Several accounts were approved and ordered to be paid.

October 31st, 1849. A Communication was received from the Honourable Malcolm Cameron, Assistant Commissioner of Public Works, dated this day, stating that the Goverment would require immediate possession of the Government House and premises. It was,

Ordered, That a Committee, consisting of the Chief Superintendent and Mr. James S. Howard, be appointed to obtain a suitable Building for the Normal School.

November 20th, 1849. The Committee appointed at the last Meeting to procure a suitable Building for the use of a Normal School, in lieu of the Government House, now required by the Government, submitted a Correspondence held by them with the Committee of the emperance Hall, showing that they had obtained the use of that Building for six months, for the sum of fifty pounds, (£50,) Currency, together with the expense of some necessary alteration as set forth in two Letters from Mr. A. Christie, Secretary of the Temperance Committee, dated the the 3rd instant, and on behalf of the Board by the Chief Superintendent, in a Letter, dated the 8th instant. The arrangement, as agreed upon in said Correspondence for the temporary occupation of the Temperance Hall premises, was approved.

The Chief Superintendent, having brought under the notice of the Board the necessity of some further provision being made for the instruction of the Students and Pupils of the Normal and Model Schools in Writing and Practical Book-Keeping, it was,

Ordered, That measures be immediately taken to procure an additional Instructor in this Department: That the attendance of such Master be for eight hours each week between the Normal and Model Schools, under such Regulations as may be found most convenient, in connection with the exercises of the Normal and Model Schools, and that the allowance for such service be at the rate of Fifty pounds, (£50,) per annum.

Ordered, That the Chief Superintendent of Schools be requested to advertize for candidates for the situation in the Colonist and Globe newspapers, -two insertions in each.

An application from Mr. Charles Robert Loscombe to admit his son to the Normal School, although under the age specified in the Terms of Admission, was laid before the Board. It was considered that a deviation from the rules was highly objectionable; and that, therefore, the application of Mr. Loscombe could not be complied with. The Board, however, agreed to admit Robert R. Loscombe for the present Session, without exacting the fees usually charged to paying pupils, who are not preparing for the duties of Common School Teachers. This was done, in consideration of his being the Son of a Teacher in this City. The admission, without payment of fees, not to include Books, or to entitle the pupil to a Certificate at the end of the Session. An application fron Mr. Patrick Farrell to be admitted as a Student in the Normal School having been submitted to the Board, it was,

Ordered, That, as his Testimonials are deemed insufficient, it be not complied with.

November 29th, 1849. The Chief Superintendent having intimated to the Board, that Mr. Archibald Macallum, Senior Teacher in the Boys' Model School, would willingly undertake the Department of Bookkeeping in the Normal and Model Schools, for which he is, from previous experience, well qualified, it was,

Ordered, That Mr. Stacey's application be accepted, and that the Chief Superintendent and the Masters of the Normal School make such arrangements for the teaching of Bookkeeping, either by Mr. Macallum, or Mr. Stacey, as they may think expedient.

The Board having had under its consideration the representations laid before it by the Chief Superintendent, in regard to the onerous duties which devolve upon the Mathematical Master and Lecturer in Chemistry and Natural Philosophy in the Normal School, deems it equitable that an additional remuneration should be made for the services of said Master, it was therefore,

Ordered, That from and after the first of January, next, the salary of the Mathematical Master be increased to Three Hundred pounds, (£300,) currency, per annum.

December 18th, 1849. The Head Master having reported highly improper conduct on the part of two Students of the Normal School, and having explained to the Board the nature of the offence it was,

Ordered, That the two Students concerned be dismissed from the Institution.

The Chief Superintendent having represented to the Board that Mr. Thomas Johnston, General Servant and Gardener in the Normal School had been obliged to give up his apartments in the Government House Building, in consequence of the removal of the Offices of the Government to Toronto, and as the Board had agreed to furnish him with a residence on his appointment, it was, therefore,

Ordered, That the salary of Mr. Thomas Johnston be increased to Sixty pounds (£60,) per annum from the period of his removal from the Government House Building.

