Vannetta, Annie E Elliott, Alice E Edgar, Annie THIRD CLASS-GRADE B-CERTIFICATES.-Concluded. Davey, Mabel E. Ramsay, Mary G Sullivan, Margareta M Smith, Bruce S. Woodward, Mary C. Cleveland, Jane M. Cathcart, Annie Mellard, Carrie Elsie. Toop, Ida Mary Sharp, Phoebe O. Certificates have been granted in accordance with the recommendation of the Examiners. Provincial Secretary's Office, July 24th, 1900. J. D. PRENTICE, Provincial Secretary. The examination was held simultaneously in Victoria, Vancouver, Kamloops and Nelson. The number of candidates was 275, of whom 98 wrote in Victoria, 135 in Vancouver, 21 in Kamloops, and 21 in Nelson. Of the whole number of candidates, 218 were successful in obtaining certificates, as follows: Of the whole number who wrote, 4 withdrew from the examination, and 53 failed to obtain a certificate of any kind. In addition to the above, 4 certificates for length of service were issued in accordance with the provisions of the Public School Act. INSPECTORS' REPORTS. 64 Alexander Robinson, Esq., B. A., INSPECTORATE No. 1. "VICTORIA, November, 1900. "Superintendent of Education, Victoria, B, C.: "SIR. I have pleasure in submitting my report on the condition of the schools in Inspectoral District No. 1 for the year 1899-1900. "The condition of the schools has never been more satisfactory than now. On the part of the teachers, with few exceptions, there is, and has been, a spirit of zeal and devotion to the interests of the pupils that is very gratifying, while skill in teaching is coming with experience and large acquaintance with the peculiarities of the minds to be instructed. "The pupils study diligently, are generally amenable to discipline, and are daily developing the better traits of character. Spelling. The spelling book is still in use. The minimum requirement is now that the pupil be taught to spell orally, or write at dictation, any word or paragraph of the reading lessons, and the technical words used in the several branches taught. The ultimate object of all spelling exercises is to train the pupils to write words with the proper letters according to common usage. "Reading. The aim in teaching reading is to make the language of literature intelligible to the pupil. This, I think, includes the intelligent comprehension, first, of the thoughts expressed by the author; and, secondly, of the manner in which these thoughts are expressed. The latter is possible only when the former has been secured. Our task is, then, to guide the learner to the intelligent comprehension of the thoughts expressed by the author. "Writing. This subject has not received the attention that its importance demands. All written work handed in by the pupils should be neat and clean, and written in their best hand, having been expeditiously executed. No scamping work should be allowed at any time. In the words of another, 'To teach writing is so easy; it is simply to begin right, and to begin early enough before the muscles become hardened or bad habits are formed. Patience, then, and care, coupled with constant vigilance, make good penmen of even very young children.' "Arithmetic.—While good work has been done in this important subject, may I suggest that a greater number of problems relating to every-day business be given; that more blackboard work be done by the pupils, and that more explanations of the work done by the pupils be exacted from them; that daily drills in addition, subtraction, multiplication and division be given until the pupils become accurate and expert in this important subject. "Grammar.-In teaching grammar, it should be kept in mind that the real object is to teach the pupils how to speak and write the English language correctly, and how to read intelligently. If children heard at all times correct language they would speak correctly; but they are accustomed to hear language full of errors, and this incorrect expression is formed, both in speaking and writing; and to correct this habit is the work of the teacher. "Geography.--In introducing this subject, the teacher should aim to give the pupils a knowledge of home, which comprises the visible phenomena of the heavens and of the atmosphere, the face and nature of the soil, its products, and also its irrigation, whether natural or artificial; still further, the native animals and minerals; the artificial productions of its inhabitants; their dwellings and occupations; their social and foreign relations, and the history of the place. "History. Call the attention of the class to the topic which you wish them to discuss at next lesson; mention the leading points; divide the lesson into two parts, 'a reading period,' which is necessarily preliminary, and 'a recitation period.' During the reading lesson (with juniors) it is well to look out for pronunciation, tone, articulation, and the spelling of new or unfamiliar words. At recitation ask each pupil to tell what he knows about the topic, and follow this up with thought-provoking' questions relating to the subject. · "Composition. We learn to use language by attempting to use it.' Although composition writing should go hand in hand with instruction in grammar, yet the former must be largely separated from the latter until sufficient progress shall have been made by the pupil to enable him to understand how to correct the errors pointed out by the teacher. The object of composition writing should be to develop the perception, the memory, and the imagination, as well as to teach the child to use language. In carrying out this object the child should be directed to observe carefully the things with which he comes in contact in his daily life, such as flowers, fruits, trees, pictures, domestic animals, &c., so that he may be able to describe them at least with tolerable accuracy. "Anatomy, Physiology and Hygiene. The prime object to be attained in teaching these closely connected subjects is to enable the pupils to take proper care of their bodies. The authorised text-book has its proper place in the school-room, but I fear the pupil is too often allowed to memorize the text without understanding its meaning, and therefore the labour is lost. 66 Book-keeping. The pupils should be assisted in acquiring a knowledge of the common forms of commercial paper, and the usual method of keeping and closing a set of accounts by single entry. "SYNOPSIS OF THE STANDING OF THE SCHOOLS IN INSPECTORATE No. 1 FOR THE YEAR 1899-1900. "ALBERNI.—Inspected November 6th and 7th, 1899, and March 22nd, 1900. Classification good; all work neatly and carefully executed; general tone of school good. "ALBERNI (Beaver Creek).-Inspected, November 8th, 1899. School in good standing. On March 22nd, 1900, the date of last visit, the school was closed. "ALEXANDRIA.-Inspected, October 4th, 1899, and January 24th, 1900. good; work neatly executed. Classification "BEAVER POINT.-Inspected, September 19th, 1899, and February 20th, 1900. Work elementary; progress satisfactory; tone good. "BURGOYNE BAY.-Inspected, September 20th, 1899, and February 21st, 1900. This school has improved of late, and is now in good standing. The pupils are orderly and attentive. "CADBORO. Inspected, October 31st, 1899, and September 18th, 1900. Classification good; the work of the school, generally, is good; progress satisfactory. "CEDAR HILL.-Inspected, October 30th, 1899, and February 27th, 1900. Classification good; progress satisfactory. "CEDAR, EAST.-Inspected, September 28th, 1899, and January 23rd, 1900. Work elementary; satisfactory progress being made. CEDAR, NORTH.-Inspected, September 28th, 1899, and January 22nd, 1900. Classifi cation good; work of year satisfactory. CEDAR, SOUTH.-Inspected, September 27th, 1899, and January 23rd, 1900. cation good; satisfactory work has been done during the past year. Classifi "CHASE RIVER.-Inspected, October 3rd, 1899, and January 25th, 1900. Written arithmetic poor; other subjects satisfactory. "CHEMAINUS.-Inspected, October 18th, 1899, and January 19th, 1900. School well classified; work in senior classes good; tone good. |