The educational record of the province of Quebec, 1 juillet 1951, Juillet - Septembre

[" co Se tay Scie lsat.SE SA ne 3 + Of À Cos AL Lon £37) 2 Dg sn am S UN/p Ee S THE % = LIBRARY EDUCATIONAL WwW oxy i ihe! 5 CORD PUBLISHED gd OF THE QUARTERLY Gt 3 PROVINCE OF QUEBEC vol.LXVII, No.3 NOT TO BE TAKEN AW Ay .SEPTEMBER, 1951 ' | i cs a it %: \u20ac a 3 se À i 4 hha i i 4 No his a S li Their Royal Highnesses Princess Elizabeth, the Duke of Edinburgh, Princess Anne and Prince Charles Ww qu.tee Qi = de a ma \"05\" J TN IRN) ANY DICTATOR\u2019S SONG Are you living in the city all your dreary little life, In a dreary little office, with a dreary little wife ?I will give you flags and banners and processions and a band: You shall march in step together, you shall feel just grand.Are you feeling sick and frightened, though you cannot tell of what ?Does something hurt you somewhere but you cannot find the spot ?Are you feeling full of hatred, of resentment and of shame ?I will show you whom to punish, I will show you who\u2019s to blame.Or has reading made your head ache, and does thinking give you pain ?If you\u2019ll trust me and obey me, you need never think again.Is it hard to make decisions, to distinguish right from wrong ?Let me make your choices for you: you'll be free the whole day long.Is there no one really loves you, are you feeling all alone, Have you no one you can care for, or can look on as your own?Then I will be your father, your lover, child and friend.Yes, I will be your favorite, you may love me to the end.I will give you friends to die for, I will give you foes to kill, I will give you back your honor and your unity of will, The old heroic virtues and the large triumphal hour, I will give you back the kingdom and the glory and the power.For I am the simple answer To the man\u2019s and maiden\u2019s prayer, I am the spring in the desert, I am the song in the air The clue to history, I am the Mystery, I am the Miracle Man.Ernst Toller. THE EDUCATIONAL RECORD July - September, 1951 CONTENTS Editorial The School Buildings of Quebec On Reading A Novel J.Gray 137 Canada: Theatre of History H.G.Ferrabee 141 Why We Teach Art In Public Schools Leah B.Sherman 149 Education For Maturity Dora V.Smith 154 French Realia C.Amyot 160 Emotional Hurdles in Childhood and Adolescence.Travis E.Dancey 165 Making Men Through Muscles And Mind Douglas J.Wilson 172 Public Relations In Our Schools Gordon E.Samson 176 Summary of the Minutes of the Administrative Commission of the Pension 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 the Minutes and Official Announcements.W.P.Percival, Editor, Department of Education, Quebec.Authorized as second class mail, Post Office Department, Ottawa.Vol.LXVII QUEBEC, JULY -SEPTEMBER 1951 No.3 EDITORIAL VISIT OF PRINCESS ELIZABETH AND THE DUKE OF EDINBURGH All Canada is thrilled at the prospect of welcoming the heir presumptive to the throne, Her Royal Highness Princess Elizabeth, and her husband the Duke of Edinburgh.They will arrive in Quebec City on the Empress of Scotland at 9:15 a.m.on Tuesday, October 2nd to open their tour and will spend almost forty-eight hours in Montreal from Monday, October 22nd to Wednesday, October 24th.After holidaying in the Laurentians from October 26th to 28th they will visit cities on the South Shore and travel in Quebec as far as Matapedia, making their last appearance at Mont Joli.When their Majesties King George VI and Queen Elizabeth were in Quebec in 1939 great crowds of school children gave them tremendous ovations.In Battlefields Park, near the Earl Grey Terrace, about 30,000 children and 50,000 adults acclaimed them with flags and banners to the accompaniment of God Save the King and O Canada.Many school bands were in attendance.At the foot of Gilmour Hill (Wolfe's Cove) there is a monument marking the historic event of the landing of the reigning monarch on Canadian soil.In Montreal 15,000 children and their teachers assembled in the Molson Stadium of McGill University on that delightful day in May 1939.The rousing cheer that was raised at the first sight of their Majesties will long be remembered.The dignified response of the King and the majestic smile of the Queen warmed all hearts.As the carriages slowly moved around the track every eye had a full view of the King and Queen of Canada.Preparations are being made at the moment of writing for similar pageants this year.Though the weather is likely to be colder in October than in May, the warmth of feeling will be no less.The plans call for the assembling of the school children of Quebec on the Plains of Abraham at 3:00 p.m.in time for the greeting at 3:30 on October 2nd.Children will present bouquets to the Princess representing the homage of the 15,000 pupils in attendance and of all the others of the Province, and the anthems will be sung.At the Molson Stadium about 20,000 children and their teachers are expected to gather, representative again of all the schools of the Province.As it will be difficult for pupils and teachers from remote districts to assemble at the early hour of 9:30 a.m.for the manifestation at 10:30, not more than 5,000 rural representatives are expected to come into the city.Teachers will be expected to do all in their power for the safety and comfort of the pupils.All streets of approach to the Stadium will be blocked off long EDITORIAL 131 before the zero hour.Trains and buses carrying pupils must be met.Numerous other extensive preparations must be made to have this great event live long in the memory.May the weather be fine to make the occasions long remembered! THE DEVELOPMENT OF QUEBEC Insufficient attention is being paid to the important developments that are taking place in the Province of Quebec.Many people are turning their gaze upon Quebec because of its rapidly growing importance in general manufacturing, in the pulp and paper industry, water power development, chemical and aluminum production, mining and shipping.Teachers should take advantage of their knowledge of these facts to interest pupils in their Province and to enhance its importance in their eyes.Quebec has turned from a farming province to one of industrialism, the figures of 1901 and 1941, for example, being almost reversed, namely, urban population of 1901, 39.67%, rural 60.88%; rural population of 1941, 36.68%, urban 63.32%.During the past decade the trend has continued.The face of Quebec is being changed before our very eyes.In 1900 our potential water power was almost untouched.The paper making industry was then a tiny infant.Asbestos was unknown as a product, the first recorded value being $1,274,000 in 1901.By 1950 it had grown to $60,300,000.Noranda was not on the map, and Ungava was merely a name.There was no pipeline from Portland, Maine, to lead to the construction of the Oil City in Montreal East which now rivals Sarnia as the centre of the petro-chemical industry of Canada.About 140,000 barrels a day \u2014 nearly one half of the total needs of Canada \u2014 are processed from oil that comes through the pipeline.During the past five years the Province has added fifty per cent to its manufacturing establishments, the number now being over twelve thousand.From a city of moderate size in 1901 when its population was 267,730, Montreal has grown to be one of the leading ports of the world with a population of two millions in the city and its environs.It is the greatest centre of grain transhipment in the world and ranks second only to New York for passenger traffic to Europe.Quebec is the greatest source of newsprint production in the world, fifty per cent of all Canadian newsprint being manufactured here, with three out of every five newspapers on this continent using Quebec newsprint.For this, much credit must be given to St.Andrews East, near Lachute, where the first paper mill was established in 1803, and to Valleyfield, where the first wood grinder in America was established in 1866.Pulp and paper is now the leading industry of the Province with a gross value of manufactured products in 1949 of $374,146,335.) Hydro electric power has added very greatly to the progress of Quebec.Twenty years ago rural Quebec was blacked out an hour after sundown.Today every city and small town has its own Great White Way.When one considers that the vaunted Boulder Dam has a capacity of but 1,400,000 horse power and Grande Coulée 1,100,000 while that of Beauharnois has 1,400,000 with another 600,000 potential, that Shipshaw alone has over 2,000,000 horsepower, 132 THE EDUCATIONAL RECORD that the developed horsepower of Quebec runs to 6,000,000 with another 10,000,- 000 in reserve, he can imagine the part that Quebec is playing and can play in this great age of Power.Shawinigan Falls which, in 1902, produced only 10,000 horsepower is the key point on a river which today is the most intensely developed in the world for water power.A few years ago, the Lake St.John region was at best an agricultural district.Today twenty-five per cent of all hydro electric power consumed in Canada is used in the making of aluminum at Arvida, Shawinigan Falls and Ile Maligne where also twenty-five per cent of the aluminum of the world is produced.This aluminum capital of the world lies deep in the heart of the Lake St.John district.Large pulp and paper plants are located at Riverbend and Dolbeau.The chemical products of the Province which had a value of but $12,466,930 in 1938 rose to $277,993,561 during the war.In Shawinigan Falls the chemical industry has assumed a leading role \u2014 a giant\u2019s stride from the little carbide plant built there at the turn of the century to use the supply of power.It is the mining development of Quebec, however, which is growing at an amazing speed and firing the minds of people with enthusiasm and confidence in the future of the Province.Seventy-five per cent of the Canadian production of that essential mineral asbestos is done at Asbestos and Thetford Mines.The production of gold in Bourlamaque, Val d\u2019Or and other regions in Quebec has reached a million ounces ($35,000,000 worth) a year.Copper has a value of $27,092,000, zinc $16,601,000, silver $2,413,000 and lead $1,833,000 per annum.A fantastic development is taking place in the Chibougamou area, 120 miles northwest of Lake St.John, where a road has been opened in order to ship the newly discovered iron, copper and gold to their markets.A strong and determined attempt is being made to complete the St.Lawrence Waterways plan in order to connect the former wasteland of the north with the hinterland of Canada and the United States and so open up this fabulously wealthy interior.In this district of New Quebec more than 300,000,000 tons proven of iron ore have been located and it is expected that 20,000,000 tons could be shipped every year.At Allard Lake, twenty seven miles from Havre St.Pierre, is located the largest deposit of titanium in the world.Development is under way of the huge deposits of hematite on the Quebec-Labrador boundary.RECENT PUBLICATIONS The 1951 edition of the Handbook for Teachers is now in the press and will be distributed to the schools early in October.Important changes have been made in the course of study since the appearance of the 1947 edition.These changes, which have already been announced, are explained in the new Handbook, and teachers should take the earliest opportunity of consulting the relevant sections.The Preface to the Handbook lists the sections that have been largely or entirely re-written for the new edition.It is particularly important that the Handbook should be carefully studied at once by teachers of the primary and upper elementary grades.Detailed outlines will be found of the new courses in Elementary Science and Social Studies, beginning in Grade I, which form an essential part of the curriculum EDITORIAL 133 in every school.The revised assignments in Language are given for each of the elementary grades, and there are important recommendations concerning the teaching of poetry and the reading of Literature texts by the teacher to the class.The revised section on the Enterprise or Activity Programme bears upon the entire elementary course of study but is of special significance in connection with the work in Social Studies and Science.Only when Enterprise methods are regularly and skilfully used can these two subjects be successfully taught to young children.The new section on the Kindergarten should be read by all teachers who wish to form a comprehensive picture of our educational programme.Among the other sections with new material of general interest are those on Guidance, Standardized Tests, and School Lunches.Changes of special interest to teachers under central boards appear in the revised Regulations of the Protestant Committee.Important recommendations related to the high school course of study are included in the sections on English Language and Literature, French, and History.Teachers should become familiar with the Handbook as a whole, not merely with those sections that seem most directly related to their immediate problems.Education should be a continuous and well-articulated process, but can become so only when every teacher is aware of the contribution he has to make to a common enterprise.By reading the whole Handbook each teacher will acquire a truer perspective that will show the real significance of his own contribution.Two pamphlets of interest to teachers and school boards have recently been published by the Department of Education.Education in Quebec, An Explanation of the System of Education in the Province of Quebec, is a sixteen page booklet describing educational opportunities in Protestant and Roman Catholic schools, in Normal Schools, Colleges and Universities, and in Trade and Special Schools.It also provides information on such topics as Control of Education in Quebec, Duties of School Boards, Rights of Minorities, Taxes and Teachers\u2019 Pensions.Nine photographs are included.Conveyance of Pupils to Protestant Schools is a ten page leaflet which summarizes the benefits of consolidation and gives detailed suggestions for carrying out the regulations on conveyance.Sub-sections bear such titles as Safety, Comfort and Interior Arrangements Teachers and Board members will find both booklets helpful in increasing their understanding of our system of education and a convenient means of informing persons who are not fully acquainted with it.Copies of each may be obtained upon request to the Department of Education, Quebec.NEW APPOINTMENT Miss Doris L.Kerr has recently been appointed Assistant Supervisor of French for the Department of Education.A graduate of Mount Royal High School, Miss Kerr entered the School for Teachers qualifying for the Intermediate Certificate and later for a First Class French Specialist\u2019s Certificate.After two years teaching in Montreal and Ile Maligne Miss Kerr entered the employ of the Arvida Protestant School Board where she has been employed as French Specialist during the past eight years.RANEY EOE Bice meatho oor oetL) THE EDUCATIONAL RECORD THE SCHOOL BUILDINGS OF QUEBEC * During the past six years, over 1,300 new school buildings have been erected in the Province of Quebec.These have provided accommodation for more than 100,000 pupils.The school buildings of Quebec have thus undergone a process of transformation that make members of School Boards walk with prouder step, and the communities concerned rejoice over the great advantages now provided for their children.These new buildings have made all the difference to many pupils between taking little interest in school and liking it profoundly \u2014 between a low school morale and taking great pride in their school and its surroundings.The result should be an enlivened interest in their school work and a quickened mental development.During this short talk I must confine my future remarks to the Protestant schools in which the programme so well begun is being continued.During the decade of 1930-1940 well over one hundred small Protestant rural elementary schools were built.These stood out conspicuously on the landscape in country districts for they were much superior, from the architectural and every other point of view, to the cheerless box like structures of more frugal days.The outhouses so familiar to the country were replaced by indoor modern hygienic facilities.All the other disadvantages of the old schools were similarly replaced, including the Quebec heaters where children who sat near them sizzled and those in more remote corners of the classroom froze.During the decade of 1940-1950 the rate of building one room rural schools began to diminish because a newer movement towards greater consolidation started.In 1943 it was proved that a big custom built bus could be driven in winter under such difficult road conditions as those which pertain in the Mata- pedia Valley on the Gaspé Coast.In February 1944 the first snowmobile specially built in Quebec, if not in the world, for the transportation of pupils over unploughed snow roads was tried successfully \u2014 also on the Gaspé Coast.The knowledge gained from these experiments resulted in a great extension of the movement for consolidation.The consequence was that the building of small rural schools came almost to a standstill and larger buildings were erected to replace four or five smaller ones.To these schools pupils living at a distance are now driven safely, in comfort and at good speed.The death knell of the cheerless, small, isolated school had sounded.A new and intensely brighter day had dawned for the rural child and his horizon had been widened considerably.School buildings are no longer the bleak, square barracks of former days.Though some one-room rural elementary schools must still remain, much creature comfort has been added to them.Practically all contain fully excavated basements in which furnaces are set and water installed, and there is some play space.The toilets naturally have been placed inside.The larger schools are places of beauty and service.Even in schools of but three classrooms there is usually a principal's office and a teachers\u2019 rest room with hygienic facilities in each.A combination assembly hall-gymnasium forms part of the school in order that pupils may hear and deliver addresses on * Radio address delivered over CFCF, Montreal, on January 20, 1951 under the auspices of Home and School on the Air.a OR RES IE ET RCE COPIE SCC THE SCHOOL BUILDINGS OF QUEBEC 135 worthwhile topics and where not only the pupils but also the people of the community can assemble for social and recreative purposes.Play is part of our philosophy of education and the facilities are being provided in accordance with the wishes of the Protestant Committee, School Boards and educators.The grants for Protestant school buildings vary according to needs and certain principles.Where the community can pay, it is expected to do so according to its ability.Where it cannot contribute so much, the government provides generous financial assistance.The general principles underlying the grants for school buildings, however, apart from the condition named above, is that in consolidated school areas the grant is fifty per cent.Where county central school Boards have been established the grant has usually been two thirds of the total cost, including equipment.This means that large grants are paid for, in some cases, the cost is as high as $300,000, $400,000 or even more.From 1930-1950 schools costing approximately five million dollars have been erected by the Montreal School Boards.These are the Montreal West, Verdun and Westmount High Schools and additions to the West Hill, Strathcona, Mount Royal, Lachine, St.Laurent and Westmount (Junior) High Schools.Fifteen elementary schools or additions to existing buildings were erected in the same period.During the current school session in Montreal the Montreal East and Van Horne schools have been opened.The Town of Mount Royal High School and the additions to the St.Laurent High School and Crawford Park School, Verdun are almost ready.The Rosemount and Monklands High Schools are in course of erection as well as the Summerlea school in Lachine and an addition to the Bronx Park School.The Monklands school will cost $1,785,000 and the Rosemount school one and a third million dollars.Altogether the new building programme in Montreal for Protestant schools described above will cost over $6,000,000.It is expected that another $3,000,000 will be spent in Montreal for school buildings shortly.In the cities of Montreal, Quebec and a few other centres, an educational sales tax has been introduced.Part of this is to be used to pay for the new buildings.The tax is one per cent of all sales above ten cents, food and a few other articles being exempted.This tax brings the Greater Montreal School Board more than $1,500,000 a year.Outside of Montreal almost all the forty-two high schools in the Province have been re-built, added to or completely renovated during the past two decades.A Jong list of high schools, including those at Bedford, Ayer\u2019s Cliff, Buckingham, Drummondville, Knowlton, Quebec, Richmond, Riverbend, Thetford Mines, Three Rivers and Val d\u2019Or, have been newly constructed.Large extensions have been made to the High Schools at Cowansville, Howick, Hudson, Hunting- don, Kenogami, Lachute, Ormstown, Shawinigan Falls, Valleyfield and Waterloo.In addition to the High School buildings, many splendid intermediate schools have been built during the past year such as those at Beauharnois, McMaster- ville and Dolbeau.Schools are under construction in Hull Township, Agnes and Megantic, Asbestos-Danville-Shipton, Morin Heights, Brownsburg, Sillery and Granby.New construction should begin in the spring at Macdonald College and a dozen other cities and towns. THE EDUCATIONAL RECORD Sixteen large new school buildings were officially opened during 1950.That at Ste.Agathe des Monts will be opened on February 23rd and that at Dolbeau shortly afterwards.Some of the outstanding features of the new buildings are: fireproof construction, lighting both natural and artificial so as to save the eyesight of pupils, heating by low pressure steam or hot water, including radiant heating in some schools, slate or glass blackboards.Public address systems, science laboratories, domestic science, commercial, industrial arts, visual education and lunch rooms are features in the largest schools.Medical rooms for sick pupils, principals\u2019 offices, teachers\u2019 rest rooms and playrooms are necessary inclusions in schools that are attended by a considerable number of children.There is nothing small or cheap about any of the new Protestant school buildings.On the other hand, there is no waste or reckless extravagance.Each School Board concerned should receive the gratitude of the people for they have seen that full value has been received for every cent expended.Only two small high schools off the Island of Montreal are without offices for the Principal.All but nine similar small high schools have teachers\u2019 rest rooms.Twenty-six of the forty-two high schools off the Island of Montreal have assembly halls and gymnasiums and twenty-five have lunchrooms.Twenty- nine of the forty-two high schools have separate rooms for libraries and all have libraries in every classroom.The number of books in these libraries is about 65,000, an average of almost 1,600 in each school.In these schools there are 72 pianos and almost 100 phonographs and radios.All these schools have motion picture projectors and there are 58 film slide projectors and delineascopes.These schools contain good equipment against fires, averaging almost six fire extinguishers in each.The schools can be emptied in less than a minute.Almost every Protestant school is fitted with First Aid equipment.Some people claim that we are putting too much money into buildings and that it would be preferable to put it into teachers\u2019 salaries.Before teachers can be engaged there must be some place for them to teach.Pupils and teachers need school buildings, good, clean, well heated, school buildings with vast window areas, at least 200 cubic feet of air space per pupil and good sanitary conditions.Taken as a whole the former Protestant school buildings of Quebec did not meet these conditions.Marguerite Bourgeois, the first teacher in Montreal, taught in a stable on St.Paul Street.Her lot was improved greatly when she went to teach in one of the towers that still stand on Sherbrooke Street West.I doubt if we could get a teacher to teach there now, and modern parents would object to their children going to such a place for instruction, especially during the winter months.None of our old schools were as primitive as the Sherbrooke Street tower but most of them were in sorry condition until a few years ago when renovation of the old buildings was commenced and new construction undertaken.It is my opinion that the general public are quite satisfied with the new school buildings and that the pupils are enjoying them.The programme should be continued until all our schools are in first class condition.W.P.PERCIVAL. ON READING A NOVEL 137 ON READING À NOVEL \u201c J.Gray, M.A., Professor of English, Bishop\u2019s University Though the novel is becoming an increasingly important art form, its value as an educational instrument is not yet fully recognized.Our general school curriculum, of necessity, gives little place to the novel, and teachers of junior high school grades rely very largely upon home reading assignments where fiction is concerned.I would, however, like to proffer for the benefit of students in the graduating classes a number of suggestions for fostering a greater interest in the novel, studying it intelligently and systematically, and formulating a method of comparative analysis.Perhaps the strongest argument in favour of making a study of the novel to-day is the fact that its subject is individual man.In a world which is drifting towards a uniformity of the kind suggested by George Orwell in Nineteen Eighty- Four, it is difficult for us to retain that individuality which democracy postulates and defends.Ours is the age of statistics, of numbers on identity cards, of categorical groupings.Men and women are material for graphs, featureless figures on an isotropic chart, or the consumers of a minimum quantity of calories producing a maximum number of man hours\u2019 worth of work a year.The cinema and the advertising agencies give us the patterns of behaviour and appearance to which we are expected to conform.As a result of the insistent pressure of the forces of publicity, more and more people are being made to approximate to fewer and fewer types, fewer and fewer divergencies from the statistical norm.This regrettable stampede towards uniformity is most in evidence in the Soviet Union and in the United States, for in both these countries the good citizen is the man who is best adjusted, or, in franker terms, who surrenders himself most unquestioningly, to the demands of the prevailing system \u2014 the Bolshevik state in Russia or the vast producing and selling enterprises in the United States.It is for this reason that the function of imaginative literature in general, and of the novel in particular, is so vital.The State, the political party and its dogma, the propaganda machine and its minion, the advertising agency, all try to reduce man to an abstraction.That they are making considerable headway in this endeavour is amply illustrated by the enormous influx of -7sts and -zsms in our daily speech and by the readiness of our citizens to victimize or lampoon aberrations from the norm.Now the novelist, because he is, or should be, an independent thinker, communing with himself and with the other independent characters whom he creates, brings us back to healthy individuality.He subjects us, with relentless pertinacity, to an intellectual test \u2014 the test of reconsidering the problems of life and their effect upon the individual, upon man as a man, not man as a categorical unit, a producer or consumer, or an index card in a tax office.His task is to remind us that there are human values far beyond the political or commercial, values closely related to individual emotional experience.Mr.Graham Greene, the distinguished British writer, has suggested another important function of the novelist \u2014 that of \u2018\u2018the devil\u2019s advocate against all those forces which would dam the springs of human sympathy.