Featuring an open plan living area, powder room, and dedicated laundry. The kitchen features stone benchtops, gas appliances, and large fridge space. The living-dining area flows through to the low maintenance rear garden and large double garage with ROW access Upstairs you will find two bedrooms, both with built-in robes and serviced by the large main bathroom with modern features and bath. The master bedroom is downstairs and features an oversized ensuite Other features include timber floors, concrete outdoor area, clothesline, automatic roller shutters, blinds throughout, and ducted heating and cooling.

Jellis Craig North Property Management invites you to inspect this property. Alternatively, you can email the agent or visit the property listing on www. Townhouse description. Property features Built-in Robes. Ducted Cooling. Ducted Heating.

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Strathmore, VIC Oak Park, VIC Hadfield, VIC Glenroy, VIC Coburg North, VIC Essendon, VIC Essendon North, VIC Strathmore Heights, VIC Coburg, VIC Helena Eglezos Jellis Craig – Brunswick.

 
 

 

3/32 Hazel Grove, Pascoe Vale VIC | 02 Feb | PlanningAlerts.3/32 Hazel Grove, Pascoe Vale VIC | 02 Feb | PlanningAlerts

 

Display of internally illuminated, high wall, promotion, and business identification signage. Double storey extension to the existing dwelling on a lot less than square metres. Use development of the land for warehouses, offices and a food and drink premises, a reduction in the standard car parking requirement and a waiver of the loading bay requirement for the food and drink premises.

Construction of three double storey dwellings and alteration of access to a road in a Transport Zone 2. To display a sign more than 10 metres in display area and to construct or display a sign in the Heritage Overlay. The sale and consumption of liquor on the premises and a reduction of the car parking requirement in association with a restaurant land-use. Construction of six 6 dwellings 5 x triple storey and 1 x double storey and a reduction in the standard car parking requirement.

Sale of liquor packaged liquor licence in association with the use of the supermarket. Next year when the present large Form II reaches Form III and another large class enters Form I it will be imperative in several cases to increase the accommodation and engage an additional teacher.

As under present conditions High Schools having three teachers have certain advantages over Continuation Schools with three teachers, these Schools will undoubtedly in the near future seek to become High Schools. Such a process simply tends to increase the number of High Schools. The Present Continuation School Problem The most serious problem in relation to Continuation Schools is connected with this gradual development into High Schools with all that this represents.

When the establishment and maintenance of these Continuation Schools on a permanent basis was under consideration it was intended that they should provide an education suited to the needs of the youth of the agricultural communities in which they would probably be established. This object has from the beginning- been overshadowed by the notion that these schools exist for the purpose of enabling pupils in small urban centres and rural districts to pass examinations that will give them admission to Normal Schools or Universities at a minimum of expense to their parents.

It may be argued that the rapid increase in attendance at these schools, because of the examination success they have had, shows how well they are meeting the needs of the people. It is frequently stated that parents who send their children to these schools want one thing only, and that is to have their boy or girl ” pass the examination n in the shortest possible time with the least possible effort and expense.

It is also freely stated that only those boys or girls who are intended by the parents to become teachers or to enter the pro- fessions are permitted to go to High or Continuation Schools. Even if the above be accepted as a fair statement of the attitude of the average parent towards the secondary education of his children, a little con- sideration will serve to convince one that, as matters stand, it is by no means an unintelligent estimate of the educational opportunities offered.

In his experience the average parent has known only one kind of education that will enable his child to make what he regards as an easy and a respectable living. It is definite, cheap, and relatively easy. Moreover, in recent years teachers have been scarce and salaries have gone up to a point that compares favourably with those in commercial life and the result is a rush for teachers’ certificates.

Why under these conditions should the average parent be expected to do otherwise than take advantage of what he regards as the quickest and cheapest that is offered him of providing a livelihood for his child? Change in the Attitude towards Elementary Agriculture and Household Science From the date of their establishment it was intended by the Department that these schools should provide an education suited to the needs of the youth of the agricultural communities in which they would be located.

But these schools were established before there was any felt need of a form of education other than what had heretofore been customary, and before there was any confidence that the prin- ciples of elementary agriculture or household science could be profitably taught in such schools. What was then impossible is now anxiously looked for in some communities.

The Opportune Time It would seem that the congested condition of many Continuation Schools, the attitude of the leaders in many communities toward the need for agricultural teaching, the awakening that has resulted from the present struggle Avith an unscrupulous enemy whose resources have been thoroughly developed and organized largely through the medium of the school system, all point to the present as an opportune time for energetic action.

Some of these schools already require the services of an additional teacher, and with a continuance of the present influx of pupils many others will shortly be in the same condition.

Are we to look on ely at a process that has a net result of simply increasing the number of small High Schools with their traditional courses? It is agreed that public expenditure for secondary education should not be limited to the maintenance of such a system of schools as will benefit only that class of pupil who is content to sit behind a desk and absorb information from books, but that so far as practicable every child is entitled to his fair share of public money so that he may have an opportunity to develop the abilities he possesses.

