The educational record of the province of Quebec, 1 janvier 1945, Janvier- Mars

[" pp Co aaa og ges ex Se a So Et PSE ES peste Fe = ir A, ES a er ~ RSS SE SES = SE : >, rs > LE: Ee 5 = _ : 5 Sou = 7 A | % Es ES » ee Aa | ES 5 Lo 4 o& = HER y pie 2 @ x $ { van ê , *N Fr $ aN MARCH, 1945 + *¥ + DN IN : PUBLISHED QUARTERLY a - x | = [2 = ' >.SN .au oi I Sn = 3X a 5; Ci LV mu er = e æ AFT Bg CC) NR N 3e D JANUARY A #x75 Le 8B vv, 3 Su Quebec i pho Ÿ NS SM = $ = | + Re = .S nisin X N ey WH ] Na \u2026 .- ï N NR = Nn ot XN >, RD = onumer \u2014 RE e z fs Lg An 1 : S Ni ac aN us | - IN 3 a E 3 oN #4 0 D : k RN a Nn Cd S NS.| nN \"0 = OF THE T | A S Na vc S S DN NS 4 , > .= \u2014 .Où nN = Li = \u201c N Ne S NN RECORD a = Gi { = .= .Sa a NN 5 + A + : 0 , XN Br PROVINCE OF QUEBEC ès & 1 a Alf R - NN S E = = EDUCATIONAL se \u201can a No Sa = S = RN § .Wa wl \\ - EE \u2014 ei XI, S à L AR .+ 13 .Bin PS = x ar 4 $ + È me 2 5 2.8 Vol =» : x 2 A es PN & (E F 3 nn 1 iy i s Lf à.| 1 i = 3 A SOLDIER\u2014HIS PRAYER (This anonymous poem was blown by the wind into a slit trench at El Agheila during a heavy bombardment.) Stay with me, God.The night is dark, The night is cold: my little spark Of courage dies.The night is long; Be with me, God, and make me strong.I love a game.I love a fight.I hate the dark; I love the light.I love my child; I love my wife.I am no coward.I love Life.Life with its change of mood and shade.I want to live.I\u2019m not afraid, But me and mine are hard to part; Oh, unknown God, lift up my heart.You stilled the waters at Dunkirk And saved Your Servants.All your work Is wonderful, dear God.You strode Before us down that dreadful road.We were alone, and hope had fled; We loved our country and our dead, And could not shame them; so we stayed The course, and were not much afraid.Dear God, that nightmare road! And then That sea! We got there\u2014we were men.My eyes were blind, my feet were torn, My soul sang like a bird at dawn! I knew that death is but a door, I knew what we were fighting for; Peace for the kids, our brothers freed, A kinder world, a cleaner breed.I'm but the son my mother bore, A simple man, and nothing more.But\u2014God of strength and gentleness, Be pleased to make me nothing less.Help me, O God, when Death is near To mock the haggard face of fear, That when I fall\u2014if fall I must\u2014 My soul may triumph in the Dust.Oxford University Press. THE EDUCATIONAL RECORD January-March, 1945 CONTENTS Editorial .1222111 000 LL LL La a ea A Aa a ae ee aa a 4 ee a a a a en ea 0 What is the Character of Canadian Poetry?.W.P.Percival Theodore Goodridge Roberts: His Prose and Poetry.Alfred G.Bailey Health in the School .Mary J.Ritchie Geography in the High School .M.Edith Baker What is Music Appreciation?.Arthur H.Egerton Possibilities of Teaching Languages, Especially French, Through the Radio .R.S.Lambert Radio\u2014the Fourth \u201cR\u201d in Education .Shulamis Yelin Is Guidance a Dream or a Reality?.H.R.Beattie Origin of the Names of Some of the Protestant Municipalities in the Province of Quebec _ RS E.C.Woodley Secondary School Examination Timetable\u2014June 1945 .Grade X June Examinations\u20141944 .oie Book Reviews .oii ee Minutes of the October Meeting of the Protestant Committee .17 23 32 36 È 48 53 55 59 61 THE EDUCATIONAL RECORD À quarterly journal in the interest of the Protestant Schools of the Province of Quebec, and the medium through which the proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Minutes and Official Announcements.W.P.Percival, Editor, Department of Education, Quebec.Vol.LXI MONTREAL, JANUARY-MARCH, 1945 No.1 EDITORIAL THE SCHOOLS AND INTERNATIONAL COOPERATION Thoughtful people in the United Nations today are looking toward the future with undisguised concern.In order to preserve their freedom for development along democratic lines, they have been engaged for over five years in the most frightful and wasteful struggle in history.They wonder, when peace comes, if the United Nations will be ready to take the forward steps that should follow.The most vital factor in the shaping of the new world, which we hope will take form after the last shot has been fired, is cooperation.Will the ties forged in the war bear the strain of peace or will the nations that have fought together so nobly fall apart and seek only their self-interest?If selfishness and a lack of cooperation dominate international relations the seeds of another war will find fruitful soil.Many persons and organizations are now advocating a study of world fellowship that centres upon the project of devising a United Nations\u2019 symbol or flag which will express the idea of cooperation.They are also formulating activities for all school pupils that will tend to create an interest in international cooperation, with the United Nations setting an example.The schools can and should do much to lead youth to an understanding of the causes of war and the problems of peace.Teachers should explain the principles of the Atlantic Charter, the Dumbarton Oaks proposals, the purposes of the United Nations Relief and Rehabilitation Administration, and other outstanding projects.Pupils should learn that the happiness of the world lies in finding means for the different nations to live in peace and harmony with one another and that war leads to misery and ruin.They must therefore strive to be tolerant of the wishes of other people and to feel that all race and language cries raised for the purpose of breeding friction among nations are the forerunners of destruction.People who have goodwill in their hearts can lead the world towards the road where love and brotherhood dwell. WHAT IS THE CHARACTER OF CANADIAN POETRY?WHAT IS THE CHARACTER OF CANADIAN POETRY?* In \u201cWinnie the Pooh,\u201d Christopher Robin says: \u201cWe're going on an expedition, we're going to discover the North Pole.\u201d \u201cWhat is the North Pole?\u201d asked Pooh.\u201cIt\u2019s just a thing you discover\u201d said Christopher Robin carelessly, not being quite sure himself.It is my purpose to go on a voyage of discovery, to think of some of the English poets and their works, think of what has made British poetry great and, by this means, try to find something of the character of Canadian poetry.We shall not be able to make the complete discovery in the course of this short paper, but we shall at least go on an expedition.En route we may blaze a trail that others will follow leading to a goal as necessary for direction in connection with Canadian poetry as the North Pole is for direction on the earth.Lord Durham created consternation among the French Canadians when he said that Canada was a land without a history.This censure stung them into activity and, since the days of Francois Xavier Garneau, French Canadian writers have been prolific.These writers have chosen their native land as their theme more than any other.Many have written the biographies of their compatriots and have thus achieved an immortality for them far above that which has been accorded to English Canadians.The Montreal Branch of the Canadian Authors\u2019 Association has doubtless discussed all the outstanding writers of Canada again and again, of both the chief ethnic groups, and it is beyond the sphere of this sketch to attempt to do more than look at the writings of a few English speaking authors.Much has been said and written about the distaste of the public for poetry.Many of these are just as definite in their ideas as Sam Weller Senior when he uttered the stricture: \u201cPoetry\u2019s unnat\u2019ral.\u201d But many of those who express their views so freely have never realized the beauty of poetry or its succinctness of expression.Moreover, they are probably not aware of the great changes that came into poetry after the close of the Victorian era, since when we have wandered so far from the conventional that we have removed all restrictions of subject matter and form except that the effort is made to attain line cadence.Certainly Canadian poetry is not over popular, though this is a land that lends itself to poetry.The great wide stretches of country, the mountains rearing aloft their lovely heads, the wild water that spreads over so much of the surface of this land, the trees, the birds of the air, the wild animals, and the habits and customs of the Canadian people are all fit subjects for song.Many of our poets have expressed their ideas on these and other subjects, but the public is not yet sufficiently alive to the beauty of their singing.In order to appeal to the minds of men, the poet must possess the spark of genius and be able to fire the tinder of other minds.Homer, the wandering beggar, kept himself from starvation by stirring the imagination of his age as he recited his rhymes.His poems were filled with human interest, action, and the fire that proceeded from his heart.* Address before the Poetry Group of the Canadian Authors\u2019 Association, Montreal, January 4, 1945. EDUCATIONAL RECORD In the Preface to his 1800 edition of \u201cLyrical Ballads,\u201d William Wordsworth expresses his purpose: \u201cThe principal object then, proposed in these Poems was to choose incidents and situations from common life, and to relate or describe them throughout, as far as was possible, in a selection of language really used by men, and, at the same time, to throw over them a certain colouring of imagination, whereby ordinary things should be presented to the mind in an unusual aspect, and further, and above all, to make these incidents and situations interesting by tracing in them, truly though not ostentatiously, the primary, laws of our nature.\u201d Wordsworth succeeded in his endeavour to bring poetical writings to the realm of ordinary speech in all its beauty and to remove the artificial elements which had grown up in the writings of his immediate predecessors and contemporaries.Coleridge says: \u201cThe two cardinal points of poetry are: \u201cThe power of exciting the sympathy of the reader by a faithful adherence to the truth of nature and the power of giving the interest of novelty by the modifying \u2018powers of imagination.\u201d He continues: \u201cThe sudden charm which the accidents of light and shade, which moonlight or sunset, diffused over a known and familiar landscape, appeared to represent the practicability of combining both.These are the poetry of nature.\u201d There are other factors in good poetry.Some of the principal ones are: 1.Avoidance of the hackneyed\u2014a negative factor which we sometimes lose sight of in its absence.The use of dignified language.Simplicity and clarity of expression.Good sense, proportion and balance.Genuineness and closeness of observation.SA a Feeling, tenderness and enthusiasm.Wordsworth says that poetry is the spontaneous overflow of powerful feelings.N Variegated language, filled with metaphors and other figures of speech.8.Desires and passions that may be conjured up and which must be made alive so that men may identify their feelings with those described.How do Canadian poets meet the standards defined?Do they possess the spark of genius?Are the themes, the language, the human interest of a sufficiently high order to merit our spending time upon them?If time allowed we could give many examples of each element named.Perhaps a few examples will illustrate.In \u201cThe Hills and the Sea\u201d Wilfred Campbell writes: Give me the hills and the wide water, Give me the heights and the sea: And take all else, \u2019tis living And heaven enough for me.For my fathers of old they were hillsmen, My sires they were sons of the sea. WHAT IS THE CHARACTER OF CANADIAN POETRY?5 Give me the uplands of purple, The sweep of the vast world\u2019s rim, Where the sun dips down, or the dawnings Over the earth\u2019s edge swim; With the days that are dead, and the old earth-tales, Human, and haunting, and grim.Give me where the great surfs landward Break on the iron-rimmed shore, | Where winter and spring are eternal, And the miles of the sea-sand their floor ; Where wind and vastness, for ever Walk by the red dawn\u2019s door.Back from the grime of this present, This slavery worse than all death, Let me stand out alone on the highlands, Where there\u2019s life in the brave wind\u2019s breath; Where the one wise word and the strong word Is the word that the great hush saith.Fragments of Pratt\u2019s works illustrate several of the principles stated: \u201cee and sleep had taken hold Of tired bodies salt-drugged to the bone.And in that hundred hours eternity Had ticked its lazy seconds on the sea.\u201d The Roosevelt and the.Antinoe.\u201cWhen cold half-foundered bellies steam again Under the red authority of rum.\u201d Idem.\u201cMuch less could it explain those pointed ears That caught the raptures of a werewolf\u2019s howl, The Allegretto strains in human tears The hallelujahs in a tiger's growl.\u201d Autopsy on a Sadist \u201cPurveyors of moonlight sonatas and Sunday siestas.\u201d Dunkirk Duncan Campbell Scott uses good metaphor: \u201cYouth is a blossom yellow at the edge, All full of honeyed pleasantries, If you leave it, it will wither in the hedge, If you pluck it, it will wither none the less.\u201d In his \u201cOde on the Death of W.B.Yeats\u201d A.J.M.Smith, that artist of perfection, uses a striking figure: \u201cAncestralled energy of blood and power Beats in his sinewy breast.\u201d EDUCATIONAL RECORD A.M.Klein uses good figures of speech: \u201cLove leading a brave child Through childhood\u2019s ogred corridors unfear\u2019d\u201d \u201cThe years doff Their innocence.\u201d Speaking of God, Isabella Valancy Crawford says in \u201cOld Spookses\u2019 Pass\u201d: \u201cAn\u2019 I reckon, pard, thar is One above The highest old star that a chap can see, An\u2019 he says, in a solid, eternal way, \"Ye never can stop till ye git tew Me!\u2019 Good fur Him, tew! fur I calculate He ain\u2019t the one tew dodge an\u2019 tew shirk, .Or waste a mite on the things He\u2019s made, Or knock off till He's finished His great day\u2019s work.\u201d Miss Crawford uses good figures of speech: \u201cThe land has put his ruddy gauntlet on, Of harvest gold, to dash in Famine\u2019s face ;\u201d The same sweet singer also chants: , \u201cMax smote the snow weighted tree and lightly laughed, \u2018See, friend\u2019, he cried to one that looked and smiled, \u2018My axe and I we do immortal tasks; We build up nations\u2014this my axe and I'.\u201d Archibald Lampman is probably Canada\u2019s outstanding Nature poet.There is real love of outdoors and sublime music in his \u201cApril in the Hills\u201d: \u201cToday the world is wide and fair With sunny fields of lucid air, And waters dancing everywhere; The snow 1s almost gone; The noon is builded high with light, And over heaven\u2019s liquid height, In steady fleets serene and white The clouds go on.\u201d Lampman writes of what he knows and sees around him.His \u201cMorning on the Lievre\u201d is a picture any Canadian can see in that part of the country if he will open his eyes.What father will not be responsive to Lampman\u2019s: \u201cTo My Daughter\u201d?\u201cWhen I hear you so silverly ringing Your welcome from chamber or stair, When you run to me kissing and clinging, So radiant, so rosily fair; I bend like an ogre above you; I bury my face in your curls; I fold you, I clasp you, I love you, O baby, queen-blossom of girls!\u201d WHAT IS THE CHARACTER OF CANADIAN POETRY?7 Frederick George Scott was a true child of Nature.For forty years of his life he looked from his home in Quebec upon the Laurentian mountains and wrote of them so much that he became known as \u201cThe Poet of the Laurentians.\u201d His poem on the Laurentians is an outstanding example of how the Sonnet can be used to describe one thought.A religious fervour runs through his poetry of which this is an illustration: \u201cThe immortal spirit hath no bars To circumscribe his dwelling place; My soul hath pastured with the stars Upon the meadowlands of space.\u201d In the poetry of Sir Charles G.D.Roberts can often be found the love of Nature so prominent in Wordsworth.With this is coupled the brilliance of Keats.As he strode in spirit over the roads of his native New Brunswick, as he did so often in real life, Roberts wrote: \u201cFor I have come far, and confronted the calm and the strife, I have fared wide, and bit deep in the apple of life It is sweet at the rind, but oh, sweeter still at the core; And whatever be gained, yet the reach of the morrow is more.\u201d Sustained figures of speech are common in Roberts and mark the person who thinks thoroughly through his theme.Pauline Johnson is an Indian poetess, a native of Brantford, Ontario.When she read her poems she attracted great attention both in Canada and Great Britain.The poem for which she is best known perhaps is \u201cThe Song My Paddle Sings.\u201d It is a song of Canada written in irregular form but has quick action and a species of poetical repetition that is cleverly used.Miss Johnson is a natural poet.This is shown by the subject matter, the form and the music of her poems.Another poem that is peculiar to her race is: \u201cAs Red Men Die.\u201d Strength of character of writing and imagination are revealed in every line: \u201cUp the long trail of fire he boasting goes, Dancing a war dance to defy his foes.His flesh is scorched, his muscles burn and shrink, But still he dances to death\u2019s awful brink.The eagle plume that crests his haughty head Will never droop until his heart be dead.Slower and slower yet his footstep swings, Wilder and wilder still his death-song rings, Fiercer and fiercer through the forest bounds His voice that leaps to Happier Hunting Grounds.One savage yell\u2014 Then loyal to his race, He bends to death\u2014but never to disgrace.\u201d In \u201cBreboeuf and Lalement,\u201d Alan Sullivan wrote: \u201cAge had no power to swerve the dripping knife Youth gained but torture as the end of life.The wounded perished in the bursting flame.\u201d EDUCATIONAL RECORD \u201cTorture is but salvation\u2019s earthly prize Today we meet the Christ in Paradise.\u201d \u201cAnd all the Huron missions one by one Were driven by the Iroquois like spray That strong winds snatch and swiftly whirl away.\u201d Canada\u2019s Spring weather is delightfully described in Lampman\u2019s \u201cIn March.\u201d It is well that we have poets who can put into words our changing seasons.Here in the short compass of a sonnet Lampman has depicted a typical bit of Canadian nature and commented upon a season that takes many of us long to describe.This he follows with what happens a few weeks later in \u201cNesting Time.\u201d Our poets are not without originality.William E.Marshall refers to perennial bulbs as: \u201cAll the hosts of sleepers underground.\u201d Nathaniel A.Benson, after the fall of France in 1940 wrote with imagination \u201cMarseillaise\u201d : \u201cAux armes!\u201d from the ringing glorious past To the dumb inglorious present.\u201cAux armes!\u201d\u2014but the arms are shattered; \u201cCitoyens!\u201d but the city is fallen; \u201cFormez!\u201d\u2014but the battalions are broken And the march is ended.For an impure blood has overflowed the furrows.Something deeper than we know reposes here, Too sad for epitaph, and, aye, too deep for tears.Still the little flute shrills Rising and falling over these old gables.And here I stand stock-still Wondering at the empty sunlit day.\u201d In \u201cThe Sleeping Beauty\u201d Isabel Ecclestone Mackay uses originality: \u201cSo she has lain for centuries unguessed, Her waiting face to waiting heaven turned, While winds have wooed and ardent suns have burned, And stars have died to sentinel her rest.\u201d George Frederick Cameron\u2019s \u201cThe Way of the World\u201d reveals the beauty of his thought and the power of his expression.Tom Maclnnes, in \u201cBallade of Remaining Youth\u201d says: \u201cYouth is a splendid time to spend.\u201d Speaking of fires in the forest, Katherine Hale says: \u201cDeath does not come creeping As it comes to men; It comes shouting, waving banners, Burning out its way with torches, Hanging torches now and then.\u201d Alan Sullivan in his \u201cSuppliant\u201d says: \u201cGrant me, dear Lord, the alchemy of toil.\u201d Audrey Alexandra Brown says: \u201cPoetry is life, transfused and irradi- ee OP RP PE PO WHAT IS THE CHARACTER OF CANADIAN POETRY?9 ated.\u201d She also writes: \u201cColour is like wine to me, beauty is better than bread.\u201d She illustrates these features in her poetry.The sea is \u201creptile green,\u201d light is \u201cruddy orange,\u201d a sugar and cream set is \u201cdaffodil yellow.\u201d Her word pictures have an exquisite charm, her highest achievement probably being \u201cLaodamia.\u201d Pauline Johnson sings: \u201cPurple her eyes as the mists that dream At the edge of some laggard, sun drowned stream.\u201d Helena Coleman managed to illustrate well the principle of simplicity and directness when she wrote: \u201cI love all things that God has made In earth or sea or heavens bright But most I love the prairie winds That blow at night.\u201d There is real poetry in Marjorie L.C.Pickthall\u2019s \u201cThe Bridegroom of 9\u201d Cana\u201d; \u201cLove, J am fain for thy glowing grace, As the pool for the star, as the rain for the rill.Turn to me, trust to me, mirror me As the star in the pool, as the cloud in the sea.Love, I looked awhile in His face And was still.\u201d There is potent writing in Canadian poetry.Wilson Macdonald in \u201cThe Song of the Undertow\u201d writes: \u201cThe breath of seamen dead and gone Was in that cabin\u2019s air And on our beds were deathless lice That once were in their hair.And bloated spiders, venom-ripe And centipedes were there.\u201d Poetry contains many types.Numerous ballads have been written by Canadians, some of which, selected more or less at random, are: Isabella Valancy Crawford\u2019s \u201cGisli the Chieftain,\u201d \u201cMalcolm\u2019s Katie,\u201d \u201cOld Spookses\u2019 Pass,\u201d and \u201cOld Spense,\u201d Wilfred Campbell\u2019s \u201cAchmet,\u201d Bliss Carman\u2019s \u201cBahaman\u201d and \u201cThe Ballad of John Camplejohn,\u201d Marjorie Pickthall\u2019s \u201cThe Woodcarver\u2019s Wife,\u201d Robert Service's \u201cThe Shooting of Dan McGrew,\u201d \u201cThe Cremation of Sam McGee,\u201d \u201cBallad of the Northern Lights\u201d, \u201cBallad of the Black Fox Skin,\u201d Audrey A.Brown\u2019s \u201cThe Tree of Resurrection\u201d and \u2018\u201cLaodamia\u201d, Joseph Schull\u2019s \u201cThe Legend of Ghost Lagoon,\u201d Frederick George Scott\u2019s \u201cDion,\u201d Earle Birney\u2019s \u201cDavid.\u201d Though Milton and Wordsworth appear to have been totally devoid of humour, the lack of this element is no more characteristic of poetry than of prose.Few poets rival Alexander Pope in this respect.A good exhibition of playfulness is found in Thomas Gray\u2019s \u201cOde on the Death of a famous cat\u2014drowned in a tub of goldfish.\u201d Thomas Hood has \u201cFaithless Sally Brown,\u201d and Kipling\u2019s \u201cGunga Din\u201d contains some priceless gems.Even the Scotsman Robbie Burns raises many a smile. EDUCATIONAL RECORD Canadians also can force a crack of the lips from time to time.Wilson Macdonlad has given us \u201cMelissa\u2019s Broom,\u201d \u201cThe Song of the Deaf Chicken\u201d and \u201cAh\u2019ve Done Quit Stealin\u2019.\u201d In \u201cOuld Doctor Ma\u2019Ginn\u201d Arthur Stringer writes: \u201cThe ould doctor had only one failin\u2019 It stayed with him, faith, till he died, And that was the habit av wearin\u2019 His darby a thrifle wan side.But now that he\u2019s gone to his Glory\u2014 Excuse me a bit av a tear\u2014 Here\u2019s twenty to wan that his halo Is slantin\u2019 down over his ear.