\u201d A good novel BI.¥ EK È : : 138 THE EDUCATIONAL RECORD will, indeed, minister to the enlargement of human sympathy.It enables us to understand other people, to put ourselves in their position, and even to identify ourselves.with them for the time being.An intelligent study of a novel will broaden our knowledge of what goes on in the hearts and minds of our fellow men.The word \u2018\u2018intelligent\u2019\u2019 is important here, for many readers approach a novel unintelligently.If asked whether he has read Vanity Fair, the casual student will admit: \u201cOh, yes, I skimmed through it,\u201d or \u201cI\u2019ve glanced at it.\u201d The same reader will \u201cskim through\u201d and \u2018\u201c\u2018glance at\u2019 dozens of novels, usually of the cheap variety, in much the same way, catching the transient thrill of the story, without extracting any of the deeper values the writer desires to emphasize.In this respect, the teacher of Senior High School Grades has an important service to perform.By careful direction and advice, he may convert the casual reader into a discriminating student.He may open the hitherto unseeing eyes of his charges by informing them that every good novel has at least five sets of values to offer.There is the factual value of the story itself, a value which even the \u2018\u2018skimmer\u2019\u2019 will understand, for even the summary of a good story will provide it.Every story affords two kinds of pleasure \u2014 recognition and discovery.Familiar elements of our own experience come to light in the shortest of short stories; the more we recognize, the more we enjoy.Sometimes, too, a story will echo a literary experience of our own.The reader of Vanity Fair and Gone With the Wind is almost bound to notice a similarity between Becky Sharp and Scarlett O\u2019Hara.The pleasure of recognition is often so intense that some people select their reading matter entirely on the basis of its factual value.In this way one Western or one mystery story or one horrific tale will lead to another.The pleasure of discovery may be equally intense.The comic strip, with its emphasis on the strange, the unknown, the exotic, the miraculous, excites the wonder of its readers in much the same way that Robinson Crusoe excited the wonder of the eighteenth century enthusiasts.A good novel combines the familiar with the unfamiliar in such a way that it captures and retains the imagination of the reader without overstraining his credibility or losing touch with reality.The factual value of a novel, important as it is, does not constitute the main source of the reader\u2019s instruction or satisfaction.Pride and Prejudice, read in summary form, will give an interesting account of the affairs of a country family, but it will not yield the psychological insight which represented its author\u2019s greatest gift.The psychological value of the novel, in fact, emerges only after careful reading of the whole novel.In order to be appreciated, it demands the close attention of the reader to such particulars as the writer's use of imagery and vivifying detail, the emotional power of his description of incident and character, his ability to bring his characters into such sharp focus that we may identify ourselves with them, and his analysis of motive and resultant behaviour, implicit as well as explicit.A novel\u2019s technical value is closely associated with its psychological value.In order to appreciate a writer\u2019s technical skill, the reader must know something about the properties of a novel \u2014 its substance, the point of view from which it is written, its plot, characterization, setting, and the particular style which the writer adopts.The teacher should be in a position to give his students PITTI I RT RT Soy TTL FRI RI PRIORI FA NIrV PE SCR REAP | | | ON READING A NOVEL 139 instruction in such matters of technique, which are fundamental to the full enjoyment and understanding of the novel.This view is endorsed and ably substantiated by Mr.Fred B.Millett in his useful manual, Reading Fiction: \u201cAny reader who is at all conseious of the pattern of action or the characterization of a short story or novel is responding, however modestly, to the technical values of the literary work he is reading.\u201d It is Mr.Millett\u2019s aim, as it should be the teacher\u2019s aim, \u201cto make the reader intensely conscious of the technical values of fiction and of the fune- tional relationship between the subject matter of a work of art and its technique \u2014 in other words, of the use of a particular technique as a means to the end of giving maximum expressiveness to a particular subject matter.\u201d * The other two values for which a reader should be trained to look are more complex.They are named, rather formidably, symbolical and ideational.Every artist uses symbols and ideas in his work.Much of the value of the Biblical stories hinges upon the symbolism of the cross, and the ideational value of these stories is inherent in the philosophy of Christianity.In the same way, the writer of a novel will use certain symbols and ideas.Some of these will be familiar to the reader \u2014 the symbol of freedom or patriotism or bravery, as represented by a character like Rob Roy or Henry Esmond or an inanimate object like the Talisman in Scott\u2019s novel of that name.Some symbols will be unfamiliar, created by the novelist himself, and requiring explanation.It is through the use of symbols that the novelist conveys to the reader not only the values that he himself holds dear, but the real, underlying meaning of his work as well.Every work of fiction gives expression to the philosophical, ethical or religious attitudes of the writer.The standpoint he adopts with reference to his subject gives the clue to his general attitude to the world and its values or lack of values.Sometimes we say that a story carries a moral.This moral is part of its idea- tional value.A great deal of the philosophical content of a novel lies in the author\u2019s asides or in the speeches of his characters; or it may be implicit in the action of the story itself, in the fate of the hero or in the effect of his actions upon the other characters.At one time, novelists interposed detailed commentaries on the actions of their heroes in special chapters.Nearly every chapter of Fielding\u2019s Tom Jones is set off by a digression on contemporary manners or morals.Modern novelists rely more on implicit statement, but their ideas can be found below the surface without much difficulty.The attentive reader will watch for them and will not rest satisfied until he has grasped and understood them, particularly when they are contrary to his own religious, philosophical, or ethical views.It isin this function of the novel that its greatest importance lies \u2014 in presenting the reader with a different pattern of ideas, and in challenging him to formulate and revise his own.The novel, read intelligently, will teach him how to think.A formal analysis of a novel in terms of the five values mentioned seems to me to be a more useful and instructive exercise than the conventional essay or critical appreciation which merely encourages the reproduction of the story together with a stale encomium.The following suggestions for organizing such an exercise are offered: * Fred B.Millett, Reading Fiction (Harper & Brothers), p.259. 140 THE EDUCATIONAL RECORD After reading the novel carefully, the student should be asked to submit: (1) À short statement of the theme, with a few remarks about the author\u2019s intention, revealed or imagined.This section should cover the questions relating to the factual value of the novel.(2) A short discussion of the characterization of the novel, dealing with the 3 author\u2019s methods of character-drawing \u2014 through outline or caricature or 3 conversation or action \u2014 and with his representation of the mental and 3 emotional life of his characters.ki (3) A brief discussion of the form and style of the novel, i.e.a discussion of the 8 plot, its development, the manner of its presentation, and a description of a the devices used by the author to achieve his characteristic effects.a (4) A discussion of the author\u2019s philosophy, as it is found in the symbolism a which he employs and in the attitude which he appears to adopt.(5) At least two short passages of illustration from the novel, chosen to exemplify the author\u2019s style.LITERATURE AND HUMAN BEHAVIOUR | We are told that one of every ten of our students may be expected to suffer some form of mental breakdown at some time of his life.Most of the others will experience some form of unhappiness because of frustration, fear, or other impairment of mental health.Through the wise guidance of young people\u2019s reading teachers may carry on what may be called preventative bibliotherapy.The teacher must think first of the mental and spiritual needs of the youth and of the literary content, criticism, history, and biography second.Therefore, today, the study of literature undertakes not only the development of pleasure and appreciation in the reading of worthy literature, but also the cultivation of personal, social, and spiritual insights as will result in desirable changes in behaviour.We must keep in mind that we are engaged in the work of helping boys and girls to be better human beings \u2014 and above that there is no higher calling.Literature is rich in situations which parallel those in which our young people find themselves.For teachers, the problem is one of locating such | situations in novels, plays, biographies, and perhaps poems, and of finding ways of introducing individual boys and girls to them.No problem is so interesting to an adolescent as his own problems.For many a youth the key to the world of books is the opportunity to find companionship and a sense of comradeship with others who must grapple with obstacles and problems comparable to their own.Guidance in free reading becomes, at least in part, a process of leading pupils to those reading materials which give greatest promise of providing genuine assistance in the solution of personal problems and the improvement of interpersonal relations.Mrs.Anne Bulman, Shawinigan Falls High School.PERN tet ee eye BR RCRA ut fitted gn tha a ta a CREER CANADA: THEATRE OF HISTORY 141 CANADA: THEATRE OF HISTORY H.G.Ferrabee, B.A., West Hill High School, Montreal \u201cWhere there is no vision, the people perish\u201d (Proverbs, Chapter 29, verse 18).This was the motto chosen by the late David Ross McCord for the collection of Canadiana which he made throughout a long lifetime, and gave to McGill University in 1919 as the McCord National Museum.That Mr.McCord was by no means alone in the idea expressed in this quotation is shown by two others, one earlier, the other later, than the period of his work.It was Joseph Howe who said, \u201cA wise nation preserves its records\u201d.In his Preface to Colony to Nation, Professor A.R.M.Lower says, \u201cBy its history a people lives\u201d.The McCord collection, now totalling over 20,000 articles, was stimulated by the collector\u2019s pride in his own family\u2019s part in the important and critical period of Canada\u2019s growth, the nineteenth century.For this reason, the bulk of the material in the McCord Museum comes within the last hundred and fifty to two hundred years.Like all true men of culture, however, D.R.McCord was unprejudiced in his interests, and his research and acquisitions included much pertaining to the natives of Canada, to the French Régime, to exploration, and to the literature and records of earlier times.Up to 1936, the McCord National Museum, housed in the old Joseph mansion at the corner of Sherbrooke and McTavish Streets, was familiar to school children, visitors to Montreal, students of history, and the general public, as a source of information and interest available free of charge.With the passage of time, however, the Museum building became unsuitable and financial resources inadequate to maintain the collection as a public exhibition.The doors were regretfully closed, and the contents placed in storage under the care of McGill University Museums, with headquarters in the Redpath Museum.Since that time the McCord National Museum has existed only for record purposes, for occasional loans of small portions of the collection, and for consultation by individuals doing research.Nevertheless, despite its dormant state, it was far from forgotten.Hardly a day went by without calls for information about objects in the Museum, or from the voluminous files in its office; and a great deal of valuable and significant material was added to the accession books.The resources and the demand steadily increased.At last, in the summer of 1950, an opportunity was presented to set up an exhibition on a larger scale than had been possible in the previous fourteen years.Early in October of that year, the Redpath Library generously allowed the use of its exhibition gallery for a special display designed to illustrate the courses in Canadian history taught in the schools of this Province and also to form a part of the programme of the Joint Conference of the Canadian Museums Association and the Northeast Museum Conference of the American Association of Museums.The selection of material which would be suitable for the two purposes mentioned above, and also be of interest to both the students of McGill University and to the public, was a sizeable problem.The tomahawk and scalp, sword and pistol, drum and musket must have a place.Maps and pictures are needed for ET 142 THE EDUCATIONAL RECORD location and background.Documents and records are appreciated by the scholar.The whole must lend itself to the technique of display that has made the modern museum as bright, attractive and challenging as our new schools.That Canadian history lends itself well to dramatic treatment has been widely recognized, and a beginning has been made in the use of classroom and radio plays and dramatic poetry.The McCord collection throws light on many well-known, and some less known, personalities in the history of Canada.Here, then, were two reasons for presenting the exhibit as an unfolding drama, with the movements of the actors to be supplied by the imagination of the visitor, but with settings and properties provided for each scene, and with sufficient commentary in the programme and labels to carry the audience through each act.Colour can do as much for visual communication as music for auditive.So the three acts of \u201cCanada: Theatre of History\u201d were identified and the period or mood suggested by backgrounds of textiles.For Act One, L\u2019ancien régime, the familiar blue was used.The colour chosen for Act Two, War, was a brick or rust red.Act Three, Expansion, was backed by a light shade of yellow.Act One was introduced by a Prologue, Early on Stage, wherein the Natives were represented by examples of their skill in wresting a living from a northern land without benefit of such inventions as iron weapons and tools, firearms, or wheels.A stone adze from the West Coast, a horn dipper from the Arctic, a model of a travois from the Plains, and a hundred and fifty year old mortar and pestle made from a tree trunk and branch-and used for grinding corn by the Indians of the Eastern Woodlands, were some of the items used.Discoverers and Explorers was the title of the next case.Within was a model of a Viking ship, an autographed document in which Cartier\u2019s royal patron, Francis I, presented his ambassador to the court of Charles V, and another paper signed and sealed by Sir Humphrey Gilbert\u2019s great queen, Elizabeth.These were flanked by portraits, maps, and photos of modern reproductions of the ships of Columbus.Samuel de Champlain dominated the Settlers scene, though his part as discoverer and explorer was acknowledged.His traditional portrait, a picture of the Habitation at Quebec, and a facsimile of the plate marking the Giffard seigneury at Beauport, dated 1634, were included with other relics.The more humble settler used the iron cresset lamp, the iron adze, the trowel, and was, perhaps, cruelly cut down by the tomahawk head disinterred on the site of the Massacre of Lachine (1689).Hochelaga, the Iroquoian settlement visited by Cartier, but gone without a trace when Champlain arrived on the scene, still piques the imagination.Bones, potsherds, fragments of pipes and various artifacts, drawn from the collection made by Sir William Dawson nearly a hundred years ago were the \u201cproperties\u201d displayed.Annotated pictures of the supposed location, and sketches of the palisaded towns of \u201clong houses\u201d, as the pens of Cartier and Champlain described them, served for \u2018\u2018scenery\u2019\u2019.Honour is justly paid to the founders of Ville Marie de Montreal, and in the exhibition, picture, document, and relic recalled Dauversiere and Olier, tax collector and priest respectively, men with a vision, and Madame de Bullion, devout and wealthy patron, who set the adventure afoot.In the collection also CANADA: THEATRE OF HISTORY 143 were Paul de Chomedy, Jeanne Mance, Marguerite Bourgeoys, a soldier, a nurse, and a teacher, who set up the Town of Mary on the edge of a savage wilderness.\u201cPaul de Chomedy\u201d appears on an original document granting to a certain Jean Mee a piece of land in Montreal, dated 5th April, 1665.A map of New France in 1660, contained in a contemporary book, Historiae Cana- densis, showed the land through the eyes of the cartographer.Two blue and white apothecary jars used in Jeanne Mance\u2019s hospital offered contrast with the modern equipment of hospitals serving the present city.The wear and tear of daily use does not leave many examples of early skills.In the Crafts case, a carved altar piece, hacked iron window guards, weaving and embroidery suggested the variety that existed in convent, hospital, church and home in the seventeenth and eighteenth centuries.Happily, it was possible to point to the flourishing handicrafts movement of to-day for a revival of the cherished arts.Three great interpreters of royal colonial policy were recalled in the Government section.Frontenac\u2019s bold signature, a fragment of the casket in which Laval was first buried, and a portrait of Talon brought to mind the clash of strong personalities and the ambitious plans of their master, Louis XIV.Two maps showed, first, the unsuccessful siege of Quebec in 1690 by Sir William Phips, and second, New France in 1695.From these could be deduced the strong front presented to Indian enemies within, and to the English on the Atlantic coast and Hudson Bay.The Church selection attempted to show a cross-section of religious activity in Canada.Two of the oil paintings, made by the artist Bunnet for Mr.McCord in 1885, gave views of the Seminary of Quebec, while another showed the Ursuline Convent at Three Rivers.Replicas of spoons sent by Cardinal Richelieu to the Recollets in 1633 together with church silver, censers and crosses, represented the older centres of settlement, while pictures of the Jesuit martyrs, maps of Huronia, and original autographs of nineteen Jesuit Fathers commemorated the labour and sacrifice of missionaries.One hundred years, from 1663 to 1763, carries the drama from the beginning of royal government to the end of New France as a colony of old France.First there was a period of jockeying for position.In the Theatre of Canada it was called Friction.Only a few of the principals could be indicated: Radisson and Groseilliers, Albanel and Marquette, Jolliet and La Salle, Kelsey and La Veren- drye, Pierre Le Moyne d\u2019Iberville and Major Robert Rogers.There was a French sword blade from the expedition against the English forts on Hudson Bay; a copy of the charter, and a relic of Prince Rupert, first governor of the Hudson\u2019s Bay Company; documents and autographs of Jolliet and La Salle; maps and pictures of Fort Duquesne, Ticonderoga, and Beauséjour; a bayonet from Louisbourg, an etched powder horn from the English army, and a sun dial from French Fort Levis.Silver drinking cups, a signed confirmation of a military order, and relics of the surgeon who attended his dying hours were some of the articles in the Montcalm case.The role of Louis Joseph de Montcalm-Gozon is one of pathos \u2014 an honourable and able soldier accustomed to the wars of Europe thrust into the unscrupulous and treacherous company of fortune-hunters and uncontrolled Hi pe ei EH Hi pa 28 A Be A Beli\u2019 Ba i A \"08 i ih \\ 144 THE EDUCATIONAL RECORD Indian allies.Once again the traditional saying of the family was borne out: \u201cWar is the tomb of the Montcalms\u201d.The McCord Museum is famous for its Wolfe material.To choose from a rich assortment was difficult.Two objects which were obvious for a \u201cschool\u201d exhibit were a pencil box with Wolfe\u2019s name on it, and one of his school-books.Letters in the general's hand, the famous Wolfe Diary of the campaign, and a brace of duelling pistols presented by him to Major Samuel Holland, and later used in a tragic \u201caffair of honour\u201d by Holland\u2019s son, were also included.The original Townsend caricatures, drawn by Wolfe\u2019s Brigadier, served to show the clever and vitriolic pen of the artist, and the unpopularity of the object of the drawings.James Wolfe\u2019s brave end, the success of his campaign, and the ill- health which plagued him, have won sympathy and fame like that accorded his opponent.Act Two in the Theatre was introduced by the Wolfe case, and under the heading War was continued with a section dated 1775-1776.This dealt principally with the American invasion, the capture of Montreal, and the siege of Quebec.Portraits of George Washington, General Montgomery, General Burgoyne and Governor Sir Guy Carleton were accompanied by those of supporting \u201cplayers\u201d \u2014 Benjamin Franklin and his fellow envoys from the Continental Congress, who came to persuade the Canadians to throw off British rule; Monsignor Briand, who, with his clergy, counselled his countrymen to reject American advances; Sir William Johnson and the Indian, Joseph Brant; the traitorous Benedict Arnold and the tragic and romantic Major André.A sword from Ticonderoga, a hand-written copy of the Capitulation of Montreal, signed by prominent citizens, and a silver gorget presented by George III to an Indian chief gave body to the exhibit.Over looking the display was the marble head of a statue of George III sole remains of a figure which had been placarded, garlanded with a necklace of potatoes, and finally decapitated, and the head thrown down a well, during a short career as a Montreal landmark.The closing scene of Act II was War of 1812.Here was shown, in portrait, picture, map and relic, the exploits of leaders on both sides and of their followers.Brock and Tecumseh were recalled by sword and war club; Laura Secord and de Salaberry by cap and portrait; Commodores Perry and Decatur by pictures of the Battle of Lake Erie and the Capture of the British frigate Macedonian.A significant aspect of the American strategy was a proclamation To the Patriots of the Western District in which George McClure, Brigadier General Commanding the Niagara Frontier, invited disaffected Canadians to join the U.S.forces.Actually, three members of Parliament from Upper Canada did so; which, in contrast to the attitude of the people of Lower Canada, helps to set right any mistaken ideas about the relative patriotism of the two groups.The bright yellow of a rising sun, setting the mood for Act III, Expansion, should have been tinged, at first, with the red which warns of unsettled weather ahead.For in Scene I, Political Unrest, the storms of popular movements in Europe were reflected in the Canadian political sky.A copy of the Quebec Act was in the background; In the case were pictures of Joseph Howe, the homes of William Lyon Mackenzie and Louis Joseph Papineau, a cartridge box used at St.Eustache, a sword worn by one Jalibert, in charge of a detachment of CANADA: THEATRE OF HISTORY 145 \u201cPatriotes\u201d\u2019, and a sash worn by Papineau.Pictures of the \u2018\u201cPatriotes\u2019, and of the author of the \u201cDurham Report\u201d suggested that all played useful parts in bringing in a new era.Change of setting and change of tempo marked the \u201cConfederation\u201d scene.Contemporary illustrations of Halifax, Saint John, Montreal, and Ottawa indicated some of the meeting places.The picture of the \u201cFathers\u201d at Quebec, of John A.Macdonald, D\u2019Arcy McGee, S.L.Tilley, and A.T.Galt, together with a bust of Georges Etienne Cartier, represented the cast.A mourning badge for the poet-statesman, McGee, a photograph of the spot of his assassination, and the telegram of condolence sent by Queen Victoria to the family of Cartier upon his death in England struck a more personal and sombre note.A letter from Sir John A.Macdonald, dated \u201cToronto August 12-78\", to David Ross McCord, began, \u201cMy dear Sir \u2014 I am in receipt of your favour of the 10th inst.It will I think be hardly possible for Dr.Tupper to leave Nova Scotia before the Elections and it will be very difficult for me as I have to attend to my election at Kingston.