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EDUCATION DEPARTMENT
W E S T E R N AUSTRALI A
W.J. ROONEY
L I B R A R Y
I
Books are available to superintendents,
teachers and staff generally.
II
Books are to be returned by date due.
m
Borrowers will be held responsible for
damage to books or to replace total loss.
IV
Books 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
^
(I
"
tea ch ers;
'
( ' ' n s f c v ^ i ' -ii b c a x U ) *
y
No-
J-M
X
1
S
T
J _/ „;iZ.I
“ H
P
" 'S T -
TO
THE
EDUCATION
CIRCULAR
VOLUME II.
( J u ly , 1 8 9 9 —- J u n e , 1 9 0 0 .)
A.
P
P
Absence of Teachers ...
Absentee Cards
Accommodation (E rratu m ) ...
Accounts
...
...
...
Addresses (private) of Teachers
Adelaide U niversity Exam inations
Admission of Children
Admission Register, Form s for
Age R eturn
Appointments, Permanency of
Appointments, etc.
...
...
Arbor Day
Arithmetic, Teaching of
Associations (Teachers’)
Attendance, H in t re
...
age
111
3
2
..............
126
118
...
71
14
24
2
■ 75
...
.. 1,13, 23, 24,
35,47, 59,
81,107,117
111
55
9,10, 20, 24,
43, 57, 74,
105,115,
123,131,135
37
B.
Banks, School ...
Beaconsfield Accommodation ...
Bearing a t School
Book, Notice of
Bootless Children
B rush Drawing...
2
2
17
126
1
4,14, 25, 48,
134
Brush-work M aterial ...
118
Building Inspectors of W orks Departm ent ..
2
Buildings, Care of
108
Bursaries
..
...
...
2, 28
Bursaries (A pril) Exam ination—Questions
set, Notes, Results
128
c
Candidates for P u pil Teachership, Examina
tion re
...
...
...
__
82
Cardboard Modelling ...
Certificates (Teachers’)
Certificates, re lapse of tim e between “ B 1 ”
and “ A ” ......................................................
Chimneys, Cleaning of
Chicken-pox
...
...
...
... " . . .
Classification of Schools and Teachers for
1900
...
, .........................................
Clay M odelling...
Cleaning Allowance
Closing of Schools by Medical Officers
Clubs, R eading...
Collecting Subscriptions, re ...
Colour, H ints on
Committees, School Management (See “ Dis­
trict Boards” ).
*'
Composition
...
...
...
...
5,
Compulsion
Compulsion under new Act. ...
Continuation School ...
Contributions to Circular
Coolgardie Exhibition; Awards
Copy Books, M arking of
Corporal Punishm ent ...
Correspondence
Culture as a D uty of the Citizen
Curriculum, a wider
age
5
24
126
117
110
59
120
118
125
2
108
40
38, 52,
115
n
O
24
118
36
■7
4
4i
'3, 5,117
127
18
D.
Decorations
Denmark (W .A.)
Desk R eturn
Diarrhoeal Affections
Dictation
D iphtheria
Discipline
Diseases of the Eye
Diseases (infectious)
Dismissing children
boots
f° 0 0 0 3 1 4
.........................................
...
...
through not wearing
111
15
1
111
0
110
17, 29, 41
77
109
1
ii.
IN D E X
D istrict B o ard s, etc.
2 ,11, 20, 33.
44, 58, 76,
106,116,
123, 135
20, 36, 72
113.126
50.126
4, 25
4
P
])r awing
Drawing, Scale ....
Drawing Syllabus
Drawing, in Teachers’ Examination
Drawing in Sand
TO
II.
P
age
Holiday Fares
Holidays
............................
E.
36, 45, 49
23. 24
24
48
48
18,32,43,56
23, 24
2, 3, 14
K.
3
15
32, 55, 111
13, 14, 15,
29, 51
14
24
Geography for Standard II.
Government Exhibitions
H.
H ealth Regulations
History, Teaching of
109
27
32
.Karri
L.
Leaf Drawing ...
Leave, re extension of ...
...
L ibrary (School)
Library (Reference), Catalogue
...
36
23
121
8 ,2 4 ,5 0
M.
M anners
...
...
...
...
M anual Training Class for Teachers ...
Map Teaching ...
M aps (Relief) ...
...
...
Measles ...
M edal W inners, 1899 ...
Medical Certificates
Medical Officers, Closing of Schools by
Meetings of D istrict Boards, R eturn of
Metal-working Class ...
Modelling
...
...
" ...
Modelling, M aterial for
Monitors Examinations, 1899, R esults
M oral Lessons
M ultiplication Table, Teaching of
Mumps ...
Murchison Goldfields ...
113
13, 108
32
112
110
72
48
125
2
108,
5,112,120
71
69
25
50
110
29, 51
N.
"National Education
Needham, E .W . H . (Chief Clerk)
Needlework Notes
N otation Box ...
G.
Gardens, Seeds for
Geographical Terms ...
Geography, Teaching
Geography, Local
18
...
...
Fares, Reduced
Pees, Abolition of
Pees for over-age pupils, re
Pee Returns
Porrn “ D ”
...............
Forestry of TV. A.
Free Education
Pree Railway Tickets ...
..
2
36
24,111
3
J.
Ja rra h
24
47,118
18
25
...3 ,1 1 ,2 1 ,3 4 ,
44, 48, 57,
75,105,111,
116,124,135
2
E rratu m
...
...
................
Examination, Individual subjects
...............
Examination of Teachers (see “ Teachers
Examination of P u p il Teachers (see “ P upil
Teachers”).
Examination of M onitors (see “ M onitors” ).
28
Examination Papers, Bursaries
82
Do.
do. Teachers
94
Do.
do. Pux^il Teachers
47, 71
Examination of Schools, Changes in ...
99, 82
Examinei's, Teachers’ Exam ination ...
89, 100
Exam iners’ Remarks 1899 Exam ination
4
Exercise Boots, M arking of ...
72
Exhibitions and Scholarships—R esults
3
Experim ental Seed Plots
77
Eyes, Diseases of—H in ts re ...
age
.. 3(5,45, 49
3, 23
I.
Individual Subjects
In fa n t Teachers, hints to
Inquiry Admission Form s
Instructions, R eprint of
6
E.
Education Act ...
Education Circular, The
Education, National ...
Efficient Schools
Entertainm ents
VOL.
18
74
37
119
0.
Obituary Notices
Object L essons...
Observation Training ...
Official Documents, Publication of
...
111
... 5,119,126
119
125
P.
Pencils, M aking of
P e rth Evening School ...
P lan of School, re Drawing
Plym pton School Bank
...
...
..;
26
118
126
2
INDEX.
P
Private Schools
............................
...
Prize List, C o m p ilin g ................
...
...
P rizes ...
...
...
...
...
...
Public W orks Depai-tment, Building I n ­
spectors
...
...
...
...
...
Publication of Official Documents
...............
P ublic Service Bill and Teachers'
................
P unishm ent Book
...
...
...
...
P u p il Teachers, Railway Concessions to
...
P u p il Teachers’ Exam ination
................
P u p il Teachers’ Exam ination, 1899, R esults
...............
P u p il Teachers, Needlework ...
P u p il Teachers’ Exam ination, 1899, Ques­
tions set ...
...
...
...
...
P u p il Teachers’ Exam ination, 1899, E xa­
m iner’s rem arks ...
...
...
...
R.
Railway Tickets (Scholars’) ...
Railway Concessions to P u p il Teachers
Reading Clubs ...
Recess ...
Recitation B oots
R ed Gum
- Registration
Regulations, Alterations in
Regulations, H ealth ...
Religious Instruction ...
Remittances, Forwarding
R eprint of Instructions
Requisitions, Forw arding of ...
Respect towards children
............................
R eturn of desks
R eturn, Age
R eturn, D istrict Boards
"Return re Special Religious Instruction
R eturn of Fees ...
R eturns, Form “ D ” ...
TO
YOL.
II.
iii.
P
age
25
127
3
2
125
244 ,H 8
5
36, 82
69
71
94
100
o
2
3
5
56
13, 36
109,118,125
109
4,13, 24
3
3
1, 118
113
1, 36
2, 36
2
4
48
48
S.
Sadler, J . T .............................................................
118
Salaries of Teachers ...
...
...
... 24, 48, 74
Sand Drawing, Modelling
...
...
...
6,111
Scarlet Fever ...
...
...
...
...
110
Scholars, Railway Concession to (see also
under Free Railway Tickets)
................
5
Scholarships and Exhibitions, R esults
...
72
School Buildings, use of
............................
49
School M anagement Committee (see “ D istrict
Boards ”)
School P apers ...
...
...
...
...
4
School Sports (Frem antle Boys)
................
49
Schools’ Classification, 1900 ...
...
...
59
Seeds, Supply of
Sewing M aterial
Sickness, Medical Certificate ?
“ Sitting Still ”
Slate Fram es, Repairing of
Small Pox
Smoking (cigarette)
Spelling
Stock Notes
Subscription Collecting
Supervisors, Works D epartm ent
Swimming Class (Girls)
T.
Teachers’ Associations (see “ A ssociations” ).
Teachers’ Classification, 1900
...
...
Teachers’ Examinations, D rawing ...
...
Teachers’ Examination, Results of Supple­
mentary ...
...
...
...
...
Tea.chers’ Examination, Notice re
...
...
Teachers’ Examination, 1899, R esults
...
Teachers’ Examination, 1899, Questions set
Teachers’ Examination, 1899. Exam iners’
Rem arks ...
Teachers’ Examinations, re period between
“ B1 ” and “ A ” ...............
.
Temperance
Training of observation
Tramway Tickets for children
Transfers (see “ Appointments ”).
Transvaal
Travelling Expenses, Vouchers for
Trees (see “ Forestry of W .A .”).
T uart
Use of Schools ...
' U.
... •
age
3
2
48
29
34
110
73
t;
5,11, 34, 44,
76,116,124,
135
108
2
49
59
4
9
36
69
82
89
126
25
119
84
52
118
43
49
■ V.
Vacations, etc., for 1900
Vine-leaf, Lesson on ...
W.
W ater, Lesson on
W est A ustralian Teachers’ Union, Annual
Conference
W hooping Cough
W oodw orting Class, Syllabus
W o rt, Children leaving school for .
71
16
122
131
110
108,126
25
WESTERN
AUSTRALIA.
No. -
A U S T R t^ '
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
No. 1.]
JU L Y ,
1899.
[Vol. II.
A P P O IN T M E N T S , T R A N S F E R S , ETC.
Name.
Sdiool,
Office.
Classification.
Young, H ugh .............................
Grace, Sydney J.
................
Barnes, T. W allis
................
Olley, Jacob
.............................
Subiaco
...
................
Y o r k .......................................................
G-reenough Central
................
..........................................
Nannine
A cting H.T.
H.T.
H.T., temp.
H .T.
B1
B1
B2, temp.
C2
Nielson, E l l e n .............................
TJduc*
H.T.
Braddock, Roma
Boulder
................
Boulder
Lee, Ida ...
Cameron,1E f f i e ............................. Prem antle North Infants’ ................
Subiaco
...
................
Shelley, Lucy ...'
................
Grace, L eslie E ................................. Y o r k .......................................................
................ M idland Junction ...
Lindfield, Thomas
Connolly, M a r y ................
H ighgate
..........................................
Binney, Catherine
................ North Prem antle ...
................
................ Frem antle Infants’...
W heeler, Georgina
Tuke, Stanley ............................. P erth Carpentry C la s s e s ................
Qfctaway, H ild a M ay i ................ P erth Girls’ ...
Egan, Mary P . ... . ...
Cue ...
...
................
...
................
Bunee, Elizabeth A ...................... Mt. Barker ...
Crogan, K ate
............................. W aigerup ................
................
Ventura, Lucy -............................. Moonyonooka
................
M cIntyre (B.A.), A ugustus T.
Grass V alley
A.
A., temp.
A.
P.T.
P.T.
P.T.
P.T.
P.T.
P.T.
P.T.
Mon.
Mon.
S.M.
Mon. and S.M.
S.M.
H.T.
4th Class
2nd Class
4th Class
4th Class
4 th Class
4th Class
3rd Class
C l prov.
Salary per
mmnm.
£ s. d.
150 0 0
220 0 0
ISO 0 0
100 & £ 1 2
allowance.
A s par Re­
gulations.
70 0 0
70 0 0
SO 0 0
16 3 0
44 0 0
20 0 0
16 L 0
16 0 0
16 0 0
32 Ci 0
30 0 0
37 10 0
12 0 0
42 0 0
12 0 J
120 0 0
* New School.
BOO TLESS C H IL D R E N .
Several times lately it lias been brought to the notice of
the D epartm ent th a t children have been sent out of school
because they came w ithout boots. Such a course is quite
beyond the province of the teacher. A teacher has, of
course, every righ t to see th a t children come neat and
clean, as th a t is p art of their necessary training. They
have also the rig h t to see th a t they come clothed sufficiently
for decency, but they have no rig h t to dictate to parents, or
to force upon poor parents such a thing as the provision of
boots. In all probability it is much healthier for children
to go w ithout boots during their early years, and.it- is
quite possible th a t parents m ight reasonably send children
to school bare-footed on principle.
U R G E N T R E Q U IS IT IO N S .
Several times recently teachers have w ritten in to say
they supposed th a t only the A nnual Requisitions need be
sent through the D istrict Board, as they were mentioned in
R egulation 196 as amended.
Teachers seem to have
forgotten th a t Regulation 132 still remains intact, b u t
now th a t Regulations 130 and 131 have been amended, veiy
few requisitions, if any, will be accepted, except the annual
ones. - I n Regulation 196, therefore, only th e A nnual
Requisitions were referred to, b u t anything very
urgent is still allowed to come in under Regulation
132.
,
D E SK R E T U R N .
The head teachers of the different schools are requested
to send in at once a return, showing the num ber and length,
of the desks in their schools. W here there is more th an
one room, the num ber in each room should be given sepa­
rately. Remarks may be made a t the foot of the retu rn as
to whether the desks have slate-slots and shelves, and also
as to whether there is a gallery for the infants. F o r the
TH E
9
EDUCATION
sake of uniformity, it would be as well if the return were
made out in th e following sh ap e:—
;
Rooms.
N
S iz e
um ber
of
D
esk s.
Children’s.
Infants’.
AGS R ETU R N .
H ead Teachers of all schools are requested to forward
as early as possible a retu rn showing the num ber of
children in attendance during the last school week in 1898,
divided into three groups, viz., under six years, between
six and 14, and over 14. F or convenience and uniformity
the return m ight be drawn up as indicated below :—
Gerls.
B oys.
6 to 14.
[J
uly,
1899.
D IS T R IC T BO A R D M E E T IN G S .
Hon. Secretaries of D istrict Boards are reminded th a t
th eir half-yearly returns of meetings, etc., for the six
m onths ended June are now due.
L ength of Desks.
; Leug-tli and
, x Breadtli.
i
Under 6.
CIRCULAR.
Over 14.
Total.
|
Under 6.
6 to 14. ! Over 14.
Total.
|
ERRATUM .
Through an error the accommodation of Beaeonsfield
School was set down in last m onth’s Circular as -300.
This should read 3-50.
S E W IN G M A T E R IA L .
I t does not seem to be understood bv all sewing mis­
tresses th a t the D epartm ent supplies the m aterials for the
exercises in needlew ork: but, of course, application m ust be
made for same. The D epartm ent does not, however,
supply m aterial for the garments, as the parents are ex­
pected to provide that.
R E A D IN G CLUBS.
The H ead M aster of the Albany School has, with the
concurrence of the Department, formed Reading Clubs at
his school—one for boys and one for girls. The subscrip­
tion is Id. per week, and w ith the money th u s raised suit­
able periodicals are purchased for the children to peruse in
the school during lunch time and before and after school,
preference being given to the English illustrated news­
papers and magazines. I t is thought th a t good pictures
of current events will be of great benefit in arousing the
children’s interest in w hat is taking place in the world.
P L Y M P T O N SCHOOL P E N N Y B A N K .
W e have received a copy of the balance sheet of the
Plym pton School Penny B ank, duly audited by Messrs.
W . E. W ray and H oward Evans, for the half-year ended
June 30, 1899. I t shows th a t the am ount deposited
during tliat period was .£42 13s. 8d. The withdrawals
totalled J26 Is. 2d., leaving a balance in th e hands of the
H ead Teacher of =£36 i2s. 6d. The to tal num ber of
depositors was 9-5, and of these eight had sums of over £ 1
to their credit.
V IS IT S 02? B U IL D IN G IN S P E C T O R S . •
I f any Inspector of Buildings comes to a school on behalf
of the Public W orks D epartm ent, the head teacher will, of
course, give him every facility for examining the building
and quarters. Any Supervisor or Inspector of the Public
W orks D epartm ent should have with him a warrant, signed
“ A. D. Bell, Superintendent of Public Buildings.”
SCH O LARS’ F R E E R A IL W A Y T IC K E T S.
I n connection with the issue of Scholars’ Free Railway
Tickets, the D epartm ent, in order to save time and trouble,
has made the following arrangem ent:—The teacher should
fill up the form and forward it to the D epartm ent for the
Inspector General’s endorsement, and the D epartm ent will
send it on direct to the Station Master. Teachers m aking
application should, therefore, see th a t the name of the
station from which the ticket is to be issued is duly
inserted in the form.
IN D IV ID U A L E X A M IN A T IO N SU B JE C T S.
Inquiries have been made as to whether the notification
regarding examinations in the February Ch-cular, page 49,
does not clash w ith the notes •as to the coming into force
of the new Regulations in the M arch Circular, page 83.
A careful study of the two will show, we think, the distinc­
tion th a t is intended. F o r purposes of the examination
individually and collectively no changes will be made u n til
January 1, 1900; th a t is, u n til th a t date Geography
and E nglish will be individual subjects, and Drawing a
class subject. A fter th a t date these will be reversed;
Geography and English will be class subjects, and Drawing
an individual subject. W riting and Spelling will be
separated and treated as two individual subjects. Regula­
tions 170 and 171, as amended, give this information. The
M arch Circular, however, under the head of “ Curriculum,”
prescribes th a t certain amendments to the Regulations
would come into force on the 30th June, and this was
perhaps a somewhat misleading phrase. W hat was in­
tended was th a t the amendments to the actual curriculum,
all of which are very small, should come into force on June
30, b u t th a t the alterations to the kind of examination in
these subjects should not be interfered w ith till 1900. F o r
example, English will now be examined on the lines of the
curriculum as laid doivn in the amended Regulations, but
still as an individual subject for schools examined during
the current year. The alterations are very trivial indeed,
and it was thought th a t teachers could quite easily, between
M arch and their examinations, teach such small changes as
were laid down.
B U R S A R IE S .
There has been some doubt as to the Bursary Exam i­
nations. I t has been decided th a t, in lieu of the announce­
ments made in the March Circular as to the examinations
to be taken, the Bursary Exam ination immediately follow­
J
uly,
1899.]
THE
EDUCATION
ing the school examination m ust be taken in every case.
This is intended to allow children, to go in as soon as
possible after tlaey are qualified, as the work will be of
much th e same character as in the ordinary Standard E x­
amination. This change was notified in th e Amended
Regulations sent to the schools, b u t seems to have escajied
notice. ■ Thursday and Friday, 24th and 25th August,
have been fixed as the dates for the next B ursary Exam i­
nation.
E X P E R IM E N T A L S E E B PL O T S.
The Lands D epartm ent has placed a small supply of
seeds at.th e disposal of this D epartm ent for distribution
in the schools, with a view to the establishm ent of experi­
m ental and educational plots for th e benefit of the scholars.
The following i's a list of the seeds in q u estio n :—
Cereals.
W heat
Maize
Vegetables.
Flowers.
Poppies
French Marigolds
Sweet Peas
G-omphrena
Cosmos
H elipterum
L arkspur
Sunflower
Candytuft.
Tomatoes
Vegetable Marrows
Cucumbers
Pum pkins
Rock Melons
W ater Melons
W e shall be glad to have applications immediately from
any teachers who feel th a t they could properly utilise this
P R IZ E S .
I n Circular 98/1, issued on the 8th January, 1898, it
■was stated th a t children attending punctually and regu­
la r ly every half-day during which th e schools are open
throughout the year wTill be presented w ith a book and a
special medal. By the year mentioned is m eant the school
year, or the year ending with the m onth previous to the
examination of each school. A book, b u t not a medal, will
be given to those who have been late or absent on only
fifteen or less half-days. I n schools where the year is
already completed teachers should forw ard th e names of
those they recommend to receive these special prizes. The
recommendations m ust state the num ber of half-days the
school was opened, the name in full, age and standard of
the child, and the number of attendances made. I n schools
where the school year has not extended over twelve
months the following course will be ad o p ted :—Medals, if
won, will be given at the expiration of twelve months from,
the commencement of the school year. Prizes will be
given on the attendance for the actual school year, and
the num ber of half-days allowed for absences and late
attendances will be in proportion to the possible a t­
tendances if the school year had extended over the full
twelve months.
R E P R I N T OF IN S T R U C T IO N S .
Certain numbers of the Circular are now out of print,
and cannot therefore be furnished to new schools. I t is
necessary th a t where certain definite instructions as to the
programme have been given, these should be revived for the
CIRCULAR.
3
benefit of those who may n o t have seen them. The follow­
ing are m atters which it seems im portant new schools
should have before th e m :—
Holidays.—I n Regulation 137 there is 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 D epartm ent.—Circular No. 1.
Morning Recess.—Certain teachers seemed to think th a t
the ten minutes recess in the morning was permissive only.
R egulation 89, however, is quite explicit th a t there shall
be a recess of ten m inutes for the elder children, and
twenty minutes for infants. Teachers should not keep
any children in during this recess, wrhich is intended solely
for the benefit of their health, and to enable the rest of
the m orning’s lessons to be earned out more easily by
them. The schoolrooms should also be aired during this
recess.—Circular No. 2.
School Entertainments.—To place these entertainm ents
on a proper footing, it is deemed advisable th a t notice
should be forwarded to the D epartm ent when it is proposed
to organise an entertainm ent, stating the purpose for
which it is to be held. To protect teachers from state­
ments which have been made to the Departm ent, a state­
ment, with receipted accounts attached, should be forwarded
to the D epartm ent for publication in the Circular.—Circular
No. 3.
Compulsion.—F or the more efficient enforcement of the
Compulsory Clauses of the Education Act, teachers m ust
furnish Compulsory Officers, on Form E, with the names
of all children who have left school, and whose names have
been removed from the Register. This form would then
serve as a fortnightly compilation of children leaving any
district. The reasons for striking off names from the
Register should always be stated for the inform ation and
guidance of the Compulsory Officer.— Circular No. 4.
Forwarding Remittances and Correspondence. — 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 th eir being overlooked. Loose coins should on
no account be forwarded, as this is contrary to tbe Postal
Regulations. Communications m ust not be forwarded in
unfranked envelopes. W hen the school supply of envelopes
is running out, a requisition for replenishment should be
forwarded. The D epartm ent is-liable to be surcharged for
every letter and packet sent unfranked and -without
sufficient postage.—Ibid.
Absentee Cards.—Representations having been made to
the D epartm ent th a t in certain instances it is difficult to
obtain inform ation from the parents through th e medium
of the ordinary absentee card, a supply of these cards,
bearing the frank stamp of the D epartm ent, has been
procured. W hen 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 num ber will be issued to the
principal schools, and an explanation will be required of
any extravagance in their use. As this innovation involves
the Depai-tment in double postage, the strictest economy
m ust be exercised.— Ibid.
Scholars’ Railway Tickets.—The following are the
regulations under which free tickets are granted by the
4
TH E
EDUCATION
Railway D ep artm en t:—Free school tickets are issued to
enable any child to travel to a State school, provided th at
such school is th e one nearest to the residence of the
parents or guardians of such child. The tickets are issued
free, and no liability attaches to 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 th e holders are subject to the
Commissioner’s by-laws and regulations for passengers.
Free tickets will only be issued to children living outside
tbe school radius of two miles. Distances are to be
m easured by the nearest road. The tickets m ust be given
up on date of expiry. Should the train service to the
nearest school not be convenient, tickets may be issued to
the school most suitably served by the train s running. I f
there are no passenger trains by which thechildren can travel,
they are to be allowed to travel in the brake van of goods
trains, provided th a t no girl be perm itted to travel alone
with the guard in such brake van. Form s of application
for free tickets can be obtained a t any railway station.—
Circular No. 5.
Religions Instniction.— Sub-section 3 of Section 18 of the
Act sta te s:—“ W here two or more clergymen, or other
religious teachers of different persuasions, desire to give
l-eligious instruction at any Government school, the
children of each such religious persuasion shall be so in­
structed on different days.” The M inister has held th a t
this applies only to small schools; b u t where two different
class rooms can be provided, the different denominations
can teach on th e same day, as the intention of the A ct 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
th e denomination which th a t teacher represents. The
heads of the denominations may delegate th eir powers to
any individual under the Act, b u t unless the teacher is
either a m inister or an accredited delegate of a denomina­
tion, he cannot teach, and, of course, he can only teach the
children of th a t denomination.
No children of other
denominations can be sent in to the religious teacher w ith­
out 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 w hat 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 children to atten d the instniction given by some indivi­
dual not of th e denomination placed against their names in
the register, it may be assumed th a t the parent wishes to
change the denomination of the children, and they may be
allowed to attend the class; but, w ithout th is written
request from th e 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 th e instructor is
representative. The Departm ent attaches great importance
to the special religious instruction in the schools, and hopes
th a t teachers will make special efforts to make th is p art of
th e curriculum of the greatest possible use to the children.
N o t only is the Bible the greatest literary and historical
book in th e English language, b u t it contains the highest
ethical code and the noblest pattern life th a t th is world
has ever seen.— Circular No. 6.
CIRCULAR:
[ J u ly , 1899.
Corporal Punishment.—I t has come to the notice of the
D epartm ent th a t some teachers are under the impression
minor punishm ents are not to be entered in the P u n ish ­
ment Book. The Regulations say th a t all cases are to be
so entered. I t is, of course, desirable to reduce corporal
punishm ent to a m inim um ; b u t a book which has no
punishm ents noted in it is not always a sign th a t the
school is being well conducted, and the D epartm ent would
much prefer to see a fair modicum of corporal punishm ent
duly entered than have suspicion raised by the statem ents
of various teachers, when individual cases are noticed, th a t
they did not think they had to do w hat is clearly laid down
in the Regulations.—Ibid.
Marking of Copy Boohs.—Teachers, in spite of frequent
reminders from Inspectors, still fail to m ark the Copy
Books and Exercise Books, or to p u t in the dates of
lessons. The dates of each copy and lesson should always
be w ritten 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. —Ibid.
School Papers.—Applications for an alteration in the
m onthly supply of School Papers m ust reach the D epart­
m ent before the 10th day of the preceding month. Unless
received then, no change can be made.—Ibid.
Special Religious Instruction.—The teachers of those
schools in which special religious instruction is given
shoidd forward, w ith th eir other returns a t the close of the
school year, a schedule showing particulars of the visits
paid by the Instructors from the commencement of the
year. A copy of the page in the Attendance Registers con­
taining this information will meet all requirements. There
are still some m isunderstandings about the giving of
religious lessons by outside teachers. M oral and general
religious lessons are to be given only by the school teachers
themselves in accordance with the Regulations. Special
religious 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 at
liberty to accept th e services of any evangelist who may
come into the neighbourhood.—Circular No. 7.
The Drawing Syllabus.—W ith reference to the Drawing
Syllabus, teachers in m any cases still seem to think th a t
they are a t liberty to go on with the old style of drawing.
The D epartm ent does not wish the old style of drawingcontinued a t all, in any school. The Teachers’ Examination
in Freehand and Blackboard Draw ing will be on the lines
of th a t Syllabus, and not on th e old lines. I n the
Examinations of Teachers, D raw ing will be made a
failing subject. A s a first stage in the introduction into
schools of the Syllabus, small drawing blackboards and
chalk will be su pplied. 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
im portant feature of the new style. W hen the children
have made some progress, it will be found useful to do more
perm anent work by fixing brown paper to the boards, and
allowing the children to draw on th a t in chalk. The brown
paper will, for the present, be supplied in small quantities
by the D epartm ent. The brush drawing m ust not be
taken u n til a satisfactory commencement has been made
J l' l t , 1 8 9 9 .]
TH E
EDUCATION
with the chalk work. Teachers m ust state when they are
prepared to go on w ith the brush work, and an initial
supply of th e m aterial will be sent. A t first, and until
the children have m astered the use of the brush, coloured
inks will be found an economical substitute for the
“ p ain ts” 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 must be care­
fully and sparingly used. F or mixing, a tin tin g saucer
will be supplied for every two children. As a guide to
teachers, copies ot' J. Y aughan’s work on Brush Drawing,
already recommended, will be issued for circulation. Only
a small supply of lliese will be available, so th a t no
teacher will be perm itted to retain a copy beyond a
reasonable time. I n using the work, though it contains
numberless designs, it is im portant to remember th a t
B rush 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 can be.—Ibid.
Modelling in Cardboard.— Schools prepared to take up
C ardboard' Modelling as M anual W ork for the Upper
Classes, or as preparatory work for the Woodwork Classes
already established, can now be supplied with th e necessary
material. This consists of m ottled grey cardboard in
sheets 22in. x 15in., binding paper 30in. x 20in., book­
binder’s cloth 39in. wide, tracing cloth 30in. wide, bottles
of gloy and fish glue, w ith 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 on hand. Teachers m ay borrow these
books for lim ited periods, b u t every care m ust be taken of
the volumes.—Ibid.
Correspondence.—I n all correspondence with the D epart­
ment care should be taken to quote the num ber, if any, of
the letter received from the D epartm ent.—Circular No. 8.
Railway Concessions to P u p il Teachers and Scholars.—
The Railway D epartm ent announce th a t .on and after the
1st December, 1898, Season Tickets will be issued to P upil
Teachers and Scholars as hereunder:—
P u p il T eachers.
A t half-rates to those under th e age of 18 years.
A t tw o-third rates to those over the age of 18
and under 21 years of age.
N o t e . —P upil Teachers m ust produce a certificate from
the H ead of the School where they are employed.
(a.)
(b.)
Scholars.
Season Tickets a t one-quarter of th e ordinary fare will
be issued to scholars under the age of 18 years, on produc­
tion of the necessary certificate from the H ead of the
School th a t they attend.
This new Regulation is not intended to affect the Free
School Tickets.—Ibid.
Macmillan’s Recitation Boohs.—There appears to be little
inquiry on the p art of teachers for Macmillan’s Series of
Recitation Books. These useful publications are supplied
at the low rate of Id. each for Standards I., II., and I II.,
and a t 2d. each for the higher Standards. Their use is
distinctly recommended in the R egulations.—Ibid.
CIRCULAE.
■5
S P E L L IN G .
I t is still common in the schools to find too m uch of the
old laborious learning by rote of hard spellings. The other
day in a country school complaint was made th a t the
parents were forced to buy expensive reading books, and
the teacher, when asked whether it was not sufficient for
the children to take home the School Paper, said th a t for
home work she always gave a list of spellings out of the
reading book to be learnt by heart. The Regulations point
out th a t spelling is to be tau g h t by the eve chiefly, and
not by the ear. Our language is so full of anomalies th a t
all attem pts a t teaching by uniform method are likely to
fail. I t is for this reason th a t word-building is only set
down for certain portions of the school, and should not be
carried on throughout all the Standards. In the infant
classes it is of value, and in the senior classes it may be
used in connection with prefixes, but care m ust be taken
th a t it is properly used, and th a t word-building does n o t
mean th a t many uncommon and useless words are learnt
simply to compare or contrast them w ith others. W h at is
really our aim is th a t ihe common words used in every-day
talk shall be spelt correctly by the children when they
write. To learn to spell a num ber of rare words which the
children are never likely to need in real life is really a
waste of time. As a m atter of fact, it is the common words
in which the children usually fail in examinations, and this
even in the composition of the upper classes. In the dic­
tation lessons teachers cannot be too careful to see th a t the
children get an opportunity of learning the'difficult words
beforehand. A very good plan is for the teacher to collect
a list of anomalous words used in every-day life, and make
sentences or compos:tion embodying them. I f the teachers
took some trouble to map out th eir spelling for the year, so
th a t the difficult words in the reading books, as well as the
ordinary words of anomalous form, were worked into com­
position lessons, great improvements would result. The
D epartm ent requires a considerable amount of composition
from the children, but this composit'on must, of course, be
very simple in form, and it is intended to bear practical,
fruit. Dictation is not so valuable, even for spelling, as
composition, and a short piece, which should embody
one or two words w ritten on the board, and carefully
thought out beforehand, would include the spelling advan­
tages of a dictation lesson with the greater intelligence
brought out by making the children form th eir own
sentences. Transcription is a very valuable exercise in the
younger classes, as it teaches by the eye, and should lead
to neatness and care in copying small words as well as the
more difficult ones.
OBJECT L E SSO N IN S T R U C T IO N .
I n the “ Practical Teacher ” for February, an Inspector
writes as follows :—“ Object Lesson instruction does not
receive as much time as it should. In many schools,
w hilst two-hundred and fifty minutes go to Reading, and the
same to Number, only sixty to seventy are devoted to Object
Lessons. I should say an Object Lesson is of as much,
value as a Reading L sson, and I would give at least one
lesson of twenty to th irty m inutes’ duration daily to the
first and second-class infants. I n the standards, where
possible, arrange for a continuity of instruction in this
subject. One advantage of the Scotch system of ha,ving a
TH E
(3
EDUCATION .CIRCULAR.
principal over all departments is the due gradation and
intervening of th e various departments. One sometimes
finds Standard I I I ., and even Standard IV., receiving
Object Lessons which have been done to death in the
infant school and lower standards.”
In the same issue there is an article on Sand Drawing,
as a means of illustrating Object Lessons. F o r the
information of teachers, we reproduce the article ; b u t at
the same time it seems th a t an equally satisfactory result
could be achieved by the children drawing direct from the
object on th eir slates or drawing boards, or by the teacher
illustrating the object on the blackboard, and the children
copying his drawiugs.
“ Sand Drawing, as a means of illustrating Object
Lessons, is of considerable value, and for the training of the
powers of observation there is no better occupation.
The child who has been trained to look steadily at, and
examine minutely, the forms and aspects of things m ust
naturally, in later life, be a better observer of things round
him,, and consequently derive much more pleasure and
enjoyment from the beauties of nature, fine paintings, and
the harmonising of colours ; and also be better prepared to
do his work in after life th a n a child who has been in the
habit of gazing at things in an indifferent and aimless
manner.
No teacher will have failed to notice with what keen
interest the children watch the progress of a drawing on
the blackboard. However dull and uninterested they may
have been previously, as soon as the teacher begins to draw,
interest is aroused a t once. Illustrating th e lessons on the
blackboard is a valuable means of training, b u t how much
greater m ust the value be when th e drawing is reproduced
by the child P The drawing m ust be carefully examined,
and each detail noted before it can be copied; thus sand
drawing forms the habit of accurate observation.
Children take a great interest in this occupation, and,
besides training the hand and eye, it develops a taste for
drawing.
I t is a most inexpensive occupation. The only apparatus
required consists of a little Calais sand, sand tray or
disused slate, a lead pencil or sharpened skewer. Each
teacher would draw her own sketches to correspond with
the course of lessons for the year, b u t the following hints
may be helpful.
The first lesson would be taken on Form, as it is neces­
sary to have a little practice in drawing lines and curves
before attem pting anything more difficult.
I .— L
esso n
on
F
orm.
1.
Lines.—Place a ruler in a horizontal position. Allow
the children to say w hat kind of a line it makes. Draw a
horizontal line on the blackboard; th is m ust be copied by
the children in the sand. Now call upon the children to
name the objects they can see w ith horizontal lines—the
edge of desks, window sills, etc.
Proceed w ith perpendicular and slanting lines in the
same manner.
"2. Angles.—Show a triangular figure. D raw from the
children the num ber of lines and corners, also the kind of
[ J u ly , 1899.
lines. W hen the teacher lias drawn one line of the triangle,
have it copied by the children; complete the triangle;
name objects of a triangular figure. Deal with the square
and oblong in a similar way.
3.
Curves.—Bend a cane; elicit what kind of a line it
makes ; proceed to draw a half-circle, and allow the chil­
dren to copy it. Now draw a circle ; prove th a t it consists
of one line, and th a t from the centre to any p art of it the
measurement is the sam e; have the circle copied. Now
take the o v a l; compare it with the circle.
I I . —C h e r r y a n d P l u m c o m p a r e d .
The shape would first be dealt with, and each readily
named. Draw the children’s attention io the p a rt where
the stalk is fastened ‘to the fruit. Draw each shape and
have them copied. Now proceed to compare them—the
line on the plum, the difference in the stalks, the shape of
the stones. As each p art is dealt with draw it.
IH .— L
esso n
on
L
ea v es.
Show different kinds of leaves. (F or exam;do, the gum,
fig, and rose leaves—E ditor.) Compare their shape and
size; allow the children to find out in what respects they
differ; refer to the smooth edges of some, and to the
pointed and saw-like edges of others. N ext proceed to the
parts of the leaf—the blade, stalk, and veins. Draw each
p a rt of the leaf as it is dealt with.
IV .—L e s s o n
on
a
T
ree.
Show the picture of a.tre e; name the different p a rts—
trunk, roots, branches, twigs, etc. A s each p a rt is taken,
allow the children to draw it. Conclude the lesson by
teaching the use of trees, and nam ing articles made of
wood. E licit th a t some trees bear fruit.
V.— L e s s o n o n a B i r d ’s N e s t a n d E g g s .
Show a n e s t; allow the children to find out of what it
is made, and where the m aterials are found. Next take
the sh ap e; elicit why it is hollow*; proceed to draw the
shape. Now proceed with the e g g ; compare the e n d s;
show several eggs of different size and colour. D raw the
egg, and allow children to copy.
V I.— L e s s o n o n a n A p p l e .
Proceed with the lesson in the usual way, first talcing
the shape, and then drawing it. N ext deal w ith the colour,
skin, pulp, core,pips, and stalk. E licit where apples grow;
w hat grow on trees beside fru it—leaves; before the fru it
grows w hat is seen on the tree—blossom. Now draw a
branch, stalk, leaf, and apples.
VJJL.— H o r s e a n d Cow c o m p a r e d .
Show a picture of a horse and cow; compare the size ;
next examine the head of eac h ; elicit th a t the cow has
horns, the horse is without th e m ; draw the shape of a
cow’s horns. The horse has a mane, b u t the cow has not.
Now proceed with the different pai-ts of the body. Com­
pare th e tails ; draw each, and allow the children to copy.
I t will be noticed th a t the hoofs are different; proceed to
draw th e m ; elicit th a t the horse and cow eat the same
kind of food, b u t in a different m anner.”
J
uly,
TH E
1899.]
EDUCATION
COOLGARDIE E X H IB IT IO N A W A R D S,
The following awards have been given by the judges at
the Coolgardie Exhibition for th e different exhibits in the
Educational Court. The D epartm ent is glad to congratu­
late teachers on these awards. A pparently, though not
many schools exhibited, there was a very fair show of work
for so young a colony as ours. The exhibits were chiefly
arranged and supervised by Mr. Clayton, head-m aster of
the Coolgardie school, and to him the D epartm ent and the
teachers concerned owe their thanks fo r the trouble he took
in the m atter.
In d iv id u a l A w ards.
—Exercise Boohs: Jan e H orton, 1st C e rt.; T.
Sullivan, 2nd C e rt.; Grace Carlyon, 3rd Cert.
A
lbany.
B e a c o n s f i e l d .—D raw ini: W m. Letchford. 1st Cert. ;
Carl Carson, 2nd C e rt.; E ric Brown, 3rd Cert. Map
D raw ing: Annie G-rahatn, 1st C ert.; Ivy Eraser, 2nd C e rt.;
Lucy Marshall, 3rd Cert. Needlework: Annie Graham,
1st C e rt.; Charlotte Stewart, 2nd Cert.
B
everley
. —Exercise
Boohs: S. W illiams, 1st Cert.
B o u l d e r .— Writing: R. Crotehett, 1st C ert. ; C. Mons,
2nd C e rt.; L. H orton, 3rd Cert.
C o o l g a r d i e . —Exercise Boolcs: S. McAdam, 1st C e rt.;
D. Kinnear, 2nd C e rt.; E. Bigg, 3rd Cert. Needlework:
E . M arker, 1st C ert.; M. H udson, 2nd C ert.; D. Arnold,
3rd Cert.
Fancy W o rk: E. Marker, 1st Cert. ; 0 .
Kingsbury, 2nd Cert. Map Drawing: W . Taylor, 1st C ert.;
H . Rigg, 2nd C e rt.; E. Bigg, 3rd Cert.
Penm anship:
Geo. Halliday, 1st C e rt.; R obert Eindall, 2nd C e rt.; D.
Kinnear, 3rd. Cert. Drawing: Lucy Brom'ield, 1st Cert.
Copy B ooks: G\ Halliday, 1st C e rt.; Olive Morgan, 2nd
C e rt.; E lsa McNeill, 3rd Cert.
D a y D a w n . —Map Drawing: Mary Egan, 1st Cert.;
Eileen-Egan, 2nd C ert.; A. Menzies, 3rd Cert. Writing:
Eileen Egan, 1st C ert.; Lily Egan, 2nd Cert.; F. Menzies,
3rd Cert. Bookbinding: Eileen Egan, 1st. C e rt.; Lily
Egan, 2nd Cert.
D e n m a r k M i l l . — Exercise Books: Robert Ross, 1st
Cert.; Id a Price, 2nd C ert.; K ate Snell, 3rd Cert.
F r e m a n t l e B o y s ’.— Map Draw'ng: Sydney Reading,
1st C e rt.; A lan Manthorpe, 2nd Cert. ; A. Jackson, 3rd
Cert. Exercise Books: G-. Knox, 1st Cert. ; A. Ja rre tt,
2nd C e rt.: H . H arling, 3rd Cert.
W riting: A. Manthorpe, 1st C e rt.; F . G rade, 2nd C e rt.; A. Jackson, 3rd
Cert.
F e e m a n tle G -irls’.— W riting: E dith Doonan, 1st
C e rt.; Lucy W arren, 2nd Cert. ; Beatrice Hale, 3rd Cert.
Needlework: E thel Albert, 1st C e rt.; Nellie Jardine, 2nd
C e rt.; Beatrice Hale, 3rd Cert. ; Lucy W arren, 1st
(Special Cert.) ; Dora Coe, 1st Cert. Fancy work: Dora
Coe, 1st (Special Cert.) ; K ate Jardine, 1st C e rt.; Chrissie
Petrie, 2nd C e rt.; Jessie Bailey, 3rd Cert.
F r e m a n t l e I n f a n t s ’.— Needlework: E th el Herbert, 1st
C e rt.; Minnie Ball, 2nd C e rt.; Florence Tates, 3rd Cert.
F r e m a n t l e N o r t h .— Drawing and Wood P a in tin g :
G. H. Paulin, 1st Cert.
W riting: A . M ottam, 1st C e rt.;
M. Griffin, 2nd C e rt.; L. H ardm an, 3rd Cert.
CIRCULAR.
7.
H i g h g a t e .— Map Drawing: Bruce Bott, 1st C ert.; Tlios.
Hill, 2nd Cert. Drawing: Thos. H ill, 1st C e rt.; Minnie
Rayner, 2nd C e rt.; Bruce B ott, 3rd Cert. Exercise oolcs :'
Minnie Ravner, 1st C e rt.; Bruce B ott, 2nd C ert.; T hos..
Hill, 3rd Cert.
K u r a w a .— Map Drawing: Mabel Mettam, 1st Cert.
L e e d e r v i l l e . — Map Drawing : Archie Brodie, 1st C e rt.;
Elizabeth Brodie, 2nd Cert.
N o e th a h .— Exi-rcise Books : B. Millington, 1st Cert. ;
H . Henley, 2nd Cert.
W riting: B. Davis, 1st C e rt.; B.
Riley, 2nd. C e rt.; Ivy Green, 3rd Jert.
P e r t h G i r l s ’. — Exercise B o o ls: L. Rogers, 1st Cert. ;
E. Carroek, 2nd C ert.; J. Carlan-Smith, 3rd Cert. W riting:
E . Katling, 1st Cert.; M. W ilson. 2nd Cert. ; M. W illiams,
3rd Cert. '
P e r t h E a s t . — Clay Modelling: A. E . H atton, 1st Cert.;
G. Booth, 2nd Cert. Exercise Books: F . Tildesley, 1st
C ert.; R. F arrar, 2nd Cert.; E . Snow, 3rd Cert. W riting:
F. E . W ebb, 1st Cert.; M. Reith, 2nd Ce*t.; F. Tildesley.
3rd Cert. Needlework : F. Tild.-slev, 1st Cert.; E. W hitehorn, 2nd C ert.; G-. Tildesley, 3rd Cert. Fancy work: F .
Webb, 1st Cert.; F . Tildesley, 2nd Cert.; E. Snow, 3rd
Cert.
P b r t h E v e n i n g . — Carpentry: L. Hutchinson, 1st Cert.;
W . A. Sieveright, 2nd C ert.; A. Cameron, 3rd Cert.
S t j b ia c o . — Exercise Books: Lilly Richardson, 1st Cert.;
Needlework: Lilly RichardsoD, 1st Cert.; E thel Day, 2nd
C ert.; Cissie Mills, 3rd Cert.
COOLGARDIE E X H IB IT IO N .
G eneral R e su lts.
K i n d e r g a r t e n (including embroidery, paper cutting,
sewing, brush drawing, pricking, colouring, stick-laying,
bead threading, ravelling, paper folding, m at weaving,
drawing, and wool weaving).—P e rth [nfants’ School, i ;
Beaconsfield, 2; Frem antle, 3.
M a n u a l W o r k . — Carpentry: P erth E v e n i n g School, 1 ;
Newcastle School, 2. Basket W o rk: P e rth In fa n ts’ School,
1; Newcastle School, 2. Clay M odelling: Boulder School,
1; E ast P erth School, 2; N ortham School, 3. Book­
binding: Day Dawn School, 1. Frameivork: Cluttering
School, 1.
M a p D r a w i n g .—Coolgardie School, 1; Beaconsfield
School, 2; Day Dawn School, 3 ; Leederville School, 4 ;
Broad Arrow School, Special Award.
D r a w i n g .— Geometrical and Scale: Frem antle Boys’
School, ! ; N ortham School, 2. Crayon: P e rth Girls’
School, 1. Instrumental: Beaconsfield School, 1. Tinted
Drawiuq : H ighgate School, 1. Or initial Desiqn: Beacons­
field School, 1.
P e n m a n s h i p .— Coolgardie School, 1 ; Boulder School, 2 ;
Northam School, 3.
C o p y B o o k s . —Day Dawn School, 1 ; Coolgardie School,
2 ; Frem antle Boys’ School, 3.
E x e r c i s e B o o k s .— Coolgardie School, 1; Frem antle
Boys’ School, 2 ; P erth Girls’ School, 3 ; D enm ark Mill
and Day Dawn Schools, Special Award.
TH E
8
EDUCATION
IN S P E C T O R S ’ R E F E R E N C E L IB R A R Y .
A small num ber of books lias been collected in the
Inspectors’ room which it is proposed should be made avail­
able for teachers, if they wish. The list is printed below,
together with th e rales which will regulate the lending of
the books. I t is not, of course, intended th a t such books
as Quick’s Educational Reformers, which are specified for
the Teachers’ Exam ination, should be borrowed for the
purposes of examination, as it is almost essential th a t
teachers should buv a book of th a t kind, and should have
it by them to study from tim e to tim e ; b u t these and
other books th a t are in the library will be very useful for
teachers to borrow, if they have not got them , for re ­
ference. They have been carefully selected after con­
sultation with a num ber of leading members of the pro­
fession. The H istory Section has been specially obtained,
in order th a t th e teachers engaged iii th e work of the
evening classes, or who are taking higher history work for
the ex-seventh children, may have books to refer to readily.
The D epartm ent hopes th a t teachers will be able to avail
themselves of the opportunity th a t is now offered.
R u les for Library.
1. All books are to be returned w ithin three weeks from
date on which they are issued.
2. A fine of Id . per day will be imposed for each day a
book is retained beyond the tim e above mentioned.
3. Those availing themselves of the privileges of the
library shall be held responsible for any damage done to
books whilst in their possession.
4. I n all cases of damage or injury to books, the
D epartm ent may call upon the responsible party to pay an
am ount sufficient to cover the cost of m aking good the
damage done. Any person responsible for the loss of a.
book may, in the same m anner, lie required to replace it.
5. No book m ust be removed from th e L ibrary room
w ithout being first noted by th e Offici*r-in-Charge; and all
books returned are to be handed to him for a similar
purpose.
6. Applications for books will be entertained.on Satur­
day mornings only. In all cases, where it is possible,
borrowers should apply in person.
7. Applications from country teachers will also be con­
sidered; but. these, if approved, shall be subject- to the
conditions stated in Rules 1 to 4. Teachers applying
under this Section should state the num ber of the book
required, and also the Section, as entered in th e catalogue.
Education..
SECTION "A.”
No. of
Book.
Title.
1
2
3 ,4
5 a-b.
6
7
S, 9
................
Art of Teaching, The
Arnolds, The (“ Great Educators ” )
Educational Eeformers, E ssays on
Frcebel, The Student’s
................
Froebel (“ Great- Educators ” )
Aims and Practice of Teaching ...
Kindergarten Guide
................
Author.
Salmon
F itch
Quick
W. H . Herford
Bowen
Spencer
Lois B ates
CIRCULAR.
[ J u l y , 1899-
SECTION “ A ”—continued.
No. of
Book.
Title.
Author.
Herbartian Principles of Teaching,
Introduction to
11,12 Lectures on Teaching
Psychology in th e Schoolroom ...
13
Psychology, Teacher’s Handbook of
14
15
Teaching and Organisation
................
School and Home Life
16
17 a-b. Special Reports on Educational
Subjects (Vols. II. and III.)
P sychology, Apjilication of to Edu­
18
cation
19
Secondary Education, Essays on ...
Letters and Lectures on Education
20
21
Physical Education...
22
Common Things
Drawing and D esigning ...
23
24
M usic for Pupil Teachers ...
25
M usical D rill for I n f a n t s ................
N atural Law in the Spiritual W orld
26
................
Man and H is Markets
27
28
Object Lessons
................
29 a-c. Object Lessons in Elem entary
Science (Vols. I.-III.)
30
S in gin g Class Book
31
Educational System s of Great
B ritain and Ireland
32
The State in its Eelation to Edu­
cation
33
Object Lesson Book—The Austra­
lian, P art I.
34N ew Methods in Education
10
Dodd
Fitch
D exter and Gorlick
Sully
P. A. B arnett
T. G. Booper
E nglish Education
Departm ent
H erbart (M ulliner)
Cookson
Herbart (Felkin)
Lennox and Sturrock
H assell
Leland
(Nelson & Sons)
A. Alexander
Drummond
L. W. Lyde
(Longman’s)
V incent T. Murclie
Stimpson
Balfour
H enry C rait
D. T. W iley
J. Liberty Tadd
H isto ry .
SECTION “ B.”
E nglish Men of A ctio n :—
Strafford
H. D. Traill
2
Warwick
0 . W . Oman
3
W o l f e ................
A. G. Bradley
4
Drake ...
Julian Corbett
5
Bodney
David Hannay
6
W arren H astings
Sir Alfred L yall
7
Dundonald
Hon. J. W. Fortescue
8
H enry the F ifth
A. J. Church
9
Havelock
Archibald Forbes
Peterbororgh ...
Wtu. Stebbing
10
E nglish Statesm en: 11
W illiam the Conqueror
| E. A. Freeman
12
Henry the Second
i Mrs. J. B. Green
13
Edward th e F irst
T. F . Tout
14
Henry the Seventh
Jas. Gairdner
15
Queen Elizabeth
E. F. B eesley
16
Oliver Cromwell
Frederic Harrison
17
W illiam th e Third
H. D. Traill
18
W alpole
John Morley
19
P itt
................
Lord Eosebery
20
Peel
................
J. E. Thursfield
21,31 English People, Short H istory of Green
(in one volume)
22 a-c. E nglish People, Short H istory of
Do.
(in 3 volumes, illustrated)
'2'Sa-j. England, H istory of, 1603-1642 Gardiner
(Volum es I.-X .)
24a-d. England, H istory of (Volumes I, II, M acaulay
I I I. and IV . in “ Life and Works
of Lord M acaulay ”)
25 a-l. England, H istory of, from th e F all 'Fronde
of W olsey to th e D efeat of the
Spanish Armada, i Vols. I.-X II.)
1
J
uly,
1899.]
TH E
EDUCATION
CIRCULAR.
9
S cien ce.
SECTION “ B ”— continued.
N o. of
Book.
Title.
SECTION “ E.”
Author.
England, A Student’s H istory of...
M odem England— Before .th e Eeform B ill ( “ The Story of the
N a tio n s” Series)
28-a-d. Eom e (Volum es I.-IV .)
................
29
Scotland— (“ The Story of the
Nations ” Series)
Australia and N ew Zealand, H is­
30
tory of
26
27
Gardiner
Ju stin M cCarthy
Gibbon
M ackintosh
Sutherland
C lassics, etc., M odern L an guages, L itera tu re, etc.
SECTION “ C.”
I
2
3 a-c.
Latin.—Composition—Bradley’s ...
V ia Latina ...
Caesar—D e B ello Gallico,
Books II., i n . and IV .
4
French.— H ernani ...
...
5
E ugenie Grandet
6
E n glish Language, T he
................
English Men of Letters—E dited b y
John Morley
1. Bacon
.............................
7
8
2. Cowper . ...
9
3. Defoe
10
4. Dryden
11
o. Hume
12
6. Gray
13
7. M ilton
.............................
................
14
8. W ordsworth'
15
9. Shelley
_16
10. Pope '
................
17 a-c. M acaulay’s Essays, Biographies,
etc., (Yols. V , V I., and V II. of
“ Life and W orks of Lord Ma­
.
caulay” )
18
Macaulay’s Speeches and Poems
(Y ol. Y III. of “ L ife and
W orks” )
19 a-b. M acaulay’s Life and L etters (Yols.
IX . and X . of “ Life and W orks” )
20
Esmond
21
Lycidas
...
...
................
22
H am let
..........................................
23
French.—Accidence and Syntax ...
24
Composition
25 ■M odem L anguage Exam iner
26,27 French.—Progressive Eeader I I . ...
28
English.—Deserted V illage
Arnold
Abbott
V ictor H ugo
H. de Balzac
Professor M eiklejohn
E. W . Church
Goldwin Sm ith
W . Minto
G-. Saintsbury
Professor H m dey
Edm und Gosse
Mark P attison
S’. W . H . Myers
J. H . Symonds •.
L eslie Stephen.
Thackers y
M ilton
Shakespeare
V ictor Spiers
Do.
E. A. Eowe
(M acmillan’s)
Goldsmith
No. of
Book.
Title.
1 ,2
3
Astronomy, Elem entary ................
Chemistry, Inorganic
................
Chemistry, Elem ents of ................
Dom estic E con om y...
G eology
..........................................
P hysiology for B e g in n e r s................
Physiography, Elem entary
P h ysical Geography, Elem entary
Physiography
.............................
P olitical Economy for B egin ners...
H ealth in th e House
................
4
5
6
.7
8
9
10
11
12
Author.
Lockyer
Eoscoe and H unt
Eem sen
J. C. Horobin
Geikie
Poster and Shore
Thornton
Geikie
H uxley
Mrs. F aw cett
C. M. Buckton
I n addition to the foregoing there is also a copy of The
Century Dictionary in eighteen volumes. The following
educational periodicals are received regularly and are
available for reference:—
The Education Gazette, South A ustralia.
The New South "Wales Educational Gazette.
The A ustralian Schoolmaster.
The Educational News.
The Educational Times.
The Schoolmaster.
The Schoolmistress.
The Jo u rn al of Education.
The Practical Teacher.
The Practical Teacher’s A rt Monthly.
The E ducational Review.
The Encyclopaedia B ritannica is under order, together
w ith several additional educational books. W hen these
are to hand, a notification will appear in the Circular.
T E A C H E R S ’ E X A M IN A T IO N .
A supplementary examination was held on the 24th
Ju n e in connection w ith the .examination which took
place in January last (see F ebruary Circular), with the
following re s u lts :—
B. C e r t i e i c a t e . W . D. Nicholson •
-P a ssed .
Frances Burgess.
C . C e r t if ic a t e .- - P a s s e d .
M ath em atics.
SECTION “ D.”
1
2
3
Algebra for Beginners
Algebra, Elem entary
................
Algebra, (Elem entary, Part I.) ...
4
Arithm etic
5
6
7
8
9
10 a-b.
11
12
...
...
................
E uclid
E uclid
..........................................
E iiclid
..........................................
M ensuration for Beginners
Trigonometry for Beginners
Arithm etic • Teacher’s Manual of
Algebra— Part I. ...
................
Art of Beckoning ...
................
Todhunter
H all & K night
( B l a c k i e ’s T e x t
Books)
Sonnenschein
and
N esb itt
Todhunter
P otts
H all & Stevens
Stevens
Todhunter
J. A. H artley
Colenso
Howard
Isabel M orton
John CuUigan
Stephen W allace
Eva Silvester
M ary Brobble
A lbert W illiams
M ary Hervey
John R. P arks
A ll the above are subject to an Inspector’s report on
Practical Skill.
T E A C H E R S’ A SSO C IA T IO N S.
E a stern D is tr ic t S ta te School T each ers’
A ssociation .
The annual m eeting of the above Association was held
in the Y ork State School, on Saturday, 20th May, at 11-30
a.m. Mr. R. Gamble, D istrict Inspector, presided.J^The
10
THE- EDIJCATION
teacliers present, representing th e various schools of the
district, were Misses Gough, Jeffries, Boyd, Ashe, Hill,
G-leeson, Pyke, Smith, Bourke (2), and Messrs. Palm er,
H albert, Riley, W ilson, Slater, P rv, Russell, O’Connor,
Lyngberg, H arm er, Lloyd, and Turvey. The Secretary
(Mr. P . J . Turvey) read the following annual report, which
was received with applause :—“ I have th e honour to place
before you the annual report of our proceedings during the
past year. This Association was inaugurated on 14th
May, 1898, when the following were elected as officers of
the Association :—R. Gamble (D istrict Inspector), P resi­
dent ; J. H . Riley, V ice-P resident; P . J. Turvey, Secretary
and T reasu rer; T. H albert, A u d ito r; Miss Gough and
Messrs. Banks and Slater, with the officers ex-officio, as a
committee. The membership fees then fixed w ere:—H ead
Teachers, 5 s .; Assistants, 2s. 6d., P upil Teachers being
admitted free. Since th en the fee for Provisional H ead
Teachers has been reduced to 2s. 6d. D uring the year
five Association meetings have been held a t the
various centres—N ortham , York, and Newcastle. A t
the first meeting it was decided to hold th e meetings
bi-moDthly, b u t th is has since been altered to quar­
terly. N ineteen members have been enrolled during the
year. The balance sheet, as placed before you, shows a
credit balance of <£1 19s. 8d. I t was decided to affiliate
with the P erth Executive; but owing to th e exorbitant
initiation fee demanded, this association was unfavourable
to affiliating at present. The object of th is Association has
been to encourage a kindly feeling amongst the teachers,
and to promote the interests of education by model
lessons, papers, debates, and lectures. D uring the past
year the model lessons given were : ‘ Phonic Reading for
Infants,’ by Mr. R iley ; ‘ Tonic Sol-fa of Music,’ by Mr.
S later; ‘ M anual W o rk ’ (carpentry), by Mr. R ussell;
‘ Clay Modelling,’ by Mr. Riley.
The papers were :
‘ K indergarten W ork for In fan ts,’ by Miss Gough ; and
‘ Scale D raw ing and Physical Geography for Lower
Standards,’ by’Mr. Dobson. Lectures on A rithm etic and
Geography were also given by Mr. Gamble. The interest
manifested by the members, and the attendance a t these
meetings, is sufficient to prove th a t th is Association has
been successful in its aim. Exhibition of Copy Books,
Transcription, and D ictation Books from district schools
have been held on two occasions, and excellent examples of
K indergarten work were procured at different times by
Mr. Gamble, to whom the thanks of th is Association are
due. The Association has, since its inauguration, worked
in hai-mony with the D epartm ent, and on no occasion has
any concession been requested or any petty grievances
brought forw ard by th is Association.” A fter th e Secretary
had read th e annual report, th e P resident remarked th at
th e success of the Association was due in a g reat measure
to the energy Mr. Turvey liad displayed in its in­
terests as Secretary, and he had m uch pleasure in
conveying to him the unanimous vote of thanks
accorded by the members. The election of officers then
took place with the following re su lt:—President, Mr. R.
Gamble (re-elected); V ice-President, Mr. .J. H . Riley
(re-elected) ; Secretary and Treasurer, Mr. P . J . Turvey
(re-elected); A uditor, Mr. T. G. H albert (re-elected);
Committee, Messrs. Palm er, Slater, and Russell. The
President then briefly addressed the members. I t was
decided to reduce th e annual subscription to one shilling.
CIRCULAR.
[ J uly,
1899.
Mr. Palm er read a paper on “ H istory,” after which the
visitors were entertained at lunch by the York staff.
A fter the adjournm ent for lunch, Mr. T. H albert, of
Meckering, read a paper on “ Contracted M ultiplication and
Decimalisation of Money,” his methods being demonstrated
on the blackboard, as was also a method suggested by a
member (Mr. W ilson). Votes of thanks were passed to
Mr. H albert for his paper, and to Mr. W ilson for his
enunciation of a principle of decimalisation of money.
Then followed the debate on writing. Mr. Riley, for the
sake of argum ent, opened the debate in favour of the
sloping system. H is objections to the upright system
were th a t there was in it a great inclination to backhand,
th a t the junctions are not formed properly, and th a t the
w riting does not adm it of analysis. A t the conclusion of
his speech he read the rem arks on w riting made by the
Inspector General in his reply to the deputation of teachers
from th e E aster Conference. Mr. H albert then spoke in
favour of the upright system. The position of the pupil,
he thought, was a natu ral position, and did not adm it of
any cramp, as the sloping position undoubtedly did. H e
thought there was as great a tendency, in the sloping system,
to slant too much as there was for upright w riting
to slant a little, and th a t the joining was as definite in
one system as another. A vote was then taken, and it
was found th a t the opinion of the teachers present was
decidedly in favour of a sem i-upright system. The
President (Mr. Gamble) read several quotations from the
“ Practical T eacher” on how to arrange a plan or map to
scale, on collective answering, how to deal -with problems,
especially in the infant classes, and on the benefits of
establishing a library and museum at the school. H e
advised all teachers to become subscribers to this m ost
valuable educational journal. A t the next meeting, which
will be held in Newcastle in A ugust, Mr. Russell will give
an object lesson, Miss H ill a paper on “ Sewing,” and Mr.
Riley a lesson on finding the cubic contents of a rectangular
prismoid. The meeting term inated with a vote of thanks
to the York teachers for the repast they had prepared for
the visitors.
South.-W estern S. S. T each ers’ A ssociation .
The first meeting of this Association was held on
Saturday, 24th June, a t 10 a.m., at the B unbury School.
M r. Paisley occupied the chair, and fourteen teachers were
present. A set of rules, as drafted, was adopted. The
election of officers resulted as follows:—President, Mr.
Inspector McCollum ; Vice-President, Mr. P a isle y ; Secre­
tary and Treasurer, Mr. Loveridge ; Committee, the P resi­
dent, Vice-President, Secretary,Messrs. Schneider and Blair,
Miss Mews, and Mrs. McAliece. I t was resolved th a t Mr.
Inspector McCollum be asked to address the Association
at the next m eetin g ; Mr. Schneider was also asked to
contribute a paper. The. teachers were entertained at
afternoon tea by M r. and Mrs. Paisley,
G eraldton Branch., W .A . S. S. T eachers’ U nion.
A meeting of the newly-formed Geraldton Branch of the
W .A. State School Teachers’ Union was held in the
G eraldton School on June 11, when there were present:—■
Misses Burgess, McKay, and Douglas, and Messrs. Storey
(in the chair), . Kenafick, Green, Cross, Brown, and
J
uly,
TH E
1899.]
EDUCATION
W illiam s (Secretary). I n accordance witli Ms promise
made a t the previous meeting, Mr. Storey brought; forward
a paper on “ The Decimal System, in our Schools.” The
next meeting of th e Association was fixed for the second
Saturday in July, when Mr. Kenafick, of Moonyonooka
School, was to read a paper on “ P ure Geometry on its
application to Surface and Cubical M easurements.” The
Secretary was instructed to w rite to Mr. Inspector R obert­
son, and* invite him, on behalf of th e Association, to visit
Geraldton, and deliver a lecture on th e new Syllabus or
any p art of it.
Southern D is tr ic ts T each ers’ A ssociation .
Mr. A. M. Lyngberg writes th a t an Association, bearing
the above title, was form ed a t W agin, on Saturday, June
10, and th e next m eeting has been fixed for September 9.
D is tr ic t Boards, etc.
Bulong School Committee.—The following have been
appointed as the Committee of School M anagem ent for
the Bulong d is tric t:—Mrs. R. C. Jones, Mrs. J. Nicholas,
Mr. Thos. Furlong, Mr. E . E. Schroeder, D r. J. Moffitt.
SCHOOL E N T E R T A IN M E N T S .
C a n n in g M il l s S c h o o l .— H e a d T each er, M r. L. J. W .
B utler.
A Penny Concert was held in th is school on Friday,
22nd June, to provide funds for the purchase of m aterials
for school decoration. The items were contributed entirely
by the children. The proceeds am ounted to JJ1 2s. 4d.,
which, w ith the exception of 2s. lOd. in hand, has been
expended in purchasing material.
, M e n z ie s S c h o o l .—H ead Teacher, M r. H . Thomas.
A concert in aid of th e Piano F u n d of this school was
held in th e Maori Hall, on June 19, and judging by the
laudatory account of the proceedings published in the
North Coolgardie Herald, it was an unqualified success.
The fund now stands in a very satisfactory condition. The
receipts am ount to <£56 4s. lf d ., made up as follows
Subscriptions from parents and friends, ,£29 7s. l f d . ;
gross proceeds .of concert, .£26 17s. From th is to tal m ust
be deducted th e expenses, am ounting to ,£4 6s.
B u s s e l t o n S c h o o l . —H ead Teacher, Mr. E . Kershaw.
B y A u th ority:
R
ic h a r d
P
ether
CIRCULAR.
11
A school concert was held in the W eld Institute, on
Friday, 7th instant. The receipts amounted to ,£10 16s.,
and the expenses to £ 3 -3s. 10d., leaving a balance of
£ 7 12s. 2d. for the prize fund.
B a l in g u p S c h o o l .—Teacher, Miss McGuckin.
School concert, held on M ay 11. Receipts, =£9 1 0s.;
ren t of hall, 1 0s.; refreshm ents for supper, =£1 1 0s.; other
expenses, £ 2 ; prizes, £ 3 10s. ; printing, £1 Is. 4d.,
leaving a balance of 18s. 8d., which was devoted to a treat
for the children on July 12.
STOCK N O T E S.
A doubt still seems to exist m the minds .of some
teachers as to w hat forms are to be forwarded in connection
with the annual requisition. The necessary forms will be
supplied to the schools ju st prior to their examinations,
and teachers should send in the requisition form in
duplicate, b u t the F urniture R eturn and Application to
W rite-off Stock singly. The balance in hand column on
the requisition form m ust be filled in, otherwise the form
will be returned to the teacher, and delay will be
experienced in the receipit of the stock. I t would perhaps
save correspondence if teachers would also send in a return,
showing the num ber of children in each class, as it could
then be seen a t once if the am ount of stock asked for by
the teacher was w airanted.
A supply of K indergarten Gifts, I. and II., is now ready
for issue. As the large size boxes of G ift I. have been
obtained, teachers may apply for same to the extent of one
box for every six children. Only teachers’ boxes of G ift II.
are as yet in stock, so th a t only one box will be supplied
to each school. A further supply of children’s boxes of
G ift m . and IV ., Paper-folding, Babies’ Card M ats, and
W eaving Fram es is now available, so th a t teachers who
were unable to obtain these before can do so now, on
application.
The M anual Training Classes, under Mr. Storer, have
made some boxes of Sonnenschein’s slaves, for use in the
schools. The Department, is prepared to consider applica­
tions for these from the larger schools, which have not a
box already.
Quadrille-ruled Exercise Books have beeti reduced in
price from 4d. to 2d. each. Teachers are requested to note
this on their price list of books for sale.
,
Government Printei-, Perth.
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
No. 2.]
A U G U ST,
1899.
[Vol. II.
A P P O IN T M E N T S , T R A N S F E R S , ETC.
Name.
'Richardson, Geo. J.
Rogers, Annie M.
Harkness, Jane B.
W arthwyke, Harold G.
Kershaw, Maud A.
Parsons (B.A.), Joseph..
Lee, I d a ................
Dodd, Juliana ...
Barnes, Thos. TV.
Am ies, Sarah A. ...
Cowden, B rooke...
Quinn, A gnes I __
Brown, Catherine
McKeown, Annie B.
Office.
Classification.
H.T.
H.T.
H.T., on probation
H.T.
H.T.
Asst.
A.
A.
A., on supply
A., on supply
P.T.
S.M. '
S.M.
S.M.
Cl
Scliool.
Chidlow's W ell
Northampton
Greenough, North
Bibi'a Lake ...
W o n n eru p * ...
P erth Boys’ ...
K algoorlie In fants’
Boulder In fants’
E ast Perth ...
E ast Perth ...
Albany
Strawberry ...
Boranup
Armadale
Cl
ci
A3
C l, prov.
B2, temp.
B2, prov.
4th Class
Salary per
£
s. d.
125
0 0
80
0 0
80
0 0
90
0 0
As per B egs.
160
0
0
70
100
150
100
20
12
12
12
* Be-opened.
R E L IG IO U S IN S T R U C T IO N .
I n the reprint of certain portions of the Circulars given
in last m onth’s issue, the reprint on Religious In struction
from Circular No. 6 was wrong in one im portant particular.
The last two sentences dealt w ith the general religious
instruction given by the teachers in th e schools, and by an
error in transcription it was made to appear th a t they
applied to the special religious instruction dealt with in the
preceding portion of th e paragraph. W ithout the general
instruction given by the teachers a large num ber of the
children would, through the absence of other special
instruction, grow up without a knowledge of th e B ib le;
and apart from the religious and moral reasons for teach­
ing it, no person can be considered educated who does not
know this oldest and greatest of books.
M A N U A L T R A IN IN G CLASS FO R T E A C H E R S.
The M anual Training In stru cto r has started classes for
teachers, b u t the small num ber who have a t present joined
make it impossible for th e D epartm ent to go to any expense
in the m atter. Mr. Storer has up to the present taken
these classes without pay, b u t of course cannot do so for
any longer period. Teachers should certainly not lose this
opportunity of obtaining instruction in the use of tools, as
i t would be very helpful to them in th eir school work.
The D epartm ent would be very glad to see such a class
started, and in the event of it coming into operation would
endeavour to devise some certificate. Teachers wishing to
join should send in their names to the D epartm ent at
once.
R E G IS T R A T IO N (R e g s. 8 9 and 9 0 .)
The Inspectors’ Reports have once or twice lately shown
th a t teachers are careless in m arking exactly to time and
totalling their Registers. Blanks have been found in the
Register a t 10 and 11 o’clock in the m orning in one
or two cases. Such carelessness is a very grave m atter,
and would have to be dealt with very seriously if it was
found to recur.
The D epartm ent cannot impress too
strongly upon teachers the absolute necessity of perfect
accuracy in so im portant a m atter as registration.
LOCAL G EO G R A PH Y .
The E d itor would like to remind teachers of the request
made in these columns some tim e ago, th a t they should
prepare a concise description of the district surrounding
their schools, and forward same to the D epartm ent, in
order th a t a series of Local Geography Notes m ight be
published in the Circular. These need be notes only. The
physical features should be dwelt upon, heights of hills
14
TH E
EDUCATION
stated ; an account of flora and fauna m iglit be given, and
anything noteworthy in the history of the district, as in
the case of an early settlem ent like Busselton, Augusta, or
Northam pton.
A D M IS S IO N OP C H IL D R E N .
As the ages four to 16 110 longer appear in the Regulations,
teachers will w ant some guidance as to the age a t which
they may adm it children to the school and p l a c e them on
th e roll. The age of compulsion is from six to 14, but the
D epartm ent has no objection, if the parents wish their
children to be instructed during the years three to six, to
have them placed on the roll and instructed in the ordinary
■way. Teachers will find th a t the younger children w i ll ,
probably, get on m uch more quickly than those who go to
school late. No child under three can be adm itted to any
school, and in schools where there is no separate infants’
division it would be undesirable to adm it children below
four years of age.
SC H O L A R S’ F R E E R A IL W A Y T IC K E T S.
Some teachers when sending in to the D epartm ent
applications for scholars’ free railway tickets seem to be in
doubt as to w hat is meant by the school term . This, as
fa r as these tickets are concerned, is the period between
vacation and vacation. The applications should therefore
date from the day the ticket is required to the beginning of
th e next ensuing vacation.
B R U S H D R A W IN G .
Besides the very valuable book on the above subject by
Y aughan (copies of which are lent by the D epartm ent to
teachers m aking the necessary application), a book on this
subject by M arion H udson, published by 0 . Newmann and
Co., and obtainable through E. S. W igg and Son., will be
found of great assistance to teachers.
G EO G R A PH Y F O R S T A N D A R D I I .
Many teachers find great difficulty in teaching the
geography of the neighbourhood w ithin 10 miles. There
certainly will be differences as to what is advisable in
different localities. I n small country schools in many
parts of the colony the physical features w ithin 10 miles
are very few, and the drawing of a m ap by th e children
themselves from rough measurem ent and observation will
be a very simple m atter, as far as the neighbourhood of the
school is concerned. In such cases the map should be built
u p by the teacher on the blackboard by th e aid of the
contributions of the children living on the different farm s
around. E ach child, should be encouraged to define the
correct distance and 'direction of his own home, and when
these points have been fixed upon the board, th e roads and
any physical features can be dealt with. Of course the
teacher should himself be able to correct the children's
distances ; and u n til he has some fairly accurate notion of
th e direction and distances of all the settlem ents the lesson
should not be given. The m ain point, however, to be
remembered is th a t th e m ap or plan is not to be a mere
rough drawing by the teacher literally copied by the pupils,
b u t it should be made to grow from the children’s own
information.
CIRCULAR.
[ A u g u s t , ]8 9 9 .
I n the Regulations teachers are advised to get maps
from the Lands Department, and so get the true direction
of settlement. This is for corrective purposes, and th e
Lands D epartm ent maps are not, as a rule, to be employed
to show the childreu. In the June Circular a teacher gave
some excellent practical hints for drawing a good reference
m ap from these plans. The map, once drawn, will of course
remain with the teacher, b u t year by year, as a fresh class
has to be taught, the same method ought to be used for
eliciting from the individual scholars their notions of the
local geography.
In many bush schools the 10-mile radius furnishes
very little for a map. This is not, however, the case
in m ost of the town schools, and consequently where
there are very many more details which can be.
obtained, the teacher has to begin to consider what
ought to be left out. In the P erth district, for example,
the 10-mile radius is fidl of local interest.
There
are all the bends of the Swan River, the sea, the
hills, the harbour, and the suburbs of Perth. I t is obvious,
therefore, th a t an entirely different set of lessons from
those used in small bush places will really be wanted. I t
is not intended th a t the teacher should get a map which
gives the bends of the Swan, the main roads, railways,
hills, etc., and then ju st let the children draw from it.
This is not m aking a sketch plan from observation, nor
getting them to observe or make any rough measurements,
The rough measurement in the case of the town or sub­
urban school, will, of- course, have to be applied only to
the immediate neighbourhood of the school and homes.
In these cases various sets of plans will have to be drawn.
One plan, for example, m ust give the school and play­
ground really measured to scale. A nother plan should be
b u ilt up as fa r as possible .by the children, giving their
own homes and the streets in which they lie ; and then by
pacing, or some other rough form of measurement, ai-riving
a t the distance and direction from the school. I n this way a
suificiently accurate plan of the streets and neighbourhood
could be obtained and corrected by the teacher.
Eor a wider knowledge of the 10-mile area all these
details are of course not wanted, and cannot be given in
the same way by observation. There is, however, hardly
a child in the P e rth district who will not know, from
picnics or other excursions, something of the ma.in curves
of the Swan. They should all know the direction roughly
of Guildford or Frem antle, the line of the D arling Ranges,
and the positions of the principal suburbs. I t is still
necessary th at, as far as possible, the children should be
tau g h t to observe for themselves the m ain lines of the
geography round them. Possibly in P erth itself there are
m any children' who have not been to the P e rth Park, and
have not studied, as they can there, the lines of the siu-rounding country, from the boldest hill th a t they, can see
for some distance round. The fact of their learning about
it in school will probably lead them to go ; and in any case
will give them an added interest in its appearance when
they see it from the town. I n the m etropolitan district
almost all children can learn from observation the simple
geographical term s required by the i-egulations.
There will of course be an intermediate class of schools
between the big city schools and the small bush schools,
such as those situated in country towns. For these some
£ i- ■
A
u gust,
1899.]
TH E
EDUCATION
kind of m ixture between the two methods mentioned above
will be wanted. The teacher could deal w ith the main lines
of street, the children's homes, and then w hat physical
features there are ui th e surrounding district. U nfortu­
nately the colony is singularly deficient in bold physical
features,- and consequently the teaching of geography by
observation is more th an usually difficult. I t cannot, how­
ever, be too m uch impressed upon th e teachers th a t the real
importance of the system laid down in the R egulations is
observation bv th e children.
In some suburban schools very fair maps of the mam
features of the district, say from Guildford to Frem antle,
have been drawn by the children, b u t when asked to place in
position some quite local and special feature they have failed
to do so. A t Belmont, for example, th e children m ight be
able to give a rough sketch of the 10 miles, with a good
m any of the im portant features, aud yet be quite unable to
place upon the map, when asked, their own homes, or the
Ascot racecourse. Similarly, a Claremont child m ight be
unable to give the rough distance of the K arrak atta cerneta-ry from the school; Any such failure to answer would
seem to show th a t there had been too much teaching and
too little of the child’s own effort to observe and understand.
The question of scale seems curiously enough a very
difficult one to many teachers. They appear to th in k th a t
even the simple measurements of a plan of the room for
Standard I., is too hard a task for the children. This is
by no means the case, as in many countries, and th a t not
excluding parts of A ustralia, large num bers of the
children, in quite the in fan t classes, can correctly draw
their own room to scale. There are many ways of attaining
this ; a child may pace the room and so get a rough id e a :
the teacher may also pace the ro o m ; it is best of all, of course,
to accurately measure the room with a foot- rule or tape.
Squared slates may then be used which would take two
feet (or one pace) to the square, or whatever scale the
teacher thinks will best suit the size of th e slate. Of course
it is better to use scaled rulers than the rough method of
the squares, and a really accurate scale can’ only be
obtained in this way. In many plans the relative sizes of
door, windows, cupboard, desks, etc., are so imperfectly
set down th a t it is evident th a t little observation and
no real measurement has been employed. Smilarly the
whole school and playground can very easily be roughly
paced and p u t on to another plan. Too often thq school is
shown much too large for the playground when the plan is
subm itted to the In sp ecto r: and again, in showing the
neighbourhood of the school, th e latter often appears as a
large coloured object in the middle of the plan, entirely
out of proportion, and gives the children completely false
ideas of the relative sizes of the playground, and the fields,
farm s, settlements, or roads round about. Absolute accu­
racy is not asked for, but the whole idea of the Regulations
is to teach the children, as fa r as possible, w hat the mean­
ing of. scale and size is, and to teach them how, beginning
a t the large scale of things as they see them , to continually
re luce them in order to arrive at- the scale of their globes.
LOCAL G E O G R A PH Y N O T E S.
Denm ark.
The D enm ark D istrict is situated in the South-W estern
Division of the colony, about 40 miles westward from
Albany. Through it runs the Denm ark River, which
CIRCULAR.
15/
empties into W ilson’s In le t^ n Q ^ M sIM
dnneets
■with Ratcliife Bay. The riv e7 l?~ ar« l« g g islr^ream , w ith
no remarkable features. Towards its m outh it broadens
out to a width of about two chains, and has a depth of
from 12 to 14 feet. The In let is a long, oval-shaped
stretch of water, running almost parallel with the sea
coast. I t is about 4-5 miles round, b u t is not more th an
four miles across in the widest, part. Originally the In let
was an arm of the sea, b u t the sand has silted up across
its narrow neck, and, except in the winter months when the
water forces a passage outwards through the sand, it is
practically a lake. An additional factor towards this end
is found in the rising coast, an action which is clearly
dem onstrated by the water-worn caves on the west of the
entrance now high above the sea level.
"
The country is hilly, though as a rule the undulations
are fairly even. The only eminence of any note is Mt.
Hallowell, situated about eight- miles to the west of the
village of Denm ark. This village lies on the rig h t bank of
the river, abi.ut a mile from its mouth. The population
numbers about 800, all of whom are dependent on the
tim ber trade. A railway line, the property of the 'Mill
Company, runs from D enm ark to Torbay Junction, where
it connects with the G reat Southern railway. This line,
though serving the needs of the people, is used principally
for the carriage of the tim ber from the Mill to Albany.
N ear the coast the hills are clothed with a short, stunted
herbage, of a greenish brown colour, b u t inland this
shrubbery gives place to the tim ber on which the pros­
perity of the district is based. K arri is the principal
tim ber, b u t jarrali, red gum, banksia, etc., grow in the
neighbourhood, while the essentially typical vegetation of
W estern A ustralia—the blackboy and the Zamia palm —
are plentiful in the locality.
The tim ber industry is the reason of the existence of
D enm ark as a settlement, and it is an industry of great
importance. There are three mills in full working order
situated on the western bank of the Denmark River, -with a
combined motive power of 750h.p. Some 400 men are
employed by the company, and 160 horses and 100 bullocks
are used for haulage purposes. Over 10 miles of tram ­
ways have been ru n into the forest for the purpose of
conveying logs to the mills, and more tramways are in
course of construction. The output of the mills, when all
are running, amounts to about 750 loads per week. [A
load of tim ber is 600 superficial feet-.—E d .] W ith the
exception of the comparatively small local demand, all the
tim ber is exported to England, the continent of Europe,
America, South Africa, and India. The shipping port is
Albany. As showing the value of the industry, it may be
mentioned th a t the total output- o f ' the company for the
years 1897 and 1898 amounted to 72,000,000 superficial
feet of sawn tim ber, besides piles and hewn timber.
T H E T E A C H IN G OF G E O G R A PH IC A L T E R M S .
Geographical term s represent ideas which cannot be
correctly or intelligently formed without th e objects
referred to being actually seen. The class may be able to
give definitions glibly enough, and yet not be in possession
of the corresponding ideas. Good pictures and models are
the best substitute for the actual things, and should be
freely used.