A number of accounts were approved and ordered to be paid.

CHAPTER XVI

LORD ELGIN AND EDUCATION,-HIS AGRICULTURAL PRIZES, 1849:.

It was at a critical time in our educational history that Lord Elgin arrived in Canada as Governor General. Chapters XIII, XIV and XIX, in the preceding Volume, (Seven,), and Chapter V of this Volume, show how wide-spread was the feeling at this time, in Upper Canada, against the principle of taxation for the support of the Schools. This feeling was not only held by individuals, but was also officially acted upon by Municipal Councils; and, in Toronto, rather than impose a rate for the maintenance of Schools, its Council preferred to shut up the Schools of that City in 1848.

It was at this period of our educatianal history that Lord Elgin first came into official contact with our Educational System. Being familiar with the Scottish Parochial School System, he soon mastered the whole subject, and perceived the great importance to the Country of the question which was then being so warmly discussed.

I recall with satisfaction the great services which Lord Elgin then rendered to the cause of education, at a critical period of its history in this Province. His speeches and addresses on the subject at that time had a wonderful effect in moderating the opposition which Doctor Ryerson received while laying the foundations of our System of Education. They had also the potent effect of popularizing that System in the estimation of the people, which it was designed to benefit. That popularity has, happily, continued to this day, thanks, in a great degree, to the interest created in the subject by the persuasive eloquence of Lord Elgin. His eminence as a distinguished graduate of Oxford, and his general knowledge of European Systems of Education, enabled him to speak with a precision and certainty, which few could gainsay. It was a gratifying fact that he identified himself personally, as well as officially, throughout the whole of his seven years' administration, with the general education and intellectual improvement of the people of Canada.*

Upper Canada, being largely an Agricultural Country, Lord Elgin highly approved of the course pursued by the Provincial Board of Education in making Agriculture a part of the instruction given in the Normal School; and, being desirous of encouraging it, he established two Agricultural Prizes,—the one of Five pounds and the cther of Three pounds,-to be awarded to the two Students who. should, at the end of the each half year's Session, stand the best examination on the subject of Agricultural Chemistry. Such a practical expression of His ExcelRyerson Memorial Volume, (1889), page 85.

*

17 D. E.

lency's desire to connect the science of Agricultural with Common School instructions in Upper Canada exerted a gratifying influence on the Students in the Agricultural department of the Normal School. It also increased the interest in the subject generally throughout Upper Canada.

In the "Proceedings" of the Provincial Board of Education, recorded in the preceding Chapter, it will be seen what was that action taken by that Board to give full effect to the thoughtful and generous act of Lord Elgin, in establishing these Prizes. That act had also the effect, not only of stimulating the desire of the competing Students to excel,-not more for the satisfaction of winning their prizes, than, indirectly,-to show how highly this patriotic act of His Excellency was appreciated.

The impetus which was thus given to the study, in the Normal School, of this special and interesting subject of Agricultural Chemistry, induced the Provincial Board of Education, in consultation with the Masters of the School, to enlarge the scope of the course of elementary Study prescribed for Agriculture in 1848. Regulations were adopted for the conduct of the Examination, and submitted for the approval of the Governor General; and a series of questions,-very full and comprehensive,—were prepared by the Examiners appointed to conduct the Examination. Being of historical interest, as the first series of questions proposed for this unique Examination, in a School solely intended for the training of Teachers, so as to fit them for giving instruction in the elementary branches of an ordinary English Education, I insert these questions in this place, as follows:

EXAMINATION PAPER, PART I., FOR THE GOVERNOR GENERAL'S PRIZES IN AGRICULTURAL CHEMISTRY IN THE NORMAL SCHOOL, APRIL 7TH, 1849.

