Annual Report of the Normal, Model, Grammar, and Common Schools in Ontario for the Year ...: With AppendicesHunter, Rose & Company, 1868 - Education |
Other editions - View all
Common terms and phrases
16th century Amount apparatus apportionment auroral auroral light average attendance barometer Bowmanville boys Brantford Brockville cause of non-attendance certificates classical Clergy Reserve Cobourg Common Schools County Board examinations Department distribution of prizes East Gwillimbury English Esquire Female Fogs Gananoque girls Grammar School Grand Total improvement increase indifference of parents James John Kemptville Lanark Latin lightning lunar halo Male maps Mary mean Model Schools month Municipal Normal and Model Normal School Number of pupils Number of schools Ontario Oshawa Peterborough Port Hope Port Rowan prize books prizes and libraries progress Public Instruction PUPILS ATTENDING Rain on 1st Rain on 2nd religious instruction Reverend revised programme salaries school houses school law school libraries School Section school system Schools of Ontario Separate Schools Simcoe Snow on 2nd Storms of wind Strathroy Superintendent teachers teaching thunder and rain tion Toronto town township Trustees Victoria Villages Welland William
Popular passages
Page 4 - Christ, for honor, for cleanliness, for work that never ends, having the promise of the life that now is, as well as of that which is to come...
Page 54 - The quality of mercy is not strained, It droppeth as the gentle rain from heaven Upon the place beneath. It is twice blessed: It blesseth him that gives, and him that takes...
Page 55 - A workman has to bear hard labour, and perhaps privation, while he sees others rolling in wealth, and feeding their dogs with what would keep his children from starvation. Would it not be well to have helped that man to calm the natural promptings of discontent by showing him, in his youth, the necessary connection of the moral law which prohibits stealing with the stability of society — by proving to him, once for all, that it is better for his own people, better for himself, better for future...
Page 54 - Let us consider what a child thus "educated" knows, and what it does not know. Begin with the most important topic of all — morality, as the guide of conduct. The child knows well enough that some acts meet with approbation and some with disapprobation. But it has never heard that there lies in the nature of things a reason for every moral law, as cogent and as well...
Page 21 - With several of the publishers I had some little difficulty, when I first called, to induce them to modify their terms. They alleged that they had already given us their best export terms for cash. After sundry conferences and explanations, they were at length induced, with two or three exceptions, to agree to an additional discount for cash...
Page 36 - The apportionment payable half yearly to the Grammar Schools shall be made to each School conducted according to law, upon the basis of the daily average attendance at such Grammar School of pupils in the programme of studies prescribed according to law for Grammar Schools; such attendance shall be certified by the Head Master and Trustees and verified by the Inspector of Grammar Schools.
Page 35 - Country, the nature of the Soils on which he walks, and the chemical and mechanical principles, which enter into the construction and working of the implements of Husbandry, the machinery of Mills, Manufactures, Railroads and Mines, the production and preparation of the Clothes he wears, the Food he eats, the Beverages he drinks, and the air he...
Page 55 - ... examination, is a fact which produces nothing in a boy's mind. It is simply a barren fact which he remembers or does not remember for a time and which after a few years becomes confused with other facts and is forgotten. It leads to nothing. It does not germinate, it is a perfectly unfruitful fact...
Page 51 - There is a large class of words in the language, originally perhaps philosophical, but which have passed so completely into the common parlance of welleducated people that they cannot now be called philosophical, but which remain to the class I speak of perfectly obscure. The consequence is that such people, in reading not merely abstruse books, but books in the smallest degree speculative or generalizing, constantly mistake the meaning of what they read. It is not that they understand their author...