The educational record of the province of Quebec, 1 juillet 1942, Juillet - Septembre

[" =i ox ac es cesse ex Se Er re ceci = = ES = tac x = se t ene § a 1942 H geri \u2019 AR 5 S ished sot 5 = j il NS S Quarterly a Publ ha se - WN SEPTEMBER 3 NN - Li Sa = z Sa 5 Ci RS ii St i te isi Hy Co = - 3 w re.$ JULY = er, el = 8 8 po qe NN WN £8 BT = Ni S S S .\u2026 ; i Hn Oo hi hn 4 À : BY 3 fl 5 5 | Hi = sak 3 ant = = = ne RMOURY, QUEBEC = wi eb : x; DN Si i HA > = RY RQ i ha St 3 + co , Ÿ Re, NN a ES 3 J RE SS NN .= he \\ OF THE \\ THE .AS S , NN .S ne = RN Si S\\ A = S \\ .= S se .\\ S At S 0D S .= UE = Nn S RECORD a NE A WN .- RN 2 a Qa RN 3 RR ., > , ONY SR PROVINCE OF QUEBEC a NE No SE RN NES 0 N , vd $ NN EDUCATIONAL N # $ 0 NN tres \u2014e } SEES mis DN a WN N / TT = RD .S \u2019 ; SX: nN 3 re BW A S Ps a = a 38 .NN S Se S X NR Es) SN VE » NN \\ Vol.LVIII, S 0D aN ES RN = N & a Lo] / Se r a - ol 0 NY {~ 3 S Sn I= ~~ = LA 3 I , OX Lo vey \u2018J A 3 \\ [9 b ae S S NE NR S |W N AK N S AR A = S Ha S N a S x >.NS a WN S MS i A N AS I WALKED IN BETHLEHEM As I walked in Bethlehem About the break of day, Underneath a rosy sky The little houses lay; And much I marvelled that the town Veiled with morning mist Should seem as walled with chrysoprase And roofed with amethyst.As 1 walked in Bethlehem (And there I walked alone) Such gladness filled my beating heart As I had never known.Broader seemed the narrow streets As brighter grew the day\u2014 I heard the bells of Heaven ring out From not so far away.As I walked in Bethlehem Before the sun was high, A woman's crooning voice I heard, I heard a baby\u2019s cry.And \u201cGlory, Glory!\u201d sang my soul, The while I thought I trod Between the lifted gates of pearl The golden streets of God.\u2014Audrey Alexandra Brown. mr - - = a THE EDUCATIONAL RECORD September, 1942 CONTENTS Page Editorials.LA ALL ALL A a aa aan 130 Teachers are Needed.W.P.Percival 132 Air Raids and the Schools.LA La La a aa ana 136 Enterprises.o.oo aa a a a nana Frank G.Walker 139 Clothing: An Enterprise.L.Ruth Secombe 144 Child Nutrition.Elizabeth Chant Robertson 147 The Selection of Teachers.M.G.de Jersey 151 What the Bright Pupil Expects.Eivion Owen 156 An Experiment in the House System.Staff of Ormstown High School 158 Visual Education.Gustave M.Charland 160 Old Canadian Silver.Maurice Barbeau 167 A Teacher's Day in a Rural School.H.D.Wells 172 Vitamins and the Child.David L.Thomson 177 The Grade X Examinations 1942.cc.E.S.Giles 181 Summary of Minutes of the Administrative Commission of the Pension Fund 184 Book REVIEWS.cotter ei eee eee ree a a nan aan a 188 THE EDUCATIONAL RECORD A quarterly journal in the interest of the Protestant Schools of the Province of Quebec, and the medium through which the proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Minutes and Official Announcements.Vol.LVIII MONTREAL, JULY-SEPTEMBER, 1942 No.3 EDITORIAL AIR RAID PRECAUTIONS Attention is drawn to the article on Air Raids and the Schools that appears on pages 136 to 138.While not wishing to cause unnecessary alarm, it must be stated that the war is coming nearer to Canada every day both over the Atlantic and the Pacific Oceans.School Boards and Principals are asked to consider at once what arrangements should be made: (a) In the event of an air raid alarm during school hours, (b) In the event of an actual air raid.As soon as the plans have been completed, pupils should be informed of them by word of mouth, rules should be posted on bulletin boards and effective practice drills should be carried out.It is to be noted that the United States Office of Civilian Defence advises against sending children home and that the second and third storey corridors appear to afford greatest protection.To keep up morale and reduce pupil tension during alerts, provision should be made for group singing, dramatics, story telling and quiet games.SCHOOL BROADCASTS The Canadian Broadcasting Corporation is arranging a series of School Broadcasts for Canada this Fall, the chief feature of which will be a national series, entitled \u201cHeroes of Canada\u2019.Copies of a descriptive booklet will be available about the time of school opening.One of the topics, on Sir Guy Carle- ton, has been written expressly for the school pupils of the Province of Quebec.It is hoped that the schools will obtain the booklet and follow the broadcasts.CONDITIONS FOR ADMISSION TO THE FRENCH SUMMER SCHOOL Owing to the change in requirements for admission to the School for Teachers it has been decided that, in future, teachers who hold elementary certificates obtained in June 1943 and thereafter will be eligible for admission to the French Summer School.The requirements for admission in the past have been the intermediate diploma and this condition will still hold for those who gained their certificates before the date named. ACTOR EN EDITORIAL ENTERPRISES AT THE SUMMER SCHOOL FOR TEACHERS At the Summer School for Teachers held at Macdonald College last July much attention was given to enterprises and the co-operation was complete among the various departments.The climax was reached at the closing exercises when the following incidents were portrayed in connection with the development of Montreal: 1.Cartier visits Hochelaga, October 2, 1535.\u201cThe country was the most excellent one could find anywhere.\u201d 2.Ville Marie.Founded, May 18, 1642.\u201cWhat you see is but a grain of mustard seed.\u201d 3.Radisson and des Groseilliers return to Montreal, May 14, 1660.\u201cWe have visited a great northern sea.\u201d 4.Cleric and trader.Easter Sunday, 1674.\u201cYou have stirred up a violent controversy.\" 5.D\u2019Iberville sets out to punish New England, 1696.\u201cThe English shall feel the points of our swords.\u201d 6.Peasant Scene in the Bonsecours Market Square about 1730.\u201cJe me souviens.\u201d 7.The surrender of Montreal, September 6, 1760.\u201c\u201cAll inhabitants of this country are Canadians.\u201d 8.Franklin visits Montreal as agent of the Continental Congress.April 30th, 1776.\u201cWe will remain true to Britain.\u201d 9.Last meeting of the Beaver Club, May 24th, 1824.\u201cLords of the North\u201d.10.McGill University confers its first degree, May 24th, 1833.\u201cAucta Labore Gradescunt.\u201d 11.The epidemic of ship fever, July 1847.\u201cThe ships were like coffins.\u201d 12.The burning of the Parliament Buildings, April 25th, 1849.\u201cThis will be a sorry memory.\u201d 13.Montreal to Craigellachie, November 7th, 1885.\u201cFrom sea to sea.\u201d 14.The Royal Visit, May 18th, 1939.\u201cGod bless their majesties.\u201d At these exercises a collection was made, and the amount of $48 was forwarded to the chairman of the Queen\u2019s Canadian Fund.EDUCATIONAL I should like to give you a motto\u2014something to strive for\u2014I should like to see it blazoned over the entrance to Wallasey High School\u2014the words: \u201cThat every child born into the British Empire should get an equal chance.\u201d That will need some doing.\u2014J.M.Barrie. EDUCATIONAL RECORD TEACHERS ARE NEEDED* My first word must be one of condolence upon the death of one of your professors, Dr.H.D.Brunt.He and I worked together for several years on the staff of the School for Teachers, where I came to know him very well.My respect grew with my knowledge of him.Dr.Brunt was a man of sincerity, honesty of purpose, and great accomplishment.His energy was boundless, and the interest of his students was ever his first concern.He loved the English language, understood it as few do and touched the spark of his enthusiasm to the heart of many a student.His influence on the teaching of English in the Protestant schools throughout the Province was therefore very great.This is the first time that teachers have graduated from the McGill School for Teachers.Many excellent teachers were trained at the old McGill Normal School on Belmont Street.Thousands of graduates of the School for Teachers of Macdonald College have done excellent work.I hope that the graduates of this war time McGill School for Teachers will cover themselves with glory in the classrooms.Teachers have been needed always and they always will be in demand, for Youth must be instructed.The profession of teaching is one of the most useful of human occupations.Teachers are needed today more than ever, teachers of the right type, such as I hope you are.In addition to the usual drains upon the ranks of the teaching profession, the war is making its demands.Teachers and scholars are proving to be very useful in time of war.They have those qualities that make for success in the fighting services: self-discipline, orderly minds, attention to duty, studious habits, stable characters.The former Canadian Corps Commander, General Sir Arthur Currie, was a teacher for several years.Our present Commander-in-Chief, General A.G.L.McNaughton, spent much of his life in scientific circles from which he was called to greater national service.Many teachers are required as instructors in the army, navy and air service.So the drain upon teachers for war service is heavy.Next session about half of our rural high schools will be without those principals who were in their classrooms last session.Some of our Protestant teachers shared the glory of Hong Kong.Others have made the supreme sacrifice on land, at sea and in the air.Many are doing their bit as they see it.We need others to fill the vacant places in the classrooms, people with their characters, their self- discipline, their patriotism, their courage and their devotion to duty.More of our men teachers will join the armed forces.Such teachers were never plentiful, and there is now a greater dearth than ever before in my recollection.Next Fall we shall be worse off still.Our specialists in Mathematics and Physics\u2014those key subjects vital to preparation for modern warfare\u2014are enlisting.It is going to be difficult to train our young boys in these subjects if we cannot get teachers.Our specialists in French are joining up\u2014some of those * Address delivered on June 4, 1942, at the Closing Exercises of the McGill School for Teachers, in Moyse Hall, McGill University.' TEACHERS ARE NEEDED 133 people who have helped so much to formulate the new courses so that our young people will be able to speak French and thus be able to understand and appreciate their fellow French Canadians.Altogether I anticipate that we shall lack about two hundred qualified teachers in the Quebec Protestant schools next session.We are proud that teachers are so useful and that they can play their part in helping to win the war, for we know that if the war were to be lost, all would be lost\u2014our schools, our pupils, our liberty and the lives of many.It is essential that you who are going out to teach should know the facts.It is vitally important that you should ponder them.Most of you are women.Sone of you may be called upon to take the place of men who have enlisted\u2014 until they can return to their classrooms, as I hope they will.You cannot all fill men\u2019s shoes because in normal times men are needed to influence teen age boys.But you can carry on, do good jobs and make suitable places for yourselves in our school system.Once you are in the profession, I urge you to think of the advantages of remaining in it for some time.The hours are comparatively short, holidays are long at Christmas, Easter and during the summer.The work is generally pleasant and the contacts with the young are invigorating and inspiring.The company of children is highly desirable to those who have the right leanings.Best of all, perhaps, is the fact that a successful teacher knows that he is doing a great deal of good in the world.There is a reverse side to the picture, of course.There are many hardships and disappointments.Some pupils are difficult to manage, and, in general, school work is tremendously exacting.Teachers must be \u2018\u2018on their toes\u2019 all day and be prepared to give up their evenings to social work, preparation of lessons and professional reading.They should also spend some summers in professional advancement.On the whole, however, there is much to be said in favour of the life of a teacher.Many of the best, at the end of their careers, have the satisfaction that comes from a job well done and the knowledge that they have left a lasting impression for good on the minds of the young.May I, therefore, express the hope that when you get positions you will hold them and thus do your bit for the nation in its hour of need?Inducements will probably be offered you to leave the teaching ranks.Larger wages may be available to you in other work.You will, of course, be under contract.Hold to your contracts.During the current session the breaking of contracts by teachers has greatly disturbed several of our school boards.Never violate a contract for personal advancement or personal gain.Such action is not profitable in the long run.It will weaken your moral fibre and will have a harmful effect upon your colleagues.We cannot claim that teaching is strictly war work, but, because education is necessary for entrance to the armed forces, and because it is a means of sustaining public morale, teaching is closely allied with war work.Moreover, helping to mould the characters of young Canadians is nation building of the most fundamental kind.In your teaching, I hope you will put into effect the principles taught in your training classes.Too often much of the instruction for teaching received in ales PS PV EC 134 EDUCATIONAL RECORD training courses stays in note books and is lost.It does not become part of the teacher as it should.The consequence is that the efforts made for the improvement of the system are nullified and the system then becomes slandered.During recent years it has become somewhat fashionable to criticize the educational system of Quebec and some of the effects of these criticisms may have touched you.You have so far done well not to be discouraged by these attacks.There are traducers in all walks of life I suppose, but they should not get into the teaching profession.Notwithstanding all remarks to the contrary, those who enter our schools enter a good system.But each class is as good or as bad as the teacher in charge.You should remember this and try to live up to the best ideals.The teacher\u2019s responsibility is particularly great in these days when the minds of the older boys and girls are bewildered by national and international events.Wise teachers can help enormously to set them on the right track.The essential fact to keep before you is that the schools are conducted so that children may build characters that will result in desirable social conduct.Everything is included in that.The buildings are constructed with that intent.Playgrounds are set aside for that purpose.The course of study and the text books are merely means to that end.The allegation is often made that text books are followed slavishly in school.Where they are, the emphasis given in the classroom is wrong and the principles taught in the training school from which you are just graduating are not followed.I suggest that you work out your system.Talk to your pupils.Discuss with them the principles of life.Teach them how to grow in wisdom.Teach them their duties.Teach them true patriotism.Teach them what democracy is; what right, truth, justice and liberty are.Teach them the issues involved in the present struggle and why Right must prevail.Get out on the playground with them and talk to them on the street.Teach them what racial unity is and how it can be attained, and thus do your part to obviate a tiny war within a great war from being waged in this Province.Let every teacher play a really great part in seeking to prevent the issues from being clouded in this very real and titanic struggle in which we are engaged for the preservation of our heritage.This war has emphasized the need for education.In order to become an Air Force Pilot candidates should hold high school leaving certificates or the equivalent.They must at least be well trained in Mathematics and Physics.In the ranks of the army the uneducated man has been proved to be not so good as the educated, and large numbers are being discharged both in Canada and the United States because they are unfit in this respect.Because the teaching profession is so vital, the Provincial Government has decided to grant an additional sum of $450,000 towards the salaries of Protestant teachers.This is the first time in the history of this Province that any such huge grant has been made to our Montreal Protestant school system.A further amount of $500,000 has been promised with the idea of placing Quebec\u2019s rural schools on a better footing.Teaching should become attractive again because of these new grants and the profession should once more be able to compete with other occupations.Because teaching is so important, the standards of admission to the profession have been raised.That is one reason why we have such a small class TEACHERS ARE NEEDED 135 graduating this Spring from the Department of Education at McGill.Only holders of degrees are now admitted to the courses in education leading to the high school diploma.The present classes will be the last to graduate from the School for Teachers on the basis of former requirements.Commencing next September, the academic qualifications for elementary and intermediate diplomas will be increased by a year.This is a step that has been contemplated for some years past.A modification has been rendered necessary on account of the war, however.During the war, those Montreal School Boards that, in the past, have accepted only holders of intermediate diplomas will engage holders of elementary diplomas, though they will, of course, give preference to those who have the higher qualification.Meanwhile holders of the lower certificate will be able to improve their professional status by attending Summer School.W.P.PERCIVAL.INTERNATIONAL AFFAIRS A War of Ideals It is truer to-day than it has ever been since the war began that we are engaged in a conflict of \u201cideologies,\u201d or, if that term of jargon may be given a rest for a while, in a conflict of ideals.This is no mere quarrel about differing forms of government, obvious as it may be that certain types of State are the apt machinery for tyranny and certain others the apt machinery for freedom.The struggle is beween two irreconcilable views of man.On the one side is the belief in the sacredness of humanity, and in the right of every individual member of it to justice, security, freedom of the mind and self-development.On the other side stand doctrines of racial supremacy or class supremacy that at a blow deprive masses of human beings of their status and their value, relegating them to the rank of slave-populations; while, worse still, even the favoured nations or social strata of the totalitarian tyrannies have to learn that in the pursuit of their rulers\u2019 programmes no more attention will be paid to their own lives, liberties or well-being than to those of the inferior sections of humanity they are called upon to subjugate.Before the exigencies of political dogma, mercy and humanity are scrapped as relentlessly as freedom, happiness and the exercise of the mind.\u2014Nova Scotia Journal of Commerce. 136 EDUCATIONAL RECORD AIR RAIDS AND THE SCHOOLS (I) Protection of School Children In New York City a central committee of eleven members has been set up to clarify the function of the schools in the cooperative effort at civilian defense.While the assistant superintendent serves as coordinating officer in each district, the individual principal is the key person in formulating and carrying out plans to meet specific needs within the school and its community.The principal should know: (1) Representatives of agencies serving the school community.(2) Key persons in groups organized in the neighbourhood for first aid.(3) District officers of groups organized to assist police, fire, and other departments during emergencies.(4) Special abilities of teachers in meeting emergency conditions.(5) Safest facilities in the neighbourhood for sheltering children.Accommodating children in emergencies\u2014There are four types of emergency which should be provided for: (1) In an unexpected raid without warning, children are to be housed in those sections of the school relatively the safest.(2) In a raid preceded by a warning signal sufficiently in advance, all children living in the immediate neighbourhood of the school are to be returned to their homes; those living at a greater distance and the handicapped children are to be housed in safest parts of the building.(Note: The United States Office of Civilian Defense advises against sending children home.The New York City school authorities, although they still believe it would be the wiser policy to send children home, are now following the official regulations of the OCD.) (3) If recurrent, intensive raids appear likely, children may be evacuated to less dangerous sections.(4) If serious sabotage occurs in a school, pupils are to be sent home with least possible delay.Keep the school premises clear of trespassers.Sabotage may be fully as dangerous as the air raid.Housing children in school during raids\u2014Principals should determine whether their building is fireproof or non-fireproof; also whether exterior walls are of the curtain or of the floor-supporting type.The latter are likely to collapse in event of a direct hit, or nearby explosions.Possible use of gas bombs eliminates basements and street-level floors as suitable places of assembly.The basement also offers hazards in event of break- tte ee i RI RI SO AT I NEP I IRA RIAN PII RTS AIR RAIDS AND THE SCHOOLS 137 age of water or gas lines or collapse of the building.The danger of casualties from shattering glass removes the possibility of using classrooms.Interior corridors on the second floor and above furnish relatively the safest protection.Top-floor corridors usually do not offer as much protection as those on the intermediate floors.Aisle space must be allowed in each corridor for the safe passage of children to and from drinking fountains and toilets.Attention must also be given the ventilation of corridors.If space permits, children should be seated on the floors of the interior corridors.Provision should be made for group singing, dramatics, storytelling, and quiet games as means of reducing pupil tension.Dismissal of children to homes\u2014Dispersal of children to their homes before anticipated raids has been followed with reasonable success in England.Return of children to their homes reduces parental anxiety.School authorities must make certain that no child remains on the street when the raiders arrive.Estimates as to length of the period between the \u201calert\u201d warning signal and actual coming of the raiders range from 10 to 20 minutes or more.Even the minimum period will permit safe dismissal of pupils living within a short distance of the school.A second need is to escort younger pupils to their homes.For junior and senior high school students, a large degree of reliance may be placed on the individual.A number of schools favour the escort type of dismissal.(Each teacher or older pupil accompanies a group of children in a designated area directly to their homes\u2014each child stepping out of line as he reaches his home.) The directional type of dismissal is an alternative; children leave school by exit nearest their homes, under the control of teachers either in the line of march or stationed at key posts.Less time-consuming, this does not achieve that close personal control by teachers so reassuring to parents.In general, escort dismissals are preferred for younger children, and directional dismissals are preferred for older pupils.(II)eBombs and School Buildings School buildings offer little protection against a direct hit in demolition bombing.Where they stand out prominently in relation to surrounding buildings, they may be subject to special danger if mistaken from great heights for factories.The use of covered trenches, with all their shortcomings, may deserve consideration.In general, school buildings in proximity to defense plants, bridges, wharves, or other military objectives will present extra hazards.Abandonment should be considered in event of recurrent bombings. 138 EDUCATIONAL RECORD (III) Protection of School Property Bombing may cause fires, breaks in gas and water lines, and interruptions in communications and signaling systems.Gas\u2014A building employee should be responsible for shutting off gas at the main stop valve at the first alarm.Water\u2014An emergency supply on each floor should be planned.Electricity\u2014Planning should include possible failures in electrical systems.Heating \u2014In event of a warning, the custodian should bank fires, shut down steam, and relieve pressure on boilers.Telephones\u2014Planning should consider (1) suspension or interruption of service; (2) congestion from extra calls in an emergency which would make ser- vice ineffective.Radio\u2014Use of radio stations, including police, or in large cities, of special i: school radio stations should be considered.Possible failure of electrical supply makes it inadvisable to rely wholly on radio.Warning signals should be set up so that schools know the probable length of time between the warning and the raid.Signals within buildings should provide (1) differentiation, as between fire alarm and air raid; (2) substitute systems in case of failure of regular signals.Protection against incendiary bombs.