16
TH E
EDUCATION
Along w ith the picture and description of the thing
should come the conventional representation of it on the
map, so th a t each lesson should give the pupils an increased,
power of interpreting a physical map. Any suitable
physical feature of the district should, be freely referred, to
fo r illustration, however imperfectly it may represent the
type of feature under consideration.
A large wooden tray and a few handfuls of sand will do
much to help in these lessons. I t may be used in such a
way as to help materially in giving intelligent conceptions
of such features as hills, m ountain chains, and p e a ts, bays,
capes, and islands. Im aginary landscapes should be con­
structed in sand by the children, and th e practical hand­
work involved • in so doing will fix interest and attention.
W henever such a landscape has been modelled, the map of
it should be draw n on the blackboard, so th a t increasing
fam iliarity w ith the meaning of a physical map may be
given. A model in clay is easily constructed, and is also
more jiermanent, so th a t it can be used for several succes­
sive lessons. I f the district presents any marked physical
features th e teacher will find it of great service to construct
a rough model of the district itself. Many teachers use a
model of th is kind—a somewhat exaggerated relief map,
which forms a useful transition step to the flat paper map.
Small objects may be fixed in th e clay to represent houses,
trees, etc., on an exaggerated scale, and when dry the whole
can be roughly coloured in tin ts somewhat approaching those
of nature.
Children take great interest in such models, especially
when allowed to assist in their construction, and anything
-which excites interest is of the highest value in school
work. Some teachers have caused a very lasting impression
of a volcano, for example, by embedding in the sand model
of a hill a small cone of dam p gunpowder, and then setting
fire to it. The eruption which resulted was, if not strictly
in accordance with the laws of volcanic action, a great deal
more valuable for teaching purposes th an an hour’s talk to
a young class. Others have illustrated th e phenomena of
rivers and watersheds by pouring an artificial rainfall from
a watering pot over the prepared clay model. The rivers
behaved in a more n atu ral way th a n the volcano referred
to, and the experiment was entirely on th e rig h t lines for
m ental teaching.
In teaching the meaning of geographical terms, it is of
much importance to show the relation of one set of features
to another. A n island should be tho u g h t of as the top of
a partially submerged hill, a lake as a dammed-up river,
and so on. The teacher can use a clay model and a small
quantity of w ater to illustrate such facts in a practical way.
A nd even w ith a young class some notion may thus be
given of the action by which the physical features have
been formed, such as th e way in which rivers form valleys,
or form islands at their m ouths, and th e way in which
islands are affected by a gradual rising or sinking of the
land in any district. F o r in teaching geographical defini­
tions, as in teaching everything else, it is only by going a
good deal wider than his actual subject th a t the teacher
can give an intelligent view of th a t subject. Doing good
work up to any prescribed lim it always implies going be­
yond th a t limit. W e m ust aim above our m ark in order
to h it it.
CIRCULAR.
[A
u g u st,
1899.
The way in which mountains and rivers are related may
be shown experimentally on the clay model, as already
mentioned. The same point may be impressed by the use
of the blackboard. The teacher may draw the m ap of an
im aginary or real island or district, and m ark on it all the
im portant watersheds and hills. The pupils may then be
required to p u t in the rivers which would probably be found
there in their correct j>ositions as regards these watersheds
and coast line. Or the exercise m ay be reversed. The
teacher may draw the rivers flowing in various directions,
and require the class to show the position of the w ater­
sheds. W hen these exercises have been done, the probable
position of seaports, and of lines of railway connecting
these with other towns marked in the valleys, may be put
in by the pupils, having regard to the slopes roughly indi­
cated by the m ap.— (Practical Teacher).
N O T E S OP A L E SSO N O N T H E V IN E L E A F .
Class I I I . or Standard I.
To cultivate love of nature and powers
of observation.
1. Blackboard and Accessories.
2. Slates and Pencils.
3. Collection of Y ine leaves (one for eacli
child) and specimens of other kinds
of leaves.
4. A sm all microscope, if possible.
5. A picture of th e Grape Yine.
C l a s s ...
A im
A ppa ra tu s
Method.
I. I
n t r o d u c t io n
The Grape Y ine
A Climber
The FruitThe Nodes
II.
L
D
e s c r ip t io n
of
ea f.
1. Shape of leaf.
2. Serrated Edge.
Show a picture of the V ine, or if th a t is
not procurable draw a rough sketch of
a branch on th e blackboard.
E licit th a t the Y ine is a clim bing plant.
P oin t out th e tendrils. Ask for other
climbers.
Consider briefly th e fruit— grapes—how
acceptable in summer.
Lead the class to observe th e joints.
W hat spring from th e joints ? The
leaves.
These joints are called nodes.
D istribute specimens of Y ine leaves to the
class, and allow the children to handle
and exam ine them.
D irect attention to the shape of th e leaf.
Divided into five parts.
Compare w ith other leaves.
Make th e children count the parts—
Divided into five pieces (like our-hand).
Draw a sketch of the leaf on th e board,
and le t th e children im itate on their
slates, or draw round th e real leaf on
their slates.
Connect the live points by lines.
How many sides has the figure now drawn ?
How many corners ?
Compare with other leaves.
N ext ask the children to examine th e edge
of the leaf.
W hat do you notice ? Jagged edge.
Liken to th e teeth of a saw.
Compare w ith other leaves.
A
u gust,
TH E
1 8 9 9 .]
EDUCATION
NO TES OP A LESSO N ON T H E Y IN E L E A F — continued.
Method.
M a tte r.
3. Surface of lea f.
Rough'surface on
oue side. Smooth
on th e other
4. Is a net-veined
leaf
T he function of Yeins
5. The Pores
...
6. Colour. B right
green
7. Leaf falls off
every year ...
H I.
R
T ell th e children to draw th eir fingers
along the surface of th e lea f under and
over.
W hat do you find ? A rough surface on
one side. Smooth on th e other.
(This is not so in all Y ine leaves.)
Compare w ith other leaves.
W hat do you see on th e leaf ?
L ines going in all directions.
P oint out th a t all come from central line.
Show a parallel-veined leaf and compare.
The teacher here m igh t draw samples of
net-veined and parallel-veined leaves,
e.g., th e Belladonna L ily or Orchid leaf.
T ell the children these lines are called
veins.
Do you know any other kind of veins ?—.
Our own veins.
W hat do our veins carry ?
The veins of a plant are for a sim ilar
purpose.
T ell th at plants breathe through little
holes on th e under side of the leaves.
Introduce th e microscope. (This m ay be
done a t a separate lesson.)
L et children notice th e little holes in the
leaf. T ell their name—Pores.
W liat happens to a leaf if kept in a close
room ?— I t dies.
Lead th e children to see th at th is is from
lack of air to breathe.
Compare with evergreens.
Show children a collection of several kinds
of leaves.
H ow easy i t is to detect th e fresh green
of th e Vine.
Is th e Y ine leaf always green ?
No, in autum n it is brown, yellow, or
pui-ple.
Name a tree which never loses all its
leaves.—■G-um-tree.
This is called an evergreen.
The Y ine is not an evergreen.
e c a p it u l a t io n
B lackbo ard
Sketch.
The joints of the plant are called nodes.
Leaves spring out at nodes.
A leaf is divided into five pieces.
Drawings of net-veined leaf, and a parallelveined leaf, e.g., L ily leaf.
A plant breathes through pores.
B E A R IN G A T SCHOOL.
Mr. E . E . Schroeder contributes an article on the above
subject to the Ju ly Australasian Schoolmaster, an d in sup­
po rt of liis case quotes, amongst others, th e following
arg u m en ts:—
A good position of th e child a t the desk is conducive to
its health.
I t is p art duty of the school—and as such every teacher
should regard it—to help bring up a generation ’which is fit
fo r th e performance of the work devolving upon it. F or this
purpose we should insist upon a good position of the
children, all the more so because writers t o . the papers
CIRCULAR.
17
occasionally ascribe the cause of defects of the children to
the school. Especially was this the case when a few years
ago a medical gentleman sought to show the connection of
some children’s shortsightedness with the construction and
other features of our schools [South A ustralia.—E d .].
Guillaume’s and V arentrapp’s researches have shown th a t
from 80 to 90 per cent, of abnorm al spinal curves in
G-ennany are due to bad positions in school, and th a t 85
per cent, of these consist in deflections to the right of the
vertebral column, due, it is said, to the awkward position
of the children a t writing.
W e should insist th a t the children’s bodies are erect yet
not touch the desk with the b re a st; the head should be
bent forw ard a little ; one arm should rest fully on the
desk, the other (right) nearly up to the elbow; care should
be taken th a t when w riting on the bottom lines the books
should be moved higher up, not the arm lower dow n; th a t
the soles of the feet rest fully on the floor; and th a t the
distance of the eyes from the writing be not less th an
1 3 | inches.
A t reading, too, a good jjosition should be observed.
W e should not allow children to hold the print nearer
th an 12 inches, or fu rther from the eyes th a n 13f
inches, because this is the correct visual distance.
Short-sighted children should be given a place nearest the
blackboard, and the best position in the school as regards
lig h t should be reserved for them. W e should see th a t
our aids to teaching are clear and distinct, and th a t our
blackboard w riting be not hieroglyphic,' b u t bold and
legible for the weakest eyes. I f all these desiderata are
duly attended to, then we contribute a great deal towards
the health of the children, and keep off the complaints
which are sometimes made. B ut the measures for securing
a good bodily position during lessons have not- yet been
exhausted. L et us consider how tiresome and fatiguing
it is for a child to sit for hours in one ])Osition. The
circulation of tbe blood is impeded and certain groups of
muscle will necessarily slacken. I n this way it becomes
very difficult, and in the end impossible, to m aintain a good
position. Something else m ust be done, or the very objectwhich we seek to obtain will be defeated. I t is necessary
th a t the children should be given opportunities a t intervals
to stretch their limbs to promote circulation. W ith th a t
object in view it is not enough for the children to stand
when giving answers, or to stand as a class upon the call
of the teacher when he notices a slackening in the class ;
but it is desirable to devote a few m inutes a t the change of
lessons to the best advantage.
SCHOOL D IS C IP L IN E .
. The Rev. R. H. Quick delivered a lecture on the above
subject to the Brighton Branch of the Teachers’ G uild on
February 14, 1889, and a reprint of same appears in the
Education Gazette, South A ustralia, for the m onth of
July. The following extracts would seem to summarise
the principal points :—
“ If any case of impertinence or insubordination arises, I
know of no better method th an th a t suggested by Mr.
A rth u r Sidgwick, in his admirable lecture on ‘Form
Discipline.’ Suppress all sign of emotion, and sternly
summon the offender to your desk. W hen he is standing
before you like a culprit, ask him w hat he said or did th a t
18
TH E
EDUCATION
for. The great probability is he will hang his head and
give no answer. You can th en tell him to come to yon
after school, and in th e absence of his comrades you will
find he is entirely a t your mercy.”
“ I t is often said, ‘ There is no rule w ithout an exception,’
b u t I can hardly imagine an exception to th e rule I am
about to s ta te : ‘ Never threaten.’ Inexperienced teachers
are apt to think they should w arn their pupils not to do
this or th a t, and th a t if they do th is or th a t punishm ent
will be inflicted. This is a great mistake.”
“ The great thing to feel oneself and to let one’s pupils
feel is th a t one has a much greater reserve of force than
will be required. This feeling of power is lessened when
th e m aster is pledged to a certain line of action ; he m ust
therefore be careful to keep his hands free. W hen it
becomes necessary to punish, the punishm ent should not
be given on the spot, but should be settled after the m aster
has had tim e for reflection.”
“ I have got now into the subject of punishm ent, and
punishm ents are sometimes necessary for discipline; b u t
they are not always necessary. On th e other hand, when
punishm ents are often inflicted it is quite certaiu th a t the
discipline is bad.”
“ N o w .it may seem tolerably obvious, yet it is worth
more consideration, perhaps, th an we give it, th a t the
gravity of an offence does not depend on th e inconvenience
it occasions the m aster.”
“ I f ‘Don’t set the punishm ent on the s p o t’ is a good
rule generally, it is especially valuable when the punish­
ment is set w ith th e cane. F o r caning is like h a n g in g ;
you m ustn’t be in a hurry, for you can’t rem it the penalty
afterwards. As for punishing for trifles I should say,
avoid it as much as possible: b u t it can’t always be avoided.
One thing, however, can be avoided, and th a t is, thinking
or speaking of trifling offences which cause annoyance to
the teachers as if they were offences against the laws of
G-od. About trifles the teacher should keep cheerful and
good-tempered, even in punishing. I have known a teacher
punish for trifles w ith the air of a person playing a game of
forfeits. This is far better th a n showing displeasure. The
teacher’s displeasure should be kej)t for serious occasions.”
“ I n the old Journal of Education, February, 1876, Mr.
W . W elch has a note on discipline th a t the effect of a
punishm ent depends not on th e quantity, b u t on the quality,
and the quality of the punishm ent is derived from the
person who sets it.”
“ Every teacher should make a careful study of the sub­
ject, and should, in a private notebook, record ivhy he
punishes,' how he punishes, and w hat effect the punishm ent
produces. There is nothing like taking notes at the time.
Generalisations from carefully observed and recorded facts
are likely to be valuable. Generalisations from impressions
and vague remembrances are p retty sure to be worthless.”
A W ID E R C U R R IC U L U M .
In the Educational Review for January, in an article
on “ Atmosphere and Perspective in Education,” there are
some sentences which combine to make out a strong case
in favour of a wider curriculum. Though w ritten more
particularly for E nglish teachers, the arguments are
equally applicable to our own system, especially ill relation
to the comparison of fam iliar w ith rem ote objects. The
CIRCULAR.
[A u g u st, 1899.
author, P . A. B arnett, writes :— “ I t should be a m atter of
great satisfaction to teachers to see the gradual expansion
of the public views on teaching, as they are represented
faithfully in an expanding curriculum. The nation, th a t
is, begins to have wider and farther-reaching views of
w hat m atters in education. As an eminent authority once
said, a ploughm an drives a straighter furrow for knowing
how to d ra w ; and he does something more besides. . .
. . . W e can do something for connectedness in the
first stratum of education by at least using all possible
opportunities to extend interest to remote things and per­
sons and to compare them w ith those fam iliar to us ; and
this is a t once more necessary and easier to E nglish
teachers th an to others because of the world-wide scope of
E nglish interest and activity................................ I n both
prim ary and secondary stages of teaching we are inclined
to attach excessive importance to the letter-perfect m astery
of the small things which are the elements—the num ber of
sums right, the num ber of dates known, the num ber of
towns whose position is remembered, the num ber of obvious
things th a t can be said of a word as a p a rt of speech, the
num ber of words spelt right, and so forth. This is true
m ental dissipation. I t is more fruitful, intellectually, to
know what an arithm etical process implies, what is the
casual connection between events, why towns should be
where they are, and how to p u t words and sentences
together to make concatenated sense. Moreover, to every
one of these larger processes, in its own place and degree,’
the scholar can be profitably brought earlier in his career
th an is commonly supposed, and th a t with positive advan­
tage to his studies of detail.”
N A T IO N Ala ED U C A TIO N .
Education, it is often said, is one line of national
defence, and, like a strong navy, good education is a costly
th in g ; but its worth cannot be simply measured in term s
of money, though money is indispensable to its m ainten­
ance. I ts real value tu rn s not merely on equipment or
apparatus, b u t on the worth of the teachers who im part
i t ; on their attainm ent and w idth of c u ltu re ; on their
skill, experience, and esprit de corps-, b u t still more on
th eir insight and sympathy ;■ on the elasticity of their
sp irits; on their persoual example and moral influence;
on their love for their work and for the children committed
to their care. True education, as we know it in its best
tradition, is not “ cram,” b u t discipline. I t does n o t merely
aim at im parting inform ation or- a t the gymnastics of the
memory, b u t it seeks, while training the body in healthy
and noble exercise of varied powers, to touch the tem per
of the m in d ; to mould principle and character : to purge
and deepen belief; and on education in this sense
depends n o t the welfare only, b u t the very existence, of a
free state.—M r. Sadler’s preface to the “ Handbook of the
E ducational Section of the Victorian E ra Exhibition.”
T H E F O R E S T T R E E S OF W E S T E R N A U S ­
T R A L IA .
(A dapted from Mr. J. Ednie-Brown’s Report on the Forests
Western A ustralia.)
of
N o. 1 Jar rah (E u ca ly p tu s M arginata).
Ja rra h is w ithout doubt the principal tim ber-tree in the
W estern A ustralian fo re sts; no one knowing the subject
A
ugu st,
1 8 9 9 .]
THE
EDUCATION
would for a moment dream of classifying it as anything
else. -It is predom inant above all others in its extent of
forest, the various uses to which it is or can be applied, the
p a rt which it is now taking in the great tim ber export, and
the esteem in which it is held in the country. Jan-all and
W estern A ustralia are almost synonomous words, and, as
this has been the case from th e earliest days of th e founda­
tion of the colony, so it will now remain as long as a Ja rra h
forest exists. This, of course, does not disparage in the
least degree any of the other commercial woods of the
country, but simply emphasises the fact th a t Ja rra h is the
principal indigenous tim ber of this p a rt of th e A ustralian
continent. There are other tim bers in our forests which
are equally, if not more, valuable for their own special
purposes ; b u t for general constructive works necessitating
contact with soil and water the tim ber of th is tree stands
foremost.
The specific name refers to the thickened m argin of the
leaves, and th e vernacular is th e name given to the species
by the aborigines. In some districts the tree is known to
the settlers as the “ Mahogany Gum.”
Taken as a whole, thereis nothing im rticularly picturesque
about th e appearance of a Ja rra h tree or forest of these.
Indeed, the general effect of the species, en masse, is dull,
sombre, and uninteresting to th e eye. Except in special
spots and localities, th e trees are rugged and decidedly
inclined to be straggling and branchy. I n th is respect
they differ very materially from the karri, which is almost
invariably a fine, straight tree and comparatively free from
branches,' except a t th e top.
I n general appearance the Ja rra h resembles w hat is
known in the other colonies as the stringy-bark. Its like­
ness to this division of th e Eucalyptus family is very
marked. The bark is persistent, fibrous, and of a dark,
grey colour, although more deeply indented in its longitu­
dinal furrows than the true stringy-bark.
I t is not uncommon to find areas of Ja rra h forest where
m any of the m atured trees attain heights of from 90ft.
to 120ft., w ith good stems, 3ft. to 5ft. in diameter, and 50ft.
to 60ft. to th e first branch. Such places would be de­
scribed as first-class Ja rra h forest. Taking an average,
however, of these forests, a Ja rra h tree of a good healthy
stam p and representing a fa ir specimen of its kind would
ru n about 90ft. to 100ft. in height, an d from 2 |f t. to 3fft.
in diam eter a t th e base. U nder such conditions and in
fairly favourable situations, trees of th is size m ight be
expected to be sound and convertable into good m arketable
tim ber w ithout much waste.
There are, however, individual trees which much exceed
the figures given above, and the measurements of one or
two of these may be cited as indicative of the possibilities
of trees as regards size and wealth of tim ber. One measured
on the Ferguson River had a circumference of 22ft. at 5ft.
from the ground, and the first branch was 80ft. above
ground. Such a tree as this would tu rn out a t least 20
loads of good sawn tim ber. A nother specimen, on the
Ferguson area, went 21ft. in circumference a t 4ft. from
the ground, and 75ft. to the first branch ; while a third, at
M ornington, measured 22ft. in circumference at 4ft. up,
and 60ft. to the first limb. These few instances will show
to what an immense size the species will sometimes obtain,
under w hat m ust of course be favourable circumstances.
CIRCULAR.
19
Ja rra h is considered fit for the sawmill when it has
attained a diam eter of 2ft., and this dimension it reaches
when about 40 or 50 year old.
The distribution of Ja rrah is confined to the South
W estern Division of the colony. Roughly speaking, the
Jarrah district may be said to commence about Gringin, run
due South to the Blackwood, and then curve round Easterly
to ju st beyond Albany. A lthough this stretch of country
is the real home of Jarrah, the tree is found all over the
South W estern Division, and is almost invariably inter­
mixed w ith red gum, and in some places with blackbutt as
well.
The J a rra h is purely a semi-coastal tree; th a t is, it is
not found anywhere strictly beyond the influence of the sea,
and yet it is not a t all partial to the direct effect of the sea
breezes. Perhaps the best forests of the species are found
from 20 to 30 miles off the coastal line, along the table­
lands and slopes of the D arling Range.
I n all cases this tree delights in an ironstone formation,
and it would appear as though the rougher and the more
the site is composed of ironstone rocks and barren of almost
any other vegetation, the better the tree will grow. I t is
certainly beyond doubt th a t under such circumstances the
tim ber attains a greater degree of soundness, strength, and
general durability. There are, it is true, some fine belts
and patches of Jarrah in the low-lying portions, where the
geological formation is ironstone. I t is, however, very
marked th a t as soon as a granite formation comes in, so
sure will the J a rra h fall off to a mere scrub, if it does not
disappear altogether.
The late Baron von Miieller, the eminent botanist of
Victoria, in speaking of this tim ber, said : “ The Ja rra h is
famed for its indestructible wood, which is neither attacked
by the borings of the Chelura, Teredo, or Termite.”
I ts resistance to white-ants is remarkable, and houses
built of the wood when thoroughly seasoned are almost
indestructible, and have been known to exist in. perfect
preservation for nearly 100 years. I t gets extremely hard
w ith age and th en becomes almost unw orkable; even strong
nails cannot be driven into it, and when struck the wood
rings like a bell. A ltogether it is a remarkable tim ber and
is highly suited for outside works.
The weight of the wood when newly cut is a little over
701bs. per cubic foot, which is reduced to 601bs. when
thoroughly seasoned. I t is red in colour, polishes well,
and is comparatively easily worked.
Some of the principal uses to which it is applied are as
follow :—W ood-blocking, piles, jetties, bridges, boat build­
ing, posts, furniture, and railway sleepers ; while it makes
the best charcoal of any tim ber in the colony. Its suita­
bility for piles or any works requiring immersion in salt or
fresh water has been practically noted and is worth record­
ing. In the Woods and Forests D epartm ent there are
specimens which have been obtained from piles and
girders 60 years old. These were driven and used in local
harbours and bridges. W hen obtained for the D epart­
m ent the tim ber appeared to be perfectly sound and free
from any signs of decay w hatever; if anything, the wood
is harder, more solid, and apparently more durable than
20
TH E
EDUCATION
freshly-cut timber. Its immersion in th e w ater has ren­
dered its colour darter, compared w ith newly-cut tim ber,
and pieces which have been converted into cups, cardcases and other articles have taken on a polish equal to
th e finest old mahogany.
The area of Ja rra h forest surface in the colony is esti­
m ated a t 8,000,000 acres, and the q uantity of m atured
round tim ber a t present growing in the forests is p u t
down a t 40,000,000 loads.
D R A W IN G IN' E L E M E N T A R Y SCHOOLS.
In a paper read by Mr. Ricks, one of th e London Board
Inspectors, a t th e W hitsun Conferences, the following
notes on Drawing ap p e a r:—
Drawing constituted one of the very best a a d m ost potent
agencies for developing the powers of observation in
children. Modelling in plastic m aterial was an even
better medium for developing th e observing faculties. I t
was essential th a t children should be tau g h t to draw w hat
they saw, th a t is to say, to draw from things rath er th a n
from copies.
W hile learning to draw from things, the im portant point
was to secure a proper appreciation on the p art of the child
of the mass and th e contour. These were shown by lines,
but, after all, th e lines were b u t the means to th e end,
namely correct form. Too much attention has been con­
centrated upon lines and not enough on the form of the
mass. To illustrate th is point, M r. Ricks showed some
pieces of cardboard' from which various forms had been
cut. W hen such pieces of cardboard were pinned on to the
blackboard, the “ cut out ” form showed m ost distinctly as
a mass, w ithout of course any surrounding contour line.
The attention of the child would th u s naturally be concen­
trated on th e mass form.
W hile the great m ajority of our scholars on leaving
school are able to make a beautifully balanced freehand or
brush drawing from the flat, and to draw groups of the
orthodox models with fair accuracy, they are hopelessly a t
sea when asked to sketch from memory th e simplest wellknown object in nature or art. A n ivy leaf, a mushroom,
a builder’s brick, a kitchen table, each is a sealed book so
fa r as drawing is concerned. The children -have acquired
manipulative skill, b u t have failed to store u p m ental im ­
pressions for futu re use.
They have not learned to
appreciate eye-form, growth, or even proportion.
Mr. Ricks concluded by insisting th at, though it m ight
be possibly tru e th a t b u t few people could learn to be
artists, every boy and girl m ight be tau g h t to draw ju st as
every boy and girl can be tau g h t to read and write.
D IS T R IC T BO A R D S, E tc.
K ttnaitaiiLin g .—The Coolgardie Committee of School
M anagement has appointed M r. B. J . B ryant as delegate
for the K unanalling School.
S w a n .—The Swan D istrict Board of Education has
appointed Mr. Sydney Chester as delegate for W est Swan
School, and Mr. J . H . Leach as delegate for Sm ith’s Mill
School.
CIRCULAR.
[A
u gust,
1899.
S h a r k s B a t .—Mrs. K night has accepted the position
of bon. secretary to the Shai-ks Bay D istrict Board of
Education.
V a s s e .—Rev. Thos. E. Peters has been appointed a mem­
ber of the Vasse D istrict Board of Education, vice Mr.
J . Bovell, deceased. Mr. Peters has also taken the position
of hon. secretary, in succession to Mr. Bovell.
G ingin.—Mr. W. G. M artin has been appointed a
meniber of the Gingin D istrict Board of Education, vice
M r. George Buchanan, resigned.
S o u t h P e b t h .—Mrs. A. G. Russell has been appointed
a member of the South P e rth D istrict Board of Education,
vice Mr. R. T. McMaster, resigned.
NAitBOGrtT.—The Rev. P. C. G illett is acting temporarily
as hon. secretary of the Narrogin D istrict B oard of
Education.
W e s t P e b t h . —Rev. A lbert Gailey and Mr. J. H . H u n t
have been appointed members of the W est P e rth D istrict
B oard of Education, vice Rev. W . H . Peters and M r. W m.
Burns. Mr. Gailey has been elected chairm an of the
Board, and Mr. H u n t hon. secretary.
M e n z i e s .—Mr. P . S tu art has been appointed a member
of the Menzies Committee of School Management.
T E A C H E R S’ A SSO C IA T IO N S.
Southern Districts Teachers’ Association.—A meeting of
teachers convened by Mr. J. A. Richards (W agin) was held
in the W agin School on June 10, when the following
schools were represented:—W agin, K atanning, TTarrogin,
Cuballing, Broome H ill, Marracoonda, and B adjanning.
I t was resolved th a t an Association be formed, to be called
“ The Southern D istricts Teachers’ Association,” and the fol­
lowing office-bearers were re-elected :—President, Mr.
Inspector Gamble; committee, Miss Roche and Messrs.
Richards and O’Brien; secretary, Mr. A. M. Lyngberg. The
annual subscription was fixed a t one shilling, and it was
arranged to hold meetings quarterly. The form al business
concluded, an inspection was made by the teachers present
of a varied collection of M anual W ork kindly lent by Mr.
Gamble. A discussion on the A rithm etic programme fol­
lowed, and a most profitable afternoon was spent. A t th e
next meeting, to be held on Saturday, Sept. 9, Mr. Gamble
will be present and will speak on A rithm etic for the Lower
Standards. Mr. P. Graham (Moojebing) will take teachers
present as a class for Clay Modelling, Mr. O’Brien
(K atanning) will treat on Decimals, and Mr. Richards on
The Programme in English.—Communicated.
P E R T H T E A C H E R S’ A SSO C IA T IO N .
The Hon. Secretary of the W .A. State School Teachers’
Union has forwarded to the D epartm ent the following
resolutions, passed a t a meeting of the P erth Branch on
Monday evening, 21st- in s t.:—
1. That, in the opinion of this Association, the scale of
salaries paid to teachers is inadequate, and th a t an increase
of tw enty per cent, be asked for.
2. T hat the Inspector General of Schools be asked to
use his influence with the M inister of Education to
endeavour to secure perm anent appointm ents for teachers.
A u g u s t , 1 8 9 9 .]
TH E
EDUCATION- CIRCULAR.
21
SCHOOL E N T E R T A IN M E N T S .
3.
T hat the M inister be respectfully requested to
secure tlie amendment of the last section of Clause 4 of
3 9 - M i l e M i l l S c h o o l —Teacher, Mr. Stephen Wallace.
the PubJic Service Act, so th a t it may r e a d :—Officers
A concert was given by the pupils of the above school on
employed as teachers in State Schools shall rank with
Ju n e 20, at which there were many visitors from Jarrahdale.
other officers in the Professional Division of the Public
The allowing Friday a party was given to the children out
Service in the class to -which they belong, according to the
of
the proceeds. A fter paying all expenses a balance of
salaries received by them.
19s. 6d. remains towards prize funds for Christmas.
B y A uthority:
K
ic h a b d
P
etheb
,
Government Printer, Perth.
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
UNTo. 3.]
SEPTEM BER ,
1899.
[Vol. II.
A P P O IN T M E N T S , T R A N S F E R S , ETC.
School,
Office.
Classification.
Salary per
annum.
E s p e r a n c e ..........................................
H.T.
B1
4195 & 415
Name.
•O’Connor, Patrick
................
'Turvey, Piiilip J.
McDonnell, Edward
................
■Casey, Jeremiah. W .......................
H art, Thomas E.
................
Adam, E d ith A ...............................
O’Brien, Aida
•Clarke, E v a A ..................................
Amies, Sarah A .................
“Wright, Margaret
................
W ardlaw, Thomas D .....................
Spangler, Rudolph W ...................
Dobson, James ...
................
'Menz, Clarissa L.
................
Eannard, Richard E . E.
Mason, V iolet .............................
Timmins, Y i o l a .............................
•Collard, Mrs. It. J ..........................
Greenbushes
.............................
H am elin
M om b ek in e................
H igh gate
..........................................
C la r e m o n t ..........................................
E ast P erth ...
...
................
G reenbushes.
.............................
W est L e e d e r v ille .............................
Northam
................
................
H igh gate
..........................................
Boulder
..........................................
Northam
.............................
Boulder
..........................................
Jarrahdaie, No. 39 M ile M ill ...
E ast P e r t h ..........................................
................
Jarrahdaie ... " ...
Chidloiv’s W ell
...
...
H.T.
H.T.
H.T.
A.
A.
A.
A.
A. on supply
A.
A.
A.
A. .
P.T.
Monr.
Monr.
Monr. (fu ll tim e)
'
S.M.
Cl
Cl
.
Cl
*B2 temp.
C2
C2
B2, pr jv.
C2, prov.
B2, prov.
C2
Cl
4th Class
lodging al­
lowance.
£120
.£100
4120
4150
480
480
480
4100
480
4130
4120
4110
420
420
416
430
412
* Subject to examination in December.
F R E E E D U C A T IO N .
lie accepted from parents/'
'J u 1
E X T E N S IO N O F LE A V E .
L ast year various teachers asked for an extension of the
•Christmas holidays in order to visit th e E astern colonies,
and the M inister gave permission for a week’s extension
■without- pay. Before teachers make any arrangem ents for
th is Christmas vacation, th e M inister '-wishes to point out
th a t th e holidays have now been lengthened to five -weeks,
•on purpose to give an extended rest in th e h o t w eather;
and he is not willing to grant, year after year, extension of
leave. I t would, therefore, be advisable, if any members of
the staff do wish to leave th e colony during th e coming
Christinas holidays, th a t they should endeavour to com­
municate among themselves, and, when they have found
-that a num ber are going on th e trip, to make arrangem ents
w ith the steamship companies so th a t boats m ay be ru n to
suit their convenience, both going and coming, and
•extension of leave will not have to be asked for. I f the
-steamship companies were approached by the Teachers’
Union, and it was pointed out th a t a certain num ber of
teachers would engage to go if the boats were run on
certain dates, there is little doubt th a t arrangem ents could
be made. The D epartm ent cannot hold out any hope
that, a t this coming Christmas, extension of leave will be
allowed.
Since w riting the above we have received the following
letter from the H on. Secretary of the Frem antle Teachers’
A ssociation:
“ Teachers who intend travelling to the E astern Colonies
during the forthcoming Christmas Vacation are requested
to forward th eir names and addresses to the Secretary of
the Frem antle Teachers’ Association, Mr. A. I. Molloy,' not
later th an 10th October, pros., stating also to w hat port
they intend to travel and the num ber of passages required.
On receipt of this inform ation arrangem ents will be made,
if possible for a steamer to leave, say, on Sunday, 17th
December, and an attem pt will be made to secure substantial
reductions in fares on the occasion. As this latter would
depend largely on the num ber travelling, it is hoped th a t
all who intend leaving the Colony a t Christm as will lose no
tim e in doing as suggested.”
24
TH E
EDUCATION
S P E C IA L R E L IG IO U S IN S T R U C T IO N .
Teachers are reminded of the note on religious in ­
struction, reprinted on page 4 of tlie July Circular. Prom
time to tim e when the D epartm ent has found special
religious instructors, whose names have not been sent iu,
giving lessons in schools, the reply of the teachers has been
th a t they believed them to be delegates of such and such a
denomination. The D epartm ent does not recognise any
delegate unless he has w ritten permission to give special
religious instruction.
I t is desirable, therefore, th a t all
head teachers should be careful to see th a t th e names of
tlie ladies and gentlemen coming to their schools have been
notified to the D epartm ent, and permission given.
T H E R E F E R E N C E L IB R A R Y .
The D epartm ent has added to the Reference L ibrary a
copy of th e Encyclopedia Britannica. This work is so
complete in character th a t it is almost tru e to say one can
get information on any subject, and the D epartm ent feels
it will be of m uch advantage to teachers in any branch of
study they may take up. A few teachers have been using
th e Library, b u t the-D epartm ent hopes th a t more will take
advantage of th e chance of borrowing some of the books,
though it is possible many of them, are already in the pos­
session of teachers. Some of them , however, are expensive
hooks, and doubtless all teachers have not yet formed the
educational library which they will eventually collect.
G O V E R N M E N T E X H IB IT IO N S .
In the Government Gazette of the 22nd September full
particulars are published regarding the examination for
Government Exhibitions. The examination will commence
on November 20, and will be on the course prescribed for
the Adelaide Senior and Ju n io r U niversity'Exam inations.
The D epartm ent’s prelim inary examination will be held on
October 16 and 17, and th e last date for receiving applica­
tions is October 13. As in th e previous examination, there
are five Senior and five Ju n io r Exhibitions of the value of
£ 2 5 and =815 each respectively, tenable for one year. The
general regulations are unaltered, b u t a few changes are
made in the syllabus.
T E A C H E R S ’ S A L A R IE S A N D
A P P O IN T M E N T S .
The following is the D epartm ent’s reply to the resolu­
tions forwarded by the P erth Teachers’ Association, and
printed in th e A ugust Circular :—
“ W ith further reference to your letter of the 22nd
instant, in which you sent to me the resolutions passed by
the P erth Branch of your Union and asked me to forward
them to the Minister, I have forwarded them in accordance
w ith yoiu- request and the M inister has given th e m atters
mentioned his careful consideration.
“ W ith regard to R esolution'1, as to an increased scale of
salaries, he regrets very m uch th a t th e Government cannot
a t present see its. way to increase the salaries. I should be
glad if your Union would lay before me next year the
question for fu rth er consideration, some tim e before the
Estim ates are compiled—for example, in A pril or May.
Of course this is not a m atter of any promise from the
Minister, b u t I should like to have the question raised
again at th a t time.
CIRCULAR
[S eftembeb, 1899.
“ As to your second resolution, requesting th a t permanent
appointm ents may be secured for teachers, the M inister
informs me th a t it is not the intention of the Government
to place any officer on the perm anent staff except in special
cases—this year at any rate. H e asks me to notify you to
th a t effect.
“ W ith reference to your th ird resolution, as to the Public
Service Act, I will discuss it fu rther as soon as the Assembly
has tim e to seriously enter upon the consideration of th e
measure.—I have, etc., C y r i l J a c k s o n , Inspector General
of Schools.”
U nfortunately the Inspector General has since been suf­
fering from influenza, and has therefore not been able todiscuss the m atter with the teachers, as he had hoped.
IN Q U IR Y FO R M S FO R A D M IS S IO N
R E G IS T E R .
A n amendment to Regulation 96 has been sanctioned by
the Executive Council, in which it is required of parents to
fill up and sign an admission form. This form has been
previously in teachers’ hands, b u t has not been in th e
regulations. I t will now appear as a schedule, and it hasan additional question at the end, so th a t parents who object
to the general religious instruction may, in accordance w ith
the term s of the A ct which has not been altered, state th e ir
objection in w riting w ith the least possible inconvenience
to themselves. This form is not of course a new one,t
except w ith regard to this particular question. I t will be
used by teachers in all admission cases in future, and any
old forms on hand should be destroyed. Teachers are
reminded th a t they m ust not in any way endeavour to
unduly influence parents in this m atter, b u t they can of
course inform parents of the general character of the
religious instruction should they be asked questions about it..
T E A C H E R S’ C E R T IF IC Ao T E S.
Teachers should send in their certificates (A, B, or C) fo r
endorsement after the school examination. Those who
have not done so in the p ast should send them in a t once,
as it is entirely a teacher’s own fa u lt if his or her parchm ent
shows nothing w ith regard to work done.
T H E N E W E D U C A T IO N ACT.
F ees.
Teachers have probably observed from the newspapers
th a t the Education Bill has passed both Houses. I t will
receive the Governor’s assent this m onth (September) and
will then become law, and fees can then no longer be
taken from the pupils between the ages of six and .fourteenThe D epartm ent has not a t present any intention of im ­
posing a fee on children below six or between fourteen and
sixteen years of age, though this is allowable under the
Act. Should any occasion arise, the D epartm ent will have
the rig h t to impose a fee.
Com pulsory C lauses.
The new A ct above cited makes certain differences in
th e law as to attendance a t school. Copies of the Act will
be sent to teachers, with the new regulations resulting
therefrom. The principal alteration is th a t attendance is
now insisted upon every tim e the school is ojsen, unlessgood reason can be shown to the Minister.
S eptem
ber,
1899.]
TH E
EDUCATION
P r iv a te Schools.
I t is also w ithin the power of tlie D epartm ent to see th a t
private schools are efficient. The Roman Catholic schools
■of the Colony had already spontaneously invited the inspec­
tio n of the D epartm ent. Teachers m ust inform the D epart­
m ent of all private schools -within their district. This
return is a very im portant one, and should be sent in to
th e D epartm ent, if possible, -within th e n e s t fortnight.
.The inform ation required is the name of the teacher, the
name of th e school (if it has one), and th e num bers of
-children in attendance, if th is can be approximately obtained
-without difficulty.
CIRCULAR.
25
following diagrams and instructions will p u t the teacher on
the right p a th :—•
To produce the blob w ith
the point a t the bottom, the
brush, full of colour, m ust
be laid down horizontally
on the paper and then lifted
up again (Pig. 1). N either
the brush nor the paper m ust
be moved either up or down,
or from side to side.
C hildren L eavin g for Work.
Teachers are invited, -when sending in their returns of
•absentees,,to state, in any case where children have gone
to work before they are legally exempt, the name of their
-employer, if they can ascertain it.
F o r the blob with the point
to the left, the brash, full of
colour, m ust be laid down
w ith the tip of the holder
pointing to the right, and
the hairs to the left (Pig. 2.)
TEM PERANCE.
I t is hoped th a t all teachers will give, among their M oral
lesson s, a t least one lesson on Temperance during th e year
to each class. I n the M anual of H ealth and Temperance,
■which is supplied by the D epartm ent, pages 91 to 132 are
devoted to this subject.
The D epartm ent does not
necessarily require th a t the children should receive lessons
-actually on this book, nor is it of course desirable th a t the
statistics th a t are given in th e book should in any -way be
ta u g h t as p art of the subject. W h a t is m uch more
im portant is th a t th e children should have every year
brough t before them the virtue of self-restraint, temperance
being also necessary with regard to eating and any other
pleasures or functions of life in which excess may be easily
reached. Page 91 gives an excellent definition of w hat
temperance really is, and shows teachers th a t they are not
required to teach merely to tal abstention from alcohol, or
teetotalism as it is usually called. I t is of course quite
possible for a teetotaller to be exceedingly intem perate in
other ways, and the children therefore m ust be led to see
th a t the error is in excess. A too strong statem ent as to
the dangers of drink carries its own refutation. I f a
teacher informs a child th a t alcohol is a deadly poison, and
the child is in the habit of seeing its parents using alcohol
moderately day by day w ith no ill effects, the lesson loses
all its force, and the veracity of th e teacher is the only thing
about which the child feels any doubt-. Of course on the
other hand, total abstention from alcohol is certainly the best
coiu-se for children. The real essence of temperance is the
restrain t of the desires to a moderate and healthful degree.
F o r the blob with the point
to the right, place the b rash
horizontally on the paper
(Fig. 3) -with the tip of th e
holder pointing to the left,
and the hairs to the risrht.
F o r the blob w ith the point
a t the top, let tlie b rash be
laid down on the paper as in '
Fig. 4.
T H E DRAW ING- S Y L L A B U S. •
There still seems to be difficulty experienced bjr such
teachers as wish to sta rt brush work, in getting hold of
clear instructions how to use the brush. The work is so
simple when it is understood th a t even little children in
the In fa n t classes can easily do it, b u t of course it m ust be
■carefully tau g h t in the preliminary stages. The elementary
forms given on page 19 of the Syllabus, to be made by a
single touch, without moving the brush on th e paper, can
be produced by simply tu rn in g the hand. A study of the
This figure repre­
sents the completedform
Wia2 produced in accordance
w ith the above direc­
tions.
in
The blobs in the diagrams are very much exaggerated
comparison with the size of the brush, in order
26
TH E
EDUCATION
to show liow th e brush is held. There is no pushing
of the brush either u p or down, or backward or forward,
in order to shape th e b lo b ; the mere laying down of the
brush, w ith the hand in the rig h t position, makes the
required shape. In every case the hand m ust be so held
th a t the hairs of the brush can be fully seen; they m ust
never be hidden by th e hand.
In last m onth’s Circular the importance of mass as well
as line in drawing was pointed out. Brushw ork is one of
the best ways of beginning to teach m a ss; it is also one
of the easiest media through which to teach design, as it
is much swifter th an th e line drawing ; and by th e use of
colour and mass, design can be made much more effective
than by mere lines. There are very suggestive decorations
throughout the syllabus, showing the kind of design th a t is
easily done in brush-work. On page 19, for example, the
leaf "form can be taken alm ost immediately, and eventually
the very beautiful designs on page 25 are reached, with
much less expenditure of tim e and trouble th a n if they
were drawn w ith a pencil. I t m ust never be forgotten
throughout th e syllabus th a t the children m ust be induced
to themselves make unaided efforts to develop design. I t
is only by doing so th a t individuality can find expression.
Repeat patterns from blackboard copies, or from the
syllabus, are not w hat is intended ; b u t th a t the children
should be encouraged to m ake new arrangem ents w ith the
same elements.
W ith the brush-work it is much easier to teach the
children to fill up spaces. F o r example, they may be
instructed to. place designs in the square, or in th e oblong
or circle. The simplest example of designs in th e square is
given on page 19, while th e circle and oblong are shown on
page 25.
N ot long since forms, like Figure 1, on page 26, were'
being carefully drawn and coloured w ith a flat wash in
one of the schools; and it would have taken perhaps an
hour with a pencil to arrive a t th e result.obtained ■with the
brush alone in a few minutes. I f children are encouraged
in their early efforts to fill up spaces and to make small
designs and repeats, it is wonderful how quickly they will
develop new forms and designs. Of coui'se a teacher will
at once see th e advantage of encouraging a child when any
new arrangem ent has been produced, by holding it up to
the class and m aking the children use it as a basis for
still fu rth er patterns.
Teaching of design is, strictly speaking, impossible, as
th e inventive faculty of th e designer m ust be used, b u t it
can be stim ulated and developed very m uch by th e teacher.
I f a teacher will give the children the elements from which
design is to be formed, he will be surprised at th e new
patterns which residt.
T H E M A K IN G OF P E N C IL S .
One of the m ost obvious and useful of inform ation
lessons would be on the m aking of th e pencils th a t the
children use for th eir slates or for drawing. Of course the
actual am ount th a t a child can learn by observation of
these pencils is extremely small. H e can see th a t the lead
pencil has a wooden case and an inner core, while he can
see very little of the slate pencil but its shape and colour.
H e can of course feel th e relative hardness of the two, and
CIRCULAR.
[S e p t e m
beb
, .18 9 9 .
can see the m arks they make, b u t unless told b y , theteacher lie could glean nothing of the process of m anu­
facture. I n the older classes, a t any rate, the m aking o f
these articles could be given as an inform ation lesson, and.
in case teachers wish to do this we publish the following
p artic u la rs:—
S la te P en c ils.
These are made of the odds and ends of broken slatefrom the quarries. ' The materials are p u t into a m o rtar
and pounded into small particles, which are then sent intoa bolting mill, such as is used in flouring mills, and bolted
into fkrar. This is taken into a mixing room where a sm all
quantity of steatite (soapstone) flour, m anufactured in a
sim ilar manner, is added, and the whole is made into astiff dough, which is thoroughly kneaded by passing it
several tim es between iron rollers. The dough is then
made into short cylinders, four or five inches thick, and
containing from eight to ten pounds each. F our of these
are placed in a strong iron chamber, or retort, w ith a
changeable nozzle, so as to regulate the size of the pencil,,
and subjected to tremendous hydraulic pressure, under
which the composition is pushed through the nozzle in along cord, and passes over a sloping table slit at right
angles with the cords to give passage for a knife which cutsthem into lengths. They are then laid on boards to dry, and
after a few hours are removed to sheets of corrugated zinc,
the corrugations serving to prevent the pencils from warpiugduring the process of baking. This is done in a ldln, into
which super-heated steam is introduced in pipes, the
tem perature being regulated according to the requirementsof the articles exposed to its influence. From the kiln thepencils go to the finishing and packing room, where the
ends are th ru st for a second under rapidly revolving emery
wheels, and are w ithdraw n neatly and smoothly pointed,
ready for use. They are then packed in wooden boxes,,
each containing 100 pencils, and these boxes are packed
in tu rn for shipm ent in wooden boxes containing 100 each,,
or 10,000 pencils in a shipping box. Nearly all the work
is done by boys.
Ziead P en cils.
The title lead pencil is a misnomer, as no lead is used in
its composition. Once upon a tim e sticks of lead wereused for m aking m arks on paper and wood, and the namehas survived, though nowadays all the pencils are filler!
w ith graphite, or plumbago. This m ineral is found in
only a few places in the world—in Cumberland, fo r
instance, and along the L aurentian ranges, in the provinceof Quebec. The graphite, when mined, is pulverised in.
stam p mills, which work under water. The powdered
graphite floats w ith the w ater through a series of tanks, in.
which it collects. I t is then packed in barrels and sent tothe factories. W hen in this state the graphite is as fine as
dust, dingy in colour, and smooth and oily to the touch.
To sort it into various grades of fineness, the services o f
tanks are once more requisitioned. The dust is carried by
w ater from one ta n k to another ; the coarse dust sinks to
th e bottom of the first tank, the next quality to the bottom,
of the second tank, and so on down the line, the finest
powder settling in the last tank. In another series o f
tanks th e -German pipe-clay, which is mixed w ith graphite
to make the different grades of pencils, is treated in th e
same way. The finest clay is mixed w ith the finest-
S
e p t e b ib e k ,
1899.]
THE
EDUCATION
graphite, and the m ixture is ground between stones.
The hardness of the pencil is secured by increasing
the proportion of clay in the m ix tu re; for th e medium
grade seven parts by weight of clay are mixed -with
ten parts of graphite. A fter the graphite and clay are
ground together, the mixture is p u t in canvas bags, and
th e water is squeezed out under hydraulic pressure, leaving
.a mass with the consistency of putty. This is placed in a
small iron cylinder, in which a solid piston w o rts up and
down. A steel plate having a hole the size and shape of
the “ le a d ” is p u t under the open end of the cylinder, and
the piston, pressing down, forces the. mixture through the
hole, m a tin g a continuous thread of graphite. As long as
th is thread is moist it is pliable, b u t it becomes brittle
when dry, so it is handled rapidly. I t is cut into three
lead lengths, and hardened in a crucible over a coal fire,
and is then ready for use. The wood for the pencils is
cut in flat strips the length of the pencils, and is passed
through a machine which cuts six grooves in each, and at
the same tim e smooths the face of the wood. For the
cheap pencils pine is used, and cedar for the more expen­
sive. ones. The filling of the strips is usually, done by
girls. The first one ta te s a grooved strip of wood in one
hand and a bunch of leads in the other. She spreads the
leads out fan shape, and with one motion fills the' six
grooves with leads. The girl next to her ta te s the filled
strip and covers it w ith another strip ju st coated with hot
glue by a th ird girl. The filled strips are piled upon each
other and p u t into a press where they are left to dry, and
th en the ends of th e strip are evened off under a sand­
paper wheel. The strips are afterwards fed into a machine
which cuts out the individual pencil, shapes it, and delivers
it smooth and read}' for -the colour and polish. The
colouring is done with liquid dyes, after which, th e pencils
are sent through the varnishing machine.
W e have seen specimen cards issued by th e firms of
L . and C. H ard tm u th and Johan Faber, illustrating the
process of m anufacture of lead pencils, and it is possible
that teachers who wished to give the lesson in its completest form could obtain these cards, or something
similar, by w riting to these firms.
EH- G1ISE
H IS T O R Y .
CIRCULAR.
27
“ I n deciding upon the selection of the m aterial which,
is extraneous to the text-book, great care m ust be taken to
avoid so overweighting a subject with detail so as to
obscure the m ain d rift of events. Landm arks in a pro­
gress towards a definite goal m ust stand out clear and
distinct. So m ust the goal itself. Hence the tem ptation
to introduce stories from Shakespeare or from Scott’s
‘ Tales of a G randfather,’ in order to add picturesqueness,
may have to be resisted on the one h a n d ; while, on the
other, we may have to boldly shut our eyes to sto ct ques­
tions of examination papers, and reduce the ‘twelve horrid,
hateful battles ’ to five, or the longer list of the Cromwell
period to a similar number. To ta te a fu rth er example :
N either the religious gain in the introduction of Chris­
tianity, nor the decision come to a t W hitby as to the exact
pattern of the tonsure, nor the events in the reigns of the
Kings of Wessex, nor the w o rt and personality of D unstan,
nor, lastly, the feudal institutions of W illiam I., should be
so treated as to allow the mind to lose sight of the gradual
process by which a number of separate kingdoms became
united into a compact whole. A nd when the goal is
reached, and a description has been given of how 60,000
landholders all swore allegiance to the same sovereign
upon Salisbury Plain, how necessary it is to recapitulate"
“Graphic extracts from leading historians are, neverthe­
less, a great help, especially if pains be taken to read them,
well. The style of w riting which now obtains among
studeuts of history is calm and philosophical rather th an
rhetorical or picturesque ; b u t boys will always prefer the
la tter ; and if, through such literature being thus brought
before them, they acquire a taste for history, which will
ultimately lead them to appreciate the thoughtful and
suggestive writers of the present day, the highest aim of
our teaching will be realised. Such scenes as the election
of Anselm to the Archbishopric, .as told by C h u rch ; the
siege of Calais, by Charlotte Yonge; the death of
Elizabeth, by J. R. G reen; the trial of Charles I., by
F oster; Cromwell driving out the Long Parliam ent, by
G uizot; or the trial of the Seven Bishops, by Macaulay—
whether the actual incidents narrated are remembered or
n o t—cannot fail to arouse enthusiasm, and a lasting
impression will be produced.
“ Many famous sayings also assist in driving home the
The following extract is taken from an article on “ How
main facts. ‘ Sir, you have ta u g h t me to look for the
to treat E nglish H istory from G ardiner’s Outline,” by W .
opinion of my subjects in other places th an in the House
E . Brown, in the July “ Journal of E d u catio n ” :—
“ The chief art consists in raising upon the text-boot I of Commons,’ recalls a t once the liigh-souled patriotism
of the ‘ first great Commoner.’ ‘ They are ringing their
foundation a building whose elevation m ust depend upon
bells now, b u t soon they will be wringing th eir hands,’
' the age and attainm ents of the class which is being taught.
brings before us the burly doggedness of Sir R obert
F o r example, G ardiner’s sentence, ‘ W illiam of N orinandy
Walpole. Schoolboys should be deeply grateful to the
h a 'l no rightful claim to the English crown a t all, b u t by
Scotch minister who dubbed Jam es I.‘ ‘ God’s silly vassal,’
pu ttin g together a num ber of reasons, none of which was
and to H enry IV . for styling hiui, no. less wittily, ‘ the
worth anything, he managed to m a te it seem as though he
wisest fool in Christendom.’
had a real claim,’ may be amplified into an excursus which,
to a junior form, would include E dw ard’s promise of heir­
“ Foreign affairs ought to occupy a more prom inent
ship and the version of the story of H arold’s shipwreck
position in the lesson th an they do in most text-books,
■and oath, which poet and novelist make use of. The
especially with older pupils. They at any rate should have
murder of E dw ard’s brother Alfred would be added in a
as vivid a conception of W illiam D uke of Normandy as of
lesson to a middle form, while a still higher class would
W illiam K ing of England, of Charles V. and Philip of
require some discussion upon th e real nature of the oath,
Spain as of H enry VIII.' and his children, of Louis XIV.
and upon the p art which the Pope took in furthering
as of James II. and W illiam in ., of Napoleon as of
W illiam 's aims.
W ellington or P itt.”
28
TH E
EDUCATION
E L E M E N T A R Y SCHOOL B U R S A R IE S
E X A M IN A T IO N .
An examination for Bursaries was conducted a t the
Education D epartm ent on A ugust 24 and 2-5. The follow­
ing were th e successful candidates, and the M inister has
therefore awarded them a B ursary each :—
G ertrude Minchin, Guildford School.
John W hiteley, Beverley School.
P ran k C. Cook, Bayswater School.
In justice to W est Swan School it should be mentioned
th a t G ertrude M inchin was a pupil in attendance there
u n til the 21st July.
For genei-al information we publish herewith the ques­
tions set a t the examination :—
E L E M E N T A R Y SCHOOL B U R S A R IE S .
R eading, in clu d in g M ean in gs (1 0 0 M arks).
Fenm ansM p (1 0 0 M arks).
1. Your handw riting in th e D ictation Exercises will be
taken into account in estim ating the m arks to be given for
penmanship.
2. W rite in large hand—
The everlasting hills.
3. A nd in small hand—
The flora of W estern A ustralia is very beautiful.
S p ellin g ( 1 0 0 M arks).
1. W rite the selection read by the Exam iner. M arks
will be deducted for alterations and interlinings.
2. M arks will be deducted for errors in spelling in any
of your papers.
D ic ta tio n :
“ M rs.'C lark said she thought th a t with these things
they should go to the whole root of the m atter. W hy was
it th a t people wanted to play these games on Sundays ?
They said it was because they h ad not th e tim e in the week
days. She thought it was Gladstone who said th a t if every
m an and woman did th e ir rig h t proportion of work there
would be only foxu- and a half hotu-s’ work per day for each.
W omen would flock into the shops to buy at half-past five
or a quarter to six in the afternoon, which hindered the
assistants from clearing up. I f women would try to avoid
late shopping it would be a great help. She tho u g h t eight
hours was long enough fo r anyone to work. Doctors had
said th a t th e proper division of the day was eight hours
for work, eight hours for sleep, and eight liom-s for play or
leisure.”
English. ( 3 0 0 M arks).
Time allowed ................ Three hoiu-s.
1. W rite a composition on yom- favourite game.
2. Analyse :—
“ T h a t you have wronged me doth appear in th is.”
3. Parse the sentence quoted in question 2.
4. W rite out any lines, not fewer th an six and not more
th a n 10, from the selection of poetry last learnt by you in
school, and then give their m eaning in your own words.
•5. W h a t is a regular verb? Give six examples of the
same.
CIRCULAR.
[S e f t e m
bek
, IS P S ’
6. W h at does the prefix “ in” mean in the word
intransitive? Give four words in which the same prefix
occurs and having the same meaning;
7. Give th e roots of the following w o rd s:—Subtraction,.
Geography, Subterranean, Exported, Dependent.
8. P oint out any prefixes and affixes which occur in thewords given in question 7, and state the meaning in each
case.
9. How many kinds of nouns are there ? How can you
tell one kind from another ?
10. Give the past tense and past participle of thefollowing verb s:—W rite, talk, cut, sing, have, may.
11. Form sentences containing the following words as
indicated:—“ W alk” as a noun, “ fru it” as an adjective,.
“ judge” as a verb, “ th a t” as a Relative Pronoun.
12. Pick out all the adjectives from the followings
passages, and indicate the word which each qualifies:—
N
“ A ll our huge cannons and other weapons of war,,
with which we conquer our enemies, are bu t th e
productions of the wonder-working h a n d !”
“ The deep thunder of the surf seemed not adisturbing element, b u t a fitting accompaniment;
and as the crimson light of the western sun
shone upon his face, the sick man beckoned the
faithful sergeant to raise him on his couch.”
o t e . —Take no notice of the Adjectives “ th e” and “ a.”
A rith m etic (3 0 0 M arks).
Time allowed
...
Three hours.
1. How m any half ounces in -5i cwt. ?
2. - I f 450 people wanted to travel a journey of 250 miles
a t three-farthings a mile, w hat would all the fares am ount
to ?
3. How many chains in 4,906 poles ?
4. A m an bought half a ton of tea a t Is. l i d . per lb.
H e gained 5 ld . on every l b .; what did he sell the whole
of it for ?
5. The interest on ,£35 is £ 2 16s., w hat is the interest
on i315 P
6. A girl spends -25 of a day a t school, -375 of a day
a t meals and amusements, and the rest in sleep, how many
hotu-s does she spend in each ?
7. W hat should I pay for £5,495 stock at 9 4 | per cent.- ? •
8. How many hours from 9 o’clock a.m. on the 1st Juneto 7 o’clock p.m. on the 30th Ju n e ?
9. (a) S u b t r a c t f r o m i- t- f
( b) Simplify 2-|+3f-§-
10. F in d by practice the value of 1,065 articles a t £317s. 9fd. each.
11. Reduce 12s. 7id . to the decimal of £ 2 .
12. I f a dollar be worth 4s. 2 |d ., how many woidd b&
equal to 101 half-crowns.
Septem
ber,
1899.]
TH E
EDUCATION
H isto r y (1 0 0 m arks).
Time allowed
...
...
Two hours.
Not more than eight questions to be attem pted.
1. How did th e Saxons divide E n g lan d ? Name t i e
divisions.
2. Give some account of th e conquest of France by
H enry th e F ifth.
3. W hen and where was tlie battle of W aterloo fouglit ?
W ho were the commanders on eitlier side ? W hat were
th e results of the battle ?
4. W h a t distinguished m ilitary commander lived in
the reign of Queen Anne ? Nam e any battles in which he
took part.
5. Give a brief account of two of th e follow ing:—
Carton, Lady Jane Gray, George Stephenson, Jam es H a r­
greaves, Sir John Moore.
6. W hen did the Duke of W ellington first distinguish
him self as a commander? U nder w hat name was he
known a t th a t tim e ?
7. Say w hat you know about one of the follow ing:—
M agna Charta, P etition of E ight, Habeas Corpus Act.
8. Mention the circumstances connected w ith what is
known as the Gunpowder Plot.
9. Say what you know about Gordon and his con­
nections w ith the Soudan.
10. W h at countries were engaged in the Crimean W ar ?
Name any battles which took place during the war. How
did Miss Florence N ightingale come into prominence ?
11. W hom did Queen Yictoria m arry ? Give a short
sketch of his character.
, 12. W h at was the cause of th e Indian M utiny ? W here
did it break out ? Name three towns and three officers
who are intim ately connected w ith its repression.
G eography (2 0 0 m arks).
Time allowed
...
...
Two hours.
1. Draw a map of A frica indicating the chief rivers
and mountains, and th e portions of th e continent form ing
p a rt of th e B ritish Empire.
2. Name two British possessions in Asia which may be
considered commercial centres. Give reasons for your
selection.
3. -Name th e principal m ountain ranges of N orth
America. Show by a rough sketch where they are
situated.
4. W here are the principal lakes of Europe situated ?
Name them.
5. W here are the following o btained:—Pine, Mahogany,
K auri, K arri, Tobacco, Currants, W ool and Cotton.
6. W hy are G ibraltar and E g y p t of special importance
to the B ritish Em pire F
7. Describe the form ation of a Glacier. In what
m ountain ranges are they to be seen?
8. W hat is m eant by evaporation and condensation.
Explain briefly how dew is formed ?
CIBCULAR.
29
N O T E S B Y A T E A C H E R OH “ S IT T IN G S T IL L .”
“ To the young teacher, ‘ sitting still ’ is synonymous
w ith good discipline. H e gives the orders and the boys
shrivel up into stillness. W h a t could anybody wish for
more ? Discipline is absolutely perfect. I am afraid we
have all got our ideas of discipline in a bad school. This
‘ sitting still ’ is the doctrine of repression. I t is one of
the false results of a vicious system.
“ Let us get away from this idea of stern repression to a
better life, which is th a t of natural growth and develop­
ment. The discipline th a t will tell upon the life of the
child is one th a t springs from rig h t motive. In order to
see what motives actuate children, we m ust give them
opportunity to act freely. Such opportunity they never
obtain in the ordinary school life of to-day.
“ W e often hear complaints of the rude behaviour in the
streets of children who have not long left school. The
reason is simple. They have become so- accustomed to
being restrained by others th a t they have practically no
power of self-restraint.
The cultivation of this most
valuable faculty has been entirely neglected.
“ Professor Huxley once defined an educated man as
1the man who does the rig h t thing at the rig h t time whether
he likes it or not.’ The essence of the definition is in tlie
last- clause. I t points to perfect self-governance as the one
distinguishing feature of the educated man. H e lias his
powers of body and mind, his jiassions and emotions
absolutely under control. H e is master of himself. A
m an’s self is the m ost difficult subject in the world to
conquer. I t is a conquest given to few men to achieve,
b u t it is an ideal to be aimed at.
“ Then the question is, how fa r does tlie discipline of the
prim ary school lead children towards the attainm ent of
th a t ideal ? The answer m ust be th a t ‘ sitting still ’ does
not even set the child with his face towards the goal, m uch
less does it take him any steps along the road.
“ In H olland children walk into school at the beginning
of each session as they anive, and sit down a t the desks to
await the coming of the teacher. Im agination fails to
picture w hat would happen in a big town school in E ngland
were such a system instituted. One thing is certain, the
discipline grant would be irrevocably lost on the first occa­
sion the Inspector happened to p u t in an appearance a t
nine o’clock.
[W e hope not in W .A .—E d.]
The
English system of form ing in lines and of marching
with precision is sm art, b u t it is the m ilitary idea.
The D utch system I venture to call the home idea.
The children are tru sted to walk into school as they would
walk into the home. And, after all, school is,.or should
be, b u t the extension of the home principle of conduct.
Children do not march into the home in single file, right
turn, left turn, stand, sit, according to strict order. A t
any rate, my boys don’t.”—-T. P . Sykes in The Teachers’
Aid.
LOCAL G EO G R A PH Y N O T E S.
T he M urchison Goldfield.
By Mr. Inspector Robertson.
The Murchison Goldfield was proclaimed on the 24th
September, 1891, and the Government paid the reward for
30
THE
EDUCATION
reporting payable gold on this field to M r. Corelly, who
first announced it, although. Messrs. M cPherson and
Peterkin were the practical prospectors of Nannine, which .
was the seat of the first alluvial rush of any importance.
The country embraced w ithin the boundaries of the field
may be described as an elevated plateau or table-land,
with auriferous tracts running N orth and South for the
most p art between belts of granite and desert sandstone,
in many instances the heaviest gold being found where the
latter, which in bygone ages covered a large area of the
country, has been eroded by the action of centim es and
stands up from the plain in fantastic cliffs—oases of rock in
a wilderness of mulga scrub, known as “ table-tops ” and
form ing landm arks visible for miles in all directions. The
Nicholson and W eld Ranges, and some isolated peaks at
intervals, constitute the only elevations of consequence on
the face of the country. Lake Austin, presumably so
called from the absence of water on its sandy bed, is situa­
ted about the middle of the field, and is a continuation of
th a t chain of dry lakes which stretches for miles N orth
and South almost to the Southern seaboard of the colony.
The Murchison is the best watered of all th e goldfields.
w ith th e exception, perhaps, of Kimberley, an abundance
of fresh w ater being obtained a few feet below the surface:
R ound the shores of Lake A ustin, a t Cuddingwarra, and a
few other places, the water is intensely salt, b u t as fresh
drinking water has been found a few miles d istant no great
inconvenience lias been experienced by those th a t live in the
Lake district. A t Cuddingwarra the salt an d fresh water
country runs in parallel belts, and it is 110 uncommon
th ing to see two wells, one intensely brackish, the other
fresh and sweet, in close proximity. The climate is hot.
The nights are, however, always bearable in the height of
summer. P rom Ju ly to the end of October hardly a more
perfect climate could be imagined, warm, sunny days, cool
nights, and a crisp, dry air. Owing to the expansion of
the m ining industry and the num ber of new finds, the
M urchison Goldfield’s have been split up into the following
divisions:—
1. The M urchison Goldfield.
2. The Talgoo Goldfield.
3. The E a st M urchison Goldfield.
T h e M u r c h i s o n G o l d f i e l d . —The boundaries of this
field were altered on th e 8th February, 1895.
Area,
20,513 square miles. B oun d aries:— Starting from the
summit of M ount M urchison and extending N .E. to
sum m it of M ount Hale, thence E.S.E. to th e summit of
M ount R ussell; thence S.S.W. to the N.W . corner of the
N orth Coolgardie G oldfield; thence. W .N .W . to th e sum­
m it of W vemandoo H ill, and onwards to Goonahmondey
P e a k ; thence N.W . to the sum m it of M ount F arm er and
onwards to th e summit of M ount L u k e ; and thence to the
sum m it of M ount Murchison.
The gold-bearing belt runs N orth and South for a
distance of 100 miles, and is situated on the E astern side
of the field, about 200' miles from the coast. The country
is mostly open, and is comparatively high, as it forms the
w ater-parting between the M urchison River and the lake
area of the interior.
CIRCULAR.
[S e p t e m
ber
,
1899.
The m ost im portant places on th e M urchison Goldfield
are—
Nannine
D ay Dawn
A bbott’s
Cuddingwarra
Yagahong
The Island, Lake A ustin
Quin’s
The Mainland, Lake A ustin
Star of the E ast
Lennonville
M eekatharra
Boogardie
Tuclrauarra
M ount M agnet
Cue
Paynesville.
NAjnsrmE is a township, almost surrounded by an am phi­
theatre of hills, those to the E astw ard having as tlieir
backbone the m ain line of reef, which runs N orth from
Lake A nnean to the spur of the rough ironstone ridge.
The main line of reef stands up in huge blows, and would,
to anyone used to gold-inining in other parts of the world,
present a very unpromising appearance. Lake Annean is
usually an arid sand waste, b u t after heavy rains it becomes
fu ll of water, and is dotted w ith wildfowl. The water
evaporates in the summer, leaving only a crust of white
salt on tlie bare sands. I t is surrounded by a stunted
fringe of mulga scrub. N annine was discovered some
tim e before Cue, and it was here th a t the first lease was
taken up. Annean station, of three-quarter odd million
acres, embraces all the country round, the head station
being 16 miles from the townsite.
A
b b o t t ’s
is situated about 51 miles by road N orth of
Nannine.
is a hill about 20 miles E a st of Lake Annean.
is about 12 miles South of Yagahong, and
marked on the map of intervening scrub by tall Now thanna
H ill, and is situated on the N orth side of one of those salt
lakes for which the country is famous—dry, fiat, and
sandy.
Y
agahong
Q u i n ’s
S ta b ,
oe th e
E a s t is 20 m ile s E a s t of N a n n in e .
is a rising m ining centre which has come
to the front of late. It- is situated about 25 miles N orth
of Nannine.
T u c k a n a r r a , originally known as Boyd’s Find, and
sometimes Cork-tree Flat, is situated in the ranges about
25 miles N orth-E ast of Cue, and nearly midway between
Cue and Nannine, on the N annine road.
C u e , which is the centre of the Government of the
Murchison, is situated about the centre of the'field, and
so far boasts the largest population. I t is situated in an
old creek bed, and is consequently subject to inundations
when it does rain. I t is a solidly built little city, and has
some substantial buildings. Cue itself is in the middle of
the celebrated “ specking” grounds, over which in the
past hundreds of men walked day by day turning over
every stone w ith a forked stick to see if it m ight not be a
specimen or cover a nugget. A very large quantity of
gold was found in this way, and a stray piece is now "and
then still picked up. Now th a t the alluvial has been
worked out, the district round Cue is purely a reefing one.
There are three distinct classes of reefs in the locality.
The first.is composed for the m ost p a rt of white, barrenlooking q u a rtz ; the second is a white, glassy, hungrvlooking quartz with many cavities, which are usually filled
M
eekatharra
Septem
ber,
1899.]
TH E
EDUCATION
■with crystals of green, foliated talc and crystalline
gold. The th ird is of a bluish, m ottled appearance, and
of great size and well formed. A n attractive natural
feature to th e monotonous landscape round Cue is found
in some fantastic geological rem ains called the Tabletops.
They consist of a series of bold scarped elevations rising
abruptly from the dead level of the surrounding plain,
th e ir surfaces composed of red desert sandstone underlaid
by pure -white kaolin of so soft a nature th a t b u t
comparatively few years -will be needed till th e erosion by
wind and weather shall have levelled and dissolved them
altogether. The largest of these “ table-tops ” is known as
M ount Murchison. There is a rough range of hills situated
about 3-5 miles N orth-W est of Cue called th e W eld Range.
Cue is the present term inus of the Murchison railway.
D ay D a w n .—F o u r miles South of Cue, on the railway
line, is D ay Dawn, compactly built, b u t possessing a
disadvantage in common with Cue, though in a lesser
degree. Cue is built on both sides of a creek, Day Dawn
on one side o n ly ; consequently the danger of a flood after
the tropical storms th a t b u rst over th e hot interior in
summer time, though m itigated, is still a cause of anxiety.
Close to th e town is situated th e Consolidated Murchison
Gold Mines, better known as the Big Day Dawn Mine. The
huge quartz outcrop, which forms a high hill, can be seen
for m any miles, and forms a conspicuous landm ark.
CtrDDiNG-wAEKA, ten miles N orth-W est of Cue, is situated
a t the foot of a low range of hills, and th e township is
almost w ithin a stone’s throw of th e leading mines. The
aspect of the country is different to th a t round Cue. The
granite and kaolin give way to brown diorite, and large
tracts of white alkaline incrustation in patches on a sandy
siu-face denote the presence of th e salt w ater underu'eath
a t a shallow depth. This w ater is very salt indeed, and
contains about one-tenth solid chemical m atter. Cuddingw arra was originally called “ The D ead Finish.”
Between Cue and Lake A ustin th e country for 10 miles
South-E ast is covered by thickets for the greater p a rt of
the way, b u t upon approaching the Lake it opens out into
large, salt, sandy, and clay flats, covered w ith samphire.
L a k e A u s tin .—A bout 16 miles due South of Cue there
stretches across the landscape from E ast to W est th e arid
face of Lake A ustin, a vast level sheet of tawny-coloured
sand, coated for th e most p a rt w ith a covering of pure
w hite sand th a t glistens and shimmers in th e bright sun
like the face of a burnished mirror. I t is from four to five
miles in w idth from N orth to South, narrow ing and widen­
in g w ith th e contour of the country, and bounded by low
ranges of rocky, iron-bound hills. On both hands it
stretches its dreary waste E ast and W est till lost in a
dancing mirage of seas, bays, headlands, and even the
black hulls of large vessels seem to dot the distant view, so
perfect is the delusion. Vast, desolate, uninviting, and
dreary is thirst-begotten Lake Austin in its solitary
grandeur.
B uilt of ju ttin g ironstone and slate, rising
about 200ft. above the level of the sandy lake, and covered
w ith stunted scrub, is w hat is called The Island. On this
small area, about two miles one way by one mile across,
thousands of ounces of gold have been found, and the
diggings on the Island were some of th e richest and most
concentrated on the fields. The M ainland is a rich patch
CIRCULAR.
31
of country on the N orth side of the Lake.
The great
drawback to successful m ining around Lake A ustin is the
intensely salt nature of the water, which is heavily impreg­
nated -with mineral m atter, chiefly gypsum and magnesium;
so much so th a t a gallon of the fluid contains from 28oz.
to 30oz. of solid m atter after evaporation.
A fter the railway station a t the Island is left behind, the
train, after taking in water a t Ned’s W ell, does not stop
u n til Lennonville is reached.
L e n n o n v i l l e is distant about 10 miles from Mt.
M agnet, and embraces an atu-iferous belt of great
promise.
B o o g a b d i e , or Jones’s Well, about four miles W est
from Mt. M agnet, has sprung into prominence lately.
M o u n t M a g n e t , which is 60 miles South of Cue, is,
like Cue and Day Dawn, situated in the bed of a creek,
and as a consequence the tropical rains often cause an
inundation of the lower parts of the town. Three miles to
the N orth rises the m ountain from which the township
takes its n am e; its native name, however, is W arramboo.
The m ountain is 2,000ft. above the sea level, and is a
conspicuous and picturesque n atu ral feature visible for
many miles across the flat, bush-covered country a t its
base. I n many respects the scenery about M ount Magnet
has been compared w ith the African veldt. F resh w ater
abounds everywhere a t no g re a t. depth all through this
district. Mt. M agnet received its name from AssistantSurveyor R obert A ustin while exploring the country as
long ago as 1854. H e called it M t. M agnet because he
found th a t the rock of which it was composed caused great
local magnetic attraction, and th a t each piece of the stone
had two poles like the loadstone, powerfully attracting and
repelling the same point of the magnetic needle. Mt.
Magnet, besides being an im portant mining town, forms a
centre for supplying the wants of the E a st Murchison
goldfield. J u s t as a t the other centres of the Murchison,
M t. M agnet has emerged from the era of alluvial working,
and its future prosperity depends on the value of its reefs.
There is a great variety of stone on this field, and the reefs
are of two or three totally different classes.
P aynesville , which is situated about 60 miles to the
Eastw ard of Mt. Magnet, and about eight miles from E ast
Mt. Magnet, is attracting atteution as a promising mining
locality.
From M t. M agnet the railway, hitherto due South from
Cue, pursues a cotu-se South and W est on to Toweragabbie,
18 miles distant, where the M urchison is left behind, and
the confines of the Talgoo Goldfields are approached. Tbe
country for miles on all sides here is pui-ely p a sto ra l; th a t
is, it shows neither, quartz nor other auriferous signs—nor,
for th a t m atter, any visible grass on its surface—b u t
appears to be a wilderness of red d irt and nralga scrub.
Fifty miles down, the Two Brothers (N anotharra), twin
granite mounds of equal size and height, rise like islands
from the sea of scrub round their base. There is a railway
station here, and a bush clearing alongside the track.
Seventy miles from Mt. M agnet we approach Yalgoo.
The country becomes b ro k en ; hills and low ranges break
up the surface, and once more the ground is strewn with
quartz and ironstone—a sure sign of the auriferous zone.
32
THE
EDUCATION
CIRCULAR.
[S e p t e m
ber
,
1899.
M A P T E A C H IN G OP G EO G R A PH Y .
The land of maps to be used is a m atter of great im port­
ance. I t has been well said th at, in order to leave a clear
impression on tlie memory, a map should look empty.
The maps hitherto used in schools have been too much of
the nature of reference or library maps. F o r teaching
purposes something xuuch simpler, more distinct, and
empty looking will be found more serviceable. F o r teach­
ing the physical features, a m ap should be used which
presents these features alone. B u t it is a mistake to
confine the map to one set of physical features—m ountains
alone, or rivers alone. These different sets of features
should always be shown conjointly, related as they are to
one another. F o r political divisions and towns a different
m ap should be used, giving prominence to the political
facts to be taught, and showing only th e towns and
divisions which are to be taught. No unm eaning or
unexplained feature of any kind should be on th e teaching
map. I t should be a representation of w hat is tau g h t
about th e topography of th e country ; no more, and no
less.
The presence of the usual boldly-printed names which
are found on m ost m aps is a great hindrance to their
usefulness. In using such maps w ith a class, th e teacher
can never tell whether the features are found out by the
pupils from their relative position or by th eir names,
though he may reasonably conclude th a t while th e name is
so conveniently prom inent the pupils will seek no .other
means of identifying the place. M aps w ithout names are
coming more into use ; b u t m any of them have by far too
m any towns, <fcc., marked, so th a t even th e teacher himself
may be excused for failing to recognise which of half-adozen dots in a given district represents th e one town
which he has mentioned to his class as im portant. I n this
case he should p u t a bold red circle round th e towns he
has referred to in his lesson, and neglect all the other dots.
The power of drawing sketch-maps to illustrate th e lesson
of the.day is invaluable, and should be acquired by every
teacher. B u t these rough sketches m ust be accurate so
fa r as they go. Many teachers are too careless on this
point. I t is a good plan for the young teacher to have a
small map in his hand to draw from, in order th a t he may
not make blunders.
In d u strial maps are of m uch service in intelligent teach­
ing. The position of coalfields, of leading industries, so
fa r as they are represented in special districts, of m ain rail­
way lines, and of steamship routes, can all be shown on
maps, and are by this means learned in their relation to
the country as a whole. This gives a much more intelli­
gent view of the industrial facts regarding a country th an
the mere learning of lists of names.
Statistical charts are also of imj)ortance. I f they cannot
be obtained otherwise, the teacher m ust construct them for
himself. Statistical tables, giving actual numbers, are of
little or no use for class teaching. The im portant facts
m ust be shown by th e “ graphic method.” Instead of
giving the actual population, say, of a series of im portant
towns, squares should be drawn representing these towns,
the size of these squares being in proportion to the actual
numbers. So with such facts as the relative importance of
our various imports, exports, or industries. Squares, or
bold thick lines, parallel to each other, should be drawn,
th eir area or length being in proportion to the value of the
imports, etc., in round numbers, such as millions of pounds.
This is the only method of showing a t a glance the relative
importance of these various imports, and the method gives
a much more intelligent and memorable knowledge of the
facts th an abstract numbers can do.
The illustrations which may be used, and which should
be used all through the school course, are only lim ited by.
th e ingenuity and skill of the teacher. Pictures and photo­
graphs are now easily obtainable, which may serve to give
graphic ideas of distant scenes and places. The school
museum will yield specimens to illustrate manufactures.
Curios from distant lands are often found in such museums,
contributed by form er pupils, or by those who have friends
in foreign countries; and these will serve to awaken interest
in those places, even if they do not throw much light on
th eir characteristics. The class excursion has little or no
place in the teaching of Geography in this country, b u t in
many other countries it is found one of the most valuable
means of showing w hat geography really means.—Practical
Teacher.
I t is better for the class to have the scale varied
occasionally, and to have the district under study presented
as a complete map for the time, while its relations to other
districts are shown by sketches of larger portions on a
smaller scale, or by a class map.
('Adapted from Mr. J. Hdnie-Broivn’s Heport on the
Forests of Western Australia.)
The drawing of memory maps is the m ost exacting test
of the pupil’s memory of topography. This drawing should
be taught, not merely practised as an exercise in drawing.
The proportions of the country should be studied, the
exact trend of sketches of coast-line, rivers, and mountains,
the relative positions and relative distances of im portant
towns, and the like, so th a t the pupil can draw the m ap on
any desired scale. Frequently this exercise seems to be
performed as a mere drawing lesson, and pupils have been
found who .could draw a country with satisfactory accuracy
of form, and yet* could not name correctly the rivers and
other^ features whose positions they have indicated quite
accurately.
T H E F O R E S T T R E E S OF W E S T E R N
A U S T R A L IA .
N o. 2 —K arri (E ucalyptus D iversicolor).
This is the giant tree of W estern Australia, if not of the
whole A ustralian continent. The latter rem ark is often
disputed, b u t the assertion is made by Mr: Brown w ithout
m uch fear of contradiction. The measurements piyen
fu rth er on will show to w hat extraordinary size the' trees
attain. I t comes next to Javrah as one of the principal
tim ber trees of the Colony, though it is not so well known,
owing to the lim ited field of its growth, and the, a t present,
comparative inaccessibility of its haunts.
The late Baron von Mueller was the first to give this
tree its specific apellation, which bears reference to the
paleness of the leaves upon th eir lower side, compared -with
eucalypts generally. The common or vernacular name is
the aboriginal designation of the tree.
< ^ ^ T E aCHERs ’
Septem
bek
,
1899.]
TH E
EDUCATION
I n its young stage K arri makes a highly ornam ental
tree, being regular in its growth, straight, and umbrageous.
The leaves change in a few years from an oval to the long,
broad shape which m a rts the more m atured condition. In
this respect, and in general appearance as well, it resembles
greatly the sugar gum of South A ustralia. W hen m atured,
and it has attained large dimensions, its appearance is
grand in the extreme, and in this respect a t least it puts
the Ja rra h fa r in the shade. The trees are alm ost always
of straight growth, and tower styw ards for great heights
without having even the semblance of a branch. So
marked are they in this respect th a t they lo o t lite a mass
of upright candles. The b a r t is smooth, yellow-white in
appearance, b u t not persistent lite the Jarrah .
As a rule the height of an average tree may be p u t
down a t 200 feet, w ith 120 to 1-50 feet between the ground
and the first branch. A tree of this description woidd
have a diam eter of about 4ft. a t from 3ft. to 4ft. from the
ground. Trees of this size are generally sound in every
respect, and may be expected to tu rn out tim ber free from
the usual blemishes of dry-rot, gum veins, etc., to which
large trees are usually subject. On th e W arren river, how­
ever, it is not unusual to meet w ith trees which go 300 feet
in extreme height, over 180 feet in height to th e first limb,
and from 20 to 30 feet in circumference at th e base.
Of course these are exceptional cases, b u t still they do
exist.
Mr. Brown awards th e palm to a tree known as
“ K ing K a rri,” growing a t K arridale. The measurements
of this m onster are as follow :—-34 feet in circumference at
three feet from the ground ; 160 feet to th e first branch ;
14 feet in circumference a t the first lim b ; over 200 feet in
extreme height. From these figures it will be seen th a t
the bole of this tree from the bottom to th e first limb
contains nearly 6,000 cubic feet of tim ber. This means a
weight of over 40 tons in a l l ; th a t it would take one of our
ordinary mills a t least four days to convert it into sawn
stuff; and th a t it would form about a quarter of the
loading capacity of one of th e ships which form the fleet of
our present export tim ber trade.