\u201d Even in the tragedy of Dunkirk, E.J.Pratt could sing: \u201cOw, wot\u2019s a kidney, look at me, A bleeding boulder in my lung, Said \u2019Umphrey \u2019Iggins of Bermondsey; A \u2019Igh Explosive \u2019ad me strung On the top of a ruddy poplar tree For thirty hours at Armenteers, \u2019Aven\u2019t spit straight nigh twenty years.\u201d Robert W.Service\u2019s \u201cCremation of Sam McGee\u201d has caused many a laugh.Dr.E.J.Pratt is probably our greatest living Canadian poet, though Audrey Alexandra Brown is a very sweet singer.Pratt\u2019s \u201cBreboeuf and His Brethren\u201d is an outstanding piece of poetry as accurate in its details as a careful student can make them.He shows the road in this respect to authors of all other lands, many of whom play far too freely with \u201cpoetic licence.\u201d The exploit of Dunkirk, that tragedy that possesses every quality which sanctified the human spirit in the face of tragedy, is narrated in a sublime manner by the poet.All his writings show vigour.In \u201cPutting Winter to Bed,\u201d Pratt expresses some brilliant ideas, such as \u201cTill March at last, the wily fox Clipped him on the equinox And bashed him round the ring.\u201d In \u201cCherries\u201d he is also original: \u201cI'll never speak to Jamie again\u201d\u2014 Cried Jennie, \u201clet alone wed, No, not till blackbirds\u2019 wings grow white And crab-apple trees grow cherries for spite But I'll marry Percy instead.\u201d Watson Kirkconnell in \u201cThe Flying Bull and Other Tales\u201d has succeeded well in imitating the style of Chaucer in his \u201cCanterbury Tales.\u201d In this work he displays great ingenuity in depicting life as he sees it and, like Chaucer, he is not without his humorous sallies.Canada has a fairly large number of women poets.Among these are: Isabella Valancy Crawford, Pauline Johnson, Marjorie L.C.Pickthall, WHAT IS THE CHARACTER OF CANADIAN POETRY?11 Ethelwyn Wetherall, Katherine Hale, Florence Randal Livesay, Marian Osborne, Norah M.Holland, Frances Harrison, Audrey Alexandra Brown, Anne Marriott, Jean Blewett, Dorothy Livesay, Mary Elizabeth Colman, Carol Coates and Dorothy Dumbrille, The poems of Jean Blewett are of a particularly refreshing feminine character.In \u201cShe Just Keeps House For Me\u201d she writes: \u201cOur children climb upon her knee And lie upon her breast, And ah! her mission seems to me The highest and the best; And so I say with pride untold, And love beyond degree, This woman with the heart of gold She just keeps house for me.\u201d A new idea is contained in her poem: \u201cThe Boy of the House\u201d: \u201cDid someone urge that he make less noise, He would say with a saucy grin, \u2018Why one boy alone doesn\u2019t make much stir\u2014 I'm sorry I wasn\u2019t a twin! There\u2019s two of twins\u2014oh, it must be fun To go double at everything, To holler by twos, and to run by twos To whistle by twos and to sing\u2019.\u201d \u201cThe Helot,\u201d by Isabella Valancy Crawford, Canada\u2019s first woman poet, expresses in noble language the right of man to freedom from slavery.\u201cOld Spookses\u2019 Pass\u201d is a western cowboy dialect poem of rich conception and expression.It is much more readable to the average Canadian than the dialect poems of Burns.Besides it describes well life on the Western plains.In \u201cMalcolm\u2019s Katie\u201d true love is portrayed in picturesque language.In \u201cThe Helot\u201d we read: \u201cDay was at her high unrest; Fevered with the wine of light, Loosing all her golden west, Reeled she toward the coming night.\u201d Frances Harrison in \u201cDown the River\u201d describes the half breed Alphonse and the Gatineau River.Dorothy Dumbrille\u2019s \u201cWatch the Sun Rise\u201d contains such gems as \u201cLove in the Laurentians,\u201d \u201cPrayer for a New Scholar\u201d and \u201cThe Old Teacher.\u201d The English have\u201cBeowulf\u201d which is concerned with the life of their ancestors\u2014their habits, courage and hardihood.We have Pratt's \u201cBreboeuf and His Brethren,\u201d Pickthall\u2019s \u201cPère Lalement,\u201d Arthur S.Bourinot\u2019s \u201cThe Indian,\u201d Joseph Howe\u2019s \u201cAcadia,\u201d Thomas D\u2019Arcy McGee\u2019s \u201cJacques Cartier,\u201d and many others.England has its poems from the lake district and songs of London.We have W.W.Campbell\u2019s \u201cLake Lyrics,\u201d Lampman\u2019s \u201cHeat,\u201d Bliss Carman\u2019s \u201cLow Tide on Grand Pré\u201d and other poems about the maritimes, Robert W.Norwood\u2019s \u201cIssa,\u201d Leo Cox\u2019s \u201cLabrador,\u201d \u201cFather date ain dat CES EA IEAM tata soc ar tes EDUCATIONAL RECORD Point,\u201d etc.England has her \u201cTo A Skylark\u201d and we have Theodore Hardy Rand\u2019s \u201cTo a Dragonfly] and Alexander McLachlan\u2019s \u201cBobolink.\u201d ~ We have also many poems on special features of life in Canada such as Wilson Macdonald\u2019s \u201cSong of the Ski,\u201d Peter McArthur\u2019s \u201cSummer Weather,\u201d C.G.D.Roberts\u2019 \u201cThe Solitary Woodsman,\u201d Charles Heavysege\u2019s \u201cWinter Night,\u201d F.O.Call's \u201cBurned Forests,\u201d Richard Callan\u2019s \u201cOrford Lake,\u201d \u201cMoonlight by the St.Lawrence\u201d and \u201cDollard des Ormeaux,\u201d Earle Birney\u2019s \u201cDusk on English Bay\u201d and \u201cVancouver Lights,\u201d Kenneth Leslie\u2019s \u201cHalicut Cove Harvest,\u201d Carman\u2019s \u201cFireflies\u201d and \u201cBluebirds in October.\u201d England has her dirges: \u201cBreak, Break, Break\u201d and \u201cOde on the Duke of Wellington.\u201d We have our superb McCrae\u2019s \u201cIn Flanders Fields.\u201d Car- man\u2019s \u201cBy the Aurelian Wall\u201d is a lament for John Keats and \u201cAt the Road- House\u201d is written in memory of Robert Louis Stevenson.In the latter, after relating the names of many that Stevenson will meet in his new home he says: \u201cNo alien there in speech or mood, He will pass in, one traveller more; And portly Ben will smile to see The velvet jacket at the door.\u201d Masefield has written his sea poetry and we have that of Lampman, L.M.Montgomery, Duncan Campbell Scott and Roberts.Browning has his \u201cA Grammarian\u2019s Funeral\u201d and we have Louise Morey Bowman\u2019s \u201cShe Plans Her Funeral\u201d and Arthur S.Bourinot\u2019s \u201cSleeping Now in Coventry.\u201d Our poets have also commemorated many events in Canadian history.They usually tell the story in brief compass and in a musical form that interests readers.Because of this the events will be known by many people who otherwise would be unacquainted with them.Charles Sangster wrote patriotic poems of Brock and the Plains of Abraham.In his \u201cTecumseh\u201d Charles Mair wrote: \u201cOnce all this mighty continent was ours And the Great Spirit made it for our use.He knew no boundaries so had we peace In the vast shelter of his handiwork, And, happy here, we cared not whence we came.We brought no evils thence\u2014no treasured hate, No greed of gold, no quarrels over God; And so our broils, to narrow issues joined Were soon composed, and touched the ground of peace.Thus flowed our lives until your people came, Till from the East our matchless misery came! Which made our good men bad, our bad men worse, Ay, blind them till they grope in open day And stumble into miserable graves.\u201d William Henry Drummond has given to Canadian poetry a feature that has.enriched it greatly.He loved the French Canadian and imitated him to pt ge a WHAT IS THE CHARACTER OF CANADIAN POETRY?13 a number of English speaking people that are friendly disposed to him, whose sympathy towards and understanding of him is deepened by Drum- mond\u2019s portrayals.\u201cLittle Bateese\u201d is a poem of exquisite sweetness and humanity that has few equals.Had it been written in ordinary English it would doubtless have attracted much attention because of its sympathy with childhood, but in the dialect of the French Canadian it has unequalled appeal.His \u201cMadeleine Verchéres\u201d commemorates a character of Canadian history that is worthy of him.Wilson Macdonald in \u201cQuatrains of Callender\u201d has written in the style of William Henry Drummond.Robert W.Service has the originality and freshness of Rudyard Kipling.His \u201cSongs of a Sourdough\u201d contains \u201cThe Law of the Yukon,\u201d \u201cThe Spell of the Yukon,\u201d \u201cThe Call of the Wild,\u201d \u201cThe Cremation of Sam McGee,\u201d etc.Though he has had levelled at him all the harsh criticisms that have been hurled at Kipling, yet his contribution to Canadian poetry has been substantial and wholesome, imparting into our poetry the fascination and romance of the great Northwest.Whether Service is a poet or, as he describes himself, merely a \u201cverse writer,\u201d he has succeeded in putting into generally acceptable form descriptions of the life of one part of Canada during its rudest days\u2014a feature of pioneer history without which Canada would be poorer.Folklore also finds its way into poetry and in many cases it becomes indistinguishable from history.Descriptions of various points occur quite often.Examples are: Charles Sangster\u2019s \u201cTaapookaa, a Huron Legend,\u201d Mrs.J.W.F.Harrison\u2019s \u201cRose Latulippe,\u201d and Alan Sullivan\u2019s \u201cThe White Canoe.\u201d Arthur W.H.Eaton has written \u201cThe Phantom Light of the Baie des Chaleurs\u201d and \u201cL\u2019ile Sainte Croix\u201d where the first French settlement was made in 1604.English poets have commended Canadian poets.John Masefield has written of Duncan Campbell Scott\u2019s \u201cThe Piper of Arll\u201d: \u201cI carried with me the Christmas number which contained it until it fell to pieces.It has perhaps given me pleasure more frequently than any (other) poem.\u201d Canadians have praised their fellow artists.Katherine Hale says, of Isabella Valancy Crawford\u2019s poems \u201cThey have the rich flavour of foreign fruits set down on country stalls among the cabbages and potatoes.\u201d W.H.Drummond was referred to by Louis Fréchette as: \u201cthe pathfinder of a new land of song.\u201d John Garvin said the poets of Canada: \u201chave reached a high plane of excellence.\u201d Pratt has been called: \u201cOne of the best narrative poets of our time.\u201d I hope that I have given sufficient illustrations to show that Canadian poetry has merit.I am fully convinced that our poets of the past have possessed the spark of genius, and that many of those who are writing today exhibit it in their works.This opinion is perhaps contrary to that of many Canadians.Nevertheless I do not hesitate to express the belief that the themes, language and human interest contained in the poetry of Canada are of a high order.I say this in spite of the fact that we often need perspective to judge the quality of poetry.Time may be required to give the final answer concerning the quality of some poets.As we contemplate a 14 .( EDUCATIONAL RECORD poem, we often need to step back as we do from a painting and take in the whole picture\u2014see the whole configuration as the Gestalt psychologists say.Though I believe that Canadian poets have exhibited the marks of genius, I do not wish it to be inferred that I think that Canada has yet produced a Shakespeare for she has not.But then, neither has any other country but England.We can safely say also that we have not yet produced a Chaucer or a Milton.Too often in thinking of English poets we think only of the Big Three\u2014Chaucer, Shakespeare and Milton.England had other poets though\u2014Drayton, John Donne, Edmund Waller John Dryden, Alexander Pope, Christina Rosetti, Wordsworth, Keats, Shelley, the Brownings.In the sixteenth century England was called: \u201ca nest of singing birds.\u201d Canada may not yet be such a nest and we may as yet be unable to match genius with genius, but we have many poets whose writings deserve greater consideration than they have been given.The late Hugh Eayrs, former President of the Macmillan Company of Canada, a man who did much for Canadian authors, relates that, at a dinner party, when he referred to a new Canadian novel, his dinner partner remarked: \u201cOh, that\u2019s one of those Canadian things, isn\u2019t it?\u201d Then he remarked: \u201cWhat other domestic product still seems to have to fight its own way so usually as a Canadian book?\u201d Taste in poetry is not readily accounted for.Much of it is prejudice, much is the result of experience and teaching.That there is much prejudice in favour of the poetry of England and against the poetry of English- speaking Canadians there is no doubt.If it comes from England the odds are in its favour.If it is born in Canada the odds are against it.Such prejudice, in my opinion, is harmful to the well-being of our country.We want to bring our children up first of all on love of Canada.This is their native land, their \u201cpatrie.\u201d Our children love Canada and recognize it as their homeland.They love its hills and dales, rivers and prairies.They love its cities and its towns, its streams and its forests and perhaps the little red schoolhouse two miles from nowhere.They know their own land and are true to it.Other things being equal, people will always think well of their native land and, within reason, we must encourage that human trait.It would be well at the same time if we would have the minds of our children well disposed towards the literature of their country.After they have been taught about their native land and its literature they may be encouraged to learn about the land of their fathers or their grandfathers.The two might indeed be interwoven but their native land should not be neglected or disparaged in any respect.Good poetry improves with reading as wine with age.Poor poetry on the contrary wanes in the mind as it is read with a view to critical evaluation.The ability of a poem to grow upon one with acquaintance is one of the best tests of merit in poetry.The fact that a great poem does not strike a particular person at once, however, is not its own condemnation.The fact that people with literary tastes can continue to enjoy Canadian literature is a guarantee of its quality. WHAT IS THE CHARACTER OF CANADIAN POETRY?15 If the attitude of the reading public could be changed so that poetry would be given its rightful place in literature, would be read more widely by a more discerning and appreciative public, it is my belief that a larger number of persons with talent would be encouraged to commit their thoughts to paper and to polish them up until they become gems of the purest ray.Among these potential authors it is reasonable to assume that we might discover that part of the blame for the condition they decry lies in their own attitudes.Canada needs poets, but we have done little to encourage them to persevere with their efforts.We should not despise our own.There may be greater in other lands and in one age than in others and we should read the works of good authors no matter where they may be found, not only in English but in any language of which we may have mastery.In the latter class are the poets of French Canada.We should make particular efforts to introduce our readers to the best that we have produced in Canada in any language.If we do not help our striving authors they may be compelled to migrate, and we shall regret their departure as we did that of Sir Charles G.D.Roberts, Bliss Carman, Arthur Stringer and others who found that their talents were appreciated elsewhere more than in their native land.They cannot be censured for their choice.People like to be where they are appreciated and can succeed.Patriotism should make Canadians do more for their writers than they do.How many of our authors have had to share poverty with their families?The father of Robert Burns in Scotland was mercifully saved from a debtor\u2019s prison by the call of Death, and Burns had to struggle against poverty all his life.In this country, the father of Isabella Valancy Crawford, a doctor, waged an unsuccessful war with poverty and the children died off one by one in one of the most beautiful parts of Ontario\u2014the Kawartha lakes.Isabella took her poems to the Toronto newspapers and sold them for what they would bring before she died at the early age of thirty-six.Bliss Carman, though born in a good family, lived in semi-starvation for a number of years before his premature death.One method of encouraging our writers would be by the establishment of a fund which would allow accredited publishers to print the works of the authors they would like to accept, and which would be adequate to insure them against loss.At the same time the fund must be large enough to enable them to publicize the writings.It is worthy of remark in this connection that some of our leading statesmen and public spirited citizens have been willing to assist young writers of promise.We have, of course, the \u201cPrix David\u201d in Quebec, the Lorne Pierce medal and other prizes.But these are not sufficient.England has given much more in bounties than we have.Since 1670 England has had a Poet Laureate.The King confers this title upon the person who is recognized as the premier poet of the day, from which time he becomes attached to the royal household.It has been the custom for the Poet Laureate to write appropriate verses on great national occasions.A distinct fillip might be given to Canadian letters, and ohio, ANIA M at ae ee te A SERA ME EDUCATIONAL RECORD its quality might be raised permanently if similar recognition could be given in this country by the appointment of a Canadian Poet Laureate.What would Canada be like if we had no authors\u2014no one to describe the beauties of the land or the life of its people?Obviously Canada would be much poorer.Our authors do much for our country.Why then should we not recognize them?Why should others be patronized in preference to our native sons and daughters?Why should there be a stigma upon authors just because they are Canadians?Why should there even be a suggestion that others are preferable to our own, other things being equal?Canada is our country and we must teach the value of our literature.Poetry to me is living and its genius is that it says tersely and clearly that which it desires to say.Let us encourage those of our citizens who have the genius to express themselves in acceptable form.If poets are stimulated to write we might secure such excellent results as those obtained by the \u201cCrusader\u201d, the newspaper of the Eighth Army in Egypt, through its competition entitled \u201cPiastres for Poets\u201d at Christmas two years ago, from which a selection has been made of the four hundred and three poems submitted and published by the Oxford University Press under the title of \u201cPoems! from the Desert.\u201d The year before, good results were obtained by the Canadian Authors\u2019 Association through prizes offered by the Earl of Athlone, the Governor-General, and others.In this competition no fewer than seven hundred and sixty-six entries were received.So the character of Canadian poetry may be improved.And one day Canada may produce Chaucers and Miltons and even a greater than Shakespeare.Why not?W.P.PERCIVAL.FILM LIBRARY CATALOGUE The revised edition of the Film Library Catalogue has just been published.This is a much more extensive volume than that issued in 1941.Whereas that catalogue contained the announcement of 326 sound films, and 218 silent films, the new one lists 600 sound films and 247 silent films.In addition the library contains 1,077 film strips.These figures do not include duplicate copies.A short description has been written for every film.It is to be hoped that these features will make the Film Library very much more serviceable to schools.The circulation of the Film Library is extensive, averaging 210 films each week.Copies of the Catalegue can be obtained upon application to the Department of Education, Quebec.PRR LL La SR ARRR ARS I THEODORE GOODRIDGE ROBERTS 17 THEODORE GOODRIDGE ROBERTS: HIS PROSE AND POETRY Alfred G.Bailey, M.A, Ph.D., Professor of History, University of New Brunswick It was on a cloudless summer day in 1912 that I first remember Theodore Goodridge Roberts.On the field where the great Irish cricketer Meldon had played, the game was going through its leisurely and dignified paces which so befitted the Fredericton of that time, for the small cathedral city, for all the world like a spacious garden, had not then, nor has it ever yet completely lost its air of placid dignity and mellow, if attenuated, tradition.To us very small children, Roberts seemed immensely tall, though not intimidating, for dignity was tempered with a quick smile and a fund of friendly humour to which the heart warmed.It was only much later that I came fully to value his rare qualities of mind and heart, the spontaneous gift of friendship, the generous impulse that underlay the easy grace of his manner, and the spirit of adventure with which he was endowed.It was later still that I came to appreciate his poetry.Roberts was born in the old rectory, of Fredericton on July 7th, 1877, to a family whose contribution to letters is unique in Canadian history, and he grew to manhood as the maturing provincial society of New Brunswick was already reacting to the disseminated fruits of the Romantic Revival as exemplified by the creations of the great British poets and novelists of the Nineteenth Century.The direct impact of New England was experienced at the same time.Whatever measure of creative achievement an author may give back to the society that has nurtured him would be inexplicable apart from a consideration of his natural surroundings, the changing yet traditional circumstances and attitudes of the community to which he belongs, and the intellectual and artistic currents which play upon his mind, store it with its peculiar content, and serve to quicken into life his latent sensibilities.It is therefore necessary to note that the Loyalists of 1784 had intended the province to be: \u201cthe most gentleman-like on earth,\u201d with a social system patterned upon that of contemporary England with its Anglican establishment and control of education, its aristocratic ideal as the guiding principle of the governing classes, and an agricultural basis to the social pyramid.Although this neat order was rudely shattered by the rise of the timber trade which meant commerce rather than agriculture, the certainty of romantic adventure in the field of business enterprise and, in general, a reckless and often violent way of life for those engaged in it, Fredericton, of all places in the province withstood best its disturbing impact.Even though Anglican and Tory dominance of government and university yielded much to the new liberal attitudes and practices born of the timber and shipbuilding industries, and reformed by new modes of thought emanating from the industrial England of the Victorian era, Fredericton became the scene of a belated flowering of the Loyalist culture that had stood for class distinctions, gracious living, and intellectual cultivation.Jonathan Odell, the Tory satirist of the American Revolution, had done much to mould the character of the provincial institutions.Julia Catherine Beckwith, the first al RENOIR EDUCATIONAL RECORD native-born novelist, had spent her formative years in Fredericton.John Medley the first bishop of Fredericton, was a man of cultivated tastes and intellectual distinction.Juliana Horatia Ewing found the atmosphere of the little capital congenial.The collegiate school, of which Roberts\u2019 grandfather was headmaster, and King\u2019s College, afterwards the University of New Brunswick, in which he also lectured came under the guidance of a memorable company of scholars, especially in the \u2019sixties and \u2019seventies, to whom recent biographers and historians of Canadian literature have done far less than justice.Although the intellectual atmosphere, in ferment with the new heady wine of Romantic literature and Darwinian science, was