The Department of Education has endeavoured by offering very liberal grants to have courses established in connection with these schools that will meet the needs of the youth of the surrounding communities, and provision is made for the admission of pupils who have not passed the High School Entrance examina- tion but who have made sufficient progress in Public School work to enable them to profit by attendance at such courses.

Generous Assistance Offered by the Department Provision has been made by the Department of Education for the establish- ment of Departments of Elementary Agriculture and Household Science in con- nection with Continuation and High Schools and very liberal grants have been promised for the maintenance of such courses.

Why do School Boards not avail themselves of this generous assistance and establish such courses in their schools? TherTe are several reasons, but the most important is that it is an entirely new venture, something unknown in the experience of the majority of ratepayers and for which many have not felt the need: and many who have felt the need for their children have vet to he convinced that the schoolmaster can give valuable instruction and training in matters relating to the farm and the home.

Other important reasons are the lack of suitable accommodation and the difficulty of procuring teachers who are qualified by education, training and experience to carry on the work efficiently.

Small urban centres and rural school sections object to bearing the cost of build- ing schools or additions to schools to provide for the education of children who come from outside the school district and whose parents do not contribute to the cost of the building. To fix the fees of non-residents at a rate that would equal the average cost of maintenance per pupil together with an equitable share of the cost of the building necessitated because of the additional courses would in many cases be prohibitive.

As the courses in Elementary Agriculture and Household Science would, subject to the approval of the Minister, be under the control of an Advisory Committee composed of members of the School Board and progressive members of the surrounding rural community and as these departments are established and maintained for the benefit of the youth not only of the school district but of all who may wish to avail themselves of the opportunity, it would seem fair to expect that the municipalities from which the children come should bear a fair proportion of the cost of the building.

This might be determined as a percentage on the capital expended in erecting the building which would be paid annually so long as the courses were maintained.

If ten per cent, be regarded as a fair return on capital expended on the building, each municipality from which pupils come outside of the school district should pay a share based on the proportion that the number of pupils from the municipality bears to the total number of pupils in attendance at these courses. Since there is a decided advantage in having the school building near the homes of the children in the school district, municipalities outside the school district should not be expected to pay the full proportion that the number of pupils coming from such municipality bears to the total number of pupils in attendance.

As in the case of pupils attending High Schools from other counties, sixty per cent, of this proportion would be a fair amount.

The Supply of Efficient Teachers Another serious problem is how to provide a supply of efficient teachers for such work. Owing to the large number of women in the teaching profession this problem is not so difficult for the Department of Household Science as it is for the Department of Elementary Agriculture.

For the Department of Ele- mentary Agriculture capable men teachers are essential. Such teachers will not, for an increase of one or two hundred dollars in salary, attend the Agricultural College for one or two years to obtain the education and training necessary to prepare them to deal efficiently with various subjects that will arise during a winter course which would be the most prominent feature of the work of this department.

Such teachers might well be our final aim, but for some years to come it will be necessary to accept teachers with lower qualifications. If teachers of Elementary Agriculture are to succeed in winning the confidence of the agricultural community they must have a better education and training than can be obtained from one or two summer courses. Attendance for at least one year at the Agricultural College should be the minimum require- ment for a certificate qualifying a teacher to take charge of such a department.

If after the termination of that period any such schools had not established such departments, grants to them should be reduced annually by at least ten per cent, until such a department is established.

Sir, — I submit herewith for your consideration the following report on the Continuation Schools under my supervision for the year I have the honour to be, Your obedient servant, Toronto, December 31, During the year T visited every Continuation School in my district at least once, as required by the Regulations of the Department of Education.

I also visited several schools a second or third time when changes on the teaching staffs, changes in accommodation, or the general work of the schools made it advisable to consult the Boards concerned or to advise with the teachers.

In my work of inspection, I was greatly assisted by the local Public. School Inspectors, who, often at great inconvenience to themselves, usually accompanied me on my official visits to the schools in their districts. In addition to thus assist- ing me in my usual inspectoral work, many Inspectors were kind enough to report to me in regard to the changes in accommodation and equipment which local Boards agreed, at my official visit, to make and which I personally was unable to inspect during the year.

The active sympathy and support of the local Public School Inspectors has done and is still doing much to make the work of the Continuation Schools a success. My thanks are hereby tendered to all the Inspectors who have assisted me during the past year.

This district is more than 1 : miles from east to west and more than miles from north to south. Keewatin and Fort Frances are the schools farthest west, while Finch lies farthest east, and New Liskeard farthest north. During , one school, Kinburn, in the County of Carleton, was discon- tinued, and one school, Frankford, in the County of Hastings, was established.

New School Buildings Notwithstanding the money stringency due to the war, many schools added to or improved the accommodations provided for the pupils, but only two new school buildings were erected during the year. The Honourable I. Lucas delivered the principal address of the day and in his remarks dwelt’ particularly on the great work a Continuation School, such as Orono, had to do in building up the spirit of true patriotism in Canada.