The K arri is a very rapid grower, and soon attains a
great height and considerable dimensions of timber. A
norm al tree at 35 years of age would have a height of
about 1-50 feet, height to top of available tim ber 100 feet,
diameter a t three feet from th e ground about two feet. A
tree'of th is size would contain, roughly, 175 cubic feet of
timber. I t will therefore be seen th a t a forest of m arket­
able k arri can be produced in the short term of from 30 to
40 years.
The species is. strictly confined in its range of locality to
the South-W estern portion of the South W estern Division
of the Colony, or th a t p a rt of the latter lying between Cape
Ham elin on the W est and Torbay, near Albany, ou the E ast.
This part, of the country comprises the more hum id portions
of the tem perate region of W estern A ustralia, where
the annua] rainfall is from 35 to 40 inches ; the tree may
therefore be classified as one which delights in plenty of
moisture. The region is purely coastal, and is very distinct
in its general physical features from anything else in this
wav in the Colony. The tree seems to be a component
p art of its surroundings, or vice versa, as th e case may be
CIRCULAR.
individually viewed. H ere are ’foQririam m senEe^rests of
trees, straight, and of wonderful size, springing out of a
rich soil deep and spongy, yet the country is sufficiently
undulating to make it in some parts w hat may be termed
hilly, b u t not difficult of working by road or tram . W here
the K arri grows really close to the sea coast it is generally
scraggy, stag-horned, and b ra n ch y ; thus showing th a t
though a coastal tree it is shy of actual contact with saline
particles or strong direct sea breezes.
The K arri is evidently not partial to any particular kind
of soil. I n th a t portion of its h abitat south of the Black­
wood River, the country consists of knolls and belts of
red chocolate, or partial ironstone-humas so ils; whereas
the soil of the K a rri belt at K arridale is of limestone
formation. The best K arri forests are to be found at
elevations of from 300 to 600 feet, and the tree seems to
attain its highest perfection on the ranges and plateaux
upon the W arren River.
The tim ber is red in colour, and has very much the
appearance of Jarrah ; indeed so alike are the two th a t it
takes a good judge of both to distinguish each. I t is hard,
heavy, elastic, and tough, b u t does not dress, nor can it be
wrought so easily as its contemporary. Eor work under­
ground or in w ater it is inferior to Jarrah, though there
are instances where it has been known to rem ain in the
ground for 30 or 40 years with only the ordinary amount
of decay. However, w ith regard to the tests which have
been made as to its tensile, crushing, and breaking strength,
it stands as a tim ber of very high order. P ending more
general experiments, K arri m ust be looted upon as a tim ber
best suited for superstructure! w orts.
F o r bridge-planting, shafts, spotes, felloes, and large
plantin g of any sort, flooring, general waggon -work, and
beams it is unequalled in this Colony. I ts lateral strength
is very much greater th an jarrah, and for works requiring
the. bearing-up of considerable weights, such as bridges,
floors, rafters, beams of various kinds, it is of m uch value.
In our railway sheds the wood is now m uch in use for the
construction of waggons of all sorts. F o r street blocking
it is most valuable, and for this purpose seems equal to, if
not better, th a n its colleague, the Jarrah, as its surface
when worn by the traffic is not so slippery for the horses’
feet. I t is now largely exported for London street paving,
and is also finding a ready sale in South Africa, for mining
purposes chiefly.
The area occupied by karri is estim ated to be 1,200,000
acres, and the am ount of m atured growing tim ber is set
down at 15;000,000 loads.
D IS T R IC T B O A R D S, E tc.
N a n n i n e .— Messrs. H . R. W illiams, W . J. Kelly, and
John Bond have been appointed a Committee of School
M anagement for Nannine. Mr. Bond has been elected
Chairman, and Mr. C. H . Jenkins, Hon. Secretary.
N a k b o g i n .—Messrs. Michael Brown and Jas. P itt have
been appointed members of the N arrogin D istrict Board of
Education, vice Messrs. W . L. Graham and J . F. Chipper.
B l a c k w o o d . —Mr. M. W illiams has been appointed a
member of the Blackwood D istrict Board of Education,
vice D r. Dicldnson, deceased.
34
TH E
EDUCATION
STOCK N O T E S.
As some slight alteration has taken place in the mode
of despatching small articles of furniture, such as brooms,
buckets, towels, and sewing m aterial for use in the schools,
teachers are requested to carefully check the goods imme­
diately on arrival w ith th e receipt, and report any
breakages or shortages at once. I f a teacher thinks the
D epartm ent is being supplied w ith an inferior article, the
same should be duly reported. Some teachers are very
lax in returning th e receipts to the D epartm ent, over one
hundred being outstanding a t the present time. : This
causes the D epartm ent considerable inconvenience, besides
often keeping contractors w aiting for paym ent of their
accounts. I t would be well if teachers would go through
th eir portfolios a t least once a m onth to see th a t no
receipts have been overlooked.
A correspondent of th e Queensland E ducation Office
Gazette sends to th a t journal th e following hints, which
m ay be found useful to teachers in W estern A u stra lia :—
To repair slate frames, w ith a small b it or bradaw l drill
two small holes, one in each fram e of th e slate, about an
inch and a h alf from th e broSen comer. Pass some fine
copper wire through these holes several tim es, drawing
and beating together tightly. Finish off by tw isting the
two ends together. Dispose of th is end by pushing into
another hole drilled for the purpose.—To make paste th a t
will not mildew or be eaten by vermin, add a tea-spoonful
o f borax to common paste. I f it is required to make extra
strong paste, add glue as i t is being boiled.— To render the
red ink made from powder less liable to ra n , add sugar in
about the same proportion as to tea.
P
etheb
,
1899.
C o l l ie M i l l .—Mistress, M rs. McAliece.
Conceit held on 25th A ugust. Receipts, £ 5 6s., which
is to be devoted to the purchase of prizes.
Albany
S c h o o l .—
H ead M aster, M r. John H orton.
A l b a n y I n f a n t s ’ S c h o o l .—H ead
M istress, Miss L.
Gmeiner.
Concert held on 18th A ugust and repeated on 25th
August. Total receipts for the two concerts, £5 1 1 8 s.;
expenses, £ 7 13s., leaving a balance of £ 4 4 5s., which has
been divided equally between the two schools. W ith the
senior school’s share the head m aster proposes to pay an
instaimeDt of £ 8 on the piano, to buy sufficient instru­
ments to form a fife and drum band, and to decorate the
walls of the school-room. The infants’ school share is
being held towards th eir Piano Fund.
P e l l M e l l S c h o o l .— M a s te r, M r. N o rm a n F r y .
Taken a t door, £ 7 8s. 9d.; donation by Mr. S. P .
Phillips, 1 0 s.; expenses, £ 1 10s., leaving a profit of £ 6
8s. 9d. Of this, £ 4 was devoted to the Organ F und, and
the balance will remain as a Prize Fund.
B a y sw a t er S c h o o l .— H ead M aster, Mr. C. R. Jam es.
Concert held on 25th A ugust. Receipts, £ 5 16s. 3d.;
expenses, =£1 16s. 5 d .; purchase of prizes, £ 3 4s. 6 d .;
balance on hand, 15s. 4d., which will go towards form ing a
school library.
ic h a b d
ber
Concert held 17th A ugust. Receipts, J>26 Os. 6 d .; ex­
penses, <£2 5 s .; balance, £ 2 3 15s. 6d. Of this a sum of
£ 6 14s. has been paid for clubs, dumb-bells, rings, and
single-sticks, leaving *£18 Is. 6d. to be carried forw ard to
th e Piano Fund.
SCHOOL E N T E R T A IN M E N T S .
B
[S e p t e m
C u e S c h o o l .—H ead Master, Mr. W . C. Arm strong.
W a l k a w a y S c h o o l .—M aster, Mr. A. W . Green.
By A uthority:
CIRCULAR.
Sixpenny concert held on 29th August. Receipts, £ 3
Os. 6 d .; expenses, 3s. 6d.; balance, £ 2 17s., which will be
devoted to purchasing prizes a t Christmas.
,
Government Printer, Perth.
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
Mo. 4.]
OCTOBER,
1899.
[Vol. II.
A P P O IN T M E N T S , T B A N S F E R S , ETC.
Name.
Raymond, Bertha C.
McLean, Charles F.
F oley, Julia
Office.
Scliool.
...
Mogmnber ...
Coolingup ..
Irishtown
...
H.T.
H.T.
H .T. on probation
................
Burgess, Frances H.
Armstrong, Andrew C__
Draper, James T.
...
Hewson, John C.
Burbanks
Northam pton
.............................
Gooseberry H ill
................
M ount Malcolm* and Leonora* ...
H.T.
H.T.
H.T.
H.T.
Armstrong, Alice
Niagara*
H.T.
Smith, E llen G...............................
Brown, Thomas J.
Rogers, Annie M.
Dusting, Clarinda
Smith, M a r t h a ................
Braddock, R om a...
...
Cook, Louisa R. ...
................
E s p e r a n c e ..........................................
Boulder
..........................................
Geraldton ...
................
M enzies
W oodville ................
K algoorlie In fants’
................
W oodville ...
Cook, Louisa R ..................
Snowden, Florence E . ...
Gustafson, John E.
Shaw (Mrs.) Harriet A.
Lee, Ida ...
................
Hewetson, E dith J.
H uggins, Cecilia.............................
Green, Ivy
H enley, B e r t i e .............................
Clarke, Amy K. H.
Cassell, Lillie
...
•...
Plym pton ..........................................
M idland J u n c t io n .............................
Fremantle Boys’
Plympton
K a lg o o r lie ..........................................
North F r e m a n t le .............................
Subiaeo
...
................
Northam
Northam
..........................................
B rid g eto w n ...
................
W oodville ...
Cassell, K atie
Newcastle s t r e e t .............................
.............................
...
Wooldridge, Charles M.
Mount Barker
Brown, Catherine
Boranuj)
...
................
Mett-ain, Mabel ...
Knrawa
Macdonald, Muriel
................
Cumming, Laura F . G....
M cDowall, D aisy
Thomas, Adelina...................
Sewell, Constance
................
Shaw, Alice
V iney, Isabella M ay
................
Armstrong, Jane
................
M ornington M i l l .............................
Cottesloe
...
................
C o o lg a r d ie ..........................................
C o o lg a r d ie ..........................................
Beverley
...
................
Boulder
Boulder In fants’ ...
Northampton
.............................
•New Scliool.
Cl
C2, temp.
C l, prov.
Cl
Cl
C l, temp.
Bl
SO
0
0
100
110
70
0
0
0
0
0
0
Cl
SO
0
0
.C l
C2, temp.
B2, prov.
SO
SO
0
0
0
0
130
0
0
SO
0
0
70
60
16
16
20
30
30
0
0
0
0
0
0
0
0
0
0
0
0
0
0
30
0
0
40
0
0
42
0
0
4th Class
4th Class
4th Class
o
W aterous M ill
A. on supply
A.
A.
A.
A. on supply
A.
A. temp, from 28th
Sept. to 10th Oct.
A.
A.
A.
A. on supply
A.
A.
P.T.
P.T.
. P.T.
Mon., full tim e
Mon. on probation.
full tim e
Mon. on probation,
fu ll tim e
Mon. till Xmas,
fu ll tim e
Mon. and S.M.,
fu lltim e
Mon. and S.M.,
fu ll tim e
Mon. and S.M.,
half-tim e
Mon., half-tim e
Mon., half-tim e
Mon., half-tim e
Mon., half-tim e
. Mon., half-tim e
Mon., half-tim e
Mon., half-tim e
S.M.
B2
£ s. d.
70 0 0
120 0 0
As per R egu­
lations
130 0 0
90 0 0
120 0 0
150 0 0
and .£10 for­
age a l lo w ­
ance.
As per Begulations with
,£30 G.F.A.,
& £15 L.A.
SO o o
130 0 O
O
................
...
...
Cl
Salary per
aiminu.
3
Harms, Sara
................
...
Classification.
35
0
0
16
16
20
20
16
20
20
12
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
36
TH E
EDUCATION
T E A C H E R S ’ E X A M IN A T IO N .
Tlie annual examination of teachers will be held in the
Central Schools, Jam es Street, commencing on Monday,
18th December, and, in accordance -with R egulation 49,
teachers who desire to be examined m ust notify the
D epartm ent in w riting a t least one m onth before the date
of the examination. Candidates for the “ A ” Certificate
m ust state whether they wish to take the examination in
one or two parts (as per amendment to Regulations,
dated 20th June, 1899). I f in one p art they m ust state
th e two additional subjects they intend sitting for. Candi­
dates for the “ B ” Certificate m ust state the additional
subject they intend to take (Appendix I.). The attention
of all candidates is directed to the fact th a t Drawing is
now a F ailing Subject (see am endm ent of 15th May, 1899, to
note under Appendix I.).
F U F I L T E A C H E R S ’ E X A M IN A T IO N .
The examination for P u p il Teachers, Candidates, and
M onitors will be held on T hursday and Friday, 14th and
15th of December. The attention of those about to sit is
drawn to th e amendments to Appendix II., published on
M ay 15,1899. In these it is declared th a t th e following
will be considered as Failing Subjects :—Reading, 'Writing,
Spelling, A rithm etic, English, Geography, Drawing, and
School Management. The additional needlework specimens
recjuiredare also mentioned in these amendments. Those
who wish to sit as candidates must, of course, make appli­
cation to th e D epartm ent for permission to do so.
U S E F U L TO I N F A N T T E A C H E R S.
The A ugust num ber of The Practical Teacher specially
deals -with in fan t school work. I t has several interesting
articles which would be of great use to teachers who want
hints for their infant classes. The tables showing the
connection of lessons, a model tim e table for infant
classes, and an interesting article on the “ John R uskin”
School, would be found useful, and there are m any other
things which, if carefully read, teachers will find of
assistance.
U N S IG N E D R E T U R N S .
A large num ber of the Age and Desk R eturns recently
asked for by the D epartm ent have come to h and w ithout
either signatures or the names of the schools. As the
returns in th is shape are absolutely valueless, all teachers
who feel doubtful about the omission of these particulars
should a t once send in .duplicate returns.
C O N T R IB U T IO N S TO T H E C IR C U L A R .
The D epartm ent is ra th e r disappointed th a t more
teachers have not w ritten articles for the Circular.
H O L ID A Y F A R E S .
The Adelaide. Steamship Company has notified the
D epartm ent th a t a discount of 10 per cent, on current
rates will be allowed to teachers who m ay be proceeding to
the E astern colonies during the coming holidays, on
production of a certificate from the' Education D epart­
m ent. Teachers -wishing to avail themselves of the con­
cession should apply to the D epartm ent in good time.
CIBCULAE.
[O
ctobee,
1899.
M A R K IN G T H E R E G IS T E R S .
Considerable hardships are sometimes inflicted tipon
children, or great difficulties are placed in the way of the
D epartm ent, by teachers who forget to observe th e
Regulation for m arking the early-comers in red ink. In a
case th a t came to the notice of the D epartm ent the other
day, the teacher had no red ink in the school, and there­
fore m arked in black. Nothing, however, was said of this,
w ith the result that, of course, the medals were refused by
the D epartm ent at the end of the year, and then th e
teacher remembered th a t red ink had run short in the
school. Of course red ink ought not to run short, because
teachers can usually requisition in good time, b u t supposing
such an incident did occur w ithout any fa u lt of th e
teacher—and in this case it was a teacher taking over a
new. school from one who left the service—there is a very
simple and obvious way of immediately recording the
difficulty by noting a t the time in the book th a t red ink
was not available, and by m arking late comers with an
“ L ” instead of the ordinary black m ark, so th a t there
may be no doubt a t the end of the year in reckoning for
medals. In other cases teachers seem to have used black
ink w ithout thinking, or have dipped a black ink pen in
the red, so th a t it is impossible to tell what colour the
m ark is. The children have accordingly had to lose th eir
medals simply through a slight want of care on the part of
the teachers, it being impossible for any teacher, m onths
afterwards, to be able to guarantee th a t on a given'
morning a child was not late. Teachers cannot be too
careful in registration, and if any alteration or difficulty in
the register arises, they should always immediately make a
note of it in the journal and on the register itself.
L E A F D R A W IN G FR O M N A T U R E .
I n the Practical Teacher’s A rt Monthly for A ugust
there is an admirable specimen of Leaf Drawing from
N ature for Standards I., I I., and H I . The leaves taken
are the leaves of the privet, the arum lily, and the lilac.
I t m atters very little what leaf is taken as long as it is
carefully taught. Teachers could easily pick any leaf
from the bush and show the children its main lines, pinning
it on a card perhaps, or placing it upon the blackboard,
and then from it draw the principal curves of the leaf and
its midrib. I t m ust not be forgotten th a t the midrib is
always a continuation of the stalk, and should be shown,
therefore, in a form which will lead the children to see th a t
it is not a mere th in line.
In the same issue there is a paper by Mr. Ricks on
Drawing, in which fu rth er leaves drawn from nature and
from memory are reproduced. Specimens are given of an ivy
leaf drawn by a child in Standard II., who had previously
drawn the leaf from nature, and by a Standard V I. scholar,
also from memory, but, who had not drawn from nature,
and had been through the old system of drawing from the
flat and through th e carefully ta u g h t model drawing from
the cylinder, prism, etc. One child had learned to copy,
and the other to observe, w ith the result th a t the memorv
of the Standard I I . child had really been cultivated, while
the Standard VI. child, who would have done an admirable
im itation, failed entirely even to remember the five points
of an ivy leaf, and thought there were seven.
O ctober,
1899.]
TH E
EDUCATION
There is also ail am using reproduction of a really
adm irably drawn group of conventional models, and the.
same child’s idea of a table, where th e perspective of the
legs is really an astonishing production.
Teachers
interested in Draw ing should take in The Practical
Teacher’s A rt Monthly, as it contains very m uch of great
use. I t shows, for example, how the very simplest flowers
•can be utilised, and th e above-mentioned issue gives an
admirable design of th e nasturtium which, from the sitnplicity of its leaf, forms an excellent drawing lesson for the
lower standards, and it is so common in gardens every­
where th a t almost every teacher could grow it or get it.
CIRCULAR.
37
attention should be paid to the proper joining of threads,
turning of corners, and finishing of seams.
In fa n ts.
Infan ts before beginning to sew should have several
lessons in needle chili, thim ble drill, and threading needles.
The form and slope of the hem stitch should be illustrated
by frame and blackboard lessons. Joining of threads
requires m uch practice.
Errors to be avoided are—needle held wrongly ; stitches
too upright, or not taken through.
S tandard
A N A T T E N D A N C E H IN T .
A teacher writes to the Ju ly Teachers’ A id under the
above heading as follows :—“ A lthough I am inform ed by
the S.A. officer th a t my school stands amongst th e best in.
his district for regularity, I did not feel satisfied, b u t
determ ined to try and improve m atters, so h it upon the
following id e a :—
A circular was graphed and sent to the parents of the
' irregulars ’ and the announcement quite appalled them.
The following is a facsimile of one :—
Copt .
Errors.— Stitches coming too far over side of seam or
too far apart. Joinings made by means of knots or not
enough thread tucked under ; finishing not secure.
II.
Gathering is now required in this standard. The stitch
should be practised on canvas or cheese clo th ; two threads
should be taken up by the needle and three passed over.
The calico should be stroked above as well as below the
gathers. Teachers will find it better to teach the children to
stroke by means of the head of the needle instead of by
the point (the usual method), as it prevents the cloth being
torn and weakened by scratching.
Errors.—Stitches too large or irregular, fastenings in­
secure, calico scratched or torn in stroking.
Standard
St. M ichael’s School,
D eak S ik ,
I b eg to inform you th a t ‘ W illiam ’ has been absent ‘ 45 ’ tim es
since ‘ h e ’ has been in Standard ‘ I I . / and so lo st ‘ 225 ’ lessons.
U nless there is an im m ediate and continued improvement, ‘ h e ’
w ill be placed in a lower standard, for you m ust know he cannot
keep up w ith th e other children when lessons are lost in th is
manner. Illness m ust be th e only reason for absence, and th en a
n ote should be sent to th e school.
W e hope this friendly warning w ill be remembered for the
child’s sake.
Yours truly,
Etc. etc.
The fact th a t W illie had ‘ lost 225 lessons ’ (five for each
meeting) was enough! The boy has not been absent
since, and altogether the result has been m ost gratifying in
■every case. Give it a trial.”
NEEDLEW ORK
I.
The initial trouble of holding the needle has been
mastered. Oversewing is the new stitch to be learned.
Children m ust be drilled to hold the needle opposite the
chest. They m ust be tau g h t th a t only the top thread of
each edge is to be caught. One lesson should be given on
the joining of threads.
N O T ES.
(By Miss J. A. Nislet.)
Sewing being one of the compulsory subjects for girls,
th e following brief notes may be of use to teachers,
■especially those who have had no previous training in the
subject. I n teaching needlework the first thing to be im ­
pressed on the children is not to hurry ; “ H asten slowly ”
m u st be the rule both for teacher and pupil. Before
attem pting garm ents teach the stitches required for them
thoroughly. The best plan is to devote the first term after
inspection to practice only. Garments could then be begun,
and the work will be comparatively easy, as th e children
have already grasped the details. I t is to be feared th a t
sewing is made an unnecessary burden in school work from
over-elaboration.
Trimmings are of no value as far as
securing marks goes. The piece of work should be plainly
made, and show only th e stitches demanded by th e D epart­
m ent. I n teaching the various stitches teachers should aim
a t securing uniform ity in size and slope. Over-fine stitches
are a great strain on th e eyesight of the. pupils. G reat
S t a n d a r d III.
Bands have to be made in this standard and fixed to
gathers. The fixing should be done with w hat is prac­
tically an oversewing stitch. The top of each gather has
to be lifted on the needle and fixed to the band. Strings
should be oversewed a t the edge of the band.
Errors.—Bands are often stitched to gathers, or run and
turned o v er; this should never be done.
G athers are
sometimes not caught, and tapes not hemmed at the ends.
IV .
Herring-bone is the new stitch to be learned in this
standard; it should be taught on canvas to ensure uniform
height. I n hemming woollen m aterials the edge should
be left raw, and the herring-bone worked over it, an equal
distance being left under and above the edge. B utton­
holes in this standard should be worked with rounded ends
only. The stitches should be of a uniform depth. A t first
it is a good plan to trace a line with a pencil round the
hole to guide the eye.
Errors.—The m ost common fau lt in herring-bone is w ant
of uniform height and width. In button holes th e common
faults are stitches too deep and too fa r a p a rt; corners
badly tu rn e d ; too m any or too few stitches p u t in a t the
ends. Seven stitches is the num ber usually set down in
S tandard
TH E
38
EDUCATION
manuals of needlework, b u t five makes a mucli neater end,
except 'tlie cotton is very fine.
Standard V.
Flannel patching, darning, and sewing on buttons is tlie
work of this standard. I n flannel patching the great aim
is exactness of measurement. In darning the hole shoidd
be made tidy round the edges, the stitches a t opposite ends
cauglit up, and the top of every row of darning should
have a loop left for shrinkage.
Errors.—In flannel patching the most common error is
the untidy tu rn in g of corners. (A -whole lesson should be
devoted to this.) In darning the errors most frequently
made are—neglect- to catch loose stitches, rough and untidy
edges, and thread being drawn tig h t a t ends where, loops
should be left.
S t a n d a r d s V I. a n d V II.
Cutting out is introduced in these standards. Scholars
should be tau g h t the scientific basis of m easurem ent for
different garments.
Errors.—In cutting out the chief faults are—want of
proportion, and forgetting to allow for hems and lays.
E N G L IS H C O M PO SIT IO N I N ST A T E
SCHOOLS.
(By E. S . Sargant.)
In the teaching of English Composition there are so
m any difficulties to be overcome th a t it is better to try to
meet them separately rather than to attem pt to m aster all
a t once. Most persons have, experience of the way in which
thoughts evaporate, or else come in inconvenient numbers,
' and in confused order, as soon as pen and paper are to hand.
I f this is true of adults, how much harder m ust it be for
children to struggle w ith the difficulties of w riting and of
expressing their thoughts a t the same time. The first
simplification, therefore, is to teach oral before w ritten
composition.
Oral Composition is best begun in the infant school.
The teacher, after choosing some simple subject, such as a
picture, or a bunch of flowers, or a story which the children
have heard lately, proposes th a t the class shall all try
together to express th eir ideas. To prevent confusion she
may nominate one of them as leader, and it will often be
found a good plan to bring th e leader to her side, so as to
face the other children. As th e first suggestions will be
usually incoherent, and not clothed in complete sentences,
m uch patience is necessary in the initial stages of this
lesson. Appeals should be made frequently to the whole
class as to whether they like the proposed sentence: Is it
good E nglish ? Does it express a tru th ? Does it make a
satisfactory beginning or end to the composition, or more
generally is it in the rig h t place ? I f not, w hat would the
class suggest instead? A fter a while it will be found
th a t suggestions come pouring in from all quarters,
and the difficulty is often how to select the most
appropriate.
As fa r as possible this should be left
to the whole class, who may vote in cases where there
is doubt. A m istress who uses this m ethod persis­
tently will come to find th a t after awhile she occupies
a position analagous to the Speaker of a Legislative
CIRCULAR;
[O c to b er ,
1899.
Assembly, who controls rather th an leads the debate.
W hen the whole class is agreed upon a sentence, th e result
is recorded upon the blackboard, and fresh paragraphs
added, until the children are satisfied th a t enough has been
said upon the subject. The whole is then read over to
them , and alterations may be made a t their desire, or the
teacher herself may point out the deficiencies of the com­
position as a whole.
To make the foregoing remarks clearer, let us suppose
th at the subject selected for an infant school in P erth is
the Swan River. A wise mistress would tell the children
on Friday th a t this would be the composition lesson for
Monday, and suggest to them th a t their parents should
take them for a walk on Sunday in the neighboiu-hood of
the river. On Monday the teacher, chalk in hand, would
call out a child as leader, and ask how the composition
should begin.
M istress : W hat would you say first about your river ?
Leader (after hesitation) : I t is nice.
M istress (to the class): Shall I write on the board, “ I t
is nice.”
Class voices: No ! No ! W e don’t like that.
M istress : W hy not ?
Class remains silent.
M istress: Does that- tell us w hat is nice ?
Class voices: N o !
M istress (to leader) : Then w hat will you say instead ?
L ead er: The river is nice.
M istress (to class) : Shall I write th a t ?
Class voices : Tes. No !
M istress (to class) : Some of you say “ No.” W hat do
you wish me to write, Alice ?
A lice: The Swan River is nice.
Other children : The river at P erth is nice.
M istress (to leader) : Now what shall I write ?
Leader remains silent.
M istress : Thank you, Tommy, you’ll help me another
day, when you understand better. W on’t you ?
Leader : Tes, Miss Jay.
M istress: Now, go back to your seat. Alice, will you
please take his place ?
Alice (as leader) : The river Swan is nice at Perth.
M istress (to class) : So many things are nice ! Does
th a t tell me much about the river ?
C lass: No, Miss Jay. (A boy’s voice: I t is very
.broad.)
M istress: Very good, Charles. W hat would you say
then ?
Charles : The river Swan is very broad a t P erth.
M istre ss: T hat is quite true. JBut think which of
those words is best a t th e beginning.
(To the
class : W h at do you say ?)
Voices from the Class : “ Very broad ” should come
first. “ A t P e rth ” : I like it best as it is.
M istress: Well, we will try. Listen, children, “ The
river Swan is very broad a t P e rth .” “ Very broad
is the river Swan at P erth .” “ A t P e rth the river
Swan is very broad.”
Alice (as leader) : I like the last best.
Class V oices: A nd so do I ! And I !
Class becomes unanimous, and the sentence is w ritten
down. The mistress may then ask w hat the children have
•O c t o b e r , ] 8 9 9 .]
TH E
EDUCATION
seen on the liver—Sw ans; black sw an s; black swans
with red bills.
Some child will possibly suggest th a t he thinks th a t is
th e reason th a t the river has its name, and the next sentence
may take some such shape as t h i s :—
“ Black swans with red bills swim about on it. W e
th in k th a t is the reason it is called the Swan
River.”
Another child will have noticed boats on the river. A
skilful mistress may use this to lead the class fu rth er in
recording their observations th an they would have gone
alone. Thus—-How do the boats move P M ost of them
have sails. Can they always sail ? N o ; only when there
is a wind. How does the river look when there is no
wind '? I t is b lu e ; it is sm ooth; it is like a looking-glass ;
it reflects the houses and trees. Are the houses and trees
seen in the water real F N o ; they are gone as soon as the
water becomes rough. The blackboard now contains in
addition this p a ra g ra p h :—
“ Sometimes the wind blows. Then the boats w ith their
white sails move over the water. Sometimes . the
air is still. Then the river is as blue as the sky,
and we see houses and trees reflected in the water.”
If there is some unusually imaginative child in the class,
especially if this lesson is being given to Standards I. or II.,
the teacher may hear an observation th a t there m ust be
people in the houses under th e water. I t is a great a rt to
seize such a suggestion as this, and set the children’s
imagination at work, b u t no attem pt should be made to
force th e idea on the class.
Suppose th a t Alice has
suggested this notion.
Mistress : W ould they be real people ?
, A lice: No, Miss Jay.
Mistress : Could you go to see them ?
A lice: No, Miss Jay (a pause), b u t our reflections
in the water m ight go.
M istress: T hat would be very funny. (To the c la ss:
W h at would your reflection do ?)
Class Voices : They would say, How-do-you-do ? They
would shake hands ; they would cu rtsey ; they would
curtsey upside down ; we should walk upside down
like flies on the ceiling (great laughter).
This is fa r more than children will usually do. B u t
when they are thoroughly roused, and the lesson is going
with a real swing, it is astonishing how m uch they are
capable of.
The mistress will now bring them back to earth and ask
them how much of all this should be put into the composi­
tion. Their instincts of self-repression and proportion will
immediately be aroused, and the following may appear on
the black b o ard :—
“ W e cannot visit the people who live in these houses,
for they are not real people. The wind blows again,
and the houses and trees in the river are gone. B ut
th e real houses and trees remain.”
The mistress may then ask the children from w hat place
they like to see the river best. Perhaps they agree th a t it
looks m ost beautiful from the park. W hy ? Because the
children can see so fa r from th e re ; because the river
CIRCULAR.
39
w in d s; because South P e rth looks so pretty across the
water, ju st like a num ber of dolls’ houses.
“ W e like best to see the river from our beautiful park
on the hill. I t shines so brightly in the distance
and winds like a great snake. Across the water is
South P erth. Its red and white roofs look quite
small, ju s t like dolls’ houses.”
Perhaps the m ost difficult thing is to find a fitting
conclusion to the composition, and as there is nothing th a t
will give the children greater pleasure, it is well to consider
this ending carefully, and to give them some assistance:
“ How happy we are to have a river like the Swan close
to our homes. W e can never be tired of looking at
it, for it is always changing.”
The composition will now stand thus :—
T he Sw an R iver.
A t Perth the Swan River is very broad. Black swans
w ith red bills swim about on it. W e think th a t is the
reason it is called the Swan River. Sometimes the wind
blows ; then the boats with their white sails move over
the water. Sometimes the air is s till; then the river is
as blue as the sky, and we see houses and trees reflected in
the water. W e cannot visit the people who live in these
houses, for they are not real people. The wind blows
again, and the houses and trees in the river are gone; b u t
the real houses and trees remain. W e like best to see the
river from our beautiful park on the hill. I t shines so
brightly in the distance, and winds like a great snake.
Across the w-ater is South P erth. I ts red and w hite roofs
look quite small, ju st like dolls’ houses. How happy we
are to have a river like the Swan close to our homes. We
can never be tired of looking at it, for it is always
changing.
This is, perhaps, twice as long as the actual composition
which the children will be able to complete in a single
lesson. I t m ust be considered as an eindeavour to show
how many different suggestions m ight be made by P erth
children about their own river; and how these might,
be utilised. The two following compositions, the first
w ritten by infants of six to eight, the second by children
from 10 to 14, may serve to show what has actually been
accomplished by this method.
T he Japanese P ans.
A t school we are learning a song for Christmas, called
“ The Japanese P an.” I t is-a pretty song. W hen we sing
we have fans to act with. They are nice fans, w ith birds
and flowers painted on them. L ast Saturday we had our
photographs taken with the fans, and we held them before
our faces and peeped round the com er and laughed. Then
we had it another way, too. W e held them to our noses,
and our eyes ju st peeped over the top of the fans, and we
smiled. Do you like our story ? For now it is time to
stop. G ood-bye!
T he Alm ond Tree.
W h at a fairy-like tree is the Almond, with its pink
blossoms. The twigs are so delicate th a t it seems as if the
flowers are growing in the air, and have been enchanted
40
TH E
EDUCATION
by tlie fairies. Even tlie gentle swaying of the wind
causes them to fall, m a tin g a carpet fit only for Titania to
rest her dainty feet upon, for th e old saying g oes:
“ Pink and green are fit for a Queen.”
I t is rem arkable how soon a class acquires a character
of its own in oral composition, and how, under a skilful
mistress who knows how to subordinate h er own individu­
ality, this character may vary from year to year, as different
children fill the class.
J u s t as the teacher m ust beware of imposing her thought
and personality upon the children instead of evoking their
own, so she will take care th a t no one child takes possession
of the whole class. The leader m ust frequently be changed;
indeed, a t first he will so often be gravelled for lack of
m atter th a t half-a-dozen children have to come to the front
before a composition is complete.
> W hile in the infant school and in Standard I., subordin­
ate sentences should seldom be u s e d ; in higher standards
the value of a complex sentence may be pointed out. B ut
throughout the school children should be made to feel th a t
clearness is preferable to variety of phrase. I f a word has
been used several times, it is better to repeat it than to
substitute one which does not exactly convey th e meaning
intended. Should any confusion appear to arise from the
length and complexity of a sentence, let it be cut down
remorselessly into its simple parts. The,teacher will often
find to his surprise th a t such a sacrifice of style to clear­
ness really produces a style superior to th a t which was
yielded up.
A nother consideration th a t should be constantly in the
mind of the m aster or m istress who gives an oral composi­
tion lesson is th e am ount th a t children can be expected to
say about the subject which they or the teacher chooses.
I n the in fan t class it is generally best to proportion the
m atter th a t th e children are likely to use to th e length of
th e lesson, though to do this successfully requires con­
siderable experience.
In the higher parts of the school let a subject some­
tim es be taken which would require two or three lessons
to exhaust it, and after the boys and girls have considered
how much can be said in th e tim e at their disposal, let
them select th e essential parts for the composition. This
is a most valuable exercise, and it is one th a t can be readily
treated in a class lesson in the m anner already described.
There is less to say about w ritten th an about oral com­
position. I f th e latter has been taken as one lesson in
English, say in Standard U ., then a t the next composition
lesson th e children m ight be required to w rite their own
essays on the same subject. A fter a tim e it will be found
th a t they will know how to use the m atter a t their dis­
posal w ithout the prelim inary exercise of working in con­
cert. B ut it will never be found advisable to give up col­
lective composition entirely. A t th e top of the school the
boys and girls should be encouraged to find their own sub­
ject, and a small committee m ay be formed, which will
■consider if any of th e result is worth preserving in some
perm anent form, e.g., in a school magazine. Nothing
supplies a stronger incentive to working a t E nglish com­
position th a n such a magazine. Original stories may be
w ritten, and, if approved, copied out by their authors on
CIRCULAR.
[O
ctober,
1899.
foolscap and stitched together. Good drawings may be
added, and so the magazine will grow to be a perm anent
record of the school and its scholars, past and present.
[Mr. Sargant assumes th a t oral composition will begin in
the In fa n t School and w ritten composition in Standard II .
This is not quite in accordance with our actual programme
a t present, b u t it is quite in accordance w ith its spirit, and
teachers would find no difficulty in the lessons as he
suggests them. The above conversation lesson on the
Swan River only needs to be w ritten down as each sentence
is elicited to make the children feel they have w ritten
a composition. I n all Standards, after w riting these class
compositions on the board it is well to copy them into a
book and so keep a record.—Ed.]
H IN T S ON COLOUR.
(From the Ju ly Teacher’s Aid).
Points are so much used now in brush-work, tabletpainting, and various infants’ work, th a t the anxiety to
produce results often leads a teacher to om it a m ost
attractive and also necessary p a rt of preparatory work which
should be performed by the children, b u t which is too
frequently done by the teacher without the children even
seeing the operation or having a word of explanation as to
how the different colours are obtained; om itting facts
regarding the relation of one colour to another which
children easily grasp, because of their fascinating nature.
The class should be thoroughly interested in the choice
and preparation of all colours required for lessons given to
them on any subject. Teachers have often said to me,
“ Oh, it is too slow work to let them mix the paints
but
though a slow beginning, the result is permanent.
F ir s t L esson.
A very pleasing lesson, and not a tiresome one either for
the teacher, can be given thus :
L et each child have a sheet of brash-work paper, the
teacher having a larger piece fixed to the blackboard, or if
preferred she may work with coloured chalk on the black­
board itself. Few schools can afford to supply to each
child a num ber of paints, so the next step is to let a child
pick from a num ber of tubes the three colours to be used
during the lesson, the prim ary red, blue, and yellow, e.g.,
lig h t red, ultram arine, and chrome. H aving chatted w ith
the children (not “ to ” them ) a while regarding these three,
let some children come forw ard and press the tubes, add
the water, and mix. The class will meanwhile be all
attention; b u t it is here th a t so m any young teachers
hastily take the brush and do the mixing themselves.
Much patience is needed, yet it will be repaid m ost
assuredly in the increased ardour with which the little
ones will contemplate their future lessons, and also by
giving a little stim ulus to th eir adm iration of a teacher
who perhaps has n o t excited their attention so much for
a long whilei.
Three others may next be chosen as brush-dippers fo r'
th e three colours. Then the teacher demonstrates on the
blackboard, giving clearly the directions for the children’s
work, and very gratifying the result will be under careful
supervision.
O
ctobek,
TH E
1 8 9 9 .]
EDUCATION
Tlie child’s sheet for tlie first day shows—
R ed .............................................
Blue.............................................
Yellow........................................
Second L esson.
A painting book should be supplied to each child, and in
it should be shown from tim e to tim e the various colours
mixed and used by the class.
The sheet used during the first lesson should be also
w ith the book, and kept as a trial piece. The children
should proceed to paint in books the same three lines as on
the paper—red, blue, and yellow.
Besides h a rin g the paint, it is well to have sheets of
brightlv-cokmred paper, such as is used for paper-folding,
and let the children handle these, leaving their seat to give
each other the colour required to mix w ith another prim ­
ary to form a secondary. Also have the gelatine film
worked by other children. Tell them to look a t th e three
lines. They are going to mix the first and third, i.e., the
red and yellow, and produce orange. The teacher next
divides the length of her sheet into three parts, the children
doing' the same by drawing a light line or placing simply a
dot. The next step is to colour the three divisions as below
and join th u s :—
Red.
Yellow.
Orange.
The broad bands of colour are effective, and the children
do not readily forget th e impression. The teachers can
decide the width, b u t half an inch band is recommended.
Then pain t the n e x t:—
Blue.
Red.
Purple.
A nd while the colours dry the conversation m ay be revived
and the films used in illustration.
Repeat the three bands this tim e :—
Yellow.
Blue.
Green.
A nd it willbenoticed th a t all th e prim ary colours are in lines
one under the other in the first day’s work, and th e second­
ary colours down the rig h t side of th e sheet or page of the
second day’s work, one under th e other—orange, pm-ple,
green.
A Conversational lesson should follow the previous work.
F or this let each child be provided w ith the painting books,
as before, tu rn in g to a blank. Each should also have paper
—folding-papers again—of red, blue, and yellow.
A little drill m ay be said for variation, namely, both
hands u p ; first fingers; thum bs as in kindergarten drill.
A ll lift the red paper by the two bottom corners. Look at
it steadily for a few seconds, then glance straight from it
to a white page, looking steadily there, and ask what they
see coming—a green tinge. R epeat this w ith th e blue
paper, and let the class say which this time becomes
visible, viz., orange.
CIRCULAR.
41
Then look, this time taking the yellow paper, and see the
purple tint. The curious fact is th a t it is always the colour
produced by mixing the colours th a t you did not look at,
which shows on the blank sheet, e.g., gazing a t the red
we see on the white sheet green, the product of blue and
yellow, and so on with all. Supposing another day th a t
the secondary coloured papers are distributed, the children
will see on the clear sheet the tinge of the odd prim ary
colour th a t was not used in the mixing, e.g., gazing a t a
green paper the tinge “ r e d ” will be observable. I t is not
expected th at all will see the colours appear, as to some
they may be very f a in t; but the exercise gives pleasure,
though, of course, for young eyes it requires to be judicious,
so as not to in the least weary the sight. These are
complementary or falling-in colours, and though this latter
p a rt may not lie taken in class, it is useful th a t a teacher
should a t least once go through these trials of colour so as
to be ready w ith information, and also to train the eye to
distinguish tints, however delicate they may appear.
D IS C IP L IN E .
(By Mr. A. G. Clayton, Master, Government School, Coolgardie.)
Of all professions which a young m an may choose, there
is probably not one in which is needed so intim ate an
acquaintance w ith the force and effect of. Discipline as
there is in th a t of a teacher.
H e m ust govern— what ? F irst of all himself. Aye,
there’s the rub. H e who cannot properly govern himself
will never succeed in properly governing others. I n m ost
treaties on Education we find a m arked distinction made
between Education and Instruction—and rightly so. I t
is, however, very necessary th a t we should associate with
our ideas of instruction right ideas of the discipline,
w ithout which our efforts at instruction would be futile.
B ut we m ust be on our guard lest in our endeavours to
secure the necessary discipline we form imperfect or false
conceptions of the true objects of th a t discipline.
In reference to this I cannot do better than quote the
rem arks of H e rb a rt:— “ W e m ust remember th a t when all
goes well, government, which is a t first in the ascendant,
m ust disappear sooner th a n . discipline. W e should learn
to feel th a t it will be most prejudicial to discipline when
the teacher, as so often happens, becomes so accustomed to
governing th a t he cannot understand why the same act
which served him well w ith little children continually fails
in its effect with older ones. . . .
I t will be easy now
to define the concept of discipline. I t has in common with
the government of children the property th a t it works
directly on the m ind with instruction, b u t its aim is
culture.”
I t would be well a t this stage to consider the relation of
discipline to the form ation of character.
This relation will be found to be of two kinds, direct
and indirect, and we may consider the la tter as the more
im portant. I t m ust be remembered th a t the act of dis­
cipline is really a modification of the act of intercourse
with men, and so the possession of tact, is of the very
highest importance to the teacher. H e m ust be able to
m aintain Ms superiority over his pupils in such a way th a t
he will influence them bv a moulding power, which, while
42
TH E
EDUCATION
it has an anim ating as well as a eon straining influence, also
directly encourages and attracts them.
I f discipline is to be fe lt as a form ing principle, it m ust
not be felt as acting against the aims of the mind. The
pupil m ust not be in inw ard opposition, while through
compulsion he is outwardly complying. The child m ust
be imbued with a real faith in the teacher’s beneficent
purpose and power. The real power of discipline only
extends as fa r as the pupils’ willing assent meets it. The
full power of discipline is not felt until the pupil has
realised th a t there is a something within him m ost power­
fully affected by approbation or rep ro o f; he m ust be
imbued w ith the importance of self-respect, and be most
jealous of losing any portion of it.
H erb art says m ost tru ly : “ To give joy by deserved
approbation is the fine a rt of discipline. T hat a rt can be
but rarely learned; it is more easily discovered hy those
whose minds are attuned to love it heartily.” The teacher
m ust realise th a t in every pupil there is some n atu ral
goodness. H e m ust recognise this, and he m ust m ate the
pupil value th is existent good. I n recognising what is
good and deserving of recognition the teacher must, how­
ever, be m ost careful not to estim ate anything above its
true value, nor blame too severely w hat he feels he m ust
condemn. How, then, is tb is discipline to be utilised in
the formation of character ? Is the aim of discipline to
m aintain quiet and order—to get children to sit perfectly
still P
These ends will be gained by good government, but the
business of discipline is to cause the pupils 1o be habitually
attentive, not on the one hand with the expectation of
reward for such attention, or 011 the other through the fear
of punishment for any breach of attention. The sense of"
w hat is their plain duty m ust be patent to them. They
m ust feel th a t they are expected to do th a t which is right
because it is right. They m ust have right ideas of good­
ness and rectitude, and discipline m ust cultivate in them
the spirit of patience, of industry, of acquirement.
I f our jrapils will have their characters moulded by the
discipline which we use in our dealings w ith them , w hat an
enormous responsibility is ours. Do we thoroughly realise
it Y Is it constantly before us ?
Here are children whose desires, whose choice of action
through life will be determined, will be strengthened by
principles rightly or wrongly impressed upon them during
th e most impressionable p a rt of their lives.
W e are bonnd to foster, to guide, to watch continuously
th e employments to which our pupils spontaneously tu rn ,
and do our utm ost to develop constancy of purpose in them,
so th a t the spirit of industry may be properly developed.
They m ust be accustomed to w o rt of every tin d . B ut,
besides cultivating the spirit of industry, we m ust cultivate
the spirit of endurance, of acquisitiveness, and of activity,
both physical and mental.
External activity is indeed early w anting in children, b u t
if it exists w ithout strong steady inclination and delibera­
tion, i t will hinder th e grow th of firmness of character.
There are natures whose n atu ral activity reqrures no
external excitem ents; they are so volatile th a t there seems
CIRCULAR.
[O c to b eb , ]8 9 9 .
scarcely room enough for them in the world. They have
no real depth of character, no real worth, no powers of
endurance, they do not realise the true value of things.
B u t w hat is this character with the form ation of which
discipline is so potent a factor ? I t has been defined to be
th a t which a man wills, as compared with th a t which he
wills not, the actual embodiment of the will.
B ut as m utual constancy of will is not often found in the
young, it becomes necessary th a t the mind shall have such
wholesome discipline as shall supj)ly it with th a t constancy.
B ut to attain constancy of will we need to remember
th a t everything is not willed with equal firmness and
strength. The degrees of firmness are determined by
choice. W e m ust be able to tn o w the actual cost, the true
value of our wishes, and choose accordingly, so th a t the
trivial m ust give way to the more im portant. To do this
we m ust possess the power of self-restraint.
B ut self-control or self-restraint is not n a tu ral; it can
only be acquired by long and careful training, by con­
stant, powerful discipline.
In the attainm ent of a proper discipline, recourse may
be had to w hat properly belongs to the ordinary sphere of
government, viz., rewards and punishments. B u t here the
teacher’s tact and discrimination m ust be exercised to the
highest degree. A noble character will never be.formed if
the training be based on the unvarying principle of reward
for success and punishm ent for failure.
Rewards, if bestowed too liberally, tend to deaden the
fine feelings which should stim ulate all to the highest
efforts; while punishments indiscriminately administered
are equally baneful in their influence.
Too frequently both rewards and punishm ents are given
w ithout a due regard to the motives which influence the
pupils.
The punishm ents proper to education are not bound to
a proportionate retribution, b u t m ust be so given as to
impress the pupils as well-meant -warnings, and not be
such as to excite lasting opposition to the teacher.
In a word let teachers “ attem pt nothing by reward or
punishm ent which will not raise and enhance their personal
worth ” in the eyes of their pupils.
The teacher m ust therefore aim, in his discipline, at
form ing habits th a t will be of permanent value, and he
should endeavour to render the observance of such habits
easy by repetition, and pleasurable from the knowledge of
th eir advantages.
H e m ust aim a t securing regularity, punctuality, a love
of order, prom pt obedience, regard for law, respect for
authority, and attention to whatever w o rt is ta te n in
hand. In his efforts to form these habits in his pupils, he
m ust ever remember th a t “ example is better th a n
precept,” and he who sedulously cultivates the habits
which he wishes to see adoj)ted by Ms pupils will assuredly
be successful in Ms endeavours.
I f Ms example and the motive to which he appeals are
not of the highest order, it will be impossible for him to
m aintain a high moral standard in his school.
O ctober,
1899.]
TH E
EDUCATION
In the exercise of discipline the attention of young
teachers cannot be too frequently directed to the urgent
necessity th a t discipline should be regular, and th a t it
should be natural, unobtrusive, land, and fast.
A teacher who is severe to-day and indulgent to-morrow,
who in his laws for the government of his school fails to
utilise the instincts common to children, b u t is constantly
running counter to those instincts; who is constantly
m aking th e most persistent efforts to secure order ; who
imagines th a t the relation between him self and his pupils
is one of incessant hostility; who fails to mete out
measure of justice for all his pupils, has not realised his
position or his duty.
In conclusion, then, let th e young teacher particularly
cultivate a manner which is courteous to his pupils, and
ever as m indful of their self-respect as his own.
l e t him study their n atu ral instincts, and utilise them,
and n o t forget th a t they have bodies as well as minds.
L et him be in thorough sympathy w ith his pupils, and
inspire them with high and lofty motives. L e t him .give
full approbation to honest effort, and to m oral as well as
intellectual success; and m ake his approbation fully pro­
portioned to th e degree of excellence which he commends.
THE
F O R E ST T R E E S OF W E S T E R N
A U S T R A L IA .
(Adapted fro m Mr. J. TSdnie Brown's Report on the Forests
of Western Australia.)
N o. 3 .—T u art (E u ca ly p tu s G om phocephala).
A lthough T u art is comparatively lim ited in extent, it
m ust be considered as one of the commercial trees of the
colony. The technical designation has reference to the
markedly peculiar swelling or hanging-over appearance of
the lid of the calyx tube. This is a very distinguishing
feature of the species. Sometimes the vernacular name is
spelt “ Tooart.” I t is our rendering of the aboriginal
pronunciation of the word.
The T u art is a very handsome Eucalypt, and has a
wonderfully bright and cheerful appearance in the forest.
The bark is of a greyish-white colour, and is smoothly
crinkled and persistent throughout. The trees are always
clean and bright-looking. I n the young stage the species
forms a very ornam ental tree, and is planted as such in
some of the other colonies. I t is straight, well clothed,
and has a beautiful bright-green leaf, and in th is respect
is not unlike the K arri. W hen the tree has developed out
of the seedling and sapling stages, the leaves get more
narrow and elongated th an formerly.
In height this species attains sometimes to 150 feet, and
in circumference to more th an 22 feet a t th e base. In
some cases the trees ru n up to 70 and 80 feet w ithout a
branch, b u t as a rule they have heavy tops, w ith boles
about 40 feet to the first branch. As a rule they do not
form a dense forest, b u t appear to like plenty of individual
room.
In general appearance the trees resemble very much
w hat is known in the E astern colonies as “ box.” They
are confined in their natural h ab itat to th e limestone belts
CIRCULAR.
43
lying along the coast between P e rth and Busselton, and
seem to grow nowhere except upon this calcareous form a­
tion. So far as observations go, it is not found even
slightly outside of this. This calcareous strip of country
is interm ittent in places, and is hardly, if ever, more than
two or three miles in w id th ; b u t in all cases it is quite
close to the sea, and in some instances runs into the
coastal sand hills. The soil form ation of the limestone
belt referred to is a sandy loam of considerable fertility,
with a subsoil of a rather retentive nature. Upon this the
T u art seems to feed and thrive well. From these natural
proclivities the tree m ust be classified as purely coastal.
The T uart is gregarious, and does not interm ingle with
any of our other tim ber trees, except perhaps in places
sparsely with a stunted form of the jarrah. W ith the
banksias and melaleucas it is of course intimately associated,
b u t these only form the undergrow th of the forest which it
creates. The place where the T uart is found in its
perfection as regards size, health, and soundness of tim ber
is in the neighbourhood of W onnerup Station, which lies
about 50ft. above sea level.
The tim ber stands classified as the strongest, heaviest,
and toughest in W estern A ustralia. I t is extraordinarily
bard, and so interlaced in its grain th a t it is difficult to
split. I t is said to season w ith o u t. much shrinkage or
splitting. There are some wonderful, apparently correct,
records in connection with it. I t has the quality of
resisting the changes of the weather, and altogether is a
tim ber of a high standard. Some of the uses to which it
is now applied are railway wagons, buffers, engine bearers,
keelsons, stem posts, bridge supports, dockgate frames,
wheelwrights’ work generally, shafts, and most other
works where great strength, solidity, and hardness are
requisite. The wood is of a yellow-whitish colour, and so
dense th a t it is difficult to work. Its resistance to white
ants and teredo is, however, doubtful. Its w eight is about
(Mbs. per square foot.
The area occupied by T uart is estimated a t 200,000
acres, and the quantity of m arketable tim ber now growing
in the forests a t 300,000 loads.
T E A C H E R S’ A SSO C IA T IO N .
S outh W estern D istbict S.S.T. A ssociation .—A
meeting of this association was held in the Bunbury
School a t 10 a.m. on Saturday, September 16, when there
were present •.—M r. Paisley (in th e chair), Messrs. Blair,
Boxall, Crogan, Loveridge, Mrs. McAliece, M rs. Blackman,
Misses Carroll, Cleary, Buchanan, Mews, Jeffrey, Hislop,
Logue, and G-ilholy. Mr. Loveridge explained the uses
of the N otation Box to a Second S tan d ard ; M r. Paisley
read a paper on A ttendance; and M r. B lair gave an
address on M ensuration and Scale Drawing. The following
business was arranged for next m e e t i n g P a p e r on
W riting, Mr. Schneider; on Model Drawing, Mr. B oxall;
on an Object Lesson, Mrs. McAliece. A vote of thanks
was passed to Messrs. Paisley, Loveridge, and B lair for
the contributions. The visiting teachers were entertained
by the B unbury teachers a t luncheon. The Secretary has
forwarded to the D epartm ent a copy of the rales printed
in' a very handy style.
TH E
44
EDUCATION
D IS T R IC T B O A R D S, etc.
G-. B artlett has been appointed a member
of the Irw in D istrict B oard of Education, vice W . H.
Linthorne, resigned.
I
r w in
.—D r.
J a r k a h d a l e .—-Rev. George P o tts has been appointed a
member of the- Jarrah d ale D istrict Board of Education,
vice S. Rowett, resigned.
K a n o w n a . — D r. S. A. Ewing, Rev. A. C. Plane, and
Mrs. Dixon have been appointed members of the Kanowna
Committee of School Management.
C o o l g a b d i e .— -M r s . Cheston, Mrs. W atkins, and P ro ­
fessor Nicholas have been appointed members of the
Coolgardie Committee of School Management.
STOCK N O TES.
The D epartm ent has on hand a few of th e following
d iagram s:— Source and Circulation of W ater, W ater
Pollution and W ater Purification. Teachers wishing to
secure these are invited to send in applications. I t would
be as well for those teachers who have time to pay a visit
to the store in Pier Street, and inspect these diagrams.
SCHOOL E N T E R T A IN M E N T S .
i l l s .— H ead teacher, Mr. L. J . W . Butler.
D ate of concert, A ugust 19. Receipts, £ 2 15s. 3d.;
C a n n in g M
CIRCULAR.
[O c to b er ,
1899.
expenses, 2s. 6d. Profits, w ith exception of 5s., in hand,
expended in certificates for regular attendance,T)ooks for
school library, and m aterials for games.
B e a c o n s f i e l d S c h o o l .— A concert was held in this
school on Ju n e 16. The proceeds amounted to i>3 8s. Id.,
which was spent in decorating th e class room of Standard
H I., as the credit of the affair was due to the teachers
(Misses Birchell and Mofflin, aided by Miss M orton) and
pupils of th a t standard.
C o o n d l e S c h o o l . —Teacher, Miss Mercie Syred.
A
picnic and sale of goods was held on the 29th A ugust.
The gross proceeds amounted to ,£6 14s. 8d., aild expenses
£ \ 17s., leaving a balance in hand of £ 4 17s. 8d. for
purchase of prizes, etc.
B e v e r l e y S c h o o l . —H ead teacher, Mr. T. G. Slater.
Concert held September 19. Gross receipts, .£10 10s.';
expenses, <£1 4 s .; leaving a balance in hand of £ 9 6s. for
prize fund and school decorations.
K a n o w n a S c h o o l . — H ead teacher, Mr. J . A. Moore.
A nnual entertainm ent held on September 1, and repeated,
w ith alterations to programme, on September 22, half
profits of entertainm ent on latter date being handed to
W hite Feather Hospital. Gross proceeds of both enter­
tainm ents, £59 1 1s.; expenses, £ 8 8s. 9d. Balance of
piano account, ,£24 13s. 6 d .; am ount handed to hospital,
£ 8 12s. 6 d .; balance in hand for prizes, medals, etc,,
£ 1 7 16s. 3d.
.
B y A u t h o r i t y : R ic h a b d P e t h e r , G o v e rn m e n t P r i n t e r , P e r t h .
J
O ctober,
TH E
1899.J
H O L ID A Y
EDUCATION
FA R ES.
Since tlie Circular went- to press, tlie President of tlie
Frem antle Teachers’ Association has handed tlie D epart­
ment tlie following com m unication:—
W ith reference to arrangem ents th a t are being made for
teachers travelling to the E astern colonies during the
vacation, the s.s. “ W ollow ra” will leave Frem antle on
Sunday morning, 17th December, and the Adelaide Steam­
ship Company has agreed to reserve berths for those who
have already sent in their names, and for any others who
may do so up to the middle of November. The question
of concession has not yet been fully decided; a discount
of 10 per cent, is certain, and a fu rth er reduction is probable.
CIRCTTLAS.
N o .W t r
■,-f P
&■
ftU pjJAllowing the 10 per cent. reduetiOT^offiyT^the fares will
be as follow:—
To Adelaide, saloon return
... J28 2 0
To Melbourne
,,
...
9 18 0
To Sydney
,,
...
13 10 0
W ith regard to country teachers who have to travel to
Frem antle by rail, inquiries have been made, and it has
been ascertained th a t they m ust make their own arrange­
m ents for railway travelling.
To facilitate arrangements, Mr. A. Molloy, Secretary of
the Branch, will arrange passages and procure tickets for
any teachers who will forward the am ount of passage
money to him. I t would be well to book at rates mentioned
above, and if fu rth er concessions are made the am ount will
be refunded to the teachers concerned.
B y A u th o r i ty : B ic h a b i ) P e t h e b , G o v e rn m e n t P r i n t e r , P e r t h .
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
No. 5.]
NOVEMBER,
1899.
[Vol. II.
A P P O IN T M E N T S , T E -A N SF E B S, ETC.
School,
Name.
Office.
Classification.
A cting H .T.
H.T.
H.T.
B1
A3
Salary per
annum.
£
Coolgardie ...
Young, Hugh. ................
K lem (B.A.), Jas. A ........................ Subiaco
...
.............................
Bardoe
..........................................
W illiam s, Mary H .........................
Brennan, Alice ...
W icklow H ills
.............................
Frederick, Margaret
................
McCulloeh, E l i z a b e t h ................
Cranbrook
Kintore
Schonell, Edw ard W ....................
Pombarc, A ngele
Pombart, M athilda
STeilson, Lewesa C.
Gray, D o a r ietta .............................
K ettle, H enry W m ........................
Armadale
................
Cool gardie In fants’................
C o o lg a r d ie ..........................................
Kanowna
Coolgardie In fants’.............................
P erth Boys’ ................
Thom sett, James M ......................
Toal, Anna M ..................................
Parsons (B.A .), Joseph................
H ayes, Edward J.
................
M annell, W m. J.
................
Shelton, W m. 0 , .............................
B eavis, W m. G...............................
M inchin, Gertrude
Green, Frank .............................
Robinson, Florence
................
Collins, Annie ...
Flaherty, Florence
M idland J u n c t i o n .............................
Coalville
Perth Boys’ ........................................ .
H ighgate
..........................................
Subiaco
Plym pton ...
.............................
C o o lg a r d ie ..........................................
Guildford
..
................
Pinjarra
Pinjarra
..........................................
Gooseberry H ill
.............................
P icton
..........................................
..........................................
................ 1 ................
H.T. on probation
H .T.
H.T.
C l, prov.
H.T.
A. on probation
A. on probation
A.
AA. on supply to 30th
November, 1899
A. on probation
A.
1st A.
1st A.
1st A.
1s t A.
A.
P.T.
Mon.
S.M.
S.M.
S.M.
Cl
s. d.
215 0 0
250 0 0
As per R egu­
lations and
£ 3 0 Goldfields Al­
lowance.
A sper R egu­
lations.
80 0 0
A s per R egu­
lations and
.£30 Goldfields A l­
lowance.
120 0 0
70
70
0
0
0
0
90
0
0
70
80
0
0
155
155
175
190
16
0
0
0
0
0
0
100 0 0
80 0 0
C2
A3
B2
B2
A3
A3
4th Class
0 ~0
200 0 0
20
20
12
12
0 0
00
0
0
0
0
0
0
0
0
T H E “ C IR C U L A R .”
E X A M IN A T IO N CH A N G ES.
I n consequence of the Christmas Vacation there will be
no issue of the Circular for the months of December and
January. I t is intended in the future to issue the Circular
eaily in the m onth whose date it bears, and th e next
Circular will appear early in February, and bear the date
of th a t month. The D epartm ent hopes to be able to
publish the re-classification of the schools and teachers in
the February Circular, and teachers are therefore reminded
th a t they m ust send in their returns for the December
quarter a t the closing of the schools, otherwise the
re-classification cannot be fully carried out.
I t is proposed by the D epartm ent next year to initiate a
great change in the m atter of school examinations. The
change will only be introduced g rad u ally ; b ut it is
intended eventually to abolish altogether the annual indi­
vidual examinations by the Inspectors for promotion from
standard to standard. F o r the present th e change will
only take place in certain schools where the reports show a.
higher assessment. W here the Inspectors report a t present
th a t it is desirable to retain the individual examination, it
will be retained. Schools will therefore be divided into
two classes : ( i) Schools where the fu ll individual exam­
48
THE
EDUCATION. CIRCULAR.
ination will be conducted as a t present, with, of course,
tlie alterations already notified in the systems for Geography
and E n g lis h ; and ( 2) schools in wrhich the individual
examination of each of the children will be no longer con­
ducted by th e Inspector. The Inspector will, of course,
where he thinks it desirable, himself examine on the
occasion of his inspection visits any classes or subjects,
and lie may examine any p a rt of the school or any p a rt of
a class a t his discretion. On his schedule, however, he
will no longer make the actual promotions from standard
to standard. The head teacher of the school will be
expected to arrange for individual examinations for the
promotion of children, and to keep the schedule containing
the results of these examinations to present to the Inspector
a t his visit. The Inspector will look into th e promotions
made by the head teacher, and if he thinks th a t any
children have been prom oted whose ultim ate progress
would have been better served by their retention in the
lower classes, or if, on th e other hand, children have been
kept back who should have been promoted, he will so
report. Teachers will see th a t it will be necessary for
them to take the regular annual examinations with schedules
ron the present lines, b u t th a t they may also make their
quarterly or half-yearly examinations for promotion if they
wish. By this means they can, if they so wish it, arrange
-that a child has two, three, five, or more quarters in a
standard, according to its capacity. Teachers will also be
able to carry out Regulation 167, Sub-section 2.
T E A C H E R S’ S A L A R IE S .
The Teachers’ Union has memorialised the Hon. the
M inister on the subject of the teachers’ salaries. The
M inister is giving the memorial full consideration, and
hopes to be able to make some slight changes this y e a r;
bu t any large scheme of change can only be prepared for
the Estim ates next year.
P E E R ET U R N 'S.
A fewr teachers have sent in the m onthly fee return
form for November, showing all the scholars under the
heading “ No. of Free Scholars P resent.” There is no
necessity to forw ard th is form now, as with the abolition
of fees its operations ceased. Now th a t the Fee R eturn
Form has been abolished, it is imperative th a t the salary
sheets should reach th e D epartm ent by the 24th of each
month.
A N N U A L IN C R E A S E S OF SA L A R Y .
I t has apparently been the impression in some quarters
th a t the <£10 annual increase allowed by the Regulations
•will not be given a t Christm as to such teachers as fulfil
the requirements of Regulations 64 and 68. The D epart­
m ent knows no reason why such an opinion should have
got abroad, as the Estim ates were fram ed with a view to
fully carrying out the Regulations. The re-classification
of the schools will, of course, take place after Christmas,
and the result of the teachers’ examination should also be
known, a t th a t time ; so th at, as mentioned above, the
February Circular should contain the full classification of
the schools and teachers and the new salaries in accordance
with the Regulations.
[N
ovem ber,
1899.
T H E D E C E M B E R S A L A R IE S .
The Teachers’ Union asked th a t the December salaries
m ight be paid before the Christmas holidays.
The
Accountant is, however, unable to do this, and the D epart­
m ent has no longer Fee F und to draw on as last year.
The R ight Hon. the Prem ier has, however, expressed his
willingness, as fa r as possible, to meet the cases of such
teachers who may be leaving home on a. holiday, and to
arrange for th eir payment. Teachers therefore, who are
wishing to leave, m ust inform the Departm ent, and apply
individually.
CONCERT BA LA N C E S H E E T S.
The D epartm ent presumes th a t most of the funds raised
by school entertainm ents during the past year will be
expended about Christmas in the purchase of prizes for
the children. Teachers who are following th is course
should send the receipted accounts to the D epartm ent,
together w ith a statem ent showing how the fund stands.
This is necessary in the interests of the teachers as well as
the children.
M E D IC A L C E R T IF IC A T E S.
Regulation 87 refers to the necessity of obtaining
medical certificates for any sickness which is longer th an
two days. I t has been the custom of teachers occasionally
to send in medical certificates which do not state the
nature of the sickness. Such certificates are of no value
to the D epartm ent, and do not come within the term s of
the Regulation. Of course, in some cases, as contemplated
by the Regulation, it is not possible for teachers to obtain
a certificate, as in parts of the country there is not a doctor
who could attend them. U nder these circumstances it
would be advisable th a t they should send in, as a rule,
through the D istrict Board, or get the Chairman of the
Board to initial, their report of absence. Occasionally
pupil teachers or assistants—especially in schools in the
country or on the goldfield s—are absent for three or four
days, b u t w ithout the attendance of a. medical man. In
such cases, if an exception is to be made in their favour,
the head teacher initialling the letter notifying their
absence and resumption of duties m ight make some state­
ment as to his own knowledge of their illness.
FO R M “ D.”
Teachers are notified th a t Form “ D ,” which has hitherto
been rendered a t the end of the school quarter, will not
from this date be required to be sent in: The only form
now needed is the usual Form “ E ,” which is rendered
fortnightly. Teachers will please fill in the rem arks column
on this form as fully as possible, so as to guide the D epart­
ment in issuing the necessary notices to parents of irregular
attendants. Only the names of children between the com­
pulsory ages (6 to 14) should be returned, and in all cases
where the teacher is assured th a t the child resides beyond
the compulsory radius the name may be omitted from the
return.
B R U SH -W O R K A P P A R A T U S .
In the Circulars of M ay and November it was pointed
out th a t the D epartm ent could not continue to provide the
[N
ovem ber,
1899.
TH E
EDUCATION
somewhat expensive apparatus for th e brush-work, and th at
teachers m ust either procure it out of some school fund
derived from concei*ts and entertainm ents, or obtain con­
tributions from the children. A stock has been provided
in some cases, in order th a t the work may be started, and
the D epartm ent is quite prepared to continue to help
schools to a beginning in th is w ay; b u t as the work develops,
and the children begin to appreciate it, there will probably
be no difficulty in obtaining from the parents the funds
for carrying it on, which would entail a very considerable
sum if all paints, etc., were supplied by th e Department,
while it would be a very lig h t expense when distributed
am ongst the individual children. Teachers are advised to
use coloured inks a t first, b u t these will not be satisfactory
as the work becomes more advanced.
H O L ID A Y F A R E S .
The Frem antle Teachers’ Association has sent to the
D epartm ent th e following fu rth er inform ation on th e above
su b je c t:—
I t has been arranged th a t th e s.s. “ H arloo ” will leave
Frem antle on Sunday m orning, 17th December
next. The fares will be as quoted in la st m onth’s
Circular, a fu rth er reduction th an 10 per cent, being
unobtainable a t present. So as to give teachers
all possible information, the President an d Secretary
of the Association have made inquiries in different
directions, but the only other fixture which will at
all fit in with the times of teachers going and
returning is th eR .M .S . “ Arcadia,” leaving Albany
on 20th December. The difficulty arising through
the m ail-boat arriving at Albany on Sunday, thus
preventing any teacher a t a distance from entering
on duty on the following day, has been overcome
by D epartm ental sanction to the re-opening of
schools where necessary on Tuesday, 23rd January,
1900, such schools to rem ain open on 26th January
(Anniversai-yDay). (This sanction m ust, of course,
be asked for and obtained in each individual
instance. —E d .)
The following inform ation refers to the m ail steamers
only, and has been supplied by M r. H . P . Thomas,
Frem antle agent for Messrs. Thomas Cook & Son:—
Second-class return rail from P e rth or Frem antle to
Albany, thence second saloon, R.M.S. “ Arcadia.”
£
A d e la id e ................
M elbourne
...
Sydney ...
...
s.
d.
9 5 0
11 10 0
14 10 0 -
First-class rail from P e rth or Frem antle to Albany,
thence second saloon.
£ s. a.
A d e la id e ................ 10 7 4
Melbourne
... 12 12 4
Sydney ...
... 15 12 4
No discount is allowed on these fares.
Passenger swishing to leave th e m ail steamer at Adelaide
or Melbourne, and travel to th eir destinations by rail, may
CIRCULAR.
49
book by steamer to those ports, and from thence will be
entitled to the following railway rate s:—
F irst Return.
£
s. d.
Second Betnrn.
£
s. dT
Adelaide to Melbourne
... 3 10 0 ... 2 5 0
Adelaide to Sydney
... 5 17 0 ... 3 19 4
Adelaide to Brisbane
... 10 0 0 ... 6 10 0
Melbourne to Sydney
... 4 1 0 ... 3 0 8
Melbourne to Brisbane
... 8 0 0 ... 5 10 0
Sydney to Brisbane
... 4 6 8 ... 2 13 0
F o r general information M r. Wheeler has added the
following particulars regarding other tr ip s :—
Melbourne to Launceston (steam er). Launceston to
H obart (first-class rail), H obart to Sydney (steam er),
Sydney to Melbourne (steam er); total fare for round
trip, ,£6.
Melbourne to H obart, H obart to the Bluff, the Bluff to
Dunedin, D unedin to W ellington, W ellington to Sydney ;
fare for round trip, £11.
The secretary of the Frem antle Branch will, as previously
mentioned, pay passages and secure berths for teachers on
receipt of the amount, b u t early application is necessary, as
the passenger list is filling fast.
F R E M A N T L E BO Y S’ SCHOOL SP O R T S.
The first annual sports meeting in connection with the
Frem antle Boys’ School was held on the Frem antle Oval
on Wednesday, October 11, and was both enjoyable and
successful. The weather was fine, and a long programme
of 31 events was carried out. Preceded by the combined
drum and fife bands of Cottesloe, N o rth Frem antle, and
Frem antle Boys’ Schools, the pupils marched through the
main streets of the P o rt to the Oval. The arrangem ents
were in the hands of the teaching staff of the school. Mr.
W ray acted as starter, while the Mayor, Mr. J. McHenry
Clark, and the Town Clerk, Mr. Gr. B. H um ble (a former
headm aster of the school), officiated as judges. Prom inent
among the events were the displays of squad and company
drill, and a display of dumb-bell exercises by about 200
boys. I t is to be hoped th a t before next season action
will be taken to form an Athletic Association in connection
w ith the whole of the Frem antle schools, and arrangements
made for holding a combined sports meeting, which would
be a veritable Children’s Day.— Communicated.
U SE OF SCHOOLS.
From tim e to tim e teachers have applied for the use of
schools for concerts, and it has afterwards transpired th a t
the buildings have been used for dancing. The M inister
does not approve of dances being held in the schools. I n
other eases people apply to teachers to be allowed to give
entertainm ents, etc., in the schools. Teachers are not
entitled to accept the services of any lecturer, entertainer,
or other outside person in the schools, even after school
hours, without first obtaining permission from the D epart­
m ent.
'
G IR L S S W IM M IN G C LA SSES.
The proprietor of the P e rth B aths, M r. H . F . Edmiston,
has approached the D epartm ent with a view to the
TH E
50
EDUCATION
form ation of swimming classes for girls. I n th e past, he
writes, school girls have been practically debarred from
learning swimming, owing to w ant of a competent teacher
a t reasonable te rm s ; b u t if classes of 20 coidd now be
arranged to attend the B aths at specified hours, they would
be taug h t by a professor of natation at a charge of 3d. per
lesson each. A lady would be in attendance. This is, of
course, exclusive of the fee for admission and charge for
dress. The D epartm ent would be very happy to see the
girls tau g h t to swim, and would be glad to meet the
teachers in any way possible as regards the fixing of hours.
Of course it would be advisable, if various schools were
trying to arrange for teaching in the Baths, th a t fixed
hours should be decided upon for each school. The
D epartm ent would be glad to hear from head teachers
whether they wish to take any p a rt of the afternoon school
hours for swimming for, say, half-a-dozen lessons. The
Inspector General will be pleased to talk th e m atter over
with any teacher who may feel inclined to form a class.
T E A C H IN G T H E M U L T IP L IC A T IO N T A BLE.
In the column in the Educational Neivs (Vic.), headed
“ Editorial Talks w ith the Juniors,” th e following para­
graph on teaching the m ultiplication table app ears:—
“ The multiplication, table can be ta u g h t in telligen tly. I t is also
a saving of tim e to teach it. The ancient idea of roaring out th e
table from twice one are two to tw elve tim es tw elve are one
hundred and forty-four, and th en begin de novo, is dead, and,
except in a few remote places, decently buried. There are m any
devices whicli a teacher can adopt, e. g., procure a number of
wooden m atch boxes and a good supply of coloured beads. Sup­
pose you w ant to teach “ six fours are twenty-four,” count out, or
le t th e scholar do it, and place four beads in each of six boxes.
Question out th at m ultiplication is only a short way of doing
addition, and the scholars w ill make their own m ultiplication
table, and you hare not interfered w ith their " sacred righ t of
discovery.” Teaclx division- at th e same tim e from th e same
illustration. Give plenty of practice by varying th e questions,
e. g., call th e beads ai>ples, nuts, marbles, lollies, stones, diamonds,
coins, nu ggets, etc., and th e boxes cases, bags, carts, rooms, banks,
shops, etc. Of coiu'se you w ill use th e blackboard freely.”
IN S P E C T O R S ’ R E F E R E N C E L IB R A R Y .
In addition to the books mentioued in th e catalogue of
the Reference Library, published in the Ju ly Circular, the
following have been obtained, and are now available for
issue:—
SECTION A.—EDUCATION.
No. of
Book.
Title.
Author.
35
36
37
38
39
40
41 a-c.
42
43
44
45
46
Needlework and C utting out
School M eth od..........................................
Object Lessons in Geography
Practical, Plane, and Solid Geometry
Paper F o ld in g ...
B aby’s O p e r a ..........................................
L ittle Songs for L ittle Voices
................
The Kindergarten
...
Froebel’s Theory and Practice
K indergarten Songs and Games
Brushwork
FroebeFs M other P lay—M ottoes and
Commentaries
Froebel’s M other P lay— Songs and
Music
Mrs. Jones
Gladman
D exter and Garlick
Riddel
Lucy R. Latter
Crane
G atty
Goldammer
H eerwart
Berry & M ichaelis
Teats
Blow
47
Blow
CIRCULAR.
[N o vem ber,
1899.
SECTION A .—EDUCATION (continued).
No. of
Book.
Title.
48
F roebers Mother’s Songs, Games, and
Stories
Cane W e a v in g ................
................
Brush Drawing for Infants ...
49
50
Author.
Lord
Lucy R. Latter
H elen Forbes
SECTION C.—CLASSICS, M ODERN LANGUAG ES,
30
31
32
33
34
35 a-d.
Latin—Horace—Odes, I.
E n glish Literature—F irst Sketch/of
Latin—Y irgil—Georgies, IY .
French—E lem entary Grammar
Celtic— Grammar
„
Simple Lessons in Irish—
Parts I.-IY .
„
F irst and Third Irish Book
S6
E
tc.
Morley
Le H arivel
Joyce
Presented by Dr.
Todd
a and c
SECTION E .— SCIENCE.
13
I Science Work Simplified
................I Long
P articular attention is directed to the large list of
K indergarten manuals of the m ost recent date.
The
perusal of these should be of the utm ost service to the
teachers of In fa n t Schools.
I t is to be regretted th a t teachers generally are not
availing themselves of the facilities now afforded by the
D epartm ent i n ' placing at th eir disposal, gratuitously,
standard works on Pedagogy and E nglish H istory, as well
as other miscellaneous works, the perusal of which would
keep them in touch w ith the m ost recent developments in
the Educational world a t large. I f it be found th a t the
tim e allowed to borrowers, three weeks, is too short, an
application for extension can be m ad e; this would be in
almost all cases favourably considered.
Regarding the book on B rash D rawing for Infants, by
Helen Forbes, though this is very interesting, too much
appears to be attempted in some of the examples given.
The work is really too highly finished for infants, and the
danger is th a t because of the superior attractiveness of
some of the more advanced-looking work, the elementary
work may be neglected.
SCALE D R A W IN G .
I n the Drawing Syllabus teachers are, of course,
required to draw to scale, and also in the Geography of
Standards I. and I I . they are obliged to carefully consider
the scale of plans and maps. Though not laid down in
the Programme, it ■is quite permissible to begin with a
class in Standard I. by making them take a varied number
of squares on their slates to represent feet or yards. As
the children get on, they m ust be able not only to know
th a t they have to count so many squares in order to make
up the rig h t proportions of the room, b u t they should
also be able to reduce the actual measurements in feet to
inches or fractions of inches, and use the scale rule.
Eor scale drawing the best possible thing th a t a teacher
could do would be to let the actual object be measured
up in the room—a door, cupboard, picture, window,
easel, or blackboard, or whatever comes handiest (if
N
ovem ber,
1899.]
TH E
EDUCATION
CIECULAE.
51
possible lettin g th e pupils measure it themselves), and
then make a scale of one inch, half-inch, or three-quarter
inch, and proceed to draw th e plan. Gradually objects
outside can be measured also.
There are some interesting questions on drawing to
scale on pages 486-7-9 of th e A ugust Teacher’s A id, and
from these we have extracted the following as a guide to
teachers for m aking a test :•—
Construct a scale of 14-in. to 1ft., showing 4ft. 4in.
I draw an object to a scale of lii n . to 1ft., and th en to a scale
U p to February, 1895, the Talgoo Goldfield formed p art
of th e Murchison field, and was under the charge of the
warden a t Cue, 120 miles distant. The Talgoo Hills,
from which the field takes its name, are situated about 130
miles from 'G eraldton, on the W est M ount M agnet road.
They are the official centre of the field, and here the
warden’s headquarters have been fixed. The township
of Yalgoo is situated in these hills, about 80 miles distant
from Mullewa, and 75 miles from M ount Magnet, and
presents all the features of the usual goldfields settlement.
About the same size as Day Dawn, it is not so compact,
of 3in. to 1ft. W hich is th e larger drawing ?
b u t stretches a long way back from the railway, with
A line 6in. long represents 6ft. by scale. Construct th e scale.
m any vacant blocks among the hotels, stores, and offices
Draw a picture frame to a scale of 1Jin. to 1ft.
which make up the place.
A n object is drawn to scale of 2in. to 1ft. Compare the
size of th e drawing w ith th a t of th e object.
The Carlaminda H ills bound the valley N orth and
Name any persons who use scale drawings.
E a st—a defined range some miles in length, term inating
A line 7in. long represents 4ft. by scale. Construct th e scale.
where the railway track runs E astw ard to the Magnet.
A room is 24yds. long, and you w ish to draw it on a piece of
Away to the Southw ard the country is broken up into
paper 8in. long. W hat scale w ill yon use ?
hills and ranges, piled together, an d -d o tted with peaks
Construct a scale of lin to 1ft.
th a t raise th e ir heads skywards above the hummocks
Make a drawing of the front of the teacher’s desk, usin g th e
a t their base. W arrim ini is the highest of these, and
scale you have made.
cannot
be less than 3,000 feet. The conical head of
A person measures a street, and then makes a drawing of it,
Bilberatha is conspicuous also, and overlooks the group
drawing each part of th e street A- of th e actual size. To
of mines, of which the notorious Joker was the chief and
what scale does he make the drawing ?
best known.
A garden, which is 80yds. long, is drawn to a scale of fin . to
1 yd. W hat is the len gth of th e drawing ?
A bout 150 miles to the South-W estward of Cue, and 100
A room is 30yds. long. I w ish to make a drawing of it to the
miles
N orth-E ast of Geraldton, are the Nancarrong Hills,
scale of 2in. to oyds. W hat len gth of paper m ust I have ?
where in the early p a rt of 1890 gold was discovered in a
An architect, having drawn a building to th e scale of lin . to
5yds., wishes to make Ms drawing tw ice as large. W hat -reef on a low range of hills about five miles to the E a st­
ward of Y uin Station.
scale m ust he use ?
Name some of th e scales used in the construction of maps.
An architect m ates a drawing to th e scale of lin . to 1yd.
Compare the size of th e drawing w ith th a t of the object.
A street is 75yds. long. I w ish to make a drawing of i t to th e
scale of 3in. to 10yds. W hat len gth of paper m ust I
have ?
Name some of th e objects which architects draw to scale.
A drawing is one-fourth th e actual size of th e object. To
w hat scale is it drawn ?
LOCAL G EO G R A PH Y N O T ES.
T lie M urchison GoldfLelds.
(By Mr. Inspector Robertson.)
(P art
II).
YALGOO GOLDFIELD.
This goldfield was proclaimed on the 8th February,
1895, and has an area of about 18,921 square miles. ■I t is
bounded by lines starting from the sum m it of M ount
Murchison, and extending W est-South-W est to the sum m it
of Tallering P e a k ; thence South-E ast to the summit of
M ugga M ugga H ill and onwards to the sum m it of M ount
Gibson, which lies about 12 miles South-W est from
N inghan C reek; then E astw ard to Trigonometrical Station
K83, on the W est shore of la k e M oore; then due E a st to the
W estern boundary of the N orth Coolgardie Goldfield, and
along it N orth to its N orth-W est c o m e r; thence W estN orth-W est to the summit of W yemandoo H ill and onwards
to Trigonometrical Station K6, on Goonalimondey P e a k ;
thence N orth-W est to the summ it of M ount Farm er, and
onwards to the sum m it of M ount lu k e , and onwards to
the sum m it of M ount Murchison.
A townsite called Noongal, formerly called Melville, is
situated 16 miles N orth of Yalgoo. I t was a place of some
importance, b u t is now suffering from the prevailing
depression on these fields.
W adgingarra is situated in hilly, ironstone country, 10
miles E a st of Yalgoo and two miles N orth of the railway
track.
Gullewa is a township 18 miles South from W urarga
and 40 miles South-W est from Yalgoo. The settlem en t's
situated in a depression among surrounding hills. W ant
of w ater has delayed m ining operations a great deal, but
with a good supply, the mines may become payable.