not in itself a guarantee of creative expression, it provided a soil that was distinctly favorable to the growth of a local literary movement.To the influence of George R.Parkin, himself a product of the University, tribute has often been paid by biographers of Sir Charles Roberts and Bliss Carman.These writers have also traced the creative impulse to its source.Theodore\u2019s father, Rector Roberts, was a lover of good literature, and his mother, Emma Wetmore Bliss, was a great grand daughter of Daniel Bliss, Loyalist, graduate of Harvard, and a relative of Ralph Waldo Emerson.Barry Straton, another descendant, and a first cousin of the Roberts family, who lived a block away from the Rectory may already have been writing verses when Charles G.D.Roberts first felt the creative impulse.Theodore was only three years old when Charles, then a school teacher in Chatham, N.B., published Orion, his first book of poems.While still at school, Theodore had ample opportunity to read widely, for the Rector\u2019s well-stocked library contained fare for diverse tastes, ranging from Johnson\u2019s Rambler to the novels of Captain Marryat.Shelley was not unknown and Tennyson and Arnold were read with avidity.Current writing of a more popular nature was found in the pages of Harper\u2019s, The Century, and St.Nicholas.Charles, from his professorial post in Nova Scotia, would send home the essays of John Burrows, the American naturalist, or the poems of Sidney Lanier.From Bliss Carman, then literary editor of the Independent in New York, any mail might bring verses in broadsheet by the New England poetesses, Louise Chandler Moulton, Helen Gray Cone, and Louise Imogen Guiney.In such an environment it was not surprising that Theodore was reading Bacon at the age of nine, and that, while still at the Collegiate School, his first poems were published in Century and the Independent.For a short time he sat under William Stockley, the Irish associate of Douglas Hyde, at the University of New Brunswick, but adventure was in the offing.The .Spanish-American War of 1898, foreshadowing in its nature the titanic conflicts of the Twentieth Century, was already in full swing when Roberts found himself, as correspondent for the Independent, with General Shafter\u2019s Expeditionary Force, bound for Cuba.Whatever fortune attended the enterprise, it was disastrous for the young author who had contracted malaria in Tampa on the eve of sailing, and home he had to go.His subsequent sojourn in Newfoundland, during which time he edited the short-lived Newfoundland Magazine, and five months at sea in a barquentine, enriched his experience, and served as a source of inspiration for many of his novels and gt RER ts a THEODORE GOODRIDGE ROBERTS 19 short stories, and for much of his verse.Marriage in 1903 to Frances Seymour Allen was followed by residence in the West Indies, New Brunswick, England, and France during a period in which his three children were born, and his literary output was prolific.He contributed frequently to the Youth\u2019s Companion of Boston and Everybody's Magazine of New York.Although his first ventures had been in the form of verse, collaborating with his brother Will, and sister Elisabeth, to publish Northland Lyrics in 1899, he turned increasingly to fiction.His first novel Hemming the Adventurer, appeared in 1904, and Brother of Peril in the following year.Thereafter hardly a year went by without one or sometimes two novels flowing from his pen.Roberts has been termed by Dr.Lorne Pierce, a born story-teller with a rare gift for vivid characterization and dramatic treatment.Of his many novels, The Wasp and The Red Feathers have received the widest acclaim.A number of short stories collected under the title The Master of the Moosehorn were published at a later date.Scores of novelettes and short stories were to appear in such magazines as Munsey\u2019s, Popular, Short Stories, The Open Road, Youth\u2019s Companion, Country Life, and The Windsor.The deceptive calm of the Edwardian Era, hardly disturbed by such remote alarms as the Moroccan crises, was followed by the Balkan Wars, and by 1914 the world, almost unperceived by the mass of its inhabitants, was rushing towards the abyss.The assassination at Sarajevo and the British declaration of war in August drew the far-flung Empire into the European vortex.Roberts sailed with the First Contingent in September 1914 as a lieutenant in the 12th Battalion, later serving in the Canadian War Records Office, and for two years as A.D.C.to Sir Arthur Currie.In addition to his regular duties, while in charge of Canadian Military Publications, he published, in collaboration with others, three military works, Patrols and Trench Raids, Battalion Histories, and Thirty Canadian V.C.s.No event of such character and magnitude as the Great War could have failed to leave its imprint on a sensitive mind, and it was natural that, in the years of peace that followed, Roberts should have written stories and poems based upon his wartime experiences, although other themes were not forgotten.While residing in Fredericton, Ottawa, Toronto, and other parts of Canada, he has had increasing success as a writer of popular fiction, which has reached the public largely through the agency of American magazines and publishers, as 1s usual with Canadian authors in view of their virtual compulsion to seek an audience outside their own country.But recognition of accomplishment has not been lacking at home, for in 1934 he was elected a Fellow of the Royal Society of Canada and four years previously he had received the degree of Doctor of Literature from the University of New Brunswick, whose academic halls he had left so long before.) No detailed appraisal of his place in Canadian letters can be attempted here, nor is it possible in short compass to describe at all fully the character of his writing in prose and verse.There is a common basis of attitude and interest in both media, in spite of the necessary difference in aim and style, for both spring from the man himself, reflecting his temperament and experience.The attitude is romantic and the manner traditional.Many of his 20 EDUCATIONAL RECORD novels, like those of Weyman, are historical in setting, and are concerned with high adventure in the forests of New Brunswick, the coasts of Newfoundland, the haunts of buccaneers, and the courts and castles of the past.The tradition, perhaps, had its inception in the picaresque novels; of the eighteenth century, owled much to the stimulus and example of Sir Walter Scott and his successors, and acquired something from the eerie qualities of the \u201cromans noirs.\u201d There is, however, nothing morbid in Roberts\u2019 work for he has remained untouched by successive waves of fin de siecle decadence and twentieth century realism.His heroes play their parts according to an ideal of knight errantry, which, one more than suspects, is the author\u2019s own; his rogues and villains are vividly drawn, and his incidents dramatic.He introduces the reader to a world of clashing sabres, high-booted gentlemen, and old romance; or leads him, in quest of adventure, along forest trails to the haunts of Indians and the outriders of civilization.His depictions of human character excel those of his brother, Sir Charles, who drew so deftly the portraits of animals in the nature stories for which he was most widely known.Theodore, too, is less wholly a nature poet than his brother, and, indeed, in the earliest collection of his poems, published when he was twenty- two, in spite of some foreshadowing of the qualities of his more mature verse, there is a greater addiction to the sorrows of the soul than ever appears again.It is inclined to be bookish in places, and not without a hint of bereavement for the Lost Lenore, and other ghostly presences, which he perhaps caught from Carman, who, in the opinion of the late James Cappon, was in his first phase bewitched by Edgar Allen Poe.Already, however, Roberts could express his own attitude to life concisely, as in the stanzas from The Wine: \u201cAnd we must drink it to the lees: See yonder coward lift the cup And drain it on his knees.If we must down it hard and sweet, Bitter and mellow, we will up And drink it on our feet\u201d; No further collection was made until Seven Poems was privately printed in 1925.In the following year The Lost Shipmate, a Ryerson Poetry Chap- hook, appeared, and in 1934 a selection of seventy poems was published under the title of The Leather Bottle.These poems place him in what may be termed the central tradition of Canadian poetry stemming from the Group of \u201961, with which, of course, he was so closely associated by family connection as well as literary affinity.Although he owes something to Carman\u2019s refinement of the romantic sensibility, and like others has not been uninfluenced by literary modes current early in the present century, he has in his best poems struck an individual note of high quality to which, in my own opinion, the critics have yet to accord adequate recognition.There has been too general a tendency to regard him simply as \u201ca younger brother of Charles G.D.Roberts\u201d rather than in his own right as a poet but, although THEODORE GOODRIDGE ROBERTS 21 his output has not been great by comparison with the more widely known members of the Fredericton school, he has achieved distinction for a kind of poetry that was not typical of either Sir Charles Roberts, Bliss Carman, or Francis Sherman.Perhaps his best and most characteristic poems are concerned not with natural phenomena but with stirring scenes and inspired deeds of heroism.He has a special faculty for capturing the dramatic qualities of an event by invoking striking images in rapid tempo with a fine economy of language, as in the open stanzas of his poem about Joan of Arc: \u201cThunder of riotous hoofs over the quaking sod; Clash of reeking squadrons, steel capped and iron shod; The White Maid and the white horse and the flapping banner of God.Black hearts riding for hire and red hearts riding for fame; The maid who rides for France and the king who rides for shame; Gentlemen, fools and a saint riding! in Christ\u2019s high name.\u201d Sometimes the imagery is used retrospectively and is given value not for its own sake, but because it serves both to illustrate and heighten the intensity of some psychological state, as in The Lost Shipmate and The Dying Pirate\u2019s Prayer.In the poems of this type the sea is nearly always treated as a background for some human situation which is presented either in direct action or in the form of nostalgic reverie.Many of his poems have a transcendental quality which is attained by the use of words to which an air of vagueness and mystery is commonly attributed.As he usually seeks ~ to convey this quality, he seldom writes purely descriptive pieces, as Lamp- man so often did, although his poems incidentally contain flashes of accurate observation, as when he writes: \u201cFrom river meadows white mists creep, Shying and crowding like frightened sheep.\u201d Nevertheless in The Blue Heron he has given us a fine descriptive poern of which the vivid imagery and perfection of form have recently been noted by Professor A.J.M.Smith in his Book of Canadian Poetry.Like other members of the Fredericton school, he has been stimulated by the landscape of his native province.When he grew to young manhood, the great days of the timber trade were gone, but the forest remained ; and the Saint John river that had echoed to the cries of the raftsmen provided a setting that any poet might have envied.His consciousness was flooded with the imagery of the river that was flanked by great silent elms, that ran through a world of islands and intervales, and whose reedy banks were the favorite haunts of wild birds.Its atmosphere he has caught in such poems as: The Blue Heron and: On That Far River.Elsewhere, as in: The Desolate Cabin the reader may experience the eerie feeling of the deserted clearings in the New Brunswick wilderness.Although this is Carman\u2019s way also, it should be pointed out that Theodore Roberts, unlike Carman, often achieves his effects by strong resonant lines, as in \u201cRed as Gluskap\u2019s war shield rose the sun\u201d SIE A Natali MM ad aacie act 22 EDUCATIONAL RECORD Or again in the following stanza: \u201cChange was his mistress, Chance his councillor: Love could not keep him; Duty forged no chain.The wide seas and the mountains called to him, And gray dawns saw his campfires in the rain.\u201d Sometimes there is a note of melancholy, but usually the mood is one of buoyant optimism; or more precisely, of courage in the face of realized odds.Man is conceived as essentially heroic, and only in one place is there a suggestion of disillusion, namely in To the Unknown Soldier.This judgment accords with the poet\u2019s own statement of his conception of poetry.\u201cI believe,\u201d he wrote in the foreword to The Leather Bottle, \u201cPoetry is the very essence of mankind\u2019s highest efforts to express and interpret life and our speculations concerning death, all beauty, the joyous and tragic adventures of the heart, the illuminating flashes and dark agonies of the mind, the mysteries of human behaviour and of divine acquiescence and intention, the glories of illusion and the truth of dreams.\u201d ORFORD LAKE (This beautiful lake lies at the foot of Mount Orford, on the Sherbrooke-Montreal highway) At the foot of the mountain You lie\u2014a gem In Nature\u2019s matchless Diadem.Your placid surface Reflects the sky.The traveller pauses When passing by.Held spellbound By the sparkling sheen Of a sapphire set In emerald green.The mountain god Cannot resist At night, descending In the mist.The woodland spirits, One and all, Along your shores Hold carnival.But with the coming Of the day The mists and spirits Steal away.RR Tr 5 5 es Richard Callan. HEALTH IN THE SCHOOL 23 HEALTH IN THE SCHOOL Mary J.Ritchie, Department of Health, Montreal.In order to meet the health problems in various sections of the city, the work of the department of health of the city of Montreal has been decentralized and Health Districts have been established.Seven of these have been opened since 1939 with only one district in the central part of the city yet to be organized.The activities of these districts include the infant, preschool and school programmes and communicable disease control, not only of school children but of all cases in the district.Some of our nurses may work only in schools but the majority are also attached to the well baby and pre-school clinics.Much of their time is spent in home visiting.Through our pre-school programme every effort is .made to have children ready to enter school free from physical defects.Early protection is urged against preventable disease, that is, smallpox vaccination, diphtheria and whooping cough immunization.The aims of the department in connection with the school health service are communicable disease control, health promotion and health education; that is, to help every child lead the most healthful life not only in school but in later life, either through work with the child himself, with his parents, with his teacher or in the community.When we speak of health, we mean not merely freedom from physical defects, but also health in its broadest sense of physical, mental, social and emotional well-being.Activities in The School.1.Class Rooms Inspections.At the beginning of the school year, the nurse visits all classes to check on vaccinations, to discover any cases of communicable disease, skin disease, pediculosis, etc.The teacher is advised of those cases which need to be followed up by the nurse, Formerly our plan was to make monthly classroom inspections, but more and more it is felt that the day by day observation of the children by the teacher is of much more value.He refers those children who need attention to the nurse.If two or more cases of a communicable disease have occurred in a class, the nurse will watch that class closely during the incubation period of the disease.The frequency of the nurse\u2019s visits to a classroom will depend upon the health problems among the children in each particular school.2 .Medical Examinations.Each pupil in the school has his medical card to which is attached the weight record.This record follows the child from school to school and into high school.Our plan has been to have each child examined by the school doctor every second year; that is, four times in the elementary school period.We try to have the parent present during the first examination at least, for then more can be learned about the child\u2019s previous history.The examination given by the school doctor consists of examination of eyes, ears, nose, throat, teeth, skin, heart, lungs and general nutritional status.Satisfactory orthopedic examinations cannot be done unless there are facilities for dressing and undressing.Tuberculin tests are 24 EDUCATIONAL RECORD given whenever the doctor feels that such a test is indicated.Medical authorities discourage routine tuberculin testing of elementary school children because of the almost negligible number of cases of significant tuberculosis found.Whenever any case of tuberculosis is reported in a school the children in that classroom are all given a Patch Test and positive reactors are referred for X-Ray.When any defect is noted by the school doctor, a notice is sent to the parent requesting that the child be seen by the family physician.The z function of the department of health is prevention, not treatment of disease.One of the most important objectives of this examination is to interest the child in his own health status, to teach him and his parents the importance of periodic health examinations so that incipient abnormalities may be detected, and to urge them to seek medical advice when any signs of health disturbance occur.Those children who are found to have defects are seen again by the doctor at the end of the school year and may be seen several times by the nurse throughout the year.When the parent is not present at the time of the examination, the nurse makes a follow-up visit to the homes of these children who have been given notices for defects.The doctor also examines these children whom the nurse or teacher may feel are in need of medical attention.3.Weighing.The children are weighed twice a year.In most schools this is a teacher responsibility.An effort is made to weigh more frequently those children who are mal-nourished and those who have lost weight or failed to make satisfactory gains.Children are interested in their weights and this is one of the means which is found to be of greatest service in helping a child to develop better habits in regard to rest or diet.The nurse sees those children who have not made sufficient gains.They may be referred to the school doctor or the nurse may visit the homes to find out more about the individuals.She may be able to help the mother plan more adequate meals for the family.Lack of sufficient rest is one of the big problems.Mothers so often complain that they cannot get children to go te bed early.Sometimes the nurse, mother and teacher working together can influence a child\u2019s behavior, helping him to understand why he must have an adequate amount of rest.4.Treatments.Only emergency treatments or first aid should be done in school; that is treatment of cuts, etc., that occur in school.In the early days of school health work, a lot of time was spent in doing dressings of sores of various sorts.This is thought to be a mistake, for, rather than doing things for people, our function in dealing with parents and children is to help them to help themselves.A nurse does not prescribe treatment, and, if the school doctor were to do so, sooner or later there would be inevitable conflict with the family physician.5.Absence.The nurse has not time to visit all the children who are absent from school and this is not her function.The initial effort to find out why a child is away must be made by the school.This is usually done by sending a note to the home and by telephoning.If a communicable disease is suspected the nurse visits that home and other homes where health IRTP RTL rr EI AI Pir CIPI ee i POUR EP OCR PAPE | In HEALTH IN THE SCHOOL 25 problems exist.Occasionally she may use a child\u2019s absence as an excuse to visit some home when she wants to know more about him or his family.A great deal could be done to encourage parents to advise the school concerning a child\u2019s absence.6.Dental Hygiene.The dentist visits the schools from time to time and all children are given dental examinations.A written report is left with the teacher or nurse concerning each child and his need for dental care.Working together they can do a great deal to persuade and encourage children to visit their own dentist.The nurse will help plan for dental appointments at a clinic for those whose parents cannot afford to pay for dental care.Our department operates nine dental clinics in various sections of the city including the orthodentia clinic at the University of Montreal.7.Hearing Tests.Each school is visited every three or four years and group hearing tests are given, using the 4A audiometer.The children in grades III and IV are tested as well as any others referred by the teachers, doctor or nurse.The parents are advised of those children whose hearing is found to be defective.Also a special report is sent to the school principal.8.Mental Hygiene.One psychiatrist and one nurse from our department work in the protestant schools.Usually those children not making progress in school and those presenting behavior problems are referred for intelligence tests.Though the percentage of error is small, psychometric tests, of course, are not infallible.There may be a language difficulty for instance, or unsatisfactory rapport between the tester and the child.Frequently the child who misbehaves is the one who is considered to be the greatest problem.However, it is the opposite type, the very quiet child who never causes any trouble that is often the one who fails to make satisfactory adjustment in later life.He is the child about whom, the psychologists and mental hygienists are more deeply concerned.Our staff doing this work are always ready to discuss any problems which the teachers may have.The nurse will visit the homes to make further investigation.When necessary she will consult other agencies in the community who may be interested in the family or who may be able to help the child.Naturally, all the schools cannot be visited each year, but on Friday afternoons children may be seen by appointment at our mental hygiene clinic at 305 Mount Royal East.9.Environmental Supervision.All the schools in the city are visited, at regular intervals by one of the department\u2019s sanitary inspectors.From time to time the nurses and doctors inspect wash rooms, etc.Occasionally, a lack of soap and paper towels is noticed.Perhaps the children are careless in their use, but there is not much sense in talking about hand washing if the facilities in the school are not available.Particularly where children stay in school for lunch, as many do, it would seem most important that soap and towels are readily accessible.The nurse occasionally may investigate the type of lunch the children are bringing to school.If she feels certain children are having inadequate lunches, she will endeavor to see the mother and try to help her with suggestions for improved lunches from a nutrition\u2019view-point.Again the nurse NAH BE NN a aE a Ee a ts OE A EE SN SE SN NEE EDUCATIONAL RECORD may check on the milk distribution.Usually straws are available for the children, but I have seen children drinking from the milk bottles.Then one wonders how many people have handled these bottles?Have they been washed before they were given to children?; 10.Health Teaching Material.The department has very few publications for the school-age child that would be of special help to the teacher\u2014 perhaps one on nutrition and one about teeth.We distribute a number of pamphlets published by the Dominion Government and Canadian Tuberculosis Association.A number of films are available.These are shown \u2018n some of the schools each yeaf in connection with nutrition, tuberculosis or dental campaigns.The following pamphlets and books might help the, teacher not only in the teaching of health, but also in the understanding of children, their growth and development: James Frederick Roger: \u201cWhat Every Teacher Should Know About the Physical Condition of Her Pupils\u2019; U.S.Dept.of Interior, Washington, D.C.Canadian Welfare Council: \u201cFirst Years at School\u201d; \u201cIn Between Years\u201d; \u201cYears of Diseretion.