\u201d The tone of this note, like the cartoon by Bengough in G.W.Brown\u2019s Building the Canadian Nation, gives an insight to the political \u201cknow-how\u2019\u2019 of the man who brought about and maintained unity in the face of diversity of interest and opinion.The Fur Trade, dealt with next, has many associations for McGill University.James McGill was a member of the famous Beaver Club, and his gold medal of membership had a place of honour in this part of the exhibition.The rivalry of the fur trading companies was made more vivid by portraits of Alexander Mackenzie, Simon Fraser, David Thompson, Lord Selkirk, Simon McTavish and William MecGillivray, and an original pen-and-ink sketch of Sir George Simpson, \u201cEmperor\u201d of the combined Hudson\u2019s Bay and North West Companies after their amalgamation in 1821.Fort Garry and Fort Douglas were shown, together with an interesting original painting of a group of Indians and officers in front of a fort.A dog cariole, used by the Company officers for visiting the posts, with the elaborate and brightly coloured harness worn by the dogs, stood nearby.A beaver pelt, with a trader\u2019s musket, trade beads, a deed poll of the Hudson\u2019s Bay Company, and a bill of lading for one of the canoes going to the West were among other objects shown.All through the various acts and scenes of the Canadian Theatre, transportation has been the subject of search, adaptation, discovery, and invention.From Indian tump-line, snow-shoe, and canoe to international lobbying for a St.Lawrence Deep Water Way, the peoples of Canada have been preoccupied with getting themselves and their goods from one place to another more quickly, easily and cheaply.So, in the exhibition, Commerce was next to two cases dealing with Transportation.Early officers and buildings of the Bank of Montreal, a snuff box from the \u2018\u201cBrother-in-Laws\u2019 Club\u2019 to which the tired business man of the early nineteenth century went for relaxation and refreshment; a share in the Montreal and Bytown Railway, and a ticket for the official opening of Victoria Bridge filled the space together with pictures of the first steamers and locomotives, the Rideau Canal, the roads from Kingston to York, and through Bolton Pass a century ago.RN ay Ns Be.+ Rs Er pi tl 146 THE EDUCATIONAL RECORD Among the McCord material which has hardly been touched yet for research purposes are the books kept by Mr.Stanley Bagg, Treasurer of the company which contracted to build the Lachine Canal.Dated from 1821 to the early 1840\u2019s, these Day Books, Men\u2019s Time Books, Wage Receipts and Letter Books shed light on the sources, wages, and living costs of labouring men in that period.Several books were displayed in the exhibit case on Transportation, and on the opened pages one might learn that in 1821 rates of pay were: Drillman, 3/\u2014, Blacksmith and Carpenter, 5/\u2014, per day; that the men received part of their wages in kind, viz.\u201c1 loaf, 10d., 14 loaf and 1 glass Beer, 9d.\u201d; and that a certain Peter Jackson (along with a number of others) signed his wage receipt for Seven Pounds Halifax Currency, \u201cOn Account of my Job from Picket No.17 to No.18, Third Section.\u201d as follows: Peter X (his mark) Jackson The last part of the \u201cTheatre\u201d was devoted to those who had been but lately \u201cOn Stage\u2019 \u2014 the people, and their surroundings, of the last hundred years or so.Under the heading Montreal-Yesterday were exhibited a copy of the Montreal Herald dated 1812; a picture of Montreal from the Mountain in 1815; a Bunnet oil of the house of James McGill, and another of the towers of the Fort de la Montagne, still standing north of Sherbrooke Street between Guy Street and Atwater Avenue; a trowel used to lay the foundation stone of a monument to ship fever victims, and a copper plaque from the cornerstone of the Masonic Hall; medals and \u2018hard tack\u2019 from the Riel Rebellion campaign, with a sketch by cartoonist Henri Julien of a demonstration in Montreal over the Riel issue.Montreal Guide Books, photographs of St.James Street under mountains of snow, and Victoria Square under flood waters, in the 1880\u2019s completed this exhibit.Case Twenty, divided into three sections, contained a selection of the wide assortment of objects and personal belongings from the Victorian era, plus some earlier items.Home was represented by ladies\u2019 boots and ice creepers of the 1850\u2019s, with an edifying work, The Young Woman's Best Companion, and the kind of knick-knacks so dearly beloved of our grand-parents \u2014 little boxes inlaid with mother-of-pearl, jewel boxes and card cases.Two well-known families were remembered with portraits of James Curthbert and his wife, and the bell of the Cuthbert Manor House; and portraits of Sir John Johnson and Mary Watts, his wife, with a photo of the Manoir of Sir John, his burial vault at Mount Johnson, and silver ink stand, wine tray, and salt shakers used by the Johnson family.Church activity was shown by relics of the building of Notre Dame Church (a stonemason\u2019s hammer), of St.Gabriel Street Church (the iron door handle), of Christ Church Cathedral (a small gargoyle); a church prayer book, partially destroyed by fire, from the Church at Point Levi; and by old communion sets and tokens used in pioneer churches in Lower Canada.The strong personalities of Bishop Strachan, Egerton Ryerson, and Bishop Jacob Mountain were recalled with portraits.The McCord collection, not so well off in School material, was supplemented for this exhibition by old texts from the Redpath Library, and from individual loans.Pictures of Bute House school, and the British Canadian School, with a portrait of Mrs.Neil who kept the former institution, a Prospectus of the High A.= A - RR {te aun I.Ce _- - ER tes.nd = TI CANADA: THEATRE OF HISTORY 147 School for Girls dated 1875, and a Report Book showing in great detail the progress of one of the McCord boys at sehool in Quebec in the early nineteenth century rounded out the exhibition.In order to break up the monotony of rows of glass cases, spaces were left in between for small displays at different levels.These included an alcove containing a wooden cross from Father Lacombe\u2019s Church in the West, a metal processional cross, and a metal censer; a wooden confessional from the little Chapel at Oka; drum, musket, hanger and pike from the wars; a large plaster cast of the head of Tait Mackenzie\u2019s statue of Wolfe; the marble head of the statue of George III, the vicissitudes of which were outlined above; a plaster head of John A.Macdonald, looking very imperious on a pedestal beside the Confederation case; the dog cariole; and a bust of a habitant in stocking cap, whiskered, and looking cheery and good-natured, as the original was reputed to have been.At each end of the 1776 and 1812 cases stood models of two of Quebec\u2019s famed gateways while, as the visitor entered the gallery, he was met by the muzzle of an old cannon used by the missionaries on the Lake of Two Mountains.Such was the special exhibit of Canadiana from the McCord National Museum of McGill University, set up to tell some of the story of Canada\u2019s history as a teaching aid for University, High School, and Elementary School classes.A \u201cprogramme\u201d giving the text of key labels, a questionnaire for elementary pupils, and suggested topics for research, debate, etc.for high school students were provided.The exhibit took ten weeks, part-time, to select, prepare, and set up.No record of individual visitors was kept.In co-operation with local School Boards full information and sample copies of the catalogues, questionnaires, and study helps were sent to 87 schools, and appointments were made through the Redpath Museum.The exhibit was planned to be self-operating and self-explanatory, of necessity, because the location above the reading room of the Redpath Library made organized pupil-activity rather than lecture method less disturbing.Records show that 31 schools attended, sending a total of 1,589 pupils, and nine other organizations numbered 266 visitors, making a total of 67 separate groups and 1,855 visitors.The exhibit opened in October, 1950, and was closed in January, 1951 to make space for temporary storage necessitated by the building of a new wing on the Library.Many classes and groups who had planned to visit the \u201cTheatre\u201d were disappointed; but, with no other space available, the objects had to be repacked and sent back to storage.A further opportunity to place McCord historical prints, pictures, maps, and documents before the public was offered by the meetings of the Learned Societies at McGill at the end of May and beginning of June of this year.The lecture theatre of the Redpath Museum was temporarily screened off to provide a gallery for the pictures and plans of Montreal from 1760 up to the later years of the nineteenth century.This was a \u2018\u201c\u2018scholar\u2019s \u2019\u2019 exhibit, and contained some of the most valuable and unusual documents and pictures in the Collection, supplemented by prints from the Travers Williams-Taylor Collection of Cana- diana.Unfortunately the hall will be needed for University classes in the fall, and this colourful and instructive display will not be open for school visits.ey PRATT 148 THE EDUCATIONAL RECORD McGill University Museums staff is anxious to meet, at least in part, the demand for teaching aids in the fields in which the University collections are well stocked with illustrative material.Within the limitations of space, staff, and budget, remarkable progress has been made in the past few years in setting up permanent exhibits in the Redpath Museum telling the story of man and his physical surroundings.Using only a very small part of the extensive ethnological, zoological, and geological collections, teaching displays have been set up which enable the visitor to compare the ways of life of natives of North and South America, and the Pacific Islands; to learn of nature\u2019s means of controlling the numbers of birds, animals, and insects; to find out what lies beneath the surface of the Montreal region; and to see and identify the birds which inhabit the various climatic belts of the continent, and the flyways they use in seasonal migration.In addition to the Redpath Museum exhibitions, the Ancient World is illustrated in the Museum of Divinity Hall, and the Arctic in the Arctic Institute.Obviously, this goes only part way to meet the needs of classes and groups who would like to use these materials.To reach schools and other organizations where a visit 1s not possible, loan exhibits are being gradually built up.At present, loan exhibits are available on Geology, the Eskimo, the Indian, and Ancient Peoples.In process of preparation are series on the people and history of Canada, starting with the Stone Age natives which the first Europeans found on this continent.It is hoped that expanding facilities and resources, coupled with the continued cooperation of School Boards and other educational authorities will enable this service to be developed to a point where the increasing and diversified school population of the Province will be able to supplement the excellent text books, libraries, films and radio programmes with \u201cportable museums\u2019 designed to illustrate the various topics in the Course of Study.Further information regarding museum visits, current exhibitions, and loan exhibits which are available, may be obtained by writing to McGill University Museums, Redpath Museum, McGill University, Montreal, or by telephoning the Museum Office at MA 9181, Local 314.IT COULDN'T BE DONE There are thousands to tell you it cannot be done, There are thousands to prophesy failure; There are thousands to point out to you one by one The dangers that wait to assail you.But just buckle in with a bit of a grin, Just take off your coat and go to it; Just start to sing as you tackle the thing That \u201ccannot be done,\u201d and you\u2019ll do it.Edgar A.Guest.a de a EE AP OP PCI i it 1 WHY WE TEACH ART IN PUBLIC SCHOOLS 149 WHY WE TEACH ART IN PUBLIC SCHOOLS Mrs.Leah B.Sherman, M.A., Art Specialist, Baron Byng High School.Those of us who teach art in publie schools realize before very long that we have very few potential artists, painters or sculptors in our classes.In fact, gE we sometimes wonder, I'm sure, why we are required to go through the hectic afternoon, with the difficulties of inadequate facilities, spilled water tins and general mess which so often characterizes the painting lesson.Perhaps you A have heard it said that the reason for all this is so that the child may \u2018\u2018express | himself\u201d, and you wonder if self expression is really worth it, and why he can\u2019t express himself in words, music, or some other medium, which would put much E less strain on an already overcrowded programme.There are very good reasons, in fact urgent ones for us to give the children the opportunity to paint, draw, work in clay and have what we call art experience.Fortunately there are ways in which we can fortify ourselves for these uncon- g ventional lessons.One of these, a booklet compiled by Miss A.D.Savage, EE Art for Elementary Grades provides a good start.Through it you will discover gE that our art lessons are not for the sole purpose of developing talent.Rather, E this aspect of art should be a by-product of our efforts.You will find also that E self expression is in truth part of our story, but that it cannot happen merely by permitting the children to express, without any planned type of activity through which they can do so.We teach art because it is a language; a language through which all of us, E the children and ourselves, can discover, talk about, express and understand a gl part of the world which is not covered in our text books.It is the personal, feeling, seeing part of our existence.That language, when spoken or used In the manner of the great artists results in Art in its familiar form, the great paintings and sculpture of all the Ages; but in everyday, human terms, Art is expressed in the colour, pattern, texture, form and line of our surroundings, in the things we see: trees, sunsets, buildings, furniture, clothes and even teapots.It is also a our feelings of love, warmth, sorrow and anger, expressed through colour and E shape, in paint or clay.This is what we can give children through Art.But A how ?É What are Design Activities?First we must learn the elements of the language.That is the part of the job which the \u201cDesign Activities\u2019 referred to in the pamphlet mentioned above attempt to do.If we think of Art as a language, and compare it to the language of music, where then, we will ask ourselves, are the nouns and verbs, the sentence structure of notes and scales, musical forms and composition, sonatas and symphonies ?In art, the elements of the language are the elements of design: colour, shape, texture, form, space and line.They combine to form the sentences, the paragraphs, and finally, our whole story.In the arrangement or the creating, we use means common to music and to speech, and even to the dance: rhythm, accent, balance, unity, proportion and harmony.Techniques, such as learning to use a brush or a pencil, a mastery of the tools, are a means to an end.As a violinist knows, the actual technique of handling the violin is the mechanical necessity to an interpretation of his music.Cy ue ete a a 150 THE EDUCATIONAL RECORD In one way the language of design can be called the language of vision, or 3 the language of seeing, because it expresses our visual world rather than the 2 world of the intellect.Like music, it is something we sense and feel very early in life.A child is dramatically aware of colour, shape, form and texture in his surroundings.\u201cI want my red sweater\u201d, \u201cLook at that big green barn\u2019, a child will insist.Colour is an important, part of his knowledge and a means of describing things he sees.His sensations are vivid, and he loves to handle and touch everything: the feel of sand running through his fingers, a smooth pebble, a cat\u2019s fur, a warm woolly blanket.The joy in these sensations is intense.The surfaces of objects must be explored and experienced; texture is a part of o his life.In the same way he will handle a block, a ball, a toy and feel its shape Ya and form.3 Drawing and painting are as natural to a three or four year old as singing or dancing or jumping.As we grow older, this sensory feeling side of us is neglected more and more.Our education has been directed mostly towards the factual, technical, aspect of life.We learn how to tie our shoelaces, how to eat properly, and how to count.We learn facts about history, and how to conquer our native language.But we forget how to enjoy what we see, how to realize and acknowledge our feelings and emotions, and how to create beauty for ourselves and those around us.At some time in our lives, unless we have a particular talent for drawing and painting, we are discouraged from expressing ourselves in these forms, because, perhaps, our results are not meeting the standards set for us, and by us.These standards are usually based upon adult conceptions; difficult ideas of perspective, illusions of space on a flat surface, light effects and naturalism, usually far beyond our immediate scope.As a result we may lose this precious interest and desire forever, turn to other forms of expression, or do without entirely.Some of us may later see works of art, but have little feeling for them, because we have lost touch with the artist, who is keenly aware of that part of us that we have shut off.Because we ourselves have had no experience in solving his art problems, and because we cannot understand the factors that go into the creation of a work of art, our knowledge and enjoyment of the art of our own times and of the past is limited.What Design Activities Try to Do: This kind of art activity, providing actual creative experience in working with the elements of colour, line, shape, and texture is one way of approaching the language of art.It gives us something definite to plan for in our art lessons, and offers a systematic method of teaching art.We are not taking away \u2018free expression\u2019, but are helping children to develop a language and a way of seeing, through which they can better express their sensations, knowledge, feelings and thoughts.Because we do not emphasize techniques of drawing and painting, and constantly use variety in materials and approach, we permit the less talented as well as the facile to have art experience and gain confidence in their own achievements.Here the emphasis is upon the qualities we all discover, the varied possible ways of doing things rather than the mastery of fine drawing techniques.Through constant reference to things around us we try to awaken CRT TIME I RRR TR A HET) WHY WE TEACH ART IN PUBLIC SCHOOLS 151 an interest and an awareness of our environment.We can develop powers of selection and arrangement, and a joy in just looking and seeing! Through talking about and working with paint and the world of colour and form, we can re-awaken the sensory and perceptive in older children, and keep it alive in younger ones.If we use reproductions of paintings all the way through school as well as examples of colour, shape and line in everyday objects, we can introduce art history in a meaningful way.\u2018You and the artist are doing the same thing, seeing trees as many coloured graceful shapes, houses as solid forms with interesting texture, people as shapes and lines expressing peace or excitement.\u201d Recently in a number of Montreal schools this approach to the teaching of Art has been used, the most sustained effort being at the Junior and Senior High School levels.At this age the children are eager for more instruction in Art.They are no longer content with childlike paintings, and they become very critical of their own achievements.The teacher can handle this new development in several ways.She can satisfy this new interest by giving them pictures to copy and by encouraging them to emulate the commercial standards which most of them admire.But this dulls any creative powers they may have, in that the students come to depend upon these aids more and more, and are eventually afraid to venture upon their own compositions.The confidence they once had in their own ideas and abilities is lost.Also, this second hand expression is unlikely to have any connection with their own experience and is often poor in design and art value.On the other hand the students can be guided to an understanding of basic art qualities, greater keeness of vision, and the ability to organize their own ideas.With more experience in solving art problems, and growing confidence they will become accustomed to making independent decisions and discoveries.At the elementary level, an organized programme of design activities can be a guide to the teacher, who often feels inadequate herself, due to lack of talent or training in Art.If she can see and feel Art, then she will be able to help the children maintain their natural curiosity and interest in the world of design.At this level design cannot always be taught in an abstract manner, (nor is it always taught abstractly in the high school).Rather, it is inferred in all the children\u2019s pictures and sometimes it can be taught as a game, in the way which Miss Savage has suggested in her booklet.At all times, the teacher must understand the total development of the child, emotional, social and intellectual, and then relate his creative efforts to this knowledge about him.Design Activities should not be treated as a formula to replace other stereotyped approaches to children\u2019s Art.An abstract painting or design is of value only if it means something to the child who has produced it, or has helped him towards a better understanding of himself and his world.Some Specific Design Topics.Instances in which a design approach can be used are clearly illustrated in Art for Elementary Grades, the booklet mentioned above.One deals with an introduction to colour.In this activity, the dramatic and expressive possibilities of colour are explored by the children in an eighth grade class.Through abstract paintings emphasizing colour, the pupils mixed their paints freely and applied them in various ways.They DE ATIVE pe E L A 8 + xX , 152 THE EDUCATIONAL RECORD experimented in the colours which they placed next to each other, and enjoyed the sensations received from colour alone.The resulting paintings showed them that colours can talk; they can \u2018be loud or soft, dull or bright, happy or lonely.Illustrations of good paintings from all ages helped them to see the use artists make of colour, for mood, for decoration, and to tell a story.In another experiment, the quality and character of shapes are explored.Here a variety of material to be used is suggested, including coloured papers, fabrics, newspaper, and wrapping papers.In the description of the activity we see that the children were made aware of shape in nature and in man-made objects through preliminary discussion and talks.Geometric shapes, free, irregular shapes and their combinations were discovered in such objects as telephones, books, trees, locomotives, cars and buildings.As the children cut and selected as many shapes as they could think of from a variety of papers they began to see a relationship between some, a disunity in others.When they arranged their cut shapes into patterns, they appreciated and used movement, repetition and balance.In the same manner, excersises have been planned to make the children aware of dark and light, and the possibilities of line and texture.With the help of the teacher the children can work in paint, pencil, chalk and cut paper to develop their language of Art, identifying the elements of design and making them their own.In one school, the children exposed to design in this way soon learned to use their knowledge to express their ideas in colour and shape, and to create order and pattern with their materials.They began to sense disorder and poor arrangement wherever it occurred whether on the school notice board, in a poor advertisement on the streetcar, or in an untidy written assignment for the English teacher.They found applications for their new knowledge of design in room decoration, costume planning, stage sets and dance posters.Design and Subject in Painting.Once we have explored the abstract and expressive qualities of lines, shapes, colour and texture, there remains the problem of transferring the sensitivity thus gained to an interpretation of subject matter.Any teacher in an art class meets children who want to know how to draw a real thing; a figure, a skating rink, a circus.The teacher may well ask, \u201cDon\u2019t we then have to show him how to draw these things?