Pingalling is situated 98 miles South-East from Yalgoo,
and a little longer distance from Mingenew, on the Midland
railway. Pingalling bids fair to become a big goldproducing camp in the future.
Field’s F in d is a few miles N orth-W est of Pingalling.
Rot-hsay is 30 miles South-W est of Pingalling.
W urarga is a railway station between Mullewa and
Yalgoo, and is the nearest stopping place on the line to
Gullewa, whence its machinery and supplies are carted.
The country between W urarga and Mullewa changes as
the coast is approached. Stunted gum trees take the place
of m u lg a ; rolling prairies, covered with almost impene­
trable thickets of low bushes, alternate, and the brown
m ud ant-hills rise to a height of five feet a t times, in all
shapes—conical, domed, and corrugated. Before the dis­
covery of gold the district of Yalgoo was a pastoral one,
b u t the persistent droughts have made the lot of the
pastoralist most precarious.
52
TH E
EDUCATION
EAST M URCHISON GOLDFIELD.
Proclaim ed 29th May, 1885: Boundaries altered 24tli
December, 1897 ; area, 28,242 square miles. Bounded by
lines starting from the Southernm ost corner of the M urchi­
son Goldfield, situated about 4 | miles E a st and four miles
South of Trigonometrical Station K75, on Wyemandoo Hill,
and extending E a st to a spot 15 miles E a st and 44 miles
N orth from th e sum it of M ount Id a ; thence- N orth about
4§ m iles; thence E a st about 74J miles, passing through a
tree m arked AN33, a t Doyle’s Well, to a spot about two
miles W est and about 3 5 | miles N orth from a tree marked
B82, at Brickey’s Soak; thence N orth to the 26th parallel
of South la titu d e ; thence W est to a spot due N o rth of the
summit of M ount R ussell; thence South to th e said summit
of M ount R ussell; thence South-South-W est along the
Easward boundary of the Murchison Goldfield to its
Southernm ost corner.
The chief centres of this extensive field are Lawlers,
M ount Sir Samuel, Lake W ay, and Lake Darlot.
Lawlers is situated about 65 miles South-W est of Lake
Darlot, and about 200 miles E a st of M ount M agnet. The
first th in g th a t strikes the eye of a visitor on approaching
Lawlers is th e Donegal line of reefs running along the
eminence of a small range of hills. From Donegal H ill
one can trace a belt of gum-lined country tw isting like a
snake through the level country beneath u n til it is lost to
sight in the shimmer and gleam of the dry salt lakes.
Turning round to the South-East, th e gums still continue
on, forming w ith Gum Creek, one of the boundaries of the
town of Lawlers. Lawlers itself is situated about three
miles to th e N orth-E ast of the Donegal reefs, a little over
one mile W est from th e extensive G reat E astern line, while
two mining centres, McCaffrey’s and Ogilvie’s, are res­
pectively situated 4 | miles N orth-N orth-E ast and six miles
N orth of the town.
Lake W ay, or Wellona, as the natives call it, is a large
salt lake 70 miles in circumference, closely adjoining which
is Lake Yiolet. This latter lake, after heavy rains, contains
a large supply of fresh water, which is a great boon to the
inhabitants. The township of Lake W ay is situated 200
miles from Cue, and the road is a bad one, 50 miles out of
the last 80 being through th e terrible spinifex desert country.
There is an alternative route from Nannine, which is about
130 miles distant. The country round Lake W ay itself is
good, and after a wet season the grass grows to a height
of three feet in m ost places. R ising from the Lake a huge
outcrop of quartz is seen trending away to th e N orth, and
travelling on to the higher ground one can see some of the
strongest and m ost continuous reefs in W estern A ustralia.
The township is laid out w ith great care, and its future
prospects are bright.
M ount Sir Samuel is about 36 miles N orth of Lawlers,
and here a considerable am ount of development has taken
place. The distance from Cue to M ount Sir Samuel is
about 250 miles by road, and a more excellent or better
watered road could not be desired, for, w ith th e exception
of a very small proportion of the distance, the road is hard
and suitable for wheel traffic. The distance from M ount
Magnet to M ount Sir Samuel is about 20 miles shorter
th an from Cue. The m ail goes from M ount M agnet, the
road from which is equally as good as from Cue.
CIRCULAR.
[N
ovem ber,
1899.
Lake D arlot is 65 miles N orth-E ast from Lawlers, and
there a quantity of gold has been obtained since the early
portion of the year 1895, when the rush thither took place.
ORAL COMPOSITION" IN' ST A T E SCHOOLS.
“ I n an article on the above subject, in the A ugust
Teacher’s A id, the following passages occur:—
“ I n many cases only w ritten composition is taken in the
Upper Standards. The oral p a rt of this subject is neglected
or omitted altogether. This is a great mistake, for oral
composition is an invaluable aid towards getting good
w ritten work. No boy can w rite good sentences if he has
not previously formed them in his m in d ; and, of course,
the aim of oral composition is to give the boys practice in
expressing their knowledge in the form of complete
sentences.
“ A fter an oral lesson, allow one or two boys to come in
fro n t of the class and question the others on the lesson ju st
given. The boys will readily do this after a little practice,
and they consider it a great honour to be allowed to take
the teacher’s place for a few minutes. The teacher mean­
while stands near, ever ready to point out errors in gram m ar
or the subject-m atter of the answers.
“ W hen a composition lesson arrives, have reading books
given out. L et each boy in tu rn read a short passage,
then p u t down his book and give orally a brief resume of
w hat he has ju st read. Another good plan is to give the
class a few m inutes to read through a certain chapter in
th e reading books, and then require one or more boys to
come in fro n t of the class a,Dd tell the others what he
remembers of the subject-m atter of the chapter.
“ The teacher should sometimes read a short tale to the
boys, and then require each scholar in tu rn to repeat it in
his own words. The boys should understand th a t they are
to reproduce the sense of the piece, and not try to remem­
ber the exact words of the tale.
“ Each boy should be able to give a good oral paraphrase
of his recitation for the year. This not only aids the
composition, b u t also shows th a t each one understands the
meaning of what he has learned. Many Inspectors require
this when hearing the recitation.
“ Conversational lessons may be taken. These should be
on any interesting current events, and will serve to
encourage the children to read the papers, and so keep
abreast of the times. Due notice of these lessons should
be given, so th a t the scholars may have had a chance to
collect any facts bearing on the subject which have come
under their notice.
“ Suitable subjects for Standards V I. and V II. are the
‘ Dreyfus case,’ ‘E ru g er,’ and the 'P ea ce Conference.’ ”
T H E T R A N SV A A L .
The D epartm ent has forwarded to the larger schools
maps of South Africa, showing the position of the South
African Republic, the Orange Free State, and the surround­
ing territory. The railways, rivers, and principal towns
are also indicated, and the seat of the war now in progress
can be easily located. I t is always im portant to keep
children in touch with current events, and now th a t a
N
ovem ber,
1 8 9 9 .]
TH E
EDUCATION
CIRCULAR.
58
W estern A ustralian Contingent lias departed for South I the perpetual bickerings of Pretorius and Potgeiter, all
attem pts a t establishing organised government failed, till
Africa, information on th is subject, though outside the
Pretorius induced the B ritish Government to sign the
curriculum , will be eagerly drunk in by the children. W e
Sand River Convention in January, 1852, which virtually
therefore publish a short history of th is p art of th e world.
established the political independence of the Trans­
P o sitio n .
vaal. The death of both Pretorius and Potgeiter, in 1853,
prepared the way for a period of internal peace under
The Transvaal lies between the Limpopo an d Vaal
Rivers, which form its N orth and South boundary respec­ Pretorius’ eldest son, M arthinus W essels Pretorius, who
was the first President of the “ D utch African Republic,”
tively. On th e E a st the Libomba M ountains divide its
afterwards styled “ South A frican Republic.” The peace
territory from Portuguese E a st Africa and Zululand. An
of the settlement would doubtless have been assured for
irregular line drawn from th e Limpopo to the V aal sepa­
some time had it not been for the persistent refusal of the
rates it on th e W est from th e Bechuanaland Protectorate.
Boers to tre a t the natives on a footing of equality or even
The Orange Free State, which has throw n in its lot w ith
justice. This was shown in the “ Apprentice Act,” passed
the Transvaal in the present straggle, adjoins it on the
in 1856, which established a system of disguised slavery,
South, and N atal on th e South-East. Rhodesia, the
and was fu rth er strengthened in 1858 by the sanction of the
recently acquired country of th e Mafcabele, borders the
G rond W et, or “ Fundam ental Law,” declaring th a t “ the
Transvaal on the N orth. I t will thus be seen th at, Aritli the
people will adm it of no equality of persons of colour with
exception of the small strip of Portuguese E a st Africa, the
the white inhabitants either in State or Church.” Owing
Transvaal and the Orange Free State are hemmed in by
to this policy, opposition was constantly shown both to the
B ritish territory.
The Transvaal lies well within the
English traders, ■disposed to act fairly to all, and to the
outer rim of the vast South African tableland, an elevated
missionaries, who preached the gospel of universal equality.
shallow basin, with a mean altitude of over 3,000 feet, the
I n 1857 the Orange Free State was invaded by Pretorius,
conformation of which has been compared to th a t of a
b u t the dispute was settled w ithout blood by the treaty of
saucer. The area of the Transvaal is set down a t 119,139
June 1. Two years later Pretorius was elected President
square miles.
of the Free State, with the ostensible object of uniting the '
H isto ry .
two Boer'States, b u t the attem pt failed. Pretorius returned
The history of th e Transvaal begins w ith the “ G reat
to the Transvaal in 1863, and found th a t in his absence
Trek,” or general exodus of th e Cape Colony Boers, who,
affairs had fallen in to ' confusion. Continuous quarrels
being dissatisfied w ith the liberal policy of the B ritish
occurred with the surrounding natives, particularly on the
Government towards th e natives, removed N orthw ards' in
E a st and W est. In 1867 the discovery of gold in the
large num bers between 1833 and 1837. By 1836 some
interior was reported, though no steps appear to have been
thousands h ad already crossed the Yaal, th a t is, had
taken to work the deposits. The following year saw
reached the “ Transvaal ” country, which a t th a t time
P retorius’ attem pt to extend the Boer territory W estw ard
was chiefly under the sway of th e powerful refugee Zulu
to Lake Ngam i and E astw ard to Delagoa Bay. H is
chief, Moselekatze, whose principal kraal was a t Mosega,
proclamation resulted in disputes with E ngland and
in the present Marico district, on the W est frontier of the
Portugal, and it was not until 1875 th a t the French
Transvaal. To avenge th e massacre of some em igrant
President, M arshall Macmahon, to whom the m atter was
bands of their party, the Boers attacked and utterly
referred for arbitration, awarded Delagoa Bay to the P o r­
defeated Moselekatze at this place in 1837, and the follow­ tuguese. In 1871 the boundary disputes with the B ritish
ing year he withdrew beyond th e Limpopo and founded
towards the South-W est were settled by the award of Lieu­
the M atabele state (now Rhodesia). This left th e country
tenant-Governor Neate, of N atal. This led to th e r e s ig n ­
between the V aal and the Limpopo virtually in the hands
ation of Pretorius and the election of President Burgers.
of the Boers, b u t their position on the E astern side was
I n 1875 the Boers got into the difficulty which led to the
m ade insecure by the fierce Zulu chief, Dingaan. The
B ritish annexing their territory. Their Fundam ental Law
situation was rendered almost desperate by th e complete
forced the President to measures which led to the war with
rout and wholesale massacre of th e rig h t division of the
Sikokuni, the chief of the Bapedi, who claimed a large
em igrant Boers, who had ventured to cross th e Buffalo.
p a rt of Lydenburg, and even of Pretoria. Burgers, who
They were defeated by D ingaan first a t Umkongloof and
had been on a visit to Europe in connection w ith the
then a t Weenen, and in a th ird battle shortly afterwards
Delagoa Bay railway, returned to find things in a state of
800 Boers fell before th e irresistible onslaught of the
chaos. The Boers had been dispirited by successive
disciplined Zulus. At this critical juncture the Boers
reverses in the Sikokuni war, the Treasury was empty, and
were saved from u tte r exterm ination by Andries Pretorius the national credit b ro k en ; in fact, it is stated th a t there
of Graff Reinet, who checked D ingaan a t th e close of 1838, was but 12s. 6d. in the Treasury coffers to pay =£215,000.
and followed up his success by a crushing defeat of the . The Bapedis and Zulus were on the verge of invading the
Zulus in January, 1840. The m urder of D ingaan brought Transvaal when England intervened, and Sir Theophilus
the quarrel to a close, th e friendly P anda was set up in
Shepstone entered the Transvaal. To save fu rth er disaster
his place, and N atal was proclaimed a Boer republic. In
lie annexed the country by proclamation on A pril 12,
1843, however, th e B ritish occupied N atal, and this
1877, and a B ritish adm inistrator was appointed. For
induced th e Boers to retire fu rth er inland. This they did
three years there was peace and prosperity in the Trans­
in two bands, one settling in the present Orange Free
vaal, b u t in 1881 the Boers, still discontented w ith any
State, and the other passing over into th e T ransvaal; b u t
rule b u t th eir own, revolted, and after defeat had been
owing to internal dissensions, caused principally through
inflicted on the small B ritish forces a t M ajuba H ill and
54
TH E
EDUCATION
Laing’s Nek, the B ritish Government was induced to
restore tlie republic under th e suzerainty of th e Queen, a
B ritish resident being appointed w ith the functions of a
Consul General. Two years later P au l K ruger was elected
President, and during the following year th e Convention
of London, commonly known as the 1884 Convention, was
signed. This recognised the State as the South African
Republic, and considerably restricted the British suzerainty.
E ngland, however, continued to move N orthw ards along
the Western boundary of the Transvaal, and by the procla­
mation of a Protectorate over Bechuanaland, arrested the
W estw ard advance of the Boers, and kept open the great
trade route from Cape Colony to the Zambesi.
In 1886 fresh discoveries of rich auriferous deposits in
the M iddleburg province were reported, and a great influx
of English-speaking people followed, swamping in
numbers the Boers. This is th e root of the present
trouble.
The Boers wish to retain the Government
of the Transvaal in their own hauds and after
their own fashion, while th e U itlanders, as the
foreigners are termed, who are greatly in the majority,
desire to share in the Government. The present franchise
appears in this article under “ political,” and on perusing
it one m ay see how difficult it is for the U itlander popula­
tion to obtain a voice in the Government of the country.
In th e early “ nineties” discontent began to breed in the
breasts of the Uitlanders, and as their appeals 'failed to
produce relief from their grievances, the trouble culminated
in th e ill-fated Jam eson R aid in December, 1895. The
leaders of the U itlanders were preparing to fight in order
to obtain their rights. Num bers of men were enlisted and
arm ed a t Johannesburg, and D r. Jameson, w ith a small
band of troopers, marched in from Bechuanaland in the
endeavour to effect a junction with the Johannesburg
Uitlanders. H e was, however, met and defeated by the
Boers at K rugersdrop, and th e disarm am ent of Johannes­
burg followed.
Dr. Jameson and his officers were
imprisoned for the p art they took in the Raid. The leading
members of the Reform Committee were also imprisoned,
b u t were offered release on paym ent of heavy fines. Two
of the members of the committee, Mr. W . Sampson and
Mr. W alter Davies, the latter of W estern A ustralia, pre­
ferred to remain in prison in Pretoria rath er than
petition the Transvaal Executive for release and promise
not to conspire again. They were, however, afterwards
released. The Transvaal Government sent is a claim to
G reat B ritain for damages on account of th e R a id ; they
claimed £677,938 for m aterial damages and =61,000,000 for
moral or intellectual damages, b u t B ritain refused to
recognise th e indebtedness. Since 1895 m atters have not
improved, and on A pril 21 of this year a petition, signed
by 21,000 U itlanders, wa.s received in London. The
petition set forth, as the grievances of the Uitlanders, th a t
they were forbidden by law to hold indignation meetings
or ventilate their grievances in the P re s s ; th a t they
practically paid all the taxation, b u t had no say in the
levying of the taxes or the use of the m oney; th a t they
have no say in the government of Johannesburg, their
city ; th a t the President may expel them from the country
a t his w ill; th a t they have no vote for the V olksraad; th a t
the gold industry suffers tinder excessive taxation ; th a t
juries are composed entirely of B oers; th a t the police are
corrup t; and th a t b ru tal outrages are constantly being
CIRCULAR.
[N
ovem ber,
]8 9 9 .
committed. A fu rth er source of tro u b le. was the school
question, the law being th a t all teaching in the schools
after the fourth standard should be in the Dutch language.
W ith a view of remedying these grievances, a conference
was held recently between Sir A lfred Milner, H igh Com­
missioner for South Africa, and President K ruger, b u t it
proved abortive. The events which followed this and led
to the war m ust be fam iliar to every reader of the news­
paper.
P o litica l.
The supreme legislative authority is vested in a P arlia­
m ent of two Chambers, each of 27 members chosen by the
districts. Bills passed by the second Chamber do not
become law u n til accepted by the first. Members of both
Chambers m ust be 30 years of age, possess fixed property,
profess the P rotestant religion, and never have been con­
victed of any criminal offence. The members of the first
Chamber are elected from and by the first-class biu-ghers.,
those of the second Chamber from and by the first and
second-class burghers conjointly, each for four years.
First-class' burghers comprise all male whites resident in
the Republic before May 29, 1876, or who took an active
p a rt in the w ar of independence in 1881, the Malaboch
w ar in 1894, the Jameson Raid of 1895-6, the expedition
to Swaziland in 1894, and all the other tribal wars of the
Republic, and the children of such persons from the age
of 16. Second-class burghers comprise the naturalised
male alien population and their children from the age of
16. N aturalisation may be obtained after two years
residence, and registration on the books of the Field-cornet,
oath of allegiance, and payment of £2 . The Executive
Council has also the right, in special instances, to invite
persons to become naturalised on payment of £2. N atu­
ralised burghers may, by special resolution of the first
Chamber, become first-class burghers 12 years after
naturalisation. Sons of aliens, though bom in the Re­
public, have no political rights, b u t by registration a t the
age of 16 may, at the age of 18, become naturalised
burghers, and may, by special resolution of the first
Chamber, be made first-class burghers 10 years after they
are eligible for the second Chamber, or at the age of 40.
The President and Commandant-General are elected by
the first-class burghers only ; D istrict Commandants and
Field-cornets by the two classes of burghers conjointly.
The Executive is vested in a President, elected for five
years, assisted by a Council consisting of four official
members (the State Secretary, the Commandant-General,
Superintendent of Natives, and the M inute Keeper) and
two non-official members. The State Secretary, Super­
intendent of Natives, th e M inute Keeper aud Secretary,
and the two non-official members are elected by the first
Volksraad.
A franchise like the above was intolerable to the
U itlanders, and it was w ith a view to arranging a more
liberal franchise th a t Sir Alfred M ilner and President
K ruger m et at Bloemfontein. The conference arrived at
no satisfactory result, but, acting on the despatches
received from Sir Alfred Milner, the British Government
made a demand th a t there should be five years’ franchise,
and th a t the goldfields should have one-fourth of the
representation in the Volksraad. G reat B ritain also asked
for equality of teaching in the English language, equality
N
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1 8 9 9 .]
TH E
EDUCATION
of tlie old and new burghers as regards P residential and
other elections, and a conference to settle th e details of
the franchise law. These proposals m et w ith little favour
at th e hands of the Boer members, but they carried a
resolution, granting th e franchise on seven years’residence.
Afterwai-ds m atters were left in the hands of President
Kruger, and he made an alternative offer to yield the five
years’ franchise on condition th a t G reat B ritain gave up
her suzerainty. The condition was prom ptly refused by
the British Cabinet, and negotiations made no fu rth er
headw ay; and the diplomatic settlem ent of the question
was ended by the entrance of the invading Boer troops
into N atal in September.
G eneral.
Although lying on the borders of and partly w ithin the
tropics, the Transvaal, thanks to its great elevation and
the absence of extensive m arshy tracts, enjoys a healthy,
invigorating climate, well suited to the European constitu­
tion. Owing to the dryness of the air, due to the proximity
of the K alahari Desert, the W estern and Central districts
are especially favourable to persons suffering from con­
sumption and chest complaints, b u t some of th e low-lying
moist tracts along the Limpopo and other river valleys,
close to or within the to rrid zone, are extremely insalu­
brious. Fever of the general African type is endemic here,
and its prevalence is usually m arked by th e presence of the
destructive tsetse fly. The rainy season is in th e summer,
and th e rains generally begin about October, and last
interm ittently till April. The rainfall is, however,
unequally d istrib u ted ; it is greatest in the E ast, and
gradually slackens off as it goes W estward.
The mineral resources of th e Transvaal are abundant,
and of extraordinary variety. Besides the precious metals
and diamonds, there are found iron, copper, lead, cobalt,
sulphur, saltpetre, and coal. U p to the commencement
of the w ar the Transvaal had th e honour of leading the
gold production of the world, the output reaching an
average of over 300,000 ounces a month. Iro n ores are
widely distributed, and th e Iro n M ountain, nearM arabastad,
consists of an enormous mass of rich iron ore which the
natives have worked for ages. Coal abounds in the SouthE astern districts, and th e deposits are now being extensively
worked.
The capital of the country is Pretoria, which is th e seat
of Government. The other chief towns are Klerksdorp,
Potchefstroom, Lvdenburg, and Johannesburg. The
population is about 900,000, of whom only 250,000 are
whites. Large numbers of Kaffirs are employed to work
in the mines, and these swell the to tal of the coloured
population. In addition to gold the country exports woolj
cattle, hides, and ostrich feathers. The im ports last year
were of the value of £13,560,000, and included dynamite,
railway material, leather goods, chemicals, woollen goods,
machinery, and m etal goods. Of these, dynam ite and
chemicals are largely used in the gold m ining industry.
The sale of dynamite is a monopoly, aud this is another
source of great irritation to the mining population, who
are, of course, chiefly Uitlanders. I n conclusion it m ay be
said th a t th e word “ Boer ” is merely the D utch equivalent
for farmer, and has no significance in a national sense.
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55
CONCRETE T E A C H IN G OP A R IT H M E T IC A N D
G EO G R A PH Y .
I n an article on “ Facts versus Ideas,” w ritten by Mr.
Alexander Sutherland, M.A., Melbourne, in The Education
Gazette (S.A.) for November, 1897, the author writes
approvingly, as follows, of the system of teaching A rith­
metic and Geography by means of concrete illustrations:-—
“ For instance, in South A ustralia, where they have gone
fu rth est in the rig h t direction, we find the regulations of
the D epartm ent and the periodical examinations are
fram ed with the distinct intention of encouraging as
concrete a form of teaching as possible. I n A rithm etic
the teachers are directed to teach tables of money, by the
use of the actual coins, tables of length and area by the
application of a foot-rule, the table of cubical contents by
means of blocks, tables of weights by the use of the actual
weights, and so on. Thus the pupil learns not merely
names, acquires not merely facts, b u t gathers a distinct
impression of the things themselves. Then the teachers
are directed to choose arithm etical questions which have
some bearing on the daily lives of the pupils. There is no
doubt b u t th a t this is the proper way to teach Arithmetic.
W hat an interest the young folks take in working sums
taken from the columns of the Argus or any other daily
p a p e r! I f their work be in stocks and shares, how they
watch the rise and fall of values when once tbey find the
proper p a rt of the paper to look to.
I f you set them
to find w hat rate of interest Government is really
paying on th a t last loan, or w hat the rate is th at
an investor gets by buying shares in some local com­
pany, th eir minds are kept awake; while too often in
the ordinary class of sums the process is th a t described
by the late Professor Wilson.
A rule is given—th a t
is the machine—p u t in a certain num ber of figures,
and give the requisite num ber of turns to the handle, and
you grind out your result. There is the answer wanted, but
how or why it came the grinder is not supposed to know.
I t is easy to tell a lad how to find an average, and he will
go on grinding out averages according to the rule, with no
difficulty and little profit. B ut give him the scores of the
players in some well known cricket m atch of last Saturday,
explain to him w hat you want, and then let him find out for
himself the way to obtain it. By the very concreteness of
the case his common sense sets him on the rig h t way, and
if he does the same thing two or three times, he obtains a
system in a m uch more effective m anner th a n if he. had
merely been told it. I n short, the day’s newspaper is
teeming with sums, and each one of these sums involves
th e acquisition of an idea, while sums th a t are taken out of
a book generally teach only a process. There are very few
schools th a t are in these days so backward th a t they do
not employ such methods to a limited extent.
The
multiplication table, in a good school, is tau g h t on a ball
frame, or by the use of lines on a slate, or, better still, by
the mere counting of sets of things about the schoolroom,
such as four windows w ith six panes each, or eight desks
with five inkwells each, and so on.
“ B ut there is room for a great deal more of th a t sort of
work than the State school ever attem pts.
“ As for Geography, we are told by all leading authorities
th a t this subject should commence with the geography of
the locality in which the pupil lives. Hence we find in
56
TH E
EDUCATION
E ngland th a t for Standard I. th e pupil requires to be
acquainted w ith the geography of his school and play­
ground, while Standard I I I . demands a ‘ special knowledge
of the district in which th e school is situated.’ So in all
th e leading continental countries th is subject of local
geography is considered of fundam ental importance. In
New South W ales the first m atter specified under the
heading of geography is a knowledge of th e locality of
th e scliool, and in South A ustralia th e first classes
are busy w ith the description of the immediate vicinity
of the . school, while the second classes m ust know
the geography of the district w ithin a ten-mile radius of
th e school house. I n New Zealand they dem and from
th ird classes a full acquaintance w ith th e principal features
of th e district in which the school is situated. Victoria,
Queensland, and Tasmania are all behind the tim es in this
respect, and have made no provision for instruction in
“ local geography.’
“ Now this implies not merely th e omission of so much
teachable m a tte r ; it m ust vitiate all th e succeeding work
in geography, ju s t as a bad foundation would vitiate all the
mason’s work th a t follows. Consider how th e ideas are to
be obtained th a t ought to form the lessons in th e subsequent
parts of geography.
“ I f a teacher is to give his pupils an idea of the River
Zambesi, how will he effect his purpose r H e cannot show
them the river itse lf; lie cannot—unless b etter equipped
th a n any school I know of—show them a picture of it. He
m ust rely on verbal descriptions. B u t such descriptions
are of no use, except as recalling previous experiences.
The words m ust recall to th e children th e sights they have
actually seen, and in imagination they are to enlarge,
re-arrange, or otherwise modify the experiences they have
had. The pupils cannot get these experiences by any
means b u t the examination of such geographical features
as are w ithin th eir reach. The boy who has a good notion
of th e Y arra from actual observation is well prepared for
going in im agination to view much nobler streams. B ut
to the child who never saw a river, or even a stream, it is
impossible to convey any notion of such a thing.
“ Hence we find local geography to be a necessary founda­
tion if the rem ainder of th e study is to be carried on as the
inculcation of ideas, not th e mere repetition of facts. Set
the pupil to find out for him self all about his own locality
w ithin a ten-mile radius of his home, and make maps,
rough at first, b u t improving as he tries, of th e 314 square
miles th a t district contains, and he has gained a tru er
insight into the m eaning of terms, th e significance of a
map, and th e general nature of the earth’s surface th an by
heaping on him scores of facts. To tell a boy th a t M ount
Kosciusko is 7,380 feet high is to tell him practically
nothing, although I believe it is a fact. B u t take him to
the top, in imagination, along w ith an explorer toiling
slowly up, resting a t intervals to enjoy the prospect, and at
last, after a laborious ascent, let him fancy he is looking
forth from the sum m it down those awful precipices, where,
among th e dot-like trees of th a t vast forest-clad hollow,
the infant M urray gathers together its impetuous little
torrents from a hundred deep and im penetrable gullies,
th en he has gained a genuiue idea. M ount Kosciusko
stands up in his m ind as a real m ountain, not a name with
CIRCULAR.
[N
ovem ebb,
1899.
a figure attached to it. B ut the impression so form ed will
be vivid in proportion to the boy’s previous experience. I f
he has ascended the local hills, and enjoyed the local views,
and explored the sources of the streams th a t flow near his
own home, he will drink in such descriptions of the great
world beyond his reach with peculiar avidity.
“ T hat this sort of work may be well done in state schools
was made particularly evident to me in a visit to one of
the central schools of Adelaide 18 m onths ago. Mr.
H artley, the Inspector General, showed me a smal] specimen
class a t work on local geography. They had a map of a
ten-mile radius from the Adelaide post office, and it was
very evident th a t, being fam iliar with the things there
mapped out, they had got a far clearer idea of the nature
of a map, w hat it shows and w hat it does not pretend to
show, th a n the ordinary pupil has.
“ W hen asked to describe any spot delineated on the map,
they did so in a way which showed th a t they were giving
expi-ession to th eir own ideas oE w hat they had actually
seen, not merely repeating the words they had, parrot-like,
caught from th eir teacher. I t was very interesting to hear
th eir child-like b u t still observant rem arks about; the
various suburbs, and the water supply system, and the
coast and the ports, and the hills and so on. I could not
b u t contrast this work w ith the comparative bareness of
the geographical teaching in our own schools, and feel th at
these boys had an enormous advantage in th eir after
studies.”
T H E F O R E ST T R E E S OF W E S T E R N
A U S T R A L IA .
(Adapted from Mr. J. Bdnie Brown’s Report on the Forests of
Western A ustralia.)
N o. 4 .—R ed Gtun (E u calyp tu s C alophylla).
Next to the jarrali there is no tree which is so widely
distributed over the tim ber regions of W estern A ustralia
as the red gum. W e find it intermixed with the jarrah,
wandoo, York gum, and karri. I n some places it takes
precedence, as regard numbers, of any of the trees mentioned,
b u t in only a very few cases can it be called gregarious, and
even then only upon comparatively small patches.
It
certainly is the only tree of any consequence upon the
Bats between the Moore River and the Yasse. A ll over
the South-W estern division of the colony it is a common
member of the forests, and this seems to embrace the
extent of its local habitat.
A lthough sometimes found growing luxuriantly upon the
high ironstone ranges, it seems to delight m ostly in the
deep, rich soils of the flats and valleys, where in places it
forms the principal, if not th e only, tree growth. This
may be seen to advantage about P erth , M idland Junction,
Guildford, and along the railway line to Bunbury, a t
Boyanup, and other places where the country is locally
low-lying and the soil of a deep loamy character. I t seems
to grow equally well in deep, sandy, porous soils as in those
having a clayey retentive nature.
The specific name has reference to the beautiful
appearance of the leaves, and is not inappropriate, as these
are, relatively to other members of the genus, particularly
handsome. The vernacular name seems to have no special
application, except th a t it may be to the gum which exudes
N o V E atB E B ,
1899.]
THE
EDUCATION
from the tree, and being of a ruddy colour gives tlie tree
and the surrounding vegetation a reddish appearance.
W hen the tree grows in a deep, rich, loamy soil, it is less
subject to gum veins th a n elsewhere, and consequently the
tim ber is of a more m arketable character.
The gum is a “ kino ” of some considerable value for its
medicinal properties. I t exudes from the tree in a thick
treacley condition during the summer—generally from the
trank, b u t frequently from the m ain limbs as well, thus
giving the leaves and herbage under the tree the appearance
of being bestrewed w ith blood. I t is worth about =£25 to
j£30 per ton, and is easily collected, either in the liquid or
dry state. I t is used locally for tanning purposes.
The bark of this species is of a hard, rough, and irregu­
larly-furrowed or broken appearance, therefore adding con­
siderably to its rugged aspect. U nfortunately, though
such a widely distributed species, its tim ber can only at
present be classed as of second-rate quality.
This, of
course, is owing to the gum veins which intersect it in every
direction; otherwise th e wood is of an excellent kind, and
is used locally in short lengths for such purposes as axe
and other handles, spokes, naves, rails, harrows, shafts,
and other farm ing necessities. A lthough sometimes sub­
ject to attacks of white ants, it is not, as a rule, ap t to be
destroyed by these insects. In tlie early days of the settle­
ment the tim ber was frequently used by the settlers for
outside constructive purposes, and in proof of its durability
the W oods and Forests D epartm ent Museum holds some
valuable specimens, such as pieces which were in a cellar
for 50 years, and are still so u n d ; portions of a fence stand­
ing for 33 years, and so on.
The wood splits m ost freely, and consequently Mr.
Brown thinks th a t the tim ber could be utilised in the
construction of casks, etc. I n consequence of this special
feature, it is now, especially in the Blackwood district,
used in the m anufacture of fru it cases.
The excellence of this tree, however, lies in its uniform
umbrageous and spreading character,' and th is gives it the
unqualified name of being the best shade gum in our
forests. W hen standing alone, and allowed to spread and
develop its branches, this, tree forms a very handsome,
picturesque, and shady object. In those portions of the
country which are devoted to stock raising, a few speci­
mens of th is kind are invaluable in the summer months.
The flowers of the tree are large, white, prolific, and full of
honey. I n consequence of this fact, the agriculturists of
South A ustralia are planting it round their holdings. I t
is fast growing, highly suitable for ornam ental planting,
and makes splendid firewood.
T E A C H E R S’ A SSO C IA T IO N S.
Eastern Districts S .S .T .A .—The quarterly m eeting of
this Association wras held in the N ortham School on
Saturday, 11th November.
Mr. Gamble, D istrict I n ­
spector, presided, and there were p re se n t: Misses Jeffries,
Gough, W right, Bourke (2), Gleeson, Foley, Ashe, Green,
and Messrs. Slater, P errin, Grace, O’Connor, H albert,
Riley, Casey, Duncombe, Russell, Fry, Wilson, M cIntyre,
and Dobson (secretary).' A very interesting lesson on
“ Measurement of Dams ” was given by Mr. Riley
CIRCULAR.
57
(N ortham ). The lesson was practically illustrated by a
neat little model made in sections. Mr. Gamble went
through the p art of the Drawing Syllabus required for the
year 1900, clearing up many little difficulties, and gave a
great deal of advice, which was m uch appreciated by those
present. Mr. Gamble also intim ated th a t arrangements
had been made for Miss Firks, head mistress of th e P e rth
In fan ts’ School, to visit the E astern districts, and give
practical lessons in drawing, brush-work, and kindergarten
a t several central schools. The teachers present expressed
themselves as being much pleased w ith such an arrange­
ment. I t was unanimously decided to present the late
secretary, Mr. P . J. Turvey, with some memento as a token
of the esteem and a reward for the valuable services he
had rendered to the Association. The presentation will
take the shape of a valuable and late work on his profession
by J. Liberty Tadd, entitled “ New Methods of Education.”
Mr. Dobson, who has taken Mr. Turvey’s place a t
Northam , was appointed secretary. "Votes of thanks were
passed to Mr. Gamble and Mr. Riley, and the secretary
was instructed to write to the D epartm ent, asking th a t the
salaries for December m ight be paid before the Chri tmas
holidays, as is the custom in the other colonies.—
Communicated.
SCHOOL E N T E R T A IN M E N T S .
Mandurah School.—M r. W . R. Dalrymple, Master.
A concert was held in the A gricultural H all on the 11th
November. The gross receipts were £ 8 15s., and the
expenses 10s., leaving a balance for the prize fund of
=£6 5s.
Narrogin School.—Mr. A. M. Lyngberg, Master.
The school concert was held on the 24th October. The
receipts amounted to <£6 14s. 6d., and the expenses to
£ 1 10s. 9d., leaving a balance of £-5 3s. 9d. for the prize
fund and purchase of decorations.
Cluttering Schools.—Teacher, Mr. A. Preston.
Concert held on A ugust 11. Receipts, £ 6 11s., which
amount, after payment of 5s. for rent of hall, was expended
in the purchase of toys and fancy goods as prizes for the
children.
Stratham School.—Teacher, M r. J. Murnane.
A school picnic was held on the 17th November, a
special holiday having been granted by the D epartm ent
owing to the school being examined on a Saturday. The
proceeds of a sale of gifts and shooting gallery am ounted
to .£5, which will be spent in book prizes and m aterials
for games.
Boyanup School.—Teacher, Mrs. E. J. Clively.
Gross proceeds, <£9 2 s.; expenses school decoration, ,£1;
hall hire, 15s.; musical drill, =81 10s. Balance in hand,
Mb 17s., which will be devoted to the purchase of a school
library.
Dandarragan School.—Teacher, M r. T. K . W . Kinnear.
Concert held on September 15. Gross receipts, j£9 3s.
Of this am ount ,£3 15s. was expended on school sports
and ,£4 15s. on school prizes, leaving a balance of 13s.,
58
TH E
EDUCATION
which will be devoted to expenses and purchase of mould­
ing for picture frames.
Boulder School.—H ead Teacher, Mr. H . J . Jackson.
School concert held on October 25, and repeated on
November 3. Gross proceeds am ounted to =£63 2s. 4§d.,
made up as f o llo w s D o n a tio n s from parents and friends;
<£21 Is. 10§d.; proceeds of first concert, ,£35 3s. 6 d .;
second concert, ,£6 1 7 s.; th e cost of production amounted
to £ 1 4 8s., the principal items being re n t of hall, £ 6 I s .;
printing, ,£5 8s.; refreshm ents, <£2 3s.; dancing lessons,
£ 1 Is.
Of th e n et receipts, £ 4 0 has been paid on the
piano account and £ 4 5s. on prizes, leaving a balance on
h an d for the piano account of £ 3 19s. 4 |d . The local
paper prints a m ost laudatory account of the performance,
in which Mrs. Leslie shares th e honours with Mi-. Jackson.
B a y Dawn. School.—Teacher, Mrs. E. E . Egan.
Concert held October 26. Receipts, <£5 14s.; expenses,
5s.; purchase of prizes, =£4 5s. 6 d .; carriage on books, 8s.
CIRCULAR.
[N
ovem ber,
1899
6 d .; kindergarten material, 15s. The parents were so
pleased with the children’s efforts th a t they promised to
give them a social on the 29th November.
D IS T R IC T
B O A R D S,
etc.
South Perth.—Mr. C. W . E. K ent has been appointed a
member of the South P e rth D istrict Board of Education,
vice Mrs. Garland, resigned.
Menzies.—Rev. A. Craswellhas undertaken the secretarial
duties for the Menzies Committee of School Management.
Northam.—Mr. R. T. E aton has been appointed a
delegate for Silver H ills School.
Northam.—The N ortham Board has appointed two
ladies, M rs..L ionel Throssell and Mrs. Adam, as honorary
members of the Board, and delegated them powers to visit
th e schools in th a t district.
B y A u th o r i ty : K ic k a b d P e t h e b , G o v e rn m e n t P r i n t e r , P e r t h .
i n t u i t
9
WESTERN
AUSTRALIA
PUBLISHED UNDER THE AUTHORITY OF THE HON. M INISTER OF EDUCATION.
No. 6.]
F E B R U A R Y , 1900.
[Yol. II.
R E -C L A S S IF IE D L IS T OF SCHOOLS A N D SCHOOL S T A F F S FO R 1 9 0 0 .
The following statem ent shows tlie schools as they have been classified for 1900, under Regulations 57, 58, 61,
and 63, together w ith a staff-list showing classification of each teacher for the years 1899 and 1900 respectively, and
the salary allotted for the year 1900.
The following abbreviations have been used :—H.T. for H ead Teacher; A. for A ssista n t; P.T. for P u p il Teacher;
Mon. for M onitor; S.M. for Sewing M istress ; Prob. for “ on probation ” ; Prov. for Provisional; Relg. for Relieving;
Temp, for Temporary.
I n the schools classification column, A and B represent the Provisional Schools; S.P.D . Schools in Sparselypeopled Districts, and S. Special Schools. Those schools marked with an asterisk (*) have not yet been classified.
In some cases they are new schools, and in others the particulars of attendance have not been received.
The mai'k (f) in the Teachers’ Classification column for 1899 indicates th a t the settlement of classification is
awaiting the final results of the examination for Teachers’ Certificates, held in December, 1899.
In the salary column the same m ark (f) means in some cases pending examination results, and in others the
settlement of th e class of school. Salaries ■mil be revised where necessary, according to the Regulations. The abbrevia­
tion Temp., in th e Classification of Teachers column, means a temporary classification to be confirmed by examination,
and Prov. (provisional) indicates a classification to be confirmed by a term of satisfactory service.
Schools, Staffs, Classifications, etc.
Class of School.
1900.
School.
Albany In fants’
................
Y.
Armadale
................
VI.
Baker’s H i l l .............................
Balingup
.............................
Bayswater .............................
*
B
Y.
K east, Amy
Schonell, Agnes M.
................
Howe, Alice
McGuckin, Agatha
James, Cuthbert E.
.............................
...
Chipper, Mary L.
James, Amy M. ...
B a d ja n n in g .............................
B eejo o rd m g .............................
A
A
Classification.
Position.
1899.
Horton, John
James, Edw in H.
McColl, Clara E .................
Davis, H annah ...
Wood, Leonard C.
Treadgold, L eslie A.
Cameron, May ...
Cowden, B rooke...
Everett, G eorge................
Gmeiner, Leonora C. ...
Horton, Margaret
Horton, Jessie ................
Horton, Viner ...
Schonell, Edwd. W . ...
Albany
III.
Staff.
K een, Ernilie
Mackintosh, Christina M.
1900.
A3
H.T.'
B1 prov.
A.
A.
B2
A.
N il
A.
N il
A.
Not in service
Mon.
P.T.
4th class
P.T.
4th class
H.T.
B1
A. on supply
B2 temp.
P.T.
3rd class
Mon.
N ot in service
Cl
H.T.
Mon.
S.M.
H .T.
H.T.
H .T.
A.
Mon. on
supply
H.T.
H.T.
■A2
B1 prov.
B2
mi
t
B2 tem.
3rd class
4th class
B1
B2 temp.
2nd class
Cl
N ot in service
N il
B2
B2
N il
B2
Cl
Cl
N il
N il
•
N il
N il
Salary.
0 0
.£260
,£140
0
0
.£110 0 0
.£80 0 0
f
.£140 0 0
.£16 0 0
.£32 0 0
420 0 0
.£170 0 0
£2 os. 6d.perweek
.£34 0 0
416 0 0
4130 and 415
allowance
Eeg. 64 (b)
416 0 0
412 0 0
f
480 0 O
4190 and 415
E eg. 64 ( 6)
490 0 0
440 0 0
480
480
0
0
0
0
TH E
60
EDUCATION
CIRCULAR.
[F
ebruary ,
1900.
Schools, Staffs, Classifications, etc.—continued.
School.
B eacon sfield .............................
Beaconsfield Infants’
Belm ont
Beverley
................
.............................
Bibra Lake ...
................
Bindoon, North and South
Bonnievale
...
Classification.
Class of Scliool.
1900.
Staff.
II.
H enzell, Thomas L.
Bennett, Fanny G. ' ...
Mofflin, Ida M. ...
Bui-cheU, Ada K. T.
...
................
H ill, E dith
Turner, E th el ................
Graham, .Annie ...
H icks, Constance
Fage, Mabel
M yers, Ada
................
W eedon, F anny A.
Marshall, Lucy ...
Kershaw, Edward
Harvy, Fanny M.
IY.
YI.
V.
A
H alf-tim e
Y I. (S.)
H.T.
A.
A.
A.
A.
A.
P.T.
P.T.
H.T.
A.
A. on supply
P.T.
H .T.
Mon. and S.M.
prob.
Slater, Thomas G.
H.T.
Ashe, Mary
A.
Sewell, Constance
Mon.
W arthwyke, Harold G ....
H.T.
H olm es, W illiam
H.T.
Mason, Alice
Morris, Gertie
Boyanup
.............................
A
Boulder
.............................
II I . (S.)
t
Boulder In fants’
IY . (S.)
...
1900.
A3
B2
Cl
Cl
Cl
N ot in service
Not in service
N ot in service
A2
N il
N ot in service
N ot in service
B1
A3
B2
Cl
Cl
Cl
N il.
4th class
4th class
A2
t
B2 temp.
4th class
B1
B2
Nil
Bl
t
ci
Cl
ci
Cl
Cl
Cl
Mon.
Cl
Cl
Jackson, H. J.
...
H.T.
B1
Bl
Leslie, H elen
................
A.
B2
B2
Brown, Thos. J. ...
Spangler, Rudolph W. ...
A.
A.
Cl
C2
JC2
W ellwood, Barbara
A.
N ot in service
Cl
Rodda, Ida
P.T.
3rd class
3rd class
Menz, Clarissa L.
P.T.
4th class
4th class
Crutcliett, R uby...
P.T.
Mon.
4 th class
Shaw, Alice '
Mon.
Ross, M argaret ...
H.T.
B1
Bl
...
A.
C l prov.
Cl
Sweet, Jessie M ....
A.
C2
C2
W ellwood, M aggie
P.T.
3rd class
2nd class
Darbon, E lsie
P.T.
4th class
3rd class
P.T.
4th class
4th class
B1
Bl
...
Y iney, Isabelle M.
Mon. prob.
Young, H ugh
A cting H.T.
................
Y iney, M atilda ...
lie s, E ssie
Clarke, Annie J.
Salary.
0 0
£110 0 0
.£100 0 0
.£260
,£90
,£90
£6 0
£1 6
£1 6
0
0
0
0
0
£220 0
A. on supply N ot in service
Nil.
A.
N ot in service
N il
P.T.
N ot in service
1s t class
0
0
0
0
0
0
t
£ 2 5s. 6d. per week
£16 0 0
£200 0 0
£42
H .T.
Taylor, Naomi
* (S.)
H.T.
1899.
Clively, E liz. J ...................
Dodd, Juliana
Boulder Mines
Position.
0
£190
0
0 .0
t
£1 6 0 0
£100 0 0
£130 and £ 1 0
allowance
(Reg. 9)
£110 and £30
allowance
£ 1 6 and £ 4
allowance ■
£90 0 0
£230 and £35
allowance
£110 and £30
allowance
J,
£110 and £30
allowanc i
£ 9 0 and £30
allowance
£25 and £6 5s.
allowance
£1 6 and £ 4
allowance
£ 1 6 and £ 4
allowance
£16 and £ 4
allowance
£185 and £30
allowance
£ 9 0 and £30
allowance
£ 9 0 and £30
allowance
£ 3 4 and £8 10s.
allowance
£25 and £6 5s.
allowance
£ 1 6 and £ 4
allowance
£ 1 6 and £ 4
allowance
£220 and £30
allowance
£ 1 3s. and 13s. 6d
allowance,
per week
£ 6 0 and £30
allowance
£ 4 4 and £11
allowance
TH E
E e b b u a e y , 1 9 0 0 .]
EDUCATION
CIRCULAR.
61
Schools, Staffs, Classifications, etc.— continued.
Ciassifi cation.
Class of Scliool.
1900.
Staff.
Position.
.............................
V I.
B r id g e to w n .............................
v.
Brown, Richard C. G. ...
Brown, Catherine
Mood, Thomas A.
H.T.
S.M. & Mon.
H.T.
A
A
VI.
V I. (S.)
Johnson, Bertha M.
Clarke, Amy K. H.
Roche, Brigid ................
Clarkson, M argaret P. ...
G ilholy, Mary T.
Vetter, Antonia A.
Mon. & S.M.
Mon.
H.T.
H .T.
H.T.
H.T.
School.
1899.
1900.
Salary.
Cl
Cl
Bi
Bl
N il
N il
Bl
Cl
’+
N il
Bl
t
B2
B2
,£130 0 0
£42 0 0
,£190 and .£15 '
allowance
£50 0 0
430 0 0
f
.£80 0 0
4140 0 0
4110 and 4 3 0
allowance
4 1 6 and 4 4
allowance
4150 and 430
allowance
4 3 4 and 4 8 10s.
allowance
4 2 5 and 4 6 5s.
allowance
4260 0 0
4140 0 0
4110 0 0
490 0 0
4150 0 0
470 0 0
4190 0 0
4 1 16s. 6d. per wk.
416 0 0
t
430 0 0
416 0 0
t
■
Boranup
B r o o m e h ill.............................
Brookhampton
Brunswick ...
................
.............................
B along
Burbanks
Bunbury
V. (S.)
...
................
IV .
................
V.
.............................
V.
C a n n in g t o n .............................
V.
B anbury In fants’
B usselton
•Canning M ills
Carnarvon
................
H olt, E thel L. E.
Mon.
Burgess, Frances H.
H.T.
Douglas, E liz a b e th .
P.T.
3rd class
2nd class
Banks, Mary
P.T.
N ot in service
3rd class
Bl
H.T.
B2 prov.
A.
A.
B2
Cl
A.
Bl
H.T. prob.
N il
A.
Bl
H.T.
A. on supply N o tin service
4th class
P.T.
H T
Cl
Mon. & S.M.
4th class
P.T.
B2
H.T.
Bl
B2
B2
Cl
Bl
N il
Bl
C l temp.
4th class
Paisley, Thos. W .
Loveridge, Arthur H. ...
Carroll, Mai-y A.
Logue, Fanny ................
Mews, E m ily E. ...
H islop, Maud
Nicholls, Leslie H.
Goedecke, Mary A.
Jardine, A g n e s ................
Hayes, Edward J.
W illison, A lice M.
Ktrang, B ea trice................
Butler, Leonard J. W . ...
.
a.
1
4th class
B2
Sheard, Paul
H.T.
Cl
Cl
Pratt, Sophy
W illiam s, Mary H.
A.
H.T.
N il
Nil
N il
Nil
H alf-tim e
Preston, A lf r e d ................
H.T.'
N il
N il
Clackline
VI.
Preston, Annie ...
Lyliane, A ugustine P . ...
S.M.
H.T.
C2
Cl
Claremont
nx
Peel, Eobert
Dark, Samuel ................
Corbett, M arion................
Adams, E dith A.
Simpson, E th el F. M. ...
Brockway, Amy
Brockway, U na ...
H utton, K ate ................
H.T.
A.
A.
A.
P.T.
P.T.
Mon.
H .T.
Bl
B2
Cl
C2
3rd class
4th class
N ot in service
N il
Bl
B2
Cl
C2
3rd class
3rd class
H.T.
................ S.M. and Mon.
prob.
McAliece, Isabella S. ...
H.T.
B2
Bl
Cl
Cl
Blair, John T ......................
Toal, Anna M. ...
McLean, Chas. F.
McLean, A n n i e ................
Syred, Mercie ................
Mulrooney, E llen
Niebel, Chas. T...................
Cl
C2
Cl
t
Cl
Cl
N il
N il
Cl
N il
t
Cl
Chidlow’s W ell
Cluttering, Upper and Lower
Coogee
.............................
Oookernup
V. (S.)
A
A
VI.
Collie M ill
.............................
V I.
Coalville
.............................
V I.
Coolingup
.............................
VI.
Coondle
•Coolup
Qossack
.............................
.............................
.............................
V I.
B (S.)
B (S.)
Ward, G. W .
Clarke, Lilian
H.T.
A.
H.T.
S.M.
H.T.
H.T.
H.T.
N il
4160 and 430
allowance
480 0 0
4S 0 0 0
4 9 0 and 410
allowance E eg. 9
412 0 0
4130 0 0
4180
4140
490
490
425
425
416
480
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4160
442
0
0
0
0
4110 and 415
allowance E eg.
64 (h)
4 130 0 0
490 0 0
4130 0 0
412 0 0
480 0 0
t
4100, 4 4 0 sp.
allowance, 412
E eg. 13
THE
62
EDUCATION
CIECTJLAR.
[ F b b eu a ey , 1900.
Schools, Staffs, Classification, etc.—continued.
Cottesloe
Coolgardie
Classification.
Class of School.
1900.
School.
.............................
.............................
III.
n r . (s.)
Staff.
Position.
H unt, H ugh
Todd, James
H urray, W illiam J.
Sproule, Mary J.
Hervey, Mary ................
W alker, E dith ...
Camming, Laura................
Beavis, W m. 6 ...................
W elch, E llen
................
Silvestei-, Eva
Pombart, M atilda M. H.
P rice, Thom as
...
McDowall, D aisy
Coolgardie In fants’ ................
IT . (S.)
Salary.
1899.
H ewetson, Eleanor A. ...
Gray, D o r i e t t a ................
Morison, Janet F.
1900.
A3
prob.
H .T
1st A,
A3
B2
A.
k.
A.
P.T.
Mon.
H.T.
02
01
02
3rd class
Cl
C2
2nd class
A3
A3
A.
Cl
Cl
A.
Cl
01
A. on supply
N il
mi
A. prob.
N ot in service
P.T.
Mon.
4th class
H.T. prob.
B2
B1
A3
02
N il
A.
A. on supply N ot in service
C l prov.
t
B2 temp.
I
Cranbrook
...
Cubballing
...
Cne
................
T I.
................
T . (S.)
Dandarragan...
D ay Dawn
...
Daudabin
...
Dardannp
...
Denmark M ill
A
................
■
; ...
. ...
T I.
T I. (S.)
j ...
; ...
I ................
I
A
T I.
Y.
D ingu p
...
: ................
B
D ongara .
...
! ...
T.
•
Donnybrook ...
t ...
Drakesbrook
i
Dw alginup
...
Esperance
...
Frankland R iver
Ferguson, Upper
................
Y.
Y I.
B
; ...
................
................
T- (S)
A
...
H.T.
01 prov.
C l prov.
McLean, George................
H.T.
Cl
Cl
James, Mary
S.M.
Frederick, M argaret
... ■
Armstrong, W m. C.
.£260 0 0
.£170 and .£15
Reg. 68 (a)
.£125 0 0
.£90 0 0
.£90 0 0
,£34 0 0
.£16 0 0
.£250 and ,£30
allowance
.£90 and .£30
allowance
.£90 and .£30
allowance
£ 1 3s. per week
and 13s. 6d per
week allowance
.£110 and .£30
allowance
£1 6
and £ 4
allowance
.£180 and .£30
allowance
t
£2 os. 6d. per
week, and 13s.
6d. allowance'
£90 0 0
£130 and £ 1 5
allowance R eg.
64 ( 6)
£12 0 0
H.T.
Cl
Cl
Lutz, Irma
A.
Not in service
02 prov.
E gan, Mary F .....................
Mon.
Kinnear, T. K . W
H.T.
Cl
01
E gan, E llen E.
H.T.
Cl
Cl
B utler, E le a n o r ................
Cleary, Mary A __
Jones, George E.
W alker, Isabella
Mowday, M aggie
Shannon, Fredk. A.
H .T.
H.T.
H.T.
A.
P.T.
H .T.
Liddington, A rth u rE . ...
Nicolas, Bessie ...
Schneider, Adolph
Schneider, Agnes.
Jones, John E .....................
Gover, E va H. ...
Armstrong, Florence ...
H.T.
A.
H.T.
A. on supply
H.T.
Mon. prob.
H.T.
N il
N il
O’Connor, Patrick
H.T.
B1
B1
Sm ith, E llen G. ...
A . on supply
C l temp.
01 temp.
Trent, Chas.
...
Buchanan, M. M.
H.T.
H .T.
N il
Cl
N il
Cl
N o tin service
N il
B1
N ot in service
3rd class
C2 temp.
N il
B1
02 temp.
2nd class
C2
B1
B1
Cl
Cl
N il
02
02
Cl
N il
Cl
■
f
£160 and £ 3 0
allowance
£90
and £30allowance £ 3 0 and £ 7 10s.
allowance
£130 0 0
£110 and £ 3 0
allowance
£90 0 0
£80 0 0
£210 0 0
£90 0 0
£34 0 0
£ 8 0 and £10
allowance Reg. 13
£190 0 0
£90 0 0
£140 0 0
£1 10s. per week
£135 0 0
£16 0 0
£70 0 0
£180 and £15
special allowance,
and £15 R eg.
64 ( 6)
£1 16s. 6d. per
week and 13s.
6d. allowance
t
£90 0 0
■(( (''gjjftssns* glisravy ^
F
ebruary,
THE
1900.J
ED U CA TIO N
CIRCU LA R.
V
V .
....o.N
...........
6!’
Schools, Staffs, Classifications, etc.—continued.
School.
Frem antle B oys’ • ...
Class of School.
1900.
Stait.
H I.
W heeler, H enry W .
...
Harris, E rnest ................
H arvey, A a r o n ................
G ustafson, John E.
Scott, H enry
................
M olloy, Arthur I.
Coe, M atilda K ...................
VeaU, Ada E .......................
E dyvean, E dith A.
Myers, E lsie A.. ...
Biehards, Gertrude
Gilmore, Berdetta E. ...
F oley, A gnes
................
Jeffrey, Flo. J .....................
W heeler, Georgina
Cooke, Alfred M.
W ebb, Chas. J ....................
D ingle, E th el M.
Hewetson, Edith J.
Henriehs, Adolph
Binney, Catherine
Binney, Ruby H.
Hawkes, Jean
Cameron, Effie L.
Yewers, Mabel ...
Shelton, Win. 0 .
W illiam s, Albert E.
MacKay, Elizabeth J. ...
Rogers, Annie M.
Stonehouse, Juliet
Boulter, D aisy ...
Gibbings, Mary ...
Nadebaum, A u gust E. ...
Brobble, Mary ...
Clarke, M ichael F.
Draper, James T.
...
Collins, Annie ...
Taylor, Mary A__
Turvey, Philip J.
Clarke, E va A. ................
Harkness, Jane R.
Sm ith, Myra K. ...
Frem antle Girls’
IV .
Frem antle In fants’ ...
IV .
Frem antle, N orth
III.
...
Frem antle, North, In fants’
■Geraldton
.............................
Gingin
V.
III.
V.
■Cringm Brook and Moore River
Gooseberry H ill
Greenhills
G reen bu slies................
H alf-tim e.
VI.
A
*
Greenough, N o r t h ................
Greenough, South ■...
A
A
Greenongh, N orth Back F lats
Grove H ill and Queenwood
Guildford
.............................
A
S.P.D
IV .
Classification.
Position.
Salary.
1899.
1900.
H.T.
1st A.
A2
B1
A2
Bl
A.
A.
A.
A.
H.T.
A.
A. temp.
P.T.
P.T.
H.T.
A.
A. on supply
P.T.
H.T.
A. prob.
A.
A.
P.T.
P.T.
P.T.
H .T.
A.
P.T.
H.T.
A.
A:
A.
P.T.
P.T.
P.T.
H.T.
A.
H.T.
H.T.
S.M.
H.T.
H.T.
B2
B2 prov.
Cl
Cl
B1
B1
N ot in service
3rd class
4th class
B1
C2
C2 temp.
4th class
A3
B 2 prov.
B2
mi
2nd class
4th class
N ot in service
B2
N il
2nd class
A3
C2
C2
Cl
3rd class
Not in service
N ot in service
Bl
C2
N il
Cl
Bl
B2 prov.
Cl
Cl
Bl
Bl
N il
3rd class
3rd class
Bl
C2
C2 temp.
4th class
A3
B2 prov.
B2
N il
Cl
N il
N il
Cl
N il
t
N il
N il
A3 prov.
A.
H.T.prob.
H.T.
j.i
1st class
4th class
4th class
B2
t
1s t class
A3
C2
Cl
Cl
2nd class
4th class
4th class
Bl
Cl
t
Cl
N il
Cl
H.T.
H.T.
H.T.
A.
A.
P.T.
H.T.
N ot in service
4th class
B2
N il
N il
A3
C2
C l prov.
4 th class
B2
...
................
B ( S .)
Connolly, Florence
W om um , E d it h ...
M iles, Jam es A..................
Brinkman, E d ith M.
T ates, Frances A.
M inehiu, Gertrude E . ...
Leahy, Thomas ...
Grass V a lle y ...
................
VI.
M cIntyre,A ugustusT . ...
H.T.
C l prov.
Cl
*
V I.
II.
MacNamara, Constance K.
M itchell, E d i t h ................
Macgregor, A. E. J.
H ayes, Edward J.
H.T.
H .T.
H.T.
1st A.
C2 prov.
Cl
A2
B2
C2 prov.
Cl
A2
B2
Wardlaw, Thos. D.
Hart, Thos. E. ...
M itchell, Florence
................
Dibdin, May
Parsons, Florence
Sherlock, Marion
Connolly, Mary ...
A.
A.
A.
A.
P.T.
P.T.
P.T.
B2 prov.
B2 temp.
Cl
Cl
3rd class
4th class
4th class
B2
Cl
Cl
Cl
2nd class
4th class
4th class
G uile wa
Ham elin
H arvey
H igh gate
................
.............................
•
02
4290 0 0
.£140 and 4515
R eg. 68 (a.)
4 150 0 0
4140 0 0
4135 0 0.
4 120 0 0
4185 0 0 .
4140 0 0
460 0 0
425 0 0
425 0 0
4185 0 0
490 0 0
4 2 2s. per w eek
416 0 0
4260 0 0
4140 0 0
4110 0 0
t
456 0 0
416 0 0
416 0 0
4155 0 0
j.
i
444
4250
4110
490
490
434
416
416
4180
490
0
0
0
0
0
0
0
0
0
0
0
0
0
0
00
0
0
0
0
0
0
0
0
0
0
t
4130
412
480
t
480 0 0
480 0 0
4 9 0 & 410 lodg­
in g allowance
R eg. 13.
480 0 0
Reg. 21
4230 0 0
490 0 0
490 0 0
416 0 0
4 9 0 and 430
allowance
4130 and 415
allowance
Reo\ 64 (b)
490 0 0
4110 0 0
4310 0 0
4150 and 415
Reg. 68 (a.)
4140 0 0
4130 0 0
4100 0 0
490 0 0
434 0 0
416 0 0
416 0 0
64
TH E
EDUCATION
CIRCULAR.
[F
ebruary,
1900
Schools, Staffs, Classifications, etc.—continued.
School.
H igh gate In fants’ ...
Hoffman M ill
Staff.
*
Sm ith, Martha ...
Kennedy, E l s i e ................
Levinson, Theresa
B
Hope V alley and Rocking­
ham
Classification.
Class of Scliool.
1900.
H alf-tim e
Position.
Salary.
1899.
Blackman, E lizabeth
...
Burns, W alter L.
|
1900.
Bl
H.T.
P.T.
P.T.
2nd class
Bl
1s t class
3rd class
3rd class
H.T. prob.
N il
t
H.T.
N il
N il
N il
Bl
1st class P.T.
N il
Bl
Cl
Not in service
4th class
B2
N otin service
C2
B2
Cl
C2
N o tin service
N ot in service
N il
mi
Bl
Bl
B um s, H annah ...
trishtow n
Jarrahdale
...
...
................
................
Jarrahdale, 39-Mile M ill
Jarrahdale, No. 2 M ill
Jarrahdale, No. 6 M ill
...
....
Jeim apullm ...
Jum perding ...
Jurokine
.............................
K algoorlie
V I.
V I.
*
A
II I. (S.)
V . (S.)
K algoorlie Infants’
Kanowna
S.P.D.
IV .
................
- ...
IV . (S.)
V.
Karridale
.............................
VI.
K elm seott
... ;
K intore
K ing R i v e r ................
...
Kojonup
Koogan
.............................
Kurawa
V I.
K atanning
A
A
A
V. (S.)
__ S.M. at Rock­
ingham only
F oley, Julia
................
H.T.
Larkin, H enry T.
H.T.
Hanrahan, E llen
A.
Snook, Florrie ...
Mon.
Edmondson, Thos. S. ...
P.T.
Cronin, Isabel ................
Mon.
Tim mings, V iola
Mon.
M cDonnell, John L.
H.T.
McMahon, Eleanor I. ...
H.T.
W allace, Stephen
H.T.
W allace, E lizabeth M. ...
S.M.
M artin, E th el H . C.
H.T.
McCombie, E dith
H.T. prob.
Duncombe, Geo__
H.T.
Clarke, E liza J. ...
S.M.
Braddock, R. H . A.
H.T.
A.
Nil
N il
Graham, Mark J.
A.
C2
Cl
Lee, Id a ...
A.
N il
N il
Stewart, Mary A.
A. on supply
Cl
Cl
Tonkin, Laura ...
P.T.
3rd class
2nd class
McBean, A n n i e ................
H.T.
Bl
Bl
Braddock, Roma...
A.
N il
N il
James, E lsie
A.
1st class P.T.
Cl
Moore, Joseph A ................
H.T.
Bl
Bl
Nielson, Susannah H . ...
A.
Cl
Nielson, Lewesa C.
A.
N il
Nil
Thomsett, H enry K.
Julius, E le a n o r ................
O’Brien, W . R ....................
Taylor, E va E ....................
Ranson, Fredk. ...
H.T.
A.
H .T.
S.M.
H.T.
Bl
B2
Cl
Bl
Bl
Cl
Cl
Cl
Kippenberger, B.
Cull inane, Mary J.
Reymond, H elena
Nicolson, W m. D.
H.T.
H .T.
H.T.
H.T.
mi
ci
mi
Mettam, M a b e l................
K u n a n a llin g .............................
Lennonville ...
-
Cl
B2
B2
Cl
B2
B2
Mon. & S.M.
A (S.)
Pombart, A ngele
H.T.
N il
N il
* (S.)
Cross, Geo. K. C.
' H .T.
Cl
Cl
0
0
0
0
0
0
4 7 0 and 412
allowance
R eg. 13
4 9 0 and 410,
R eg. 9
46 0 0
R eg. 21
4220 0 0
490 0 0
43 0 0 0
420 0 0
416 0 0
Not settled
4140 0 0
4110 0 0
4110 0 0
412
0 0
4S0 0 0
t
t
N il
N il
B all, P eter G......................
.
.£150
.£44
£25
412 0 0
4230 and 4 3 0
allowance
490 and 4 3 0
allowance
4110 and 4 3 0
allowance
4 6 0 and 4 3 0
allowance
4 2 2s. per week
and 18s. allow­
ance
4 3 4 and 4 8 10s.
allowance
4155 and 4 3 0
allowance
4 6 0 and 4 3 0
allowance
4 9 0 and 430
allowance
4220 and 4 3 0
allowance
4 9 0 and 4 3 0
allowance
4 8 0 and 4 3 0
allowance
4180 0 0
4120 0 0
4130 0 0
412 0 0
4135 0 0
480
0
490
0 o
0
490 0 0
4180 and 4 3 0
allowance
4 2 8 and 4 7 allow­
ance
4 8 0 and 430
allowance
4140 and 4 3 0
allowance
F
e b b t ja b y ,
THE
1 9 0 0 .]
EDUCATION
CIRCULAR.
65
Schools, Staffs, Classifications, etc.— c o n tin u e d .
Class of School.
School.
1 Q AA
iauu.
L e e d e r v il l e .............................
Leederville, W est
...
Malcolm and Gwalia
M alabaine
Mandurah
B1
B2
B1
B2
IV .
McCormick, Jane
Boxall, John
Brown, Christina
Keay, Agnes
Sadler, James T.
Duncan, Sarah C.
Amies, SarahA . ...
Carrick, W illiam
Connolly, Bridget
Hewson, John C.
A.
A.
P.T.
P.T.
H.T.
A (prob.)
A. on supply
H.T.
S.M.
H .T.
B2
Cl
3rd class
3rd class
B1
C2
B2 temp.
B2
B2
Cl
2nd class
2nd class
B1
C2
B2 temp.
B2
C2 prob.
C2
H.T.
H.T.
S.M.
H.T.
H.T.
S.M.
H.T.
Mon. temp.
S.M.
H.T.
N il
C2
t
Cl
N il '
Cl
N il
Cl
ci
ci
X
1
B2
B2
A.
B2
B2
D usting, Claiinda
Padley, Clara C,................
A.
Mon.
C l temp.
+
Cooper, Carrington F . ...
Hand, E i c h a r d ................
H orrigan, K ate ...
W ardle, Alice ...
Snowden, Florence E . ...
Thom sett, James M.
Lindfield, Thomas
Sampson, E velyn V .
H.T.
H.T.
A.
A.
A.
A. prob.
P.T.
Mon.
B2
B1
Cl
Cl
C2 temp.
N il
4th class
B2
B1
Cl
Cl
t
4th class
Graham, Fred. P .
Wreford, E lle n ( ................
Kenafick, Richard J. ...
Ventura, Lucy ...
Raymond, Bertha C. ...
Eoss, Andrew M.
Spargo, Ben. L. ...
Clark, K ate
................
Colbert, P a trick ...
Bunce, E lizabeth A.
H .T. prob.
S.M. prob.
H .T.
S.M.
H.T.
H.T.
H.T.
S.M.
H.T.
S.M.
N il
N il
B2
B2
N il
N il
Cl
t
t
Cl
B2
B2
H.T.
Cl
Cl
H .T.
S.M.
. H.T.
S.M.
H.T.
Mon.
H.T. prob.
C2
Cl
ci
ci
C2
ci
N il
N il
H.T.
N il
N il
H.T. prob.
C2
Cl
H.T.
Cl
+
H .T. prob.
ci
H alf-tim e (S.)
................
V I.
V I.
M eckering
.............................
V I.
M enzies
.............................
IV . (S.)
■
W ilson, R o b e r t ................
Dalrymple, W illiam It__
Dalrymple, Dorothy
Bell, Mary S........................
N angle, Bernard A.
N angle, M argaret M. ...
H albert, Thos. G.
Harmer, Arthur A.
H albert, Emma E.
Thomas, Horace
Jelbart, Annie L. D.
................
V I.
m .
*
Mombekine ...
M oojebing .............................
V I.
Moonyonooka
................
V I.
M ogumber .............................
Moora
M ouram bine...
................
A
B
VI.
M ount B arter
V I.
................
M ount M agnet
................
M ullewa
.............................
V I. (S.)
V I.
M u n d a r in g .............................
V I.
M undijong
VI.
................
M ornington M ill
M ean M ahn ...
Narra Tarra and Nab am i h
V I.
A
H alf-tim e.
Nannine
.............................
A (S.)
Narrogin
.............................
VI.
Narrogin Brook
1900.
H.T.
1st A.
V I.
VI.
M ingenew
M idlandJunction
1899.
H ill, Arthur
H am ilton, Chas. G.
.............................
...
................
Marracoonda
Marbro
Position.
IV .
V I.
Lion Mill
OlassifinniSnn.
Staff.
V I.
M cNaught, Thomas
W illis, E li S. A ..................
W illis, Louisa ...
.E llio tt Eobert J.
E llio tt, Annie A.
Macdonald, Annie
Macdonald, M uriel
M cKnight, Elizabeth ...
K ehoe, D aniel O’C.
Olley, Jacob
................
Lyngberg, Alf. M.
Grainger, Annie
Anderson, Cora M. E . ...
t
|
Cl
Salary.
4 230 0 0
4150 and 415,
E eg. 68 (a.)
4110 0 0
4120 0 0
434 0 0
434 0 0
419u 0 0
490 0 0
425s.h'd per week
£150 0 0
412 0 0
4130 and 430
allowance
t
4130 0 0
412 0 0
480 0 0
4130 0 0
412 0 0
4135 0 0
t
4 !2 0 0
4190 and 4 3 0
allowance
4110 and 4 3 0
allowance
, t
4 3 0 and 4 7 10s.
allowance
4150 0 0
4230 0 0
490 0 0
490 0 0
t
t
420 0 0
416 0 0
490
412
4150
412
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4130
0
0
4130
412
4135
412
4110
416
465
0
0
0
0
0
0
0
0
0
0
0
0
0
0
t
4140
412
4150
412
t
4 9 0 and
E eg. 9
4100, 4 3 0
lowance,
E eg. 13
4130 0
412 0
4110 0
410,
al­
412
0
0
0
TH E
66
EDUCATION
CIRCULAR.
[ F eb r u a r y , 1900.
Schools, Staffs, Classifications, etc.— continued.
Glass of School.
1900.
School.
Newcastle
Y.
Niagara
* (S.)
Northampton
Northam
III.
Norseman
Y . (S.)
New castle Street, W est Perth
IV .
Newcastle Street, Infants ...
V.
Oakabella
................
B
Onslow
................'
* (S.)
Classification.
Staff.
Position
H.T.
A.
Mon.
H.T.
01
I
B2
Cl
N il
•
N il
Richards, Tbos. H.
H.T.
N o tin service'
N il
Riley, John H .
H.T.
A3
A3
Dobson, James ...
W right, Margaret
H enley, Bertie ................
G reen ,Ivy
Spence, Amelia ...
W illiam s, W m. H. W. ...
A.
A. prob.
I.T.
P.T.
A. on supply
H.T.
01
02 temp.
4th class
4th class
Cl
t
4th class
4th class
Cl
Cl
Sandford, Thursa
Mon. & S.M.
Gladman, P hilip H.
Preston, Louise
Harmon, Elizabeth
Read, H ilda
................
Sm ith, Annie
Cassell, K atie
Reid, Laurina
McAuliffe, Bessie
Beddoes, K athleen
H.T.
A.
A.
A.
A.
Mon. prob.
H.T.
A.
H.T.
B1
B2
Cl
1st class P.T.
1st class P.T.
Bl
B2
Anthony, M ay C.
...
V I. (S.)
Kerr, Wm. G.
Parkerville Quarries
A
Towle, Bertha
P ell M ell
.............................
A
Pry, Norman
P erth Boys’ .............................
I.
Rooney, W m. J....
P erth In fants’
I.
................
IV .
1900.
R ussell, Arthur H.
Jeifrej-, Mary
Lloyd, George ...
Armstrong, Alice
P a d d in g t o n .............. -.
P erth Girls’ ...
Salary.
1899.
...
Parsons, J o se p h ...
Derrick, O sw ald...
Bailey, Geo. W . ...
B ott, Edgar S. ...
Ctilli gan, A rtliur J .
H atfield, A lfr e d ................
McGuiness, Patk.
Rannard, Richd. R. R. ...
Girdlestone, A lice M. ...
Dale, Elizabeth J.
Sutton, Mary
Sutton, Annie ...
Kennedy, E ileen A.
Sunderland, Barbara ...
Preston, Narcissa
H ayes, Bridget ...
Jenkins, E dith ................
Warnecke, May ...
Ware, C atherine................
Ottaway, H ilda M
Jones, Mabel L. ...
W are, E m ily
F irks, E llen M...................
Holbrook, L illie A.
Simons, E liza
................
M etcalfe, Frances
Jones, E liza b eth ................
W right, E lsie M.
Allan, Marion
Needham, Theodora
i
i
B2
!
01
01
01
£190
£90
0
0
0
0
£20 0 *0
t
0 0
£80
£270, £25 Reg.
. 64(6.)
£120 0 0
j.
i
£20 0 0
£16 0 0
£2 2s. per week
£170 and £ 3 0
allowance
£ 5 0 and £ 1 2 10s.
allowance
£240 0 0
£120 0 0
Cl
01
£90
£90
£90
Bl
Cl
N il
Bl
Cl
N il
£1S0
£90
£70
H.T.
N il
N il
H.T.
C l.
Cl
H.T.
N il
Nil
H .T.
Nil
Nil
' H .T.
A2
A1
A3
B2
B2
Cl
Cl
Cl
A3
B2
B2
£200 0 0
Cl
Cl
£110 0 0
£110 0 0
Mon.
A2
Bl
Bl
B2 temp.
Cl
1st P.T.
1st P.T.
N ot in service
2nd class
2nd class
3rd class
4th class
A2
Bl .
Bl
1st A.
A.
A.
A.
A.
■ A.
A.
P.T.
H.T.
A.
A.
A.
A. A.
A.
A.
P.T.
P.T.
P.T.
H ou.
P.T.
P.T.
H.T.
A.
A.
P.T.
P.T.
- P.T.
P.T.
P.T.
02
01
02
T
Cl
01
Cl
B2 temxD.
2nd class
2nd class
3rd class
7
N ot in service
N ot in service
A2
A3
Cl
2nd class
3rd class
4th class
4th c^ass
N ot in service
4th class
4th class
A2
A3
01
1s t class
2nd class
3rd class
3rd class
3rd class
i1
0
0
0
0
0
0
0
0
0
0
0
0
£ 8 0 and £20
allowance
£140 and £ 3 0
allowance
£8 0 0 0
£9 0
0
0
£350, £ 3 0 Reg.
64 ( 6.)
£150
£150
£125
0
0
0
0
0
0
£125
0
0
£250
.£140
0
0
0
0
£90
£90
£90
0
0
0
0
0
0
£34
£34
£25
0
0
0
0
0
0
0
0
£220 0
£160 0
0
0
0
0
£20 0 0
£120 0 0
J.1
£110 0 0
T
£1 6
£16
£90
£44
£34
£25
£25
£25
0
0
0
0
0
0
0
0
0
0
0
0
F
TH E
1 9 0 0 .]
ebru a ry ,
EDUCATION
CIRCULAR.
67
Schools, Staffs, Classifications, etc.—continued.
School.
Perth, E ast ...
Class of School.
1900.
Staff.
n.
Clubb, W a lla c e ................
H all, Albert J .....................
Perth, S o u th .
V.
P icton ...
VI
-
.
P in gelly
V I.
Pinjarra
VI.
Plym pton
Plym pton In fants’ ..
Preston, Upper
h i.
IV .
B
Princess E oyal Mine
* (S.)
Quell i n g t o n ..............
Q uindanning...
Quindalup, Lower ..
Rockingham Beach...
Roebonrne .
A
B
B
A
*(s.)
Ilottnest
VI.
Sawyers’ V alley
V I.
Seotsdale
..............
Serpentine ..............
Sharks B ay ...
Silver H ills ...
Sm ith’s M il l ...
Southern Cross...
VI.
A
V I. (S.)
B
V.
IV . (S.)
V I.
Salary.
1S99.
1900.
H.T.
1st A.
A3
A3
A2
A3
F lan nigan, James
Trappold, M a ry ................
O’Brien, Aida
Flanigan, John ...
M cNeill, M argaret
Thirioux, Louisa
Leahy, Mary H. ...
Tildesley, F lo .....................
O’Leary, Frank J.
O’Dea, M ary J. ...
Darcey, Martin F.
A.
A.
A.
A.
Mon.
P.T.
P.T.
P.T.
H.T.
A.
H.T.
B2
- Cl
C2
1st class P.T.
B2
Cl
C2
Cl
t
1st class
4th class
4th class
Bl
Cl
B2
Potter, G a r n e t ................
Flaherty, Florence
Parks, J o h n R . ...
Parks, Eleanor ................
Henry, Thomas ...
Green, Frank H.
Butterworth, Frances ...
Robinson, Florence
Shaw, Thos. P .....................
Mon.
S.M.
H .T.
S.M.
H.T.
Mon.
Mon.
S.M.
H.T.
A3
A3
N icol, Robert
Cook, Louisa R ..................
Shaw, H arriet A.
A. prob.
A.
A. on supply
N il
Cl
C2 temp.
t
Cl
C2 temp.
Lunt, John C. ...
Cossins, T. A. ...
Myers, M abel ................
Anderson, H enrietta ...
Lewis, Iv y A. ...
Johnson, M argaret E . ...
P.T.
H .T.
A.
P.T.
P.T.
H .T.
N ot in service
Bl
C2
Mon.
4th class
N il
4th class
Bl
C2
4th class
3rd class
t
E llis, Alfred
H.T.
B2
B2
H.T.
Cl
Cl
£ t.
H.T.
HT.
Mon. & S.M.
H.T.
S.M.
H.T.
S.M.
H.T.
H.T.
H.T.
N il
Cl
B2
N il
Cl
B2
................
Gleeson, H annah
Moy, Patk. P.
Simpson, M argaret
Vose, Jas. de P.
Vose, Gertrude E.
Gollagher, Donald
Gollagher, Agnes
Parker, D avid J.
Henderson, E velyn
Gray, Bernard ...
Haynes, E rnest ...
M artin, W m. J ...
Sunter, Blanche E.
Robins, Ida
E nglish , John ...
Kane, M argaret...
Ryan, Lawrence T.
M cPhee, Joan
Stratham
Classification.
Position.
- S.M.
H.T.
H.T.
A.
H.T.
A.
P ellew , W illia m ...
P.T.
Stanley, Harold ...
Mon.
M nm ane, Jerem iah
Mnrnane, Uranie
H.T.
S.M.
2nd class
N ot in service
N ot in service
B2
Cl
B2
C2
C2
Bl
Bl
,£300 0 0
4180 and 415
Reg. 68 (a.)
.£150 0 0
£100 0 0
.£90 0 0
4110 0 0
J.1
,£44- 0
£16 0
.£16 0
£190 0
£90 0
£140 and
allowance
64 (fc.)
£20
£12
.£110
£12
0
0
0
0
0
0
0
0
,£160
.£20
£16
.£20
4130
4th class
Cl
Cl
0
0
0
0
0 0
0 0
0
0
0
0
0
0
.£12 0 0
,
Cl
0
0
t
Cl
Cl
0
0
0 0
,£80
£90
Cl
N il
Bl
Cl
B2
0
0
0
0
0
0
0
0
.£150 and ,£30
allowance
£90 0 0
Cl
N il
Bl
Cl
B2
0
0
£15
Reg.
.£20 0 0
4185
£90
£16
£25
£70
Cl
Cl
t
Cl
0
0
,£220, £'25 Reg.
64 ( 6.)
t
490 0 0
,£1 16s. 6d. per
week
442
.£130
Cl
N il
c:i
0
£12 0 0
4130
0 0
t
£130 and £20.
allowance
£12 0 0
£70 0 0 .
4190 0 0
490 0 0
£190 and 430
allowance
£ 9 0 and 430
allowance
4 2 0 and 45
allowance
4 2 0 and 4 5
allowance
4110 0 0
412 0 0
-
TH E
68
EDUCATION
CIRCULAR.
[F
1 900-
ebbuaey,
Schools, Staffs, Classificatiom, etc.—continued.
School.
Class of School.
1900.
S t r a w b e r r y .............................
A
Subiaco
in.
.............................
Classification.
Subiaco Infants’
V.
................
Swan, Middle
Swan, W est ...
A
VI.
Tipperary
V I.
.............................
Thomson’s Brook
Toodyay
TXduc ...
V ictoria Park
B
B
A
IV .
................
................
V.
W agin
W aigerup
.............................
VI.
W alkaway
.............................
VI.
W aterloo
.............................
W a n d e r in g ................
W anneroo ...
................
Waroona 11-Mile M ill
W aterous M ill
................
B
A
A
*
V I.
VI.
W oodville
iv.
.............................
................
A
.............................
A
W ongam ine ..
Wooroloo
Yardarino
Yalgoo
t
A3
B2
A3
B2
H ocking, Eichard E.
Laird, L ily E.
A.
A. on supply
B2
C l temp.
j
B2
C l tem p.
Gould, V iolet M.
Shelle Lucy F .................
H uggins, Cecilia................
Julhis, Elizabeth
Gill, V iolet M .....................
Julius, Gertrude...
Day, Ethel
Culhane, Julia C.
lie s , H. J ..............................
lie s , M ary A.
O’Connor, H enry A.
O’Connor, H enrietta
Bradshaw, Sara M.
M eK night, M argaret ...
Nielson, E llen ...
Storey, L e n n o x ................
Brayshaw, H annah
Jones, Constance
Branch, E th e l ................
Richards, John A.
Culhane, Mary G.
Crogan, Thos.......................
................
Crogan, K ate
Green, Arthur W . V . ...
Green, Mary M ..................
Jeffrey, Agnes ................
Marie, Camille E.
Shaw, Charles C....
Logue, K ate P . G.
Harms, Harry ...
Mon.
4th class
P.T.
4th class
P.T.
