vice A. Campbell.

N o r t h F r e m a n t l e .—Rev. Alex. McCarlie has been appointed a member of the North Fremantle District Board of Education, vice Rev. A. J. Barclay, resigned.

B y Authority: K i c h a k d P e th e r , Government Printer, Perth.