\u2014Many of these will burn for 15 to 20 minutes at a height of about 2,300 degrees.A 5-inch reinforced concrete roof slab will prevent infiltration of a 2-pound incendiary bomb.Weaker roof structures may be penetrated on impact or by burning of the bomb.Methods of controlling incendiaries.\u2014(1) High-pressure mist spray of water, which hastens burning and retards splintering of bomb.Where pressure is inadequate or service impaired, an auxiliary pump and bucket are used.(2) Bomb may be covered with sand and scooped up with a long-handled shovel, placed in a bucket containing sand, and carried from the building.The school should organize incendiary teams of persons mature and well-trained in handling incendiaries.What not to use with incendiaries.\u2014A stream of water intensifies danger from incendiaries by causing the bomb to explode.Do not use carbon tetra- chloride extinguishers.Soda, acid, foam, or carbon dioxide extinguishers are also ineffective.\u2014The Journal of the National Education Association ENTERPRISES 139 ENTERPRISES Frank G.Walker, Saltfleet, Ontario.It is not advisable for a teacher to launch on enterprise work at the beginning of the year until he is well acquainted with his class, or if he had trouble in maintaining order the previous year.The principal should inform his teachers if he deems it advisable for them to undertake this type of teaching.Discipline must begin with the teacher.Many difficulties may be traced to tactless handling of behaviour problems by the teacher.The teacher must set a very high standard of deportment.He must speak in a carefully modulated voice at all times, move about the room quietly and watch his own health habits very carefully.He must also be a pattern of decorum and courtesy.If he does not remember to be considerate for others and to use correct manners in dealing with pupils, he cannot expect the children, who are very observant of such neglect, to use correct manners towards himself and each other.Along with many other ideas of the formal classroom, the idea of clock-tick discipline must undergo a change.Order there must be, or freedom will become license, but it should develop from the pupils themselves feeling a definite need.Watch children at play and see how soon, when they are really interested in a game and some one tries to interfere with the legitimate rules, the others promptly oust him or call for aid in so doing.Thus in school the pupils, as a group, soon feel a need for some means of control over those members who tend to disrupt the work by untimely interruptions, too much prominence, or just plain mischievousness.The monitor system for care of brushes, reading table, science shelf, library books, distributing supplies and collecting same may also be used to advantage in training pupils in care of materials and for quiet movements about the classroom.The honours should be frequently given to different pupils so that all may have a chance to participate in this worthwhile training.A pupil not cooperating merely forfeits his privilege for a certain set time, then he automatically gets a second chance.In class work, a beginning may be made by having two pupils work together in looking up material for reports, making the report, and in doing activity work.This will develop gradually into larger groups working together and will give the teacher an opportunity to study the pupils to discover their character traits and their ability to locate needed information, or material and to work by themselves.It is a good idea to keep a note book in which a page is reserved for each pupil and, during this preliminary training period, to note good points about the child and traits of character, abilities, or skills which need improvement or adjustment.The formation of a Junior Red Cross Society is a practical way to introduce correct procedure for carrying on a meeting in democratic style, and to appoint working committees.A good reference book on parliamentary procedure is: We All Talk, by Altstetter, published by Thomas Nelson and Sons.A personality rating system is a great help to the enterprise teacher.A chart containing these items is hung in a prominent place and the points are discussed with the pupils: RR RE TT TN EE A AO Be 08 J 0 ie #2 SAN Es SE NE bovodébAE EE 140 EDUCATIONAL RECORD DO I Consider the rights of others?Have a courteous attitude?Show respect for others?Ask pardon for unintentional errors?Avoid all boisterous conduct?Avoid interruptions?Various other traits which make for a good personality may also be listed, such as: thrift, promptness, orderliness, industry, co-operation, self-control, perseverance, health.The teacher should keep a card on which he will note unnecessary misdemeanours.At the end of the week a check can be made on a white chart tacked to the bulletin board.A percentage system, or an A, B, C system, may be used and, if a pupil has, for example, \u2018A\u2019 grade for a certain period, his name can be put on a special chart\u2014a sheet of red, green or yellow paper.His name can remain on this chart until a relapse in conduct makes its removal necessary.Then it is again placed on the white chart.This marking should be shown on the home report and taken into consideration at promotion.When the teacher is certain that the class has developed to some extent a spirit of co-operation, courtesy, and self-control, he may set the stage for his planned enterprise.OUTLINE OF AN ENTERPRISE \u201cAround The Worid With Magellan.\u2019 This outline is not to be considered as a model or pattern for teachers to follow; it is merely to illustrate some of the points mentioned in the article.Those who are familiar with the theory of enterprise teaching will say that this outline does not conform to the supposed correct enterprise procedure, but \u201cVariety is the spice of life\u201d.All the elements of the enterprise will be found, but in new arrangement.It is practical because it was actually worked out by the author's class.Aims: 1.To broaden pupils\u2019 knowledge of the size, shape, position and component parts of the world.2.To cultivate a better understanding and a more friendly feeling towards people of distant lands.3.To increase interest in \u2018\u2018 The Map Makers\u2019\u2019, and to instill pupils with some of the explorers\u2019 courage and resource in the face of criticism, misfortune, privation and disaster.4.To enlarge pupils\u2019 vocabulary and to give practice in oral and written expression.5.To correct or develop desirable social attitudes by participation in group work.Motivation: Teacher bought one square yard of cork, costing sixty cents, and placed it on a table in the classroom.When pupils arrived in the morning it immediately caught their attention.The teacher, supposedly busy at the desk, noted on a pad the points of their discussion: \u2018\u201cWhatisit?\u201d\u2019 \u201cOf what use is it?\u201d \u2018\u2018Can we do anything with it?\u2019 \u201cFrom where does it come?\u201d ee ee Le te Te Le RE ENTERPRISES 141 When class was called the teacher allowed the pupils to begin the construction of a table mat from the cork, fastening it to a base of cardboard with coloured thonging.While this was in progress, the teacher described briefly the story of cork, stressing the point that most of our supply came from Spain and that there was sufficient on hand to last for two years under war conditions.Dick, immediately the name Spain was mentioned, wished to tell about a show he had seen, \u201cFerdinand The Bull\u201d.June wanted to know how Spaniards dressed so that she could decorate her mat with a girl in the national costume.Shirley had a Spanish dress at home which she had worn on Hallowe'en and she wore it to school that afternoon.Jack wished to use his mat for a book cover and inside write: \u201cThe Story of Cork\u201d.The natural outcome was a desire to learn more about Spain.Accordingly, at the conclusion of the period, groups were arranged and topics chosen to be prepared for the next day.The following day, while work on the mats continued, these reports were read.Then the pupils, guided by the teacher, planned to make a booklet in the shape of the map of Spain.In this they illustrated and wrote about Spain, the Spanish people, customs, etc.During this period it was mentioned that Spain had at one time been a very rich and powerful nation which had sent out explorers to many parts of the world in consequence of which she had controlled much of North and South America.The question arose as to who these early explorers were, and the teacher supplied the answer, suggesting that the story could be found in certain readable books which had been placed on a table at the back of the room, namely \u201cMap Makers\u201d by Cottler and Jaffe, (Ryerson), \u2018\u2018Great Navigators and Discoverers\u2019\u2019 by Brenden, (Harrap), \u2018Finders and Founders of the New World\u201d by Woodburn and Moran, (Longman), \u2018Stories of Exploration and Discovery\u2019 by Archer, (Cambridge), and \u2018Steer for New Shores\u2019 by Best, (Ryerson).Immediately, several pupils offered to prepare and tell the story.On their own suggestion, the pupils were arranged in groups with a certain portion al- loted to each.They were given two days in which to prepare, and time was provided in school hours, but there was no objection to work at home if the members of the group so desired.After the reports had been given and a summary made by the participants onthe blackboard, the teacher suggested that, since the material was interesting, it \u201cwould be well worth recording by all members of the class.Steve suggested that\u201d ,they make a similar booklet to the one about Spain, but decorate the cover with a silhouette of Magellan.As the rest of the class but two were willing, this was done.The two, not doing this, wished to make a map of the world and mark the journey graphically, and they made a sufficient number of outline maps for all the class by means of the hectograph.Subsequently, the music teacher taught a Spanish song named: \u2018\u2018 The Spanish Cavalier\u2019.A need was now felt for keeping the growing mass of material in some neat and_ related form, so the class, by majority vote, decided to mount their units on large sheets of paper, which could be folded into nine sections and kept in their desks.Tommy suggested that the teacher mark these charts for the monthly report. 142 EDUCATIONAL RECORD While tracing the journey, a desire was manifest to know more about some of the places at which Magellan called.Four groups were formed, not the same pupils as formerly, to discover information and report on: Modern Brazil, Argentina, Philippines, and the Spice Islands.The Brazil Group made a large map on the board and marked rivers, mountains, cities and boundaries with coloured chalk.Products, actual where possible, or pictures, were attached with plasticine, and the whole was described to the class.To secure materials, the pupils wrote to the National Federation of Coffee Growers, 120 Wall St., New York City, and obtained a very interesting pamphlet about growing coffee.An old coffee grinder was brought and some beans were ground.The Argentine Group did considerable constructive work.One boy gave an account of the sinking of the \u201cGraf Spee.\u201d Others made a sand table display of an estancia.Two boys made bolas and demonstrated their use, more or less successfully, in the play yard.Several made Gaucho's kerchiefs, ponchos, waggons, and vinchas.The kerchiefs were made from printers\u2019 cloth designed with Crayola crayons and the edges fringed.The ponchos were made from large sheets of wrapping paper decorated with Academic paints.Chocolate boxes, with the addition of cardboard covers, wheels and tongue represented the waggons, while the vinchas were constructed from cardboard signs such as are displayed in street cars.Guitars were made from large cigar boxes with a length of fine wire for one string.Wearing their costumes, they told about their trip to Argentina and sang the Argentine song: \u201cThe Gaucho\u2019s Serenade\u201d.Sandwiches of Argentine cornbeef were then served while a pupil traced the journey from Argentina to Hamilton.The mathematics class gave an opportunity for the construction of graphs on the number of cattle raised in the different countries of the world, and problems based on the current prices of meat.They decorated the covers of their booklets with a picture of a steer with a crown on its head: \u2018\u2018 Cattle are kings in Argentina.\u201d The Philippine Group arranged a round table discussion on how the United States obtained possession of these islands, and upon their value.This took much preparation and many rehearsals, but the results in oral expression and social attitudes were really worthwhile.While the final discussion was in progress, one pupil acted as news reporter and made his notes on the board.From these the rest of the pupils wrote an imaginary report for the morning paper.Interest was heightened because of the war conditions then prevailing there.The Spice Island Group obtained samples of spices from their mothers\u2019 cupboards and lists of prices from the local stores.Sylvia described their value in the past for preserving foods and how the need for them had led explorers to all parts of the earth.Others described the source, preparation and transportation of various spices, as samples were passed around for inspection, chiefly by smelling.These samples were later wrapped in cellophane and mounted on a chart.Some mothers became interested and submitted recipes which were typed, hectographed and exchanged.As a conclusion, little cloth bags of spices were hung around the room and the pupils enjoyed playing the old smelling contest.Fe i et Ta a a ee EC TE ENTERPRISES 143 Possibly other groups could have been added, but these were sufficient to include the number of pupils in the class and, since they would cover the same ground as they travelled around the world with Drake, then Cook, it was necessary to leave some interesting detours for these journeys.During these travels they also met with enjoyment, old land marks and acquaintances.Constructive work had been arranged around the room as each group completed its section.The individual charts were also placed on display.Then, one Friday afternoon, for the Junior Red Cross Programme, in an impromptu play, the pupils took the parts of Magellan and his sailors.As they came to the different places the groups, referring to the displays, described their part of the enterprise.Culmination: Most enterprises have as their culmination some sort of show.This is not essential, but the work tends to lead to such a conclusion.It must be remembered that this is not the enterprise though an important part of it.Some may have the presentation of a play as their culmination; some a table display, mural or frieze; others a museum, a puppet theatre, peep show, songs, dances, or exhibits.All pupils enjoy this part of the enterprise.Do you remember \u2018Penrod\u2019?\u201cThe normal boy is always at least one-half Barnum.\u201d It also has a definite educational value by bringing the different facts of the enterprise together as a well rounded unit of work.Criticism, discussions and suggestions for improvement give oral practice in English and will prove helpful in future work.When the pupils realize that their work is to be displayed they have a definite urge to do it to the best of their ability so that it will be a credit to the united whole.A satisfactory method of handling the acting part of this work is to have the presentation at the conclusion of each unit.The audience may be just the class, or invitations may be sent to another class.At some later date, perhaps near Easter, the best plays, songs, recitations, shows, etc., may be reviewed and a \u201c Parents\u2019 Night\u2019 held when admission may be charged to cover any incidental expenses.The displays, museums, friezes, etc., may be left up for a short time after the conclusion of each enterprise then stored carefully for future use in the Annual Exhibit.The last week in May is a suitable occasion, as the school may be decorated for Empire Day with red, white and blue crepe paper.Tables may be arranged around the room, or in a spare space, such as the basement.The advantage of having it in a spare space is that the exhibit may be left up for more than one night and serve as a valuable review of the year\u2019s work.The pupils should be allowed to arrange the whole exhibit without any retouching by the teacher.Certain boys may be chosen to keep everything neatly placed and to demonstrate puppets, peep shows, etc.Some girls will have the honour of attending to other exhibits.These pupils may wear red head bands with the word INFORMATION printed on them.As part of their duties they shall answer courteously, and clearly all questions asked by the visitors.One pupil will see that each person signs his name in the visitor's book when he enters.Another may play soft music on the piano, gramaphone or radio.All pupils should be encouraged to bring as many persons as possible and escort them around explaining the displays. SORA oo a Sa ta 144 EDUCATIONAL RECORD CLOTHING: AN ENTERPRISE L.Ruth Secombe, Lorne School, Montreal.Time Grade No.of Pupils Average Age Two months III 30 8 Aim: To teach the use and origin of cotton, silk, wool, rayon, linen, rubber and leather.Materials Where obtained (a) A chart on woollens Penman'\u2019s, Montreal (b) Booklet on the silk worm Belding-Corticelli, Montreal (c) Sample of latex Dominion Rubber, Montreal (d) Sample of rubber foot wear British Rubber, Montreal (e) Sample bottles of chemicals and spruce Courtauid\u2019s, Hamilton, Ont.chips used to manufacture rayon (f) Pictures of the manufacture of rayon Canadian Industries (g) A cotton plant Donated (h) Flax seeds Donated (i) Eaton's catalogue Donated (j) Pictures of far-away peoples Art Gallery Presentation: A brown paper frieze at the back of the room divided into a series of posters.Titles of posters Reason for Title (a) Winter Woollens Wool from the sheep (b) Our Animal Friends Leather from the cow (c) Cool Summer Wear Cotton from a cotton plant (d) The Spinner The silk worm (e) Rayon from a Tree Rayon manufactured (f) Rubber from a Tree Rubber milk (latex) (g) How Others Dress Far away lands (h) Some Interesting Costumes Old time clothes (i) Two Samplers Needlework of 1631 (jG) We keep our Clothes clean Cleanliness The title on the frieze was made in white drawing paper, the letters were printed large in black crayon.Small pieces of discarded woollen clothes were pasted on the frieze and were labelled by the children, e.g.\u2018Jimmy's scarf\u2019, \u2018\u201c\u201cJoyce\u2019s underwear\u2019\u2019, \u201cGeorge's pants\u2019.As many different kinds of woollen clothing as possible were pasted there as samples of wool.The children cut out a complete winter outfit with prices attached from Eaton\u2019s catalogue.We had many lessons finding the cost of two or three articles and the differences in the prices of clothes.Many problems in arithmetic were taught when necessary and \u2018without keeping to the arithmetic text book.The leather poster consisted of pictures of a cow, sheep, pig, and camel.The pupils wrote under each picture, e.g.\u201cThe sheep gives us wool\u201d, \u201cThe cow gives us leather\u2019.Sample pieces of fur were added to this poster and labelled accordingly.Pictures of animal nursery rhymes \u2018copied from picture books completed this section. CLOTHING: AN ENTERPRISE 145 The cotton section entitled: ** Cool Summer Wear\u201d was a playground with children dressed in cotton prints, silk dresses, cotton blouses, etc.The cloth was pasted over stick figure children who were playing ball, picking flowers, on seesaws, and enjoying themselves as children do in the summer time.The importance of clean clothing was stressed by a poster showing children washing over a tub, hanging out clothes and blowing bubbles.Two or three soap powder box tops brought from home by the pupils were good additions to the work on this topic.A piece of rubber, made by the pupils themselves, together with a very interesting little booklet: \u2018The Romance of Rubber\u2019 made the rubber poster the most popular of all.Pictures of natives pouring rubber milk were cut from a National Geographic.Pictures from periodicals advertising the latest in rubber footwear were cut out and pasted up.Pictures of rayon cloth being manufactured were the most interesting part of the work on rayon, and gave the pupils a good idea of a busy, noisy factory.Real silk was entitled: \u201cThe Spinner\u201d, and the wonderful little silk worm made from white drawing paper was shown feeding on some green paper mulberry leaves.The cocoons were of peanuts rolled in absorbent cotton.Tiny plants soon came up from flax seeds planted in a flower-pot.Although the plants did not grow to maturity, they gave great interest to the work on linen.The pupils made a drawing of women stacking flax sheaves as is done in Ireland.To supplement this poster, the pupils drew pictures for each of the textiles.The drawings were of a shepherd minding sheep in the Holy Land, negroes picking cotton, a woman spinning wool into thread, a native gathering rubber milk from a rubber tree, Japanese feeding silk worms.The drawings were used to decorate the class room as the enterprise progressed.When the work was completed the drawings were placed in booklets and taken home.The most elaborate part of the enterprise was a map of the world, which was traced and painted on tissue paper.The names of the countries sending the different textiles were inserted.The routes taken by the ships bringing silk from China, and wool from Australia were carefully shown.China was linked up by a string attached to a cut-out picture of a silk blouse at the bottom of the map.Australia was linked to a woollen sweater.Although the map work was a little advanced, the pupils learned to read the names of the countries, and thus gained some idea of our dependence on our neighbours.All this creative work was linked up with poetry, music and language.Oral composition came easily when the pupils were asked what their clothes were made of.Short composition, e.g.\u201cI am a sweater, I am made of wool, I came from a sheep in Australia.A little boy owns me.His mother washes me every week\u201d.The composition books were made in the shape of a sweater to continue the clothing idea.Songs, such as: \u201cOld Black Joe\u201d and \u201cThe Old Folks at Home\u201d fitted into the picture. 