A3
H .T.
4th class
P.T.
4th class
P.T.
N ot in service
P.T.
C2
H.T.
B2
H.T.
. S.M.
ci
H.T.
S.M.
N il
H.T.
N il
H.T.
N il
H.T.
Bl
H.T.
Cl
A.
4 th class
P.T.
4th class
P.T.
B2
H .T.
C2 temp.
A. .
Cl
H.T.
Mon. & S.M.
ci
H.T.
S.M.
N il
H.T.
C2
H .T.
N il
H .T.
Cl
H.T.
Cl
H.T.
Harms, Sara
S.M. & temp.
Mon.
H.T.
H .T.
H.T. prob.
H .T.
. S.M.
H.T.
A.
N ot
P.T.
N ot
P.T.
H.T.
S.M.
!
York Infants’
................
................
...
Grace, Sydney J.
Morton, I s a b e l ................
Pyke, Flo.
................
Sm ith, E thel J ....................
Grace, Leslie E .................
Harkness, E d ith ................
Boyd, H en rietta................
IV .
Y o r k ..........................................
V.
i
1900.
N il
Edwaxdes, E thelbert
Mann, E lizabeth J.
B
V I. (S)
I
H.T.
S.M.
H.T.
1st A.
Am up, Wm. G...................
Campbell, E m ily M.
Brennan, A l i c e ................
B ailey, Jos. H ....................
B ailey, Stella
Ham m ill, Joshua
Ottaway, Amy B.
Mearns, Eva
Smith, E m ily
................
Perrin, W m. H ...................
Perrin, Elizabeth
B
A
W estbrook .............................
W edgecarrup
................
W icklow H ills
................
W illiam s
................
1899.
Armstrong, Andrew
Armstrong, Jane
K lein, James A . ...
Manuell, Wm. J.
.
■
■
Salary.
Position.
Staff.
N il
Cl
N il
Cl
B2
Cl
in service
in service
Cl
t
.£12 0 0
t .
3rd class
3rd class
A3
3rd class
3rd class
4th class
C2
B2
ci
N il
N il
N il ■
Bl
Cl
3rd class
4th class
B2
t
Cl
ci
,£250 0 0
.£150 and ,£15
Beg. 68 (a.)
1 ,£150 0 0
1 .£1 163. 6d. per
■ ■ week
1
t
j
.£25 0 0
i
.£25 0 0
1 ,£155 0 0
1
.£25 0 0
,£25 0 0
£1 6 0 0
.£90 0 0
£130 0 0
£1 2 0 0
.£140 0 0
>£12 0 0
£70
£70
£80
£220
0
0
0
0
0 0
0
£100 0 0
0
£25
£16
£190
0
0
0
0
0
0
0
0
0
0
0 0 ‘
t
£135
£42
£130
£12 0 0
N il
C2
N il
Cl
Cl
£70, £ 1 0 E eg. 13
£90 0 0
£90 0 0
t
£140, £ 1 5 E eg.
64 ( 6.)
£42 0 0
t
Cl
N il
01
£80, £12 E eg. 13
Bl
Cl
4th class
4th class
Cl
£100 0 0
t
£130
0
£90
£16
£16
0
0
0
£110 0
£12 0
t
H/T.
H.T.
N il
B2
B2
H.T.
A.
P.T.
P.T.
P.T.
H.T.
A.
Bl
C2
2nd class
2nd class
2nd class
Cl
Cl
Bl
C2
1st class
1st class
1s t class
Cl
Cl
0
£12 0 0
£220 0 0
0
0
0
0
0
t.
£115 and £ 3 0
allowance
£230 0 0
£90 0 0
£44 0 0
£44 0 0
£56 0 0
£110 0 0
£90
0
0
E ebbttaby, 1900.]
TH E
EDUCATION
CIRCULAR.
69
M O N IT O R S.
The results of th e M onitors’ Exam ination are given in the appended statem ent. The column headed •
“ Exam ination ” shows th e corresponding examination as set for P u p il Teachers for which the various monitors
entered :—
Marks.
School.
Name.
Sewell, Constance
................
Crutchett, Kuby
.............................
P ellew , W illiam
M cDowall, D aisy
................
Anderson, H e n r ie tta .............................
Morris, Gertrude
Cumming, Laura
Macdonald, Muriel .............................
Green, Frank H.
Shaw, Alice
Cronin, Isabella
H olt, E th el ..........................................
V iney, I s a b e l ................
Sampson, E velyn
Mason, V io le t...
E gan, Mary F.
W illison, A lice M.
Mettam, Mabel
.............................
Snook, Florrie...
Beverley
Boulder
................
Southern Cross
Coolgardie
Plym pton
B o n n ie v a le .............................
Cottesloe
.............................
Morning'ton M ills ...
Pinjarra
.............................
Boulder
Jarrahdale ...
B ulong
Boulder Infants’
M idland Junction ...
E ast P e r t h .............................
Cue ...
.............................
Cannington ...
Kurawa
Jarrahdale ...
Crogan, K a t e ................
Sandford, Thursa
C la rk e,L ilia n ...
Lloyd, G eorge...
Clarke, Am y K.
W ooldridge, Chas. M.
Harvy, F anny M.
Timmings, Viola
W aigerup
.............................
Norseman
.............................
Cookemup .............................
New castle
.............................
B r id g e to w n .............................
M ount Barker
Belm ont
.............................
Jarrahdale ...
* Being- a male candidate, sewing not taken.
One candidate sat for the A, nine for th e B, and 34 for th e C.
F
a il e d
P
a s s e d .—
C e r t if ic a t e .
. — One.
B
Ce r t if ic a t e .
Antonia A. V etter, 2nd Class Honours ;
Annie Sutton, 2nd Class Honours ;
John T. Blair,
Alfred M. Lyngberg, .
Edward J. Hayes.
Passed, subject to re-examination in one su b ject:—
Thomas J. Brown.
Three candidates failed.
Candidates
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
4th class
Do.
3rd class
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Do.
Remarks.
...
Possible.
Gained.
500
500
420*
500
500
500
500
500
420*
500
500
500
500
760
760
700f
760
760
760
396
376
310
367
362
321
308
306
246
272
270
244
231
416
3S1
490
509
503
466
79
75
74
73
72
64
62
61
59
54
54
49
46
55
50
70
67
760
760
760
760
760
700
760
760
397
389
372
349
296
266
228
205
52
51
50
46
39
38
30
27
P er cent.
66
61
Passed
do.
do;
do.
do.
do.
do.
do.
Failed
do.
do.
do.
do.
do.
do.
Passed
do.
do.
F ailed in two “ F ail­
in g Subjects.”
Failed
do.
do.
do.
do.
do.
do.
do.
f To be examined in Drawing later, as an Inspector did not conduct examination.
T E A C H E R S’ E X A M IN A T IO N '.
The Teachers’ A nnual Examination was held in the
James Street School, Perth, during the -week commencing
the 18th December, 1899, w ith the following re su lts:—
A
Examination.
C C e r t if ic a t e .
P
D usting, 1s t Class H onours;
V ictoria M. Gould, 1st Class Honours ;
Arthur Harmer, 2nd Class Honours ;
E llen Mnlrooney, 2nd Class H onours;
Andrew M. Ross, 2nd Class H onou rs;
Barbara Wellwood, 2nd Class Honours ;
Andrew C. Armstrong,
Effie L. Cameron,
E thelbert F . Edwardes.
a s s e d . —Clarinda
Passed, subject to re-examination in one subject :—
E m est H aynes.
Twenty-four candidates failed.
A ll the foregoing passes are subject to an Inspector’s
rep ort on Practical Skill.
P U P I L T E A C H E R S’ E X A M IN A T IO N .
A t the A nnual Exam ination of Pupil Teachers, held on
14th and 15th December, 1899, the following candidates
TH E
70
EDUCATION
passed th e Exam ination (under Appendix 2 and R egula­
tion 247) qualifying them for appointm ent as 4th Class
P u p il Teachers in the event of vacancies occurring. Ten
candidates - failed to secure the m inim um num ber of
m a rk s :—
Marks.
Name.
School.
Graham, Annie
Boulter, D aisy
Stanley, Harold ...
Sm ith, E m ily
Keast, Am y...
M earns, E va
Edmonson, Thomas
Leahy, Mary
Brookway, Una
Binney, Ruby
Cameron, May
"Ware, Em ily
Gibbings, Mary
J ones, Mabel L .
Day, E t h e l ................
Hornsby, Alice
H enley, H erbert ...
Lunt, JohnC Jones, Laura
P raia, E th el
McRohan, E sther ...
M atheson, M argaret
M arshall, Lucy
...
McRoberts, B elle ...
Davies, Blodwen ...
H orton, Yiner
Green, I v y ................
M illington, Beatrice
Brittain, Lucy
H icks, Constance ...
* Scliool not known.
Possible. Gained.
Beaconsfield ...
Geraldton
Southern Cross
W oodville
#
H ighgate
Jarrahdale
*
Claremont
jST. Frem antle
Albany
P erth Girls’ ...
Geraldton
P erth Girls’ ...
Subiaco
P icton...
Northam
500
500
420+
500
500
500
420+
500
500
500
500
500
500
500
500
500
420+
420+
500
500
500
500
500
500
500
500
500
500
500
500
Guildford
P erth Girls’ ...
Subiaco
Victoria Park
Beaconsfield ...
Perth Girls’ ...
Northam
Albany
Northam
Northam
Bunbury
Beaconsfield ...
440
401
335
38S
3S4
383
313
372
369
367
364
353
362
353
346
345
290
282
332
330
327
327
327
324
315
314
310
310
310
308
P er cent.
S8
80
80
78
77
77
75
74
74
73
73
73
72
71
69
69
69
67
66
66
65
65
65
65
63
63
62
62
62
62
t Being a male candidate, sewing- not taken.
The following P upil Teachers passed the Examination
fo r admission into the T hird Class :—
jSTarks.
Scliool.
Name.
Possible. Gained.
Gill, V iolet M.
Julius, Gertrude ...
W right, E lsie M ay...
Needham, Theodora
Allan, Marion
H uggins, Cecilia M.
Jones, Constance ...
Darbon, E lsie M. ...
Shelley. Lucy
Bichards, Gertrude
Lewis, I v y ................
Cowden, Brook
Brockway, Amy
...
Subiaco Infants’
Subiaco Infants’
Perth Infants’
Perth Infants’
Perth In fants’
Subiaco
Victoria Park
Subiaco Infants’
Subiaco
Frem antle Girls’
Plym pton In ­
fan ts’
Albany
Claremont
760
760
760
760
760
760
760
760
760
760
760
760
760
626
626
589
561
554
542
542
536
491
473
471
470
448
Per cent.
82
S2
77
74
73
71
71
71
65
62
62
62
59*
* Specially promoted.
The following will be required to serve another year
in the 4 th Class:—M arion Sherlock, H ig h g a te ; Naomi
Taylor, B oulder; Thomas Lindfield, M idland Junction ;
Georgina Wheeler, Frem antle In fan ts’ ; Catherine Binney,
N orth Frem antle ; * M ary Connolly, Highgate.
* Absent on leave, on account of illness.
CIRCULAR.
[F ebbtjaby, 1900.
The following passed under Regulation 247, b u t
failed under the new arrangem ent as regards failing sub­
jects. They will be required to come up for re-examination
in the subjects in which they failed, about A pril n e x t:—■
E thel M. Branch, Victoria P a r k ; Clarissa Menz, Boulder
Agnes Jardine, B usselton; Beatrice Strang, Cannmgton
G ertrude Minchin, G uildford; George Everett, Albany
Janie W illiams, P erth G irls’.
The following P u p il Teachers passed for admission into
the Second C lass:—
-
Name.
School.
Parsons, Florence ...
Douglas; E lizabeth
Anne
H orton, Jessie
Stonehouse, J u lie t ...
Mowday, M aggie ...
W alker, E dith
Tonkin, Laura
W ellwood, M aggie...
Brown, Christina ...
Tuke, Stanley
K eay, Agnes
Jones, E lizabeth
...
Maries.
Possible. Gained.
Per cent.
H igh gate
Geraldton
760
700*
620
569
82
SI
Albany In fan ts’
Geraldton
Denmark M ill
Cot-tesloe
K algoorlie In­
fants’
B o u ld e r I n ­
fan ts’
Leederville ...
M anual Train­
in g Classes,
Perth
Leederville ...
Perth Infants’
700*
700*
700*
760
760
562
536
516
536
522
80
77
74
71
69
760
521
69
760
625+
494
375
65
60
760
760
451
438
591'
58 §
*'To “be examined in drawing later on, as examination not conducted "by an
inspector, t Special subjects. X Specially promoted. § Specially prom oted;
absent from two subjects on account of illness.
The following passed uuder Regulation 247, b u t failed
under the new arrangem ent as regards failing subjects.
They will be required to come up for re-examination in the
subjects in which they failed, about A pril n e x t:—Catherine
W are, P e rth G irls’ ; Theresa Levinson, H ig h g ate; Elsie
Annie Myers, Frem antle Girls.’
The following will be required to serve another year in
the Third Class:—Id a Rodda, B oulder; E thel F. M.
Simpson, Claremont.
The following P u p il Teachers passed for admission
into the F irst Class :—
Marks.
Name.
School.
Grace, Leslie E.
Kennedy, E lsie M ....
Thirioux, Louise ...
M etcalfe, Frances ...
H einrichs, Adolph ...
Tewers, Mabel
Sm ith, E thel J.
...
Pyke, Florence
York ..............
H igh gate
Perth, E ast ...
Perth In fants’
N ’th Frem antle
N ’th Frem antle
York '................
Y o r k ................
Possible.
760
760
760
760
760
760
760
760
Gained.
605
604
ODD
551
543
537
520
479
P er cent.
80
80
73
72
71
71
6S
63
The following passed under Regulation 247, b u t failed
under the new arrangem ent as regards failing subjects.
They will be required to come up for re-examination in the
subjects in which they failed, about April n e x t:—E d ith
Jenkins, P erth Girls’ ; May W arnecke, P e rth Girls’.
TH E
F ebbttaby, 1900.]
EDUCATION
CIECULAE.
71
The following P u p il Teachers passed their final I these dates (except Proclam ation Day) fall upon any day
examination and have been awarded th e “ C l ” Certifi­ other th an a Monday, the holiday may be kept on the
cate, receiving appointm ents as A ssistants in their respec­ F riday preceding or Monday following. The day chosen
tive Schools.:—
m ust be notified to the Department. I t will be sufficient
to enter it on the salary sheet.
j
Name.
M a r is .
P e r c e n t.
Sunderland, Barbara
James, E lsie ...............
Flanagan, John
Preston, Narcissa ...
Hanrahan, E llen ...
B eid , H ilda
Sm ith, Annie
P erth Girls ...
K a'g’lie Infants
Perth E a st ...
Perth Girls’ ...
Jarrahdale ...
Newcastle str’t
Newcastle str’t
P o ssib le.
G ained.
760
760
760
760
760
760
760
581
540
539
536
528
478
468
76
71
71
71
69
63
62
FTTFIL T E A C H E R S’ N E E D L E W O R K .
P up il Teachers in the P erth and Suburban Schools may
obtain their needlework by calling a t the D epartm ent.
The specimens worked by the P up il Teachers in the
country will be returned during the first week in February,
an d H ead Teachers are requested to inform the D epart­
m ent if the parcels are not received within a reasonable
time.
A D E L A ID E
U N IV E R S IT Y E X T E N S IO N
E X A M IN A T IO N S .
The Hon. Secretary of the Local Board has notified the
D epartm ent th a t the preliminary examination in con­
nection with the above will be held in March. Entries
will close with the Hon. Secretary, Mr. W . E. Cooke, on the
12th February, and on no condition will any entries be
accepted after th a t date. The fee is 10s. 6d.
The
attention of intending candidates is particularly drawn to
t i e regulation of the University th a t entries from W estern
A ustralian candidates for all University Examinations
m ust be sent through the local Secretary, and will not be
accepted if sent direct to the Registrar.
SCHOOL Q U A R T E R S A N D V A C A T IO N S
FOR 1900.
The School Quarters will end as follow :—
1st quarter ...
...
... last Friday in March.
2nd „
...
...
...
„
June.
3rd
4th
„
„
...
...
...
...
...
...
„
September.
Friday, December 14.
The Vacations, under Regulation 137, will be as
follow :—
E aster
A ugust ■ ...
Christmas
School closes.
School re-opens.
Thursday, 12tli A pril ...
Friday, 24th A ugust ...
Friday, 14th December
Monday, 23rd April
Monday, 3rd September
Monday, 21st January
The attention of teachers is directed to the Public
Holidays laid down in Regulation 137. These are as
follow :—A ustralian Anniversary, January 26 ; Queen’s
Birthday, May 24; Anniversary of the Colony, Jun e 1;
Coronation Day, June 28 ; Proclam ation Day, October 21;
and Prince of W ales’ Birthday, November 9. W hen any of
E X A M IN A T IO N CH A N G ES.
The following is a list of the schools where, as notified
in the November Circular, it is intended to abolish the
individual examination of the children. The list is,
however, subject to revision if the inspection visits are
not satisfactory:—
M
e t r o p o l it a n
Beaconsfield
Beaconsfield In fants’
Cannington
Cottesloe
Fremantle Boys’
Fremantle Infants’ (Stan­
dard I.)
Frem antle North
. Fremantle North Infants’
H ighgate
Hope V alley
Koogac
Leederville
Mogiunber
Moora
So u th -W
D
is t r ic t .
Perth Boys’
Perth Girls’
Perth Infants’ (Standard I.)
Perth E ast
Perth South
Newcastle Street
Plympton
Plym pton Infants’
Rockingham
Rockingham Beach
K ottnest
Subiaco
Subiaco Infants’ (Standard I.)
W oodville.
estern
Boyanup
Chidlow’s W ell
Chittering, Lower
Collie M ill
Coolup
Donnybrook
Drakesbrook
Gingin Brook
D
is t r ic t .
Jarrahdale
K elm scott
M idland Junction
Moore River
Picton
Serpentine
Sm ith’s M ill
Swan W est.
E
astern
D
is t r ic t
Albany Infants’
Broomehill
Coondle
Meckering
Narrogin
.
Newcastle
Northam
P ell M ell
York In fants’.
Goi.d eiei .ds D istrict .
Bonnievale
Boulder
B ulong
lenzies, Kanowna, Kurawa, and
above lis t if th e n ext inspection
M A T E R IA L
FO R
Kalgoorlie Infants’
Moonyonooka.
Paddington m ay be added to
v isits prove satisfactory.
MODELLING-.
(From “ The Schoolmistress,” October 12, 1899 )
Clay and sand are both largely used for m aking models
before a class which is receiving instruction in the geo­
graphical definitions. Each has its disadvantages as well
as its advantages. A nother m aterial may be made by
anyone w ithout cost. Get some newspapers, old blotting
paper, or brown paper, and tear the paper into small
pieces and place them in a pail. P o u r on enough water
(hot or cold, bu t hot by preference.) to wet the whole of
the tom paper, and th en with the hands and a stick
squeeze the wet paper and work it about until it is reduced
to a pulp. This will not 'take long. Pour off the super­
fluous water, and the paper pulp will prove an excellent
72
THE
EDUCATION
substitute for modelling purposes. The hands will not
become soiled -when modelling with paper pulp as they do
-when clay is used, and th e pulp may be b u ilt up high in
all sorts of shapes, and it will not lose its shape as sand
does. I t may be used alike by teachers and scholars.
W hen it gets dry a little w ater will restore it to condition.
I f it gets dirty, a kettleful of h o t w ater and a stirring
-with a stick -will cleanse it. P ap er pulp may be used also
to make perm anent models. Squeeze it dry and then add
gum-water to it. W hen th e model is made, it will then
retain its shape.
SC H O L A R SH IP S A N D E X H IB IT IO N S .
The following were th e successful candidates a t the
recent examinations for H igh School Scholarships and
Government E xhibitions:—
H
ig h
S c h o o l S c h o l a r s h ip s .
Arthur W illiam s, P erth B oys’ School.
Jam es F ahy
do.
G overnm ent E
x h ib it io n s .
S E N IO R .
Francis A. M oseley, H igh School.
W. J. Lambert
do.
Edm und C. Clifton
do.
K ahn, R. R., Christian Brothers’ College.
Frederick Bicknell, H igh School. .
JU N IO R .
Edward T. B egley, Christian Brothers’ College.
John E . Deakin
do.
Frederick J. Bates, H igh School.
( '-yril P. Bryan, Christian Brothers’ College. .
R. G. Hope, Scotch College.
M E D A L W IN N E R S F O R 1B 99.
The following is a list of children, w ith th e ir respective
schools, who obtained medals for unbroken attendance
dining last year:—
Child.
School.
Gingin
Chidlow’s W ell ...
Canning M ills
...
Carnarvon
Bonnievale
Koojan ...
M ount Barker
...
Rockingham
South Perth
G ingin Brook
...
Wortham ...
Mombekine
'
Clarence K ing
Everard G ill Gee
Norma Macdonald
M adge Macdonald
Emma Purser
Frank Purser
Thomas Dewar
Jack Townsend
W ill P ratt
M ay Quun
Gussie Murray
E stelle Nairn
Emma Murray
W . P. N aim
Arthur Scott
Rose Scott
H elen Scott
Henry Andrew Mead
Hannah Sarah Mead
James Stiles
H ubert Troy
Joseph Troy
E dith W ansborough
Alice Sheen
James W estern
Reuben W estern
[E ebbttaby, 1900.
CIRCULAR,
Child.
H enry Binnis
Jack Griffin
Stratham
................
... Godfrey Scott
Dongara
... Frederick W isbey
Cann ington
... Adelaide Strang
R ottnest ...
................
... H ilda Forkin
Phoabe Kidd
Frank Forkin
Karridale
... Clarence Percival
Charles Percival
W estly P ercival
Jarrahdale
... George Hanrahan
Archer Snook
Alice Hanrahan
Dorothy Hanrahan
Bayswater
... H arriet Donald
Mandurah
................
... E lsie Cooper
V iolet Cooper
Plym pton
................
... Albert Mourner
Grace Barling
H etty Box
Cecil Jeffrey
...................
... Francis Kidd
Geraldton
E ast Perth
... F loris Webb
E liza Snow
H annah Bray
Colin W alker
Ida Bray
Maud W heeler
Claremont
E th el Chambers
Alexander Shaw
Frem antle B oys’
Collie MiH
Maud Bradley
Quindanning
H arry H oghton
N arrogin...
Charles Grainger
M uriel Sm ith
H igh gate
Ruby Butcher
May Poland
N ew castle street
W innie Reid
Annie Shepherd
P erth Girls’
Frances Anderson
M yra Dodd
Mena Ferrie
Perth Boys’
Harold Carrick
Charles Gould
Frem antle Infants’
Robert H atfield
V ictoria Park ...
Leslie Oates
Robert Sm ith
Florence Rouse
Leederville
Elizabeth Brodie
Vincent Turner
Archibald Brodie
Ernest- Turner
Charles Blackford
Cubballing
W illiam O’Rourke
John E. Green
Esperance
Capel H annett
Alfred Ulrich
................ Jam es Chapman
W oodville
...
Ernest Bresland
Rupert Sm ith
George Rockliff
E th el Varian
W illiam s
...
...
... H arriet B ailey
School.
F rem antle, North
...
D R A W IN G N O T E S.
There is a plea in the December Practical Teacher’s A r t
Monthly for “ objects ” instead of “ copies ” in drawing.
The following sentences seem to give useful hints :—
I f a few simple natu ral objects are introduced into the
drawing lessons, it is surprising how much more interesting
F ebbttaey, 1900.]
they become to the children.
be ta k e n :—
1.
2.
3.
4.
5.
6.
7.
S.
9.
10.
11.
12.
13.
TH E
EDUCATION
The following objects might
The face of an oblong box.
The face of a cube.
A broad ruler.
A door w ith panels.
A T-square and set-square.
The plan of th e room.
A window.
A tennis racquet.
A horse shoe.
Leaves of various kinds.
Simple flower forms.
A piece of wood fretwork.
A feather.
There are m any of a similar nature, some easier, some
more difficult. Sometimes in the higher standards a
simple arrangem ent of th e student’s own invention of the
object given makes a very interesting lesson. Again, one
of the chief reasons for teaching drawing as one of the
subjects in an elementary scheme of education is th a t of
cultivating the powers of observation. Now, doubtless,
this object is achieved in a large degree by th e present
m ethods; b u t if we based our drawing lessons on objects
more than is done at present, this faculty of observation
would be infinitely more thoroughly trained.
“ The Daily Rounds of a Drawing Inspector,” in the
October num ber of The Practical Teacher’s A rt Monthly,
contains some interesting sentences, which, are reprinted
hereunder.
“ Exam ination methods die liard . . . .
I remember
on more than one occasion noticing th a t soon after my
entering a school, Standard I. was hurriedly taken into a
classroom, and while I was obtaining a few prelim inary
particulars from the head teacher th e monotonous,
simultaneous chanting of definitions was borne upon my
ears—‘ a horizontal line is, etc., etc.,—until I quietly
opened the door of the classroom and told the teacher th a t
I was not going to ask any questions on definitions on th at
occasion. I place absolutely no value whatever on these
previously-prepared verbal definitions. I have seen too
frequently the practice belie the theory. A t this early
stage the best definition of a horizontal line or a right
angle is for a child to drww one. W hatever practical
illustration the teacher chooses to give or to ask for is
another m atter. I t is th e separation of the practical p art
from the theory and the placing of the latter first to which
I take exception.
“ I am glad to see th at paper is gradually taking the
place of slates in the F irs t Standard. W hen the change is
accompanied by the entire abolition of india-rubber and
the so-called lining-in, its beneficial effects are very
marked.
“ I n the early stages of drawing, and for young children,
experience teaches th a t it is better to have a greater variety
of copies, or to have the same copy attem pted several times,
ab initio, than to spend a long tim e correcting and patching
the same exercise. I n the latter case moi-e tim e is spent
in erasing lines th a n in drawing them, and it is in the
latter th a t practice is needed.” [These rem arks, of course,
will apply also to the blackboard, which m ust not supersede
paper drawing. As soon as the desired freedom of hand
CIRCULAR.
73
and arm has been obtained teachers will, no doubt, follow
the m ethods suggested by the D epartm ent from the first,
and, placing brown paper or other paper on the boards,
draw on this also from the shoulder. G reater delicacy,
which is to be gained by the use of the pencil, m ust not be
lost.—E d .].
“ Then, again, so many attem pt to teach model-drawing
by rales instead of by sight. The pupils should be taught
to draw from careful and accurate observation, and then
encouraged to deduce the rules from the results of their
observation. Frequently I hear a scholar told th a t a
horizontal edge which recedes to the rig h t or left below
the eye level m ust be represented by an oblique line sloping
upwards. Such instruction at this early stage is of no
practical use whatever and only does harm. I f the pupil
is not going to draw by guesswork, he m ust decide at w hat
angle the edge appears to slope; and if he can do this,
the more difficult part, he should have been put in the way
of discovering for himself what has been unnecessarily told
him. Often the model is sketched on the blackboard by
the teacher before the scholar attem pts it, and I have
even seen this sketch exposed to the class during the whole
lesson. Of course, this is not model-drawing a t all. The
scholar simply copies w hat has been drawn for him, and is
no nearer arriving a t any conclusion for himself. Another
mistake too often noticed is made in allowing mechanical
aids—legitim ate enough in themselves—to precede judg­
ment by sight alone instead of following it as a test and
corrective. The mechanical aids to which I particularly
refer are—holding the pencil or ruler between the eye
and the object for the purpose of gauging an angle,
judging proportion and comparing sizes, and the use of
the plumb-line.
They should never be used in such a
m anner as to interfere with the independent judgm ent of
the pupil or his powers of observation.
“ The only reliable test of the power to draw from models
is the scholar’s ability to deal intelligently with an entirely
neiv form involving principles of perspective previously
taught, or a new position of some object from which he
has previously drawn.”
A correspondent writes to The Schoolmistress, of October
1*2, 1899, as follow s:—“ N ot long since my little boy
(Standard I.), who is very much interested in his
drawing lessons, sat playing with one of those patent
curling pins. A ll a t once he called out, ‘ Look, mother,
I can make a right angle, an obtuse angle, and an acute
angle. And, see,’ he went on, ‘these two pieces of steel are
parallel.’ This set me thinking, and the next drawing day
each boy had his patent curler. By means of the two
movable pieces of steel we formed all the different lines, —
such as vertical, horizontal, etc., then all the angles were
made, the children copying them on paper. W ith two
curlers we were able to teach the different kinds of
triangles—in fact there was scarcely any lim it to their
usefulness. My children can now draw all the angles
correctly, and, w hat is more, thoroughly understand
them .”
C IG A R E T T E SM O K IN G .
As the result of an inquiry in American schools, it has
been found th a t boys who indulged in cigarette-smoking
did not make such good progress as non-sm okers; and the
74
TH E
EDUCATION
evil is considered so serious th a t it has been suggested th a t
anti-tobacco leagues should be started among schoolboys.
English doctors are agreed as to the evil effects of the
early use of tobacco upon the eyes and respiratory o rgans;
and probably th e listless m anner of some boys may be p u t
down to the same cause. In a schoolboy, m anner is the
shadow of a closely attendant re a lity ; and, though we
w ant no anti-tobacco leagues, schoolmasters m ight well
consider how best to meet w hat may soon become a pressing
difficulty. There are, we know, schools where the esprit cle
corps is so keen th a t a boy in the football team would not
dare to touch a cigarette lest his “ w in d ” should be
affected; and a similar general abstinence prevails during
the term devoted to sports. Possibly, if it were impressed
upon boys th a t smoking is injurious to the eyes, the same
result m ight be obtained during the cricket term .—Educa­
tional Times.
T E A C H E R S ’ A SSO C IA T IO N S.
Perth. Branch.
The following report has been handed in to the D epart­
m ent for publication in the C ircular:—
L adies abb Gentlemen ,
W e have th e honour to hereby subm it to you the annual
report of the P e rth Branch of the W.A. Teachers’ Union.
Members’ B oll.—I t is pleasing to state th a t the num ber
of members of the branch shows a considerable increase
on th a t of last year. The num ber of subscriptions to date
is 42, 14 of which are from head teachers and 28 from
assistants. Besides these, there are others who consider
themselves members, though they have not yet paid the
small annual contribution required of them. I t is to be
hoped they will soon do so, and help to increase the
Branch’s representation a t the annual conference of dele­
gates. By th e rules of the executive we are a t present
entitled to send eight delegates to th e conference, the
proportion being one delegate for every five members.
Thus an increase of three on our enrolment would entitle
us to another delegate. N otw ithstanding th e satisfactory
state of our numbers, we are forced to express the regret
th a t there is yet a num ber of teachers in the metropolitan
district who give no support to and take no p art in the
work of th e association. I t cannot be denied th a t every
teacher in the service is morally bound to become a member
ox some branch of the union ; for it follows as a m atter of
course th a t all reforms or concessions effected by the union
m ust operate alike in favour of every teacher in the service
of the Department. Therefore it m ust be adm itted th a t it
is decidedly selfish and u n ju st for some teachers to stand
aloof while others enter th e fray and do battle on their
behalf. Furtherm ore, for their own sake it is not ex­
pedient to remain apathetic. The old adage, “ Union is
strength,” is as tru e now as it was a century ago, and
“ United we stand, b u t divided we fall,” is as applicable to
the teachers of this Colony as it is to the W.A. Transvaal
Contingent. I f we wish to improve our position as teachers
(and th a t goes w ithout saying) or to raise th e educational
standard of the land of our adoption, we m ust be able to
present a bold, united front. To have force, we m ust show
th a t our opinions are th e re-echoed sentiments of the whole
teaching profession, w ithout which, to some extent, our
efforts will be vain.
CIRCULAR.
[F ebruary, 1900.
Rules.—Since the last annual report, the branch rules
have been printed and circulated. These have been faith ­
fully carried out, with a slight exception, no meeting
having been held in October, owing to the absence of
business and the progress of the annual examinations.
Rule Y. has been amended, by which meetings are held on
Saturday mornings, in lieu of Friday evenings. The
change was the result of a feeling th a t on Friday evenings
the evening school operated against us, b u t the result of
the change cannot be considered satisfactory.
Meetings.—Thirteen meetings, general and special, have
been held during the year, and a good deal of useful work
has been completed. Mr. Sadler gave the first lecturette
of the year on “ English Pronunciation.” This was
followed by another on “ Music,” by Mr. Clubb. TMr.
Storer gave a m ost interesting demonstration lesson on
“ Wood-working,” and Mr. H u n t read a m asterly paper on
“ The Development of the State.”
Discussions.—Discussions were held on the following
subjects:—A Floral and Industrial Exhibition, Super*
annuation of Teachers, Central Glasses for P upil Teachers,
School Decorations, M anual Training, Permanency of
Appointments, and Pensions; but, while teachers derived
some benefit from the discussions, very little tangible
result followed.
The late Chief Clerk.—'The members of the Branch
deeply regretted the death of the late Chief Clerk of the
Education D epartm ent; and, as a small m ark of the esteem
in which the deceased gentleman was held by them, the
sum of =620 was subscribed towards the erection of a
memorial stone.
Concessions.—A num ber of concessions has, through the
executive committee, been requested of the Department,
w ith varying results. The suggestion th a t the Education
A ct and Regulations should be reprinted in one volume
was complied with, and also the regrading of schools.
The latter, however, is to be effected on a different basis
from th a t suggested by the association. The necessity
for paying the December salaries before the holidays (as is
done in the other colonies) was urged upon the D epart­
ment.
Permanency of Appointments.— We deeply regret th a t the
H on. the M inister decided th a t teachers’ appointments
cannot at present be made permanent, owing to which
decision their right to pensions m ust still remain a moot
point.
Increases hi Salaries.—D uring the last three months
members devoted a considerable am ount of tim e to the
question of increases in teachers’ salaries. I t cannot be
denied th a t this tim e has been profitably spent, for not
only are teachers, b u t also the public, fully conscious of
the fact th a t the teachers of this Colony are very much
underpaid, and especially so when we take into account
the high rate of living which prevails here. The operation
of such a condition m ust engender a spirit of disaffection
in the service, and this, i n turn, m ust tend to weaken the
usefulness of its members. Therefore it will be allowed,
if the P e rth branch prove instrum ental in raising the
status of teachers, both socially and financially, it will not
alone benefit the individual members of the profession, b u t
also tend to raise our standard of education, by fostering a
F ebruary, 1900.]
TH E
EDUCATION
spirit of contentment, interest, and enthusiasm in our
work, in lieu of th e discontent and indifference which m ust
be bred by a consciousness th a t one’s labour is not fully
recognised and rewarded. W e are still hopeful th a t the
representations re the desired increase, made by the
Association to the R ight Hon. the Prem ier, th e H on. the
Minister, and the Inspector General, will yet bear f r u i t ;
and th a t the incoming committee, twelve months hence,
will be able to report th a t the conditions surrounding the
life and labours of the State School teacher have
materially improved.—Signed, on behalf of the committee,
A. Hill, V ice-President; E. J. Hayes, Hon. Secretary.
SCHOOL E N T E R T A IN M E N T S .
Busselton School.—M aster, Mr. E. Kershaw.
As was noted in the July Circular, the school concert
realised the.su m of £ 7 12s. "2d. Of this. <£7 8s. has mrw
been expended in prizes, leaving a balance in hand of
4s. 2d.
Menzies School.—M aster, Mr. H . Thomas.
A very successful concert was given by this school on
8th December, the gross proceeds am ounting to <£21 4s.
A fter deducting expenses—renting hall, printing, etc.—a
balance of <£16 4s. remained, which was placed to the
credit of the piano fund.
Bonnievale School.—M istress, Miss A. Mason.
A school picnic was held on 12th December. The total
receipts were =£14 6s. 4d., while the cost of provisions, etc.,
was J310 10s. 4d., leaving an am ount of i24 6s., which was
expended in purchasing prizes.
Westbrook School.—M aster, Mr. W . G. Arnup.
' Sports, w ith a school concert, were held at Westbrook
on the 16th November last. The gr.-ss proceeds amounted
to £ 7 7s. 6d., and the expenses for hire of hall, refresh­
ments, etc., to .£4 12s. 6d., leaving a balance of £ 2 15s.
Of this, £ 2 7s. 9d. was spent in prizes, and it is proposed
to devote the small sum remaining to the purchase of some
cricket tools for the school.
Jarrahdale School.—M aster, Mr. H. T. Larkin.
A most successful concert was held in the local hall on
the 11th November, in aid of the prize fund. The gross
proceeds am ounted to <£15 10s. 3d., and the expenses rent of hall, dresses, printing, etc.—to =£4 4s. 5d. The
balance of ,£11 5s. lOd. was expended in prizes and
Christmas gifts.
Newcastle School.—Master, Mr. A. H . Russell.
Concerts were held on 24th November and 1st December,
aud a children’s dance on the 8th December, the gross
receipts beiug .£25 7s. The expenses totalled £ 5 2s. 6d.
£ 7 2s. 3d. was expended in the purchase of prizes, which
were given to those children who had earued them and
were unable to come to P erth. W ith the balance, a
num ber of children were brought down to P e rth and visited
the Zoological Gardens.
North Bhuloon.—M aster, Mr. W m. Holmes.
A concert was held a t this school on the 17th November
last. The receipts totalled <£5 Os. 9d., of which amount
<£3 8s. was devoted to prizes. The balance, =£1 12s. 9d.,
CIRCULAR.
75
it is intended to use in purchasing books for a school
library.
Mombekine School.—A successful entertainm ent was
brought off at this school on the evening of the 27th
October, by the late Mr. Rees, under arrangem ent with Mr.
Dobson, the then headmaster.
The proceeds amounted to
<£9, of which £ 4 10s. was handed to the Mombekine hall
committee. The remainder is to be spent on prizes for
the children, and, should there be any surplus, on K inder­
garten m aterials and decorations.
Bunbury Infants’ School.—Mistress, Miss E. E. Mews.
On the 13th December a very enjoyable picnic was held,
the Chairman of the D istrict Board-having kindly placed
his fields at the disposal of the H eadm istress for this pur­
pose. The children and their friends were driven by- the
Secretary of the Board to the chosen spot, H all Craig, in
drags, which he generously provided for them. Altogether
there were present 113 childreu and about 20 adults, and
the outing was in all respects an exceedingly pleasant one.
Plympton Schools, Senior and Infants'.—Mr. T. P.
Shaw and Mrs. Cossins.
Concerts were held by these schools on 28th November
and 1st December. The total receipts, including dona­
tions, amounted to ,£22 7s., and the expenses, with hire of
hall, to <£6 15s. 6d., leaving a balance of <£15 11s. 6d. for
prize fund ; one-third to go to the In fan ts’ School and tw o-'
thirds to the Senior School. I n addition, the Mayor of
E ast Fremantle (Mr. M. L. Moss) kindly donated two goodconduct prizes.
Pinjarra School.—Headmaster, Mr. T. Henry.
A committee of ladies a t P in jarra organised a ball in aid
of the prize fund, realising £6 13s. net. This amount
was supplemented by donations, totalling £ 2 11s., and the
whole was expended in the purchase of prizes for the
children.
Clacldine School.—Teacher, Mr. A. Lyhane.
Concert held 8th December. Receipts, including sub­
scriptions, <£3 2s. 6d. This am ount was expended in thepurchase of prizes.
North Fremantle School.— Headmaster, Mr. A. M. Cooke.
The fifth annual concert was held on 13th December. The
receipts amounted to <£13 14s. and the expenses to
£ 2 13s. lid ., leaving a credit balance of £11 0s. Id., which
will be devoted to the purchase of - instrum ents for the
band, providing games, and school decorations. Of the
balance in hand from the previous concert, £ 7 14s. Id., ,£6
was expended for flutes, 11s. 6d. for a football, and 5s. for
miscellaneous items, leaving a balance of 17s. 7cl., which
has been carried over to the fund in hand.
Subiaco Infants’ School. —Headmistress. Miss Julius.
Concert held 24th November. Total receipts, <£9 ]2s. 6d.,
expenses £ 2 18s. 6 d .; <£6 9s. 6d. was devoted to the
purchase of prizes, and the balance in hand, 4s. 6d., -will
be expended on K indergarten and sewing material.
Boranup School.—M aster, Mr. R. C. G. Brown.
A free concert was given by the children of this school
on the 28th December, when prizes presented by friends
and the teachers were distributed to the children.
76
TH E
EDUCATION
Moojebing School.—M aster, Mr. P. Graham.
Receipts, £ 1 4 9s. 6 d .; expenses, including ren t of liall,
refreshm ents for the children, and costumes, =£6 3s. 2d.;
purchase of games, etc., =£6 ; balance in hand, <£2 6s. 4d.
D IS T R IC T B O A R D S, E tc.
Boeboume.—Rev. H erb ert P itts has bepn appointed a
member of th e Roebourne D istrict Board of Education,
vice M r. A. T. Stanbridge, resigned.
Plantagenet.—The Plantagenet D istrict Board of E duca­
tion has appointed Mr. Thomas Kearsley as delegate for
the Scotsdale district.
Karridale.— Rev. R. J . Craggs has been appoiuted a
member of the K arridale D istrict Board of Education, vice
Rev. H erbert P itts, resigned.
Bevt/rley.—Mrs. A. E . Horley has been appointed a
member of the Beverley D istrict Board of Education, vice
Mr. Thomas Secomb, resigned. Mr. H . Sm ith has now
been appointed chairman, and Canon Groser secretary.
Fremantle.— Mrs. Rosa S. Smith has been appointed a
member of th e "Fremantle D istrict Board of Education,
vice Rev. W . F . Turton, resigned.
York.—Yen. Archdeacon B arton-Parkes has been ap­
pointed a member of the Y ork D istrict Board of Education,
vice Rev. E. W illiams, deceased.
Broomehill.—Rev. Jas. Howes has been appointed a
member of th e Broomehill District Board of Education,
vice Mr. P atrick G arrity, resigned.
STOCK N O T E S.
A new sale stock requisition form has been printed,
and will be supplied on application. I n future, Regula­
tion 136 will be strictly enforced. The application should
be made out in duplicate and forwarded to the. D epartm ent
by the 10th of the month.
The D epartm ent still has a few books left, which
teachers m ight find useful in their work. In order to
B y A u t h o r i t y : R ic h a k d P
CIRCULAR.
[ E e b b t ja r y ,
1900.
dispose of these, 2-5 per cent, discount will be allowed off
the published price. The list is as follows : —
Boot.
Published Price.
s. d.
1 0 each
0 3 „
0 4 „
3 6 „
2 6 .,
1 6 „
0 2 „
0 1
0 2 „
0 2
1 i
0 4 „
0 5
0 o „
0 3 „
2 6 „
1 6 „
0 2
1 9 ",
As the D epartm ent is constantly receiving new series of
diagrams, it is impossible to have a complete list printed
on the annual requisition form ; notices, therefore, will
appear in the Circular from tim e to time, giving a list of
the diagrams in stock beyond those mentioned on the
requisition form, and teachers should refer to these
notices when making out their applications for the annual
supply. The following are the diagrams which a t present
do not appear on the requisition :—
................
( 2nd year) ...
„
„
„
(4th year) ...
How to Parse ................
.............................
Morell’s Grammar
..........................................
How to W rite C learly..........................................
Grammar Summary ...
................
„
Standard II.
IV ........................................
„
„
V. and VI.
Dictionary of Derivations
.............................
Algebra (BlacMe)
..........................................
Book-keeping ................
................
„
(key to)
.............................
Animal Philosophy
................
Geography of Australasia
...
Geography of Australia and Polynesia
Geography of W orld, Europe, Asia, England
and W a le s .......................................................
H ugh es’ Modern G eograph y.............................
Stewart’s Dom estic Econom y
Source and Circulation of "Water.
P ollution of W ater.
' Purification of Water.
V egetable Productions.
P lan ts used for Perfume.
P lan ts used for Clothing, Cordage, etc.
W hat is wanted in some schools, not in all, is a little
wholesome neglect.
The teacher does the work, the
children look on ; the result is failure on the p art of both.
— Educational News.
ether,
G o v e rn m e n t P r i n t e r P e r t h .
SUZPIFILjIEjIMIIEII^rT TO
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. M INISTER. OF EDUCATION.
N o . 7.]
H IN T S
FEB RU A R Y ,
TO
TEACHERS ON TH E
OP T H E E Y E S.
CARE
(B y the Honorary Consulting Ophthalmic Surgeon of the Department.)
These hints are published to enable teachers to discover
eye diseases in children attending G o v e r n m e n t schools,
and to give them an idea of w hat to do in such cases,
especially in reference to infectious troubles, which may
spread unless checked a t once.
They are in no way to be regarded as a substitute for
proper medical treatm en t—as the old proverb about a little
knowledge being dangerous is particularly tru e here—b u t
as merely showing the first remedial measures th a t should
be adopted to prevent epidemics and more serious mischief
following.
Inflam m atory and E pidem ic D isea ses.
. These include th e various forms of Ophthalmia, G ranular
L ids or Trachoma—or as they are often called, loosely,
“ Sandy B light”—“ Sore Eyes,” “ B unged Eye.”
The great point to remember is th a t discharge from any
eye is almost invariably contagious and capable of setting
up the disease in a healthy individual when deposited by
whatever means in th a t particular person’s eye; so no
teacher or parent should go far wrong who remembers th a t
“ any discharge from an eye is infectious.”
Ophthalmia may be acute or chronic. The character of
the discharge varies in th e different types, b u t those cases
which present the lids swollen, with a copious yellow
discharge, are always serious, and should be thoroughly
treated at once, as otherwise there is great danger of bad
after-effects, which may render th e child more or less
blind.
Ophthalm ia is an inflammation of the delicate membrane
lining the eye and eye-lids. I t is nearly always red (“ blood
sh o t” ) and may be swollen and discharging either a watery
fluid in excess, or a sticky yellowish m atter, or a distinct
creamv-yellow pus or “ corruption,” as it is commonly called.
The lids on the outside m ay or may not be swollen and
red, or excoriated or raw looking, or the lids may be stuck
together on th e patient waking in the m orning from sleep.
A ll these cases are contagious, and one such case in a
school may, if neglected, be the means of spreading the
disease to all its members ; and why is this ? Because in
the m atter or pus there exist numberless microscopic
organisms which possess th e property of setting up the
1900.
[V o l. I I .
disease if deposited in a healthy eye. How are they de­
posited? By direct contact from child to child, by the
hand, face to face, kissing, towels and defective washing
arrangem ents, especially flies, clothes, and the like. How
often does a child with sore eyes, because of the irrita­
tion, rub its lids w ith its fingers or knuckles, and it is easy
to see th a t then the m atter may be conveyed by a dirty
towel or directly from its hands to another child. These
seem to be points of detail, b u t most assuredly they have
been proved in numberless cases to be the means by
which serious epidemics have been propagated.
Granular Licls, or Trachoma, is one of the most inveterate
and troublesome of diseases of the eyes. I t is said to be
due also to a microscopic organism, and consists of changes
which take place in the smooth lining membrane of the
eye-lids, both upper and lower. . I ts onset is often gradual,
and th e re . may be no apparent outward symptoms at first,
b u t on turning the lid inside out (and where any doubt
exists this should always be done) the lining membrane or
conjuctiva, instead of being perfectly smooth and soft, is
seen to be rough and irregular, presenting little nodules or
excrescences, often like little grains of boiled sago. The
M is often a, little thickened, and droops, and the eye may
look smaller than the other, th a t is if the disease is con­
fined to one side only. There may be a slight discharge,
the lid may become reddened later or discoloured, and
there may be an intolerance of light and a feeling as of sand
in the eye. L ater, other destructive changes take place;
the sight (or cornea) of the eye may be damaged, or the
lids may grow inwards. Ulceration may set in, and many
neglected cases of this disease become a weariness, both to
themselves and their friends.
This disease is also particularly contagious, and many
epidemics have in times past devastated schools in E ngland
and elsewhere. I t is conveyed by the same means as
Ophthalm ia (see above).
Once fairly established, Trachoma is most difficult of
cure, and in E ngland it was found, out of several hundreds
of cases, th a t the average duration of necessary treatm ent
extended over thirty-one m onths. This is mentioned to
show how im portant it is to detect all such cases early,
when they are more susceptible to treatm ent, and th a t such
treatm ent should be carried out under proper medical
control. I t is no good tinkering with such cases.
Sore Eye.—This is a loosolv-applied term, which generally
means an eye th a t looks red, w ith raw edges to the lids,
78
SUPPLEM EN T
TO
TH E
with irregular lashes, and a sticky crust a t intervals.
These are not so contagious, though it would not be safe
to conclude th a t any child w ith such eyes m ight be allowed
to be in close contact w ith healthy ones.
A Bunged Eye is one where the lids are much swollen,
and perhaps red, b u t there is no discharge.
They are
frequently seen in this country, and the eye may be quite
closed up, and th a t w ithin an hour or two. I f there is no
discharge, even on opening the eye, it is generally not
serious, and is often probably caused by the bite of an
insect or fly. W arm fom entations and bathing generally
effect a cure in a few ’’ours.
There are yet other cases where, although there may be
no redness, th e child cannot bear th e light, and keeps the
eye-lids tightly closed. These symptoms are probably due
to ulcers o f the cornea or transparent portion of the eye.
E xam in ation.
A fter th is brief description of some of th e commonest
diseases, it will be well to-m ention how a teacher or parent
should examine an eye in any case where he has a suspicion
of disease.
F irst examine the outside of the lids for swelling, red­
ness, discharge, drooping or turning in or out of the lids,
and see if the child can properly open or close the eye.
Examine next the lashes and the free edges of the lids,
and see if th e eye is watery or not. N ext tu rn down the
lower lid, and examine its internal surface by pressing it
down and out w ith th e finger or th u m b ; th en tu rn up the
upper lid inside out. Seat th e child in front of you, and
-direct it to look down a t the g ro u n d ; with a pencil laid
■over the upper lid next catch hold gently of the free edge
of th e lid w ith the finger and thum b of th e rig h t hand
and rotate it up and out, pressing down gently with the
pencil. B y this means the under surface of the lid will be
exposed and anything unnatural m ay be noted. Next
direct the child to look upward, and let go the lid and it
will fall into place a t once.
Proceed next to examine th e eye itself, and see if there
be anything unnatural-looking w ith th e sight or cornea of
th e eye ; whether th e white is reddened or swollen; if the
pupil is round or irregular and black, or as if there were a
w hite object in the p u p il; if th e coloured portion or iris
is natural, or whether there is any appearance in the back
of th e eye (sometimes seen in tum ours of the eye). All
th is may generally be accomplished by pulling the lids
asunder. I t is most im portant th a t all these m anipula­
tions shoidd be done very gently, as otherwise injury
m ig h t be d o n e ; for instance, if there is an ulcer of the
■cornea, perforation m ight take place if there is any rough­
ness shown, and th e eye might be lost.
Do all things gently in connection with th e eye. Examine
to see if there is any squint or cross-eye. Observe care­
fully if the child seems to have any difficulty in seeing
objects a t a distance, and especially if it holds th e book
very close to th e eyes to read. This is almost invariably a
sign-of shortsightedness.
D efectiv e S ig h t.
I f a teacher will conduct the various details of an ex­
am ination of the eyes as above, and supplem ent this by a
EDUCATION
CIRCULAR.
[F ebbttabt, 1900.
few rough tests of sight, he should be able to detect
whether or not there is anything wrong, or whether sight
is or is not as acute as it ought to be. Each eye should
be tested separately, as great differences sometimes exist
between the two eyes. H old a card over one, and test the
other as follows : —
A t 20 feet distant from the child place the test types
issued by the D epartm ent to the various schools in June
l a s t ; the-” a person with n atu ral sight should be able to
read all the letters to the smallest.
I f he or she cannot
do so, there is some defect, and every such case should be
sent to an ophthalmic surgeon to be properly tested a t
once.
I n the case of those too poor to pay for medical advice,
they may be sent to the Government Hospitals, and in
P e rth to the Ophthalmic departm ent of the P erth Public
Hospital.
Neglected cases may develop squint, o r . one eye may
become blind from disuse, or other troubles may ensue in
after-life if such are not attended to. Suitable glasses are
generally prescribed for such defects.
Even if a child is able to read the smallest letters a t
20 feet, still, thei-e may be a defect of focussing, called
hvpermetropia. I t would n o t be easy for a teacher or
parent to detect such cases, so th a t if they are n o t quite
satisfied as to any particular child’s vision it would be
better to send such a child up to be thoroughly tested.
This disease, if not detected and corrected by suitable
spectacles, often gives rise to squint and headaches,
especially after' using the eyes for reading and w ritin g ;
so these symptoms, if long continued, should give rise to
suspicion.
Squint or cross-eye exists where the two eyes are not
directed towards the same object, so th a t w hilst one eye
looks directly a t some external object, the other is fixed in
an entirely different direction, commonly inwards, some­
times outwards, b u t seldom upwards or downwards. Some
of these are caused by paralysis or loss of power of the eye
muscles, but in children this is rare, and nearly always
squint points to some error of refraction or focussing of
the eye, which is generally capable of being cured by suit­
able glasses, if attended to soon enough. I f neglected for
any time the squinting eye is in great danger of going
more or less blind from disuse, because the better eye of
th e two is used to see with distinctly. Slight cases of
squint often have double vision. A ll such cases should be
treated by a medical officer a t once, as squints are
eminently curable, if not by glasses, by operation.
W hen a child instinctively half closes its eyes, in order
to enable it to see better, this may be taken as an indication
of short sight.
Sometimes children may appear to be fractious and
inattentive or idle and careless from mere perversity: it
would be well in such cases to make sure th a t the sight is
not defective.'
There are m any other causes of defective sight, which
can only be discovered by a systematic and thorough
examination of the eye by a specialist, and an eye may
outwardly appear to be quite healthy which is, in reality,
blind. Some of such causes are cataract, diseases of the
"Febkttab.y , 1900.]
SUPPLEM ENT
TO
TH E
•optic nerve and retina, or other back portions of the eye,
■which cannot be seen except w ith an instrum ent called the
■ophthalmoscope.
T reatm ent.
Having now briefly considered the chief points as to the
•examination of diseases and defects of the eye to be borne
in mind by parents and teachers, we may proceed to the
treatm ent to be adopted (i.) in order to check the spread
of mischief to' others, and (ix.) to cure, remedy, or help
those actually afflicted.
(i.) In order to check the spread of mischief to others,
the golden rule is th a t any child with a discharge from the
-eves should be kept apart from healthy ones, and
particularly should not be allowed to wash where others
■do. One cannot too thoroughly condemn the system
which allows one towel to be kept for use by num bers of
people; for instance, th e jack-towel on the roller behind
the door. N ot only may eye diseases, b u t others of a very
serious nature, be spread in th is manner. To be perfect,
•each person should have his or her own towel. Basins
used by many people in common are often the means of
propagating mischief, and baths also. I n th e Ophthalmic
School a t H an well, special arrangem ents are made, where
the children wash a t a spray w ith as little splashing as
possible.
(ix.) To cure, remedy, or help those actually afflicted,
th e golden *rule is Absolute Cleanliness. W ash! W ash!
W a s h ! By this is m eant th e continual washing away
from the eyes of all discharge w ith warm water, so as not
to allow m atter or pus to accumulate for a minute.
A second golden rule is, Never tie up an eye th a t is
discharging, and never allow th e lids to rem ain stuck
together with discharge—gentle bathing w ith warm water
will always overcome this evil.
Having now mentioned the golden rules, we m ust con­
sider w hat to do in particular affections.
In all th e Inflam matory Diseases place the child out of
harm ’s w a y ; th a t is, where it can neither be a source of
EDUCATION
CIRCULAR
79
danger to others nor receive harm itself. I n all acute
cases send it home to be ap art from others, and the
parents should be instructed to have it properly attended
to a t once by a doctor; and in the meantime frequently
bathe the eye w ith warm water. W arm water is best used
in practically all cases, and cannot do h a rm ; cold water
may in some. Vaseline may be rubbed along the lids to
prevent their sticking.
W e cannot recommend any treatm ent beyond this th a t
may w ith safety be used by parents. Eye-waters, drops,
and lotions often do positive harm when used by ignorant
persons, and on no account is a lead lotion to be used in
any eye whatever.
AH Injuries of the Eyes should be bathed w ith clean
water, and tied up w ith a clean rag or piece of cotton
wool, and sent off w ithout delay to a doctor, as damage
may be done by waiting.
I n all cases of G ranular Lids, keep the children apart
from the healthy, and see th a t the treatm ent ordered bythe doctor is rigidly and perseveringly carried out. Use
the same precautions, as regards washing, as above.
Defective Sight, Treatment.— Once you suspect a child of
defective sight never insist on its continuing its lessons
till it has been properly tested. Any over-straining of the
eyes, if continued, is harmful.
I n some cases it may be necessary, when ordered by the
doctor, to shut up one eye of a child, and make it use the
other for so m any hours in the day. This is sometimes
prescribed to prevent a defective eye from becoming blind
from w ant of use.
Whenever a doctor has ordered spectacles insist on the
child wearing them.
See th a t your rooms are well and evenly lig h te d ; have
the source of light high and to the left whenever possible.
Avoid glare and allowing the sun to shine across the room
or into the children’s eyes.
B y A u t h o r i t y : K ic h a b d P e t h e b , G o v e rn m e n t P r i n t e r , P e r t h .
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
N o . 8 .]
M ARCH,
1900.
[V o l. I I .
A P P O IN T M E N T S , T R A N S F E R S , ETC.
The following Salaries, om itted from tlie F ebruary Circular, have been allotted:—
Name.
Position.
Classification.
Salary.
Albany ...................................................................
Baker’s H ill
.......................................................
Beaconsfield Infants’ ...
................
Beverley
...
................
................
B o u ld e r ...................................................................
Broome H ill
.......................................................
Cannington
... • ...
C o o l u p ..........................................
................
Coolgardie Infants’ ..........................................
Wood, Leonard C......................................
Howe, Alice
...
................
M yers, Ada
..........................................
Ashe, M ary
...............................
...
Brown, Thomas J.
Roche, B rigid ...
H ayes, Edward J ......................................
M ulrooney, E llen
.............................
Gray, Doarietta
.............................
A.
H.T.
A.
A.
A.
H.T.
H.T.
H.T.
A.
N il
B2
N il
N il
£80
£90
£80
£80
Cl
£120
N il
B2
C .pendingP.S.
N il .
£80
£180
£ 8 0 pending
£ 6 0 and £ 3 0
IPranMand R iver
Premantle, North
..........................................
Gingin Brook and Moore River
Greenbushes .......................................................
Jum perding
......................................................
................
...............
Jurokine
..
Malabaine .
Trent, Chas.
Hewetson, Edith J. ...
Clarke, M ichael E .....................................
Turvey, P hilip J.
McCombie, E dith
...
................
Duncombe, George
.............................
W ilson, Robert
H.T.
A.
H.T.
H.T.
H.T.
H.T.
H.T.
Midland Junction
.........................................
M idland Junction
..........................................
Mogumber
......................................................
N ia g a r a ...................................................................
Snowden, Elorence E ....
Thom sett, James M ..................................
Reymond, Bertha C. ...
Armstrong, A lice
.............................
A.
A., prob.
H.T.
H.T.
C2, temp.
N il
N il
N il
Northam
Newcastle Street
..........................................
P erth Girls’
.......................................................
W right, Margaret
...
................
Cassell, K atie ...
...
................
Sutton, A n n i e ..........................................
Ottaway, Hilda, M....................................
M cNeili, M argaret
Nicol, R o b e r t ..........................................
Armstrong, Andrew ...
................
Gould, V iolet M........................................
Culhane, Mary G.......................................
Logne, K ate P . G.....................................
Harmer, Arthur (late of Meckering)
Ross, Andrew M. (late of M oora)’ ...
Mon., prob.
A.
Mon.
Mon.
A.
H.T. '
A.
A.
H.T.
A.
H.T.-
N il
Cl
Cl
N il
Cl
Cl
Cl
H.T.
Cl
School.
Allowance
Perth, E ast
Plym pton
Strawberry
......................................................
S u b ia c o ...................................................................
W a g i n ...................................................................
Waroona (11-Mile Mi'll)
.............................
Vlympton
.......................................................
M ount M a g n et...
Mombekine
.......................................................
Edwardes, E thelbert (late of Yardarino)
.A .
N il
Nil
N il
£ 9 0 & £10 Reg. 9
Cl
£130
Nil
N il
N il
£70
£90
£ 9 0 and £ 1 5
Allowance
£90
C2, prov.
£80
£60
£80
£80
£ 6 0 , £ 3 0 Allowance,
and £ 1 5 Reg. 54
£90
£30
£110
B2
£30
£30
£100
£100
£90
£8 0
£110
£110
£130 and £ 3 0
G.E.A.
£130
Erratum .— I n th e la st Circular t i e allowance to Mr. H . J. Jackson (Boulder) was printed as £ 3 5 ; it should read £ 3 0 .
allowance (same school) was printed as £ 3 0 , whereas it should have been £ 3 5 .
Mrs. Leslie’s
82
TH E
EDUCATION
E X A M IN A T IO N POE, P U P I L T E A C H E R S.
Already there have been several applications from
teachers th a t boys and girls should be examined as can­
didates for pupil-teachership or monitorship. The D epart­
m ent is not prepared to have examinations other th an in
December a t the regular time. Teachers cannot expect
th a t when the full examination arrangem ents have been
made, and papers set in December, fresh arrangem ents are
going to be made in Jan u ary or February following bpcause
they have not had sufficient foresight to p u t in any probable
candidates th a t they m ight require from among their
children. The pupil teachers’ candidates examination m ight
well be entered into by a larger num ber of children from
the schools if they had ai^ aptitude for teaching, it being
quite understood th a t th e examination does not carry with
it an appointment, but only gives the children a chance of
feeling their own capacity. From the list of successful
candidates a t the December examination pupil teachers are
talren as they are required.
E X A M IN A T IO N POE, E L E M E N T A R Y
B U R S A R IE S .
A n examination for the Bursaries awarded by the
Education D epartm ent will be held at the C entral School,
Jam es-street, P erth , on T hursday and Friday, A pril 5 and
6. Five B ursaries will be offered for boys and three for
girls, of th e value of £ 10 each. The date of the closing of
nominations is March 12. Teachers will probably have
noticed in th eir Regulations th a t the old Subjects of
Exam ination and Marlrs for each Subject have been p u t in
by mistake, and conflict thereby w ith the Regulation which
lays down the subjects of the Seventh Standard for this
examination. This error is merely a slip, and is being
rectified in th e reprint.
SCHOOL C H IL D R E N ’S T R A M W A Y T IC K ETS.
W e have received a communication from the M anaging
Director of the P erth Electric Tramways stating th a t
arrangem ents have been made to issue m onthly tickets to
school children a t the rate of 3d. per day, for school days
only, available from 8 to 9 a.m., 12 to 2 p.m., and 3‘30 to
4-30 p.m. F o r children attending the M anual Training
and Domestic Economy Classes tickets for travelling on
the tram s at half-price, on production of a voucher signed
by the headmaster, will be issued. These may be obtained
a t the Tramway Company’s office.
T E A C H E R S’ A N D P U P I L T E A C H E R S ’
E X A M IN A T IO N S .
The questions set a t the recent teachers’ and pupil
teachers’ examinations, together with th e examiners’
comments on the papers, are herewith published for general
information. The examiners for th e teachers’ examina­
tion were th e Inspector General of Schools (Mr. Cyril
Jackson), the Secretary for Education (Mr. 0 . P . Stables),
the Chief Inspector of Schools (Mr. J. P. W alton), Mr.
Inspector McCollum, Mr. Inspector Robertson, Mr. A. R.
G rant, and Miss Nisbet. F or the pupil teachers’ examina­
tion the examiners were th e Chief Inspector of Schools,
Mr. Inspector Gamble, and Miss Nisbet.
CIRCULAR.
[M
abch,
1900.
“ A ” C e r t if ic a t e .
A rith m etic.
Time allowed
...
...
Three hours.
1. Having invested a sum of money in 3 per cent.
Consols at lOOf I held the stock until I had received a
half-year’s dividend ; I then sold it at 99§ and lent the
proceeds of the sale, together with the dividend, a t 3 f per
cent, per annum. I f brokerage amounting to | per cent,
be charged upon sales and upon purchases, w hat sum did I
originally invest, my income being increased by £ 9 19s. 6d. ?
2. Reduce to a single decim al: —
,
„ • •
„
«
(# of '29/ + -I of '007) x
31'968
--------- ;------ .
1-210571428
3. The compound interest on a sum of money, invested
for three years at 4 per cent, per annum, am ounts to
£390 4s. W hat would the compound interest am ount to
on the same sum for the same time a t 5 per cent. P
4. Two persons measure a square field, one of them
correctly, and the other incorrectly; the la tter takes the
length of a side of the field to be one pole more th an it'is,
and consequently makes the area 1 rood 19 poles too
much. W h at is the true area of the field ?
5. Given the diameter of the base of a cone = 50
inches, and its contents = 50 cubic feet; required its
height.
6. A hollow cast-iron garden roller has to be made 2
feet wide, and with an outside diameter of 21 inches; the
shell of the roller to weigh 2cwt. W h at should be the
thickness of the iron in lOths of an inch, if 100 cubic
inches weigh 251bs. ?
t
7. F in d the exact percentage of profit a t which I m ust
m ark goods for sale, so th a t after talcing 5 per cent, off for
cash payment, my actual profit may be 20 per cent.
8. A can do a piece of work in 10, B in 9, and G in 12
d a y s; C alone continues to work to the end, A having left
off 3 f days, and B 2 f days before the finish. In what
tim e was the work completed ?
9. A water tan k 16 feet 6 inches long, 8 feet 4 inches
wide, and 6 feet 3 inches deep, is ju st sufficient to hold the
water which runs into it during a rainfall of 1 inch. I f it .
be connected w ith an auxiliary tan k 7 feet 6 inches long,
5 feet 6 inches wide, and 5 feet deep, for w hat rainfall
would the two tanks then suffice ?
10. A contractor agrees to sink a well at £ 5 per fathom
for the first 30 fathoms (of gravel clay), ,£35 through
the sand, £ 2 0 per fathom through clay, and £2 5 through
chalk. H e found the thickness of chalk to be equal to
half the depth of the well, and the sand beds three times as
thick as the clay. A t the end of the work he got £2,700.
W hat was the depth of the well ?
Time allowed
Geography.
...
...
...
Two hours.
1. Draw a map of Africa, and write a short dissertation
on the. chief features of its physical geography.
2. Through w hat character of country would a person
travel, and w hat places would he pass, in going ( i ) from
M ARCH, 1900.]
TH E
EDUCATION
Mexico to New Y ork; ( 2) from St. P etersburg to P o rt
A rthur.
3. On the outline map of Europe trace the Seine,
Rhine, and Danube, with, their tributaries and towns on
their banks.
4. Describe the lakes of North. America.
5. Describe the trad e winds and th e equatorial currents.
Illustrate your answer by diagrams.
6. Give an account of Tunis, Nantes, Baalbec, Cronstadt, Odessa, Mecca, Naples, M anilla, Cuba, Laybach.
7. Give th e exports and im ports between G reat B ritain
and Russia, Canada and China.
8. Where are the following la k e s:—H uron, Geneva,
Constance, Ladoga, Maggiore, Torrens, Baikal, Titicaca,
and Champlain ? A rrange them in order of magnitude.
State any peculiarities connected w ith their elevation,
depth, or other circumstance, an d m ention w hat rivers flow
into or through them.
School M a n a g e m e n t.
(Only seven questions may be attem pted.)
Time a ll o w e d ............................
s e c tio n
1 .—
83
4. One circumference of a circle cannot cut another in
more th an two points.
5. I f two chords of a circle intersect each other a t right
angles, either w ithin or w ithout the circle, the sum of the
squares described upon the four segments is equal to the
square described upon the diameter.
6. Describe a circle about a given triangle.
7. Inscribe a circle in a given square.
8. Similar triangles are to one another in the duplicate
ratio of the homologous sides.
9. A B C I) is a parallelogram, E the point of inter­
section of its diagonals, and K any point in A D. I f K B,
K C be joined, show th a t the figure B I I E C is one fourth
of the parallelogram.
10. I f the first has the same ratio to the second which
the third has to the fo u rth ; then if the first be greater
.than the th ird , the second shall be greater than the
fo u rth , and if equal, e q u a l; and if less, less.
D raw ing.
Model and Advanced Freehand Drawing on Blackboard.
Two hours.
q u i c k ’s e s s a y s .
1. To w hat did the School System of the Jesuits owe
its enormous popularity ?
2. Who were th e “ Innovators ” ? M ention some of
the most eminent. W hat were their “ Notions of M ethod”
upon which their System of Education was founded ?
3. W hat w a s Rousseau’s advice as to the Training of
the Senses ?
4. Discuss H erbert Spencer’s Principle of Intellectual
■Education:—“ Instruction m ust excite th e interest of the
pupils, and therefore be pleasurable to them .”
SECTION
CIRCULAR.
11 .
5. I n selecting P u p il Teachers or Monitors,-what points
should be carefully looked to P
6. D istinguish between Inductive and Deductive
Methods in teaching.
7. W hat do you understand by W ord-building? How
would you use it in th e Upper Standards of a school ?
8. How would you teach Addition- of Fractions con­
cretely to’ Standard V. ?
E n g lish .
“ A ” a n d “ B ” C e r t if ic a t e s .
Time allowed ...
...
... Two hours.
Max. 100.
1. Explain fully w hat is m eant by the term — “ Sub­
junctive mood,” and give examples of its uses.
2. (a.) I t has been stated th a t the English alphabet
is both “ deficient ” and “ redundant.” Comment on this
statement.
(&.) Classify the consonants of the alphabet.
3. (a.) Give the meaning and derivation of— Stentorian,
florin, bugle, homage, portfolio.
(6.) “ Attorneys-general,” “ letters patents.”
Comment on the gram m ar and meaning of the
above.
4. Give a list of the English diminutive suffixes.
W hat was the original and w hat is the present force of
—ster ?
5. Analyse—
(a.) H e disciplined tliem by every form of privation and
self-inflicted pain, un til fortitude, ripening in to habit,
became a source of delights, which, however incom­
prehensible to the self-indulgent, are far more real and
enduring than their own.
( 6.) W ho could doubt but th at, at any expense to th e State,
of which th ey understood nothing, th ey m ust pursue
their private interests, which th ey understood too well.
(Successful candidates w ill be examined in Practical S kill in
Teaching at the next v isit of an Inspector).
E uclid.
Time allow ed...............
... Three hours.
1. The straight line which joins the middle points of
two sides of a triangle is parallel to the th ird side.
2. The difference of the squares on two straight lines
is equal to the rectangle contained by their sum and
difference.
3. I f a straight line be divided into two equal, and also
two unequal parts, the squares on the two unequal parts
are together double of the square ou half the line, and of
the square bn the line between the points of section.
6.
P araphrase—
Whom the gods love die y o u n g ; th a t man is blest
Who, having viewed at ease this solem n show
Of sun, stars, ocean, fire, doth q u ietly go
Back to his home w ith calm, uninjured breast.
Be life or short or long, ’tis m anifest
Thou ne’er will Fee th in gs goodlier, Parmeno,
Than these ; then take th y sojourn here as though
Thou w ert some playgoer or wedding guest.
7.
P arse the italicised -words in the above passage.
84
TH E
EDUCATION
8. ' W h a t is a preposition ? Name, with examples, the
principal relations indicated by prepositions.
9. W rite an essay on W ar.
“ B ” C e r t if ic a t e .
A rith m etic.
Time allowed
................ Three hours.
1. I f 5 gallons of oil cost 18s. 4d., find the cost of 13
gallons 3 quarts 1 pint of an inferior kind, 4 gallons of
the first being worth 5 of the second.
2. E ind the difference between the simple and compound
interest on J2945 16s. 8d. in ’ 4 years a t 6 per cent, per
annum.
3. In a B ritish regim ent -4 were Irish, -3 Scotch, and
the rem ainder E n g lish ; after 200 Irish and th e same
num ber of Scotch recruits are added '22-5 are English.
How many did it a t first contain ?
4. Express—
Jh8*
—
-------------- — -
3 +
3
+ "625 of -I as a vulgar fraction.
5. I f I f yards of cloth are worth
of a bushel of corn,
and 12 yards of cloth will fetch 4 f dollars, w hat is the
value of 5 quarters of corn, a dollar being equal to 4s. 2d.
8 bushels = 1 quarter P
6. W h a t is th e present w orth of a bill of ,£416 3s. 4d.,
drawn 1st March a t 7 m onths, and discounted 9th June,
a t 4 per cent, per annum ?
7. E in d (by compound practice) th e price of 13 tons
5ewts. 3qrs. 171bs„ a t £ 4 9s. lOd. per cwt.
8. A person sells out of the 3 per cents, a t 86J, and
gets ,£3,400 ; if he invests one-half this sum in the 4 per
cents, a t 97, and the rem ainder in th e 3 f per cents, a t 94,
find the alteration in his income.
9. E ind exactly the square root of 1040520^1^.
10. F in d th e area of the surface of a square pyramid,
each side of the base of which is 2 feet 8 inches, and its
slant height, measured from th e vertex to the middle of
any side of the base, 3 feet 9 inches.
G eography.
Time allowed ............................ Two hours.
1. D raw a map of the N orth Coast of Africa, marking
th e principal towns and divisions, saying w hat you know of
their commerce or their physical characteristics.
2. W hat do you know of Charleston, San Francisco,
Flushing, Memel, Brindisi, M arsala, B allarat, Trieste,
Moultan, Tours, D u rb a n '?
3. Give th e productions, position, and country to which
the Andaman, Philippine, and Canary Isles belong.
4. W rite an account of the Pacific Ocean, describing its
size, shape, and coast line, and th e chief phenomena con­
nected with its winds and currents.
5. W h a t are the divisions of our Indian E m pire?
Give roughly its size, and state w hat portions may be
m arked off from Europe or America as an equivalent.
CIRCU LAR
[M
arch,
1900^
6. W rite as fully as possible on South A frica under
the following' heads :— (a) physical features, (6) climate,
(c) chief towns, (d) products and trade.
7. Draw a map of South Australia, or give a description
of the Colony.
8. (a) How may lakes be classified ? Give examples of
each class. (b) W hat causes affect rainfall ? Illustrate
your answer lay examples.
H isto r y Paper.
Time allow ed...
...
...
( Only E ight Questions to be Attem pted.
must be included.)
Two hours.
One of the last three
1. “ The two heroes of our early history were A rthur
and Alfred.” W hy do these two names stand out, and
w hat were there achievements ?
2. W h at Saxon institutions gave the germs of the
present local and central government of E ngland ?
3. “ H enry II . was as much a Continental as an English
K ing.” Explain this.
4. W h at was the state of E ngland in 1381 a t the time
of the Peasants’ Revolt ?
5. Give some account of the personal characteristics of
E dw ard I., H enry V III., Charles I., George I.
6. Give some of the achievements of the Elizabethan
sailors.
7. W hat were the chief constitutional points a t issue
from the meeting of the Long Parliam ent to the outbreak
of the Civil W ar P
8. Give an account of the Peninsular W ar. W hy was
it im portant ?
9. Sketch briefly the progress of English expansion
in Africa.
10. W h a t were the Reform Bills and the Ballot A ct ?
Have any of the Colonies made great alterations in
the franchise, etc., since they have obtained responsible
government ?
11. W rite a short life of Governor Macquarie, Sir John
Franklin, Captain Hobson.
12. Give some account of the early history of W estern
A ustralia ?
D raw ing.- P ra c tic a l Geometry.
Time allowed
...
One hour and a-half.
1. From the given point A draw a line perpendicular to
BC.
2. A t the point A in B G make angles of 75°, 120°, and
150°.
3. W ith | and 4 of the line A B construct a triangle on
the base CD.
4. Construct a triangle, having given the altitude CD
and the two angles a t the base E and F.
5. Describe the curve of an ellipse by means of inter­
secting lines, the two diameters or axes being A and B.
M
akch,
1900.]
THE
EDUCATION
85
CIRCULAR.
6.
This figure is tlie plan of a rig h t cylinder, tlie axis Instruction into monthly parts and also hold monthly
examinations. Discuss this Regulation as to its effect on
being horizontal and j inch above th e horizontal plane.
school work, firstly, in a small school tau g h t by one
Draw the elevation.
teacher; secondly, in a large school with several assistants.
FBEEH A N D .
4. How do you teach the children in Standard I. the
More difficult exercises in Freehand Drawing on black­
drawing of the plan of the schoolroom to scale with marked
board and paper.
rules ?
Time allowed
N eedlew ork.
... One and a-half hours.
N.B.— The practical work m ust he done first.
1. Set in a P rin t P atch two inches square on a square of
four inches.
2. D arn on Linen a Cross C ut half-an-inch long.
3. Explain (as if to a class) how to -work a buttonhole.
E nglish. L iteratu re.
Time allowed ...
...
... Two hours.
1. Who were the authors of tlie following w orks:—
The Canterbury Tales, th e Utopia, the Areopogitica, the
Essay on Criticism, the Eve of St. Agnes ?
2. Give an account of Layamon’s “ B ru t.”
3. Describe the general plan of the “ Faerie Queene.”
4. Enum erate M ilton’s prose works, and w rite a note
on them.
5. Trace the influence of the French Revolution on
English Poetry and Poets.
6. Comment on the follow ing:—
(a.)
(i.J
(c.)
(d.)
(e.)
7.
8.
Amongst th y bowers th e tyrant’s hand is seen.
I still had hopes ; m y long vexations past.
The rattling chariots clash, th e torches glare.
W here w ild Altama mm'mnrs to their woe.
My shame in crowds, m y solitary pride.
How does Goldsmith describe “ The Village In n ?”
W rite an account of—
( i.) Harry Esmond’s College Career.
( 2.) The m eeting of Esmond and th e Jesu it Captain.
9. Explain the circumstances -which led to Esmond
obtaining a m ilitary commission.
SECTION I I . ---- p i t c h ’s LECTUBES.
5. W hy should arithm etic be tau g h t in schools ? In
w hat two aspects may the subject be regarded ?
6. W hat place should Latin take in a prim ary school?
7. W hat are the tests o f a “ good question” ? Discuss
each test briefly.
8. I n w hat kind of schools is it expedient th a t direct
religious instruction should be given ? State the reasons
upon which this opinion is based.
D om estic Econom y.
Time allowed
...
One and a-half hours.
(Females only.)
1. W h at would you consider the best situation for a
house ? W h at conditions should be avoided in selecting a
site ? Give your reasons for each.
2. W h at are the functions of the skin ?
.3. Define and name the Leguminous Foods. W hat are
the objections to them as substitutes for m eat? W hat
foods are the best substitutes for m eat ?
4.
Name the chief im purities found in water. W hat
are the best methods of removing those im purities? W hat
kind of w ater is the purest ?
■5. Say w hat you know of the follow ing:—Soda, borax,
and paraffin. Of w hat use is each of these in washinoclothes ?
D
6.
W hy is it necessary th a t food should be cooked ?
M ention three ways of cooking meat, and describe the one
you think the most economical.
M usic.
Time allowed
...
One and a-half hours.
SECTION I .----STAFF NOTATION.
School M anagem ent.
Time a llo w e d ............................ Two hours.
Only Seven questions to he attem pted.
( Successful Candidates w ill be examined in Practical Skill in Teach­
ing at the next visit of an Inspector.)
SECTION I.
1. I n a school of twenty children there are seven
standards and an infants’ class. How would you group
the classes and standards to economise your time and
energy ? W hat subjects cau be readily grouped ?
2. W h at “ concrete” illustrations would you use when
teaching simple division ? Show how you could apply
them.
3. The Regulations prescribe th a t a t the beginning of
the school year a teacher m ust divide the Programme of
(Both Sections should be attem pted.)
1. W rite the descending minor scale of B m inor using
the minor seventh and the minor sixth, (in sert the sig­
nature.)
2. W rite the signature of the following, keys:—A flat
m ajor; F sharp m ajor; B m inor; G sharp m inor; D flat
m a jo r; G major.
3. Place bars in their proper places in the passage
marked B .
°
4. Explain the term s Vivace, sostenuto, leggiero, synco­
pation, dal segno, sforzando.
SECTION I I . ----TONIC SOL-FA.
1.
State the various forms of chromatic scale. Describe
the difference between them, and give an example of each.
TH E
86
2.
EDUCATION
fiiche-homme d’Aragon, comte et grand de Gastille.
A defaut de jeunesse, il p eut, o jeune fille,
Y ous apporter ta n t d’or, de bijoux, de joyatix,
Que votre front relwise entre des fronts royaux,
E t pour le rang, l ’orguei', la gloire et la richesse,
M ainte reine peut-etre enviera sa du ch esse!
V oila done ce qu’il est. Moi, je suis pauvre, e t n’eus
Tout enfant, que les bois ou je fuyais pieds nus.
Peut-etre aurais-je aussi quelque blason illustre
Qu’une rouille de sang a cette heure delu stre;
Peut-etre ai-je des droits, dans l’ombre ensevelis,
Qu’un drap d’echafand noir cache encor sons ses plis,
E t qui, si mon attente un joiu- n’est pas trompee,
Pourront de ee fourreau sortir aveo l'epee.
Re-write tlie following in tlie “ improper ” m eth o d:—
A.t.
m
| cl : m
| r : cl | /
: m
| l\ :
| cl : m
[M abch, 1900.
CIRCULAR.
\ r : cl |
B.
Describe the intervals (m ajor third, etc.) formed by
the following pairs of notes : —
se f
t
m
s, m
s
4. State the principles on -which voices are classified.
E u clid , A lgebra, and M ensuration.
2. P arse fully the italicised words in above piece (8).
Time allowed
...
...
Two hours.
3. G-ive the rules (with examples to illustrate your
1. Bisect a triangle by a line drawn from a given point
statem ents) for the use of feu, nu, gens, demi.
in one of th e sides.
4. State six (6) verbs which do not require a preposition
2. I f a straight line be divided into any two parts, the
before the infinitive which follows them.
squares on th e whole line, and one of the parts, are equal
5. (a.) State the personal persons, giving the cases,
to twice the rectangle contained by the whole and th a t
singular and plural.
part, together with th e square on the other part.
(6.) State the rules for their position when used with
8.
I n any triangle the squares on the two sides are
a verb ( i) negatively, ( 2) interrogatively.
together double of th e squares on half the base and on the
6. P u t in idiomatic F re n c h :—
straight line joining its bisection with the opposite angle.
( 1.) These are apples.
4. Upon a given straight line to describe th e segment
( 2.) Give me some.
of a circle, which shall contain an angle equal to a given
(3.) Do not give him any.
rectilineal angle.
(4.) H e has already three.
5. (a.) F in d the value of—
( 5.) H ave you seen them ?
f x — a\
3 x — 2 a — b when x = _
a +_ b
( 6.) H ave you given them any ?
(&.) Solve—
3 ^2 _ 9
5
6.
x
—
8
=
(7
X
— 2) (3
35
X
— 6)
(a.) L e brebis que j’ai vu tue.