The Orono building is modern in every way and is provided, with the most sanitary sewerage system possible for rural districts. The North Augusta school is also a very modern and sanitary building. The War and the Schools Throughout the year I have been more and more impressed by the great spirit of patriotism and devotion to -the Empire which the present struggle against the powers of darkness has called to the surface.

Wherever I went, I found the teachers and pupils discussing the war and its problems and difficulties; I found teachers and pupils interesting themselves in Bed Cross and Patriotic Funds generally; indeed in many ‘cases the schools were the centres for such efforts and some teacher was the directing spirit.

In addition to all this I found that Friday afternoons were often devoted to military drill by the boys and to knitting and sewing for the soldiers by the girls. Surely the Continuation Schools of Ontario arc doing something to.

One of the most inspiring things I found during the year ,’ particularly during the latter half of the year was that so many students of the age of 18 or more were enlisting in order to do their bit against cruelty and despotism. Almost every school has its “Honour Roll” of the students or ex-students now in khaki. That these young men are so ready voluntarily to come out to fight for King and Country is one proof that our schools have not been established in vain.

As yet, however, only one male teacher in my district has volunteered for overseas service in defence of the Empire, though a number have informed me that they are seriously considering their duty in this regard. It is a pleasure to know that no matter how many male teachers of military age may offer their services to King and Country, there is no scarcity of lady teachers ready to take their places. School Subjects of Study Last year, in my report, I gave some figures to show the unsatisfactory nature of the pupils’ work in Reading, Writing and Spelling.

I then expressed the opinion that lack of correlation of work was the chief cause of the defects noticeable. Another year’s experience confirms me in that opinion. Pupils who read fairly well in the oral reading lessons are permitted to mumble their words or to speak rapidly and indistinctly in giving oral answers or in reading aloud work in other subjects; pupils who write and spell well in the classes in these subjects are permitted to scribble or to write in a slovenly way in the other subjects.

To expect good reading, writing, or spelling under such circumstances to expect the impossible. I confess I have no patience with this excuse, time-worn as it is and well-founded as it also sometimes is, but my experience has shown me that the teacher of the Continuation School can easily secure fairly satis- factory results by ceaseless vigilance.

The faults in these subjects are ” not in our stars but in ourselves. In the case of Arithmetic, too little attention is given to the use of decimals and percentage which is a I’orm of decimals in many cases in business problems. Pupils almost invariably translate a decimal or a per cent, into its vulgar fraction equivalent for purposes of calculation, even though the work of calculation is thereby increased. Often when a result is reached, the answer must be translated back to a decimal or a per cent.

In fact, it is scarcely too much to say that in questions involving taxation, commission, interest on money etc. In the subject of Geometry, there is much to be desired in the way of care in drawing the figures for theoretical proof. While it is true that good drawing of a geometrical figure does not furnish a proof, yet it is also true that good drawing of a geometrical figure often does suggest a method of proof, and it is equally true that no matter what the logical proof may be.

I have found so main- distorted figures called circles and so many twisted lines called straight that 1 feel it necessary to refer to this matter here. Three things appear to be essential in the work of theoretical Geometry, first, clear and accurate drawing to represent what is being considered, second, clear and accurate thinking or reasoning toward a definite end. These three, clear drawing, clear reasoning.

Notwithstanding what I have said about the work in Reading, Writing, Spel- ling, and Mathematical subjects, I feel that on the whole our schools are rising slowly to higher levels and that in the Continuation Schools of my district the year was better than the year Pvxi:, M. The new wing of the Kingston Collegiate Institute has now been completed, and the rooms are all in use.

Every year, it may be here noted, the improvement in High School accommodations in Ontario is substantial and encouraging, about 5 per cent, of the schools each year having to their credit the erection of a new High School Building or the reconstruction of the former building. Changes in Staffs in Five Years As my district in was almost the same district as I inspected in L, it will be interesting to note the changes which occurred in the interval in the matter of the composition of the staffs.

Of the 13 Collegiate Institutes, 8 retained the same principals; but only 50 of the Collegiate Institute assistants of were in the same schools in As to the High Schools — there were amazing changes in the staffs. Only “i of the 37 principals of remained in the same posts; and only 25 of assistants were at work in the same schools after the interval of five years. These remarkable changes were produced by so many causes, and the diffi- culty of securing an accurate estimate of all these causes is so great, that I do not pursue the topic beyond this mere summary.

I may here, however, put on record one or two causes of these changes. Eight new Public School Inspectors were taken from High School staffs in this inspectorate during the five-year period.

Four principals retired from active work. Xine principals accepted at higher salaries the principalships of other schools in this or other districts. Of the new principals whom I found in charge of the schools after my absence of live years only three had gained promotion in their own schools. All the other new principals had come in from principalships or subordinate posts in other schools.

