the boys and girls should learn their responsibility and endeavour to meet the demands that will be made on them.

Now I write not with the idea that Science is to be the greatest factor (tho it will certainly be a great one) in moulding the world's future, because moral considerations are more important, as was shown in the Great War; but as Science is the subject with which I deal my contribution towards the betterment of the schools should naturally be along the line of Scientific education.

An article I read a few days ago said that the function of the Church is to be an inspiration; that is also the function of the school, and I should like if I could do a little to stimulate teachers to make the school an inspiration, that they would help the pupils to study in the right manner, and with a more steadfast purpose, and if I could, also stimulate pupils to help the teachers. If teachers find pupils dull or mischievous they would do well to ask themselves how far they themselves are responsible; if pupils think they hate the teacher let them consider whether the teacher would not be justified in hating them. A little more co-operation between teachers and pupils would work wonders. Probably more time should be given to Science in the schools; but what is more important than longer time is better method of instruction.

In different grades the object to be attained may slightly vary, but in all grades accuracy is to be insisted on; accuracy of observation first of all, accuracy in experiment and accuracy in interpretation of experiment, as the pupils grow older.

Science may be considered as systematised common sense. The scientific genius sometimes jumps suddenly to the interpretation of a phenomenon of nature, but for most of us the humble method of following along the path made by others is all that can be hoped for. We should however, be able to follow intelligently and not depend upon mechanical application of rule or formula.

I have tried, with only limited success to encourage teachers to teach with this in view. I of set purpose ask some questions that cannot be answered without a fair understanding of the principles involved; and I would once more urge teachers to try to get their pupils to work along the lines that I have indicated. If the teachers find themselves lacking I should like to urge them to try to improve their own condition. This may very well be done along with the pupils. Instead of avoid

ing the parts of the subject with which they are not familiar it would be well for teachers to confess their ignorance, and then work with the pupils.

I have several times suggested the use of old examination papers as showing how the subject should be taken up. I think that with regard to physical units, teachers have profited by my hints tho not so fully as they might have. Some examiners object to candidates making use of old examination papers. I have heard an Examiner complain that the university in which he taught published the examination papers. My complaint is that intending candidates do not use my old papers sufficiently. I think it would be well for the candidate near the end of the term to sit down for two hours and write thru one of the old papers just as he would do in an examination. Then with the help of books and with the aid of the teacher let him find out his mistakes. In looking up these he will probably learn other things that he did not know and so improve his knowledge of the subject. An understanding of the subject is what is required, and the old papers should be used to help the candidate to discover whether or not he does understand the subject.

As an experiment, I set practically the same paper in Grade XII Physics, this year as last and yet this year there were only 41% of the candidates that made 50% or over. Last year,

the question in specific gravity was answered correctly by eight candidates out of one hundred and eleven, this year only eleven out of one hundred and forty-three; last year one out of fourteen was right, this year one out of thirteen.

It is not to be expected that the paper next year will be the same as this; but I think I can promise to ask the same question on specific gravity. However, I shall add just a little to it, so that the candidate who has really learned the subject will have no difficulty, but the candidate who has just crammed the answer of this year's question will almost certainly not be able to answer the addition correctly; and of course the crammer will not expect many marks. I may point out that in the question the mass of the long cylinder is assumed to be same as of the short one, otherwise there would be no object in giving the specific gravity of the small cylinder. In the physics of both grades there have been more than a dozen questions in specific gravity in past years and I should advise going over them all, not that any of them is likely to contain the additional part for next year, but I can hardly imagine that they can be all worked out without the candidates getting a fair comprehension of the subject. In the October Journal of 1915, in the discussion

of Physics XII and Physics XI, specific gravity is taken up rather fully (pgs. 222-5). The whole discussion of Science subjects in that issue is well worth caretul study. I may say that the reason I have so persistently asked questions in specific gravity is that I do not know of any other part of Physics included in the Syllabus for the examination that can so well test the candidates use of common sense in a Physical problem.

In Grade X, the specific gravity question was answered quite correctly in 41 out of the first 249 papers that I examined, and by 92 out of 401 candidates in seven of the large stations not included in the first lot. Question 5 of Grade X, on units was answered correctly by somewhat more than a third of the candidates.