1. What is the object of the study of Agricultural Chemistry?

2. Name the forces, whose effects it is the province of Chemistry to investigate; describe their mode of action, and state the distinction existing between Chemical forces and other forces influencing matter.

3. Into how many departments is the Science of Chemistry divided, and of what do they respectively treat.

4. Name the so-called organic elements; associate with each, its symbol, combining number, specific gravity, and remarkable properties; also, state the names of some compound substances of which one, or more, of these elements form important constituents.

5. Name the so-called inorganic elements, which usually enter into the composition of vegetables and animals.

6. What is meant by the terms "adhesion," or "heterogenous attraction"? Into how many orders is adhesion divided? Illustrate its several orders by examples.

7. What is an acid, a salt, an alkali? Give examples of each class, and affix to each example its symbol.

8. What is Carbonic Acid? Give its symbol. How many pounds of Carbon are there in two hundred and twenty pounds of Carbonic Acid? How would you exhibit the presence of Carbonic Acid in Air? in Limestone?

9. How would you exhibit the presence of Carbon in plants, and of nitrogen in the atmosphere?

10. Exhibit the exact composition of Atmosperic Air. State its pressure on the square inch. What products are formed by the passage of lightning through the atmosphere? Give their symbols. In what ratio does the atmosphere decrease in density, as you rise above the level of the sea?

11. What is the composition of Water? What are its most important properties? 12. What is Oxidization? What is combustion ?

13. Name the inorganic acids and oxides, salts and alkalies, commonly found in vegetables, and give their symbols.

14. What is the nature of caloric? How does it effect bodies? In how many states may it exist? What measure of caloric is required to convert water into steam? Upon what circumstances does the boiling point of water depend?

15. How would you illustrate by examples the conversion of latent into sensible heat, and the contrary? Explain the phenomena of freezing mixtures. State the effect which an evaporating substance will produce upon surrounding bodies.

16. What is the cause of the development of heat during the decomposition of vegetable, or animal, matter?

17. Explain the phenomenon of dew. What is the dew point? State the conditions required for the formation of dew. How would you exhibit the deposition of dew? Why does dew fall sooner on some bodies, than on others?

18. What is Silica? What purpose does it mainly serve in the economy of vegetables and animals? What conditions are necessary, in order that water may dissolve it?

19. In what form does phosphorus exist in vegetables? What do you mean by phosphates? Name the phosphates usually found in animals and vegetables. In what state does phosphorus exist in the inorganic world?

20. What remarkable property is common to potassium and sodium?

21. State into how many parts a vegetable may be divided, with respect to its structure; and name them.

22. Trace the course of the sap; mention the changes which are supposed to take place, when it arrives at certain parts of the plant.

23. What are the functions of the roots,-of the leaves? How do the trunks of dicotyled onons vegetables increase in dimensions?

24. State the sources from which plants derive their organic elements and give the symbol of each compound that you may mention.

25. State the distinction between proximate and ultimate, principles, and name the proximate principles found in any considerable quantity in vegetables.

26. What are insomeric compounds? Give some examples which occur in vegetable chemistry.

27. Name those proximate principles which are common to plants and animals.

28. Illustrate the composition, by means of symbols: first, of grape sugar; second of cane sugar; third of gum; fourth of starch.

29. Into what proximate principles may grape sugar be resolved, when it suffers decomposition?

30. Explain the transformation, by means of symbols, which takes place when grape sugar is, in part, converted into alcohol, and then into vinegar.

31. From what sources are the inorganic elements of soils originally derived?

32. What elements are essentially necessary in the composition of a fertile soil?

33. In what state must all inorganic elements be before they can enter into the composition of vegetables?

EXAMINATION PAPER IN AGRICULTURAL CHEMISTRY ; PART II. 1849.

34. What is the object of poughing the soil? Explain the difference between surface ploughing and sub-soil ploughing.

35. What is the object of draining? And state the various effects which careful ploughing, sub-soil ploughing, and thorough draining may be supposed to produce upon the condition of the soil.