\u2019 The answer is that in making the child aware of design around him, you have been showing him all the time.For in order to draw a basket, a house or a person, one must look at it and know it.Design is a way of looking, a way of seeing.A house becomes a shape, with texture, colour, line and value of its own.Anything which we paint, draw or model in clay is a combination of shapes, form, spaces, with colour, line and value.The pupils will see the design in various subjects, and with a knowledge of the language of art, they will be able to tell their stories in paint more easily, without hesitation, fear, or selfconsciousness.Self confidence and courage, however, take a long time to develop, and the teacher cannot expect a miraculous awakening and discovery of native powers.Patience and understanding are necessary here, as in all teaching, as well as a real interest in each child.PO Tg WHY WE TEACH ART IN PUBLIC SCHOOLS 153 Ideas Basic To Art Teaching.In art we are always trying to develop in the child a sensitivity to design and to his own expression which will carry on when the teacher is no longer there.But the teacher must have this sensitivity first.It is catching, like a smile, or the measles.If the teacher enjoys and senses art in her life, she will be surprised at the number of children in her class who feel the same way.They are anxious to share their sensations and discoveries, and will do so as soon as they find someone to share the world of vision and feeling with them.Marion Richardson in her book Art and the Child, can greatly inspire us.Her ability and skill in sharing her visions with her pupils is based upon her faith in the power of all children to feel Art.In this, more than in any other subject taught, it is impossible to feed knowledge and abilities into the child, because, as we have discovered, it is something which he has within him all the time.It is the teacher\u2019s job to clarify and to stimulate, and provide for him the means of expression through the language of design.The finished product, the picture to be hung at the back of the classroom, too often is valued above all else.It can be easily sacrificed for a much higher aim; the discoveries the children have made in the doing, the awareness they have acquired of the order, beauty and pattern to be found in their surroundings, and the confident satisfaction they have gained in their own vision and expression.It is the child we are teaching, and not art at all.We are trying to develop seeing, feeling, and sensing people, as well as thinking ones.Bibliography Art and the Child, Marion Richardson, University of London Press, 1948.Art for Elementary Grades, Compiled by Anne Savage, Protestant School Board of Greater Montreal, 1950.Creative and Mental Growth, Viktor Lowenfeld, the Macmillan Co., New York, 1947.Creative Teaching in Art, V.FE.D'Amico, Scranton, Pa.; International Textbook Co., 1941.Education Through Art, Herbert Read, London, Faber and Faber, 1943.UNITED NATIONS DAY, OCTOBER 24th.October 24th is the birthday of the United Nations.On that date six years ago the Charter of the United Nations came into force.The General Assembly has set aside October 24th as a day for making the aims and activities of the United Nations better known to the people of the world.There is no doubt about the success of the United Nations action against Communist aggression.For the first time in history, collective action has been taken against aggression and the aggressor has been driven back.We can celebrate this sixth anniversary of the birth of the United Nations in the certain knowledge that a tremendous step has been taken toward the establishment of a secure peace.To assist teachers in planning for a fitting observance of the day posters and pamphlets have been distributed.Principals should see that United Nations Day is observed appropriately in every school. we oie PE 154 THE EDUCATIONAL RECORD EDUCATION FOR MATURITY Dora V.Smith, Ph.D., Professor of Education, University of Minnesota At the Brock School Jubilee in Ontario, Dr.Luella Cole summarized in these words her remarkable address on Attaining Maturity: \u201cWe need the intellectual maturity to see our way clearly, the emotional maturity to control ourselves and face reality with courage, the social maturity to get along tolerantly with people different from ourselves, and the moral maturity to do what we know is right.\u201d The Commission on Human Relations at the University of Chicago has approached the same problem by studying the \u2018developmental tasks\u2019 of youth.These have to do with the specific problems of growing up.The first is knowing oneself, accepting one\u2019s peculiar strengths and weaknesses, setting goals for one\u2019s life, and acquiring knowledge and skills necessary to achieve those goals.The second is to learn to play one\u2019s social role at home and at school, with one\u2019s age- mates, with members of the opposite sex, and in the broader associations of class, creed, race, nation, and world.The third developmental task of youth is to accept the responsibilities of citizenship, to develop lasting loyalties, and to learn those skills and understandings necessary to perform one\u2019s public duties adequately.The fourth task of youth is to choose a vocation suited to one\u2019s abilities and of service to society, and to develop adequate competence in it.Education for Maturity puts the growth of the child at the heart of its programme not a body of knowledge to be learned nor a group of skills to be mastered.It assumes that helping young people to solve the problems of growing up is more important than covering a list of topics.Such an emphasis belittles neither skills nor knowledge, but it proposes using both in pursuit of problems significant for youth.Similarly, it aims to promote both in situations in which they have meaning for the learner.Recently, a high school staff set up its philosophy in a statement of three sentences: \u2018\u201cWe believe in the worth of the individual.We understand that he is different from each of the others.We shall endeavor to create a learning environment which will encourage his optimum growth as an individual and as a member of a group.\u201d Education for maturity presupposes setting up an environment conducive to growth.For example, a second grade class planned a party for a similar group in a neighbouring school.They made plans, set up committees on invitations, games, refreshments, and the like, and learned how to receive and introduce guests.In the course of the project they did much speaking and writing, learned the form, tone, and content of letters of invitation, practiced \u201ctaking turns\u201d in discussion, outlined the steps in the explanation of games, learned the language processes of guest-host relations, and proved by their behavior at the party that they could conduct themselves fittingly.In addition to furnishing a setting conducive to growth, education for maturity times the activities of the school in accordance with the stage of growth of the learners.Let us take, for example, the need for learning to adjust to others.The little child is the centre of his own universe.As brothers and sisters arrive, he learns to share with others, and first grasps the distinction ER ARI ARIUS EDUCATION FOR MATURITY 155 between mine and thine.The problem of the kindergarten is to help him to become one of a group.At the opening of school in Minneapolis last month, a kindergarten child appeared in the middle of the morning in hat and coat, ready to go home.To the teacher\u2019s inquiry as to why he was going at that time, he replied indignantly, \u201cToo muches of kids!\u201d Children on their arrival in school show wide differences in their adjustment to others.In a rural kindergarten in Cazenovia, New York, a little country boy who had had few playmates in his life on the farm, ran excitedly into the school room to tell his teacher a big piece of news.\u201cTommy,\u201d she said, delightedly, \u201cwill you tell that to the children when we have afternoon news ?\u201d\u2019 Fifteen little children sat in an informal circle on the floor.\u201cBoys and girls,\u201d sald the teacher, \u201cTommy has some news for us.\u201d Tommy\u2019s chin dropped into his chest.He could not have told his news if his life had depended on it, so unaccustomed was he to the presence of other children.The teacher had finally to announce to the class that a baby calf was born on Tommy\u2019s farm that morning.Exercises to loosen the jaw would be quite futile in a situation like that.The problem is one of growth in social adjustment.A week later in Rochester, New York, a little boy of similar age stood before forty kindergarten children to tell his news.\u201cI hope,\u201d he said solicitously, \u201cthat what I am going to tell you won\u2019t make you children sad.\u201d Then he announced that his father\u2019s arm had been caught in a machine that morning, and the doctors had amputated it.Think of the difference between these two small boys in their feeling of security before the group! Somewhere between these two extreme range all the children in the class.Education for maturity is concerned with helping each child to climb as high up on that ladder as he is capable of doing.By the age of nine boys are boys, and girls are girls.Boys read boys\u2019 books of daring and adventure while girls are contented with stories of picnics, parties, dolls, and sometimes fairies.Gangs flourish among the boys and cliques among the girls.In the intermediate grades a boy shows his predilection for a particular girl by pulling her hair and teasing her a little more frequently than he does the other girls in the class.By the seventh or eighth grade such antagonism between the sexes reaches its height.Why at that very moment do the schools persist in teaching Evangeline ?Later comes the period of gaining status with other adolescents, of pairing off, and finally of establishing homes.Young people look out on life as adults.They adjust to people of other races, creeds, or nations.Through increased power to generalize, their own experience becomes human experience.They have achieved social maturity.The business of the school is to adapt its activities, stage by stage, to these clearly discernible steps in the process of maturing.Gaining power in language likewise follows an observable sequence in the social adjustment of children.Early they learn to substitute language for fists in the settlement of arguments.Gradually they become sufficiently at home to participate in conversation within the group.They learn the language of social amenities.Most interesting of all, perhaps, is their growth in capacity to share ideas and to enter into the give and take of discussion.EEE RE POE RRS ANNI 156 THE EDUCATIONAL RECORD Dr.Biber describes a pre-school conversation at the lunch table.Each child is talking about himself and attempting to talk louder than the rest so that his story may be the one heard above all others.Suddenly, one child calls out.\u201cHands up, all who hate Hitler!\u201d Every child stops telling his own story and raises his hand.If he holds up five fingers, he hates Hitler more than if he holds up only two.It took an emotional drive as intense as hatred of Hitler to create a meeting of minds among pre-school children.One of the most important elements of growth in a democracy is ability to think with others, to give sustained attention to a common topic, to listen to each member of the group in turn, and to create from the varied contributions of all a bigger and more significant idea than any one person could have thought of alone.For example, a group of primary children were discussing the books they had received for Christmas.One little girl, showing a box of paper-covered booklets, announced, \u201cMy mother reads these to me every night when I go to bed.\u201d Instantly, a little boy broke excitedly into the conversation: \u201cI\u2019m going to have a soldier at my house tonight,\u201d he said.\u201cHe\u2019s going to sleep in my bed, and I'm going to sleep on the couch \u2014 and I don\u2019t care if I do fall off.\u201d The topic under discussion was books, but the mention of bed started a train of thought for one small boy more potent than the subject under discussion.Such sorties into one\u2019s own personal experience are typical of primary grade performance in group discussion.Intermediate grade children are at the \u2018T:s-\u2018T'ain\u2019t level of argument.Miss Jenkins, of the University of Cincinnati, once said that she would be grateful if nine and ten-year-olds would learn to let the other fellow\u2019s idea go through their own minds before they reacted violently to it.Gradually children learn to discuss broader topics further removed from themselves, to rely on vacarious as well as first-hand experience, to back up their statements with evidence, to disagree with courtesy.Education for maturity is concerned with promoting the processes of growth in children, not with covering a certain amount of ground in the textbook.It takes its cue for the timing of classroom experiences from the stage of development of the learner.Growth can be facilitated, but never forced.Reading guidance also plays an important part in the personal development of children if teachers know books well enough to adapt them to the needs of individuals.For example, Wesley Dennis's Flip, the story of a timid little colt, can help bring self-confidence to a hesitant child.Flip\u2019s mother has jumped a stream and is calling him to follow her.He is certain that he cannot do it.Lying disconsolately on the opposite bank of the stream, he falls asleep and dreams that he has wings.On awakening, he says to himself, \u201cHow foolish of me! With these wings I can surely jump the stream!\u201d He does so with ease and discovers afterward that the wings were all a dream.The Good Master by Kate Seredy is an excellent story of democratic family life in Hungary, in which Kate, a spoiled child who has lived only in hotels with her father, becomes a co-operative member of a family group.Caddie Woodlawn at the age of thirteen is a full-fledged tomboy because she does not wish to be \u201ca lady\u2019 of the design set up by her mother from Boston.Only when her father is able to change her notion of what it means to be a lady is she willing to bow to the inevitable. EDUCATION FOR MATURITY 157 In California and elsewhere certain units of literature are being developed around problems important to young people \u2014 family life, for example, for junior high school pupils, and marriage, for high school seniors.St.Exupery, in Wind, Sand, and Stars remarks that \u201clove is not two pairs of eyes gazing ecstatically into one another; love is two pairs of eyes looking steadfastly out on life together.\u201d Cheap fiction usually takes the former stand.Young people gain much by contrasting in truth to human experience such cheap romance as Temple Bailey\u2019s Silver Slippers or Grace Hill's The Tryst, with such stories as Austen\u2019s Pride and Prejudice, Maurois\u2019s Disraeli, or Shakespeare's Macbeth.Such a unit can have at its heart Wordsworth\u2019s poem, \u201cShe Was A Phantom of Delight, When first she burst upon my sight,\u201d tracing, as it does, the whole course of love until it culminates in the line, \u201cA perfect woman nobly planned, to warm, to comfort, and command.\u201d The height of social maturity comes when men can take all the world for their province.Units of literature which reveal life in many nations have particular value in bringing about a consciousness of those human aspirations which make men alike the world over and at the same time reveal those differences which come from widely scattered environments.Social maturity, however, involves more than knowledge and understanding.It comes best from social participation in a group.The fellowship of diverse minds, co-operation in the planning and assignment of tasks, and assumption of responsibility for various aspects of the program all give young people a share in the common effort and a sense of function in the group.A third grade class in the demonstration school in Minneapolis sells valentines each February to help raise funds for books for their browsing table.They make the valentines, buy and cut out materials, and write verses appropriate for the decoraticns on each one.Much arithmetic, art, and creative writing go into the enterprise.Committees assume responsibility for handling the materials, organizing the sale, and distributing the valentines.Periodically during these preparations, the chairmen, sitting in a row in front of the room, report progress to the class.\u201cBill and Sylvia and I are the committee on keeping the floors and desks clear after our work,\u201d said Henry.\u201cI\u2019m afraid Bill and I haven\u2019t done much, but Sylvia is a good worker, and she has kept everything in order.\u201d Then he added unexpectedly, \u201cBut I guess I'm a good chairman becomes I chose Sylvia!\u201d In ways like these little children can learn the satisfactions and the responsibilities of group work.If democratic processes are to have meaning for children, it is important that they should learn to submit to the decisions of the majority.During the depression, members of a high school third year class discussed earnestly whether the girls should wear corsages at the junior ball.Many of the students could not afford them, the financial strain on the boys would be great, and the girls who could not have bouquets would be resentful of the girls who did.The vote at the class meeting was overwhelmingly negative.About a week before the dance three boys in the class announced that they had decided they could not insult their \u2018ladies\u2019 by asking them to go without corsages! There was great consternation throughout the class.The principal could have made the decision for them, but he saw this was too good an opportunity to miss.He merely Sy a Ts a se CE OCPEIO BE RRR AT) 158 THE EDUCATIONAL RECORD announced that all preparation for the dance should cease until the matter was settled.It took two long class meetings in which pupils argued over the duties of the few in relation to a decision by the majority.Finally, the boys yielded to the demands of the class.Personal sacrifice for the group is learned in action, in the final analysis, not merely through platitudes.Space permits me to deal with only two problems of mental maturity \u2014 the development of intellectual honesty and independence and the exercise of critical judgment.It is especially important that the democratic nations consider the responsibilities which freedom of speech places upon the individual.The schools must teach the need of straight thinking, of honest statement, of supporting ideas with evidence, and of being willing to stand by what one says.A still greater task lies in developing a sense of critical judgment in regard to what one reads and hears.UNESCO, in setting up its charter, pledged itself to use all known mass modes of communication to bring about understanding among the peoples of the world.Less worthy agencies likewise vie for control over the minds of men.The schools must teach pupils to read and to listen with critical judgment.Not long ago, a Los Angeles newspaper printed an article by a member of the school board.\u201cWe must give up Progressive Education,\u201d she said.It is not enough for the reader to grasp accurately the sense of that sentence.He must say to himself,\" \u2018Progressive Education\u2019 is a \u2018weasel\u2019 word meaning different things to different readers.\u201d He must insist that the writer define specifically what practices she approves and what practices she deplores.\u201cWe must give up handwork for critical thinking,\u201d she went on.Again, the intelligent reader must recall that much of value has been written about critical thinking in the past twenty years and that at least eighty per cent of it has emanated from the group which formerly called itself The Progressive Education Association.Her third paragraph called for a return to \u201cgood, old-fashioned discipline\u201d and her fourth, for the development of inner sanctions of conduct.Immediately the critical reader must remind himself that if he believes the one paragraph, he must deny the other.Finally, the writer wound up with an impassioned plea for \u201cthe old-time religion\u2019\u2019 and for \u201cstanding for the constitution.\u201d Again, the reader is forced to ask himself: \u201cHas she read the constitution?Does she know what it says about church and state ?\u201d\u2019 The three R\u2019s, narrowly interpreted, in the sense of mere accuracy ot comprehension, are good enough for the followers of a Hitler, or a Stalin but they are insufficient for the children of the democracies.With the coming of the mass media of communication, it is doubly important that boys and girls should learn that newspapers, magazines, radio, and television are vehicles for the expression of particular points of view, and that when they read and listen, they must ask whose point of view is being expressed.The process of developing moral fiber is one of gradually substituting inner sanctions of conduct for adult control.*\u2018If you would just squelch me every time you see me start to do anything I shouldn\u2019t, I'd be all right,\u201d said a ninth grade boy to me one day.It was my duty to help him understand that it was time for him to do his own squelching.Adolescents need guidance in the handling of their own affairs.They are too readily satisfied with fulfilment of their EDUCATION FOR MATURITY 159 dreams by fantasy as their addiction to Superman clearly proves.They must learn accomplishment through the actual means at their disposal in situations which confront them daily.At tbe World\u2019s Fair in Chicago, a pageant called The Wings of a Century revealed the progress of transportation.In the early days of the automobile, white gloved policemen tried in vain to direct the traffic.They were frequently hit by the very cars they were attempting to guide.Finally, someone invented the stop-and-go sign.Young people, if they are to become morally mature, must learn to operate for themselves the signals which indicate the direction their lives shall take.They will be helpless in doing this unless they have developed for themselves a strong sense of values.Literature has much to contribute to such development.Recently an eighth grade class used biographies to discover what values men and women have lived and died for.Sometimes a novel or a play sets a moral problem for its characters and reveals the consequence of one choice or the other.Often, poetry, either explicitly or implicity, points up an issue of great moral significance.Sports play a large part in the development of fair play, and life itself exemplifies constantly the truth of the Irish poet\u2019s observation that \u201cHe whom a dream hath possessed knoweth no more of doubting.\u201d Finally, growth toward maturity is always individual.Each child can mature only in terms of his own powers.Wise education cherishes differences in contrast to uniformity.Examination systems which force all children into the same mould, which expect the same minimum of achievement for all, are not only futile, but they stunt growth.Dean Harold Benjamin, in the Inglis Lecture at Harvard last year, made a plea for the cultivation of idiosyncracy.Too often, he maintained, we are \u2018pedagogical plainsmen, lovers of the dead level, or organizers of mediocrity, who force the weak and stunt the strong.We spend our hours in weary shoveling to fill valleys and steady erosion to remove the mountains.\u201d Individual differences are the basis of all growth.These differences, valued by the group because of what they mean to the group, flourish best in an atmosphere of co-operative living, where each person is accepted for what he is.In such a setting, he achieves that pride in his contribution to the group effort which, as Dean Benjamin says, is \u201cthe starch which puts a bit of stiffening into limp folks, whom the washing machine of life has subjected to rough treatment.\u201d A friend of mine tells the story of her small son who did not like oatmeal.Playing with his spoon one morning, he remarked, \u201cMother, why do we always have oatmeal?\u201d Cheerfully she replied, \u201cWhy, Jim, we have oatmeal because we like it!\u201d He looked at her quizzically and then inquired, \u201cBut, Mother, aren\u2019t I part of the we?\u201d Education for maturity means the developing of each individual to his highest social, mental, and moral capacities so that he may function happily and effectively both in his own right and as \u2018part of the we.\u201d BORROW 300 MILLION BOOKS YEARLY In Britain today 12 million readers borrow more than 312 million books every year, free of charge.Under the Public Libraries Act, this service is provided by local authorities out of local taxes.They maintain 23,000 libraries with a stock of 42,000,000 volumes.Cost per head of population is 814 d.(11 cents). 