\u201d Chenoweth and Selkirk: \u201cSchool Health Problems\u2019; Crofts Co.N.Y.National Education Association of U.S.: \u2018\u201cHealth Education.\u201d Phair, Power & Roberts: \u2018Health Hand Book for Teachers\u201d; Ryerson Press.Camilla M.Anderson: \u2018Emotional Hygiene\u2019; \u2018\u201cThe Art of Understanding\u2019\u2019; Lippincott.Catherine Crisp: \u201cBe Healthy\u2019\u2019; Lippincott.Robertson & Bryans: \u201cFundamentals of Health\u201d; Copp.Clark Co., Toronto.Suggestions Concerning Classroom Health Practices.1.Ventilation.In most schools the temperature of the room is usually controlled by the thermostat and ventilation systems.In others, the air in the classrooms must be changed occasionally by opening windows.Care should be taken that children seated near the windows do not become chilled.Sometimes the air in a classroom is very dry in winter.Pans of water, gold fish bowls, etc.will help to rectify this condition.2.Seating.The seats in the classroom should be suitable for the size of the children.If some children are taller than the average child in the class, larger desks should be obtained for them.The nurse will point out those children with hearing or eye defects who should be seated in front of the room.3.Cleanliness and Rubbers.Perhaps the teacher and children might talk over the matter of cleanliness.The following practices are suggested as what they might try to achieve: (a) Face, neck, ears clean; (b) Hands and nails clean, nails trimmed; (c) Hair scalp clean\u2014hair brushed and combed; (d) Nostrils clean; (e) Carry clean handkerchief; (f) Cover mouth and nose when sneezing or coughing; (g) Teeth clean, showing evidence of brushing: (h) Evidence of frequent bathing; (i) Clothing neat and clean; (j) Outer wraps (extra sweaters) and rubbers removed.Two of the common problems in many classes are the layers of sweaters that some children wear and the wearing of rubbers or overshoes.It should be explained to children that when they wear too many clothes or rubbers indoors, they will perspire excessively.The rule should be that rubbers must be left outside the classroom.Even in some of the poorer sections of the city, we see classes were there is no problem of uncleanliness among FR ERP ERP ei IIS CEE PCR E \u2014 HEALTH IN THE SCHOOL 27 the children.So much depends upon what the teacher expects from her class.Praise accomplishes much more than reprimanding a child for being unclean.A child\u2019s feelings should be considered and the teacher should not belittle him in front of the others.Perhaps a confidential talk with him will help.If that is not successful, the mother might be asked to come to school to have a talk with the teacher.4.Glasses.Children sometimes do not like to wear glasses.The child who wears glasses should be treated no differently from the other children.The fact that he wears glasses should not be mentioned except when he first wears them to school.Then he should be told that he looks well with them.Sometimes it is advisable to do this privately and, in other cases, if the teacher says so first and the teasers feel that she means it, this will prevent the child from feeling self-conscious about his glasses.How Can Teachers, Nurses and Doctors Work More Closely Together.Much could be done in the control of communicable disease if children with colds were excluded from school.The teacher helps greatly if she refers to the health service those children who show any signs of deviation from normal appearance of behaviour \u2014 for instance, the child who is more flushed or paler than usual, the child who is unusually listless or the one who ordinarily gets along well with others but who is particularly aggressive.One such child I recall had a temperature of 102 degrees.New pupils coming to the school throughout the year should also be referred to the nurse.The teacher should know about the health status of her pupils.The following plan has been suggested to the nurses.Some have made an attempt to carry it out, but the cooperation of all teachers is necessary: After the pupils are weighed at the beginning of the year the teacher and nurse should go over the records together, the latter interpreting the records and at the same time perhaps explaining something about the home conditions of some of the children.This may help the teachers to understand certain children\u2019s behavior.The teacher will thus know about the children who have defects.Some there may be with heart or orthopedic defects who cannot participate in all activities.In so far as possible they should be treated as normal children sharing in group activities whenever they can, learning to make the best of their disability.Children sometimes have glasses one year but they are left at home or are broken.The nurse and teacher checking on this together can succeed in making these children, for whom glasses have been prescribed, realize the importance of wearing them.Seating plans for any children with hearing defects can be discussed; i.e.if the left ear is affected, the right ear should be towards the teacher.Preparation for the medical examination.The children should know about the examination ahead of time.The nurse should advise the teacher a few days before the class is to be seen by the doctor.The teacher will advise the children about the examination and help to allay any fears that may arise.One kindergarten teacher always showed the children the doctor\u2019s stethoscope and called it: \u201cthe telephone he would use.\u201d The teacher 1 HO DO os dd, 28 EDUCATIONAL RECORD can do much to help the children accept the medical examination as a normal happening.It would be most helpful if the teacher were to note and report to the doctor before the examination upon the symptoms present in any child, e.g.: (1) Styes, inflamed eyes, headaches, frowning, holding a book too close.(2) Mouth breathing, frequent colds, sore throats or hoarseness.(3) Discharging ear, wearing cotton in ear, earaches.(4) Turning head to one side when listening; often failing to hear remarks.(5) Tired appearance or tiring easily; circles and puffiness under the eyes.(6) Emotional social and physical traits such as shyness, backwardness, crying easily, nervousness, restlessness, temper tantrums, asking to leave the room frequently, complaining of variety of ailments, inability to write on a straight line, lack of muscular coordination.Following the doctor\u2019s examination the nurse will report the doctor\u2019s findings to the teacher.The correction of defects is often slow.Many teachers do a great deal in helping to have defects corrected by making the child and his parents realize that it is important to obtain medical attention as soon as possible after having been advised by the school doctor that some deviation from normal does exist.In some places, school health committees have been found to be helpful in working out plans for better coordination and integration of the health programme with other activities in the school.This is not a \u201clocal\u201d war fought separately by each nation against another.It can only be understood if it is seen as an all-in conflict.Britain went to war when Poland was attacked, because, though Poland was half a continent away, Britain knew that German aggression was a threat to her own safety and to the rest of the world.The United States went to war because her territory\u2014hundreds of miles away in the Pacific\u2014was attacked by Japan.Japan and Germany were allies and within four days the United States was at war with Germany too, while Britain had declared war on Japan, who had already attacked Malaya.Greece is in the same fight as Belgium; Australian, Dutch, Czech and French troops helped to defend Suez; British Commandos land in Norway; New Zealanders fought in the mountains of Greece.Though her nearest enemy, Germany, may be defeated first, Britain will fight till the unconditional surrender of Japan is achieved.There can be no peace for one member of the United Nations till there is peace for all; no safety till the safety of all is assured.Losses borne by one are losses for all and a gain by one is a gain for all.Be rm em -\u2014 Britain and the Common Pool.RER TT TR RN RT Ty Rr RA PEN PR OCTO RE PER OPI FAI som GEOGRAPHY IN HIGH SCHOOL 29 GEOGRAPHY IN THE HIGH SCHOOL M.Edith Baker, B.A.,, High School for Girls, Montreal World War II found Canada and the United States unprepared from the point of view of possessing adequate geographical knowledge.Dr.John W.Studebaker, United States Commissioner of Education, has been quoted as saying that his country was \u201cgeographically illiterate.\u201d We in Canada are not very different.The war suddenly created a need for skill in interpreting and making maps and in providing geographical data of all sorts.Climatic charts were required to indicate the type of food and clothing needed in a war that was being waged in every part of the globe.Geographical knowledge acquired a new value as each new fighting field was opened.As we look for the causes of this unpreparedness we must concede that it is partly due to the minor role which geography has played in the high schools and universities of Canada and the United States.At a recent meeting of educators in Cleveland, the need for the further teaching of geography at the high school level was urgently stressed.Many believe that world geography should be a core subject in the Junior High School curriculum.Preparations are afoot for a specially prepared text, sound motion pictures and every kind of visual aid to illustrate a course in world geography.Such action is prompted by the conviction that this is one means of throwing off the lethargy of isolation and of widening the pupils\u2019 horizon.Science and technology have made the earth smaller.Geography must make mutual understanding possible if we are to live in a world at peace with our neighbours.A new course with a broad human emphasis is needed.We cannot afford to be ignorant of the other parts of the earth.Never before has there been such enthusiasm to know how the rest of the world lives.World understanding and peaceful living cannot be assured without knowledge.The generations of tomorrow must be trained in world citizenship based not on emotion but on facts.It is reassuring for teachers in the province of Quebec to read how clearly the aims in geography are set forth in the Handbook for Teachers, published by our Department of Education.These aims include the physical, economic, human and world aspects.The first makes a necessary basis on which to build the superstructure of general geography.Physical geography, of course, must be supplemented by adequate outdoor field work, visual aids and experiments.A study of weather and climate is necessary in the air age upon which we have so recently entered.It helps us to understand the habits of man in different parts of the world.Air travel based on knowledge of natural environment will be safer and more pleasurable in the post-war - world.Some will say that the pupils\u2019 time at school is limited and that the field of geography is so vast that little can be covered.Is it not wise to divide the time for geography limiting physical geography to the first part of the course and building up world concepts in the second part?The minds of the pupils in our elementary schools being naturally immature they are unable to grasp the significance of world relationships.Moreover, the cas oO DO NE RES ESR EDUCATIONAL RECORD memory does not long retain unassimilated facts poured into the mind and reproduced when or if necessary for examinations.The High School pupil is more mature.An understanding of the world and its people may thus be firmly established before graduation, which all too often is the end of formal education.For those who continue their studies at the university this background will serve to enrich their experience.Recently, many adults have been forced to a self-imposed education in geography in order to understand and interpret the war news.The world today is a different place from that in which we grew up.In all our school classes there are pupils who have friends and relations fighting on various fronts.The children are interested in knowing more about the new surroundings of their absent friends and relatives.Once interest is aroused, teaching is easier.The pupils themselves can bring articles such as pictures of pile dwellings in New Guinea, markets in Bombay, embroidery from Sicily and currency from North Africa.Many objects in addition to those named have been brought into my own classes in the past few months.Because of the rapidity of airplane development, children are growing up in a world much smaller than that into which adults entered.They will have to live on a globe in which the impact of one civilization upon another will be a dynamic reality.For example, instead of thinking of the Japanese as picturesque folk dressed in kimonos and wearing chrysanthemums\u2014dainty \u201cMadame Butterflies\u201d in the Mikado\u2019s realm\u2014and the Dutch, as comical boys in wooden shoes in fields of tulips, or skimming over frozen dykes on silver skates, the modern child must view the world much more realistically.If we are to live in a peaceful world we must build on reality and free our minds of both the emotionally picturesque and the grimly grotesque.For girls particularly we should stress the human side of geography.Their interest in topographical maps and mathematical geography is not as keen as that of boys.Economic geography is not a thrilling subject to girls, but they are interested in how people live.The wanderings of the steppe dwellers, the difficulties of house-keeping in the jungle, the similarities of life in Aklavik and Yakutsk have a human appeal which furnishes a good start for world patterns.Out of this develops naturally a study of what can be grown in various parts of the world and why.This leads to a study of the rocks (whence man mines materials for implements of war and peace) and of the soil.This brings us to a consideration of the types of houses man builds, and why, the food he eats, the textiles he uses.Man is conditioned by his environment.To understand the place of man in society we must know the conditions of and \u2018the reasons for this natural environment.The study of history follows.A world study of industries might take the place of the traditional study of cities and countries, their products and exports.For example, we might look at some of the things that would be involved, such as lumbering in contrasting regions, equatorial countries, monsoon lands, in deciduous and coniferous forest.We might study the conditions of growth, the life of the workers, the difficulties of hauling out logs through Burma\u2019s trackless a ee ee PIRE PET GEOGRAPHY IN THE HIGH SCHOOL 31 jungles contrasted with those over Canadian snows.Or we might deal with the gathering of forest products such as rubber, gums, syrup and nuts.The last might include a study of the manufacture of buttons from Brazil\u2019s tagua nuts.The application of science to lumbering is opening up almost endless possibilities of new uses, one being the transformation of our own soft woods into wood as hard as any found in equatorial forests.The need for conservation of our forests, of utilizing the entire tree and not just a part, should be presented.There is a wide field of interesting study in each industry if it is approached from the world point of view.Teachers are often asked: \u201cHow can you teach geography in a world whose political maps are being torn to shreds by the war?\u201d Our present day geography is little concerned with man-made boundaries.The laws of geography transcend them.Even our physical maps are being changed by the war, as instanced by the new mouth of the Hwang-ho, now south of the Shantung Peninsula, due to man-caused floods in its middle course.Can geography be taught in the history class?Principal F.C.James has said: \u201cIt is the bridge.\u201d Though geography touches on several subjects, it is unfortunately the orphan of the curriculum.No one claims it.The sciences view it askance; the humanities do not want it.The consensus of opinion among geographers is that it must be treated separately.The historian uses geography as the basis for teaching the great historic movements.I venture to suggest that the use of large relief wall maps with their distinctive colouring would show clearly the physical features of the great land masses and make the \u201cWhy\u201d of history clearer.On our staffs are trained historians and scientists, honour graduates of universities.So far, the geographer in this province has had to rely largely on self-education or seek it outside.The three main obstacles to good geography teaching have been specially trained teachers, texts, and time.The lack of trained teachers will cease shortly because our larger universities now have Chairs of Geography.Our teachers-in-training will be encouraged to take geography and allied subjects if they feel assured of being able to teach geography as a dynamic, training in world citizenship.As to texts, the French have excellent ones written by trained geographers here in Canada, and we look to the production of good ones in English.Adequate time will be found for the teaching of this subject once educators are convinced that it is necessary.The brave pioneers on this continent in the realm of regional geography, such as Dr.W.W.Atwood of Clark University, who, a quarter of a century ago recommended this approach, must be gratified to see how it is receiving recognition.Global geography, fostered by such men as George Renner, of Teachers\u2019 College, Columbia University, New York, and his associates, now aims at inculcating a world approach.Renner\u2019s popular \u201cAir Age Series\u201d has startled many into the realization that geography has a new place in our thinking.It is a subject of which the limits are as broad as mankind\u2019s interests and of which the claim to a position on the high school curriculum is well founded. sacs retracer IL tala, 10 RENNES Nas 32 EDUCATIONAL RECORD WHAT IS MUSIC APPRECIATION?Arthur H.Egerton, Mus.Doc., A.R.C.M., Montreal The question of what is music appreciation is being answered in many ways today, giving rise to divergent views on the methods best suited to putting music before the uninitiated.All seem to agree that the aim of Music Appreciation is to bring about an understanding and enjoyment of music in its many forms, styles and periods: but there is much disagreement about the business of getting the desired understanding and enjoyment across to the public.Some stress the study of musical form, believing that salvation lies in analyzing masterpieces, page by page and measure by measure, in microscopic detail.Others go to the opposite extreme and contend that it is only necessary to expose the novice to much music of a lofty type and he will in due time forsake his childish satisfaction with music of lesser moment, shed his earthly tastes, set his affections on things above, and become, in fact, an acknowledged highbrow in his artistic circle.Certainly the human side of music is not being neglected.Those who prepare long explanatory accounts of music about to be heard are constantly at pains to show how this or that composition is an expression of the composer\u2019s inner spiritual life at some particular crisis\u2014be it in exaltation or defeat, precipitated by domestic bliss or by upheaval of the social order\u2014 and they delve into the most private matters concerning the composer, ever hoping to find a new light focussed upon the music of their choice.Still others overlay music with the garment of their personal interpretations and realistic portrayals as guides to the music in hand.Music Appreciation a way of listening to music.Pressed for a personal answer to the question: \u201cWhat is Music Appreciation?\u201d I would urge that it is primarily a way of listening to music.What is needed today is the cultivation of basic, directed listening as opposed to passive, sentimental day-dreaming.This desirable way of listening is actuated by respect and veneration for great music of whatever age or epoch.It calls upon the natural ear, the heart, and the mind to do their several parts in interpreting the message of the great masters.It is furthermore a way which, having been begun in youth, is followed to the end by the preservation of an ever fresh curiosity about musical experiences, be they in the modern field, or in the bringing to light of forgotten treasures of the past.Hindrances to basic music listening.The usual approach to music listening is too idle, inattentive and passive.There is too much storytelling done to bolster up and \u201cexplain\u201d indifferent music, and too often personal reveries are indulged in at the expense of hearing the significant and moving things which the composer is seeking to convey.There is also too much repetition of over-worked familiar music, offering entertainment of a convenient type but without inducing musical curiosity, and resulting consequently in a failure to help people meet the real problems of hearing music new to them.The craze for popularizing music represents the aesthetic pilgrimage as a much too short and simple road to follow.Many people, for instance, a ds es i WHAT IS MUSIC APPRECIATION?33 simply will not give their attention to any extended composition which cannot in some way be linked up with a story or title and, if it can be so connected, they go no further in seeking to understand it.Beethoven\u2019s so- called \u201cMoonlight\u201d sonata and Chopin\u2019s \u201cRaindrop\u201d prelude, for instance, have in their titles a sales value which exalts the unduly, and which causes a most regrettable narrowing of interest when the student surveys the whole range of music by these masters\u2014mostly lacking descriptive tags.The natural outcome of excessive dealing in titles and stories to explain music found an illustration in the remarks of a student of the writer\u2019s who turned in an account of Saint-Saens\u2019 Swan.Instead of showing a genuine feeling for the beauty of this melody\u2014which is a most happy counterpart of the graceful motions of the gentle bird\u2014and quite spurning to recognize its concise ternary form, or to speak of the expressiveness of its changes of key, she commented on the piece as follows: \u201cOne particular swan is iloating along, very smoothly, and not having a care in the world.Then, as the music changes, you hear him splashing away.Maybe someone threw something in the water for him and he is swimming to get it.Who knows\u201d.Does music analysis kill pleasure in listening?The musical cartoonist and dreamer of dreams, just referred to, is apt to be also the type of listener who brings up the hoary objection that the explanation and study of the forms of music are really a kind of vivisection and that they destroy natural pleasure in listening.These, I suspect, are the people who throughout their lives will: \u201cknow what they like and like what they know.