36. Name the depth, breadth and width of a drain generally constructed for the purpose of thorough draining. Draw a sectional diagram of two, or three, different kinds of drains. How far apart would you place your drains? 1st., in heavy land; 2nd., in light land; and how would you place them in draining a hillside?

37. Name the inorganic elements, which enter largely into the composition of the cerealia.

38. State the composition of common granite rocks, and name all the substances which a decomposed granite rock may be supposed to give to the soil.

39. How may the decomposition of mineral substances in a soil be accelerated? What is clay, and how would you accelerate the decomposition of clay silicates? What object would be secured by such decomposition?

40. State the various reasons which induce Farmers to apply manures to the soil.

41. Illustrate by examples the various modes in which, 1st., vegetable; 2nd., animal; 3rd., mineral, manures may fertilize the soil.

42. Why is farm-yard manure a good fertilizer? What is the character of the fluid portion of farm-yard manure?

42. State the nature of the change which takes place upon the decomposition of urea. Why is the resulting compound beneficial to vegetables? Give its symbol. What peculiar property does it possess, and how would you render it serviceable?

44. How would you accelerate decomposition of organic matter in the soil? What purpose is served by the decomposition of organic matter?

45. Name the compounds which are the ultimate results of the decomposition of organic

matter.

46. Explain the principles upon which the benefits, arising from a proper rotation of crops, are dependent.

47. What inorganic compound does milk contain in abundance? State the source of that compound, and the purposes it serves in animal economy With what substance would you manure your pastures in order to increase its quantity in the milk of Cows?

48. What is the compostion of gypsum, of common salt, of lime? and for what purposeswould you lime, 1st., heavy clay land, containing but little carbonate of lime; 2nd., peaty soils. 49. State the composition of a marl.

50. What is meant by the fallowing of land? For what purpose do Farmers fallow land? 51. What purposes do the proximate principles, found in the vegetables, which contain nitrogen, serve in the animal economy?

52. What purposes do non-nitrogenized proximate principles serve, and in what form are they chiefly given off by the animal?

53. Give a list of the nitrogenized and chief non-nitrogenized proximate principles found in vegetables.

54. What inorganic substances enter largely into the animal frame?

55. Trace the course of the food from the mouth to the time of its being prepared to mingle with the blood.

56. Trace the course of the blood from the left auricle of the heart through the animal frame. 57. State the nature of the change which takes place in the blood, when in the lungs. In what other parts of the system does a change take place in the chemical composition, in an inorganic portion of the blood? Illustrate that change by means of symbols.

58. What peculiar property does saliva possess, and what purposes does it serve in the animal economy?

59. Upon what order of adhesion is the effect of alcoholic liquors supposed to be suspended ? 60. What is the theory of the transformation which takes place when milk is brought in contact with an animal membrane, as in the curding of milk?

61. Explain the reason why meat, well boiled in large quantities of water, is not nutritious. And how would you prepare the strongest soup from a given quantity of meat? In what way, would the mode of preparation differ if you prepared the meat alone for consumption?

62. Why is salted meat deficient in nutritious qualities?

63. From what source do the young of mammiferous animals derive their bony structure? Express the chief proximate inorganic principles in symbols.

64. Upon what four conditions is the healthful flow of the various acqueous currents in the animal body and in the vegetable, dependent?

65. What is the primary cause of colds," and of that determination to disease, which has of late years been exhibited by many vegetables, especially in the tubers of the potato? 66. What remedy, in part, would you suggest with reference to vegetables?

Nota Bene.-An oral examination will take place after the time for answering the foregoing questions has elapsed, for the purpose of ascertaining the relative knowledge of the candidates, on the subject of Practical Agriculture, as well as to test their aptitude to communicate to pupils a knowledge of Agricultural Chemistry, in all its branches.