146 EDUCATIONAL RECORD After reading the story of Polly Winters in Elson Reader III, two of the girls became interested in sewing old fashioned samplers.It was surprising to see their interest in this achievement.Not to be beaten, the boys made a fireplace and spinning wheel of cardboard at home, entirely without help.A box with sides of cellophane was made to house these articles.The pupils called it: \u201cPolly Winters\u2019 Room\u201d and I called it \u201cOur Museum\u201d.All this written and creative world led, of course, to the culmination.Three or four facts about the enterprise were prepared on cards, one for each child, to be read to entertain visitors.Invitations were sent to each of the Junior Grades in the school.On the appointed day two children explained the frieze.Poems were recited, songs sung, questions asked and answered.Each class came and left at the appointed time.Pictures from Mr.Lismer\u2019s collection at the Art Gallery were enjoyed and, while adding to their knowledge of people in far-away lands, also rounded out the enterprise.The result of this enterprise was a wider knowledge of everyday necessities.By careful planning, the constructive work was entirely practical, and the written work was kept well within the pupils\u2019 abilities.The new enterprise way of learning was an enjoyable experience for the pupils.EARLY NEWSPAPERS IN QUEBEC On March 28, 1752, John Bushell issued the first number of the Halifax Gazette, the first newspaper in Canada.1764\u2014On June 21 of this year Brown and Gilbert issued the first number of the Quebec Gazette.This journal was half in French and half in English.1778\u2014On June 3 of this year the first issue of the Montreal Gazette appeared.1793\u2014The Upper Canada Gazette first appeared on April 18 of this year at Niagara Falls, the first newspaper in Upper Canada.1805\u2014The first number of the Quebec Mercury appeared on January 1 of this year.1806\u2014Le Canadien, the first French language newspaper in Canada, appeared in Quebec on November 22 of this year.1847\u2014The first issue of the Quebec Morning Chronicle appeared on May 18 of this year.1875\u2014The Quebec Daily Telegraph was first issued in 1875. CHILD NUTRITION 147 CHILD NUTRITION Elizabeth Chant Robertson, M.D., Hospital for Sick Children, Toronto Our health is affected to a great extent by the food we eat.This is particularly true during childhood, pregnacy and lactation.It is important to know which are the most valuable foods.Milk heads the list.It is not perfect, but it is the best we have in this imperfect world.It is the only food that can give growing children the large amounts of calcium that they need for building strong bones and teeth.Public school children (that is, up to grade VII) should have about one gram of calcium a day in their meals.Rapidly growing high school youngsters need almost fifty per cent more.One gram is not very much\u2014it is only one twenty-eighth of an ounce, but if you glance at this list of foods you will see how much of them you have to eat to get that amount.There is one gram of calcium in 1; pints of milk 3 pounds of rolled oats 4 ounces of cheese 8 pounds of bread 3 pounds of celery 17 pounds of beef S pounds of cabbage A generous serving of cabbage or celery is about four ounces.You would have to be a goat to eat three pounds of either in a day.So you see milk and cheese are the only worth-while sources of calcium.Skim milk and buttermilk contain as much calcium as whole milk.Growing children should have one and a half pints of milk each day.Pregnant mothers need this amount also\u2014nursing mothers should, if possible, have a quart daily.Other adults should have a pint.Some of the milk should be used in cooking, which does not reduce its food value, but drives off some of the water in it.The second important substance in milk is protein.Proteins are essential for growth as can easily be shown in young rats.There are proteins in many of our foods, but the ones in milk are particularly valuable.Those in flour, bread and cereals do not promote growth nearly as well, but if milk is used with these foods the excellent milk proteins bolster up the poorer ones in the cereals.The third essential food factor that milk gives in generous amounts is vitamin A.What does it do for our health?If you feed a young rat a ration that contains no vitamin A, it soon stops growing, and its eyes lose their usual brightness.Shortly after this, a discharge appears about its eyes.If you add vitamin A to its diet at this stage, you can cure this eye trouble and start the rat growing again.If you do not restore the missing vitamin, its eyes become progressively worse, and finally germs invade its eyeballs and destroy their usefulness.When vitamin A is missing from the diet, the lining layer of the nose, throat, lungs, intestines, eyelids and other organs, and the covering of the eyeballs become dry and change in character.This change makes these layers more easily penetrated by germs, and infections of many kinds can occur.So, in order to keep these important lining layers in a healthy condition, plenty of vitamin A should be eaten.The fourth food factor that milk is famous for is riboflavin.It is one of the .B group of vitamins.Several American scientists have recently discovered a new RI IT THAN nh kl! } JR A i.pe 0 it Ki {0 art id sian HILK IRR) 148 EDUCATIONAL RECORD method for testing people to see if they are eating enough of this vitamin for health.They examine the surface of their eyeballs with a bright light and a magnifying device.Normally there are a number of tiny blood vessels on the eyeball, but if the person is short of this vitamin, these blood vessels spread out over a much larger part of the eyeball.One New York investigator found that 225% of a large group of apparently normal office workers showed these abnormal eye changes.On enquiry, many complained that their eyes felt tired and were watery towards the end of the afternoon, and that bright lights bothered them.Headaches too were frequent among them.Many of us may be running ourselves short of riboflavin.In fact unless one takes a pint of milk per day he will have trouble in meeting his riboflavin needs.The second important group of foods are the fruits and vegetables.They supply us with valuable amounts of vitamin C, cellulose and iron.If human beings eat no vitamin C, they develop a dangerous disease known as scurvy.In scurvy the tiny blood vessels begin to leak and, as a result, hemorrhages occur in various parts of the body.The bones and teeth also become abnormal.A relatively small amount of vitamin C will prevent scurvy, but for good health we need much more than that.Guinea pigs fed small amounts of this vitamin grow poorly but do not develop scurvy.The same situation holds with the other vitamins.The fact that we do not suffer from a deficiency disease caused by the almost complete lack of one of the vitamins does not mean that we are eating as much of this substance as we need for the best possible level of health.Scientists have determined how much vitamin C there is in the various foods.Raw or factory tinned tomatoes and tomato juice, and raw or tinned orange and grapefruit juice are rich in vitamin C.Raw cabbage is also a cheap and excellent source of vitamin C.Strawberries, raspberries and cantaloup belong to the same excellent class.The other common fruits contain much less vitamin C.The Dominion Government has studied the problem of the small amount of vitamin C in apple juice.They have carried out extensive tests on the value of adding pure vitamin C, which the chemists can produce quite cheaply now, to apple juice.This procedure is entirely satisfactory and before long we will have such fortified apple juice on the market.Its use should be encouraged.Of all the vitamins, vitamin C is the most readily lost in cooking operations.It is destroyed to some extent by heat and it also dissolves in the cooking water.Potatoes, turnips and other vegetables contain vitamin C.To conserve as much of it as possible these foods should be cooked for the minimum length of time in the smallest amount of water possible.The water that is left over should be used for making gravy, thickened to make a sauce, or put into soup.We are not so well supplied with vitamin C that we can afford to be extravagant.The juice in tinned vegetables is full of nutritive virtue and to pour it down the sink is an enormous waste.Tinned vegetables should merely be warmed to the required heat just before serving.If you stew them for half an hour, you destroy much of the vitamin C that the canner has saved for you.Some people are in the habit of adding baking soda to green beans or cabbage to help retain their green colour.This should be avoided because it greatly increases the destruction of vitamin C.Normal individuals need a certain amount of cellulose every day to keep their digestive systems functioning normally.The cellulose found in the fruits and vegetables in a well chosen diet is usually sufficient.RON OO MERE PRE SLAIN 7 CHILD NUTRITION 149 Iron is the third valuable substance present in fruits and vegetables.The efficiency of the red blood cells as oxygen carriers depends on each containing enough haemoglobin, which is a bright red substance.Iron is an essential part of haemoglobin.Unless sufficient iron is eaten in the food, the supply of haemoglobin falls and the individual becomes anaemic.As a result, he becomes pale, feels tired constantly and is a ready prey to infections.Any loss of blood increases the tendency towards anaemia.Growing children need to produce more and more red blood cells in order to supply their growing bodies with enough oxygen.Consequently their needs for iron are high.Because of the physiological differences between the sexes, older girls and women need more iron than men.As they eat less food, they usually obtain less iron.Vegetables are valuable sources of iron, especially the green ones, and beans and peas.The third important group of foodstuffs are the whole grain cereals and flours.These include rolled oats, rolled wheat or wheat flakes, cracked wheat, whole wheat flour and bread, and dark rye flour.They are cheap and valuable foods but are not so popular as they deserve to be.In fact only about ten percent of Canadians use brown bread.The special value of these whole grain products is that they are rich in the B vitamins and iron.Almost all of these substances are in the germ and bran of the grain.In making ordinary white flour practically all the germ and bran is removed.Later they are chopped up and made into pig food.It is not surprising therefore that pork is a rich source of the B vitamins.There are a number of vitamins in the B group.Three of them, vitamin B, or thiamin, riboflavin and nicotinic acid, are absolutely necessary for human health.A lack of thiamin results in poor growth, poor appetite and digestion, poor utilization of carbohydrate foods, mental depression and lack of energy.A lack of riboflavin, besides causing the eye symptoms that were described previously also results in characteristic sores and cracks around the corners of the mouth.A lack of nicotinic acid results in a very serious disease called pellagra.As a general rule these three vitamins occur together in the same foods.Because such large quantities of white flour and sugar products are eaten nowadays, many people receive far too little of the B vitamins.The British government, warned of the dangers that followed the use of too little vitamin B,, passed a law in July 1940, making it compulsory for the millers to add a certain specified amount of pure vitamin B; to all white flour.His Majesty's Government is supplying the vitamin B; free of charge to the millers.Their annual bill will be many thousands of pounds sterling.Needless to say they would not be willing to make this outlay at the present time if they were not convinced of the great value of stepping up the vitamin B,; consumption of their people.Vitamin B, is sometimes quite aptly called the morale vitamin.You can now buy vitamin rich white bread in Canada.One type is made of a new kind of flour which contains more of the bran and germ.The other type is made of white flour with added vitamin rich yeast and wheat germ.Wheat germ is cheap and, as one would expect, is very rich in the B vitamins.It is an excellent plan to add about a tablespoon per person to your cooked cereal a few minutes before serving it.If you cook it longer some of the vitamin B, is destroyed.If you like, of course, you can add it to the cereal after it is served.If you start the day with a whole grain cereal or porridge and eat only whole wheat or vitamin rich DE TIES RR EE EEE ROIS EP RE ESC tHE LL dir 150 EDUCATIONAL RECORD bread, you will meet your daily needs for the B vitamins.If, on the other hand, you choose corn flakes or farina and ordinary white bread you will probably receive a mere half of what you require for the best of mental and physical health.The fourth important group of foods includes meat, fish, and eggs.These also supply you with excellent proteins which are needed not only for growth but for repairing the body tissues which are constantly wearing out.Liver is particularly valuable, because it contains generous amounts of iron, vitamin A, and the B vitamins.The cheaper kinds of liver are just as good as the dear ones and you would be wise to serve it once a week.Eggs also are rich in vitamins and minerals.An egg a day is an excellent habit, but when they are dear you should at least see that the children and mothers get them three or four times a week.The cheaper cuts of meat, when suitably cooked, are just as nutritious as the dear ones.All kinds of meat are valuable sources of iron.The fifth important foodstuff is vitamin D.None of our natural foods contain appreciable amounts of it.Some specially treated foods such as vitamin D milk, bread and cereals do include it.The best sources of it are the fish liver oils, which can be taken in either liquid or capsule form.Vitamin D is needed for the production of normal bones.Small infants who receive no vitamin D frequently develop rickets.The bones of a baby with rickets are not as strong as they should be and they become deformed.To prevent this serious trouble, infants should regularly be given daily doses of one of the reliable brands of fish liver oil.Scientific tests have shown that, if the practice of giving one regular dose of vitamin D daily is kept up throughout childhood, less dental decay occurs.Pregnant and nursing mothers certainly need a dose of vitamin D daily.We are not sure whether other adults need it also, but if you were to canvass the leading nutritional authorities you would find that they themselves take vitamin D during the winter time.So, for the time being you would probably be wise to follow their example.In the summer time, the sun shining directly on our skin produces vitamin D for us by altering a chemical that is always present in our skins, so of course we need not take it during this season.The last food element that we need to consider is iodine which is commonly lacking in the food of people living in inland areas.Children who eat too little iodine often develop thyroid glands or simple goitres.Not only is this an unsightly affliction\u2014and it is unfortunately more common in girls than in boys\u2014but such abnormal thyroid glands are apt to become the cause of serious trouble later on in life.The easiest way to obtain sufficient iodine is to use iodized salt.An ideal diet that one should have each day is as follows: 1) Milk\u2014124 pints for each child; 1 pint for each adult.115 to 2 pints for mothers before and after their babies are born.2) One helping of a food rich in vitamin C, e.g.tomato juice.One other helping of fruit.Two vegetables besides potatoes; green, yellow or raw are especially good.3) Whole grain cereals or porridge, with added wheat germ preferably.Brown or vitamin rich white bread.4) One serving of meat or fish.An egg if possible.5) A small dose of vitamin D in the winter time.6) Iodized salt.AP RRR PRP AERP EE THE SELECTION OF TEACHERS 151 THE SELECTION OF TEACHERS M.G.de Jersey, Department of Psychology, McGill University.I.INTRODUCTION A scientific definition of democracy would consist of stating that every individual should have an equal opportunity to succeed in accordance with his relative talents and abilities.To hold to the purely political definition that all men are born equal and should be given the same opportunities would be un- psychological.If we are interested then, in the maximum working efficiency of a democracy, our primary problem would be to discover and develop in each individual just what capacities are present.When it is estimated that over 20 million children are being educated annually on this continent, the problem becomes even greater.In the final analysis, the teacher definitely is the key to the situation.So it is that the most important and responsible body in our society to-day, one which vitally affects the successful functioning of a democracy, is the teaching profession.The boys and girls in the school to-day are going to provide the leadership in the world after this crisis has passed.Thus election to such an important position as that of teacher should be a reliable and comprehensive process, one which allows a dependable prediction of success.Past instruments by which misfits might be kept from entering the profession have proved unsatisfactory.For example, the correlation between college marks and marks obtained when in high school is only + .50 and even 1.Q.results have been shown to give a correlation of only + .46 with one semester's marks at Teacher's College (Kreiger).Consequently, teachers cannot be satisfactorily selected by these measurements.Much less reliable even than these factors is the purely subjective personal opinion on the part of a school board in choosing its teachers by interview alone.Quite often, too, their choice is influenced by such insignificant items as pictures and testimonials.When there is no objective measuring rod there is relatively little reliability.The purpose of the present article is to draw attention to a new and more comprehensive and reliable method of selecting teachers such that our school system will not be burdened with the presence of misfits.The school system can only be as effective as its individual teachers.II.SELECTION OF TEACHERS A.Selective Agencies Before Admission to Professional Training.The first and most important factor to be investigated before a teacher is admitted to specialized training is his personality.This may seem contradictory in the light of present day tradition wherein the acquisition of knowledge is stressed.Functioning perhaps unconsciously, but far more basically is the specific adjustment which the school should provide for the pupil\u2014adjustment to life and its problems.In this process the teacher serves as a guide.Starch and others have pointed out that the most effective education is self-education, that is, learning through RO ON ON 152 EDUCATIONAL RECORD self-effort and self-interest.In such a process the teacher\u2019s personality is the dynamic guiding instrument.Thus, the first criticism of the candidate must be based upon the potentialities of his particular personality and how they will suit or oppose teaching success.To this end we will next consider the different personality traits in teaching.None is to be taken alone as an indicator, for the personality functions as a unit.Quite obviously the amount of intelligence required of the candidate should be regulated.Our secondary school teachers should be definitely over the average group in I.Q.This seems reasonable in the face of the achievement requisites demanded.There is no implication that they should all show highly superior I.Q.\u2019s.This in itself would eliminate a good deal of excellent teaching material.As evidence to back up this pre-requisite, Burnham states that all the great teachers whom he studied were able to concentrate clearly, had excellent habits À of work, and clear and orderly minds.These various qualities are all products 4 of above normal intelligence.Fortunately, we have an ample supply of objective tests whereby individual intellectual ability may be readily determined.For all practical purposes, the teacher must be regarded essentially as a 208 leader.This fact gives us a lead to the specific personality traits productive of hi teaching success.For example, with reference to the intelligence level of candi- = dates, Sward found that 70% of the college leaders whom he examined equalled or excelled the medium score of a control group in intelligence.The difference between the average of the leaders and the control students was five times the probable error.So He In the matter of temperament, leadership qualities are also to be looked for.First of all, we require emotional forcefulness in the teacher.High emotionality quite often is far more convincing and persuasive than is intellectual cleverness.The classroom and, indeed, life itself, is filled with reactions on the purely emotional level.A teacher who is weak or inhibited in his characteristic emotional reactions is one lacking in the power to lead and impress pupils.While this problem is being considered it is important to stress that the emotionally unstable teacher is a menace to the mental health of the pupils.Nothing disturbs an atmosphere of learning and study more than a lack of self-control on the part of the teacher.It immediately undermines his self-confidence, and young people are quick to feel such a condition.Once this is found out, the teacher\u2019s ability to command discipline in his classroom wanes.Not only is emotional stability important from the pupil's point of view but it is essential for the preservation of the teacher\u2019s mental health.None will deny that the teaching profession effects a very great nervous strain on its personnel\u2014a tension that some will definitely not be able to stand despite other factors contributing to their possi- = bilities of success.Thus any tendency toward neuroticism or any emotional a maladjustments should be carefully looked for during selection.There are many personality inventories which will give a reliable measure of this tendency as, for example, the Bernreuter Inventory.The question of motivation brings us back to the study made by Burnham of great teachers.He noted that the great teacher felt that teaching was a mighty task in which to be absorbed.In other words, such a teacher had a sincere and zealous devotion to teaching.In addition, Mrs.G.H.Watson showed that the THE SELECTION OF TEACHERS 153 more able groups of teachers have more of an urge toward fame.To them teaching is not merely a job by which a living may be earned but is a part of their very lives.Teachers are positively motivated toward the teaching profession.This we might call the professional attitude.Another point advanced by Mrs.Watson was that the better teachers seemed to be somewhat introverted.This is rather a significant fact.It shows the need for the teacher to be self-critical and to have a proper, objective evaluation of himself.This tendency toward introversion allows teachers to adjust themselves more effectively to their immediate environment since they are more conscious of their position in it.General considerations regarding vocational interests and social attitudes may also function as indicators of possible teaching success.The better group is more decisive about its likes and dislikes in activities, and has a better sex adjustment, showing less tendency toward homosexuality.Moreover, this group seems to be more liberal and open-minded, expressing a liking for a wider variety of personality variations than does the lower group.Those tendencies which should be avoided in choosing candidates is the practice of limiting friendships to one\u2019s own sex and being cynical of the opposite sex.In general, the less able group of teachers is more conservative, and seems to accept parental attitudes uncritically.The Strong Vocational Interest Blank and the Thurstone Personality Schedule were used by Mrs.Watson in determining these facts.On the basis of the foregoing personality traits, one measure in predicting teaching success has been established.Any candidate presenting himself for admission to professional training should be required to take the various psychological tests outlined above.Their objectivity allows a high reliability and presents a hurdle that misfits could never clear.E.H.Morris constructed such a trait index which correlated + .512 with practice teaching marks.He is able to conclude that: \u201ca score in the upper 2/5 of Trait Index results was found to mean a 64% chance of similar rank in practice teaching\u201d.The personal interview or subjective evaluation should now be utilized.Here the personality may be observed in action, and personal appearance and bearing may be evaluated.Although it may seem irrelevant, personal appearance is undoubtedly important when we realize that the teacher must be a leader.À poorly developed physical specimen or one whose manner of dress is untidy and in bad taste does not command respect and discipline.Such, of course, is an essential part of the teacher\u2019s duty.The teacher should be regarded as a model\u2014and certainly a scarecrow will not produce the desired response.So it is that, before taking professional training, we should demand of the candidate the presence of all those personality traits that will contribute to the effective adjustment of the pupil in his environment.The reason why this selective agency is recommended before starting training is that it cuts down on wasted time and effort.Some individuals should never be allowed to find their way into the teaching profession, and these should be discovered and can be discovered even before specialized training begins.B.Selective Agencies after Completion of Professional Training.After training has actually been concluded and the school has the responsibility of PSE EE TE 154 EDUCATIONAL RECORD selecting teachers from a number of applicants, emphasis may be shifted from actual personality qualifications to the concrete teaching ability of each.In this sort of arrangement the assumption is made that the applicant has passed through the first selective agency.There are three ways of getting information about the candidate: from the applicant himself either directly or indirectly, from his references and from other competent sources.Indirect information would be obtained from the application blank which should enfold as much information as possible.This data should include specific and professional training and general educational background as well as any former experience in teaching, supervision or administration.Obtaining information directly from the applicant would involve a personal interview by a Board of Examiners or a member of the Personnel Department.Psychological tests to measure teaching efficiency have been composed by several different authors.The Moss-Hunt-Wallace Teaching Aptitude Test consists of five parts.These contain the following types of questions: judgment in teaching situations, school problems, comprehension and retention, recognition of mental states from facial expressions and observation and recall of details of a fight.The fourth item seems to be somewhat peculiar but, on the whole, the coefficient of reliability is .91 for 100 teachers.The Weber Test in Secondary education is also made up of five parts, namely: the nature of liberal education, discipline, guidance, professional knowledge, objectives and functions of education.The coefficient of reliability is given as .90.Various other similar tests have been made up and norms appear for most of them.They are valuable in determining how effectively the candidate has been trained.The physical health of the applicant must also be determined.Poor physical health will obviously lower teaching ability and affect mental health.Such a condition would be injurious to the pupils who are exposed to it.R.C.Bryan made a study of the way in which pupils rated high school teachers, and found that the items having most weight with the pupils in determining general teaching ability were: the amount the pupils were learning, the ability to explain clearly, teacher knowledge of the subject and the amount of work done by the teacher.Taking these in the above order it should be noted that the pupils are aware and interested in the progress they are making.They know whether their grasp of the subject matter is being increased or is remaining stationary.This involves the teacher\u2019s ability to explain things clearly and takes us back to an earlier part of the essay where the intelligence of the teacher was emphasized.A clear and orderly presentation of subject matter can only proceed from a clear and orderly mind.The teacher's immediate knowledge of the subject matter which he is attempting to teach is fundamentally important too.This is especially true in any school system where the practice of specializing is in force.For example, one teacher is commissioned to teach History and English in all the eighth year classes or Mathematics, and so on.A pupil's whole future like or dislike, interest or disinterest in a particular subject, may be strongly coloured by the impressions he receives from the way his teacher presents it.Measurement of the candidate\u2019s knowledge of his particular honour subject may readily be obtained through reference to his academic standing in training. OO rn DROIT a ic CE dde dE A THE SELECTION OF TEACHERS 155 The amount of work done by the teacher in preparing his topics has its importance.Here we must note that, even as there are different levels of work ability in pupils, there are similar levels among teachers.The ones rated lowest by the pupils were those who had done no outside work upon the subject but merely gave the essential facts.This tendency has been investigated by some personnel workers by means of the personal interview.During this interview the candidate is given a questionnaire containing problems relative to his field and is told that in five minutes or so he will be called upon to answer one of these questions orally.The examiner has an opportunity of observing the teacher at work and evaluating the result.BIBLIOGRAPHY Bryan, R.C.Pupil Rating of Secondary School Teachers.Coulbourn, J.Selection of Teachers in Large City School Systems.Morris, E.H.Personal Traits and Success in Teaching.Starch, Stanton and Koerth.Psychology in Education.Tiegs, E.W.Tests and Measurements for Teachers.Watson, Mrs.G.H.Success and Failure in the Teaching Profession.BIOGRAPHICAL NOTE ON REED MOORHOUSE Author of \u2018\u2018\u2019The Blind Worm and the Nightingale\u2019 in \u201c\u2018Poems of Yesterday and Today\u201d.Reed Moorhouse was born in 1878 and became in turn schoolmaster, journalist and a writer for children of verse, stories and plays.He is the author of a book of original poems entitled \u2018The Golden World\u201d and the compiler of anthologies of poetry, the most important being \u2018The Ring of Words\u201d.Other verse anthologies are: \u2018The Ivory Gate\u201d, \u2018Burning Gold\u201d, \u201cIntermediate Poetry Book\u201d, two books of plays and a collection of Hans Andersen\u2019s Stories for Schools.It is important for the world to be reminded that the British Parliament and people are resolved to continue their struggle until victory is won.There is no chance of peace, no serious talk of peace now, for the British people know perfectly well that any compromise with Hitler is equivalent to defeat and surrender.But it is just as important to know that a \u2018\u2018peace\u2019 resolution, however it may outrage the most sacred convictions of the British people, can be discussed openly and freely in the midst of war.As Mr.Attlee truly said yesterday, the debate \u201cwould not be tolerated in any other country at war.