\u201d They are also the offspring of those in our church congregations of today who are most voluble in their wrathful protests when a feeble popular hymn tune like Barnby\u2019s tune to \u201cFor all the Saints\u201d is replaced by the glorious tune by Vaughan Williams\u2014a tune which brings to the singing of this text a fresh splendour, power and conviction.The lure of \u201cSwing.\u201d In many cases the conscientious objectors to the analysis of music are those who are most in the thrall of swing music and all that goes with it, apparently shut off from the normal enjoyment of music.This was borne in upon the writer recently when he decided to take up the dare of a Grade X girl who had announced to him that he would be showing extreme prejudice by staying away from the big Sinatra concert advertised for Sunday evening.Accordingly, he dropped in to see the fun at the Forum and to make first-hand acquaintance with \u201cThe Voice.\u201d It is not altogether funny to speculate as to just where mass demonstrations of this sort are leading our youngsters.Certainly when an audience of ten thousand will talk, clap, cat-call and whistle all through the excellent playing of well chosen orchestral pieces which preceded the appearance of \u201cFrankie,\u201d they are in need of some reproof.But when intoxicated bacchantes proceed to interrupt their god with hysterical screams at intervals of every few measures all through his songs, as they did when \u201cFrankie\u201d finally arrived and eventually was permitted to settle down to the business of singing, one can only assume that they are not even remotely interested in his musical capacities.Boe: HE BRERA PANNES Ent Sb A rs HEEB st at 100 BENATAR Ra sr re ATEN NN ait RS DE DUR A SR HN tRNA ERE 1) HIRE Is BREA RON NEI ES EDUCATIONAL RECORD Aids to Basic Listening.But to return to our problem of basic listening.Obviously, the first tool that must be fashioned for the listener is the ability to give concentrated attention to music of extended proportions, ever bearing in mind that \u201cone hears with the ear, but listens with the mind.\u201d Secondly, he must be assisted to perceive and describe structural shapes and designs in music materials, and the changes and transformations to which themes are subjected in the course of musical development.This, of course, means a cultivation of discerning ears and a retentive memory, and a realization that the sense of musical form is not to be confused with the mere memorizing of dull diagrams, but rather is it the instrument which subtly communicates the composer\u2019s thought.Indeed, to borrow a phrase from the church catechism, might we not say that a mental grasp of form is the means by which a diagram becomes: \u201cthe outward and visible sign of an inward and spiritual grace?\u201d A third vital purpose in Music Appreciation to be kept in mind from the start is the gaining of a perspective of music history as revealed partly in the facts of composers\u2019 lives and partly in the changing forms of music in different periods.To this should be added the goal of achieving familiarity with a body of musical literature representing man\u2019s search for musical expression down the ages, hearing this music in its entirety, and performed by the instruments for which it was originally written.Lastly, the student must gather a vocabulary of musical terms for reading, analysis and discussion of music.As an aid to concentration and the ability to pick up aural points, the keen teacher will preface nearly all listening to records by a short talk about the music or the composer, or, better still, he will dictate notes setting up a period background and directing attention to definite features of the music to be heard.The examples will not be long in the case of school classes.Themes will be put on the blackboard to be copied and sung.There will be plenty of review and periodic tests in recognition of themes and of the instruments which deliver them.Playing significant passages on the piano will help to clarify the study.A few good reference books in the school library or in the classroom will work wonders in stimulating ambition on the part of the students if appropriate assignments are given.Synopses of the principal musical forms may be placed on the blackboard and the letters pointed to silently as the music progresses.Too much emphasis cannot be placed on having absolute silence before the musical examples begin, and undivided attention during the progress of the music \u2014that is, as far as human persuasion can bring this about in the extremely noisy, restless and talkative world in which we live.Discrimination needed, even with \u201cSwing.\u201d The hopeful idealist entrusted with teaching Music Appreciation will do well to stop in his tracks occasionally and listen to the swing records brought to him by proud and infatuated owners; and he will do wisely if he attempts to open the eyes of his classes to the enduring merit of some songs of this type, as well as to the utter banality of others.It can be said, for instance, that \u201cStar Dust\u201d is an ER ERP RERO PT Li i WHAT IS MUSIC APPRECIATION?35 excellent example of the good type.It has already survived some fourteen years of public favour, whereas most songs of this class are lucky if they last three months.\u201cStar Dust\u201d is a well contrived tune, employing suitably contrasted rhythmic figures.It has a surprising feeling of continuity about it, arising from the ample span of its phrases.One could go further and say that its charm is drawn from the sanie agreeable interchange of sober, smoothly-moving quarter notes with jolly skipping patterns in eighth and sixteenth notes observable, for example, in the counter-subject of Bach\u2019s Chromatic Fugue in D minor.Or, to put it in the language of the Counterpoint textbooks, we might observe that both these examples conform to the requirements of good fifth species melodies in free style\u2014 that is, by rarely repeating the same rhythmic figures in successive bars.The lighter side of Music Appreciation.For a concluding thought, the writer would like to suggest that in no branch of music teaching is a sense of humour of more value than in Music Appreciation.As an index of what\u2019 goes on in the minds of quite young people when thinking about music, it is entertaining\u2014even if sometimes devastating\u2014to encourage students to write down their impressions of assigned pieces, and to have them sometimes read up their composers entirely upon their own initiative.As a antidote, then, to going about with one\u2019s head too much in the clouds, the writer, in closing this article will offer some quotations from examination papers turned in by High School students he has taught\u2014quotations which, he feels, speak for themselves.Extracts From Examination Papers Beethoven Beethoven was a very serious man, perhaps too serious.Beethoven\u2019s music displays depth and width.Beethoven changed the form of the sonata by making the first and last movements slow and the middle fast.His childhood was full of miseries.He was dragged, druzged with sleep, from his cot.At the age of eighteen he took on the responsibilities of his family, for his father was drinking more and more, and earning less and less.Haydn Haydn died a few days after he had heard some of his compositions performed at a concert At the age of five young Franz was sent to live with a relative who taught him music but neglected to feed him properly.Schubert Schubert never married.He spent his spare time with the piano.Grieg Grieg lost the use of one lung.(sole remark upon his life).Tschaikowsky Tschaikowsky served notice to the Ministry of Justice and began his studies in harmony.Debussy In the afternoon Debussy would walk down the streets of Paris \u2014a striking figure, black beard, carrying a cane to ward off his pet hates\u2014ecrying children, cats, and ugly people.Programme Music A composer usually has some thoughts in the back of his mind when writing programme music.Romantic composers usually make their music stand for some- thing\u2014a story, or title, a country, or an object which they think they are describing or telling about.Romanticism By 1830 the great prophets of Romanticism had finished their work.The fundamental driving system of psychology was to find the difference between musical material and human nerves. ceprpie an Leèm ets es ses se SRE Fosses RAR ER EI 36 EDUCATIONAL RECORD POSSIBILITIES OF TEACHING LANGUAGES, ESPECIALLY FRENCH, THROUGH THE RADIO R.S.Lambert, Supervisor of Educational Broadcasts, Toronto Experiments in language teaching by radio have a long history.They have mainly taken the following forms: (1) Direct Teaching for beginners, whether school or university students, or interested adults.Examples of this are Otto Siepmann\u2019s German courses under the BBC; and the language courses given by Ohio State University.(2) Supplementing regular class study, in elementary or secondary schools in (a) grammar, (b) pronunciation, (c) vocabulary.Examples are Emile Stéphan\u2019s courses at the BBC, which extended over several years; and Burns Adams\u2019 courses in the Maritime Provinces of Canada.(3) \u201cBrush-up\u201d courses for students who are not beginners, e.g.secondary school or university students, or adults.Many such courses have been given by University Extension Departments as well as by Private Radio Stations.(4) Cultural broadcasts, combining study of the music and life of a foreign people, with use of their language, including aids to travel.This type of programme has been developed particularly in the United States, in Spanish and Portuguese, as part of its scheme for cultivating Latin America.Each of the above type of programme presents special advantages and problems.For direct teaching, Ohio State University uses the technique of beginning with words which are alike in both languages in order to increase comprehensoin gradually until the student can understand foreign words spoken at a normal rate of speed.This has been varied by using both English and the foreign language, and sometimes in the mouths of two speakers.Dr.Siepmann\u2019s German course was based on using a textbook familiar to British schools.Direct teaching has also been successfully built around study by phonograph records, e.g.Linguaphone Institute courses.In most cases, these techniques involve considerable danger of monotony and dullness in the broadcasts, leading to lack of listener interest or loss of audience.Supplementary school courses, e.g.those given by M.Stéphan and Mr.Burns, often lay special emphasis on phonetics.In the case of French, the implication is that the most valuable contribution radio can make to classroom teaching is in pronunciation.This is due to the fact that French is often taught by teachers who have more knowledge of the grammar and vocabulary of the language than of its pronunciation.Accordingly, in the broadcasts, syllables, words, and phrases are repeated over and over again, often with instruction in how to make the individual sounds.However POSSIBILITIES OF TEACHING LANGUAGES 37 practical and useful this type of programme may be, this is apt to be monotonous, from the listeners\u2019 point of view.Special Problems in Canada.This brings us to the special problems which face Canadian radio in this matter Since French is spoken by approximately one-third of her population, Canada has the problem of bilingualism, and the special place of the French language and culture in her national life.French is taught in Canadian schools, but on a different basis in different provinces.In most of English-speaking Canada it is a high school subject.Only in the Maritime Provinces at present is radio used to supplement the teaching of French.Mr.Burns Adams describes his broadcasts (Mondays, 10:45-11:00 a.m., ADT) as: \u201cnot based on the prescribed programme of any one province\u201d but including: \u201cmaterial generally accepted as that of Grade VIII or Second Year level.The underlying idea of these broadcasts is to take advantage of the possibilities of radio to emphasize and vitalize the oral and aural aspects of the French language.\u201d In addition to the Maritimes, the Alberta Department of Education has offered a course in Oral French as part of certain radio programmes connected with its correspondence courses.These are not \u201cschool broadcasts\u201d in the ordinary sense.It will be noted that, up to the present, radio has not been used in connection with teaching of French in the schools of either Ontario or Protestant Quebec\u2014the two areas where\u2014outside of the Maritimes\u2014there is most direct contact between French and English-speaking Canadians.However, it will probably be admitted that the teaching of French throughout Canadian schools is not fully effective, to judge from the small number of adults that are able to speak or use the language.If radio is to be used more than in the past to supplement French language teaching in the schools, the decision will rest with the Departments of Education, who could use the facilities offered them by the CBC (as the Maritimes do) to put on the air French language broadcasts to their schools.There are no doubt two kinds of hindrance to this course: (a) in the areas where improved French study would be most directly useful, i.e.Quebec and Ontario, political considerations may enter in.(b) in other areas, e.g.the West, opportunities for the student to use French as a spoken language in adult life are too limited to make it worthwhile to improve the oral teaching of French, in which lies radio\u2019s main usefulness.If and when FM broadcasting is widely introduced into Canada, and educational authorities take advantage of the possibilities it offers to establish their own FM stations for broadcasting daily educational programmes to their schools, French may more easily find a place in the radio curriculum.There will be more time available, with opportunities for specialized types of broadcast in grammar and pronunciation, without running any risk of putting on the air broadcasts too dull for the general listener.iddouie I | I | ES A POC ANN CIENCIAS RENAN Bi D ARS EE ER A 38 EDUCATIONAL RECORD Cultural Language Broadcasting.From time to time consideration has been given to the use of the French language in broadcasting not merely for instructional purposes but also as a cultural means of promoting better understanding between French and English-speaking Canadians, and so strengthening the sense of national unity.This would mean the CBC using one of its networks which has a nation-wide coverage.It would be possible to give a broadcast of the \u201cBrush-up your French\u201d type, for the benefit of senior school students, university students and adults.Or it would be possible to give broadcasts which stressed the literary and cultural value of French (drama, poetry, readings, music) for the serious-minded minority of adult listeners.Again, a type of entertainment broadcast could be produced, combining \u2018variety\u2019 dialogue and music, in such a way as to attract the general listener with the indirect object of letting him hear more French.Recently the Education Committee of the CBC collected some facts and opinions on the whole question.A questionnaire was sent out to all Canadian radio stations asking if at any time they had attempted to present educational broadcasts in French, and if so, with what success.Thirty-eight replies have been received.These may be summarized as follows: One station only appears to have made an independent effort to present educational broadcasts of this nature.Its reply is so interesting that it is quoted in part at the end of this article.One station advised that it had carried a series of this kind sponsored commercially.Six stations report that they carry, or have carried, such programmes on behalf of Provincial Departments of Education.Thirty-two stations have not carried instructional programmes on French at any time.Five stations, principally in the west, express some doubt as to the advisability of carrying such programmes on account of local sentiment or lack of interest.Generally, stations seem willing to carry this type of broadcast, for educational purposes, if requested to do so.The following is a summary of a letter received from Station CHOV in Pembroke, Ontario: \u201cIn this connection I participated in some experiments .at Rouyn a French announcer and I did a short series, in which we tried to teach both languages, (presumably to adults).On the one hand, we found many members of our community listening to the English programmes because it helped them to learn the language; on the other hand, many English speaking people listened to the French programmes since they felt French would be helpful to them in their business and social life.\u201cWe finally hit on the idea of using two announcers, one of whom spoke good French and bad English, the other, good English and bad French.They would teach other other; this provided a programme that interested both English and French-speaking people; it also helped our listeners to break down their nervousness at trying to speak in another tongue.\u201cThis method introduced an element of comedy at the expense of the announcer concerned.Since I spoke English, my colleague would poke RE CEE REP PP MED PR LE TP PR POSSIBILITIES OF TEACHING LANGUAGES 39 gentle fun at my mistakes, and I at his, which emphasized in a pleasing way E the errors themselves.We used standard textbooks on the languages .E We were turning out a programme that had some entertainment value to those not in the least interested in learning either language.\u201d The writer concludes with the opinion that this method of teaching has its greatest value in a bi-lingual community such as Rouyn.The CBC also collected some interesting cpinions from experts in French across the country.Professor Meredith Jones, of the University of Manitoba, favoured a radio programme for schools, either in or out of school hours, on a national basis, supplemented by carefully prepared printed material.He suggested a type of broadcast which would combine bo several features such as, short drills on pronunciation, short stories in elementary language but possessing entertainment value, quizzes, jokes and E brief lessons on popular French music, etc.E Dr.J.Darbelnet of McGill University, suggested short talks to French students in school on sports, travel, famous Canadians, current events, etc.Dr.H.A.Freeman, of McMaster University, favoured a serialized presenta- A tion of Maria Chapdelaine, with part of the time devoted to word drills, i: quizzes, etc.Dr.D.O.Evans, of the University of British Columbia, be- B lieved that the whole subject should be studied not merely in relation to E the teaching of French in school but also in relation to the general cultural E life of the country as a whole.This would take in the problem of the È English as well as the French language in its relation to broadcasting, including the teaching of English in French-speaking Canada.5 After considering these facts, the National Advisory Council on School gi Broadcasting, in March 1944, set up a small committee to make a preliminary fi investigation of the whole subject and to report in March, 1945.This committee has drawn up a draft questionnaire for circulation to a large number go of experts throughout the country.Its deliberations.however, are hampered 4 by lack of funds to enable its members to meet for personal discussion.Lu THE TEACHER\u2019S PRAYER Lord, who am I to teach the way To little children day by day, So prone myself to go astray?I teach them knowledge, but I know How faint they flicker and how low The candles of my knowledge glow.I teach them love for all mankind And all God\u2019s creatures, but I find My love comes lagging far behind.Lord, if their guide I still must be, Oh, let the little children sec The teacher leaning hard on Thee.ERAN) NTR) TT EPS EPP EDUCATIONAL RECORD RADIO\u2014THE FOURTH \u201cR\u201d IN EDUCATION Shulamis Yelin, Montreal Although Reading, \u2019Riting and \u2019Rithmetic persist in being the three main pillars of our educational set-up, a fourth \u201cR\u201d has presented itself which threatens to make the first three \u201cR\u2019s\u201d her handmaidens, for today, \u201cR\u201d is for radio more than for any other word in the child\u2019s vocabulary.How quickly we accept miracles and make them a part of our own personal daily routine existence! The days of gaslighting (which many of us can still recall as a miracle), the introduction of electric lights, the automobile, the tramway, all become commonplace, and so soon commonplace! And then Radio.I can remember how impossible it seemed, when as a child I was told about radio.\u201cYou turn a little knob and you hear music from New York or even from places further than that.Just turn the knob, you'll see! \u201cBut where does it come from?Who makes it?\u201d Yet, before long I had ceased to inquire, and had begun to accept radio as one of the everyday features of my life.Today our children do not wonder about radio as I did.They know that down at the broadcast stations actors speak into the microphone, that the sound is controlled by engineers and is sent out over long and short wave to the various homes which happen to have their set turned to that particular station.Not only that, but they have accepted the fact that they can rely on their radios to bring them the latest word in news, music, humor, sport and every phase that interests them or their family.The picture of Johnnie dropping his baseball bat to \u201cRush home, because I have to listen to Hop Harrigan,\u201d or whoever it happens to be, is one which is common to most homes today where there is a youngster.Incidentally, while he listens, he learns.Thus, radio is, to use a movie term, \u201ca natural\u201d for teaching.If the programme is interesting it can compete with baseball.It gives the child the thrill of wondrous experiences, even though they are only experiences by proxy.It broadens his horizons, makes the whole world accessible, fires his imagination, invests him with powers of flight into the distance, the future and into the past.Every time he identifies himself with his vicarious experience and tranforms it into something definitely his own, he broadens his education, for experience is education.Teachers cannot but be impressed by the possibilities of radio as auxiliary to their efforts.Most people have heard of the wonderful work done in various parts of this continent where education and radio are complements to each other.This started over ten years ago when a group of teachers at Ohio State University began to experiment in this field.These teachers arranged a series of broadcasts based on various subjects of interest to various age levels.While preparing their children for these broadcasts, they discovered what tremendous possibilities such teaching could offer.As the idea spread, various groups throughout the United States accepted it and PO RE PTE SE PE EP OM PER RESTE RADIO\u2014THE FOURTH \u201cR\u201d IN EDUCATION 41 tried it out, each adding its own interpretations and interests.The radio stations, realizing just what they stood to gain from this new development.were only too glad to cooperate in the experiment.From musical features alone, such as the Damrosch music hour, they set out to experiment with many subjects until today there is presented over the air everything from Music and Art to Science.Radio Schools of the Air have become the largest educational institutes in the world both in hemispheric coverage and in the number of pupils and teachers participating.To the radio stations, radio education means a greater listening audience, greater popularity and better business.What does it mean to teachers?Firstly, it means direct access to the child\u2019s learning power by means of a direct appeal to his interest level.No matter how brilliant a teacher may be, he cannot hope to offer a lesson to his class which can compete either in content or in presentation with the wondrous science of radio, in making real the unreal, and of bringing the distant into the classroom.Furthermore, where it is physically impossible for the teachers always to have access to authentic material and to be an expert on every subject he teaches, radio, by means of its diverse personnel, has in its employ experts who will prepare the material for their \u201cshows\u201d and offer the best that can be had.The long hours spent by these experts in finding the authentic facts and in arranging them artistically are telescoped into a quick-moving drama which reveals the highlights of that subject and leaves the listener with a stimulus for further research and learning.Why, then, you will ask, bother with teachers?Let our educational boards prescribe compulsory listening programmes for the various age levels of children throughout our lands and engage overseers, just to see that the children listen.Unfortunately, that is the attitude of some teachers who listen to school programmes.They turn on the radio, tell the children to listen and then ask: \u201cWhat did you get out of it?