160 THE EDUCATIONAL RECORD FRENCH REALIA Charles E.Amyot, B.A., Chambly County High School, St.Lambert.A growing number of Canadian and American High Schools and Colleges have a special room called a Language Laboratory equipped with audio-visual aids designed to facilitate the learning of modern languages.As part of their regular assignments, pupils spend some time in this room improving their pronunciation and comprehension of the foreign language they are studying by means of tape recorders, gramophone records, sound films, filmstrips and radio programmes.As an incentive to reading, attractive posters, pamphlets, booklets, magazines, and newspapers are displayed, and each pupil is expected to do a certain amount of reading on which he will later give a verbal report.The fact that not all of us can reasonably expect to have a language laboratory room need not debar us from the use of audio-visual aids in the teaching of French.Suitable films are gradually being produced and special filmstrips for use in our schools are being made in this province at the present time.Portable tape recorders and record players are becoming available in an increasing humber of schools.Among the many types of audio-visual aids available possibly the easiest to obtain and the simplest to use are posters, booklets and leaflets.It is with these materials that this article will deal.EE EE SE EE a ee Most of us accept the practice of introducing audio-visual aids in the teaching of French, but too many of us forget that their efficiency depends entirely on the proficiency of the teacher in using them.We ought not be misled by the fallacious idea that aids will lessen, let alone replace the teacher\u2019s work.The truth of the matter is diametrically opposed to that.For example, the mere showing of a French film presupposes a great deal of preparatory work as well as testing and questioning after the film has been shown.Similarly, it is not enough to put up a French poster and hope that pupils will of themselves assimilate all that there is to be learned from it.Since my experience in connection with French Realia has been mostly with posters, pamphlets, folders, and other printed matter, I am relating briefly some methods which I have found fairly satisfactory in teaching French from posters.I place a poster on one side of the blackboard so that all pupils can see it.Then I divide the remaining portion of the blackboard into three columns, calling the first column \u201cnouns\u201d, the second \u201cadjectives\u201d, and the third \u201cverbs\u201d.I ask the pupils to make similar columns in their notebooks, and to write, in the \u201cnouns\u201d column, as many things as they can name on the poster, taking about three or four minutes for this purpose.The pupil who has been able to find the greatest number of nouns will go to the board and write them down.Mistakes are corrected as they occur and the pupil\u2019s list of words is added to as far as possible by the class.I then elicit suggestions from the pupils as to what adjectives would best describe these nouns.The best suggestions are written in the adjective column in line with the nouns they describe.In the verb column are listed, the words that tell what actions the nouns are doing or what is being done to them.I then call upon individual pupils to give oral BOOT RE IEP IT ARR TR Ir SRA RT OR RAT PE FRENCH REALIA 161 statements using the nouns, adjectives, and verbs on the board, supplying at the same time the required articles and adverbs.This method has the virtue of teaching formal grammar in an informal way.Certain posters on French cathedrals and mediaeval castles ought to be taken up when the pupils are doing similar work in History.This is especially feasible in Grade Ten.In Grade Eleven the poster L\u2019Arc de Triomphe de I Etoile is very helpful when dealing with Daudet\u2019s Le Siège de Berlin.Another method for teaching the vocabulary of a poster is to draw a reasonable facsimile of the poster on the blackboard and number all the objects to be named.On another section of the board a list of the names of these objects is written and the pupils are asked to match them.Better still is to mimeograph individual copies of the drawing and the names to be matched.There is no limit to what one can do with posters.Elementary teachers should find the French edition of Eaton\u2019s Catalogue of great assistance for giving seat-work.Boys who are interested in toys can be asked to keep a scrap-book of such toys, then to look up the name of each toy in the catalogue when necessary and write it underneath the picture in their scrap-books.Clothes, sports equipment, etc., can be dealt with in the same way.The many excellent posters on health and food listed below can be taught in conjunction with Health or Household Science lessons.In larger schools these may be posted in the Cafeteria, or Household Science Room.Ki The companies, firms, associations, leagues, and Government Departments listed below have generously supplied material.Unless otherwise mentioned, all these materials may be obtained free of charge upon request.As these E various organizations are being sent a complimentary copy of this edition of the i Educational Record it is suggested that teachers writing to them refer to this E article.E.Under the heading description of material it has not been possible to list fe all the posters supplied by individual organizations, some of which have hundreds | of folders.I have mentioned only a few of the most suitable.As new posters Re are being made frequently and old ones discontinued, it is wise when writing Ë for material not to make the request too specific.SOURCE OF MATERIAL DESCRIPTION 0F MATERIAL Ministère du Travail, French folders and pamphlets on trades and pro- Economique et Recherches, fessions, e.g., Ottawa, Ontario.Peintre Electricien Briqueteurs et maçons Plâtrier Carrières dans les sciences naturelles et le génie Exhibits & Displays Branch, Large coloured posters, e.g., Department of Public Relations, Voyez votre pays (30 x 20) Canadian National Railways, Explorez le Canada (30 x 20) Montreal, Quebec.La Gaspésie (40 x 30) Le Mont Robson (30 x 20) Le Château Laurier (30 x 20) Allez où l\u2019on s\u2019amuse (30 x 20) La Santé par le Lait, Large coloured posters on food, e.g., 1524 rue Drummond, La chaine des aliments (24 x 18) Montréal, Québec.Pour votre santé (22 x 18) Smaller posters: Un bon déjeuner SOON (OTTER 162 THE EDUCATIONAL RECORD La Ligue Canadienne de Santé, Edifice Sun Life, Montréal, Québec.Ligue de Sécurité de la Province de Québee, Mezzanine, Hôtel Mont Royal, Montréal, Québec.L\u2019Association des Infirmières de la Province de Québec, 1538 ouest, rue Sherbrooke, Montréal, Québec.The Red Cross Society, 3416 McTavish Street, Montreal, Quebec.Canadian Underwriters\u2019 Association, Fire Branch, Coristine Building, Montreal 1, Quebec.Mr.J.H.Campbell, Manager, Department of Public Relations, Canadian Pacific Railway Co.Montreal 3, Quebec.Mrs.Eleanore Beament, Audio-Visual Section, United Kingdom Information Office, 10 Albert Street, Ottawa, Ontario.Monsieur Jules Hone, (Chemin de Fer de France) 5717 Notre Dame de Grâce, Montréal, Québec.Monsieur Jean Phisel, Services Français du Tourisme, 610 ouest, rue St-Jacques, Montréal, Québec.Un bon dîner Un bon souper A series of excellent little coloured posters for elementary grades: Le jeune chien Les jeunes chats L\u2019agneau, ete.An excellent series of 13 coloured posters (20 x 15) with short, interesting French captions.Signs: Safety First, Prenez garde Small individual cards entitled: Le programme journalier de l\u2019enfant \u2014 excellent for their common verbs and useful expressions.Attractive posters and pamphlets on the nursing profession, eg.Devenir Infirmière (poster, 22 x 18) La profession d\u2019infirmière (pamphlet) Large coloured posters on health rules, e.g., Les règles de la santé (26 x 20) Fire posters which ought to be put up during fire prevention week, e.g., Le feu fait des chomeurs Large coloured posters, e.g., LI\u2019 Empress Vicloria (36 x 24) When writing to Mrs.Beament ask for the catalogue Matériel d\u2019enseignement.It contains a list of films, filmstrips, picture sets, pampalets, and posters of great teaching value.The picture sets may be obtained for the following sums: Individual sets 50c.each.25 sets each of 12 issues a year.$40 50 sets each of 12 issues à year.$60 75 sets each of 12 issues a year.$70 100 sets each of 12 issues a year.$75 For the same number of sets of 6 issues a year the corresponding sums are: $20, $30, $40, and $50.Here are some of the posters available now: Produits de l\u2019Empire colonial, a series of nine posters (coloured).Réalisations anglaises, coloured posters on the great English industries.Reproductions of beautiful oil paintings, e.g., Plage du débarquement en Normandie (24 x 36) Mont Blanc (24 x 36) mentioned in Perrichon.Ports de Provence Limousin Excellent leaflets on all regions of France, e.g., Chamoniz (mentioned in Perrichon) Nice (mentioned in Perrichon) Alpes (mentioned in Perrichon) La cuisine régionale accompanied by a good map of food products in France.Excellent large posters on cathedrals and castles in France, e.g., Notre Dame de Paris (30 x 40) Amiens (30 x 40) Le Mont Saint-Michel (30 x 40) Chambord (30 x 40) \u2014 pu HE Sy ER \u2026 ND > oS = DN ; = , .NE à \\ 2 S Wn BY So AS 0) se pt = = = wo % V a ho $ Se a Sa Puppet showing of French play \u2018\u2018Guignol\u2019\u201d\u2019 at Carlyle School, Montreal = RER = x 5 = = eT Ea Ex \u2014 a ! Hl 8 I 164 THE EDUCATIONAL RECORD Air France, Immeuble de l\u2019Aviation Internationale Ouest, rue Dorchester, Montréal, Québec.Head Office, The Royal Bank of Canada, 360 St.James Street West, Montreal, Quebec.> Le Français à la Page, 34 Butternut Street, Toronto, Ontario.Sélection du Readers Digest Ltée, 276 ouest, rue St-Jacques, Montréal, Québec.Mr.P.K.Hambly, Business Manager, 34 Butternut Street, Toronto, Ontario.Mr.G.B.Watts, Sec.-Treas., Davidson College, Davidson, N.C.U.S.A.Very useful booklets, e.g., France, Arts, Industrie et Commerce France Many good leaflets, e.g., Plan de Paris, useful in teaching Daudet\u2019s Le siège de Berlin Two beautifully coloured aviation route maps of the world (40 x 30).Interesting pamphlets, e.g.Air France, le monde en deux coups d\u2019ailes.Bulletin Mensuel, a French copy of an interesting monthly newsletter.An interesting four-page French newspaper published from October 8 to April 8 (18 editions in all).Four cents a copy for 5 copies or more.Six cents a copy for less than 5 copies.Free specimen sent on request.Resembles the English version.Possibly too difficult for the average pupil, but well-suited for the teacher and the pupil good in French.Special educational rate: $2.00 for 9 months.The Canadian Modern Language Review, published quarterly by the Ontario Modern Language Teachers\u2019 Association.$3.00 per annum; 80c.per single copy.Contains articles on methods of teaching French, and some on French literature.The French Review.An excellent professional magazine containing articles on French Literature and the teaching of French which all French Specialists ought to read.The $3.00 subseription includes membership in the A.AT.F.(American Association of Teachers of French).This list of sources of French realia material is by no means an exhaustive one.Every time a teacher sees an attractive poster he should try to obtain a French copy of it from the company, association, league, or Government Department that made it.He will also do well to seek the cooperation of his pupils in doing this for it will develop their powers of observation as well as make them read French posters.EXAMINATION FOR INSPECTOR\u2019S CERTIFICATE I give notice that, in accordance with Regulation 106 of the Regulations of the Protestant Committee, an examination for the Inspector\u2019s certificate will be held in Montreal on Saturday, March 1st.Candidates should send to me, at least thirty days before the time appointed for the examination, the documents referred to in Regulation 107.W.P.PERCIVAL, Director of Protestant Education pw wm rT pes EMOTIONAL HURDLES IN CHILDHOOD AND ADOLESCENCE 165 EMOTIONAL HURDLES IN CHILDHOOD AND ADOLESCENCE Travis E.Dancey, M.D., Montreal The pre-school period is well recognized as that time when the child\u2019s personality structure is fashioned; thenceforth, the experiences which impinge upon this rather solid frame work may produce minor modifications only.The first grade teacher who fails to recognize these facts and attempts to utilize a stereotyped approach merely fortifies certain undesirable aspects of the personality of the child.The problem children in this early school period may be divided into two large groups \u2014 the over aggressive and the over submissive.On the one hand we have the rebellious individual who is constantly a source of difficulty in class discipline.On the other hand we have the shy retiring child who is the despair of the teacher in her attempts to find out to what degree his instruction is falling upon fertile soil.Strange as it may seem at first glance, these two widely separated personality groups often come from similar homes and may be found in the same family.The culprits here of course are the parents, particularly the mother, although the casual observer frequently fails to note the source of the difficulty.He É remarks that the mother is intelligent, the meals are always on time and well È planned, the house is meticulously neat and the home is close to perfection.This statement, to the initiated, is a complete giveaway since the woman who is so faultless as a housewife applies the same psychology in her role as a mother with unfortunate results.The child must either completely conform to his x: mother\u2019s demands and become a good child, an obedient child, a meek child, El.a child without aggression, or he rebels and becomes a problem child.E Children from homes such as these tax all the resources of the teacher who ; must be prepared to abandon a stereotyped approach in order to draw out one it child and to discipline the other, while at the same time he becomes a kindly ; and tolerant figure.These children, so dissimilar in their overt behaviour i despite the apparent common point of origin of the maladjustment, are the E \u2018difficult ones\u2019 for the teacher in all grades.The teacher must never forget SA that the over-dependency and the hostility which are encountered usually have : their origin in the home.This phenomenon of displacement, whereby the child E directs an emotional attitude originated by one person (the parent, in this PA instance) toward someone else (the teacher) must be understood.Sometimes the teacher, recognizing the source for the difficulty, attempts to change the mother\u2019s attitude.Little will be gained by this, since the mother\u2019s possessiveness goes back to childhood.Her children belong to her and it is only through the use of tact and diplomacy on the part of the teacher that her overt behaviour may be modified even slightly.She undergoes a great struggle when she sends her children to school for the first time, being convinced that she is losing them.She believes that teachers are incompetent and she therefore tries to undermine the teachers in her child\u2019s mind at every opportunity.This subversive activity is most unfortunate and merely exaggerates the child's submissiveness or aggression.Parent-Teacher Associations sometimes are of immense value in bringing teachers and parents together for discussions which lead to greater mutual understanding. 166 THE EDUCATIONAL RECORD The fact that a child is unwanted plays a great role in producing personality difficulties during the pre-school and school period and even later in life.Strange E as it may seem, the unwanted child is often aware of the true state of affairs in [ spite of his parent\u2019s attempts to hide it from him.Many an adult has accused B his mother of not wanting him when he was born.She is surprised and asks him how he suspected this.As a rule he does not have an adequate answer and can only say: \u201cI always felt that you did not want me.\u201d Let us analyze what may occur.A young woman decides that she will not marry but will take up a career.She is ambitious and intelligent and succeeds in her chosen life\u2019s work.Eventually she becomes somewhat lonely and wonders if it would not be wise to marry in order to obtain the security which comes from a home.a She finds a man, who, to her way of thinking, should make a good husband and marries him.A little later she finds that marriage is merely an added responsibility and is interfering with her career.It is not difficult to imagine how she feels when she discovers that she is pregnant.The pregnancy holds her to a husband whom she no longer desires.It interferes with her career.It forces her to become a housewife \u2014 a task which she abhors.At the same time she realizes that she should love her child and does her utmost in this direction.This over-compensat ion, as evidenced by marked possessiveness and over protection, seems to be apparent even to a young child who sees his mother more or less in her true light.Any child who is subjected to the anguish which is derived from the stress due to a broken home must react to it.He does so by withdrawing within himself, by becoming unduly aggressive or by developing various behaviour disorders or neurotic symptoms.Often, homes that appear to be happy are the 1everse.Bickering and quarrelling are very upsetting to a child who believes what his parents say.Thus, when the father says he is leaving home, puts on his hat and coat and goes out slaming the door after him, the mother knows that this is a very temporary separation, perhaps for not more than half an hour.The child, however, takes his father\u2019s word at its face value and expects that he is gone forever.The alcoholic father and mother create problems which are so obvious that they do not need to be discussed here.These various influences all occur within the home setting and are factors over which the teacher has no control whatsoever.He is aware that something is wrong and often many discover the secret of the difficulty quite easily without deliberately listenting to gossip or asking questions which may get him into trouble.This knowledge should be of distinct advantage in his appreciation of the needs of the unfortunate child.The problems which have to do with the intelligence of pupils are numerous.Fortunately it is not difficult for a trained psychologist to determine a child\u2019s intellectual endowment.Much more complicated is the question of what to do with the person concerned.Should the bright child be promoted rapidly and run the risk of competing socially and in sports with those much older than himself ?Should the dull normal child be placed in a special class?If so, what can be done about his parents\u2019 objections to the stigma which they feel will be placed upon him ? EMOTIONAL HURDLES IN CHILDHOOD AND ADOLESCENCE 167 During the period prior to adolescence, the boy and girl undergo stresses which are both individual and common to almost everyone in this age group.They find that values are changing, that they are growing rapidly, that they are awkward and shy.All these features become exaggerated when puberty arrives with the development of secondary sex characteristics and the normal overt interest in sex.The boy finds that his voice is changing, and that girls upset him strangely.The girl begins to menstruate, her breasts develop and she finds a peculiar attraction for boys.If these young people have not had education along sexual lines at the hands of their parents they are often flooded by impulses and thoughts of which they are bitterly ashamed.It is well known that sexual delinquency is far more frequent among adolescents who have been brought up in ignorance of sexual facts than among young people who have received sensible education along these lines.Sometimes exceedingly acute problems arise around the time of puberty.For example, obscene drawings and notes may appear on the desks of girls and even sometimes of the teacher.Almost invariably the culpiit is discovered and the principal finds himself in a difficult position.He may expel the boy and publicize the misdemeanour.This was formerly a frequent course of action but is frowned upon at present since it may give the boy concerned just the necessary push along the road of delinquency so that later it is almost impossible to salvage him.A considerable amount of tolerance must be manifested by the teacher when dealing with evidences of adolescent \u2018\u2018crushes\u2019\u201d\u2019.These should not be nauseating to the teacher.They are pretty normal and universal and must be looked upon as a stage of growing up and maturing.When faced with these problems it is always wise to stop and think for a little while before saying anything.There, for example, is the young man who was brought up in a small town, predominantly Roman Catholic, whose mcther was a member of the Jehovah witness sect and his father a former Roman Catholic who had broken away from the Church and was addicted to alcohol.The boy felt rejected and isolated by the community.Frequent family quarrels had always produced much unhappiness.He tried to escape going to school, and went so far as to develop a variety of physical symptoms due entirely to his emotional state.On one occasion he complained of being unable to walk to school because of a painful knee.For six months this condition kept him out of the classroom.He had numerous X-Ray examinations and a variety of forms of treatment.He now believes that there was nothing wrong with his knee except in his own mind, and that he developed his symptoms in order to avoid the unpleasant prospect of carrying on at school where he felt rejected.In school, he was looked upon as being dull.He failed and finally, at the age of thirteen, succeeded in breaking away to go to work.Psychological testing showed that he was far from dull and that he was capable of holding good jobs.It is interesting to keep in mind the fact that the unhappy child may appear to bé dull when actually he is bright; his unhappiness interfering with the fall utilization of his intelligence.Children, particularly girls at the time of puberty, may react to new thoughts and sensations by over eating or by starving themselves.Even a superficial study of these individuals brings to light the very interesting fact that they are AIO 168 THE EDUCATIONAL RECORD rejecting the new phase of their development and are utilizing food symbolically.There is the example of the girl who had many friends, did well in her studies and seemed contented and happy until she reached the age of fourteen when she fell in love with a boy and was teased about it.Taking the teasing very seriously, she became afraid of the thoughts that entered her mind.The result was that she indulged in extremely hard work late at night and early in the morning with her school books \u2018in order to keep her mind busy\u201d.She also decided unconsciously to reject her woman\u2019s role in life and to that end embarked on a very rigid diet watching her figure very carefully so that her hips would become thin.She became emaciated and so emotionally upset that she required treatment.As she began to understand the reasons behind her actions she was able gradually to accept her feminine role, to eat normally and to enjoy life again as she had done previously.The emotional stresses of adolescence may be manifested in a variety of ways.A bright pupil who begins to fall behind may do so because of some pathological mental disorder, but frequently such is not the case and the individ- , ual simply finds that he cannot concentrate on his work because his mind is occupied by his worries.He needs someone to whom he can talk freely.All too frequently parents are not satisfactory since, had they been so, the problem would not have arisen.The teacher is in an ideal situation if he is capable and wishes to take advantage of the opportunity.This brings us to the fringes of the extremely important problem of counselling in schools.Should every teacher be expected to handle the superficial emotional problems which arise in his classes?Should certain teachers be selected and set aside for this work?How much training should a counsellor be required to receive?How far should the counsellor go?All these and dozens of other questions immediately arise.Recognizing the importance of this problem, the Canadian Mental Health Association, after a considerable amount of study, embarked upon a scheme for the selection and training of certain teachers in the field of \u201cMental Hygiene and Attitude\u201d.! As a result during the past two years twenty teachers have been selected from six provinces and given the benefit of special training.At the completion of the course these teachers return to their home provinces with the hope that they will be utilized freely for consultation with other teachers.They are expected to act in a liason capacity between \u201cteachers and schools on the one hand and the medical, psychiatric and social agencies on the other\u2019?In addition, it is hoped that they will be utilized in class or group teaching in the human relations field.From a superficial point of view one might come to the conclusion that this scheme aims only at assisting children to adjust at school.In actuality, we expect far greater results from the project in terms of satisfactory mental health among Canadian people, since it is recognized that the well adjusted child becomes the well adjusted adult.It is for this reason that bursaries are provided from funds derived from the Dominion-Provincial health grant.1 Mental Hygiene in Education.Bulletin from Canadian Mental Health Association, May 1950.2 Ibid.Se \u2014 EMOTIONAL HURDLES IN CHILDHOOD AND ADOLESCENCE 169 The term \u201ccounselling\u201d unfortunately implies the giving of advice by an individual in an authoritative position.It suggests that the counsellor talks while the stibject listens.The best results are obtained when the counsellor says very little and encourages the subject to talk at length.This becomes sensible if one realizes that the pupil undoubtedly received volumes of advice at the hands of father, mother, grandparents, and senior siblings as well as from many other older individuals with whom he has common contact.The well trained and experienced counsellor does not attempt to talk his subject out of his ways of thinking and acting; rather, he permits him to talk his way into a position where he sees the reasons for his peculiarities, that is, he talks himself into new ways of thinking and behaving.During the past few years, group methods of counselling have received a considerable amount of attention.Although research in this area is far from complete, we are convinced that this modification offers advantages to both consellor and subject.At the same time it cannot replace the person-to-person relationship of individual counselling.In dealing with groups of pupils the counsellor may utilize a variety of procedures.For example, if he is handling individuals who are concerned about their futures upon leaving high school, he may discuss University entrance requirements, and the types of jobs that are offered in the community.He may arrange for local business men to talk to the students.Much different from this type of approach is the group discussion method.Here, ten to twelve pupils meet for a period of an hour at a time to discuss some area of interest.The pupils do the talking while the counsellor merely guides, and prevents the discussion from going off at a tangent.This modification of group counselling appears to produce better results than other forms.I find it impossible in dealing with this subject to refrain from pointing to the necessity for a well integrated school health scheme.Obviously the size of the school and the wealth of the community are factors which must be considered.In addition, it is essential that the parent-teacher organization should be such that hostility does not develop between the home and the school.Certainly any pupil who is having difficulty should be investigated without delay.The shy child with a visual defect is sometimes diagnosed by the teacher as being mentally deficient.The slightly deaf child may find himself in a similar position.Reference to the school doctor is advisable much more frequently than has been considered necessary in the past.His task obviously is one of diagnosis and not of treatment in his function as a school physician.He will be able to indicate what treatment is necessary, be the problem one which falls into either the emotional or the physical field.He alone can ascertain whether the child who vomits on coming to school in the morning does so because of stomach disease or through his distaste for being present.The psychologist adequately trained in the application and interpretation of recognized testing procedures is, of course, essential.A psychiatrist should be available for consultation work.His task consists of reviewing the findings of the school physician, the psychologist and the counsellor and advising regarding the mental health of the child.It is of paramount importance that the physician, psychiatrist, psychologist, counsellor and teacher 170 THE EDUCATIONAL RECORD concerned have frequent conferences to discuss the case of any pupil who is giving concern to the teacher.Such conferences may deal with the dull normal child who has reached the limit of his learning insofar as school is concerned.Should he be allowed to repeat a grade and undergo the frustration of failing?Should he be placed in some special class where certain abilities as determined by the psychologist can be further developed?On the other extreme is the case of the pupil with a superior intellectual endowment who is wasting his time through lack of interest and consequently is getting into trouble.The pupil who indulges in lying, stealing, truancy or the use of obscene language should be discussed at such a conference before the institution of action which may be detrimental to his future.Although these conferences will usually be held for the purpose of discussing individual cases in order to avoid precipitate decisions which may jeopardize a child's future, the question of school policy should be gone into periodically.