\u201d \u201cI believe,\u201d he said, \u201cit will show our strength.\u201d He was right.It will show again that democracy lives in the flesh and blood and soul of the British people.It will show that totalitarian ideas have no more chance of crumbling British resistance than a wind that blows against a towering mountainside.\u2014New York Times PO PE OO PO ERIC STE 156 EDUCATIONAL RECORD WHAT THE BRIGHT PUPIL EXPECTS Eivion Owen, M.A., Ph.D., Bishop\u2019s University In a recently published analysis* of statements made by pupils themselves, the present writer attempted to show how the reactions of gifted high-school students to their teachers differ from those of the average boy or girl.The following practical hints, which are meant to bring out some implications of that study, are in no way revolutionary.They accord with common sense and with currently accepted views of education.For two other reasons also they deserve consideration: they derive authority from the nature of their source, and will not be found impracticable by teachers labouring under difficulties\u2014by teachers, that is to say, whose time is completely taken up in the teaching of heterogeneous classes, but who, while chiefly concerned with bringing the slower pupils to normal standards, are anxious to discover and develop the possibilities of the more talented.Any bearing that my study may have upon the vexed question of the desirability or otherwise of homogeneous grouping would have little practical interest for most teachers in this province.I hope I have interpreted fairly the statements that I have examined, but the suggestions are printed in no dogmatic spirit.The use of the imperative mood is merely intended to emphasize their practical character.Be, by all means, a good teacher, but make it clear that you know and are teaching more than the subject.The term \u2018concomitant learning\u201d may not be familiar to a bright high-school pupil, but he knows its value, and he knows when he is exposed to it.The good teacher of gifted children is a real student himself.He has active intellectual interests not directly related to his teaching.In class he is a master of the delicate art of digression.His digressions will very likely be few and brief, but they will always stimulate, and perhaps the best will be unpremeditated.The difficulty here is to stimulate the bright pupils without baffling the dull ones, who are prone to resent a teacher\u2019s not \u201csticking to the subject.\u201d Maintain strict but unobtrusive discipline.A good disciplinarian may not be thought of by his pupils as a disciplinarian at all, but a bad disciplinarian is disliked even more by those who do not have to be punished for misbehaving than by those who do.Carry your culture lightly.It is neither necessary nor desirable that your pupils\u2014bright or otherwise\u2014should consciously regard you as a particularly cultured person.| Be cheerful and companionable but not excessively anxious to win your best pupils\u2019 affection.Treat them like adults.Be friendly but do not go far out of your way to show it.If you are an interesting teacher, pupils will probably not dislike you anyway, and, once they recognize you as knowing what is good for them and as insisting upon certain standards, your brighter pupils will not expect you to mince your words when blunt speaking is in order.They may, in fact, respect you all the more for your candour.*School and Society, vol.54, (1941), pp.253-255. WHAT THE BRIGHT PUPIL EXPECTS 157 Personal attractiveness is enormously helpful, but is merely a matterof external adornment.The average pupil, it would seem, considers smartness of dress more impressive in a teacher than good looks.Not so, I am sorry to say, the more gifted student.But it is to be observed that the bright pupil is decidedly more apt to dislike a teacher who is noticeably unattractive than to like one for being conspicuously attractive.It is also clear that the least one can do, if he hopes not to offend these fastidious critics, is to avoid anything in posture, carriage, gesture, or voice that faintly suggests slovenliness or bad taste.Unlike the average pupil, however, intelligent students often distinguish between the kind of teacher they like and the kind of teacher they respect.Without much personal charm you can scarcely hope to win their affection, but you may still possess the qualities that will command their esteem.Let your best pupils know that you are able and anxious to help in their extra-curricular activities.These activities are likely to mean far more to the gifted than to the ordinary students.It is here that their special talents can be used and here that they substitute creative activity for the possibly cramping routine of the class-room.The teacher who can be really helpful to his gifted pupils in their extra-curricular clubs and projects is the most valuable teacher of all.Such a teacher will be something much more than conscientious.Mere enthusiasm is futile, and officiousness is fatal.The type of relation normally existing in the sphere of the athletics between coach and team should prevail in a wide variety of enterprises\u2014dramatics, debating, journalism, mechanics, salesmanship, etc.The better the pupil, the more complicated his personal problems.He has social troubles, economic troubles, emotional troubles, religious troubles.Unfortunately his reluctance to give himself away is even greater than his anxiety to receive competent advice.Nor has he the slightest desire to listen to pious exhortations or be fobbed off with vague sympathy.Mere tact is here of little value\u2014it may supplement but is no substitute for insight and knowledge.The teacher resourceful enough to cope with this challenging situation must first have won his pupils\u2019 complete confidence and respect.He need make no special effort to seem up-to-date, but he must have shown that he has a knowledge of the world (i.e.a real understanding of social and racial groups with standards quite different from his own) and a capacity for discussing delicate controversial matters sincerely and impartially.He must prove himself in the fullest sense a guide, philosopher, and friend.Expenditure on public education has more than trebled in the past thirty years.What dividends have been received from this swiftly increasing expenditure?The inevitable conclusion is that \u2018\u2018the practical objective of higher education\u2019 as regards the individual is \u2018to widen the choice of vocation and to qualify those receiving it for posts of higher responsibility with commensurate remuneration,\u201d while the dividends returned to the nation is \u201cthe supply of better trained men and women to carry on the industrial, civic, and other branches of national life.\u201d \u2014Lord Leverhulme.PRESS PE CE EE ee a PRIT MOSS TP RES ETAT TE 158 EDUCATIONAL RECORD AN EXPERIMENT IN THE HOUSE SYSTEM Staff of Ormstown High School.Various methods have been used in schools to stimulate wholesome group competition.In general terms, the objective is good citizenship or training to meet the problems of living together: in particular, the aims are to develop a readiness to co-operate, a spirit of group loyalty and responsibility, and qualities of leadership together with the ability to choose leaders wisely.The problem varies, naturally, from school to school; but it would appear to be most acute in the small rural high school which is too far removed from its neighbours to allow very regular inter-school competition.In 1939 we began to discuss methods by which this situation might be effectively met in Ormstown.Inter-class athletic competitions were very unsatisfactory because the age groups were so different.The same difficulty was found in debating, and we thought it would be advisable to make some sort of permanent \u2018\u2018vertical\u2019\u2019 division of the whole high school.Bringing Grade VII within the scope of the plan, there were about a hundred and fifteen pupils, and these, we decided, could be divided into three groups.After some discussion as to what the groups should be called, the feeling of the Staff and senior pupils was strongly in favour of the word \u2018House\u2019, though this name is certainly not quite appropriate.Borrowing again from the English Public Schools, we decided to call the student leaders \u2018\u2018prefects\u2019\u201d and the members of the Staff asked to be attached to the various Houses as \u2018masters\u2019, leaving only the Principal unattached.Once this general outline had been adopted we proceeded with the details.Three names connected with local history were selected: Durham, the colonial governor who visited Ormstown during his residence in the colony and after whom the village was named until the end of the last century; Ellice, the first English- speaking seigneur of Beauharnois; and Salaberry, the hero of the battle of Cha- teauguay, which was fought close to the village.Pupils were allotted to each of the Houses in alphabetical order and two prefects\u2014a boy and a girl\u2014were chosen by popular vote.During the first year, house competitions were held in boys\u2019 and girls\u2019 hockey and in junior and senior debating and, though some difficulties were encountered, the programme was fairly successful.The athletics programme followed in the second year was much the same.The debating competition had to be discontinued, however, from lack of interest, though the Houses did undertake the supervision of various duties such as lavatory and lunch-room inspection and clearing the rink in winter.Last session we felt that we should try to develop our experiment further.Our Staff meet regularly twice a month.They decided to discuss various problems of the House System, the members serving in groups to lead the discussion.One of these groups made enquiries about the practice of the system elsewhere.Apparently it has been introduced in the high schools of British Columbia and is also being used in a few Ontario schools.As might be expected, however, it is far more commonly used in the private schools, where it has been adapted to meet local or individual needs.At Edgehill, for example, House competitions include dramatics as well as the more common forms of athletics, scholarship, Li AN EXPERIMENT IN THE HOUSE SYSTEM 159 debating and deportment.Various methods have been followed in naming the houses: at Lower Canada College, they are named after Old Boys who fell in the Great War; at Elmwood, they are named after three famous women\u2014Elizabeth Fry, Florence Nightengale and Helen Keller.At Elmwood, too, each house has a motto, and a prize is presented annually to the girl who is considered to have lived up to that motto best.There, also, the birthday of the person after whom the house is named is celebrated in an interesting manner.The prefect takes prayers that day and speaks to the whole school briefly on the ideals and character of the woman in question.Some of these schools have, apparently, been all too successful in cultivating the House System, for we were warned that it sometimes resulted in House loyalty being stronger than loyalty to the school.From this information and from the discussions arising from our studies we decided to introduce a number of improvements.We have long felt that the success of the experiment depends on the choice of satisfactory prefects.In spite of the difficulties which arise from popular voting, we feel that this method of choice is preferable to appointment.We, therefore, decided to abide by the choice of the House members and do what we could to develop desirable qualities in those who were chosen.As a consequence, each House put on a programme at our Choral Assemblies, held on Chateauguay Day, Burns\u2019 Birthday, St.Patrick\u2019s Day and Shakespeare\u2019s Birthday.One of the prefects acted as Chairman and members of the House participated.House meetings have also been held about once a month, and these are usually devoted to planning games or social events or holding trial debates.During the Winter Term each House entertained the other two at a House Party.One of these was a skating party, one a sleigh drive and the third a St.Patrick\u2019s party.The masters and prefects received the guests on these occasions and members of the House made all the preparations.Following our study of the system in the private schools, we decided that each House should adopt a colour and, once this was done, the pupils made cardboard pennants which have been mounted in the hall.Some of the Houses even went farther and composed songs, yells and mottoes.The athletic programme has also been developed.At the end of each of our four terms we hold what is called a \u201cTerm Week\u201d, during which regular classes are replaced by inter-House games.In the Autumn Term, the boys played soccer and the girls volley-ball.In the Winter, the boys and girls each played hockey and a number of indoor games, including checkers and croquinole.In the Spring, the programme consisted of indoor games such as floor-hockey and table tennis.During the Summer softball will be played.The Student Council Games Shield is awarded each term to the House which has the highest standing in the Term Week Games.To balance this side of our programme, the Staff presented a Scholarship Shield, which is awarded in the same way to the House which has the highest percentage in scholarship, this depending partly on the term average and partly on the examinations.We can see many shortcomings in our efforts, but we feel that, on the whole, the experiment has proved to be a success.The games programme has developed wholesome rivalry; the House Parties were more pleasant than any other school functions we have ever held; there is fairly keen competition for the Scholarship Shield; debating has been restored to its proper place; and the spirit of the school as a whole seems to have improved noticeably. 160 EDUCATIONAL RECORD VISUAL EDUCATION Gustave M.Charland, Sherbrooke High School In the last three decades there has been intensive and extensive study of education.The learning process has been analyzed and dissected.New ideas have brought forth new methods.Modern ways of living demand that we speed up the learning process and at the same time maintain a high efficiency level.Teachers and parents who hear about visual aids and the Enterprise programme are asking for evidence that the new ways are better than the old beaten paths.They want to know if boys and girls who have these modern advantages are any better prepared for their life work, and if they will make better citizens.Teachers are asking: \u201cHow can Visual Education help me to solve the age old problems of getting pupils to master their lesson, of securing and maintaining interest, of developing concentration and memory and improving methods of discipline?How can we make the best possible use of the fine equipment the school board buys and at the same time cover the ground required in the limited time set for the units of the course?\u201d The use of visual aids may seem difficult, in some instances, but once the benefits are realized, the objections will vanish.I am reminded of an experience I had last summer.As I started into a drug store, I put out my hand to open the door, but it opened apparently of its own accord.It was controlled by the \u2018Magic Eye\u2019, that modern invention which has simplified many things and made them automatic.If the teacher will make use of the visual aids at hand, many of your difficulties will vanish, for the Magic Eye of Visual Education will open the door and smooth the way.Before discussing questions of technique, and relating results of experiments with visual aids in the United States, England and South Africa, let us glance at the history of the visual education idea, so that we may appreciate its importance.Like ancient Gaul, the history of perceptual teaching and the visual education idea, may be divided into three parts,\u2014ancient, mediaeval and modern.In ancient times students learned by doing.They learned the care of lands and flocks by farming and being shepherds, they learned soldiery by going to war, law by attending courts, and religion by worshiping in private and public.Early Hebrew education centred largely in the family, and was not formal in character.It was not so much preparation for living as it was actually living a better life day by day in the home, in the community and in the nation.The study of science, mathematics, language, music, physical and industrial training was all correlated with daily living.Teachers in the home schools, the schools of the prophets and those of the rabbi all made free use of illustrative material about them, such as Jothan\u2019s parable of the trees, and Nathan's parable of the lamb.The Greeks began to use objective materials as well as words in teaching history and civic ideals.Their dramas were more than art; they were visual aids that introduced moral and political attitudes.Their decoration of public VISUAL EDUCATION 161 buildings with pictures and sculpture commemorating great events served as a visual aid in the teaching of history.The Egyptians also used pictures and sculpture very freely in buildings, on clay tablets and on papyrus.Their hieroglyphics were a form of picture writing.Cicero, in the Roman school, used visual forms to recall abstract theories.Seneca approved of visual aids, for he noticed people believed what they saw before they would accept the evidence of other senses.Quintilian taught the alphabet with carved letters because manipulating these wooden blocks as visual aids helped the pupil to learn.During the middle ages, when learning was confined to the few in the universities, which were largely controlled by the Church, and the common man did not attend school, objective materials were used to teach morals.To this end the Church made use of statues, murals, stained glass windows, carvings, as well as \u2018\u2018sensory symbols\u2019\u2019 such as candles, incense, bells, relics and rosaries.However, we recall one outstanding teacher, Vittorina da Feltre, who painted his school walls with frescoes of children playing, taught the alphabet with tangible letters, and used coloured pictures to illustrate lessons.As we approach modern times the family tree of education bore such illustrious fruit as the names of Ratke, Comenius, Basedow, John Locke, Jean J.Rousseau, Pestalozzi, Herbert, Froebel, McMurray, Parker and John Dewey.The greatest teachers have all been ardent supporters of perceptual teaching, and, as various inventions have been served up on the platter of science, they have been quick to adapt them to the student's mental menu, and develop new devices in visual and audio-visual instruction so that the pupil could more readily appropriate, digest and absorb the balanced mental food of the curriculum in the schools.Comenius certainly supplemented his teaching with concrete materials, and we know that, long after printing was invented, Comenius was the first man to illustrate a text-book systematically with pictures.It was called Orbis Pictus.John Locke said that the child's wax-like mind received impressions through the various senses and he emphasized the use of realia in teaching.Jean Jacques Rousseau believed in mental growth through contact with controlled environment and left us the record of his ideals in his philosophy of education, Emile.Pestalozzi taught that wide experience with concrete materials must precede generalizations and abstractions.He appreciated the use of perceptual methods and for a hundred years teachers were influenced by his ideas.Thus, somewhat sketchily, we have traced the geneology of the visual education idea, but it was not until the 20th century that the use of objective methods in teaching became an organized movement.No one individual started the movement but, according to Wendell Thomas, there were five cultural forces converging on the second decade of the present century that produced the visual education movement; (1) modern means of communication, (2) people congregating in large cities, (3) community schools for the under privileged, (4) new comprehension of education psychology, and (5) the development of the cinema into a great industry. 162 EDUCATIONAL RECORD 1.Modern means of communication and travel by land, sea and air, have increased knowledge of other lands and customs.A demand has been created for quicker, more economical ways to grasp facts.Hence pictures have come into their own and are widely used in magazines, newspapers, postcards, movies, and text-books.2.Crowds congregating in cities need pictures to tell them how the other half of the world lives, and explain, in the shortest way possible, various unfamiliar processes.Pictures explain at a glance.3.Community school methods demand the simplest and most readily understood form of instruction for pupils and others whose time is limited, or whose opportunities have been few.In such schools, posters, charts, maps, exhibits, movies, texts with many pictures and other multi-sensory aids are featured and the camera is king.4.Educational Psychology demonstrates that consideration of individual differences, of securing and maintaining interest and attention, as well as the laws of learning and recall, demand a new technique, particularly for the slow pupil.The multi-sensory aids now available are the answer to this demand.5.The cinema has social and cultural significance and, wisely used, can be a most valuable aid in the classroom.According to Nelson L.Greene, editor of \u2018The Educational Screen\u201d magazine: \u201cThere has now been a national organization for visual instruction in continuous existence for twenty years.