Physical Culture Accommodations. The time is approaching when some form of pres- sure should be applied to the local authorities in High School towns and villages respecting this most important matter. Thirteen of the High Schools in my inspectorate have no equipment whatever — not even a few dollars’ worth of clubs and dumb-bells.

While it is true that only free exercises are possible in many of the smaller schools during the winter months, still no one can deny that clubs and bells can be advantageously used in all schools, in connection with the outdoor exercises, during four or five months of the year. The New Certificates. This number, in respect of both grades of certificates, has been greatly augmented since last June.

Supplementary Exercises. Physical fitness, even among the young, cannot be attained and maintained by two or three exercises a week. There is only one ideal system — that which calls for daily exercise. If, therefore, the organization of the school provides for only two or three short periods of exercise each week, something should be done to supplement the exercises of the school.

Perhaps the most that can be accomplished by the teacher will be only what he can effect by counsel and direction, but his duty should not be regarded as fulfilled when the class exercises of every alternate day have been carried out. It would be just as reasonable to intermit the intellectual activities or even the processes of nutri- tion as to intermit those physical activities the object of which is to increase the agility, the endurance, and the strength of the pupil.

Daily exercise, which in these modern times many business men and business women find incalculably helpful and which they will not intermit for trivial causes, will be found equally sustain- ing and stimulating in the case of young students, who too often are prone to neglect the body under the influence of the false notion that thereby more can be accomplished by the mind.

The teacher of Literature is not satisfied with what he does for his pupils in class; he follows them to their homes and super- vises their home reading. The wise teacher of Science does not dispense with supplementary work for his pupils in the fields and the forests. Certain sports and games will, of course, be the supplementary exercise of many. Even a daily vigorous walk of three or four miles would meet the demands of the body. Such additional supplementary exercises could not, of course, be made compulsory, but most pupils would be amenable to direction if they were quite satisfied as to the real value of such exercises; and a month’s trial would convince all but the inveterately lazy that only the physical culture which comes seven days in the week is worthy of the name.

In the last year and a half we have all had valuable lessons on the necessity of keeping the body fit. We have learned with pride what physical agility and endurance have been able to achieve in distant Flanders and elsewhere. We are now obliged by the stern logic of events to set up new standards of education, at least for our boys, for all the years to come.

Art The work in Art improves steadily year by year. In no other department of High School work has such a revolution been effected in the last five or six years. A great fillip to progress was given by the institution of the Summer School in Art. Twenty-two of the teachers in my inspectorate possessed last year the new Elementary Certificate in Art, and many of the other Art teachers qualified last summer. In another year probably every High School teacher of Art will hold at least the Elementary Certificate.

I am always pleased to see new devices in the Art Eoom. About a month ago I saw an ingenious teacher of Art introduce under the head ” of ” painting from the object ” an artificial sprig of Poinsettia. The teacher accomplished more in the half-hour by the use of this highly coloured artificial specimen than is usually accomplished by the use of a natural specimen.

After the completion of the lesson the specimen was carefully packed away to be brought out to serve a similar purpose a year hence. Other Christmas decorations could be used with equal effectiveness. Artificial carnations, poppies, roses, have, for technical uses in the Art class, actual advantages over real flowers.

Sight Translation In my report of last year I entered? However, the majority of the teachers give it some place on their language programme. I wish here to call special attention to a species of “un- seen ” translation which is in constant vogue in one of our best Collegiate Insti- tutes.

Other schools may occasionally use the same or a similar system, but, if so, I have failed to observe it. During the lesson in ” sight-translation ” the pupil does not see’ the text he is translating; he only hears it. Principal Husband, who has for many years used the method most successfully in French and in German, has kindly sketched for me his plan. These stories, however, are not put into the pupil’s hands, but are read by the teacher paragraph by paragraph, and the pupils are required to give the substance of each paragraph in their own words.

If they have failed to grasp any important part of it, the paragraph is re-read phrase by phrase or sentence by sentence. The idioms and vocabulary are also noted, and the whole is used as material for conversation, oral reproduction and connected prose at a later lesson. What is true of my inspectorate is approximately true of all three districts.

About ninety-five per cent, of the schools now employ what is styled the ” Roman Method ” of pronouncing Latin, that is, with broad vowels, hard g and c, the w sound of v, etc.

It is quite certain that the classical masters of Ontario were ahead of the masters of England in adopting the Roman system. At a recent conference of English headmasters held at Reading, England, one speaker declared that when a boy went to the University, especially when he went to Oxford, he came into a farrago of cacophonous jargon which did duty for the pronunciation of Latin.

At that conference a resolution was passed, inviting every member of the Classical Association of England to pledge himself to adopt the reformed pronunciation of Latin. In Ontario the adoption of the so-called ” reformed pronunciation ” began twenty- five years ago, and has slowly and almost imperceptibly pursued its triumphant conquest of the schools, pushing aside the mongrel systems of the past by its authentic and convincing credentials.