~ During the past few years much attention has been directed towards the question of sex education in schools.In certain parts of the United States a good deal of time is given to this type of instruction.In other parts of the country, nothing whatever is taught.Obviously there are arguments on both sides.If parents were willing and capable of answering the questions which children pose throughout childhood, very little instruction would be necessary in schools.At the present time some parents do an excellent job, while many shy away from the subject completely.It would be most difficult to develop an adequate programme which would be applicable to children coming from these widely separated types of parents.The one group of children would be disinterested because they are already aware of the nature of sex, while the other group would be apt to experience a considerable amount of shock at the knowledge which is given to them suddenly and without proper ground-work.In such questions as this no one individual is capable of giving a total answer.A conference of specialists and teachers may well go a long way towards clarifying a policy here.Not so many years ago parents, particularly of the upper and middle classes were content to send children to schools which had built up a reputation and to leave the matter of education completely in the hands of these organizations.More recently, due to a keen interest on the part of the public in educational matters, parents wish to know what goes on within the walls of the school.This attitude should be fostered rather than discouraged, and Parent-Teacher Associations should be kept aware of policy changes and it is reasonable to expect that a satisfactory representative from this organization might meet with the above mentioned conference of specialists and teachers occasionally.Unfortunately many teachers have had unsufficient training to enable them to recognize and deal with children\u2019s behaviour problems.In addition, the teacher may have such profound emotional problems of his own, that he is blinded to those of others.He who selects certain children as favorites and others who are the reverse, is simply human.When he demonstrates how he feels towards these individuals, he is permitting his own maladjustment to influence his behaviour towards others and this may have profound effects for the remainder of a child\u2019s life.All teachers should have periodic lectures and ot a EE AEE SER Eb TREAT RAR AER LS EMOTIONAL HURDLES IN CHILDHOOD AND ADOLESCENCE 171 even courses in the fundamentals of human psychology, both during the period of training and throughout their careers.Every physician is thoroughly indoctrinated concerning the confidential nature of the material which he obtains from his patient.He must not talk about his patient and must keep his records from the eyes of the curious.The same applies to the school counsellor who will obtain much confidential data.Should he record this?If so, is he certain that it will remain inviolate?It is pretty human to indulge in a bit of gossip now and then.The counsellor will soon learn that he will not function satisfactorily very long, unless he can respect the confidences of others.CREATIVE WRITING Try to have pupils realize that it is an exciting thing to create a new char- EF acter, to make someone talk who never existed before.The character however, E must be always plausible \u2014 he must act in a convincing manner.E \u2018 There must be a deep well of experience in every student.The difficulty E lies in pulling the living water from that well.Each student must write from É his own experience.Let him think a long time before beginning to write.Ee When he knows what he wants to say, he will have no difficulty in putting it E into words.Time must be set aside to let the memories unravel.Pupils usually want to rush at things, they want to get the thing done, regardless of whether it will be of any value when they have finished with it.The teacher must act as a brake on this impulse to write before the student has any concise idea about what he really intends to say.Students should be taught to write from observation, not from hearsay.bi Let them avoid stereotyped phrases.They must see and hear and smell \u2014 all E the sense must ke acute if they are to write convincingly.Creative writing heightens awareness, and vice versa.Often, of course, the students\u2019 best friend is the waste paper basket.Try À to develop a critical attitude in the student towards his own writing.Let b him polish and polish his story before he is ready to turn it in to be read by his teacher.Read the best stories in class, and ask for comments from the students.pr They will soon let you know if they sense artificiality.You may expect such 4 criticism as \u201cSo what ?\u201d\u2019; or \u201cI don\u2019t get it\u201d, or \u201cWhat is that supposed to mean to me ?\u201d\u2019.Unless there is some point to the story, there is no use in telling it.Mrs.Anne Bulman, Shawinigan Falls High School.\u2018\u201c\u201c.To neglect our school system would be a crime against the future.Such neglect could well be more disastrous to all our freedoms than the most formidable armed assault on our physical defences.Where our schools are concerned, no external threat can excuse negligence; no menace can justify a halt to progress.\u201d Dwight D.Eisenhower. 172 THE EDUCATIONAL RECORD MAKING MEN THROUGH MUSCLES AND MIND Douglas J.Wilson, Ph.D., Editorial Staff, Montreal Star : Last year my youngest son came home from school proudly bearing a = small object which he had made out of wood.(\u201cPine wood\u201d he informed me, a \u201cwith the grain running lengthwise\u201d).It was a man\u2019s head with an unduly a long nose; his neck was the handle and I was instructed that the purpose was to make a rubber ring flip on to this upeurved proboscis.The matter did not end there.The next concern was how to colour it.We debated over dyes, oil colors and other proposed finishes with the result that my son and I mixed our own thin coloring liquid so that it would penetrate into the rather open pores of the wood.By experimenting with other types of wood we found that such a dye would not have been suitable for walnut or birch.Thus by trial and error my son and I carried the work of the Industrial Arts class into our mealtime chats and our extra-curricular experimenting.The point I am trying to make is that this bit of school work did not stop when the period was over.It conveyed knowledge from the school to the home and I only hope that the contribution of the home did not run counter to the standards of the school.This process went on all winter.There was a shoe rack that really cost me money.\u201cWhat good is a rack for several pairs of shoes when I only have one decent pair ?\u201d\u2019 was one of the barbed questions that I had to face.There were boats, spool holders, doorstops and others to the total number of ten.Every one of them opened up new topics of conversation and extended the horizons of a mutual search by father and son.I must confess that none of the \u201cbookish\u2019\u2019 subjects was able to make quite the same kind of offering.I hope that teachers of Industrial Arts do not overlook this by-product to their most valuable work.A second personal recollection grows out of the first.I recalled that for two years I attended an Industrial Course immediately after my public school days.When I deserted this more mechanical field of endeavor I suppose that most folk would have concluded, as I did, that an incomplete course could be put down to \u201cwaste time\u201d as far as education for life was concerned.Nothing could be further from the truth.I have found that my knowledge of simple but fundamental techniques around the house such as carpentry, soldering, metal work and elementary plumbing have been invaluable.First, they have been useful in getting things done by way of maintenance.Secondly, they have made it possible to evaluate the work of other craftsmen.I have learned quite a lot about the workmen who come to our home merely by taking a look at their work.One of the prime fallacies about the educational process is that we learn only through our \u201cbrains\u201d and their allies, the senses.Somewhere along the line we have overlooked or minimized the muscles.It so happens that my doctoral thesis concerned an experimental study of voluntary muscle action.It is true that most of our advanced learning is by way of verbalization.But we must never overlook the co-operation of the musculature.Try to multiply 27 by 63 mentally.Surely this should be an operation that can be et Se Con gt.ES rt - MAKING MEN THROUGH MUSCLES AND MIND 173 performed mentally.But note the lip and throat movements, the puckered eyebrows, the abortive finger movements, as though the reckoner longed for a pencil.This is not all.Unknown to you there are tensions of the smooth muscles inside your body.Some of these will incapacitate you, as for instance, if you were dreading a wrong answer to a question that might be asked.Chronic worry, whatever else it may be, certainly shows muscles triumphing over ideas.In general, not much attention has been paid to the training of the muscles.Physical exercises are fundamentally aimed at strength or co-ordination, not as accessories to thinking.Yet one could mention certain skills that would have improved learning ability: eye movements in reading; posture; relaxation (which is as truly positive in control and development as movement); and general neatness and precision (which are partly improved by muscle training).If I understand the role of Industrial Arts in a general academic curriculum, one of the products of such work will be better management of the muscles.Indeed, as I shall show, teachers of this subject are in the happy position of dealing with workmanship that must involve knowledge and at the same time consciously aims at fine muscular control.One of the axioms of muscle work is that if strength and skill are to be maintained, the appropriate muscle systems must be \u2018kept in training\u201d.Such a well established truth comes naturally to children who will discern themselves getting \u2018rusty\u2019 through disuse of their manual skills.Teachers of Industrial Arts have a fine opportunity to transfer this training to wider fields.Many of our social skills turn on muscle action: poise; carriage; smiling; writing; musical performance; conventions such as bowing or shaking hands.Many a child could be helped over awkward situations merely by knowing a few muscle actions! Over and above the training of muscles there is also the training of the mind.By this I mean an increase in the fund of knowledge of very real processes in a real world and, in addition, certain attitudes of the total personality.There is first the self evident need of facts.My son and I, as I have said, were confronted with facts about various kinds of wood.Some of them we discovered ourselves.Others are not yet forthcoming.Why, for instance, is basswood classed as a hardwood?I do not know the answer but undoubtedly there must be some principle of distinction that I have not learned.I had thought that it was very soft, certainly not in the same class as birch.Then there are the facts about tools, methods of production, finishing techniques, costs and range of supply.I know of no other subject where reality can replace formal items of knowledge as easily as in this simple world of doorstops, spool holders and clowns\u2019 faces.What a vista will come to my boy when he turns to more complicated and utilitarian pieces of furniture! I asked my son how he got started on a piece of wood.\u2018You have to begin with some one side as a starting point\u201d he replied.\u201cEverything will be measured from that.\u201d He was talking about the face edge.This would be the reference point for all his tests of squareness and fidelity.Instantly my mind went back to a burning discussion in my college days.We were perplexed about morals rather than basswood, conduct more than screwdrivers.\u201cWe have to start somewhere.\u201d A wise teacher said to us: \u201cWe take our reference points from DOUCE TE RE ER CO RE EN ACI 174 THE EDUCATIONAL RECORD God and the moral law.\u201d The proposition served to give us an absolute rather than a relative standard, a fixed point rather than an uncharted sea.Woodwork and ethics! A long step, yet not as long as one might think.This allegory of the workshop came to be extended as I grew older.The fact of individual worth was there before me; the place for pine or spruce is not the place for walnut or cherry.Each has its worth and proper place.And then the finishing.How futile, I learned, to seek to overcome the blemishes of the plane or the faulty right angles by resort to lacquers and varnish.The blights of the foundation work became more noticeable as the premature polish did its task.I am not suggesting that such transfers of training will be made consciously by teachers.What I am insisting upon is that in this manual work, object lessons that have wider implications than the question of vocational fitness are being instilled.It may well be that some of the Christian message came by way of a Carpenter\u2019s shop.There are other miracles of growth that can be accomplished in such a natural manner.The boy or the girl will come to know that mortice joints are not secrets of a remote factory.These children will daily see the applications of these elementary lessons in the ordinary objects of everyday purchase.What the teacher does, in part, is to change mystery into mastery.I knew an artist once who taught a class of children on Saturday mornings.He showed them how to make copper etchings and later how to make their prints.\u201cI always thought that this kind of picture had to be made by a guy with long hair who lived in Bohemia or some place\u201d one lad told me.But here was a Christmas card, designed, etched and printed by him! The remoteness of handicraft had been brought swiftly to his very fingertips.The teacher of Industrial Arts helps to turn parasites into participators.A chair will break some day.How easy to phone for a repair man.The telephone is the crutch, and the practical problem can be solved by a fountain pen on a checkbook! This is, alas, too often the pattern of meeting simple difficulties.Let the expert do it; we\u2019ll pay for it! By the manual skills, the necessary knowledge and the attitudes of care and precision that can be built up in these young pupils, teachers can help to break up this paralyzing view.The boy in a real sense can become a part of his home and its equipment; he can appreciate the human items in the manufactured products.The dignity and worthfulness of honest labor shines forth for him even in a factory-made object.Thus far I have tried to show how the training of the muscles contributes to the training of the mind.These products will not come abruptly.Classes may forget in twenty minutes what is said; but they will remember the application in twenty years.This emphasis on training and its maintenance can be carried still further.If you will read the last few verses of the 9th.chapter of 1st.Corinthians, you will find that the writer is speaking of the training of the muscles in racing.He concluded the illustration by saying that \u201cI must discipline myself lest, having preached to you, I myself become a castaway\u2019.What did he mean?Well, the Greek word used for \u201cbeating the body\u2019\u2019 can be transcribed by \u201chupopiadzo\u2019 MAKING MEN THROUGH MUSCLES AND MIND 175 which means \u2018\u2018striking under the eye\u2019\u2019; in other words discipline must be very extreme.But the word for \u2018\u2018castaway\u201d is still more interesting.It is \u2018\u201cadokimos\u201d which means \u2018\u2018not passing the test\u201d.Even this is not a good translation considering the context.What is really meant is this: \u201cI have to discipline myself lest .I get out of training\u2019.The work of the Industrial Arts teacher can readily reveal the need for keeping the finer muscles in training; by extension, we must vigilantly keep our personalities in training, (I have called this \u201cthe mind\u201d, for brevity).But at the highest level it is equally true that the development of highest manhood demands constant exercise: in opening the windows of the spirit to great resources; in remaining sensitive to invisible values; in searching after higher meanings.Looked at in this light, the vocation as Industrial Arts teachers can become a ministry, as indeed all teaching should be.The work may be technical but, in the sense that I have described, it can also be evangelical; it seeks for competence but it can minister to conviction; it begins with Industrial Arts but it can be related to the Art of Living wholesomely.Though it starts with wood it can end with men.Is my point of view far fetched?I am inclined to think not.For once a very wise man looking about him for a simile to describe the worthiest kind of men said: \u201cHe shall be like a tree .that bringeth forth his fruit in his season.\u201d A PROJECTIONIST\u2019S PRIMER Q.How should a film audience be arranged?A.The best angle of vision is 30 degrees each way from the centre of the screen, a total span of 60 degrees.Seats should never be arranged beyond the total 60 degree angle.Avoid the centre aisle arrangement; it wastes the best viewing space and invites latecomers to walk in front of the projector, blacking out the screen.If you can arrange it, place the main body of your audience in the centre - of the room and raise your projector above the audience, about six feet from floor level.It is always well to remember the \u2018two by six\u2019 axiom: for ideal vision the audience should be no closer to the screen than twice its width and no further away than six times its width.Q Where should the speaker be placed for best possible acoustics?A.Place a speaker fairly high, about ten or twelve feet, and pointed toward a spot about two thirds down the centre of your audience.The sound then \u201chits\u201d the main body of your audience and becomes absorbed before reverberations take place and cause echos.In most instances it is best to place your speaker at the front of the room, as close as possible to the screen.If, however, the acoustics are known to be poor and the showing place has a stage, you may avoid echo by keeping your speaker in a corner backstage against the wall.Never place your speaker upon a piano\u2014the strings reverberate.If in spite of these precautions the sound is still bad, there is only one thing to do: KEEP YOUR VOLUME AS LOW AS POSSIBLE, the tone control a little on the treble side.Canadian Film News. 176 THE EDUCATIONAL RECORD PUBLIC RELATIONS IN OUR SCHOOLS Gordon E.Samson, M.Ed., Principal, North Hatley High School.Why should we have a programme of public relations in our schools?Too many teachers are unaware of the need for a good public relations programme in our schools.Many feel that if the school is doing a good job that this fact alone is sufficient advertising.The term public relations to them is synonymous with bill-board advertising or singing radio commercials; consequently, they register an antipathy towards it.Such persons overlook the fact that a parent may form his opinion of the entire school system as a result of a single unpleasant experience with one teacher and that a taxpayer may judge the system unfavourably because he feels that his tax is too high.A harmony of understanding must exist between the schools and the public if the school is to receive the support, it needs.Educational methods and procedures are constantly changing and the public cannot be expected to understand them unless there is a conscious attempt on the part of the educators to supply facts and information on the policies of the school.The public is generally in agreement with the broad purposes of the school and willing to support it at the existing level of service, but it is naturally reluctant to supply additional revenue until shown how this may lead to a better school.In these days of constantly rising costs it is particularly important to keep the public aware of the essential features of a good school for unless revenues rise with costs existing activities may have to be curtailed.What are the guiding principles of a good public relations programme?A good public relations programme should try to keep in mind the underlying philosophy of education of the school.Its purposes should be \u201c(a) to inform the public about the work of the schools, (b) to establish confidence in the schools, (c) to rally support for proper maintenance of the educational programme, (d) to develop awareness of the importance of education in a democracy, (e) to improve the partnership concept by uniting parents and teachers in meeting the educational needs of the children, (f) to integrate the home, the school, and the community in improving educational opportunities for all children, (g) to evaluate the offerings of the school in meeting the needs of the children in the community, and (h) to correct misunderstandings as to the aims and objectives of the schools\u201d.While the guiding principle must be one of common sense, there are a few points which should be kept in mind.First, the public relations programme must be honest in intent and in execution.Its purpose is not to \u201csell\u201d the school to the community but merely to present honest, interesting, and vital information about the school and what it is trying to do.Second, the programme should aim to supplement the effectiveness of features of the school programme which the public considers to be of value.Third, it should be continuous.There are times of course when the programme may be intensified (for example, during Education Week), but a public relations programme will not be successful unless 1.Public Relations for America\u2019s Schools, p.14, 28th Yearbook (1950), American Association of School Administrators.: EES \u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014 PUBLIC RELATIONS IN OUR SCHOOLS 177 it offers the publie regularly recurring and satisfying contacts with the educational outcome of the school.Fourth, it must be positive in approach.Generally speaking, denials and negative statements are wasted; it is much more important to state what the school 7s doing than what it is not.If some part of the school programme is unsatisfactory it is better to emphasize a method of remedial action rather than to deal with the negative side which might leave the public with the feeling that the situation could not be remedied.Fifth, school public relations programmes should be broad and varied.Surveys have shown that the public tends to think in terms of the whole educational process whereas a study of school news shows that the space and emphasis is given predominantly to extracurricular activities.Sensitivity to the attitudes, opinions, and desires of the public and the necessity of presenting ideas in a simple manner are features of every good public relations programme.The attitudes already held by the public form the starting point for any change in public thought.What are the techniques and media for carrying out the public relations programme?Many schools in the province are showing increasing awareness of the need for a good public relations programme as shown by the increasing use being made of the following devices for keeping the public informed.While not all of these are applicable to every school it should be kept in mind that a varied programme is the most effective.(1) Education Week.Practically every school plans some special activity for Education Week such as visits by the parents to the school, exhibits, radio broadcasts, and special assemblies.(2) A Handbook for parents.This useful method of conveying to parents and ratepayers essential information may include sections on school statistics, regulations, promotion policies, the philosophy of education of the school, and other pertinent facts.A Handbook is especially valuable when it has been developed by pupils and teachers working together for it ensures that teachers and pupils are fully aware of the problems and goals of the school.(3) Weekly columns in the local newspaper.Such columns should deal not only with the extracurricular activities of the school but also with other phases of school life.Some of the material should be written by members of the school staff in order to present a balanced, more mature picture of activities.(4) Monthly newsletters.In localities where there is no local newspaper, a newsletter is invaluable in promoting an understanding between the school and the community.These should be sent not only to parents but to every ratepayer.Those who pay the taxes should have some further contact with the schools than that provided by tax bills! These newsletters might include minutes of the local board meetings and other school statistics.In Central School Board areas the supervisor may send out monthly, or at least occasional, newsletters in which the policies and aims of the Central Board are explained.This is an area of public relations that has been overlooked to some extent and a better understanding of the purposes of the Central Board, what it has done, and what it plans to achieve would be realized if such newsletters were more often the practice.(5) Radio broadcasts.In communities fortunate enough to have a local radio station, weekly school broadcasts could be arranged.These provide an 178 THE EDUCATIONAL RECORD excellent opportunity for practical experience by the children in the techniques of broadcasting, as well as for bringing information about the school into every home.(6) An annual report.Every school district and Central Board area should send out an annual report to the ratepayers and parents of the community.Such reports can be prepared inexpensively on the mimeograph or duplicator.They should include the proposed budget, facts and trends in the school population, costs, objectives of the Board and long term plans.