\u201d Begun as the Academy of Visual Instruction, November 1919, at Madison, Wisconsin, it merged, in 1932, with the department of Visual Instruction of the National Education Association.Although the ideas, methods and doctrines discussed for fifteen years, by the veteran members were not widely disseminated, still it kept alive the flame of interest until the time, a little over seven years ago, when proceedings of the meetings were printed in Mr.Greene's magazine, and the development of the field made departmental growth possible.The little nucleus of educators interested in visual education worked like yeast in the educational bread pan, and at present the membership is more than six times the average for the first fifteen years.Over 3,000 teachers in Indiana have received training in Visual Aids Courses.Such a course is required in New Jersey Teachers College for graduation.A laboratory course in the preparation and use of Visual Aids is required in Pennsylvania for permanent certification.Many large cities have a Director of the Department of Visual Education who distributes materials as needed in the schools.We must not conclude our bird\u2019s eye view of the history of visual education without mentioning one of the most modern advocates, Dr.Otto Neurath.As a means for the democratization of knowledge, for sharing it with the common man, Dr.Neurath has developed a picture language known as ISOTYPE.In the Social and Economic museum of Vienna he tried out various visual methods in endeavouring to carry out his commission to enlighten the citizens about civic affairs.The result is ISOTYPE, which means, \u201calways the same symbols\u2019.It simplifies and clarifies facts and uses consistently a balance of colour, style and symbols.The ISOTYPE charts attract attention, hold it, and, best of all, teach something.Many tests have proven that they are readily grasped by various intelligence levels\u2014by the child mind as well as the trained mind.TE RR RIO OU ER II CARS ARES VISUAL EDUCATION 163 Visual education has come to stay.\u2018\u2018Audio-visual aids are as important in the present day school as pencils, paper, chalk and blackboard.They contribute to the efficiency of instruction, expand the scope of learning experience, and aid in dealing with individual differences.\u201d A modern teacher will take advantage of modern aids.Teachers do not use slates just because they still exist and are used in some places.Instead, we use paper and ink, typewriters and blackboards.Just because laborious methods of learning were in vogue for my grandfather, and because he used a slate or a quill pen, does not mean that my son must do so.The tempo of modern civilization has been speeded up.So, also, the learning process has been accelerated by visual aids.In considering the importance of visual education to the teacher and the pupil, as an aid in solving classroom problems, we must remember that the correct visualization of thoughts presented in a text is difficult.Take history for instance, whether it be medieval or French Revolution.Miss Mary G.Kelty in \u201cLearning and Teaching History in the Middle Grades\u2019 says: \u2018It is probably as difficult for them (the pupils) to dissociate the environment by which they have been surrounded from the historical scenes described, as it is to construct the proper new images.To assist in the forming of clear-cut definite imagery, illustrative materials such as maps, charts, graphs, pictures, drawings are indispensable.Most people learn quicker through the sense of sight than through hearing, and what they learn lasts longer.Psychologists state that impressions coming through the eye are much more powerful than those made through the ear.The present demand for illustrations in texts and all our reading, has made the world as picture conscious as a reporter.As one writer says: \u2018Pictures can get ideas over with a sledge hammer punch which words cannot capture.\u201d So, to keep up with the times, and to simplify our work, we must familiarize ourselves with the uses of every form of visual aid that can impart knowledge.Some teachers, however, ask: \u201cWhy bring them into the classroom?That borders on entertainment and the students have already plenty of that.\u201d In reply, I quote Edgar Dale of Ohio State University, who says: \u2018There is one serious danger in the idea that the purpose of Motion Pictures is only to entertain.They do more than entertain whether we wish it or not.Scientists who have studied the effect of motion pictures on children and youth have discovered that boys and girls, young men and young women remember a great deal of what they see at the movies.And, unlike some lessons they get out of books, there is little forgetting.\u201d Movies present a fluent method of teaching facts\u2014a method founded on principles of sight and sound.They may give better perspective of topics and make learning more economical of effort.They enable pupils to grasp at once thoughts that might remain hazy theories or abstractions.Alexander Jardine, Director of Audio-Visual Education in Evansville, Indiana, suggests in the 1940 issue of the Visual Review that: \u201cTo organize and utilize visual materials properly is half the battle in successfully utilizing these aids.\u201d Call a committee to plan a programme covering several years.It is helpful if one teacher can be relieved of extra-curricular activities in order to Lita ise\u2019 POSE 164 EDUCATIONAL RECORD direct the school programme for visual aids and see that materials are circulated among the teachers when needed.He can plan with each teacher so as to furnish movies, slides, flat pictures, postcards, filmslides, exhibits, etc., when they will fit into the unit being studied.Besides the visual aids already mentioned, there are also travel folders and booklets and adds, letters and realia and snaps from students in other lands studying the same subjects, newspapers, and projects.Three types of notebook projects are especially helpful in French language classes: the illustration of the text-book by cut-outs or drawings, family life and the rooms in a house with pictures pasted in a notebook, and wrappers and advertisements that are bilingual pasted in a notebook.As regards films, there are three types available for the classroom: the exposition film, the illustration film, and the background film.Through the laudable initiative of the Department of Education of the Province of Quebec a library of teaching films has been built up.Its value is now $30,000.00.There are some sound and some silent films, educational filmstrips, general interest films, and entertaining films.Teachers can secure films from this library on a wide variety of topics: French, Geography, Nature Study, Physical Education, Religion, Agriculture, Biology, Chemistry, General Science, Hygiene and public Health, Physics, Sports and Athletics, Vocational Guidance, Literature, Music, World Travel, etc.Movies can present an old and well known topic in a modern and thought- provoking way.The question, \u201cHow often should films be used as an aid to teaching?\u201d can be answered by specialists in visual education.One of them says: \u2018The use of too many films only leads to confusion.They should be used to illustrate points that the teacher cannot explain so well in his own words.They are an adjunct to the lesson in much the same way as the blackboard is.It is not advisable to let pupils think of them as a side show or they will be disappointed when the next lesson comes and there is no film.\u201d Once in two weeks seems to be adequate for most schools.It is most important to arrange for adequate preparatory and follow-up work.Naturally, the teacher should see the film himself before showing it to the pupils.He should be thoroughly familiar with the argument and ready to impart any necessary information.Films should be part of the scheme of work, and not an end in themselves.At present there is not much danger of film lessons becoming too frequent.Some teachers use them to introduce or conclude a unit of work.Teachers of history, science and literature have used silent films to advantage for some years.Perhaps the sound film will benefit modern language teaching even more than these other fields of learning, as far as it pertains to extension of vocabulary, the perfection of pronunciation, and background material for oral discussions.The London City Council, London, England, published in July 1937, a report that dealt with the value of the sound film in the classroom as compared ey et ee Et Cee he IS VISUAL EDUCATION 165 with no film.So far as statistical results that could be measured mathematically show, the advantage is in favor of the film lesson rather than the routine lesson without visual aids.Bright children gained most from the films, as might be expected of any aid to learning.However, backward children benefitted greatly and were stimulated to do better work.The teacher might be explaining the lesson fully but the pupil imagining something else in a regular lesson.In a film one sees everything that is spoken about, while one cannot always picture in the mind the thing that is being spoken about.Film lessons help backward students grasp details missed in oral lessons.They call forth the best effort of the bright students.Films sharpen impressions.They help teachers to vary their usual methods of presentation.They have value in the cultivation of taste.One school reported that films helped pupils concentrate and set down knowledge in an orderly way in their reports on films.They gave zest to work and inspired more questions in class.Another London teacher said that some dull students, made apathetic by unfortunate home environment, find such joy in the easy presentation of the film lesson that it helps them to forget the hardships and circumstances at home, and lessens the feeling of inferiority many apathetic pupils have acquired.This is just one of the benefits of film lessons that cannot be measured mathematically.It was determined also, in this study from London, that the benefit of the teacher's comment preceding the showing is to foster \u201cselective seeing\u2019\u2019 just like \u2018\u2018selective reading\u2019 in the usual lessons.Miss Z.Marsh, writing in the Winter, 1939 issue of Sight and Sound, published by the British Film Institute, says that the main value of historical films in her teaching was to stimulate further study.Some, like the \u2018\u2018 White Angel\u201d, featuring Florence Nightingale in the Crimean War, could be profitably referred to two vears later.She affirms that children are not the passive spectators adults are, when picture show attendance: \u2018\u2018is apt to be as automatic as eating\u2019 and to be engaged in with as little discrimination.Moving pictures mean more to children, for they participate emotionally and retain more of the facts presented.Therein lies the value as a teaching aid in school.In 1939, 150 teachers and school officers enrolled for courses in audio-visual education, at six different points in South Carolina.The instructor, having surveyed the field of visual education, focused attention on various types of aids, demonstrating their use and showing how to evaluate them.Enthusiasm for the use of visual aids is mounting high in that State.The big problem is to make these aids available to the schools and train teachers to use them.Teachers there seem to be aware of the important part that visual aids play in vitalizing subject matter.Miss Lelia Trolinger, secretary of Visual Instruction in Boulder, Colorado, U.S.A., says that teachers need more definite standards that will help them to evaluate various types of visual aids.When teachers get together, or the supervisor or inspector comes around, they usually have many questions that indicate a need for training in evaluating the visual aids we have mentioned.Our own progress in the use of visual aids will depend to a great extent on creating standards for selecting, judging, and using visual aids to the best advantage.We take for granted that pictures are useful, but so far there is no uniform standard for judging their instructional value.We need a specialist in the field of visual PC ET RE 166 EDUCATIONAL RECORD education to aid us in creating a standard to use in evaluating pictures and their use in the classroom.Technically a picture should be: 1.artistic, 2.clear and definite, 3.free from blemishes, 4.of practical size, 5.properly coloured.It may meet these standards and still be of small use in teaching.To be of value for instruction, a picture must be: 1.truthful, 2.authentic, 3.relevant, 4.significant, 5.stimulative, 6.suggestive of size.Camilla Best, Director of the Department of Visual Aids, of the New Orleans Public Schools, Louisiana, U.S.A., says we shall reap full benefits of visual instruction when we look upon them as part of the everyday classroom routine, not as something special.In his recent book, *\u2018 The Curriculum of Modern Education (1941)\", Franklin Bobbitt, of the University of Chicago, says: \u2018\u2018 Education then is to help children and youth day by day and year by year to see things truly, to think about them clearly, to feel toward them rightly, to plan wisely their daily dealings with them, and then forcefully to achieve their purpose.Their education is to help them to the experiences each day and year that gradually make them proficient in worthy living.\u201d A well planned programme of Visual Education in our schools will help to accomplish this high aim.Let us be satisfied with nothing less than the best for our classes, even though it means some study and work after class for a while to master the procedure of the new methods and become familiar with the special technique of these tools that modern science has made possible.The justification or condemnation of a new method is based on the kind of fruit borne by the educated trees.As one educator says: \u2018\u2018 Parents have planted the trees (brought children into the world); and they expect teachers and educators to so develop and cultivate them that they shall bear good fruit.\u201d We, the teachers, who operate the levers of educational machinery in this Province of Quebec, need to become better acquainted with the most modern tools, the latest methods of teaching, as offered in the visual education programme.BIBLIOGRAPHY \u201cThe Curriculum of Modern Education\u2019, Franklin Bobbitt, Prof.of Education, University of Chicago, Illinois, U.S.A.McGraw and Hill Book Co., New York and London.\u2018\u201cThe Teacher in the New School\u2019, Martha Peck Porter, 1931, World Book Co., Yonkers- on-Hudson, New York, U.S.A.\u201cDirecting Learning in the High School\u2019\u2019, Walter S.Monroe.Doubleday, Doran and Co., Garden City, New York, N.Y.\u2018\u201c\u201cModern Methods in High School Teaching\u2019\u2019, Harl R.Douglas, Houghton Mifflin Co., Riverside Press, New York, N.Y.\u2018\u2018General Introduction to Psychology\u2019\u2019, Coleman R.Griffith, Macmillan Co., New York.\u201cThe Education that Educates\u2019\u2019, Marion E.Cady, Flemming Revell Co., New York.\u2018\u201c\u201cThe Teaching of History in Junior and Senior High Schools\u2019\u2019, Rolla M.Tryon.The Riverside Press, Ginn and Co.\u2018\u201cThe Learning Process\u2019\u2019, Stephen Sheldon Colvin.The Macmillan Co., New York.\u2018Methods of Teaching Modern Languages\u201d, D.C.Heath and Co.\u2018\u201c\u201cThe Visual Review\u2019\u2019, 100 E.Ohio St., Chicago, Ill.\u2018\u201cThe Educational Screen\u2019\u2019, November and March 1939, October and April 1940.\u201cSight and Sound\u201d, Vol.8, No.30 and 32, British Film Institute, 4 Great Russel St., London W.C.1 \u2018\u201c\u201cThe Eye Route\u2019\u2019, Mark Starr, Educational Director, 3 West 16th Street, New York.\u201cReport on Experiments in the Use of Films for Educational Purposes\u2019, Published by London, England, City Council, P.S.King and Sons, 14 Great Smith Street, Victoria Street, Westminster, S.W.1.\u201cIntroduction in Booklet Teaching Tuberculosis Through the Eye\u2019\u2019, \u2018\u201cWhy Visual Education?\u2019\u2019, 1938, National Tuberculosis Association, 50 West 50th St., New York, N.Y.\u2018\u201cThe Museum of Modern Art FILM LIBRARY\u2019, Bulletin 1938-1939, 11 West 3rd Street, New York.*\u2018School Progress\u2019\u2019, 2 College Street, Toronto, Ontario.NEI RAIS FERS RRR OLD CANADIAN SILVER 167 OLD CANADIAN SILVER Marius Barbeau, National Museum, Ottawa Two small silver crosses, discovered in a grave-mound in Georgia, once led an American scholar to conclude that the origin of these relics was to be traced back to the de Soto expedition of 1540 across that country.They would be 400 years old.À Toronto archæologist of a later date presumed that a double-barred cross of the same type dug up in ancient Huronia, in Ontario, must have been lost there some time before the dispersion of the Hurons in 1650, that is, during Cardinal Richelieu\u2019s regime in France.The initials stamped into the silver apparently supported this theory, as they were C A and R C and taken to mean Cardinal Archbishop and Richelieu Cardinal.Richelieu died in 1642.A great quantity of ornamental silver\u2014crosses, gorgets, brooches, pins .\u2014has been excavated since from burial mounds and pits in the former territories of the British and the French in Ontario, in the State of New York, as far as the Mississippi, the Missouri and the Great Lakes.In recent years, several New York, Wisconsin and Minnesota historians have been interested in the trinket silver discovered in their states, and have recorded a number of stamped initials.Among the most common of these initials we note: PH, RC, J T,SM, FR, IS, and several others.The current tendency for many years was to credit the Indians, the Iroquois in particular, with an old silvercraft of their own.But a New York State observer at this stage noticed that: \u2018\u2018the idea of making silver ornaments such as brooches and earrings had its origin in Europe, not in America,\u201d that the so- called Iroquois Brooch was in reality of Scotch or English origin, and that brooches of silver, many types of which are similar to Indian-made varieties, were known in Scotland as \u2018 Luckenbooth brooches.\u2019 American students have since proceeded a step farther in the right direction.\u201cSilver medals and ornaments, imported through the Atlantic ports or produced in Philadelphia,\u201d writes one of them, \u2018soon found their way to the far western Indian settlements.\u201d In the period following 1763, a vast amount of small silverware was produced in Philadelphia and a few American centres, for the Indian fur trade by such craftsmen as have left their marks on sundry pieces recently recovered in burial grounds, among them: Joseph Richardson, Wm.Hollingshead and Philip Syng.But these American marks are far from covering all possibilities.Not a few others, recovered particularly around and beyond the Great Lakes, are Canadian; some of them even include the name of MONTREAL or QUEBEC.The C A and the R C of the early theorists did not really mean Cardinal Archbishop and Richelieu Cardinal\u2014the misconstruction now is decidedly amazing\u2014but Charles Arnoldi and Robert Cruickshank, both Montreal silversmiths about 1780-1815.The two early silver crosses unearthed in Georgia and linked with de Soto\u2019s name are nothing but commonplace trade crosses of the type usually stamped MONTREAL and typical of Cruickshank\u2019s and Huguet-Latour\u2019s handiwork.Between 1760 and 1830, silver ornaments and trinkets were an im- 168 EDUCATIONAL RECORD portant medium of exchange in the western fur trade.The coats and dresses of some Indians at one time were loaded down with silver plates, brooches and pins; and as much as a bucketful of silver trinkets was found in the grave of a single Indian.Letters written from 1765 to 1788 by A.Duperon Baby, a Detroit trader, to his Quebec brother and agent, the Honourable François Baby, cast an interesting sidelight on this feature of the fur trade.In 1774, he ordered silver ornaments for his trade, consisting of 100 pairs of small ear-bobs and ear wheels.The next year, he called for a larger quantity of silverware, real and not falsified.\u201cIf the silverwork is not ready,\u201d he wrote, \u2018please note that it should be thin and well polished, yet able to stand engraving.It is advisable to have wide bracelets without rim.\u201d\u2019 In 1799, Baby wrote: \u2018I received the silverwork .and it is all very good.\u201d Then he qualified his statement: \u2018\u2018 As for the silver, it is not polished well enough to stand comparison with what is made in Montreal.\u201d Pierre Huguet (Latour), of Montreal, in 1800, sold to the North West Company a large number of ear-bobs, ear wheels, wrist bands, arm bands, coquilles, small crosses, some of them single, others double; common brooches, necklaces, etc.Robert Cruickshank\u2019s list for the same year, or any other year, covers half a page of ledger at the total cost of £318 :6 :10.And in it we notice 7,000 common brooches; a large quantity of small crosses and hearts; 75 turtles, 75 beavers, gorgets, moons, hat bands, etc.Important though it was, this ornamental trade silver was merely a byproduct, during a limited time, of an ancient Canadian handicraft.This imported craft covered nearly two hundred years and began with importations of Paris silver for domestic and church purposes.Then, as early as 1700, it took root in the country and gave rise to a fine local craft that lasted nearly 200 years until about 1900.After the British conquest this pursuit was enriched by the arrival of German and British silversmiths who, in time, developed into important providers of domestic silver and met the demands of a flourishing trade.The ancient Paris and provincial silver still preserved in French Canada is fine and abundant enough to afford a real contribution to the knowledge of this important French art of the past.Much of the old French silver in France itself was at times melted down because of state requirements; and whatever was left of it is now valuable.This old French silver consists mostly of important church plate, such as reliquaries, monstrances, sanctuary lamps, statuettes, chalices, ciboria, crucifixes, censers, bishop's crooks, candleholders, porringers and ewers, in the monasteries, seminaries, missions and churches of the Province of Quebec.The collection of Jesuit church plate, the best of all, was dispersed after the British conquest and is now preserved at the Indian missions, at the Hôtel-Dieu and the parish of Ste.Foy, near Quebec.For instance, the bust of Father Brébeuf (15 inches high) bears French marks.As it is now in the keeping of the Hétel-Dieu in Quebec, it was given, about 1790, to the nuns of that institution.It seems to be a portrait-like resemblance of the ancient martyr of the Iroquois, and it must have been made in France for the Jesuits, not many years after his martyrdom in 1649.RRS RR A I RT AP RR RR DO OO TO A A EPR rt 17 ty PI PRT PPS PORTE course ace \u2014\u2014 OLD CANADIAN SILVER 169 The reliquary (about 10 inches high) at Indian Lorette, known under the name of \u201cChemise de Notre Dame de Chartres 1676,\u201d was given at the inscribed date by the canons of the Chartres cathedral in France to the Hurons of Lorette, and was the work of \u201cThomas Mahon, orfévre chartrin et graveur.\u201d It is a piece of exquisite workmanship with engravings on both sides, representing the Virgin in two familiar scenes.Two other fine pieces are the monstrances of the Indian missions of Indian Lorette and Caughnawaga, both bearing inscriptions; the Lorette one (translated from the French): \u201cPrévost, ex-alderman of Paris and his wife have given me for the service of the Jesuit church at Three-Rivers, 1664.