English Composition Of all the tasks that fall to the lot of the teacher by far the most difficult, and, in my opinion, by far the most important, is the teaching of English Com- position. The ignorance and clumsiness of the average pupil in expressing his thoughts and sentiments are appalling.

In every class of every school there are, of course, brilliant exceptions, but the general average of capacity is low. I fear that a considerable number of teachers are at present relying too much on the text-book as a means of producing the desired results, and are not allowing sufficient scope and swing to their own initiative.

In this subject above all subjects the individual notions and methods of the teacher if the teacher’s individuality is governed by taste and sanity may be more stimulating and effective than the wisest suggestions of the best text-book in existence. The most important cause of the slow progress of the average pupil in secur- ing a fair command of correct, effective, and ready expression, is the very common mistake of the teacher in imagining that one or two or three brief efforts a ‘month will produce measurable results.

In most of the schools, I am thoroughly con- vinced, too little time is given to practice in writing and too little time to practice in oral delivery. This does not imply that too much time is now given to criticism, suggestions, and the study of correct models. Far from it. The teacher of English Composition should insist on having at least three periods a week for each composition class. One of these periods should, if prac- ticable, be a long period, much longer than a half-hour.

My own practice for many years was the allotment to English Composition in every form of the school of two short periods and a period of a full hour every week of the year. I have not yet been able to convince many Principals that this would not be a prodigality of time; but my own conviction is stronger than ever that only by frequent and adequate practice can satisfactory progress be made in the art of writing the English language correctly, clearly, and impressively.

It would be too much to ask, I suppose, that the long period of an hour a week or an hour a fortnight for the writing of the class essay should occasionally, say, three or four times a year, be extended to a half-day. No more useful employment of the time of the pupils could be found or imagined, for it provides an occupation the highest and most worthy of schoolroom activities — an occupation which calls into play all the resources of the intellectual and inventive faculties.

Essays written in the class-room under stress and with concentration of effort and the sympathetic atmosphere of a whole class engaged in the same undertaking will have an average excellence equal to that of the usual home essay, and the teacher is always quite sure that every line is the pupil’s own work. Moreover, the teacher is freed from the common necessity of dogging delinquent pupils for belated home efforts.

I Home essays cannot be dispensed with. There are topics which can be handled thoroughly only after research and organization of details, and which demand much thought and elaboration. Besides, the best writers in every class, those with literary proclivities and ambitions, welcome an opportunity to write in the quiet and privacy of the study. The slow thinkers and writers, too, should have an occasional opportunity to pursue their own deliberate gait at home.

One home essay a month should be sufficient in any well-regulated plan of work. A word about the importance of enlarging the vocabulary of the pupils. Only two or three times in nine years have I visited classes in which the teacher was making a deliberate effort to extend the vocabulary of the pupils. It is true that many pupils absorb new words and phrases day by day without apparent 3b. It would, therefore, appear to be advisable to devote special attention to enlarging the store of words at the command of most pupils.

That would be a moderate demand, for it would make an increase of little more than a thousand words during the usual period of attendance at a High School. As it is, I am convinced that many pupils after three or four years in a High School go out into life with a writing vocabulary — certainly with an oral voca- bulary — not much more extensive than that with which they began their High School studies.

On some later occasion I hope to have an opportunity of dealing at some length with my observations on the teaching of Oral Composition in the High Schools. The difficulties of the teacher in this phase of work in English Com- position are innumerable and almost insuperable. Never before now has there been so keen and lively a realization of the value of the Cadet Corps.

It is manifest everywhere that the boys for the first time feel that military drill is worth while, and that it may have for them and for their country a momentous value. Large numbers of the ex-pupils of nearly all the High Schools and a very considerable number of the senior pupils have enlisted for oversea service. Many of the schools have published Rolls of Honour which have no reference to the academic work of the Schools, but rather to the more serious and more necessary work in the trenches of European battle-fields.

In recent months the desire to serve their country has seized many High School teachers, and of late every week has chronicled the enlistment of one or more of these gallant men, whose patriotism and overmastering sense of duty would not allow them longer to pursue a peace- ful vocation.

On the intellectual side of school life the war is having a striking influence- The study of history and geography has for many, both teachers and pupils, taken on a new significance. The announcement sent out by the Department of Education in November, , drew the attention of the teachers to their respon- sibility in connection with the war.

The study of the causes of the war and the interests at stake were taken up with avidity, and one constantly saw in the history classes keen interest and real concern. One strange feature of the situation I have observed everywhere. The study of the German language proceeds as if nothing unusual had happened. As many pupils as ever, of choice, pursue the study of German. The bias that justly prevails against the German rulers and the German people does not appear at all in the attitude of the Schools toward the German language.

While the phenome- non appears somewhat strange, in the last analysis it cannot but appear reason- able. German militarism must and will soon pass away. The noble language and much of the literature of Germany are destined to survive the awful cataclysm which even now confronts German ambition and German arrogance.