\u201d When the children do not respond very readily the teacher feels that teaching by radio is a failure.Even the teacher needs to be taught.Education by radio is a new idea to most of us and we do not know exactly what to do with it.There is no doubt that, as interest in this field progresses, courses for teachers will be given in the Fourth \u201cR\u201d just as they are given in the other three, and the planners of our curricula will have to cooperate with the planners of the radio programmes so that school work may benefit.For to get the fullest results from a radio programme the child must be prepared to receive it.His year\u2019s study must be interlocked with his year\u2019s listening.Listening must not be an isolated thing in his curriculum but a regular occurrence and follow up of his preparation.Thus, when the teacher receives his outline of study for the school year he will also receive his radio outline and will mould each period of the course that it may be climaxed by a radio drama.In this way, when the children listen, they will be listening to the culmination of a certain period of work.It is remarkable how children, after hearing a good broadcast, will engage in discussion as to whether so-and-so was presented as he had & 4 K ri fe.A a Rl Be Bt = felts 42 EDUCATIONAL RECORD visualized him, or whether such-and-such was really the cause that led to this-and-that result as they had studied it.This creates much work for the teacher, but with it also comes the thrill of watching the minds of little children grow.Actually this is part and parcel of the Enterprise or Project Method, \u2014just another aid to live teaching.Many changes must grow, out of such teaching and many values must be revised.For example, where a library was a luxury in a school previously, some principal\u2019s idea of \u201cpampering\u201d the children, according to some critics,\u2014today it is the auxiliary of progressive teaching.Where movies were hitherto considered as merely a means of making a little money to buy necessities for the school, they now are considered by progressive educators as requisite for better teaching.The day is not far off when radio will come into its own, and there will be natural outcomes from it.How often in commenting upon some person, we say: \u201cWhat a grand person, and what a wonderful listener!\u201d Somewhere along the way that person had to learn to listen.Supposing that, instead of giving Johnnie a homework assignment of \u201cReading up on Pasteur and his work for tomorrow,\u201d we could say: \u201cBoys and girls, to-night at 7.30 over Station XYZ there will be a play about the life of Louis Pasteur whom we\u2019ve been studying.I'd like you to listen at home and find out all you can from the Broadcast and tomorrow in science period we will discuss it.\u201d Unless I am completely mistaken, the words of approval will be overwhelming and immediately you will hear, \u201cHey, Johnnie, come to my house,\u2014we\u2019ll listen together!\u201d \u201cAnnie, ask your Mother if you may come over! I have a Book on it at home too.\u201d A feeling of social sharing will be awakened in the children and on their return to school in the morning the pupils will be richer not only in knowledge but also in a feeling of independence wihich comes out of their personal and individual contact with the experience itself.Moreover, we shall be attuning their tastes to a higher standard of cultural level which will in turn again influence the standard of entertainment we will get over the air.One of the natural outcomes of radio in education is a \u201cnew wing\u201d to the school library.To date there are books on various subjects from research to romance.In some schools there is already one wing which contains gramophone recordings and a listening room.The next wing must be one for radio transcriptions.Those are recordings of radio programmes made while the show is being produced.Thus, just as we have on record the great music of the great artists who are still with us and those who are already gone, we also have recordings of fine radio productions which can be turned to at will, and the work of the experts will not have been only for the short lived 15-30 minute period.While, at present, these transcriptions are still used mainly by the radio stations only for their own libraries and files, they must be made accessible to school libraries also, as the demand grows.a a a PA ice RADIO\u2014THE FOURTH \u2018\u201c\u2018R\u2019\u2019 IN EDUCATION 43 Listening in the classroom provides the teacher with an opportunity of E knowing his children as he could never know them otherwise.With the 5.growing interest among educators in mental hygiene and in the part it plays 3 in the development and happiness of the children who are to be our future citizens, radio listening offers to the interested teacher the opportunity of fb detecting without the child's knowledge any signs of maladjustment or un- 3 happiness that he may be experiencing.Where Bobby, who is the perpetual E- 4 bane of his existence, suddenly becomes engrossed in the exciting history play on the air, he has a clue through which he can attempt to gain his friendship.Where Mamie, who is: \u201cso good you never know that you have that child in your class\u201d suddenly begins to twitch as the exciting story envelops her, the teacher realizes that the child is not really so good but that she is probably a very nervous child who remains quiet so that she will not À attract any attention to herself.Radio listening can thus be a gauge by E which the teacher can discover which of his children really need the help of À an accredited psychiatrist and thus help them also in their psychic development.Thus we see that radio is not only a fad \u201cwhich is coming and must : soon go.\u201d It is a means of teaching which, properly used, cannot but revo- E lutionize many of our educational methods of today.The system of re- EF: search, discussion, listening, discussion and further research, will develop not only knowledge but also tolerance for other people\u2019s opinions, independence and responsibility in work, and the realization of the interdependence À of human beings, countries, and laws.These in turn must make teaching a E more vital, animated profession, and learning a more wonderful, exciting and E active experience.For several years now the governments of various coun- fii tries have realized the power of radio in fostering friendly relations and in 3 the dissemination of propaganda.The war has made this even more obvious fo and we cannot even turn the dial but sooner or later we are aware of the ; Ë force of this medium.If governments have come to consider this means of gi! teaching as of primary importance, let it not be said of those who are prim- i arily educators, that they are not willing to take advantage of the best that H is to be offered,\u2014the fourth \u201cR\u201d in education.fF THE BOY OF THE HOUSE Did someone urge that he make less noise, He would say with a saucy grin, \u2018Why, one boy alone doesn\u2019t make much stir\u2014 I'm sorry I isn\u2019t a twin! There's two of twins\u2014oh, it must be fun To go double at everything, To holler by twos, and to run by twos, To whistle by twos, and to sing! Jean Blewett.PS EP EE PR EE REP .yahBRbib SENN HOI ale AMPS pre EECA A HEE EN ea E OC MANE a PLL IN Te D ES OA ST ee ESS SES D A EDUCATIONAL RECORD IS GUIDANCE A DREAM OR A REALITY ?H.R.Beattie, B.A., Director of Guidance, Ontario Department of Education While most people to-day are interested in guidance there is no topic which is more misunderstood, or concerning which there are so many ideas and viewpoints.This is logical because, although everyone recognizes the need for guidance, each person will look upon guidance as the directing force toward the goal at which he thinks all education should be directed.Some take the viewpoint that guidance is merely vocational guidance, i.e., helping each pupil to choose some occupation for a lifework.Some have the viewpoint that it is the inculcation of right habits of living; others think it is the development of citizenship.Still others think that guidance should only concern itself with the problem of adjustment within the school, i.e., educational guidance.Even though there are these different viewpoints, a close examination will reveal in all the same basic principles.The basic purpose of education is not only to train the mind but also to develop pupils in their social, civic and emotional growth.Furthermore, if such development is to be truly effective, attention must be paid to what the students intend to do on completion of their formal education.The guidance point of view puts the emphasis on the full development of each individual to the limit of his abilities and capabilities, the assistance given to each student to make intelligent decisions, and the assistance necessary to make a satisfactory transfer from the school to another educational institution or the occupational world.This is a practical recognition of the theory of individual differences to which we have subscribed in education for a number of years.Although we recognize the above principle, there are many conditions in our schools which have tended to draw us away from it.While early educational institutions, due to small enrolments, were able to give much personal attention to students, present-day education has robbed the teacher of many opportunities to keep in close contact with them.Large classes and subject specialization make it impossible for teachers in most cases to know their pupils.Teachers are frequently forced to view their pupils in the light of achievement in one subject only and then for only four or five lessons a week.Such a condition makes it impossible for him to understand their abilities and capabilities.The constantly increasing complexity of courses necessitating decisions on the part of pupils and the constantly changing occupation world make it imperative that we give personal attention to pupils as individuals.The story is told that Benjamin Franklin's father took his son down the street, so that Benjamin Junior could see people at work through the windows of the shops.In a few short blocks he was able to see people in various occupations and thus to secure a good idea of what the future held in store in each respective occupation.The occupational world has changed, however, and will continue to change so rapidly that this method of getting occupational information must, to a large extent, be discarded.So many workers to-day are behind the walls of factory and office buildings that young people have little, if any, chance of actually knowing what the workers do.In addition to the fact that young people have very little idea of what the occupations demand of the workers, is the certainty that most of these occupations demand specialized training in the school.a Ee IS GUIDANCE A DREAM OR A REALITY?45 Too many pupils have been allowed to guide themselves toward unachievable goals and have been given negative guidance in terms of failing marks.No choice of an occupation should be based on mere whims or fancies.It should be based on a scientific analysis of one\u2019s own abilities, coupled with accurate and up-to-date information on the requirements and opportunities of the various occupations.Surveys which have been made in Ontario, as well as many conducted in the United States, prove conclusively that nearly fifty per cent of the pupils in our secondary schools have no occupational choice.What is even more surprising is that the percentage is as correct for seniors as it is for junior pupils.Another fact which such surveys show is that the greater majority of these pupils are choosing within a very narrow range.In fact, fifty per cent of the choices of the boys are in the fields of engineering and medicine, and fifty per cent of the choices of the girls are in the fields of nursing, stenography and teaching.Why are the choices in such a narrow range?It is simply because we have not given them information on occupational fields, pupils choosing those occupations with which they are familiar.This must not be interpreted to mean that all pupils should have a choice at once because many are not ready to make a choice.It does prove, however, that we must give them accurate and up-to-date information on occupations.Each pupil should be made conscious of the fact that the choosing of one\u2019s occupation is a serious undertaking for which the responsibility rests upon him, and that the school is ready and able to give him assistance when needed.What is more alarming than the fact that a large number have no choice is that many have made choices totally out of line with their own abilities and capabilities.At the present time about twenty-five per cent of the boys in our secondary schools are thinking about jobs in engineering.Two years ago that percentage were thinking of jobs in aviation.To-day many of them are thinking of engineering merely in terms of building bridges, aeroplanes, or travelling around the world.How many of them know that success in engineering is dependent upon many factors, one of which is a knowledge of, and proficiency in mathematics?This is just one illustration of information pupils should have.Surely by giving pupils accurate and up-to-date information on occupations many years of wasted effort can be avoided.One must remember the great number of pupils who never graduate or go on to another educational institution.In Ontario, out of every 100 pupils who begin elementary education, 62 obtain high school entrance, 54 begin Grade 1X, 12 write examinations in Grade XIII, and three go to university.This is evidence that many are dropping out of school before they should.Although there are many reasons for these withdrawals, not the least common is the one that pupils leave school because they are not aware of what the school has to offer and have no knowledge of the requirements of the occupational world.A full guidance programme should remove entirely this reason for withdrawal.It is not contended that all pupils could or should be kept in school until graduation, but it surely is not wishful thinking to claim that pupils should not withdraw from school without a measured consideration of the step being taken, as well as consultation with some person qualified to discuss the merits of school leaving.Mention should be made of the following: Large numbers of pupils are going out of schools with the intention of attending university but with little knowledge of what a university offers; industry is critical of the school because it does not 46 EDUCATIONAL RECORD work in close co-operation in effecting transfers of pupils; at least sixty per cent of maladjustments and hence discharges in industry are due to personality factors; pupils complain of the necessity of taking certain subjects because subject teachers do not justify the subject matter being taught.Such are some of the conditions which make guidance inevitable, not merely the guidance which all good teachers have always given, but the organized assistance which is demanded by the urgency of the situation.Guidance is not simply a case of administering a few tests and pigeon-holding the pupils into various occupations.It is not merely placement, although placement should become an integral part of a guidance programme.It is a concerted effort on the part of all school personnel, assisted by the efforts of trained counsellors, to make pupils conscious that the school is prepared to assist them to make wise decisions.It is concerned with the adjustment of all pupils within the school, with assisting pupils to choose fields of occupations for life work, and with assisting pupils to make the transfer to another educational institution or the occupational world.While the actual organization in a school will depend upon local conditions and the facilities available in the school, all guidance is based upon the fundamental principle so ably expressed by George H.Myers in \u201cPrinciples and Techniques of Vocational Guidance\u2019: \u201cOn the one hand are the well-known differences in individuals\u2014differences in physical characteristics, general intelligence, special aptitudes, special limitations, personality traits and the like.On the other hand are the differences in the requirements and opportunities of hundreds, even thousands of occupations.The problem of Vocational Guidance-is that of assisting an individual who possesses certain assets, liabilities and possibilities to select from these many occupations one that is suited to himself and then to aid him in preparing for it, entering upon, and progressing in it.If all individuals were alike, this problem would not exist, for no one would be better suited to this or that occupation than would all others.If all occupations were alike, in other words, if there were only one occupational goal for all, then there would be no question of choice and therefore no question of guidance.\u201d So first a study of the individual must be made.This does not mean merely compiling a record of the pupil\u2019s school progress and achievement.It also involves making a record of such items as family background, occupational interests, tests and measurements, participation in extracurricular activities, hobbies, work experiences, significant items on health and other significant information.The record should be a continuous one from the time of entering until leaving school.Too frequently, at the present time, there is one system of records for the elementary school and another for the secondary school.If education is a continuous process, continuity of records is advisable.The only objection which has been, or can be raised about personnel records is the amount of clerical work necessary to keep them up-to-date.While it is true that if the records are to be valuable clerical work is necessary, it is also indisputable that success in the occupational world is dependent upon more factors than school achievement.Such records are therefore inevitable.As a programme develops tests must be introduced.There will be some disappointment in the use of tests because so many people think of them as some magical instrument that will solve all problems.Tests are simply measuring IS GUIDANCE A DREAM OR A REALITY?47 sticks, like the yardstick or the scales, each being designed to measure some particular characteristic or some type of behaviour.What is more important, tests must be interpreted, and this can be done only by those who have made a careful study of their use.It is ridiculous to think that there is any one test or even a small group of tests which will predict success in an occupation.The question might be raised whether tests should be used.R.W.Jackson, of the Ontario College of Education, expresses the answer in these words: \u201cTests give us valuable information, and there is no other method of getting it.By all means use these tests, but season the results generously with the clarifying salt of common sense\u201d.There are great differences in the requirements and opportunities of hundreds, even thousands, of occupations.Classes in guidance where instruction is provided as in any class such as mathematics, social studies, etc, are therefore needed.It is essential that the work taken in such classes be not a mere compilation of the requirements of a few occupations, but rather that such topics be introduced as: factors to be considered in choosing an occupation, how to study, the value of an education, rightful habits of living, development of personality, an examination of the requirements of \u201careas of work\u201d, information on entrance requirements to universities and other training institutions, etc.Those who have been teaching such classes will state that these are the most interesting of all.Much valuable information can be disseminated by films, talks by outside speakers, teachers vitalizing subject matter by reference to occupations, work experiences, and older successful people sharing their knowledge of occupations with younger inexperienced pupils.The last is a contribution which can be made by any service club.It must be recognized that service club men are not and never will be professional guidance workers.On the other hand, they are successful leaders in their fields of work and, as such, have accumulated a great deal of first-hand and useful knowledge about their own vocations which might well be passed on to others less experienced and less well informed.When the individuals in the class and the world of work are studied, it is possible by expert and skilful counselling (interviewing) to make all the work effective.Such work must be handled by a person with the proper personality and training.Unless this is the case, there is danger that much advice of an amateur nature might be given which would be harmful.The counsellor must be provided with adequate time to do his work.He must study the pupil\u2019s personnel record, selecting items for consideration, and planning the interview with refer- .ence to the personality and needs of the pupil.The interview must centre around the pupil's plan, what vocation, if any, he thinks of choosing; what his strong and weak points are; what prospects he has for continuing his education; how his assets, liabilities and plans harmonize with his vocational choice.By such interviewing the pupil will come to feel that choosing a vocation is a serious undertaking for which the responsibility rests with him.He will also come to feel that the counsellor is ready and able to give him further help.What is most important is that the whole work be done confidentially.Guidance programmes will not be set up over-night.A few years will be required before our schools get adequate pupil personnel records into operation, before teachers and teacher-counsellors are well trained and our schools are permeated with the guidance philosophy of education.- ities.