\u201d These pieces, embossed, engraved and decorated in the sumptuous French style of the period, bear the mark of C B under a lily flower, two dots and a crown, which mean: Paris, Claude Ballin; 1688.Ballin was an outstanding Paris silversmith.The transition from importation to production in ancient Canada was slow, for the local craftsmen, however competent, could hardly challenge the repute of Parisian art for their own benefit.At first, they barely managed to eke out a living.The lack of patronage in the earliest period, however, did not prevent Michel LeVasseur, at Quebec, about 1705, from taking apprentices and thus insuring the continuity of the French tradition on this continent.The one we know best among them, because of the number of pieces with his mark\u2014P L with a lily flower over it\u2014is Paul Lambert dit Sieur Saint-Paul, of Quebec, who was the son of Paul of the same name, from Arras, France.And the forty pieces already recorded under his name are of comparative importance.Patterns and decorations in repoussé and engraving from his hands are characterized by a marked freedom and a delightful home-like originality.The loosening of the ties with France after the British conquest, in 1759, fostered the autonomous development of the craft, first in Quebec and, later, in Montreal.A true follower of his French and Canadian predecessors, Francois Ranvoyzé (working dates: 1771-1816) became the leading figure of the Quebec school.His mark F R so far has been recorded on no less than 177 church vessels and items, and over 280 pieces may be ascribed to him.Much of his work has been destroyed.For he was an industrious worker during his career covering nearly forty-five years.His style, decorative treatment, repoussé and engraving, also the incidental casting of figures, make of Ranvoyzé an artist rather than a mere craftsman.He was a past master in his calling, and a creative worker who has decidedly left his mark in Canada.He is the only Canadian craftsman who also was a goldsmith.A few important church vessels of gold by him are still preserved at the I'Islet parish church down the St.Lawrence.Unlike most of the others, he may not have trained apprentices, with the exception of Laurent Amiot whom, because of jealousy, he dismissed before the end of his training.As Amiot would not be defeated in his ambition to be his master\u2019s rival, he proceeded to Paris, where he completed his training, then he came back to Quebec and started on the longest and most prolific career known in his time\u2014of more than fifty years, during which (working dates 1785-1839) he produced hundreds of church and domestic pieces of fine quality and dignified style.We know of over 400 pieces that either bear his mark or can be ascribed to him. 170 EDUCATIONAL RECORD In spite of the smooth elegance and perfect grace of his church plate, Amiot remains to a marked extent Ranvoyzé\u2019s follower and imitator.Yet his silver is individual enough to be recognizable at sight; and he created a few models which became the fashion among his heirs and successors, who have followed each other in his shop and estate until the death of Ambroise Lafrance, who almost belongs to our time.He died about 1910.If Canadian silvercraft before 1790 was largely a Quebec achievement, the demands of the fur trade for ornamental silver after 1780 brought about new developments in Montreal, which then became an important centre for silver- work.We find a few silversmiths there whose work, after 1800, compares well with their Quebec contemporaries\u2019; for instance, Pierre Huguet-Latour, Salomon Marion and Paul Morand.After the conquest of Canada, the British element in Quebec and Montreal was at first satisfied with importations from the motherland.Its earliest jewellers, watchmakers and silversmiths were chiefly importers who advertised the newest London creations received via the last sailing ships.Yet some of them at least were experienced craftsmen.Robert Cruickshank, practising in Montreal from about 1775 to 1809, was the most important silversmith and merchant of them all.Like his local French-speaking confréres, he took apprentices, for instance, Frédéric Delisle, the son of a French Protestant pastor, in 1795.Two Swiss silversmiths arrived at Halifax and settled there as early\u2014that is, soon after 1749\u2014as Richard Walker and Isaac Gandon, both English goldsmiths.These were Michel Mendie, from Geneva, and Andrew Mercie.At a much later date, in 1855, John Cornelius, who was to become an important craftsman in Halifax (he retired as late as 1905), came to Canada via France, England and New York, where he must have perfected his training.The German element was represented, before 1800, by Jonas Schindler, in Quebec, and the Arnoldis and the Bohles (often changed to Beaulé), in Montreal.The Arnoldis, three of them\u2014Pierre, Michel and Charles\u2014were interested chiefly, like Schinler, in the making of trade silver; yet they were able occasionally to provide some good church and domestic silver.The fur trade provided such a boost for silvercraft in Montreal that, in the census for 1818, we find the mention of seven silversmith shops whose owners\u2019 names are not given, and six clock or watch makers\u2014most of these undoubtedly employing hired hands and apprentices.A few Montreal silversmiths and jewellers, from the time of George Savage\u2014 that is, 1815 (Savage was a trained watchmaker of Huddersfield, England)\u2014 opened shops in Montreal and began to build up a clientele and a business that slowly progressed through the following hundred years.They found, locally, British, French-Canadian and German working silversmiths, such as the Arnoldis, the Bohles, and others, whom they, in some instances, brought into their service.The list of these workers and small merchants is considerable.In all, we have so far noted the names of over sixty British and other silversmiths, in both Quebec and Montreal, from 1780 to about 1900.Savage, father and son, John Walker, Nelson Walker, W.Learmont, Robert Hendery, and others, entered the service of, or competed with, organizations that eue nat OI OLD CANADIAN SILVER 171 in the end controlled a considerable field.These merchant-jewellers were G.Savage and Son, Savage and Lyman and Co., and finally Henry Birks and Sons.Quebec and Montreal silversmiths numbered no less than 140 in all, over eighty of them French speaking, and over sixty, English.Our catalogue of names comprises Quebec and Montreal silversmiths of French extraction, Montreal and Quebec silversmiths, jewellers and watchmakers of British and other extractions, and Ontario jewellers and silversmiths, the list of whom is no doubt quite incomplete.This does not include the silversmiths of Halifax and Saint John, of whom Mr.John Langdon, of Montreal, has already listed about forty, nor those of the West, of whom there were not a few.The work of Canadian gold and silversmiths was almost as varied as the people themselves.The French, in their church plate, followed the traditions of the motherland, yet in their New World isolation they developed individual traits because of the environment.The British remained more definitely traditional in their domestic silver; yet they did not fail to meet the requirements of the fur trade in the trinket and ornamental articles for the Indians.EDUCATION A mother once asked her clergyman when she should begin the education of her child, which she told him was then four years old.\u2018\u201cMadam,\u2019\u201d was the reply, \u2018\u2018 you have lost three years already.From the very first gleam that comes over an infant's cheek, your opportunity begins.\u201d \u2014Whately.Some children are required by classroom conditions to use energy needlessly to keep themselves warm.The human body maintains an even temperature whether the environment is cold or hot.The teacher should remember the physiological fact that the child actually \u201c\u201cburns\u2019\u2019 food to keep warm and consumes energy he might use for growth, or to store fat for the future.He may be just the boy or girl who can ill afford to sacrifice these extra calories of energy because of his thinness, because of rapid growth, or of sluggish circulation for reasons best discovered by the physician.Knowing this, nearly any teacher will improvise window ventilators, or move the child away from the window to a more comfortable spot, even if she must place the piano or the world globe in a less desirable location.\u2014 Understanding the Child.I noticed that after the war it was a common thing for distinguished generals to re-visit their old schools\u2014nearly always famous public schools\u2014and to say, amid general rejoicings, that they had always sat at the bottom of their forms.Well, if I was like that, at least I shall never boast about it.If I was an idler I am very sorry for it now, as some day you will be if you are in the same case.Even the generals might have been still more wonderful in the war if they had worked at school.Another handy moral\u2014Not to work is to miss the best of the fun.\u2014J.M.Barrie. EDUCATIONAL RECORD A TEACHER\u2019S DAY IN A RURAL SCHOOL Inspector H.D.Wells, M.A., Waterloo No teacher\u2019s day is more strenuous or requires more preparation than that in the rural school.From the moment he enters the building until he leaves at night the teacher is a virtual prisoner, but he is \u2018\u2018bound with the golden chains\u201d of childhood and, if teaching is his vocation, this will be no burden to him.The day begins at 8.45, but the eager teacher will be at school before this to greet the first pupil, to see that the room is comfortable and to have everything ready for the day's work.The smaller children will be helped to take off their wraps, if it is the winter season; the older children will be requested to see that there is water for the day, that the flowers are cared for, the chalk is in its place, the brushes are cleaned for the day and the other little duties performed that go, not only to make the day pass smoothly, but to educate children in usefulness and unselfishness.The nine o\u2019clock bell will be punctual and, when it rings, the pupils will be ready for the opening exercises.A warning bell of five minutes will help to have everybody on time.The older pupils will see that the younger ones clean their shoes, brush the snow off and put their clothes in place.If the opening exercises have been carefully thought out and prepared, they will help to give the day the proper start.In fine weather, they may begin around the flag-staff where the National Anthem, or \u201c\u201cO Canada,\u201d will be sung, as one pupil raises and \u2018breaks\u2019 the Union Jack, the children standing at attention.Inside, this same procedure will be followed in winter, or in bad weather, and then the prayers appointed for the day will be said.The teacher or one of the senior pupils will read a portion of Scripture, and a hymn will be sung.The children will help to choose this.While these exercises conclude the opening of the school, they do not include the first lesson of the day shown on the time-table at the back of the Memoranda of Instructions for Teachers.This lesson is shown as Moral, Religious and Health Instruction, and the talk has been prepared with the time-table in mind.A new lesson in Scripture will be presented as a carefully prepared story in which the skilful teacher presents to the imaginations of the children the wonderful tales of the old and new Testaments.Nothing is more depressing or stultifying than to hear pupils attempt to read the verses of Scripture, one verse at a time, stumbling along from one word to the other at the prompting of the teacher.During the story, the teacher may work in his health talk as well, and the lesson may conclude with the daily health inspection carried out by the officers of the Junior Red Cross.As a little interlude to the regular work of the day, and as a valuable aid in language development, the teacher may conclude with: \u201cHas anybody anything to tell us this morning?\u201d The school is now ready for the two subjects, reading with the juniors, and arithmetic with the seniors.The teacher will have placed some interesting sentences on the board for the young people to consider while he assigns the senior A TEACHER'S DAY IN A RURAL SCHOOL 173 pupils their arithmetic for the morning.While no child should be in doubt as to the objective demanded, yet no time should be taken at this period to do any teaching in arithmetic.The younger children demand the first attention of the teacher for, if allowed to shift for themselves, they soon learn pernicious habits of idleness.There is no reason why a grade VI or VII pupil should not help the younger group with the assigned arithmetic, always assuming that he is capable of doing this and that he does not interfere with the whole group.Naturally, no disturbance can be permitted that will interfere with the school as a whole.But it is the essence of modern education to teach children to be helpful to each other, self-reliant and self-disciplined.Having seen that the older pupils are started upon their assignment, the teacher turns his attention to his primary group, but grade II will continue with their story for a few moments longer.The primary lesson has been carefully prepared from the manual, so that the lesson is something meaningful and alive, with each child taking his part and enjoying the experience.The old words will be drilled, and new ones added to the vocabulary by means of the phonetic helps suggested in the manuals.Ten minutes or more will be all that can be spared for this.Then the children are ready for their work-books, and the teacher turns to grade II.But before doing so, he asks the older group if there are any special problems needing immediate attention in arithmetic.Grade II is eager to read either to the teacher or, possibly, to grade I as an audience, and the same methods will be followed as with grade I, the children being left with their work-books.Many little devices will be used by the keen teacher to stimulate and maintain interest.Dramatization is one way and choral reading is another.In choral reading, grades I, II and III may be combined as all will enjoy the same poems.What small child does not relish such a poem as Stevenson's \u2018\u2018 The Swing\u2019\u2019 or \u201cThe Night Before Christmas\u2019?If these or similar poems are given as choral reading, they will stimulate interest and pleasure.It is now time for the teacher to turn his attention to the arithmetic group.If it is necessary to develop a new step with grade VII, the others will continue to work upon problems previously assigned.A helping hand may be necessary ocasionally, but a \u201chelping hand\u201d does not mean that the teacher actually solves the problem.Rather he tries to throw light upon the difficulty by using various teaching devices such as simple oral problems containing the same idea as the problem to be solved.Statements will be insisted upon for every example.By so doing, the child is being trained in orderly thinking and clear expression.Neatness will be insisted upon, in a kindly but firm manner.Neatness, orderly thinking and clear expression are no mean objectives for the teacher to keep in mind during the arithmetic period.When he is teaching the number work in the junior grades, he will develop the language side also, by insisting that children give full and proper statements such as 5 and 2 are 7, or 5 and 2 make 7, not 5 and 2 is or makes 7.This emphasis on language is, of course, true of all the branches of the curriculum.One new step presented to one group each day may be sufficient for the short time that the rural teacher has at his disposal.No one group must be neglected for the benefit of any other, and the senior groups will depend largely upon themselves.The rural school develops individual responsibility more than does any other type of school.J EDUCATIONAL RECORD The clock now shows 10.10 and the time-table calls for printing in grade I and spelling in all other groups.Before making this change, a few breathing and setting-up exercises will be given, the monitors opening door and windows.Grades I and II have finished the required work in their work-books and will have been giving their attention to their number-combination cards for a few moments prior to this period.The printing that is given them will be from copies previously prepared by the teacher.Copies that the children may move down the page as they write are more satisfactory than those written at the head of the page.The spelling lessons will follow the directions contained in the manual, with the exception that the lessons will be \u2018staggered\u2019 so that all new lessons do not begin on Monday.Class IV may have its new lesson on Monday, class III Sr., its new lesson on Tuesday, and so on to the end of the week.This will help to distribute the teacher\u2019s time to best advantage.The pupil's individual speller is absolutely necessary for good work in this subject.The morning recess at 10.30 is a time of rest and relaxation for all.If the weather is fine, children will play out-of-doors, and the older pupils will help the younger ones as before, by putting on their wraps.The teacher will go out with the pupils to supervise the play and to make suggestions regarding new kinds of games.If the weather does not permit outside activities, indoor games will be played.This will be a good time to include many games that are frequently given as physical exercises.After the morning recess, if the juniors have not gone home, they will work at some activity.Dean Laird has some useful suggestions for primary pupils in the December 1941 and January 1942 issues of the EDUCATIONAL RECORD.From 10.45 until 11.35, the teacher\u2019s attention will be taken with French.The new course and the new manual in French make it easy for the wideawake teacher to make this a living and interesting subject in all grades.As French is the language spoken by most of the people of this Province, the chief objective of every teacher of this subject will be to see that children learn to speak and enjoy the cultural language of our compatriots.The use of French songs, dialogues and various enterprises will aid greatly in making this subject interesting and satisfying to each child.At 11.35 all groups will turn their attention to the writing or art period, and, at the same time, one or two senior girls will go quietly about the preparation of the hot lunch.The writing period will be directed and taught by the teacher.Mistakes will be pointed out, praiseworthy efforts noticed and commended.Writing is a skill, like swimming, which, properly learned, is never forgotten.Efforts will be made to improve the speed as well as the technique of each pupil.Results in art will depend entirely upon the teacher\u2019s training and gift for this subject.The noon recess has arrived, but the teacher will have little time to rest.He will see that the hour is a period of co-operative activity in which the children will benefit not only physically, but also socially, by acquiring proper eating habits and good table manners.Each child will have brought a cold lunch to school and this will be supplemented by a hot dish of some kind; soup, cocoa or any other dish that is easily prepared or warmed up on the school stove.The encotsa-rnasoe A TEACHER'S DAY IN A RURAL SCHOOL 175 senior girls will have made this ready beforehand and will have set the table for lunch.After all have washed and seated themselves, grace will be said or sung and the boys will serve the meal.Children should learn to begin together, to anticipate the wants of others before themselves, to talk in low not boisterous tones, and then only when no food is in the mouth; to chew the food properly, to leave the table as a group and, in general, to behave as any cultured family group behaves.When the meal is over, monitors will clear the table, wash the dishes and put everything away.The remainder of the noon period will be spent in play or recreation under the sympathetic eye of the teacher.At one o'clock, the children return to the class-room ready for another three hours of purposeful activity.The junior group will have reading, with the same programme repeated as in the morning; but the senior group will prepare for one of the social sciences.As the teacher instructs the juniors, the older group will be preparing for their recitation period.This does not mean that they will be feverishly attempting to memorize certain facts from their text books, but that they will be using the school library to amplify the information already in their possession.If the lesson for the day is the surface of Asia, one group might be making a relief map out of salt and flour, while others search the library for further information on Asia's surface.The information gained will be pooled for the benefit of the whole group, and discussions will, of course, follow.Such methods will serve to teach children how closely surface conditions influence climatic features and the distribution of life over a vast continent.In all such activities, the modern teacher is always ready to co-operate and give valuable hints as to the sources of helpful information.He will naturally be familiar with the library.When the social science period is over, there will be another brief interlude for breathing and setting-up exercises before the English period.This will be a diversified period; one group will have reading, either oral or written; another will work at language, while yet another is working upon oral or written composition.Too little time is spent upon oral expression in our schools.This is one of the most useful skills that our schools can impart, yet it is frequently neglected altogether.Opportunities for debate, discussion of current events, of historical, geographical or literary subjects should be fostered.It goes without saying that all oral as well as written expression should be carefully checked.During the English period, maximum use will be made of the library; and the modern teacher will judge results by observing whether the children are improving in their command of colloquial English as well as in their enjoyment of reading as a suitable occupation for leisure hours.Though no period of the day should be more important than the English one, too frequently it is boresome.Afternoon recess comes at 2.30, when the primary children return to their homes, or, if they must remain, they should pass the time in resting.A pillow and a rug would allow each small child to rest comfortably once or twice a day.If pupils are not resting, some purposeful activity should be found for them.If the teacher is musical, the remainder of the children will be occupied with music.Otherwise there will be some definite enterprise in which the whole school may join.No teacher today is doing his duty unless he has investigated the meaning 176 EDUCATIONAL RECORD of the \u2018Enterprise\u2019 idea, and is trying to get his children to see the value of learning through doing and co-operating.There are so many aids now to the Enterprise Programme that there is no excuse for anyone not knowing what it means and how it works.As mentioned before, Dean Laird has some very good hints in the EDUCATIONAL RECORD, as have Mr.Perks and others.In fact, each issue of that magazine contains articles on this modern and vitalising method of teaching.Four o'clock has come and no mention has been made of an important part of the rural school curriculum,\u2014nature study and agriculture.The rural minded teacher (and no other should be teaching in our rural schools) will never have these two important, meaningful and satisfying topics out of his mind.He knows how near they are to each child, and it will be his pleasant task to \u2018\u2018open the eyes\u201d of these pupils that they may see the \u201cwondrous things\u2019 among which they \u2018move and have their being.\u201d No opportunity will be missed, in any lesson, to point out the beauties of nature and the wonderful advantages of rural life, especially in our magnificent Eastern Townships.Four o'clock! But the teacher's day is not finished yet.Under his direction, the school room will be made \u2018ship-shape\u2019 for the next day's work.It should be considered no disgrace, nor a penalty, to be asked to co-operate in making ready the work-shop, as the school-room really is, for another day\u2019s labour.By this means, both girls and boys will learn habits of tidiness, responsibility and leadership that will be invaluable all through life.When the building has been prepared for next day, some backward pupils will need coaching, many work-books will need checking, and the work will require planning for the following day.All in all, the teacher has a busy life, one demanding energy, enthusiasm, sympathy, vitality and a deep appreciation of rural conditions as well as scholarship, professional training and experience.His task is to take the plastic clay as it comes, eager, hopeful and brimming with life, and to mold it into a responsible individual, fit to take his proper place in a democratic society.Truly the task is a noble one, worthy of a life's work.GOD SAVE THE KING And Samuel said to all the people, See ye him whom the Lord hath chosen, that there is none like him among all the people?And all the people shouted, and said, God save the king.The authorship of the National Anthem may be traced to Henry Cary, composer and singer, who was born in 1685 and died in 1743.He was the earliest to adopt and sing the present arrangement, although both the words and music are of much older origin.It was first sung as the National Anthem in 1745, probably during the invasion of England by Bonnie Prince Charlie.Henry Cary possibly composed it in 1740, in the reign of George II. VITAMINS AND THE CHILD 177 VITAMINS AND THE CHILD David L.Thomson, M.A., Ph.D., F.R.S.C., Professor of Biochemistry, McGill University.Although the word \u2018vitamin\u2019 was coined only in 1911, the central idea conveyed by it had been present, more or less clearly, in the minds of scientists for some ten or twenty years before that; and we can see today that the same idea, unstated and unrecognized, lay in the background of certain methods of treatment by diet arrived at empirically by the physicians of much earlier days (even to Hippocrates and the Egyptians) and by herbalists and the other anonymous and forgotten authors of our medical folk-lore.This central idea is, of course, that the food is not merely a source of energy and of body-building materials: that some, but not all foods, supply in addition small amounts of specific substances necessary for, or at least valuable to, our growth and health.The idea, then, has been long burgeoning in the collective mind of man: but it was only when it achieved explicit statement in this century that it became a common subject of scientific enquiry\u2014a subject which grew very rapidly in interest and importance, until it is now a sub-science in its own right, employing hundreds of workers, and set forth in thousands of pages annually in our medical and scientific journals.One fruitful but difficult line of research, for instance, has led to the isolation and identification of many of the vitamins.At first, they were mere shadowy \u201c\u201csomethings\u2019\u2019, whose absence from the diet (of human beings or of experimental animals) led to declining health and retarded growth and the appearance of more or less specific, often very confusing symptoms and disorders.One might literally apply to them the paradoxical phrase, \u2018\u2018 conspicuous by their absence\u201d, since it was only by the disturbances arising in their absence that they were known.They were provisionally designated by letters, A, B, C and so on \u2014arbitrary and intentionally meaningless labels which concealed no assumptions about their chemical nature or mode of action.In the last decade, however, at least a score of these substances have been isolated and identified; their chemical and physical properties have been explored and defined; and many of them have been awarded new names indicating their chemical nature and relationships.One practical consequence of this line of endeavour is that some of the vitamins can now be prepared cheaply by synthetic processes and can thus be used either to fortify certain deficient foods, or as drugs in the treatment of disease.Less spectactular, but almost more laborious, has been the gradual and patient accumulation of an encyclopaedic mass of information about the quantities of the several vitamins present in different foods.Vast tables of such data have been compiled with ant-like industry: yet the task is still very far from complete.Think for a moment how many different kinds of food are available in a country like ours: think, to take only one example, of the number of different kinds and brands of packaged breakfast cereals; remember that there are at least twenty substances occurring in nature which may be regarded as vitamins; appreciate that while there are chemical methods\u2014complicated and difficult methods for the most part\u2014for the determination of some vitamins, others can still only 178 EDUCATIONAL RECORD be measured by protracted feeding experiments on experimental animals, or by their effect on the growth of special strains of bacteria in cultures; and you will have some realization of the immensity of this task.One must also realize that to ask: \u201cWhat amount of vitamin A is present in milk ?