I have the honour to be, Sir, Your obedient servant, Toronto, December 27th, Sift, — I beg to submit for your consideration a brief report on the condition of the schools under my supervision during the school year I have the honour to remain, Sir, Your obedient servant, J. December, The fact that the greater number of these schools had been in my district when I first began my duties as Inspector, and that I had not seen them for five years, gave an added interest to my visits and offered material for comparisons which I have given in a subsequent section of this report.

Accom modations In the matter of improved accommodations steady progress is being made. The schools at Barrie, North Bay and Welland are now housed in new modern buildings which are a credit to the towns in which they are situated; Durham expects to open a new building in January, ; the Board at Niagara Falls South have made such changes that they have now an up-to-date establishment, with one of the best arranged, best equipped gymnasiums in the Province.

The Boards at St. Catharines, Dundas, Waterdown, Fort William, Beamsville and Haileybury are planning for either new buildings or extensive additions to their present accommodations. Had it not been for the financial conditions due to the war, many of these undertakings would have been well under way before tins time. Grading of Accommodations 1 give herewith a tabulated statement showing the grading of the various items which are included under the term “accommodations. Grounds Buildings Class Rooms Of these I graded 1, or about 53 per cent, as good, or 36 per cent, as fair, and or 11 per cent, as poor.

In Form II I tested 1, pupils of whom or 52 per cent, were graded good, or 37 per cent, fair, and 11 per cent. In Writing I examined the work of 2, pupils belonging to Form I with the following results: or about 27 per cent, good, or 35 per cent, fair, or 30 per cent, poor, and or 8 per cent. The corresponding per- centages for similar tests in were 20, 35, 34 and In Spelling the same 2, pupils showed or 18 per cent, good, or 25 per cent, fair, or 24 per cent, poor, and or 33 per cent.

Corresponding figures for were 14, 31, 28 and 27 per cent, respectively. It will be noticed that Eeading and Writing show an improvement while the Spelling on the whole shows but little change. As suggested in my last report the best remedy for poor spelling is consistent, continuous team work by the whole teaching staff. Changes in Six Years While I am dealing with statistics I shall take the liberty of giving a few figures which have been rather interesting to me, as showing in a certain degree the changes which are going on in our schools.

During the school year I visited 50 of the same schools I had visited in when I began my duties as Inspector. Of these 11 were Collegiate Institutes and 39 High Schools. In January, , the 11 Collegiates employed 82 teachers, 59 men and 23 women. In January, , there were teachers in these same schools, 66 men and 37 women; this was an increase of 25 per cent, in the number of teachers, 13 per cent, for the men and 55 per cent, for the women.

Of the 82 teachers in the Institutes in , were still in the same schools in , in many cases advanced to higher positions, and 49 had either moved to other schools, or had moved out of the profession.

The 39 High Schools show more striking figures. In them there were in , teachers, 79 men and 50 women. In there were teachers in these same 39 schools, 66 men and 88 women; a total increase of about 20 per cent, but a decrease in men of 16 per cent, and an increase of 75 per cent, in the number of women. Of the teachers in the High Schools in only 21 were found in the same schools in , showing that 5 out of every 6 had either moved into other schools or had left the work altogether.

These figures need no comment. In the total numbers of teachers in the High Schools and Collegiate Institutes was , men and This means a total increase of 29 per cent. The advantage of making the Second Year Course in Physics thoroughly experimental has not yet ‘been fully realized by many of the younger teachers. This Second Year Course has deliberately been made introductory to that in the Middle School, and the work done in the second year should not need to be repeated.

The complaint is sometimes made that the Middle School Course in Physics is very heavy. It is found so, in my opinion, largely because the work of the second year has not been well done and has to be repeated, causing a loss of time in duplicating the work.

Better make fewer experiments in the second year but let them be well done. In Botany the collections in general are very creditable and show that the pupils have taken a lively interest in what is required of them. The records too are neatly and carefully made though at times showing too much teacher. I may be allowed to offer the suggestion that the records of the specified spring work in identification would in many cases be improved by the pupil’s showing each step in the operation, and, with each step, giving the reason for the decision he has made.

The record should show that the pupil knows how to use his key, rather than show merely the result of his investigation. The work in Physical Culture improves as more of the teachers secure certi- ficates in the subject, but there are many schools in which the work is not yet satisfactory. This is due to a variety of causes; lack of interest on the part of the teachers, lack of equipment such as dumb-bells, wands or Indian clubs, or a feeling that the examination subjects are of more importance.

In some of the Collegiate Institutes, the work on the apparatus in the gymnasium is not well systematized, or the classes are too large to be properly handled, and I have found cases where the upper school pupils were being practically exempted from physical training. However, in every school visited there was time-provision made for the greater number of the pupils, as satisfactory in most cases as the conditions would allow.

The Boards are gradually providing such equipment as can be used in the class-rooms and out of doors, and I am pleased to note that the number of schools in which the Physical Culture lesson is looked upon with dislike is very small indeed; it is generally welcomed as a pleasant break in the study work of the day.