(i>.) 'Maintenant il voir aveo son deux ceils.
(c.) Savez vous quel m ain etreint vous a eet heure.
(a .) Solve—
3 fa - 1)
X + 1
_
2
[X
X
+
1)
=
g
--- 1
(&.) F in d tlie square root of—
9 a* — 24 .T2 4- 16
4 x 2 — 12 x + 9
7. F ind two numbers such th a t their difference added
to the difference of their squares may make 14, and their
sum added to the sum of their squares may make 26. .
8. Two persons started together on a journey of 17
miles. The one, however, by walking half-a-rnile an hour
faster was able to accomplish the distance 32 minutes
before the other. F ind the speed of both per hour.
9. F in d th e side of an equilateral triangle so th a t the
area may be 100 square feet.
10. The sides of th e base of a triangular prism are 52,
51, and 25 inches respectively; and the height is 60 inches ;
find the length of a cube of equivalent volume.
11. The diagonals of a rhombus are 88 and 234 feet
respectively; find the area.
1.
7. Correct, if necessary, the following sentences (in­
cluding accents), and in each case explain your reasons:—
F rench.
Translate into E n g lish :—
Charge d’xm m andat d’anatheme,
11faw t que j’en arrive a m’effrayer moi-meme !
E co u tez: l ’homme auquel, jeune, on vous destina,
B u y de Silva, votre oncle, est due de Pastrana,
8.
Translate into idiomatic F re n c h :—
M y father knocks at the door, and tells me to g e t
up. I g e t up. I t is half-past seven and broad daylight.
I dress and come downstairs. I am hungry and thirsty
and seat m yself at th e table. My mother gives me a
boiled egg and some bread and butter. W hen I have
finished m y breakfast, I go to school.
A nim al P h ysiology.
Time allowed ...
...
... Two hours.
1. Describe (illustrate your description by a diagram ),
the action of the biceps muscle.
2. W hat is perspiration, and how is it produced ?
W hat is meant by “ sensible” and “ insensible” per­
spiration ?
3. W hen is the pupil of the eye large, and when is it
sm all? How does it become large, and how does it
become small ? W hat purposes are served by these changes
in its size ?
4. W here is the m edulla oblongata placed ? Describe
its form and general appearance. Name its more im portant
functions.
5. (a.) How, in a living body, does the blood flow from
a cut artery, and how from a cut vein ? W hy is the flow
different in the two cases ? (&.) I n the circulation of the
TH E
M a b c h , 1 9 0 0 .]
EDUCATION
CIRCULAR.
blood, what, is the shoi-test course the blood can possiblv
take ?
6. Describe th e structure of the lungs. W here are
they placed ? How does th e rig h t lung differ from the
left?
7. W hat is gastric juice?
W here and how is it
formed ? Of w hat use is it in digestion. ?
P h ysiograph y.
Time allowed ...
...
...
Two hours.
1. Describe a barom eter in its simplest form. Explain
its action. W h a t corrections have to be applied to the
barometer in making accurate observations, and why ?
2. N arrate briefly th e “ H istory of Stratified Rocks.”
How have their relative ages been determined ? In to
what divisions have they been divided ? Name the
“ Form ations ” in each of these divisions.
3. W hat is a “ weather c h a r t” ? W h at atmosjjheric
phenomena have to be considered in drawing up such a
chart ?
W hat is meant by “ barometric gradients ” ?
Show clearly w hat is indicated by the thick and th in lines
on the daily weather chart published by the Times.
4. Give signs and proofs th a t slow movements of
elevation and subsidence of the earth ’s crust have taken
place. Name the places (if any) where these movements
are still going on.
5. W h at is m eant by~ the “ aberration of light,” the
“ ecliptic,” and the “ plane of the equator ” ?
6. Dem onstrate the composition of water, first, syn­
thetically ; second, analytically.
' 7. Discuss the methods by which heat is .transferred
from one piece of m atter to another.
P h y sic s.
Time allowed ...
:..
...
Two hours.
1. Describe F ahrenheit’s thermometer, and state
wherein it differs from th a t of Celsius, commonly called
the centigrade thermometer.
2. W h a t is the difference between a real and a virtual
image of an object ? Explain and illustrate by a sketch
the formation of one of eaeh kind.
3. Describe and illustrate by a diagram the p ath of a
ray of light through a triangular glass prism. W hat is
the “ angle of deviation ” ?
4. Explain the construction and use of the microphone.
5. W h at is a “ Leyden ” J a r ?
Explain its action.
How can it be discharged ?
6. How can the force ,of gravitation be measured by
means of a pendulum ? Enunciate the law thus demon­
strated.
7. An open tube w ith a very small bore is placed
erpendiculai-ly (a) in -a dish containing water (6) in a
dish containing mercury. Describe what takes place, an d
state clearly the law deduced from the experiments.
87
“B”
“ C ” C e r t if ic a t e .
and
D rill.
' Time allowed
...
...
One hour.
(Candidates f o r “ B ” Certificate, i f successful in passing examina­
tion, w ill d rill a class before an Inspector.)
1. W hat is the object of th e “ Balance Step ” ? W hat
should be the position of the body while taking this exer­
cise ? Give the orders and instructions necessary to carry
out this exercise.
2. Name the various exercises included in Pole Exercise
for girls. I n giving an order, w hat p a rt is called the
“ executive ” word ?
3. Give the orders in Desk D rill suitable for dual desks.
4. Give the orders and directions for the exercise known
as “ W orking the Shoulders ” (first practice), physical drill
w ithout arms.
5. W hat is the Diagonal March ? Give the necessary
orders and illustrate your answer by a diagram.
“ C ” C e e t if i c a t b .
A rith m etic.
Time a llo w e d ............................ Three hours.
1. A, B, and C purchase a s h ip ; A pays |, B f , and C
,£2,000 of the cost. W h at were the sums paid by A
and B ?
2. In w hat time will £460 am ount to £500, at 4 | per
cent, per annum ?
3. F ind (by Practice) the price of 212cwt. 3grs. 191bs.
of sugar @ JB1 1 3 s . 2d. per cwt.
4. '0075 of a ton + -463 of a cwt. + 5-643 of a qr.
Give the answer in. lbs., and the decimal of a lb.
5. I f a horse trots 23f miles in 2 hours and a-half, what
is his rate per horn- ?
6. Divide 5’29 by 4‘28, and express the answer in a
decimal.
7. I f 7 reams of paper are required for 875 copies of a
pam phlet of 22 pages, how many reams will be required for
1,000 copies of 33 pages each, a page of the latter being f
the size of a page of the form er ?
8. In 381,297,631 square inches, how many acres, roods,
etc. ?
9. A field of 80 acres produces 2,200 bushels of w h e at;
how much is th a t upon 22 square yards ?
10. State the rule for finding the true remainder in
dividing by a composite num ber ; and divide, by means of
factors," 7,865,327 by 105.
Time allowed ...
1.
E n g lish .
...
...
Two hours.
Analyse—■
Thrice is lie armed th a t hath his quarrel ju st,
And he but naked, though locked up in steel,
W hose conscience w ith injustice is corrupted.
2.
In the above passage parse the italicised words.
88
TH E
EDUCATION
3.
Explain the force of the following affixes, and give
examples—
—sMp, —dom, —liood, —ous, —ster.
. 4. Give the meaning and derivation of—
Dormitory, creditor, lunacy, suburb, benevolence.
5. Explain the term — “ Case.”
How is the possessive case formed in English P
Give th e exceptions to the general rule.
6. W rite full notes of a lesson on—
A nalysis of sentences containing noun clauses.
7. Define a conjunction, and distinguish carefully
between co-ordinate and subordinate conjunctions.
8. P araphrase—
For ju st i t is n ot lig h tly to esteem
The base man lionesfc or th e honest b a s e :
For a true M en d to spurn, I hold all one,
As to spurn one’s own life, -which, one loves best.
A ll this in tim e thou surely shall discern,
For tim e alone the ju st man doth discover,
A knave thou m ightest detect in one short day.
9. -W rite an essay on—
“ The advantages and disadvantages of living in
a new country.”
Geography.
Time allowed ...
...
... Two hours.
1. Draw and fill in a m ap of Queensland.
2. Trace the great watershed of Europe which separates
the N.W . from the S.W. basin ; m ention the rivers which
di-ain each.
3. W here are the following places, and for w hat are
they n o te d :— Leeds, M erthyr - Tydvil, Stilling, Rouen
Naples, Zante, The Hague, P arram atta, Greenbu'shes, and
N ortham pton.
4. Describe or draw a sketch map of th e basin of the
Orange River.
5. Describe the coastline of the Baltic Sea. Mention
the islands contained in it, and the rivers which it. receives.
6. W here and w hat are the following:— Draken Berg,
Limpopo, Popocatepetl, Potomac, Savannah, Egmont,
Lismore, H otham , Koombana, Taupo, Collie, and Niagara.
7. Describe as fully as possible th e portion of W estern
A ustralia included between the Erem antle-Albany Railway
and the coast, noting the products, etc.
8. Give th e towns on or near the Rhine, M urray, Volga,
Douro.
H isto r y Paper.
... Two hours.
Time allowed ...............
CIKCULAR.
arch,
1900.
4.
5.
Give some account of the Third Crusade.
W hat were the main provisions of the following :—
Statute de Religiosis, P.oyning’s Acts, Acts of
Treason and Supremacy 1534, 5-mile Act
1665, Education Act 1870.
6. Sketch the career of Cardinal Wolsey.
7. W hat was the condition of England and the state of
parties on the accession of Jam es I. ?
8. Give some accounts of the attem pts of Charles I I . to
gain the throne, 1650:1651.
9. W hat were the causes which led to the Indian
M utiny? Describe three (3) leading incidents in the
campaign.
10. Give approximately the dates, and sketch briefly
th e circumstances of the acquisition of the B ritish Colonies
and Dependencies.
11. Give the reasons for the intervention of E ngland
in Egypt. W hat has she effected since her control ?
School M anagem ent.
Time a llo w e d ............................ Two hours.
(Successful candidates w ill be examined in Practical SHU in Teaching
at the next visit of an Inspector.)
1. Class I. in our In fan ts’ Schools is required to know'
the sounds of the single letters and words. Give some
idea of how you would proceed with this class for the first
three months of th e school year.
2. W hat do you u n d erstan d b y “ faulty enunciation”
in reading? How would you proceed to remedy this
defect ?
3. In- a small school there are seven standards and an
infants’ class. How would you group the classes and
standards to economise your tim e and energy?
W hat
subjects can be readily grouped ? Give your reasons.
4. W rite out notes of a first lesson to Standard I. on
the “ Cardinal P o in ts.”
5. W h at do you understand by the word “ cram m ing”
as applied to instruction in schools ? Distinguish between
it and-true education.
6. The following sentence occurs in a school re p o rt:—
“ Tables in Class I I . were well known, b u t m ental problems
involving the use of tables were poor.” W hat does this
mean, and how would you proceed to remedy the defect ?
7. W hat advantages follow from the division of the
Programme of Instruction into m onthly parts, and from
the holding of m onthly examinations ?
( Only Eight Questions to be attem pted.)
1. Give some account of the landing of St. Augustine
and the state of th e religion of E ngland and W ales at
the time.
2. Describe briefly the chief events of the year 1066.
3. W rite a brief life of any four (4) of th e follow ing:—
Edgar, Godwine, Thomas-a-Beckett, Robert Bruce,
Owen Glendower, Sir Philip Sidney, Pym.
[M
Time allowed
H eedlew ork.
...
One and a-half hours.
N.B.—P ractical work m ust be done first.
1. D am on linen a hedge tear half-an-inch each way.
2 .' Make. sL band three inches long by two inches deep
and w ork a buttonhole with bridged ends on it.
3. Explain as if to a class how to set in a calico patch.
M
arch,
THE
1900.]
Time allowed
EDUCATION
M usic.
... ' One and a-half hours.
( One Section only to be attem pted.)
SECTION I . ----STAFF NOTATION.
1. W rite on A, below each of th e intervals, its name
(minor third, etc.) :—
2. Explain briefly— m 6o, / , p , < ,
staccato.
3. Place bars in th eir proper places in the passage
m arked B.
4. I n w hat order do th e minor keys w ith sharp sig­
natures occur?
5. How is a double sharp denoted, and how a double
flat ? W hat is their effect ?
6. Transpose the passage m arked C into the key of P.
SECTION I I . — TONIC SOL-FA.
1. A rrange the following notes in order of pitch,
referring each to its equivalent note in the scale of C :— m
in key D, t in key E flat, / in key A flat, g in key E, Z| in
key B, n in key D flat.
2. Explain briefly— m 6o, / , p , < ,
staccato.
3. W rite over each note and rest, its length in pulses,
and fraction of a pulse—
{ | s : - . m : r, m . d [ . m ■. I . , s : m
r
| d , r t m : r : . , t\ |
{ 1 d : - : - ||
4. I f the first note of each of the following passages be
regarded as “ m,” what will the others become?—
(а) t r f e 's I fe I t m fe s
(б) Z (Z1 ta t m I ta I m s f
■ 5. W rite an augmented second above each of the fol­
lowing n o te s:
soli , fa h , doh
6.
W rite an ascending minor scale (lah mode), using
the m inor or essential sixth, and the m ajor or essential
seventh.
CIRCULAR.
89
E X A M IN E R ’S R EM A R K S ON T H E T E A C H E R S’
E X A M IN A TIO N .
A rith m etic.
E ight candidates were examined for the “ B,” and 33 for
the “ 0 ” Certificate. Seven “ B ” papers obtained 60 per
c e n t, or over, of the possible marks. None of the candidates
worked Question 3, dealing with ratio, correctly ; and in
Question 7 only one m ethod of working by practice was
known. The majority failed to work No. 10 (mensuration)
correctly. In dealing with compound interest it would be
an advantage to understand the short method of multi pli­
c a tio n of decimals. The “ C ” papers were generally good,
and afew deserve, special mention for neatness and clear­
ness.
Several, however, failed to give any explanatory
notes on the different steps in the solution of a problem.
One gained 96 per cent. None of the candidates answered
Question 10 (rule to find the true rem ainder in dividing by
composite num ber) fully.
The following hints may be useful to candidates:—
(x.)
( 2.)
( 3.)
Bestow some thought, before working, on th e manner of
dealing with problems, so as to secure short, neat, and
clear methods.
Set down solutions of problems with such clearness and
fulness th a t the examiner can follow the methods of
working w ithout difficulty.
Express fractional answers in their low est terms.
Pour candidates were examined in this subject. Three
papers obtained over 60 per cent.; one of these (No. 51) was
very good indeed, and deserves special mention for the clear
manner in which the deductions in Euclid were solved.
One candidate failed to obtain any m arks in Euclid or
Mensuration.
Geography (“ B ”).
Seven papers were examined in this subject. Most of
these were neatly worked. Memory Maps and Physical
Geography were the weakest points. Question 5, dealing
w ith India, was very badly answered.
Geography (“ C ”).
A few papers were very creditable, b u t the m ajority were
very poor. The Geography of W estern A ustralia and the
“A ,” “ B,” a n d - “ C ” C e b t i f i c a t e s .
Physical Features of Europe were not well-known, b u t
perhaps Question 4, requiring a sketch map of th e basin of
'W riting.
the Orange River, was the worst answered of any question
1. W rite—
on the paper. Considering the notice th a t South Africa is
(a.) In sm all-hand—
a t present attracting it seems incredible th a t almost an
Self-praise is no recommendation.
entire ignorance of the topography of th a t country should
(6.) I n half-text—
be displayed by so many of our teachers. Several papers
The New South Wales Lancers.
evince very little preparation on the p art of the candidates.
(c.) In text—
I n the maps the coast-lines were, on the whole, drawn with
Rhodesia.
fair accuracy, b u t the knowledge of locality and relative
2. The penmanship of the dictation exercise will be ! position was so often inaccurate as to leave little room for
considered in awarding the marks for this subject.
! doubt th a t most of the studying of this subject is done
j w ithout reference to an atlas.
S p ellin g.
1. W rite the dictation exercise selected.
H istory.
2. M arks will be deducted for incorrect spelling in any
On the whole the teachers who sat for the “ B ”
of the worked papers.
examination have done much better this year th an last
D raw ing.
Freehand Exercises on Blackboard and Paper.
90
TH E
EDUCATION
in their H istory papers. There is still, however, much room
for improvement, especially in the parts dealing w ith Aus­
tralian history, and w ith the questions th a t were given
upon w hat one may call the history of to-day. One teacher,
for example, considers th a t sufficient knowledge of A us­
tralian history is shown in answers like the following:—
“ Governor Macquarie gave every encouragement to the
industry of sheep-rearing in New South Wales. H e was
recalled by th e Im perial G overnm ent” ; and “ Sir John
F ranklin was a t first Governor of Tasmania, b u t in his
attem pt to explore the A rtie regions he perished. The
remains of his expedition were discovered years afterwards
in the N orth of N orth America.”
This is the only attem pt at giving any answer on the
history of Australia by this particular teacher, though one
would have thought th a t some account of the early history
of W estern A ustralia m ight have been attem pted; and
Question 10, which asked about the Reform Bills and Ballot
Act, and specially whether the Colonies h ad made any
alterations in the franchise since obtaining responsible
government, should surely have been known by anybody in
this country. A question like this should at any rate have
been answered by the female teachers, whether they are in
favour of woman’s suffrage or not.
I t was disappointing also to find such poor accounts of
B ritish expansion in Africa, which a t the present moment
is looming so large in our daily papers.
There is still in all the papers a deficiency in perspective.
Candidates do not seem to map out their tim e and do not
seem to consider th e relative importance of questions or
parts of questions. They are too ready, if they are asked
to give brief lives of two or three people in the same
question, to write a longer essay on one p a rt of the
question th an on two or three whole questions in the rest
of the paper.
The “ C ” papers varied enormously in merit. Two
teachers obtained 90 per cent., and their papers were a
pleasure to read after some of the o th e rs; b u t the
ignorance of some of th e candidates is really appalling, and
some seem incapable of p utting into E nglish sentences
even the few things they do know. How can a child be
taught, for example, by a teacher who attem pts to answer
p arts of three questions only, one of th e answers being the
following:—“ Thomas-ii-Beekett was Archbishop of Canter­
bury. H e was beheaded in the reign of H enery (sic) the
Y in .” One shudders for th e spelling in th a t school, as well
as for its knowledge. W hat, too, will be th e state of mind of
a child who m ight happen to be tau g h t in succession by the
two teachers who gave th e following answers on th e 5-Mile
A ct ? The answer of one w a s :—“ Five-Mile Act was passed
in Charles n . reign against the P uritans. I f any clergy­
man came within five miles of a borough or town he was to
be punished.” I was inclined to give a m ark or two for
this, though the generality of statem ent made it very
difficult to see w hat could be given. Teacher num ber two
informed m e :—“ The 5-mile A ct was an Act passed which
prevented m inisters of religion from going 5 miles from a
township.” The unfortunate clergyman of th e reign of
Charles EL must, therefore, have found it very difficult to
find a habitation which took him w ithout the penalties of
the Act. There was no qualification apparently, and all
CIRCULAR.
[M
arch
,
1900.
clergymen seem to have been in the same awkward
position, whatever their denomination.
The candidates for this certificate also seemed, on the
whole, very ignorant as to modern history. H ardly any
could give any idea of why E ngland should have inter­
fered in Egypt, or why it was of any importance to h e r ;
and th a t though practically all connection with the m other
country takes place through the Suez Canal. The question
asking for approximate dates and some account of the
acquisition of the British Colonies and Dependencies was
widely attem pted, b u t very incompletely dealt with.
Some of the earlier history seemed to show th a t no
history book had ever been read by the candidate a t a l l ;
and the diction and spelling was sometimes of the most
childish description. How mixed m ust be the history of
an examinee who can reply to the question as to the state
of E ngland on the accession of Jam es I. by the statem ent
th a t “ when Jam es ascended the throne the people were
against him as he was a Catholic, b u t he made peace with
them with promises th a t he did not keep” : or of another
who replies th a t “ Sir P hilip Sydney was the brother of
Algernon Sydney the m artyr to his religion Sir Philip was
a great sailor and General in naval battles he was gener­
ally successful he fought in the Continental W ars.” The
whole without punctuation!
There is something very childish in an answer like thefollowing to Question 8, asking for some accounts of the
attem pts of Charles n . to gain the throne in 1650-16-51 :—
“ Charles n . was son of Charles I., he came to throne
through being son of Charles I .”
The following hardly appears to be a sufficient sketch of
the career of Cardinal W o l s e y “ Cardinal Wolsey was,
before his ‘ famous ’ career began, a clergyman in Calais.
W hile yet young his exceptional talent wras recognised at
Court.” As the teacher who gave this answer had only
previously answered two questions, occupying half a sheet
of paper in so doing, it cannot have been th a t his further
description of the career was cut short by the two hours
allowed for the paper having expired.
In looking generally a t the papers for the “ C ” exam­
ination, it is curious to see how little has apparently been
read for the examination, and how it is only a few of the
stories th a t may have been read by the examinee in his
remote childhood, in some stories of history or other reading
book, which remain. The answer is generally given more or
less rightly as to H enry I L ’s exclamation which led to the
death of Thomas-ii-Beekett: “ tu rb u len t” being occasionally
misspelt. R obert Brace is apparently known as having once
observed a spider ; and Sir P hilip Sidney as having given
a cup of cold water to some poor man. Cardinal W olsey
is occasionally described as a friend of Henry Y i n . , who
gave himself up to m irth and jollity; and it is more or less
generally known th a t he had something to do with the
divorce of Queen Catherine of Aragon.
Almost all the examinees state the cause of the Indian
M utiny to be the fact th a t the Hindoos are not allowed to
touch any p a rt of a cow. As leading incidents in the
M utiny, a good num ber consider th a t the Black Hole of
Calcutta should be mentioned, showing th a t they have very
vague ideas as to the date of the acquisition of India, or
apparently w hat a m utiny is. M ost of the people knew
M
abch,
1900.]
TH E
EDUCATION
th a t the T hird Crusade was conducted by R ichard Coeur
de Liou (variously spelt), b u t th e knowledge did not go
very m uch fu rth er in m any cases, and there were some
statem ents as th e following:— “ The Crusades were wars
which were fought to drive th e Turks out of Jerusalem.The tu rk s were not Christians, and they treated the pil­
grim s very cruelly, who visited the H oly L and.” This can
hardly be said to be an adequate description of th e Third
Crusade in particular. One of the examinees states :—
“ The T hird Crusade in tim e of W illiam I I . a man, named
Peter the H erm it went about preaching.
The Turks
wanted to take Jersulam . W illiam H . joined K ing of
Austria, b u t could not agree w ith him. On his return he
-was taken prisoner. H is m other h ad to pay a sum of
money to get him out.”
I t is really sad to thin k th a t anyone capable of writing
such nonsense as some of these answers should, be sup­
posed to be qualified to act as the teacher of a State
School, and be responsible altogether for th e education
and upbringing of the young W est A ustralian.
D icta tio n .
“ C ” Cebtificate .
A few papers were m arred by erasures.
Certainly
teachers ought to know th a t erasures are not allowed in
D ictation Exercises. Alterations were comparatively few.
The principal m istakes in the Dictation Exercises were
made in th e following words :—
AnniMlated
Principles
Sanitary
InseparablyD raw ing.
“ B ” Cebtificate .
(fbeehand , with pencil , on papee .)
There were a few good drawings. The defects were
chiefly in the balancing of the figure, which was a
symmetrical one.
PEACTICAL GEOMETBY.
A ll th e papers were veiy poor. They were certainly not
a credit to candidates for a “ B ” Certificate. Question 5—
an ellipse by means of intersecting lines—and Question 6—
a simple question in Solid Geometry—were attem pted by
two candidates only. Both answers were incorrect.
“ C ” Cebtificate .
( fbeehand , with pencil , on papee .)
The exercises were a great improvement on those of
previous years. I n enlarging a copy care should be taken
to increase all parts proportionately. The first effort of
the teacher should be to draw the bold or principal lines
correctly, then to fill in t h e . details of the copy. The
balancing of the figure was defective.
BLACKBOABD DBAW ING :
“ A ,” “ B,” and “ C ” Cebtificates.
Some of the drawings reflected credit upon the can­
didates. They were neat and well-finished. Many showed
th a t the. ellips*e and- circle had been well practised. W a n t
CIRCULAR.
91
of proportion and uneven balancing were the chief faults
in this subject.
M usic.
“ C ” Cebtificate .
Nine papers were answered correctly. The others were
full of errors and omissions. Answers 3, 4, and 5 were
generally the best. The knowledge of intervals was w eak;
also of some of the musical term s asked for. No less th an
13 candidates out of 33 did not attem pt this paper. I t is
evident th a t the subject is neglected, and apparently treated
as of little importance.
“ B ” Cebtificate .
Answers on the whole were very defective. Only two
passed. The answers on the tonic sol-fa method were much
worse th an those on staff notation. Chromatic and minor
scales need attention. Three candidates did n o t attem pt
th e paper.
"Writing.
“ A ” and “ B ” Cebtificates.
The penmanship throughout was good, and very equal
in merit. Capitals were not always well formed, especially
the letter R. In a few exercises the long letters were
unequal in height.
“ C ” Cebtificate .
Every candidate passed. The style is m uch more u n i­
form th an in previous years. Capitals were weak, spacing
irregular, and, in a few instances, there was a tendency to
“ backhand.” Many candidates did not understand the
term “ half-text.”
School M anagem ent.
“ A ” Cebtificate.
Quick’s Essays have not been sufficiently stu d ied ; Ques­
tion 1 consequently was scarcely touched.
The answers to questions in Section 2 were fairly well
done, b u t were scarcely up to the standard of an “ A ”
Certificate.
“ B ” Cebtificate.
section i .
The answers to the questions on grouping of standards
showed th a t the teachers had given considerable thought
to the subject. Such a sentence as the following, taken
from one of the papers, suggests the thought—how can it
be done P— “ I think it a good way to take all standards for
D ictation together.” 'H ow Standard I. could be taken with
Standard V II. it is difficult to see.
The question on the utility of the division of the
monthly programme, and m onthly examination, was dealt
with by all the candidates in a thoughtful and satisfactory
manner.
The method of teaching Standard I., the drawing of the
plan evidently had been well studied. The papers through­
out were deserving of praise.
Speaking generally, the questions set were purposely so
fram ed as to touch on subjects which had been found
92
TH E
EDUCATION
defective in many schools and teachers. The answers
drawn from the candidates showed th a t they a t least have
given m uch thought to the various methods. There was,
however, a tendency to be diffuse in-answering questions.
Conciseness is a great recommendation.
SECTION I I . ---- p i t c h ’s LECTURES ON TEACHING.
All the questions were answered by m ost of the candi­
dates fully and accurately. I t was pleasing to see th a t the
prescribed book had been well studied. In a few instances
the w riter was not stating what E itch tho u g h t on the
m atter in question, b u t was giving his own opinion. I
would point out th a t when a book is specially selected as a
“ text-book ” th e author’s ideas on any question asked are
required.
“ C ” Certificate.
Question 1 on th e teaching of the sounds of letters to
Class I. of infants received very satisfactory answers, show­
ing th a t th e teachers are giving more thought to this sub­
ject. The method adopted in the Adelaide Reading
Sheets m ight be more generally followed w ith advantage.
Some teachers still trouble-themselves unnecessarily about
teaching th e names of the letters.
Question 2.—I t was very noticeable th a t many of the
candidates had not a clear idea as to the meaning of the
word “ enunciation,” and the remedies given for faulty
enunciation were very crude and ineffective.
Question 3 — G rouping of Standards — was not well
answered. Very little thought appears to have been given
to this subject by th e m ajority of the candidates.
The first lesson on the Cardinal Points elicited fair
answers from the majority. A few only mentioned the
advisableness of giving some p a rt of th e lesson in the
playground. The expression “ tell them (the children) so
and so,” was often used in the papers. Teachers should
remember th a t telling is not teaching.
There were several good answers to the question on
“ Cramming.” Several did not understand the fundam ental
difference between “ cramming ” and true education ; and
others, though having a dim idea of the meaning, could
not express it.
Question 6 was dealt with very fairly. M any however
only mentioned the m ultiplication tables, and made no
reference to those referring to time, weight, etc.
The advantages arising from the division of the pro­
gramme and the holding of m onthly examinations were
not fully stated by any candidate. The answers of many
were very brief indeed.
D rill.
“ C ” Certificate .
The papers on D rill need, little comment. E ig h t candi­
dates wrote fairly satisfactory papers. The rest had made
little or no study of the prescribed M anual.
“ B ” Certificate .
Seven papers were worked, and all passed. P our of the
seven obtained from -52 to -59 per cent, of marks, w hilst one,
No. 53, deserves special praise for the accuracy of the
CIRCULAR.
[M
arch,
1900.
answers. H ere again some of the candidates had not made
any study of the Manual, b u t had depended on the know­
ledge they had acquired in teaching the subject.
English. L iterature.
F o r the “ B ” Certificate eight candidates sent in papers.
Of these, three only obtained over 60 per c e n t.; the rem ain­
ing five did not obtain 50 per cent. W ith one or two
exceptions, the questions on the history of E nglish
Literature were badly done, the candidates appearing to
think th a t vague generalities would suffice for correct
answ ers; e.g., Question 2 was—“ Give an account of
Layamon’s ‘B r u t’.” Some of the answers were as
follow :—
( i.) Layamon’s “ B r u t” was one of th e early English, poems.
I t was w ritten against th e corruptions of th e tim e, and
exposed to view the vices of the time.
(z.) I t was th e first E nglish poem th a t showed all th e fine
points th a t a good poem should possess. I t desci-ibed
the scenery of th e country or district in which Layamon
lived. I t was the first im portant poem th a t had been
written since th e Norman Conquest.
(3 .) This is a very clever poem.
In many cases candidates imagined th a t quantity was
all th a t was required, and th a t a very long answer to some
questions would make up for total ignorance of others.
This fau lt was very -much exemplified in the answers to
Question 6. Candidates who fell into this error did not, as
a rule, finish the paper.
Again, candidates did not realise th a t it was useless
to give answers to questions th a t were not asked. In
answer to Question 4, which was “ Enum erate M ilton’s
prose works, and w rite a note on them ,” we get, amongst
others, the following answ ers:—
H e was at first a member of the Established Church, but
afterwards turned Puritan, and wrote against it. H e
wrote in a grand, solemn manner on the passions of the
human heart. H e made strong th e love of God, and
the sorrow of sin. H e wrote Penserozo (sic).
In answer to Question 3, which was “ Describe the
plan of the Faerie Queene,” we find the following:—
The Faerie Queene was written by Edmund Spenser. I t was
- w ritten much after th e style of the Spanish Romances.
H e also wrote Mother Hubbard’s Tales, Buins of Time,
and Tears of th e Muses.
The questions on Thackeray were fairly well done by
some, b u t were not attem pted by others.
A paper on English L iterature is generally long, and
unless candidates can wrrite to the point, and only answer
the questions set, they will probably find th a t they have
not time to finish the paper.
Two papers were very discreditable, one candidate
obtaining only 12 marks, and attem pting b u t three
questions; the other gained 27 m arks out of a possible 100.
E n glish .
“ A ” and “ B ” Certificates.
One candidate sent in a paper for the “ A ” Certificate
and seven for the “ B .” The papers were, on the whole,
well done, and, w ith the exception of one candidate for the
“ B,” they all obtained 60 per cent, or over,
M
arch,
1900.]
TH E
EDUCATION
Question 1, on the subjunctive mood, was good.
Question 2 was only fair, the proper classification of the
consonants of the English alphabet appearing to be a great
difficulty to many. The question on Etymology was badly
answered, and th e derivations given were both peculiar and
varied, e.g., the derivation of the word “ stentorian ” was
variously derived from “ tono, I thunder,” Grk. “ stenos,”
“ tento, to stretch,” and “ stento, loud.” “ B ugle” from
A.S. “ blsesan, to blow,” E r. “ bugler,” Lat,. “ bugus,” A.S.
“ beagle, a horn,” and “ bugan, to blow.” (“ S ten tor” is
derived from Stentor, a herald in the “ Iliad,” with a very
loud voice; and “ bugle” from Lat. buculus, a young
bullock).
The answers given to Question 4 were very fair, with
one exception, as we find the following in answer to “ G-ive
a list of the English diminutive suffixes,” “ ante, am, bis,
contra, de, ex, extra, gain.”
No candidates knew w hat was th e original force of
“ —ster,” although probably some of them were spinsters.
The analysis and parsing were for the m ost p a rt well
and intelligently done, and the paraphrasing was very fair.
The essay on “ W a r ” was good, while th e spelling and
w riting in all the papers were creditable.
“ C ” Certificate.
Thirty-three candidates sent in papers in this su b ject; of
these 15 obtained over 60 per cent.
Question 1 w as: Analyse—
“ Thrice is he arnud th a t hath his quarrel just,
And he but nated , though locked up in stee!,
W hose conscience w ith injustice is corrupted.”
Many of the answers sent in were well done, but some
attem pts were simply dreadful A great variety of schemes
were used, some of them being quite original.
Question 2 was—“ Parse the underlined words in the
above passage.” The question was answered in a most
disappointing manner, e.g., we find “ thrice ” parsed
variously as an adjective of quality, as a definite numeral
adjective of quantity attributive to “ he,” as a numeral
adjective 'qualifying “ is armed,” and as an adverb of
quantity. “ H a th ” we find as the past tense, the perfect
tense, and also in the passive voice ; “ though ” as a preposi­
tion -governing “ locked;” and “ ju st ” as an adverb of
manner. Some candidates parsed words th a t were not
asked, while one parsed the whole passage.
#
Question 3 was fairly well done by those who attem pted
i t ; b u t the force of the suffixes was not well explained.
Question 4 was one on Etymology. Five candidates only
obtained full marks. Some fearful and wonderful deriva­
tions and meanings were given to the words set, e.g. :—
“ D orm itory”— ( i .) A small section of a house, from “ durus,”
hard.
( 2.) A dw elling place, from “ dormus,” a
d w ellin g ; and " tory,” a place.
( 3.) Prom “ dormis,” a mouse.
(4.) From “ dorma,” rule.
“ Benevolence”— ( 1.) A voluntary donation, from “ bene,”
w e ll; and “ volvo,” to give.
( 2.) From “ volo,” to roll.
(3 .) From “ volvo,” to turn.
( 4.) From “ beni,” kind.
( 3.) From “ beno,” I bestow.
CIRCULAR.
93
“ Suburb” - ( 1.) A dependent town, from “ burbon,” a c it y ;
and “ sub,” under.
(2.) From “ sub,” under; and “ urbis,” out.
“ Creditor ”— One.who pays Ms debts, from “ credio,” to pay.
“ Lunacy ”—A place where persons are kept who have gone
out of their mind, from ( 1) “ luns,” the moon;
( 2) “ lirnis,” the moon.
Question 5 was on the whole well done, although one
candidate carefully wrote out the rules and exceptions for
form ing the plural of nouns, instead of stating how the
possessive case was formed in English, which was the ques­
tion asked. Some curious inform ation was given, e.g.,
“ case” means condition, and “ case” is the term applied
to anything to distinguish whether we are speaking of one
thing or more th a n one thing.
Question 6 was very badly answered. The m ajority of
th e candidates had no knowledge of how to write “ notes
of a lesson,” while 16 of them did not even attem pt to
answer the question.
I n Question 7 the Definition of a Conjunction was
generally correctly given, although one enterprising candi­
date preferred to define an adverb instead of answering the
question set. The distinction between a co-ordinate and a
subordinate conjunction was not so well done, and we find
( 1 ) th a t “ a co-ordinate conjunction is one th a t joins two
sentences together which refer to the same thing, or in
other words, one th a t strengthens the principal statement,
as ‘ H e helped me because I first helped h im ' ” ; ( 2) “ th a t
a co-ordinate conjunction couples words and sentences th a t
bear on the same subject; a subordinate conjunction con­
nects those which bear on a different subject.”
I n Question 8 the meaning of the passage to be para­
phrased was fairly grasped by som e; others failed to fully
understand it. I n paraphrasing, the change from poetry
to prose is mostly always a change for the worse, b u t the
teachers who wish to gain the “ C ” Certificate should try
not to make this change too startling.
The essay on the whole was very fair.
The spelling throughout the papers was good, although
sometimes it was erratic. I t was a t times difficult to
determine with certainty whether the mis-spellings were
due to ignorance, nervousness, or carelessness.
Some of the papers were very neat, and the handw riting
creditable; in others the penmanship was very bad.
French.
The candidates in French have been less on this occasion
th an at any previous examination for certificates. I t is a
pity th a t the study of this language should seem to be
diminishing among the teachers.
The papers done this year show a fair acquaintance with
the prescribed b o o k ; but in both tliis and previous
examinations signs are not w anting to show th a t the
gram m ar, especially syntax, requires more systematic
study and practice. Turning English into French also
appears rather a stum bling block, and a larger vocabulary
acquaintance is a sine qua non.
N eedlew ork.
Twenty-four teachers were examined in Needlework ; of
these two were in class “ B,” and the rest in class “ C.”
TH E
94
EDUCATION
Three questions were set in each class—two practical, one
theoretical. L ast year most of the candidates did not
attem pt th e th eo ry ; this year everyone has done it. The
work was fair, b u t still fa r below the level of what it
should be. A few had evidently not h ad tim e to finish,
b u t all the failures were due to ignorance of method or
untidy working. The m ost numerous errors in method
were found in print-patching and lin en -d am in g ; in the
former the m ajority of th e specimens were set in like
calico patches; in the latter some of th e candidates were
unable to distinguish between a hedge tear and a cross cut,
and had no knowledge of the proper methods of work.
The average obtained by the “ B ” candidates was 69
per cent.; and by the “ C ” candidates, 61 per cent. These
averages are much lower than they should be, especially
considering th a t the work is done by teachers. They
show th a t the subject has not been thoroughly learned,
and therefore cannot be efficiently taught. Ignorance of
it is inexcusable, as excellent needlework manuals can easily
be obtained.
PUPIL TEACHERS’ EXAMINATION.—AIL CLASSES.
P enm anship (4 0 ).
1 . W rite in sm all-hand th e first verse of the N ational
Anthem.
2. W rite in large-hand three tim e s:—Eucalyptus.
3. Copy th e follow ing:—
29867
115
149335
29867
29867
3434705
T hird and
F ourth
Class P upil Teachers and
Candidates.
S p ellin g (4 0 ).
1. W rite th e passage dictated.
2. M arks will be deducted for incorrect spelling in any
of the papers.
Candidates .
D icta tio n .
(For use of Examiner only.)
A surprising quantity of valuable m atter finds its way
every year into the dead-letter departm ent of the General
P o st Office, Melbourne. W hen it has accumulated to such
an extent th a t it becomes inconvenient, it is sold by auction,
the D epartm ent receiving th e proceeds. Before an article
is sold, every effort is made, to find the rightful owner; but,
as it happens, it is only a t times th a t an owner can be
found.
Articles are often tied up w ith great carelessness; and
parcels b u rst in the mail-bags during transport. Yery
often an article of jewellery is found lying loose in the
mail-bags, with nothing to indicate' its ownership.
W rappers are p u t on books and papers in such a way th a t
CIRCULAR.
[M
arch,
1900.
they are certain to come off with the slightest friction; and
valuable parcels are posted now and then w ithout addresses.
W hen an article sent through the post does not reach its
destination, the fault, it is asserted by the P o st Office
officials, lies more frequently with the sender than with the
Department.
A rith m etic (1 0 0 ).
Time allowed ...
...
... Two hours.
1. (a.) S i m p l i f y £ + A - | .
( 6.) W hich is the greatest and which the least of the
follow ing:— |, i , x+r, f ?
2. W hat is the difference in half-pence between 80
threepenny pieces and 50 sixpences ?
3. Reduce one million inches to poles.
4. I f a stack of wheat weighed 20 tons 1401bs., how
many sheaves, each weighing one stone, did the stack
contain ?
5. F in d the wages of a man for 354 days at 2 | guineas
for every week of six days each.
6. F ind the value, by practice, of 319 articles at J27 19s.
lOd. each.
\
E n g lish (lO O ).
Time allowed ...
...
...
Two hours.
1.
A nalyse:—
(a.) W ith the money he bought a stick w ith a gold
handle.
( 6.) Mas your brother come home ?
2. Parse the words italicised in Question 1.
3. Name the three cases possessed by nouns. W rite
sentences containing the same name used in each case.
4. Give the past tense o f :— W rite, sing, strive, dig,
bite, and eat. W h at kind of verbs would you call these ?
5. Select the prefixes and affixes from the following
words, and give their m eanings:—Readmissioh, delayed,
offensive, malevolent, punctuation, divider.
6. Describe in the form of a letter any journey you
have taken. '
Geography (8 0 ).
Time allowed
... One and a-half hours.
1. D raw a map of Victoria. In sert the principal
physical features, six principal towns, and one parallel and
two meridians.
2. W rite an account of the River M urray, from its
source to its mouth.
3. Describe Queensland under the foEowing h e a d s:—
Position, chief physical features, climate, productions,
trade.
4. W here and why are the following places of im port­
ance :—Maryborough, P arram atta, W arraam bool, Derbv,
K adina r
5. Define as fully as you can—Delta, volcano, axis,
revolution, watershed, tableland.
M
abch,
1900.]
TH E
EDUCATION
CIRCULAR.
95
N eedlew ork (8 0 ).
4. Form verbs from the following by the addition of
prefixes or affixes : — Dew, list, body, regular, terror,
Time allowed ...
...
... One hour.
1.
Gather a ]jiece of calico four inches long, and fix author.
5. Explain and illustrate :—Collective noun, indefinite
into a band two inches long'.
pronoun, subjunctive mood, and co-ordinate sentences.
6. W rite out a classified list of pronouns.
T hikd and F ourth Classes.
Dictation..
(For use of Examiner only.)
Geography (80).
I saw many of the convicts at work on the wharves, and
Time allowed
... One and a-half hours,
was not prepossessed either with their appearance or their
1. Draw a map of Norway and Sweden. In sert chief
industry. Prom time to time some of these convicts have
physical features and towns, and two meridians and
escaped, and have safely reached the coasts of Queensland
and New South W ales; but they have never been regarded parallels.
as a welcome addition to the population of Australia.
2. Describe Queensland under the following h ead s:—
To look after this convict element and to act also as a line
Position, chief physical features, climate, productions,
of defence, there is a strong garrison of French soldiery in
trade.
New Caledonia It consists of a regiment or so of infantry,
3. In what countries are th e following rivers and
one of artillery, and several hundred mounted military
m ountains:—Danube, Rhine, Petchora, Mense, Douro,
police. The officers belonging to these troops keep up the
Sierra Nevada, Ju ra Alps, B alkans?
French style of living, and do not fraternise with the
4. Enum erate the principal gold, silver, tin, copper
ordinary business people of the town. The wives and
and coal mining centres in the separate colonies of
families of these officers and of the civic officials lead a life
A ustralia.
of privacy and social restriction. The difference between
5. W rite out a list of the countries of Europe bordering
their mode of life and that of Australian women was well
the Baltic, M editerranean, Adriatic, and Black Seas.
exemplified a short time ago, on the arrival of a steamer
with a large, number of tourists on board. Amongst these
tourists were several girls, who, in parties of two, three,
H isto ry (80).
and four, without inale escorts, simply overran the place on
Time
allowed
...
...
... One hour.
their bicycles. They astonished the French matrons,' and
made their daughters sigh in vain for similar liberty of
1. E xplain f u lly :—Cromlechs, blood feud, ordeal,
action.
compurgation, and danegeld.
fottbth class.
A rith m etic (8 0 ).
Time allowed ...
...
... Two hours.
1
1.
T3 -•
Bring ^
3-
— '125 \
-r
j + 2f j- 3 f to a mixed number.
2. If 3 men spent £ 2 4 t l-5s. in lOf days, what will
they spend in 2 6 | days ?
3. What will 17tons 3cwt. 641bs. cost at ^ 8 17s. 4d.
per ton ?
4. »Find the average of 24/^, 4 2 |f , 16-,%, 14/,,, 41-ff,
29^%. Bring your answer to a decimal.
5. Give a rule for finding the decimal point in dividing
one decimal by another, and illustrate vour rule by divid­
ing -675 by -000625.
6. What would be the cost of a fence 2mls. 7fur. long
at J338 11s. 8d. per mile ?
E n g lish (8 0 ).
Time allowed ...
...
... Two houi-s.
1. Describe in the form of a letter any journey you
have taken.
2. Analyse—
“ H e knew
H im self to sing and build th e lofty rhyme.”
3.
2. W rite fully about two of the following :— D unstan,
Elfheah the M artyr, Aidan.
Parse the words italicised in Question 2.
Describe—
(a.) The coming of the Danes.
( 6.) Their struggles w ith the Saxons.
4.
W h at causes led to (a) The m eeting of the early
Convicts in New South W ales, and (b) The Origin of
W ool Growing in the same Colony ?
M ath em atics (8 0 ).
(Males only.)
Time allowed
...
One and a-half hours.
EUCLID
(40).
1. A t a given point in a given straight line make a
rectilineal angle equal to a given rectilineal angle.
2. If one side of a triangle be produced, the exterior
angle shall be greater th an either of the interior opposite
angles.
ALGEBEA
(40).
1. If a,= 4 , b = 6, c = 2 , d = 0 , find the value of abc-fbed + cda + dab.
2.
3.
Divide 3x 2 + x —14 by x —2.
Simplify 13a—[11a + {9a— (7a + 5a)}].
TH E
96
EDUCATION
School M anagem ent (1 0 0 ).
Tmio ci/llow ed...
...
...
One hour.
1. W rite out notes of a lesson on one of the following
(a.) A bunch of flowers.
( 6.) A chair.
2. W h at do you understand by “ good enunciation ” in
reading ? How would you strive to obtain it in your
class ?
• 3. W h at is “ simultaneous ” reading ? Discuss its
advantages and disadvantages.
4.
W h at influence has th e teacher’s disposition, bearing,
and manner on the discipline of his class ?
H eedlew ork (SO).
Time allowed ...
...
...
One hour.
Set in a calico patch two inches square on a piece of
calico four inches square.
D raw ing.
CIRCULAR.
[M a b c h , 1900.
The first two in prim ary form, and th e last in secondary
form.
TH IB D CLASS.
x
A rith m etic (8 0 ).
Time allowed ...
...
...
Two hours.
1. Find the interest on £1,240 13s. 4d. for half-a-year
a t 6 per cent, per annum.
2. F in d the difference between f of 7 f and a of i of
22f
3. I give £ 4 16s. 3d. for a piece of cloth, a t 2s. 9d. per
yard. W h at will the same piece of cloth cost me a t 6d. a
yard cheaper ?
4. A man bought tea a t 3s. 6d. per pound, and sold it
a t £2 9 8s. per cwt. W h a t did he gain per cent. ?
5. I f 1,600 men are allowed 30ozs. each per day for 25
weeks, how much ought 2,000 men to have each, so th a t
the food may last 20 weeks ?
6. To w hat will £5,800 am ount in three years a t 6 per
cent, per annum compound interest?
FBEEHAN D EXEBCISES.
D r ill (8 0 ).
Time allowed
... Three-quarters of an hour.
1. W h at is m eant by “ Position of A ttention ” ? E x ­
plain fully.
2. W hy are Physical exercises w ithout arm s given in
drill? Explain the three orders for “ Swinging the
Arm s.”
3. Describe the pole used for pole exercises, and the
methods of holding th e pole when a t (a) A ttention, and
(b) F irs t Position.
M u sic (4 0 ).
Time allowed .... Three-quarters of an hour.
STAFF NOTATION.
1. W h at are the characteristics of all musical sounds ?
Define briefly each one.
2. Explain th e term s — Interval, Tonic, N atural,
Diatonic, Scale, and Sharp.
3. W rite under th e intervals iu the passage marked D
their names (m ajor th ird ).
4. State th e time signatures of the measures in the
passage marked E.
E n g lish (8 0 ).
Time allowed ...
...
...
Two hours.
Describe one of the following :—
(a.) A book you have read.
(b.) The life of a great man or woman.
2. W rite in plain prose the meaning of the following
passage :—
1.
“ The m odest speaker is ashamed and grieved
To engross a moment’s notice, and y e t begs,
B egs a propitious ear for his poor thoughts,
However trivial all th a t he conceives.
Sweet bash fu ln ess! it claims a t least th is praise—
The dearth of information and good sense,
That it foretells us always comes to pass.”
3. Analyse the last three lines of the selection in
Question 2, and parse the words “ bashfulness,” “ claims,”
“ dearth,” “ th a t,” “ foretells us,” as they occur in them.
4. Give .the derivation and meaning of the following
w ords:—Inform ation, intelligence, circuit, unconscious.
(Derivation to include root, prefix, and affix.)
5. Give a list of the auxiliary verbs and explain their
uses.
6. Explain adverbial extension, attributive, apposition,
and collective noun.
TONIC SOL-FA.
1. W h at are the characteristics of all musical sounds?
Define briefly each one.
2. Explain the te rm s : — Interval, Tonic, Accent,
Resolution, and Rests.
3. W rite the names of the following in terv als:—d to
1, t to f, s to t, m to r, d to d.
4. W rite (a.) A three-pulse measure.
( 6.) A foui'-pulse measure.
(c.) A two-pulse measure.
Geography (8 0 ).
Time allowed
... One and a-half hours.
1. Draw a map of India. Insert the principal physical
features,-six chief towns, and two meridians and parallels.
2. Fully describe the surface of Scotland, and the trade
of three of the following tow ns:—Glasgow, M erthyrTydvil, N ottingham , Bradford, Newcastle.
3. W rite as fully as you can upon Japan under the
following heads :—Position, chief islands and physical
features, climate, productions, trade.
M
arch,
1900.]
TH E
EDUCATION
CIRCULAR.
( *
97
-J
4. Enum erate tlie principal capes, inlets, livers, islands,
and towns you would pass by on a voyage from London
to Liverpool via S traits of Dover.
5. W hy are the following of importance :—Shanghai,
Osaka, Palk Strait, Jordan, Smyrna, Mecca.
H isto r y (8 0 ).
One hour.
Time allowed
1. Explain as fully as you can the following te rm s:—
Cromlechs, blood feud, ordeal, compurgation, and danegeld.
2. Describe the Insurrection of th e Peasants, giving
the reign in which it occurred and its results.
3. W rite all yon can about one of the following m en :—
Wyclif, W illiam Wallace, or Judge Gascoigne.
4. W h at do you know respecting the explorations of
Captain S tu rt and Major Mitchell.
D raw ing (6 0 ).
Time allowed ... Three-quarters of an hour.
Draw one of the six simple objects prepared.
»
M a th em atics (80).
(Males only.)
Time allowed
...
One and a-half hours.
(40).
1. The greater angle of every triangle is subtended by
the greater side.
2. Describe a parallelogram th a t shall be equal to a
given triangle, and have one of its angles equal to a given
angle.
A l g e b r a (40).
1. Simplify 8a — [4b — { 4a - ( 8a — 4b) } ] .
2. F in d the L. C. M. of 16. (a 3 •— b2), 24 (a + b )2, 20
(a - b)*
9a3 — 4b 2 bv 3a — 2b
•3. M ultiply
a + b
_2_
4. F in d the value of+
x + a
x
E
u c l id
School M anagem ent (1 0 0 ).
...............
... One hour.
Time allowed
1. W rite notes of a lesson on one of th e following: —
(a.) Corragated iron.
(fc.) Railways.
2. W h a t “ R ew ards” do you use to promote discipline
in your class ? Discuss the following sentence:— “ Rewards
should not be cheap and common in school.”
3. Oral composition has now to be ta u g h t in our
schools by means of Conversation Lessons. Show how
this may be done effectively.
4. W h a t is the meaning of th e following sentence in
Schedule I . :—“ Easy problems are to be taught, concretely
when possible” ? How would you use this method in
teaching “ Money ” and “ L ength ” to Standard I. ?
_
Wee d ie w o r i:( 8b ) . i cfiN
1.
2.
Time allowed ...
...
?.‘T~'Ot®"Eour.
Set in a flannel patch two inches square.
On a band two inches long work a buttonhole.
M u sic (8 0 ).
Time allowed ... Three-quarters of an hour.
STAFF NOTATION.
1. Explain the following term s :— Transition, Key Sig­
nature, Mezzo, Rit., Lento.
2. W rite a M ajor sixth above each of the notes in the
passage marked F.
3. Add bars to the passage m arked G-, in accordance
with the tim e signatures.
4. W rite the ascending scale of D major, placing the
necessary sharps immediately before the notes affected.
TONIC SOL-FA.
1. Re-write the following passage on the Im perfect or
Im proper method, i.e., w ithout change of key: —
Key C
f.F.
C.t.
m s dl s r f m t| f m r s s d> 1 1 1 dl
2. W rite the following intervals
(a.) M inor sixth above “ lah.”
( 6.) Diminished fifth above “ me.”
(c.) M ajor th ird above “ ray.”
(d.) Minor seventh above “ soh.”
(e.) Minor sixth above “ ray.”
3. Re-write the following in two pulse measure, halving
the value of each note and r e s t:—
| s : - | m : f.m | r : — m | d : — ||
| d : - | s : - .m j f : tj
| d :
||
4. Explain the following te rm s :—A Tempo, Presto,
Dolce, Andante, Mezzo.
D r ill (80).
Time allowed ... Three-quarters of an hour.
1. W hy is the “ Balance S te p ” ta u g h t? . Name and
explain the necessary orders in “ Balance Step Advancing.”
2. Enum erate and explain the four orders in the “ Third
Practice ” in “ Physical D rill w ithout Arm s.”
3. Describe the pole used for pole exercises, and the
methods of holding the pole when a t (a ) Attention, and ( 6)
F irst Position.
SECOND CLASS.
A rith m etic (80).
Time allowed ...
...
... Two hours.
1.
To w hat will £-5,800 am ount in three years a t 6 per
cent, per annum compound interest ?
2'. A ten m onths’ bill was immediately discounted at
7-1 per cent, by a broker, who paid ,£1,125. What, was the
face value of the bill ?
TH E
98
EDUCATION
3. By selling coal a t 17s. 5d. a ton, I lose 5 per cent.
A t w hat price m ust I sell it to gain 15 per cent. ?
4. Raise '015 to the th ird power and extract tlie square
root of the power to five places of decimals.
5. W hat principal p u t out at simple interest for five
years at 3f- per cent, will am ount to £1,000 ?
6. A b ankrupt's debts am ount to <£10,560, and his
assets to £2,464. How much in the £1 can he pay ?
E n g lish (8 0 ).
Time allowed ...
...
...
G eography (8 0 ).
...
One and a-half hours.
1. D raw a map of South Africa, to include Cape
Colony, N atal, Orange River Free State, and the Transvaal.
In sert chief physical features, six towns and two parallels
and meridians.
2. Describe a journey down the N ile from its source to
its mouth. (A sketch m ap will add to the value of the
answer.)
3. Nam e the B ritish possessions in Asia, and describe
any one excepting India.
4. W here and w hat are the following:—Kilimanjaio,
Tanganyika, Soudan, Algiers, Alexandria, Zam besi?
5. From w hat parts of th e B ritish Em pire does A us­
tralia obtain the following articles:—Tea, sugar, coffee,
machinery, cotton goods, ostrich feathers, precious stones,
rice ?
Time allowed
H isto r y (8 0 ).
...
...
...
[M
arch,
1900.
3. In whose reign did the Seven Tears’ W ar commence ?
I n whose reign did it finish? G-ive an account of the
events th a t led to the war, and its results.
4. W hat do you know respecting the explorations of
C aptain S tu rt and Major M itchell ?
D raw ing (6 0 .)
Time allowed ... Three-quarters of an hour.
More difficult freehand drawing on blackboard with
chalk.
M ath em atics (80).
Two hours.
1. Describe one of the following as an exercise in
com position:—
(a.) A book you have read.
(Jb.) The life of a great man or woman.
2. Name any adjectival suffixes.
3. Analyse, parsing the words italicised:— .
“ I imagine there is only one explanation of the
phenomena we fincl in the history of that age.’’
4. Explain fully, with examples, th e use of preposi­
tions.
5. Enum erate accurately the uses of the verbs “ can,” I
“ will,” and “ may.”
|
6. W rite down the derivation of the following words, I
and place each in a sentence:—Soporific, transfix, warp,
omnibus, prescience.
Time allowed
CIRCULAR.
One hour.
1. WTiat events occurred on th e following dates: —
1492, 1628, 1603, 1679, 1701, and 1,776?
2. Write, as fully as you can u p o n :—
(a.) The condition of the People; and
( 6.) The Eeformation in E ngland in H enry
Y I I I .’s reign.
(Males only.)
(40).
Time allowed
...
One and a-half hours.
1. Divide a given straight line into two parts, so th a t
the rectangle contained by the whole and one of the parts
may be equal to the square on the other part.
2. Describe a square of which the given line shall be a
diagonal.
EUCLID
ALGEBRA (40).
1. Simplify 8a — [4b — {4a — ( 8a — 4b)}].
2. F in d the L. C. M. of 16 (a 3 — b3), 24 (a + b )3, and
20 (a — b )3.
q ,,2_4.1-.2
3. M ultiply
a +
by 3a — 2b.
4. Divide 100 into two parts so th a t the difference of
their squares may be 1 ,000.
School M anagem ent (1 0 0 ).
Time allowed
...
...
One hoiu\
1. W rite notes of a lesson on one of the follow ing:—
(a.) Corrugated iron.
( 6.) Railways.
2. W hat general rules of composition would you give
to a class which was required to write out from memory
the substance of a short story ?
3. W hat do you understand by “ sketch ” maps ? How
would you use them in teaching the Geography of a
country ?
4. W h at is the meaning of the following sentence in
Schedule I . :— “ Easy problems are to be tau g h t concretely
when possible P” How would you use this method in
teaching simple fractions ?
N eedlew ork (80).
Time allowed ................
... One hour.
1. On a piece of stocking-web d am a hole one inch
square.
2. H em a piece of calico three inches long and whip it
ready for setting into a band.
D r ill (80).
Time allowed ... Three-quarters of an hour.
1.
Why is the “ Balance S te p ” tau g h t? Name and
explain the necessary orders in “ Balance Step Advancing.”
M
arch,
TH E
1900.]
EDUCATION
2. Explain fully “ Ready ” and “ Engage ” in the Lnnge
in Physical D rill w ithout Arms.
3. W h at general directions about “ B reath in g ” should
be given to girls before commencing Pole Exercises ?
Describe “ R ig h t Arms Forward— S tre tc h ” and “ Side­
way—Stretch ” in “ Single Arm Stretching ” w ith poles. .
Time allowed
M u sic (4 0 ).
... Three-quarters of an hour.
STAFF NOTATION.
1. What- minor keys are shown by the signatures in
th e passage m arked H ?
2. W rite the following intervals :—
(a.) Augmented fifths above each note in the
passage m arked I.
(I.) M ajor sixths below each note in the passage
marked J.
3. Explain (briefly) the meaning, of th e following
terms :— Vivace, Andante, Diminuendo, Sforzando, Piano.
4. Re-write in f time, halving the value of each note,
the passage marked K.
Tonic Sol-fa.
1 . Name all intervals form ed by each of th e follow­
ing notes with each of the other n o te s:—
r
f
se
t
2. W rite out the, following passage in three-pulse
measure. (The figures show duration in pulses or fractions
of a pulse.
Begin on a strong pulse. W rite very
plainly) :—
1
1 1
i 3i
3
x
1
n
3
3
4
4
rest
a r m
m
d
d
r
t
i
i
1
3
1
i.
1
1
4
4
4
11
4
r
. in
a rest
f
in
f
s
1
3. Explain (briefly) the meaning of 'th e following
musical te rm s:— Vivace, andante, diminuendo, sforzando,
piano.
4. W h at is m eant by relative m inor w ith reference to
the major scale? W rite a m ajor scale and its relative
minor.
FIR ST CLASS.
A rith m etic (8 0 ).
Time allowed ...
...
... Two hours.
1. F ind the edge of a cubical ta n k which, contains
134,217,728 cubic inches.
2. Show th a t a t 5 per cent, the interest on ,£650 for
three months is equal to the true discount on J2495 12s.
6d. due in four months time.
3. F ind the compound interest on ^884 for three years
at 3 f per cent.
4. W liat sum of money m ust be invested in the 3
per cents, at =£85, to produce an income of =£120.
5. I f th e diagonals of a rhom bus are 50 and 30 inches
respectively, what is its area in square feet ?
6. The area- of an oblong is 149J square yards, and its
breadth is 32 feet, w hat is its perim eter ?
99
CIRCULAR.
E n g lish (80).
Time a ll o w e d ...............
1.
...
Two hours.
Analyse, parsing the words in italics :—
“ Almost if not quite as difficult was the task of
deciding what course of action was to be taken
in the face of a- danger which left scarcely
any time for thought.”
2. Construct . sentences to illustrate the “ enlarged
predicate,” “ adverbial adjunct,” and “ adjectival subor­
dinate sentence.”
3. I n what ways do weak verbs form their past tenses
and past participles ? •
4. W h at are the meanings of the terminations : —ance,
—hood, —ule, and —ery ? Give examples.
5.
I n w hat ways can nouns be formed from verbs ?
6. Paraphrase the following passage: —
“ And yet, I swear, it angers me to see
How th is fool passion gulls men potently,
Being, in truth, b u t a diseased unrest,
And an unnatural overheat at best.
How th ey are fu ll of languor and distress,
H ot havin g i t : which when they do possess
They straightw ay are burnt up with fum e and care,
And spend their lives in posting here and there,
W here th is plague drives them, and have little ease.
Are furious w ith them selves, and hard to please.-”
G eography (80).
Time allowed
... One and a-half hours.
1. Draw a m ap of South America. In sert tlie chief
physical features, six towns, three parallels, and two meri­
dians.
2. Describe Brazil under the following head s:—Posi­
tion, chief physical features, climate, production, trade.
3. Give a brief account of a journey through the G reat
Lakes and down the River St. Lawrence to its mouth.
4. W rite as fully as you can about three of the
following:—Cuba, St. Louis, Llanos, Chincha Islands,
Klondyke.
5. W hat do you know respecting the composition,
pressure, tem perature, moisture, and movements of the
air ?
Time allowed
H isto ry (8 0 ).
... ■ ...
...
One hour.
1. W rite a full account of the Seven Years’ W ar and
its results.
2. W h at events occurred on the following d a te s:—878,
1295, 1471, 1628, 1701, and 1832.
3. Describe (a) the Reform Bill, ( 6) the causes which
led to the Civil W ar in America, and its effects upon
England.
4. Name some of the earliest voyagers to New Zealand.
Describe the people they found there, their dwellings,
manners, and customs.
TH E
EDUCATION
D raw ing (6 0 ).
Time allowed ... Three-quarters of an hour.
Combination of Cylinder and Square P rism (candidate
to see three sides of Square Prism ).
M a th em atics (8 0 ).
CIRCULAR.
2. Describe “ Trunk Bending” in the four positions
mentioned in the Free Exercises without Apparatus.
3. W hat general directions about “ B reathing” should
be given to girls before commencing Pole Exercises ?
Describe “ Right Arms Forw ard—Stretch” and “ Sideway—
Stretch ” in “ Single Arm Stretching ” with poles.
(Males only.)
(40).
Time allowed
...
One and a-half hours.
1. I f a straight line be divided into any two parts, the
squares on the whole line and on one of the parts are equal
to twice the rectangle contained by the whole and th a t
part, together with th e square on the other part.
2. Two straight lines A B , C D intersect a t E ; show
th a t the bisectors of the angles A E D, B E C are in the
same straight line.
F ir s t C la ss .
EUCLID
a i g e b r a (40).
1. Divide th e num ber 75 into two parts, such th a t
three times the greater may exceed seven times the less
by 15.
2. Solve the equation—
[M a b c h , 190 0 .
M u sic (4 0 ).
Time allowed ... Three-quarters of an hour.
STAFF NOTATION.
1.
Explain the following :—
P = 60, 8va................. , Loco, B.C., a tempo,
ad libitum.
2. Transpose the passage marked L into the key of F.
3. W rite the signatures of the following keys:—
(a) D m ajor; ( 6) C flat m ajor; (c) D m inor;
(cZ) F sharp m ajor; (e) B flat m inor; ( / ) Gininor.
4. W rite m inor seconds on each note of the scale in
C major.
TONIC SOL-FA.
if- + 24 = 2x + 6
O
3. Find the L. C. M. of 16 (a? — lf>), 24 (a + b)S,
20 (a — b )2.
4. A m an bought a certain quantity of m eat for 18s.
I f meat were to rise in price Id. per lb., he would get 31bs.
less for the same sum. F ind how much m eat he bought.
School M anagem ent (1 0 0 ).
Time allowed ...
...
... One hour.
1. W h at general rules of composition would you give
to a class which was required to write out from memory
the substance of a short story ?
2. W h at do you understand by “ sketch ” maps ?
How would you use them in teaching the geography of
a country ?
3. W h at is th e meaning of the following sentence in
Schedule I . :—“ E asy problems are to be ta u g h t concretely
when possible ” ? How would you use this method in
teaching simple fractions ?
4. “ The length of a lesson should be inversely propor­
tional-to the demand it makes.” Discuss this sentence.
ITeedlework.
Time allowed ............................ One hour.
1. Sew a p rin t patch two inches square on a piece of
prin t three inches square.
2. C ut out drawers suitable for a child two years o^
age.
1. W rite above “ d o h ” an augmented second, above
“ F ah ” an augmented fifth, and above “ Ray ” a mqjor
third.
2. W rite minor seconds on each note of the scale.
i’.. Change the key of the following passage by a. bridge
note, and return by a bridge note where you think b e s t:—
m f r d 1 s m s fe 1 1 s m r d s t|, d.
4.
State the methods of beating time for six-pulse, ninepulse, and twelve-pulse rhythm s.
E x a m in e e s ’ n o t e s on t h e P u p il T e a c h e e s ’
E x a m in a t io n .
Sp ellin g.
C a n d id a t e s .—The pieces selected were w ritten by many
with great accuracy, b u t several papers were disfigured by
alterations, and, in a few instances, by erasures. The
latter can never be allowed. The words wrappers, asserted,
loose, officials, receiving, carelessness, artic/es, were those
in which errors frequently occurred.
F o u r t h a n d T h ir d C l a sse s . —The words most fre­
quently spelled incorrectly w ere:— Similar, escort, artillery,
garrison.
M arks were deducted in all classes for incorrect spelling
in the worked papers. In the Candidates five made more
th an one mistake, in the fourth class seven made more
than one mistake, in the th ird class ten, and in the second
class two. The first class papers deserve the term excellent.
M usic.
Many of the papers in the fourth, third, and second
D r ill (8 0 ).
classes were very well answered. Some of the candidates
Time allowed ... Three-quarters of au hour..
still neglect this subject, in fact, four made no attem pt at
1.
W hat orders and explanations are necessary in all, while about eight others knew little or nothing about
it. The questions on Staff N otation were much bettei
teaching th e “ D iagonal M arch ” from the “ H a lt ” ?
TH E
M abch, 1900.]
EDUCATION
replied to than those on the Tonic Sol-fa method. The
first-class papers were by far the worst. M any of the
candidates, while knowing the theory, h ad not had sufficient
practice in the various exercises, such as transposing,
intervals, and signatures. Intervals were very weak
throughout the different classes.
A rith m etic.
C a n d id a t e s .— The papers were neatly worked.
Several
candidates failed to show all the working, and, in a few
instances, the question had not been carefully studied.
Those obtaining more th an 70 per cent, of m arks are good
papers. Nos. 1, 28, 45, 56, 32, and 54 obtained 100 per
cent, of marks.
F o u b t h C l a ss .—Three papers stand out from the rest
for general accuracy—Nos. 71, 80, and 77. Many m arks
have lieen lost for inaccurate working where the method
employed was correct. Question 5, which required the
enunciation of a rule in decimal fractions, was poorly
attempted.
T h i r d C l a s s .—Many of the papers were worthy of the
term excellent. As regards neatness, arrangem ent, and
accuracy, a few were very far below the standard.
S e c o n d C l a ss .—W ith the exception of two, the papers
obtained good m arks—one paper, No. 160, 100 per cent.
The sum involving the extraction of the cube root was the
most unsuccessfully worked.
F ib s t C l a s s .—This class is very equal in merit, but no
candidate obtained more th an 66 per cent, of marks.
Questions 5 and 6 were worked accurately by one and three,
candidates, respectively.
This question involved a
knowledge of mensuration.
P enm anship.
J auctions of letters were defective. Capitals were, as a
rule, poorly formed. The w riting throughout was wanting
in freedom. The unequal spacing of letters was noticeable,
also a tendency to backhand. Figures 9, 6, and 8 were
poorly formed. I n many instances the w riting indicated
th a t very little instruction had been given to the candidates
in this subject. Erasures were too frequent in some papers.
Many candidates’ and fourth class pupil teachers’ papers
compare more than favourably with those of the upper
classes.
E n g lish .
C a n d id a t e s .—Analysis—good.
P arsing—the connec­
tion of each word to the other words in the sentence
should always be studied. The verb “ has com e” was
very poorly parsed. Each p art of a compound verb should
be first taken separately, and then the whole conjointly.
Accidence: Cases of noun—good, tense—good, prefixes
and affixes—poor. They were well picked out, b u t the
meanings were not accurate. Com position: “ A L etter.”
The sentences were too similar in construction. The same
word was repeated too often. The form of the letter was,
in most instances, correct.
F o u r t h C l a s s . —Form ing verbs from given words by
means of affixes and prefixes was well done by most. A
few failed completely. D efinitions: Only fairly done. In
CIRCULAR.
101
many instances it was evident th a t the m ite rs had some
knowledge of the correct answer, b u t could not express it.
The classified list of pronouns was well given bv a few.
M any simply enumerated the personal pronouns in the
different cases, whilst others mentioned the classes w ithout
nam ing any pronouns. Analysis, on the whole, showed
thought, and was fairly correct. M any simple mistakes
were made in parsing, especially in the word “ knew.”
The “ syntax ” of each word should be distinctly stated.
The letter describing a journey was well w ritten by about
half the candidates. Very few grammatical errors were
made. Many letters were m arred by the too frequent use
of the letters “ I ” and “ W e.”
T h i b d C l a s s . —The question on Derivations was not
attem pted by six teachers, and poorly answered by the
m ajority. L ittle attention appears to have been given to
this p art of the subject. The “ Auxiliaries ” appeared to
be well known, but there was great uncertainty shown as
to their uses, and not one gave a clear idea as to what
parts of the verb they were joined.
The definitions
required in Question 6 were not clearly expressed. The
illustrative sentences were often correct, while the defini­
tion was inaccurate or indefinite. Practice should be given
in defining clearly in simple and original words the various
gram m atical relations.
The subject of the Composition was ( i) a book you
have read, or ( 2) the life of a great m an or woman. By
most this was very well written. Indeed, many of the
papers were m ost praiseworthy. In several instances the
language was such as to raise a suspicion th a t the com­
position was not original, b u t had been committed to
memory. The piece set for paraphrasing, analysing, and
parsing was rather difficult for this class of pupil teachers.
Most, however, made very creditable attem pts to express
what they conceived to be the meaning of the writer. Full
credit was given to any such attem pt, even when it was
not actually correct.
S e c o n d C l a ss . — Analysis and Parsing—very good. The
use of “ can,” “ may,” and “ come ” were well answered by
about half the class. In this and the questions on pre­
positions some answers were not full enough. The
question on derivations was not answered satisfactorily,
especially th a t referring to adjeciival suffixes. The com­
position was exceedingly well w ritten—a great improve­
m ent on previous years.
F ir s t C la s s .—The illustrative sentences in Question 2
were very fairly given. The general method by which the
past tenses and past participles of “ weak ” verbs are
form ed from the present was accurately stated. The firstclass pupil teachers should be able to enumerate the
many verbs, which, though properly belonging to the
“ w eak” conjugation, do not follow the general rule.
Derivations were, on the whole, well done. Question 5—
Form ation of Nouns from Verbs—did not receive one good
answer, and most of the candidates had evidently over­
looked this portion of their curriculum. Ana’ysis was
only fairly done, and in parsing the word “ deciding”
several errors and omissions were made. The exercises in
Paraphrasing were very equal in merit. All gave a very
fair idea of the meaning of the selected passages.
102
TH E
EDUCATION
D raw ing.
T h ir d
C lass .— Tlie drawing of common objects on
the blackboard is the m ost unsuccessful of the exercises.
Several never attem pted it, and others barely passed.
The latter, as a rule, displayed considerable skill in the
mere freehand exercise, b u t very little knowledge of the
common object itself in the selected position.
F o u r t h a n d S e c o n d C l a ss .— There is much improve­
ment noticeable in the freearm drawing on the black­
board.
Some of the copies were exceedingly creditable.
The ease and accuracy with which many drew the
bolder lines of the required drawing showed th a t they
possessed much aptitude for this subject. The “ balancing”
of the sides of symmetrical figures needs to be made a
m atter of special study. A few have h ad little or no
instruction in this subject.
F ir s t C l a s s .— The two models selected (a cube and
cylinder) were fairly well drawn. There was a m anifest
improvement on the exercises of previous years. W eakness
was shown in the “ vanishing” of parallel lines. The
cylinder was not so well drawn as the cube.
School M anagem ent.
F ir s t a n d S e c o n d C l a s s e s .—M ost pupil teachers gave
correctly the main rules for composition.
The m atter
of punctuation scarcely received sufficient attention. The
use of a sketch m ap appears fairly well known. Some
simply described it as a map drawn on th e blackboard by
the teacher, and made no mention of its use by the scholar.
Accuracy of drawing should be considered as essential in
a sketch map, b u t not elaborate detail and decoration.
The question on “ concrete” teaching of arithm etic was
answered m ost satisfactorily, in fact, it was by fa r the best.
Few recognise th a t the length of a lesson should be deter­
mined by th e mental or physical effort required to be p u t
forth by the children. I n several instances the importance
of the subject was stated as the determining factor in the
length of the lesson, thus confusing the length of time to
be devoted to a given subject with th e length of each
individual lesson. The object lesson notes as a rule were
good, though a more careful arrangem ent is necessary.
T h i r d C l a s s . — Satisfactory notes of lessons were written
by about half the cla?s, irat many seemed to have
had little practice in the exercise. “ Method ” was fa r
worse th an “ m atter.” The question of “ Rewards,” on the
whole, was fairly well done. A few gave “ book ” answers
to the first p a rt of the question, instead of saying what
their own practice was. I n stating why rewards should
not be cheap and common, many om itted the very necessary
rule—th a t rewards should not be given for mere ability to
answer, but for perseverance, diligence, etc. I t should
be possible for the boy of average ability to obtain
a reward. The answers to the questions on a . Conver­
sation Lesson were very unequal in m erit. A bout ten
received very high marks, b u t at least a dozen gave
such indifferent answers th a t a doubt was raised as to
whether they had received instruction in this subject, or
had ever given such a I p s s o m to their own classes. A few
seemed to consider the lesson consisted only of questions
by the teacher and answers by the scholars. The method of
teaching A rithm etic concretely was fairly stated by a few.
CIRCULAR.
[M
arch,
1900.
Some did not appear to even understand the meaning of
the word concrete, let alone explain the method of working.
W hat one felt in the answers was th a t most of the measur­
ing was done by the teacher and not by the scholars.
F o u r t h C la s s .—The Object lesson was not a success.
Many of the teachers did not distinguish between com­
position and notes on a lesson, and where the lesson was
divided into “ m atter ” and “ method ” the information
was not always placed under the proper heads. The
“ method ” was by far the weakest point. Such “ method ”
as th a t given below cannot be very satisfactory :—
M atter.
This is a chair.
I t is made of wood.
Method.
Ask the children w hat i t is.
Ask the children of w hat it is
made.
The question on “ Good E unuciation” in reading was
very well answered by most of the class. A few scarcely
knew1 w hat was meant by the term. I n stating how to
produce “ Good Enunciation,” most om itted the im itation
of the position in which the lips, tongue, and teeth are to
be placed when enunciating sentences, words, and syllables.
Good Enunciation is not to be confused with speaking out
lo u d ly ; distinctness is what is aimed at.
No less th an six pupil teachers defined simultaneous
teaching as reading individually. Its advantages and dis­
advantages were not fully stated in any single case.
Question No. 4 dealing with the teacher’s manner, etc.,
and its influence on the class, was not well attempted.
Evidently the subject had not received much attention.
Geography.
C a n d id a t e s .—Many of the candidates m ust have taken
this paper w ith very little previous preparation. O ut of
the 48 papers marked only some half-dozen were anything
like satisfactory. Mapping, .on the whole, was very poor,
and 16 candidates failed to obtain any m arks a t all for
mapping, while 16 failed to gain even 2-5 per cent, of marks.
The descriptions of Queensland were of the most meagre
kind. Its position was often stated as being in the tropics,
and its trade was described by one candidate as being in
a flourishing condition and growing rapidly. Its physical
features were best described.
The climate of Queensland is thus described by can­
didates :—
1.
The clim ate of Queensland is very hot, as i t is situated
only a few m iles South of th e equator. The thunder­
storms are very severe, many lives lost, farms are
destroyed.
2.
The clim ate of Queensland is extrem e, bu t in the South i t is
a little cooler.
The following extracts from answers given to the
questions on the M urray River show the ignorance dis­
played by some of the candidates, and th eir weakness in
composition and spelling:—
1.
The M urray Kiver starts from the South Pacific Ocean,
in South Australia.
2.
The source of th e Murray rises in South Australia. It
separates Queensland from Victoria. I t is th e largest
river in Australia. I t flows through Victoria to Cape
Howe.
The birds found on the Murray River are very pretty
talkative. I t is a very treacherous river, to look at
3.
M a b c h , 1 9 0 0 .]
THE
EDUCATION
th e river i t look as sm ooth as glass, h u t there is an
under cuxi'ant which is flowing very . rapidly any one
not knowing th e river is very likely to be drowned if
h e w ent on th e river alone.
Positions and importance of towns inaccurately described,
as tlie following extracts show :—
1.
Derby in Queensland remarkable for tobacco.
2. Derby is w ell known for the races run there every year.
3.
4.
Derby is situated in Victoria. I t is a pleasure resort
and a great racing town.
Parramatta a town in New South W ales noted for lim e
juice.
Some of the
follow :—
1.
2.
3.
4.
geographical term s were described as
The axis of the Earth is th e Equator.
The axis is w hat th e earth revolves on.
Axis is a piece of wood or iron on which a w heel turns.
The axis of the earth is the path which the earth takes
when going round th e sun.
The axis is inclined 665° to the earth’s planet.
Revolution is turning point in a river.
A watershed means the soiu-ce of any amount of water.
W atershed is a valley between two rivers.
W atershed is land over which river flows.
Volcano comes from volcanus th e “ God of fire” it is
formed of m aterial such as m olten rocks, steam and
sulphure. I t sometimes overwhelms a whole city such
a Pompei (Vesuvius).
Volcano is an active m ountain givin g forth smoke, lava,
and ashes.
A volcano is an-eruption in the earth.
A volcano is a piece of land th a t may erupt at any time.
The following samples of spelling show either great care­
lessness or weakness in this subject:—Laver (lava),
recieving (receiving), cliamate (climate), fru t (fru it), torid
(torrid), boundry (boundary), sulpur (sulphur), moulten
(molten), eclips (ellipse), peice (piece), immagiuary
(imaginary).
The papers show th a t these young people do not receive
enough training in answering questions, and th a t they
generally omit to read over their questions when finished.
C la ss IV .—The best papers were done by the follow­
ing candidates:—Numbers 89, 86, 81, and 52a. The maps,
generally, were very weak, and very few candidates inserted
the parallels and meridians correctly.
The question on Queensland was well answered by a few ;
but nearly all candidates described the climate as a tropical
one. O n e candidate writes “ the climate is very warm in
summer, and in winter is subject to floods.” The position
was poorly given. The general answers stated th a t it was
on the East" co ast; in the N orth-E ast corner; situated to
the N orth-E ast of the A ustralian continent; the equator
runs through it. Its physical features were not well
described. Capes, islands, and even rivers not. mentioned
in some papers. Some were content by stating th a t th e
mountains were near the coast and rivers therefore short.
One candidate stated th a t “ it was covered in rivers and
creeks.” Towns were not included in the question, yet a
candidate writes th a t “ the towns are of little note and far
behind the other colonies of A ustralia in regard to m anu­
factures.”
CIRCULAR.
103
In Question 3 some candidates described the rivers and
m ountains, and the question required the countries only.
The J u ra m ountains were stated to be between Russia
and Asia.
“ The Douro is a river in N orth Portugal and flows E ast
into the Pacific Ocean.”
Very few candidates con-ectly stated the countries in
Europe through which the Rhine flows.
In Question 4, the minerals found in Tasmania and New
Zealand were generally omitted. The great tin mines at
M ount BischofE in Tasm ania were scarcely mentioned.
In Question 5, candidates mentioned inland countries in
Europe as bordering the seas embodied in the queslion.
Cla ss I I I .—Very good papers were worked by 122, 121,
111,126,132. Ten papers were very unsatisfactory. One
candidate, num ber 146, only obtained six marks out of a
total of 80. Three questions were not attem pted by this
candidate. 117, 118 and 144 obtained less than 20 marks
each. The candidates who did so poorly in this subject
could have devoted b u t little tim e to the study of
Geography throughout the year.
Maps.—Parallels and Meridians correct in very few, and
om itted in many. Towns very inaccurately placed. I n one
map the town of Calcutta was placed at the m outh of the
Indus, and the Ganges below the Indus, flowing into the
Arabian Sea.
The following are extracts from answers in this cla ss:—
1.
Mecca, a town in th e Red Sea, and seaport to Sardinia.
2. Palk Strait has a bridge over its waters from Ceylon to
S. India.
3.
Shanghai is one of the largest trading towns in Siberia.
Many candidates omitted to state anything about the
ri\ ers and lakes of Scotland when describing the surface
of th a t country.
C la ss I I .—Candidate 152 did the best paper. I t was a
very creditable paper and showed earnest work. Candi­
dates 154 and 160 did good papers, b u t 157 did very
poorly.
Maps.—Pour candidates did fair to good maps, but the
other six candidates showed great weakness in mapping.
Parallels and meridians were wrongly inserted, and out­
lines, physical features, and towns inaccurate.
The
question on the N ile was not generally well done. H ardly
any candidate made reference to the explorers of this great
river, the late war, and some om itted to mention any towns.
Tanganyika was described as a lake in the centre of
Africa.
Alexandria as a city founded by Alfred the Great.
The Soudan a fertile plain in Central Africa.
C la ss I.—Two candidates failed to obtain 60 per cent,
of marks.
The best papers were worked by candidates
num bered 167, 168, and 169.
Maps. —Outlines very fair to goad. Parallels and meri­
dians accurately inserted in most papers. One map was
too small, and one too crowded with physical features.
Candidates numbered 170 and 171 did not attem pt to
answer the question set in Physical Geography. The
TH E
104
EDUCATION
CIRCULAR.
[M
arch,
190 0 .