(7) Home and School Associations.Many school areas in the province have active Home and School Associations.The principal and supervisor can do much to stimulate interest in and to promote the formation of such an organization.They will find that Home and School meetings provide excellent opportunities for a better understanding of the school and its policies.(8) Addresses to local groups.The principal, supervisor, and members of the staff should welcome every opportunity to speak to local civic groups and to other organizations.Such invitations are more than a personal tribute.They reveal a keen interest in education and enable the speaker to place the problems of education before a receptive audience.(9) Special bulletins.From time to time it may be desirable for the principal or supervisor to send out a special bulletin to parents to help interpret some change in policy.Rather than arbitrarily announcing some decision which - may not be fully understood by the public and which will tend to build up unfavourable attitudes, it is generally advisable in such bulletins to explain why such a change is necessary.(10) Exhibits, excursions, and special assemblies.The use of exhibits of school work or of special projects carried on by the pupils and displayed in the school or in store windows is a method that almost invariably arouses interest.Officials of local industries are aroused to increased interest in the school programme when their plants are visited by groups of students.The attitude of the students towards their work is changed as well.Many of these officials are often only too glad to come to the school and speak upon some phase of their work.(11) Concerts.Dramatic and musical programmes, carried out by the pupils, are excellent opportunities for giving the public a glimpse of the work of the school and if the concert is properly presented it helps to create many favorable attitudes.It is gratifying to note that practically every school in this province utilizes this medium for public relations.(12) The child\u2019s Progress Report to parents.Many methods of reporting pupils\u2019 progress to parents are used: marks, letter-grades and informal letters are a few.Whatever the method, the parents should understand what is being reported and when changes are to be introduced, should be prepared for them.(13) Personal contacts with the public.Every member of the staff is to some degree looked upon as a representative of the school and it is therefore the responsibility of every teacher and every school employee loyal to the school to create a favorable impression in their contacts with the public.This does not mean that the teacher must cater to the pupils or to the parents, but it does mean that he should be honest, courteous, tactful, and sympathetic with all. ee =- PUBLIC RELATIONS IN OUR SCHOOLS 179 BIBLIOGRAPHY Public Relations for America\u2019s Schools, 28th Yearbook, American Association of School Administrators, Washington, D.C., 1950, p.497.Ormstown \u2014 A Rural School and Community Programme, David Munroe, Educational Record, July-Sept., 1944, p.142-147.Scotstown High School Newsletters, 1948-1949.[ Handbook for Parents, Drummondville High School, Drummondville, Quebec, Sept., 1949.Films useful in publie relations: Who Will Teach Your Child?, On Which we Build, Sight and Sound, Family Circles, Tomorrow's Citizens, He Acts His Age, Children Learning by Experience, Home and School, Lessons in Living, Children Growing up with Other People.Many of these films are obtainable from the Film Library, Department of Education, Quebec, and information about the others can be obtained from the Canadian Film Institute Ottawa.READING CLINIC INSTITUTE The Ninth Annual Reading Institute at Temple University will be held from January 28th to February 1st, 1952.The theme for the 1952 Institute will be PREVENTING AND CORRECTION OF READING DIFFICULTIES.Provision is made for group meetings for Elementary teachers and Supervisors, and for Junior and High School teachers and Supervisors.Further information may be obtained from Dr.E.A.Betts, Director, The Reading Clinic, Department of Psychology, Temple University, Philadelphia 22, Penna.THE TAPE RECORDER IMPROVES TEACHING METHODS A superintendent of a large American City reports that the tape recorder enables his teachers to study the actual classroom situation of any outstanding teacher without taking the time to visit the class.For instance, a second grade teacher in one school had effective methods for handling certain problems in one subject.The recorder was turned on and recorded the entire classroom proceedings during a selected period.Second grade teachers from the other schools in the district listened to the recording at their convenience and discovered how the class was handled.HOW TO SELECT A RADIO FOR YOUR CLASSROOM 1.Narrow your choice down to two or three radios and try them out in the classroom with the pupils in the room.2.Where reception is consistently good a five-tube radio is satisfactory but where daytime reception is uncertain six or more tubes are essential.3.In general the greater the diameter of the speaker the better the sound reproduction.Speakers four inches and less in diameter are not recommended.Those larger than six inches give the best results.4.Being portable, a good table model is more satisfactory for most schools than a console type.P.J.Kitley.a DE. THE EDUCATIONAL RECORD ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF PRIMARY EDUCATION Meeting of the Commission held in Quebec on August 28th, 1950 Pensions granted to male officers sixty years of age and over: Maurice E.Tolan, W.J.Hislop, William Chodat, Victorin Gingras, Edouard C.Piédalue, Joseph Emile Renaud, Ferdinand Crépeau, Ernest Lachapelle, Joseph-Emile Cossette, Elphège Lefebvre, Joseph Corriveau, J.E.Weatherbee, F.-Xavier Goupil, Hermas Lancour, E.Alexander Robinson, Stephen Humphries, Edouard Mondor, J.-A.-Eugène Dion, Alex.J.Clarke, Réal Carrier, Emile Serré, Honoré Baril, Harold Bott, Harry P.Lockhart.Pensions granted to female officers fifty-six years of age and over: Marie E.V.Beaulieu, Kathleen Terrill, Emérentienne Dassylva, Jane I.Norris, Isabel D.McIldowie, Muriel E.Oborne, Rose-Anna Poitras, Alexandrine Desrosiers, Diana Larouche, Jessie Allan, Marie-Anne Arseneau, Vida Marion Wilkins, Maria Robert, Helen D.Locke, Marie Boucher, Elizabeth R.Cairns, Violet Maud Wornall, Marie Alma Biron, Claudine Crippen, Naomi Ivall, Margaret Pendlebury, Ida Eleanor Allely, Laura M.Anderson, Ethel M.Pinel, Mavis B.Smith, Jennie Mabel Mills, Eva Genest, Helen K.Cliff, Gwendolyn E.Hamilton, Elizabeth McBurney, Margaret J.Catto, Mary E.Farnsworth, Mary H.Wright, Mary Ann Kelly, Angéline Tessier, Augustine Geoffrion, Ruth M.Sargeant, Olive Ward, Eleanor B.Stanley, Nora Eleanor Lindsay, Marie-Louise Ouellet, Mildred Alice Allan, Ruby M.Walsh, Jean Hawthorne, Flora Jean Ritchie, Millicent A.Dyke, Ellen A.Drysdale, Marie D.Paquette, May Beatrix Davis, Elise H.Boucher, Dorothy Hatton, Elizabeth A.Wright, Ethel Mary Griffith, Helen M.Buzzell, Clara Belle Boomhour, Alice Buzzell, Pearl R.Burrell, Laurette Lafreniére, Annie Macfarlane, Catherine N.Holland, Lily Hendry, M.Mildred Mackenzie, Evelyn R.Patton, Jessie H.King, Jean E.Guillet, Vera Vivian Reid, Mary Sutherland.Pensions granted to male officers under sixty years of age, for reasons of health: Joseph Hilarion Leroux, Joseph Plamondon, J.W.Brunt, Auguste Martel, Joseph A.Boivin, Alfred N.White, Raoul Laberge, Emile Saint-Denis, Joseph Walter Héroux, Francis G.Brasford, Henri Cadotte, Joseph Ludger Roy, Emilien St-Pierre, Emmanuel Robert, Ernest Boulanger, Gustave Morneau, J.-Adalbert Rossignol, Ernest Lépine, Gaston Hénault, Antonio Ayotte, Arthur Hétu, Gérard Arbour, Blaise Julien.Pensions granted to female officers under fifty-six years of age for reasons of health: Ethel McCarthy, Marie Alida Maheux, Elméria Lemire, Marie Anne Adé- line Roy, Simone Lafresnière, Marie Anne Corbeault, Marie Anne Vachon, Agnes Findlay, Margaret McClelland, Anita Valois, Marie-Louise Montpetit, Marie-Claire Gravel, Marie-Anna Bourret, Lucienne Larose, M.Marguerite D\u2019Amours, Lucienne Houle, Marguerite Morin, Germaine Tourigny, Rose- Alma Dumais, Mary Henry, Joséphine Leclerc, Marie Lucrèce Poissant, Aline Fleury, Béatrice Giroux, Annette Fournier, Noella Dion.The following officers will receive their pension when they have reached fifty-six years of age: M.Gertrude Macfarlane, Marie Roy, Sarah Doris Campbell, Marie-Berthe Lessard.RE oe = eS MINUTES OF THE ADMINISTRATIVE COMMISSION, PENSION FUND 181 The pension was granted for another year to the following officers who received a one-year pension during 1949: Jeanne Grand\u2019Maison, Arthur Lizotte, Juliana Lemieux, Rosa Schink, Ernestine Ouimet, H.C.Caley, Marie-Ange Archambault, Antonia Beaudoin, Alice Landry, Annie Isabel Munro, Célestine Laflamme, Marie Blanche Lizotte, Alexandrine Bédard, Germaine Vermette, Laurette Landry.The pension was refused in the cases of the following officers because they did not present medical certificates satisfactory to the Medical Controller of the Commission: Emélie Gagnon, Lucienne Hervieux, Alice Dubois (Mme Wellie Dubois).Requests for Reimbursement of Stoppages Granted: Alice Bibeault, Rhéal Bourcier, Joséphine Chouinard, Blanche Côté, Winni- fred Dean, Madeleine Fagnan, Alice Gagnon, Rose-Anna Roussel, Elizabeth Roy, Antoinette Tremblay, Frances Wallace, Margaret Adams, Irène Aldrich, Berthe Beaudoin, Elizabeth Bolduc, Louis Bouchard, Louis-Philippe Boulay, Hélène Bourassa, Rose-Alma Bourque, Bernadette de Champlain, Marie-Anne Denault, Fernande Desjarlais, Maria Fournier, Rosalie Gendron, Almaide Giasson, Grace Giroux, Marguerite Gratton, Gertrude Lévesque, Beryl Merrill, Simone Messier, Agnes Lona Mulvey, Annette Normand, Léonie Pelletier, Emilienne Plante, Marie-Gabrielle Potvin, Aurore Poulin, Jeanne Riendeau, Rolland Roy, Allan Smith, Berthe Simard, Alice Asselin, Emilienne Beauregard, Cécile Bernatchez, Janet Berry, Madeleine Bonin, Jeannette Caya, Julienne Charest, Eileen Deevy, Lillian Dumaresq, Berthe Lamer, Noélla Lapointe, Marie-Paule Richer, Maria Sincennes, Laura Thibaudeau, Anna-Marie Barriault, Madeleine Béliveau, Ruth Binning, Adele Boutin, Cécile Bricault, Louis Rae Brown, Suzanne Cadieux, Augustin Côté, Catherine Côté, Thérèse Dagenais, Rita Deschênes, Yvonne Deschênes, Yvonne Gagnon, Marie-Ange Gauthier, Julien Gibeau, Carmen Gingras, Hilda Blazebrook, Alda Larche, Denise Lefebvre, Yvonne Mercier, Louisette Paquet, Marie Gabrielle Plamondon, Claire Proulx, Antoinette Robert, Noëlla Sansregrets, Grace Taylor, Cécile Tremblay, Freeda Vernon, Marie-Blanche Arsenault, Alice Muriel Arthur, Simonne Barr, Thérèse Bastien, Bella Bélanger, Lucia Bélisle, Eva Béliveau, Marie-Julie Belles-Isles, Simonne Belzile, Hélène Boivin, Odélie Bouchard, Antoinette Boucher, Simonne Bourgault, Mary Ellen Boyland, Solange Brassard, Marie-Berthe Bujold, Marie- Jeanne Chouinard, Lucie Cyr, Bibiane Dion, Eva Bertha Favier, Ethel Fitzpatrick, Françoise Foley, Jeannette Forget, Annonciade Fortin, Berthe F ournier, C.W.C.Ginn, Germaine Godin, Georgette Hardy, Lillian Labrie, Claire Lazure, Simonne Lévesque, Margaret Luxton, Marie-Antoinette Mignault, Florianne Parent, Georgianna Parenteau, Bertha Riley, Alison Ross, Marie-Jeanne Ruest, Rita Sloan, Géraldine Trépanier.If we had paid no more attention to our plants than we have to our children, We would now be living in a jungle of weeds.Luther Burbank. THE EDUCATIONAL RECORD BOOK REVIEWS Two Sides to a Teacher\u2019s Desk, by Max S.Marshall, examines the point of view of both teacher and student of high school or college level.He looks with courage at the problems, suggesting that teachers should not read from notes but should feel out their audience and show that what they are saying may meet the needs of the day.He examines the goals of education, the techniques, some of the principles, the evaluation of the teaching, as well as the place of the student and the administrator.All is done in forthright fashion with sound common sense and occasional wit and humour.\u2018One group on most teaching staffs is perfectly sure that students are confused morons who have no idea what they want.\u201d \u201cImprovement must centre around the teachers.We cannot well change the children fed into the educational hopper every year\u201d.Published by the Macmillan Company, 284 pages, $3.50.Tidewater to Timberline, by Dan McGowan, is a description of the behaviour of many Canadian beasts of the field and fowls of the air, mostly in Alberta and British Columbia, though his travels took him across the country.Starting with a description of the dance of the Pinnated grouse, (prairie chicken), the author describes practically all the fowl of Canada and many of their habits.That cuckoos and cowbirds are all reared by foster parents will be news to many.Wolves and foxes have eyesight and sense of smell that make them good nocturnal prowlers.Fireflies and glow-worms do not need the daylight for travel.Many Canadians do not know that there are mountain lions (cougars) in Alberta and British Columbia, or that grizzly hears change from a vegetarian to a meat diet at the onset of winter.These are but samples of the interesting information with which this fascinating book is replete.Twelve pages of photographs by the author illustrate the verbal descriptions.Published by the Macmillan Company, 205 pages, $3.00.The Growth of Physical Science was written by Sir James Jeans, but was not published until after his death.The current second edition has been checked and clarified in parts by a number of reviewers.It is a most readable volume which shows how modern physical science has grown from the very beginning \u2014 mathematics, the rise of experimental science, the invention of the telescope, the spectroscope, etc.Science as it was in the dark ages, the withdrawal of opposition to science by the Church, the growth of Astronomy, the genius of Newton and his years of work at Cambridge and London are dealt with rather fully.Boyle\u2019s challenge of the existence of the elements earth, air, fire and water, the philosophy of Immanuel Kant, the interests and hobbies of Joseph Priestley and the discoveries of the greatest scientists are explained with a minimum of scientific and mathematical complexity.Published by the Macmillan Company, 364 pages, $3.25.New Ways to Better Meetings, by Bert and Francis Strauss, offers practical help for the conduct of meetings.Methods used by industry, social workers, and political organizations are introduced.\u2018Most traditional meetings turn into a debate among the articulate few.Their ideas and personalities stick up \u2014 like the peak of an iceberg.\u201d The author claims that the Rules of Order by H.M.Roberts \u201chave functioned for years to stymie meetings and have made the chairman a dictator.\u201d On the other hand, participation only \u201cwill release the untopped supply of energy and ideas.\u201d The plan advocated is to find ways in which all the abilities of the members will be used.The illustrations are particularly apt, such as \u201cDon\u2019t interrupt unless it\u2019s important\u201d, \u2018Meeting the challenge of a problem,\u201d \u201cThe temptation to enthrone the expert\u201d.Meetings would certainly be shorter, better conducted and more fruitful if the methods given were followed.Published by the Viking Press, 117 pages, $3.95.\u2018\u201c\u2018Australia and New Zealand\u201d, by William and Dorothy Irwin, is written for Grade VI or VII children.The language and style are very appropriate to the grades and the numerous illustrations add to the interest.Features of the book are descriptions of the wonderful birds and animals of these countries.\u2018\u2018\u2019Things to think and talk about\u201d are helps to the teacher following each chapter.\u201cFilling in the spaces\u2019 is an attempt to discover how well the pupil has read the text.Published by the Macmillan Company, New- York, 312 pages, $2.15.The Teaching of History, issued by the Incorporated Association of Assistant Masters in the Secondary Schools of England, is a review of the history which should be taught in view of the new problems that have arisen in schools during the past quarter century.Accepted traditions and institutions have been subjected to strain and criticism, educational psychology has become firmly established, radio and films have been introduced into schools and history is taught increasingly by specialists.The consequence is that practical guidance on the teaching of history is required, and this is given in the present book.The best aims of the teaching of history are sought.In this connection habits and attitude are important, one of the most substantial being that pleasure shall be gained from the reading.Another is that pupils must acquire some skill in understanding historical facts.Syllabi for different types of schools and ages of pupils are included as well as suggested methods of teaching.Published by the Macmillan Company, 222 pages, $2.50. BOOK REVIEWS 183 Family Meals and Hospitality, by Lewis, Peckham and Hovey, is intended for Household Science classes, and is designed particularly to help in planning, marketing, preparing and serving food.Numerous basic recipes are included in the text.Beginning with a chapter on the science of nutrition, the book includes chapters on each meal of the day as well as for entertaining and special meals.In addition to the recipes explained in the text there are 34 supplementary pages of recipes only.The illustrations are very practical, often appetite-whetting, and include several! in very artistic colours.The recommended daily dietary allowances and the tables of food analysis for all kinds of foods from almonds to yeast are very valuable.Any cook or student of Household Science will learn much from this book.Published by the Macmillan Company, 469 pages, $3.75.They Made America Great, by Edna McGuire, is a series of stories about the explorers, generals, missionaries, inventors and statesmen who have assisted in the growth of the United States.Intended for Grade V or VI, the book tells each story in simple language in five or six pages for each.Starting with Christopher Columbus, the tales include those concerning such women as Pocahontas, Jane Addams, Dolly Madison and Louisa May Alcott.Men such as Samuel Gompers, Bill Cody, and the Wright Brothers are included with leading characters like George Washington, Benjamin Franklin and Abraham Lincoln.The author succeeds in her desire to make the tales interesting.There are more than fifty illustrations, almost all in colour.Published by the Macmillan Company, 278 pages, $2.15.Real People is the title of a series of six pamphlets respectively entitled Queen¥Elizabeth, Joan of Arc, Prince Henry, Johann Gutenberg, Leonardo da Vinci, and Akbar§of India.All the books are written in simple language \u2014 for pupils of about grade IV or V.The facts given are the salient ones and the manner of writing simple, easy, direct, and interesting.Elizabeth, for example, is revealed as a beautiful hand-writer, a good musician, a writer of poetry and able to read Latin, Greek, Italian and French.Her character is painted as she was called, \u201cGood Queen Bess\u201d.Leonardo da Vinci was used to criticism.He wrote: \u201cConsider carefully whether he who finds fault with your work has a good reason for criticism.If you find that he is right correct your work\u201d.The accompanying illustrations are very appropriate.Published by Row, Peterson and Co., (Copp Clark, Agents), 36 pages in each pamphlet, 50 cents each paper, $1.50 cloth for the six pamphlets.Understanding Economics by Bagley and Perdew is intended to serve as a beginning text-book in Economics for senior high school students.Topics are presented in simple form with the emphasis upon our economic life in its human aspects.The text seeks to explain economic behaviour in terms of the broad principles that guide it.Organized in a logical manner it is divided into five parts \u2014 introduction, consumption, structure of the economic system, economy in action and economic problems.It includes statements of the superiority of democracy to other forms of social organization.Numerous photographs, diagrams and tables aid the student to understand the text.Study aids are added at the end of each chapter.The text is written in plain everyday language easily understood by the adolescent student.Such terms as proprietorship, partnership and corporations are developed through the hypothetical experiences of businessmen.Topics such as money, credit and the evolution of currency are presented in interesting fashion.Published by the Macmillan Company, 528 pages, $3.30.Fisher\u2019s Ghost and other Essays by L.A.Triebel, is a series of 44 essays on topics of all kinds.That on Stephen Leacock will appeal to Canadians.In it, however, Triebel discusses humour rather than Leacock.He pays him two compliments, \u201cLeacock saw that our little life, incongruous and vain, is rounded with a smile\u201d and \u2018Humour was for Stephen Leacock not the lower level of the literary field \u2014 such humour lies around the summits of its highest range.\u201d Many people will like to read his accounts of George Herbert, Christina Rosetti, Conan Doyle, Newbolt and John Masefield.They will learn much from \u201cThe Australian Touch,\u201d \u201cThe Young Anzac\u2019, \u2018\u2018Australian Pageant Play\u2019 and \u2018\u2018Peron and Tasmania.\u201d The essays are written in scholarly fashion but with an easy flow that gives pleasure and induces one to continue to read on.Published by F.M.Cheshire, Melbourne and London, 208 pages, 12/6.Here We Come, by Gates and Bartlett, is a coloured picture book that introduces perhaps only fifty words but does so in a manner that cannot fail to appeal to the beginner.The emphasis is on observation and there are opportunities for cutting out, drawing and coloring.Published by the Macmillan Company, 64 pages, 60 cents.Ted and Sally, by Gates, Huber and Salisbury, is a basal reader containing 81 words, those in the basal Pre-Primer \u201cSplash and Tuffy\u201d being repeated here.The stories are those which delight children \u2014 tales of rides in a wagon, a play house, a farm and the animals there.The illustrations are profuse and in the Walt Disney style that children love.Published by the Macmillan Company, 144 pages, $1.25.On Four Feet, by Gates, Huber and Salisbury, is a preparatory reader in which new words are always introduced with emphasis on the meaning.The meaning is suggested by an accompanying illustration and by the context in which it appears.New words are repeated frequently.These are followed by review pages and test material.Diagnosis HR EE PEER PEN ES EN TETE 184 THE EDUCATIONAL RECORD of difficulties is thus rendered easy.Follow up activities are introduced for fixation purposes.Dogs and cats of course lead off and play a prominent part throughout, but visits to the zoo and the farm take place.The illustrations are novel in many cases and are of great child appeal.They can easily be used for coloring purposes.Published by the Macmillan Company, 128 pages, 55 cents, paper cover.The Basal First Reader, with the same title, uses the words of the preparatory book and the basal pre-primers in a much more formal manner.Beautifully illustrated and with appealing topies the book is certain to meet with success.159 pages, $1.40.Two Boys and A Tree, by Gates, Huber and Salisbury, is a supplementary reader of the Macmillan Reading Series.Designed for use following \u201cOn Four Feet\u2019 1t employs the 235 words of the basal first reader as well as 26 new ones.Like its predecessor, it deals with ideas of child appeal, and its four colour illustrations are works of art.A complete list of words used in the book is inserted.Published by the Macmillan Company, 128 pages, $1.35.Tusker Tales, by Mollie Chappell, is the story of a baby elephant.Described almost as a human being, Tusker, when ordered to clean his teeth, runs away from home.He plans a birthday party for his grandfather, who is a hundred years old for \u201cwhen people are very old they like a fuss made of them as much as when they are very young.\u201d The habits of many animals of the forest are described, the monkey, giraffe, crocodile, hippopotamus, mongoose, leopard.The book will be very interesting for children from 5 to 10.Published by E.J.Arnold and Son, Limited, (Macmillan Company, Agents) 64 pages, paper cover, 0.35.School Friends, by Lois G.Nemee, is a social studies primer that uses 127 words, 91 per cent being in the first 500 words in Gates\u2019 A Reading Vocabulary for the Primary Grades.The emphasis of the book is on helping, playing and working together.The illustrations in the book are numerous, those in colour being particularly good.Published by the Macmillan Company, 85 pages, $1.55.Spelling Magic, by Kottmeyer and Lambader, is written for children in the upper elementary grades.Intended as a supplementary reader, the book makes use of certain phonetic generalizations.Associations are thus encouraged between the printed symbols and the language sounds.In addition, pupils form the habit of looking at words in a discriminating manner, noting similarities and differences.A main purpose of the book is to give pupils those phonetic generalizations which would not normally be developed without some such aid.The illustrations are good, have child appeal and follow the theme of \u201cmagic\u201d.Published by the Webster Publishing Company.(Longmans Green, Agents), 62 pages, 55 cents.Learning Why, by Downing, Freeman, Lacy and Tippett, is intended for Grade III.Built around science, it suggests that children wonder why, see why, learn why, explain, discover and understand.The first part deals with science in school \u2014 plants and animals, air, water, heat, the thermometer, pencil sharpener, window shades, rocks, work benches and tools.Living things are the subject of the next chapter.Animals, plants fish, insects, plants, flowers are dealt with in turn.Experiments are introduced on heat.Electricity and inventions follow.The formal Reader of yesteryear cannot compare for interest value or thought provoking qualities with thisone.Published by John C.Winston Company, 219 pages, $1.95.Poems of the War Years is an anthology by Maurice Wollman.Though written during the war not all the poems concern war but many reflect the martial spirit.Many of the poems of the great contemporaries are inserted.Among them are to be found poems by W.H.Auden, Laurence Binyon, Walter de la Mare, Wilfrid Gibson, Robert Graves, John Masefield, Siegfried Sassoon, Edith Sitwell and W.B.Yeats.Though there are poems written by authors born in India and Natal, none emanates from Canada.The book contains many charming poems.