Of one thing I am convinced, that the require- ment of the Department of Education that every teacher doing work in Art or Physical Culture should hold at least an Elementary Certificate is being fully justified by results, and is working out entirely in the interest of the schools.

English Composition The benefits and advantages to be derived from a judicious correlation of various subjects and from systematic team-work on the part of the members of a school staff do not seem to be appreciated as their worth deserves. Very much can be said in favour of the same teacher having the Reading, Literature, Composition and History in a class, on account of their being so closely related.

This, of course, is an impossible arrangement in the majority of schools but most of its advantages may be secured, especially in English Composition, if the teachers loyally co-operate with each other.

Co-operation means much more than correcting faulty grammar, or bad spelling, or insisting on neatly done work. It may be assumed that this’ would be done in all subjects and under all conditions.

Confusion or inexactness of expression is generally indicative of like qualities of idea. The pupil is not only being trained in the subject immediately in hand, but is receiving a training in Composition which will show good results in every direction.

The teacher of Latin or French may possibly do more for English Composition by this method of treating a transla- tion, than the teacher of English could accomplish by the usual methods. On every account, definite expression on the part of the pupil is essential. How often we have noticed the teacher grasp the idea which he thinks is in the pupil’s mind, clothe it himself in the words which the pupil seems unable to find, and then pass on, apparently unaware of the resulting lack of thoroughness and accuracy, which is a serious handicap to satisfactory progress.

It is axiomatic that every question asked and every answer given should form a lesson in Composition, and that the pupils should in all subjects be unconsciously acquiring the essentials of a good English style. English Composition is one of the most difficult subjects to handle successfully with the average class, and I am satisfied that systematic and continuous team-work along the lines suggested would go a long way toward solving a most difficult problem.

The Crowded Curriculum It has been said that the Anglo-Saxon race is the most conservative on earth ; it might with equal truth be said that the schoolmaster is the most conservative type of Anglo-Saxon. There certainly seems to be a dread of leaving the old beaten path, even in the face of the strongest evidence that the old way is not necessarily the best.

For years there have been complaints of an overcrowded curriculum, complaints which had some foundation in fact, but for years there has also been pointed out a way to relieve the situation. I have been more than surprised how few have thought it worth while to make the trial. It has not been so much the number of subjects that has been the difficulty as the attempt to carry on all at the same time.

The principle of stressing certain subjects for a certain time has been advised and emphasized again and again, in circular and report, and yet there seems to be an insuperable objection to even trying the plan. This is somewhat strange, in face of the almost unanimous testimony of those who have tried it, that it has proved eminently successful. It saves time, it saves labour, it saves worry, and I have found the pupils themselves entirely in its favour. Citizenship The Public School programme of studies provides for Form III, under the head of History, “Elementary lessons in local municipal government, and’ the duties of citizenship.

The great events of current history and the duties of citizenship. The essential function of the school is to produce a good type of citizenship; if it fails to do this the reason for its existence ceases. Citizenship means a sharing in community life, community benefits, community responsibilities. Examples are to be found in the home, the school, the church, the town, the nation. An opening is given for the introduction of the subject on the part of the teacher in the ” Manners and Morals ” of the School Curriculum ; a chance for working it out and making the pupils directly interested in it, is given in the Literary Society, the Football Club, or the Hockey Team.

It is not by learning- dry, insulated facts that the pupil’s interest will be aroused, but by appealing largely to his own direct contact with community action, by working out and adding to his own social experience. If we begin with local surroundings and gradually develop the work until it includes the town, the Province, the Dominion, we shall be doing a good work for future generations, and arousing an interest in the general welfare of the community which will make for progress and advance- ment along lines which will tend to elevation, socially, morally, and politically.

As has well been said, ” Civics is life itself, — a growth, — a point of view, — democracy in the making. We must come to recognize the social value of a process of Civic Education that alone makes possible the success of that hardest of all political experiments, a true democracy. Sir, — I have the honour to report as follows upon the schools in my in- spectorate for the academic year Mary’s, St. These visits of inspection were rendered necessary in view of the provisions of the examination Regulations of , which prescribe the conditions upon which candidates may be admitted to examinations which include Science and certain special subjects.

The Regulations provide that in the case of the Provincial schools the regular Inspector or Director will report upon the character of the provision made for a practical training, in the course in the special subject upon which a candidate intends to write, and that in the case of schools other than Provincial the inspection will be made by an Inspector or Director designated for the purpose by the Minister. Accordingly, all private schools where there might be candidates preparing for examination were invited to apply for an inspection, and in response applications were received from the following: St.

Anne’s School, Berlin. The Ursuline College, Chatham. Loretto Academy, Gruelph. Angela’s College, London. Joseph’s Convent, Toronto. Loretto Abbey, Toronto. Joseph’s Junior Novitiate, Toronto.