= SES EDUCATIONAL RECORD THE ORIGIN OF THE NAMES OF SOME OF THE PROTESTANT MUNICIPALITIES IN THE PROVINCE OF QUEBEC E.C.Woodley, M.A., Department of Education, Quebec Many people are interested in the origin of the name of the place or district in which they live.The list that follows affords some information regarding the names of some of the Protestant school municipalities of the Province of Quebec.I desire to express a special obligation for much of this information to the Ninth Report of the Geographic Board of Canada, 1910.A.Names with Biographical or Historical Association: ABBOTSFORD: after the Rev.Joseph Abbott, father of Sir J.J.C.Abbott, Prime Minister of Canada, 1891-1892.AGNES: after the Baroness Macdonald (née Susan Agnes Barnard), wife of Sir John A.Macdonald.ALLEYN: after Hon.Charles Alleyn, Commissioner of Public Works, 1857.AUBERT-GALLION: after Dame Thérèse de la Laude Gayon, widow of François Aubert, who held this seigniory.AvErs CLIFF: after the founder of the settlement, Thomas Ayer, 1799.AvLMER: after the fifth Lord Aylmer, former General of Canada, 1831-1835.AYLWIN: after Hon.Judge Aylwin, Solicitor General of Lower Canada, 1842- 1843.BEACONSFIELD: after Benjamin Disraeli, Earl of Beaconsfield, Prime Minister of England, 1868, 1874-1880.BEDFORD: after Lord John Russell, seventh Duke of Bedford, who signed the treaty with France in 1763.BEEBE: after the founders of the settlement in 1798, David and Calvin Beebe.BOLTON: after the sixth Duke of Bolton who in 1765 married Miss Katherine Lowther who had been the fiancée of General Wolfe.BULWER: after Edward George Earle Lytton-Bulwer-Lytton, first Baron Lytton (1803-1873), a distinguished English novelist and statesman.CADILLAC: after Cadillac, an officer in the Regiment de Berry, which formed part of Montcalm\u2019s force at the Battle of the Plains of Abraham, 1759.CARILLON: after Philippe de Carrion, Sieur de Fresnoy, a lieutenant in the Carig- nan Regiment; settled in a fief on Montreal island and engaged in fur-trading with Indians who travelled down the Ottawa river.CHATHAM: after William Pitt, first Earl of Chatham (1708-1778), Secretary of State in England at the time of the Battle of the Plains.CLARENDON: after Thomas Villiers, first Earl of Clarendon.CoMPTON: possibly after the second Marquis Townshend, Lord Compton; his father succeeded General Wolfe as British commander at the Battle of the Plains of Abraham, 1759. ORIGIN OF NAMES OF PROTESTANT MUNICIPALITIES IN QUEBEC 49 CooksHIRE: after Captain John Cook who about 1800 brought settlers from New England to the Eastern Townships.COWANSVILLE: after Peter Cowan, a merchant whose efforts led to the establishment of the first post office in the village.Cox: after Col.Nicholas Cox who was one of Wolfe's officers at the Battle of the Plains of Abraham and afterwards received a large grant of land in the Gaspé peninsula.DOLBEAU: after the Recollet missionary, Father Dolbeau, who came to Canada in 1615 and worked in the north country.DORION: after Sir Antoine Aimé Dorion, a former Chief Justice of Quebec.DoucLAs: after Rear Admiral Sir Charles Douglas who brought relief to Quebec in 1776.DRUMMOND: after General Sir Gordon Drummond who was Commander-in-Chief in British North America, 1814-1816.He distinguished himself at the battle of Lundy\u2019s Lane.DUNHAM: after the Hon.Thos.Dunn who was granted the township in 1796.Duruam: after Lord Durham, Governor-General of Canada, January-December, 1838.EASTMAN: after Ezray Eastman, wife of John Blinn, an early settler.ELGIN: after James Bruce, eighth Earl of Elgin, Governor-General of Canada, 1846-1854.FosTER: after Judge S.W.Foster of Knowlton.FRELIGHSBURG: after Dr.Abram Freligh who settled here in 1800.GIRARD: after Joseph Girard, M.P.P.for Lake St.John, 1892-1900.GORE: after Sir Francis Gore, Lieutenant Governor of Upper Canada, 1806-1811.GRENVILLE: after the Right Hon.William Windham, Baron Grenville (1759- 1834), Prime Minister of England, 1806-1807.HALDIMAND: after Sir Frederick Haldimand, Governor-General of Canada, 1778- 1784.HARRINGTON: after Charles Stanhope, third Earl of Harrington, who was with Wolfe at the Battle of the Plains of Abraham.HINCHINBROOKE: after Hinchin Brooke mansion, Huntingdon, England.Howick: after Henry Grey, third Earl Grey and Viscount Howick, who was Colonial Secretary, 1845-1862.IBERVILLE: after Pierre LeMoyne, Sieur d\u2019Iberville, soldier and explorer, who fought the British in Hudson Bay.JoLIETTE: after Louis Joliet, the explorer of the Mississippi.KinGgsBURY: after E.F.King, a former post-office inspector in the Montreal district.KNOWLTON: after Col.Paul Holland Knowlton who opened a store there in 1834.LACHINE: after the name given to La Salle\u2019s seigniory, previously known as St.Sulpice, following the failure of his attempt to discover a passage by water to China. PSS TE A DE AY AR BECERRA 50 EDUCATIONAL RECORD LAPRAIRIE: after the name of the seigniory granted to Jacques de la Ferté Abbé de la Magdeleine of the Company of One Hundred Associates.Because of the nature of the country it was called \u2018\u2018La Prairie de la Magdeleine.\u201d LeEnNOXVILLE: after Charles Gordon Lennox, fourth Duke of Richmond, Gov- ernor-General of Canada, 1818-1819.LEvis: after the Chevalier Levis, second in command to Montcalm in 1759, who won the Battle of Ste.Foye in 1760.LONGUEUIL: after Charles Le Moyne, Sieur de Longueuil, who took his title from the name of a village in Normandy.LOUISEVILLE: after H.R.H.Princess Louise, Duchess of Argyle.MANN: after Edward Mann who lived in this region in 1788.MARIA: after Maria, wife of Sir Guy Carleton, Governor-General of Canada, 1774-1778 and 1786-1796.MONTCALM: after Louis Joseph de St.Véran, Marquis de Montcalm, Commander in Chief of the French.forces in New France in the Seven Years\u2019 War.MONTREAL: from Mont Royal, the name given to the mountain on the island by Jacques Cartier in 1535.MULGRAVE: after Henry Phipps, first Earl of Mulgrave, Secretary of State for the Colonies, 1839.NELsoN: after Viscount Horatio Nelson, victor of the Battle of Trafalgar, 1805.ORrMSTOWN : after a child of Alexander Ellice who bought the seigniory of Chateau- guay in 1793.\u2018 OUTREMONT: after the name of the residence of the Le Bouthillier family which was located in this part of the island of Montreal.PHILIPSBURG: after Philip Ruiter a land-agent for the Hon.Thomas Dunn after whom Dunham was named.PORT DANIEL: after Captain Daniel, an early French navigator to New France.RAWDON: after Lord Francis Rawdon, Marquis of Hastings, 1754-1826.RICHMOND: after Charles Lennox, fourth Duke of Richmond, Governor-General of Canada, 1818-1819.ROUGEMONT: after Capt.de Rougemont of the Carignan-Salières regiment who was commander at Fort Ste.Thérèse on the Richelieu in 1666.RouvN: after Capt.de Rouyn of the Royal Roussillon regiment which formed part of Montcalm'\u2019s force at the Battle of the Plains of Abraham.In view of the fact that so many place names in the Province of Quebec bear the names of saints, explanations of their origin would require more space than is available for this article.Furthermore, their origins are well known to many readers.SAULT-AU-RECOLLET: after Father Nicolas Viel, a Recollet priest who was drowned in the river near this place in 1625.SAWYERVILLE: after Josiah Sawyer, one of the earliest settlers, near the end of the eighteenth century.SHERBROOKE: after General Sir John Coape Sherbrooke, Governor-General of Canada, 1816-1818.SEES = = = ii ce SEA PA RIT ET RER POP a ORIGIN OF NAMES OF PROTESTANT MUNICIPALITIES IN QUEBEC 51 SHOOLBRED: after John Shoolbred who was granted a seigniory in the Gaspé peninsula by Lord Dorchester in 1788.SILLERY: after Noel BrulartdeSillery, the founder of an Indian mission settlement at this place.SOREL: after Pierre de Sorel, an officer of the Carignan-Saliéres regiment who built a fort at this place in 1672.VALLEYFIELD: after the Valleyfield Paper Mills, Edinburgh, Scotland.WATERLOO: after the site of the famous battle in 1815.B.Municipalities named after places in Great Britain and elsewhere.ALDFIELD: from Aldfield Parish, Yorkshire, England.ARUNDEL: from Arundel Parish, Sussex, England.AscoT: from Ascot village, Berkshire, England.BARNSTOWN: from Barnston Parish, Cheshire, England.or Barnston village, Essex, England.BRISTOL: from Bristol, Gloucestershire, England, the city from which John Cabot set sail on his voyage of discovery in 1497.BROMPTON: from Brompton, Kent, England.BUCKINGHAM: from Buckingham county, England.Bury: from Bury, Lancashire, England.CANTLEY: from Cantley Parish, Norfolk, England.CHATEAUGUAY: from Chateauguay, a commune in Puy-de-Dome, France; named by Charles LeMoyne.CHAUDIERE: translation of the Indian word asticon, meaning \u2018\u2018boiling kettle\u201d.CHELSEA: from Chelsea, a district of London.CLIFTON: from one of several townships of this name in England.CoLERAINE: from Coleraine, Londonderry county, Ireland.DANVILLE: from Danville, Vt., from which some of the early settlers came.Danville, Vt., is named after the French geographer, Jean Baptiste Bd\u2019Anville (1697-1782).DERRY: from Londonderry, Ireland.DUNDEE: from Dundee, Scotland, home of its first postmaster, John Davidson.EARDLEY: from Eardley End village, Staffordshire, England.EATON: from one of many Eatons in England.ELy: from Ely, Cambridgeshire, England.FArNHAM: from Farnham, Surrey, England.FRAMPTON: from Frampton village, Dorsetshire, England.GRANBY: from Granby village, Nottinghamshire, England.GRANTHAM: from Grantham, Lincolnshire, England.HAM: from a London suburb of this name.HAMPDEN: from Hampden, Buckinghamshire, England.HATLEY: from Hatley East, Cambridgeshire, England.HEMMINGFORD: from Hemmingford, Huntingdonshire, England.HULL: from Hull, Yorkshire, England.HUNTINGDON: from Huntingdon county, England.INVERNESS: from Inverness, Scotland.PRE TE PE UE RO OO RRS of de ARIAL LES EN 52 EDUCATIONAL RECORD KENSINGTON: from a parish in London.KinGseY: from Kingsey village, Oxfordshire, England.LEErps: from Leeds, Yorkshire, England.LINGWICK; from Ling village, Suffolk, England.LITCHFIELD: from Litchfield, Hampshire, England.LOCHABER: from Lochaber, Inverness, Scotland.MANSFIELD: from Mansfield, Nottingham, England.MARSTON: from Long Marston, Tring parish, Hertfordshire, England.MASHAM: from Masham, Yorkshire, England.MILAN: from Milan in northern Italy.NEw CARLISLE: from Carlisle, Northumberland, England.NORTHFIELD: from Northfield, Worcestershire, England.ONSLOW: from Onslow House, Shropshire, England.ORFORD: from Orford, Suffolk, England.PORTLAND: from Portland, Dorsetshire, England.Porton: from Potton, Bedfordshire, England.RoxToN: from Roxton, Bedfordshire, England.SHIPTON: from one of the towns of this name in England.STANBRIDGE: from Stanbridge, Bedfordshire, England.STANSTEAD: from one of several places of this name in England.STONEHAM: from Stoneham, Hampshire, England.STUKELY: from Stukely village, Huntingdonshire, England.SuTTON: there are many Suttons in England.THORNE: after Thorne, Yorkshire, England.TINGWICK: after Tingwick, Buckinghamshire, England.WAKEFIELD: after Wakefield, Yorkshire, England.WALTHAM: after Waltham Abbey, Hertfordshire, England.WEEDON: from Weedon village, Buckinghamshire, England.WINDsOR: from Windsor, Berkshire, England.YORK: from York, Cathedral city in Yorkshire, England.Names of Indian Origin CALUMET: \u2018\u201cpipe of peace\u201d.CASCAPEDIA: \u201cstrong current\u201d (Micmac, sakpediac).COATICOOK: \u201c\u2018river of the pine land\u2019 (Abenaki).GASPE: \u2018\u201cend\u201d\u2019 (Micmac, gaspeg).KENOGAMI: \u2018\u201c\u201clong lake\u201d.L\u2019ACADIE: \u201cdwelling place\u201d (Micmac, academ).Macoc: \u201clittle sheet of water\u2019 (Abenaki).MATAPEDIA: \u2018river that breaks into branches\u201d (Micmac, matapeging).MEeTis: \u201cbirch\u201d (Micmac, mitisk).MEGANTIC: \u2018\u2018where they dry fish\u2019\u2019 (Abenaki).QuEBEC: \u2018narrows\u2019 (Algonquin, kebec).RESTIGOUCHE: \u2018\u2018with large branches (Micmac, lust-a-gooch).RIMOUSKI: \u201chaunt of dogs\u2019 (Micmac).SHIGAWAKE: \u2018\u2018white water\u2019 (Micmac, michigonac). SECONDARY SCHOOL EXAMINATION TIMETABLE 53 SECONDARY SCHOOL EXAMINATION (QUEBEC) TENTATIVE TIMETABLE (1945) THURSDAY, JUNE 14th gr GRADE Morning GRADE Afternoon i XI Air Cadet*.9t011.30 XI Music.2 to 4.30 É French (Non-specialist).9 to 11.30 XII FL A A a a eee ea eee ee 2toS Rs FRIDAY, JUNE 15th XI Art and Crafts, Courses A, XI Art and Crafts, Courses A, B,C.800000000 9 to 11.30 B,C(ont).2to4.30 Er XII Art.\u2026.02102 200000 9 to 12 XII Art (cont.).\u2026.2to5 yr MONDAY, JUNE 18th À VI Language.9to 11 VI Reading and Literature.2to4 ; VII AS 9to 11 VII c \u201c CL.2to4 A VIII LL LL Lea ana nee 9 to 11 VIII English Literature.2to 4 E IX VS 9 to 11 IX cé Lecce 2 to 4 r X English Composition.9to 11 x \u201c annee 2 to 4.30 gi XI ce \u201coo 9to 11.30 XI ce Canne 2 to 4.30 fi XI\u201c Le 9 to 12 Xr\u201c Lane 2to5 Eu | TUESDAY, JUNE 19th 4 VI HiStory.9 to 11 VI French.2 to 4 a VII Ce 9 to 11 VII \u201ca 2to 4 .Er VIII \u201ciii 9to 11 VIII LL Lean 2 to 4 E IX ET 9 to 11 IX 2 to 4 E x Lana aan 9to 11 .X a 2to 4 Sid XI ee 9 to 11.30 XI \u201ci 2 to 4.30 XII LL 9 to 12 XII EL a aa aa aa aa a 2to5 WEDNESDAY, JUNE 20th VI Arithmetic.9to 11 VI Mentaland Rapid Arithmetic 2 to 2.40 Spelling and Dictation.2.45 to 4 VII Ce 9 to 11 VII Mentaland Rapid Arithmetic 2 to 2.40 Spelling and Dictation.2.45 to 4 VIII EL Le ea eee eee 9 to 11.30 VIII É6 \u201c \u201coo.2 to 3.15 Mental and Rapid Arithmetic 3.20 to 4 IX FE LL Lea ane 9 to 11.30 IX Spelling and Dictation.2 to 3.15 Mentaland Rapid Arithmetic 3.20 to 4 X Chemistry.9to 11 X Physics.2to4 XI FE La a a aa Lena» 9 to 11.30 XI FE LL Lea aa ane 2 to 4.30 XII FE Lee DRE 9to 12 XII EE 2tod EDUCATIONAL RECORD THURSDAY, JUNE 21st VI Geography.9to 11- VI Scripture.2to 4 VII EP 9to 11 VII Ce 2 to 4 VIII PE Le a ana ee 9 to 11 VIII Algebra.2to 4 IX \u201cee 9to 11 IX FE La eee ea eee ane 2to4 x CE La a aa een eee 9to 11 X ee 2to4 XI Elementary Geometry.9 to 11.30 XI Biology.\u2026.\u2026.000000 2 to 4.30 XII Analytical Geometry.9 to 12 XII TL A ea a a aa ae + 2toS5 FRIDAY, JUNE 22nd IX \u201c \u201coo .9to 11 IX Geometry.2to4 X Latin.9 to 11.30 x Cee ne 2to4 XI Latin Prose and Composi- XI Latin Poetry and Sight.2 to 4.30 tion.9 to 11.30 Stenography.se.2to 4.30 Bookkeeping.9 to 11.30 Industrial Arts.2 to 4.30 XII Latin Authors.9 to 12 XII Latin Composition and Sight 2 to 5 MONDAY, JUNE 25th VIII Extra English.cie I | | | IX Latin.9to 11.30 IX \u201c Ce 2to4 X Biology.9 to 11 x \u201c Co 2to4 XI Elementary Algebra.9to 11.30 XI Geography.2 to 4.30 XII Algebra.9to 12 XII Trigonometry.2toS A TUESDAY, JUNE 26th Household Science.XI Intermediate Algebra.9 to 11.30 XI Trigonometry.2 to 4.30 Greek Allen & Composition 9 to 11.30 Greek Colson & Grammar.2 to 4.30 XII Extra English.9to 12 XII Greek Composition & Sight 2 to 5 Greek Texts & Grammar.9 to 12 WEDNESDAY, JUNE 27th XI German Authors & Grammar 9 to 11.30 XI German Composition & Sight 2 to 4.30 Extra English.9 to 11.30 Household Science.2 to 4.30 XII German Texts & Grammar.9 to 12 XII German Composition & Sight 2 to 5 * One paper only will be set in the Air Cadet Examination.Under all circumstances, even the most adverse, it is better that children should become acquainted with the Bible than that they should leave it sealed in a corner until they find interpreters who will pass muster.I cannot believe that the effect of the Bible study upon the children will be bad, even if the teacher has not perfect knowledge or entertains erroneous critical theories.Rev.Frank W.Beare. postent ot THE GRADE X JUNE EXAMINATIONS\u20141944 55 THE GRADE X JUNE EXAMINATIONS\u20141944 The following is a summary of the results of the June 1944 Examinations for Grade X: No.of No.Failed No.of Pupils Subject Papers Passed Per cent Having 80% or over English Literature 703 617 12 62 English Composition 687 615 10.5 67 French 714 617 13.5 144 History 656 500 23.8 86 Algebra 695 562 19.1 184 Geometry 641 536 16.4 183 Chemistry 550 471 15.4 113 Physics 334 267 20.1 77 Geography 261 230 11.7 36 Latin 211 181 14.2 30 Extra English 204 163 20.1 9 Household Science 130 93 28 2 Biology 92 83 9.8 24 The percentage of pupils passing the whole examination was 70.The following are remarks from the reports of the Examiners: English Literature.The tendency to relate the complete story without regard to the demands of the question was still much too common.It was evident that in very few schools were the pupils prepared to cope with such questions as 1(b), 2(b), 5 and 6(b).\u201cTypical romance.\u201d \u201ccolourful novel,\u201d and \u201chow! the scene was made impressive\u201d apparently were not understood and the proofs were not conclusive.Sight questions (3 and 4) were very popular and were fairly well answered.Question 8 was avoided by the majority of pupils and nearly all of the answers to part A consisted of a translation of the selection.The answers to the questions on Julius Caesar were far superior to those on The Tempest.The most common grammatical error was the use of \u201cof\u201d for \u201chave.\u201d English Composition.The errors were very similar to those of past years.The most common were: changing tense in writing a story; the tiresome repetition of a word; starting sentences with the conjunctions \u201cbut\u201d and \u201cand\u201d; writing a whole paragraph without periods or capitals; confusing \u201cwere\u201d and \u201cwhere,\u201d \u201cto\u201d and \u201ctoo,\u201d \u201cof\u201d and \u201coff.\u201d \u201cUntil\u201d and \u201clightning\u201d were commonly misspelled.In Question 3 few pupils could punctuate 3 (f) which had a quotation within a quotation. EDUCATIONAL RECORD Question 5 (a) (1) proved too difficult for all but a small number but nearly everyone answered 5 (a) (2).No.5 (b) indicated a lack of grammatical knowledge.In answer to No.6 many wrote a number of paragraphs instead of one and did not limit them to being \u201cdescriptive\u201d as required.French.In the first question \u201cdictée\u201d a certain number of candidates were given two marks for effort only.The general mistakes made were the words \u201ctout,\u201d \u201ccampagne,\u201d \u201cvois,\u201d \u201ctravail\u201d and \u201cviennent.\u201d The question on translation was surprisingly well done, the most serious mistake made being the translation of the sentence \u201cif it isn\u2019t too warm.\u201d The composition question was well done by those pupils who chose as their topic one of the characters they had studied.The majority of candidates lost marks on Questions 6 and 9.This obviously shows that more attention must be given to the study of the gender of nouns.History.As the failure per cent in last year\u2019s History paper was rather higher than usual, an attempt was made this year to set an easier examination by allowing 25 per cent of the marks for the completion question and having a map question in which only the more prominent localities were to be indicated, and also by allowing 2 generous number of options.In spite of this, and marking on as generous a basis as possible, the failure per cent was higher than in any recent year.These ill-prepared pupils were found in some of the largest schools.From the nature of the answers from the best schools it was evident that the subject had been well organized, that outlines had been made, that the pupils had been shown how to make summaries; in short, how to get a proper perspective and to separate the important from the trivial.The papers from the majority of the schools gave evidence that there was no organization of the subject, the answers often consisting of scraps of information remembered from the text-book.Algebra.An astonishing number of candidates showed.little or no knowledge of the nature of graphs, on of their use in the solution of linear equations.Pupils of several schools did not attempt this question.Many candidates failed to state the common solution they had obtained.Many others confused the axes of reference.Question 3 (a) was fairly well done.Pupils substituting values immediately had the greatest success.Question 5 (c) was badly done.Too many brought the expressions to common denominators, then ignored the denominators.Problems presented the usual difficulties.Candidates responded, however, in a gratifying manner to this portion of the paper, especially in the case of intermediate schools. pete dance Aint oy THE GRADE X JUNE EXAMINATIONS\u20141944 57 Geometry.Too many tried to prove that the opposite sides of a parallelogram are equal by using \u201cDiagonals of a parallelogram bisect each other\u201d \u2014a later step in the same theorem.Some weak pupils \u201cproved\u201d 5 (a) by the same theorem; or proved the converse and added, simply, therefore BC2 = AB2 + AC2, Many pupils did not know that they may use the conclusion in the (a) \u2018part of a question as a starting point for the (b) part.For example, Questions 5 (a) and 6 (a) were very well done.But very few started 6 (b) by using the conclusion, or the formula, proved in 6 (a): AB2 = AX2 +2AX.XB+XB2, In Section A there was an increase in the number of visible construction arcs.But unless there was a shortage of compasses there were many who did not know that in Section A the word \u201cconstruct\u201d required the use of compasses for the parallels and the perpendiculars.Chemistry.Question 3 on multiple choice and 7 on laboratory observations were very well answered.Questions 5 and 6, involving theory and definitions, were found more difficult by most candidates.This would seem to indicate that the pupils are all doing some laboratory work.Question 8 was answered by schools either very wlll or very poorly, depending upon the emphasis placed by the school on Chemical Arithmetic.On the whole, candidates have a better grasp of Chemistry than they have of spelling which was bad throughout.Physics.Several high schools and two intermediate schools presented excellent papers.On the other hand, a few high schools were very disappointing and the large number of failures in these schools accounts for the high percentage of failure in the Province as a whole.The score on Question 1 was representative of the final mark in the majority of cases.The problems offered little difficulty for candidates who had been well taught.Low marks in this section of the paper were invariably due to sheer ignorance of the basic principles or to faulty methods.Question 3 was very poorly answered.The satisfactory papers were confined to a few schools.The diagrams for Question 4 were, on the whole, very satisfactory.Clear-cut, neatly labelled diagrams showed that many schools are giving adequate attention to this phase of the course.Geography.The percentage of papers meriting 80 per cent or over would have been greater had it not been that so many failed in Section A.Few pupils attempted Questions 3 in Section B, 5 in Section C and 9 in Section D.Those who did attempt Question 9 in Section D failed to answer correctly in that they failed to compare the two countries. EDUCATIONAL RECORD Question 4, 6 and 7 were well answered.Latin.This paper was an interesting one and offered considerable variety.The pupils seemed to find none of the questions especially difficult.Even a poor student seemed to be able to pass on the paper, whereas few among those of apparently excellent ability were able to obtain 90 per cent.Question 6 served a useful purpose in giving the conscientious candidate a chance to show that he had done honest work and in preventing the unprepared pupil from making some lucky guesses.That many have not thoroughly mastered the fundamental grammatical constructions was evident in the answers to Questions 7 and 8.Extra English.In the opinion of the examiner, this subject should be attempted only in those schools where the teachers are especially trained to teach English and by those pupils who show a special aptitude for it.Question 2 was poorly answered as pupils frequently could not distinguish between the earlier and the modern essayists.Question 4 was not as well answered as it should have been, as candidates were confused by the explanatory statement that the \u201canswers did not call for a description of the hero\u2019s character.