In the Physics of Grade X several questions were asked for the purpose of seeing how far candidates learn the reason of things. In Grade IX pupils are expected to know the construction and purpose of the siphon on the barometer, but might not fully know the reason for the action of these instruments. A candidate in Grade X is surely advanced enough in reasoning powers to understand why a barometer acts as it does in view of the pressure of the atmosphere. I think I can promise a question on the barometer or on the thermometer or on the hydrometer so that if the teacher makes the pupils familiar with all these they will be sure of one question, but it is to be remembered that the reason of the operation is to be studied as well as the structure of the instrument. The questions that were asked this year with regard to the comparison between the barometer and thermometer give hints; but the teacher should not confine herself to these points, but endeavour to go into all the essential features of the different instruments.

One candidate said "our teacher could not do the problems on acceleration." Unfortunately candidates get the required grade too often with a very imperfect knowledge of the subject, but with the stimulus of a class of pupils, especially if the teacher has taken them into her confidence, usually with a few minutes of real study, matters that were obscure and troublesome become plain and easy. All teachers, of whatever grade, in schools, colleges, and universities, come upon unfamiliar problems, and no teacher worthy the name is not at the same time a learner; and often the best method of learning is along with the pupil.

In grade IX what calls for most remark is the Agriculture. As last year the question on gardening was poorly answered,

I thought I should like to know whether candidates preferred any other work to gardening, and, if so, why? If a boy is fond of carpentering and prefers to build a hen house rather than to take care of hens I find no fault. A number of candidates showed preferences of this kind; one boy said he was fond of electricity, and he answered the electrical question in the Physics section well; another boy had become interested in wireless telegraphy on board ship and had set up an apparatus at home; some girls preferred house work as more suitable for a girl. But I am sorry to say by far the greater number chose other work because in their estimation easy. Few looked on employment as involving brains or intellectual interest of any kind. One girl said she would prefer to be a school teacher because there were short hours a holiday on "saturday" (spelled with a small (s), and ten weeks vacation. This candidates' idea of the requirements of a teacher were low, as she did not make even the 40% minimum for a teacher's pass. Only provided the spirit shown by this candidate is rare can schools approach what they should be.

It is the aim to make Agriculture an experimental Science and I should advise candidates not intending to work on the tarm or in the garden, during the coming season, to choose other sections in the science options. But any boy or girl, that either at home or at school has a little plot of ground to cultivate may find that it is not simple drudgery if the matter is taken hold of in a scientific manner; and the questions will be easy for the candidate who has actually done intelligent garden work.

Begin now to plan for next Spring, Decide what you wish to plant, find out if you can the best soil and the best fertiliser, and the best manner of applying the latter. How deep should the seeds be planted? What care is needed to make them start well? How can weeds be kept out? What pests are likely to give trouble? These are a few of many things to be provided for if you are to make a real success, something that you will be proud of.

If, in planning, you find that you have not the information required, that by asking your neighbors and by consulting any books you have on farming, you cannot learn what you want write to the Department of Agriculture at Truro, stating what you wish to know, and asking for help. (Probably a good many farmers may not have considered the question asked this year about fertiliser for cabbages and for beans). I suppose about

a thousand candidates tried to answer the questions in Agriculture this year. Think what a fine thing it will be if a thousand pupils in the schools send in a lot of questions to the Department of Agriculture. That would be a grand “Farmers' Movement”.

Mr. Loran A. DeWolfe, Director of Rural Science has written a very interesting little book called "Nature Study Hints," which can be got from the Author in Truro, for cost price, 25 cents. It contains many general principles, useful in Agriculture, useful in the study of Botany. In its 175 pages there are many more questions than answers, but teachers and pupils together will find the time well spent, in trying, sometimes, by reading, sometimes by enquiry from practical farmers, sometimes by personal experiment in the garden or otherwise, to arrive at the answers. One reason that farming is not more successful, is that farmers do not often enough ask the right questions, and if they find their boys and girls coming from school asking such questions and managing to get the right answers they will probably put a higher value on the school, and be more ready to support it. I shall quote one sentence from the book "Furthermore, not one rural home in fifty lives up to its opportunities." I may mention another book which should, I think, be in the library of every school that can afford it, "Handbook of Nature Study" by Anna Botsford Comstock. The tenth Edition has just come out. It is published by the Comstock Publishing Company, Ithaca N. Y. I think the price is $3.50, but may be $3.75. I first noticed it in Mr. Fulton's store in Truro, so I suppose it is recommended for use in the schools there, and I have learned that some counties in Ontario have a copy in every school library.

The Departments of Agriculture in each of the Provinces as well as in the Dominion issue leaflets and bulletins on a number of subjects, e. g., potato diseases, spraying weeds, etc., and doubtless the Department in Nova Scotia would be glad to supply free any that they have and would issue more if they are required. It would be well to send in questions as soon as possible, say before Christmas, in order to give time for preparation of the leaflets.