Loretto Academy, Hamilton. Mary’s Academy, Windsor. Loretto Convent, Stratford. Academy of St. Mary Immaculate, Pembroke. Joseph’s Academy, Lindsay. Albert College, Belleville. Alma College, St. Pickering College, Newmarket. Notre Dame Convent, Kingston. It was considered desirable that one Inspector should undertake the entire work of inspecting the private schools during the first year of the operation of the new Regulations, and in compliance with the direction of the Minister I visited all the above schools during the academic year, and reported upon them.

My attention was directed chiefly to an examination of the organization of the work in Science and in Art, the time allotted to these subjects, the qualifications of the teachers and the character of the teaching, the equipment for practical work, the character of the pupils’ work as shown by the records in their Science note-books and their drawing-books, and generally into all matters having a bearing upon the requirements of the Regulations.

I was afforded every facility in making my enquiries, and I was, in practically all cases, impressed by the conscientious efforts to fulfil these requirements. Where I found it desirable to do so, I made suggestions looking to still further efficiency, and I have reason to know that these suggestions generally received favourable consideration and were acted upon without unnecessary delay.

The accommodations and the equipment I found generally satisfactory, and in some cases exceptionally good. In a few cases I felt it necessary to warn the authorities that considerable improvements would be expected before next inspection. The work of the pupils was for the most part neatly and satisfactorily done — the exhibits in Art, in particular, being often exceptionally creditable.

There are, however, quite a number who hold First Class or Second Class certificates, and in some cases University degrees. Professional quali- fications are, of course, desirable as a guarantee of fitness, and it is to be hoped that some equitable arrangement may be arrived at whereby, without undue pressure in the case of teachers of long standing, all who are engaged in such special work as Science teaching and Art teaching may put themselves on record to the satisfaction of the Department.

Such a scheme would seem feasible in connection with the summer classes conducted by the Department. High School Accommodations I have to report some noticeable improvements in the matter of school buildings. At Port Dover a very fine new structure, to accommodate the High and Public Schools, has replaced the old building, and is now occupied. The High School quarters are quite separate from those of the Public School, and the class-rooms are very bright and cheerful. At North Toronto a very extensive addition to the present building is approaching completion.

When finished this building will compare very favourably with the best in the city. At East Toronto Malvern Avenue the improvements reported upon last year have made progress, more particularly in the finishing and furnishing of the Science laboratories.

The provision in these respects is of a very superior character. At Windsor, elaborate plans have been prepared for a very extensive addition to the present premises, to include considerable new class-room space, modern laboratories, a fine auditorium, a well equipped gymnasium, and other needs.

It is intended to proceed with these improvements without delay. It will be a worthy addition to the many fine educational structures which adorn the city. Attendance Speaking generally, the year has witnessed a steady increase in the attendance at the secondary schools, and in a good many cases a very marked increase, with the result that crowded classes are much more prevalent than is desirable for efficient work.

If an assembly-hall is avail- able, temporary class-rooms are carved out of it, as at Sarnia, Windsor, Chatham, Ingersoll, and other places, but too often there is no immediate way of relieving the situation, and the discomfort attending undue congestion has simply to be endured. It goes without saying that the Department is disinclined, under present conditions, to press for any but the most necessary expenditures.

The Inspector, consequently, contents himself with laying before the local authorities the situa- tion as it presents itself to him, leaving them to carry out his suggestions as soon as more favourable conditions will justify the necessary expenditure. The efficiency of the work generally is gratifying, and it is quite obvious that the increased efficiency of the instructors has led to increased enjoyment of the exercises on the part of the pupils.

In the spring and fall, as a rule all the classes, both of boys and of girls, are conducted in the open grounds, and there are few sights more attractive than the work of these classes, supervised by alert and active teachers, and carried out with due energy and precision by the pupils. In winter the work is carried on indoors: in the High Schools for the most part in the class-rooms, and in the larger schools in the gymnasium and the assembly-hall.

Where the class-rooms have to be used, there is of course some inconvenience, but it is surprising how much good work can be accomplished even under these circumstances, by a judicious choice of exercises. The increase in the number of cadet corps is another gratifying feature in connection with the work in Physical Culture.

Doubtless the war has given an impetus to the cadet movement, but I think nothing can be more certain, than that long after the war is over the cadet movement will continue to expand by virtue of its own intrinsic merits, as an instrument of physical development and a promoter of true manly qualities.

Reading, Writing and Spelling As in former years, special attention was given to testing the attainments of the pupils in these important subjects. I accordingly examined 1, second year pupils in Oral Reading, and of this number I esti- mated 51 per cent, as good, 41 per cent, as fair, and 8 per cent, as poor. You may need to disclose this. We never display your street address. Why do you need my address? We ask for your address when you comment on an application so that we can pass it on to the local authority.

To maintain your privacy online we do not display your address on the site. We do this because the vast majority of planning authorities ask for peoples’ addresses to be included in comments on applications. There are a variety of reasons for this. Some councils will reply via letter even when the comment comes in via email. Also, the council may choose to take comments seriously only if they come from local residents.