N um bers 168, 167, 152, 151, 111, 122, 95, 84, and 71,
grammar, composition, and w riting were not always satis­
gained 80 per cent, or over
factory in tlie papers done by candidate 169.
Orders, and numbers for orders, not. in the M anual were
I n describing a journey through th e G reat Lakes and
down the river St. Lawrence, very little was w ritten upon found throughout the papers. I t would be impossible for
| the children to perform some of the exercises described,
the scenery, towns, and occupations of the people.
Two candidates stated th a t Cuba still belongs to j Too many papers reveal the fact th a t the pupils have not
received regular and systematic teaching in this subject,
Spain.
and th a t the M anual of D rill has not been thoroughly
H isto ry .
studied. Some candidates will answer more th an is
Some good papers were done, exhibiting careful read­ required by the question, and will not read over their
answers when completed.
ing and study, b u t many papers showed th a t the periods
set and the book specified for study had not received
G l a s s I .— The question on “ T runk B ending” -was not
systematic and regular attention.
This was especially well answered. The description of the order “ Position,”
noticeable in the A ustralian history. The questions involv­ and the several orders following, was weak. One candi­
ing an accurate knowledge of dates and events were not well date fully described “ Bending and Stretching the Body ”
done. This was rath er surprising, as only the principal in Physical D rill without Arms.
events were required.
Quite a num ber of candidates
C lass I I .—“ Balancing Step Advancing.” Eew candi­
wasted tim e by describing all the notable men mentioned
in a question, from which a choice was given to the candi­ dates altered their squads in this movement. The pupils
dates.
Some candidates wasted tim e w riting out the were invariably left standing on one leg.
The “ Lunge ” in Free Exercises w ithout A pparatus was
question.
described
by some, and the question distinctly stated th a t
The following few extracts will give some id e a ' of the
composition and historical knowledge displayed by some of the “ L u n g e ” in Physical D rill w ithout Arms was
required.
the candidates:—
C la ss I H .—Question 2 was as follows :—“ Enum erate
1. Elfheah was th e Queen of upper part of Mercia North of
and explain the four orders in the Third Practice in ‘ Physi­
the Thames she married a Dane and she w ent to fight
against her brother so th at she m igh t gain the whole
cal Drill w ithout Arms’. ”
of Mercia. She was defeated.
The following is one candidate’s answ er:—
2.
Compurgation was th e bring of a number of town’s folk
to swear that, their neighbour who is being tried for
com m itting some guilt.
3. The Danes Landed in Britain 55 B .C . They tau gh t the
E n glish how to make better roads and houses. They
swarmed across the sea. The pushed inland.
4. Cromlechs were th e stone tablets found by th e Romans,
under Jiilnis Caesar, when th ey visited Britain.
5. Peasants’ Eevolt.
The K in g’s son Richard I I led his
father’s Anny. Richard I I son of th e Black Prince,
son of Edward III was born in 1377 and Richard I died
in 1199.
T he leader oi' th e peasants was struck dead and th e
insurrection was settled by Charles I I prom ising to
righ t all wrongs.
6. Wm. W allace was a peasant. W hen some tax gatherers
came to his house they behaved very badly etc. Judge
(iascoigne was an Australian Judge, who was also a
Judge in W estern Australia. A river is named after
him. Captain Stu rt explored the district round th e
River D arling during 1462.
7. Ordeal was th e way which was to prove th a t a m an was
g u ilty or try a man. The accused had to walk bare­
footed across a field fu ll of red hot plough shares etc.
Specimens of careless and bad spelling.-—Excaping
(escaping), alter (altar), interprising (enterprising), prefered (preferred) distroyed (destroyed), otheres (others),
cireule (circle), polition (politician), m urded (m urdered),
levyed (levied), ecleiastical (ecclesiastical), burried (buried),
independance (independence), frinds (friends).
Brin.
Some of th e papers were well done, and showed th a t the
M anual has been well studied by some of the candidates.
Two excellent papers were done by candidates Nos. 83 and
84, who gained 95 and 90 per cent, of marks respectively.
One.— On th e word one the arms w ill be bent so th a t th e hands
may be in a lin e w ith th e shoulders, hands closed
Ungers to the front. Arms to be kept close to th e
body, elbows pressed down, shoulders pressed back.
Two.—The hands w ill be shot in opposite directions as the
righ t to th e right, le ft to left, and in a line w ith the
shoulders.
C la ss IY .—The best paper was done by No. 83.
E xtracts from answers given : —
1.
2.
3.
4.
The pole should b e held by the righ t foot.
In the first position th e pole is held in front of the body
w ith the knuckles turned upwards about one-tlnrd
from each other.
“ Sw inging th e Arms.” On the word one arms should be
stretched out in front w ith arms clenched and thumbs
upwards.
P hysical Exercises are given to open the lungs.
need lew ork .
The results of the examination in Needlework are very
satisfactory, and show marked improvement on last year’s
work. The total num ber examined was 108, classified as
follows :—Candidates, 4 1 ; Class, IV., 25 ; Class I I I ., 28 ;
Class II., 8 ; and Class I., 6. In all classes the work was
good, but th a t of Class I I . and the -candidates deserves
special praise. Out of 41 candidates only two gained less
th an 50 per cent., 13 gained over 90 per cent., and six
gained full marks, the total average for the class being 76
per cent. Class I I . did excellent w ork; there was not a
single failure, and the class average was 84 per cent. In
Class H I. two gained full marks, six made over 90 per
cent., while four fell under 50 per cent., the total average
being. 71 per cent. Six of the- class did not send garments.
The work of Class I. was more disappointing th an any of
M
abch,
1900.]
TH E
EDUCATION
the others, only one reaching 90 per cent. There was no
failure, b u t th e work was less neatly done on the whole
than it should have been. By the tim e tliis stage is
reached pupil teachers should be expert needlewomen.
The average for this class was 72 per cent. E rrors in
method are becoming fewer every year, b u t on the other
hand pupil teachers need to be rem inded th a t neatness and
finish are also essential to success. The garm ents shown
this year have much less trim m ing, and are more neatly
finished. This is a step in the rig h t direction, as time is
often wasted in over-elaboration, which is useless, to the
neglect of more im portant points. On the whole, the work
of the pupil teachers in this subject is good, and shows
th a t our fu tu re teachers are being well grounded in it.
T E A C H E R S’ A SSO C IA T IO N S.
Eastern Districts. — The quarterly meeting of the
Eastern D istricts Teachers’ Association was held in the
N ortham School on Saturday, 24th February. M r. Riley,
vice-president, occupied the chair. I t was unanimously
decided to affiliate w ith the W estern A ustralian Teachers’
Union. Messrs. Riley, Russell, and Dobson were chosen
as delegates to the E aster Conference, to be held in Perth.
The secretary was instructed to w rite to th e M inister of
Railways, asking th a t some concession in fares be granted
to country teachers who may wish to attend. The warmest
thanks of the meeting were tendered to Mr. Riley for his
kindly action in defraying th e funeral expenses of the late
Mr. J. W . Casey, who died a t M otnbekine' some tim e ago
as the result of an accident. A fter the general business
was concluded, Mr. Russell, of Newcastle, gave a very
interesting object lesson to a class, on “ Leaves.” A t the
next meeting, which will be held a t N ortham in Ju n e next,
a lecture on “ Electricity,” and a lesson in Music, on the
tonic sol-fa system, will be given. There will also be an.
exhibition of Brush-drawing, done by the children in the
E astern D istricts State Schools.
Southern Districts.—The quarterly meeting of the
Southern D istricts Teachers’ Association was held in the
W agin School on Saturday, 24th February. A resolution
was cai-ried, approving of affiliating with the W estern Aus­
tralian Teachers’ Union, and delegates were appointed to
represent the Association at the annual conference. The
afternoon was spent in listening to a paper on K inder­
garten in Prim ary Schools, by Mr. M cLean (Cuballing), and
a Music Lesson, lay Mr. Richards (W agin). I n the evening
Mr. J. H am m ill (Woodville) gave a lecture on M ensuration
according to th e A rithm etic Program me, dealing specially
with th e Circle. The following has been arranged for the
next meeting, to be held in M a y :—Decimals, Mr. O’Brien
(K ata n n in g ); B rush Drawing, Mr. Richards (W a g in );
Class Lessons, Mr. Lyngberg (N a rro g in ); Practical Lesson
on K indergarten, Mr. M cLean (Cuballing).
South-Western Districts.—A meeting of the mem­
bers of the South W estern D istricts Teachers’ Association
was held in the B unbury School on Saturday, 2nd Decem­
ber. There were present Mr. Paisley (in th e chair),
Messrs. Boxall, Blair, Crogan, Loveridge, W a r d ; Mrs.
McAliece, Misses Buchanan, Carroll, Cleary, Hislop, Logue,
Mews, and Clark. I n th e absence of Mr. Schneider, Mr.
Loveridge read a paper, by Mr. Schneider, on W riting; Mr.
CIRCULAR.
105
Boxall read a paper on Model Drawing, and Mrs. McAliece
delivered an Object Lesson. Mr. Blair proposed th a t free
passes or reduced fares be granted to teachers attending
Association m eetings; also to attend Miss F irks’ drawing
classes, should they be held in Bunbury.
This was
seconded by Miss Carroll, and carried. A fter the business
and papers for next m eeting had been arranged, a vote of
thanks was passed to contributing members, and the
meeting closed. (In connection with the above, we may
mention th a t the D epartm ent makes an allowance to
teachers who travel to attend Miss F irks’ lectures. To
those travelling by rail, a retu rn fare is allowed, while
those who travel by coach or other conveyance are allowed
Is. a inile for the journey one way.)
SCHOOL E N T E R T A IN M E N T S .
Boulcler Infants School.—H ead Teacher, Mrs. Ross. Sub­
scriptions received from parents and friends, ,£21 11s. 5d.
Expenditure on Christmas Tree, £6 9s. 7 |d .; trea t and
visitors’ refreshments, £ 7 3s. lO d .; school decorations,
£ 3 6s. l i d .
Balance in hand towards Piano Fund,
,£4 11s. 0±d.
Donnybrooh Schojl.—Head Teacher, Mr. A. Schneider.
The school concert was held on December 16, and a
Christmas Tree fete on December 20. Receipts from sale
of tickets and donation, £16 10s. Of this am ount ,£14
7s. 6d. was expended in presents for the children, and the
balance went in expenses.
Geraldton School.—H ead Teacher. Mr. L. Storey. Con­
cert held on December 8 ; receipts ,£28 18s. The principal
items of expenditure w ere: R ent of hall, ,£4 14s. 6d . ;
printing, £1 7s. 8d.; geographical chart and wall decora­
tions, ,£2. The sum of ,£ 7 10s. 9d. was expended in prizes,
and there is a balance of £10 9s. 9d., which has been placed
in the bank as a school fund.
South Perth School.—H ead Teacher, Mr. F. O’Leary.
Realised by school concert and- donations, ,£14 2s. E x­
penses, .£ 1 1 2 s.; prizes for school-work and sports, £ 5 13s.
9d. Balance on hand to start a library and museum, and
decorate school, ,£6 16s. 3d.
Mount Barker School.—H ead Teacher, Mr. P . Colbert-.
Concert held on December 8. Receipts, ,£4 6s . ; expenses,
,£1 -5s. Balance in hand for prizes, ,£3 Is.
Mogumber School.—Head Teacher, Miss B. C. Reymond.
A concert was held in the school on December 1. The
receipts amounted to £ 2 9s., which am ount was expended
in the purchase of prizes for the children.
Woodville School.—Head Master, Mr. J. Hammill. The
sum realised by donations and sale of tickets was ,£8 2s.
6d. Expenses amounted to ,£1 11s.; school decorations,
,£1 3s. 6d .; prizes, £ 4 15s. l id . The balance in hand, 12s.
Id., will be spent on school decorations and brush-work
material.
Victoria Parle School. — H ead Teacher, Mr. L. H.
Nicholls. Receipts from sale of tickets and donation,
,£10 19s.
Expenses, ,£1 6s. 8d . ; prizes, £ 5 17s. 2d.;
library, £ 3 15s. 2d.
106
TH E
EDUCATION
York Infants’. School.—H ead Teacher, M rs. Harkness.
Subscriptions, £ 4 9s. 6d.
Expended in toys for the
children, J28 7s. 10d.; balance on hand, =£1 Is. 8d.
Dongara School.—Concert held December 18, 1900.
Concert held in A gricultural H a ll on December 18.
Receipts from sale of tickets and subscriptions, =£14 8s.
6d. Expended on Christmas tree, £ 5 18s. 6d.; prizes and
certificates, =£4; books, brashes, etc., <£1 4s. 9d. The
balance was absorbed in expenses.
Coolup School.—H ead Teacher, Miss E llen Mulrooney.
Subscribed by parents and friends, £ 6 7s. 6d. Of this
amount, =£3 was spent in books, and th e balance in sweets
and toys, which were presented to th e children at a picnic
on Boxing Day.
North Fremantle. School.—H ead Teacher, Mr. A. M.
Cooke. The pupils of th is school subscribed £ 1 7s. 6d.,
CIRCULAR.
[ M a b c h , 1900.
which was forwarded to the West Australian Shilling
Fund.
Oingin School.—H ead Teacher, Mr. A. E . Nadebaum.
Concert held on December 1. Sale of tickets, J25 1 6 s.;
expenses, <£2 11s. 6d. The balance, £ 3 4s. 6d., together
with the proceeds of a penny concert, 7s. 6d., were devoted
towards the purchase of musical instrum ents.
North Back Flats School.—H ead Teacher, Miss P . Con­
nolly. Subscriptions to the am ount of =84 were collected,
and this money was expended in prizes and toys.
D IS T R IC T BO A R D S, etc.
Sharks Bay.—Mr. Morley Scales has beet appointed a
member of the Sharks Bay D istrict Board of Education,
vice Mr. J. H . Mead, resigned.
B y A u t h o r i t y : R i c h a k d P e t h e r , G o v e rn m e n t P r i n t e r , P e r th .
WESTERN
AUSTRALIA.
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
No. 9.]
A P R IL , 1900.
[Vol. II.
A P P O IN T M E N T S , T R A N S F E R S , ETC.
School.
Name.
Boss, Andrew M.
...
M ount M agnet
••
................
Office.
Classification.
Salary per
annum.
H.T.
Cl
H.T.
C2, prov.
H.T.
C l, prov.
H.T.
N il
H.T.
H.T.
B2
Cl
N il
Cl
£ 130an d £30
allowance
£130 and £10
forage
As per R egu­
lations.
As per R egu­
lations.
£ 1S0
£140and £15
allowance
£80
£130 and £30
allowance
£170
£170
£185
Padman, John AV.
AYonnerap and Ludlow
—
Hoelscher, Ernestine ................
Gwalia
Johnson, Bertha M.
Boyup
Butler, Leonard J. AV...................
Schneider, Adolph
B rid g eto w n ..........................................
Canning Mills
Flood, May C..................................
Arinstrong, Andrew C. ...
S tr a w b e r r y ..........................................
'Lennonville ...
H.T.
H .T ."
Grogan (B.A.), A lb e r t ................
McLintock (B.A .), Wm. C. S.
H adley (B.A.), Chas.....................
Connellan, Frances
................
Carey, Alice Esther
Middlemiss, Illa w a r r a ................
Gould, Victoria M.........................
Jam es, Edwin H.
Joyce, E liza D e B ..........................
Duncan, Cara W .
................
Jeffrey, Agnes ................
Smith, Annie
.............................
Molloy, Arthur I.
Bradshaw, A lice...
H ill, Wm. E .....................................
Perth B oys’ ...
................
Perth B oys’ ..........................................
Beaconsfield..........................................
Plym pton
...
...
................
Beaconsfield In fants’
................
Northam
Subiaco
..........................................
..........................................
Albany
Sm ith’s M ill.............................
Cottesloe
...
................
B r id g e to w n ..........................................
Plym pton
Perth B oys’ ...
................
D onnybrook..........................................
Boulder Mines
.............................
A.
A.
A.
A.
A.
A.
A.
1st A.
A.
A., temp.
A., prob.
A.
A.
A.
A.
Ellery, Mary E. ...
McDonald, Clara E.
Newcastle
Boulder
Kanson, Mrs. E. J.
Praia, E thel
.............................
Rowett, Edith .............................
Sampey, May
................
McEohan, Esther
Lanvood, A. P ................................
Armstrong, Jane
Kelmscott. ...
H ighgate Infants’ ...
Coalville
...
................
Dongarra
...
...
................
Leederville W est ...
Gingin Brook and Moore R iver ...
Lennonville ...
................
...
...
................
................
A3
A3
A3
C2, prov.
C2, prov.
B2, temp.
Cl
B l, prov.
C2, temj).
Nil
N il
Cl
Cl
N il
B2, prov. •
Mon., on prob.
Mon., on prob.
Mon. and S.M.
P.T.
Mon., on prob.
Mon., on prob.
P.T.
S.M.
S.M.
4th Class
4th Class
£110
£90
£110
£90
£155
£90
£60
£70
£ ‘.10
£120
£60
£140an d £30
allowance
£30
£ 1 6 and £ 4
allowance
£42
£16
£16
£16
£16
£12
£12
E rratum .—In the March Circular the appointm ent of Mr. A rthur H arm er to Plym pton School was notified ; this
should have read Beaconsfield.
108
TH E
EDUCATION
C A R E OP SCHOOL B U IL D IN G S .
Teachers are rem inded th a t they are responsible for the
safe custody of school buildings and furniture. Occasion­
ally we have reports from the W o rts D epartm ent and
others th a t there m ust have been great carelessness for
buildings to fall into the great disrepair now found.
F urther, we frequently hear of w ater being allowed to run
to waste, etc. Heacl teachers should make a point of
going round the school before leaving the premises, and
seeing th a t no taps are running, th a t th e windows are
fastened, and the doors properly locked. W here there are
windmills or wells, they will, of course, w ant special atten ­
tion from tim e to time, and th e tidiness of the playground
and external premises m ust be looked to. I f window
panes are broken, teachers m ust make every endeavour to
discover the culprit, and the parent or child m ust pay for
replacing the broken glass. I f deficiencies in these various
things are not reported at once to the D epartm ent, teachers
will, of course, be held responsible for m aking them good.
In winter, it is very necessary th a t teachers should see to
the safety of the building frotn fire. As the summer is
now drawing to a close, and the rainy season -will soon be
upon us, teachers should see th a t the rain water tanks are
all cleaned out ready for the first rains, and th a t gutters
and spouting are also in good order.
S U B S C R IP T IO N COLLECTING.
The D epartm ent does not approve of collecting-cards or
subscription lists being given to the children in the schools
for raising money from th e public. The characters of many
children are not sufficiently formed to enable them to resist
the tem ptation offered by obtaining money easily, which
they can avoid accounting f o r ; and th e fact of children
soliciting or begging for money is not in itself desirable.
T E A C H E R S’ M A N U A L T R A IN I N G C L A SSES.
D uring last year Mr. B. F. Storer, the M anual Trainiug
Instructor, held classes for teachers in woodwork; b u t this
year the D epartm ent proposes to take this class over,
provided an enrolment of 12 and an average attendance of
10 can be maintained. I t is also intended to establish a
m etal working class if the same attendance can be secured.
The classes would be held w ith a view to the members
taking the London and City Guilds examination. Two
evenings a week would be devoted to each subject, one for
theory and the other for practice, and it would be im pera­
tive upon students to attend both evenings. The fee is
7s. 6d. per quarter,.but if any teacher is paying the D epart­
ment a fee in any other class, it will be reduced to 5s. The
classes will begin after the E aster vacation, and will be
held in the old Boys’ School, St. George’s Terrace. Those
intending to join the classes should send in their- names a t
once to Mr. Storer.
SYLLABUS FOE, W OOD-W ORKING CLASS.
F ir s t T e a r ’s Program m e.
The work for the session will be divided into two parts :—
P a b t I.
(«.) D raw ing—M echanical and Freehand.
(6.) Object Lessons on Tools and Material, W orkshop
Equipm ent, etc.
CIECULAE.
[A
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,
1900.
The drawing will consist of preliminary lessons on the
uses of the draw inginstrum ents, T-squares, and set-squares;
the drawing of simple solids in plan, elevation, and
sections; oblique and isometric projection, and blackboard
work. The models th a t are to be made in the workshop
will be drawn to scale or full size, as may be convenient,
and these drawings m ust be strictly carried out at the
bench. The models will consist of selections from Young’s
“ M anual Training for the Standards,” and W ake’s “ New
Education,” with selected models from the course, as
woi’ked in the school by the standards.
P a k t II.
The W orkshop and its equipm ent, with special lessons
on the management of the school workshop, will form the
introduction. The care and adjustm ent of tools—grinding,
and sharpening on oilstone—will be dealt w ith ; and special
lessons will be given on the handling and working of the
plane, saw, chisel, mallet and hammer, the plow, fillister,
rebate plane, router, on soft and hard woods. Special lessons
will be given during the course on the setting and
sharpening of saws. The models are carefully graded, and
the teaching will be individual in the workshop (except the
special lessons referred to) ; and each model m ust be
correctly made before another one is taken in hand.
N ote.
—
(i.) The students are particularly requested to
obtain the m anual training note-boolc, which is
prepared especially for talcing notes and
sketches.
( 2.) The D epartm ent provides
all tools and
m aterials and appliances, except mathem atical
instrum ents.
( 3.) All students are expected to sit for the examina­
tions in April, 1901, under the auspices of the
City and Guilds of London Institute.
( 4 .) Text Books and References :—
Y oung’s “ Manual Training fov the Standards.”
Nelson’s “ W oodwork for Schools.”
W ake’s “ The N ew Education.”
Shelley’s “ Workshop Appliances.”
SY LLABU S FOR M ETAL-W ORKING CLASS.
The Syllabus is th a t required by the City and Guilds
Institute, London, for m anual training in metal-working,
and will consist of Drawing, P a rt I., and W orkshop P rac­
tice, P a rt U .
D raw ing.
Prelim inary.—I t is necessary in this course th a t pupils
should have some knowledge of practical plane and solid
geometry, and a modified course will be taken in th a t
subject first to test the class. As it is also expected th at
all work at the forge and bench shall be made to drawings,
a short course will be taken in mechanical drawing relating
to working drawings. Object lessons will be given on the
tools, used and methods employed in workshop practice,
and lessons on the chief properties of the common metals
in their relation to workshop processes ; the class taking
notes and making sketches in the meantime.
A
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,
1900.]
TH E
EDUCATION
W orkshop P ra ctice.
There are three divisions in this course
D iv is io n A.
Vice W ork.—This will include filing, w ith introductory
lessons on the vice and tlie various kinds of files used ; cold
chisels, flat and crosscut; taps, stocks, and dies; screw
p late s; measuring and other tools, as callipers, squares,
centre punches, scribing blocks ; the grinding and. keeping
in order the various tools used.; chipping, filing, and
cutting key-w ays; chipping cast-iron, brass, etc.; preparing
templates and straight edges; drilling, tapping, and
screwing.
CIRCULAR,.
109
Regulation 55.
This Regulation has beeu so amended th a t the medical
certificate, to be forwarded to the D epartm ent in the case
of a teacher’s illness, m ust state the nature of the illness.
Regulation 65.
The maximum salary of unclassified teachers in charge
of schools has been increased to—Males, £ 1 1 0 ; Females,
£90.
Regulation 140.
Iu the fifth and eighth lines the words “ and D epartm ent”
have been inserted- after the words, “ D istrict Boards
thus making it incum bent upon the teacher to report any
D iv is io n B .
damage, to the school premises to the D epartm ent as well
as the D istrict Board.
Bench Work.—This division relates to both hot and cold
work of the metal plate worker, as' soldering and the com­
Regulation 141.
position of solders ; fluxes; soldering tin, galvanised iron,
A t the end of this Regulation the following words have
brass ; the connection of joints with rivets, flush and pro- I been ad d ed :—“ On the goldfields an additional allowance
jecting and hammered cold.
to, the amount of one-third of the above scale will, as a rule,
be made. In special cases the M inister may, at his dis­
D iv is io n C.
cretion, increase the addition to one-half.
Forge Work.—The work in th is division relates to forge
to o ls; m anagement of fire; ordinary precautions to be
Regulation 142.
observed in heating m etals; drawing out bars to square
This will now re a d :—The H ead Teacher is responsible
and round ends, parallel and ta p e rin g ; bending to simple
for the safe custody of the school buildings and furniture.
curves or to square and circle of given size ; forging, simple,
H e must- see th a t tanks are cleaned, taps, etc., in order,
examples, as ring, staple, hasp, loop ; upsetting, preparing,
windows fastened, and doors locked at night.
and preparation for weld; forging and tem pering of cold
Subjects of Instruction.
chisel, drill, centre punch, crosscut chisel, and diamond
points, etc. A course of models is prepared, and th e pupil
I n the E nglish for Standard I. it is laid down th a t the
m ust work everything to the drawings made in th e drafting
children should be told the meaning of a noun and
room.
pronoun. This should read noun and verb.
Text Books and books of reference:—
“ Principles of P ittin g ,” W hittaker & Co.
“ Workshop Appliances,” Shelley.
“ M etal Turning,” W hittaker & Co.
“ Sm ithy and Forge,” Crane, Crosshy, Lockwood, &c.
N o t e . —I n entering for these classes it is to be hoped
th a t students understand th at, to succeed in the examina­
tion, both theory and practice m ust be attended. One
night per week is devoted to each.
The D epartm ent supplies all tools, material, and
appliances, except m athematical instrum ents.
Appendix I T .
The Subjects of Exam ination and M arks for each Sub­
ject were accidentally allowed to rem ain in the regulations
for the Elem entary School Bursaries. These should be
struck out, as regulation 8 of the Bursaries provides th a t
the examination will be on the subjects of instruction laid
down for the Seventh Standard.
H ea lth R eg u la tio n s.
251. I n order to m aintain the sanitary condition of the
school, Teachers m ust see,—
i
(a.) T hat the whole premises are properly ventilated,
both during school hours and after the children
A L T E R A T IO N TO R E G U L A T IO N S .
have left.
A fter the Regulations- had been printed in the Govern­
(b.) T hat any bad smells arising from closets, lava­
ment Gazette certain slight clerical and other errors were
tories, etc., are reported a t once to the D epart­
pointed out. The necessary corrections appear below,
ment.
together with some fu rth er Regulations which have been
(c.) T hat the disinfectant supplied by the D epartm ent
approved by the Executive Council. These will be embodied
is used upon any urinals, closets, etc., where it
in the reprint in book form now about to be published.
is necessary.
Regulation 9.
Infectious Diseases.
The forage allowance for half-tim e schools has been
252. Children who present themselves in a dirty con­
increased from ,£10 to <£15 per annum.
dition are to be required to wash a t once, and, if necessary,
Regulation 45.
m ust be sent home for the purpose.
An amendment has been made in sub-section (cl) by
Any child showing symptoms of an infectious disease,
which the travelling allowance to A ssistant Teachers is
or any child coming from a house where an infectious
fixed a t th e same rate as th e allowance for teachers of
disease exists, m ust be sent home at once, and the D epart­
Provisional and Class Y I. schools.
m ent should be informed, through the D istrict Board, of
110
TH E
EDUCATION
tlie case, in order tliat inquiries may a t once be made with
a view to proper steps being taken to prevent tlie carriage
of infection to the other scholars of th e school.
U nder Section 114 of “ The H ealth Act, 1S98 ” (62 Viet.
24), it is provided th a t teachers should notify to th e Central
Board and to the Local Board of H ealth any such cases of
infections disease; and the parent or guardian of the child,
and owner or occupier of the house, are required also to
notify the teacher of the school of the occurrence of such
disease in any house or building in which any child
attending any school resides.
Medical practitioners are required to report infectious
diseases to the Local Board of H ealth. Tlie infectious
diseases which have to be so reported a r e :— Small-pox,
Asiatic Cholera, Plague (including Bubonic Plague),
Yellow Eever, Typhus Fever, Scarlet Eever (or Scarlatina),
Typhoid Fever (Enteric Fever), D iphtheria, D iphtheritic
Croup, Leprosy.
There are, however, other diseases which are infectious,
such as Mumps, Measles, Chicken-pox, W hooping Cough,
Blight, and Ringworm, for which there is no statutory
requirement as to notification by the medical officer.
Teachers m ust, however, notify these to the Department,
through the District, Board, and exclude tlie children in the
same way as for the other more serious diseases.
Before allowing children excluded because of infectious
diseases to retu rn to school th e teacher should have
obtained from the Medical Officer of H ealth, or a legally
qualified medical practitioner, a certificate that, in his
opinion, the child may be perm itted to resume attendance
w ithout danger to the other scholars. The usual term s
for exclusion are :—
I n cases of Mumps or Measles, one month.
„
„ „ Chicken-pox, two weeks.
„
„ „ W hooping Cough, while the cough con­
tinues.
Children coming from homes where measles, chickenpox, and whooping cough exist, b u t who are not themselves
suffering from these diseases, need not be excluded for
more than fourteen days.
Any child suffering from ringworm should be excluded
from school, and before he or she is re-adm itted a medical
certificate should be produced stating th a t the child is
c u red ; b u t wherever such a certificate is not readily pro­
curable, the teacher should exercise his, or her, discretion
in re-adm itting the child.
Symptoms of Infectious Diseases.
M ost of these maladies are attended by the appearance
of a rash upon the skin, b u t th is eruption does not a t once
show itself. The child may ail for a day or two first, and
the rash not make its appearance until later. B ut even
before the rash shows itself, there are usually certain
symptoms present which should give rise to suspicion on
the p art of the teacher, and these indicate the need for
watchfulness over th e child.
Thus, a child sickening for an infectious disease usually
complains, perhaps of headache or of sore throat, and
often th e first symptom perceptible is a shivering fit and
occasional sickness.
CIRCULAR.
[A p r
il
,
1900.
The more definite symptoms belonging to each disease
will now be described, but it m ust be recollected th a t all
these symptoms are not always present at the same time,
or even a t all. The teacher, however, will be acting wisely
in allowing a child who is obviously ill to go home a t once.
The more common symptoms of the diseases to which
attention should be directed a re :—
Scarlet Fever or Scarlatina.—The child feels ill, shivers,
has a sore throat, which is followed usually about twentyfour hours from the beginning of the illness by the
appearance of a scarlet rash on the chest, and which often
extends over other parts of the body and the limbs. The
tongue is often furred,.and the papillae are large and red
(“ strawberry to ngue” ), the th ro at is red, and the rash
may consist of a uniform blush, or of a num ber of fine red
spots. A t a later date the skin peels, and the child cannot
be regarded as free from infection until this process is
fully completed.
Diphtheria.—This affection often comes on less suddenly
and severely than scarlet fever. There is no eruption, but
one or more white patches appear on the back of the
throat, on the soft palate, or on the tonsils.
Measles.—This disease makes its appearance in the same
manner as a severe cold, the child becoming ill and shiver­
ing, sneezing, and having a running from the eyes and
nose, and sometimes a soi-e throat. An eruption appears
later, usually after the child has been ill three days. I t
consists of a num ber of raised red spots, first upon the face,
then the chest, and often upon other parts of the body and
the limbs, usually arranged in a crescentic form. The
symptoms of German Measles, however, are somewhat
different, and there is an absence of the indications of a
severe cold.
Small-pox.— This illness usually begins with shivering,
vomiting, headache, pains in the limbs, and particularly in
the back. A fter the child has been ill two days a pimply
eruption appears upon the face, chest, wrists, and often
upon other parts of the body. A little later the pimples
become watery, and. have a depression in their centre ; later
stiU the eruptions become m attery, and a scab forms on
each pimple. I n mild cases there may be only a few
points of eruption present. The child is not free from
infection until all the scabs have been shed.
Chicken-pox.—The child is ill for a few hours, usually
24, and a num ber of glistening watery pimples appear
in successive crops on the face, chest, and often on other
parts of the body and limbs. The whole of the eruption
does not come out a t once, b u t it usually appears in suc­
cessive crops. The eruption scabs over in a day or two,
and the child is not free from infection until all the scabs
have fallen.
Whooping-cough.—The child has a severe cough, which
comes on in paroxysms, and it coughs until it is out of
breath. A fter some days’ illness, the crowing noise or
“ whoop,” which is characteristic of this disease, is h e a rd ;
this sound being produced by the child drawing in its
breath at the end of a paroxysm of coughing.
Mmnps.—The child becomes ill and feverish, and at the
end of a few days complains of aching of the jaw.
A
swelling then appears on the side of the face, lasting for
more th an a week.
A
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1900.]
TH E
EDUCATION
Diarrhceal Affrclions.—These cases should be very care­
fully watched, especially as typhoid i'ever often begins in
this way.
I f children suffer from this ailment. iu the
school, the attention of the school cleaner should be par­
ticularly called to th e regulation relating to his work of
cleansing the E.C’s.
253.
In the case of an infectious disease occurring in
the house in which a teacher is living, lie, or she, m ust at.
once cease attending school and report to the D epart­
ment, so th a t it may be decided w hat steps should be
taken to save the school from possible danger.
The
teacher should also report to th e Local Board of H ealth.
O B IT U A R Y .
The D epartm ent regrets to have to announce th e death,
within a comparatively short period, of three teachers in
its service; and offers sym pathy to the relatives. The
deaths which have occurred are as follow :—
Norman Smith, aged 28, teacher of M ount M agnet
School, died 10th January.
George Keeping Creffield Cross, aged 215, teacher of
Lennonville School, died 14th March.
Thomas Augustine Mood, aged 43, headm aster of
Bridgetown School, died 10th March.
Mr. Smith went to New South Wales during the
Christmas Vacation in the hope th a t the trip would benefit
him, b u t the disease which held him (consumption) was
too strong, and carried him off on the date named. Mr.
Cross had been only a short, time a t Lennonville School
when he contracted enteric fever. H e entered the hospital
at Cue, but, unfortunately, the fever overcame his constitu­
tion. Mr. Flood’s death was the result of accident; and
w hat makes tlie occurrence the more regrettable is th a t it
occurred in a labour of love. I t appears th a t on the
afternoon of the 10th March Mr. Flood took a num ber of
boys to th e swimming pool in the Blackwood River to
instruct them in the art of life-saving. W hile swimming
out to sink a stick attached to a stone, he sank, and did
not again rise. W ord was sent to town, and strenuous
efforts were made by Sergeant. Meares and Mr. Ladden to
recover tlie body ; b u t it was not until an hour later th a t it
was brought to the surface by a miner named Parsons.
The D epartm ent regrets to hear th a t in one of the above
cases there are a widow and children left unprovided for.
I t is very difficult for teachers, w ith tlieir smalt salaries,
to p u t aside any percentage for insurance. The m atter of
establishing some insurance fund, on a self-supporting
basis like th a t of South A ustralia, seems to well deserve
the consideration of the Teachers’ Association.
SCHOOL D EC O R A T IO N S.
The D epartm ent is anxious th a t teachers should,
where they can do so from concert funds or from any other
sources, decorate the schools w ith suitable pictures. The
D epartm ent cannot, however, perm it such pictures to be
pasted on the walls.
Teachers m ust also be careful about
damaging plaster walls by knocking in nails. In most
schools wooden rails have been provided, from which
pictures can be hung. Often the best decoration is any
work of m erit by the children themselves, whether D raw­
ing, Maps, K indergarten, or any other of th eir school pro­
ductions.
CIRCULAR.
Ill
A B SE N C E S OP TE A C H E R S.
Teachers will notice th a t, by Regulation 87, all absences
of teachers, even for a day, have to be reported to tlie D epart­
ment. I t will be sufficient for the D epartm ent’s purposes
if these absences are noted on tlie hack of the salary sheet.
Some teachers have been sending in individual notifications,
as well as particulars on the salary sheet a t the end of the
month. Any absences of teachers for a longer period than
three days will, of course, require certificates, and these
should be forwarded a t once.
SCHOOL E N T E R T A IN M E N T S .
Teachers are reminded how desirable it is, in their own
interests, th a t the receipted bills and all particulars neces­
sary for a regular audit of the accounts of school concerts
should be sent iu to the Department. As trustees of public
money, we. all of us have to be particularly careful in
getting every item accounted f o r ; and the audit of the
accounts gives a complete answer to local insinuations
which have sometimes been made.
A R B O R DAY.
The D epartm ent has decided upon June 1 as A rbor Dav
for the current, year, and teachers wishing to make appli­
cations for trees for planting are requested to send in
particulars of their requirem ents at an early date, so th at
the necessary arrangem ents may be made.
IN Q U IR Y FO R M S FO R A D M IS S IO N
R E G IS T E R .
Teachers are apparently applying for too many of these
forms. I t m ust be distinctly understood th a t they are
not to be used in place of Transfer Notes, which will still
be required where children come from other schools.
These Admission Forms are only to be used in the case of
new scholars.
S A N D M O D E L L IN G A S A M E A N S OF
T E A C H IN G G EO G R APH Y.
(B y Mr. George Buncombe.. Jurokine School).
Education as a science is now making great strides, and
a teacher who wishes to keep abreast of the times m ust
certainly be up to date. M ost of the old methods are dead
and buried, while newer and far more practical ones have
taken their places. The majority of school' subjects are.
being continually improved upon, and none more so—
especially in E nglish schools, judging from recent accounts
in several leading educational magazines—th an th a t of
Geography. The maps which the teacher has to present to
his pupils are fa r from being of the best, because they are
to children—in physical features—almost meaningless, as
they are unprovided with means for bringing into promi­
nence those features of a country which are of the greatest
importance, viz., the hills and hollows and the slopes which
connect them. As a consequence, the maps give only an
abstract idea when it is most necessary to present th at idea
in its concrete form. One of the leading principles of
education is “ from Concrete to A bstract.” In relief maps
the hills and hollows are shewn to determine the fertile
lands, the directions of the waterways, and the sites of
towns and cities; they also furnish the key to understand­
ing much th a t is not, and eoidd not, be understood if learned
112
TH E
EDUCATION
CIRCULAR.
[A p r il , 1900.
by rote. Besides, it may be argued th a t teaching by rote
things which children cannot, and do not, grasp tends to
deaden, instead of developing, their m ental faculties.
Geography, a science of three dimensions, m ight be, as far
as the map-maker is concerned, a science involving know­
ledge of b u t two ; the dimension which he all b u t leaves out
being the very one which should first of all be regarded.
A R iver.
A pparatus: Relief Map, to be built up in wet sand.
Blackboard : drawings of rivers rising in glaciers, moun­
tains, lakes, etc.
R e lie f M aps.
Seeing, then, th a t the ordinary maps are not the best for
teaching this important, subject, the teacher m ust have
recourse to relief maps. These maps are undoubtedly the
best of all, but, judging from those supplied by th e D epart­
ment, they are far too small for class work. T h at being so,
they are of no great assistance. Doubtless larger ones
exist, but, then, again, they are too expensive and too
cumbrous. Taking this into consideration, the teacher
must fall back on liis own resources, and provide necessary
relief maps.
Sand M odelling.
F or this purpose there is no better m aterial, and
certainly none, more easily handled, than sand. Clay,
undoubtedly is' good, but it takes too much tim e in
preparation. A modelling tray, made from a sheet of tin
about four feet square, with the edges upturned, is required.
In preparing a lesson, the teacher should make a model
map on the sheet in sand. The principal mountain peaks
and headlands would stand out best from the remainder of
the model if made from putty or clay. The rivers show
up well if represented by silver cords, and lakes could be
represented by small pieces of looking-glass, while ordinary
wax vestas about one-half the usual length, placed upright
in the sand, would mark the positions of towns and cities.
For representing cities, I use matches with red heads, and
for m anufacturing towns, blue h e a d s: and they serve the
purpose admirably. In a m ap of Europe, th e Alps could
be effectively coated with whitewash on the ujjper portions,
or, better still, with ordinary white fat. I f a m atch is
applied to this fat, it will give the class, when melting, a
practical illustration of a watershed, the im portant p art
the Alps play in regard to some of the rivers in Europe,
and an idea of the wav in which rivers are formed from
glaciers. A sketch map should be drawn on the board
a lso ; this will serve as an excellent test after the lesson
has been given. I venture to state th a t if, after a lesson
with the relief map, the class betaken to the blank map on
the board, it will come out of the test with flying colours.
Although several objections may lie raised in regard to
sand modelling, there is this to be said in its fa v o u r: it
costs nothing, is easily modelled, and can be used for many
other purposes besides teaching Geography. I t is invalu­
able in an infants school for drawing lessons, object
lessons, and teaching form. A splendid book on Sand
Modelling, by Torbuck & M ajor (7s. 6d.), is published
by 0 . Newmann & Co., London. Reviewing this work
“ The School "World” say s:—“ F or though some of the
methods, and p a rt of'the treatm ent, are crude, we are con­
vinced th a t they are on the rig h t lines, and th a t much
may be expected from the development of experimental
methods in geographical teaching.”
Appended I have given the notes of a lesson on a
river for Standard I I I ., taken from this work, which -will
serve to give teachers an iusight into the principles the
authors advocate.
(I.) A river is a running
stream of fresh w ater. A stream
is a sm all iuver. A river is a
large stream. A river and a
stream are alike in being made
of fresh w ater: they are different
in s iz e ; the streams generally
flowing into the rivers to feed
them.
(I.) Ask which children have
seen a stream, and draw from
them w hat it is. Trace out the
course of a stream in wet sand,
and le t water run along it.
Compare and contrast w ith rain
running down a gutter. U tilise
a blackboard drawing on a river
coui'se.
(II.) How formed ? A river
is fonned directly or indirectly
by rain. I f rivers depended on
direct sujiplies of rain th ey would
dry up during di-y seasons. A
large part of the rain sinks into
the ground and re-appears as
springs. I t is because a large
portion of the water supply is
got from springs th a t rivers
keep on flowing in di'y weather.
Rivers are also formed by m elt­
in g ice and snow on hillsides and
mountains.
■ (II.) From the rose of a
small watering can pour water,
representing- rain, on the raised
surface of w et sand, in which
the river course in (I.) has been
scooped out with a pencil or
finger. Slope the sand tray so
that the water soaking through
the sand may come out to
represent land springs. Draw
on the blackboard a sketch of
land springs, constant anil
interm ittent. Make blackboard
sketch of rivers rising in
glaciers, and, if possible, show
photograph of glacier.
(III.) Sources of a river. The
beginning of a river is usually
a spring which flows from the
side of a h ill or m ountain.
The water from th e spring
forms a rill or brook. Several
of these,- as th ey run down
to lower levels, join to form a
rivulet. W hen several rivulets
m eet together th ey form a river.
The land from which th e stream­
lets come to form the river is
called the river b a s in ; and the
high land between one river
basin and another is called a
water-pai-ting or watershed. I t
is so called from parting the
stream s th a t flow from it in
different directions.
(III.) Illustrate by means
of a h ill of wet sand in which,
w ith a pen-liandle, holes are
made, into which water is
gently poured. The water run­
ning down th e vertical holes
w ill come out of a horizontal
one to represent brooks or rills.
Compare the sand h ills with
the roof of a house, and the
streams coming out of the sand
w ith the rain flowing through
the eaves and rain pipes.
Mould a hollow in th e sand
with a very shallow basin or
iL L A ii^ IL .
(To be illustrated by experiments.)
(IY .) Parts of a river.
(а) Source: the beginning of
a stream or whole river.
( б) Course: th e direction of
th e river, and its flow from source
to mouth.
(c) Mouth (estuary and con­
fluence) : th e outlet of a river.
(d) Bed: th a t on which the
river rests.
(e) Banks : the raised sides.
. I f th e banks are low at the
m outh of th e river, a delta is
often formed there.
Xiatty pan, pushing th e basin
horizontally through th e sand
to give th e " b a s in ” of the
river.
(IY .) (a) P oint out the source
of the river, and its feeders as
made in the sand tray.
(b) Trace th e course of the
river drawn in th e sand.
(c) Make different kinds of
m ouths in w et sand for the
rivers drawn therein.
(d) Deduce why so called, and
show the dry bed and pour
w ater into it.
(e) Raise these on th e sand
map for raised banks, and level
them to show flat banks above
th e deep bed marked in th e sand
tray.
A fbil , 1900.]
TH E
EDUCATION
D R A W IN G N O T E S.
“ The Practical Teacher’s A rt M onthly” for January has
some very interesting specimens of drawing from nature ;
taking the convolvulus leaf and flower. There is also an
article on “ Clay Modelling,” and some “ H in ts on Model
D r a w i n g s h o w i n g how much easier it is to draw models
with a background of black cloth, or something which
shades all other objects at the back of the I'oom. There
are also articles on “ Cardboard Modelling,” “ L ight and
Shade,” etc. In “ The Daily Rounds of a D raw ing
Inspector,” in the same issue, there are some valuable
remarks on the m isunderstanding of Froabel, by those
-who insist th a t K indergarten Drawing is simply to
draw on squared paper or slates.
The w riter points
out th a t Frcebel recognised the formative and creative
instinct of ' all children, and th a t the children’s self­
activity in the expression of w hat was in their own thoughts
was the principal consideration in drawing as in other
m atters; but what was often called kindergarten drawing
failed in the very points which Frcebel would have insisted
upon. I t is not spontaneous, and it is not true to nature.
As Rusldn said, “ Wheresoever the search after tru th
begins, there life begins; wheresoever th a t search ceases,
there life ceases.” To draw things, therefore, on these
squared slates as they do not appear is to distort the child’s
observation of the facts of life, and give a conventionalism
which is not desirable in a child. For right-line forms and
geometric patterns the squared slates are m ost valuable, as
they give great assistance to the children. F or drawing
patterns in coloured chalks, or even in black and white,
which should give the children an opportunity of elementary
design from their earliest times, these chequers can be turned
to great use by skilful teachers. Generally infants will be
found to draw a curve more easily even th an a square, and
should be encouraged to do so. The straight-line animal,
wheel, etc., which appear in some books, and the boxes,
tables, and chairs in false perspective, should be avoided.
T R E A T C H IL D R E N R E SP E C T F U L L Y ,
In “ The Teachers’ A id ” for January the following
appears above the signature of Superintendent Andrews,
Chicago:—
Never use, at a pupil's expense, satire, sarcasm, or any biting
speech, or apply to him any opprobrious epithet. Shame on you if
you do such a thing. It is an abuse of your superior position,
and w ill cause you to be despised as you deserve. B u t th a t is not
th e "worst; it w ill lose you your moral and m ental .command over
th at pupil, and perhaps over many. The boy or girl whose
feelings you have injured -will never again open heart or mind to
you as you desire. Not only should we never express contempt
for backward or refractory children, but we ought, if possible,
never to feel this. Try to respect all your pupils ; the dullest and
the least hopeful with the rest. W hat a comfort to teachers to
mark how often children who are very dull at first, in tim e
distance the m ost precocious! W e should respect all, even if
th ey were sure to be permanently d u ll; but you can never know
this. The backward boy, who spells ill and can never learn the
m ultiplication table, he, too, is a product of the D ivine Spirit.
H e may prove a Kepler or a Darwin. You w ill, at any rate,
probably make him a good citizen, which is important enough.
I f you can feel th is hopefulness about a slow pupil so as to impart
it to him , it w ill immeasurably help both him and your efforts
for him. Even in the rare cases where you can neither express
uor entertain such hope, do not in any way make known to your
pupil your despair. I t would do more than anyth in g else to
blast him.
CIRCULAR.
113
M A N N E R S I N G O V E R N M E N T SCHOOLS.
“ M anners m aketh M an.”
- (By Miss Jane- Anne Nisbet.)
The decay of good m anners has been looked on by many
writers as one of the worst signs of our times. Edm und
Burke exclaimed in his lam ent over M arie Antoinette,
“ The age of chivalry is dead ;” similarly, many writers in
our own day are ready to assure us th a t “ the age of good
manners is dead.” Some years ago H am ilton Aide wrote
a strong article in a leading journal in which he gave a
vivid picture of the decay of good manners among the
upper classes of E n g la n d ; and some time after we meet, in
serials and newspapers, laments over the rudeness of ser­
vants and tradespeople. Perhaps the most serious aspect
of the question is its bearing in relation to children. The
position of children in Government schools to-day is very
different to w hat it was a quarter of a century ago. Then
resjJect for parents and older people was rigidly enforced,
both at home and in school. The passing of the Com­
pulsory Education Act swept into public schools the gutter
child, and placed it side by side with the children of
resjDectable parents, not always to the advantage of the
latter. The result has been a grievous deterioration of
manners, and the gradual withdrawal of the better class of
children from the Board Schools in England. In A ustralia
things are different; we have not here the slum class.
Our Government Schools are filled with the children of
the respectable well-to-do working class, sometimes of the
professional class, vet the consensus of opinion is th a t the
manners of colonial children are even worse than those of
their English cousins. The reasons for this we cannot
discuss here. W h at we want to think of for a short time
is, what can be done by teachers to raise the tone of their
scholars ?
How can the manners of our school
children be improved, and w hat would be the result
of such improvement ?
I think every Government
teacher will agree with me th at the manners of their
scholars are generally not w hat'w ould be found in good
secondary schools, and the question is, W hy are they n o t't
Politeness costs nothing, and it is as easy for the son of a
day labourer to be polite as for th e son of a p e e r; indeed
good manners for the former are of more importance than
the latter, because then- absence may in a measure make or
m ar his success in life. The pleasant-mannered workman,
shop assistant, or servant has a much better chance of
getting on th a n the rude one. Good manners among the
upper classes are the natural heritage of th eir children.
Constantly surrounded by well-bred people and a superior
class of servants, they naturally possess the ideas and
manners of their class. W ith our Government School
children it is different; they have not the same home
influences, consequently manners have to be taught them
in the same way as reading or arithmetic. Their parents
have very often neither time nor knowledge to im part
them , so the task of refining and civilising falls on the
school, and has to be carried out by the teacher. I t may
seem hard th at, in addition to his already large tale of
bricks, this, too, should be laid upon him ; b u t thinking for
a moment will lead him to see th a t after all this is one of
the most im portant aspects of his work. M anners have
been defined as minor morals, and their bearing on
114
TH E
EDUCATION
character cannot be overlooked. The estim ate formed of
their importance was forcibly illustrated as fa r back as the
fourteenth century, when W illiam of W ykham (himself
the son of a peasant, b u t who rose to be Chancellor of
England) wrote the motto with which I have headed this
paper over the great college which he built. H e m eant to
impress on men how im portant a p art they played in the
forming of a hum an being.
The ideal aim of school is to
form character, and the thoughtful teacher will set this
goal ever before him. The tone of our schools cannot be
raised until the basis of good manners has been laid. Bad
manners are generally the outcome of irreverence and
selfishness.
Children as a rule are naturally thought­
less, and they m ust be tau g h t unselfishness in much
the same way as gram m ar and arithmetic.
I t is
the work of parents and teachers to check the
natural tendencies until unselfish consideration for others
has grown habitual. The teacher who aims a t making
his scholars ladies and gentlemen in the highest and best
sense of the words will begin by carefully watching himself,
avoiding little vulgarisms of speech or manners, and taking
care to c a rry o u t in his own person th a t cleanliness and
refinement he wishes his pupils to im itate. In his inter­
course with his subordinates and scholars he should be
punctiliously p o lite; commands should if possible assume
the form of requests, and when fault has to be found it
should be done in quiet calm tones. I t is usually the
junior teachers whose manners require watching—boys
and girls who have been ju st raised from their classes to a
position of authority. They are young, and often adopt
a domineering, disagreeable tone in dealing with children,
which older and wiser people would not use. The judicious
head teacher will watch and point out privately oft'ensive
peculiarities of voice, speech, or manner which he may
have noted. In dealing with the children the teacher
m ust begin with the in fa n ts ; the little ones m ust be
taught to be gentle and polite to each other. Form al
teaching should be given all through th e school in the
form of object lessons. W ith older pupils all breaches of
good m anners should be noted when they occur, and
publicly checked. No boy or girl should be allowed to
pass in front of another without apologising; to ask for
anything w ithout saying “ Please,” or to return anything
w ithout the usual “ Thank you.” Undue boldness in
talking should be checked, and throw ing books or pencils
promptly stopped. The mixed school teachers should
train the boys in coiu-tesy to the girls. I n the m ind of
the average school boy of the working class there lurks the
idea th a t deference to girls is unmanly. This m ust be
combated by the teacher, and th e idea impressed on their
minds th a t tru e manliness and courage consist in tender­
ness towards all those weaker than themselves. The boys
should wait till the girls are seated, and rem ain in their
seats till the girls have left the room, and be taught to greet
them respectfully. On the side of the girls politeness is often
looked on as “ putting on side,” to use colonial slang. Hence
the brusque pert manner which is a marked tra it of the
A ustralian working girl. For this the best remedy is to
point .out th a t rudeness is vulgarity ; and self-respect
demands th a t they should behave as ladies. Appeals of
this kind are usually m ost effective with girls. N ot only
must the teacher aim at a high level of courtesy in school;
he m ust see th a t the same level is kept up in the plav-
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CIRCULAR.
[ A p k i l , 1900.
ground. T hat is where children show themselves in
their true colours. The conscientious teacher will carry
his oversight even into play, and while encouraging fun
will check all undue roughness, and sternly repress selfishness, meanness, or tyranny on the part of the children to
each other. Many teachers will no doubt exclaim, “ B ut
what is the use of all this extra toil and anxiety on our
part when the children go back to homes where no regard
is shown for these refinements, or out into the street,
where they mix with rough, rude companions V ” The
home influence you cannot affect; b u t if your scholars have
been systematically trained to politeness in school it will
tell, and in time will prove a softening and elevating
influence in their homes. The behaviour of their scholars
iii the streets is often a sad trial to teachers who have
striven hard to lead them upwards ; but an earnest teacher
will take note of the behaviour of his pupils beyond the
school gates, and rem onstrate privately on public breaches
of good behaviour. Above all, let the teacher cultivate in
school esprit de corps; let every boy and girl be tau g h t to
feel th a t he or she is individually responsible for main­
taining and upholding the tone of the school to the outside
world, and gradually bad manners will die out, and a race
of thoughtful and polite men and women will be the
outcome. In our Government schools the strain of work
is great, and the teacher is often sorely tem pted to put
instruction in what, will secure passes before him as a goal
to be aimed at. to feel th a t when a high percentage has
been secured his work is done, and his duty ends. B ut
does it ? By looking only a t the lower side of his work he
misses the highest, e.g., the cultivation of character; the
form ing of a high tone in his pupils. The attainm ent of
a higher standard of manners in our schools would be
beneficial to teachers, parents, and the State. To teachers,
because work and discipline would be much easier, punish­
m ent would be diminished, and there would be the comfort
of dealing with gentle-mannered children. To the parents
the gain would be found in increased respect for their
authority ; home life would be happier and more refined;
while to the State the gain would be equally great. The
whole moral nature of the children would be im proved;
unselfishness, obedience, and reverence being the result.
Nations, like individuals, have to cultivate character, and
it is to be feared th at if we were “ to see ourselves as others
see us ” we should not be altogether pleased with the
result. Much of the hatred of foreigners for the English
is doubtless owing to our brusque, uncourteous manners.
We, as a people, lack the suavity of the- Latin races. By
striving to inculcate and enforce good manners in his
school, the teacher is unconsciously raising the national
character, and, in his hum ble way, aiding the Anglo-Saxon
race to overcome the dislike felt for them by the polite
nations of Europe.
(Teachers wrould do well to carefully distinguish polite­
ness in manuers from servility. Much rudeness is due to
uneducated ideas of independence, and the false feeling
th a t if a man is as good as his neighbour he is not to render
him civility. Deference, too, may be due to an office apart
from the holder of it, and it is right to render it fully ; and
it is only insincere and exaggerated deference which
becomes servile. I have often been grieved to see how
little school children are taught to raise their hats to lady
visitors or to inspectors and teachers. On the other hand
Apr
il
,
1900. J
TH E
EDUCATION
I can vividly recall when as schoolboys a t a big English
school we capped the Headmaster, how greatly we
appreciated th e courteous raising of the D octor’s top hat
in response to even th e smallest boy’s salute.—E ditor).
CO M PO SITIO N .
“ The Inspector’s N otebook” page in the July “ P rac­
tical Teacher ” is devoted to Composition as a p a rt of the
E nglish course. I t is scarcely suitable to our curriculum in
its entirety, but interspersed throughout are many hints
which teachers may find helpful, and we publish those
most adapted to our course. The Inspector w rite s:—
B egin a t th e bottom, and le t the children do plen ty of
w ritten work. W e sh all th en have some interesting pieces of
original literature in th e higher standards. Malce use of your
object lessons in the lower standards. A fter a lesson has been
given on th e cat, say, your class m ight w rite a short them e on
th a t animal. In the higher standards make use of the class and
other subjects, and le t the lessons in geography be reproduced. I t
is a very good exercise to write a piece of ordinary prose on the
board w ith th e stops and capitals omitted, and ask th e class to
w rite i t in their books correctly. Care m ust be taken in selecting
th e subjects. The object of the lesson should be borne in mind,
nam ely, to teach the scholars to w rite th e E nglish language cor­
rectly. Often too much 'of the tim e is taken up in doling out
inform ation to th e scholars. In poor localities the subjects should
be simple, and such as the children w ill have some information
upon. I f you take abstruse subjects, and have to te ll the scholars
all about them before you start, you will be stu-e to have stereo­
typed essays. In a school attended by children who can gain
access to books, announce th e subject a day or two beforehand,
w ith a request th at th e scholars should try to read tip or find out
otherwise some facts relating to it. I f you think books are in ­
accessible, choose a subject about which inform ation can be gained
a t first hand. For instance, te ll your class on F riday to observe,
very carefully, a hen, before M onday morning, when you ■will
expect them to be able to write som ething about th a t bird.
Again, pu t an object in front of a class of children, and te ll them
to examine i t carefully, and write down a description thereof.
The teacher should keep a book in which to note down ail the
general errors in sp ellin g and composition. The children should
be ta u g h t the correct ways of heading, commencing, and closing
letters. The various ways of ending letters should be taken, and
practice given in selecting the one most fittin g to particular
occasions.
I n closing his rem arks the inspector quotes from a
recent Blue Book, as follows :—
The teaching of composition should begin in the infants’
school to th is extent, th a t the children there should give their
answers in complete sentences. In the senior school th is excellent
practice should be continued at all tim es. During the “ w ritin g”
lesson th e character of the exercises may be usefully varied.
Sometimes th e scholars m ay work examples from some w ell
arranged published series of exercises; som etimes common words
w ell w ithin th e children’s exercises, all illustrative of some one
spelling rule, may be placed on th e blackboard, and th e children
may put them orally into sentences, to be w ritten b y th e teacher
and transcribed by the class. Or, again, some simple object, such
as a bell, may be placed before the class, and the sentences com­
posed by the children about it m ay be treated in the same way.
B u t in all cases i t is absolutely essential t h a t the children should
n ot only make th e sentences, nor even content them selves with
seeing them written, but write them w ith their own band, for it
is w ith th e correct aspect of the word as presented in his own
handw riting th a t each scholar’s eye should be trained to become
familiar.
The schemes of composition teaching set out in th e syllabuses
are, as a rule, sadly w anting in step-by-step developm ent, and
consist m ainly of a mere lis t of subjects for haphazard practice.
Composition is approached from th e side of matter, n ot m ethod ;
CIRCULAR.
115
and the laws which hold good, whatever th e subject may be,
are either w holly neglected or casually and unsystem atically
touched. The practice, too, of reading to the children a story to
be reproduced by them supplies them w ith th e composition ready
made, and makes no appeal except to their memories. Far better
i t is to place on the blackboard the mere skeleton of a story or
th e headings of a subject and leave th e children to compose the
sentences them selves, w ith gradually dim inishing assistance from
the teacher.
T E A C H E R S’ A SSO C IA T IO N S.
Gm eiN.—A meeting of the Gingin D istrict Teachers’
Association was held on Saturday, 17th February, in the
Gingin School; Mr. Preston occupying the chair. The
following officers were elected:—President, Mr. Inspector
M cCollum; Yice-President. and Secretary, Mr. Nadebaum ;
Treasurer, Mr. Clarke.
I t was resolved to join the
Teachers’ Union, and Messrs. Preston and Nadebaum were
elected delegates to the Conference. Mr. N adebaum read
a paper on Tonic Sol-fa, a num ber of scholars attending to
give a practical illustration to the lesson. The paper gave
a short history of the foundation and spread of the
system, and pointed out th a t Tonic Sol-fa was never
intended'to supersede the Staff Notation, b u t rather to act
as a stepjjing-stone to it. The children present were set a
num ber of tests as an example of the ease by which the
system is learnt. A vote of thanks to the lecturer ter­
m inated the meeting.
A l b a h t . —The annual meetiDg of the Albany branch of
the Teachers’ Union was held on 17th February. Mr.
Inspector Gamble presided, and there were present ten
teachers and two pupil teachers. The minutes of the last
meeting were read and confirmed.
Correspondence was
read and received. I t included a letter from the Hon.
Secretary of the Executive Committee, P erth, relating to
the Inspector General’s reply to the recommendations of the
recent A nnual Conference. Messrs. James, Colbert, and
W ood were elected members of the Branch. The new rules
of the Branch were considered, and, w ith slight amend­
m ents, adopted. The A nnual Report was read, showing th a t
four meetings had been held since the inaugural meeting
in June last, and th a t Messrs. Horton, Sadler, Jones,
Richardson, and Mrs. H orton had given lectures on the
Sol-fa method, drawing, unitary method, decimalising
money at sight, and the phonic method, in the order
named.
The receipts for the year were-shown to be 21s., and the
expenses 15s. 8d., leaving a credit balance of 5s. 4d.
Mr. Gamble was re-elected President for the ensuing
year, and the following office-bearers were elected:—Mr.
H orton, vice-president; Mr. Wood, secretary ; Mrs.
H orton and Mrs. Jones (in addition to the foregoing) as a
committee ; M r. Colbert, auditor.
Mr. Gamble answered numerous questions dealing with
the curriculum and regulations, and also gave a very
interesting address on the methods of teaching arithm etic
and writing, for which he was accorded a hearty vote of
thanks.
I t was resolved to approach the Department- through the
executive committee of the association to ask the kindly
consideration of the present arrangem ent of examining
teachers, under which it is compulsory for all to attend
116
THE
EDUCATION
CIRCULAR.
[A
p b il
,
1900.
P e r th ; thereby causing country teachers to incur very great
expense, in addition to the discomfort necessarily connected
with travelling in the hottest p a rt of th e year, and with
lodging away from home. Messrs. Jam es and H orton
volunteered to give lecturettes a t the next meeting, and by
special request Mrs. H orton consented to give a lesson on
the Phonic method to a class of infants.
A box of K indergarten materials lent by Mr. Gamble
was inspected, and an adjournm ent was th en made to the
infants’ departm ent, where an exhibition of K indergarten
w o rt done by the babies’ class was shown by Mrs.
Horton.
D IS T R IC T B O A R D S, ETC.
Denmark M ill.—The Plantagenet D istrict Board of
Education has appointed Dr. Gray and Mr. Brady as
Delegates a t D enm ark Mill.
Boebourne.—Messrs. E . W . Moore and H . B. Geyer
have been appointed members of the Roebourne D istrict
Board of Education, vice M r. H arney (deceased) and Mr.
Tee (resigned). The Rev. H erbert P itts has been ap­
pointed Chairman and Hon. Secretary.
Jarrahdale.—Mr. T. Jam es has been appointed Dele­
gate for the Armadale and Narrogin Brook schools.
SCHOOL E N T E R T A IN M E N T S .
Cannington School.—H ead Teacher, M r. E . J. Hayes.
Picnic held on Saturday, F ebruaiy 3. The donations
amounted to £11 5s., which was distributed as follows:—
Refreshments, £ h 3s. l id .; toys, £ 1 ; prizes for races, <£1
2s. 6d.; band, ,£3 18s.
STOCK N O T E S.
In compliance with requests from several teachers, the
D epartm ent has had a supply of Quarterly Attendance
Cards printed. These are for presentation to the children
who have made the maximum num ber of attendances
during the quarter, and will be supplied on application.
Marbro School.—Teacher, Mr. B ernard Bangle.
Concert held December 16. Taken a t door, £ 3 16s. 3d.;
donations, £ 2 1 0 s.; total, £6 6s. 3d. Of th is am ount
<£1 4s. 4d. was spent in prizes, 5s. on clubs, costumes
7s. l i d ., and athletic sports prizes £ 2 10s. The balance
will be devoted to purchasing painting materials.
Gookemup School.— H ead Teacher, M r. G. W . W ard.
Subscriptions and donation, £ 5 12s. 6d ; sale of
concert tickets, £ 2 18s.; total, £8 10s. 6d. The expenses
amounted to £ 3 9s. 9d., and th e balance was expended in
the purchase of books for prizes and th e library, and a
school stamp.
North Fremantle School.—H ead Teacher, Mr. A. M.
Cooke. M r. Cooke reports the sending of a second sub­
scription of 12s. to th e West Australian P atriotic Fund,
the result of contributions by th e scholars.
The D epartm ent has now a supply of painting books
which are more th an double the size of the penny series.
The price has accordingly been altered to twopence.
Teachers will please make this alteration on their price
lists.
Teachers are requested not to fill iu the money column
of the Sale Stock Requisitions, as sometimes the D epart­
ment runs out of a certain article, and this necessitates a
good deal of alteration of figures.
The following diagrams, which do not appear on the
A nnual Requisition Form , are in stock:—
Source and Circulation of W ater.
Pollution of W ater.
Purification of W ater.
Vegetable Productions.
P lan ts used for Perfume.
P lants used for Clothing, Cordage, etc.
Spider.
Potato and Artichoke.
North Fremantle In fa n ts’ School.—H ead Mistress, Miss
Hawkes.
These diagrams may only be applied for when sending
A collection for the Morning Herald Penny W ar F und
was made in th is school, w ith the result th a t the sum of i in the requisition for the annual supply of stock.
17s. 4d. was raised and transm itted to th e newspaper.
B y A u t h o r i t y : R i c h a b d P e t h e r , G o v e rn m e n t P r in te r , P e r t h .
WESTERN
AUSTRALIA,
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
N o . 10.]
M AY,
1900.
[V o l. I 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.
B2
Derrick, Oswald P.
"McAliece, Isabella
E nglish, John
Quinn, John A. ...
H ughes, Robert G.
Butler, Thomas H.
Sm ith’s M ill ...
* W orsley M ill
Donnybrook ...
* North Dandalup
Kojonup
Yardarino
...
H.T.
H .T.
H.T.
H.T.
H.T.
H.T., prob.
Andrewartha, Lily
Hannuill, Elizabeth H
Cullinane, Mary Jane
Beddoes, Kathleen
P rist,'L ily
Carew, Mary C. ...
H enzell, Emma M.
Albany In fants’
H ighgate In fants’
Albany
Geraldton
Clarem ont. ...
Frem antle Girls’
Beaconsfield ...
A.
A.
A.
A.
A.
A.
A., on supply
Tree, Hose
Schneider, Agnes
Schmidt,- Anna ...
Kemp, K athleen T.
K atanning ...
Canning M ills
Subiaco In fants’
Esperance
Mon.
Mon. and S.M.
P.T.
P.T.
4th Class
■it-h Class
P.T.
4th Class
P.T.
P.T.
S.M., prob.
4th Class
3rd Class
Gibson, Jane
Jones, Mabel L. ...
Gill, V iolet
Quinn, Agnes J __
Do.
Subiaco In fants’
Perth Girls’ ...
North Dandalup
Cl
Bl
N il
C l, p r o v .
Nil
Salary jjer
aiirnun.
i
!
£1S0
£110
.£200
£90
£130
As per
R egulations
02
:
C l, prov.
i
490
£90
Cl
|
£90
N il
C l, prov.
C l, prov.
B2, temp.
|
:
!
£70
£90
£90
As per
R egulations
£30
£52.
£16
£ 1 6 aad £ 4
allowance
£ 1 6 and £ 4
allowance
£16
£25
£12
* 5Tew schools.
C L E A N IN G OF C H IM N E Y S .
The following circular has been received from tlie Public
W orks D epartm ent on the above su b ject:—
1. The chim ney of each office or room, and also of every
liv in g or general occupation room in quarters attached
to public buildings, in which there may have been a
fire during the w inter months, to be sw ept at th e end
of the cold season.
2. The chimney of every kitchen or cooking .place connected
w ith quarters attached to any public building to be
swept not less than once every three months.
3. Officers occupying or in charge of public \buildings and
quarters w ill be held responsible for so arranging.
4. Vouchers for these services to be sent in to the head o f the
D epartm ent concerned for transm ission to th e Public
Works Department.
Teachers are therefore requested to forward tenders for
this work in their schools or quarters, or both, a t their
earliest convenience.
A C O R R E SPO N D E N C E C O M PL A IN T .
Many teachers still send direct to the Department, letters,
etc., th a t should be forwarded through the D istrict Boards.
Regulation 196 specifies most distinctly the correspondence
which should go through the Boards, and teachers are
requested to carefully bear this in m ind when w riting to
the D epartm ent. A s the D epartm ent returns those letters
which should, b u t do not, come through the Boards there
is a delay in taking the necessary action. The Boards, on
th eir part, are requested to forward the letters on to the
D epartm ent promptly, particularly those dealing with
118
TH E
EDUCATION
ieacliers’ assum ption of duties, use of buildings, appli­
cations to close school, etc.
T H E A N N U A L R E Q U IS IT IO N S .
D uring tbe past year a very large num ber of teachers
forgot to apply, on their A nnual Requisition Forms, for
such articles as clay, cardboard modelling material, colour
work, etc., and therefore had to forward supplementary
requisitions. This year teachers are advised to be ex­
tremely careful, when malting out their requisitions for the
annual supply, to see th a t everything they will require
during the year is applied for. No supplem entary requisi­
tions will be considered by the D epartm ent except in special
cases where an abnormal increase has occurred.
P E R T H E V E N IN G SCHOOL.
The D epartm ent wishes the P e rth Evening School to
become a continuation school for the scholars who may
from tim e to tim e be leaving, and, by way of aiding the
Departm ent, head teachers are requested to beep this
information prominently before the children. The prin ­
cipal schools in P e rth and suburbs 'will be supplied w ith
a notice, which should be affixed to th e notice board,
calling attention to the fact th a t scholars who are leaving
may continue their studies a t th e Evening School. The
head teacher should also keep by him one or two of the
kand-bills which the Dejsartment distributes a t the
beginning of the term , so th a t full particulars, regarding
the Evening School may be supplied. A t the same time
the benefit to be gained by continuing his education m ight
be pointed out to the boy—or similarly in the case of a
girl—and an endeavour made to create an interest in the
acquirement of fu rth er knowledge.
P U N I S H M E N T BOOKS.
Pages will not, as before, be taken out of these books at
the tim e of examination. W hen the Punishm ent Books
are full they should be returned to the D epartm ent, where
they will be kept a year or so, in case a t any time reference
to. the books are needed on complaints of parents.
V O U C H ER S FO R T R A V E L L IN G E X P E N S E S .
The attention of teachers is drawn to the fact th a t it is
necessary, in cases where claims are made for freight on
luggage, th a t the recognised railway forms m ust be
forwarded, s h o w i n g the weights and cost per ton. In all
cases where payments have been made, except in the case
of rail fares, proper receipts m ust be forwarded. I n
furnishing accounts, teachers m ust see th a t th e names of
the differeut stations or places between which the travelling
took place are duly inserted in the account.
M r. J. T. SA D L E R , M .P .
The D epartm ent m ust congratulate Mr. J. T. Sadler,
late H ead Teacher of W est Leederville School, on his
■election as a Member of th e Assembly in "Victoria. H e
was returned for Grenville l>y a m ajority of nearly two to
one.
CIRCULAR.
[M
ay,
1900.
T E A C H E R S’ P R IV A T E A D D R E S S E S .
Teachers are asked to send their private addresses to the
D epartm ent before vacations. I f any urgent communica­
tions are necessary, the D epartm ent is often a t a loss as to
where they should be sent.
B R U SH W O R K M A T E R IA L .
In reply to certain requisitions for Brushwork material,
the D epartm ent wishes to point out that, owing to an error
on the p art of the agents, three gross of. the wrong brushes
were supplied, and these had to be returned. As a conse­
quence the D epartm ent is unable to supply brushes to
those teachers requisitioning, but hopes to be able to do so
in about three weeks, when a fresh consignment is expected
to arrive.
T H E C IR C U LA R .
Some teachers seem to be under the impression th a t the
Circulars forwarded to each school should be kept in the
school. This is not so. One copy is to be retained, and
the remaining copies are to be handed to the different
assistants, including pupil teachers and monitors. Should
a head teacher not receive a sufficient supply, he should
notify th e Departm ent.
A M E N D M E N T S TO R E G U L A T IO N S.
R e g u l a t i o n 69.
The Executive Council has approved of the following
amendment to Regulation 69. The increases therein con­
tained will come into operation on the 1st M a y :—
The scale of salaries will be as. follows:
Supply Teachers in
Charge.
Male.
Female.
................ ,£3 per week
... 4 2 10s. per iveek.
Class Y I.
Provisional A ................4 2 8s. per week
... 4 2 2s. per week.
Provisional B ...
... £ 1 18s. per week ... 4 1 14s . per week.
Salaries of A ssistants on Supply holding :
Male per Week.
B Certificate
C Certificate
Unclassified
..
...
................
................
£ 3 4s. to £ 3 12s. ...
£ 2 10s. to 4 2 18s. ...
4 1 10s. to 4 2 4s. ...
Female per Week,
£ 2 10s. to £ 2 18s.
£ 2 2s. to £ 2 Ss.
4 1 10s. to 4 1 18s.
C L E A N IN G ALLO W ANCES.
The following new scale of Cleaning Allowances has
been approved, to come into force on the 1st July, 1900:—
An allowance for tlie cleaning of schoolrooms, etc., w ill be made
to the head teachers of schools as un der:—
(a.) S.PJD. Schools, 4 2 per annum (or 3s. 4d. per month).
( 6.) Provisional, 4 3 per annum (or 5s. per month).
(c.) Schools with average of 21-35, 4 4 per annum (or 6s. Sd.
per month).
(ci.) Schools w ith average of 36-55, 4 6 per anm uu (or 10s. per
m onth).
(e.) Schools w ith average of 56-75, 4 S per annum (or 13s. 4d.
per m onth).
(/.) In schools of over 75 average attendance, an allowance a t
th e rate of 2s. per room per week may be granted.
(<;.) A ll Goldfields schools (irrespective of attendance) m aybe
paid at th e rate of 3s. per room per week.
(h.) Closets to be counted as one room.
M
at,
1900.]
TH E
EDUCATION
2. In consideration of th is allowance, the head teacher will
be required:—
(a.) To have the premises, including outbuildings, sw ept and
dusted daily, and washed w ith sufficient frequency to
keep them thoroughly clean.
( b.) To find soap for the lavatory, and provide for th e washing
of the towels.
3. The average attendance for the half-year ended 31st
December w ill fix the allowance for the succeeding year.
4. In fant Schools w ill be cleaned in conjunction w ith Senior
Schools, and H ead Teachers of th e latter should claim for the
whole amount of the allowance.
CIRCULAR.
119
not always be provided by the teachers. I t seems to me
to be a good idea for a teacher to say to his pupils : “ Boys,
we will have a lesson on plants on W ednesday. I would
like you all to bring specimens.” By W ednesday what a
j fine collection of plants you would have to choose from,
j and, for the same reason, I believe in the good to be derived
! from museums, mainly of the children’s own contributing
and gath erin g ; while by the very fact of keeping them on
the look-out for specimens, you have set their observation
to work and laid the foundation of who can tell how much
good to the cause of science in the future.
W ith regard to the method of giving Object Lessons, I
will only say—strive to educe as much inform ation as
possible from the children: not one or two of the brighter
ones only; encourage each one to tell something, and you
■will achieve the additional advantage of adding to their
power of expressing their ideas in words. Simultaneous
or class answering is generally so much time wasted in a
lesson of this description.
I n connection with “ Observation,” I may also mention
Drawing, which holds a very high place for its educative
value. A part from its utility as a m anual exercise, it may
become a means of observation training of great importance.
To draw an object exactly calls into play the perspective
faculty in its acutest degree; to reproduce an object from
memory requires a most exact knowledge of the intricacies
of its form and general appearance; and as a branch of
technical education, it has been well said th a t “ he who
can draw an article correctly will not be long in learning
how to make it.”
N O T E S ON O B S E R V A T IO N T R A IN IN G .
(By Mr. Inspector McCollum.)
The essential difference between the old and the new
Educational spirit consists in the prominence given to the
faculty of observation. To the old-time Schoolmaster the
inquiring element was an enemy to be combated un­
ceasingly, and ruthlessly destroyed. H is plan was to din
into the pupil’s ears the results obtained by years of
abstract culture, and then leave him to inwardly digest the
knowledge so obtained, as his tu to r had done before him.
In our modem Education it is the teacher’s aim to
suppress himself, and to let th e observation of the child
have full p la y ; his business is .to provide the observing
faculty w ith food of the rig h t sort, and lead it into the
channels which ultim ately reach the facts predetermined
by the teacher. This leads up to a subject which is often
very indifferently understood or carelessly dealt with in*
schools—I refer to the training of the Observation. We glean
nearly all of our practical knowledge from our contact with
A N O T A T IO N BOX F O R JU N IO R S .
the outside world, so the sooner a child is set to examine
{B y F. Cr.)
the world he lives in, and the'objects, anim ate and inauiI
t
is
very
remarkable
th
a t many teachers of undoubted
niate, which fill it, the better. A child starts life utterly
ability eschew simplicity in the choice of apparatus for
ignorant of th e outside world and its relation to himself.
All his knowledge m ust be self-acquired from his sur­ teaching arithmetic. They lose sight of the fact th a t the
simple m ind of the child m ust be led by simple methods.
roundings ; and so, from the moment of his birth, what
may be styled his “ inner consciousness” tells him th a t he The w riter has seen some wonderful pieces of mechanism
m ust always be finding out something fresh : hence his worked by springs, traps, etc., m anipulating sliding discs
restlessness ; his frequent inattention during an uninterest­ or marbles which disappear and re-appear. These, the
teacher will assure you, the child can work for himself,
ing lesson ; his inability to “ sit still.” H e is never so happy,
never so quiet, as when he is exploring the fields of knowledge •b u t I am sure most thoughtful teachers would condemn
them, because the child’s instinct of . inquiry would be
for himself. This instinct only needs guiding and controlling
directed to the box itself and not to the problem. The
aright to become one of the m ust fruitful characteristics of
child nature. Training the observation does not merely imply knowledge of how it was made and how it worked would
the cultivation of th e power of perception. I t means, as be more interesting to the class th an the sum of 3 marbles
well, the im parting of the power of elimination, or retaining plus i marbles. U p to the num ber 9, I find th a t the
ordinary counting board made with about 18 holes is the
the good and rejecting th e bad from among the impressions
im parted by external objects—otherwise the benefit of best. A description of a large counting board is con­
But, before any
observation is a doubtful quantity. A lthough the teacher tained in H artley’s Manual, P a r t I.
should aitn at cultivating the observation in all branches apparatus is placed before jimiors, they should have object
of school work, there are lessons which are specially de­ lessons sufficient to familiarise them w ith the objects to be
vised for this purpose—I allude to Oral and Object Lessons. used, thus leaving their minds free from all speculation as
I t is deplorable th a t there should be instances where to their composition, etc. For num bers 10 to 12, I should
recommend teachers to make an apparatus which I
teachers look upon an Object Lesson as an opportunity to
designed, and which the late Mr. H artley thought very
teach by rote a long string of facts concerning th e anatomy
good. H e took a specimen to the Ballarat Exhibition, so
of a horse, or the manufacture of silk, or other such lessons,
as the case may be, w ithout so much as an object or some teachers may have seen i t ; but th a t was adapted to
Standard I., and dealt w ith 100. The small box can easily
specimen to give the children to handle or arouse their
attention and interest. H alf the success of an Object be extended to Standard I., as teachers will see for them ­
selves.
Lesson depends upon the specimens collected. These need
TH E
120
EDUCATION
Procure a piece of cardboard (a piece of a drapery box
■will do) and cut it to bold ten 1 inch cubes, as follow s:—
5 -nr in-
M ark along dotted lines with a knife, and bend up the
sides; fasten the sides outside w ith bookbinders’ cloth and
fish glue. Now, ou the bottom of the box, paste alternate
squares of, say, red and green, or any bright contrasting
colours. Note th a t the sides are seven-eighths inches high,
so as to allow of the removal of the cubes. P u t 8 cubes
in the box, and th e child sees a t a glance th a t 2 are
required to make one 10. Such problems as 12 m inus 6
equals 10 minus . . . . equals . . . . may be worked with
this box easily, and not only worked, b u t understood. Two
boxes of G ift 3 will provide you w ith 16 cubes a t a cost of
a shilling, while the cost of th e box will be, say, a penny.
In conclusion, I would advise those teachers who make one
of these boxes to give object lessons, before use, on a box,
a cube, a square, and colour respectively.
CLAY MODELLING-.
(From “ The Teachers’ A id " )
“ A nasty, messy occupation,” says th e young teacher,
looking critically at her p retty hands and nicely-kept finger
nails. Then her glance rests affectionately on the m ats
which th e children are working with coloured silks ; m ats
for which the teacher chose the colours and arranged the
design, leaving for th e children nothing b u t mechanical
occupation, no- scope for their inventive genius nor for their
imagination. B u t th e young teacher is a favourite of
mine (although, a t present, she regards me as her worst
enem y),.and I can see th at.th ere is a latent power in her
coupled w ith an infinite capacity for taking pains ; there­
fore, I th in k it w orth while to try to educate her. B u t
breathe th e word softly, for our young teacher thinks th a t
her education was completed in college, which she has but
recently left, crammed with theories th a t have now to be
proved. Bye and bye she will spend hours of her leisure
time in finishing off these mats, and the children’s friends
will exclaim, “ How sweetly p retty —th a t shall go in the
parlour.” No, I am not hard upon you, my nice young
teachers ; b u t I w ant you to be satisfied w ith a very little
of this fancy work, and to be willing to give more tim e to
less showy b u t more educational m atters.
I spent yesterday afternoon w ith Miss Goahead, and the
lesson after playtime happened to be clay modelling.
Miss Goahead is nothing if not methodical, therefore her
method of organising this somewhat unpopular occupation
may inspire some of my younger readers to take h eart of
grace and give it a t r i a l ; a course which I -am certain, if
properly managed, they would never regret. On the table
stood a hillock of wet clay. On the desk in front of
CIRCULAR.'
[M
at,
1900.
each child were laid a sheet of newspaper, a trav and an
acom.
The pinafores were ju st being given out as I entered the
room, and one earnest youth instantly attem pted to get into
his.
B u t discipline m ust be maintained, and a quiet “ P u t
your pinafore down, Norman,” stopped the boy in his
prem ature efforts. The pinafores all being given out,
“ Now p u t them on as much as you can without
moving.”
This was done.
“ Stand out and help each other.” .
In less time than it takes to write it, the pinafores were
all fastened and the children seated again.
“ Come,” said the teacher brightly.
The boys from the front row stepped quietly up to the
table, each boy carrying his tray.