\u201d The alternative question gave rise to some thoughtful replies as well as to some very poor ones.Question 5.The alternative part of this question was well answered in several instances, pupils showing that they had followed the discussions regarding \u201cbasic English\u201d that have appeared from time to time in newspapers and magazines.Household Science.The spelling was poor, being noticed particularly in the clothing terms.Question 1.This was a frequent choice but (d) part was answered in too general a fashion.Question 3.This was well answered except for parts (b) and (e).Too many pupils seemed to have no idea of the proportion of fat to flour that might be used in pastry making.Question 4.This was a popular choice and was on the whole, well answered.Question 7.A popular choice and, on the whole, well answered ; this was particularly true of (b) part.Biology.Considerable improvement in Grade X Biology has been noted over the past few years.There was fairly wide variation among schools, as indicated by the marks, but the results, on the whole, may be considered highly satisfactory.The objective question (Section A) showed, as might be expected, the widest variation in quality of replies.The questions in Section B wiould seem to indicate that a satisfactory approach to experimental work was being taken in most schools and that the pupils carried out and understood the experiments.Question 5, on osmosis, was well answered by many but the pupils of one school seemed to have a mistaken idea of the process. BOOK REVIEWS 59 BOOK REVIEWS Who Dare to Live, by Frederick B.Watt, Lieut.-Commander, R.C.N.V.R., is a poem of high merit.It is a tribute to the spirit that has enabled the men of the merchant marine to play a major part in the war.The spirit is revealed less in the story of deeds accomplished than in the personalities of men who have caught a vision of service to their country and mankind which no experience, however bitter and unnerving, can dim.It also conveys a picture of the type of women whose loyalty and self-sacrifice gives a man strength and courage for the fight.The poem is wholesome and inspiring throughout, the writer having a fine sense of rhythm and an unusual happiness of diction.Published by the Macmillan Company of Canada, 68 pages, $1.75.Living in Canada, by Margaret Vant and Gladys Robertson, introduces grades V and VI to bulb farming, mining, lumbering, fur trading, fishing and manufacturing.A play on transportation is entitled *\u2018Giving and Sending.\u201d Published by the Ryerson Press, 157 pages, $0.75.Learning to live with others, by Alice and Lester D.Crow, is a high school psychology.The explanations of the principles of psychology are clear.The many well selected applications should appeal to pupils in high school, more particularly in the senior grades.The personality scales should be very helpful and the illustrations will attract attention and help the understanding.Some of the chapters are: Getting along with people, understanding personality, developing a fine character, your attitudes and emotions, how you learn, how to study, adjusting to school life, successful living.Published by D.C.Heath, (Copp Clark, agents) 284 pages, $1.75.The Growth of Freedom, by H.A.Tanser, is a very readable account of the growth of democracy written for pupils of Grades VII, VIII and IX.Starting with the story of how the Greeks obtained their liberty and continuing through the gaining of freedom in England, the author describes how parliament and representative government came into being on both sides of the Atlantic.Chapters are devoted to Public Health, Municipal Government and Education.The questions at the end of each chapter are pithy and the references numerous.Published by the School Aids and Text Book Publishing Company, Regina and Toronto, 309 pages, $1.00.Our Two Democracies, by K.B.Smellie, is a comparison of the British and American forms of democracy.In very clear language the political aspects of Britain and America are compared and contrasted side by side.\u2018\u2018In Britain time has always been given to learn, and in the United States there has always been space to try.\u201d Magna Carta and the American Declaration of Independence are referred to in the same paragraph.The illustrations are similarly designed to show the comparisons.President Roosevelt delivers his inaugural speech in front of the capital and the Xing drives to Parliament surrounded by monarchical pomp.Graphs describe vividly what Americans and Britishers vote for, the differences between presidential and cabinet government, etc.Published by George G.Harrap and Company Limited, 64 pages, $2.00.(Clarke, Irwin and Company, agents.) Collected Poems, by E.J.Pratt, is the first comprehensive collection of the work of one of the best narrative poets of our day.In it are to be found the narrative, the historical and imaginative, Breboeuf and His Brethren, The Roosevelt and the Antinoe and other narrative poems that have brought fame to this Newfoundland and Canadian poet, the first named containing much of the original material written in the Jesuit Relations.The volume also contains his lyrics, Newfoundland reminiscences, a miscellany and extravaganzas, the miscellany containing such gems as \u201cCherries\u201d and \u2018\u201cFrost.\u201d\u201d Even in the midst of tragedy Pratt can display a fine touch of humour.This appears even in a theme so awe-inspiring as \u201cDunkirk.\u201d His fine figures of speech reveal the true poet.Published by the Macmillan Company of Canada, 314 pages, $3.00.It is to be hoped that this publication will result in a greater appreciation of this great poet.Understanding the Young Child, by William E.Blatz, was written to give assistance to the students in England who had to care for children in wartime nurseries.Its chapters deal with maturation, intelligence capacity, discipline, motivation, social development, developing responsibility, work and play, imagery 60 EDUCATIONAL RECORD and imagination.There is a chapter on the nursery school and another on parent education.Published by Clark, Irwin and Company, 278 pages, $2.50.The book is a treatise on child psychology and, as such, has wide application.It is interesting from the first page.The author shows his deep knowledge of his subject matter and related information.His insistence upon the educational and environmental factor in the development of children and upon individual differences is stimulating.On Education, by Sir Richard Livingston, is the attempt to show to the people of England the necessity for a goal in education and that the traditional education is not sufficient.In addition to literature, history and politics, science and practical work should be introduced.Education should be continued far beyond the ages of school children.Education, he says, \u201chas become a chaos instead of a cosmos.\u201d In a true educational system body, mind and character must be trained.The author shows the hindrances in the way of the education he visualizes and stresses training for citizenship.Two volumes are combined on one.Published by the MacMillan Company, 365 pages, $2.00.Poems from the Desert, is a collection of poems written by members of the Eighth Army while serving in the Western desert.The themes are battle, love, home and their surroundings.They have been chosen from over four hundred poems submitted for competition in the weekly paper of the Eighth Army.All are of a high order and show the mental calibre of the writers who rank from private to lieutenant.Though fighting bitter battles, the spirit of the men remains healthy and staunch.This spirit is reflected in almost every poem quoted.Their tone may be judged from the following: What did I see in the desert to-day\u2014 Anything new in the \u201cBlue\u201d?I found a crevice in the rocks Where a single violet grew, As fresh as in woods and lanes of home\u2014 The green fields once we knew, And I saw the Faith in the eyes of men, And I knew their hearts were true.Published by the Oxford University Press, 46 pages, $1.25 Simple Experiments in Biology, by Cyril Bibby, is an orderly compilation of hundreds of experiments and demonstrations which have proved useful through the years to teachers of Biology.Many of the operations described require no specialized equipment and most of them may be performed with apparatus found ordinarily in high school laboratories.- This book will be of interest to teachers in search of fresh and relatively simple demonstrations of biological or biophysical principles.A chapter on laboratory technique, including directions for the preparation of standard testing reagents, adds to its value as a reference text.Published in Canada by the MacMillan Company, 164 pages (not illustrated), $2.25.Knights of the Wilderness, by Shore and Oblinger, is an admirable account of the stirring life of Alexander Mackenzie who led the first party of white men and Indians across the North American continent.The story is told in a spirited manner.The reader is given a very clear account of the rivalries between the great fur-trading companies toward the close of the eighteenth century and there are fine pen-pictures of some of the fur barons, especially Simon McTavish and Alexander Mackenzie himself.Mackenzie's thirst for exploration and the daring journeys that resulted from it are vividly portrayed.The book is written in a fluent style which makes it easy and pleasant reading.Published by McClelland and Stewart, 253.pages, $2.50.First Aid Training, by Leslie W.Irvin, is a study and practice book, which contains chapters on the importance of knowing first aid, the body machine, learning to deal with shock, first aid for wounds and shock, the control of serious bleeding, fractures, dislocations, ete.It contains a fairly liberal number of illustrations, is arranged in a very practical manner, contains problems that can be solved by the methods taught and gives a list of things to remember at the end of each chapter.Published by Lyons and Carnahan (Ryerson Press, agents), 215 pages, $1.25. \u2014_\u2014 MINUTES OF THE OCTOBER MEETING OF THE PROTESTANT COMMITTEE 61 MINUTES OF THE OCTOBER MEETING OF THE PROTESTANT COMMITTEE Offices of the Protestant Board of School Commissioners, 3460 McTavish Street, Montreal, October 5th, 1944.On which day was held the regular quarterly meeting of the Protestant Committee of the Council of Education.Present: Mr.A.K.Cameron (in the Chair), Mr.Howard Murray, Dr.A.H.McGreer, Hon.Chief Justice W.L.Bond, Senator C.B.Howard, Mr.R.Eric Fisher, Dr.R.H.Stevenson, Dr.C.L.Brown, Mr.Leslie N.Buzzell, Hon.G.Gordon Hyde, Mr.George Y.Deacon, Hon.G.F.Gibsone, Mr.Harry W.Jones, Dr.S.E.McDowell, Mrs.T.P.Ross, Dean Sinclair Laird, Mr.A.R.Meldrum, Mrs.A.F.Byers, Mrs.A.Stalker, Mr.T.M.Dick, Dr.J.S.Astbury and the Secretary.The minutes of the previous meeting were read and confirmed.Apologies for absence were received from the Superintendent of Education, Dr.E.Leslie Pidgeon, Dr.F.Cyril James and Mr.Andrew S.Johnson.The report of the Director of Protestant Education contained the following information: The notice setting up the framework of the central school boards has been published in the Quebec Official Gazette in accordance with Division I, Section 2 of the Act 8 Geo.VI, ch, 15; petitions have been received from the majority of the school boards in the Richmond-Drummond- Arthabaska area and the notice concerning that petition has been published in the Quebec Official Gazette; petitions have also been received from the majority of school boards in the Chambly area and the required notice will be published in the next issue of the Quebec Official Gazette; statements in favour of the erection of central school boards in other units and petitions against the formation of boards in several of the other units have been received; petitions for unions of other school municipalities have been received, viz., Milan with Scotstown and Notre Dame Auxiliatrice with St.Johns; the pupils of Longueuil in Grades X and XI are being sent to St.Lambert High School this year; a grant of $4,000 has been promised by the Ministry of Agriculture to introduce a course in Agriculture in two schools during the current session and Ormstown and Lachute are taking advantage of these grants; owing to the number of pupils applying for admission to Grade XII other classes should be opened; the Pascalis Protestant school was destroyed by fire on July 7th, 1944, this being the tenth fire in Protestant schools during the past fifteen years; an application has been received from the Talmudical Academy for permission for the pupils of the Lubavitch Rabbinical College to present candidates for the high school leaving examinations.The report was received on the motion of Mr.Dick, seconded by Senator Howard, and it was resolved that the Chairman should approach the Montreal Protestant Central School Board and the Government to state the need for the establishment of additional Grade XII classes. I ace aéré pra 62 ,[ EDUCATIONAL RECORD For the Legislative sub-Committee, Mr.Justice W.L.Bond reported progress concerning the proposed amendments to the charter of the Provincial Association of Protestant Teachers of Quebec.Mr.Justice Gibsone proposed that Dr.McGreer be recommended to the Lieutenant-Governor-in-Council for appointment to the Protestant Central Board of Examiners.Carried.Dr.McGreer proposed that Mrs.T.P.Ross be recommended to the Lieutenant-Governor-in-Council for appointment to the same Board.Carried.It was moved by Mr.Murray and resolved that the Secretary be requested to submit to the Committee at its next meeting the curricula in effect at the universities leading to the high school diploma.A letter was read from the Canadian Federation of University Women asking that: (a) each Provincial Government be urged to organize a campaign to secure the necessary number of gifted students from graduating classes of high schools and universities; (b) these students be further encouraged by generous financial assistance to seek training and further efforts be made to increase salary schedules; (c) the Federal Government be urged to offer grants-in-aid to the Provinces to make satisfactory teaching personnel available.The Secretary was asked to acknowledge the letter and to say that the Committee was in agreement with the objectives of the Canadian Federation of University Women proposed in sections (a) and (b) but that it was unable to commit itself to asking the Federal Government for grants- in-aid.Another resolution was read from the Canadian Federation of University Women asking that an exchange of English and French speaking students be arranged among Canadian universities.The Secretary was asked to reply stating that the efforts of the Canadian Federation of University Women should be encouraged in this connection and that the proposal meets with the approval of the Protestant Committee.A letter was read from the Canadian Teachers\u2019 Federation stating that 10 minimum salary lower than $1200 can be.considered adequate for teachers and asking each Provincial organization to strive to attain this minimum objective.The Secretary was asked to thank the Federation for the information and to say that the Committee is doing all that lies within its power to obtain higher salaries for teachers.On the motion of Mr.Murray the following resolutions were adopted: that a sub-committee be appointed for the following purposes; (a) To study and report on the changes which should be made in Regulation 129-f for more adequate training in the university course following post-graduate courses in the Departments of Education of the universities; (b) to ascertain in particular whether these universities can offer to students an alternative Science course leading to the degree of B.Sc.which would be pre-requisite to the course in Education in order that these students, upon receiving high school diplomas, would be well qualified to teach Science subjects in the high school grades.The Committee appointed was Dr.James, Mr.Murray, Dr.Pidgeon, Dr.McGreer, Mr.Dick, Dr.Astbury, Mr.Jones, Mr.Johnston and that the chairman be either Dr.James or Mr.Murray.ee MINUTES OF THE OCTOBER MEETING OF THE PROTESTANT COMMITTEE 63 Reports were presented concerning the summer schools at Macdonald College, Bishop\u2019s University and the French Summer School held at Macdonald College., The report of the Education sub-committee contained the following information: (1) À letter has been received from the Registrar of McGill University regarding changes announced by that institution for admission to the Faculty of Arts and Science and the Faculty of Agriculture.(2) The recommendation has been made by the Provincial Association of Protestant Teachers of Quebec that shorthand and stenography be considered as separate subjects for the high school leaving examinations, but no action is recommended by the sub-committee at present.(3) Reference from the May meeting of the Protestant Committee that a change be made in the high school leaving requirements has been considered, the suggestion received from the Provincial Association of Protestant Teachers of Quebec being that candidates be required to pass only in one of the two divisions of French, the number of papers in which the pupils pass before receiving a high school leaving certificate to remain as at present.In order to study this problem further, it was recommended that a special committee be appointed to consult with the McGill School Leaving Examinations Committee as to whether two papers should be required in French for the departmental and McGill school leaving examinations and to discuss other relevant problems.(4) It was recommended that the courses in the special teachers\u2019 class at the High School for Girls remain as at present for the current year but that the Committee previously appointed should meet as soon as possible for the purpose of considering a revision.The report was received and the recommendations approved, the committee to meet with McGill representatives being named as follows: Dr.Astbury, Mr.Dick and the Director of Protestant Education.A resolution was read that was passed at the last meeting of the General Board of Religious Education in joint session with the Executive Council of the General Synod of the Church of England in Canada thanking the Ministers of Education of the Provinces of Canada where advance is being made in the provision for Religious Education in the schools, and expressing appreciation of the increasing evidence of the recognition of the place of religion in education.The resolution was received.A resolution was read from the Provincial Association of Protestant Teachers of Quebec commending the action of the Provincial Legislature in adopting Bill No.15, of the 1944 session, providing for the establishment of county school boards in the Province of Quebec and stating that the Association invites the co-operation of other interested bodies in the formation of a committee to study means whereby the Superintendents of Education for the units may be made available as soon as possible.The letter was received.The report of the rural sub-Committee stated that Stanstead College had asked for financial aid in erecting a building to replace the Holmes Memorial School, but this was merely a report of progress.The report was adopted on the motion of Mr.Buzzell, seconded by Mr.Jones.li i a al Lb an Ll pa Os es A Bus EDUCATIONAL RECORD Mr.Fisher reported that pamphlets had been published in connection with the proposed new high school at Knowlton; that the Knowlton Board had passed a resolution in favour of the establishment of a central board in Brome County and that efforts were being made to foster the larger unit of administration in that county.Mrs.Ross stated that progress was being made with the setting up of the county central school board in Richmond- Drummond-Arthabaska; Dr.C.L.Brown announced that a resolution had been passed in favour of the county unit at a meeting of representatives of school boards in Stanstead County and Dr.McDowell announced that a meeting will shortly be held in Pontiac County for the purpose of considering whether a unit should be organized in that county.These reports were appended to the report of the rural sub-Committee.Mr.Jones gave notice that at the next meeting of the Committee he will move that the Protestant Committee approve the efforts that are being made to produce a Canadian History textbook which would be suitable for use in all the Provinces of the Dominion.There being no further business the meeting adjourned to re-convene in Montreal on Friday, November 24th, unless otherwise ordered by the.Chair.(Signed) W.P.PERCIVAL, (Signed) A.K.CAMERON, Secretary.Chairman.Prayer with which the British House of Commons opens its daily deliberations: \u201cAlmighty God, we thine unworthy servants, here gathered together in Thy Name, do most humbly beseech Thee to grant that we having Thy fear always before our eyes, and laying aside all private interests, prejudices and partial affections, the result of all our counsels may be to the glory of Thy Blessed Name, the maintenance of true religion and justice, the safety, honour and happiness of the King, the public wealth, peace and tranquillity of the realm, and the uniting and knitting together of the hearts of all persons and estates within the same, in true Christian love and charity, one towards another, through Jesus Christ our Lord and Saviour.Amen.\u201d THE PRICE OF WAR Casualties to all ranks of the Armed Forces of the United Kingdom during the first five years of war.(As reported up to 3rd September, 1944) Killed 176,081 Missing 38,275 ; Wounded 193,788 Prisoners of war 154,968 Total 563,112 TO THE BIRDS How dare you sing such cheerful notes?You show a woeful lack of taste; How dare you pour from happy throats Such merry songs with raptured haste, While all our poets wail and weep, And readers sob themselves to sleep?\"Tis clear to me, you've never read The turgid tomes that Ibsen writes, Or mourned with Tolstoi virtue dead, Nor over Howells pored o\u2019nights; For you are glad with all your power: For shame! Go study Schopenhauer.You never sing save when you feel The ecstasy of thoughtless joy; All silent through the boughs you steal When storms or fears or pains annoy; With bards \u2019tis quite a different thing, The more they ache the more they; sing.All happiness they sadly shirk, And from all pleasure hold aloof, And are so tearful when they work They write on paper waterproof, And on each page express a yearn To fill a cinerary urn.Go, little birds, it gives me pain To hear your happy melodies! My plaudits you can never gain With old and worn-out tunes like these; More up-to-date your songs must be Ere you can merit praise from me.Peter McArthur.prt 0 fx) + (asx 3 we 5: \u201cA i pos 5 fi: 9 + 4 R.i # dr ! d = pr # PP { 7 4h 4 i i i i i i | 13 : i } ! i 2 hi # u A i 4 7 EE Hr = Ce 7% Gi 2 a 2 2 7 CCG A Hl kL f ; 1 2 ! si 22 + a 4 Zi a ot ni Fe SA i 7 2 É.\u201cA ti \u20ac gil H i + 7 iil 14 i i 2 pli de ! i ä a 7 = 4 2 | = = a 5 i i 7 ÿ | 4 a 2 hy 7 | | 7 A oz 2 7 i % 2 i 2 Doris 2 7 7 7 7 5 GE x gi ol rd EE ce i 2 7 i Ti i 2 a i 2 7 7 ed in a 2 i i A Hi 1} 0 TE UE pi wi 2 Hf a ge 5 7 i 2 N GE a \u201c Ze oh : Z AEF a fd) 7% 2 7 uy pal ; 1 A ; 2 2) of he 7 7 i 2 2 2 Saline 7 2 Æ 7 2; 2 7 7 b A i i 7 %, 2 CE 2 7 ; Zr % i 2 7 2 2 CE 2 A hy, CE Er costae A 2 7 i 4 2 22 | py Fe æ oF op 7 2 Xe, aR # i si % % = a 2 vi GE 2 ; % \u201c #4 a or 2 se 2 7 Te he = ide i, ee Ë GE GE Ë # 4 Pe se, i ti = du di Bs sa 2 j 2 a: 7 2 2 5 2 pb 2 7 Se as 2 GE i i | æ GIR, this.ij Bh #5; | a a % x 3 i j à 5 % # 7 Hrs HP ¢ i 5 4a j A 2 22 | #2 A ÿ pu i The lesser known of the two double monuments in Quebec City DES BRAVES THE MURRAY-LEVIS MONUMENT ON ST.FOYE ROAD AT AVENUE \u2018A 1 2 x RI Pr Lu NYRR Laas PRAT Sel \"3 wr ne "]