\u201d is like asking, \u2018What is the size of a Canadian family?\u201d One can only give a statistical average as an answer; and an average can be struck only after many individual measurements have been made.A very different sphere of investigation, with its own peculiar problems, is the determination of the quantities of vitamins actually consumed by the members of some particular population selected for study.During the winter of 1939-40, for instance, the diets of eighty working-class families were studied for a week in each of four Canadian cities (Halifax, Quebec, Toronto, Edmonton) under the auspices of the Canadian Council of Nutrition.In this detailed survey, visiting experts did not (as is usual) content themselves with measuring the amounts of each food brought into the household during the week and the stores available at the beginning and end of the period of observation, but also estimated the amount of each food served to and consumed by each member of each family at every meal throughout the week\u2014a task, it will easily be understood, requiring skilful organization and a great deal of tact.This in turn is followed by laborious computations, using the accepted tables of the vitamin contents of foods to translate the visiting observers\u2019 records of slices of bread and ounces of butter consumed, into units of vitamins and grams of protein, and so forth.The final results of such studies may be expressed in sentences like the following: in the income group studied at Halifax, \u201cthe supply of vitamin B, came largely from bread, milk and potatoes; the intake for men averaged 177 international units per day and for women 128 international units.\u201d Such a statement has little value or meaning by itself, even if one knows that a unit of this vitamin represents one three-hundred-thousandth part of a gram of the pure substance.To translate that quotation into terms which may serve as a basis for action and opinion, one must know whether 177 units is an adequate intake or not.This therefore leads us to a new and complicated problem, the determination of the daily human requirements for each of the accepted vitamins.The Health Organization of the League of Nations has championed the logical if idealistic point of view that a diet does not deserve to be called adequate unless it is so good that no further change or addition can be expected to improve the health of those who live upon it; and the constituents of such a diet, as far as they were known at the time, were defined and the appropriate amounts of each listed.There has been some controversy over these values, and a general tendency for them to be revised upwards from year to year; the gap between the \u201cminimum\u2019\u2019 dose and the \u201c\u2018optimal\u2019\u2019 dose becomes wider and wider.It should be said, however, that for many of the vitamins we still do not have enough information to allow us to specify the daily requirements.Thus in the dietary survey in Canadian cities, discussed above, only three vitamins (A, B,, and C) were taken into account; not because others are less important, but because we do not yet know enough about them.Let us take one example of the rising levels of optimum vitamin intake: vitamin B,.In 1938, the American Medical Association said that the amount VITAMINS AND THE CHILD 179 required daily by a moderately active man of average weight was not less than 200 international units; the League of Nations experts said 300; by 1940, the British Ministry of Food seemed to be using 420 as a standard; the Canadian dietary surveys already mentioned adopted the value 500, while a recent Canadian order-in-council implies 600 as the norm; there are individual nutritionists who hold out for values as high as 750 or 1000.All of these values are far above the 177 units actually found as the consumption of working men in Halifax, and nearly all of them are above the values obtained in the other cities.It is evident that these men are consuming this vitamin in amounts so small that it is really surprising that the genuine deficiency disease is not conspicuous amongst them.In all the cities studied, the intake of vitamin B, fell further below the accepted standards than did the intakes of the other vitamins studied (A and C), although even they were not satisfactory in all cases.It is rather likely that if some of the less well-known vitamins could have been studied (riboflavin and other members of the B complex, for instance) other very serious deficiencies would have been revealed.An impressive argument is to be found in the demonstration that extra vitamin-rich foods, such as milk, added to the \u2018average\u2019 diets of school children of \u2018\u2018average\u2019\u2019 health, give improved health and increased growth.In a celebrated experiment conducted on a very large scale in Scotland, children who received an extra pint of milk a day for six months grew a quarter of an inch more in height and two-thirds of a pound more in weight than those who did not get the milk; and it was definitely established that the vitamins and minerals of the milk, rather than its mere fuel-value, were responsible.Similar results have been obtained from parts as widely separated as the Faroe Islands, Japan, and the Maori districts of New Zealand.What we have become accustomed to regard as \u201cnormal\u201d growth and \u201cnormal\u201d health are normal only because it is a normal state of affairs in any community for a large proportion of the children to be handicapped and retarded by diets inadequate in the modern sense of the word.Possibly these words may persuade some teachers to look upon issues of milk to school children with a more welcoming eye, and to forgive the trouble and loss of time which are often involved.I do not believe that there is a single school in Montreal, or any other city, of which one can say with assurance that all the children are getting as much milk as they require outside of school hours.The official Canadian Dietary Standards say that a child of school age requires from one and a quarter to one and a half pints of milk a day, even if the diet is otherwise satisfactory.About a third of the city-dwelling Canadian children never drink milk at all.I have not yet dealt with the results of the dietary surveys in Canadian cities as they apply to children.One reason is that we are even less sure of the vitamin requirements of the child than of those of the adult.We know that they are proportionately high.If the father eats twice as much food as his son, yet the son requires more than half of the father\u2019s vitamin intake, and\u2014since vitamin- rich foods are usually expensive\u2014his food will cost more than fifty cents on each dollar allotted to his father.In the particular case of vitamins at Halifax, it seems that the children did relatively better than the adults; but of the survey as a whole, one may say that \u2018fathers are the best fed, younger children next, 180 EDUCATIONAL RECORD then older children, and the mothers are the most poorly fed members of the family\u201d.The details can be found in the preliminary report of the survey, in the Canadian Public Health Journal (May, 1941).There are two main lines along which we may hope to improve the nutritional condition and with it the health of our people.One is to try to make vitamin- rich foods a little cheaper and to bring them within reach of all the people; for instance, to change milling processes so as to retain more of the wheat-vitamins in the bread.This problem is engaging the loyal attention of Canadian millers at the present time, and we should wish them all success.It is, surely a wiser endeavour than that of adding to the flour the one particular vitamin which happens to be on the market, as a synthetic chemical, at a relatively low price.The other line of endeavour is education.A very large proportion of the Canadian city- dwellers whose diets were surveyed could have done far better than they did, on the same food-budget, if they had had more knowledge of food-buying, and of the art of cooking foods without too much loss of their vitamin content.To exemplify the first point, it is unusual to find a family which would not do well to spend more on milk and dairy products, and less on other foods such as meat.Except in the very poorest groups, such a change would nearly always improve the diet in several important respects without extra cost.In peace time, Canadians could use far more cheese than they do to advantage, but this is not the time to suggest it.It must be admitted that there are tens of thousands of Canadian families, even today when unemployment has greatly decreased, who with all the information in the world could still not afford to purchase a truly adequate diet.Nevertheless there are thousands of others at higher income levels who require only instruction to obtain adequate diets, and others again who spend more than they need on food and deprive themselves of other amenities.There is therefore room for a policy of education in nutrition, which would pay dividends of health, the value of which would be enhanced in time of war.Yet this field is left almost wholly to voluntary endeavour.The federal government has contented itself with protecting the public through its administration of the Food and Drugs Act, which prevents adulterations and misrepresentations.For instance, it controls advertising so that the vitamin content of foods can be mentioned only it if is really substantial.Quebec is the only province which has a nutrition division in its Department of Health and Welfare.Many of our social agencies have laboured long and heroically in the field of nutritional education, but reach only a small section of the population.The existing educational machinery of the country has so far done little in this field.It was disturbing to find that the report of Dr.Hepburn\u2019s committee made no mention of guidance in food-purchasing and diet- planning and in the fundamental principles of good nutrition.I am not ignorant of the efforts made by individual schools and teachers in this direction, and I gladly pay tribute also to the work of the Junior Red Cross in this field.But the problem is so serious and so important that it surely deserves a more concerted effort.In the meantime, I hope that the teacher, as a citizen, will sympathize and co-operate with every voluntary effort that may be made in the community towards better food and better health. THE GRADE X EXAMINATIONS 1942 181 THE GRADE X EXAMINATIONS\u20141942 E.S.Giles, Inspector-General, Department of Education, Quebec In the June 1942 Grade X examinations 5,773 papers, exclusive of Oral French, were written in the thirteen subjects of the examination.Slightly more than ten per cent of the papers were given first class standing and 848 were under 50%.Six hundred and twenty pupils in 41 high and 32 intermediate schools wrote the complete examination; of these 424 or 68.39, were awarded certificates of proficiency.In order to obtain such a certificate in this grade a pupil must pass in the compulsory and four other subjects.Failure in one subject, however, is overlooked if the pupil obtains sixty-five percent in the course.The failure percentages in the compulsory subjects were as follows: English Literature 13.5, English Composition 9.6, Oral French 16, Written French 13.4.In the optional subjects the highest percent of failure was in Algebra, being 229%,.This subject was written by almost every pupil although it was evident that many were not well prepared.Both Algebra and History, in the latter of which the failure percent was 16.7, were written upon by almost all pupils.Eighty-five percent of those writing took Geometry, which subject was quite often avoided by the weaker pupils of a class.The examination in Chemistry was written by about eighty percent of the pupils and the results in this subject were better than usual, only eight percent failing to obtain passing marks.Physics, Geography and Latin had about the same number of candidates and the percentages of failure were respectively 18, 12.4 and 16.9.About forty percent of the total number of pupils who wrote the examination presented themselves in these subjects.In eleven schools pupils who took Extra English usually did not take Latin, and, in three others, pupils had to decide whether they would | study Latin or Geography.In a few cases Latin was optional with either Physics, Biology or Household Science.Of the forty-one high schools, four had no candidates in Latin, and in three others only one pupil in each school wrote the paper.Biology still remained a subject which was not popular either with pupils or teachers, since only five schools presented pupils in this subject.Extra English in which the failure percent was 11.9 was written by about 25% of the total number of pupils.A small group in a few schools took the Household Science examination.Comments on the individual papers follow.The higher standing in English Literature was due in part to the fact that pupils were able to answer more than one question from their knowledge of one book.For example, many answered Questions 3 and 9 and parts of 1 and 6 about Julius Cæsar or the Tempest.Many pupils attempted the sight work, but it was evident that little class work of this type had been done.Question 4 was generally avoided, probably 182 EDUCATIONAL RECORD ¢ due to fear of the terms \u2018\u201cpurpose\u2019\u2019, \u2018content\u2019 and \u201cgeneral style\u201d.Outside reading was evident in question 5.Question 7 was poorly answered and No.10 was attempted by few.On the other hand, questions 1 and 8 were popular and quite well answered.The sight question (No.1) of the English Composition paper proved to be difficult for pupils due to their inability to paraphrase and to the fact that they were not mature enough to grasp the meaning of the selection.Many used the paragraph for a discourse on freedom; others simply re-arranged the sentences.Many pupils failed completely in Question 3.The relationship between clauses was not seen nor in many cases was the difference known between a clause and a phrase.The usual errors in Spelling occurred in Questions 4 and 5, as well as the improper usage of such words as \u2018nice, funny, awfully, well, guess and fine\u201d.\u201cSo\u201d and \u201c\u2018also\u201d still were favourites for the beginning of sentences.\u2018\u2018 And\u2019 was again worked as hard as ever.A feature of the distribution of the marks in History this year was that those receiving over 809, were more numerous than the failures.Another feature was that there were two practically perfect papers from two large high schools.It is unusual and difficult to obtain such a result in English, French and History.In one large high school, 34 of 44 candidates obtained first class standing.Strangely enough, due to the poor results in a few large high schools, the percentage of failure was higher in high schools than in the Intermediate.Questions calling for events, such as No.2, were the favourites and answered the best, while those of a general nature, in which an understanding of great movements was necessary, were usually avoided or poorly done by most pupils.Too much emphasis was placed on wars and too little on the study of social progress.In most cases, those who obtained high marks on the \u2018completion\u2019 (No.1) part of the paper, generally received high marks on the essay type questions.This correlation was quite definite.a Carelessness always exacts a great toll in Mathematics and this year\u2019s Algebra and Geometry papers were no exception.Copying questions incorrectly 4 from the examination papers, untidiness and leaving out steps, were causes of incorrect solutions, particularly in the Algebra paper.In weaker schools, i teachers\u2019 estimates were considerably higher than the marks obtained, but the 4 estimates from the best schools tended to be accurate.In the Geometry paper, more than a third of the pupils obtained over 809%, with coherent, concise, legible proofs and accurate constructions.Many pupils wrote out the questions\u2014a practice which is entirely unnecessary and should cease.In the practical questions (section A) many students wrote out lengthy constructions, which was not asked for or needed.Teachers should instruct their pupils to state constructions for practical work only when the question paper explicitly requires it.The answer papers in Chemistry were better than they have been for several years, and in Physics the results were about the average.RER RO A TT THE GRADE X EXAMINATIONS 1942 183 It was evident from the papers that most of the schools did laboratory work.Careless Arithmetic in the Physics paper was responsible for the loss of many marks.The number of pupils taking Grade X Geography again decreased this year.As long as Geography was accepted as a science subject and a science subject was necessary for a certificate, Geography was taught in many schools.The map question of this paper was well answered.Question 3 on the Indus Valley was poorly answered and in No.7 cattle ranching and sheep ranching were confused.Question 8 was an unpopular question and\u2018 The Rand\u201d Question 9 was unknown to nearly all.It was clear that the general tendency in the teaching of Geography was to attempt to memorize the mass of material of the text book.In the Latin paper, there was a general misunderstanding of what was required in all questions which involved the explanation of constructions.For example, in question 1, it was enough to state that \u2018\u2018stans\u2019\u201d\u2019 was the present participle of sto in the nominative case agreeing with the subject of the main clause.In Question 2, it was enough to say that \u2018\u2018 tempore\u2019 was the ablative of point of time or time when.A surprisingly good attempt was made even by some apparently poor students to translate the sight passage.In the Extra English paper, Questions 3 and 4 elicited identical answers, the statement opening Question 3 supplying the answer for Question 4.Questions 1, 3, 4 and 5 invited discussion of the two books, \u2018\u2018 Fort Amity\u201d and \u201cTrail of the Sword\u201d.The result was an excess of repetition and reiteration so that it was difficult to know which question was being answered.Generally speaking, the answers were long, unceasing, often monotonous descriptions of five books.The expressions \u2018\u2018 the former and the latter\u201d, \u2018this and that\u2019, \u2018the first and the last\u201d were seldom employed and therefore the names of the books recurred incessantly.HERALD OF THINGS TO COME The devastation of Cologne marked a new phase of the air offensive against the Axis.It was termed by Prime Minister Churchill a herald of things to come, and it was the first time that the R.A.F.had used 1,000 planes a night.More and greater raids have been promised by the Bomber Command.More than 1,000 Canadian airmen participated in the raid on Cologne out of the 6,000 aircrew personnel involved.In the following aerial smash at Essen and other targets in Germany and occupied territory, Canadian airmen played an equally prominent part.\u2014 Canada at War.Education does not mean teaching people to know what they do not know; it means teaching them to behave as they do not behave.\u2014Ruskin.Educators in this and other free countries must emphasize the importance of teaching loyalty to the democratic ideals, rather than a continued insistence on personal freedom and \u2018\u2018equality of opportunity.\u201d \u2014I.L.Kandel. EDUCATIONAL RECORD SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION OF THE PENSION FUND FOR OFFICERS OF PRIMARY EDUCATION, FEBRUARY 5, 1941 TO NOVEMBER 12, 1941 Changes in Membership of the Commission.Mr.Raoul Brochu replaced Mr.H.L.Létourneau, resigned, STATEMENT OF REVENUE AND EXPENDITURE FOR THE YEAR 1939-1940 Receipts $454,427.32 Disbursements.RT, $410,520.87 Excess of receipts over disburse- 43,906.45 STATEMENT OF REVENUE AND EXPENDITURE FOR THE PERIOD JULY 1, 1940 TO MARCH 31, 1941* Revenue $ 56,997.50 Expenditure $610,471.38 Excess of expenditureover Revenue 553,473.88 PENSIONS GRANTED FOR ONE YEAR ANNUAL ANNUAL NAME AGE PENSION NAME PENSION Michaud, Marie-Anna $ 200.00 Longtin, Gabrielle $ 210.00 Dumas, François-Xavier 1,262.16 Larocque, Florina.200.00 Gervais, Laura 274.28 Fontaine, Marie-Julie 245.00 Hébert, Marie-Reine 200.00 Leclerc, Régina 225.00 Beaudry, Marguerite.383.84 LaHaye, Cécile.200.00 Morin, Marie-Lucienne 235.00 Lemay, Dolores 210.00 PENSIONS ACCORDED FOR ONE YEAR AFTER THE NECESSARY MEDICAL INSPECTIONS HAVE BEEN CARRIED OUT ANNUAL ANNUAL NAME AGE PENSION NAME AGE PENSION Sirois, Alida Aimée 48 § 200.00 Paquin, Héléda 4 $ 225.00 Lamothe, Marie-Doréa.45 205.00 Lariviére, Alphonsine 503.88 Lamarre, Lucia 44 225.00 Pensions accorded.\u2014Elméria Beaulac, Elmina Petit and Odina Girouard.Dr.W.O.Rothney requested that his pension be paid from the date on which he ceased teaching in the schools under control of school boards and since he reached the age of fifty-six.The pension was accorded from July 1st, 1940.PENSIONS GRANTED IN 1939-1940 ANNUAL ANNTAL NAME AGE PENSION NAME AGE PENSION Forcier, Marie-Arsélia $ 200.00 Perron, Marie Yvonne Geor- Forsyth, Florence E 1,131.38 giana.RS $ 240.00 Travers, Evelyn 643.60 Kilton, Mabel.996.20 (Mrs.G.Herrick) Roy, Eva.220.00 Maltais, Adoucilia 205.00 Munroe, Allison-Abbott .532.40 (Mrs.A.Laviolette) Fortier, Mathilde 220.00 Mrs.F.Spinney, née May E.0.76 Bissonnet, Marguerite.457.56 480.ADDITIONAL INFORMATION REQUIRED Mathilde Fortier Sylva J.Cléophas Boisvert Blanche Ratté Marguerite Bissonet Marie Jeanne Simard Marie Josephine Léda Morin REQUESTS FOR REIMBURSEMENT OF STOPPAGES ACCORDED NAME AGE STOPPAGES NAME AGE STOPPAGES Richard, Marie G.42 § 482.11 Labrosse, Raymond.35 § 543.43 (Mrs.\"Gérard Brunelle) Deblois, Hélène 97.99 Tilton, Marion E 764.65 Longtin, Solange 88.37 (Mrs.Francis E.Butler) Viateur Savignac Lemire, Elisabeth.41 398.05 (Mrs.Athanase Lafrance) *Owing to change in the fiscal year. MINUTES OF THE ADMINISTRATIVE COMMISSION 185 Requests for reimbursements of stoppages refused.\u2014Y vette Drapeau and Mrs.Roland Levesque, née Gabrielle Brassard, Jeanne Fafard.Repayment of stoppages refused.\u2014Mrs.René Gervais, née Fabiola Rheault, Mrs.G.Duchesneau, née Blanche-Eva Paquin, Ethel Johnston.Accorded the right to pay pension stoppages.\u2014C.F.Cruchon, E.C.Woodley, Charles Eugene Gosselin, F.T.Handsombody, J.H.Dubois.Repayment of stoppages accorded if medical certificate satisfactory.\u2014Josephine Audet.Request to count years of teaching in an independent school refused.\u2014Alphonsine Dubé.Request accorded to count years in which she taught as a supply teacher and for a Community.\u2014Thérèse Lavigne.Request for authorization to pay pension fund stoppages accorded provided medical certificate establishes inability to teach.\u2014Marie Amélie Trudeau.Pension granted when necessary forms completed and medical certificate satisfactory.\u2014Charles Marchildon.Request for permission to pay stoppages refused during years of service as a bilingual stenographer and translator of the Department of National Defence.\u2014 Juliette Massicotte.The opinion of the Attorney-General of the Province was sought on the interpretation of paragraph 13 of Article 2 of the Education Act as to whether persons who occupied administrative positions in educational institutions have the right to a pension.Requests for pension held in abeyance.