Lumps of clay were then given out, the boys having
counted how m any would be required for the ranks of
children in the desks behind them, and giving the number
as they stepped in tu rn to the tray of clay.
“ Now, who wants his nose pulled F ” said Miss Goahead
playfully, exhibiting her clay-besmeared hands to the
children. All the hands flew up, every infant seemed to
desire the privilege of having its nose pulled bv teacher,
b u t no one got i t ; and Miss Goahead departed to wash
her hands, returning in a m inute w ith rosy fingers and
pretty nails, which were not like Miss Happy-go-Lucky’s
— in deep mourning.
“ W hen caps are thrown a crowd among
W hom they fit may p u t them on.”
W hen the children had possessed themselves of their
clay, the look of pleasure on every face was a sight to see.
Don’t you remember m aking m ud pies P Don’t you
remember the delight of playing with a bit of dough ?
Of course you do; so you can sympathise with the
children.
“ Take a little b it of clay and form it into a round ball,”
said Miss Goahead, herself suiting the action to the word.
“ Now pull it out a little and make it the shape of an
acorn; you see there is very little difference in the two
ends, not nearly as much as in an egg. Notice the tiny
point at one end—not a big one, as these acorns have not
yet begun to grow.”
The point was copied more or less faithfully, some
children, of course, getting it too large.
“ W hen you have once got it right, don’t rub it any
more.” (This is a very necessary injunction, as the little
hot palms soon dry up the m oisture in the clay and it
begins to crack. F or tiny children the clay should be
w etter th an it need be for th e use of older scholars, who
get their results more quickly.)
A few acorns which were ju st beginning to grow were
then fished out of a glass of w ater th a t the children might
see where the point was splitting.
The acorns finished, one child from every row came to
the table to fetch acorn cups for models (these had been
M
at,
1900.]
TH E
EDUCATION
gathered by the children during the fine days of autum n),
■which, were quickly given out to the. class.
“ Make a little b all; now p u t it upon your fattest
finger and smooth it down round your finger point until
you have a nice little c u p ; if you th in k it is not large
enough, tw ist your finger round and round inside it to
make it bigger.
W hen you have done th a t you may see if the. acorn will
fit the cup ; if not you m ust make it still larger.
“ W hy did you choose an acorn for your lesson to -d ay?”
I asked Miss Goahead.
“ The children have been colouring acorns lately, and we
are just preparing a great num ber for growing in bottles ’
during the w in te r; in fact, acorns have been th e theme
during the past week.”
This, dear reader, is ju st as it should b e ; and I noticed
how m any bits of inform ation which the children had
acquired came out during the lesson. The cups beingformed, stalks were copied, then, w ith some tiny pointed
sticks (used for pea work), the children pricked over the
surface of their cups, and placed the stalks in whatever
position the model stalk happened to be. This was the
most difficult operation of all.
The acorns were then fixed in their cups, and th e delight
of the children in showing their models proved what an
enjoyment the lesson had been to them.
A few acorns of special m erit were reserved, and then
the putting away business began.
“ Take up your clay.” All the children except those in
the front row picked up their clay. “ C ollect! ” Front
row then w ent up th e gangways holding their trays, into
which the rest of the children dropped then- pieces ; then
th 6 monitors walked to the table, where Miss Goahead
emptied each little tray, the children passing behind her
and back to their places. “ Take trays for bits ” was the
next order, and the monitors collected the dry scraps, then
walked in an orderly line to the guarded fireplace and threw
them in. “ Pass trays.” This was done, the sheets of
paper were folded up, and, with the acorns and .sticks,
collected. The pinafores were then taken off and folded
once shoulder to shoulder, each child then holding the apron
outstretched, with th e shoulders in left hand.
This, Miss Goahead tells me, was the m ost difficult item
to teach of all the puttin g away business.
. The front row children then took the aprons from the
row of children behind them and carried them in th e same
position to Miss Goahead, who thus received from each
child six aprons folded exactly in the same way, and in this
order they were laid in a deep drawer.
Where ivere the muddles and the messes ? All prevented
by methodical habits and a little careful thought in arrang­
ing the order of giving out and clearing away.
I
have seen clay modelling in many schools; I have seen
half-a-dozen children going helter-skelter about the room
m aking the confusion worse confounded. I have seen the
pinafores throw n in untidy heaps on the teacher’s table, or.
rolled up anvliow bv tlie children. I have seen scraps of
clay trodden about the room and doubtless arousiug the
CIRCULAR.
121
ire of the caretaker, and under these conditions I, too,
should describe clay modelling as an untidy, messy lesson.
A fter all, it will be to my readers w hat they choose to make
it.
I t is left to each of us to decide whether our daily work
shall be as chains about our feet dragging us downward,
or as ladders whereby we may ascend
“ To th e shining tableland,
Of winch our God H im self is moon and sail.”
T H E SCHOOL L IB R A R Y .
Every up-to-date school—and more particularly the
larger ones in the towns— should be in possession of a
school library. I t will be found a distinct advantage in
the teaching of history and geography, to the upper
standards particularly. The bare facts of the lesson—
such as dates and incidents in history, and localities and
measurements in geography—are not readily assimilated
by the childish mind, and frequently when they have been
memorised they do not convey to the pupils a living impres­
sion. They remain in the m ind as bare, hard facts which
require illum ination to be properly understood. B ut
when a child has read a story bearing on the m atter of the
lesson, the information given by the teacher wears quite a
new dress. Some character or incident from the book
remains impressed upon the memory, and the child in­
stinctively associates the instruction w ith this character,
and so builds up a general idea of the subject. To amplify
this remark, let us quote from an article by Mr. Seth
Coward in “ The Teachers’ A id ” :—
I t appears to me that, w ithout creating a feelin g th a t lessons are
being learnt, m uch m ay be doue by grouping a few books to g e th er ;
e.g., a lad who has follow ed th e varied wanderings of “ P h r a th e
PhcBmcian," of “ B eric the Briton,” who had watched th e fight
of “ H arold ” for th e crow n; who had taken part in th e patriotic
straggles of " Hereward th e W ake ’’ ; who had w atched th e conflict
of Norman and Saxon in “ Ivanhoe” ; who had follow ed w ith breath­
less interest th e hand to hand fight of Saracen and Crusader
in “ The T alism an” ; who had gone w ith “ The Scottish Chiefs" “ In
th e D ays of Bruce ” ; who had traced th e fortunes of “ The Last of
th e Barons ” ; who had l-evelled w ith Elizabeth at “ K enilworth,”
who had gone “ W estward H o ! ” under the guidance of K in g sle y ;
who had helped L yall “ To B ig h t th e W ro n g ” ; who had been
“ W ith the K in g at O xford” : who had sojourned at “ Fairleigh
H a ll” ; who had fough t on Sedgemoor by th e side of “ Mieah
Clarke ” ; who had struggled “ For F a ith and Freedom ” ; who had
ridden w ith “ The Cornet of Horse ” ; who had fled w ith “ Bonnie
Prince Charlie” ; who had been in th e “ M anchester R iots ” ; who
had gone in progress w ith th e “ Lord Mayor of London” ; who
had wept over th e sorrows of “ B am aby Rudge,” such a lad
would have a knowledge of the life of th e E nglish nation which
would be a splendid basis on which to study formal E nglish
history.
Mr. Coward goes on to sa y :—■
There should be in every library an upper and lower set of books,
and in large schools a middle set m ight be introduced with
advantage. For th e upper division of a school suitable illustrated
books of travel and adventure abound. Such books as “ The Life
of Columbus,” “ The Life of Sir Francis Drake,” Anson’s voyages
L ives of Clive, Nelson, Franklin, and th e works of such writers as,
B a lla n ty n e; books of th e type of “ Round the Coast,” “ Round the
W orld,” “ Picturesque London,” bound copies of “ The Graphic,”
etc., w ill be found of great' service.
I t appears to me, also, m ost advisable th a t there should be a group
of what m igh t be called School B oys’'Classics containing such
books as “ Robinson Crusoe,” “ P ilgrim ’s Progress,” “ Tom
Brown’s Schooldays,” “ Pickwick Papers,” “ Christmas Carol,”
122
TH E
EDUCATION
“ Arabian N ights,” “ Grimm’s F airy Stories,” “ Anderson’s F airy
Stories,” “ A lice in Wonderland,” etc., to w hich m ight be added
the works of Tennyson, of Shakespeare, and of M ilton, rather as an
introduction to standard literature than w ith a view to such books
being generally read.
I t is also of great importance th at there should be in each
school at least the nucleus of a reference departm ent of the library,
containing a few well-chosen books ; e.g., dictionary, encyclopedia,
atlas, history, men of the tim e, dictionary of dates, “ W hittaker’s
Almanack,” etc.
I n choosing the boolcs, th e teacher should select those
which bear as nearly as possible upon the course of
instruction. The books which are used as an aid to history
should be free from anachronisms, and therefore, before
giving volumes a place on the library shelves, the teacher
should carefully read them over. In the teaching of
geography, books of travel and adventure should be of
great assistance. The centre of Africa, say, becomes more
th a n a parti-coloured patch on the m ap if th e child, in
imagination, has walked hand-in-hand w ith Stanley
“ Through D arkest A f r i c a t h e Amazon is more th an a
meandering black line if a child has read “ The Crypto­
gram ;” and th e Soudan is considerably more than a blank
if a boy has been “ W ith Kitchener to K hartoum .” The
dry bones of fact are clothed and made living by the
aroused imagination, and a lesson is followed w ith th a t
pleasure which is born of knowledge. H arrison A ins­
worth’s books are generally popular, and the story of
Charles II., as told in “ Ovingdean Grange,” will be
followed w ith close interest by th e average boy. H enty,
Jules Verne, Manville Eenn, Captain M arryat, and Mayne
Reid are constant favourites w ith boys, while th e works of
Talbot Baines Reed, though not of historical or geographical
^interest, are deservedly popular, and their moral effect is
good. “ E ric ” and “ St. W inifred’s ” m ight find a place
on the shelves, although “ Stalky & Co.” appear to have
had a m ost decided dislike to the former. W hether Mr.
Kipling’s schoolboys are typical or not has been hotly
debated, and in the presence of so much doubt “ E ric ”
m ust still be included in the list. All books by Conan
Doyle, Max Pemberton, Stanley W eyman, Rider H aggard,
and R. L. Stevenson are eagerly read, and the historical
novels of E d n a Lyall should prove a welcome addition to
the library. In th e w riter’s opinion, the “ Boys’ Own
Annual ” takes pride of place as a boys’ book, though its
large bulk militates somewhat a.gainst it as a library book.
This difficulty might, however, be overcome by lending the
book only for so long as it will take to read one of the
stories.
The question of funds is not a serious one. The liberal
spirit of parents, as evideuced by the handsome results of
school concerts, should make a teacher’s task easy. I f a
portion of the receipts from the annual school concerts
were devoted to a library fund, th e teachers would be able
to make a start, and, of course, additions could be made
yearly from succeeding concerts.
H aving a library, th e teacher should have the books
classified and numbered, and a catalogue made out. This
m ight be kept w'here the children could have easy access
to it. A fixed time, say F riday afternoon, should be set
apart for the exchange of books, and a record of the books
exchanged would also be a record of the books each child
had read. As Mr. Coward remarks, a teacher can very
profitably guide, w ithout dictating, the choice of books.
CIRCULAR.
[M
at,
1900.
Thu attention of the class m ight well be directed from
time to tim e to the books available, and reference made in
the lessons to particular books as illustrating points
raised.
B ut it is not alone as a help to education th a t a school
library is useful, as it should have the effect of inculcating
a love of reading in the children. A nything th a t tends to
interest the growing boys and girls in literature at the
critical period when they are leaving school is of great
value. W hen they have left, the variety of school work is
absorbed in the routine of a regular toil which leaves no
call upon the resources at night. There are no home
lessons to prepare—no continuation work between one
day’s labour and the next—and, as a consequence, the mind,
being blank, seeks interest and relaxation. I f the love of
reading has become a habit, the lad naturally tu rn s to a
book for relief, and in its pages he finds solace. New
channels of thought are created, new ideas arise, and,
under the influence of fresh and stirring interests, his mind
moves steadily along in its process of development. The
need of seeking amusement in the street is non-existent—
the characters iu the book become real, live personages,
and in their company he finds more genuine pleasure than
in the desultory wanderings of half-a-dozen youths of his
own age, whose aimless occupation of brain is the most
frequent cause of dissipation. The wai-m, genial climate
of A ustralia is urged as a reason for outdoor life. This
no doubt is perfectly tine, b u t with the setting of the sun
outdoor life .must practically cease, and the evenings
require to be filled in. By nightfall the body should have
had a surfeit of physical exercise, and m ental exercise
should succeed it. This will be found in i-eading.
Bt W
N O T E S OF A LESSO N ON W A T E R .
D o n e , B.A., H e a d m a s t e r o f B r i g h t o n
il l ia m
P
u p il
T
ea ch ers’
S chool.
(From “ The Practical Teacher.”)
Articles of illustration:—Pictures of a lake and river,
the desert, the sea, and if possible a filter; three glass
tum blers ; some water ; some sand ; a little ordinary m ud ;
a flower pot with a small piece of glass tubing fitted into
the h o le ; some wood charcoal; some fine g rav el; some
salt water ; a spirit lamp ; and a flat dish for evaporating ;
a small fu n n e l; and a piece of sponge.
Heads.
I. W ater necessary
to support life. "
Teaching-.
Ask if any child has passed a whole day
w ithout drinking. liefer to the satisfac­
tion experienced of quenching thirst.
Is water necessary for plan ts also ? May
we th en say th a t animals and plants
cannot exist w ithout water? In E n g­
land rain falls frequently, and hence
th ey have an abundance of springs,
rivers, sm all lakes, and ponds, from all
of which th ey m ay obtain water. Are
there any tracts of land where rain
seldom or never falls, and consequently
where w ater is practically unobtain­
able f
Show the illixstration of the
desert. W hat does a group of palm
trees indicate ? W hy is the camel called
the “ ship of th e desert ? ”
M
at,
1 9 0 0 .]
Heads.
II. Simple e x p e r i ­
ments and observa­
tions to. ascertain
other
important
characteristics of
water.
III. Suspension and
Solution.
TH E
EDUCATION
Teaching.
Take th e glass of clear water, and by com­
paring it as regards colour w ith other
objects, elicit th at it is colourless. Fur­
thermore, it has no distinct flavour of
its o w n ; hence when we m ix water with
any other flavouring substance, we still
preserve the distin ct taste of th at sub­
stance.
W e n ext find out th a t water has no smell.
A ny drinking water possessing sm ell
should be a t once rejected, as possibly
containing some noxious im purity. Take
a pinch of salt and m ix it in th e glass of
w a ter; it disappears. Ask for other sub­
stances which we can treat in a like
manner. E vidently water can dissolve
many materials. L igh t the spirit lamp ;
hold a slate in front of i t : i t hides the
ligh t. Eeplace tlie slate w ith a glass of
water. W e ascertain th a t w ater lets
lig h t pass through it. I t is transparent.
Pour water from one vessel into another.
Compare w ith treacle or tar.
W ater
flows readily.
Take a marble, place it in two differently
shaped v e sse ls; it retains its own form.
Pour water from one of these vessels into
th e other : water easily changes its shape.
P lace a sm all cube of wood in an em pty
glass. T ilt the glass, and note th a t the
top or surface of th e wood becomes
tilted also. Take a glass h alf fa ll of
water and act in a sim ilar m anner: the
water retains its level surface.
In one tum bler again m ix a little salt w ith
water u n til it dissolves. P lace some sand
in another tum blerful of water, and some
mud in th e third. Stir well. W e find
th a t these substances w ill not disappear,
but remain floating about in the body of
the liquid while we are stirring, and
gradually settle a t th e bottom of the
glasses when the liquid is at rest.
Moreover, the sand settles much more
quickly than the mud, so th a t if we are
careful we can gen tly pour off the clear
water, or decant it, as it is called.
W e notice th at th e m ud did not settle so
quickly. Let us take a sm all piece of
blottin g paper and line the inside of oiusm all funnel. W e w ill now pom- some
of the muddy water through t h i s : it
comes out clear. If we proceed in a
similar way w ith the water th a t had the
salt dissolved in it, we shall find th a t it
still tastes salt. Therefore substances
floating about or held in suspension in
water may be removed by w hat we call
filtration, but substances in solution
cannot be so removed.
W hile these experim ents have been pro­
ceeding, a small quantity of the salt
water m igh t have been evaporating in a
small flat dish over th e spirit lamp. I f
now i t is ready, call attention to th e
w hite substance deposited. L et a child
taste i t : it is the salt. So substances in
solution may be recovered by means of
drying up or evaporating th e liquid in
which th ey are contained.
CIRCULAR.
Heads.
128
Teaching.
IV . A common filter.
Construct a common filter before the class.
Take the flower pot, in the hole of which
a sm all piece of glass tub in g has pre­
viously been fastened with a cork. Over
the upper end of the glass tube place a
sm all piece of sponge. N ext put a layer
of sm all gravel to a h eigh t of two inches;
above th is a similar layer of charcoal,
and on the top some sand. Pour a glass
of muddy water through the filter: it
issues clea r; so th at our contrivance acts
as the b lottin g paper acted—it removes
from water m atters which may-be in susjjension. I f there are any water works
in the neighbourhood, refer to the filtra­
tion beds in these, consisting, most prob­
ably, of reservoirs with layers of gravel
and sand, w ith perforated tubular drains
below'.
Y. The travels of
drop of water.
Ask for the names of the largest bodies of
water we possess. Give some idea of the
size of an ocean by the tim e a sw ift
steam boat w ill take to cross one—say a
voyage from Liverpool to N ew York. Let
us examine the picture of the open sea
before us. The sun is shining, and w ill
draw up some of the water in the form
of vapoiu-, to form the clouds w e see high
up in th e cooler regions of th e air. TTie
clouds are wafted over the sea, and reach,
perhaps, some hilly land. Here th ey are
cooled dowTi further by striking against
the colder land, and th e water-vapour
turns to little globules of water, which
run together and form drops too heavy
to float in the air, so, consequently, they
fall as rain drops. Some of th e rain sinks
into th e ea rth ; some stays on th e surface,
and may help to form a pond, a lake, a
stream. The stream m ay eventually run
into th e ocean, and th e water find its way
back to th e place from whence it came.
T E A C H E R S’ A SSO C IA T IO N S.
S outh-W estern D istrict A ssociation.—The Quarterly
Meeting- of this Association was held in the Bunbury State
School on Saturday last, 7th April. There were present:—
Mr. Inspector McCollum (in the chair), Misses Buchanan,
Clark, Carroll, Logue, Hislop, G-ilholy, and Mews, Mrs.
McAliece, Messrs. Paisley, Ward, Crogan, and Loveridge.
The Chairman delivered an address on “ Aims and Methods
of Education,” and also answered various questions relative
to the course of instruction. Miss Mews gave a lesson on'
Sewing, and Miss Hislop took charge of a class of infants
(girls) in a lesson on Kindergarten. The members decided
to send an invitation to the Inspector General to visit and
address them at some future meeting.
D IS T R IC T BO A R D S, E tc.
Rev. A. C. Plane has resigned his
position as Chairman and m ember of the Kanowna Com­
mittee of School Management. Mr. Rowe has been elected
Chairman.
V a s s e . —Rev. George W ilson and Mr. H. W . Mills have
been appointed members of the Yasse D istrict Board of
K a k o w n a . —The
124
TH E
EDUCATION
Education, vice Rev. T. E. Peters aud Mr. Yelverton,
resigned.
.Ja k r a h d a l e . —Rev. G-. O’Halloran lias been appointed
a member of th e Jarrahdaie Board, vice Rev. J. Moore
Robinson.
W e l l i n g t o n .—Mrs. Rose Carey lias been appointed a
member of the W ellington Board, vice Mrs. Stafford,
resigned.
B o u l d e r . —Miss M arion Gaul has been appointed a
member of the Boulder Committee of School Management,
and will act as hon. secretary.
P e r t h .—Mrs. T hurstan has been appointed a member
of the P erth Board, vice Mr. Langsford, resigned.
SCHOOL E N T E R T A IN M E N T S .
M idland Junction School.— H ead Teacher, Mr. R. Haud.
The head teacher reports the collection of <£1 10s. 5d. for
the Morning Herald Penny W ar Fund, and =£1 2s. 8d. for
the West Australian In d ian Fam ine Fund.
I
Plym pton School.—H ead Teacher, Mr. T. P . Shaw. The
head teacher reports the collection of =£2 10 s. for the
Morning Herald Penny W ar Fund.
No. 2 M ill School, Jarrahdaie,—H ead Teacher, Miss
McMahon. A concert was held on M arch 31, the proceeds
am ounting to <£4 Os. 6d. The expenses were 5s., which
leaves a balance in hand of ,£3 15s. 6d., to be spent in
prizes for the children.
. Perth Girls’ School.—H ead Teacher, Miss A. M. Girdlestone. The takings a t th e concert am ounted to ,£30 15s.
3d., which were supplemented by ,£3 18s. 3d. donations,
and a balance from the 1898 fund of 15s. The expenses,
including printing, erection of platform , hire of chairs,
advertising, etc., amounted to ,£10 0s. 6d . ; =£15 0s. 8d.
was expended in prizes ; and a balance .of =£10 7s. 4d. has
been carried forward.
Claremont School.— H ead Teacher, Mr. R obert Peel.
Concert held 14th December. Gross receipts, ,£13 3s. j
expenses, £ 3 6s. 6d. Of the balance in hand, £ 9 16s. 6d.,
£ 4 was devoted to the purchase of books for the school
library, aud £ 5 8s. to purchase of prizes.
CIRCULAR.
[M
at,
1900.
East Perth School.—H ead Teacher, Mr. Wallace Clubb.
Concert held 13th December. Receipts from sale of tickets,
=£36 7s. 6d., donation, 10s. Of the total, £16 10s. l id .
was spent on prizes, £ 4 2s. 7d. went to school fund, £ 5 3s.
9d. to library fund, and ,£9 14s. 6d. to concert fund, leaving
a balance in hand of ,£1 5s. 9d.
Paddington School.—H ead Teacher Mr. W . G. Kerr.
A Christmas tree and prize distribution was given to the
children of this school on the 13tli December. The sub­
scriptions amounted to £12 12s. 4d., and this was distri­
buted as follows :—Prizes, ,£3 19s. 9 d .; tree, ,£3 3s. lO d .;
carriage, ,£1 2s. 4 d .; refreshments, ,£2 16s. 10 d .; leaving
a balance in hand of ,£1 9s. 7d.
Moonyonoolca School.—H ead Teacher, Mr. R. J.
Kenafick. Concert, held on December 15. Receipts,
including subscriptions, £ § 10s. ; expenses, 11s.; £ 3 10s.
9d. was expended in prizes, etc., 10s. in ])ot plants, leaving
a balance in hand of 18s. 3d., which w ill'be devoted to
school decorations and amusements for the children.
STOCK N O T E S.
Some of the B rashw ork and Cardboard Modelling Books
lent to teachers by the D epartm ent are being returned in a
disgraceful condition. Teachers should bear in m ind th a t
the D epartm ent expects these books to be replaced a t the
cost of the borrower, if they are returned dam aged beyond
fair wear and tear.
W hen m aking out the A nnual Requisitions, teachers
m ust make application to write-off the articles in the
“ consumed ” column, with the exception of consumable
m aterial such as chalk, nibs, pencils, papers.
Some teachers begin with countries, aud end up finally
with a disjointed knowledge of the whole. Others, more
logically, begin with some general lessons upon the conti­
nent as a whole. You should first locate Europe on the
map of the world, and for the first few lessons have th a t
map before the class, together with the map of Euroj>e.
Even when dealing with each country, you should generally
have the map of Europe by you. Only a warped notion of
a country can be'got from a map which shows th a t country
alone.—The Inspector’s Note-book in “ The Practical
Teacher.”
B y A u t h o r i t y : R i c h a r d P e t h e r , G o v e rn m e n t P r i n t e r , P e r t h .
3 ^
(M ttptitrn
WESTERN
AUSTRALIA,
PUBLISHED UNDER THE AUTHORITY OF THE HON. MINISTER OF EDUCATION.
N o . 11.]
JU N E ,
1900.
[V o l. I I .
APPOINTMENTS, TRANSFERS, ETC.
Scliool.
Office.
Classification.
O’Leary, Frank J.
.............................
Hatfield, A lfr ed ...
.............................
H ay, Janet
..........................................
Marie, Camille E.
.............................
Leederville W est
..........................................
Sawyer’s V alley
...
...
................
*W est Coolup.......................................................
Coogee ....................................................................
H.T.
H.T.
H.T.
H .T.
B1
Cl
N il
C2
Hulrooney, E llen
.............................
H all, Albert J ..............................................
Clayer, W m . 3?.............................................
Duncombe, George
.............................
Rodsted, J a m e s .............................
Cunningham, A. Y .
Ashton, Florence E.
Freebairn, Jean L.......................................
H a rv ey ...................................................................
South P erth ...
...
...
................
Q u in d a n n in g .......................................................
Tammin
..........................................
Jurokine
................
...
................
Fremantle Boys’
...
...
................
Freynantle Girls’
..........................................
Coolgardie Infants’ ..........................................
H.T.
H .T.
H.T.
H.T.
H .T ..
A.
A.
A.
Cl
A3
N il
N il
N il
B2 prov.
C l prov.
C2 prov.
O’Connell, Nora M.....................................
H am ilton, Chas. G.........................
Kirk, M a t i l d a ..........................................
Frem antle Girls’
E ast P erth
...
Southern Cross
A.
1st A.A.
N il
B2
C2 prov.
A. temp.
A. on supply
A. on supply
P.T.
Mon. on prob.
S.M.
S.M.
S.M.
C2 prov.
N il
C l temp.
■1th class
jSTame,
..........................................
................
...
...
..........................................
.......................................................
Joyce, E l e a n o r .......................................... Leederville
Coolgardie
.....................................................
Keegan, Thomas
................
...
Coolgardie
................
Garnet, Ada
................
...
...
Morris, Gertrude
...
................ ■Bonnievale
.......................................................
Collins, M a tild a .......................................... M eckering
Narrogin
...
...
...
................
Gould, Flora A ...............................
Grass V a l l e y ................
M cIntyre, M argaret .............................
Richards, H arriet A ................................... N orth am p ton .......................................................
Salary per ammiu.
.£220
4130
As per Regulations
£90 and ,£12 allow­
ance
,£110
4200
£80
As per Regulations
£100
4140
490
4 9 0 and 4 3 0 allow­
ance
460
4165
490 and 4 3 0 allow­
ance
490
As per Regulations
As per Regulations
416
416
412
412
£12
* New School.
PUBLICATION OP OFFICIAL DOCUMENTS.
:
CLOSING OF SCHOOLS BY MEDICAL
OFFICERS.
Recently a School R eport was published in th e press by j
Various schools have recently been closed by local
a D istrict Board. Such, a course was, of course, entirely J Medical Officers. Supposing these officers had power to
unjustifiable. The R eport is a confidential document of i close schools a t all, they could only do so by communicating
the Department, addressed to th e teacher, and is intended w ith the Department, and not with the individual school
to advise him as to the weaknesses in his school work. To teacher. Teachers, therefore, will kindly note th a t they
place the private criticisms of the Inspectors in the hands m ust receive instructions from the D epartm ent, or, in
of the children is so obviously calculated to do much special cases, from the D istrict Board, before closing their
mischief and. no good, th a t it was a great surprise to the schools for any reason.
D epartm ent th a t any Board should have dreamed of p u b ­
lishing such a document. The Boards have the reports
REGULATION 139.
sent to them as a m atter of courtesy, and in order th a t they
R egulation 139 has been amended to read as fo llo w s—
may see th e state of the school, and carry out the letter
No School is to he closed upon any sohool-day w ithout the
and spirit of Regulation 195 by encouraging and sympathis­ -written authority of th e Departm ent, except under R egulation 206.
ing w ith th e teachers in any difficulties; b u t it is expressly A n Inspector m ay grant a holiday, not exceeding one day, within
fortnight after th e annual exam ination or fixed inspection.
laid, down th a t th e Boards have nothing to do w ith the aInstructions,
even from m edical officers, m ust be received through
curriculum of instruction.
I th e Departm ent.
126
TH E
EDUCATION
S T R A IG H T L IN E D R A W IN G .
Various teacliers have been puzzled in tlie Drawing
Syllabus about th e straight-line drawing for Standards I.
and I I . There are four heads in the Syllabus, which will
be found on page 105 of th e Education Circular for June,
1899. The first deals with th e ellipse, and the second with
straight-line drawing, while the fourth also deals with
straight-line drawing, b u t in this latter case the drawing
is w ith rulers. Some teachers seem to have thought th a t
the fo u rth head wa.s merely an explanation of the second,
whereas, of course, it is quite distinct. Straight-line
drawing is intended to be first of all w ithout rulers, and
freehand; th e Syllabus then fu rth er duplicates the
straight-line drawing, previously freehand, by taking it
with rulers, which of course enables measurements, scale,
etc., to be talren.
OBJECT L E SSO N S.
Object Lessons are much improved in many schools, b u t
there are still teachers who seem to thin k the object itself
is a thing to be talked about, b u t not observed. I t would
often be a good plan to ask th e children to bring an object
at a certain time, and to look carefully a t it before they
bring it in ; the teacher can then draw from them in school
w hat they have seen. F o r example, if a teacher was to
announce an object lesson on leaves, and encourage each
child to bring in specimens of as many sorts as he could,
the mere announcement th a t different sorts of leaves would
be talked upon should make the children interested in
getting different kinds of leaves, and therefore observing
w hat they have probably not observed before—the various
shapes, serrations, etc. Such a course of action could not
fail to be instructive, and it would be useful either for
object lessons or conversation lessons, leaving the children
to talk about w hat they have seen or held in their hands.
This is only one instance, b u t many other n atu ral objects,
such as stones, timber, flowers, ferns, etc., could be brought
in in the same way. I t would also be worth many teachers’
time to hold some of their object lessons in the open air.
The study of n atu ral objects as they are growing, of an ts’
nests, of the form ation of a brook, why the water runs
from parts of the playground into puddles, would all tend
to more intelligent interest on the p a rt of the children,
would make a pleasing break in the middle of some
sedentary lessons, and would assuredly not be waste of
time.
WOOD C A R V IN G .
A M anual of W ood Carving, by Joseph Phillips (M edal­
list), has ju st been added to the Reference Library. The
book is well illustrated, and appears to be carefully graded.
I t has received th e approval of many of th e English insti­
tutions for th e advancement of m anual training, and should
prove of interest to teachers who wish to develop their
knowledge in this direction.
T H E “ A ” C E R T IF IC A T E E X A M IN A T IO N .
Regulation 52 requires th a t a teacher should have held
the “ B 1 ” classification for three years before he is
allowed to sit for the “ A ” examination. Now th a t the
examination is divided into two parts, th e M inister will
CIRCULAR.
[Jtxne, 1900.
probably be prepared to allow, in m ost cases, a teacher to
sit for the first p art a t the end of two years, it being
understood th a t this concession would not enable him to
obtain the classification u n til after the three years had
elapsed.
ACCOUNTS.
Teachers are requested to forw ard accounts in duplicate
for any expenditure which has been approved in this
financial year, as early as possible. Sanitary accounts,
made up to the 30th June, m ust be received not later than
the 21st June.
The attention of teachers is also directed to the fol­
lowing :—
( i .) W ith the exception of such cases as freight on
furniture, etc., no expenditure should be
incurred without, previous approval. I n these
cases an R 2 Form, applying for the expenditure,
m ust always accompany the accounts, and full
particulars m ust be given of the nature of the
goods conveyed.( 2.) All accounts should be rendered in duplicate on
the Government account form (Form N ), by,
or in the name of, the person who performs the
service.
( 3.) In all cases where accounts have been paid by
teachers, a receipt should be obtained from the
person who performed the service, and the
la tter should authorise the am ount 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 teacher
in the first left hand space set apart for th a t
purpose a t the foot of the account. The space
marked “ Accountant or other officer” to be left
blank.
,
( 5.) I n every case the name of the school should be
inserted, together with fu ll particulars of the
service.
( 6.) G reat delays are caused in the payments of
accounts due to Government contractors through
teachers not promptly returning the receipts
for furniture, etc., in spite of the instructions
on the foot of the form (R 9). These receipts
should be returned immediately the goods come
to hand. I f the goods do not reach their desti­
nation w ithin a reasonable tim e after the
advice of their being sent has been received, a
notification to th a t effect should be sent to the
Department.
T H E P L A N OF T H E SCHOOL.
The drawing of a plan of a room and the school, to
scale, is required from the children of Standard I . ; and the
plan has to be drawn on the blackboard-by the teacher for
the infants.
I t is noticeable that, in many cases the
teachers do not seem to understand th a t the whole value
of this exercise lies in the accuracy of the scale. By
drawing to scale is m eant not merely drawing a four-sided
J une, 1900.]
THE
EDUCATION
figure -where,- e.g., quarter inches would represent feet, but
th a t everything in the room th a t is placed on th e plan at
all shouid be measured by the children and drawn to
scale also. In many plans, the windows, doors, fireplaces,
etc., are p u t in according to fancy and not to scale. In
consequence, if the child has got three little lines at
th e side of th e room, to represent windows, taking
perhaps a sixth of th e space instead of nearly half, it is
considered sufficient for the purpose.
This is not so.
Everything in the room should, of course, be as nearly to
scale as possible, and this will mean a very careful selection
by the teacher of the scale, so th a t the windows and
doors may fit in with the least difficulty. The desks,
cupboards, etc., should also be drawn in their proportionate
sizes.
W ith reference to the drawing of th e infants, which is
prescribed under the head of K indergarten, some teachers
are still under th e impression th a t K indergarten Drawing
necessarily means drawing on squared slates or paper by
straight lines only. This is by no means the case. The
spirit of Frcebel would have revolted from the straightline forms which the children are tau g h t to p u t on paper
to represent the curves of nature. I t is no more difficult
for a child to draw curves, as a rule, than it is to draw
straight lines, even with th e help of the squares.
P R IZ E -L IS T S .
In subm itting the above, some teachers have apparently
not yet properly grasped th e meaning of “ P unctual A tten­
dances.” I n th e column so headed should be entered
the result remaining when the num ber of late attendances
is deducted from the to tal num ber of attendances made by
each child. The object, of course, is to see th a t the limit
o f , 15 half-days is not exceeded. I t is quite useless, and
only leads to increased trouble in checking, to enter the
names of children who have passed this limit.
C U L T U R E A S A D U T Y OP T H E C IT IZ E N .
From an address on “ The Duties of a C itizen”
delivered to the boys of th e M anchester Gram m ar School
by the Ven. Jam es W ilson, M.A., Vicar of Rockdale and
Archdeacon of Manchester, we take the following extract:—
“ The greatest gift E ngland gives to a nation is its great
men—its men of ideas and ideals. B ut th is you perhaps
think is for the few. W e cannot all be geniuses—great
men. W h at can we say is to all, to the average boy, the
duty of a citizen in regard to personal worth ? I think
w hat I have to say falls under two heads. One is culture,
the other is character.
“ The word ‘ cu ltu re ’ has become a little spoilt for this
purpose, and yet I can find no better word, only you m ust
understand w hat I mean. Do you know w hat it is to look
at a stream of miners or factory hands, and to feel with a
chilling weight of sadness th a t the lives of almost every
one of them are wholly closed and lim ited in certain direc­
tions? The wider range of thought and language, the
intense interests of science, of history, of literature, of
poetry—these avenues of mind are for the most p a rt to
them closed. Every A thenian, in the great days of
Athens, lived in th e enjoyment of beauty, of art, and of
literature. They so lived a t th e expense of their slaves.
CIRCULAR.
127
Our working classes are, apparently, by the conditions of
our civilisation, for the present largely shut of£ from all
this higher life. N ot for them is all the accumulated
wealth of literature, and art, and emotion, and knowledge.
They will pass to their graves w ithout entering on their
great inheritance.
For knowledge to their eyes her ample page,
Rich w ith the spoils of tim e, did n e ’er e n r o ll;
Chill penury repressed their noble rage,
And froze the genial current of th e soul.
“ Y es; b u t is it much otherwise with you, or such as you ?
I t is n o t a less sad thought th a t so little taste is often
carried away from these higher schools for going on with
study.
I f work, is with you a mere cramming for
examinations, and ju st so far as it is this, then its good
vanishes.
“ I look with no less compassion on the so-called educated
m an who comes out into life ignorant of the splendid
inheritance of his country’s lite ra tu re ; with no desire, and
no capacity, and no enjoyment in science, in history, or
literature of any k in d ; no pride in following up any
course of study and making it his own ; no love of ideas.
I t seems to me truly pitiful th a t a man who has had such'
a chance as you have should go to his grave ignorant of all
the best th a t liis country has had to offer him.
“ To be in some small way a centre for higher tastes and
studies is one of the duties th a t falls on you as educated
citizens. I t should be for you to import into your homes,
and into your lives, when you leave this school, some
resolute appreciation of this sort of culture. You should
not suffer yourselves to adopt the standard of those less
educated than youi-self, and to make T it B its your litera­
ture, and Comic Cuts your art. From you, as educated
citizens, is due a higher permanent standard of culture
in yourselves, and a radiating influence on all around you,
which shall help to bring out the higher side of life in your
towns. The world is not only a w orkshop; not even only
an arena for public life ; it is the school for developing the
noblest, purest, most elevated qualities in your nature.
You do this by living with the best company, and you can
always choose the best company in books. I will give you
some of my personal experience. A t Cambridge I read
both classics aud mathematics, chiefly the latter, and I
read as hard as most men do. B ut I am quite certain th a t
my acquaintance, begun a t Cambridge, with Kingsley, and
Coleridge, and Carlyle, and Maurice, with. Mill and with
Fichte, and Tennyson, and Emerson, and Shakespeare, and
W ordsworth, was far more to me than all my mathematics.
These were to me the educating friends and powers of
those priceless three years. They did more for me than
mathematics.
“ This is the sort of culture I would press on you, in
addition to your school nucleus of study. .No scholarships
th a t you may win, no honours you may carry off, will
compensate you for the lack of this ; and, w hat I am now
insisting upon, nothing will do more to make you useful in
your day and generation as educated citizens in this busy
N orth. '
“ I cannot tell you how earnestly I desire th a t you should
prize and value this high standard of thought and study.
Don’t be discouraged if someone by your side calls it
128
THE' EDUCATION
“ rot,” which is, I suppose, the generic school-boy name for
anything lie does not quite understand, and th a t seems to
liim only talk. Make up your m ind to live with tlie g r e a t;
to claim your national inheritance. ‘ Son of man,’ said the
prophet, ‘ stand on thy feet.’ D are to be your best self, and
give up th e dreary round of im itating one another in deadly
commonplace. Then you will do honour to your school,
and play your p art as citizens.”
BU SSA B IE S EXAMINATION.
A n examination for eight Bursaries offered by the D e­
partm ent was held on th e 5th and 6th of April.
Twentythree children entered for th e examination, of whom 22
were examined, 11 boys and 11 girls.
Appended are the
questions, the results, and notes on the exam ination:—
ELEM ENTARY SCHOOL BU R SA R IES EXAM INATION,
APRIL, 1900.
D r a w in g :
Time allowed ...
... One hour.
• 1. Draw the copy on the paper given to you.
2.
D raw the three main leaves of the same copy from
memory on the blackboard.
H isto r y ( 2 0 0 m a r k s):
Time allowed ............... Two hours.
( Not more than eight questions may be attempted.)
1. W h a t do you know about E thelred th e Unready ?
2. Show how H enry the Second descended from
W illiam th e Conqueror.
3. W h a t provoked the rebellion under W at T y le r?
In w hat reign did it take place ?
4. Say w hat you know about H enry the E ig h th ’s
quarrels with the Pope.
5. Name any voyages of discovery th a t took place in
the reign of Elizabeth ?
6. W hat do you know about th e G reat Eire of
I.ondon ? W hat good results followed ?
7. W hen did' M arlborough live ? E or what was he
specially distinguished ? Name his principal victories.
8. W ho were the Old and the Young Pretenders ?
When did the rebellions associated w ith th eir names take
place ?
9. W ho was th e “ Great Commoner ?” W hen did he
live ? W hy was he generally successful in the m anage­
ment of w ar ?
10. Give a brief account of two of the following:—
Robert Clive, George W ashington, H enry Havelock,
W alter Scott, D aniel O’Connell.
11. Describe as fully as you can one of th e following:—
The Privy Council, Tlie Introduction of the Penny Post,
The Reform Bill.
12. Say w hat you know about the Em ancipation of the
Slaves.
CIRCULAR.
[June,
1900.
13. W h at naval battles were fought by N elson?
W h at result followed from each battle ?
14. W h a t led to the invasion of Egypt by the B ritish
in the reign of Queen Victoria ? Give some account of
the war.
15. Give a full account of the Domesday Book. In
whose reign was it compiled, and for w hat purpose ?
] 6. W ho was Simon de M ontfort ? W h at agreement
with the K ing was he the means of m aking P When and
how did he meet with his death ?
17. W hat war is usually known as the “ H undred
T ears’ W ar?” W hat was the cause of its commence­
m ent?
18. Give some account of the rebellion known as the
“ Pilgrimage of Grace. ”
19. W ho were the favourites of Queen E lizabeth ?
Say what you know about one of them.
20. Say what you know about the “ Bloody Assize.”
English. (3 0 0 m a r k s):
Time allowed
1.
...
...
Three hours.
W rite an essay on “ P unctuality.”
2. W h at was the selection of poetry you last committed
to memory? W rite, with correct punctuation, any six
lines of the piece. Give its meaning in your own words.
3. Explain the following prefixes :—Ab, dis, con, pro,
il, and give words in which they are used, and say w hat
the words mean.
4. Name the kinds of subordinate sentences. Give
examples of an adjective sentence and a noun sentence.
5.
Analyse—
“ A flood of thoughts came o’er me
T hat filled my eyes with tears.”
6. Make nouns from sail, wild, house, lonely, liv e ; and
form words having these suffixes:----- ship, -ist, -ive.
7. Parse the words in italic in the following passage :—
“ Janies believed that he had a right to rule without
attending to th e wishes of bis people.”
8. Eorrn words from the L atin root “ Traho ” by the
use of prefixes and affixes. Give, the literal meaning of
each word.
9. D istinguish between transitive and intransitive
verbs ; also between active and passive verbs.
10. W hat do you understand by the subject of a
sentence ? How may the subject be enlarged ?. Give
sentences illustrating your answer.
11. Pick out all pronouns in the passages below, and
indicate in each case the word or words for which the
pronoun sta n d s:—
“ Ah, John, you forget one im portant thing. Some
people will not believe what the m irror shows them,
and only get angry if a friend hints of its tru th ­
fulness.”
TH E
JtrarE, 1900.]
EDUCATION
CIRCULAR.
129
“ Tliere is a legend tliat a traveller over th e desert
who was nearly perishing w ith hunger came upon
a spot where a company had lately encamped.
Searching about for some article of food, he found
. a sm all bag which he hoped m ight be a bag of
dates.”
4. Show clearly the position of the moon with regard
to the sun and earth under the following conditions:—
(a.) W hen the moon is said to be “ new.”
( 6.) W hen the moon is eaid to be “ full.”
(c.) W hen the moon is in her quarters.
5.
Indicate
as clearly as'possible by means of a rough
12.
W h at parts of speech may an adverb modify ?
sketch map the position of the following places in South
G-ive sentences showing how an adverb of quality may
A frica:—Capetown, D urban, Ladysm ith, Pretoria, Bloem­
modify each of these parts of speech.
fontein, Kimberley, Hafelring. In se rt the rivers Orange,
Vaal, and Tugela; also the Drakensberg M ountains.
A rith m etic ( 3 0 0 m arks).
6. A t w hat places m ight an English steamer coal (a)
Time allowed
...
...
Three hours.
1. E ind th e value of '215 of a florin + ‘32-5 of half-acrown + '875 of -5s. 3d.
2. How many fifths of a ton m ust you add to half a ton
to m a te ^ of a ton P
3. M y gas bill is .£32 6s. 8d. per week a t £ 3 2s. 6d.
per 1000 cubic feet. How m any cubic feet of gas do I
consume in a year ? (Answer to one place of decimals.)
4. I bought 2 9 | acres of land a t =84 15s. 6d. per acre,
and sold the lot w ithin the year for ,£252 7s. 9d. W hat
was my gain F
5. How many 21b. parcels can a grocer make from 14
bags of sugar, each lew t. Oqrs. 41bs. ?
6. The base line of a triangular piece of ground is six
chains, and the perpendicular 24 yards. E ind the value of
the ground a t 2s. 6d. per square yard.
7. There are 20 houses in a street, in each house eight
windows, each window has six panes, each measuring 18in.
by 9in. E ind the cost of glazing th e whole at 6d. per
square foot.
8. W h a t sum of money will produce £371 5s. interest
in five and a half years a t four and a half per cent.
9. The property of a bankrupt was worth £962 10s.
F or half his debts he paid 10s. 6d. in the pound, and 17s.
6d. for the other half. W h at were the debts ?
10. A dealer buys three horses a t ,£40, ,£70, and .£90
each, and sells them at a profit of 20, 30, and 10 per cent.
W hat per cent, does he gain on the whole ?
11. F in d by practice th e rent of a farm of 275 acres
2 roods 14 perches a t ,£2 13s. 4d. per acre.
12. How much cash would have to be invested in the
three per cents, a t 95 to produce an annual income of
£200 ?
G eography ( 2 0 0 m arks).
Time allowed
...
...
Two hours.
1. Draw a map of the South coast of Asia. Name and
indicate the position of 4 openings, 4 islands, 4 towns, 4
capes, 4 straits.
2. W h a t is dew ? How is it form ed ? W h at circum­
stances are favourable to a heavy deposit of dew ?
3. W h at do you understand by “ the Trade W inds ?’’
W here do they blow P W h a t gives rise to them ?
in the Indian Ocean, ( 6) the W est Pacific, (c) the N orth
Atlantic, (cl) th e South A tlantic, and (e) in Australia.
7. Name the countries noted for the production of the
follow ing:—W heat, cotton, gold, ostrich feathers, sugar,
apples, ivory.
8. Describe the river system of N orth America, showing
clearly the various watersheds and the directions in which
the rivers flow.
P enm anship (1 0 0 m arks).
1. The handw riting in the D ictation Exercise will be
taken into account in estim ating the m arks to be given for
this subject.
2.
W rite in large hand—
K
im b e r l e y
.
And in small hand—
The River Vaal separates the South African
Republics.
S p ellin g (1 0 0 m arks).
1. W rite the exercise dictated by the Examiner. M arks
will be deducted for interlinings and erasures.
2. M arks will also be deducted for errors in spelling in
any of your papers.
D ictation .
(F o r the use of the Examiner only).
The blood and the tissues of the body, through th e
blood, m ust be supplied with air. So necessary is air to
our existence th at it surrounds us wherever we go, and if
it were kept from us for only a few moments we should
die. I t is free to. all, and we take it, w ithout any effort,
ju st as we w ant it. Food, too, is necessary; b u t we need
only take it a t intervals of hours, and we could go w ithout
several meals, or even without food altogether for some
tim e and not subject ourselves to any serious danger. B ut
fresh air m ust be continually supplied in order to keep up
the burning of the millions of perpetual fires within, for no
burning can go on without air. Moreover, this air (or the
oxygen which it contains) m ust be actually carried to every
little particle of flesh, bone, nerve, and skin in the body.
I t is so carried, as we know, by the red corpuscles of the
blood.
THE
130
EDUCATION
T he S u ccessfu l C andidates.
I n . consideration of the high results, th e D epartm ent
decided to increase the num ber of Bursaries to 11, and
award one to each child obtaining 75 per cent, (or over) of
m arks. The following are the children who have won
Bursaries, in their order of m e rit:—
Name.
School.
Percentage.
Doi-otliy L. B lu n d ell...
E rnest C. Foss
Clarence Taylor
Sydney Cohen
L illian Baker ...
Thos. J. Evans
E th el B. M iller
Tom E ilb e c lc ................
E lizabeth H . Garrick
Allan B urnett
M illicent A. Parsons
Wicldiii'e Ladies’ College
P erth B oys’ School
P erth Boys’ School
N ew castle Street School
W ickliffe Ladies’ College
P erth B oys’ School
W ickliffe Ladies’ College
P erth Boys’ School
Perth Girls’ School
P erth Boys’ School
P erth Girls’ School
S9
85
85
S3
SO
79
79
79
77
77
76
I n addition to the above the following candidates ob­
tained over 66 per cent, of marks, the percentage necessary
to secure a p a s s :—
Name.
Murray L ittle
E m ily M. Sherlock ...
B eg. G. B ott ...
Duncan Ferguson
Mary D w y e r ................
B eatrice McEwin
E th el M. Sheath
Lonis E>. Nowlands ...
Scliool.
P erth Boys’ School
P erth Girls’ School
P erth Boys’ School
P erth Boys’ School
St. Brigid’s School
Cookernup School
P erth Girls’ School
KaJgoorlie School
Per­
centage.
74
71
70
70
70
69
6S
67
N o tes on tlie E xam ination.
There is a marked improvement in the papers in every,
subject, especially in English, Geography, and History, and
in a minor degree, in Drawing. O ut of 22 candidates, no
less th an 19 obtained more th an the necessary num ber of
m arks qualifying for a Bursary, namely 66 per cent.
The corresponding num ber last year was 7.
The num ber who failed to obtain less th a n 50 per cent,
of the possible marks in the various subjects are as
u n d e r:—
L ast Year 1
0
Spelling
A rithm etic 2
„
„
5
W riting
0
’
„
o
Reading
0
„
„
o
0
English
■>
,,
3
Geography 5
„
14
2
History
„
„
io
Drawing
5
„
„
7
Blackboard Draining.—Sufficient attention was not given
to the balancing of the figure, and many of the candi­
dates had to be reminded th a t the drawing had to be drawn
“ from the shoulder” and not by “ w rist work.” In
several instances far too much use was made of the duster.
Penmanship.—The papers were very equal in merit,
none of them falling below 60 per cent., the best reaching
CIRCULAR.
[J u n e , 1900.
81 per cent. Neatness was very general. The following
were the chief defects:—
1. Irregular “ spacing.”
2. Defective “ joinings ” of letters.
3. Form ation of capitals.
4. W ant of uniform ity in “ sloping.”
English.—The lesson on punctuality was not well done.
There were comparatively few grammatical errors to be
seen, bu t it was very evideut th a t most of the candidates
had had little instruction in essay writing. Some went
through the composition without in any way defining th e
subject of the essay, while others contented themselves
with citing an illustration of the evils resulting from
unpunetuality. Question 2 (paraphrasing) was attem pted
by all. About 10 wrote good exercises, but many gave
rath er an account of the poem from which the piece was
selected, th an a paraphrase in their own words of the six
lines in qriestion. The question on Analysis was answered
most satisfactorily. W here marks had to be deducted, it
was for omissions rather th an for errors, e.g., ( 1 ) kind of
extension omitted, ( 2) exact relation of subordinate sen­
tence to the principal. I n P arsing the omissions were
rather common. The relation of a word to other words in
a sentence should always be stated. Some of the pupils,
when parsing the verb, did not mention the conjugation to
which it belonged. L atin prefixes were well known by the
majority. The meanings of the words given in illustration
were not always well expressed. The question on the form a­
tion of nouns from given words was not well answered by
about a th ird of the candidates. Question S (forming
words from a Latin root) was evidently a difficult one for
most of the candidates. The subject cannot have received
sufficient attention. The question on the “ Enlargem ent
of the Subject” was dealt with very creditably by many.
Only one or two mentioned the noun in apposition as an
enlargement. The pronouns asked for in Question 11
were picked out accurately. The illustrative sentences in
the question on the adverb were only fairly accurate.
Geography.—The map of the southern coast of Asia was
only fairly drawn. Two only indicated the meridians and
parallels with any degree of accuracy. The positions of the
places asked were known by most, b u t a few were very
inaccurate. The maps were fairly neat. The nature and
formation of dew were known by about a third of the
candidates, bu t about the same number knew little or
nothing. Several said the air was condensed and deposited
as drops of water—thus not distinguishing between the air
and the moisture contained in it. The answers on the Trade
W inds were very -unequal in merit. A few gave such little
evidence of knowledge in this direction as to suggest th a t
this p a rt of the subject had been overlooked. In a few
cases the answers were given in scientific language, b u t
accompanied by errors th a t showed they did not understand
the words used, e.g., one candidate stated “ th a t air always
blows in spirally from p l a c e s of high atmospheric pressure
to places of low atmospheric pressure.” In- another
sentence he states th a t “ they (the Trade W inds) are
caused by the enormous heating of the air at the Poles.”
Several candidates said th a t the Trade W inds blew from
the N orth-E ast in the N orthern Hemisphere, and from the
South- West in the Southern. The phases of the moon were
very imperfectly known. No less than eight candidates
J
une,
1900.]
TH E
EDUCATION
did not attem pt tlie question, and five made very poor
attem pts at it. Only four obtained good marks. The
relative positions of the places in South Africa, now become
historic, were not known by m any of th e candidates; a t
least seven obtained less th an one-half th e marks. The
Tugela River, Ladysm ith, D urban, and M afeking were the
■worst placed. E nglish coaling stations -were not known by
the m ajority of the candidates. A very good knowledge
was shown of the countries in which th e products named
were produced. Some named continents instead of countries.
A bout five pupils showed great ignorance., M any papers
displayed a creditable knowledge of the river system of
N orth America. Some considered it sufficient to name the
rivers, while others om itted to mention the high lands
which form th e watersheds. I t should be remembered th a t
if a rough sketch accompanies the description, th e value of
the answer is increased. Eleven of the papers out of the 22
worked obtained more th an 60 per cent, of the possible
marks, while five could not m uster one-half of the marks.
From the papers a very natural conclusion may be drawn,
viz.: th a t in some schools Geography is not tau g h t by
intelligent m ethods; also th a t some parts of the curriculum
(e.g., Physiography) have been neglected.
Arithmetic.—The results were exceedingly creditable. The
problems were, as a rule, correctly worked, and each step
was plainly indicated. There were a t least nine excellent
papers, one (No. 18) being correct in every problem. Out
of the 22 candidates, only two fell below 50 per cent.
Dictation.—-The principal m istakes were in th e following
w o rd s:—
Altogether (2).
Necessary (2).
Oxygen (2).
W herever (5).
Tissues (7).
Corpwscles (9).
Existence (11).
Reading.—Repetition of words, generally the smaller
ones, is still the greatest fault. This is often caused by
the rapidity w ith which the reader tries to get through the
exercise. There was great improvement shown, especially
in the meanings of words, which were for th e most p art
intelligently answered.
Drawing.—Freehand from the flat on paper. The copy
had to be made a little larger. This enlargement was not
well done. I n most instances the c o j j j was not enlarged
proportionately. Taken as a whole this exercise was badly
done. On the blackboard much better work was shown in
drawing th e m ainlines of the copy in the previous exercise.
About tw o-thirds .of the candidates obtained more th an 60
per cent, of the marks, and the exercises were distinguished
by neatness and boldness of outline.
H istory.—Twenty questions were set, embracing the
whole period of English H istory from the A ncient Britons
to the present time. Of these eight questions only could
be attem pted. Thus ample opportunity was given to all can­
didates, whatever period of H istory they h ad been recently
studying. Speaking generally, the papers showed a
very creditable, knowledge of E nglish H istory, th e m ost
common error being a tendency to say more th a n was
required by the question. Two papers (Nos. 6 and 4) were
CIRCULAR.
131
very far below the others, while the w riter of paper 18 is
to be congratulated on the intelligent study evidently made
of this subject.
W E ST A U S T R A L IA N T E A C H E R S’ U N IO N .
T he A nnual Conference.
The Second A nnual Conference of the W estern A ustra­
lian Teachers’ Union was begun on A pril 17, in the
Frem antle Boys’ School, when" delegates representing the
affiliated B ranch Associations of the Central Union m et to
receive the various reports, and to discuss the resolutions
set forth on the agenda paper.
The following delegates were accredited to sit and
vote:—Mr. Treadgold (A lbany), Mrs. MeAhece, Messrs.
Paisley and Loveridge (Bunbury), Mr. Preston (Gingin),
Mr. Green (Geraldton), Miss Fage, Mr. Clubb (head
teachers), Mr. Dobson (N ortham ), Mr. Russell (New­
castle), Mr. McLean (W agin), Mr. Lyngberg (N arrogin),
Mr. A. H ill (president), Mr. H am m ill (secretary), Mr.
O’Leary (treasurer), Misses Sutton, Mitchell, and Sutton,
Messrs. Toung, McGregor, Rooney, H unt, Hayes, Hall,
W ardlaw, and Hayes (P erth ), Mrs. Jeffreys, Messrs.
Wheeler, Shaw, Henzell, H arris, Harvey, Molloy, Scott
(Frem antle), Misses Isles and McBean (Kalgoorlie), Mr.
Jackson (Boidder).
The President (Mr. A. H ill) formally declared the
Conference open for business. In doing so he thanked
the delegates for their attendance. Especially did he wish
to extend to country delegates a hearty welcome. H e
considered the present gathering an indication of the
success th a t was crowning the efforts of the Union, since
its comparatively recent inception, in endeavouring to weld
the teachers of the Colony into a united body desirous of
assisting, both in the school room and out of it, the cause
of Education. H e expressed the gratification felt by the
Executive Committee upon the success of the past year,
and asked the delegates to keep before their minds the
objects for which such conferences were held. The secre­
tary (Mr. J. Hammill) subm itted the following report,
which was adopted:,—
P erth, A pril 3rd, 1900.
Ladies and Gentlemen,—
W e have m uch pleasure in pi-esenting to you the
R eport of the Executive Committee of the W estern Aus­
tralian Teachers’ Union for the year 1899-1900.
T h e U n i o n .— I t is gratifying to record that, during the
year, six new Associations have become affiliated with the
Union, viz.:—Bunbury, The Head Teachers, Northam,
Kalgoorlie, W agin, and Gingin. The Union has now a
branch in almost every im portant centre in the Colony.
I t is confidently hoped th a t during the coming year all
teachers will avail themselves of the opportunities provided
by the Union for connecting themselves with the move­
ment.
T h e A n n u a l C o n g jr e s s . —The first A nnual Congress
was held in Perth, and was a great success; being well
attended by the teachers of the Colony.
Delegates
representing the various affiliated associations were engaged
in discussing a num ber of im portant resolutions, and we
are pleased th a t our efforts in this direction were not
TH E
132
EDUCATION
■wholly fruitless. A deputation consisting of 13 teachers
presented 18 of these resolutions to th e D epartm ent, aud
were courteously received by the Inspector General of
Schools (Mr. C. Jackson) and the Chief Inspector of
Schools (Mr. J. P . W alton), who discussed at length the
various m atters brought under their notice.
W o b k o f t h e U n io n .—L ater in th e year, in response
to a request from the branch associations, the Union
brought before th e Legislature of th e Colony th e question
of the inadequacy of the salaries paid to teachers. Owing
to these representations a more satisfactory scale of salaries
was brought into operation on Jan u ary 1st, 1900.
Many m inor m atters have a t various times been dealt
with by th e Union, and reports forwarded to the several
Associations. Some of these have been allowed to stand
over for the deliberations of th e present Conference. The
labours of the Sub-Committees appointed to report on
(a.) The form ation of a S. S. Athletic Association.
( 6.) U niform ity of copy-book writing, and
(c.) Superannuation of teachers
are before you for perusal.
D uring the year th e Union, through the medium of
the P e rth and Frem antle Branch Associations, was able to
practically show its deep regret a t th e untim ely death of
the late chief clerk of th e Education D epartm ent, Mr.
E . W. H . Needham.
M e e t in g s .— These have been held alternately a t P e rth
and Eremantle, on nine occasions; including two special
meetings, rendered necessary by the need for immediate
action.
P e o g r e s s .— The growing popularity of the Union among
teachers is perhaps worthy of notice. I n 1897 there were
44 members, who, under the old constitution, were directly
members of the parent Association. D uring 1898 this
num ber h ad increased to 66, w ith four branches, sending
19 delegates to the F irs t A nnual Conference. This year
the membership list of the 10 branches is 206, sending
50 delegates to represent them.
L is t o f B b a n c h e s .
P erth
... 42 Members
Frem antle
... 26
Goldfields
................
... 30
B un bury
... 25
Northam
... 15
Head Teachers
... 18
Albany
... 1 1
W agin
... 1 1
Gingin
...
10
„
Geraldton
7
P e o s p e c t iv e .— I t is a m atter for regret th a t there are
still m any teachers who have not yet connected themselves
with the work of the Union, especially in view of th e special
legislation introduced into the constitution for the regis­
tration of those teachers who reside in isolated districts as
unattached members of the Union. I t is the intention oE
th e Union to make a special effort in this direction during
the coming year.
The Executive Committee of the U nion feels the
responsibility th a t rests upon it in endeavouring to assist
CIRCULAR.
[J une , 1900.
the work of education throughout the Colony. Especially
does it feel the necessity for improving the status of the
profession, th e harmonising of the elements of a good
sound education for the future citizens of this Colony, and
a widening of the scope an d aims of all teachers. I t is the
earnest wish of the Union th a t it may be instrum ental in
some degree in rendering more effective the training th a t is
to fit our young people not only for their profession, b u t
for whatever calling they may follow in after life.
A. H i l l , President.
J o s h . H a m m i i l , H o n . Secretary.
The Treasurer’s balance-sheet showed the finances of
the Union to be satisfactory.
The constitution of the Union was amended to allow
the Executive Committee certain powers a t the A nnual
Congress, and to ena.ble branch associations to have
greater facilities for discussing the agenda paper of the
Conference, and instructing th eir delegates as to th eir
action regarding the resolutions to be discussed. I t was
decided to hold, the next A nnual Congress in P erth
duriug the Easter Vacation, 1901.
, The following officers were elected for the ensuing
year:—P resident: Mr. A. H ill (re-elected). Vice-Presi­
dents : Messrs. H . W . W heeler and W . Clubb. Hon.
Secretary: Mr. J. Hainmill (re-elected). Hon. T reasurer:
Mr. F . O’Leary (re-elected).. Committee: Miss Girdlestone, Messrs. Rooney, MacGregor, Young, Henzell,
Shaw, Hayes, aud H unt.
The delegates then proceeded to discuss the various
resolutions set forth on the agenda paper. These, with
the D epartm ent’s replies, will be published in the next
issue of the Education Circular.
Second D ay.
The congress was continued on A pril 18, in the
Frem antle Boys’ School, when addresses were delivered by
the R ight Rev. D r. Riley (Bishop of P e rth ), D r. Jameson
(of the P e rth Board of Education), Mr. H . Briggs,
M.L.C., and Mr. R. Evans (chairm an of the Frem antle
Board of Education).. Apologies for unavoidable absence
were read from H is Excellency the A dm inistrator (Sir A.
C. Onslow), the Premier (Sir John Forrest), the M inister
for Education (Mr. G. Randell, M.L.C.), and Mr. J. W.
Hackett, M.L.C. Mr. A. H ill, president of the Union,
occupied the chair, and form ally opened the proceedings.
Bishop Riley said th a t it was perhaps characteristic of a
young country to be im patient. H e noticed th a t here a
great many people were a p t to be im patient, and teachers
were, he thought, no exception to the rule. People wanted
all kinds of good things, and they wanted them provided
a t 'once. They did not seem to be able to watch things
grow gradually.
Especially was this the case in the
country districts of this Colony, where people wanted
things brought to their doors in a few minutes, and unless
they got them , they straight away grumbled and growled.
Education, he thought, should be a process of growth,
gradual and effective. I t should not be a m atter of rush.
Some teachers, because they could not obtain all they
desired in a moment, were disposed to cry out. They
J
une,
1900.]
TH E
EDUCATION
should study tlie lessons provided by th e old country. I n
England, before 1833, nothing was done by tlie State for
education. Teaching was left to religious bodies. Then
. the State so far stepped forward as to give J>20,000 to assist
in the education of children. I t was not u n til 1839 th a t
the g ran t was increased to £30,000. I n th a t year the
Education D epartm ent was established in th e old country.
The grant gradually grew, until, in 1857, it reached
<£451,000, while in I860 it totalled £1,000,000. Next, a
commission was appointed, and, as the outcome of their
inquiries, the system of paym ent by results was initiated
by Yiscount Sherbrooke’s A ct of Parliam ent in 1862. The
system was objected to then, as it is objected to now, by
teachers. I t was, however, difficult to see w hat other
system could be advantageously adopted.. The people,
•who, after all, paid for education, an d whom education
was intended to benefit, desired to see w hat they were
getting for their money, and paym ent by results showed
them best w hat was being done. I n 1870 Mr. Forster
brought in Ms Bill which provided for the establish­
m ent of board schools all over th e country where
voluntary efforts were not sufficient.
Eventually the
two forms of education, voluntary and Government,
existed side by side, to th e m utual benefit of both.
He thought these two classes of schools in a community
did good, as they created a spirit of healthy rivalry between
schools, teachers, and scholars. In 1880, in th e old country,
the Compulsory Education A ct was passed, as it was found
th a t even w ith the greater facilities for education, a large
proportion of the children did not go to school a t all. In
1891 th e Free Education Act became law, and since then
the attendance of the children has been ever so much
better. This was in regard to elementary schools. In
nearly all the large towns there are now excellent secondary
schools. The result is th a t a child can sta rt a t the bottom
of th e ladder, and, if he has th e ability, work Ms way up
to the universities. H e tho u g h t th e present liberal system
of education m ust do away with the grumblers, who would
otherwise be able to say th a t a clever boy, if he were poor,
had no chance to rise as against the duller boy whose
parents m ight be rich. H e h a d shown th a t however slow
the advance of education had been in the old country
previously, yet. its progress had been very rapid of late
years. In Scotland, for the p ast 200 years, education had
been on an infinitely better footing than in England, b u t
Ireland had been very much behind both. T h at country,
howevei-, was improving considerably. I n these colonies
the advancement made in education was wonderful, and,
coming to W estern Australia, it m ust be confessed th a t the
strides made in education w ithin the last four or five years
were simply marvellous. I ts progress, indeed, gave every
hope for th e future, and ought eventually to take away the
cause for a great deal of the grum bling which sometimes
occurred w ithin the Colony. The three things necessary
for elementary education were physical, intellectual, and
moral training. I n th e first place there m ust be a sound
body, and in this connection there m ust be more drill.
H e would like to see a drill instructor appointed to visit
the schools. A teacher could not be expected to be well
up in everything, and if an instructor were appointed,
m uch better results from drilling would be obtained. H e
had seen cases under present conditions where the drill was
carried out in a slipshod and haphazard style, which did no
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183
good to the children. Again, there was nothing like music.
The children should be tau g h t to sing. Good singing was
splendid exercise, and he really thought th a t there ought to
be an instructor of singing as well as one of drill. Again,
games should be thorougMy taught, for healthy play
brought out the qualities of a child, and where mistakes
were made they could be corrected.
Cleanliness and
tidiness were most im portant elements in a child’s educa­
tion, and should not be overlooked in its physical training.
H e implored young teachers to continually read and study,
so th a t they would be able to impart- fresh ideas to their
scholars.
“ Keep up to d a te ” should be the motto.
Obedience was another thing wMch m ust be inculcated,
and then honesty, justness, punctuality, and kindness—
kindness to animals in particular. As for the teaching of
religion, th e Bishop rem arked th a t, wMle he recognised
the difficulty of the position in which teachers were,
perhaps, placed, he honoured them for the way in which
they were carrying out the law of the country. He
hoped to see Savings Banks established in every
school, and trusted th a t the inclinations of the scholars,
if they leaned in the direction of maMng collections and
so forth, should be encouraged. The profession of a
teacher was one of the most honourable possible, and of
all civil servants they should be on a level with those who
received the best pay. Teachers had to exercise the most
noble faculties for the good of the generations who were
growing up to replenish the nation, and they ought to be
placed above the position of sometimes wondering how to
make both ends meet. The country ought to try and do
all it could to rem unerate its teachers so as to place them
in the front rank of well-paid servants. I f the State
wanted its children to be self-respecting, honourable,
upright, and religious, it m ust have teachers who possessed
the same qualities, and those qualifications should be
recompensed to the utm ost extent. [A|>plause.]
D r. Jameson also spoke. H e said th at a t r a i n i n g col­
lege was a great necessity, b u t he agreed with the Bishop
th a t to induce young men and women—young men in
particular—to become teachers, an adequate remuneration
should be offered them. They should be led to take up
teaching as a perm anent profession, and not, as now, to
simply regard it as a temporary occupation till something
better turned up.
Mr. H enry Briggs, M.L.C., said th a t he accepted their
invitation w ith great pleasure, for he loved th e work and
honoured the calling of a school teacher. Though the
greater p a rt of his life had been spent in th e work, and
though hundreds of boys both in England and th a t Colony
h ad been under Ms care, he would not presume to offer
advice, b u t simply and heartily congratulate their union,
and wish it prosperity. Such a conference tended to
m utual encouragement, and acted as an antidote to th at
bane of a teacher’s calling—isolation. Every thoughtful
person was impressed by a sense of the importance, dignity,
and sacredness of their task ; everyone recogmsed the
necessity for the constant exercise of patience, tact, wisdom,
and justice; b u t teachers alone knew the many tem ptations
towards impatience, weariness, and despondency, for
harvest was so far off seedtime. Conferences like the
present would brace their energies, give fibre to their
endeavours, and cheer and brighten their labours. The
134
THE
EDUCATION
power of association was great. Tlie solitary sentinel in
his perilous watch on tlie African veldt was sustained, by
the thought of comradeship, th a t he was one of a great
army, and duty became his guiding star. As an old
schoolmaster, Mr. Briggs begged to remind them th a t if a
teacher began his work with high aims, and carried it
through w ith intelligent efforts, he would not have lived in
vain. Some of his pupils m ight love him, honour him, and
be grateful to him. The good done to the world at large
was immeasurable, and its effects m ight extend far beyond
his own days.
BRUSH
D R A W IN G .
In previous Circulars the D epartm ent has published
notes on B rush Drawing, b u t the following, taken from an
address delivered by Mr. David Yuille before the Ayrshire
Branch of the Educational In stitu te of Scotland, seems to
deal with the subject in a succinct way which should be
helpful to teachers. Some of the prices quoted differ a
little from those in this Colony. E or instance, Brushwork
Books are supplied here at 2s. a dozen, less 10 per cent.,
and china palettes cost Is. per dozen, less 10 per cent.
Class wells are not supplied by the Department, b u t w ith
the help of Liebig’s jars a teacher should pull through.
Mr. Yuille refers to th irty shade colours, b u t the D epart­
m ent considers six colours sufficient, as with these a large
number of shades can be made. Some teachers find
Judson’s dyes or coloured inks quite satisfactory and much
cheaper:—
I now oome, said Mr. Y u ille, to th a t portion of m y paper which
gives me the greatest pleasure to place before you. It is the
occupation of which the possibilities are least generally known,
and one which gives to the hand a delicate touch, to the eye a
true appreciation of form and colour, and engenders a love for all
th a t is beautiful in nature. Outfit.—The outfit consists of brush,
copy, colours, china palette, and wells. The brush which suits
best for all purposes is No. 5 Siberian hair of th e better quality.
As th e heads are not always very well fixed, i t is advisable to take
a hammer and sharp ware nail and punch the tin into the wood
on two sides. This fixes i t firmly, and as the operation is simple,
it may be d ine b y boys. Copy.—The copy best suited to beginners
is 7 Ain. by 7 in., lithographed in Sin. squares, at Is. 6d. per dozen.
These may be sold at 2d., and the profit helps to pay the colours.
Colours.—I t is here the greatest difficulty crops up. In schools
where there are pupils of well-to-do people it disappears, because
the pupils are delighted to possess a box of their own. W here the
colours are supplied, it is b est done by means of tubes of m oist
colour. These cost 2d. each, or rather less when bought in large quan­
tities, and can be had in over 30 different shades. In a monochrome
lesson, which takes an hour, one tube w ill supply colour sufficient
to serve a class ofbetw een 50 and 00. China Palettes for m ixing
colours may be had at 9d. per d izen, but these are dispensed w ith
when the pupils are supplie I with boxes. M akeshifts m ay be
employed in th e form of smj,U saucers. Shaving cream dishes
fulfil the wants admirably, and every dish makes two palettes—
one out of the dish and one out of the lid. Class W ells cost Is. per
dozen, but there are many things th a t can fill their place. Clean
ink-wells serve the turn, but are ju st rather small. The best
article to be had is the small pot in which L iebig’s extract of m eat
is sold, and these can easily be had by asking a subscription of
them from the pupils. On th is subject m any books have been
printed—m any of them beautiful picture books, bu t useless for
making, a three or four years’ course for a school. The b est is
th at published by Joseph V aughan, an art master under the
London School Board, and it is th e m ain points in his m ethod I
would lay before you. To begin w ith, you m ust have some form the
average child can grasp, and is at the same tim e easily made.
This form is supplied by brush impressions or blobs. These are
CIRCULAR
[J une,
1900.
obtained by layin g th e brush fu ll of colour on the paper. To
obtain successful brush impressions, th e paint m ust be of creamy
consistency, th e brush fu lly charged, and no tw ist in the hairs.
The brush is laid carefully on th e paper j)oint first. W atch the
point of the brash, and whenever the hairs begin to sp lit the
pressure m ust be removed, or the blob w ill lose its shape. For
the first day’s lesson scrap paper should be used. By varying
the arrangement and colour, a great many pleasing designs can
be made from this simple elem ent. I t is not drawing a t all,
b u t it gives the child an idea of th e flexibility of the brush,
and trains the eye by placing th e blobs in correct places. The
n ext stage is to draw a line. A straight line is a form which,
though short, is not the easiest form to draw w ith a brush. I t
is a form which, however, th e child can easily appreciate, and
te ll w hether i t is righ t or wrong. Straight and curved lines
havin g been practised, th ey are then combined w ith th e blob to
form m any sim ple designs, and simple forms taken from nature.
M any leaves (such as clover, m istletoe, m ountain ash, and box),
flowers (such as daisies, asters, dahlias, chrysanthemums), in s e c ts ,'
and birds can be easily produced by sim ple brush impressions and
lines.
B y th is tim e th e pupil w ill have obtained a m ental
impression of the blob, and in order to relieve th e monotony, the
drawing of th e blob should be introduced. This is done by two
strokes of the brush, and all attem pts at outlining and filling
in should be nipped in th e bud. The n ext step is the circle.
(This m ust not be taken as countenancing any variation from
th e order in th e Syllabus, in which teachers are instructed to
begin in th e drawing w ith th e ellipse, and not w ith th e circle,
which does not lend itself so readily to design.—Ed.) N ext to
a straight line th e circle is the form of which th e child has a
correct m ental impression. They m ay not be able to draw it
correctly, but, generally speaking, th ey can te ll where i t is wrong.
H aving been used to the pencil, th e y w ill m ost lik ely tend to draw
th e outline, and th en fill i t in. This is by no means th e easiest
way to do it, nor is i t th e aim in drawing with th e brush. The
brush should be w ell charged w ith colour, and a bold blob made,
m aking as m uch of th e circle as possible w ith one stroke. This
w ill leave one side w ith ragged edges. W ith th e top of th e brush
th e paint is drawn into a clear, clean edge, and the circle is com­
plete. One of th e greatest difficulties is to g e t uniform size, but
th is can only be gained by constant practice. This adds a new
elem ent to design, and in combination w ith the blob and line ■
there is no dearth of exercises. Jfla t IFas/i.—A t th is point it
would be well to introduce th e flat wash. The child has gained
some idea of the flexibility of the brush, and may be trusted to fill
a 'space w ith colour. The great secret of a successful wash is to
keep the colour running. The child is afraid th a t a mess w ill be
made by p u ttin g on so m uch colour, and works w ith th e paper half
dry. The consequence is th a t the exercise is streaked w ith brush
marks. In the designs th a t follow, a fine warm undertone can be
put on, which w ill enhance them considerably. Then, in th e free­
hand drawing of the cla ss.it can be made an incentive to work if the
clever pupils are allowed to p u t on one or two tin ts to show up the
different parts of th e drawing. I t is far ahead of crayon work, as.
you never can g e t a good body of colour from cheap crayons.
Jfoss Drawing.—Interspersed am ongst the exercises th a t follow, a
few sim ple common objects m igh t be attem pted, to give variation
to th e work. Ellipse.—W hen th e circle has been fairly w ell
mastered, the ellipse should follow. This form the child is per­
fectly w ell acquainted w ith, as all letters of the alphabet are
ellipses or parts of an ellipse. I t is made in the same w ay as the
circle —one bold stroke of th e brush, and finish the lower portion
w hile the paint is still wet. The same difficulty arises in obtaining
uniformity, but, w ith the aid of the lines in th e copy, i t is over­
come. A ny uneven pressure of the brush causes a protuberance
on th e edge, and, of course, th e desire is to hide that. This is done
by m aking th e ellipse bigger, and in doing so another sw elling is
made, and a repetition of th e enlarging process goes on’ u n til the
ellipse runs over th e edge of th e paper. In alm ost every ease in
brush drawing, th e first attem pt, whether righ t or wrong, m ust
be left, as much, or sometimes little, mending means ending.
Many simple patterns can be made from -this form alone, and
working out a pattern is more pleasing to th e child than a number
of isolated exercises. Ornamental borders, vases, and different
forms taken from nature, such as birds, insects, and fruits, afford
numerous examples in th is new form. Oval.—The oval is th e n ext
J
une,
1900.]
TH E
EDUCATION
typ e form. This is probably tb e m ost difficult of all. In the
circle there is but one size to be mastered, and th at is t-heJiameter.
In the ellipse there are W o, the major and minor axes, b n t the
tapering form of the oval presents a shape th a t is not easily
grasped. L ite th e other forms, however, there is only one way to
conquer the difficulty, and th at is to m ate them w ith care, and
m a te them, often.
SCHOOL E N T E R T A IN M E N T S , E tc.
Knjonup School.—Teacher, Miss M. Cullinnne.
The children of this school collected the sum of ,£1 13s. 5d.
ill aid of the Morning Harold W ar Fund.
South Perth School.—Headmaster, Mr. F . O’Leary.
The pupils of this school subscribed ,£1 4s. towards the
Morning Herald W ar Eund, and £ 2 10s. tow ards the West
Australian Famine Fund.
North Fremantle Infants School.—Headm istress, Miss
Haw Ices.
The sum of £ 3 Is. 34d. was collected by the children of
this school on behalf of the Morning Herald W ar Fund.
Westbrook School.—Master, Mr. W . G-. Arnup.
A concert, sports, and ball were held in connection with
this school on th e 16th November last. The receipts,
inclusive of subscriptions, totalled £ 1 8 5s. 3d. Of this,
£1 0 7s. was expended in prizes, 10s. for hire of liall, and
£ 4 12s. 6d. for refreshments. The balance, £ 2 15s. 9d.,
has since been spent in further prizes.
South Greenough School.—M istress, Miss Myra K. Smith.
A lantern exhibition was held in the school on January
25. The am ount taken a t the door was £ 1 19s., which was
expended in th e purchase of prizes.
Northam School.—Headm aster, Mr. J . H . Rilev.
School concert held December 14. Receipts, including
subscriptions, £ 2 4 3s. 2d. Expenses £6 3s. 2d. Balance
in. aid of Piano Fund, £18.
Paddington 'School.—H eadm aster, Mr. W. Gr. Kerr.
The teacher forwards receipts showing the disbursem ent
of the balance from last concert, £ 1 9s. 7d., in pictures for
school decoration.
Highgate School.—Headm aster, Mr. A. E. MacGregor.
Concerts held on the 7th December and 14th December
last. Receipts, including donation, £ 2 5 13s.; advanced by
headmaster, £ 5 0s. 7d. ; total, £30 13s. 7d. Expenses,
£ 3 2s. 3d.; school decorations, £ 12 17s. 6d . ; dumb-bells
and clubs, £2 2s .; prizes, £ 5 1 1 s. 6d . ; school library,
<£4 0s. 4d.
Fremantle Boys’ School. — Headmaster, Mr. H. W.
Wheeler.
The boys of this school collected the sum of £6 3s 3d.
on behalf of the Morning Herald W ar Fund.
Svbiaco Infants’ School.—Headmistress, Miss Julius.
The children of this school subscribed the sum of £1 2s.
for the West Australian Fam ine Fund, and 17s. 4d. for
the Morning Herald W ar Fund.
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135
Fremantle Boys’ School.—H eadm aster, Mr. H. W.
W heeler.
I n connection w ith the recent Swimming -Carnival held
by the pupils of this school, the sum of £ 3 7s. 0§d. was
received in contributions. This am ount will be expended
in. the purchase of musical instrum ents for the use of the
Band.
Scotsdale School.— Master, Mr. B. Gray.
The sum of <£7 3s. 6d. was collected by pupils of this
school. Of this am ount <£1 19s. 7d. was expended in a
feast, and £ 4 2s. 8d. in prizes, leaving a balance of
£ 1 Is. 3d. for buying teaching apparatus.
Beaconsfield Infants’ School.—Headmistress, Miss Fage.
The balance of £6 7s. 6d. from the last concert has been
expended in articles for school decoration. The children
collected, also, £ 2 for th e Fam ine Fund, and 3s. 4d. for the
W ar Fund.
D IS T R IC T B O A R D S, E tc.
N a r b o g i n . —Mr. Michael Brown
has been elected
Secretary of the N arrogin D istrict B oard of Education.
T E A C H E R S’ A SSO C IA T IO N S.
T e a c h e b s ’ A s s o c i a t i o n . —A meeting of this
Association was held a t the Gingin School on May 4th,
when there _were • p re sen t:—Messrs. A . Preston, M. F.
Clarke, W . Holmes, A . E. Nadebaum, and Miss Raymond.
Mr. K innear was elected as a member of the Association.
Owing to Mr. McCollum having vacated the presidentship,
Mr. Preston was appointed in his place. Mi-. Preston, who
was the representative of the Association at the E aster
Conference, reported upon his visit. Advantage was
taken of the gathering to compare notes on Miss F irks’
visit. The next m eeting was fixed for June 2, when a
lesson on Phonic Reading will be given by M r. A. E.
Nadebaum.
G
in g in
STOCK
N O T E S.
The D epartm ent has now a quantity of set squares in
stock for issue to the schools as sale stock. These may be
applied for on th e monthly sale stock requisitions. There
are two sizes, the prices being respectively 6d. and 3d. per
set, and teachers, when ordering, should be careful to state
which size they require.
Teachers a t the following schools, when applying for
small articles of furniture for school use, should state
whether the articles are obtainable locally, and if so, at
w hat c o st:—Roebourne, Cossack, Sharks Bay, Carnarvon,
Broome, Onslow, Ham elin, Boranup, Karridale, Esperance,
Kunanalling, Norseman, Princess Royal Mink, Niagara,
M ount Malcolm, Sons of Gwalia, Nannine,
B y A u t h o r i t y : B i c h a b d P e t h e b , G o v e rn m e n t P r i n t e r , P e r t h .
IIA OEPARTHEtiT OF EDUCATION AND TRAINIIjS
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