\u201cWhat Then?\u2019 adds to the lustre of Yeats, \u201cHeart\u2019s Song\u201d by Richard Spender is very good and \u201cAs I Walked Out One Iivening\u201d by W.H.Auden will live for some time.Some young writers like Diana James should be encouraged.Notes, questions on the poems and biographies add to the value of the collection.Published by the Macmillan Company, 326 pages, $1.00.The Centennial Story of the Board of Education of Toronto, 1850-1950, is one of the growing number of histories of Education in Canada.This one has been carefully compiled by the staffs of the Toronto Board of Education under the scholarly direction of Dr.E.A.Hardy.It describes the struggle for free education and for compulsory education in Toronto.Primitive conditions and the frugal school programmes of the past are contrasted with the generous provisions made and the extensive options offered for the education of children today.In addition to the historical writing much of the value of the book consists in the exclusive collection of portraits of men and women who have participated in the development of the schools.Eight coloured pictures by artists who have frequented Toronto schools either as pupils or teachers are added.The printing of the book was financed by the chartered banks of Canada.Published by Thomas Nelson and Sons, 306 pages, $3.50. MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 185 MINUTES OF THE FEBRUARY MEETING OF THE PROTESTANT COMMITTEE Offices of the Montreal Protestant Central School Board, Friday, February 23rd, 1951.On which day was held the regular quarterly meeting of the Protestant Committee of the Council of Education.Present: Dr.G.G.D.Kilpatrick, in the Chair, Mr.R.Eric Fisher, Dr.R.H.Stevenson, Dr.C.L.Brown, Mr.Leslie N.Buzzell, Dr.F.Cyril James, Mr.George Y.Deacon, Mr.Harry W.Jones, Dr.S.E.McDowell, Mrs.T.P.Ross, Dr.W.Q.Stobo, Mr.W.E.Dunton, Hon.C.D.French, Mr.John P.Rowat, Mr.John G.Rennie, Mrs.A.Stalker, Mr.T.M.Dick, Mrs.Roswell Thomson, Dr.J.S.Astbury, Professor D.C.Munroe, Mr.K.H.Oxley and the Secretary.Dr.Sinclair Laird was present by invitation.Apologies for absence were received from Mr.Howard Murray, Senator C.B.Howard, Rt.Rev.John Dixon, Hon.G.B.Foster, Dr.W.L.Shurtleff and the Superintendent of Education.On the motion of Professor Munroe, seconded by Mr.Rowat, it was resolved that the last paragraph on page three of the minutes of the meeting of November 24th, 1950, be struck out.The minutes of the previous meeting as amended were then approved on the motion of Dr.James.The report of the Director of Protestant Education contained the following information: (1) Dr.W.L.Shurtleff has completed fifty years as an associate member of the Protestant Committee.(2) New school buildings are to be opened shortly at Ste.Agathe, Town of Mount Royal, Lachine (Summerlea) and Valois.(3) The number of students registered in Grade XII has dropped to 233 for the current session.(4) The census of school children outside the Greater Montreal School Board area has decreased from 45,004 in 1940-41 to 32,118 in 1949-1950.(5) The cost of room and board at Macdonald College next session will be increased from $335 to $385 and for summer school from $9.00 to $10.50 per week.(6) The municipalities of Granby, St.Jerome Ville, St.Raymond, Ste.Anne de Beaupré, Thetford Mines, Megantic, Val d\u2019Or, Plessisville and Victoriaville have presented bills to the Legislature seeking authorization to levy a one per cent educational sales tax.At present Montreal, Quebec, and Sherbrooke have this authority.(7) Several bills affecting legislation were before the present session of the Legislature including amendments to sections 17, 74, 112, 138, 151, 204, 221, and 243 of the Education Act, the Act 15 George V, chapter 45, the Act 32 Victoria, Chapter 16, and the Act 21 George V, chapter 63.(8) À new edition of the Education Act has been published in which new court decisions have been incorporated.(9) Nine school boards are now paying salaries to Board members by authority of the Legislature.The report was received on the motion of Dr.James seconded by Mr.Jones.A letter was presented from Dr.W.L.Shurtleff resigning as an associate member of the Protestant Committee.The Chairman then presented a resolution to be incorporated in the minutes as follows: THE EDUCATIONAL RECORD The members of the Protestant Committee of the Council of Education of the Province of Quebec have received the resignation from the Committee of Dr.W.L.Shurtleff with deepest regret.The record of his service to Protestant Education is unique.For the long period of fifty years he gave his gifts of mind and spirit to the cause with untiring zeal and unswerving loyalty.To the problems of policy and administration he brought the incisive judgment, the insight and the wisdom which his legal training and knowledge of life and of men have given him.The Committee are therefore debtors not alone for what he has done for us but also for what he has been to us.In the days to come it is not only the wise counsellor we shall miss but also the true friend whose spirit and bearing in all relationships have shown us what it is to be a great citizen and a Christian gentleman.Though there be no public recognition of his labours, no material return for these fifty years of service, we believe that Dr.Shurtleff has received, in greater measure than most, the reward which is theirs who invest their lives for the good of others.It 1s our hope that Dr.Shurtleff may be spared to us to be in old age what he has always been, an example and inspiration to all who have known him.Through us speaks the gratitude of all citizens who love this land and who believe that in its youth is its wealth and its hope.The resolution was adopted unanimously and it was decided that it should be engrossed and a copy presented to Dr.Shurtleff.It was proposed by Dr.James and seconded by Mr.Jones that the Chair be charged with the appointment of a nominating committee which should report at the next meeting the name of a candidate to succeed Dr.Shurtleff as an associate member of the Committee and that the reference from the November meeting regarding membership on the Committee from the Provincial Association of Protestant School Boards and the Quebec Federation of Home and School Associations be referred to that committee for study and report at the next meeting.An amendment was proposed by Mr.Buzzell seconded by Mrs.Thomson that this committee should be a permanent one which would give advice to the Lieutenant-Governor in Council regarding future nominees for membership on the Council of Education and in addition act in an advisory capacity in thisrespect.The amendment was lost and the original motion carried.| A resolution was read from the Protestant Board of School Commissioners of Asbestos-Danville-Shipton asking that the new composite school be called | the Asbestos-Danville-Shipton High School.On the motion of Dr.Stevenson seconded by Mrs.Ross the request was granted in accordance with Regulation | 39 of the Regulations of the Protestant Committee.The sub-committee appointed to make suggestions for membership on the Teachers Training Committee for a period of three years recommended the : following: Dr.G.G.D.Kilpatrick, Dr.J.S.Astbury, Mr.W.E.Dunton, and | Mr.T.M.Dick.On the motion of Mr.Oxley seconded by Mrs.Ross the recom- | mendations were approved.; On the motion of Mr.Munroe seconded by Mr.Dick the following persons | were named as members of the High School Leaving Board in addition to those | appointed at the previous meeting: Miss Evelyn Eaton, Professor C.Wayne Hall, Professor D.C.Munroe, Mr.O.B.Rexford, and Inspector H.G.Young. MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 187 After the request for a grant for travelling libraries had been discussed it was proposed by Dr.James seconded by Mr.Rowat that the grant be $500 for 1949-1950 and the same amount for 1950-1951.Carried.Dr.James promised to secure a report from the librarian to be presented at the May meeting regarding the number of books in the library and the circulation among the schools.On the motion of Mr.Rowat the following persons were appointed as examiners for 1951: High School Leaving Examinations: English Composition : Mr.J.G.S.Brash; English Literature: Miss Ruth M.Low; French and Non-Specialist French: Mr.C.T.Teakle; History: Mr.E.C.Woodley; Chemistry: Mr.W.J.Sargeant; Physics: Mr.L.Unsworth; Biology: Dr.Stuart Pady; Geography: Dr.F.K.Hare; Elementary Algebra: Mr.J.D.Campbell; Geometry: Professor A.V.Richardson; Latin: Prof.C.H.Carruthers; Extra English: Miss E.Nelson; Intermediate Algebra: Mr.R.A.Patterson; Trigonometry: Prof.H.Tate; Bookkeeping: Prof.D.R.Patton; Household Science: Miss F.I.Honey; Type- witing and Office Practice, Stenography and Secretarial Practice: Mr.W.E.Black; Spanish: Mrs.R.E.Henry; Music: Dr.F.K.Hanson; Art, Courses A and C: Mr.Norman Crawford; Art, Course B: Miss Anne Savage; Instrumental Music: Mr.R.de H.Tupper; Industrial Arts: Mr.R.L.Guild; Agriculture: Prof.H.A.Steppler; German and Greek: McGill University papers.Senior High School Leaving Examinations: English Composition: Dr.E.Owen; English Literature: Prof.J.Gray; Extra English: Dr.E.Owen; French: Mr.C.T.Teakle; History: Mr.G.F.Henderson; Latin: Mr.J.D.Lawley; Chemistry: Prof.R.K.Holcomb; Physics: Dr.Wm.Rowles; Biology: Dr.E.O.Callen; Algebra, Course I: Mr.R.A.Patterson; Analytical Geometry, Course II, Trigonometry, Courses I and II: Prof.H.Tate; Art: Miss Anne Savage.Assistant Examiners: Mr.G.Brown, Miss Helena Keith, Mrs.Louise McCuaig, Mr.E.W.Caron, Mr.G.K.Gregg, Mr.C.G.Hewson, Miss A.E.McMonagle, Mr.C.N.James, Mr.E.Storr, Miss M.Edith Baker, Miss Alice E.Miller, and Prof.E.Rosenthall.A recommendation was considered from the Teachers Training Committee that a new class be opened in the School for Teachers permitting teachers training for the Intermediate Diploma to enter with the status demanded of candidates for entrance to the Elementary class but to stay for two years, receiving their Intermediate certificates at the end of the two-year course, this to be alternative to the present conditions for admission to training for the Intermediate diploma.The recommendation was approved on the motion of Dr.James seconded by Mr.Dunton with the further recommendation that the Lieutenant-Governor in Council be asked subsequently to amend the Regulations in order to establish this procedure as an alternative method of entering the Intermediate class.The report of the Education Sub-Committee contained the following recommendations: 1.That the report of the General Science Sub-Committee be referred back to the P.A.P.T.Science Committee with the recommendation that it consider suggesting an arrangement of the course on the basis of 100 marks, the content to be the knowledge that the man on the street will need in General Science. 188 THE EDUCATIONAL RECORD 2.That the revised edition of Biology for You be authorized for Grades X and XI for 1951-1952.However, it was decided that the old edition should remain as an alternative text for Grade XI for 1951-1952.3.That the revised edition of College Physics be authorized for next September to replace the old edition; further that a new Committee be appointed consisting of Dr.E.R.Pounder (Chairman), Mr.Leonard Unsworth, Mr.Fdward Storr, Mr.G.H.Heslam, and Mr.K.H.Oxley to draw up a syllabus for Grade XII Physics covering no more than two-thirds of the present course.4.That the report of the special French Sub-Committee be adopted and that a new textbook in French be written for Grade X.This course will be mimeographed and distributed to the schools by the Department of Education for the opening of the session in September next.In the meantime notice should be given to the publishers that the present texts will be removed from the course for Grades X and XI at the end of the current session.It was also resolved that there would be no objection from this Committee if Mr.C.T.Teakle makes alterations in grammar in the Grade XI course.5.That the request of the French Sub-Committee for permission to remove the following texts now authorized be granted from September, 1952, and that notice be given now to the publishers and school boards: L\u2019Aventure de Ted Bopp, La Mission de Slim Kerrigan, Le Trésor du Vieux Siegneur, Le Voyage de Monsieur Perrichon, Quatre Contes Choisis, L\u2019 Aventure de Jacques Gérard, and L\u2019Evasion du Duc de Beaufort.6.That a new Latin Committee be appointed by the Chairman of the Sub-Committee and the Director of Protestant Education to consider replacing Essential Latin by Living Latin, the Committee to include Dr.Sinclair Laird as Chairman and Dr.J.S.Astbury.7.That the new edition of Mastering Effective English be authorized at $2.00 per volume to replace the old edition of this text, and that it be introduced into Grade X in September, 1951, Grade XI in 1952 and Grade XII in 1953.8.That Shaw\u2019s St.Joan replace Drinkwater\u2019s Oliver Cromwell for Grade XI beginning in September next and that a memorandum be written in the Handbook for Teachers that it is the play which is to be taught.9.That Dent\u2019s Canadian School Atlas be authorized for next year at $1.45 in the hard covers and that notice be served upon the publishers that the Clarion Atlas will be removed from the authorized list after June, 1953.10.That the North American edition of The World by Stamp and Kimble replace Stamp\u2019s The World in Grade X in 1951-1952 and in Grade XI in 1952- 1953.11.That Ginn and Company be informed that the Frye-Gammell text will be removed from the authorized list next September and that Mr.Thomas Sommerville be informed that the Protestant Committee will be willing to consider at the May meeting any recommendation that the Curriculum Council of the Montreal Protestant Central Board might be able to make concerning a suitable geography textbook for Grades VI and VII.12.That after considering the request of Mr.Thomas Sommerville permission be given to the Montreal schools to continue for one year the use of Study Arithmetics for Grades III-VII on the condition that a sufficient number \u2014 mp MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 189 of Living Arithmetics be purchased by the Montreal Protestant Central School Board to enable a suitable experiment to be made in every school with the purpose of determining the comparative worth of Study Arithmetics and Living Arithmetics.13.\"That a statement be introduced into the Handbook that the new course of study in North American Literature will have a different purpose from the old course in Extra English.14.That the new course be authorized in North American Literature for Grades VIII and IX as follows: GRADE VIII: 1.Prose and Poetry Adventures.2.At least four of the following: The Grey Adventurer, by Geoffrey Trease, The Book of Small, by Emily Carr, Ranger, by C.S.Strong, Nezghbours Unknown, by C.G.D.Roberts, Tom Sawyer, by Mark Twain, My Friend Flicka, by Mary O\u2019Hara, Little Women, by L.M.Alcott, Glengarry Schooldays, by Ralph Connor.GRADE IX: 1.Prose and Poetry for Enjoyment.2.The Voice of Canada, by A.M.Stephen.3.At least three of the following: Seven Beaver Skins, by Erik Berry, The Higher Hill, by Grace Campbell, Where The High Winds Blow, by Bruce Campbell, Son of The Hawk, by Thomas Raddell, Dr.G.Washington Carver, by Graham and Lipscomb, The Yearling, by Marjorie Rawlings, Uncle Tom\u2019s Cabin, by H.B.Stowe, The Golden Dog, by William Kirby.15.That in the English Literature course Masefield\u2019s Jim Davis be authorized for Grade VIII to replace Roberts\u2019 Neighbours Unknown and John Buchan\u2019s Greenmantle for Grade X to replace Kirby's Golden Dog.16.That the Department of English at McGill University be approached by the Chairman of the Sub-Committee, the Director, and Mr.Oxley to see if Extra English in the new form contemplated will be accepted by the University as a subject for admission equal to English Literature.17.That the report of the Montreal Protestant Central School Board regarding the B course for Grades VIII-X be received and agreed upon in principle; that a request be made to the Montreal Central School Board for outlines of the full courses; that the Sub-Committee will be pleased to receive further information as to the development of the experiment and particularly to receive information as to how the introduction of this course enables the pupils in the regular classes to keep up a good standard; that the Chairman, Mr.Munroe and the Director follow the experiment and report to the Committee in due course on the developments that may arise.18.That New Pathways in Science be removed from the course of study from Grades I-VII at the end of the current year and be replaced as an authorized text in September next by The Wonderworld of Science.19.That the report of the special committee on English be adopted and the fifty-one new titles authorized as follows: SUPPLEMENTARY READERS: Pre-Primers: Ginn: My Little Red Story Book, My Little Green Story Book, My Little Blue Story Book; Macmillan: Come and Ride, This is Fun; Winston: Mac and Muff, The Twins, Tom and Don, Going to School; Copp Clark: Skip Along, Under the Sky, Open the Door, High on the Hill.Primers: Ginn: The Little White House; Macmillan: Tags and Twinkle; Winston: At Play; Copp Clark: New Day in and Day Out; Clarke Irwin: On the Way to Storyland: THE EDUCATIONAL RECORD Book One Level: Ginn: On Cherry Street; Macmillan: Good Times on Our Street; Winston: I Know a Secret; Copp Clark: New Round About and I Know a Story.Grade II: Ginn: We Are Neighbours, Around the Corner; Macmillan: Friends and Workers; Winston: Along the Way; Copp Clark: New Friendly Village, It Happened One Day.Grade III: Ginn: Finding New Neighbours, Friends Far and Near; Macmillan: On Longer Trails; Winston: Faraway Ports; Copp Clark: New If I Were Going, After the Sun Sets; Clarke Irwin: Children Everywhere; Gage: Tall Tales.SOCIAL STUDIES READERS: Grade I: Gage: Peter\u2019s Family, Hello David; Ginn: Stories About Linda and Lee; Macmillan: Living Together At Home and at School; Winston: Nancy's World.Grade II: Gage: Some Day Soon; Ginn: Stories About Sally; Macmillan: Living Together in Toun and Country; Winston: Tom\u2019s Town.Grade III: Gage: New Centerville; Ginn: Your Town and Mine; Winston: Other Places.HEALTH READERS: Grade I: Gage: Good Times with our Friends.Grade II: Gage: Three Friends.Grade III: Gage: Five in the Family.20.That the authorization of the syllabus in Social Studies, approved last November, be re-affirmed for Grades I-IV and that the authorization of the course be granted.21.That at the end of the current session the Quance Speller (1932 edition) be replaced by the following three series for Grades II-VIII: (1) The Canadian Speller revised by Quance at a total cost of $4.45; (2) The Canadian edition of the revised Pupils Own Vocabulary Speller at a total cost of $4.85; (3) The revised Canadian edition of My Speller at a total cost of $4.90.22.That further information be received concerning the report of the committee on Elementary English Literature and that it be brought before the Protestant Committee next May.23.That further inquiry be made concerning the request of the Quebec Federation of Home and School Associations for special film showings in theatres for children.24.That the following increases in prices be granted: Kingsway Histories \u2014 Book I from $1.05 to $1.20, Book II from $1.35 to $1.50; Poems Chiefly Narrative from 75e.to 80c.; Using our Language \u2014 Grade VI from $1.20 to $1.25.25.That Frayn\u2019s Practical Geometry and Perspective Projection, being out of print, should soon be replaced by The Technical Drawing Course, named Course C and that the publishers be informed accordingly.The recommendations were adopted on the motion of Mr.Dick seconded by Mr.Oxley.On the motion of Dr.Astbury seconded by Dr.Stevenson the report of the Sub-Committee on Effective Living was adopted.Arising out of the report of the Committee the following recommendations were adopted: 1.That the MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 191 Quebec Federation of Home and School Associations should be commended for initiating its programme of Study Groups for the discussion of child development.2.That Professor Munroe and the Director of Protestant Education should explore the possibility of offering a course or courses in Child Development and Family Living at the Summer School for Teachers, such courses if offered to be made available to members of Home and School Associations who might wish to attend.3.That the Sub-Committee should continue its study of the problem.The report of the Finance Committee contained the following information: (1) That the revenues for Protestant schools exclusive of those coming under the jurisdiction of the Montreal Protestant Central School Board to June 30th, 1950, were $4,380,000 and the expenditures $4,390,000.(2) That the valuation of Protestant real estate exclusive of Montreal approximated $117,000,000, and the average tax rate was about $1.28 per $100.(3) That 25,294 students were enrolled in these schools.(4) That the teachers with recognized Provincial certificates in extra-Montreal schools numbered 828; those with qualifications from other provinces, 108; and those teaching on permit, 176; a total of 1,112.The Sub-Committee presented the following resolution: An analysis of the accounts of the schools for the year ended June 30th, 1950 leads to the conclusion that the accounting methods of School Boards might be improved in order to secure greater uniformity and clarification, and that this committee proposes in the near future to discuss this and other matters of common interest with the Executive Committee of the Provincial Association of Protestant School Boards.The report was received and the resolution adopted on the motion of Mr.Buzzell seconded by Mr.Jones.The Secretary was asked to convey appreciation to Inspector-General E.S.Giles for the work that he had done in compiling these statistics.On behalf of the Legislative Sub-Committee Dr James proposed and Mr.Dick seconded the following recommendations: (1) That Regulation 3 of the Regulations of the Protestant Committee be amended by adding the following words after \u2018\u2018yearly\u2019\u2019: \u201cprovided that the teacher concerned actually attends the sessions of the Association after giving notice in writing to the School Board\u201d.(2) That the Inspector-General be asked to prepare a more elaborate statement for the invigilators of the Departmental examinations.The first recommendation was lost, but the report of the Inspector-General is to be brought before the Legislative Committee.The report also contained the information that the Royal Trust Company is checking every fifth item in the Warnock Report and expects to be able to forward a report of its own shortly concerning the protest of the Greenfield Park School Board against the increase in tax rates imposed by the Chambly County Protestant Central School Board.The report as amended was received.On behalf of the Sub-Committee appointed to consider ways and means of closer cooperation in the administration of Protestant Education, the Chairman reported progress.He said that the Committee is reviewing its assignment and determining ways and means of effectively carrying it out.The Secretary was asked to convey the felicitations of the Protestant Committee to the Superintendent of Education on his being awarded the honorary degree of Doctor of Pedagogy by Laval University. THE EDUCATIONAL RECORD An invitation was read from the Asbestos-Danville-Shipton School Board asking that the Committee hold the September meeting in the new High School.On the motion of Dr.James seconded by Mr.French the invitation was accepted.There being no further business the meeting then adjourned to reconvene in May at the call of the Chair.W.P.PrreivaL, G.G.D.KILPATRICK, Secretary.Chairman.THE REMUNERATION OF TEACHERS The desire of possessing efficient Schools, cannot but create a disposition to remunerate Teachers more liberally, and, from the moment that an adequate salary will be attached to the situation, viz: a salary sufficient to place the Teacher in that position in society, which the discharge of the high functions intrusted to him entitles him to occupy, a sufficient number with the necessary qualifications for all needful purposes, will undoubtedly be found.With regard to the Teacher's salary, I may say, that I have, at all times, represented to the Commissioners, and to the parties assessed, that they could not use too great exertions nor submit to too great sacrifices, in order to raise such salary to an adequate remuneration.From the Report of the Superintendent of Education, dated September 8th, 1852.Books are keys to wisdom\u2019s treasure, Books are gates to lands of pleasure, Books are paths that upward lead, Books are friends \u2014 come let us read.Emilie Poulsson, PARABLE There is a little near-parable in a book by Chapman and Counts, which, perhaps better than anything else, clarifies the task which child-training must do if the boys and girls of our society are going to be truly educated.It goes like this: \u201cGreeting his pupils, the master asked: \u2018What would you learn of me ?\u2019 How shall we care for our bodies?How shall we rear our children?How shall we work together?How shall we play?How shall we live with our fellowman?And for what ends shall we live?And the master pondered these words, and sorrow was in his heart, for his own learning touched not these things.\u201d Canadian Home and School. EMIGRÉ His saplings were uprooted lying low, After a night of wind and lashing rain, But in kind soil transplanted, they would grow Sturdy like him who had experienced pain.The pasture would need fencing and the barn Should be repaired to house the cows and mare, The bolt too must be tightened so no harm Could come to trusting creatures in his care.The sky is friendly, sweet the curving stream And good the labor of his calloused hand, Old sorrows fade away like a lost dream, Now all his future is bound up in land.His heart is gladdened as he turns and sees The sunlight lingering in his apple trees.Ruby Friedman.EE Ki I) RE i A a \u2026 Di, Qi 5x ve CE SRT LL pa = PÈRES ange oo #7 Ei # & 5 À 7 = 7 = % a ER se 4 ; 53 4 Re oF ts ca 4e Be 17 eS Be i Pan ste / 2 du 2 i 2e i 2 5 7 ca i Sk Br # .EES BER =.a Zi RS 7 Ny £5 = ;.2 ae Ge x 2 2 = ox #5, se ne SHARE a 5086 SUMMERLEA ELEMENTARY SCHOOL "]