\u2014Mrs.J.A.Laverdière, née Anna C.Carey; Emila Marchand and teachers in the independent schools of Notre Dame de Liesse, Côte de Liesse and St.Laurent.The sum of $5.00 per day was granted to the Medical Adviser from November 7th, 1940, to February 6th, 1941.PENSIONERS WHO DIED DURING THE YEAR 1940-1941 Bénard, Joseph Bourget, Godfroy J.Buck, Emily Francis Bouffard, Marie Elisabeth Beaudoin, Maria Belisle, Napoléon Couillard des Prés, Florida Codebecq, Euchariste Codebecq, Antoinette Cournoyer, Orise Caron, Ombéline Dumont, Alphonsine Dionne, Aurore Dauphinais, Arzélie Dubuc, Nestor Michaud, Marie Anna Lemyre, Marie Louise Cécile Samson, Adèle Samson, Anna Leclaire, Albertine Turcotte, Alice Ayotte, Ernestine Sirois, Alida Aimée Caron, Marie Anna Morin, Lucienne Dionne, Hermélie Déziel, Eugénie Fortin, Caroline Guay, Mathilde Gagnon, Adèle Gélinas, Napoléon Gagnon, Georgiana Gagné, Adelvina Hunter, Agnes Hamel, Eulalie Horgan, Catherine Laliberté, Joséphine Marion, Emélie Martineau, Zéphirine PENSIONS RENEWED Villeneuve, Jeanne (Mrs.Léo Savard) Trépanier, Léa-Rozanne Morin, Yvonne Drouin, Augustine (Mrs.A.Couture) Sirois, Marie A.Fontaine, Marie Julie Lamothe, Marie Doréa Tremblay, Blanche MacKercher, Mrs.John Morgan, Elisabeth McWilliam, Agnes Ouellet, Marie Valérie Payer, Anysie Proulx, Rose Anna Rivard, Marie Louise Robinson, Elisabeth Jane Staples, Rebecca Thibeault, Mrs.J.O.Turcotte, J.B.E.Vien, G.S.VanVliet, Laura I.Wilson, Margaret Leclerc, Régina Raymond, Gracia Ouellet, Marie Louise Raymond, Marie Blanche Fortin, Mathilde Gervais, Laura Longtin, Gabrielle Lemay, Dolorès Larocque, Florina Dallaire, Justine The pensions of the following persons who have received a pension for one year expire at the end of the period.\u2014Larivière, Alphonsine; LaHaye, Marie Cécile; Paquin, Héléda; Lamarre, Lucia. 186 UR A RN FON SRR ERN REIL EDUCATIONAL RECORD PENSIONS ACCORDED TO OFFICERS FIFTY-SIX YEARS OF AGE Brennan, William Joseph Tremblay, Nérée Handsombody, F.T.Lavoy, Michael Joseph Cuddihy, R.J.Louis Parent, Josephine (Mrs.Patrick Meehan) Mclnenly, Isabella Mary Kelly, Ada Campbell, Amanda R.(Mrs.R.J.Thompson) Grondines, Délina (Mrs.A.Lesieur) Brennan, Thomas K.Cruchon, Charles F.Bachand, Elmira Patenaude, J.L.E.Dubuc, Evelina St.Amour, J.Barthélémy Duggan, Mary (Mrs.J.Shaw) Labonté, Louis Etienne Kearns, Charlotte (Mrs.Albert Perrier) AND OVER Russell, Esther E.(Mrs.C.B.Walsh) Bechervaise, Beatrice E.(Mrs.Bert Coffin) Meunier, Graziella Paradis, Célina Weed, Mary Jane Robitaille, Omer Désaulniers, J.B.Ferguson, Christena (Mrs.McCuaig) Lachapelle, Marie Louise MacKenzie, John M.Walton, Jessie H.(Mrs.A.Lamb) McGregor, Jessie M.Lalime, Auglore Bailey, Henri C.Gagnon, Marie Antoinette Fournel, Marie Anne (Mrs.I.Fournel) Théberge, Joseph Léon Turcotte, Yvonne Morin, Pearle A.(Mrs.H.J.Carson) Henderson, Gertrude M.Archibald, Henry F.Mallory, Eva Robert, J.Napoléon Martel, Marie Anne Bisson, Aurise Naud, Marie Anne (Mrs.E.Laflamme) Lindop, Primrose Mary Tait, Winnifred A.(Mrs.J.A.Harris) Gillean, Alice Muriel Ogden, Beatrice E.(Mrs.H.S.Dupuy) Bissonnette, Odélie Flaws, Evelyn Goduc, Ruby Josephine Daniels, Alice Lily Butteris, Florence Bernier, Stella (Mrs.A.Thibault) D'Auteuil, Marie Tétreault, Eva PENSIONS ACCORDED TO OFFICERS LESS THAN FIFTH-SIX YEARS Runk, Lena Tétreault, Henriette Perreault, Rebecca Ewart, Clarence M.Coupal, Dulcénie (Mrs.Vve Arthur Côté) Baillargeon, Blanche Groulx, Marguerite OF AGE Quenneville, Mercedes (Mrs.Vve.A.Allard) Meilleur, Alice Boucher, Maria A.Latham, Ermine C.Leboeuf, Bella Dionne, Joséphine Garretsee, Eliza Leona Audet, Lydia M.Leroux, Cécile Chamberland, Delphine Fallu, Marie Célina Malouin, Eva M.Laure Latulippe, Clothilde Bernier, Elmire Morneau, Anne Marie Hunter, Alice E.PERSONS ACCORDED A PENSION FOR ONE YEAR Samson, Eva Cloutier, Jeannette L\u2019Allier, Yvonne PERSONS ACCORDED PENSIONS TO BEGIN AT FIFTY-SIX YEARS OF AGE Poulin, Rosanne (Mrs.T.Paquet) Cazelais, Alda Boulet, Imelda (Mrs.H.Bourbonnais) Coallier, Marie L.Lachance, Maria Pelletier, Marie Alma Désilets, Ernestine (Mrs.E.Robert) Shearing, Helen Agnes Cooke, Marion E.(Mrs.Charles Kendall) Doyon, Marie Anne Cadot, Marie Jeanne Lebeau, Juliette Stewart, Lena (Mrs.H.Hutchings) Gaudreault, Laure Further pensions granted.\u2014 Marie Anne Dion, Germaine Rondeau.The following persons must produce medical certificates from specialists: Paradis, Alexandrine (Mrs.A.Bégin) Antaya, Marie Blanche Leblanc, Laura L\u2019Ecuyer, Marguerite Iréne Blanchette, Marie Anne Bilodeau, Bernadette Additional information has been received from the following: Marguerite Sauvé Marie Ange Lefebvre Mildred Heavers Laura Simpson Albertine Vignola Jeanne Forget Sophie Levesque Aurore L\u2019Abbé Clara Landry Simonne Lajeunesse Germaine Normand MINUTES OF THE ADMINISTRATIVE COMMISSION REQUESTS FOR PENSION REFUSED Mrs.J.A.Mailloux, Mrs.J.A.Anzalone Mrs.Edmond Arel, née Laura Prevost née Sophie Perron née Célestine Cartier Mrs.Joseph Gendron, M.J.Alphonse Routhier Béatrice Hébert née Dorilla Carbonneau Annette Ruelland Rita Huard Victoria Bouchard Beatrice Dickey Louise Lahaie Marie Louise Adele Brulé Mrs.A.Thiboutot, Mrs.P.Prévost, C.C.Beaulne née Adrienne Levesque née Lucile Bélanger Germaine Rondeau Mrs.F.Meilleur, Mrs.Chassé Mrs.René Delorme, née Aline Dansereau née Hermance Picquet née Darcina Pinard Mrs.L.Bernard, Mrs.Georges Duchesneau, Eglantine Dupuis née Alberta Boucher née Blanche Eva Paquin Alphonsine Beauséjour REPAYMENT OF STOPPAGES AUTHORIZED Shortell, David H.Lefebvre, Blanche Provost, Imelda Carr, James B.(Mrs.A.Bénard) St.Pierre, Marie Laure Plante, M.Alice Osmond, Janet R.(Mrs.L.Gagnon) (Mrs.Alfred Brunelle) (Mrs.Frank Jenkins) Tremblay, Noémi Morier, Eva Alie, Bernadette Burke, G.Alice (Mrs.J.H.Mageau) Goulet, J.Gédéon Lapointe, C.Borromée Levesque, Philomène Barnes, Maude Mae Paquet, Claire (Mrs.C.Bélanger) (Mrs.E.J.Marchment) Heavers, Mildred Grace Laurier, Germaine Dumont, Marie Alma Simpson, Laura (Mrs.J.A.Senay) Louvier, Maria A.(Mrs.André Pineault) Latour, Yvonne (Mrs.E.McCollough) Vignola, Albertine (Mrs.G.Brassard) Finskin, Grace Forget, Jeanne Swan, Kathleen V.(Mrs.W.Sinclair) Levesque, Sophie (Mrs.J.W.Campbell) Poisson, M.Ange (Mrs.Octave Jean) Bissonnette, Gratia (Mrs.Omer Desrochers) L'Abbé, Aurore (Mrs.Jérôme Russell) Tandy, Nellie Landry, Clara Vignault, Marie Louise (Mrs.R.Roast) Lajeunesse, Simonne Sauvé, Marguerite Marie Bilodeau, Blanche Normand, Germaine Desmarais, Germaine Smith, Blanche Ouellette, Jeanne Eva (Mrs.A.Champagne) Seenay, K.Cecilia (Mrs.Emile Hamel) Cléroux, Amédée (Mrs.G.Finlay) Sampson, Blandine Villeneuve, Albertine Wildman, Doris Permission to pay half pension stoppages accorded the wives of the late Alphonse Primeau-Robert and J.Emile Pellerin.Right to pay back stoppages accorded.\u2014Mrs.J.A.Laverdière, née Anna C.Carey.Application for repayment of reimbursements accorded.\u2014J.D.Latulippe.Application to pay stoppages refused.\u2014Miss Clermont, Mr.E.S.Harding.Repayment of pension refused for the five years during which a husband taught in a religious community.\u2014Mrs.James Tynan.Refusal to allow payments for periods in which they taught in independent schools.\u2014David Shortell, Agnes Coffey.In the latter case, however, the teacher may pay stoppages for years during which she acted as librarian.Application for pension under consideration.\u2014 Berthe Gagnon.The Superintendent of Education was requested to take the necessary measures to obtain a complete list of the independent religious and lay schools and the names of the teachers engaged in them.A change in the law was sought to oblige teaching specialists to pay the stoppages to the pension fund.An application to permit the payment of pension stoppages monthly was received. JIN + \u201ca J: H: H 3 DEGAS 188 EDUCATIONAL RECORD BOOK REVIEWS The Country School is an account of Education in Switzerland, Denmark, Iceland, England, Italy and the United States by Iman Elsie Schatzmann, who speaks four languages and knows well the problems with which she deals.The contrasts of rural education in the countries described is striking.This is particularly marked in the case of the Swiss, who have been free since 1291, and the Fascists of Italy, \u201cwho have set up a concept of society with a life and scope of its own over and above that of the individual\u201d, where liberty is \u2018\u2018a concession from the State\u2019 and : where pupils are encouraged to \u201clive dangerously\u201d in its interests.This is no ordinary compilation of comparative educational systems for the writer knows the countries\u2014with the exception of Iceland\u2014at first hand.Published by the University of Chicago Press; 233 pages, $1.65.(W.J.Gage and Company, Toronto, Agents.) Integrated Handwork for Elementary Schools by Louis V.Newkirk, Director of Handwork and Industrial Arts in the Chicago Public Schools, not only describes the place of Handwork in the schools but is also a teacher's guide to handwork techniques.Those teachers interested in marionettes will learn how to construct the dolls and stages.The making of lantern slides, charts, maps, toys, musical instruments, pottery, leathercraft is also described.There are chapters on metalworking and electroplating, sewing and textiles, cooking and foods, science equipment and apparatus.The illustrations are extremely profuse and highly practical.The book is indispensable for teachers in all elementary grades who wish to employ handwork in Enterprise teaching or otherwise to vitalize elementary instruction.Published by Silver Burdett Company (W.J.Gage and Company, Toronto, Agents); 342 pages, $3.70.People are Important by Ruch, Mackenzie and McClean, is an excellent guidance book.A typical high school class is presented and the reader is asked to find himself from among its members.The drives to action, controls of the emotions and tools of thinking are analyzed in this personal way, the reader being constantly encouraged to envisage himself.Jobs also are analyzed as are the years of growing up and personality development.Much stress is placed upon the choosing of life-work and the means of getting along with others.The illustrations are copious.Published by Scott Foresman and Company (W.J.Gage and Company, Toronto, Agents); 283 pages, $1.45.The Graphic Arts by Johnson and Newkirk is designed for the Junior High School grades, but can be used also in the Senior High School.Methods are shown of making and using type, linoleum engravings, woodcuts, etchings, lithography, photo engraving and silk screen printing.The chapters on bookmaking, photography, printing and developing will appeal to many pupils.It has been said that the graphic arts and industries rank about sixth in output when measured in dollars and cents but rank first or second when their value to civilization is considered.The book is extremely well illustrated and very practical.Published by the Macmillan Company, 160 pages, $1.50, in work-book format with paper cover.French Canada and Britain by Abbé Arthur Maheux is a brilliant exposition by the well known Professor of History of Laval University of the treatment accorded the French-Canadians following the English occupation.In particular, the author depicts the attitude of General Murray and claims that he: \u201cwas truly a friend, a great friend of the French Canadians\u2019, and that: \u201chis policy towards French Canada should be taken as a model by English Canadians.\u201d No student of Canadian history can afford to miss reading this documented interpretation of the early relations between the French and the English in Canada, and all persons interested in improving the relationships between French and English Canadians would do well to steep themselves in this better point of view.In the opinion of the reviewer, this is the correct and incontrovertible point of view.As such the Abbé has made a lasting contribution to the literature of that day.This book is a translation by Professor R.M.Saunders, of Toronto, of the Abbé's work, entitled: \u201cTon Histoire Est Une Epopée\u2019\u2019.Published by the Ryerson Press, 121 pages, $1.00 paper cover, $1.50 cloth.Kettridge\u2019s French-English English-French Dictionary is a new one with the welcome addition of a phonetic transcription of every French vocabulary word.This is a most useful feature for teachers and pupils.The spelling is based on the Dictionnaire de l\u2019Académie Française and on the Oxford English dictionaries.It contains 526 pages and has the added feature of giving the principle parts of the most common English irregular verbs.Its price of $1.35 places it within the reach of all. MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 189 MINUTES OF THE MAY 1942 MEETING OF THE PROTESTANT COMMITTEE Quebec, May 12th, 1942.On which day was held a regular meeting of the Protestant Committee of the Council of Education.Present: Mr.A.K.Cameron (in the chair), the Superintendent of Education, Senator C.B.Howard, the Honourable G.Gordon Hyde, Mr.Howard Murray, Mr.A.S.Johnson, Dr.W.O.Rothney, Dr.E.Leslie Pidgeon, Mr.T.M.Dick, Mr.A.R.Meldrum, Mr.Leslie N.Buzzell, Dean Sinclair Laird, Dr.A.H.McGreer, Mr.Eric Fisher, Mrs.A.Stalker, Mr.Justice W.L.Bond, Dr.R.H.Stevenson and the Secretary.The minutes of the last meeting were read and confirmed.Apologies for absence were received from Mrs.A.F.Byers, Dr.C.L.Brown, Dr.F.Cyril James, Dr.W.L.Shurtleff, and Mr.C.H.Savage.As business arising out of the minutes the Chairman announced that it was probable that there would be no action on the proposed county central school board Bill or the proposed Bill amending the act creating the Montreal Protestant Central School Board at the current session of the Legislature.Mr.Dick proposed that the motion of Mr.Savage asking for a teacher- member on the High School Leaving Board be postponed until the next meeting.Carried.Dean Laird applied for the usual grant of $500 from the funds of the Protestant Committee towards the expenses involved in carrying on the Kindergarten Assistants classes in co-operation with the Protestant Board of School Commissioners of the city of Montreal.The application was approved.On behalf of the sub-Committee on grants Dr.R.H.Stevenson reported that the Protestant share of the Public School Fund was increased this year by $4,075 to $150,720.Consequently, small increases were recommended for high schools and intermediate schools by the inspectors as well as grants for rural municipalities based on revenues, disbursements, valuations, tax rates and teachers\u2019 salaries.However, certain municipalities had not sent annual reports and consequently had been recommended only for amounts sufficient to pay pension stoppages of teachers engaged by them.The report and the schedules of distribution were adopted on the motion of Dr.Stevenson, seconded by Mr.Meldrum.On the motion of Dean Laird, seconded by Dr.Rothney, it was decided to recommend to the Lieutenant-Governor in Council that a new paragraph be added to Regulation 187 (b) of the Regulations of the Protestant Committee to read as follows: \u201cIt is provided, however, that teachers who hold elementary diplomas obtained in June 1943 and thereafter shall also be eligible for admission to this School\u201d.The Board of the Order of Scholastic Merit made the following recommendations for awards: i EP OI TASSE 190 EDUCATIONAL RECORD First Degree: William E.Jones, Physical Instructor, Baron Byng High School, Montreal.Elizabeth Macklem, Three Rivers High School.Emeline A.Schoff, Primary Supervisor, Montreal.Edith Claire Soles, Mount Royal School, Montreal.Hildred Vail, Brome.Elizabeth Anne Wright, Edward VII School, Montreal.Second Degree: R.Campbell Amaron, French Supervisor, Quebec.Novah Brownrigg, Lecturer in French, Macdonald College.Helen E.Guiton, Principal, MacVicar School, Montreal.Third Degree: E.S.Giles, Inspector-General, Quebec.The recommendations were accepted on the motion of Mr.Dick, seconded by Dean Laird.On the motion of Senator Howard, seconded by Mr.Murray, it was resolved that Mr.A.K.Cameron be appointed as a member of the Board of the Order of Scholastic Merit.On the motion of Dean Laird, seconded by Mrs.Stalker, Mr.Eric Fisher was also appointed as a member of the Board.The report of the Education Committee contained the following recommendations: 1.That the certificate of Grade V (Higher) for practical work together with Grammar of Music, Grade IV (Rudiments) of the Associated Board of the Royal Schools of Music be recognized for High School Leaving purposes.2.That the limits in Algebra for 1942-1943 be as follows: Hart: Progressive High School Algebra (Revised Canadian Edition).Grade IX: 157-184, 194-203, 210-263.Grade X: 185-193, 264-338, 353-367.3.That the limits in Geometry for 1942-1943 be as follows: Lougheed and Workman : Geometry for High Schools.Grade XI: 189-222, 228-295, 315-322 and review of the work of Grades IX and X.4.That the assignment in French for Grade X be as follows: (a) Livaudais-Samson: Mon Guide, chapters 28 to the end of the book to be studied intensively in Grade X as an alternative to Berthon: Grammaire Française and Dent's First Exercises.(b) Erckmann-Chatrian: Le Trésor du Vieux Seigneur and Labiche: Le Voyage de Monsieur Perrichon for reading and discussion only in classes in which Mon Guide is studied.5.That the Manual for Teachers to Avancons be authorized for teachers\u2019 use provided that the format and price are acceptable to the Director of Protestant Education.6.That the course in Moral and Religious instruction in the elementary grades remain unchanged but that additional helps for teachers be suggested.7.That a new course in Bible Study be authorized for Grade VIII-XI as part of the course in Literature and that the course in Literature in these grades be modified in accordance with the recommendations of the sub-Committee.8.That this course in Bible Study in high schools be as follows: Grade VIII: A biographical study of Jesus with alternatives from Deuteronomy: 1-16 and 29-34 inclusive.Grade IX: A biographical study of Peter and Paul with alternatives of the books of Ezra, Nehemiah and Esther.Grade X: Selected readings from the Bible.Grade XI: The book of Job.A sub-Committee consisting of Dr.Rothney, Dr.Pidgeon, Mrs.Stalker and the Director of Protestant Education were empowered to draw up a detailed course for the high school grades named based on the principles enumerated.9.That the course for Music in Grade XII submitted by Mr.Irvin Cooper and the Association of School Music Specialists be authorized MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 191 together with the text books and references listed.10.That the syllabus in Geography prepared by Miss Dorothy Seiveright be adopted for Grade XII together with the two following text books: Griffith Taylor: The Geographical Laboratory, Finch and Trewarthe: Elements of Geography.11.(a) That the syllabus in Grade X History be allowed as an option for that grade.(b) That the syllabus in History recommended by the Provincial Association of Protestant Teachers for Grade X be adopted as an optional course but that no text book should be authorized at present.12.(a) Reed\u2019s Latin Exercises for the Middle School be authorized for the use of teachers only in Grades X and XI.(b) That P.E.Matheson\u2019s \u201cThe Growth of Rome\u2019 be authorized instead of Ward Fowler's \u201cRome\u201d.13.That no action should be taken at present with reference to the alteration of the course of study in Geography for Grade IV.14.That no change be made at present in the limits set for Grade XII in Physics.15.That the Dominion High School Chemistry be dropped from the list of optional text books in Grades X and XI.16.That a new course in General Shop be authorized as an optional subject in Grades VIII-XI following a syllabus approved by the sub-Committee.17.That the name of the Art course in Grades VIII-XI be changed to Arts and Crafts and that the course be modified in accordance with a syllabus to include Manual Training and Metal Work.18.That a letter from the Canadian Teachers\u2019 Federation containing a resolution from the New Brunswick Teachers\u2019 Association asking that the Dominion Government, in co-opera- tion with the Provincial Governments, make provision for physical training and instruction in health and hygiene in every school in Canada be laid on the table.19.That the principals of high schools should be asked to draw the attention of boys to the fact that boys who wish to enlist in the Air Force should follow the course in Mathematics and Physics through all the high school grades.The recommendations were approved on the motion of Mr.Dick, seconded by Mr.Murray.It was further resolved that the sub-Committee be allowed to continue the work it was doing of investigating the credit that may be given to school cadets in the high school leaving examinations and to study and report more fully at the next meeting upon a letter from the Deputy Minister of National Defence for Air on the pre-entry educational course.The sub-Committee also reported that it had considered a letter from the Chairman of the Dependents\u2019 Allowance Board asking whether arrangements are being made for pupils to complete the school term at an earlier date than usual.The Secretary was asked to reply that no arrangements have been made for shortening the school term.The Director of Protestant Education stated that some of the officials of the Department were willing to attend a protracted inspectors\u2019 conference during the summer and asked for the approval of the Committee for the course, which was given.A recommendation from the Provincial Association of School Music Specialists that the \u201cSchumann quintette and the Symphonic Variations of Caesar Frank replace Tschaikowsky\u2019s Fifth Symphony\u201d in the Elective Music course of Grade XI in June, 1943, was adopted. ' ig pe: Ha if i.ny 1 9 i 192 EDUCATIONAL RECORD A copy of the policies of the Provincial Association of Protestant Teachers of Quebec was submitted for the consideration of the Committee and was received on the motion of Mr.Murray.Letters were read from publishers asking for increases in the cost of text books owing to war conditions.The Director of Protestant Education was given authority to act in these matters in accordance with his best judgment and to change text books and editions where necessary.: For the Committee appointed to investigate conditions in the Department, Senator Howard read a statement concerning the terms offered to the Secretary at the time of his appointment.He then moved that: \u201cIn view of the report submitted it is resolved that the Protestant Committee recommend (a) That the salaries of the Secretary of the Protestant Committee and of the Central Board of Examiners be resumed forthwith at their former rate; (b) That the payments be retroactive from the time of their cessation in 1936; (c) That the sub-committee be continued in order to enquire further into the duties and obligations of officers of the Department of Education.\u201d The motion was seconded by Mr.Murray and carried unanimously.The authority of the Committee was given to the sub-Committee on County Central School Boards to further the purposes of the Bill in certain counties where the reception of the scheme appears to be favourable.For the information of the Committee a letter was read from Mr.Alex Sim drawing attention to the rural adult education service and to the meeting which is to be held at Macdonald College on Saturday, May 16th.There being no further business the meeting then adjourned to re-convene on Friday, September 25th, unless otherwise ordered by the Chairman.(Signed) W.P.PERCIVAL, (Signed) A.K.CAMERON, Secretary.Chairman.THE BEST PRECIS WRITTEN IN HIGH SCHOOL LEAVING EXAMINATION OF JUNE 1942 O.R.Blair, West Hill High School.Until middle age (about A.D.670) Caedmon, the Anglo-Saxon religious poet, could not repeat a verse.Having left a feast, as was his custom, rather than sing, he fell asleep in a byre.Told in his dreams to sing of the Creation, he composed a song while sleeping.He recited it to the steward of Whitby, who introduced him into the Abbey of St.Hilda where he publicly recited his song.Suspecting plagiarism, the monks proposed a theme and, on the next day, received Caedmon'\u2019s composition with applause.He entered the monastery to versify the Bible.The monks grounded the illiterate poet in portions of the Bible and, after much consideration, he would sing his poem to them.Thus he created a selection of parts of the Sacred History, notably the Creation and Redemption of Man, besides many hymns. THE GATEKEEPER The sunlight falls on old Quebec, À city framed of rose and gold, An ancient gem more beautiful In that its beauty waxes old.O Pearl of Cities! I would set You higher in our diadem, And higher yet and higher yet, That generations still to be May kindle at your history! \"Twas here that gallant Champlain stood And gazed upon this mighty stream, These towering rock-walls, buttressed high\u2014 A gateway to a land of dream; And all his silent men stood near While the great fleur-de-lis fell free, (Too awe-struck they to raise a cheer) And while the shining folds outspread The sunset burned a sudden red.Here paced the haughty Frontenac, His great heart torn with pride and pain, His clear eye dimming as it swept The land he might not see again, This infant world, this strange New France Dropped down as by some vagrant wind Upon the New World\u2019s vast expanse, Threatened yet safe! Through storm and stress Time's challenge to the wilderness.Here, when to ease her tangled skein Fate cut her threads and formed anew The pattern of the thing she planned And red war slipped the shuttle through, Montcalm met Wolfe! The bitter strife Of flag and flag was ended here\u2014 And every man who gave his life Gave it that now one flag may wave, One nation rise upon his grave! The twilight falls on old Quebec And in the purple shines a star, And on her citadel lies peace More powerful than armies are.O fair dream city! Ebb and flow Of race feuds vex no more your walls.Can they of old see this?and know That, even as they dreamed, you stand Gatekeeper of a peace-filled land! ISABEL ECCLESTONE MACKAY. 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